ethanporcaro/eric-fulltext-meta huggingface dataset:
Disrupting the Disruption: A Digital Learning HeXie Ecology Model
Author: Li, Na
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Social Change,Educational Change,Online Courses,COVID-19,Pandemics,Educational Technology,Technology Uses in Education,Independent Study,Informal Education,Lifelong Learning,Teaching Methods,Models,Change Strategies,Educational Practices,Educational Environment,Environmental Influences,Academic Support Services,Context Effect,History

Broad societal disruptions (i.e., the industrial revolution, digitalisation, and globalisation) have created a need for an increasingly adaptive higher education system in recent decades. However, the response to these disruptions by universities has generally been slow. Most recently, online learning environments have had to be leveraged by universities to overcome the difficulties in teaching and learning due to COVID-19 restrictions. Thus, universities have had to explore and adopt all potential digital learning opportunities that are able to keep students and teachers engaged in a short period. This paper proposes a digital learning HeXie ecology model, which conceptualises elements and relationships pertaining to the societal need for a more agile and digitally resilient higher education system that is better placed to confront disruptive events (such as pandemics) and that is able to produce graduates who are well-equipped to deal with disruption and uncertainty more broadly. Specifically, we propose a digital learning ecology that emphasises the role of self-directed learning and its dynamic interaction between formal, informal, and lifelong learning across a five-level ecosystem: the microsystem, mesosystem, exosystem, macrosystem, and chronosystem. This study contributes to the theoretical literature related to flexible learning ecologies by adopting and incorporating the Chinese HeXie concept into such ecologies.
Development of Food Competence in Early Childhood Education
Author: López-Banet, Luisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Food,Competence,Preschool Children,Science Education,Child Health,Eating Habits,Experiential Learning,Plants (Botany),Gardening,Nutrition Instruction,Active Learning,Science Process Skills,Foreign Countries

The increase in childhood obesity requires the incorporation of nutritional competence into school programs through appropriate activities, starting in the early years. In addition, it is important to promote scientific and cognitive skills during childhood education. The main objective of this study was the implementation of an instructional sequence focused on the learning of skills such as observation, measurement, or interpretation of data related to plants, their germination, and their growth, as well as its relation with the development of food competence. To do so, a set of differentiated activities, organized into several stages, was designed, starting from simple and concrete situations and progressively increasing in complexity and abstraction. The aims were to express ideas about known fruits, vegetables, and legumes in order to expand them by learning new information through student-centered activities, in which children were able to practice and talk about science. The activities were carried out in a class of 24 students aged 4-5 years and data were compared with a control group. The results revealed that the children were motivated in all the activities, which provided an excellent opportunity to initially develop an interest in science and to start to develop food competence in the early years.
Investigation of Primary School Students Solving Arithmetic Verbal Problems
Author: Bal, Ayten Pinar
Date: 2022-02-00
Type: Journal Articles
Subjects: Elementary School Students,Problem Solving,Arithmetic,Foreign Countries,Instructional Program Divisions,Mathematics Achievement,Gender Differences,Socioeconomic Status,Verbal Communication

The study determined the arithmetic verbal problem solving skills of primary school students and to examine them according to grade level and mathematics achievement variables. The study was designed according to the relational survey model, one of the quantitative research methods. The population of the research consists of students studying in public primary schools in the central districts of a large city in the south of Turkey. The sample consisted of 1,865 students determined according to the disproportionate stratified sampling method. The &quot;arithmetic verbal problem test for students&quot; prepared by the researchers was used as a data collection tool. As a result of the research, it was revealed that the students were most successful in the problems of combining and separating with &quot;consequence unknown&quot;, then &quot;with change unknown&quot; and &quot;initial unknown&quot;, but they were less successful in part-whole type problems. Thus, it was concluded that as the mathematics achievement and grade levels of the students increased, their success in solving verbal problems also increased.
Transversal Competences and Employability: The Impacts of Distance Learning University According to Graduates&apos; Follow-Up
Author: Abrantes, Pedro
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Higher Education,College Graduates,Foreign Countries,Attitudes,Employment Potential,Social Mobility,Job Skills,Personal Autonomy,Technological Literacy,Social Capital,Teamwork,Communication Skills

Since higher education qualifications and digital transition are considered key factors for economic development and individual opportunities, distance learning has been presented as a solution to improve the labor force's skills and employability. However, such links were seldom studied systematically in specific contexts, and doubts exist regarding online programs. Based on the results of three successive follow-up surveys to the graduates of the Portuguese distance learning public university (&quot;Universidade Aberta&quot;), from 2011 to 2018 (n = 1358), our article examines the graduates' perception of acquired transversal competences, in relation to employability and social mobility gains. The statistical analysis points out a positive perception of transversal competences development, especially analytical capacity, autonomy, and communication, although some concerns were raised regarding digital skills, teamwork, job search skills, and social capital. The impacts on employability and socioeconomic mobility are positive for most students, but variable according to analyzed competences, and tend to occur mostly through internal mobility rather than through job search skills or entrepreneurship. Although exploratory, such findings allow some final considerations regarding the effective ability of higher education distance learning to enhance economic growth and employability, through transversal competences, as well as to sketch some suggestions to improve such ability.
Kahoot!-Based Evaluation Instruments on Acid-Base Materials
Author: Cahyani, Dhiea Regita
Date: 2022-02-00
Type: Journal Articles
Subjects: Chemistry,Scientific Concepts,Measurement Equipment,Secondary School Science,High School Students,Science Tests,Computer Assisted Testing,Educational Games

This research aimed to developed an evaluation instrument based on Kahoot! valid, practical, and reliable in evaluating student learning. This research is a model of development that use Borg and Gall. There were seven stages performed, starting with research and data collection, planning, product design development, initial field trials, review of initial trial results, main field trials, and refinement of field trial results. This research was conducted at Muhammadiyah 1 Pontianak Senior High School. As nine samples for the initial field trial and 29 samples involved for the main field trial. Three instruments developed by the researcher were validity, practicality, and reliability. The research data was obtained from the instrument as a result of the validation of materials experts and media experts, as well as questionnaires for teacher and student responses to the Kahoot! based evaluation instrument. The percentage of teachers and student responses to the instrument were 97.22% and 83.33%, respectively (very practical). Validation of materials experts and media experts with the respective percentages of 81.73% and 80.47% (very valid) and the obtained confidence value is 0.89 (very reliable). The results of this study indicated the instrument can be used in the evaluation of learning about acid-base materials.
Nearpod Use as a Learning Platform to Improve Student Learning Motivation in an Elementary School
Author: Abdullah, Muhammad Ilyas
Date: 2022-02-00
Type: Journal Articles
Subjects: Learning Motivation,Elementary School Students,Game Based Learning,Distance Education,COVID-19,Pandemics,Educational Change,Comparative Analysis,Teaching Methods,Attendance,Attention,Learner Engagement,Instructional Effectiveness,Technology Integration,Private Schools,Foreign Countries,Integrated Learning Systems

Education sector is heavily affected by COVID-19 pandemic, leading to reduced learning motivation among students. Factors including dismal learning environment, stress, and anxiety are believed to be the reasons of students' lower motivation among students. This study investigated the use of Nearpod in an elementary school to improve student learning motivation during online learning. In this qualitative experimental research with thematic analysis, three classes with a total of 51 students and three teachers were participating for one week. The results of the study showed that gamification and interactivity of Nearpod help build up and develop students' learning interests, leading to greater attention, engagement, and improvement of student attendance rates. Some suggestions on how to effectively integrate gamification in learning are postulated.
Parents&apos; Perceptions of Distance Learning during COVID-19 in Rural Indonesia
Author: Lase, Delipiter
Date: 2022-02-00
Type: Journal Articles
Subjects: Parent Attitudes,Distance Education,COVID-19,Pandemics,Rural Areas,Elementary School Students,Stress Variables,Parent Participation,Barriers,Internet,Assignments,Learning Motivation,Cognitive Ability

This study was developed to investigate parents' perceptions and attitudes towards distance learning in response to many schools' closures due to the COVID-19. This research employed a qualitative approach. The research subjects consisted of parents of elementary school students in the City of Gunungsitoli, Indonesia determined by purposive sampling technique, totaling twenty-four people. The data were collected using semi-structured interview techniques and analyzed using thematic analysis techniques. This study shows that distance learning or learning from home in a research context takes the form of online and offline learning. The learning approach implemented during the COVID-19 emergency must be lived and supported without other options for parents. Although parents do not have negative perceptions, distance learning has increased the economic, psychological, and social burden on parents or families. The lack of parental involvement and support in children's learning process at home is generally due to the lack of time and parents' inability to become teachers for their children. Actions to accompany and support children's learning process at home are carried out to provide internet packages, help children master the material, and participate in completing assignments or tests given by the teacher. The surprising finding from this study is the decline in children's learning motivation and cognitive abilities. Parents hope that distance learning is not extended.
Pilot Study: Impact of School Director-Led Workplace Professional Development Training for In-Service Teachers
Author: Sodiya, Oluwaseyi Olubunmi
Date: 2022-02-00
Type: Journal Articles
Subjects: Principals,Faculty Development,Inservice Teacher Education,Formative Evaluation,Teacher Attitudes,Administrator Role,Foreign Countries

Teacher's attitudes and strategies can be influenced by workplace professional learning, which in turn affects student engagement and learning. Although educators are accountable for their professional development, the school must be learning-centered and able to provide resources for all members of the institution to improve their teaching and learning skills for the overall development of the school. The project's goal was to perform a pilot intervention study on the impact of school director-led workplace professional development for in-service teachers to provide evidence and recommendations on the impact of school director-led workplace professional development training for teachers. The intervention study on school director-led workplace professional development training for teachers on formative assessment indicates that there were significant changes in teachers' understanding and use of formative assessment. The result found that there is statistical difference between the teacher's pre- and post-intervention survey response on formative assessment workplace professional development training. The evidence stands as a recommendation for school directors, teachers, the ministry of education and other stakeholders for quality teaching and whole school development.
Effect of Problem-Based STEM Activities on 7th Grade Students&apos; Mathematics Achievements, Attitudes, Anxiety, Self-Efficacy and Views
Author: Macun, Yavuz
Date: 2022-03-00
Type: Journal Articles
Subjects: STEM Education,Problem Based Learning,Grade 7,Mathematics Achievement,Student Attitudes,Self Efficacy,Student Interests,Vocational Interests,Middle School Students,Foreign Countries,Gender Differences,Mathematics Anxiety

This study investigates the effect of problem-based STEM (Science, Technology, Engineering, Mathematics) activities on 7th-grade students' mathematics achievement, attitude, anxiety, self-efficacy, interest, and views. At the same time, the effects of these activities on students' anxiety, self-efficacy towards mathematics, and interest in STEM occupations were also examined. The study sample, which was selected using the convenience sampling method, consisted of 115 7th grade students of a public middle school in Turkey. In the quantitative phase of the research, a quasi-experimental research model with pre-test and post-test control group was used to determine the students' mathematics achievement, attitudes, anxiety, self-efficacy towards mathematics and interests in STEM careers. In the qualitative phase semi-structured interview was used to understand students' views on problem-based STEM activities and mathematics lessons in the qualitative part. Within the scope of the research, 6 different problem-based STEM activities related to ratio-proportion and percentages were applied to the experimental group students. The data collected from both groups before and after the implementation process were analyzed with descriptive statistics, independent samples t-test, and paired sample t-test. The results showed that problem-based STEM activities affect students' mathematics achievement, self-efficacy, and interest in mathematics. It also helps students reducing their mathematics anxiety.
Flipped Learning and Gamification in Information Technologies and Software Course
Author: Tarhan, Gülseren
Date: 2022-03-00
Type: Journal Articles
Subjects: Flipped Classroom,Game Based Learning,Computer Science Education,Academic Achievement,Grade 5,Elementary School Students,Foreign Countries,Ethics,Information Security

This study aims to determine the impact of flipped learning and gamification methods on student achievement in the subject of ethics and security, which is a topic of the fifth grade information technology and software course, compared to the traditional method. Also, it aims to decide the students' opinion of about the flipped learning and gamification methods. The study used a mixed-methods experimental design, included both quantitative and qualitative research designs. The study's quantitative strand focused on the non-equivalent groups pretest-posttest design and the qualitative strand based on the case study design. The study group consisted of 32 fifth-grade students from a secondary school in a city located in western Turkey. There were 16 students in the experimental group and 16 students in the control group. The ethics and security success test, which the researchers developed, was used for collecting quantitative data. The semi-structured interviews with the students in the experimental group were performed for qualitative data. The descriptive statistics and two-way analysis of variance for mixed measures were used to analyze the quantitative data and the content analysis method was used to analyze the qualitative data. According to the study results, the students in the experimental group were more successful than the students in the control group. The students expressed positive opinions about the flipped learning and gamification methods in the interviews.
Systematic Analysis of the Theses Conducted in the Field of Classroom Teaching in Turkey
Author: Girmen, Pinar
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Bibliometrics,Masters Theses,Doctoral Dissertations,Educational Research,Content Analysis,Teaching Methods,Educational Trends

This study aims to reveal the bibliometric and contextual features and problems of postgraduate theses (master's and doctoral theses) made in the field of classroom teaching in Turkey between 2010-2019. The study was carried out with a content analysis method, one of the synthesis research methods. The scope of the study included 1083 postgraduate theses related to classroom teaching in the database of the Higher Education Council (HEC) National Thesis Center (NTC). In determining the theses to be included in the scope of the study, the following criteria were taken into account: the theses would be related to classroom teaching, and the publication date of the theses would be between 2010-2019. Data analysis in content analysis research is different from qualitative data analysis. In this study, which was carried out with content analysis, firstly, the theses were handled as the analysis unit. The basic features of the theses were digitized, and codes and categories were determined to examine the theses in depth. Of the 1083 doctoral theses examined, 956 were master's theses and 127 were doctoral theses. With 181 theses, the year with the most theses was 2019. The year with the fewest theses was 2017. With 181 theses, 2019 was the year with the most completed theses. The year with the fewest completed theses was 2017. Among the theses studied, it was found that the course &quot;Turkish Language&quot; was studied the most and the course &quot;Leisure Activities&quot; was studied the least. In addition, it was revealed that there were mistakes in method, sampling, data collection tool and content in some of the theses examined.
The Effectiveness of IDEA Learning Model in Mathematics Concept Understanding
Author: Sunismi, Sunismi
Date: 2022-02-00
Type: Journal Articles
Subjects: Models,Learning Processes,Mathematical Concepts,Foreign Countries,College Students,College Mathematics,Majors (Students),Scores,Program Implementation,Problem Solving,Student Participation,Guidance,Preservice Teachers,Mathematics Education

This research aimed to determine the effectiveness of the issue, discussion, establishment, and application (IDEA) learning model in embedding mathematical concepts understanding. It is a quantitative study with a quasi-experimental approach. This research was conducted at Malang Islamic University with students majoring Mathematics education study program and in their first academic year as the subjects. Subjects were divided into two group, experimental and control and measured their result using posttest only control group design. There are six instruments consisting six items used to measure mathematical concepts understanding. The results confirmed that H[subscript 0] is rejected, while Ha is accepted proved by t count (3.132)&gt;t[subscript table] (1.674). It means there is a significant difference between the of both groups (experimental and control). In addition, the results indicated that the IDEA learning models is effective to assist students in understanding mathematical concepts showed by the higher score of experimental groups than control group. Three factors are involved in order to implement the IDEA learning model effectively; namely: individual problem-solving opportunities, active student involvement, and guidance and assistance (from lecturer) on the IDEA learning model. This research is only limited to preservice teacher, further research is required in order to implement this model for mathematics learning at junior and senior high schools' level.
Character Education Trend in Indonesia
Author: Susilo, Mohamad Joko
Date: 2022-05-00
Type: Journal Articles
Subjects: Values Education,Foreign Countries,Muslims,Program Implementation,Islam,Ethical Instruction,Federal Legislation,Social Attitudes,Religious Factors

Character education is an educational concept to form and foster a Muslim personality as a whole (&quot;syumuliyah&quot;). This literature study aimed to determine the implementation of character education and supporting and inhibiting factors for the implementation of character education in formal schools in Indonesia. Data analysis techniques by means of data reduction, data display, and conclusion. Based on research findings, the trend of implementing character education in Indonesian formal schools has the same spirit in the content of character education. In formal schools with the status of public schools, the implementation of character education follows government regulations as stated in the Strengthening of Character Education (SCE), which is an implication of Islamic teachings. As for formal schools with private status on an Islamic basis, character education tends to be oriented towards cultivating &quot;akhlakul karimah&quot; (moral education) combined with government regulations. The implications of this research lead to the cultivation of character values that are embedded in social attitudes and spiritual attitudes as provisions for students' daily lives. The supporting and inhibiting factors for the implementation of character education are also discussed.
Signature Pedagogy for Entrepreneurship Education: An Emerging Perspective
Author: Gess, Ashley
Date: 2021-12-00
Type: Journal Articles
Subjects: Teaching Methods,Entrepreneurship,Business Administration Education,Experiential Learning,Case Studies,Interdisciplinary Approach,Trust (Psychology),Design,Elementary Secondary Education,STEM Education,Knowledge Level,Professional Personnel

Entrepreneurial ways of thinking and doing intersect with the knowledge and skills that a global citizen needs to thrive. There is a robust body of scholarship that identifies core entrepreneurial skills however there is a dearth of evidence addressing how to successfully teach entrepreneurship. Using the lens of experiential learning, this qualitative study examines the surface, deep, and implicit structures of professional entrepreneurial culture toward revealing a meaningful, authentic pedagogical approach for entrepreneurship education. In order to achieve this outcome, researchers utilized a semi-structured comparable multiple-case study design to engage 19 incubated entrepreneurs in focus group interviews. A replication strategy to inductive qualitative analysis was employed toward cross-case analysis. Findings revealed that incubated entrepreneurs routinely engage in a wide variety of transdisciplinary experiences characterized by cycles of success and failure. Additionally, face-to-face interactions that are grounded in a network of trust were revealed to be a vital part of the entrepreneurial process. Thus, pedagogies anchored in the design process would provide an authentic, experiential context in which to prepare future entrepreneurs. Implications for elementary and secondary educational approaches are discussed.