ethanporcaro/eric-fulltext-meta huggingface dataset:
A Critical Conversation with Alexandra Elbakyan: Is She the Pirate Queen, Robin Hood, a Scholarly Activist, or a Butterfly Flapping Its Wings?
Author: Elbakyan, Alexandra
Date: 2021-00-00
Type: Journal Articles
Subjects: Web Sites,Access to Information,Scientists,Information Dissemination,Publications,Research,Publishing Industry,Open Educational Resources,Distance Education

The conversation with Alexandra Elbakyan intends to explore the Sci-Hub phenomenon and the core motives that initiated Sci-Hub. Accordingly, Sci-Hub is an open science project that has gone viral and is driven by people who pursue knowledge. The core idea behind the Sci-Hub is very simple: people should have access to knowledge without any restrictions. Elbakyan argues that science should be ruled by the scientist, not by the corporations. It is here, in a publish or perish scholarly world, that Sci-Hub aims to give control back to scientists and empower them. Elbakyan claims that for-profit corporations are gatekeeping knowledge, whereas Sci-Hub is disseminating it for the greater good. The conversation with Elbakyan about Sci-Hub raises a critical question for us to answer: Who is the real owner of the information?
Chinese Parents&apos; Perception of Emergency Remote K-12 Teaching-Learning in China during the COVID-19 Pandemic
Author: Zhang, Tianhong
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Emergency Programs,Distance Education,Electronic Learning,School Closing,COVID-19,Pandemics,Educational Technology,Technological Literacy,Learner Engagement,Educational Quality,Synchronous Communication,Elementary Secondary Education,Foreign Countries

After Chinese government firstly released COVID-19 outbreak news in the world, the Chinese educational system launched the emergency remote teaching-learning (ERT) as the response to COVID-19 as new virus pandemic with the mission of &quot;suspending schools without stopping teaching-learning&quot;. The challenges that teachers, students and parents encountered and the ed-tech strategies that teachers and schools used in terms of effective remote teaching-learning has got the attention from the countries around the world. Since parents are the significant stakeholders of K-12 education, for better understanding the challenges in emergency remote teaching-learning from parents' lens, their reactions are worth a word. In this qualitative case study, parent participants (N=741) from 16 provinces in mainland China gave responses to four open-ended questions in the web-based questionnaires released on wjx.cn ([Chinese characters omitted]). The themes emerged from the thematic analysis. The participants emphasized that online teaching-learning can't replace face-to-face one in the brick-and-mortar classrooms in terms of &quot;no learning atmosphere&quot; from the perspectives of students' behavior, cognitive and emotion engagement. Parents held a pessimistic attitude towards the quality of online teaching. Parents argued that remote teaching-learning would be a disaster for students with poor self-regulation and learning autonomy. In depth, the parent participants' concerns about emergency remote teaching-learning mirror the challenge of accountability in remote education. The current study suggests the school administrations to develop the systematic professional development programs for training the collaboration among in-service teachers, students and their parents how to develop online learning community and keeping student engagement in remote learning.
Examination of Postgraduate Theses on Virtual Reality in the Field of Social Sciences in Turkey
Author: Altinpulluk, Hakan
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Computer Simulation,Distance Education,Foreign Countries,Access to Education,Content Analysis,Social Sciences,Computer Software,Teaching Methods,Research Methodology,Information Retrieval,Universities,Computer Games,Masters Theses,Educational Technology

The aim of this study is to examine the open access theses in the Social Sciences group with virtual reality in the title of the review results made in the Council of Higher Education Thesis Center, through systematic review and content analysis method. It is thought that this study will narrow the wide scope of the notion of virtual reality and can describe the change and development over the years in the context of the field of social sciences. In the research, 54 postgraduate theses were examined and the distribution of the theses with virtual reality in their title were analyzed according to the years they were published, by type, by languages, by universities, by departments, according to the purpose of theses, by type of virtual reality software used, by type of virtual reality hardware, by the names of software and hardware. Since theses on educational sciences were intense, analysis was also carried out according to research methods, data collection tools and samples. In addition, the distribution of keywords in theses was also determined. Based on the obtained data, the highest number of theses was reached in 2019, while most of the theses were completed as master's thesis. While theses on virtual reality are mostly completed at Bahçesehir University, they intensify on the Department of Computer Education and Instructional Technology in terms of department type. In the theses, especially virtual reality game experiences are aimed. 3600 Video and 3D Games are the most used software types, while the Virtual Reality Headsets are the most used hardware. Oculus Rift is the most used virtual reality hardware brand. Beside these, it is found that quantitative method is mostly preferred, the most used data collection tool is questionnaire, and the most used sample group is undergraduate students.
Reflections on the 21st Century Skills into the Curriculum of Social Studies Course
Author: Erol, Hüseyin
Date: 2021-04-00
Type: Journal Articles
Subjects: 21st Century Skills,Social Studies,Curriculum Implementation,Citizenship Education,Thinking Skills,Soft Skills,Innovation,Creativity,Information Literacy,Media Literacy,Technological Literacy,Grade 4,Grade 5,Grade 6,Grade 7,Foreign Countries

This study aimed to investigate the reflections of the 21st century skills into the curriculum of social studies course in Turkey. The classification made by the institutions classifying the 21st century skills in line with this objective has been examined and the classification made by the Partnership for 21st Century Skills (P21) has been considered as it has been generally accepted. The study investigated the reflections of the 21st century skills on social studies curriculum being subject to detailed content analysis. Accordingly, the basic approach of the curriculum was examined as to whether these skills were included in terms of the values in learning outcomes. Among qualitative research methods, the document analysis technique was used in the study. The results have shown that the 21st century skills are largely included in the social studies curriculum. However, the 21st century skills are not included in the curriculum as a concept. The main components of the 21st century skills are not equally included in the curriculum. Those included most information, media and technology skills (6 sub-skills) and learning and innovation skills (5 sub-skills). The life and professional skills were included least (2 sub-skills). It has been found out that creativity and innovation, information and communication technologies literacy, social and multicultural skills, which are within the 21st century skills, are included in the Social Studies curriculum as innovative thinking, digital literacy and social participation skills. However, there was no explanation regarding how those skills intended to be acquired. The flexibility and adaptability, productivity and responsibility, leadership and responsibility skills were not directly included in the curriculum. The concept of information literacy that came into prominence in the 21st century was mainly reflected in the social studies course curriculum with the skill dimension. Accordingly, the media literacy, financial literacy, digital literacy, political literacy, map literacy and environmental literacy have been included widely. Considering the 21st century skills, the social studies curriculum can be updated. Distribution of these skills on class levels can be done in a more balanced manner. The 21st century perspective can be evoked in the basic approach and philosophy of the curriculum.
Experiences and Perceptions of Exchange Students Learning Online during the COVID-19 Pandemic in the Republic of Korea: An Exploratory Descriptive Study
Author: Stewart, William H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Experience,Student Attitudes,Foreign Students,Distance Education,Electronic Learning,COVID-19,Pandemics,Foreign Countries,Emergency Programs,College Students,Learning Experience

The COVID-19 pandemic forced schools worldwide to suddenly transition to remote learning. The change forced students, who might not choose to take distance education courses, to adjust to a new way of completing their coursework. Further, this impacted certain student groups like exchange students more adversely since distance courses complicated academic exchanges by rendering short-term exchange students isolated on an empty campus in a foreign country, all while recently arriving to both. There are many intrinsic hardships to academic exchanges but there is a lack of research on exchange students' experiences learning online when immediately transitioning from face-to-face courses to emergency remote or online courses under such circumstances. This exploratory descriptive study investigated exchange students' experiences learning online during the COVID19 pandemic in the Republic of Korea. 140 exchange students responded to a survey about their experiences and perceptions of their online courses. The quantitative results in this study show a relatively ambivalent experience in terms of quality &quot;Teaching and Learning Processes,&quot; &quot;Course Structure,&quot; and &quot;Student Support,&quot; although students had both good and bad experiences. Qualitative data provided insight into the desired but missing aspects of exchange students' ERT experiences: communication from faculty, interaction with other students, and feedback on their work.
The Effect of Self-Regulated Strategy Education on the Writing Skills of Middle School Students
Author: Türkben, Tuncay
Date: 2021-04-00
Type: Journal Articles
Subjects: Learning Strategies,Self Control,Writing Skills,Middle School Students,Writing Instruction,Grade 6,Foreign Countries,Writing Achievement

This study was conducted to investigate the effect of education based on Self-Regulation Strategy Development Model on the writing skills development of 6th grade (middle school) students. In this study, a pretest-post-test, quasi-experimental method with control group was used. The sample of the study consists of 60 students enrolled in two public middle schools affiliated with Aksaray Central Provincial Directorate of National Education. These two schools were determined as experimental and control groups randomly. The implementation of the study, which included two groups designated as experimental and control groups, was completed in 12 weeks, 2 lesson hours per week. In the collection and evaluation of the data, narrative and informative texts written by students, the Attitude Towards Writing Scale (ATWS), the Self-Regulated Writing Scale (SRWS) and the Ranked Scoring Key for the Evaluation of Written Expression (RSKEWE) were used. SPSS 24 program was used to analyze the data. As a result of the study, it was seen that the experimental group students' written expression skills, writing self-regulation skills and writing attitudes levels were significantly higher compared to the control group students'.
Turning Social Problems Determined by Pre-Service Teachers into Course Content in Primary Education
Author: Taneri, Ahu
Date: 2021-04-00
Type: Journal Articles
Subjects: Social Problems,Course Content,Elementary Education,Preservice Teachers,Lesson Plans,Teaching Methods,Values Education,Social Values,Moral Values,Instructional Program Divisions,Competency Based Education,Consciousness Raising,Foreign Countries

In the present study, after 109 pre-service teachers had completed at least one of the teaching practice or teaching practicum courses, their styles of identifying social problems and adapting social problems into lesson contents were examined. The pre-service teachers' perceptions of social problems, the values they want to teach while transforming social problems into course content, key competencies, and the teaching method and techniques they prefer to use were analyzed. In addition, the grade levels and primary school lessons at which they intended to teach social problems were also examined. As a result, it was concluded that the pre-service teachers were able to handle social problems within national and international contexts and turn them into course contents.
Higher Education in India: Challenges and Opportunities of the COVID-19 Pandemic
Author: Gope, Prakash Chandra
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,COVID-19,Pandemics,School Closing,Distance Education,Educational Technology,Technology Uses in Education,School Schedules,Disease Control,Online Courses,Student Attitudes,Blended Learning,Conventional Instruction,Teaching Methods,Hygiene,Sanitation,Safety,Health Behavior

The higher educational institutions and universities were forced to be shut down due to the COVID-19 pandemic and came up with an alternative to resume the teaching-learning process via a digital mode of education. Due to many shortcomings in the digital mode of education, it is now necessary to reopen educational institutions. As students are important stakeholders, the views and suggestions are necessary before actually taking a decision on reopening the educational institutions. With objectives on reopening of educational institutions, modification in the course curriculum due to many problems faced by students during online teaching-learning process, health and safety protocols to be followed, etc, 21 questions are designed. Likert scale is used in data collections and analysed using various statistical tools. The students have different views on the reopening of the institutions during the COVID-19 pandemic. The practical or project-based course curriculum irrespective of offline or online mode of teaching is suggested by most of the students. On the health and safety protocols, the percentage of students giving priorities for creation of disinfection room, hand sanitization station entry and common places and regular health checkup are 74.82%, 80.69% and 74.48%, respectively. On the issue of the health and safety rule implementation, 92.4 % of students committed to pledge to adhere to the health and safety protocols, but 72.9% of students expressed that it would be difficult to enforce health and safety measures to the students inside the institution.
Identifying Parents&apos; Home-schooling Experience during COVID-19 Period
Author: Nayir, Funda
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Home Schooling,Experience,COVID-19,Pandemics,Elementary School Students,Parent Role,Electronic Learning,Empowerment,Elementary School Curriculum,Parent Teacher Cooperation

The COVID-19 outbreak continues to be a vital phenomenon that no human alive has ever experienced before and that affects all people globally in a similar way. Within the scope of COVID-19 measures, parents have played an important role after closing schools and starting home-schooling. In this study, home-schooling experiences of parents with children in primary school during the pandemic period were examined. A descriptive quantitative study was planned in order to determine the problems that parents/caregivers have encountered in the period since the beginning of COVID-19. The participants of the study were 366 parents with children in primary school between June and October 2020. Data analysis was conducted through descriptive statistics, frequency and percentage analysis. After the data analysis, four main themes emerged: curriculum, learning at home, staying connected and overall perspectives. It was determined that parents had difficulties, especially in curriculum, learning at home themes and sub-themes. In terms of research findings, parents/caregivers are expected to have as much knowledge of curriculum and pedagogy as a teacher, as well as technology knowledge as an expert to solve technological problems.
Neoliberalism Crisis and the Pitfalls and Glories in Emergency Remote Education
Author: Toquero, Cathy Mae D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Neoliberalism,Distance Education,Pandemics,COVID-19,Educational Change,Higher Education,Crisis Management,Teaching Methods,Online Courses,Educational Finance,Information Technology,Developing Nations,Foreign Countries

COVID-19 has brought terrors to the situations of the most vulnerable countries and marginalized communities on a macro-scale. Not only has this pandemic affected millions of lives that ignited a worldwide crisis in the lens of health care and the economy, but it also outraged social and digital divides that heighten the gateways for neoliberalism to spiral during the pandemic. This article reflects on the dichotomy brought by the COVID-19 pandemic in Higher Educational Institutions in the Philippines. The implementation of emergency distance learning poses unfamiliarity in the education sector given the constraints in technological, logistics, and financial resources. Conversely, the crisis establishes opportunities for online learning to a scaffold in exploring, highlighting, and strengthening new ways of learning post-pandemic. In a nutshell, this crisis has given tons of lessons learned in terms of widening academic horizons for the improvement of online learning integration in the educative process of a developing country in the next normal.
Status and Trends of Mobile Learning in English Language Acquisition: A Systematic Review of Mobile Learning from Chinese Databases
Author: Jie, Zhang
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Meta Analysis,Trend Analysis,Teaching Methods,Technology Integration,Foreign Countries,Telecommunications,Handheld Devices,Higher Education,Research Reports,English (Second Language),Educational Trends,Databases

Mobile learning has become the potential for innovation and disruption in the last decade. This study reviewed Chinese scholarly publications related to mobile learning research and published related to teaching and learning English in China's higher education. Its purpose is to enrich systematic reviews for digital education with the provision of mobile learning research in China's context with academic findings inaccessible to those who do not speak Chinese. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) principles are used to provide a transparent synthesis of extant studies. Major findings include that English learning has made progress in teaching strategy, pedagogical practice, and teaching model related to mobile technology, but a concern emerges in how teachers integrate technology into pedagogy appropriately to achieve the outcome beyond traditional teaching. The findings suggest further studies to analyse teachers' needs in disruptive education in China.
Testing the Effects of Technological Barriers on High School Teachers&apos; Role in Technology Integration
Author: Hamutoglu, Nazire Burcin
Date: 2021-00-00
Type: Journal Articles
Subjects: Barriers,Technology Integration,High School Teachers,Teacher Role,Technology Uses in Education,Instructional Improvement,Foreign Countries,Computer Attitudes,Teacher Attitudes,Regression (Statistics)

The extent of barriers in technology integration that teachers have faced in the teaching-learning process has long been the focus of researchers. The main purpose of the current study is to map the perceived internal and external barriers of teachers on TAM while integrating technology into their classroom. The proposed comprehensive model was extended with the internal and external barriers and analyzed by the structural regression technique. The findings, from a sample of 399 teachers across Turkey, show that internal technology barriers have a direct effect on perceived usefulness, perceived ease of use, attitudes, and behavioural intention. External technology barriers do not have a direct effect but have an indirect effect on perceived usefulness, perceived ease of use, attitudes and behavioural intention. Finally, the findings show that external technology barriers have a direct impact on internal technology barriers.
Visual Attention to Cued Targets in Simulated Aided Augmentative and Alternative Communication Displays for Individuals with Intellectual and Developmental Disabilities
Author: Wilkinson, Krista M.
Date: 2021-05-00
Type: Journal Articles
Subjects: Augmentative and Alternative Communication,Intellectual Disability,Developmental Disabilities,Visual Stimuli,Visual Perception,Eye Movements,Autism,Pervasive Developmental Disorders,Down Syndrome,Speech Communication,Cues,Children

Purpose: Many aided augmentative and alternative communication (AAC) systems require the use of an external display that is represented via a visual modality. It is critical to evaluate and understand visual-perceptual processing in individuals with disabilities who could benefit from AAC. One way to evaluate how individuals process visual materials is through research-based automated eye-tracking technologies that obtain a fine-grained stream of data concerning gaze paths of visual attention. Method: The current study examined how individuals with autism spectrum disorder (n = 13), Down syndrome (n = 13), intellectual and developmental disabilities (n = 9), or typical development (n = 20) responded to a spoken prompt to find a thumbnail-sized navigation key within a complex AAC display, including a main visual scene display (VSD) and a navigation bar of four thumbnail-sized VSDs. Stimuli were presented on a monitor containing automated eye-tracking research technology that recorded patterns of visual attention. Results: Participants across groups spent more time fixating on a target thumbnail VSD navigation image after the presentation of the spoken cue to look at the target, compared to before the presentation of the spoken cue; they also spent more time looking at the target thumbnail VSD than the other thumbnail-sized VSDs in the navigation bar after the cue. Discussion: Participants were able to locate the target thumbnail VSDs, even within the context of a visually complex AAC display. Implications for the design of AAC displays and for assessment of comprehension are discussed.