ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Barriers to Online Learning during the COVID-19 Pandemic. A Case of Pakistani Students from HEIs [Higher Education Institutions]
Author: Nazir, Muhammad Arsalan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,College Students,Online Courses,School Closing,COVID-19,Pandemics,Business Administration Education,Rural Urban Differences,Access to Computers,Access to Education,Student Attitudes,Energy,Technological Literacy,Teacher Competencies,College Faculty,Distance Education

The main objective of this study is to explore various barriers preventing students in Pakistani universities from learning online during the COVID-19 pandemic. Applying a qualitative research design, twelve (12) in-depth interviews were conducted with business school students, selected at undergraduate and graduate levels from six (06) universities in Islamabad and Rawalpindi, Pakistan. With thematic analysis, various themes emerged from the interview data. Based on the findings, students who live in rural areas are more affected by online learning during the COVID-19 pandemic than students in urban areas due to identified barriers and, most importantly, lack of technology infrastructure. The findings of this study will be helpful for policy makers including government and educational community to conduct and deliver smooth online education in the country during the pandemic.
Language Proficiency Development and Study Abroad Experience: A Study on EFL Learners
Author: Kaya, Fatma
Date: 2021-00-00
Type: Journal Articles
Subjects: Study Abroad,English (Second Language),Language Proficiency,Second Language Learning,College Students,Language Skills,Turkish,Language Usage,Student Experience,Barriers,Foreign Countries,Interpersonal Communication

Study abroad experience (SA) has been regarded as one of the best ways to enhance English language proficiency because it offers opportunities for learners to experience the use of English in actual situations. The present research study attempted to explore the language development of a group of EFL learners participating in Erasmus program for SA experience where English is not used as L1. To achieve this, the data were collected through three instruments: Language Contact Profile (LCP), Then and Now Survey, and semi-structured interviews. Fifty-nine students answered LCP and Then and Now Survey and eight students were interviewed. The quantitative result revealed that students experienced greater gains in their oral skills. On the other hand, qualitative results confirm the greater gains in speaking skills with respect to other skills. Moreover, the results highlighted the significance of the learning context and the quality and quantity of interaction for language development.
On the Effectiveness of Scaffolding Strategies and Task Orientation on Receptive and Productive Knowledge of Lexical Collocations
Author: Naserpour, Azam
Date: 2021-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Multiple Choice Tests,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Linguistic Input,Feedback (Response),Receptive Language,Phrase Structure,Language Tests,Teaching Methods,Error Correction,Visual Aids,Instructional Effectiveness

The present study aimed at investigating the effects of scaffolding strategies using input and output-oriented tasks on Iranian EFL learners' receptive and productive knowledge of lexical collocations. For this purpose, 540 adult intermediate-level EFL learners--both male and female--were selected and divided into six experimental groups; three input-oriented and three output-oriented tasks. Each experimental group received treatment under one of the three scaffolding strategies of direct corrective feedback, cooperative group technique, and visual cues. After the treatment period, a 40-item multiple-choice test and a 40-item fill-in-the-blanks test were administered to assess the participants' receptive and productive collocations knowledge. To analyze the data, two separate two-way ANOVA procedures were used. The results indicated that visual cues were the most effective scaffolding strategy in teaching lexical collocations. Moreover, the cooperative group technique had a significant positive impact on learning collocations compared to direct corrective feedback. The results also showed that the participants in the output-oriented tasks group significantly outperformed those in the input-oriented tasks group. These findings can have practical implications for language learners, teachers, and materials developers, and theoretical implications for researchers.
Applying Neuroscience Concepts to Enhance Learning in an Online Project-Based Learning Centered Course
Author: Arantes do Amaral, João Alberto
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Studies,Neurosciences,Teaching Methods,Student Projects,Active Learning,Learning Experience,Graduate Students,Flipped Classroom,Schools of Education,Student Attitudes,Educational Improvement,Learning Processes,Computer Mediated Communication,Humor,Cartoons,Theory Practice Relationship,Meetings,Foreign Countries

This case study presents our findings regarding a Project-Based Learning Course, where we applied neuroscience concepts to make the learning experience more effective. The course, which followed a combination of project-based learning and flipped classroom approaches, was delivered during the first semester of 2020, to 20 graduate students of the Faculty of Education of the University of Sao Paulo, Brazil. We explain the course design, curriculum, and online components. We collected data from course questionnaires and analyzed them qualitatively. We found that the course fostered long-lasting learning, by allowing the students to connect theory and practice, by providing knowledge-sharing opportunities and by promoting the retrieval of the content learned. We also found that course design allowed continuous improvement of course, learning environment and activities, that also enhanced the learning experience. Our findings also suggested that the usage of flipped-classroom concepts improves the efficacy of the online meetings. Finally, comic strips' usage brought humor to class, helped the students fix content, and contributed to reducing the stress that the students were facing.
Enculturation of Psychologists through Problem-Based Learning in Aalborg University&apos;s Children&apos;s Clinic
Author: Jensen de López, Kristine M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Based Learning,Counselor Training,Psychologists,College Students,Socialization,Child Psychology,Student Centered Learning

Problem-based learning (PBL) involves using problems as a starting point of learning rather than relying on traditional learning settings. In the present paper we present the theoretical framework behind a specific PBL setting we have developed since 2012 for training Danish psychologist students in a small university children's clinic (Børnesprogklinikken) at Aalborg University, Denmark. We argue that our approach can serve as students' enculturation into a specific profession, and that concepts from the theory of cultural learning and the concept of mediation can elucidate why this type of learning is effective for human beings, and specifically for students learning a profession. Finally, we discuss some of the learning outcomes of the PBL programme.
Exploring Transition in Higher Education: Engagement and Challenges in Moving from Teacher-Centered to Student-Centered Learning
Author: Awacorach, Judith
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Teaching Methods,Higher Education,Sustainability,Universities,Outreach Programs,Workshops,Masters Programs,Graduate Students,Employment Potential,Teacher Student Relationship,Power Structure,Learning Processes,Research Skills,Student Centered Learning,Foreign Countries,Capacity Building,College Faculty,International Cooperation

The overall purpose of this study is to prefigure the feasibility of Problem Based Learning (PBL) for building research and employability capacity of MA-students in the context of Gulu University. Following a description of the basic tenets of PBL, we explain how PBL was used in experimental community outreach workshops for MA-students between 2016 and 2019. More specifically we identify traces of traditional learning practices and discuss to what extent the new learning approach might change the student-teacher power relationship. Methodologically and analytically, our study draws on a practice theory model developed by Kemmis and Mutton (2012). Although our findings indicate subtle traces of a traditional student-teacher relationship, the analyses indicate that the PBL learning mode is a promising candidate for strengthening research capacity in view of preparing students for post-graduate employability and community transformation. The workshops were organized collaboratively as part of the Danida-funded programme Building Stronger Universities.
How Differences in Motivation and Identification Shape Four Types of Student Experiences with Problem-Based Learning
Author: Buus, Katrine
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Individual Differences,Identification,Student Experience,Problem Based Learning,Profiles,College Students,Student Attitudes,Foreign Countries

This article examines why students experience Problem-Based Learning (PBL) environments differently and discusses considerations for improving PBL environments to support a more diverse student population. Based on theoretical perspectives regarding motivation, identification, and learning, we present a new typology consisting of four types of students with distinctly different ways of creating motivation and identity in a PBL environment. While some principles in the examined PBL model motivate and validate certain types of students, the same principles can also challenge identification or result in demotivation among other types of students. Both results are important to consider when developing an inclusive PBL environment. The typology can serve as a theoretical framework for understanding, analysing, and discussing how and why students experience contemporary or new learning environments differently. Additionally, the typology provides a tool for organizations and teachers to motivate and validate students with different type characteristics and improve PBL practices accordingly.
Impact of a Faculty Development Strategy Aiming at Mitigating Erosions in a PBL-Based Medical School
Author: Moreira, Livia Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Barriers,Problem Based Learning,Medical Schools,Medical Students,Tutors,Tutoring

Problem-based learning (PBL) is an instructional method that can show erosions and failures throughout its implementation. Faculty development programs reinforcing PBL principles are essential to keep tutorial groups functioning properly. Quasi-experimental study carried out in a medical school, with a PBL curriculum. The institution has launched a faculty development program to improve tutorial performance. The program was based on the dissemination of educational material addressing five perceived erosions in tutorial groups previously identified by the tutors. Students and tutors answered a questionnaire measuring their perception on tutors' performance, before and after faculty development. The overall mean scores of tutors' performance has significantly increased among students when comparing pre- and post-program scores (0.19 + 0.06; p &lt; 0.001). The study has shown that, based on students' perspective, a faculty development program focusing on the remediation of erosions identified by the tutors can help improve tutors' performance in different domains.
Problem-Based Learning in Institutional and Curricular Design at the New Model Institute for Technology and Engineering (NMITE)
Author: Rogers, Helen L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Curriculum Design,Engineering Education,Interdisciplinary Approach,Technical Institutes

NMITE's Master's in Integrated Engineering (MEng) was created with a unique philosophy of integrating not only traditionally separate strands of engineering, but also of integrating engineering with other disciplines such as arts, humanities, and business. This broad and deep integration is made possible by adopting the principles and practices of problem-based learning (PBL) and embedding them within predetermined module challenges. In this way, each PBL challenge highlights and hones areas of engineering expertise and embeds liberal subjects whilst maintaining the integration intrinsic to the programme. Overall, this method supports the use of block learning with deep integration of employers and the community in the educational experience.
A Program&apos;s Early Implementation of a High Stakes Teacher Performance Assessment: Inquiry on Teacher Candidates
Author: Auslander, Susan Swars
Date: 2021-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,High Stakes Tests,Preservice Teachers,Preservice Teacher Education,Student Attitudes,Accountability,Teacher Effectiveness,Elementary School Teachers,Teacher Certification,Teacher Evaluation,Test Preparation,Student Teaching

In response to increased accountability demands placed on teacher preparation programs across the United States, some programs are using standardized teacher performance assessments, such as edTPA. In our elementary teacher preparation program, a recent state mandate stipulated that teacher candidates had to successfully complete edTPA in order to receive teacher certification. This case study used mixed methods to examine teacher candidates' (N=30) experiences and views while engaging in the assessment. Preparation for edTPA was integrated in specific courses in the program. Data were collected through a survey and individual interviews, with the analysis showing the teacher candidates felt largely ready for and supported during the edTPA completion but did not view the assessment as a fair measure of teaching effectiveness or tend to believe it improved them as neophyte teachers. The findings illuminate concerns about edTPA's use and implications for the program that could be considerations for others using edTPA, including program and curricular refinements.
Alternative Route to Licensure Teacher Candidates&apos; Understanding and Use of Empathy
Author: Shaw, Sara
Date: 2021-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Preservice Teachers,Student Attitudes,Beliefs,Empathy,Teaching Methods,Student Centered Learning,Perspective Taking,Grounded Theory,Constructivism (Learning)

Empathy, defined as both emotional and cognitive perspective-taking, is considered to be an important teacher disposition; however, limited research exists on the implementation of empathy alongside the experiential teaching practicum within alternative route to licensure (ARL) programs. The purpose of this study is to examine ARL teacher candidates' (TCs) beliefs about empathy, their empathetic actions, and the role of teacher preparation in developing empathy in candidates' teaching. Using constructivist grounded theory, we collected data over two cohorts of our preparation program. We analyzed observations, interviews, a survey, and pedagogy coursework from the second cohort to generate findings. Our findings highlight empathy in teaching as educating from the learner's standpoint and creating positive interactions through empathy. Our analysis suggests that explicitly focusing on empathy throughout a teaching practicum can help TCs develop student-centered understandings of empathy that extend notions of imaging oneself in the other's place.
What Makes Co-Teaching Work in Higher Education? Perspectives from a Merged Teacher Preparation Program
Author: Steele, Jamie Simpson
Date: 2021-00-00
Type: Journal Articles
Subjects: Team Teaching,Regular and Special Education Relationship,Special Education Teachers,Elementary School Teachers,Preservice Teachers,Teacher Education Programs,Teacher Collaboration,Time Management,Coordination,Teaching Methods,Cooperative Planning,Special Education,Inclusion,Educational Benefits

This exploratory case study (N=18) took place within a merged special education and elementary education teacher preparation program in which all coursework was co-taught by university faculty. Through interviews and focus groups, participants described their perceptions of the benefits of co-teaching; candidates reported participating in models of co-teaching as they learned through multiple perspectives, and faculty felt they grew through collaboration. They also experienced challenges, which included increased time commitment, coordination, and consistent use of co-teaching strategies. Participants indicated that positive relationships, co-planning practices, balanced roles and responsibilities, and administrative support make co-teaching work. Implications suggest approaches to magnifying benefits while minimizing challenges, such as pairing co-teachers with intentionality, developing communities of practice, and providing compensation for increased workload.
Opinions of Music Teacher Candidates on Determining the Suitability of the Distance Education Model for the Voice Education Course
Author: Ekici, Tülay
Date: 2022-04-00
Type: Journal Articles
Subjects: Music Teachers,Music Education,Preservice Teacher Education,Student Attitudes,Health,Singing,Human Body,Undergraduate Students,Teaching Methods,Teacher Student Relationship,Health Behavior,Distance Education,Instructional Effectiveness,Foreign Countries,Learning Processes

The human voice, which is a natural and unique instrument, has a fundamental importance in expressing ourselves in life, both in communication, in the arts of oral and the art of singing. Therefore, using a person's vocal potential in its best, using the voice in its natural state and preserving vocal health are extremely sensitive and important issues. Therefore, the best realization of the objectives determined in voice training depends on the quality of the trainer and the training process. In the Voice Education course under the Music Teaching Undergraduate Program, one of the goals is to teach the music teacher candidate to use their voice, which is their most basic and natural instrument, in the best ways of speaking and singing, while also teaching about the protection of vocal health and preserving and improving the voice in its natural state. A music teacher candidate who receives such qualified voice education is able to apply what their learning in their practical life as knowledge and behavior, while using their own voice correctly and setting a good example for their students, they will also train their students well to protect their vocal health. Therefore, adequate and qualified education should be given to music teacher candidates at the level of knowledge and practice in the field of voice education. Due to the COVID-19 pandemic, voice education lessons in the Music Teaching Undergraduate Program have been taught with the distance education model for a while. Unfortunately, it is concluded that voice training lessons based on practice are not suitable for online lessons with distance education. In the light of this view, the purpose of this research is to determine the suitability of the distance education model for the voice education course in the context of the opinions of the music teacher candidates. The results of this research, in which the scanning model and qualitative research method were used, indicate that the distance education model is not suitable for the voice education course, being an applied course.
Teachers&apos; Perception of Emergency Remote Learning in Portugal during COVID-19 Pandemic
Author: Cruz, Sara
Date: 2022-04-00
Type: Journal Articles
Subjects: Teacher Attitudes,Distance Education,COVID-19,Pandemics,Foreign Countries,Satisfaction,Teaching Methods,Fatigue (Biology),Technology Integration,Emergency Programs

The COVID-19 pandemic has highly impacted our society, particularly educational professionals, on their daily routines and changing the way they work. COVID-19 spread quickly, and we had to take urgent action on closing schools so teachers would continue to teach their students and put stringent measures such as national lockdowns and social distancing initiatives. The present study aims to understand teachers' perceptions regarding the operationalization of Emergency Remote Learning in Portuguese schools. The study also seeks to measure differences in satisfaction level, attitudes, and challenges across teaching methodology adopted by teachers. It will be used as a quantitative study, using a survey as a technical procedure for data collection to meet the proposed objectives. Data collection lasted two months, implemented through the availability of the study online on social networks, for teachers to respond voluntarily. Findings show that the COVID-19 pandemic and social distancing requirement has presented undue challenges for all education stakeholders, especially teachers. The teachers felt exhausted, but they recognized that the Technology has made a significant contribution and showed a willingness to learn more to integrate technologies into their practice and recognize the importance of this being done effectively.
The Effect of Benefits Gained from Leisure Activities on Entrepreneurship and Academic Hopelessness
Author: Siyahtas, Anil
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Benefits,Leisure Time,Recreational Activities,Entrepreneurship,College Students,Predictor Variables,Student Motivation,Foreign Countries,Attitude Measures

The importance of the benefits that individuals get from the activities they participate in their leisure is increasing day by day. It is known that the benefits gained are reflected positively in many aspects of the individual's life. From this point of view, this study aimed to examine the effect of the benefits obtained by university students in their leisure on the prediction of entrepreneurship and academic hopelessness. The study group of the research consisted of a total of 457 students, 247 males and 210 females, selected by easy sampling method, and studying at Istanbul University-Cerrahpasa Faculty of Sports Sciences. In addition to the personal information form, Leisure Benefit Scale (LBS) developed by Ho (2008) and adapted into Turkish by Akgül et al. (2018); Entrepreneurship Scale (ES) developed by Yilmaz and Sünbül (2009) and Academic Hopelessness Scale (AHS) developed by Gökalp and Soykan (2020) were used as data collection tools. The normality distribution of the data was decided according to the skewness and kurtosis values. After the data showed normal distribution, t-test, Pearson Correlation test, Multiple Regression analysis were performed in the analysis. As a result, while there were differences between university students' leisure benefits and academic hopelessness according to their gender, a significant relationship was found between leisure benefits and entrepreneurship and academic hopelessness. In this context, it was concluded that social benefit from leisure benefits was a significant predictor of entrepreneurship and academic hopelessness.