ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Customer Satisfaction through Open Innovation Communities: A Comparison of Knowledge Management Approaches
Author: Lee, Chien-Sing
Date: 2022-03-00
Type: Journal Articles
Subjects: Knowledge Management,Comparative Analysis,Consumer Economics,Satisfaction,Design,Innovation,Temporary Employment,Foreign Countries,Business,Models

Organizational learning integrates core specialized tacit resources and knowledge to facilitate development of strategic interdisciplinary knowledge development, integration, management and innovation. To promote open innovation within a gig economy, we address three problems: first, to identify which knowledge management view may contribute more in deriving, creating and increasing value and customer satisfaction; second, to educate users to learn, improve, and transfer the value to his/her designs via the user innovation community's (UIC) feedback; third, from the reviews and findings, to identify implications/factors that we should pay more attention to when synergizing strategies and technology amidst co-evolving markets. Scoping our research to individual and additive/incremental Resource-based view (RBVKM), Knowledge-based view (KBV-KM), and Mixed-based view (MBV-KM) knowledge management approaches, the UIC are framed (positioned) as novice product designers-customers learning via HerAll, a Malaysian B2C niche card design e-commerce website. Hypothetically, RBV-KM may evidence more participation; KBV-KM more meaningful knowledge-sharing, moderated by the leader's design and leadership skills; MBV-KM better design outcomes, knowledge sharing and the highest designer-customer satisfaction. Findings indicate 75.85% overall average customer satisfaction for RBV-KM, 71.40% KBV-KM and 81.35% MBV-KM. These correspond with the Diamond model and Customer Relationship Models. With perceived value in the midst of interconnected, co-evolving business models as motivator, customer satisfaction is influenced most by familiarity with the learning environment and tasks, followed by the type and quality of leadership, feedback/comments from the UIC, which influence the development of community and identity, ability, and cultural fit. Findings on the type and timing of rewards and (intelligent) guidance concur with prior literature.
Investigation of a Chinese Character Writing App: Learners&apos; Perspectives
Author: Zhou, Wenying
Date: 2022-03-00
Type: Journal Articles
Subjects: Orthographic Symbols,Writing (Composition),Computer Software,Telecommunications,Handheld Devices,Chinese,Comparative Analysis,Preferences,Teaching Methods,Instructional Effectiveness,Computer Assisted Instruction,Student Attitudes,Writing Instruction,Undergraduate Students,Second Language Learning,Second Language Instruction,Likert Scales,Usability,Introductory Courses

Many people who learn Chinese as a foreign language (CFL) have encountered challenges when it comes to character writing. This was a follow-up study of our quantitative study in 2019 that showed that mobile app was a significantly more effective method than pen-and-paper method to learn Chinese character writing. Thirty beginning CFL learners participated in this study. Surveys and interviews were conducted to seek their perspectives on the role of stroke order knowledge, the use of the mobile app in Chinese writing, and suggested ways to teach Chinese character writing. As shown in the results, findings demonstrated that the participants recognized the value of the app in their character learning. They held the view that stroke order not only plays an important role in Chinese writing, but also should be emphasized at the beginning level. Although the use of the app was favored, compared with the conventional pen-paper method, a mixed method of both was suggested for pedagogical practices.
Partial Least Square Structural Equation Modelling (PLS-SEM) in Knowledge Management Studies: Knowledge Sharing in Virtual Communities
Author: Fauzi, Muhammad Ashraf
Date: 2022-03-00
Type: Journal Articles
Subjects: Least Squares Statistics,Structural Equation Models,Research Methodology,Knowledge Management,Measurement,Sample Size,Communities of Practice,Information Management,Information Technology,Effect Size,Computer Software

Partial least square structural equation modelling (PLS-SEM) has been used as a popular research method in various disciplines, including knowledge management (KM). This paper reviews how PLS-SEM has been used in KM studies, which focus on knowledge sharing in the context of virtual community (VC). The review includes 30 articles published from 2007 to 2019. The review discusses the reasons behind the use of the PLS-SEM, data and model characteristics, evaluation of measurement, and structural model in these studies. This paper also provides guidance on how PLS-SEM can be better used and applied in future research.
The Perception and Attitude of Nursing Students towards Online Learning during the COVID-19 Lockdown in South West Nigeria
Author: Oladele, Helen Oladunni
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Nursing Students,Student Attitudes,Electronic Learning,Distance Education,Pandemics,COVID-19,Positive Attitudes,Barriers,Teacher Attitudes

Online teaching and learning have received widespread acceptance in recent years due to the outbreak of the COVID-19 pandemic. The current study set out to determine nursing students' perception and attitude to the online learning model (OLM) in the schools of nursing within South-West Nigeria. The study employed a descriptive cross-sectional design to collect data among nursing students. A self-developed questionnaire was used in this study to collect data via online google.form.com. Data analysis involves application of Relative Importance Index (RII). Findings revealed a high level of perception about online classes. Main attitudinal traits demonstrated by students were getting easily distracted, engaging in multiple tasks and having family distractions. Family members also distracted the teachers. Poor electricity supply, unstable internet network, and financial constraint were the major barriers encountered. In conclusion, we found that nursing students in South-West Nigeria demonstrated a positive disposition to online learning and have a good attitude towards it.
Do Personality Traits Matter in Preferences of Translation Strategies?
Author: Vural, Haldun
Date: 2022-00-00
Type: Journal Articles
Subjects: Personality Traits,Translation,Personality Measures,College Students,English (Second Language),Second Language Learning,Communication Strategies,Foreign Countries,Preferences

Translation is closely related to languages, linguistics, pragmatics, sociolinguistics, culture etc. and because of these relations, there are also a lot of theories which give importance either to source language or target language. Linguistic and other features of the source and target texts have been examined for years. But translator is an important element with an important role in translation process as well, and the influence of translators' personality traits on their translation has been emphasized. Therefore, the aim of the current study is to investigate whether there are relations between translators' personality characters and their translation strategy preferences. The BFI Test (Big Five-Factor Inventory) is administered to 28 English Translation and Interpreting students at Cappadocia University to determine the personality traits of the participants. Then they are asked to choose one of the suggested translations in accordance with the translation model. The data are analyzed through SPSS (v. 22). The findings indicate that there are significant relationships between personality traits of participants and their use of translation strategies. According to results, agreeableness personality trait has a significant relationship with borrowing strategy, openness and neuroticism have significant relationships with modulation strategy, and conscientiousness has a significant relationship with adaptation strategy. Only extraversion does not correlate significantly with any of the strategies.
Learning Mathematics through WhatsApp Groups in University Preparatory Program during the COVID-19 Pandemic
Author: Ofori-Kusi, Daniel
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Social Media,Technology Uses in Education,College Freshmen,Program Effectiveness,Foreign Countries,Mathematics Achievement,College Mathematics

This study investigates the effects of WhatsApp social media learning group in the teaching and learning of mathematics with first year underprepared university students. The study was undertaken using a quantitative research method. It employed a randomised post-test-only with a non-equivalent groups design to investigate if there is a statistically significant difference between university students who studied through the traditional face-to-face lecturing approach and students who utilised a blended approach to learning mathematics. The study population comprised first-year university students enrolled for the university extended programme offered by all universities in South Africa. The sample consisted of 192 experimental groups and 341 control group students conveniently sampled from a university in South Africa. The main instruments used in this study were two standardised semester exams. These tests were checked and moderated by senior mathematics lecturers to ensure they conformed with the module content and satisfied all assessment policies of the university. The Cronbach alpha coefficient was used to measure the consistencies in these two-semester exams. The study's main finding showed no statistically significant difference in results between students who studied mathematics through a face-to-face lecturing approach and students who studied mathematics through a blended learning approach. The study concludes that the latter performed slightly better than students in the former, confirming that a WhatsApp learning group can be a viable alternative to the teaching and learning at the university when face-to-face learning is not possible, as for an example in the COVID-19 era. The study recommends that more profound research be conducted to identify and analyse positive indicators when learning is done through social media interaction.
Time Divested or Time Invested? Freshmen&apos;s Perspectives and Reflective Experiences on Interactive School Learning
Author: Tachie, Simon Adjei
Date: 2022-00-00
Type: Journal Articles
Subjects: College Freshmen,Student Attitudes,Foreign Countries,Interaction,Socialization,Communication Skills,Thinking Skills,Teamwork,Learner Engagement,Educational Environment,Teacher Student Relationship

This study sought to research first-year South African university students' attitudes towards interactive school learning and then to determine their perspectives and reflective experiences regarding interactive learning. Data was gathered during the first week of their first university lectures. The sample was 129 freshmen. The study adopted a mixed-method approach that utilized a sequential explanatory research design. Data was gathered through questionnaires and interviews. Quantitative data was coded and analysed through descriptive statistics using SPSS version 23, while qualitative data was thematically analysed through content analysis. Permission to conduct the study was granted by the lecturers and the participants. It emerged from the study that, though participants were positive about the provision of interactive school learning, their school experiences told different stories about such activities. Participants valued interactive school learning as it improves learners' socialization experiences, communication skills, and thinking skills. Interactive school learning also promotes teamwork and personal engagement, which are necessary to improve the quality of education. The study concluded that, while interactive school learning added value to education, most schools did not offer such opportunities to enhance learning experiences. The study recommends that schools offer school-based opportunities and teaching practices that accommodate learners' varied learning styles across all subjects.
Learning through Laughter: The Integration of Comedy into the Academic Curriculum
Author: Schouela, Jeffrey M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Comedy,Performance,Integrated Activities,English Instruction,Language Arts,Humor,Educational Benefits,Recall (Psychology),COVID-19,Pandemics,Drama,Writing Assignments,Social Studies,Wellness,Teaching Methods,Middle School Students,High School Students

How can comedy be used as an effective tool and truly help innovate the learning experience? This paper outlines how aspects of comedy have been creatively integrated into primary and secondary academic curricula such as English Language Arts, social studies, drama, as well as in areas of mental health and wellness. The essay demonstrates, for example, how participating in stand-up performances helped sharpen students' critical thinking abilities and presentation skills. It also underscores comedy's pedagogical utility and versatility, its value in the classroom, and its promising potential as a stand-alone option in the domain of arts education.
Rendering Artful and Empathic Arts-Based Performance as Action
Author: Clifton, Shirley
Date: 2022-00-00
Type: Journal Articles
Subjects: Empathy,Visual Arts,Secondary School Students,Art Education,Educational Environment,Social Problems,Political Issues,Family Influence,Foreign Countries

There is a critical need to consider ways to enrich the educational experiences and well-being of adolescents when the lack of empathy in the world is high. This paper presents the concepts of &quot;Artful Empathy&quot; and &quot;Artful and Empathic Learning Ecology.&quot; The concepts are exemplified from a multi-site case study within Australian secondary visual art studio classrooms. The article demonstrates how learning and making art in an artfully empathic ecology can support the legitimacy of diverse and marginalized voices. Arts-based performative approaches may facilitate empathic knowing across disciplines with global traction.
Developing a Standardized English Proficiency Test in Alignment with the CEFR
Author: Cheewasukthaworn, Kanchana
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Standardized Tests,Language Tests,English (Second Language),Second Language Learning,Language Proficiency,Guidelines,Rating Scales,Test Results,Multiple Choice Tests,Higher Education,Foreign Countries,Testing,Test Items,Item Analysis,Test Reliability

In 2016, the Office of the Higher Education Commission issued a directive requiring all higher education institutions in Thailand to have their students take a standardized English proficiency test. According to the directive, the test's results had to align with the Common European Framework of Reference for Languages (CEFR). In response to this directive, this study was conducted to demonstrate how to develop such a test. Grounded in the conceptual frameworks of test usefulness, standardized tests, test development processes, and the CEFR, the study explored six stages in developing a 100-item-multiple-choice standardized English proficiency test: test planning, test design and writing, test reviewing, test piloting, test revising and revised test try-out. The test was piloted during the test piloting and revised test try-out stages with 108 and 88 students, respectively, and underwent item analysis to examine its reliability, difficulty index, and discrimination index. The item analysis conducted after the revised test try-out stage showed that the test's reliability, assessed by Kuder-Richardson Formula 20 (KR-20), was 0.94, suggesting that the test was highly reliable with good internal consistency. How the test was developed in close alignment with test usefulness and the CEFR is discussed in the study.
The Roles of Grammar in English Language Teaching: Local Viewpoints
Author: Saengboon, Saksit
Date: 2022-00-00
Type: Journal Articles
Subjects: Grammar,English (Second Language),Second Language Instruction,College Students,Foreign Countries,Language Tests,Second Language Learning,Test Coaching,Student Attitudes

The roles of grammar in the teaching of English as a foreign language (EFL) have long been discussed. This study explored viewpoints of five categories of local stakeholders regarding the roles of grammar in the Thai EFL context. Questionnaires were administered to two groups of Thai university students, and focus-group and semi-structured interviews were conducted with three other groups of both English lecturers and students, all of whom were in the academic context. This five-pronged method of data collection was intended to triangulate data sources. The study found that, contrary to popular belief, the majority of the participants agreed that grammar played a key role in the Thai EFL setting, especially the academic context. Most of the participants held positive views toward grammar instruction. Once grammar was taught with clear objectives, namely to take the TOEFL test or to understand academic English reading, the participants found it useful. However, caution must be made in discussing the concept of grammar. On the one hand, grammar is often misconstrued as a hindrance to communication effectiveness; on the other hand, contextualized grammar with clear instructional objectives plays a pivotal role in developing English proficiency.
The Effects of Multimedia-Enhanced Instruction on Knowledge Gain and Retention of ESL Learners: An Assessment of Mayer&apos;s Redundancy Principle
Author: Ramsin, Araya
Date: 2022-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Knowledge Level,Retention (Psychology),English (Second Language),Second Language Learning,Redundancy,Visual Aids,Undergraduate Students,Foreign Countries,Instructional Effectiveness

This quasi-experimental quantitative study investigated the effects of different formats of multimediaenhanced instruction on knowledge gain and retention of second language learners. The study focused specifically on assessing Mayer's redundancy principle. Second language learners were randomly assigned into two groups and were presented with two formats of a multimedia-enhanced lesson: (1) images with audio and (2) images with audio and on-screen text. A repeatedmeasures analysis of covariance (ANCOVA) was carried out to evaluate change between pretest and immediate posttest, mean differences in knowledge gain between the two groups, group differences in growth from pretest to immediate posttest, change between immediate posttest and delayed posttest, and group differences in knowledge retention as indicated by difference scores between immediate posttest and delayed posttest, using gender and English proficiency as control variables. Additionally, an independent samples t-test was performed to assess the effect of the two formats of multimedia-enhanced instruction on the learners' knowledge retention. Results showed that participants engaging with both formats of multimedia-enhanced instruction improved significantly from pretest to posttest. Moreover, participants who engaged with the multimedia-enhanced instruction where on-screen text was included were also found to perform significantly better than participants who were in the group where on-screen text was not present. Second language learners in both groups were also able to retain their knowledge at the same level. These results appear to contradict the redundancy principle as having onscreen text, which is considered redundant, presented together with images and audio in a multimedia-enhanced lesson was not detrimental to learning.
The Effect of Experience on Semantic Schemata in L2 Teacher Talk
Author: Doqaruni, Vahid Rahmani
Date: 2022-00-00
Type: Journal Articles
Subjects: Semantics,Schemata (Cognition),English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Experience,Audio Equipment,Males,Correlation,Classroom Techniques,Criticism,Comparative Analysis,Questioning Techniques,Teacher Student Relationship,Communicative Competence (Languages),Foreign Countries,Classroom Communication,Sociocultural Patterns,Learning Theories

In order to gain a deeper insight into second/foreign language (L2) classroom discourse, teacher talk, as one of the most important aspects of this discourse, needs to be studied from different perspectives. So, the purpose of the present study is to address the association between teachers' experience and different types of semantic schemata in their talk in L2 classroom contexts. The participants were 12 male EFL teachers who were divided into two equal groups regarding their experience, namely experienced and inexperienced. To collect the required data for this study, the classrooms were observed and audiorecordings were made from one lesson of each teacher. The audio-recordings were then fully transcribed and teacher talk was categorized into different semantic species types. Chi-Square test was employed to find out whether teachers' talk was significantly different in terms of semantic schemata. The data revealed that inexperienced teachers significantly use more semantic schemata in their talk, in comparison to experienced teachers, which can be attributed to their differences in several areas such as classroom practices, questioning behavior with respect to the concept of wait-time, application of the communicative approach principles in classroom, and ability in grading their language to their students' proficiency level. The results of this study help us to gain a more profound understanding of teacher talk in L2 classroom discourse and would benefit both pre-service and in-service teachers on how to manage and critique their own talk.
Lasting Effects of Foreign Language Anxiety with Adults Working in International Organizations
Author: Perrodin, David D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Anxiety,Second Language Instruction,Secondary Education,Adults,Employees,International Organizations,Foreign Countries,Feedback (Response),Language Teachers,Language Proficiency,Psychological Patterns

Foreign language anxiety (FLA), the pervasive feeling of mild to severe apprehension when faced with communicating in a foreign language, is universally quite common. The manifestation of FLA in Thailand, where English is taught as a foreign language in secondary schools, is no exception. By employing descriptive phenomenology, this study sought to corroborate the existence of FLA at some stage during Thai secondary EFL classes and discover if FLA continues to trouble Thai adults working in international organizations. The population of this study is 12 Thai adults who are working as office workers, management, and administrative staff in an international organization in Thailand. The participants shared accounts of experiencing negative or harsh feedback from Thai teachers and Thai classmates, doubting their English language proficiency, persistent fear of embarrassment when making mistakes in English, and a prolonged feeling of guilt from limited grammatical and vocabulary knowledge while in secondary EFL classes. In the end, all participants disclosed that FLA, which they corroborated began when they were students in secondary school, has continued to plague them in adulthood. The study recommends that to diminish FLA in Thai secondary EFL classrooms, education stakeholders must implement sound language policy changes, progressive educational development, and most importantly, sufficient teacher education and teacher support focused on producing qualified Thai teachers of English.