ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Technostress on Online Learning Behaviour among Undergraduates
Author: Kader, Mohd Aidil Riduan Awang
Date: 2022-01-00
Type: Journal Articles
Subjects: Stress Variables,Information Technology,Electronic Learning,Student Behavior,Undergraduate Students,COVID-19,Pandemics,Foreign Countries,Intention

Purpose: Students' incompetence to deal with the intricacies of technology during the teaching and learning process may have negatively affected their online learning process particularly throughout the COVID-19 pandemic. It is critical to research technostress influence on online learning behaviours among undergraduates. Thus, this research intends to examine the predicting factors that contribute to technostress and the correlation between undergraduates' technostress and the behavioural intention to use online learning. Methodology: This study employed an online survey and cross-sectional data towards 212 respondents, all of whom were Diploma students from Universiti Teknologi MARA (UiTM) Pahang. This study added three new variables to the existing Unified Theory of Acceptance and Use of Technology (UTAUT) namely teaching-related aspects, price value, and technostress. Structural equation modelling (SEM) was performed to analyse the measurement model and evaluate the developed hypotheses. Findings: The findings established a significant correlation between technostress and behavioural intention to use online learning. Facilitating conditions also demonstrate a significant relationship to technostress. Significance: The study's findings are likely to increase researchers' understanding of the present condition of technostress in higher education as a consequence of the implementation of online learning regulations, as well as the scale of the impacts on higher education.
Technology Enhanced Learning Analytics Dashboard in Higher Education
Author: Jayashanka, Rangana
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,Learning Analytics,Electronic Learning,Higher Education,Educational Technology,Integrated Learning Systems,Progress Monitoring,Blended Learning,Student Motivation,Learner Engagement,Grades (Scholastic),Undergraduate Students,Self Esteem,Student Improvement,Visualization,Graphs

During the COVID-19 pandemic period, all the Sri Lankan universities delivered lectures in fully online mode using Virtual Learning Environments. In fully online mode, students cannot track their performance level, their progress in the course, and their performances compared to the rest of the class. This paper presents research work conducted at the University of Colombo School of Computing (UCSC), Sri Lanka, to solve the above problems and facilitate students learning in fully online and blended learning environments using Learning Analytics. The research objective is to design and create a Technology Enhanced Learning Analytics (TELA) dashboard for improving students' motivation, engagement, and grades. The Design Science research strategy was followed to achieve the objectives of the research. Initially, a literature survey was conducted analyzing features and limitations in current Learning Analytic dashboards. Then, current Learning Analytic plugins for Moodle were studied to identify their drawbacks. Two surveys with 136 undergraduate students and interviews with 12 lecturers were conducted to determine required features of the TELA system. The system was designed as a Moodle Plugin. Finally, an evaluation of the system was done with third-year undergraduate students of the UCSC. The results showed that the TELA dashboard can improve students' motivation, engagement, and grades. As a result of the system, students could track their current progress and performance compared to the peers, which helps to improve their motivation to engage more in the course. Also, the increased engagement in the course enhances the student's self-confidence since the student can see continuous improvement of his/her progress and performance which in turn improves the student's grades.
Determining the Training Needs and Qualification Levels of Counsellor Candidates Regarding &quot;Therapeutic Skills&quot; in the Process of Individual Counseling Training
Author: Gülveren, Hakan
Date: 2022-00-00
Type: Journal Articles
Subjects: Counselor Training,Counseling Techniques,Educational Needs,Counselor Qualifications,Supervision,Communication Skills,Empathy,Counselor Client Relationship,Psychotherapy,Self Disclosure (Individuals),Foreign Countries

This study is aimed at determining the training needs and qualification levels of counseling candidates concerning invitation to speak, reflecting feelings, minimal encouragement, reflection of content, personalization, self-addition, self-disclosure, summarization and confrontation skills during the psychological counseling process. In the present study, summative content analysis was used. 20 students (12 female, 8 male) who took Individual Counseling Course in the spring term of 2019-2020 academic year constitute the study group. &quot;Counselor Qualifications Evaluation Form&quot; developed by Eryilmaz and Mutlu-Süral was employed to identify the qualifications regarding the skills. Supervision was observed to be sufficient in terms of developing the qualifications of minimal encouragement, reflection of content, reflecting feelings (except from counselor's prolonged speech), summarization and self- disclosure. On the contrary, it was seen that supervision was not sufficient in developing other qualifications as personalization, initiation to speak and self- addition and it was found that candidates needed training regarding confrontation skills.
Engagement of Accounting Students in Learning Environment with the Implementation of Authentic-Based Multimedia in Nigerian Tertiary Institutions
Author: Olufunke, Olusola-Fadumiye Titilope
Date: 2022-00-00
Type: Journal Articles
Subjects: Accounting,Authentic Learning,Multimedia Instruction,Constructivism (Learning),Foreign Countries,Undergraduate Students,Outcomes of Education,Teaching Methods,Learner Engagement,Student Attitudes,Learning Processes

The demand for university education to produce good graduate students for emerging nations to deal with global adjustments in the learning environment looks to be increasing as global technological advancements accelerate. Although, educational institutions could evolve technologically to increase students' potential to differentiate, particularly in mathematics and vocational education. As Accounting is concerned, it is one of the undergraduate courses that incorporate learning from other disciplines as well as vocational education. Nevertheless, student outcomes in accounting have remained inadequate, owing to high dropout rates and low engagement due to insufficient teaching techniques, resulting in weak sensory thinking skills needed for success. therefore, the purpose of this article is to bridge the gap by investigating an authentic-based multimedia learning environment to improve student engagement in the teaching of accounting education in Nigerian higher institutions. Constructivist learning methodologies are being investigated in conjunction with Mayer's cognitive theory of multimedia learning, cognitive engagement theories, and behavioral engagement theories in order to solve these challenges, which is critical for engaging students in many emerging nations. For this analysis, 90 respondents were chosen from a total population of 120 undergraduate accounting students. Data was collected through questionnaire surveys and semi-structured interviews with open-ended questions. The study's results are important for instructors and administrators who seek to increase student participation in multimedia learning environments in their classroom teaching. Future studies could emphasize on the difficulties of adopting authentic-based multimedia learning while keeping students engaged. To conclude, the federal government, higher education officials, curriculum designers, and accounting teachers are all working together to boost student engagement in Nigeria's multimedia learning environment, as shown in this article.
Examination of Information and Communication Technologies Competencies of Teacher Candidates Studying at the Faculty of Sport Sciences
Author: Ceyhan, Mehmet Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technological Literacy,Preservice Teachers,Athletics,Physical Education,Undergraduate Students,Student Characteristics,Computer Use,Ownership,Foreign Countries

The aim of this study is to examine, in terms of some variables, the &quot;Information and Communication Technology Competencies&quot; regarding physical education teacher candidates studying in the Faculties of Sport Sciences, and to identify the problems for adapting themselves to the developing technologies and to present solutions in this age where information and communication technologies are changing rapidly, epigenetics, robots, cyborgs, nano technologies, metaverse, and virtual reality platforms are mentioned. A total of 432 male (n=206) and female (n=226) teacher candidates aged 12-18 participated in the research voluntarily. To collect data in the research, the &quot;Information and Communication Technology Competencies Scale&quot; which is adapted into Turkish by Gökçearslan et al. (2019) was used. Descriptive statistics were made for demographic variables in the analysis of the research data. The data acquired from the scale were analyzed using the IBM SPSS Statistics 26 program. When the scale scores were examined, there was no significant difference between male and female students in the dimension of using information and communication technologies for instructional design (p&gt;0.05) in accordance with the gender variable of physical education teachers, whereas a difference was found in favor of girls (X=3.34) in the dimension of information and communication technology competency (p&lt;0.05). Significant differences were detected between the sub-dimensions of the scale according to the teacher candidates' grades and the departments they studied (p&lt;0.05). A difference in the information and communication technologies competency dimension was found in favor of the senior year Physical Education Teaching candidates. A significant difference was found in favor of those who have a personal computer (x=3.41) in accordance with the variable of owning a personal computer in the dimension of self-efficacy to use communication technologies for instructional design (x=3.46) and Information and Communication competencies. In line with that, it can be said that the variables of having a personal computer and gender of sports teacher candidates' are factors that affect ICT competencies, and the variable of having a personal computer is a factor that affects the self-efficacy of using Information technologies for instructional design.
Examining the Relationships among Internet Addiction Procrastination Social Support and Anxiety Sensitivity
Author: Küçükal, Müge
Date: 2022-00-00
Type: Journal Articles
Subjects: Internet,Addictive Behavior,Time Management,Social Support Groups,Anxiety,Predictor Variables

In this study, it was aimed to examine the relationships between individuals' levels of internet addiction, procrastination, perceived social support and anxiety sensitivity levels. The study group consisted of 358 participants (278 women 80 men). The data were collected using Demographic Information Form, Young Internet Addiction Test Short Form, Procrastination Tendency Scale, Multidimensional Scale of Perceived Social Support, and Anxiety Sensitivity Index-3. Correlational analysis was used to determine the relations among variables. Multiple regression analysis was used to determine whether the independent variables predicted internet addiction. Procrastination ([beta]= 0.38), social support ([beta]= -0.11), and anxiety sensitivity ([beta]= 0.33) predicted internet addiction at a statistically significant level. It can be inferred considering this finding that, the regression model which involves procrastination, social support, and anxiety sensitivity predicts 31% of internet addiction. Individuals who are lonely have higher levels of internet addiction than those who have a statistically significant relationship, and their perceived social support levels are lower than those who have a statistically significant relationship. Based on the findings some suggestions were made.
The Practice of Critical Thinking Skills in Teaching Mathematics: Teachers&apos; Perception and Readiness
Author: Ismail, Siti Noor
Date: 2022-01-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Mathematics Teachers,Teacher Attitudes,Secondary School Teachers,Mathematics Instruction,Teaching Methods,Foreign Countries,Readiness

Purpose: This study was conducted to identify the relationship and influence of mathematics teachers' perception and readiness on the practice of critical thinking skills (CTS) in implementing pedagogical processes in secondary schools. Methodology: Participants of the study consisted of 226 mathematics teachers who taught in three different secondary school categories, namely high performing schools (HPS), moderate performing schools (MPS) and low performing schools (LPS) throughout the state of Kelantan, Malaysia. The instrument used was adapted from Thurman (2009) to test the teachers' perception of CTS, while the teachers' readiness to apply CTS was adapted from Nagappan (2001) and Yusof and Ibrahim (2012). Besides, measurement of the teachers' practice of CTS was adapted from Aldegether (2009), Barak and Shakhman (2008), and Shim and Walczak (2012). Findings: Teachers' perception, readiness, and CTS practice in mathematics teaching were high in HPS but low in LPS. There was a strong positive relationship between teachers' perception of CTS practice and teachers' readiness to implement CTS practice in mathematics teaching. In addition, a total of 65 percent variance was contributed by both variables, namely teachers' perception and teachers' readiness for CTS practice in mathematics teaching, and this contribution was very high. Significance: The findings of the study also proved that the practice of CTS has improved the pedagogical quality of teachers, especially in meeting the needs of 21st century learning in the classroom. The emphasis on higher order thinking skills (HOTS) is a continuation of the excellence of teaching strategies through a variety of planned learning resources.
Chinese Students&apos; Metaphorical Descriptions of Thai Teachers at a Thai University
Author: Songsirisak, Prommin
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Figurative Language,Foreign Students,College Students,College Faculty,Teacher Student Relationship,English (Second Language),Second Language Learning

Purpose: This paper discusses Chinese students' negative and positive written feedback about Thai teachers using metaphorical descriptions and the links between it and their classroom experiences. Methodology: An open-response questionnaire was employed to collect the data from 21 Chinese female students. The questionnaire provided both positive and negative &quot;people&quot; or &quot;thing&quot; metaphors of Thai teachers for students' selection. In addition, students were allowed to use their own metaphors to describe their teachers. Data was analyzed by using open and axial coding techniques. Findings: The results revealed that Chinese students were able to compare Thai teachers with either a &quot;person&quot; or &quot;thing&quot; metaphor and could write a metaphorical description that reflected different aspects of their instructors' teaching, both positively and negatively. The quality of their descriptions was rich enough to link with their classroom learning experiences. Both positive and negative &quot;people&quot; and &quot;thing&quot; metaphorical descriptions were associated with three different viewpoints: academic, power dynamics, and emotion. The positive &quot;people&quot; metaphorical descriptions were linked to four classroom issues: knowledge and experience, teaching style, motivation, and guardian/protector. In contrast, the positive &quot;thing&quot; and negative &quot;people&quot; and &quot;thing&quot; metaphorical descriptions were linked to three classroom issues: knowledge and experience, teaching style, and emotion. Significance: These findings help to strengthen Thai-Sino understanding of the relationship between Chinese students and Thai teachers. Findings also suggested that Chinese students' metaphorical feedback should be used with the non-metaphorical assessment form to evaluate and improve Thai teachers' instructional practices in the Thai-Chinese student exchange curriculum.
Creating Meaningful Learning Experiences with Active, Fun, and Technology Elements in the Problem-Based Learning Approach and Its Implications
Author: Hsbollah, Hafizah Mohamad
Date: 2022-01-00
Type: Journal Articles
Subjects: Learning Experience,Active Learning,Technology Uses in Education,Problem Based Learning,Soft Skills,College Students,Foreign Countries,Student Attitudes

Purpose: Previous studies have documented the positive effect of problem-based learning (PBL) on learners, especially in the medical discipline. However, such effect on learners in a specific course of Systems Analysis and Design (SAD) and how the PBL implementation in this course could contribute to meaningful learning are still under-researched. Therefore, this study aims to investigate how a PBL approach could be used in creating meaningful learning among the students of SAD and its effect on their skills. The focus is on how meaningful learning could be achieved through the integration of active learning with fun activities along with the use of technology (Active Fun Technology (AFT) elements) to nurture the students' knowledge and enhance their soft skills. Methodology: The qualitative approach was adopted as a means to understand how PBL integrated with AFT elements could create meaningful learning experiences and its impacts on skills development. 108 self-reflections were received from the students. A thematic analysis was used to analyse data from the students' self-reflection. Findings: Meaningful learning criteria and AFT elements were embedded during the process to create meaningful learning experiences. The finding of this study highlighted that PBL activities with the integration of AFT elements could be used to create meaningful learning. The study showed that the PBL implementation successfully created a meaningful learning experience and developed related skills during the learning process. In this regard, two major themes emerged from the thematic analysis, namely soft skills (social skills [with subthemes of friendship and sharing, accept others' ideas], teamwork, communication, critical thinking, and problem-solving), and technical skills. Significance: The significance of the study was its suggestion of integrating AFT elements during the design and implementation of PBL activities. This is particularly important for educators who teach highly theoretical subjects and use PBL as their teaching approach and strategy to ensure engagement in stimulating students' interests to learn the subject.
Mathematics Teachers&apos; Online Teaching Experience in Times of School Closures: The Case of Malaysia
Author: Chin, Kin Eng
Date: 2022-01-00
Type: Journal Articles
Subjects: Mathematics Teachers,Web Based Instruction,Teaching Experience,School Closing,Foreign Countries,COVID-19,Pandemics,Elementary School Teachers,Secondary School Teachers,Technology Uses in Education,Barriers,Computer Mediated Communication

Purpose: Given that students were out of school in response to the COVID-19 pandemic public health measures, traditional teaching practices have been forced to switch to online mediated learning environments. This study represents the first research effort to capture the experience of Malaysian mathematics teachers about their teaching during the pandemic. This includes investigating digital education tools mathematics teachers used, issues they encountered, and the knowledge and skills they need to improve during the enforced online teaching situation. Methodology: This study employed a survey design and qualitative data were collected using an online questionnaire. A total of 202 primary and secondary mathematics teachers from Malaysia participated in the study. The data were analysed through thematic analysis and descriptive statistics. Findings: First, it was found that the mathematics teachers employed a variety of digital education tools during the pandemic and the most commonly used tool was WhatsApp. Second, the top two issues faced by the teacher respondents were due to internet problems and students' engagement during the online learning. A particular striking finding revealed that three-fifths of the teacher respondents who were concerned about the issue of students' engagement were secondary mathematics teachers. Third, findings of the study further clarified that most of the teacher respondents wanted to improve their technological skills. Significance: This study supports mathematics teachers in making informed decisions about their teaching during school closures. The findings of this study also serve to alert the education sector about the issues related to the implementation of online education in times of the pandemic. In general, this study necessitates in developing preparedness for future pandemics.
The Analysis of Reading Motivation of High School Students Based on Certain Variables
Author: Savaskan, Vafa
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Motivation,High School Students,Gender Differences,Instructional Program Divisions,Institutional Characteristics,Socioeconomic Status,Parent Background,Educational Attainment,Employment Level,Newspapers,Periodicals,Internet,Barriers,Foreign Countries

Reading habit, the ability to sustain the reading activity, is required for quality reading. Those who tend to read need to be motivated one way or another. Reading motivation is closely associated with the reading goals and trends of the individuals, and the time they devote to reading. The present study aims to determine the reading motivation of high school students based on certain variables. Thus, the reading motivation levels of the high school students, and the differences between their motivation levels based on gender, grade level, school type, socioeconomic level, education level and occupation of the parents, newspaper and magazine subscription, internet access, and the reasons for not reading variables are determined. The study was conducted with 1070 students attending nine high schools in Sinop province in Turkey and screening method during the 2019-2020 academic year. The study findings demonstrated that there were significant differences between reading motivation levels of the high school students based on gender, school type, newspaper and magazine subscription, internet access and the reason for not reading variables, while no significant differences were determined based on the grade level, socioeconomic status, education level, and the occupation of the parents.