ethanporcaro/eric-fulltext-meta huggingface dataset:
The Purposes and Justifications for Preferences of Web 2.0 Tools Used by Pre-Service Chemistry Teachers in Their Teaching Practices in Distance Education Environment
Author: Gencer, Sinem
Date: 2023-01-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preservice Teachers,Science Teachers,Chemistry,Experiential Learning,School Closing,Web 2.0 Technologies,Educational Technology,Distance Education,Program Effectiveness,Student Attitudes,Science Experiments,Science Instruction

Due to the COVID-19 pandemic, mandatory changes were required in the field of education, as in many other fields. One of these fields is a teacher training programme, which includes teaching practice. It has become of great importance that pre-service science teachers, who frequently include experiments in their teaching practices in face-to-face education, will carry out this process in online education. This process, experienced due to the COVID-19 pandemic, prompted pre-service science teachers to find something that could replace the wet labs. One of the solutions in this situation is for them to choose and use appropriate Web 2.0 tools in their online lab teaching practices. Therefore, the purpose of the study was to examine the Web 2.0 tools used by pre-service chemistry teachers in their online teaching practices in a distance education environment, the purposes of using these tools, and their justifications for preferences to use these tools. This study was conducted with 15 pre-service chemistry teachers. Data were collected via observations, a form filled out by the participants, and semi-structured interviews in this study. According to the results of this study, it was determined that the participants used 17 Web 2.0 tools during their online teaching practices. The findings highlighted that the most used Web 2.0 tools were Perculus+ chat, Google docs, and Quizizz. Moreover, it was determined that the participants used these tools for 21 different purposes such as drawing students' attention, getting hypotheses, and designing experiments. The results also indicated that the participants emphasised the ease of the Web 2.0 tool as a justification for the preference for almost all of the Web 2.0 tools they use, regardless of their purposes for using these tools. It is thought that the results can be used to show how to make online or face-to-face teaching practices in teacher training programmes by using Web 2.0 tools more effective in the future.
An Investigation of Preschool Teachers&apos; Use of Traditional Turkish Music in Music Activities
Author: Inanici, Murat Kamil
Date: 2023-01-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Music Activities,Folk Culture,Teacher Education Programs,Preschool Education,Music Education,Cultural Influences,Cultural Maintenance,Teaching Methods

This study aims to determine to what extent preschool teachers include traditional Turkish music within the scope of music activities and what is the effect of this music on children. The study which was designed as qualitative research. A total of 50 preschool teachers, 92% of whom are female (n=46) and 8% are male (n=4), constitute the participants of the study. In the study, &quot;semistructured interview form&quot; prepared by the researchers was used as a data collection tool. The obtained data were analyzed according to thematic analysis technique. The research findings were analyzed under four themes: &quot;Likes and Use&quot;, &quot;Teaching&quot;, &quot;Developmental Contributions&quot; and &quot;Challenges and Solutions&quot;. As a result of the research, it was found that preschool teachers partially included traditional Turkish music in their music activities, they did not receive training on teaching traditional Turkish music during their undergraduate education, children had various difficulties in vocalizing traditional Turkish music, and traditional Turkish music had development areas such as cognitive, psychomotor and language skills on children. It has been concluded that it has positive effects on the development of cultural memory and cultural transmission.
Attitudes toward Self-Disclosure on Facebook: A Review of Perception, Emotion and Behavior in University Students
Author: Vu, Truong Vuong
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Disclosure (Individuals),College Students,Student Attitudes,Social Media,Student Behavior,Psychological Patterns,Academic Achievement,Foreign Countries

A number of social networking platforms have emerged as a result of the development of information and communication technology which have become increasingly user-friendly and full with valuable features. The social networking site with most users is Facebook. Teenagers, particularly college students use Facebook most frequently to study, gain information, entertain themselves and connect with others through self-disclosing personal information on the Facebook profile page. This quantitative study aimed to analyze the attitude of pedagogical students regarding self-disclosure on Facebook as represented through cognition, emotion and behavior concerning academic achievement. The survey was completed by 535 university student's majority in pedagogy. There were 41 students who used it for less than three years between three to five years by 218 students and 276 students who use it more than five years. The questionnaire was self-reported by participants to assess university students' attitudes toward self-disclosure on Facebook. The results indicate that pedagogical students with excellent academic achievement and more than five years of Facebook experience had the highest-level attitude toward self-disclosure on Facebook. The results indicate a positive relationship between cognition, emotion and influence factors students' Facebook attitudes. Future research on methods that enhance student positive disclosure can benefit from this study. Future research should examine how self-disclosure on Facebook relates to other aspects, such as Facebook usage time, financial state and perception of advantages and its disadvantages of Facebook in order to evaluate students' attitudes objectively.
Implications of Mobile Learning for Sustainable Inclusive Education: A Systematic Review
Author: Pegalajar-Palomino, Mª del Carmen
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Handheld Devices,Sustainability,Inclusion,Literature Reviews,Students with Disabilities,Special Needs Students,Affordances,Barriers

The evolution of wireless technology and the development of mobile applications cover more and more areas of human activity. These can be used not only for communication, but also for educational purposes. This research aims to analyze implications of Mobile Learning as a didactic strategy for the development of an inclusive education that is committed to improving education for sustainable development. Following the quality standards of the PRISMA statement, a systematic review of research focused on didactic experiences that use Mobile Learning for the attention of students with educational needs in the context of education for sustainable development has been carried out. The Web of Science (WoS) and Scopus databases have been used during the period 2010-2020, obtaining a sample of 21 publications. Results reveal the growing interest of the international scientific community in this research. It is a didactic strategy that facilitates the teaching-learning process for students with functional diversity, a tool to support the teaching task and a promoter of an inclusive education that is committed to sustainable learning. Among its limitations, aspects related to the teacher, the implementation of mobile technology in the teaching-learning process or its use as a learning tool stand out. Mobile Learning has become a new educational paradigm, which establishes a binomial between technology and education to respond to the objectives of the 2030 Agenda. It has become a new educational paradigm in line with our model of society based on information and knowledge and access to Information and Communication Technologies. In this way, a binomial has been established between technology and education that aims to implement benefits for the agents involved at a quantitative and qualitative level for the implementation of an inclusive education that caters to students with functional diversity and is committed to improving education for sustainable development.
Mobile-Assisted Language Learning Using Task-Based Approach and Gamification for Enhancing Writing Skills in EFL Students
Author: Pingmuang, Pawarit
Date: 2022-00-00
Type: Journal Articles
Subjects: Handheld Devices,Second Language Learning,Gamification,Writing Skills,English (Second Language),Electronic Learning,Secondary School Students,Foreign Countries,Teaching Methods,Usability,Learning Processes,Instructional Effectiveness

The purposes of this research were 1) to study the user experience and needs of EFL students and teachers in learning English writing skills; 2) t to design and develop a mobile-assisted language learning (MALL) application, teaching writing procedure, and writing activities; and 3) to implement a MALL application and, teaching writing procedure to students. The samples were 665 EFL lower secondary students in Thailand as the online survey respondents and five high school teachers as the interviewees. The experiment samples were 35 EFL lower secondary students. The research instruments consist of the MALL application, the learning process, English writing tasks, English writing tests, scoring writing rubrics, and a questionnaire on student satisfaction. The experimental period lasted for 8 weeks. The data were analysed by using frequency, mean, standard deviation, priority needs index, dependent t-test, and one-way ANOVA with repeated measure analysis. The research result indicated that 1) lower secondary students were able to use the internet on a regular basis. Students wanted to learn writing skills relevant to the student's experience through the study of writing errors, writing samples, writing styles, peer assessment, and constructive feedback from teachers. 2) The learning process of mobile-assisted language learning application using a task-based approach and gamification to enhance lower secondary students' English writing skills consisted of 3 components: pre-task, task process, and language focus. The 7 steps are as follows: selecting themes, exploring topics, drafting ideas, editing tasks, giving feedback, reviewing submissions, and concluding findings. 3) The experiment results indicated that the samples' English writing skills in the post-test were higher than in the pre-test at the 0.05 level of significance. 4) The difference in mean scores in the English writing tasks showed that there was a difference between English writing scores at the 0.05 level of significance (F=1579.266, sig=0.000). 5) The result of satisfaction showed that the respondents were very satisfied with the learning process and MALL application.
Online vs. In-Campus, Comparative Analysis of Intrinsic Motivation Inventory, Student Engagement and Satisfaction: A Way Forward for Post COVID-19 Era
Author: Suriagiri, S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,In Person Learning,Comparative Analysis,Student Motivation,Learner Engagement,Student Satisfaction,COVID-19,Pandemics,Foreign Countries,College Students,Personal Autonomy,Sense of Community

The education sector was severely impacted due to the pandemic; thus, educational institutions had to shift toward an online learning system. This adaptation in the educational system posits a challenging question: which mode of learning would be best to engage and satisfy the students in the post-COVID-19 era? Therefore, drawing on the self-identity theory, this study explores the differential impact of intrinsic motivational factors (interest/enjoyment, competence, autonomy, and belongingness) on digital engagement and online class satisfaction versus on-campus psychological engagement and physical class satisfaction. Surveying 496 students from six Indonesian universities shows that digital technologies make the learning process interesting and joyful for students compared to on-campus classroom learning, thus resulting in more digitally engaged and satisfied students. Simultaneously, competence is found to be positively impacting online and on-campus students' engagement and satisfaction at an equal level. Moreover, autonomy and belongingness show more students' engagement and satisfaction within the campuses than in an online learning mode. These findings suggest that the post-COVID-19 era can take advantage of both these methods to incorporate a hybrid mix of blended learning to achieve the best learning outcomes in terms of engagement and students' satisfaction. Implications for higher education institutions and directions for future research are suggested.
Relationships between Cognitive Styles and Indigenous Students&apos; Mathematics Academic Outcomes
Author: Sianturi, Murni
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Style,Indigenous Knowledge,Indigenous Populations,Mathematics Achievement,Junior High School Students,High School Students,College Students,Correlation,Outcomes of Education,Gender Differences

This article explores the link between cognitive styles and Indigenous students' mathematics academic outcomes. There were three different groups of Indigenous West Papuan students participating in this study: 9 junior high school students, 12 senior high school students, and 46 university students. Data were collected from the results of the &quot;group embedded figure test&quot; and the previous semester's scores and analysed using a quantitative approach. In contrast to previous studies, the results indicated no significant correlation between cognitive styles and mathematics academic outcomes for junior and senior high school students. However, the different cognitive styles showed a significant contribution for university students. As Indigenous students pursue a higher level of education, their cognitive styles would influence their mathematics academic outcomes.
Assessment of Tutors&apos; Level of ICT Competencies in Teaching in Teacher Education in Tanzania
Author: Lubuva, Elisei Emili
Date: 2022-00-00
Type: Journal Articles
Subjects: Tutors,Technological Literacy,Information Technology,Schools of Education,Knowledge Base for Teaching,Knowledge Level,Teacher Competencies,Tutor Training,Foreign Countries

This study assessed tutors' level of ICT competencies and factors that influenced application of ICT-pedagogical competencies in teaching in two Teachers' Colleges. It adopted the level of ICT competencies from the UNESCO ICT-Competence Framework for Teachers. A self-rating questionnaire was used to collect numeric data involving 70 tutors. Two Focus group Interviews involving eight (8) participants in each college among the 70 respondents were used to collect qualitative data. Mean scores and independent sample t-test were used to compare respondents' level of ICT competencies. Standard multiple regression was used to evaluate the contribution of factors in predicting ICT-pedagogical competencies. The findings revealed that knowledge acquisition was high, which signifies confidence in basic ICT skills. Knowledge deepening was low, which signifies low application of ICT-pedagogical competencies in teaching across subjects. Regression results revealed that practice had a positive unique influence in predicting tutors' competencies in knowledge deepening. These findings suggest that tutors need more hands-on training in applying ICT-pedagogical competencies in their classroom practice.
Effects of Online Yoga Training on Self-Perceived Stress of the Students of Certificate Programme in Yoga (CPY) of IGNOU
Author: Jamatia, Biplab
Date: 2022-00-00
Type: Journal Articles
Subjects: Students,Physical Activities,Metacognition,Mental Health,Relaxation Training,Online Courses,Stress Variables,Social Cognition,Stress Management,Instructional Effectiveness

Yoga and meditation have become widely accepted as nonpharmacologic modalities for stress and anxiety reduction as well as general health. Indira Gandhi National Open University (IGNOU) School of Health Sciences (SOHS) launched a six months-long Certificate Programme in Yoga (CPY) in July 2019 for students who have cleared their 12th class. The objective of this study was to find out the effects of online yoga training on self-perceived stress among the students of the CPY programme enrolled during the academic year 2021. This was a study with both pre- and post-tests and was carried out on the students of the CPY programme between March and December 2021. A total of 69 and 81 students participated from the January 2021 and July 2021 batches, respectively. The Perceived Stress Scale (PSS) was used as a tool to measure the level of stress. A structured close-ended questionnaire was sent by Google Forms to ascertain self-perceived stress. The total mean value of the PSS score after online yoga training decreased from 18 [plus or minus] 5.9 SD in the pretest to 13.7 [plus or minus] 6.5 SD in the post-test of students from the January 2021 batch, and from 17.4 [plus or minus] 5.8 SD in the pre-test to 13.1 [plus or minus] 5.6 SD in the post-test of students from the July 2021 batch. The difference of mean value of pre-test and post-test of both the batches of students after online yoga training were significant (p value &lt; 0.0001). The online yoga training was effective in reduction of perceived stress score among the students of the Certificate Programme in Yoga (CPY).
Enhancing the Digital Literacy Experience of Teachers to Bolster Learning in the 21st Century
Author: Aluko, Folake Ruth
Date: 2022-00-00
Type: Journal Articles
Subjects: Digital Literacy,Teaching Experience,Teacher Education,COVID-19,Pandemics,Distance Education,Open Educational Resources,Foreign Countries,Rural Urban Differences,Faculty Development,Technology Uses in Education,Technical Support

The interconnected constructs of education in the 21st century cannot be divorced from teacher training. This article reports on the digital literacy experience of teachers amidst the worldwide recommendations of using distance learning and open educational applications to address education during the COVID-19 pandemic lockdown. Altogether, 840 participants were purposively selected from urban, semi-urban, and rural areas in South Africa; 217 completed an online qualitative survey, while 23 took part in three virtual focus-group discussions. Van Dijk's Resources and Appropriation Theory guided the study. Data analysis involved descriptive statistics and thematic analysis. The findings revealed the gaps between what is expected of teachers and their own realities, besides teachers' eagerness to be involved in digital literacy. Recommendations include the need to continually align the teacher education curriculum with the country's skills need and to provide teachers with the required support. Associated directions for further research are suggested.
Online Learning as an Alternative Learning Modality in Ecuador&apos;s Education Institutions Amidst Crises and Outbreaks: A SWOT Analysis
Author: Rochina Chisag, Ángel Geovanny
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Educational Technology,COVID-19,Pandemics,Elementary Secondary Education,Postsecondary Education,Teaching Methods,Conventional Instruction,Blended Learning,School Closing,Electronic Learning,Natural Disasters,Barriers

The primary objective of this paper is to analyse the weaknesses, threats, strengths, and opportunities (SWOT matrix analysis) of online teaching and learning in educational institutions (primary, secondary, and higher education) in Ecuador during the COVID-19 pandemic. A qualitative study of the descriptive documentary type was conducted, where the information obtained from virtual education in times of crisis and outbreaks was collected and analysed. It was found that educational centers at different levels of schooling still continued to use traditional teaching methods and processes subject to old procedures as a basis for their incursion into virtuality, although other establishments began to handle combined modalities such as blended and hybrid online (e-learning) modes of learning. In conclusion, the deadly coronavirus disease (SARS-COV-2) abruptly halted much human activity worldwide. This forced hesitant educational systems that still used traditional face-to-face teaching methods in classrooms to move and change to online learning in many regions, regardless of the socioeconomic level and demographics of the students. Aside from determining how to deal with the problems and challenges of virtual education during epidemics and natural disasters, it is clear that the number of technology-driven educational start-ups has increased significantly.
Gender Equality and Women&apos;s Empowerment Capacity Building of Organisations and Individuals
Author: Kuppuswami, Damodaram
Date: 2022-00-00
Type: Journal Articles
Subjects: Females,Capacity Building,Gender Differences,Sex Fairness,Empowerment,Attitude Change,Psychomotor Skills,Taxonomy,Cognitive Processes,Affective Behavior,Comparative Analysis,Online Courses,Organizational Change,Communities of Practice,Outcomes of Education,Asynchronous Communication,Synchronous Communication,Civil Rights,Power Structure,Strategic Planning,Cross Cultural Studies,Foreign Countries,Transfer of Training,Distance Education,Needs Assessment,Program Design,Poverty,Sustainable Development,International Organizations

To ensure its partners have the capacity to implement gender responsive projects, COL introduced an online training programme on gender equality and women's empowerment. This paper reports the methodology and results in measuring the efficacy of this online training at individual and organisational levels. The ability of individuals and organisations to plan and implement transformative actions with a gender perspective require adequate knowledge, skills and a change in attitudes. Given this need, the commonly used Knowledge, Attitude, Skills (KAS) model was used to measure the efficacy of this online training at individual and organisational levels by defining different dimensions of capacities with three learning domains -- Cognitive, Affective, Psychomotor (Bloom's Taxonomy). The baseline and the end line of KAS at the individual level on the six core gender capacities was established for comparison. Two questionnaires were designed to assess the learning achievements of the participants and to measure the efficacy of the training. An analysis of the study registers a clear trend of positive outcomes at the individual level regarding improved knowledge, attitudes and skills on gender equality that could be applied in their work. Furthermore, the paper reports that the organisations demonstrate an enabling environment for more gender equal policies, structures and practices and proposes ways to convert the success of this training by integrating it into the broader gender equality strategy of these organisations.