ethanporcaro/eric-fulltext-meta huggingface dataset:
The Reasons of Syrians Learning Turkish as a Second Language, Their Perceptions of Turkey and Their Future Expectations
Author: Çangal, Önder
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Second Language Learning,Learning Motivation,Employment,Higher Education,Refugees,College Students,Student Attitudes,Place of Residence

The Syrian question has not remained as an internal conflict; instead, it has affected both Turkey as well as whole Europe. According to 2020 statistics, approximately three and a half million Syrians reside in Turkey, and approximately 850 thousand of these Syrians are young people between the ages of 15-24.The determination of the reasons why the young population who could be regarded as the future of the Syria learn Turkish, their perceptions of Turkey and expectations from the future, is vitally important for both the proper administration of their process' of learning Turkish as a second language, as well as for the planning of the future of the young Syrians. This study, which aims to determine the reasons why Syrians who choose to learn Turkish as a second language, their perceptions of Turkey and expectations from the future, has been prepared per the qualitative research model. An interview form to be used in the study was prepared by the assistance of experts in the field and the form was administered to sixty-six participants. The data were analyzed by using the descriptive analysis method. According to the results of the research, Syrians want to learn Turkish in order to meet their basic needs, to get education, to find a job, to work and to eliminate communication problems in daily life. Language, education, finding a job, adaptation problems, university placement and getting an identity card stand out as the issues that Syrians have difficulties in Turkey. 52.1 percent of the young people plan to graduate from university and begin working immediately. The most important factor in this is that people have families they are responsible for and they have to make a living. The future expectations of young people, who are struggling to learn a language, receive higher education, find a job and continue their lives, look for security, peace, stability and success. Syrian young people want to leave the war behind and carry on the future with hope. In this context, it is necessary for all countries to accept their responsibilities and to determine a common framework for the solution of the problem.
Flexible Learning Adaptabilities in the New Normal: E-Learning Resources, Digital Meeting Platforms, Online Learning Systems and Learning Engagement
Author: Santiago, Cereneo S., Jr.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,Distance Education,Educational Technology,Technology Uses in Education,College Students,Telecommunications,Handheld Devices,Videoconferencing,Technological Literacy,Social Media,Student Attitudes,Readiness,School Closing,Gender Differences,Equal Education,Gender Bias,Urban Areas,Rural Areas,Socioeconomic Influences,Barriers,Access to Education,Access to Computers,At Risk Students

The COVID-19 pandemic has forced the educational systems to shift from traditional learning to flexible learning. Flexible learning is a combination of digital and non-digital technology that ensures the continuity of inclusive and accessible education in the form of online, offline, or blended modes of teaching and learning processes. This descriptive study determined the learning tools and e-learning resources, learning platform and online learning systems, skills towards learning platform and online learning systems, and learning engagements of students of Cavite State University - Silang Campus (CvSU-SC) amidst the new normal setting of learning. Using stratified random sampling, there were 364 student-respondents represented by four departments who answered the structured questionnaire online using Google Form. The findings revealed that smartphones and mobile applications were the most utilized educational tool and e-learning resources. Google Classroom was the most widely used online learning system during asynchronous classes, while Google Meet was a meeting platform during synchronous scheduled classes. It was found that students' skills towards online learning systems and meeting platforms were proficient. During flexible learning, Facebook was on top of the most convenient, followed by Google and Zoom as perceived by students as accessible, equitable, communicative, monitorable, and sustainable to use. Consequently, it was found that students strongly agreed on preparedness as the most vital to engagement in online learning. Accordingly, findings suggest that strengthening online teaching and delivery of methods by creating content tailored to the needs of the students during flexible learning will propel to ensuring the efficacy of teaching and learning processes. Various suggestions were offered for key players in education in addressing the challenges of online learning.
Reformative Shift on Initial Teacher Education in Turkey: From Authority to Autonomy
Author: Basaran, Semra Tican
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Change,Preservice Teacher Education,Foreign Countries,Power Structure,Curriculum Development,Professional Autonomy,College Faculty,Teacher Attitudes

The purpose of the current study is to reveal the opinions and recommendations of the instructors in the field of Curriculum and Instruction regarding the recent reformative shift on initial teacher education in Turkey that is the decision of Turkish Higher Education Council to delegate the authority in developing and updating initial teacher education programs to the teacher education institutions. It is built on the survey design. The participants of the study are the 88 curriculum and instruction specialists from 37 universities in Turkey. The data were collected with an online questionnaire. Results of the study showed that, while the instructors welcome the decision of the Higher Education Council to delegate authority so that autonomy can be given to teacher education institutions within the general framework it has drawn and original contents can be developed, they have concerns that a minimum standard for teacher competencies cannot be achieved through initial teacher education programs with different qualifications. In order to ensure the development and sustainability of authentic initial teacher education programs in the new term, they recommend that the processes be carried out as participatory and transparent as possible, and that curriculum and instruction specialists and departments take an active role as a guide in this journey.
In Pursuit of the Right Mix: Blended Learning for Augmenting, Enhancing, and Enriching Flexibility
Author: Bozkurt, Aras
Date: 2021-00-00
Type: Journal Articles
Subjects: Blended Learning,Distance Education,Teaching Methods,Learning Processes,Resilience (Psychology),Pandemics,COVID-19

Blended learning, which has emerged as a mainstream approach for bridging onsite and online learning, promises flexibility to stakeholders in the educational process. This paper argues that blended learning can be understood as a process that combines onsite and online learning by blending the strengths of one modality and neutralizing the weaknesses of the other to provide flexibility to learners, instructors, and educational institutions. This flexibility can be afforded to time, space, path, and pace through sequential or parallel designs. In blending modalities and pedagogies, it is important that technologies are properly utilized in achieving the required systematic approach to get a right mix. This paper draws attention to the issues of confusion in terminology, the need to apply a theoretical and conceptual approach to blended learning, the empowerment of educational technology with a suitable pedagogy, the development of liquid curricula to increase flexibility, the extension of the boundaries of blended learning, and the application of blended learning to social contexts as well as to pedagogical contexts.
Research and Trends for Educators, Staff and Administrators in Distance Education: Content Analysis of Distance Education Journals (2008-2018)
Author: Cukurbasi, Baris
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,Educational Trends,Distance Education,Content Analysis,Literature Reviews,Teachers,Principals

This study examines the research trends and gaps of educators, staff, and administrators in distance education articles from 2008 to 2018. Ten peer-reviewed journals were selected from the Scimago Journal &amp; Country Rank portal, and 3504 articles in the journals were scanned. Four hundred sixty-one of them were analyzed using document review methodology through content analysis concerning various criteria (keywords, role names, research variables, design, sample size, etc.). The analysis revealed the following: (1) few studies have focused on educators, staff, and administrators in the last decade, and there has been little focus on the experiences of administrators; (2) they have mainly focused on the role of the teacher, professional development, quality, and professional qualifications; (3) regional interest shows, that the USA, China, and the U.K. are the leading countries; (4) the qualitative research method was primarily used and interview, as a data collection method was most preferred qualitative data mainly, was analyzed using content analysis; and (5) the research samples are generally small (&lt; 50). The findings based on the increasing research trends related to educators, staff, and administrators lead to the emergence of potential research areas and the design of distance education strategies. The study also provides directions for future research.
Classroom Teachers&apos; Expectations from Pre-School Education on the Process of Preparation for Literacy: An Exploratory Sequential Design Study
Author: Soyuçok, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Expectation,Teacher Attitudes,Preschool Education,Elementary School Teachers,Literacy Education,Listening Skills,Speech Skills,Writing Skills,Student Adjustment,School Readiness,Foreign Countries

In this study, it was aimed to reveal classroom teachers' expectations from pre-school education within the context of literacy teaching and to develop a measurement tool depending on these expectations. The study was conducted with 682 classroom teachers in accordance with the exploratory sequential design, one of the mixed method designs. The expectations of classroom teachers within the context of literacy teaching were first determined by qualitative data collection methods, then, the validity and reliability analyses of the draft measurement tool created with these data were performed and the measurement tool was developed, and finally, this measurement tool was applied on a different sample and the expectations of classroom teachers from preschool education within the context of literacy were determined. According to the qualitative data, classroom teachers' expectations were evaluated under the themes of listening, speaking, reading, writing and school adjustment. In the scale development process, the reliability was ensured by Cronbach's Alpha coefficient, the content validity was ensured by expert opinions, and the construct validity was ensured by exploratory and confirmatory factor analysis. As a result of the analyses, a valid and reliable scale consisting of 24 items and three factors as listening-speaking, reading-writing and school adjustment was developed. It was recommended that classroom teachers should evaluate their expectations from pre-school education with pre-school teachers during their professional working periods.
What Can COVID Teach Us? An Essay
Author: Bussey, Marcus
Date: 2022-02-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Practices,Responses,Educational Change,Neoliberalism,Interdisciplinary Approach,Role of Education,Curriculum Development,Systems Approach,Futures (of Society),Imagination

This essay explores the broader implications for education of the COVID-19 pandemic. It asks: What can COVID teach us? The case is made that COVID is inviting us to consider a relational universe, and what a pedagogy of presence would look like. It takes a futures perspective and is therefore, unabashedly speculative. It draws on the author's many years as both a teacher and as a university lecturer in cultural change and futures studies. The essay speaks to the pedagogical imagination as a tool for rethinking learning and our collective futures. The paper concludes that love, intimacy, and presence are very much part of educational and cultural discourses and that though currently eclipsed by a technocratic and neoliberal discourse, they are being called forth as a possible response to the Covid pandemic.
An Intelligent Nudging System to Guide Online Learners
Author: Rodríguez, M. Elena
Date: 2022-02-00
Type: Journal Articles
Subjects: Artificial Intelligence,Electronic Learning,College Students,Intervention,At Risk Students,Academic Failure,Dropout Prevention,Virtual Schools,Teacher Student Relationship,Student Satisfaction,Academic Achievement,Student Attitudes,Computer Science Education

This work discusses a nudging intervention mechanism combined with an artificial intelligence (AI) system for early detection of learners' risk of failing or dropping out. Different types of personalized nudges were designed according to educational principles and the learners' risk classification. The impact on learners' performance, dropout reduction, and satisfaction was evaluated through a study with 252 learners in a first-year course at a fully online university. Different learners' groups were designed, with each receiving a different set of nudges. Results showed that nudges positively impacted the learners' performance and satisfaction, and reduced dropout rates. The impact significantly increased when different types of nudges were provided. Our research reinforced the role of AI as useful in online, distance, and open learning for providing timely learner support, improved learning experiences, and enhanced learner-teacher communication.
AI in Online-Learning Research: Visualizing and Interpreting the Journal Publications from 1997 to 2019
Author: Hwang, Gwo-Jen
Date: 2022-02-00
Type: Journal Articles
Subjects: Artificial Intelligence,Electronic Learning,Educational Research,Data Analysis,Visual Aids,Data Interpretation,Intelligent Tutoring Systems,Distance Education,Trend Analysis,Foreign Countries

This study reviews the journal publications of artificial intelligence-supported online learning (AIoL) in the Web of Science (WOS) database from 1997 to 2019 taking into account the contributing countries/areas, leading journals, highly cited papers, authors, research areas, research topics, roles of AIoL, and adopted artificial intelligence (AI) algorithms. Results indicate that, from 1997 to 2009, AIoL research focused on the combination of intelligent tutoring systems and distance learning. In 2010-2014, AIoL research emphasized learner-oriented learning. In 2015-2019, learner-system interactions to facilitate personalized, adaptive, and collaborative learning became the main focus. &quot;Intelligent tutoring systems&quot; have played the most important role in AIoL, followed by &quot;profiling and prediction,&quot; and &quot;adaptive systems with personalization.&quot; Accordingly, the roles and research trends as well as several suggestions for future research in the field of AIoL are provided as a reference for researchers and policy makers.
An Internet Articles Retrieval Agent Combined with Dynamic Associative Concept Maps to Implement Online Learning in an Artificial Intelligence Course
Author: Cheng, Yu-Ping
Date: 2022-02-00
Type: Journal Articles
Subjects: Internet,Online Searching,Information Retrieval,Artificial Intelligence,Concept Mapping,Electronic Learning,Learning Processes,Computer Science,Journal Articles,Computer Science Education,College Students,Foreign Countries,Learning Activities,Cognitive Processes,Difficulty Level

Online learning has been widely discussed in education research, and open educational resources have become an increasingly popular way to help learners acquire knowledge. However, these resources contain massive amounts of information, making it difficult for learners to identify Web articles that refer to computer science knowledge. This study developed an Internet articles retrieval agent combined with dynamic associative concept maps (DACMs). The system used text mining technology to analyze keywords to filter computer science articles. In previous research, concept maps were manually constructed; in this study, such maps can be automatically and dynamically generated in real time. In a case study of a fundamental course of artificial intelligence, this study designed two experiments to compare students' learning behaviors while using this system and the Google search engine. The results of the first experiment showed that the experimental group searched for more knowledge articles on computer science using this agent, compared to the control group using the Google search engine. The learning performance of the experimental group was significantly better than that of the control group, while the cognitive load of the experimental group was significantly lower than that of the control group. Furthermore, the results of the second experiment showed that the learning progress of students using the agent was significantly greater than that of students who used the Google search engine. This illustrates that the agent effectively filtered computer science articles, and DACMs helped students gain a deeper understanding of academic concepts and knowledge related to artificial intelligence.
Applying an Ecology Metaphor in a Mixed Methods Analysis of High School Science Program Infrastructure
Author: Erdogan, Niyazi
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Science,High Schools,High School Students,Science Curriculum,Curriculum Evaluation,Evaluation Methods,Scoring Rubrics,Instructional Leadership,Participative Decision Making,Information Dissemination,Faculty Development,Educational Practices,Science Achievement,College Readiness

A sequential exploratory mixed methods approach guided research on the science program infrastructures (SPI) of a sample of 28 high schools representing 1,370 high schools in a large southwestern state. Comparisons of SPI were made between and among schools representing highly successful schools of low (n=9) and high diversity (n=10) with less successful, high-diversity high schools (n=9). Content analyses of interview data from science program teacher liaisons revealed the following characteristics for typical high school SPIs: (1) shared leadership within a diverse community of actors, including teachers, school principals, special education teachers, department heads, content-area leaders, curriculum directors, and district representatives; (2) supports for shared, balanced decision making, including frequent meetings, established communication channels, and explicit department head responsibilities; and (3) actions extending beyond general tasks of disseminating information to include resolution of issues regarding state-mandated test scores, curriculum-related tasks, and choice of professional development topics. We include a discussion of the implications for including SPI as an important mediating layer within the ecology of high schools. The science program layer links administration with classrooms by employing efficient, equitable, and effective practices to advance the goals of science achievement and college readiness established at national and state levels for all high school graduates.
Design Considerations of Online Infertility Prevention Training (OIPT): Development and Evaluation
Author: Baran, Bahar
Date: 2022-00-00
Type: Journal Articles
Subjects: Prevention,Pregnancy,Online Courses,Internet,Access to Education,Educational Technology,Electronic Learning,Program Development,Program Effectiveness,Usability,Undergraduate Students,Foreign Countries,Birth,Student Attitudes,Health Sciences

Health-related internet sources should contain accurate, reliable and updated information, and their usability should be high to enable people to navigate successfully. This study aimed to develop interactive Online Infertility Prevention Training (OIPT) and to reveal design principles by evaluating the online training. The development, design, and redesign processes of this study included four iterations: (1) needs analysis; (2) implementation as a usability test; (3) implementation with the target group in a class; and (4) comparison of iteration II and III, and decision; and two outputs. The research process included the participation of the target audience in the design process and there were continuous corrections to the design. In the study, a design-based research approach was used. In the qualitative dimension, the data was collected with &quot;User Information Form&quot;, &quot;System Usability Observation Form&quot;, and the system usability interview form, and task cards. In the quantitative dimension, Infertility Knowledge Test, System Usability Scale, and also database records were used. The data obtained from tools were analyzed descriptively and predictively. As a result, this research claimed that design, development, and evaluation belong to health-related sources on the Internet should include field design principles and techniques and specific methods, although designers use prevalent techniques. The results indicated that gender's effect on media and material design, the importance of the use of expert authority in the presentation of content knowledge that system usability significantly increased from iteration two to three. Therefore, gender differences in media and material preferences except for content knowledge and also expert views may be considered in the design of health-related online training. In addition, while teaching concrete parts of the human body, interactive animations and visuals may be useful to motivate and increase engagement students to use the content again and again. Furthermore, the results of this study show that feedback design is crucial in the navigation of online learning environments. Overall, this study strengthens the idea that while designing online education environments, it is important to determine users' needs and expectations at first, afterwards conducting usability tests to specify the design challenges.