ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Science Education Students&apos; Preparedness for Problem-Based Hybrid Learning
Author: Amin, Saiful
Date: 2023-02-00
Type: Journal Articles
Subjects: Social Studies,Blended Learning,Teaching Methods,Information Technology,Problem Based Learning,College Students,Islam,Religious Colleges,Likert Scales,Student Attitudes,Foreign Countries,Technological Literacy,Student Motivation,Gender Differences,Student Behavior,Access to Education,Internet,Educational Policy,Learning Readiness

This research aims to investigate social science education students' preparedness before they attend problem-based hybrid learning (PBHL). This research is quantitative research with an explorative survey method conducted on college students taking Social Science Education Program in Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia. The participant of this study were 118 students, subsisting of 32 male and 86 female students. This research used a questionnaire with a 1-4 Likert scale as an instrument to measure students' readiness, weighted from their motivation, prospective behavior, and information and communication technology (ICT) skills. The data collection process was carried out through Google Form in April 2020. This research used descriptive quantitative analysis to discover students' preparedness and one-way ANOVA to identify the effect of gender type to the students' preparation in PBHL. The results of this research show that social science education students' preparedness (motivation, prospective behavior, and ICT skills) in PBHL is classified high, namely in the B+ category. Furthermore, the gender type has no significant effect on students' preparedness for PBHL (p&gt;0.05). Recommendation based on the research result is the university has to facilitate easy internet access, such as by accelerating the bandwidth, internet connection, and promote other policies that support PBHL.
Spatial Zonation System with Voronoi Diagram and Delaunay Triangulation to Improve Management Education
Author: Vatresia, Arie
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,School Location,Geographic Location,Geographic Information Systems,Place of Residence,Cartography,School Registration,Elementary Schools,Secondary Schools,High Schools,Visual Aids,School Choice,Preferences,Algorithms,Admission (School),Program Implementation

The zonation system is one of the efforts of the Indonesian Government to improve the quality of education services continuously, but the implementation is still considered less useful. Some areas were still grouped into the different zone from the original. Based on this problem, the solution needed for the zonation mapping of each school so that the apparent zonation limit can be resolved. An application that can map schools in an area based on housing for prospective students is a solution that can be considered at this time. This research showed the implementation of Voronoi diagrams to cluster the area based on the school position within Bengkulu City. The system was also capable of mapping the residential of the student address to match the choice for registration in available secondary school and senior high school. The implementation of the system showed a better result for school zonation over Bengkulu City based on web geographic information system (Web GIS). Furthermore, the comparison analysis over the existing system also showed that the performance of the Voronoi diagram for school zonation the method could solve the problem of the overlapping zonation with Radius method. Three hundred fifty students validated this system to show the performance of this method. The result showed that 72.05% of students matched the first choice, while 27.95% of students matched the second choice. This research showed the analysis of the value of this gap appeared due to the student preferences and school capacity factors.
The Characteristics of Efficacious Leader in Higher Education: A Literature Review
Author: Siswanto, Ibnu
Date: 2023-02-00
Type: Journal Articles
Subjects: Leadership Effectiveness,Leadership Qualities,Literature Reviews,Higher Education,Leaders,Individual Characteristics,Institutional Mission,Foreign Countries

University is a remarkable institution which is always expected to change the world through its constantly innovative technology and science advancement and civilization promotion. Academic institution relies on its efficacious leader with vision and implementation to fully accomplish its missions. However, limited attention goes to this crucial leader's requirements and characteristics, even faculty members in the higher education institutions studiously conduct research for external organizations. This paper presents a comprehensive analysis addressing innovative academic leader's characteristics based on the current global situation, university mission, and unique culture. Finally, this article concluds the competencies and characteristics of efficacious academic leader demands in this changing era: envisioning the institutional future, integrating social resources with reciprocity, modeling the way with morality and integrity, executing university missions with professions and humanity, empowering team members with full support, and inspiring students with humanity. Those integrated characters could effectively guide faculty members for their future self-development, and contribute to achieving university mission on science development, producing high-quality human resources, and contributing of the human civilization promotion. This conclusion retrospectively raises further suggestions for future study, how faculty members build these characters considering the unique and complex situation of interpersonal and external factors within the university.
The Potential of the Discovery Learning Model Integrated the Reading, Questioning, and Answering Model on Cross-Cultural High School Students&apos; Problem-Solving Skills
Author: Hariyanto
Date: 2023-02-00
Type: Journal Articles
Subjects: High School Students,Problem Solving,Discovery Learning,Cultural Influences,Thinking Skills,Foreign Countries,Questioning Techniques,Learning Strategies

This study aims to test the discovery model integrated with the reading, questioning, and answering (RQA) model. This research is a quasi-study which involves the second semester XI grade students of state senior high school (SMA) Negeri in Situbondo as subjects. The number of students who studied was 160 people from four different classes in the 2018/2019 academic year. Sampling is done by class equality test. Each class is taught with a different model, for each class is grouped again based on the culture of residence of students, namely coastal students, urban and mountain students. Researchers used ANCOVA to test the research hypothesis followed by the least significant difference (LSD) test. The results showed that: (1) RQA's integrated discovery learning model is able to improve students' problem-solving skills compared to the original model; (2) Culture has a significant role in shaping students' problem-solving skills, with the use of the same model given to students who have a background a different background will get different results; and (3) Learning in school and in the environment is an interrelated factor in shaping students' thinking patterns and problem-solving skills. Discovery learning model integrated learning RQA model is a combination of effective models to be applied to students who are trained with challenges where nature teaches them to think and act appropriately and quickly.
Investigating the Social and Academic Impact of the COVID-19 Pandemic on International Students at a Canadian University
Author: Zakharchuk, Nataliia
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Environment,COVID-19,Pandemics,Foreign Students,Foreign Countries,Equal Education,Student Diversity,Inclusion,Student Needs,Educational Environment,College Students

The COVID-19 pandemic posed significant disruptions in traditional educational policies and practices worldwide. The study adopted an equity, diversity, and inclusion lens to investigate the impact of the pandemic on international students in a Canadian university. The findings from data analysis identified challenges and supports for international students in five areas: academic, financial, health and well-being, socialization, and housing and accommodation. There were several gaps between international students' academic and social needs during the pandemic and the institutional support. While the university prioritized supports in the academic domain, international students identified social challenges as more significant during the pandemic. The gap was also evident in communicating institutional support to students, as some students were not aware of the spectrum of institutional services. Finally, there was a need for more targeted support for international students. The pandemic called for more fundamental and comprehensive actions to support the diverse student population.
Reflection on the Impact of COVID-19 on International Student Mobility from and to China
Author: Guiaké, Mathias
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Students,Student Mobility,Foreign Countries,Study Abroad,College Students

The novel coronavirus (COVID-19) pandemic has affected and continues to impact several areas of human lives and activities. With a particular focus on China, this reflection shares authors' observation on how COVID-19 may affect future trends of student mobility from and to the country. The reflection revealed that the impact of COVID-19 might not have a big negative impact on China. The declining interest of Chinese students to study abroad after COVID-19 will rather empower their home country. The reflection also revealed that the successful battle China has been leading and keeping the pandemic situation under control reassures international students to consider China as a protective destination for a future study plan. This study has relevant policy implications for understanding and informing international education actors of the change that may occur in student mobility trends and international higher education landscape due to COVID-19.
Post-Secondary Student Belonging in a Virtual Learning Environment during COVID-19
Author: Smith, Nadine
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Sense of Community,Educational Environment,Electronic Learning,Undergraduate Students,Student Attitudes,Expectation,Teacher Role,Teacher Student Relationship

Psychological and social adjustment and academic success in post-secondary institutions are supported by a sense of belonging to a social group and having meaningful relationships with other students, staff, and faculty members. This exploratory study used a qualitative approach to investigate post-secondary students' sense of belonging in the virtual learning environment during the COVID-19 pandemic. The study was conducted at a small Western Canadian university. Semi-structured interviews were conducted with 20 participants who were undergraduate students, from various faculties, and in different years in their programs. Findings were clustered into three themes: (1) student expectations of university; (2) impact of virtual learning environments on students; and (3) the role of educators. Recommendations are included to enhance support and belonging for post-secondary students in virtual learning environments. [The publication year on the PDF is incorrect, this article was published in 2022.]
Undergraduate Student Attitudes and Perspectives of the Accessibility, Supportiveness, and Appreciation of Research Opportunities in the Health Sciences
Author: Luo, Owen Dan
Date: 2022-00-00
Type: Journal Articles
Subjects: Health Sciences,Undergraduate Students,Student Attitudes,Student Research,Barriers,Learner Engagement,Research Opportunities,Equal Education,Foreign Countries,Hidden Curriculum

Undergraduate research is a &quot;high-impact&quot; educational practice that enriches student learning and facilitates student career advancement. This sequential explanatory mixed methods study, composed of a quantitative online questionnaire followed by qualitative focus group interviews, sought to explore undergraduate student attitudes on research and elicit perceived facilitators and barriers to undergraduate research engagement. The survey respondents (N = 377), all undergraduate health sciences students at McMaster University in Hamilton, Ontario, generally had positive attitudes toward undergraduate research, but had polarized perceptions of its accessibility, supportiveness, and appreciation. Follow-up focus group interviews with selected participants (N = 11) revealed four main themes: (1) the hidden curriculum of undergraduate research; (2) the paucity of meaningful research work for emerging student researchers; (3) the administrative barriers within the undergraduate research landscape; and (4) the inequitable access to undergraduate research opportunities. This study's findings suggest potential avenues to improve the undergraduate student research experience.
Digital Storytelling in the Time of COVID: Developing Writing Pedagogies with Pre-Service Teachers
Author: Thomas, Kevin M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Story Telling,Educational Technology,Writing Instruction,COVID-19,Pandemics,Preservice Teachers,Technology Uses in Education,Student Attitudes,Elementary Education,Writing (Composition),Technological Literacy,Social Emotional Learning

This qualitative case study examined a cross-curricular collaboration between two-methods instructors using digital storytelling to engage pre-service teachers in developing writing pedagogies through the curriculum integration and authentic application of the practice of writing and technology. Pre-service teachers learned about writing techniques in a writing methods course and relevant components of digital storytelling in their technology class. These experiences were combined and resulted in the pre-service teachers developing a digital story related to their experience during the COVID-19 pandemic. An analysis of participants' work products including their digital stories, reflective essays, and exit slips was conducted to discern emergent patterns around two research questions: (1) What patterns and themes emerged in examining the content and craft of candidates' digital stories?; and (2) How does the personal use (and sharing) of digital stories influence candidates' perceptions of their own writing and its connection to supporting the development of writers in elementary classrooms? Results revealed that the learning experience facilitated participants' connections to their future practice and the benefits of digital storytelling for their future students, including differentiating instruction, writing for an authentic audience, developing digital literacies, and increasing social-emotional learning.
Reimagining Hospitality and Sense of Belonging for Underrepresented Students in Graduate Teacher Education
Author: Heiney-Smith, Jill
Date: 2022-00-00
Type: Journal Articles
Subjects: Disproportionate Representation,Graduate Students,Teacher Education,Student Experience,Sense of Community,Graduate Study,Internship Programs,Elementary Secondary Education,Minority Group Students,Race,Ethnicity,Student Attitudes

This article presents findings from a sequential mixed methods study that examines how graduate teacher education students describe the experiences that either enhance or interrupt a sense of belonging before and during the university preparation program. The paper focuses primarily on analysis from two focus groups and demonstrates particular complexity for underrepresented students as they navigate university-based graduate coursework and clinical internship in K-12 schools simultaneously. Theoretical frameworks and research on hospitality and belonging are applied to interpret the results and reimagine the concept of hospitality on a program-wide level. Participant voices from each point of data collection are elevated in the findings and are presented in depth. Findings suggest that underrepresented students need various intentional and structured scaffolds to survive sometimes inhospitable school environments. These scaffolds must begin with the admissions process and be informed by deep partnerships with external community-based organizations who often hold discrete and relevant cultural knowledge.
Assessing Financial Well-Being of Undergraduate University Students during COVID-19 Pandemic
Author: Al-Labadi, Luai
Date: 2023-00-00
Type: Journal Articles
Subjects: Financial Literacy,Well Being,Undergraduate Students,COVID-19,Pandemics,Foreign Countries,Tuition,Paying for College,Student Costs

The COVID-19 pandemic poses financial challenges for students worldwide, especially for those in higher education where free and universal access is not guaranteed. Students in developed economies, a long-neglected group for pandemic studies, are not exceptions. The motivation of this study is to examine subjective financial well-being of undergraduate students during the COVID-19 pandemic. Accordingly, we conducted a self-administered survey composed of 31 questions that assesses students' demographic information and impact of COVID-19 on their financial status. The sample includes 655 students enrolled at the University of Toronto Mississauga during the academic year 2020-2021.The survey results show that most students are concerned about the impact of COVID-19 on the ability to meet overall financial obligations or essential needs. Using factor analysis, we further identified relevant matters of subject associated with this concern on subjective financial well-being: (1) concern on tuition costs and financial obligation; and (2) concern on living and traveling costs. The result clearly identifies the associations between university students' perceptions of financial well-being and its associated matters, and how these relations differ by students' demographic information. We conclude that educational leadership, local community, and the government should use their judgement to reduce students' financial distress by offering different types of financial supports with regards to student demographics.
The Virtual Learning Environment Model on Cloud Using Hybrid Learning
Author: Cheerapakorn, Pasawut
Date: 2023-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Environment,Educational Technology,Blended Learning,Internet,Computer Software

The objectives of this research are (1) to study and synthesise the conceptual framework of the virtual learning environment model on cloud using hybrid learning, (2) to develop the virtual learning environment model on cloud using hybrid learning, and (3) to study the results after using the virtual learning environment model on cloud using hybrid learning. The participants in this research include 10 experts from various institutions, all of whom are specialised in design and development of instruction models and instruction systems. The research tools herein consist of (1) the virtual learning environment model on cloud using hybrid learning, and (2) the evaluation form on the suitability of the virtual learning environment model on cloud using hybrid. According to the results of this research, it is found that (1) the overall suitability of the development of the virtual learning environment model on cloud using hybrid learning (overall elements) is at the highest level (Mean = 4.62, SD. = 0.49), and (2) the overall suitability of the development of the virtual learning environment model on cloud using hybrid learning is at the highest level (Mean = 4.66, SD. = 0.48).
How Dark Is It? From Administration to Faculty
Author: Leary, Tamara
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,College Administration,Career Change,Teacher Attitudes,Administrator Role,Teacher Role,Foreign Countries,Work Environment,Motivation

&quot;Crossing over to the dark side&quot; is a popular reference to someone's decision to leave the supposed &quot;good, pure, and honest&quot; side of something to go to its &quot;bad, evil, and suspicious&quot; side. This idiom is typically used when an administrator moves into a faculty position or vice versa. While there is a plethora of literature on the challenges new scholars face as they enter the academy, less is known about the lived experience of moving from being an administrator to faculty member. One might assume the move is straightforward; our own experiences, however, suggest otherwise. This study explores the transition experiences of seven Canadian higher education administrators to faculty positions. Participants shared common experiences and perspectives on the differences between the roles, all of which are exacerbated by the distrust between the two sides. Findings offer further understanding of the nuances and misconceptions held by both parties and propose areas for further research. [The publication year on the PDF is incorrect, this article was published in 2022.]
Faculty Perspectives of Academic Integrity during COVID-19: A Mixed Methods Study of Four Canadian Universities
Author: Eaton, Sarah Elaine
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,COVID-19,Pandemics,Integrity,Cheating,Ethics,Barriers,Teaching Load,Educational Policy,Faculty Development,Educational Resources

Faculty members are crucial partners in promoting academic integrity at Canadian universities, but their needs related to academic integrity are neither well documented nor understood. To address this gap, we developed a mixed methods survey to gather faculty perceptions of facilitators and barriers to using the existing academic integrity procedures, policies, resources, and supports required to promote academic integrity. In this article, we report the data collected from 330 participants at four Canadian universities. Responses pointed to the importance of individual factors, such as duty to promote academic integrity, as well as contextual factors, such as teaching load, class size, class format, availability of teaching assistant support, and consistency of policies and procedures, in supporting or hindering academic integrity. We also situated these results within a micro (individual), meso (departmental), macro (institutional), and mega (community) framework. Results from this study contribute to the growing body of empirical evidence about faculty perspectives on academic integrity in Canadian higher education and can inform the continued development of existing academic integrity supports at universities. [The publication year on the PDF is incorrect, this article was published in 2022.]