ethanporcaro/eric-fulltext-meta huggingface dataset:
Veterans in Higher Education State and National Policy Recommendations
Author: George W. Bush Presidential Center, George W. Bush Institute
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Veterans,Higher Education,Educational Policy,Health,Well Being,Barriers,Academic Achievement,Federal Legislation,Educational Attainment,State Policy,Guidance,Public Policy,Educational Quality,Flexible Scheduling,Nontraditional Students,Credentials,Certification,Employment Qualifications,Licensing Examinations (Professions),Advisory Committees

Policy barriers at the national and state levels are preventing many student veterans from achieving their academic and professional potential. Layers of rigid rules determine when, where, and how post-9/11 GI Bill® recipients -- most student veterans -- can utilize their service-connected education benefits. Policymakers should work to knock down these barriers. The Veteran Higher Education Task Force developed five national and state policy recommendations that would enhance the lives of student veterans: (1) Ensure guidance on student veteran policy is current and accessible; (2) Increase assessment and oversight to ensure quality programs; (3) Adopt a new approach to flexible learning models; (4) Enhance degree programs through a focus on credentialing, certification, and licensing; and (5) Emphasize health and well-being. [This report was prepared by the George W. Bush Institute Military Service Initiative's Veteran Higher Education Task Force.]
The Equity of Pedagogical Approaches in E-Learning Initiatives in Higher Education Institutions in United Arab Emirates
Author: Daouk, Lina
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Equal Education,Higher Education,Teaching Methods,Females,Electronic Learning,Foreign Countries,Western Civilization,Case Studies,Cultural Influences,Technology Integration,Information Technology,Learning Management Systems,Cultural Differences,College Faculty,Teacher Attitudes

The slow adoption of e-learning in Higher education institutions (HEIs) in the United Arab Emirates (UAE) has been attributed to many Information Technology (IT) success factors or factors related to the management of IT. While many researchers were able to identify legitimate factors that have an impact on the adoption of e-learning, the impact of the cultural factors has not been thoroughly studied. The HEIs in the UAE have implemented e-learning solutions developed in Western countries. When these e-learning solutions are used without any cultural pedagogical consideration, they are creating inequitable learning conditions for UAE students. This case study aimed to investigate the role of the western-oriented culture e-learning pedagogy on the adoption of e-learning among UAE female students. Data was collected qualitatively from interviews with colleagues who are using western-oriented cultural pedagogies in their e-learning classes. A pattern matching technique was used to analyse the collected data. The cultural constructs of the Unified Theory of Acceptance and Use of Technology (UTAUT) were used as a lens to guide this study. The findings revealed the impact of the western-oriented pedagogy of Blackboard Learn (BBLearn) on the slow adoption of e-learning in the researchers' department. This study confirmed the importance of the local UAE culture on the adoption of e-learning and calls for further studies in that domain.
Supporting Learning Communities via Web Service Technologies: Navigating Knowledge Transfer between Infrastructural Services and User Needs
Author: Wilmers, Annika
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Access to Information,Communities of Practice,Foreign Countries,Internet,Computer Networks,Research,Educational Resources

Drawing on research syntheses from the meta project Digi-EBF as well as the German Education Server, this contribution discusses how web products and services offered by the Information Center for Education at DIPF | Leibniz Institute for Research and Information in Education address and support educational communities. In the area of research syntheses, important factors for success are a methodologically systematic and transparent procedure and an easy open access as well as a monitoring of formats by science communication. The German Education Server meets its transfer task by orientation towards dimensions of information quality, adhering to user's needs and evaluating its effectivity via different assessment and measurement methods.
Student Acceptance of Social Robots in Higher Education -- Evidence from a Vignette Study
Author: Guggemos, Josef
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: College Students,Robotics,Teaching Assistants,Educational Technology,Student Attitudes,Foreign Countries,Computation,Thinking Skills

Social robots have the potential to play a vital role in education. Student technology acceptance may be considered as a driver for their successful integration in educational processes. Based on the ICAP (Interactive, Constructive, Active, Passive) framework and research on social robot roles, we have developed eight vignettes describing scenarios for the use of social robots in higher education, e.g., teaching assistant. Students in an introductory university course completed the vignettes; they answered questions based on the unified theory of acceptance and use of technology (UTAUT), as well as on their ethical approval. Drawing from a sample of N = 361 students, we carried out confirmatory factor analysis. In line with the conceptual basis, eight scenarios can be described. Overall, students do not accept social robots as presenters; however, the assessment of other roles, such as teaching assistant, is positive. By means of a latent profile analysis, we were able to identify four profiles that may be meaningful from a conceptual point of view. One profile is particularly noteworthy. It comprises students who accept social robots not as a means of instruction, e.g., as a tutor, but as a tool, e.g., to promote computational thinking.
Identifying Challenges in Virtual Teams: A Case Study of Teamwork in a Game-Based Learning Environment
Author: Syynimaa, Kirsi
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Teamwork,Cooperative Learning,Game Based Learning,Electronic Learning,Computer Simulation,Problems,Business Administration Education,College Students,Foreign Countries,Student Journals

Game-based learning (GBL) environments are shown to support open-ended inquiry, collaborative learning, shared knowledge creation and decision-making processes. The study at hand focuses on examining students' descriptions of problematic situations and collaborative learning in a virtual simulation game. We were interested in what kinds of challenges the students encounter in virtual teamwork in GBL. Data of the study stems from gaming sessions in which teams of 5-7 students worked in a virtual learning environment and steered their simulation companies' supply chain in real-time. Students' reflection assignments were analyzed with qualitative content analysis. Our results show that during the sessions students encountered communication challenges, collaboration challenges, organizing challenges and skills and competence issues. As all these are typical for modern dispersed collaborative work, we can state that the game-based course of this study provided the students with opportunities to rehearse and solve these challenges in a virtual working context. Our results emphasize the importance of providing students an opportunity to exercise collaboration and problem-solving skills in authentic, safe and inspiring settings, and that simulation games represent a feasible context for this.
How Generative Language Models Can Enhance Interactive Learning with Social Robots
Author: Sonderegger, Stefan
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Robotics,Teaching Methods,Learning Processes,Models,Artificial Intelligence,Interaction,Language Fluency,Vignettes,Generative Grammar,Tutors,Learning Management Systems,Audio Equipment,Language Usage,Computational Linguistics

The use of social robots in education is a growing area of research and the potential future applications are various. However, the conversational models behind current social robots and chatbot systems often rely on rule-based and retrieval-based methods. This limits the social robot to predefined responses and topics, thus hindering it from fluent communication and interaction. Generative language models such as GPT-3 could be beneficial in this context, e.g. for an improved conversation and open-ended question answering. This article presents an approach to utilizing generative language models to enhance interactive learning with educational social robots. The proposed model combines the technological possibilities of generative language models with the educational tasks of a social robot in the role of a tutor and learning partner. The implementation of the model in practice is illustrated by means of a use case consisting of different learning scenarios. The social robot generates explanations, questions, corrections, and answers based on the pre-trained GPT-3 model. By exploring the potential of generative language models for interactive learning with social robots on different levels of abstraction, the paper also aims to contribute to an understanding of the future relevance and possibilities that generative language models bring into education and educational technologies in general.
Educational Chatbots for Collaborative Learning: Results of a Design Experiment in a Middle School
Author: Burkhard, Michael
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Artificial Intelligence,Teaching Methods,Learning Processes,Web Based Instruction,Cooperative Learning,Tutors,Scaffolding (Teaching Technique),Instructional Design,Feedback (Response),Foreign Countries,Teamwork,Student Attitudes,Teacher Attitudes,Intelligent Tutoring Systems,Usability,Reliability,Vocational Schools,Secondary School Students

Educational chatbots promise many benefits for teaching and learning. Although chatbot use cases in this research field are rapidly growing, most studies focus on individual users rather than on collaborative group settings. To address this issue, this paper investigates how chatbot-mediated learning can be designed to foster middle school students in team-based assignments. Using an educational design research approach, quality indicators of educational chatbots were derived from the literature, which served as a guideline for the development of the chatbot Tubo (meaning tutoring bot). Tubo is part of a web-based team learning environment in which students can chat with each other and collaboratively work on their group assignments. As a team member and tutor of each group, Tubo guides the students through the learning journey by different scaffolding elements and helps with content-related questions the students have. As part of a first design cycle, the chatbot application was tested with a school class of a technical vocational school in Switzerland. The received feedback suggests that the approach of team-based learning with chatbots has a lot of potential from the students' and teachers' point of view. However, the role distribution of the individual group members may have to be further specified to address the different needs of autonomous as well as more control-oriented students.
Student Perceptions of AI-Powered Writing Tools: Towards Individualized Teaching Strategies
Author: Burkhard, Michael
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: College Freshmen,Artificial Intelligence,Writing (Composition),Writing Processes,Writing Instruction,Intelligent Tutoring Systems,Student Attitudes,Foreign Countries,Barriers,Affordances,Ethics

Due to the advances of artificial intelligence (AI) and natural language processing, new kinds of Internet-based writing tools have emerged. Among other things, these AI-powered writing tools can be used by students for text translation, to improve spelling or for rewriting and summarizing texts. On the one hand, they can provide detailed recommendations for the adaptation of text elements within seconds. On the other hand, they also produce inconsistencies and errors, that students might not be aware of. How to deal with these tools in an educational context is a difficult question. Since writing tools are usually used unsupervised and without further instructions, students may need guidance from the teacher in interacting with those tools, to prevent the risk of misapplication. To better understand this underlying issue, the paper at hand uses survey data of 365 freshmen students to describe and analyze student perceptions of AI-powered writing tools. Regarding AI-powered writing tools, different student types were identified by using the k-means clustering method. The results suggest that students have different attitudes towards AI-powered writing tools. Some students may use them in an unreflective, non-sceptical way, which can lead to (un)voluntary plagiarism. Other students may not use writing tools at all, partly because they are sceptic, but also because they may lack meaningful learning strategies in general (course repeaters). Depending on the different student types, individualized teaching strategies might be helpful to promote or urge caution in the use of these tools.
Developing an Ontology of Multiple Programming Languages from the Perspective of Computational Thinking Education
Author: Nongkhai, Lalita Na
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Programming Languages,Computer Science Education,Intelligent Tutoring Systems,Thinking Skills,Concept Formation,Guidelines,Teaching Methods,Visual Aids,Individualized Instruction,Instructional Design

This paper proposes the design of an ontology of multiple programming languages and give three examples to show the methodology. Our ontology aims to summarize the core of computational thinking logic by elaborating the concepts of three object-oriented programming languages in the industry: Python, Java, and C#. Therefore, the construction of the ontology lies not only on these three programming languages but also on their common concepts. This kind of ontology design facilitates the ontology extension and merging when concepts of other programming languages are added in the future. This ontology could be used to not only provide a guideline for any research work focusing on computational thinking education but also describe the common concept of visual programming tools and existing programming languages. Based on this ontology, an adaptive tutoring system intended to provide learners with personalized programming exercises, is under development.
Linking Gamification, Ludology and Pedagogy: Principles to Design a Serious Game
Author: Esterhuizen, Joshua
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Gamification,Educational Games,Game Based Learning,Technology Uses in Education,Video Games,Learner Engagement,Instructional Effectiveness,Computer Games,Material Development,Instructional Material Evaluation,Teaching Methods,Design

Education is shifting towards a more technology focused mode of delivery, or at least combining technology use with standard methods. A potential effect of this could be the introduction and use of games in classrooms. This study looks at the possibility of adapting various domains of knowledge into digital games referred to as serious games. The implementation of serious games within teaching may help keep certain students engaged with the content being presented and create further interest in the topic. However, before reaching this stage the means to transform these knowledge domains into serious games must be studied. This is done by focusing on three fields: gamification, ludology, and pedagogy. Through the use of a literature analysis, both a literature review and a focus on previous implementations, several key principles for the design of a serious game were identified, namely reflection, feedback, a story-based environment, and thorough structuring of content. These principles stem from the design choices of the previous implementations and pedagogical theories -- Merrill's First Principles and the ARCS model. The aim of the study is to investigate the possibility of using digital games as a means to encourage learning in teaching environments.
Flipped Learning in Corporate Contexts: A Case Study
Author: Gentile, Enrichetta
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Flipped Classroom,Corporate Education,Professional Continuing Education,Industrial Training,Technology Uses in Education,Employees,Lecture Method,Program Effectiveness,Student Satisfaction

Flipped Learning is an active teaching methodology that consists of reversing learning times and spaces. It entails that the teacher prepares and provides in advance the content to be studied so that, during the lecture, there is more time to do exercises and practice the concepts learned during self-study. In this process, the feedback that the teacher provides to students on their level of understanding, as well as the learning outcomes and observations that students, in turn, provide to the teacher, play a key role to adapt the learning path to the learners' actual needs. The paper aims to present a first case study of the application of Flipped Learning in the corporate setting. The case study involved a small company that is one of the partners in the national project L.I.F.T. to measure the effectiveness of the approach and learner satisfaction.
Toward Better Driving with Gaze Awareness Environment Supported by Area Segmentation
Author: Yamada, Taketo
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Motor Vehicles,Traffic Safety,Specialists,Comparative Analysis,Eye Movements,Skill Development,Artificial Intelligence,Learning Management Systems,Computer Simulation,Video Technology,Instructional Effectiveness,Feedback (Response),Teaching Methods

It is important to make car-drivers improve their way of looking for recognizing key objects or areas precisely. This study designs a system following such a motivation that distinguishes several areas in a display with weights of importance. A present proposing function for successful area detection offers drivers an opportunity to compare their gaze with experts. Concrete method for this implementation includes U-Net that is one of major techniques of machine learning combined with grid segmentation.
Determining Learners&apos; Behavioral Patterns in a Technology and Analytics Enhanced Assessment Environment
Author: Sahin, Muhittin
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Behavior Patterns,Learning Processes,Learning Analytics,Evaluation,Learning Motivation,Academic Achievement,Individual Characteristics,Self Esteem,Student Interests,Educational Technology,Computer Assisted Instruction

Within digitally-supported learning environments, learners need to observe themselves so that they can reflect on their strengths and weaknesses and take a step toward autonomous learning. Within the scope of this research, a technology and analytics enhanced assessment environment in which students can assess themselves was implemented and tested. In order to determine N = 108 students' ability to use the assessment environment, behavioral patterns were determined based on their individual characteristics, system interactions, lesson performances, achievement motivation, confidence, and study interest. Findings indicate different system usage and behavioral engagement with the assessment system. The outcomes of this design-based research project indicate hints on how such assessment systems can be made more effective in future implementation stages.
Evaluating Different Assessment Types in an Online Geoscience Course
Author: Dinç, Emre
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Evaluation Methods,Summative Evaluation,Capstone Experiences,Energy,Earth Science,Environment,Course Descriptions,Online Courses,Self Evaluation (Individuals),Student Evaluation,Predictor Variables,Assignments,Laboratory Experiments,Science Achievement,Undergraduate Students,Fuels,Climate,Energy Conservation

This study investigated the effect of different assessment types on overall success in an online geoscience course covering energy's impact on the environment. Two groups took either the slower 1-credit or the faster 3-credit version of the course, which utilized the same content. Self-assessment questions developed using H5P, quizzes, summative assessment labs, and a capstone project were used to assess students. Independent samples t-test, multiple regression analysis, and repeated measures ANOVA were conducted for data analyses. Quiz success significantly differed between groups. Quiz, capstone, and lab assignment successes were significant positive predictors of overall success. The total frequency of answering H5P questions was a significant positive predictor of quiz and lab assignment successes. Frequencies for answering H5P questions and time spent on H5P questions in each module showed significant differences.
Exploring Semi-Supervised Learning for Audio-Based Automated Classroom Observations
Author: Chanchal, Akchunya
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Audio Equipment,Classroom Observation Techniques,Cost Effectiveness,Educational Quality,Feedback (Response),Supervision,Learning Processes,Algorithms,Computer Software,Scores,Teacher Effectiveness,Teacher Evaluation,Classroom Environment

Systematic classroom observation is often used in evaluating and enhancing the quality of classroom instruction. However, classroom observation can potentially suffer from human bias. In addition, the traditional classroom observation is too expensive for resource-constrained environments (e.g., Sub-Saharan Africa, South and Central Asia). A cost-effective automation of classroom observation could potentially enhance both quality and resolution of feedback to the teacher, and hence potentially result in enhancing quality of instruction. Audio-based automatic classroom observation using supervised deep learning techniques has yielded good results in limited contexts. However, one challenge when using supervised techniques is the high cost of collecting and labelling the classroom audio data. One solution for such data-starved scenarios is to use semi-supervised learning (SSL) which requires significantly lesser data and labels. This paper explores an audio-adaptation of the state-of-the-art SSL FixMatch algorithm to automate classroom observation. An adaptation of the FixMatch algorithm was proposed to automate the coding for the Stallings class observation system. The proposed system was trained on classroom audio data collected in the wild. The supervised approach had an F1-score of 0.83 on 100% labeled data. The proposed FixMatch adaptation achieved an impressive F1-score of 0.81 on 20% labeled data, 0.79 on 15% labeled data, 0.76 on 10% labeled data, and 0.72 using only 5% of labeled data. This suggests that algorithms like FixMatch that use consistency regularization and pseudo-labeling have a great potential for being used to automate classroom observation using a small labelled set of audio snippets.