ethanporcaro/eric-fulltext-meta huggingface dataset:
Microcredentials and Work-Integrated Learning
Author: Ashcroft, Katie
Date: 2021-00-00
Type: Journal Articles
Subjects: Credentials,Work Experience Programs,College Students,Foreign Countries,Cooperative Education,Employer Attitudes,Student Attitudes,Knowledge Level,Familiarity,Student Motivation,Engineering Education,Human Capital

Student performance evaluations are a traditional method for assessing a student's skills during a work-integrated learning (WIL) experience. While these assessments provide students with feedback on the development of their skills, little documentation of student performance exists after the WIL experience. This paper explores the role of microcredentials in evidencing student competence in a particular skill through two studies conducted at the University of Waterloo. First, students and employers were surveyed to investigate their perceptions of microcredentials. Second, semi-structured interviews were conducted with students who had the opportunity to earn a microcredential based on their performance in their co-operative education (co-op) work term and in the professional development courses that accompany their work term. Findings suggest that awareness of microcredentials remains limited. In terms of their value, there is evidence consistent with Bourdieu's theory of capital. Microcredentials appear to signal value to employers and students through the credential itself. However, aligning with human capital theory, microcredentials appear most valuable when they demonstrate both knowledge acquisition and competency. Finally, the value of obtaining a microcredential appears to motivate students to exert greater effort towards content mastery.
Re-Designing Work Study as Work-Integrated Learning: Examining the Impact of Structured Learning Support in Part-Time On-Campus Employment
Author: West, Libby
Date: 2021-00-00
Type: Journal Articles
Subjects: Work Study Programs,Student Employment,College Students,Work Experience Programs,Foreign Countries,Professional Development,Job Performance,Supervisor Supervisee Relationship,Career Readiness,Skill Development,Student Attitudes

With the desire to expand work-integrated learning opportunities for Canadian postsecondary students, it is timely to consider how pre-existing student work positions may be transformed to achieve the educational criteria and benefits of work-integrated learning. The purpose of this study was to explore the impact of structured learning support on student professional development and workplace performance in the University of Toronto Work Study program. A survey was administered with 716 work study students and 197 campus employers. It was found that students whose supervisor had them set learning goals, conduct a mid-point check-in and a final reflection of their learning goals, scored significantly higher on a series of professional-development related statements compared to students who did not receive the learning supports. Positive feedback on the impact of the structured learning supports on students' workplace performance was also reported by campus employers. Applied recommendations are proposed along with questions for future research.
The Effect of STEM Education on Academic Performance: A Meta-Analysis Study
Author: Kazu, Ibrahim Yasar
Date: 2021-10-00
Type: Journal Articles
Subjects: STEM Education,Meta Analysis,Academic Achievement,Databases,Research Reports,Effect Size,Correlation,21st Century Skills

STEM education is applied to raise individuals having 21st-century skills based on the integration of science, technology, engineering, and mathematics. This paper aims to present the overall effect of STEM education on students' academic achievement by analyzing 64 research findings obtained from 56 quantitative studies published between 2014 and 2021. Relevant studies were identified from the databases of scholarly publications such as ERIC, Web of Science, EBSCOHost, Google Scholar, SCOPUS, ProQuest, CHE Thesis Center. The sample was then meta-analytically examined using the CMA program. Education level, duration of the application, disciplines, and publication type were determined as moderator variables. The results showed that the effect of STEM education on students' academic success was statistically higher (g= 1.150) in the random-effects model. A heterogeneous distribution was obtained from the sample. Further subgroup analyzes using Analog ANOVA revealed that disciplines (Qb= 921.394; p= 0.000), and publication type variables were statistically significant (Qb= 7.229; p= 0.007). With respect to the disciplines, the effects of STEM education showed the largest effect size of 1.156 in the discipline of science. Regarding the publication type, national studies were presented the largest effect size of 1.155.
Students with Disabilities: Relationship between Participation Rates and Perceptions of Work-Integrated Learning by Disability Type
Author: Gatto, Laura E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Students with Disabilities,Student Participation,Work Experience Programs,Student Attitudes,Postsecondary Education,College Students,Education Work Relationship,Mental Disorders,Probability,Academic Accommodations (Disabilities),Cooperative Education,Barriers

There is limited research available that examines students with disabilities' participation rates and perceptions of Work-Integrated Learning (WIL) while in post-secondary. This is problematic as universities in Canada are growing their WIL programs to improve school to work transition rates. This research finds that 23% of students who are registered with the Disability Services Office for academic accommodations have engaged in WIL. For those who have not engaged in WIL, almost 50% strongly or somewhat agreed that their disability was a factor. Furthermore, students with mental health disorders are 3.3 times less likely to have had a WIL experience. Participation in WIL increases students with disabilities' probability of reporting more positively that they understand the accommodations they may need in WIL. However, only 17% of students with disabilities in a cooperative education program reported requesting accommodations in a co-op work term.
Supervised Entrepreneurial Work-Integrated Learning
Author: Eisenstein, Alon
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Entrepreneurship,Work Experience Programs,Experiential Learning,Teaching Methods,Internship Programs,Undergraduate Students,Outcomes of Education,Business Skills,Skill Development

Experiential learning is increasingly being recognized as the preferred teaching method in entrepreneurship education, with particular emphasis on students' 'real-world' experience. This paper critically examines the adequacy of using work-integrated learning (WIL) pedagogy for the purpose of entrepreneurship education. A novel approach is presented for achieving learning through entrepreneurship, referred to as supervised entrepreneurial work-integrated learning (sEWIL). The rationale and pedagogical considerations for sEWIL are discussed using a case study that is based on an internship-based entrepreneurship course offered at a major Canadian university. As part of the course, students learn about entrepreneurship through a combination of in-class experiential learning activities and a WIL component in the form of an internship with early-stage start-ups, which provide the work environment. Using formative and summative reflections, students critically examine their understanding and belonging to entrepreneurship, leading to personal growth and emerging self-awareness.
The Adaptation of the Instagram Addiction Scale (TIAS) into Turkish: Validity and Reliability Studies
Author: Tutgun Ünal, Aylin
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Addictive Behavior,Test Construction,Test Validity,Test Reliability,Social Media,Telecommunications,Handheld Devices,Adolescents,Adults,Translation

In this study, the aim was to conduct Turkish linguistic equivalence, validity and reliability studies of The Instagram Addiction Scale (TIAS) developed by Sholeh and Rusdi (2019) so that it can be used in the Turkish sample. This measuring instrument consists of two parts namely Instagram Feed Addiction and Instagram Story Addiction compiled based on addiction components 1) Salience; 2) Mood modification; 3) Tolerance; 4) Withdrawal; 5) Conflict; 6) Relapse. In this study, TIAS was applied to a sample of 587 people across Turkey. Positive and significant values were obtained as a result of the Pearson correlation coefficients made to examine the compatibility between the English and Turkish forms of both scales. As a result of the exploratory and confirmatory factor analysis, the 20-item Instagram Feed Addiction Scale, originally consisting of 6 factors, consisted of 4 factors in Turkish scale. It was revealed that Instagram Story Addiction, consisted of 6 factors in the original scale and 3 factors in the Turkish scale. After the EFA and CFA, a 21-item and 3-factor Turkish ISA was obtained. The internal consistency coefficients of both scales ranged between 0.60 and 0.93. As a result, the factor structure of both scales was modeled and confirmed by confirmatory factor analysis, and the goodness of fit values was found acceptable.
The Relationship between Learner Autonomy and Motivation
Author: Okumus Ceylan, Nuray
Date: 2021-10-00
Type: Journal Articles
Subjects: Correlation,Personal Autonomy,College Students,Public Colleges,English (Second Language),Second Language Instruction,Second Language Learning,Self Efficacy,Student Motivation,Goal Orientation,Value Judgment,Responsibility,Foreign Countries

This study attempts to find out the relationship between learner autonomy and motivation in a state university prep school in Turkey in a non-native context. The findings indicate a moderate positive correlation between motivational beliefs (task value, perceived self-confidence, learning and performance goal-orientation) except performance goal-orientation and sections of autonomy (readiness, ability, responsibility, use of English). Thus, this study also suggests and supports that &quot;intrinsic motivation makes learners 'more willing to take responsibility for the outcome' and that giving students more autonomy yields intrinsic motivation&quot; (Scharle and Szabó, 2000: 7).
The Effect of Cooperative Learning on EFL Learners&apos; Success of Reading Comprehension: An Experimental Study Implementing Slavin&apos;s STAD Method
Author: Aslan Berzener, Ümmü
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Cooperative Learning,Reading Comprehension,Teaching Methods,High School Students,Instructional Effectiveness,Conventional Instruction

Various teaching methods and techniques have been used for years to improve teaching English as a foreign language in Turkey. In order to increase student success, new methods and techniques are taking the place of teacher-centered traditional methods day by day. The cooperative learning method, which allows students to collaborate to achieve common learning goals rather than individual learning, has also become popular in English language classes. The purpose of this experimental study was to explore the effects of cooperative learning on EFL high school learners' reading comprehension. A pretest-posttest group research design was used. There was a total of 169 students involved in the study. The experimental groups (n=85) were treated with the techniques of the Student- Teams- Achievement Divisions (STAD) of the cooperative learning method for 4 weeks whereas the control groups (n= 84) were taught by the traditional method of direct instruction. An achievement posttest within the content taught was given to the groups at the end of the instruction. The mean scores of both groups on the test were compared through an independent samples t-test. The statistical results revealed the experimental groups progressed better than the control groups, indicating that the cooperative learning method was more effective on Turkish EFL learners' success of reading comprehension than the traditional method.
Undergraduate Research Opportunities in Canadian Higher Education: An Initial Study
Author: Wan, Sandra
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Foreign Countries,Experiential Learning,Learning Activities,Apprenticeships,Institutional Characteristics,Conferences (Gatherings),Writing for Publication

A type of work-integrated learning activity, undergraduate research, through undergraduate research opportunities (UROs), is becoming a prominent agenda in higher education. Currently, there is a gap in understanding the type of UROs offered in Canadian postsecondary institutions. To apprehend the country's landscape in facilitating UROs, the study focused on four U15 Group of Canadian Research Universities: Dalhousie University, University of Alberta, University of Toronto, and University of British Columbia. Research questions explored the rationale for promoting UROs, the types of UROs available, and how these offerings differ. Basic content analysis was used to analyze written text from publicly available sources. Findings from the study highlighted the different approaches to URO administration. Issues of access by undergraduates were also identified, including a lack of opportunities in the arts and humanities and those in specific student identity populations. Recommendations and future research are outlined to deepen our understanding and enhance undergraduate research for all.
The Effects of Micro-Reflective Teaching Practices on the Professional Skill Development of Pre-Service Physics Teachers
Author: Batman, Demet
Date: 2021-10-00
Type: Journal Articles
Subjects: Teaching Methods,Reflective Teaching,Preservice Teachers,Physics,Science Teachers,Skill Development,Teaching Skills,Preservice Teacher Education,Diaries,Teacher Competencies,Foreign Countries,Secondary School Science,High Schools,Video Technology,Student Attitudes

The aim of this study is to find out the effects of micro-reflective teaching practices on the professional skill development of pre-service physics teachers. It was planned as an experimental study with one group pretestposttest and supported by the case study method. The data were collected by using professional skill scale, observation form and reflective diaries. The sample of the study composed of 13 (6 female, 7 male) pre-service teachers were studying in a Physics Teaching Program in an education faculty in north-eastern Turkey. Each preservice teacher implemented 5 micro-reflective teaching practice within the scope of the research. These practices were recorded by the camera. At the end of each practice pre-service teachers watched themselves and wrote their reflective diaries. The data obtained from the scales and the observation form were analyzed by using the Wilcoxon Signed Rank Test, and the data acquired from the reflective diaries were examined based on interpretive analysis. The findings based on the data obtained from the professional skill scale, observation forms and the reflective diaries indicate that micro-reflective teaching practices help improve pre-service physics teachers' basic professional skills; subject matter mastery, planning, communication, classroom management, and evaluation. Keywords: Micro-Reflective Teaching, Pre-Service Physics Teacher, Professional Skill Development, Teacher Education, Reflective Diaries.
Understanding Barriers to Engagement in an Unpaid Field Placement: Applying the Transtheoretical Stages of Behavior Change Model
Author: Stirling, Ashley
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Barriers,Behavior Change,Self Efficacy,College Students,Foreign Countries,Field Experience Programs,Student Participation,Kinesiology,Student Behavior

National and international calls for increased work-integrated learning (WIL) offerings have increased in the last decade. Although previous research on WIL engagement has explored population-specific barriers experienced during participation, a gap exists on barriers experienced by students across the participation spectrum, including those who choose not to participate. This study sought to investigate students' perspectives of the barriers to engaging in an optional unpaid field placement. Grounded in the transtheoretical stages of behavior change model, a mixed-methods convergent parallel design was used. Data from 110 surveys and 17 semi-structured interviews with students were analyzed using descriptive statistics and thematic analysis. Results are presented in relation to stages of behavioral change, barriers to engagement, and moderating factors, including perceived value of WIL and self-efficacy. Findings from this study support the need for future research to explore promotional and intervention strategies aligned with stages of behavior change to increase students' decisions to engage in WIL participation.
The First Steps of Distance Learning in Italy: From Radio to Television and E-Learning
Author: De Martino, Delio
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Educational History,Educational Television,Radio,Educational Technology,Technology Uses in Education,Internet,Higher Education

In the history of distance learning in Italy a crucial time is represented by the pre-history. After the mail-based learning an excursus relative to the second phase of distance learning in Italy corresponds to the development of radio and television and their pedagogical use to defeat the invasive illiteracy. Radio rurale, the first experiment of distance learning promoted by fascism (1920), &quot;Non è mai troppo tardi&quot; (1960), the first Tv program for adult learning and the birth of Raitre (1979), the first mainstream cultural channel with the &quot;Dipartimento Scuola Educazione,&quot; are a milestone that prepares the ground for the birth of the actual e-learning. Afterwards, the transition from Tv-based distance learning to e-learning is embodied by consortium Uninettuno (1990), the first televisual and telematic University in Europe. Even nowadays the radio and tv distance learning experience with its cultural heritage represents a model for the modern e-learning and could be a key for its future evolution.
The Relationship between Academic Procrastination, Academic Motivation and Perfectionism: A Study on Teacher Candidates
Author: Serdar, Emrah
Date: 2021-10-00
Type: Journal Articles
Subjects: Correlation,Time Management,Personality Traits,Student Characteristics,Student Motivation,Undergraduate Students,Preservice Teachers,Physical Education,Athletics,Gender Differences,Academic Achievement,Foreign Countries

The study aimed to examine the academic procrastination, academic motivation and perfectionism levels of teacher candidates. In this context, the sample group of the study consisted of 209 participants who were studying at Necmettin Erbakan University Physical Education and Sports Department and selected by the purposeful sampling method. In addition to the &quot;Personal Information Form&quot;, the &quot;Academic Procrastination Scale (APS)&quot; the &quot;Academic Motivation Scale (AMS)&quot;, and &quot;Multidimensional Perfectionism Scale (MPS)&quot; were used as data collection tools. In analyzing the data, independent t-test, ANOVA, MANOVA and Pearson Correlation analysis were used. According to the analysis results, gender variable the main effect on AMS was significant and it was found to be significant only in the &quot;Self-Transcendence&quot; sub-dimension at the subdimensions level. According to the academic achievement status, the main effect on AMS was significant, and it was only significant in the &quot;Using Knowledge&quot; sub-dimension at the level of sub-dimensions. APS and AMS only positively and lowly correlated with the &quot;Self-Transcendence&quot; sub-dimension, and a statistically significant difference between APS and MPS was found. Between APS and MPS sub-dimensions found low level and positive relationship. As a result, according to social demographic data it was found differed that the academic procrastination, motivation and perfectionism. Moreover, while there was no relationship between APS and MPS, there was a low-level and positive relationship was found between APS and AMS, and AMS and MPS here to enter text.
A Move Analysis of Problem-Solution Discourse: A Pedagogical Guide for Opinion and Academic Writing
Author: Ratanakul, Surasawadee
Date: 2018-09-00
Type: Journal Articles
Subjects: Problem Solving,Academic Language,Writing (Composition),English (Second Language),Second Language Instruction,Writing Skills,Writing Processes,Teaching Methods,Language Teachers,Newspapers,Interpersonal Communication

Knowledge about move is fundamental to language learning which prepares students and writing practitioners to understand the natures and the organization of a certain discourse and genre. Teachers, consequently, need to familiarize students with a framework of moves that enable them to produce well written work. Consequently, the author conducted a genre analysis on a corpus of 50 problem-solution (PS) articles in the opinion columns of two online newspapers to identify the move characteristics and the move structure of the problem-solution discourse in the genre. The study used a genre analysis methodology relying on Hoey (1983)'s framework of rhetorical organization for the problem-solution discourse. The findings have implications for the writing instruction. They include a set of move features which is a practical guide and a ready-made template for writing the problem-solution discourse. The findings also show that the &quot;Problem&quot; move is the nucleus move followed by the &quot;Response&quot; move. Regarding the move structure, the study unfolds that the &quot;Problem&quot; move and the &quot;Response&quot; moves are moves that are most used to start and to end the articles, respectively. The identification of move characteristics and move structure provides language learners, writing practitioners, and especially English language teachers with empirical results beneficial for a writing practice and for material designs.
A Study into the Writing Performance of Moroccan Advanced EFL Writers from an Intercultural Rhetoric Perspective
Author: Khartite, Brahim
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,Essays,Persuasive Discourse,English (Second Language),Second Language Instruction,Writing (Composition),Writing Assignments,Semitic Languages,Language Usage,Writing Skills,Native Language,Rhetoric,Graduate Students

This study investigated the extent to which results of rhetorical comparisons of persuasive essays by Moroccan students learning English as a foreign language (EFL) would provide empirical evidence for Kaplan's (1966) contrastive rhetoric hypothesis. This is especially regarding the fact that EFL students-writing problems are a byproduct of negative transfer of rhetorical strategies from their first language (L1). This hypothesis was tested by comparing 52 EFL and Arabic L1 persuasive essays by the very same EFL students to identify whether or not the language of composing affected the writing quality of their essays. The study hypothesizes that if Kaplan's contrastive rhetoric claims were accurate, then Moroccan advanced EFL writers would produce essays that tend to be rhetorically less accurate when judged by standard English rhetorical criteria. Prior to their use in the current study, the validity of the analytical measures was established by exploring if the participants' rhetorical performance would predict the overall quality of their essays. While the results of a stepwise multiple regression analysis provided further evidence corroborating the validity of the rhetorical measures used in the study, group mean scores comparisons and a multiple discriminant analysis of the data indicated that there are more similarities than differences in the EFL and AL1 essays of the study participants.