ethanporcaro/eric-fulltext-meta huggingface dataset:
Introducing a Pre-Determined Feedback Pool for Evaluating Students&apos; Online Discussion Participation
Author: Perera-Diltz, Dilani M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Feedback (Response),Online Courses,Graduate Students,Student Evaluation,Student Behavior,Counselor Training,Models,Student Participation,Discussion (Teaching Technique),College Faculty

As self-regulation for successful online learning is a relatively new focus in online education, more attention is directed toward initiatives to help students become more cognizant of their learning efforts in online learning environments. Grounded in the idea that self-regulation is feedback dependent, we argue for the necessity of instructor feedback on student performance in online classes. The specific focus is instructor feedback on students' online discussion contributions. To assist instructors in managing their feedback practices in large online classes with numerous discussion entries, we present a feedback pool that includes a range of predetermined comments instructors can choose from while assessing their students' discussion participation.
&quot;It&apos;s Like Fifty-Fifty&quot;: Using the Student Voice towards Enhancing Undergraduates&apos; Engagement with Online Feedback Provision
Author: Hast, Michael
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Feedback (Response),Preferences,Student Attitudes,Computer Uses in Education,Foreign Countries

Reflecting the continuing change in higher education student experiences in light of the electronic age it is crucial to examine whether digital feedback provision approaches are seen as helpful in promoting self-regulated learning. In the present study students (N = 99) completed a survey examining preferences and gathering initial qualitative data. A sub-set (N = 18) took part in focus groups. In line with trends observed in previous research, a high proportion of students preferred submitting work and accessing feedback online. Attitudes towards the shift from hard copy to online feedback provision were largely positive, focusing on improved aspects of spatial and temporal distance. However, the student insight also highlighted concerns around communication and motivation to engage with feedback, indicating there is a need for appropriate training to support the access to feedback and how to engage in post-feedback communication beyond the computer screen.
The Influence of iPads on Course Performance and Student Perceptions of Learning in Human Anatomy
Author: Scibora, Lesley M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Technology Integration,Handheld Devices,Performance Factors,Science Achievement,Science Instruction,Instructional Effectiveness,Anatomy,Human Body,Student Attitudes,Undergraduate Students,Late Adolescents,Learner Engagement,Course Objectives,Active Learning,Cooperative Learning,Computer Use

The influence of iPad compared to computer-based active and collaborative learning activities on academic performance, along with student attitudes toward technology, engagement, and perceived learning were examined between two one-semester undergraduate-level Human Anatomy classes. Student attitudes and perceived learning were assessed using pre- and post-semester surveys between two simultaneous classes: iPad-integrated (n = 24) and no-iPad (n = 21). No-iPad users reported higher attainment of course objectives (human anatomy factual knowledge, principles and theories, and application of material) than iPad users. iPad users also reported lower levels of course engagement following fifteen weeks of usage whereas no-iPad users reported higher levels of engagement. Both groups showed similar learning gains based on test scores, and final grades. This article explores potential explanations for discrepancies with some previous research by highlighting the importance of consistent instructional methods, regardless of media, in undergraduate education.
Higher Education Institutions and Development: Missions, Models, and Challenges
Author: Olo, Daniela
Date: 2021-00-00
Type: Journal Articles
Subjects: Models,Institutional Mission,Higher Education,Comparative Education,Cross Cultural Studies,Research Reports,Human Capital,Employment Qualifications,Scientific Research,Innovation,Economic Development,School Business Relationship,Intellectual Property,Barriers,Global Approach,International Education,Student Recruitment,Entrepreneurship,College Role,Foreign Countries

Interest in higher education institutions (HEIs) as instruments for development has increased in recent years. The main objective of this paper is to address the contribution of HEIs to development through their missions, models, and challenges. With this purpose, we perform a historical analysis and characterise higher-education systems through the perspective of university models and missions, noticing relevant aspects regarding the evolution of this institution over time, as well as the transformations undergone. We also consider the main challenges that current higher education systems face in the 21st century. As methodological approaches, we carry out a literature review complemented by a comparative analysis based on data from the higher education systems of ten European countries. The findings show that HEIs can contribute to development through their missions, which are related to the models of higher education. Their first mission (teaching) contributes to improving human capital and attracting highly qualified people to their regions; the second mission (research) improves scientific knowledge which can foster innovative activities; and the third mission (community service) acts as a link between research and business, including patents, business incubators, and collaboration agreements. We also conclude that the challenges of higher education in the 21st century can be categorised essentially in three main areas: (1) globalisation and massification of higher education, as well as the internationalisation of HEIs' missions and diversification of the educational supply to attract new students; (2) new technologies related to the digitalisation of teaching and distance learning; and (3) higher education entrepreneurship, showing the importance of university-company relationships. This paper provides a global setting for a reflection on the role of HEIs in the 21st century, given their connection with society and the need for a more effective contribution to socio-economic development.
Gifted Students&apos; Beliefs about Knowledge and Learning
Author: Nacaroglu, Oguzhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Academically Gifted,Children,Adolescents,Beliefs,Cognitive Structures,Concept Formation,Knowledge Level,Intelligence,Alternative Assessment,Associative Learning,Epistemology,Misconceptions,Science Teaching Centers,Foreign Countries

Epistemological beliefs can be defined shortly as beliefs about the source, certainty, organization of knowledge, and beliefs on ability and speed of learning. Word association tests (WAT) are practical alternative assessment and evaluation tools that can reveal students' thoughts on different concepts. In this regard, this research aims to investigate the gifted students' beliefs about &quot;knowledge&quot; and &quot;learning&quot; concepts by using WAT. Phenomenology design was utilized in the research. The study was carried out with 118 gifted students studying at Science and Art Center in Turkey's Central East Anatolia Region in the 2018-2019 academic year. The word association test was used as a data collection tool. In this context, participants were given the concepts &quot;knowledge&quot; and &quot;learning&quot; and asked to write their associations about these concepts. They were then asked to make a sentence about each concept. Deductive content analysis was used to analyze the data. The research findings revealed that most students have sophisticated epistemological beliefs in specific knowledge, simple knowledge, source of knowledge, and quick learning dimensions. However, it has been found that the number of students in the sophisticated and naive categories of innate ability dimension is approximately equal.
Investigating Preservice Science Teachers&apos; Cognitive Structures on Environmental Issues
Author: Kiryak, Zeynep
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Undergraduate Students,Cognitive Structures,Knowledge Level,Misconceptions,Associative Learning,Environmental Education,Chemistry,World Problems,Climate,Sustainable Development,Conservation (Environment),Science Education,Foreign Countries

Environmental knowledge and awareness of individuals affect their attitudes and behavior toward the environment. In this regard, it is essential to specify how environmental issues are interpreted in individuals' cognitive structures. This study aims to investigate preservice science teachers' cognitive structures on environmental issues. The study was conducted with 78 third-year preservice science teachers. The data were collected through a word association test that contains eight stimulus words about environmental problems and protecting the environment. &quot;Global warming,&quot; &quot;greenhouse effect,&quot; &quot;radiation,&quot; and &quot;acid rain&quot; were chosen for environmental problems; &quot;recycling,&quot; &quot;waste disposal,&quot; &quot;sustainability,&quot; and &quot;solar energy&quot; were selected for protecting the environment. Besides, preservice science teachers were asked to write a sentence for each stimulus word. Two concept networks were created based on the cut-off point method for the word association test, and content analysis was used for sentences. Besides, by comparing the data obtained from the concept networks and sentence analysis, an attempt was made to obtain more in-depth information. It is concluded that preservice science teachers focused on daily life rather than scientific facts about environmental issues. In this respect, new courses such as Green Chemistry may effectively eliminate alternative conceptions and raise awareness on environmental issues.
Secondary School Students&apos; Knowledge and Views on Laboratory Safety
Author: Caymaz, Belkiz
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Knowledge Level,Grade 6,Grade 7,Grade 8,Foreign Countries,Science Laboratories,Laboratory Safety,Student Attitudes,Student Behavior

Laboratory studies are very important for science education but also involve various risks. It is possible to minimize these risks by providing a safe working environment. This study aims to determine the knowledge and views of secondary school students on laboratory safety and to identify their deficiencies in this regard. The survey method was used in the study. The study sample consists of 136 students from 6th, 7th, and 8th-grade students of a public secondary school in Kastamonu Province, Turkey. An open-ended questionnaire was used to determine the students' knowledge and views on the subject, and the data obtained were analyzed by the content analysis method. As a result of the study, it was seen that although secondary school students have some general information about laboratory safety, they have deficiencies in terms of most of the information. It was determined that students do not know most of the behaviors that must/must not be made in the laboratory, and they are not aware of some of the safety symbols in the science textbooks. In addition, most of the students stated that they don't feel competent about laboratory safety and need training on this subject.
Strange(r) Places: Collaborative Creativity in Real and Virtual Spaces
Author: Perkins, Tanya
Date: 2019-08-00
Type: Journal Articles
Subjects: Creativity,Criticism,Cooperative Learning,Active Learning,Teaching Methods,Information Technology,Teamwork,Fiction,Computer Simulation,Creative Writing,Writing Instruction,Undergraduate Students,Course Descriptions,English Literature,Discussion (Teaching Technique),Web Sites,Writing Assignments,Student Attitudes

In the writing classroom, collaborative learning often takes the form of coauthoring, peer workshops, or critique sessions. While these are useful, what other active-learning approaches might be effective, particularly in light of the range of media with which students are increasingly familiar? World building--creation of an alternative/speculative or futuristic land, world, or universe--offers an approach to fiction writing amenable to both creative collaboration and digital modalities. This article examines how a team-based world-building project in an advanced writing course leverages both physical and virtual space as creative collaborative environments by building upon the multiple modalities and genres through which many students already engage with fiction (video, online and/or fantasy role-playing games, horror, speculative and science fiction). With this approach, students in a seated class team up to create original alternative worlds in an online environment--including production of both digital and physical artifacts--within which their own (individual) stories are set. The result is movement between real and virtual space, as well as between shared creative acts and personal imaginative writing.
Meta-Analysis of the Use of Augmented Reality Applications in Science Teaching
Author: Yilmaz, Zeynel Abidin
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Science Instruction,Instructional Effectiveness,Science Achievement,Effect Size,Educational Research,Technology Integration,Elementary Secondary Education,Higher Education

This study aims to reach the meta-analysis data by analyzing the augmented reality (AR) applications used in Science Education. The search was conducted on specific databases considering the studies carried out between 2000 and 2019 years. While collecting data, inclusion criteria were considered. After searching the related databases, 24 studies were reached. Based on the random-effects model, the study results revealed that the ES value was g = 0.602, which means a medium size in the meta-analysis process according to Thalheimer and Cook's (2002) calculation level. Furthermore, z-test calculations conducted to reveal the statistical significance were found to be z = 4.989, which showed that AR applications had a significant effect on science learning. In this context, it is thought that this technological design, which offers a positive contribution to science education, allows interacting with animations or simulations simultaneously without breaking away from the real world and will serve as a model for future studies.
Prospective Mathematics Teachers&apos; Emotions and Identity
Author: Mandt, Hege Marie Poulaki
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Emotional Response,Professional Identity,Mathematics Teachers,Foreign Countries,Teacher Education Programs,Well Being,Student Attitudes,Student Experience,Psychological Patterns,Value Judgment

This article presents an in-depth study illuminating prospective teachers' (PTs) emotions and identity in their development of becoming mathematics teachers. The participants study at a general teacher education programme and have chosen to specialise in mathematics. The theoretical framework in this study is based on Ricoeur's (1992) and Nussbaum's (2001) theories on identity and emotion. The main argument for using this framework is the link between ethics, eudaimonia, value judgment, emotions and identity. These terms are closely related with the question of a person's well-being and flourishing. Through this framework, this study tries to make an innovative approach in the field of mathematics education. The findings indicated an emerging identity towards a reform mathematics teacher when analysing the participants' emotions, well-being and their flourishing.
Images of Fathers by Younger Generation in Modern Fiction: Socio-Psychological Analysis
Author: Bozhkova, Galina
Date: 2021-00-00
Type: Journal Articles
Subjects: Fathers,Parent Role,Parent Influence,Parent Child Relationship,Fiction,Childrens Literature,Adolescent Literature,Child Rearing,Social Psychology

The study of the role of a father in the life of the younger generation is becoming relevant in the world community. This topic is discussed by psychologists, educators, philosophers, and sociologists, and contemporary authors invisibly join this discussion. The purpose of the article is to explore what influence fathers have on the formation of children-heroes and to analyze the socio-psychological types of paternal images in the pages of modern prose. This study used a content analysis design and qualitative approach to analyze data. In addition, quantitative analysis was also used to visualize qualitative data using numerical values and fix elements of text content (frequency of different types of fathers). Seven literary works were used as data sources. Results show images of fathers who, due to their work, neglect raising their children, or hero-fathers who are edifying, demanding, and suppress individuality, but there are also fathers who are loving, caring, and who have a beneficial effect on children. In addition, socio-psychological analysis reveals three types of &quot;literary images&quot;: the not-at-home father, father-judge, and father-friend. The authors show that modern writers of prose for adolescents are reflecting on the influence of paternity on children, and they confirm the opinion of researchers that the social environment changes the types of fathers both in life and in literature. The type of the not-at-home father has become widespread. This socio-psychological type of a father forms such traits in the child as irritability, vulnerability, excessive emotionality, and shame for the father.
Increasing Social Class through Islamic Boarding Schools in Indonesia
Author: Roqib, Moh.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Class,Boarding Schools,Islam,Religious Schools,Social Status,Social Change,Muslims,Religious Education,Social Responsibility,Social Mobility,Socioeconomic Status,Low Income Groups,Islamic Culture,Educational History

To increase social classes in the society, this study describes the community living in &quot;pesantren,&quot; an Islamic boarding school in Indonesia. Three research questions to be sought include: (1) What social class of &quot;santri&quot; on &quot;Pesantren&quot; is viewed by society in the &quot;pesantren&quot; culture and in the social setting? (2) How is the cultural basis of &quot;pesantren&quot; as an entity legally perceived throughout the history of the &quot;pesantren?&quot; and (3) How is &quot;pesantren&quot; as a social agency transformed in the community environment were the research questions. This research used a qualitative approach to data analysis and described its style as ethnography. Ethnography allowed for direct observation in a natural setting and embedded the researcher in a specific group to study its attitudes and interactions. The research participants in this study were 5 &quot;kiyai&quot; and 2 senior &quot;santri.&quot; Data were collected through direct observation, diary studies, video recordings, photography, and artifact analysis. Results show that &quot;pesantren&quot; does a good job reflecting the socioeconomic status of students attending the seminary. The low social class shows that support systems help in the success of the learning process, while the role of &quot;kiyai,&quot; the saint people, is vital. Since the Dutch colony, &quot;pesantrens&quot; have acted as cultural foundations. The association is legitimized because historically &quot;pesantrens&quot; have been agents of changes, cultural legitimacy, and a religious center of the view. &quot;Pesantren&quot; is a social reformer, a critical educational institution that can serve as cornerstones for change in society and the university. Such change is supported by a new modern infrastructural foundation, one built using modern technology-based systems. Furthermore, a &quot;pesantren&quot; is not merely a religious school. Still, the population has modernized the school to an institution that gives competitive knowledge, science, attitudes, and culture rooted in Islamic values.
Massive Open Online Courses as the Initial Stage of Development of a Digital University
Author: Akhmetshin, Elvir
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Open Educational Resources,Distance Education,Educational Technology,Universities,Educational Innovation,Teacher Attitudes,Student Attitudes,Instructional Effectiveness,Instructional Design,Foreign Countries

The purpose of this study is to identify the conditions (including pedagogical) for effective development and operation of MOOCs to meet the interests of all participants in the educational process and national innovation (educational) policy. The present paper is based on the classical methodology of scientific research, including a set of scientific methods such as a logical consideration of historical events, a dialectical way of studying the world around us, considering concepts in the interrelation of their contradictory aspects, identifying the causes and relations between phenomena, abstracting and specifying results, and the method of multiple thematic comparative research. The study uses the method of sociological surveys to collect empirical data. Further, it uses methods of statistical and graphic data processing. Other methods applied include analysis of relevant modern scientific literature and the synthesis of promising new directions for the development of universities using digital educational technologies. Relevant questionnaires were developed to interview students and teachers on the research topic set forth. In general, students have a positive attitude toward digital educational technologies and MOOCs. The main effects of MOOCs in the pedagogical process are as follows: The educational material becomes easier to perceive, more visual and diverse, the cognitive activity of students grows, the quality of information transmission and knowledge transfer to students improves, and the controllability of the acquired skills and abilities by students and teachers increases. To improve the effectiveness of MOOCs, it is necessary to reduce the academic load of teachers, simplify paper workflow, and increase the practical orientation of educational materials.
Teacher Self-and Collective Efficacy in Teaching Javanese: A Study of Indonesian Urban and Suburban Teachers
Author: Surana
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Teacher Effectiveness,Indonesian Languages,High School Teachers,Urban Schools,Suburban Schools,Teacher Attitudes,Teacher Motivation,Teacher Characteristics,Language Teachers

This study aimed to reveal Indonesian urban and suburban teachers' self- and collective efficacy in teaching Javanese, to look at the difference between them, and to know the possible influential factor in predicting their self- and collective efficacy. This quantitative research used cross-sectional survey with 200 teachers who taught Javanese in urban and suburban high school level in East Java Province, Indonesia, as the research respondents. Data were collected using Javanese Teacher's Efficacy Scale with six-point Likert's scaling method ([alpha] = 0.97). The obtained data were analyzed using descriptive statistics analysis, MANOVA, and hierarchical multiple regression. Results showed that Indonesian teacher self- and collective efficacy in teaching Javanese were in a high category, of 72.74% and 72.19% respectively. Moreover, there was a significant with large difference between urban and suburban TSE and CTE. In this case, urban teachers perceived higher TSE and CTE than suburban teachers. Another finding showed that teaching motivation was the most significant predictive source that affected the formation of high TSE ([beta] = 0.241) and CTE ([beta] = 0.247).