ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Integrating Digital Storytelling with Metacognition Strategies (DSTMC) Learning Model to Enhance Communication Abilities
Author: Chaisriya, Kannattha
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Foreign Countries,Communication Skills,Teaching Models,Story Telling,Metacognition,Electronic Books,Integrated Activities,Listening Skills,Speech Skills,Reading Skills,Writing Skills,Skill Development,Scores,Self Evaluation (Individuals)

Communication skills are soft skills critical for students' development in educational institutions in the digital age. This study aims to determine the feasibility and practicality of a learning model, which combines digital storytelling with a metacognitive strategy called the DSTMC model. This learning model utilized digital storytelling as a primary learning step and integrated metacognitive strategies to monitor the thinking process to improve students' communication, such as listening, speaking, reading, writing, and presentation skills. The research was conducted through case studies at a regional, southern Thailand university. The data were collected from 30 undergraduate participants. The research instruments were expert validation, pre-/post-test data, and a self-assessment questionnaire. The study showed that the DSTMC learning model is an alternative teaching method to improve communication skills, including listening, speaking, reading, and writing. The results of students' test scores and self-assessments provide significant evidence indicating that it increases their learning and retention of information. The paper concludes with suggestions for using various strategies and motivating activities to encourage learners' communication proficiency. Future research should investigate the creation of a system to track how learners improve their communication skills.
The Impact of Gamified Learning Using Quizizz on ESL Learners&apos; Grammar Achievement
Author: Pham, Anh Tuan
Date: 2023-00-00
Type: Journal Articles
Subjects: Gamification,Educational Technology,Tests,English (Second Language),Second Language Learning,Grammar,Academic Achievement,College Freshmen,Foreign Countries

This study aims to examine the impact of gamified learning using Quizizz on English as a second language (ESL) learners' grammar achievement. The pre-/post-test control group design was applied to research 63 English-majored freshmen. 20 multiple-choice quizzes were designed based on grammar points included in the basic grammar course over a 10-week intervention period. There were 33 students from the experimental group doing the quizzes on Quizizz, while 30 participants from the control group did the same quizzes on paper. The findings indicate that although students from the two groups both improved their marks on the post-test compared to the pre-test, students from the treatment group got significantly higher scores than those from the control group on the achievement test. However, educators are supported to consider using this gamified learning platform as a supportive tool besides choosing the appropriate instructional content to optimize the quality of their teaching.
Key Success Factors for Transforming Classrooms into Learning Communities in Digital Learning Ecosystem at Secondary Schools in Thailand
Author: Tuamsuk, Kulthida
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Secondary School Teachers,Educational Technology,Technology Uses in Education,Teaching Methods,Secondary School Students,Grade 7,Grade 8,Grade 9,Governance,School Policy,Influences,Access to Computers,Teacher Role,Student Role,Administrator Role

This study aimed to investigate the success factors for transforming classrooms into learning communities in digital learning ecosystem (DLE) of Thailand's secondary schools. Quantitative research was conducted by using a questionnaire as the research instrument to measure teachers' evaluation of factors. Purposive sampling was applied to obtain a sample group of secondary schools. The questionnaires were sent to teachers at secondary schools in 20 provinces in Northeast Thailand that were employing the smart learning project for their teaching and learning. Data analysis was performed using descriptive statistics, exploratory factor analysis, and confirmatory factor analysis. The results revealed that learning support technologies, teachers, and learners were the three most important factors influencing the development of DLE ([X-bar]=4.64, [X-bar]=4.61, and [X-bar]=4.49, respectively). The findings of this study have implications for educators, administrators, and teachers to review and discover appropriate ways to invest the necessary conditions that can enhance the quality of DLEs and improve teaching and learning activities in the digital environment at secondary schools.
The Mediating Role of Academic Self-Regulation in the Relationship between Autocorrect Use and Vocabulary Size
Author: Gholizadeh, Gholamreza
Date: 2023-00-00
Type: Journal Articles
Subjects: Self Management,Automation,Error Correction,Vocabulary,Electronic Learning,Handheld Devices,Spelling,Second Language Learning,English (Second Language),Foreign Countries,High School Students,Males

Mobile learning has extensively influenced students' learning gains and motivation due to the hardware and software development of mobile devices and applications in recent decades. On-the-go learning increases the capacity for flexible and joyful learning and guarantees access to the instructional content anywhere, anytime. Despite their potential benefits, the presence of mobile applications in students' every educational activity can be detrimental to their cognitive abilities as misuse or overuse of specific applications may influence students' concentration and critical thinking. One such downside is reported for overusing automatic spelling correction software, known as AutoCorrect (AC), in language learning. Uncertainty regarding the educational values of AC has increased as students' spelling skills and vocabulary knowledge have declined. The main problem this study addressed is examining the relationship between EFL learners' AC use and their vocabulary size; and if their academic self-regulation mediates this association. Data were gathered from 101 foreign language learners who completed the measures of AC use, academic self-regulation, and vocabulary size. The results showed significant positive correlations between AC use, vocabulary size, and self-regulation. Further, testing the model supported a mediating role for self-regulation in the relationship between AC use and vocabulary size, suggesting that AC use can lead to more knowledge of English words in the condition of deploying self-regulatory strategies. The study signifies how academic self-regulation can assist learners in exploiting mobile learning (m-learning) to their advantage and attaining their educational goals more efficiently.
Learning Assessment Challenges from Students and Faculty Perception in Times of COVID-19: A Case Study
Author: Gallardo, Katherina
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Assessment,Barriers,COVID-19,Pandemics,Foreign Countries,Private Colleges,Outcomes of Education,Competency Based Education,Distance Education,Blended Learning

A mixed-method study about the perception of students and faculty around learning assessment practices was conducted in a multicampus competency-based approached Mexican private university. The objective was getting new knowledge about higher education community perception around learning assessment practices, learning outcomes production and how authentic assessment was driven while working on different modalities during the pandemic: remote learning, synchronous hybrid learning, alternate hybrid learning, and on-site modality. A questionnaire, and an interview for faculty and focus groups for students were designed, validated, and conducted. A total of 281 faculty and 908 students participated in this study. The main quantitative results indicate that students who took on-site classes evaluate the variables better than those who took hybrid classes. In addition, students who took remote classes evaluate the authenticity variable better than those who took it in alternate hybrid modality. In the case of the faculty, only the equality variable showed significant differences between the reported modalities. Besides, the main qualitative results indicate that perceptions are quite different between faculty and students while getting their perceptions from an evaluation standards scope. Thus, their perspectives around equality, authenticity, feasibility, reliability and ethics were obtained and discussed against literature. The main conclusions of the study remarked that students and faculty were positive towards most of the execution of learning assessment and learning outcomes practices during the pandemic. Nevertheless, students' preference of on-site modality was determined as the way they have more opportunities for interacting and learning more from assessment and feedback.
Integrating Cognitive Presence Strategies: A Professional Development Training for K-12 Teachers
Author: Adiguzel, Tufan
Date: 2023-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Faculty Development,Elementary School Teachers,Secondary School Teachers,Teaching Methods,Program Implementation,Foreign Countries

For K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers' instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers' feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers' CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension.
An Exploratory Study on the Null Curriculum in the Basic Education System in Ghana
Author: Boateng, Philip
Date: 2023-04-00
Type: Journal Articles
Subjects: Incidence,Curriculum Development,Kindergarten,Elementary School Teachers,Junior High School Teachers,Preschool Teachers,Teacher Attitudes,Educational Resources,Barriers,Course Content,Pedagogical Content Knowledge,Foreign Countries,Time Management,Teacher Characteristics,Educational Theories,General Education

This study explored the prevalence of the null curriculum in the Ghanaian basic school education system. It also sought to identify the main reasons behind teachers' omission of specific topics or experiences from the basic school curriculum. Three hundred seventy-five basic school teachers from kindergarten, primary, and junior high schools participated in the study. A 32-item self-designed questionnaire was used to collect data for the analysis. Descriptive and inferential statistics were used to analyze the data. The study participants identified lack of resources, the problematic nature of some topics, insufficient time, and inadequate knowledge and skills as factors contributing to the prevalence of null curriculum in Ghanaian schools. The findings show that a null curriculum is prevalent in the Ghanaian basic education system. The study found no statistically significant difference between teacher characteristics (i.e., teacher status and grade level) and the reasons behind omitting some topics or experiences. Implications of the study findings for educational theory and practice are discussed.
Gamification in Education: A Citation Network Analysis Using CitNetExplorer
Author: Chugh, Ritesh
Date: 2023-00-00
Type: Journal Articles
Subjects: Gamification,Citation Analysis,Network Analysis,Bibliometrics,Elementary Secondary Education,Student Motivation,Educational Games,Instructional Design,Delivery Systems,Physical Education,Health Education,Medicine,Business Education,Game Based Learning,Programming,Mathematics Education

Gaming is becoming a popular method of engaging students in learning processes across all levels of the educational community. The effective integration of gaming activities into course curricula has the potential to enhance student learning, motivation, and knowledge acquisition in a range of disciplines. However, gamification of education is not without its opponents, with many educators concerned about the negative impacts of game use on effective learning. This study enhances our understanding of contemporary practices related to the areas, usage and characteristics of gamification in education. It is of particular relevance to educational institutions with a focus on developing innovative teaching methods and curricula that utilize gamification techniques in a multi-disciplinary, cross-national context across all stages of formal learning. Through the use of bibliometric analysis techniques, our study of the citation relations of 3,617 publications identified ten prominent themes dominated by gamification: mobile gaming, physical education, health and medicine, business, learning performance, programming and computing, English language, teacher adoption, primary &amp; secondary education, and mathematics. Clear evidence of increased student motivation to learn and improved course results were evident in the examined literature. This study will benefit serious game designers, educators, and educational institutions to develop more inclusive and engaging pedagogies that exploit the ubiquitous availability of gaming technologies for inclusion in more traditional course delivery methods.
EFL Students&apos; Participations and Teachers&apos; Roles in Online Discussion Forum for Critical Media Literacy Learning
Author: Afrilyasanti, Rida
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Student Participation,Teacher Role,Computer Mediated Communication,Discussion,Critical Literacy,Media Literacy,Student Attitudes,Secondary School Students,Foreign Countries,Teacher Participation

The global expansion in the Internet access and the rise of digital media are compatible with students' characteristics as generations-Z who mainly engage in nature through mobile applications. Because of the characteristics of today's students and the growth of digital media and information, there is a need for critical media literacy (CML) instructions and the use of digital-based and student-centered learning approaches such as online discussion forums (ODFs). Through an exploratory study, we aim to understand better students' perceptions of ODF for their CML learning within EFL classes, factors affecting students' active participation in ODF, and teachers' roles in ODF while facilitating students' CML learning in an EFL context and enhancing students' engagement and performance in ODF. 250 EFL students from Indonesian secondary schools took part in this study. The participating students were studying English with CML embedded into the lessons. The research showed significant conclusions about factors that need to consider while having ODF in CML learning within the EFL context and the roles of teachers in ODF. We have also provided some practical and feasible suggestions from which practitioners in the area might benefit.
A Systemic Analysis of the Impacts of the COVID-19 Pandemic on the Studies of Brazilian Graduate Students: An Exploratory Study
Author: Arantes do Amaral, João Alberto
Date: 2023-04-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Graduate Students,Student Attitudes,Barriers,School Closing,Social Isolation,Educational Technology,Teaching Methods,Videoconferencing,Grief,Student Experience,Student Employment,Student Responsibility,Online Courses,Environmental Influences,Mental Health,Affordances,Technological Literacy,Communication Skills,Student Motivation

This article presents the findings related to an exploratory study of the systemic impacts of the COVID-19 pandemic on the studies of graduate students of Brazil. It was sent a survey to 38 students who attended a University of São Paulo graduate course during the first semester of 2021. An exploratory sequential mixed method approach was followed. Quantitative and qualitative data was collected using questionnaires. The quantitative data was analyzed through descriptive statistics. The qualitative data was examined following a language processing method. The insights gained from both kinds of data were connected using a causal loop diagram. It was found that home confinement was the factor that created the main barriers to learning. In addition, digital fatigue, inadequate teaching strategies and the limitation of video conferencing tools also impacted negatively on learning. On the other hand, the pandemic also brought learning opportunities: the students took advantage of courses, webinars and conferences offered during the pandemic. In addition, the students developed new IT and communication skills.
The Use of Video as Media in Distance Learning for Deaf Students
Author: Khasawneh, Mohamad Ahmad Saleem
Date: 2023-00-00
Type: Journal Articles
Subjects: Video Technology,Visual Aids,Distance Education,Electronic Learning,Deafness,Students with Disabilities,Special Education,Foreign Countries

The purpose of this study is to investigate the factors that are facilitating or impeding the use of video media in distance learning for deaf students, as well as the solutions that have been implemented. The method of inquiry in this study was a phenomenological qualitative approach. This research also makes use of descriptive analysis. In this study, data was gathered by observation, interviews, and documentation. The data's reliability may be checked and double-checked in a number of different ways, including via increased involvement, extended observation, and the use of triangulation. There were several steps involved in the data analysis process, starting with data collection and ending with conclusions drawn from the data. Attempts to use video media in distance learning for deaf students are entangled with a number of circumstances, some of which are helpful and others of which are hindering. These include the student, the teacher, and the school's physical location. Aside from that, all teachers are attempting to address the challenges faced by deaf students who utilize video-based learning resources as part of their distance education courses.
Development of the Perception Scale for Flipped Learning Model
Author: Ersoy, Mehmet
Date: 2023-04-00
Type: Journal Articles
Subjects: Test Construction,College Students,Student Attitudes,Flipped Classroom,Test Validity,Test Reliability,Instructional Effectiveness,Readiness,Resources,Student Motivation

The main purpose of this research is to develop a measure to determine university students' perceptions of the flipped learning model. Exploratory and confirmatory factor analysis were conducted within the scope of the validity study of the scale, and its internal consistency was analyzed for its reliability. The data for exploratory factor analysis was collected from 360 preservice teachers who experienced the flipped learning model in the 2019-2020 academic year. As a result of the exploratory factor analysis, a three-dimensional structure (learning readiness, learning support and motivational interaction) consisting of 22 items was obtained, and factor loadings were between 0.82 and 0.50. The total variance ratio explained by the factors of the scale was determined as 57.59. Moreover, the confirmatory factor analysis was carried out on the data obtained from 354 pre-service teachers who did not participate in the exploratory factor analysis study. The most important values for CFA were X[superscript 2] =719.34; df=201; RMSEA = 0.08; SRMR =0.06; CFI = 0.97 and NNFI =0.97, which showed an acceptable level of fit confirming the three-factor structure. The findings show that the developed scale is a valid and reliable measure to determine the perceptions of university students regarding the flipped learning model.
Digital Skills and Ethical Knowledge of Teachers with TPACK in Higher Education
Author: Gomez-Trigueros, Isabel Maria
Date: 2023-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Knowledge Level,Ethics,Preservice Teachers,COVID-19,Pandemics,Technology Integration,Foreign Countries

This paper analyzes the professional ethical knowledge of teachers in the use of technologies by teachers in training. Based on the disciplinary pedagogical technological knowledge (TPACK) model, it is intended to measure the correct inclusion of technologies in the classroom. For this, a descriptive exploratory methodological design study was carried out. The instruments used have been the Likert scale questionnaire and the personal interview, organized into four dimensions in which the self-perception of professional ethical knowledge, ethical knowledge of technology, pedagogical technological ethical knowledge and disciplinary technological ethical knowledge of the future teachers. The questionnaire has been applied to a sample of 1.051 trainee teachers from a European university in the context of COVID-19 and 822 students participated in the interview. The results show the scarce training in professional ethical knowledge of teachers in training and the importance of addressing this knowledge in the 21st century, a post-pandemic context. Another of the conclusions is the need to include the ethical component in the TPACK model to achieve a correct and ethical use of digital resources in the classroom.
Evaluating Learner Autonomy during the COVID-19: An Examination of Student Teachers&apos; Self-Directed Learning Readiness for MOOCs
Author: Yasar, Muhammed Özgür
Date: 2023-04-00
Type: Journal Articles
Subjects: MOOCs,Personal Autonomy,COVID-19,Pandemics,Independent Study,Readiness,Preservice Teachers,Preservice Teacher Education,Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Student Attitudes,Student Motivation,Self Management

In March 2020, the COVID-19 pandemic outbreak forced universities in Turkey to move their educational activities onto online platforms. Massive Open Online Courses (MOOCs) thereupon have gained urgent attention from higher education institutions thanks to their capacity to make educational opportunities accessible to the masses. Similarly, an area of increasing importance recently has been the concept of self-directed learning (SDL) for online learners. The purpose of this study is to find out student teachers' readiness for MOOCs and their learner autonomy development in a MOOC learning environment based on the theoretical models of SDL. Thus, to expand the capacity for teacher professional autonomy, the present research has focused more on autonomy in distance learning. The study is likely to offer valuable insights into the views of teacher educators on being in a better position to assess the concept of learner autonomy in MOOCs for post-COVID educational practices.