ethanporcaro/eric-fulltext-meta huggingface dataset:
The Influence of Digital Globalisation on an East African University
Author: Tan, Rachel S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Influence of Technology,Global Approach,Public Colleges,Research Universities,College Administration,Reputation,Online Courses,Open Educational Resources,Second Language Instruction,African Languages,Disadvantaged,Access to Education,Developing Nations,Foreign Countries

This case study provides an in-depth analysis of the role of digital technologies in the process of globalisation in higher education in a developing nation in the Global South. We explore some of the triggers and enablers of digital technologies in an East African university that aspires to be a globally recognised research-intensive institution. The semi-structured interviews with senior administrators and academic staff revealed that the university recognised a digital dividend by establishing networks with private companies and other universities. Participants also talked about the opportunities afforded by MOOCs [Massive Open Online Courses] in supporting teacher access to learning materials developed by others, how their own MOOCs could enhance global recognition and how the concept could be utilised as a platform for the conservation of linguistic heritage. However, many concerns were raised to highlight the digital divide and the difficulties faced by a university in a developing nation. The university was globally disadvantaged as it had little choice in embracing digital technology while experiencing limited options for what this could achieve. Despite limitations, the findings showed that the university actively sought opportunities afforded by digital technologies to help claim its position as an emerging university in East Africa and develop a global presence.
Exploring Teacher and Learner Views on the Use of Formative Assessment in Primary EAL Classrooms: A Case Study
Author: Afitska, Oksana
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Language Teachers,Elementary School Teachers,Elementary School Students,Children,English (Second Language),Second Language Instruction,Second Language Learning,Instructional Effectiveness,Formative Evaluation,Peer Evaluation,Self Evaluation (Individuals),Feedback (Response),Urban Schools,Foreign Countries

In England, number of learners who speak English as their second or even third language (known as learners with EAL, English as an Additional Language) in state primary and secondary schools is constantly increasing. In 2012, these learners represented 16% of the entire school population, and in 2015 - 18% (DfE, 2013 and 2016). Many EAL learners have limited proficiency in the language of instruction. This fact makes it difficult for teachers to not only effectively teach, but also accurately assess these learners' academic (linguistic and subject-specific) progress. Making use of a recently introduced formative assessment model to support and assess EAL learners' performance during the lessons seems like a good idea. However, to date little is known about the effectiveness of this assessment method and about the teachers' and learners' views on it. This paper, drawing on a selection of the data collected as part of a larger mixed methods empirical research study (Afitska, 2014a), seeks to examine teachers' and learners' views on the usefulness of formative assessment methods (including teacher feedback, learner peer-assessment, and self-assessment) for teaching and learning. The paper concludes with a list of implications for practice based on the study's findings.
Competence-Oriented Instruction in Vocational Education in Austria: An Empirical Comparison between Two Instructional Approaches
Author: Slepcevic-Zach, Peter
Date: 2015-04-00
Type: Journal Articles
Subjects: Competency Based Education,Vocational Education,Foreign Countries,Teaching Methods,Apprenticeships,Teaching Experience,Vocational Education Teachers,Knowledge Level,Teamwork

A distinct feature of the Austrian education system is its differentiation of programs in vocational education. Among these programs, the dual education system has a long tradition: Students undergo an apprenticeship in a company while also attending a vocational school in part-time. More than other forms of education, this combination of on-the-job training at the work place and instruction in vocational school requires constant adaptation to economic requirements. Against this background, a new instructional approach, so called areas of learning with a focus on competence were introduced in the vocational school Eisenstadt in the year 2010. The introduction of this approach offered an opportunity for comparing it with a &quot;traditional&quot; subject-oriented approach. Results of the comparison will be presented and discussed in this article.
Design Is Our Success -- The Importance of Modeling a Virtual Enterprise
Author: Riebenbauer, Elisabeth
Date: 2015-04-00
Type: Journal Articles
Subjects: Business Administration Education,Simulation,Teaching Methods,Entrepreneurship,Models

Virtual Enterprise is a multidimensional teaching method based on a business simulation for learning purposes. In a Virtual Enterprise, students execute procedures similar to real-life companies in a virtual market economy. To enable that students can act according to existing business principles, teachers must design this Virtual Enterprise as an economically valid business model. This paper discusses the importance and the process of modeling and introduces several ways of designing a Virtual Enterprise for different learning objectives.
An Empirical Study on E-Learning Uptake by Teaching Staff at Makerere University Business School
Author: Bada, Joseph Kizito
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,College Faculty,Business Schools,Integrated Learning Systems,Teacher Attitudes,Teacher Behavior,Intention,Technology Integration,Expectation,Self Efficacy,Value Judgment,Usability,Social Influences,Developing Nations,Foreign Countries

The introduction of practical e-learning pedagogy to university teaching staff brings new opportunities for teaching and learning. Most teaching staff have not been exposed to use of a learning management system. The junior teaching staff at Makerere University Business School (MUBS) were trained to use e-learning tools with the Modular Object-oriented Dynamic Learning Management System (Moodle) as the platform for teaching. Moodle was selected for two reasons: it is open source and available for free download and it has good in-built pedagogical tools. The training course introduced new pedagogical tools that included online lessons, online assessment and collaborative tools in education (wiki, discussion forum). The participants evaluated the e-learning environment as the last activity in the course. The evaluation was done using questionnaires. The results indicate that the staff acquired good e-learning pedagogical skills at the end of the course. Further, results showed acceptance of e-learning by course instructors and usefulness of e-learning, with course instructors expressing their intention to use e-learning in teaching. The study shows that perceived usefulness influences behavioral intention more than perceived ease of use of the learning management system.
Seeding Shakespeare and Drama in Diverse 21st-Century Classrooms through a Cross-National Partnership: New Teachers&apos; Challenges and Early Practices
Author: Athanases, Steven Z.
Date: 2020-08-21
Type: Journal Articles
Subjects: Drama,English Literature,Learning Processes,Teaching Methods,Social Problems,Partnerships in Education,Educational Cooperation,International Cooperation,Teacher Attitudes,Self Esteem,Vignettes,Foreign Countries,Teacher Education Programs,Masters Programs,Beginning Teachers,Middle School Students,Middle School Teachers,Low Income Groups

Classroom drama holds promise for student learning across disciplines. When Shakespeare's works are included in diverse classrooms, supported by drama activities, students can embody, voice, and explore themes and societal issues, bringing such themes alive. This study documents challenges and opportunities reported by teachers in their first-year teaching as they participated in an innovative cross-national partnership between Globe Education, Shakespeare's Globe, London and the School of Education, University of California, Davis. Survey results found new teachers' value exceeded their self-confidence in implementing Shakespeare and drama-based practices in their teaching. Teachers managed to infuse drama activities in classrooms, conducted inquiry into students' responses, and reported the need for further preparation to enact program practices. Two vignettes of classroom work further illustrate challenges and possibilities of partnership practices, and highlight needed adaptive work for successfully incorporating drama and Shakespeare in classrooms to explore social, cultural, and historical conflicts, themes, and dilemmas.
Fracturing and Re-Membering: Exploring Educational Crisis through Performative Mapping
Author: McManimon, Shannon K.
Date: 2020-08-28
Type: Journal Articles
Subjects: Theater Arts,Ethnography,Faculty Development,Critical Literacy,Artists,Art Teachers,Memory,Crisis Management,Elementary Schools,Drama

&quot;Fracturing and Re-Membering&quot; is a performative mapping combining critical autoethnography and verbatim theatre that re-presents the entanglement of the fragmented and fractured work of teaching, professional development, and research. It draws on data from professional development sessions of a critical literacy and creative drama program that partners U.S. elementary school classrooms with Teaching Artists from a nonprofit theatre company. While the performative mapping can stand alone, I first explain professional development experiences I facilitated for these Teaching Artists on Kumashiro's (2009) conception of crisis in relation to learning; I then outline the research process that led to the performative mapping. Following the performative mapping, I reflect on how using creative drama as pedagogy in professional development and as research facilitated re-membering ourselves both individually and collectively as we worked through crises forcing us to confront troubling knowledge. The performative mapping invites audiences/participants to do so as well.
Pre-Service Teacher Career Choice Motivation: A Comparison of Vocational Education and Training Teachers and Comprehensive School Teachers in Germany
Author: Stellmacher, Anne
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Career Choice,Foreign Countries,Vocational Education Teachers,Motivation,Teacher Recruitment

Context: The current shortage of teachers in Germany, especially in vocational schools, is of relevance to the education system and labour market policy. To recruit future teachers more effectively, it is of great importance to gain a better understanding of pre-service teachers' career choice motivation. However, research has concentrated so far mainly on teachers in the general education system. The present study investigates the career choice motivation of students who will become vocational education and training (VET) teachers and compares it to the career choice motivation of future comprehensive school teachers. Approach: We surveyed N = 79 teacher training students in total, 30 pre-service VET teachers and 49 pre-service comprehensive school teachers at the beginning of their university-based teacher training. To measure career choice motivation, we used the standardized questionnaire Motivation for Choosing Teacher Education (FEMOLA) including six subscales (Pohlmann &amp; Möller, 2010). In order to compare pre-service VET and comprehensive school teachers with regard to the six scales of career choice motivation, we performed a multivariate analysis of covariance (MANCOVA). Findings: We found the highest means for the motives subject-specific and educational interest for the future VET teachers. In comparison to the pre-service comprehensive school teachers, they rated their educational interest, social influences, and utility as significantly less relevant in terms of their career choice motivation. There are no significant differences on the other three motivational scales. Conclusion: The findings show that the two groups partially differ in their motivations to become a teacher. Therefore, we can conclude that the measures for attracting new students should also be individually adapted to the motives for their career choice. For example, in a counselling interview, the motives for choosing a profession should be discussed and compared with the requirements for studying and later working life.
Stories of Learning: A Case Study of Norwegian Plumbers and Apprentices in TVET at the Construction Site and in a Training Agency
Author: Lensjø, Marit
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Plumbing,Building Trades,Skilled Workers,Apprenticeships,Vocational Education,Construction (Process),Workplace Learning,Situated Learning,Community

Context: Through a dual model, based on 2 years of education in upper secondary school followed by two and a half year of apprenticeship training, Norwegian plumbing education has become an integrated part of the Technical Vocational Education and Training (TVET). Competence and skills are described in national plumbing curriculum. However, there is little information on how learning and training, interaction and relations between craftsmen and apprentices take place and develops at the workplace. The objective of this article is to identify significant learning processes by studying apprentices in a training agency and in communities of plumbers at the building site. Approach: The study has an ethnographic approach, based on a combination of fieldwork and interviews with apprentices, plumbers and a vocational teacher. During one year of fieldwork I followed a group of plumbing apprentices in a training agency, and in their plumbing companies at different construction sites. As a former plumber and vocational teacher, I was able to participate as a plumber and researcher and thus I had a unique position to work along with the apprentices and plumbers. This enabled me to observe interaction, learning and training in their communities of practices as an &quot;insider.&quot; Findings: The study showed that the process of learning practical skills, a professional language and a technical rationale was time consuming, challenging and sometimes tiering. In return the apprentices discovered proficiency, gained confidence and were considered as participants in the community of plumbers. A central finding is the great value of working in a community of plumbers at the building site, combined by studying sanitary and heating technology at the training agency. Among peers at the training agency, the apprentices were challenged to build and explore complex pipe laying, and to discuss technical regulations and rationale with each other and the vocational teacher. Conclusion: Craftsmen, like plumbers, consecutively handle a variety of technical work tasks and situations. &quot;Inside&quot; practice, the plumbers are close to materials and systems on construction site, where pipes, cableways and building structures looks different from the plan and the progress on paper. As experts, the plumbers often solve problems more functional and cost effective than suggested in the blueprint. The study shows how apprentices and plumbers develop skills, tacit knowledge and professionality through involvement with relevant &quot;things&quot; and &quot;situations,&quot; and by sharing experiences and technical expertise in communities of peers and plumbers.
The Impact of Neurolinguistic Programming on EFL Teachers&apos; Reflective Teaching
Author: Marashi, Hamid
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Neurolinguistics,English Teachers,Second Language Instruction,English (Second Language),Cognitive Restructuring,Metacognition,Reflective Teaching,Females,Scores,Pretests Posttests,Program Effectiveness,Instructional Improvement

The aim of this study was to investigate the effect of using Neuro-Linguistic Programming (NLP) techniques on English as a Foreign Language (EFL) teachers' reflective teaching. In order to do this, 30 Iranian female EFL teachers were selected. The group filled out a reflective teaching questionnaire as the pretest at the outset of the study and subsequently attended an NLP workshop. Following the end of the workshop, the teachers went back to their routine teaching program for 20 sessions and the researchers administered the same reflective teaching questionnaire as the posttest to the 30 teachers after those 20 sessions. In order to test the null hypothesis, that is to check any significant difference in the degree of the reflective teaching of the group prior to and after the treatment, a paired samples t-test was conducted. The results showed that there was a significant difference between the scores of the group at the pretest and posttest level (t=-6.976, p=0.001&lt;0.05) meaning that NLP does significantly improve EFL teachers' reflective teaching.
The Impact of Interactive Smart Boards on Students&apos; Learning in Secondary Schools in Botswana: A Students&apos; Perspective
Author: Tsayang, Gabatshwane
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Secondary School Students,Student Attitudes,Visual Aids,Interactive Video,Learner Engagement,Student Motivation,Difficulty Level,Academic Achievement

This study investigates the impact of the use of SMART boards on students' learning in schools in Botswana and is guided by the Context Input Process Product (CIPP) Evaluation Model. The study adopts a mixed methods design that employed interviews, observations and a questionnaire to obtain data. The results show that the use of the SMART boards enabled a variety of learning experiences that promoted students' engagement and interactivity, and increased levels of motivation and improvement in academic achievement. These findings indicate that SMART technologies have the potential to transform educational practices in Botswana, as it endeavors to provide its children with a quality education that matches the best global standards, and simultaneously recasts itself into an innovative, efficient and adaptive economy that can compete in the global world of the 21st century.
Using an Online Discussion Forum in a Summative Coursework Assignment
Author: Galletly, Richard
Date: 2020-07-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Summative Evaluation,Assignments,English for Academic Purposes,Cooperative Learning,Undergraduate Students,Business Administration Education,Foreign Countries,Opinions,Theory Practice Relationship,Critical Thinking,Persuasive Discourse,Discussion

The widespread availability of educational technology has made online discussion forums (ODFs) an increasingly viable teaching resource, but teachers may lack guidance on approaches for making effective use of ODFs in their curricula. The current study reports on how an ODF was incorporated into a summative coursework assignment for an English for Academic Purposes (EAP) course for undergraduate business students at a Joint Venture university in China. As part of the coursework assignment, the students were organized into online discussion groups for a topic related to Corporate Social Responsibility (CSR). Students were required to post an opinion, reply to three other opinions, and then include an account of their online discussions in a summative coursework research report. Content analysis of a sample of these coursework reports showed evidence of engagement with forum posts through: (a) synthesis of students' views, (b) relating views to theory or practice, (c) critical and reflective thinking about the forum posts, (d) critical thinking about the forum methodology, and (e) explicit stance-taking. This study demonstrates a potential application of ODFs in the context of a coursework assignment and supports the view that ODFs may provide an effective platform for students to share opinions in a course-related task outside of scheduled classes.
Student Understanding of a System of Equation and Inequalities: A Comparison between Online and Face-to-Face Learning
Author: Ferguson, Sarah
Date: 2020-07-00
Type: Journal Articles
Subjects: Mathematical Concepts,Equations (Mathematics),Calculus,Outcomes of Education,Mathematics Instruction,Teaching Methods,Conventional Instruction,Online Courses,Instructional Effectiveness,Urban Universities,Community Colleges,Two Year College Students,Problem Solving,Scores,Mathematics Achievement,Electronic Learning

This study compared the outcomes of student learning between an online Pre-Calculus course and a face-to-face Pre-Calculus course. Participants for this study included nine online and 14 face-to-face students from an urban community college in the Southeastern region of the United States. The study data were written responses from the subjects to a collection of problems focusing on solving systems of equations and inequalities. Adopting a mixed method design, the study revealed limited differences between the online and face-to-face group in their overall score, their problem-solving capacities, and their common errors. The purpose of this study was to see if students taking courses through different modalities made similar or different errors in an effort to begin formulating plans for improving mathematics learning opportunities for both online and face-to-face mathematics learners.
The Impact of Self-Efficacy and Need for Achievement on Management Students&apos; Perceptions Regarding Web Based Learning Resources
Author: Gautam, Vikas
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Efficacy,Achievement Need,Student Attitudes,Business Administration Education,Graduate Students,Web Based Instruction,Web 2.0 Technologies,Electronic Learning,Virtual Classrooms,Self Concept Measures,Foreign Countries,Usability,Integrated Learning Systems,Video Technology

The increasing popularity of computers and computer networks has facilitated the use of Web Based Learning Resources (WBLR) in education. Many institutions are investing in the development of WBLR to facilitate the learning process, and WBLR have become very popular among management students. The present study investigated the impact of self-efficacy and need for achievement on management students' perception regarding Web Based Learning Resources. Our study results confirmed a significant impact of self-efficacy on WBLR. However, we did not find evidence of a significant impact on need for achievement on WBLR. The sample comprised of 150 respondents. Our findings imply that students' experience of seeking help from informal online channels is significant when they actively participate in a course that uses WBLR.
Are E-Texts the Future of Distance Education? Investigating Online Students&apos; Open Resource Preferences
Author: Yaeger, Joy L.
Date: 2020-07-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,Electronic Publishing,Textbooks,Open Educational Resources,Graduate Students,Private Colleges,Preferences

At a private university, a correlational survey design was implemented to assess students' perceptions towards Open Educational Resources (OER) before experiencing an open course design initiative and to subsequently provide stakeholder feedback for guiding pedagogical decisions. The Student Textbook Survey was employed to determine if interest in electronic texts could predict with statistical significance student preference for OER. While the regression analysis indicated that interest in electronic texts had a significant effect on student preference for OER, p &lt; 0.001, OR = 0.17, descriptive analysis identified the need for a variety of course material format alternatives.