ethanporcaro/eric-fulltext-meta huggingface dataset:
Offloading through Emphasis Manipulation Sequencing during a Complex Learning Process in Cognitive Load and Learning Transfer
Author: Choi, Soonri
Date: 2023-00-00
Type: Journal Articles
Subjects: Transfer of Training,Learning Processes,Cognitive Processes,Stimuli,Short Term Memory,Foreign Countries,College Students,Experiential Learning,Difficulty Level,Sequential Learning

We propose a plan to facilitate the development of backward constituent skills within a complex learning process through the manipulation of emphasis sequencing. To achieve this, we utilized perceptual offloading cues as supportive information in emphasis sequencing, taking into consideration principles of information processing and cognitive loads. We examined changes in cognitive loads (intrinsic load, extraneous load, and germane load) as the complexity of each component increased. Our sample included 56 college students from Gyeonggi-do province who were tasked with completing a series of progressively complex PowerPoint functions, focusing on the acquisition of constituent skills. The experiments were conducted over five sessions, with cognitive load measurements taken after the fourth session was concluded. Learning transfer was evaluated by collecting and assessing the students' work at the end of the fifth session. The results demonstrated significant effects of emphasis manipulation sequencing in reducing cognitive load and facilitating the learning transfer process. The use of offloaded perceptual cues in this manner proved to be an effective strategy for enhancing the development of constituent skills learned through emphasis manipulation sequencing, while effectively managing and minimizing cognitive load in complex learning scenarios.
Practices and Challenges of Teachers in Teaching Science Online
Author: Bumagat, Robert John M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Practices,Barriers,Teaching Methods,Science Teachers,Science Instruction,Web Based Instruction,COVID-19,Pandemics,Distance Education,Foreign Countries,Secondary School Teachers

Educational disruption brought by this pandemic changed the practices and challenged teachers and students to navigate the new learning landscape. This descriptive research study determined the practices and challenges of science teachers in teaching amidst the COVID-19 pandemic. A total of 54 science teachers in Zambales, Philippines, responded to the researcher-made Practices and Challenges of Science Teachers Questionnaire (PCSTQ). Results revealed that science teachers use printed modules in their classes as a learning delivery modality. They often employ varied science teaching strategies, utilize assessment strategies and incorporate technology integration in teaching during educational disruption. They frequently encounter challenges in academic workload, laboratory experimentation, and physical infrastructures, while they sometimes face challenges regarding digital infrastructure, instructional resources, digital competence, and assessment and supervision. There are significant differences in the teachers' teaching strategies by trainings and technology integration practices by trainings and modality used. Furthermore, there are significant differences in the challenges in instructional resources, physical infrastructure, digital competence, and academic workload by years in service; challenges in digital competence by zone; and challenges in academic workload by age. The paper discusses the implications of the study on pedagogy, policy, and practice. Additionally, it contributes to the limited literature on science teaching during the COVID-19 pandemic by describing the challenges and practices of teachers in this context.
Teachers&apos; Perceived Barriers to Technology Integration during Online Learning
Author: Gesta, Mark Lester
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preservice Teachers,Mathematics Teachers,Technology Integration,Educational Technology,Barriers,Distance Education,Program Effectiveness,Student Attitudes,Student Characteristics,Correlation,Attendance,Foreign Countries

The COVID-19 pandemic has had a significant impact on education, forcing schools to close and move to remote learning. Prospective math teachers are particularly challenged by technology integration. This is because mathematics is a subject that is often taught in a traditional, lecture-based format. It can be challenging for prospective math teachers to find effective ways to use technology online to demonstrate teaching and learning mathematics. In this study, the researchers investigated the perceived barriers to technology integration experienced by prospective math teachers during emergency remote learning. This study used a descriptive correlational survey design given to fifty-one (51) respondents enrolled at Surigao del Norte State University (SNSU). Data analysis was performed using SPSS. Moreover, the researchers utilized descriptive statistics such as frequency distributions and measures of central tendency, and non-parametric tests such as Fisher's exact tests to treat the data. The results showed that the respondents demonstrated moderately positive beliefs regarding the appropriateness of curriculum content for the technology used and the complementarity of technology and content in the course. Second, the respondents generally had a high level of commitment to attending synchronous online learning sessions. Third, gender, age, and income class do not play a significant role in determining respondents' perceived barriers to technology integration. Lastly, there was no significant relationship between respondents' perceived barriers to technology integration and their self-reported attendance (p = 0.099). However, the p-value was close to the conventional threshold for statistical significance (p &lt; 0.05), suggesting that there may be a weak association between these two variables.
A Committee to Manage Innovative Learning Spaces: Balancing Committee Size, Cross-Campus Representation, and Decision-Making Power
Author: Leger, Andrew B.
Date: 2023-00-00
Type: Journal Articles
Subjects: Active Learning,Classrooms,Committees,Innovation,Foreign Countries,Facilities Management,Decision Making,Universities

The growth in active learning classrooms represents a major shift in the pedagogy and built environment of higher education. While a robust literature exists to discuss the development, use, and evaluation of these innovative learning spaces, the practical considerations of managing innovative learning spaces has not received the same level of attention. This article describes the management model at Queen's University, outlining key workflow considerations: committee size, cross-campus representation, and decision-making power. The conclusion sets out future research opportunities related to the institutional dynamics of innovative learning space management.
COVID-19 Pandemic and Online Classroom Interaction in the Japanese Context
Author: Christopher, Adam
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Barriers,Online Courses,COVID-19,Pandemics,Interaction,Coping,Faculty Development,College Faculty,Electronic Learning

This paper investigates the challenges EFL instructors faced while delivering online classes during the pandemic in Japan in order to help language instructors improve the quality of classroom interaction they provide. Semi-structured interviews were conducted with seven EFL instructors at the English Department of a Japanese university. Participants revealed how they overcame challenges to engage students in online class interactions. However, the instructors pointed out that the online pedagogical training that they had received was inadequate. The paper argues that universities should formulate standardized guidelines for online education and expand the opportunities provided for instructors to receive adequate training.
Exploring the Role of Environmental Features on Student Experience in the University Classroom with the Community of Inquiry Framework
Author: Kennedy, Heather R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Active Learning,Classroom Environment,Student Experience,College Students,Learner Engagement,Communities of Practice,Classroom Design,Preferences,Furniture,Projection Equipment,Student Satisfaction,Proximity

An &quot;active learning&quot; classroom design recognizes the importance of students becoming engaged in their own learning. Using a mixed-methods approach, this study compared student-reported data (n = 219) and used the &quot;community of inquiry&quot; framework to evaluate the impact of environmental features on students' experience. Students occupied traditional or active-learning classrooms, but the same course content was delivered by the same instructor. Findings indicate a preference for seating at tables versus fixed desks, appropriate personal space and sightlines to the teacher and projector screens, and gratification for forming social connections (i.e., social presence).
Peer Helpers at the Forefront of Mental Health Promotion at Nelson Mandela University: Insights Gained during COVID-19
Author: McConney, Angelique
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mental Health,Health Promotion,Peer Relationship,Helping Relationship,COVID-19,Pandemics,College Students,Student Needs,Psychoeducational Clinics,Psychoeducational Methods,Electronic Learning,Distance Education,Coping,Well Being,Workshops,Participation

Student counselling centres are struggling to meet the demand for mental health services, which has intensified in recent years. This challenge calls for innovative ways to address the mental health needs of students. During the COVID-19 pandemic the peer helpers at Emthonjeni Student Wellness at Nelson Mandela University facilitated innovative psycho-educational workshops, virtually. In reflecting on our journey, we realise our peer helpers were at the forefront of mental health promotion initiatives at a time when many of our students were in dire need of support. The workshops sensitised students to the importance of their mental health. Furthermore, the content discussed in the workshops offered valuable insights and tips on how students could manage various challenges. These tips could be applied, by participating students, to improve their coping and overall well-being before their mental health deteriorated. These peer-led initiatives expanded our reach and capacity during a period of great stress brought by the COVID-19 pandemic, and they will continue to do so beyond the pandemic. This reflective article shares the details of our virtual workshops and the insights gained from the process.
The Psychological Burden of the COVID-19 Pandemic among Students at a University of Technology in South Africa
Author: Masuku, Andile Samkele
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Psychological Patterns,School Closing,Universities,Student Attitudes,Mental Health,Coping,Barriers,Access to Education,Academic Achievement,College Students,Foreign Countries

The closure of universities as a response to the ongoing COVID-19 pandemic affects all students and has a far-reaching economic and psychosocial impact, especially for those students who come from marginalized and impoverished contexts. International research reports that students have struggled to cope with learning under unprecedented conditions, including not attending classes on campus. This study aimed to investigate the psychological burden of COVID-19 among students at a university of technology in the KwaZulu-Natal province in South Africa. A mixed-method approach was used to collect data from participants. The results revealed that several students struggled to cope, both mentally and academically, with the burden of COVID-19. Negative psychological experiences emerged among students as they faced numerous challenges. Therefore, it is recommended that students must be provided with resources that would enable them to thrive and recover from these negative experiences.
Investigation of Secondary Education Students&apos; Views and Purposes of Use of EBA
Author: Kalemkus, Fatih
Date: 2023-00-00
Type: Journal Articles
Subjects: Grade 12,Student Attitudes,Information Networks,Access to Information,Educational Technology,Foreign Countries,High School Students,Technology Uses in Education,Program Effectiveness

With this research, it was aimed to determine the educational Informatics Network (EBA) [Egitim Bilisim Agi] usage purposes of 12th grade students in secondary education institutions and their views on EBA. 452 students attending the 12th grade at six secondary schools randomly selected in the city center of Kars in the 2015-2016 academic year participated in this research. The questionnaire &quot;Students' Purposes of Using Educational Information Network (EBA) and Their Views on EBA&quot; was used to collect the research data using the scanning model. According to the research, it is seen that the general views of the students about EBA are not very positive. However, it was determined that the scores for using EBA were lower than the scores for opinions about EBA. It has been determined that the students' purposes for using EBA are mostly to learn the lessons and subjects that they have the most difficulty with.
New Higher Education Model? Degree Apprenticeships as a Strategy to Modernize Apprenticeships: Rationale, Current Development in the U.S., and a Conceptual Framework
Author: Voeller, Jooyoung
Date: 2023-00-00
Type: Journal Articles
Subjects: Higher Education,Models,Apprenticeships,Vocational Education,Global Approach,Knowledge Economy,Academic Degrees,Program Design,Program Implementation,Credentials,Community Colleges

Purpose: To better prepare young people for the increasingly complex world of work in the global knowledge economy, apprenticeships are receiving renewed attention in countries without a strong history of vocational education. One of the strategies to promote and modernize apprenticeships in these countries is to offer apprenticeships integrated into degree programs, known as degree apprenticeships at the tertiary level. However, little research has been done to explore this new degree pathway. The purpose of this study is to explore the rationales and recent development of degree apprenticeships in the U.S. and to present a conceptual framework for designing and delivering such programs. Approach: Through an extensive literature review, this study examines the underlying justifications for the integration of apprenticeships into degree programs. Subsequently, it delves into the current progress of degree apprenticeships in the U.S., substantiating the rationales. Finally, it explores multiple facets of degree apprenticeships, offering a conceptual framework for higher education institutions to consider when implementing such programs. Findings: This study discusses two rationales for degree apprenticeships. First, they enable permeability of vocational education credentials, one of the features of a robust apprenticeship system. Second, they also equip higher education institutions to effectively prepare young people for work in response to globalization. For these reasons, recently, community colleges, the primary vocational education providers in the U.S., have actively been implementing apprenticeships within degree programs. This study also outlines four interconnected dimensions of apprenticeships - occupational, pedagogical, relational, and aligned -- as a conceptual framework for implementing degree apprenticeships. Conclusion: By providing a useful context and framework for degree apprenticeships, this study contributes to the growing body of research on apprenticeships and provides a foundation for on-going research to advance the theory and practice concerning degree apprenticeships. Future studies can explore the process of implementing degree apprenticeships using the suggested framework and develop strategies to further modernize apprenticeships based upon this study.
SEM Modelling of Coronavirus Burnout and Psychological Resilience Affecting the Attitudes of University Students towards Distance Education
Author: Bingöl, Atilla
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Distance Education,COVID-19,Pandemics,Resilience (Psychology),Psychological Patterns,Correlation,Foreign Countries

This study aimed to make a comparison between the levels of attitudes towards Distance Education, Coronavirus Burnout and Psychological Resilience levels of university students in Turkey with the Structural Equation Modelling (SEM) and to determine the level of relationship among them during the pandemic period, which was defined as COVID-19 by the World Health Organization and declared as a global pandemic. In order to collect data from the sample, the Attitudes towards Distance Education Scale, the Coronavirus Burnout Scale and the Psychological Resilience Scale were implemented together. In the study, a structural model was tested by analysing the data obtained from the scales in order to determine whether the level of attitudes towards Distance Education is affected by the level of Coronavirus Burnout and Psychological Resilience. The findings of the analysis indicates that the level of Coronavirus Burnout negatively affects the level of Attitudes towards Distance Education, the level of Psychological Resilience positively affects the level of Attitudes towards Distance Education, and the level of Psychological Resilience negatively affects the level of Coronavirus Burnout. It is clear that there is a need for further measurement and evaluation in order to minimise the impact of global crisis periods on education and to produce effective and correct policies in the field of education. We believe that the findings of our study will help in the planning of national education systems in a more effective way after the COVID-19 pandemic.
Scoping Review of Positive Mental Health Research for Students in Vocational Education and Training
Author: Solberg, Stine
Date: 2023-00-00
Type: Journal Articles
Subjects: Mental Health,Well Being,Vocational Education,Educational Research,Secondary School Students,Foreign Countries,Psychology,Resilience (Psychology),Quality of Life,Dropouts,Educational Environment,Physical Activities

Context: In this scoping review, we examine the knowledge base concerning positive mental health studies for students in vocational education and training (VET). The VET student population embraces approximately 30-52% of secondary school students in the Nordic countries, and 40% of the global student population. The risk of early school leaving (ESL) is substantially higher in VET than in general education and mental health may be a relevant factor in this matter. Yet, an overview of mental health studies in VET is lacking and therefore, this article aims to map empirical research studies that have explored positive mental health in VET students. The positive mental health framework, with its origin in Antonovsky's (2002) salutogenesis and positive psychology, focuses on factors that promote mental health and wellbeing rather than taking on a pathological perspective. Methods: For our scoping review, we searched four databases, and 19 articles were found eligible for inclusion. These articles were systematically screened by means of a coding scheme to identify the following information: Country of origin of the study, its aim, research design, measures, conceptualization of mental health, and main findings. Results: The evidence suggests that positive mental health is understood as a multifaceted concept, and wellbeing is the dimension that is explored most often, followed by resilience and quality of life. The majority of the included studies used a validated questionnaire to assess various aspects of positive mental health, and most of them sought to explore correlations between different dimensions of positive mental health. Main findings of the studies suggest that a supportive school environment, physical activity, and a strong vocational identity may contribute to positive mental health for students in VET. Furthermore, correlations have also been identified between environmental factors and positive mental health. Finally, findings from the review illustrate how even small-scale interventions may have farreaching effects, due to the interrelatedness of the different dimensions within the positive mental health construct. Conclusion: Findings from this review illustrate that numerous factors may affect the wellbeing of students in VET. In particular, a strong vocational identity, a supportive school environment, and physical activity may contribute to positive mental health. These findings suggest that VET teachers may promote the wellbeing of their students by providing a supportive psychosocial learning environment at school.
The Effect of Immersive Reality on Science Learning: A Meta-Analysis
Author: Akbay, Ebru
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Simulation,Science Achievement,Program Effectiveness,Educational Technology,Instructional Program Divisions,Intellectual Disciplines,Geographic Location,Foreign Countries

The study aims to investigate the effects of immersive reality applications on students' science achievement. For this purpose, 1,323 articles reporting the effects of immersive reality applications on students' science achievement were examined. The following databases were searched for articles: National Thesis Center, Google scholar, Scopus, ProQuest, SAGE Journals Online, Tylor &amp; Francis, ScienceDirect, and Turkish academic database. 32 effect size values from 23 studies that fit the including criteria determined before the study were included in the meta-analysis. The meta-analysis revealed that the immersive reality applications have a statistically significant effect (Hedge's g = 0.89) on science achievement based on the random effect model. In addition, distribution of the effect sizes was heterogeneous (Q = 300.86, p = 0.000). Therefore, the effects of immersive reality application on achievement within different subgroups were also examined. The subgroups were defined by (i) grade levels in which the studies conducted, (ii) academic discipline in which the study took place, (iii) immersive reality application types, and (iv) location where the study was conducted (in or out of Turkey). Statistical significance between group effect was only observed between the groups defined by the place of study conducted (in vs out of Turkey).