ethanporcaro/eric-fulltext-meta huggingface dataset:
Preservice Teachers&apos; Perceptions of Feedback: The Importance of Timing, Purpose, and Delivery
Author: Wilcoxen, Christina L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Feedback (Response),Beginning Teachers,Undergraduate Study,Preservice Teacher Education,Practicums,Educational Improvement,Career Readiness,Teacher Effectiveness,Objectives,Knowledge Base for Teaching,Student Teacher Attitudes

If the purpose of feedback is to reduce the discrepancy between the established goal and what is recognized, then how can this discrepancy be minimized through support and guidance? Feedback is instrumental to a preservice teacher development during their teacher preparation program. This qualitative study examines 31 first year teachers' previous experiences with feedback during their undergraduate practicums. The two research questions addressed: What can be learned from PSTs' perceptions of feedback practices utilized in teacher preparation programs? and What modifications or adaptations can be made to current feedback practices and structures in teacher preparation programs to enhance teacher efficacy and classroom readiness? Semi structured interviews provided a comparison of qualitative data and an opportunity for open ended questioning. Using descriptive analysis, researchers discovered that current feedback loops and structures can inhibit pre-service teachers' ability to make meaning from the information and move their learning and instruction forward. As teacher preparation programs work to establish more dialogic approaches to feedback that provide pre-service teachers with multiple opportunities to reflect individually and collaboratively with university faculty, timing, purpose, and delivery are important components to consider. Although this article is written based on preservice teacher perceptions, the implications pertain to multiple fields and authors share a universal framework for feedback.
Learning Interest and Discipline on Learning Motivation
Author: Herpratiwi
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Interests,Learning Motivation,College Students,Foreign Countries,Self Control

In the education process, almost all skills, knowledge, habits, and attitudes are developed through the learning process. Achieving good learning outcomes involves several components, such as interests, talents, good psychological factors, abilities, motivation, attitudes, maturity, discipline, and others. This study aims to determine the influence of learning interest and discipline on learning motivation. The population was university students, and the sample of the study was all students who took the basic course of curriculum development in 2019-2020, totaling 38 students. Data analysis was performed to describe the condition of each research variable learning interest, discipline, and learning motivation. Data were then analyzed by ANOVA with &quot;SPSS Program Version 16.&quot; In this study, we found that interest in learning and discipline significantly influenced learning motivation. This relation can be seen in the value of the ANOVA analysis was statistically significant (p &lt; 0.05). Interest in learning influences learning motivation, and this also applies to disciplines that have a strong influence on student motivation. Thus, student learning motivation can be increased by high effort and attention in increasing and developing student interest and discipline. The interest in learning and discipline has a positive influence on learning motivation. Learning motivation is not only influenced by interest and discipline but in this study, it is only limited to interest and discipline, which affect students' learning motivation. Other researchers can do related research talents, good psychological factors, abilities, or attitudes.
iPad Integration: How Parents and Students Perceive its Effectiveness
Author: Eppard, Jenny
Date: 2022-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Integration,Student Motivation,Learner Engagement,Mathematics Instruction,Children,Early Adolescents,Foreign Countries,Parent Attitudes,Student Attitudes,Barriers,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

This study examined the impact of iPad integration on student motivation, engagement, and learning skills in a mathematics program. Subjects included 143 students aged 8 to 14 years old and 63 parents in an Indian-based school in Dubai where the national curriculum required the use of tablets be integrated into school subjects starting at grade three. All subjects responded to questions about how iPads could support learning math and the kind of challenges students faced. Classes were technology-driven using individualized learning groups and a variety of computer apps. Around 80 percent of the students indicated they understood new concepts better, were able to solve difficult math problems, and expected themselves to score better on their tests. It was found that providing instant access to a wide array of applications, resources, hands-on activities, and instant feedback can engage students and help them remain on task, especially those with special educational needs.
Mathematics Learning, Teaching, and Equity in Policy and Programs: The Case of Secondary Mathematics Teacher Education in the United States
Author: Maher, Eryn M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Equal Education,Educational Policy,Preservice Teacher Education,Secondary Education,Pedagogical Content Knowledge,Access to Education,Best Practices,Professional Associations,Required Courses,Teacher Education Curriculum,Teacher Educators,Student Diversity,Course Objectives

Professional organizations have provided recommendations for mathematics teaching and learning; however, few studies have investigated the practical integration of those recommendations into mathematics teacher education programs. In this study, we examine how the reported--&quot;big ideas&quot; of courses in secondary mathematics teacher education programs emphasized the content and teaching practices necessary for future mathematics teachers, as recommended by policy documents. As part of a larger study, we conducted a series of interviews in secondary mathematics teacher education programs at four universities (names are descriptive pseudonyms): Great Lakes University (GLU), Midwestern Research University (MRU), Midwestern Urban University (MUU), and Southeastern Research University (SRU). We selected the institutions and programs based on their Carnegie Classification, the types of communities in which they were situated, the average number of graduates from a program, the departmental homes of their secondary mathematics education programs, and the demographics of their student populations. The analysis of data collected from 12 courses across four universities revealed specific ways in which big ideas in secondary mathematics teacher education programs emphasized areas related to mathematics learning, teaching, and issues of equity and access.
Implementing Blended First Year Chemistry in a Developing Country Using Online Resources
Author: Reyes, Charisse T.
Date: 2022-03-00
Type: Journal Articles
Subjects: Educational Technology,Online Courses,Developing Nations,Blended Learning,Higher Education,College Students,Student Attitudes,Chemistry,Technological Literacy,Access to Computers,Conventional Instruction,Foreign Countries,Educational Resources

Decades of rapid development in information and communication technologies (ICTs) have resulted in tremendous global evolution in computer and online instruction. Many developing countries, however, are still struggling to successfully integrate ICTs into their teaching and learning practices, subsequently leading to slower rates of adapting digital learning pedagogies. To understand how blended instruction might operate in higher education in a developing country, this study explored students' perspectives on the implementation of blended learning in a first-year chemistry program delivered in the Philippines. Through the resource-based learning framework, multiple types of online learning resources were employed for blended delivery of topics on periodic trends, chemical bonding, Lewis structures, molecular shape, and polarity through the learning management system, Moodle. To understand students' experiences, a mixed methods approach was employed through a survey, focus groups, and learning analytics. Despite the scarcity of technological resources (such as access to a reliable internet connection), 57.5% of 447 student respondents favoured blended learning because of the flexibility, wider access to various types of interactive learning resources, variety of learning activities, and perceived increase in learning productivity. While most respondents (75.7%) had ICT skills sufficient for education, significantly fewer had access to computers (19.7%). 40.0% of students self-reported that they preferred a traditional mode of instruction primarily due to the perceived difficulty of chemistry as subject matter and the perceived need for face-to-face discussions, including concept explanation and Q &amp; A opportunities.
A Meta-Analysis on the Community of Inquiry Presences and Learning Outcomes in Online and Blended Learning Environments
Author: Martin, Florence
Date: 2022-03-00
Type: Journal Articles
Subjects: Blended Learning,Meta Analysis,Correlation,Communities of Practice,Educational Experience,Online Courses,Outcomes of Education,Learning Processes,Teacher Student Relationship,Teaching Methods,Student Attitudes,Peer Relationship,Models,Research Reports,Higher Education

The Community of Inquiry (CoI) framework describes three essential presences (i.e., teaching presence, cognitive presence, and social presence) and how these presences interact in providing an educational experience in online and blended learning environments. This meta-analysis examined 19 empirical studies on the CoI Presences (teaching presence, social presence, and cognitive presence) and their correlations with learning outcomes, including actual learning, perceived learning, and satisfaction. It was found that teaching presence and actual learning were moderately positively correlated, (r = 0.353). There was a weak correlation between cognitive presence and actual learning, (r = 0.250) and social presence and actual learning, (r = 0.199). For the correlation between the presences and perceived learning, cognitive presence and perceived learning was found to be strongly correlated, (r = 0.663), followed by the moderate correlation between social presence and perceived learning (r = 0.432), and teaching presence and perceived learning, (r = 0.392). With respect to satisfaction, the correlation between cognitive presence and satisfaction (r = 0.586), and between teaching presence and satisfaction was strong (r = 0.510), but the correlation between social presence and satisfaction was moderate (r = 0.447). The findings have implications for designers and instructors who design and teach online and blended courses to include these presences.
Cheating on Unproctored Online Exams: Prevalence, Mitigation Measures, and Effects on Exam Performance
Author: Pleasants, Jacob
Date: 2022-03-00
Type: Journal Articles
Subjects: Online Courses,Cheating,Computer Assisted Testing,Student Behavior,Biology,Science Tests,Integrated Learning Systems,Intervention,Scores,Undergraduate Students,College Science,Incidence,Ethics

As online courses become increasingly common at the college level, an ongoing concern is how to ensure academic integrity in the online environment. One area that has received particular attention is that of preventing cheating during unproctored online exams. In this study, we examine students' behavior during unproctored exams taken in an online introductory biology course. A feature of the learning management platform used for the course gave us the ability to detect cheating behavior involving students leaving the test page and viewing other material on their computers. This allowed us to determine what proportion of students cheated and examine the efficacy of various measures to mitigate cheating. We also explored the relationship between cheating behavior and exam performance. We found that 70% of students were observed cheating, and most of those who cheated did so on the majority of test questions. Appealing to students' honesty or requiring them to pledge their honesty were found to be ineffective at curbing cheating. However, when students received a warning that we had technology that could detect cheating, coupled with threats of harsh penalties, cheating behavior dropped to 15% of students. Unexpectedly, we did not find evidence that students' exam performance changed when their cheating behavior changed, indicating that this common form of cheating might not be as effective as students, or their instructors believe it to be.
Plurilingualism in a Constructively Aligned and Decolonized TESOL Curriculum
Author: Suraweera, Dulani
Date: 2022-00-00
Type: Journal Articles
Subjects: Multilingualism,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teacher Education Curriculum,Western Civilization,Racial Bias,Neoliberalism,Foreign Policy,Educational Change,Self Concept,Curriculum Design,Transformative Learning,Educational Policy,Code Switching (Language),Language Attitudes,Language Variation,Native Language,Language Usage,Outcomes of Education,Learning Processes,Taxonomy,Learning Activities,Teaching Methods,Student Evaluation

While learning and teaching English as an additional language are lifelong learning processes for both learners and teachers, these two sectors are largely dominated by West-centric linguistic and cultural imperialism, epistemic hegemony, racism, and neoliberalism, which are tied to colonialism and imperialism. In light of this issue, I argue that it is necessary to decolonize and de-imperialize the teaching English to speakers of other languages (TESOL) teacher education curricula to prepare future English as an additional language (EAL) teachers to identify, challenge, and resist the hegemonic elements embedded in EAL education worldwide. I claim that plurilingual pedagogical approaches can be identified as critical pedagogies since they can empower adult EAL learners by resisting linguistic and epistemic imperialism through activation and endorsement of their plurilingual repertoire, diverse knowledge systems, and identities. Drawing on the literature of plurilingualism, decolonization of knowledge production, and curriculum design, this article discusses how plurilingual approaches can be combined with critical and transformative pedagogies in a TESOL curriculum for the purpose of training future EAL teachers to empower their adult EAL learners globally. These curriculum suggestions are relevant to TESOL curricula to illustrate how plurilingualism and decolonizing theory can be put into practice.
Promoting Plurilingualism through Linguistic Landscapes: A Multi-Method and Multisite Study in Germany and the Netherlands
Author: Brinkmann, Lisa Marie
Date: 2022-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Multilingualism,Teaching Methods,Foreign Countries,Critical Thinking,Power Structure,Second Languages,Language Usage,Student Attitudes,Teacher Attitudes,Semiotics,Secondary School Students,Native Language,Second Language Learning,Classroom Communication,Secondary School Teachers,Metalinguistics,Writing Assignments,German,Indo European Languages,Language Variation

This article investigates how linguistic landscapes (LLs) can foster critical thinking about linguistic power relations and tensions in multilingual areas by acting as stimuli to reflect on the ethnolinguistic vitality of languages in a given region. We examine the pedagogical use of LLs as resources for the implementation of plurilingual pedagogies in mainstream secondary school classrooms in two distinct sites: Germany and the Netherlands. Data was collected through classroom observations, interviews with teachers, and students' assignments and questionnaires. Analysis included an examination of how students validate their linguistic and semiotic practices and those of the Other through different approaches to LL in the classroom. Results show that in the Netherlands, students and teachers co-constructed the research on LL by critically reflecting on visibility issues in their LL research; in Germany, students and teachers engaged in collaborative sequences of meaning-making based on preselected examples of the LL of their surroundings. In both sites, teachers' attitudes were central in fostering classroom interaction to enhance students' reflexivity and criticality. This study is significant as it confirms the added value of using LLs as resources for developing critical language awareness through challenging &quot;banal monolingualism&quot; in highly linguistic diverse classrooms and as a path towards empowerment.
Designing an Online Discussion Strategy with Learning Analytics Feedback on the Level of Cognitive Presence and Student Interaction in an Online Learning Community
Author: Alwafi, Enas Mohammad
Date: 2022-03-00
Type: Journal Articles
Subjects: Discussion Groups,Computer Mediated Communication,Learning Analytics,Interpersonal Communication,Interaction,Social Networks,Network Analysis,Feedback (Response),Electronic Learning,Learning Experience,Communities of Practice,Online Courses,Graduate Students,Masters Programs,Foreign Countries,Student Participation,Discussion (Teaching Technique),Learning Activities

This study investigated the impact of using a discussion strategy with learning analytics on the level of student cognitive presence and interaction. The study used a quasi-experimental design with control and experimental groups. The experimental group applied open-ended discussion and elaborated feedback with learning analytics while the control group applied open-ended discussion and elaborated feedback without learning analytics. A mixed-method approach was used in this study. Data were collected through content analysis, social network analysis (SNA), and interviews. The results showed that the level of cognitive presence in the experimental group increased more than the control group. SNA revealed that students in the experimental group developed more cognitive learning ties with their peers during the process of developing cognitive presence. Interview data showed that students found that the discussion strategy with learning analytics made them aware of their level and quality of interaction and their role in building knowledge in an online learning community. In addition, they felt that the discussion strategy with learning analytics increased their motivation to participate in the discussion. This study provides recommendations on how students can enhance their cognitive presence and learning experience in an online learning community.
Development and Validation of the Online Instructor Support Survey (OISS)
Author: Kumar, Swapna
Date: 2022-03-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Online Courses,Teacher Student Relationship,Educational Technology,Technical Support,Curriculum Development,Rewards,Teacher Administrator Relationship,School Policy,College Faculty,Teacher Attitudes,Factor Analysis

Online instructors play a critical role in online student success and need various forms of institutional support to succeed in online teaching. This article describes the creation, validation, and results of the Online Instructor Support Survey (OISS) based on seven areas identified in the literature: (a) technology infrastructure; (b) technical support; (c) online course development and teaching; (d) instructor rewards and incentives; (e) administrative and academic support; (f) institutional policies and culture; and (g) program and legal support. Online instructor (N = 275) responses highlighted areas of support that are largely prevalent and areas where further support and awareness of such support is needed at higher education institutions. A 7-factor model explained 67% of the variance in these data. A discussion and limitations are provided.
Evaluating a Structured Online Peer Evaluation System among Graduate-Level Communication Capstone Students through Action Research
Author: Wilkinson, Karen L.
Date: 2022-03-00
Type: Journal Articles
Subjects: Electronic Learning,Peer Evaluation,Program Evaluation,Graduate Students,Communication (Thought Transfer),Capstone Experiences,Action Research,College Students,Constructivism (Learning),Communities of Practice,Inquiry,Student Attitudes

Although enrollment in online courses continues to accelerate, challenges exist in online learning. A failure to experience collaboration and interaction can impact student retention and success. While peer review activity promotes student interaction, a collaborative community of learners, and critical thinking skills, higher education environments have failed to equip students with the knowledge and tools to ensure adept participation. As students offered limited participation and low-quality engagement in routine online peer review activities, the purpose of this action research was to implement and evaluate the impact of a structured online peer evaluation system for Graduate Communication Capstone students at the University of North Coast Muscari (UNCM). This study incorporated a structured peer evaluation system, including an interactive educational technology peer review tool kit innovation. The theoretical framework of the innovation was aligned to learning theory and grounded in Vygotsky's zone of proximal development, cognitive and mind tools, and Constructivist theory of cognitive apprenticeship. Data collection offered seven methods and data analysis included quantitative and qualitative approaches as part of a triangulation mixed methods design. Community of Inquiry (CoI) deductive analysis was performed to denote social and cognitive presences, while further validating the themes that had emerged through qualitative data analysis. As an impact of this research study, students used the structured peer evaluation system to transform anxiety into social and cognitive freedom, producing a focused, responsible approach to peer learning.
Fostering Cognitive Presence in Online Courses: A Systematic Review (2008-2020)
Author: Moore, Robert L.
Date: 2022-03-00
Type: Journal Articles
Subjects: Student Participation,Communities of Practice,Online Courses,College Students,Instructional Design,Computer Mediated Communication

Within the Community of Inquiry (CoI) framework, cognitive presence has been central to success in higher education settings. This systematic review examined 24 articles published between 2008- 2020 that empirically analyzed cognitive presence in online courses. We share the patterns that emerged regarding the interplay between teaching and cognitive presence and social and cognitive presence. We also explore how the four phases of cognitive presence--triggering event, exploration, integration, and resolution--were evident within specific instructional activities. We conclude with implications for practice that will be helpful for course instructors and designers seeking to foster greater cognitive presence within their online courses.