ethanporcaro/eric-fulltext-meta huggingface dataset:
Stop...Yammer Time: Using Social Media to Help International Students Transition to Master&apos;s Level Study
Author: Bailey, Wayne
Date: 2023-01-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Acculturation,Student Adjustment,Graduate Students,Social Media,Masters Degrees,Barriers,Peer Relationship,Social Support Groups,Learner Engagement,Student Development,Computer Mediated Communication,Readiness,Interaction,Student Participation

When transitioning from a familiar learning culture to a United Kingdom higher education (HE) culture, international students face a number of academic, cultural, and linguistic challenges. This paper considers the obstacles that international students experience and critically analyzes the use of social media to aid the academic transition of a group of postgraduate international students. Specifically, it analyzed the use of Yammer to support peer collaboration and communication to enhance academic development of a group of Southeast Asian international students undertaking an MA at a UK university in the North of England. The student feedback suggested that social support networks were important for academic engagement and development. This paper recommends more training on the affordances of Yammer, additional online tutor presence, and more scaffolded activities.
Research Trends in Programming Education: A Systematic Review of the Articles Published between 2012-2020
Author: Rovshenov, Atajan
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Science Education,Programming,Educational Trends,Trend Analysis,Journal Articles,Periodicals,Educational Technology,Classification,Research Reports,Thinking Skills,Outcomes of Education,Research Methodology,Foreign Countries

This study examines the methodological dimensions of programming education articles published in educational sciences journals indexed in SSCI by exploring their general trends. To do this, 162 articles published between January 2012 and February 2020 in 30 international journals indexed in SSCI were analyzed with a systematic review method using the &quot;Educational Technology Publication Classification Form&quot; as a data collection tool. The results revealed that most of the studies in this field were conducted in the United States and Turkiye. The number of these studies has increased since 2015, and those studies were carried out using quantitative research methodology. Mostly questionnaires and achievement tests were used as a data collection tool, a convenience sampling method was used, and descriptive analyses were adopted to analyze the data. As a result, the articles examined in this study showed that programming education positively contributes to learners' learning and success levels and the development of their computational thinking skills. We believe that these results will shed light on future studies related to programming education.
Examining Factors Determining the Behavioral Intention to Use Mobile Learning Systems in Higher Education: An Integrative Framework during the COVID-19 Pandemic
Author: Shaya, Nessrin
Date: 2023-01-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,Adoption (Ideas),Foreign Countries,College Students,Educational Technology,Technology Uses in Education,Intention,Student Behavior,Student Satisfaction,Predictor Variables,Educational Quality,Social Influences,Expectation

This paper explores mobile learning (m-learning) acceptance and use through integrating UTAUT and IS success models to examine whether quality factors (including &quot;Information Quality,&quot; &quot;System Quality&quot; and &quot;Service Quality&quot;) and behavioral factors (including &quot;Performance Expectancy,&quot; &quot;Social Influence&quot; and &quot;Facilitating Conditions&quot;) predict students' satisfaction and their intention to use m-learning systems. Data were collected through surveys from a total of 383 higher education male and female students in the United Arab Emirates (UAE). Structural equation modelling and path analysis were employed to test the proposed research model, showing that &quot;Information Quality,&quot; &quot;System Quality,&quot; &quot;Service Quality,&quot; &quot;Performance Expectancy,&quot; &quot;Social Influence,&quot; &quot;Facilitating Conditions,&quot; and &quot;Satisfaction&quot; determined students' intentions to use m-learning. &quot;Satisfaction&quot; was the most important antecedent of user behavior with m-learning, and &quot;Performance Expectancy&quot; was found to have the highest effect on &quot;Satisfaction.&quot; The study's contribution to the advancement of m-learning acceptance and usage is connected to the theory and practice.
High School Students&apos; Video Game Involvement and Their English Language Learning Motivation: A Correlation Study
Author: Ustaoglu, Alihan
Date: 2023-01-00
Type: Journal Articles
Subjects: High School Students,Video Games,Learning Motivation,Student Motivation,English (Second Language),Second Language Learning,Student Attitudes,Foreign Countries,Turkish,Informal Education,Influences

Video games, as the most frequent tools of computer technologies, have been integrated into classroom teaching through experimental studies. However, there is still much to investigate if and to what extent video game involvement (VGI) in informal settings can influence students' language learning motivation (LLM) in formal settings. Adopting a survey methodology with the participation of heavy and frequent video game players, this study examined 100 high school students' LLM, both instrumental and integrative, and their VGI. The relationship between LLM and VGI was also examined from various angles. Descriptive, inferential statistics and correlation tests were employed for data analysis. The results revealed that the students had moderate LLM, with stronger and statistically significant integrative motivation (z = -3407, p = 0.001). Despite being negative and weak, VGI in English correlated with LLM (rs = -0.355, p &lt; 0.01), integrative motivation (rs = -0.347, p &lt; 0.01), and instrumental motivation (rs = -0.339, p &lt; 0.01). However, a very strong and statistically significant correlation was found between VGI in English and the time spent doing so (rs = 0.948, p &lt; 0.01). A Mann-Whitney U test showed statistically significant difference in both LLM and integrative and instrumental motivation between VGI in Turkish and VGI in English (p &lt; 0.05). The findings could highlight the significant role of integrative motivation on LLM. The close relationship between VGI in English and the time spent doing so, and also the statistically significant difference between VGI in Turkish and VGI in English, could suggest VGI as an opportunity for learners to interact more easily with English speakers and get to know them more and better.
The Influence of Massive Open Online Courses (MOOCs) and Face-to-Face Learning on Motivation and Self-Regulated Learning (SRL)
Author: Asyhari, Ardian
Date: 2023-01-00
Type: Journal Articles
Subjects: Foreign Countries,MOOCs,Student Motivation,High School Students,Electronic Learning,In Person Learning,Learning Strategies,Self Management,Grade 10,Student Attitudes,Public Schools

This study, conducted in a small town in Indonesia, examined how Massive Open Online Courses (MOOCs) and face-to-face learning affected high school students' motivation and self-regulated learning (SRL). This research employed the quasi-experimental method. The sample was obtained randomly from 144 high school students. The study's primary instrument was a questionnaire with a five-point ranking scheme of 100 items to measure the students' SRL and motivation levels. The Cronbach's alpha value of the questionnaire was 0.959. This research indicated that face-to-face learning significantly affected the students' motivation compared to the MOOC class, but MOOCs and face-to-face learning did not affect students' SRL.
Quizzes via Augmented Reality on Learning Management System: A Case Study of Moodle
Author: Rodríguez, C. A.
Date: 2023-01-00
Type: Journal Articles
Subjects: Case Studies,Learning Management Systems,Computer Simulation,Student Motivation,Learning Processes,Higher Education,Student Attitudes,Computer Assisted Testing,Likert Scales,Computer Software,Usability,College Students,Handheld Devices,Telecommunications

The different commercial and open-source LMSs do not support pre-built activities for students in Augmented Reality (AR). To solve this challenge, this work combines AR technology and the Moodle platform to enhance the capabilities to motivate students during the learning process. For this, we developed and configured an AR app to receive and solve a Moodle pre-built quiz by communication (using message swap) between Moodle, Vuforia, and Unity. The post-quiz questionnaire results show the satisfaction level of 40 students in higher education after taking a quiz via AR. A descriptive statistical analysis indicated that students' satisfaction was 4.6 on a 5-point Likert Scale. The research offers empirical evidence that taking quizzes through AR helps motivate students and improve Technology-Mediated Learning (TML) processes.
Student Satisfaction with the Perusall Social Annotation Platform
Author: Lemanski, Melanie R.
Date: 2023-01-00
Type: Journal Articles
Subjects: Student Satisfaction,Computer Software,Computer Mediated Communication,Cooperative Learning,Documentation,Online Courses,Undergraduate Students,Electronic Books,Textbooks

While student satisfaction with online courses is generally high, these courses are not without problems. Perusall is a learning tool that aims to solve some of these problems and increase student satisfaction. The current study sought to determine whether the application of Perusall would improve students' feelings of connectedness, their reading assignment completion, and their satisfaction with reasonable textbook costs. Our analysis of students' survey responses and course evaluations suggests that Perusall is a useful resource for both university faculty and students to improve feelings of connectedness, reading of assigned textbooks and course materials, and satisfaction with the course textbook. Perusall may increase overall student satisfaction with online coursework.
Technology Integration in the Teaching of Human Resource Management by Practicing Lecturers
Author: Barfi, Kwaku Anhwere
Date: 2023-01-00
Type: Journal Articles
Subjects: Technology Integration,Technology Uses in Education,Information Technology,Human Resources,Labor Force Development,College Instruction,Access to Computers,Educational Technology,College Faculty,Foreign Countries

The study investigated factors affecting technology integration in teaching human resource management by public university lecturers. The authors adopted the descriptive survey design. The study's target population comprised all the one hundred and sixty members who teach human resource management in their respective universities. Data were collected through a questionnaire. It was established that the availability and accessibility of Information and Communication Technology (ICT) facilities significantly affect the integration of ICT facilities in teaching human resource management. Furthermore, ICT facilities were found to be inadequate and the extent of use by lecturers was not encouraging. The authors recommend that the government and management of public universities should not only organize further ICT training programs for lecturers but encourage and motivate them to use ICT facilities in their teaching.
Teaching End-of-Life Care in Speech-Language Pathology: A Tutorial
Author: Stead, Amanda
Date: 2023-00-00
Type: Journal Articles
Subjects: Speech Language Pathology,Older Adults,Death,Hospices (Terminal Care),Teaching Methods,Evidence Based Practice,Psychological Patterns,Allied Health Occupations Education,College Students

Speech-language pathologists often lack preparation for working with patients near the end of life (EoL). Few academic training programs offer dedicated or sufficient content in the area of end-of-life care (EoLC). Furthermore, traditional knowledge-focused outcomes are not the most effective pedagogical strategy in teaching EoL and palliative care to students. Instead, a focus on self-awareness and personal beliefs in relation to death and dying have been shown to have a positive effect on attitudes toward EoLC. The purposes of this paper are three-fold: First, to explore what is known about the teaching and training of EoL in the discipline of speech-language pathology; second, to explore successful pedagogical strategies being used to teach this content; and third, to provide evidence-based suggestions for the inclusion of this content into speech-language pathology curriculum.
The Effect of Contextual Information as an Additional Feature in the Recommendation System
Author: Murad, Dina Fitria
Date: 2023-01-00
Type: Journal Articles
Subjects: Online Courses,Grades (Scholastic),Prediction,Context Effect,Artificial Intelligence,Information Systems,Higher Education,College Students,Learning Management Systems,Learning Analytics,Algorithms

This study discusses the use of an online learning recommendation system as a smart solution related to changing the face-to-face learning process to online. This study uses user-based collaborative filtering, item-based collaborative filtering, and hybrid collaborative filtering. This research was conducted in two stages using the KNN machine learning algorithm: (1) the three methods were tested to obtain student grade prediction results without adding contextual information; and (2) with the same method the same steps were carried out but with the addition of contextual information features as a feature addition. One of the alternatives carried out in this study is related to the possibility of predicting student grades. This study proves that the use of contextual information as an additional feature in the recommendation system has a significant effect on the accuracy of student score prediction results, which are used as the basis for providing recommendations using the rule base technique.
A Nested Approach to Supporting Special Education Need and Disabled Students in Online Learning
Author: Meda, Lawrence
Date: 2023-01-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Online Courses,Special Education,Students with Disabilities,Student Needs,College Students,Foreign Countries,Educational Technology,Services,School Personnel,Role

The COVID-19 global pandemic has affected the education sector in many ways. Institutions were forced to implement emergency remote teaching and learning as a preventative strategy to reduce the spread of the virus. Special education need and disabled (SEND) students were among those most vulnerable to dropping their studies because of a lack of support. The purpose of this study was to examine the nature of the support that was offered to special education need and disabled students at two universities in the United Arab Emirates. The study was conducted as a multiple case study of a federal and a private university in Dubai. We used a qualitative approach and the study's paradigmatic position was interpretive. Sixteen faculty members and support staff were purposely selected to participate in a semistructured interview and complete an open-ended questionnaire. Bronfenbrenner's Social Ecological theory was the theoretical framework for this study, which asserted that as a child grows, they interact with five nested systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem. We found that the nature of support offered to students fell into four fundamental nests that helped students' access and succeed in online learning: microsystem, mesosystem, exosystem, and macrosystem. The study concludes that implementing a collaborative working relationship is an indispensable way of enhancing students' access and success in online learning.
&quot;They Forgot about It Because We&apos;re All Dispersed&quot;: Online School Influence on Transformative Social-Emotional Learning
Author: Soutter, Madora
Date: 2023-01-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Students,Transformative Learning,Social Emotional Learning,Parents,Teachers,Social Justice,Pandemics,COVID-19,School Closing,Emergency Programs,Elementary Education,Attitudes,Instructional Effectiveness

Social and emotional learning (SEL) is critically important for well-being and success and must not be overlooked when students are learning online. In a qualitative exploration of parents, teachers, and students across the United States, this study investigates the ways in which transformative SEL (Jagers et al., 2019), a form of SEL specifically focused on social justice, can be fostered in online spaces. As our findings suggest, decisions made at the school level have critical potential to either support or hinder this work.
An Intelligent E-Learning Course Recommendation Framework Based on Student Learning Style
Author: Ashraf, Erum
Date: 2023-01-00
Type: Journal Articles
Subjects: Electronic Learning,Cognitive Style,Student Behavior,Course Selection (Students),Models,Decision Support Systems,Student Characteristics,Educational Technology

As the drive to move from traditional face-to-face classroom learning to e-learning is ever in demand, the knowledge corpus exposed to students can be overwhelming because there is a need to automate certain functions of the e-learning framework. One of these functions is the course recommendation feature. Course recommendations help students save time and effort to explore the courses from a large pool of resources while considering multiple attributes such as social influence, prior knowledge, and learning style. These numerous criteria make the course recommendation a complex process that requires the researcher to promote online education and intelligently assist learners in identifying the relevant online courses. Although various researchers have put forward strategies to address course recommendation problems, learning style, a critical element in ensuring effective learning, has not been considered part of the course recommendation framework. This paper puts forward a learning style-based course recommendation framework that is expected to provide highly automated decision support for learners in identifying the most suitable course to improve their efficiency in e-learning. Additionally, based on this framework, instructors can analyze and re-evaluate the courses according to students' learning styles. The proposed framework reduces the time and effort involved in seeking relevant courses, thereby improving the learning experience.
Training of the Future Teacher in the Flipped Learning Model in an Online Environment
Author: Romero-García, Carmen
Date: 2023-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Flipped Classroom,Training,Program Effectiveness,Secondary Education,Vocational Education,Program Implementation,Student Satisfaction,Cooperative Learning,Student Projects,Active Learning,Problem Based Learning,Gamification,Case Method (Teaching Technique),Role Playing

The objective of this paper is to evaluate the effectiveness of a training program, based on the flipped learning model, for future teachers of Secondary Education and Vocational Training. For this study, a pre-experimental research design was used, and an instrument was applied to determine the level of training acquired in active methodologies, design of activities, technological tools, evaluation strategies, and student satisfaction with the training program. The results show the effectiveness of the program for training students in the active methodologies and technological tools most appropriate to implement the flipped model in the classroom.
An Unintentional Case Study: How Synchronous Meetings May Influence Student Perception of Instructors
Author: McCarthy, Katherine M.
Date: 2023-01-00
Type: Journal Articles
Subjects: Synchronous Communication,Student Attitudes,Teacher Student Relationship,Distance Education,Electronic Learning,Student Evaluation of Teacher Performance,Sense of Community,Teacher Behavior,Web Based Instruction,College Students

A close examination of student successes and failures in online teaching can inform and improve future pedagogy. This reflective case study involves a close examination of how an online MSW course was conducted prompted by a significant drop in student qualitative and quantitative feedback in the end of term Student Evaluations of Teaching in Fall 2020. The main difference between that semester and previous semesters appeared to be the cessation of periodic synchronous meetings hosted by the instructor. In Spring 2021 the synchronous meetings were reincorporated into the course and both the qualitative and quantitative feedback in the end of term Student Evaluations of Teaching improved, suggesting a better student learning experience. Thus, the role of the students seeing real-time instructor interactions may strengthen students' sense of community, motivation to learn, and willingness to consider feedback. This has implications for the online student-instructor relationship and the instructor's social presence in the virtual classroom.
Impact of the COVID-19 Pandemic on Undergraduate Students Studying Anatomy and Physiology of Speech and Hearing: A Pilot Investigation
Author: Kotlarek, Katelyn J.
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Undergraduate Students,First Generation College Students,Electronic Learning,Student Adjustment,Student Attitudes,Employment Level,Speech Communication,Anatomy,Hearing (Physiology)

The purpose of this pilot study was to define what changes were experienced in the Fall 2020 semester by students in an undergraduate anatomy and physiology of speech and hearing course and highlight any differences in the experience of first-generation college students (FGCS). An online survey was administered to a single class of undergraduate students. Results indicated that students experienced a variety of challenges related to the pandemic and virtual learning. Differences in the experiences of FGCS compared to traditional students included increased hours worked and feelings of being overwhelmed and spending less time on course content each week. Future research is warranted to investigate these trends within a more representative population and identify ways that academic support can be utilized to improve student success.
Using Data Mining Models to Predict Students&apos; Academic Performance before the Online Course Start
Author: Xu, Tonghui
Date: 2023-01-00
Type: Journal Articles
Subjects: College Students,Online Courses,Academic Achievement,Data Analysis,Information Retrieval,Pattern Recognition,Models,Prediction,Interaction,Success,Algorithms,Student Behavior,Time Factors (Learning)

The early detection of students' academic performance or final grades helps instructors prepare their online courses. In the Open University Learning Analytics Dataset, I found many online students clicked the course materials before the first day of class. This study aims to investigate how data mining models can use this student interaction data to predict their academic performance. In this study, this interaction information is called &quot;week 0&quot; data. The results suggest that &quot;week 0&quot; interaction data can be used to identify the academic success of online students and predict first assignment performance.