ethanporcaro/eric-fulltext-meta huggingface dataset:
Jigsaw in the Time of Pandemic
Author: Marinescu, Maria-Cristina
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Inquiry,Teamwork,Active Learning,Educational Technology,Video Games,Undergraduate Students,Design,Foreign Countries,Student Attitudes,Instructional Effectiveness

Based on our positive, but limited experience with Jigsaw at the university level, half a year ago we initiated a more extensive experiment with a larger sample of students, and incorporating changes that relate back to some negative comments we have received during the previous course. Jigsaw is a collaborative inquiry-based learning technique that works by dividing the learning material into different tasks and the class into different groups. What set out to be a controlled experiment in increasing motivation and participation through collaboration, turned into a much more complex scenario due to the arrival of the COVID-19 pandemic, which gave us some interesting results to report. We have seen more positive results this year than the last: the number of students that felt that Jigsaw requires more effort than traditional methods has fallen, they consistently thought that Jigsaw improved teamwork, and they felt they have learned more from their expert peers as the experiment advanced. Some of the results may be due to the confinement forcing people stay indoors, with no social outings and fewer distractions--so more time to study. Another factor that may be relevant are the implicit expectations that were set by the confinement about distance learning and the need to cooperate.
Teacher Support in COVID-19 Pandemic to Develop Blended Learning Disruptive Models in Higher Education
Author: Floris, Francesco
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,Distance Education,Electronic Learning,Technology Uses in Education,Teaching Methods,Blended Learning,Educational Technology,Foreign Countries,College Faculty,Student Experience,Teaching Experience

COVID-19 pandemic has created significant changes in higher education institutions. After university lockdown, a transition from face-to-face learning to distance learning was unavoidable and several teachers and students had to approach new technologies. The DELTA (Digital Education for Learning and Teaching Advances) Research Group provided support to six degree programs at the University of Turin: each professor received specific trainings and the group constantly helped and checked the implementation of the online courses. In this paper the support provided during the emergency period has been analysed in order to evaluate the improvements in teaching methodologies, and to assess professors' transition to future blended learning disruptive models. The results show an important change in methodology for some courses, aiming at improving the online learning processes. The research data analysis and qualitative study about the usage of the Digital Learning Environment describe the courses' disruptive models. They are useful to understand which elements of the emergency response turned out to be positive and which ones to be unfavourable, in order to be able to redesign post-COVID higher education.
Teaching Robotics during COVID-19: Machine Learning, Simulation, and AWS DeepRacer
Author: Holowka, Peter
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Robotics,COVID-19,Pandemics,Teaching Methods,Secondary School Teachers,Foreign Countries,Computer Science,Electronic Learning,Technology Uses in Education,Virtual Classrooms,Artificial Intelligence,Access to Computers,Disadvantaged

COVID-19 presented a challenge to the traditional methods of teaching programming and robotics in a secondary school environment. When campuses were closed around the world in the spring of 2020, it was not possible for students to access the computer labs nor the robotics equipment that was traditionally used to facilitate the instruction of robotics programming units. This paper presents a design research project in which two secondary institutions in Canada and Turkey collaborated to teach computer science and robotics programming, specifically reinforcement learning, through the use of an online simulation environment. The two student cohorts in the study both were successful in developing reinforcement learning models for autonomous vehicles, despite not having any prior experience in machine learning nor artificial intelligence. The implications of this work are that physical robotics kits and dedicated robotics spaces are not essential to the teaching of programming and robotics. This is especially relevant to marginalized communities that do not have the resources to support robotics instruction, further exacerbating the digital divide.
Defining Process Structure for Project Resource Allocation
Author: Grigore, Mihaela Carmen
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Resource Allocation,Visual Aids,Program Administration,Online Surveys,Strategic Planning,Organizations (Groups),Design,Risk Assessment

Resource allocation has become an activity with high criticality and impact on product delivery, going to transformation into a process involving multiple stakeholders. The purpose of this paper is to present the results of a PhD research with defined resource allocation diagram, process and subprocesses, based on previous work results analysis and interpretation, having input from local project management community through online surveys and propose those for a larger input and implementation as process improvement in project management. Availability of resources in projects has definitive impact on product delivery. Key function resources allocated to multiple projects within an organization create dependencies to all involved projects, therefore risks coming along to all involved products and organization's strategic targets. Contribution of this paper is foreseen as important to large project management-oriented individuals and organizations, providing a guidance and good practice for designing and implementing improved processes with focus on resource allocation.
Post-Disaster Learning Model: Design of Distance Learning Based on Local Wisdom Perspective
Author: Warsihna, Jaka
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Natural Disasters,Foreign Countries,Distance Education,Barriers,Models,Indigenous Knowledge,Access to Education,Learning Activities,Educational Facilities,Teaching Methods,Grouping (Instructional Purposes)

The occurrence of disasters in certain areas resulted in drastic changes in the lives of the affected communities. It also has an impact on learning process which may not work properly. Damage to learning infrastructure, loss of student interest and motivation, and limited human resources after a disaster may be the factors that determine how quickly the community can rise up and recover from this situation. This study aims to create an adaptive post-disaster learning model that can be used to maintain the learning process optimally. The study employed qualitative research method with a research and development model. Observation activities, semi-structured interviews, and focus group discussions were conducted on a group of respondents consistent with the characteristics of the study. The results show that the post-disaster learning model should focus on existing resources in evacuee camps (local wisdom). This learning model can be achieved through optimizing existing teaching materials in the affected areas or by carrying out social fun activities while maintaining the achievement of learner's competence in certain subjects. Thus, this study provides an initial framework for explaining a suitable learning model that can be used in disaster-stricken areas.
Factors of the Use of Learning Analytics Dashboard That Affect Metacognition
Author: Chen, Li
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: College Students,Learning Analytics,Metacognition,Educational Technology,Behavior Change,Independent Study,Learning,Cognitive Processes,Self Control,Electronic Learning

In this study, we used a learning analytics dashboard (LAD) in a higher education course to support students' metacognition and evaluated the effects of its use. The LAD displays students' reading path and specific behaviors when viewing digital learning materials. The study was conducted on 53 university students to identify the factors that affected metacognition changes in terms of their awareness and behavior dimensions when using the LAD. In terms of results, first, the students' perception of visual attraction for the LAD, and behaviors related to reflection such as deleting annotations they had previously added, positively affected the changes in the &quot;knowledge of cognition&quot; dimension of metacognition. Second, students' perception of behavioral changes by using the LAD had positive effects on the &quot;regulation of cognition&quot; dimension of metacognition. However, the behaviors of using some cognitive tools, negatively affected &quot;knowledge of cognition,&quot; which indicated the necessity to provide more guidance or feedback to students.
Influence of English as a Second Language on the Trainees&apos; Academic Performance at Eenhana Vocational Training Centre in Namibia
Author: Nepolo, Hambeleleni Albertina
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Vocational Training Centers,Vocational Education,Students,English (Second Language),Academic Achievement,Student Attitudes,Language Proficiency,Educational Strategies,English Language Learners

It has been observed that the low academic performance of trainees at the Windhoek Vocational Training Centre has been on the increase at an alarming rate without any proven reasons Malwa (2018). This may be the case in other vocational training centres. Thus, this study examined the influence of English as a Second Language on trainees' academic performance at Eenhana Vocational Training Centre in Namibia. The study, therefore, tried to answer these questions; (a) What factors in English influence trainees' academic performance? (b) How did the influence of English as a Second Language and medium of instruction affect other subjects? (c) How did the trainees comprehend their academic work? '.This is a qualitative study which used the snowball sampling method to select 5 trainers and 10 trainees as participants.'. The data were collected through face-to-face interviews, participants observations and document examinations. Narrative and thematic analysis were used in analyzing data. The study revealed that the performance of trainees in their academic work is determined by their ability to understand English as a Second Language. Their proficiency level in English influences how best or poorly they can perform in their academic work. It was also found that trainees who have poor English language proficiency find it difficult to understand their subjects content and also performing their best in academic work, while those who are good at the language perform well academically as they can understand what they are learning and they can handle the assessment activities appropriately. The study will inform the Higher Education policymakers, trainers, and trainees as it enhances an understanding of the influences of English as a medium of instruction on other subjects for them to employ the best teaching and learning strategies such as Access or bridging courses to improve the problem caused by the language barrier.
Addressing Health Disparities through School-Based Health Services. Policy Brief
Author: Kelley, Bryan
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: School Health Services,Access to Health Care,State Policy,Elementary Secondary Education,Physical Health,Mental Health,Barriers,Health Promotion,Wellness,Family Programs,Community Schools

Much attention has been focused on the importance of providing physical and mental health services to students in educational environments in recent years. Millions of students receive school-based health services, and for many students, schools are their first and only option to receive health care. State policymakers have a lot to consider in this policy area, including funding, workforce needs and coordination of efforts across agencies. State leaders are not only enabling health services to be offered in schools but working to ensure equitable access to those services for students who may otherwise struggle to receive them. This Policy Brief outlines how some states have been using school-based health services in K-12 environments -- particularly through the school-based health center (SBHC) and community school models -- to pursue equitable access to both physical and mental health services for all students.
2023 University Family Engagement Report: A Survey of 21,000 Parents of Current College Students
Author: Ruffalo Noel Levitz (RNL)
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Parent Participation,College Students,Parent Attitudes,Family School Relationship,Interpersonal Communication,Student Experience,Technology Uses in Education,Experience,Paying for College,Tuition,Barriers,Racial Differences,Ethnicity,Student Characteristics,Educational Technology,Institutional Characteristics,Costs,Family Characteristics,Socioeconomic Status,Student Financial Aid,College Environment,Housing,Food Service,Access to Information,Educational Quality,Extracurricular Activities,Graduation Requirements,Faculty Advisers,Experiential Learning,Computer Mediated Communication,Needs

How involved are parents of current university students? Are they satisfied with the college experience of their students? Eager to hear from your institution? Worried about how they will pay for college? These are some of the many findings in the &quot;2023 University Family Engagement Report,&quot; a survey of more than 21,000 families of current college students conducted by RNL and CampusESP. This detailed report looks at a wide variety of key topics related to family perceptions of the college experience, including: (1) Communication preferences with colleges: how often they want to hear from you as well as the channels and topics they prefer; (2) How satisfied families are with the college experience of their students; (3) Family satisfaction with their own experience interacting with institutions; (4) How many families use virtual events and campus visits, and how satisfied they are with those experiences; and (5) Families' perceptions of college financing and whether they see tuition as a worthwhile investment.
Interactive Online Path for English Remedial Work at Secondary School
Author: Corino, Elisa
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Language Proficiency,Remedial Instruction,Electronic Learning,Educational Technology,Secondary School Students,Educational Environment,Cooperation,Student Satisfaction,Teacher Attitudes,Tutors

According to the annual report of the EF EPI (Education First - English Proficiency Index), the level of fluency in English by Italians is among the lowest in Europe. It is important that young people acquire language skills at school, especially during secondary schools, so as not to be penalized at university or when looking for work. However, English is one of the most difficult subjects for students and remedial work interventions are often necessary. In this, but also in general in teaching and learning English, technologies can offer important support. The University of Turin has designed and implemented innovative methodologies for remedial work, based on the use of an integrated Digital Learning Environment. The context of this research is an interactive online course for the remedial work of English which involved 11 classes of a secondary school for a total of 265 students. Our research questions concerning the design and implementation of activities and resources to involve students and what utility and interest they have induced in students. To answer the research questions, the paths on the platform and the activities and resources created by the tutors were analyzed. To understand if students and teachers appreciated the remedial work path and if they considered it useful, their answers to the final questionnaire, completed at the end of the remedial work path, were analyzed.
Need of Educational Technology Tools for Cognitive Development in Intellectually Disabled Children
Author: Kumaran, Savitha Korattikkara
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Cognitive Development,Intellectual Disability,Students with Disabilities,Physical Environment,Simulated Environment,Synthesis,Information Technology,Computer Simulation,English (Second Language),Alphabets,Foreign Countries,Special Education,Special Schools,Teacher Attitudes,Special Education Teachers

Research on special education has showed that the use of digital technology for the special need children can help to simplify their educational process. Intellectual disability (ID) is a kind of developmental disorder. ID children need some kind of scaffolding during their learning process. Hence, as part of our ongoing research to design and develop an AR-based educational technology (ET) tool for ID children, we have conducted 3 studies. This paper describes our findings from these studies. Initially we have conducted a pilot study to investigate how Augmented Reality (AR) based educational application would help the mild and moderate ID children in learning English alphabets. Then we have conducted a survey to know the concern of special teachers about technology tools for ID children. In the third study, we have visited some of the special schools in Kerala to know more about the issues pertaining to the ID children. The results of these 3 studies warrant the need to design and develop some kind of AR/VR application for educating ID children.
The Role of Gender in Learners&apos; Digital Interaction Preferences
Author: Sahin, Muhittin
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Gender Differences,Interaction,Preferences,Undergraduate Students,Electronic Learning,Educational Environment,Student Attitudes,Technology Uses in Education,Foreign Countries,Learning Analytics

A major criticism brought to digital learning environments was that the individual learning activities cannot be monitored consistently. However, recent advancements of educational data mining and learning analytics allow a precise tracking of learner activities. Previous studies focused on learners' navigation profiles, academic achievements, or motivation, while missing a closer look a gender differences. This study focusses on the interaction preferences of N = 161 Bachelor students in a digital learning environment based on their gender. Within the scope of this research, interactions of the learners are defined as: (1) learner-content; (2) learner-discussion (learner-learner); (3) learner-tutorial; (4) learner-video; and (5) learner-assessment. interaction preferences of the students were examined based on log data and evaluation data collected through digital instruments administered through a learning analytics system. For this purpose, adjusted residuals analysis has been conducted. Findings show that the interaction preferences of students differ throughout the study periods according to their gender. The findings obtained in this research can provide some initial suggestions for instructional designers of digital learning environments. Future research will include students' psycho-educational structures, such as learning strategies, motivational dispositions, and prior knowledge.
Tool Support for Learning Computer and Robot Programming
Author: Olumide, Obe O.
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Programming,Cognitive Development,Computer Science Education,Computer Interfaces,Video Technology,Robotics,Programming Languages,Teaching Methods

Computer Programming is believed to have effect on creativity, reasoning, analytic and mathematical skills. This cognitive development is at a cost from both ends of students and teachers of computer programming. Its abstractive nature makes it difficult to teach and learn hence, the enormous hours spent in teaching, learning and developing solutions. Consequently, the less interest among the students at all levels of education. Studies have shown various attempts to ease its teaching and learning by developing user friendly interfaces and use of course video teaching clips from seasoned programmers. However, learning and teaching programming skills remains a herculean task for student and teachers respectively. It is believed that interacting with a more tangible object can improve students' interest in developing computer programming skills. A mobile robot- a situated and embodied electronic device serves this purpose hence, the use of the device that students have more interest in interacting with in this study. In this work, an interactive program evaluation framework was developed that interact with a simulated e-puck robot on V-Rep simulator platform. The study shows an increased interest and improved performance in computer programming among Computer Science students.
The Effects of Augmented Reality on Learning Performance and Cognitive Load Using the Spatial Continuity Principle
Author: Geng, Xuewang
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Educational Technology,Difficulty Level,Cognitive Processes,Second Language Learning,Verbs,Animation,Japanese,Young Adults,Program Effectiveness,Second Language Instruction

In recent years, several studies have provided evidence for the positive impact of augmented reality in language acquisition. In particular, augmented reality as a multimedia learning environment has been found to be potentially more effective than learning using traditional methods, such as paper-based textbooks. According to the cognitive theory of multimedia learning, it can help reduce the extraneous cognitive load and improve learning by employing the spatial continuity principle. In this paper, the impact of the spatial continuity principle on the augmented reality learning system was tested by comparing the cognitive load and learning performance of two separate learning systems. The experimental results showed that the explanation integration system, which applies the principle of spatial continuity to the augmented reality learning system, was more effective in terms of knowledge retention. However, the results on the cognitive load contrasted previous research findings on the spatial continuity principle approach, as no differences were found in the extraneous cognitive load of the learners in the two systems.