ethanporcaro/eric-fulltext-meta huggingface dataset:
Wearable Activity Trackers Usage among University Students
Author: Ráthonyi, Gergely
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Measurement Equipment,Physical Activity Level,Exercise,Life Style,Late Adolescents,Young Adults,Health Behavior,Motivation

In spite of the fact that physical activity is inevitable in sustaining health, there are more people in the world who do not take it into account than who do. A growing number of young adults have been using wearable activity trackers, particularly step counts, to keep an eye on their health in the past few years. In an online survey university students were interviewed as a focus group. All members were current wearable activity trackers. Data was analyzed with SPSS 22 version. Beside descriptive statistics we applied Pearson's Khi square test (?2) and independent samples test, as well. We considered the results of statistical tests significant in case of p&lt; 0.05. The wearable devices that participants used were wristbands (65.1%, n=95) and smartwatches (34.9 %, n=51). Their number one purpose was to measure step counts (93.2%, n=136) and sleep patterns (63.7 %, n=93) with the devices. The highest number of people answered to the question of what is the main purpose of using these devices that they monitored daily physical activity with it (56.2 % n=82). The majority of the conveners do regular sports and in general exercise on 3.84 days for 30 minutes (Mode=3.0, Median=4.0, SD=1.78). Only 3.4 % of the (n=19) are not engaged in any sort of physical exercise. A significant discrepancy could be observed in the number of days spent doing sports between wearable activity tracker users and non-users in favour of users (users: Mean=4.26 SD=1.83; non user: Mean=3.69 SD=1.74; t=3.279, p&lt; 0.01). 70.6 % of smart watch wearers claimed that using the device took positive effects on their physical activity and only 29.4 % stated that their habits were not altered by the trackers. 42.1 % of those wearing wristband trackers increased their physical activity as a result of wearing the gadget, whereas 57.9 % of them were not affected in their physical activity (Chi-squared=10.839, df=2, p&lt; 0.05). The publication is supported by the EFOP-3.6.1-16-2016-00022 project. The project is co-financed by the European Union and the European Social Fund.
Educational Potential of Educational Trails in Terms of Their Using in the Pedagogical Process (Outdoor Learning)
Author: Nevrelová, Marta
Date: 2019-00-00
Type: Journal Articles
Subjects: Outdoor Education,Recreational Facilities,Tourism,Ecology,Teaching Methods,Graphic Arts,Signs,Maps,Instructional Material Evaluation,Interpretive Skills,Environmental Education,Foreign Countries,Instructional Effectiveness

Educational trails are marked in landscape by tourist or excursion routes of varying lengths, content focus and technical realization. The aim of the study was to create the method of evaluating the usability of educational trails in the pedagogical process in outdoor teaching. In the article, methodological procedures are presented for the creation and evaluation of educational trails intended also for pedagogical purposes. In the presented method educational potential of educational trails (EPET) is an expression of the information quality provided on phenomena and objects on the educational trail and its surroundings through information panels. The qualitative analysis according to the set of parameters points to the quality and quantity of information provided in the information panels of the educational trail according to the criteria of visual quality and interpretative quality. The educational potential of educational trails was expressed as a percentage by the proposed formula. The methodology is presented on the example of the nature trail around the Žitavský luh Nature Reserve, which represents large complex of alluvial meadow and marsh communities. The educational potential of the Žitavský luh educational trail reached 77 %, which means a good educational value in the overall assessment and good usability for outdoor teaching.
Dynamics of Students&apos; Axiological Orientations in the Learning Process at Pedagogical University
Author: Kulikova, Tatyana I.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Education,Learning Processes,Student Attitudes,Personality Traits,World Views,Moral Values,Student Development,Attitude Change,Classification,Surveys,Foreign Countries,Young Adults,Preservice Teachers

The system of axiological orientations determines the content direction of the personality and forms the basis of its views on the world around, other people, oneself, basis of world outlook, core of motivation and &quot;philosophy of life&quot;. Axiological orientations are considered as the most important component of the internal structure of the personality. They provide stability and continuity of its behaviour and activities, and are reflected in the worldview, moral ideas, principles, and beliefs. The author presents the results of a case study to identify the dynamics of students' axiological orientations in the process of teaching at a pedagogical university and to determine the possibility of optimizing the development of individual axiological orientations through targeted psychological impact and training. Under the influence of such training, there is a change in the perceptions of subjects on the values associated with future life and professional activity. The study involved 58 people -- third- and fourth-year students. There were used such surveys as the Rokeach Value Survey (RVS), the Schwartz Value Survey (SVS) and S.S. Bubnova's survey &quot;Diagnosis of the real structure of individual's axiological orientations&quot;. The obtained experimental data indicate that the system of students' axiological orientations has a dynamic nature, and the formation of students' axiological orientations is one of the most important ways of solving the problem of training a specialist.
Three Scientific Facts about Ukrainian and Polish Law-Students: Verification of Statistical Hypotheses about Their Preferences of Learning at Lectures
Author: Okulich-Kazarin, Valery
Date: 2019-00-00
Type: Journal Articles
Subjects: Law Students,Preferences,Student Attitudes,Cognitive Style,Foreign Countries,Cross Cultural Studies,Lecture Method,Auditory Stimuli,Educational Needs,Teaching Methods,Comparative Analysis,Visual Learning

The aim of the study was a verification of statistical hypotheses about the preferences of Ukrainian and Polish Law-students related the method of learning at lectures. There were two groups of Ukrainian Law-students and one group of Polish Law-students. The main research methods were the methods of sociological research. There are statistically proved three scientific facts in the study: (1) The general population of Ukrainian and Polish Law-students does not prefer the auditory learning method at lectures; (2) There is no a difference in the preferences of Ukrainian Law-students of 1 and 2 levels from the statistical viewpoint. So, the difference might not be taken into account; and (3) There is a difference in the preferences of Ukrainian and Polish Law-students from the statistical viewpoint. So, the difference must be taken into account. All of the results are highly statistically significant (99.0%). The results of the study have a great practical importance: they will help to adapt the forms of lectures to the needs of Law-students. Adaptation benefits both sides -- both students and teachers.
«66 % of Literacy among the Male Population of School Age Brings It Closer to Common Education» vs «In the Largest Villages, It Was Difficult to Meet a Literate Person»: The Main Statistical Indicators of Primary Education among Don Cossacks in the XIX Century. Part 2
Author: Peretyatko, Artyom Y.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational History,World History,Elementary Education,Misconceptions,Access to Education,Parochial Schools,Foreign Countries

The question about the degree of development of primary education in the Don in the XIX century remains controversial among historians. Archival documents and testimonies of contemporaries allow us to cover this question in completely different ways (both quotes in the title are taken from them). The article attempts to summarize statistical information about the development of primary education in the Don Cossack environment from 1799 to 1899. A number of myths prevalent in historiography (for example, about the significant role of zemstvos in the creation of new educational institutions in villages or about the crisis of Don education in 1880-1890) are debunked.
An Educational Question via Rabbit Hole: What Is an Educational Question?
Author: Brindley, Meghan
Date: 2019-00-00
Type: Journal Articles
Subjects: Questioning Techniques,Inquiry,Educational Philosophy,Teaching Methods,Hermeneutics,Higher Education

The concept of educational questions has often been taken up topically, or as a related component to topics within philosophy of education. The rabbit hole approach provides a new perspective for attempting to discover the characteristics of educational questions and to engage with six authors, Biestra, Bingham, LeGrange, Andreotti, Saeverot and Snir seemingly, six conceptions of educational questions. Schulz suggests that the rabbit hole can operate as iterative, exhaustive, or associative. This paper traces the author's exhaustive and associative &quot;rabbit hole&quot; via questioning and inquiry to reveal the ways in which various conceptions of one single concept are presented when philosophy of education students explore educational questions within the field.
Investigation of the Reasoning Styles of the Teacher Candidates in Terms of Decision Making Styles, Learning Modalities and Gender (Süleyman Demirel University Education Faculty Case)
Author: Duran, Volkan
Date: 2019-00-00
Type: Journal Articles
Subjects: Logical Thinking,Preservice Teachers,Cognitive Style,Decision Making,Learning Modalities,Gender Differences,Social Studies,Correlation,Elementary Education,Foreign Countries,Piagetian Theory,Public Colleges

Aim: The main aim of this study is to investigate the reasoning styles of the teacher candidates in terms of their gender and their decision making styles, learning modalities. Methodology: The study is a quantitative study based on correlational survey model. Population: The populations consists of 4'th grade students (teacher candidates) in social studies education in Süleyman Demirel University who are in Formal Operational Stage of Cognitive Development of Piaget. Results: No significant difference was found in terms of gender for reasoning styles. No significant difference was found in terms of gender for those styles except avoidant decion making styles and visual learning modalitiy both for parametric and non-parametric dimensions of decision making styles and learning modalities. Rational decision making style is correlated all the sub-dimension of reasoning styles at moderate or weak level, whereas other decision making styles are partially correlated with them except avoidant decision making style and spontaneous decion making styles. It was found that there was a significant weak correlation among he sub-dimension of the reasoning styles with learning modalities. Tt was found that there was a significant weak correlation among rational decion making style and intuitve decision making style among physical, auditory and visual learning modalities. However, dependent decision making style and avoidant decion making style has only weak correlation with physical and auditory learning modalities. No correlation was found among learning modalities with spontaneous decion making style. Discussion: Findings have strong indication regarding the content validity of reasoning styles model in this regard.
Issues of Education and National Culture in the Work of North Caucasian Deputies of the State Duma of the Russian Empire (1907-1912)
Author: Darchieva, Svetlana V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational History,Administrator Role,Educational Development,Native Language,Multilingualism,Russian,Religious Factors,Civil Rights,Social Discrimination,Court Litigation,Judges,Language Usage,Language of Instruction,School Administration,Problem Solving,Cultural Influences,Social Change,Foreign Countries,Intergroup Relations,Public Education,Voting,Public Officials,Laws,Democracy

The objective of the study is to analyze the activities of the North Caucasian deputies of the third-convocation State Duma of the Russian Empire in addressing issues of education and national culture. The people's deputies were focusing on the most relevant and vital questions of the Russian reality: democratization of political life, the problem of national and religious relations, education and enlightement, as well as many others. The role of North Caucasian deputies in the consideration of draft laws on the development of national education and the empowerment of indigenous languages of the region is defined. The analysis of the transcripts shows that the people's deputies constantly paid attention to the violation of the civil rights of the local population and discrimination on religious and national grounds (in particular, the prohibition of local judicial proceedings in the native language). In the State Duma of the third convocation, the North Caucasian deputies were able to amend the law &quot;On the Transformation of the Local Courts&quot;, according to which judges were obliged to speak local languages (the law was approved by the Emperor on June 15, 1912). They also supported bills on the development of teaching in local languages, on the establishment of national and religious equality, on the development of culture and school management. After analyzing the materials and sources, the author comes to the conclusion about the high activity of the deputies in the elaboration of religious bills, as well as in solving the problems of national culture and education. However, the establishment of the June 3rd model of formation of the Duma led to ignoring the need for representation of the outskirts of the Empire in the all Russian Parliament, which, in turn, brought about the stagnation and subsequent collapse of the entire political system.
Artificial Intelligence and the Academy&apos;s Loss of Purpose
Author: Picciano, Anthony G.
Date: 2019-09-00
Type: Journal Articles
Subjects: Artificial Intelligence,Educational Trends,Futures (of Society),Electronic Learning,Blended Learning,Higher Education,Online Courses,Educational Technology,Technological Advancement,Information Technology,Trend Analysis,Influence of Technology

This article speculates on the future of higher education as online technology, specifically adaptive learning and analytics as infused by artificial intelligence software, develops and matures. Online and adaptive learning have already advanced within the academy, but the most significant changes are yet to come. These evolving technologies have the potential to change the traditional roles in our colleges and universities to the point that many educators will reconsider their purposes as teachers, researchers, and administrators.
Examining Faculty Perception of Their Readiness to Teach Online
Author: Martin, Florence
Date: 2019-09-00
Type: Journal Articles
Subjects: Teacher Attitudes,Readiness,Web Based Instruction,Online Courses,Self Efficacy,Teacher Competencies,Curriculum Design,Computer Mediated Communication,Technological Literacy,Time Management,Gender Differences,Teaching Experience,Delivery Systems,Asynchronous Communication,Instructional Materials,Feedback (Response),Electronic Mail,Integrated Learning Systems

Faculty readiness to teach online is a state of faculty preparedness for online teaching. In this study, it is measured by faculty attitudes about the importance of online teaching competencies and faculty's perceptions of their ability to confidently teach online. Validity and reliability of faculty responses to an online instrument and factors related to faculty perception are examined. Descriptive statistics and item-level means for the competencies are provided. For course design, course communication, and technical competencies, faculty rated the perception of importance higher than they rated their ability in these areas, whereas for time management their perception of their ability was higher than their attitude about its importance. MANOVA showed significant differences in gender, years of teaching online, and delivery method for faculty perceptions of importance of online teaching competencies. Significant differences were also noted in years of teaching online and delivery method with respect to ability to teach online.
The Collaborative Mapping Model: Relationship-Centered Instructional Design for Higher Education
Author: Drysdale, Jason
Date: 2019-09-00
Type: Journal Articles
Subjects: Instructional Design,College Faculty,Interprofessional Relationship,Role Perception,Cooperation,Partnerships in Education,Online Courses,Program Effectiveness,Expertise,Educational Improvement

Collaborating with faculty is an integral part of the instructional designer's role. However, faculty can be skeptical regarding the added value of the instructional designer's expertise and contribution in helping them (Intentional Futures, 2016). Additionally, instructional designers experience a high degree of job misperception and struggle to advocate for clear and defined roles (Drysdale, 2018). Four primary responsibilities of instructional designers in higher education were defined by evaluating the industry standard models of instructional design, comparing their structure and usage for relevance to the consultative role designers assume in higher education. The collaborative designer piece was missing from the literature leading to the development of the collaborative mapping model (CMM) that puts relationship at the center of higher education instructional design and addresses issues of scale, quality, and empowerment. Development of the CMM was informed by several key theories and concepts, including authentic leadership theory (Kiersch &amp; Byrne, 2015),shared leadership theory (Bolden, 2011), and appreciative inquiry (KadiHanifi et al., 2014). After several years of implementation and refinement, the preliminary research described here was conducted to examine the effectiveness of the model toward facilitating the collaborative relationship between instructional designer and faculty. Fifty faculty who had designed a course in partnership with an instructional designer through the CMM were surveyed regarding their experience with the process. Among the results, 92% of the 37 respondents indicated an improvement in the quality of their courses and 73% indicated that they saved time by working with an instructional designer in the CMM. Key themes included an increased value and respect for the expertise of the instructional designer, a significant improvement to the quality of online courses designed and developed through the CMM, and enthusiasm for continued collaboration with instructional designers. This study describes the development of the model, an overview of theoretical influences and processes, and the results of research examining the effectiveness of the CMM of instructional design.
Using Debate in an Online Asynchronous Social Policy Course
Author: Mitchell, Elissa Thomann
Date: 2019-09-00
Type: Journal Articles
Subjects: Debate,Persuasive Discourse,Online Courses,Computer Mediated Communication,Asynchronous Communication,Public Policy,Assignments,Instructional Effectiveness,Student Attitudes,Skill Development,Critical Thinking,Cooperative Learning,Teaching Methods,Outcomes of Education,College Students,Comprehension,Student Improvement

This paper presents the use of a debate in an online asynchronous social policy course. Debate is frequently used as an instructional strategy in higher education, but little is known about the use of this tool in an online learning environment. Participants (N = 36) completed an online debate assignment, and both qualitative (reflection papers) and quantitative (survey) data were gathered to learn about the effectiveness of the assignment, and what students learned, liked, and disliked about the project. A majority of students reported the debate assignment helped them further understand course concepts, understand concepts better than lecture or reading would have, use or improve critical thinking skills, and improve collaboration among students in the course. Key themes from qualitative data are also reported, as well as recommendations for using this assignment in other courses.
Examining the Role of Motivation and Learning Strategies in Student Success in Online versus Face-to-Face Courses
Author: Stark, Emily
Date: 2019-09-00
Type: Journal Articles
Subjects: Student Motivation,Learning Strategies,Online Courses,Questionnaires,College Students,Differences,Academic Achievement,Comparative Analysis

The goal of this paper is to compare the motivations and learning strategies of online and face-to-face students, utilizing the Motivated Strategies for Learning Questionnaire (Pintrich et al., 1993). Prior research (Crede &amp; Phillips, 2011) suggests that motivation variables play a larger role in predicting student success in online courses compared to the specific learning strategies that are used, but little research has directly compared online students to face-to-face students. Results of this study found that while online students reported lower levels of motivation compared to face-to-face students, motivation variables were more strongly correlated with course performance than learning strategies, particularly for online courses. The results are discussed with implications for how to build student motivation to succeed, particularly in an online format, as well as different considerations for lower level or upper level students.