ethanporcaro/eric-fulltext-meta huggingface dataset:
Artificial Intelligence-Based Classification with Classical Turkish Music Makams: Possibilities to Turkish Music Education
Author: Kayis, Mert
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Folk Culture,Music Education,Classification,Artificial Intelligence,Educational Technology,Musical Composition,Music Theory,Musical Instruments,Acoustics

Makams of Classical Turkish Music have been tried to be classified through various studies for the past years. Significant differences of opinion have emerged in the classification process of the makams in Music Education and Literacy from past to present. This situation creates problems in learning the makams related to music education and recognizing the makams heard. Additionally, there are uncertainties in the classification of the makam genre of the song, as individual mistakes were made while notating the musical notes. Apart from that, this situation constitutes a problem not only for the ones studying Turkish Classical Music but also for the ones interested in this certain type of Music. Therefore, the objective of the research is to contribute to the makam classification in Classical Turkish Music Education by developing an MIR system that determines the makam of the songs. Theoretically, we can extract the properties of sound signals with Time Wavelet Scattering Feature Extraction, classify them with SVM and distinguish between types of makams. In this study, upon eight different Makams, a Musical Information Retrieval system has been created via the Artificial Intelligence (AI) method of Support Vector Machines (SVM) and Time Wavelet Scattering Feature Extraction and through using a Graphics Processing Unit (GPU) accelerator for the sake of feature extraction. We performed the classification process by modeling it on the MATLAB program. The study's success rate was identified as 98.21% and it acquired a higher success rate compared to the other studies in the literature. After completing the classification procedure, the Makams were identified by sending samples belonging to different sound files from the system consisting of a database belonging to eight different Makams. In our study, the classification and detection processes were realized with nearly a hundred percent success. The difficulties encountered in classifying the makams in Classical Turkish Music mentioned above, with the application of artificial intelligence, the classification difficulty of individuals who have received this type of training or are interested in this subject has been overcome.
Digital Literacy Self-Efficacy Scale: A Scale Development Study
Author: Olur, Burak
Date: 2021-06-00
Type: Journal Articles
Subjects: Technological Literacy,Self Efficacy,Elementary School Students,Grade 4,Measures (Individuals),Test Construction,Test Validity,Test Reliability,Foreign Countries

This study aims to develop a scale in order to determine the digital literacy self-efficacy level of primary school students. In line with this purpose, firstly, open-ended questions, which were created and asked for opinions on digital literacy, were directed to field experts and primary school teachers. The draft scale form was created as a result of the responses to open-ended questions and the literature review was presented to the field experts and the items in the draft scale were finalized in the line with the feedback. The draft scale form was applied to a total of 175 4th grade students studying in the central district of Afyonkarahisar in the 2019-2020 academic year determined by purposeful methods. The data were analyzed by Exploratory Factor Analysis (EFA) and it resulted in a structure with 21 items and four subdimensions named 'Collaboration in Digital Environments', 'Emotion Management in Digital Environments', 'Information Management in Digital Environments' and 'Awareness in Digital Environments'. It was confirmed that the subscales constituted a model by the first level and second level Confirmatory Factor Analysis (CFA). The Cronbach's alpha value for the scale was found to be 0.944.
Examining the Usefulness of Mindfulness Practices in Managing School Leader Stress during COVID-19 Pandemic
Author: Liu, Lu
Date: 2020-00-00
Type: Journal Articles
Subjects: Stress Management,Metacognition,COVID-19,Pandemics,Leadership Responsibility,Trauma,Coping,Administrator Role,Barriers,School Closing,Distance Education,Student Needs,Family Needs,Educational Needs,Teachers,Online Courses,Professional Development,Principals,Program Effectiveness

As part of a larger evaluation study on the impact of mindfulness practices on school leaders' capacity to promote healing-centered engagement with students and teachers who have a history of trauma, toxic stress, and/or underperformance, mindfulness practices turned out to be critically important during COVID-19 when school leaders face unprecedented difficulties and challenges in transitioning the instructions online. The two mindfulness strategies found to have the highest scores are breathing practices and the concept of &quot;being the thermostat, and not the thermometer.&quot; The study shows that learning and practicing mindfulness is a long process that takes time and space. Future studies are recommended to focus on the sustainability and group difference issues.
Going the Distance: What School Administrators Can Learn from One-to-One Laptop Schools
Author: Gonzales, Miguel M.
Date: 2020-00-00
Type: Journal Articles
Subjects: School Administration,Principals,Instructional Leadership,Teacher Administrator Relationship,Standards,Professionalism,Teacher Evaluation,Instructional Effectiveness,Laptop Computers,Technology Integration,Distance Education,Electronic Learning,COVID-19,Pandemics

As a response to the COVID-19 pandemic, many school administrators are forced to transform traditional schooling into an online distance learning environment. This commentary addresses how some of the challenges and implications of our research in leadership and instruction of one-to-one laptop schools are applicable to establishing a distance learning environment alongside current standards for instruction. School administrators are strongly encouraged to collaborate with teachers as soon as teachers report for the school year to help create a shared vision of effective online instruction and implement supplemental frameworks that will guide evaluation of teaching and learning online.
Grading Principles in Pandemic-Era Learning: Recommendations and Implications for Secondary School Leaders
Author: Townsley, Matt
Date: 2020-00-00
Type: Journal Articles
Subjects: Grading,Grades (Scholastic),Secondary School Students,School Administration,Instructional Leadership,Principals,Academic Standards,Distance Education,COVID-19,Pandemics,Nongraded Student Evaluation,Administrative Principles

As the COVID-19 pandemic unfolded in K-12 education, school leaders quickly pivoted from prioritizing continuous instruction and technology access to the output: grades. In response to these unprecedented times, secondary schools utilized &quot;do no harm&quot; grading methods, such as freezing previous grades and replacing letter grades with pass-fail. The purpose of this essay is to describe grading principles that secondary school leaders should consider during future pandemic era learning and to suggest implications based upon previous literature.
Case-Based Instruction in Educational Psychology: Comparing Collaborative and Independent Approaches
Author: Arrastia-Chisholm, Meagan
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Educational Psychology,Introductory Courses,Education Majors,Learning Theories,Case Studies,Undergraduate Students,Lecture Method,Summative Evaluation,Scores

Case studies are a staple in teacher education, especially in introductory courses when field experiences are less common. Even though case studies are used frequently, how to use case studies effectively has not been examined in this context. This quasi-experimental study was situated in an introductory educational psychology course for education majors covering major learning theories. Both collaborative and independent uses of case studies were compared to lecture alone across semesters with the same content knowledge measures. A total of 96 students examined three case studies and completed quizzes independently, 86 examined case studies in class in collaboration with classmates and the instructor, and 115 received lectures only. When these conditions were compared, the researchers discovered that case study activities did not always result in greater learning gains than lecture alone. Collaborative analysis of case studies resulted in significantly lower scores in summative assessments.
Digital Applications in Education and Its Effects Meta Analysis Study
Author: Korucu, Tugrul
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Games,Computer Games,Computer Assisted Instruction,Information Technology,21st Century Skills,Academic Achievement,Cognitive Processes,Meta Analysis,Outcomes of Education,Elementary Secondary Education,Higher Education

There are many academic studies in the literature examining educational digital applications. These studies documented the positive effects of practices on attitudes and academic achievement. Information technologies which have become a part of our lives have taken their place in our education system and contributed to education system in many ways. Modern educational environments have benefited from information technology devices in terms of raising human profile in accordance with 21st century skills and many academic studies have been carried out covering different courses, different levels and different purposes in line with the effectiveness of these devices. This situation brought out the need to create a perspective by gathering the works under common themes. In our study, 33 study that took place between the years 2013 to 2019 in different regions from Turkey in this direction has been selected. These studies were evaluated in 8 different themes and 20 subconcepts. The effects of educational digital applications on academic achievement, scientific process skills and attitudes of students are positive. From time to time, the effect of gender was observed on perceptions and attitudes. In-school and out-of-school activities are effective in acquiring 21st century skills. In some studies, limitations such as physical space, time and cost hindered the realization of activities and sometimes it was a negative situation that the trainers did not have the necessary training formation and felt inadequate for these activities. Existing curricula, which are shaped within the framework of knowledge-based examination system, were also seen as another limiting factor. At the end of the research, suggestions were made for the effective use of educational digital applications in the education system.
Foreign Language Anxiety among Chinese Graduate Students in the United States: A Qualitative Multi-Case Study
Author: Liao, Yifan
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Asians,Foreign Students,Anxiety,Communication (Thought Transfer),Student Attitudes,Graduate Students,Educational Experience,Learning Strategies,Friendship,Native Speakers,Positive Attitudes,Emotional Response,Learning Processes,Case Studies,Student Needs,Cultural Differences

While foreign language anxiety (FLA) has been explored by researchers, little is known about such anxiety in the context of graduate education beyond courses or programs specifically for language acquisition. The current study addressed this gap by exploring FLA experienced by Chinese graduate students for whom English is a second language. The focus of this study was to understand FLA beyond the general diagnostic approach but as more self-defined and identified by the study participants. Qualitative data were gathered using a background questionnaire and semi-structured interviews. The findings showed that cultural forces played a key role in shaping the participants' willingness and intensity of English utilization and their FLA experiences. Other contributors included personal, social, and academic circumstances. Further, the participants in the study were aware of their FLA and tended to self-adjust it using various strategies such as making friends with native speakers and keeping a positive mindset. The findings of the current study have implications for helping direct researchers and educators' attention to students' emotional aspects of learning. Suggestions for tailoring the academic program curricular and pedagogies for students' affective needs are provided.
A Systematic Review of the Tendencies in the Use of Learning Management Systems
Author: Altinpulluk, Hakan
Date: 2021-07-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Educational Technology,Technology Uses in Education,Educational Trends,Higher Education,Educational Research,Research Methodology,Sample Size,Electronic Learning,Blended Learning,Open Education,Distance Education,Foreign Countries

In this study, 59 SSCI-indexed articles published between 2012 and 2017 in the Web of Science database were analyzed by systematic review, identified by the keywords &quot;Learning Management Systems / LMS&quot; in their titles. This study aims to determine the current situation and future trends in using LMSs as one of the tools that are getting increasingly popular both in blended and online environments. Accordingly, our study has revealed that the highest number of the articles were published in 2016, Moodle is the most popular LMS, the open-source LMSs are preferred over other types, LMSs are most often used to measure success, South Korea and the United States (US) are the pioneering countries in this field, the quantitative method and questionnaire tool are the preferred methodological approaches in the LMS scientific research, students are more likely to be selected as a sample group, with the 0-100 range as the most common sample size, and that the technology acceptance model (TAM) is the most frequently used model. The findings are visualized with tables, graphs and maps. The study is concluded with some suggestions for researchers and higher education institutions.
Prospective Teachers&apos; Self-Efficacy Perceptions of Teaching as a Profession
Author: Asci, Metin
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Student Attitudes,Teaching (Occupation),Foreign Countries,Teacher Competencies,Gender Differences,Grade Point Average

Teachers' competencies in the role of the main actor of the teaching process, which constitutes the most valuable investment in human beings, which is the size of the education service carried out in schools, are critical for the efficiency of this process. The search for new qualities and standards created by other occurrences occurring in the world, especially globalization, is reflected in the education process as in every field. The competition environment and the aim of not to be excluded from the change made it compulsory to evaluate and improve the training and teacher competencies as the driving force of this process. In this study, it is aimed to determine the self-efficacy perceptions of teacher candidates about the teaching profession. As the universe of research, Giresun University Faculty of Education primary education social studies, mathematics and science teaching departments were determined. In the 2017-2018 spring semester, 1024 pre-service teachers are studying in the related departments. The sample size was determined as 280 according to 95 % confidence level and 5 % margin of error and a total of 285 teacher candidates were reached. The results of this research, which aims to determine the self-efficacy perceptions of prospective teachers, show that the self-efficacy perceptions of teacher candidates are at a good level. It is concluded that there is a significant difference in the self-efficacy perceptions of the students who are in the department of social studies teaching.
Educational Crisis Management Requirements and Its Relation to Using Distance Learning Approach: A Cross-Sectional Survey Secondary Stage Schools in Al-Balqa&apos;a Governorate during COVID-19 Outbreak from the Perspectives of Teachers
Author: Samawi, Fadi
Date: 2021-07-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Crisis Management,Emergency Programs,Distance Education,Secondary School Teachers,Teacher Attitudes,Private Schools,Public Schools,Correlation,Foreign Countries

The current study aimed at investigating the educational crisis management and its relation to using distance learning approach in secondary stage schools in Al-Balqaa governorate during COVID-19 outbreak from the perspectives of teachers. A random study sample consisted of 10 male and female teachers from 30 different secondary stage schools was recruited in this study. A researcher developed questionnaire consisted of 54 items was adopted in this study. The questionnaire items were examining the educational crisis management requirements (36 items) and the distance learning (18 items). Data processing was performed using the Statistical Package of Social Sciences (SPSS). The results indicated that the educational crisis management requirements ranged between (3.72-3.93) that are at high levels, where the planning domain was ranked first with the highest mean score of (3.93), followed by leadership skills with a mean score of (3.78) And in the third rank was the information domain with a mean score of (3.75), and in the fourth rank was the communication domain with a mean score of (3.73), finally in the last rank was the team work with a mean score of (3.72). the results related to distance learning indicated that the mean scores ranged between (3.56-3.64) at moderate levels, so that the rationale for distance learning method domain got the highest mean score (3.64), followed by the importance of distance learning method with a mean score of (3.62), and in the third and last rank was the obstacles of the distance learning method with a mean score of (3.58). The total mean score for the distance learning method was (3.59) and a standard deviation (0.687), and with moderate level. Finally, the results showed the positive and significant role of the requirements of educational crisis management in its five domains (planning, information, communications, leadership skills, team work) in raising the level of use of the distance learning method in its three domains (the importance of distance learning, the rationale for distance learning, and the obstacles to distance learning) among male and female teachers of secondary schools in Al Balqaa governorate.
Impacts of Blended Learning Systems on AOU Students&apos; Satisfaction: An Investigational Analysis of KSA&apos;s Branch
Author: Al-Bazar, Hussein
Date: 2021-07-00
Type: Journal Articles
Subjects: Blended Learning,Electronic Learning,Synchronous Communication,Videoconferencing,Teacher Role,Learning Modules,Discussion Groups,Integrated Learning Systems,Student Satisfaction,Undergraduate Students,Open Universities,Private Colleges,Instructional Effectiveness,Electronic Libraries,Foreign Countries

Nowadays, blended learning represents a combination of both e-learning and Face-to-Face learning approaches, which has been considered as an emerging concept of modern education. It has been regarded as a prominent alternative learning approach compared to the conventional e-learning approach. The degree of satisfaction of students with blended learning played a crucial role in evaluating the effectiveness of adopted techniques for blended learning. Therefore, this study examines a number of key factors that affect students' satisfaction within a blended learning environment among undergraduate students involved in a private university in Saudi Arabia. In this paper, a comprehensive online questionnaire is used to assess the impact of blended learning based on seven factors of the blended learning environment. The respondents for this study are generally 221 young undergraduate students with an average age of 20-30 years old. The collected data is analysed by using SmartPLS 3. The results reveal that students are mostly satisfied with the blended learning factors, particularly, with the convergence of the Face-to-Face and Videoconferencing classes and the role of their instructors. Those students are moderately satisfied with the SIS, the online forums, and their course materials and modules, and least satisfied with the LMS and the E-library factors. Accordingly, the suggested recommendations pertaining to the future research are highlighted where this paper offers useful insights for future researchers based on different empirical evidences.
Vietnamese Students&apos; Acceptance of Using Video Conferencing Tools in Distance Learning in COVID-19 Pandemic
Author: Nguyen, Xuan-An
Date: 2021-07-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Value Judgment,Intention,Adoption (Ideas),Usability,Computer Use,Social Behavior,Technology Integration,Videoconferencing,Electronic Learning,COVID-19,Pandemics,Distance Education,Vietnamese People,Foreign Countries

The outbreak of the COVID-19 pandemic has strongly influenced teaching and learning in Vietnam's higher education institutions. Social distancing -- the health care practice of increasing the physical space between people to avoid spreading illness due to COVID-19 has required schools to employ distance learning. As such, video conferencing tools (VCTs) have been used nationwide to ensure effective responses to the requirement. Although teaching and learning with VCTs have been proven effective by many researchers, it is not clear what benefits and challenges they bring to higher education in Vietnam, especially with respect to students' acceptance to the classroom uses of technology in the time of unexpected events. This study aims to address this gap by examining external factors that affected students' acceptance of VCTs during the COVID pandemic. Data were collected online from university students between April 14, 2020 and April 23, 2020. After this period, the research group received 294 records, in which 227 were analyzed using an extended Technology Acceptance Model (TAM) and Structural Equation Modeling (SEM). The result indicated that external factors such as subject norm and computer playfulness had a significant impact on most TAM constructs. Furthermore, output quality was found to have a positive influence on students' perceived usefulness in the acceptance of VCTs in distance learning.