ethanporcaro/eric-fulltext-meta huggingface dataset:
ICT Perspectives of Productive and Sustainable Development for 21st Century Higher Education Institutions
Author: Dwivedi, Vedvyas J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,Sustainable Development,Educational Technology,Technology Uses in Education,Artificial Intelligence,Computer Simulation,Rural Areas,Barriers,Access to Computers,Teacher Competencies,Teacher Education,Foreign Countries,Technology Integration,Teaching Methods,College Administration,Leadership Responsibility,College Faculty,School Personnel

21st Century higher education aims to improve society through quality education and research. Productive transformation of teaching, learning, and evaluation processes in higher education institutions (HEIs) is possible through full-fledged implementation of breakthrough-technologies in 21st-Century HEIs. ICT, Artificial Intelligence and Augmented-Virtual Reality present both opportunities and challenges for rural and remote areas in developing and underdeveloped countries. The responsibilities of the leadership of HEIs to promote ICT-integrated pedagogy, staff-training and up-grading of infrastructure are discussed. Prevailing trends, approaches, hurdles, and future requirements of ICT-infrastructure, usage and training are presented based on analysis of data collected through qualitative survey research conducted in India for a population of 583 multidisciplinary respondents. 89.7 percent of respondents are highly qualified with research degrees having experience of 12-35 years. The results are expected to motivate policymakers to enhance sustainable productivity by promoting ICT-digital technologies. The authors discovered lack of motivation, willingness, training opportunities, and facilities as barriers to adopting ICT at HEIs.
Does Teacher Training Narrow the Educational Gap between Urban and Rural Students? Empirical Evidence from CEPS Baseline Data
Author: Sun, Ran
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Academic Achievement,Urban Schools,Rural Schools,Rural Urban Differences,Achievement Gap,Educational Quality,Student Characteristics,Family Characteristics,Institutional Characteristics,Grade 7,Grade 9

Based on the baseline data of the China Education Panel Survey, this paper explored the relationship between teacher training and academic performance in urban and rural samples respectively and the impact of teacher training on the urban-rural gap of students' academic performance. The results showed that: firstly, there was a significant urban-rural gap in academic performance, and the gap in high quantiles and language subjects were even larger. Secondly, the results of unconditional quantile regression showed that teacher training could improve the performance of urban students with different academic levels and rural students with intermediate or above academic levels, but it cannot improve the performance of rural students with lower academic levels. In addition, the overall effect of teacher training in urban areas is significantly higher than that in rural areas. Thirdly, different quantiles of Oaxaca-Blinder decomposition found that the endowment effect and the coefficient effect of teacher training were the important causes of the urban-rural performance gap, but the relative sizes of the two were different according to the different grades and different quantiles of performance distribution. Therefore, to increase the training opportunities and improve the training quality of rural teachers as well as enhance the resource conversion rate of rural students are of great practical significance for narrowing the urban-rural performance gap.
On the Varying Effectiveness of Computer/Mobile-Assisted Language Learning
Author: Ben-Itzhak, Svetla
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Telecommunications,Handheld Devices,Second Language Instruction,Educational Technology,Instructional Effectiveness,Teacher Competencies,Technology Uses in Education,Barriers,Language Teachers,Decision Making

Educational technology has evolved tremendously over the past fifty years. Computer- and mobile-assisted tools have enabled language learning to take place anytime and anyplace. This paper examines the effectiveness of computer/mobile-assisted language learning (C/MALL) by reviewing findings as reported in the literature and by discussing benefits as well as issues linked with using technology in second/foreign (L2) language education. Overall, despite reports that technology has enhanced language instruction and acquisition, some find that it has not been as effective as anticipated or may have even impeded learning. This paper argues that the deciding factor defining the depth and breadth of technology's effectiveness, in and outside of the classroom, is the teacher. Good teachers must precede technology for it to be effective in language learning. To improve the likelihood of effectively employing technology, this paper outlines key questions for teachers to consider when deciding whether to include technology in language instruction.
Review of Prevailing Trends Barriers and Future Perspectives of Learning Management Systems (LMSs) in Higher Education Institutions
Author: Sharifov, Mahammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Integrated Learning Systems,Technology Uses in Education,Educational Technology,Program Effectiveness,Barriers,Open Source Technology,Computer Software,Foreign Countries

Online learning has become increasingly popular as education continues to revolutionise with existing and evolving technologies. Institutions and organisations alike are utilising online learning to meet the demands of learners for a more convenient and adaptable Technology Enhanced Learning (TEL) system to sustain a progressive pedagogy. An online portal provides a platform for students to effectively study various courses with self-assurance; supported by various institutions to ensure the accuracy of information available. The aim of this review is to provide an informed overview of e-learning platforms and review different features of Learning Management Systems (LMSs), while exploring its implications, general issues and challenges. It also discusses the e-learning pedagogical perspective in Azerbaijan. The review adopted the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist for the standard reporting.
The Influence of School Loose-Tight Culture on Bullying of Middle School Students: The Mediating Role of Collective Moral Disengagement and Collective Efficacy
Author: Wang, Lei
Date: 2021-00-00
Type: Journal Articles
Subjects: School Culture,Middle School Students,Bullying,Moral Values,Predictor Variables,Foreign Countries,Group Dynamics,Educational Environment

To explore the relationship and mechanism of school loose-tight culture to middle school bullying, a total of 808 students were selected from three middle schools in Dehong Prefecture, Yunnan Province of China, to conduct a questionnaire survey. The study used the school loose-tight culture scale, the collective moral disengagement scale, the collective efficacy scale, and the bullying scale for middle school students. The results showed that: (1) school loose-tight culture significantly predicted the occurrence of school bullying; (2) school loose-tight culture was significantly negatively correlated with collective moral disengagement and school bullying but positively correlated with collective efficacy. Further, collective moral disengagement was significantly positively correlated with school bullying, but collective efficacy was significantly negatively correlated with school bullying; and (3) school loose-tight culture inhibited school bullying through the dual mediating effects of collective moral disengagement and collective efficacy at the same time.
The Role of China&apos;s Teaching Research System in Promoting Evidence-Based Reform in Education: A Case Study of Jiangsu Province
Author: Zhou, Shike
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Foreign Countries,Evidence Based Practice,Educational Change,Communities of Practice,Longitudinal Studies,Academic Standards,Educational Policy,Specialists,Measures (Individuals),Elementary School Students,Middle School Students,Outcomes of Education,Models,Secondary School Students

Teaching research system is a unique professional community of education and teaching research in China. It is an important driving and leading force in promoting evidence-based reform in education in China. Using fifteen-year exploration of evidence-based reform in education in Jiangsu Province as a case, this paper presents the ways and characteristics of evidence-based reform in education in China, with a focused analysis of the role of teaching research system in the reform. Despite its uniqueness, China's evidence-based reform in education can still contribute experience to its world counterpart.
Partnerships Compass: Guiding Questions for Equitable and Impactful Engineering Community-Engaged Learning
Author: Brubaker, Eric Reynolds
Date: 2022-00-00
Type: Journal Articles
Subjects: Equal Education,Engineering Education,Partnerships in Education,Outcomes of Education,School Community Relationship,Service Learning,Theory Practice Relationship,Learning Processes,Cross Cultural Studies,Risk,Cultural Differences,Goal Orientation,International Cooperation,College Faculty,Nonprofit Organizations,Nongovernmental Organizations,Private Sector,Universities,Institutional Mission,Business,Graduate Students,Undergraduate Students

Campus-community partnerships are integral to community-engaged learning, service-learning and similar pedagogies that extend project-based learning beyond the classroom into &quot;real world&quot; communities. Community-engaged courses have increased in prevalence in engineering education. Evidence suggests that they are effective at connecting engineering theory to practice, engaging students motivated to &quot;make an impact,&quot; and preparing students for global and multicultural collaboration. In community-engaged courses, campus partners (students, faculty, staff) and community partners (individuals or organizations from non-academic communities) collaborate on an engineering project that, if successful, benefits community members and contributes to student learning. However, partner relations are not always a primary focus, and partnerships can flounder and fail resulting in limited or imbalanced outcomes, dissatisfaction among partners, or even harm. Building upon documented principles for community engagement and frameworks such as critical service-learning, this paper directs attention to the relationships between campus and community partners as a crucial yet under-studied aspect of engineering community-engaged learning. We interviewed 22 campus and community partners involved in engineering projects spanning seven engineering colleges and five continents. The findings are presented in the form of a Partnerships Compass with guiding questions for nurturing partnerships that are both impactful (in achieving partners' collective goals) and equitable (in attenuating power imbalances, unequal risks of harm, and outcome disparities between partners). Ultimately, the paper aims to provide a timely perspective and actionable tool for engineering instructors, students, and community partners who aim to jointly build enduringly equitable and impactful partnerships.
Advancing Building Energy Retrofit Industry through Engaged Scholarship
Author: Safari, Mahsa
Date: 2022-00-00
Type: Journal Articles
Subjects: Energy,Energy Conservation,Program Descriptions,Educational Innovation,Building Design,Industry,School Business Relationship,Dining Facilities,Retailing,Food,Engineering Education,Costs,Building Conversion,Experiential Learning,Flipped Classroom,Architectural Education,Course Descriptions,State Universities

This paper outlines the result of an innovative program to develop a competency-based curriculum and a work process to engage students in energy assessment of small commercial buildings in their community. Throughout the resulting course, &quot;Leadership in Building Energy Efficiency (LBEE),&quot; students were trained to gather buildings' energy-related data and make recommendations for potential courses of action. The program facilitated energy assessment for 45 commercial buildings and supported the development of a retrofit plan with financing in place for nearly 30 of these projects. The purpose of this collaborative program was to advance building energy efficiency through the introduction of new methods and processes leading to financially viable energy retrofits of small commercial buildings. The program focused on assisting small restaurants, grocery stores and other food sales/services that are low-profit- margin and usually lack the ability to manage and finance energy efficiency improvements. As a result of this program, students got engaged in making long-term improvements in their communities. Additionally, they gained the real-world skills necessary to develop and execute energy retrofit projects for other customer segments as part of their careers. The program is broadening and scaling up to include other building use types and aims to be part of the development pipeline for energy retrofit projects in a way that develops students' capabilities, increases the knowledge of building owners and operators, and reduces the development costs of energy service firms and third-party financers.
Driving Transformational Sustainability in a University through Structural and Academic Innovation: A Case Study of a Public University in Spain
Author: Serna, Jaime Moreno
Date: 2022-00-00
Type: Journal Articles
Subjects: State Universities,Case Studies,Sustainability,Engineering Education,Foreign Countries,Masters Programs,Sustainable Development,Institutional Mission,Educational Innovation,Educational Change,Transformative Learning,Trust (Psychology),Income,Educational Opportunities,College Faculty

Higher education institutions (HEIs) are increasingly engaged in the urgent and important work involved in the global transition towards sustainable development. They are potentially well suited to address key challenges, being as they are knowledge and talent 'factories'. Beyond their educational mission, HEIs are particularly well placed to convene other actors as well as enable the conscious collision of disciplines in pursuit of solutions. However, academic programs that ostensibly focus on sustainability are in fact too narrow in scope and can stand isolated. The academic custom disciplinary and organizational silos can also exacerbate the intellectual and structural difficulties to fuller immersion in sustainability by the academy. Using a case-study approach, we examine an academic innovation (Master's Program in Strategies and Technologies for Development), and a structural innovation (Innovation and Technology for Development Centre, itdUPM), two discrete change agency initiatives at Universidad Politécnica de Madrid. Going on to explore the interactions between the Master's and itdUPM, the case identifies how the latter structural innovation as a supporting structure enables the development of transformational sustainability at the university-level, generating long-term societal impacts through a transformative learning. Our findings suggest that pan-institutional inter-disciplinary sustainability-oriented programs may serve as a powerful lever for HEIs to contribute to sustainability challenges, representing vehicles for effecting change within an institutional context. Nevertheless, academic innovation is considered a necessary condition, but is not sufficient alone. The case shows that the innovation processes must go beyond the borders of educational programs to promote changes in the internal structure of universities and new multi-stakeholder ecosystems. They may furnish learning and research opportunities for students and staff, and income generating activities for universities. However, to keep this &quot;virtuous loop&quot; active at HEIs, innovative intermediate structures such as itdUPM are required to cultivate trust capital and foster value creation.
Household Energy in Guatemala: An Interdisciplinary Course Series Integrating Learning, Research, and Praxis for Impact
Author: MacCarty, Nordica
Date: 2022-00-00
Type: Journal Articles
Subjects: Engineering Education,Foreign Countries,State Universities,College Faculty,Study Abroad,Energy,Public Policy,Rural Areas,Partnerships in Education,Nongovernmental Organizations,Entrepreneurship,Researchers,Usability,Manufacturing,Food,Financial Support,Course Descriptions,Program Descriptions,Cooking Instruction,Income,Undergraduate Students

Many of today's engineering students are seeking international, intercultural, and interdisciplinary educational opportunities that involve acquiring real-world project experiences while working toward making a difference in communities. Even as university teaching and learning is tied to terms and learning modules and therefore has certain constraints, educational programming should be balanced with lasting contributions to long-term goals of the partners and communities with which they interact. To achieve these goals, Oregon State University's humanitarian engineering program offered a two-part faculty-led study abroad course focusing on technologies and policies to meet household energy needs in rural Guatemala. During a 1-credit background course, a triad of stakeholders worked together to identify and formulate research questions for student-led team projects. These projects supported current and long-term objectives of the partnering researchers, U.S.- and Guatemala-based NGOs, local entrepreneurs, and communities in Guatemala. The research questions were then investigated during a 3-credit summer field course that followed. For the NGO and OSU researchers, these goals included gathering systematic data regarding user perceptions and adoption of the technologies for donor reporting requirements, measuring performance, facilitating co-development of user-driven designs, evaluating new usability protocols, and developing new sensor-based monitoring tools to quantify impact of cooking technologies. For the local manufacturing partner EcoComal, the primary goals involved improving workflow processes, optimizing stove performance, and contributing to manufacturing cookstoves. Communities were also supported through income-generating opportunities and subsidized cookstove distribution. Results showed that through this model both praxis and knowledge were advanced, partner projects and missions were supported, new technologies were commercialized, and data collected contributed to support donor financing and publications. Lessons learned point to the value of long-term partnerships outside of the course itself, the need for attention to fair trade learning and communication, and preparing for flexibility in the field when executing the projects.
Localized Engineering in Displacement: An Alternative Model for Out-of-School Youth and Refugee Students to Engineer Their Own Solutions for Their Own Communities
Author: DeBoer, Jennifer
Date: 2022-00-00
Type: Journal Articles
Subjects: Refugees,Homeless People,Authentic Learning,Engineering Education,Capacity Building,Critical Theory,Social Justice,Design,Outcomes of Education,Self Concept,Personal Autonomy,Partnerships in Education,Out of School Youth,Service Learning,Gender Differences,Barriers,Foreign Countries,Community Needs,African Languages,Second Language Learning,English (Second Language)

Displaced learners, uprooted because of conflict, poverty, or other major traumas, are often shut out of opportunities to learn engineering. At the same time, fragile contexts demand engineers' expertise, but experts and their engineered solutions are often called in from outside the community. In this article, we examine engineering learning as a vehicle for development in displaced communities by expanding the representation of engineers to explicitly include refugees and formerly homeless youth. We describe an alternative, co-created approach to providing authentic engineering learning through a framework called Localized Engineering in Displacement. Grounded in principles of critical pedagogy and social justice, this framework is structured to integrate technical content, professional skills, and engineering design, all focused on needs identified by the local students themselves. The Localized framework encompasses the curriculum itself, the collaborative attitudes and humility of partners involved, the prioritization of local engineers' learning pathways, the pedagogical capacity building of local instructors, and the institutional partnerships required to recognize and implement students' work. In addition to describing our framework and situating it in the literature, we document two major program outcomes: empowered identity and community impact. Refugee learners and former street youth in the community develop their self-image as engineers, especially after being in positions of low levels of agency or control over their lives. The keystone to the program is our collaboration with local learning spaces (usually in-country implementing NGOs) and community institutions to invest in long-term implementation of solutions. We discuss multiple aspects of community impact, including the engineered products that student members of low-resource communities create, ongoing community teacher development, and collaborative research.
The Peugeot Center Model and Mentoring Explored through a Case Study of the Design and Installation of a Potable Water System in Guatemala with ADICAY
Author: Dodson, Kirsten Heikkinen
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering Education,Developing Nations,Service Learning,Models,Mentors,Water,College Students,Professional Personnel,Nongovernmental Organizations,Partnerships in Education,Program Effectiveness

At the Peugeot Center for Engineering Service in Developing Communities at Lipscomb University, seventeen years of experience have provided the foundation for a program that creates lasting impact. In comparison to other service learning or humanitarian engineering programs, the Peugeot Center is unique in that it achieves substantial impact on students, communities, and engineering professionals. This paper describes the model and mentoring employed by the Peugeot Center with supporting examples from a recent project. The case study describes a potable water system that was designed by a team of students, a professional engineer, and a partnering organization in Guatemala called ADICAY. Though the professional engineer and ADICAY supported the overall design work, the students supported the project by completing a site survey, designing the piping layout, and leading the onsite construction. Through mentoring from the professional engineer, the students developed skills in project management, teamwork, communication, and ethical decision-making. The professional engineer noted the opportunity to use their engineering skills to serve others as a primary reason for involvement. By partnering with ADICAY, the students learned about the complex cultural, social, economic, and environmental impacts of their engineering work. The installed system provides potable water to 113 household taps in a rural Mayan community. A medical clinic held before and after the installation of the water system showed a reduction in water-borne illness diagnoses from 40% to 11%. Additionally, data from the clinic showed a lower rate of waterborne illness diagnoses in Setzimaaj (11%) compared to surrounding communities without potable water (33%). Overall, the success of the project is attributed to significant mentoring as well as the deep trust that was built in these partnerships. Lessons learned and best practices for employing a model similar to the Peugeot Center's are reflected throughout the paper.