ethanporcaro/eric-fulltext-meta huggingface dataset:
Novice and Experienced Instructors&apos; Technology Use and Pedagogical Skills in Virtual Classrooms
Author: Ada, Merve
Date: 2023-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Experienced Teachers,Technology Uses in Education,Teaching Skills,Virtual Classrooms,College Preparation,Private Colleges,Technology Integration,English (Second Language),Language Teachers,Foreign Countries

Effective teaching demands educators to have multifarious competencies and skills, which is quite challenging. Lots of research examining the difficulties relating to these concerns has been carried out in traditional faceto-face educational settings notably by focusing on classroom management skills and technological proficiency which are considered crucial for teachers. However, it remains uncertain how instructors use technology and their pedagogical abilities in virtual classrooms and how their approaches to using these skills vary depending on their teaching experience. To that end, by using mixed method research design this study first investigates the pedagogical and technological skills used by instructors in online classes by exploring the challenges instructors have while utilizing technology and employing pedagogical skills, as well as by addressing their way of overcoming those challenges. Furthermore, the research discusses the connection between teachers' demographic data centering on their field of study and their technological and pedagogical expertise in online classes. There are 50 instructors from a preparatory school of a private university as participants. The results show there is no substantial difference between the instructors with different levels of teaching experience while using technology and pedagogical skills in online classrooms. Since ELT teachers outperform those in other fields when using technology, the field is a determinant. To foster utilizing those skills more competently and firmly, seminars, where prospective teachers can apply their technological and instructional skills, could be incorporated into the curricula of each and every field. The provision of pre-service and in-service programs by decision-makers is another way to help present and future teachers in online language education become more technologically proficient. It would not be appropriate to generalize the results to the entire population because of the limited sample size. [The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.]
Students&apos; Satisfaction with Quality of Synchronous Online Learning under the COVID-19 Pandemic: Perceptions from Liberal Arts and Science Undergraduates
Author: Majewska, Izabela
Date: 2023-03-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,Educational Technology,Electronic Learning,Online Courses,Liberal Arts,Synchronous Communication,Barriers,Educational Quality,Videoconferencing,Teacher Student Relationship,Peer Relationship,Interaction,Student Characteristics

COVID-19 imposed dramatic changes on educational practices worldwide with American institutions of higher learning moving a significant number of their courses and educational programs to electronic online modes. In the post-pandemic world, the same institutions and educational programs recognize the need to incorporate technological components into their courses. Yet, some disciplines and areas of study may be better equipped for this change than others. The liberal arts are believed to be more reliant on face-to-face interaction and thus can be argued to have been more negatively affected by the required move to synchronous online learning during the pandemic Instructors have the option of teaching online courses either synchronously or asynchronously. As synchronous online learning requires course delivery in real-time via online video conferencing, the hope is that some of the drawbacks associated with teaching liberal arts online can be mitigated with technology-based, face-to-face interaction. In the spirit of exploring the relationship between liberal arts education and synchronous online learning, this research aimed at gauging Jacksonville liberal arts students' levels of satisfaction with the quality of instruction in synchronously delivered courses during the spring semester of 2021. Informed by the Community of Inquiry theory, of special interest were aspects of synchronous online learning like interaction with the virtual platform (video conferencing), interaction with content, interaction with instructor, and interaction with peers. Three local institutions participated in this study, yielding a sample of 141 students who participated in an anonymous Qualtrics survey pertaining to their learning experiences in the synchronous mode. Using a mixed-methods approach, results show positive perceptions, challenges, and recommendations for synchronous online learning.
Student Satisfaction and the Future of Online Learning in Higher Education: Lessons from a Natural Experiment
Author: Wright, Graham
Date: 2023-03-00
Type: Journal Articles
Subjects: Student Satisfaction,Online Courses,COVID-19,Pandemics,School Closing,Undergraduate Students,Racial Differences,Student Characteristics,In Person Learning,Student Attitudes,Gender Differences

Although there is substantial research on the effectiveness of online learning at the individual class level, there is little reliable data on how a shift to a mostly or fully virtual campus would impact undergraduates' satisfaction, engagement, and academic achievement. Until the COVID-19 pandemic, the limited adoption of widespread online learning at selective schools and challenges of selection bias hindered a reliable assessment of such a shift in selective institutions. After the initial period of &quot;emergency remote learning&quot; in 2020, many selective institutions continued widespread online learning in the second year of the pandemic. Treating the expanded deployment of online learning as a natural experiment, the present study assesses the impact of frequent online learning during the spring semester of 2021 on representative samples of undergraduate students at three selective, four-year universities. The study finds that students who participated in classes that met in person at least once a week had higher evaluations of faculty engagement and higher overall levels of academic satisfaction, compared to those who never or rarely participated in an in-person class. This relationship appears less pronounced for Black and Asian students than for White students but does not vary significantly by gender. Although online learning has great potential, these results suggest a need to better understand the conditions that will support an expansion of online learning that can maintain student satisfaction.
Student Perceptions of Online Engagement
Author: Redmond, Petrea
Date: 2023-03-00
Type: Journal Articles
Subjects: Student Attitudes,Online Courses,Higher Education,Teaching Methods,Learner Engagement,Instructional Design,Learning Processes,Undergraduate Students,Nursing Education,Business Administration Education,Engineering Education,Science Education,Teacher Education,Foreign Countries,Sense of Community,Cooperative Learning,Skill Development,Cognitive Development,Barriers,Learning Activities,Social Influences

This paper reports on research that extends knowledge about higher education students' perceptions of online engagement. In particular, the study aimed to identify what students thought engagement was and how they experienced it. Understanding students' views about online engagement will provide a more comprehensive understanding of the topic and should assist instructional designers to support academic staff to develop online courses that are more likely to engage their students. Using a mixed-methods approach, the study found that students felt most engaged with learning when doing practical, hands-on activities. Additional findings from the qualitative and quantitative data are highlighted, with some differences between the students' perceptions in the different types of data, particularly concerning social engagement. This suggests that further research is warranted. The paper offers several practical implications for student learning.
A Study on the Effectiveness of Some Cognitive Activities in Teaching Integrals in Secondary School
Author: El Guenyari, Anass
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Secondary School Mathematics,Instructional Effectiveness,Teaching Methods,Cognitive Processes,Foreign Countries,Learning Activities,Textbooks,Mathematical Concepts,Concept Formation

Several studies have pointed out difficulties of various types encountered by students in both secondary and high schools to acquire the exact meaning of the integral and to master the ability to invest it correctly in different domains. This contribution attempts to explore the effectiveness of some cognitive activities engaged in teaching integrals on the achievement of the objectives targeted in secondary school curriculum. For this purpose, a cognitivist analysis of the program is performed by focusing on the implementation of the changes of frames and the conversion of registers of semiotic representation during the treatment of this notion. To explore the effectiveness of these cognitive activities on learning the integrals, a sample of secondary school students were tested. It emerges from this study that the quality of learning integrals of a real valued function and the formation of correct conceptions on this notion are highly correlated to the investment of this concept in various frames and different semiotic registers. In fact, many of the students tested were unable to perform certain algebraic tasks or to interpret correctly some integrals in familiar situations.
Research Trends in the Field of Emergency Remote Teaching: A Bibliometric Analysis of Open Access Literature
Author: Tonbuloglu, Betül
Date: 2023-03-00
Type: Journal Articles
Subjects: Distance Education,Trend Analysis,Research Reports,Citation Analysis,Teaching Methods,Educational Trends,Computer Software,Publications,Access to Information,Journal Articles,Pandemics,COVID-19,Crisis Management,Online Courses,Barriers,Bibliometrics,Information Retrieval,Intellectual Disciplines,Higher Education,Learning Processes,Authors,Cooperation,Foreign Countries,Productivity

Throughout the period of pandemic, many studies have been conducted on emergency remote teaching (ERT) in different fields and from different perspectives, which reveal that there has been a lack of a comprehensive map showing the rapid and continuous responses of these studies to the process. The purpose of this research is to analyze open access research on ERT using bibliometric method, and to reveal current trends in this field. VOSviewer software was used for data analysis; the data collection process was shaped using the PRISMA framework. 238 studies were included in the analysis. The distribution of the open access studies analyzed in the field of emergency remote teaching by year, type of publication, subject, country, and sources was examined; citation analysis (by journal and publication), authorship patterns and collaboration, common word analyses are included. It was found out that these open access publications mainly consisted of journal articles and were dated 2020 and 2021; most of the publications were in the field of educational sciences. Based on common word analysis, the most important topics that are addressed in studies on the ERT process are the process of pandemic, distance education and higher education, while the challenges experienced regarding teachers and pedagogic issues during the process, teacher education, student-related characteristics (such as self-regulated learningmotivation-academic success) and participation are found to be frequently studied topics. The concepts of instructional design, collaborative learning, social presence, and assessment are also among the topics covered. It is anticipated that the implications for policy and practice based on the examination of research trends will have a significant effect on the structuring of future online learning environments, as well as the ERT designed for emergencies.
Teacher&apos;s Gaze Blind Spot in Science Lecture Class
Author: Byeon, Jung-Ho
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Teacher Student Relationship,Alienation,Teacher Behavior,Nonverbal Communication,Eye Movements,Classroom Design,Educational Quality,Faculty Development,High School Teachers,Teacher Competencies,Foreign Countries

The teacher's gaze attention can trigger interaction with the student. So if the teacher fails to equal attention during class, students may be alienated from the interaction. According to this perspective, this study aimed to establish the pattern of the teacher's gaze during science lecture classes and whether the change of the gaze when the student's seat as an external factor changed. Eye tracking was conducted on six teachers during class, and the teacher's gaze fixation and movement were also analyzed after changing the student seat. According to the results, teachers mainly focused on the center of student seats, and the gaze blind spot was mainly biased forward. Even if the student's seat was changed, the gaze was focused on the center of the classroom, and the gaze blind spot differs within the individual, and the teacher tends to be unaware of it himself. Consequently, the teacher's gaze concentration pattern is generally similar, but the gaze blind spot varies depending on the teacher and can be affected by external factors. Therefore, it is necessary to develop a system and retrain program for diagnosis and feedback of teachers' attention to provide proper and high-quality education to students.
Twenty-Two Years of Science Communication Research: A Bibliometric Analysis
Author: Balci, Emre Vadi
Date: 2023-00-00
Type: Journal Articles
Subjects: Scientific Research,Communication (Thought Transfer),Information Dissemination,Bibliometrics,Journal Articles,Periodicals,Foreign Countries,Publishing Industry,Trend Analysis

In recent years, the number of academic studies in the field of science communication has increased. It is important to make a general examination of the studies on science communication and to reveal their distribution according to years and countries in order to draw the framework of science communication studies. The main aim of this study was to analyze the science communication-based articles published in journals in the Web of Science (WoS) index in the last 22 years. Within the scope of the study, articles were scanned by typing keywords such as &quot;topic&quot;, &quot;title&quot;, &quot;keywords&quot; science communication from the WoS database and 322 articles were examined by bibliometric analysis method. As a result of the study, the articles published between 2000 and 2022 were examined according to years, countries, funding organizations, research area, publishing houses, country scores and citations. According to the results, most articles were published in 2022(N = 58); USA, UK, Australia, Germany ranked first with the number of articles and SAGE (N = 74) ranked first in publisher distributions. This study offers a global perspective on science communication and proposes a vision for future research.
Children&apos;s Errors in Written Mathematics
Author: Liew, Chin Ying
Date: 2022-00-00
Type: Journal Articles
Subjects: Error Patterns,Written Language,Mathematics Education,Elementary School Students,Identification,Classification,Symbols (Mathematics),Grade 6,Foreign Countries,Writing (Composition),Measurement,Statistics Education

Studies of errors in mathematics are essential for mathematics educators to design and contextualize a whole new instruction accordingly. Nonetheless, less attention has been given to the mathematical writing errors when compared to the mathematical conceptual and procedural errors. It is mainly because the former mistakes usually do not affect the final answer or are seemingly irrelevant to students' mathematics knowledge. Most of the studies surveying the mathematical writing errors focus on the undergraduates, followed by middle school students. Little has been done towards the primary school pupils. This paper aims to identify and classify the types of mathematical writing errors committed by primary school pupils in three domains: number and operation, measurement, and statistics. A qualitative approach is employed to identify and classify the mathematical writing errors committed by 29 above-average students from three schools. The results show that six categories of mathematical writing errors are observed. Lack of term or phrase and misuse of mathematical symbols top the overall categories of errors. The close-up views of the solutions with written errors provide some insights to tackle the problem by the mathematics teachers starting from the tender age of the students.
Types of Quality and Equal Science Education Systems and the Development of Equality in Education
Author: Jiang, Tao
Date: 2023-00-00
Type: Journal Articles
Subjects: Equal Education,Educational Quality,Educational Theories,Educational Improvement,Educational Benefits,Science Achievement,Social Capital,Comparative Analysis,Science Education,Family Characteristics,Social Justice,Achievement Tests,International Assessment,Foreign Countries,Secondary School Students,School Effectiveness,Cross Cultural Studies,Science Tests

Some education systems have both quality and equality. They have achieved educational equity. This study aimed to uncover the practical wisdom of such systems in developing educational equality. A quantitative research design was used. Family capital and science achievement were the variables analyzed. They were secondary data collected by the 2018 PISA test. PISA surveyed students' family capital with questionnaires and measured students' science achievement with cognitive items. Six education systems with quality but low equality comprised the control group. Its sample size ranged from 4656 to 8312. The experiment group included nine quality and equal education systems, with sample sizes ranging from 3766 to 21490. The relative error and conditional probability were calculated to determine educational equality. Rawls' difference principle was used as a theoretical perspective. The findings showed that quality and equal education systems had three types: equal-start, equal-improvement, and egalitarian. The primary measure to improve equality in education is to ensure educational benefits for students in the bottom quartile of family capital. The development of educational equality was accompanied by a sustained reduction in the achievement gap between the disadvantaged and the advantaged. Implications for educational practice are discussed.
Division Problems with Remainder: A Study on Strategies and Interpretations with Fourth Grade Mexican Students
Author: Pacheco-Muñoz, Ever
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Mexicans,Foreign Countries,Mathematics Skills,Problem Solving,Division,Arithmetic,Word Problems (Mathematics)

The present research focuses on analyzing how fourth-grade elementary school students (ages 9 to 10) solve and interpret the result of non-routine problems, precisely division measurement and division-partition with remainder. The methodology is qualitative, with a descriptive and interpretative approach. The information was collected using a questionnaire consisting of three problems (two of quotitive division and one of partitive division) and a clinical interview. The results showed the importance of using the division, multiplication, and addition algorithms to give a realistic answer to the problems. In the same way, it was possible to demonstrate the graphic strategy combined with counting to give a realistic answer to the problem. However, students were found to use division correctly but without an interpretation of the remainder or quotient. Likewise, they struggled to choose the correct procedure to solve the problem. These data suggest including realistic problems in mathematics classrooms to make sense of mathematical concepts in real life or the student's context. Likewise, this study provides implications on the mathematical problems that the teacher proposes in the classroom, where not only the division algorithm should be taught mechanically, nor focus on posing routine problems that lead the student to use a single heuristic resolution strategy. Essentially, the teacher is required to include real-world problems, where the student can awaken creativity to represent in different ways the understanding of a problem and, therefore, different strategies to solve it. In addition, that the student has the ability to check the result of the problem, with the conditions, situations or circumstances imposed by reality or everyday life.
Ethnomathematical Exploration on Traditional Game Bahasinan in Gunung Makmur Village the Regency of Tanah Laut
Author: Jabar, Abdul
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Educational Games,Mathematical Concepts,Concept Formation,Ethnography,Foreign Countries,Public Officials,Correlation,Learning Processes,Cultural Background,Teaching Methods,Geometric Concepts

Bahasinan is a traditional game, a maritime cultural heritage, which still exists today in the area of South Kalimantan, Indonesia, precisely in the village of Gunung Makmur. Bahasinan itself is a traditional game that should be played in groups. In Bahasinan, people can find many aspects that have strong correlation with the learning of mathematics. For example, in Bahasinan children should make up their arena by drawing six rectangles that should be combined with one another. This drawing of rectangles alone has contained mathematical concepts. Thus, the object of the recent study is to identify which part of the traditional game Bahasinan that contain mathematical concepts and to identify what mathematical concepts that have been contained in the traditional game. In conducting the study, the method that has been selected is qualitative study using ethnography. The data are gathered from observation, interview, and documentation with the local public figures and two children as the subject for the study. After the data have been collected, the data are analyzed by using data reduction, data presentation, and conclusion drawing or verification. In order to assure the data validity, triangulation method has been implemented so that the data that will be resulted are consistent. The results of the study show that the parts of the traditional game Bahasinan that contains mathematical concepts are game arena, game procedures, player position and player gesture whereas the mathematical concepts that can be found in the traditional game Bahasinan consist of two-dimensional figure, translation, reflection, inter-line connection, congruency, and mathematical activities.