ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Experiential Learning and Career Outcomes for Alumni of International Development Studies Programs in Canada
Author: Tiessen, Rebecca
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Experiential Learning,Employment Patterns,Alumni,International Education,International Studies,College Graduates,Education Work Relationship,Student Participation,Internship Programs,Service Learning,Field Experience Programs,Study Abroad,Cooperative Programs,Work Experience Programs

In this paper, we explore the relationship between experiential learning and career outcomes for international development studies (IDS) graduates from the perspective of program alumni, by presenting the results of a national survey completed by 1,901 IDS alumni across Canada. Employing study data, we answer the following research questions: (1) What do IDS alumni consider important experiential learning opportunities? and (2) What is the perceived relationship between experiential learning and career outcomes? We argue that documenting IDS graduate perspectives on the relationship between experiential learning and career paths can inform current program opportunities and highlight the relationship between work-integrated learning and career success in this field.
Assessment of Student Leaders&apos; Skills Critical in Managing Student Affairs in Public Universities in Kenya
Author: Muthoni, Murage Lucy
Date: 2018-10-00
Type: Journal Articles
Subjects: Student Leadership,Leadership,Skills,Public Colleges,Foreign Countries,College Students,Leadership Training,Student Personnel Services,College Administration,Leadership Effectiveness,Administrators

The need to prevent eruption of unrests among students in universities continues to exercise the minds of higher education managers and policy makers in the world. Innovative approaches in the management of higher education designed to preclude students' riots continue to face immense challenges and ineffectiveness in universities in Kenya. One of the widely adopted approaches is that of involving democratically elected student leaders in the management of students' affairs in universities in Kenya. Despite the involvement of student leaders in the management of students' affairs in public universities, students' protests and riots continue to characterize higher education in Kenya. Consequently, there is need to examine the leadership skills that student leaders are expected to possess in order to perform their functions effectively so as to avert upsurge of strikes. This study sought to assess the student leaders' skills that are critical in managing student affairs in selected public universities in Kenya. The study adopted the descriptive survey research design. Stratified random sampling was used to select student leaders from four public universities. The sample comprised 19 members of student governing councils, 50 class representatives and 79 clubs and society leaders, making a total of 142 respondents. Data was collected using questionnaires. Data was analysed using both descriptive and inferential statistics. The results revealed that 66.3% of student leaders had leadership competence to organize welfare activities to address students' concerns in their institutions while 33.7% lacked capability. Further, the study established that leadership skills significantly contributed to effective provision of student affairs services. It is concluded that institutions of higher learning have not fully empowered student leaders to effectively perform their leadership tasks. The study recommends that student leaders should be exposed to regular leadership trainings during their tenure designed to equip them with necessary leadership competencies which would promote their effectiveness in enhancing university stability, peace and mutually accepted governance.
Difficulties Encountered by Arab Students in Pronouncing English Correctly
Author: Abugohar, Mohammed Abdulgalil
Date: 2018-10-00
Type: Journal Articles
Subjects: Arabs,English (Second Language),Second Language Instruction,Pronunciation,Language Proficiency,High School Students,Males,Accuracy,Language Fluency,Foreign Countries,Vocabulary

Since spoken language is the most important channel of communication, it is supposed to be the first skill to master when learning a language. However, in English as a Foreign Language (EFL) context, learners encounter various problems limiting their abilities. One of the remarkable phenomena in English as a foreign language (EFL) learning is the inability of most students to utter English correctly and fluently. The present study investigates the difficulties that hamper high school students from pronouncing English vocabulary and simple sentences correctly and fluently. This research was carried out in an attempt to assess the English course outcomes that were reflected in learners disabilities of correct and fluent English pronunciation. The data were collected through surveying second-year high school students' responses to two instruments. A questionnaire was addressed to a sample of 100 Saudi male students from 4 secondary schools, and semi-structured interviews with 5 students from the population were conducted to provide deeper diagnosis regarding problems of English pronunciation. In order to provide further details about the subject studied, analyses of the syllabi are presented. The study recommends remedial pronunciation activities, practice of confusing words, and phonics practices throughout the course.
Comparison of a Student and a Professional Writer&apos;s Literacy Competence as Reflected in Their Business E-mails
Author: Zees, Sri Rahayu
Date: 2018-10-00
Type: Journal Articles
Subjects: Comparative Analysis,Literacy,Students,Authors,Professional Personnel,Writing Skills,Competence,Writing (Composition),Business Communication,Electronic Mail,Cognitive Processes,Instructional Materials,Knowledge Level,Writing Evaluation

This research is an evaluation study using context, input, process, and product (CIPP) evaluation model to analyze whether the literacy developed in educational institution has met the acceptable literacy level used in the workplace. Two business E-mails about sales written by a professional writer and a student were analyzed to investigate the contexts and products. Input analysis was carried out on the data from observations and texts while process analyis was performed on the data elicited from observations. All four analyses were also supported by data elicited through interviews from both writers. The results of CIPP analysis indicated both similarities and differences between the two E-mails which reflected the literacy levels of both writers. In context analysis, both E-mails used mixed literacy types which were realized in 11 language aspects. The differences were in the cognitive process involved in the professional writer's performance that showed a high literacy level while the student's E-mail presented a low to medium literacy level. According to the input analysis results, both writers used most of the available designs as intangible resources except for style and declarative knowledge. There were differences in using the instructional materials and people as tangible resources. In process analysis, although there were similarities in some steps of knowledge building phase; however, some differences were still found between the two writers in this phase and in the phases of modelling, joint construction and independent construction of the text. The results of product analysis showed that the professional writer's E-mail presented a good to excellent literacy level while the literacy level of the student's E-mail ranged between inadequate and fair. The differences indicate that the literacy developed in educational institution does not meet the requirements of literacy used genuinely.
Entrepreneurship Education in Public Universities in Ekiti State, Nigeria
Author: Adebayo, Aina M.
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Entrepreneurship,Public Colleges,College Faculty,Lecture Method,Teaching Methods,Instructional Materials,Field Trips,Experiential Learning,Educational Resources,Business Administration Education

The inclusion of entrepreneurship education to university curriculum is to make the content more functional. However, it seems that entrepreneurship education has not been achieving its objectives in Nigeria. The main purpose of this study was to compare entrepreneurship education in two public universities in Ekiti State. The survey research design was adopted. The sample of the study consisted of 101 lecturers/trade experts from these universities. Two questionnaires were used to collect data. The instruments were validated by two lecturers from Ekiti State University (EKSU) and the Federal University, Oye Ekiti (FUOYE). The reliability test yielded a coefficient of 0.73. The findings showed that lecture method was mostly used in the two institutions, among others. Based on the findings of this study, it was recommended that adequate instructional materials should be provided. Also, the use of field trip is recommended to enable the students to receive first-hand information about these entrepreneurship trades from the appropriate companies/sites/industries, among others.
Evaluating the Design Standard of UiTM Massive Open Online Courses
Author: Aziz, Anealka
Date: 2018-10-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Higher Education,Public Colleges,Academic Standards,Check Lists,College Credits,Foreign Countries,Instructional Design,Instructional Materials,Educational Technology,Technology Uses in Education,Courses

Massive Open Online Course (MOOC) was one of the initiatives of the Malaysia Ministry of Education to ensure the standard of our national education system was at par with the global education trends. This initiative was documented in Malaysian Education Blueprint 2015 -2025 (Higher Education, Shift No.9: Globalised Online Learning). Universiti Teknologi MARA (UiTM) was among the public universities in Malaysia that were seriously involved in MOOC development. Starting with one MOOC in 2014, four MOOCs in 2015, 16 MOOCs in 2016, UiTM embarked into developing 450 new MOOCs in 2017. To ensure UiTM MOOC had achieved the required standard and quality of Malaysian MOOC, an internal guideline for UiTM MOOC Development (i-Learn Centre, 2016) was constructed. The construction of the guideline was based on the standard provided by the Guidelines of Development and Delivery of Malaysian MOOC (KPT, 2017). Some additional elements required by the administrator of UiTM MOOC were also added. The study was interested to determine whether the MOOCs developed by UiTM lecturers complied with the standard of UiTM MOOC and ultimately the Malaysian MOOC. It was also interested to determine the readiness of UiTM MOOC for credit transfer. To do that, a UiTM MOOC Evaluation Checklist was introduced. The checklist consisted of 45 questions which were constructed based on the guideline on UiTM MOOC Development (i-Learn Centre, 2016) and the Guidelines for Credit Transfer for MOOC (MQA, 2016). The study evaluated two active UiTM MOOCs in terms of adherence to the standard of UiTM MOOC. The findings of the study highlighted areas to be improved and provided suggestions to increase readiness for MOOC credit transfer.
A Shift from Traditional Pedagogy in Nepali Rural Primary Schools? Rural Teachers&apos; Capacity to Reflect ICT Policy in Their Practice
Author: Rana, Karna
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Elementary Schools,Conventional Instruction,Computer Uses in Education,Elementary School Teachers,Teacher Attitudes,Teaching Experience,Technology Integration,Educational Change

Policy by the government of Nepal emphasises the need to develop ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. This article reports a study of primary teachers' experiences of using digital technologies in rural primary schools in Nepal, and investigates their perceptions of how the availability and use of ICT in their schools has transformed traditional teaching models. It further examines the resources they can access and the training they received. Teachers' accounts of their experiences indicated that the integration of available digital technologies in instructional activities changed their role in the classroom to some extent, created a learner-friendly learning environment and improved aspects of their teaching. The study also found that there was often insufficient access to ICT in and outside the school premises, and that pre-service teacher education, as well as government-provided in-service training, does not cover the use of ICT in instructional activities. Rather provision of infrastructures and training in the use of digital devices is carried out by non-governmental organisations (NGOs). The article argues that for policy to be realised in practice, more sustainable and comprehensive systems need to be developed to train teachers in ICT use and to provide them with necessary facilities.
Academic Safety and Health (ASH) Requirements for ICT Usage by PhD Students in Developing Countries: A Case of University of Dar Es Salaam (UDSM), Tanzania and Makerere University, Uganda
Author: Masele, Juma
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Occupational Safety and Health,Computer Use,Colleges,Graduate Students,Doctoral Programs,College Role,Human Factors Engineering,School Policy,Health Behavior,Work Environment,Vision,Pain,Risk Management

The socio-economic effects of poor safety and health computer working environment are enormous to not only users but also their enterprises at large. This study examined universities' commitment towards safety and health requirements in computers usage by PhD students, using a case of University of Dar es Salaam and Makerere University. Responses from 221 respondents were analyzed using regression analysis. Observation to rooms and facilities used, supplemented the information. The study found that although the universities had tried to improvise rooms with chairs and tables for the PhD works, little attention to ergonomics was paid. Reported risks and snags encountered include eye strains, sight fatigue, headaches, tension stress, limbs disorders including disk degenerative disorders. The study proposed for the Universities to abide on provision of ergonomic obligatory environment possible including orientation of users to computer ergonomic principles, measures that are hoped to minimize computer usage related disorders. Policy makers and legislators are urged to come up with policies, laws and regulations to reinforce the intended behaviors and deeds. Importantly is also to individual PhD students to take active measures to ensure for sustainably safe and ill-health free computer related environment, despite the working environment they are exposed to.
What Prompts College Students to Participate in Online Surveys?
Author: Park, Kunsoon
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Surveys,College Students,Student Attitudes,Barriers,Response Rates (Questionnaires),Student Participation,Time,Difficulty Level

Online surveys are frequently used in higher education to collect students' opinions. This study investigated the factors associated with students' willingness to respond to online surveys. Using 540 samples from undergraduate and graduate students in the United States, this study conducted a factor analysis to categorize the reasons that students willingly participate in online surveys. Four factors were identified: Format, Affiliation, Content, and Contact. The regression analysis revealed format was significantly associated with the undergraduate students' online survey participation, while content was significantly related to the graduate students' online survey participation. These findings indicate the behavior of responding to online surveys may vary depending on the participants' educational level. They also suggest a need to develop different strategies when designing online surveys for educational purposes to enhance response rates.
The Relationship between School Principals&apos; Leadership Behaviours and Teachers&apos; Job Satisfaction: A Systematic Review
Author: Cansoy, Ramazan
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,Leadership Styles,Teacher Attitudes,Job Satisfaction,Transformational Leadership,Correlation,Interaction,Predictor Variables,Ethics,Administrator Behavior,Participative Decision Making,Change,Elementary Secondary Education,Foreign Countries

This systematic review aims to investigate the relationship between school principals' leadership behaviours and teachers' job satisfaction. With this purpose, studies that focused on this relationship in the literature were examined. Twenty-seven studies found in different databases (i.e. ERIC, WOS, SCOPUS and ULAKBIM) were included in the analysis. These studies mostly focused on the relationships between school principals' transformational and interaction leadership behaviours and teachers' job satisfaction. Additionally, job satisfaction was also studied in relation to servant leadership, ethical leadership, distributive leadership, individual- and task-oriented leadership and school leadership behaviours. Based on the findings of the studies examined, school principals' transformation leadership behaviours were found to have stronger relationships with teachers' job satisfaction compared to interactional leadership behaviours and were an important predictor of job satisfaction. Negative relationships were revealed between laissez-faire leadership and job satisfaction. On the other hand, school principals' servant leadership and ethical leadership behaviours were found to be important variables in ensuring job satisfaction. Lastly, school principals' administrative behaviours that encourage participation and are flexible, sharing leadership at school, and exhibiting individual-oriented and supportive leadership behaviours were revealed to enhance teachers' job satisfaction.
Student Profiles and Academic Achievement in Mexican Middle Schools
Author: González-Barbera, Coral
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Profiles,Academic Achievement,Student Motivation,Psychological Patterns,Goal Orientation,Learning Strategies,Self Esteem,Exercise,Internet,Grades (Scholastic),Attention Control,Reading Attitudes,Learner Engagement

The aim of the study was to describe student profiles associated with educational achievement from four sets of personal variables: psychological, academic, health, and technology use. A representative sample of middle school students from Baja California, Mexico, was given an ad hoc questionnaire and academic results were obtained from a standardized academic achievement test. Cluster analysis k-means allowed us to define two student profiles. Equal numbers of students were found in both groups, with Cluster 1 grouping high-achieving students and Cluster 2 those with a lower level of educational achievement. All of the personal variables help to describe and differentiate between the two groups, except for the number of times they have changed schools.
The Effectiveness of Flipped Learning: A Quasi-Experimental Study of the Perceptions of Kuwaiti Pre-Service Teachers
Author: Almodaires, Abdullah A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,Instructional Effectiveness,Preservice Teachers,Student Attitudes,Foreign Countries,Educational Technology,Experimental Groups,Control Groups,Affordances,Student Centered Learning,Active Learning,Student Satisfaction,Usability

This paper investigated the effectiveness of flipped learning (FL) in pre-service teacher education, especially educational technology. Research on the effect of FL is still rare in student-teacher education, and little is known about it. This study was designed to explore students' perspectives on the effectiveness of FL in the College of Basic Education situated within Kuwait's Public Authority for Applied Education and Training (PAAET). This study used a quasi-experimental method; it used purposeful sampling to select 128 students from two classes taught using the FL approach (Experimental Group) and 67 students from one class taught using traditional in-class lectures (Control Group). Questionnaires, which comprised of closed-ended and open-ended questions, were administered to investigate students' perceptions of flipped learning. Results showed that students in the experimental group had performed better. They had positive attitudes toward flipped learning; they perceived that the approach had a unique set of affordances and constraints. Findings suggest that FL may be a promising approach to enhance student-teachers' learning in educational technology courses. The study provides insight into opportunities for further studies.
Preparation of University Students to Be Role Models in General Biology Laboratory
Author: Almuhammadi, A.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Role Models,College Science,Biology,Science Laboratories,Laboratory Training,Foreign Countries,Interpersonal Relationship,Teacher Student Relationship,Team Teaching

Teaching has become a challenge mission among generations as direct instructions are not effective anymore and; therefore, students need to be convinced for sharing and fulfilling their responsibilities. In this study, students are perceived to act as role models in managing the laboratory classes of general biology. Four groups were classified as co-lecturers, co-technicians, safety group, and green team. This experiment was evaluated by both students and staff team. The results showed that the most effective group was the co-lecturer as it showed high level of cooperation, work with love, truth, motivate others, and team management. The advantages of this experiment were more likeable as compared to the disadvantages; although, participants suggest that more information is needed to improve the group work.
Levels of Educational Goals Used by Teachers in the Light of Some Variables in Amman Directorate of Education in Jordan
Author: Msaedeh, Rafe
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Objectives,Goal Orientation,Psychological Patterns,Cognitive Objectives,Educational Planning,Teachers,Lesson Plans

The aim of the study was to determine the levels of educational goals used by teachers in their daily preparation notes in Amman directorate of education, and whether their use varied according to the educational stage they are involving in, or years of experience or gender. The sample of the study consisted of (126) teachers teaching different educational stages, 62 Males and 64 females. The results of the x[superscript 2] test showed that teachers' use of emotional goals was very little compared to their use of cognitive goals, and their use of psychological goals was little compared to their use of the most commonly used cognitive goals.