ethanporcaro/eric-fulltext-meta huggingface dataset:
Does Classroom Architecture Count beyond the Early Years?
Author: Smith, Hannah
Date: 2022-00-00
Type: Journal Articles
Subjects: Classroom Design,Elementary School Students,Classroom Techniques,Foreign Countries,Classroom Environment,Furniture

The importance of classroom architecture has long been recognized and supported as a significant factor in Early Years teaching and learning, garnering an explicit focus in policy and practice in Scotland. The same cannot be said of practices beyond the early years, where the explicit role of classroom architecture has been less clearly defined. In my study, I adopted an inductive approach, using a systematic literature review followed by a directed content image analysis to explore how the classroom architecture supports teaching and learning in the primary school for children ages 7-11. Within the study, classroom architecture was defined as the use and arrangement of furniture, organisation of resources, and sensory variables. The goal of the study was to better understand how classroom architecture supports teaching and learning to inform teacher practices in Scottish primary schools. Findings suggest classroom architecture is an essential element of positive teaching and learning environments for primary classrooms. Flexible and purposeful use of furniture, attention to seating arrangement, organisation and access to resources, and attention to the impact of sensory variables play a part in children's social, emotional, cognitive, and physical development and can be used by the teacher to create positive instructional environments.
The Influence of Partners&apos; L2 Proficiency on Test-Takers&apos; Performance in Paired Oral Assessment
Author: Chen, Jiliang
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Proficiency,Language Tests,Oral Language,Sociocultural Patterns,Second Language Learning,Second Language Instruction,Learning Theories,Undergraduate Students,Scores,Peer Relationship,Foreign Countries,Groups,Testing,Scaffolding (Teaching Technique),English (Second Language)

This study is intended to explore the influence of partners' L2 proficiency on test-takers' performance and on their interaction patterns in paired oral assessment, and it tries to analyze the underlying causes on the basis of Vygotsky's theory of the zone of proximal development (ZPD) and Storch's patterns of interaction. An experiment including three rounds of tests was carried out with 12 students who were selected out of 60 from a top university in China. The findings showed that the high-level test-takers received the highest scores when paired with middle-level partners; the middle-level test-takers scored the highest and the lowest when paired with high-level partners and low-level partners respectively; the low-level test-takers had basically the same scores when paired with those of the other two different levels. The results could be partly explained by the fact that the higher level partners stimulated the lower level test-takers to the upper limit of ZPD through language interaction, but the mechanism of ZPD might not work when partners' proficiency levels were much higher than the ceiling of test-takers' ZPD. Besides, test-takers' performance was mediated by pair interaction patterns. The implications of the study not only deliver suggestions for fairness of paired oral assessment but also provide alternatives for test-takers to achieve higher scores in a paired speaking test by choosing partners of different L2 proficiency levels.
Understanding EFL Learners&apos; Errors in Language Knowledge in Ongoing Assessments
Author: Samad, Mujahitha Abdul
Date: 2022-00-00
Type: Journal Articles
Subjects: Error Patterns,Error Analysis (Language),Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Grammar,Language Tests,Difficulty Level,Learning Processes,Undergraduate Students,Language Proficiency,Language Usage,Teaching Methods

In many parts of the world, learners of English as a Foreign Language (EFL) or English as a Second Language (ESL) often face language difficulties and challenges in their performance in learning. These challenges and errors have multiple forms and causes, covering various language and skills aspects. This study focuses on the types of grammatical errors made by Foundation Programme students at a university in Oman. The study specifically examined areas that appeared difficult for the students and their actual knowledge of grammar. To serve its objective, the study collected data from the results of two grammar quizzes in ongoing assessments (OA) by 83 undergraduate students enrolled in a Foundation Programme studying English courses. Findings reveal frequent errors performed by students in certain grammatical aspects and language use. Results also show the significance of analyzing students' performance in OA for a better understanding of their level of language knowledge. The study also drew some pedagogical implications.
More Capable Others? Education Studies Undergraduates as Near-Peer Mentors for Year 12 Students
Author: Hendry, Helen
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Peer Relationship,Mentors,High School Students,Grade 12,Academic Aspiration,Foreign Countries,Student Participation,Student Attitudes,Role,Barriers,Affordances

This research focused on the benefits and challenges for second year Education Studies undergraduate students acting as near-peer mentors for year 12 students (aged 16-17). Near-peer mentoring often involves postgraduate students working with new undergraduates and is more common during Science Technology Engineering and Maths (STEM) programmes. There is little research available, outside of STEM, about how near-peer mentors might influence the aspirations of students to access HE, or of the impact on undergraduate mentors themselves. The student near-peer mentors were part of the Research Higher project in an area of England with unexplained low participation rates in HE. The project involved circa 200 students from local schools in a programme of weekly events where they designed and conducted their own research. Second year Education Studies undergraduate students supported two cohorts of year 12 students during their on-campus seminar activities. The findings draw on thematic analysis of undergraduate student interviews at the end of the project. They indicate that near-peer mentoring has unexpected benefits for undergraduate Education Studies students including meta-cognition about their own learning and confidence in working with older students. Recommendations for future near-peer mentoring programmes are proposed based on student feedback.
Getting Ready for Teaching in the Pandemic Era: Action Research on Integrating ICT Course with Training and Online Teaching Practice
Author: Lee, Yoo-Jean
Date: 2022-00-00
Type: Journal Articles
Subjects: Action Research,COVID-19,Pandemics,Preservice Teacher Education,Preservice Teachers,Information Technology,Technology Uses in Education,Online Courses,Web Based Instruction,Videoconferencing,Distance Education,Second Language Instruction,English (Second Language),Language Teachers,Foreign Countries

The purpose of this action study was to identify problems of pre-service English teachers within the context of the COVID-19 pandemic, initiate appropriate actions, and measure impacts. As the lack of teacher training and practice was noted as a problem, actions of providing long-term training and online teaching practice were initiated. Eighteen preservice English teachers took an ICT course to receive training and taught students online. Their responses in regular group conferences, a final conference, and a survey questionnaire were analyzed through observing and reflecting. They perceived all topics and contents covered for the training as very useful. They also reported online teaching practice enabled them to improve various abilities such as managing Zoom classes, creating video content, managing an app, etc. Finally, they experienced difficulty, particularly in keeping students motivated, and holding online mentoring. However, working collaboratively enabled them to become more responsible. Actions initiated in this study were confirmed to be successful. Implications for the future are presented.
Grammar Practice Activities in ELT Textbooks: Types, Order, and Interrelated Series
Author: Garth, Andrew
Date: 2022-00-00
Type: Journal Articles
Subjects: Grammar,Teaching Methods,Learning Activities,English (Second Language),Second Language Learning,Second Language Instruction,Textbooks,Incidence,Content Analysis,Lesson Plans

The purpose of this study was to analyze the grammar practice activities used in 14 recently published pre-intermediate and intermediate English language teaching textbooks. More specifically, this study analyzed the types of grammar practice activities that occurred, the order of such types, and the prevalence and composition of interrelated series of grammar practice activities. Results indicate that mechanical activities were less common than the other controlled alternative, meaningful activities, and also the least common type overall. Also, the results show that pre-communicative grammar practice activities were the most numerous grammar practice activities and comprised approximately 40% of all grammar practice activities. Additionally, it was found that grammar practice activities generally progressed from form-focused grammar practice activities to meaning-focused grammar practice activities. Last, it was found that multiple series of interrelated grammar practice activities were present with 54 distinct series appearing across the 42 lessons examined, and comprised almost half of all 246 grammar practice activities recorded as well.
360 VR PBL: A New Format of Digital Cases in Clinical Medicine
Author: Davidsen, Jacob
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Medical Education,Teaching Methods,Comparative Analysis,Instructional Design,Human Body,Case Method (Teaching Technique),Undergraduate Students,Clinical Experience,Anatomy,Cooperative Learning,Computer Simulation,Distance Education,COVID-19,Pandemics,Video Technology,Prior Learning,Medical Evaluation,Foreign Countries

In this paper, we present and discuss an explorative study on the use of a social 360° virtual reality (360VR) for supporting case-based Problem Based Learning (case-PBL) in clinical medical education. In the context of case-PBL, we argue that our social 360VR learning space extends the design and application of cases in medical education by including elements from project-PBL. Three groups tested the learning design as a part of the clinical exercises in their 5. Semester bachelor course. After the social 360VR activity, the students performed a physical examination of the collateral and cruciate ligaments of the knee like the one in the training material. Our preliminary findings indicate that the students immersed in social 360VR collaboratively establish a mutual understanding of how to perform the examination through identifying problems related to the examination and by taking responsibility for their own and the other group members learning.
An Academic and Personal Approach to Supervising Project Groups
Author: Simonsen, Jesper
Date: 2022-00-00
Type: Journal Articles
Subjects: Supervision,Cooperative Learning,Group Dynamics,College Students,Foreign Countries,Supervisors,Psychological Patterns,Attitudes,Experience

This article investigates and exemplifies the personal side of our supervising skills. This is inspired from psychotherapeutic research specialized in investigating openminded contact and authentic meetings. The article is based on our experiences supervising project groups at Roskilde University. Supervision is sometimes a challenging task that may manifest and confront personally-related issues. We advocate combining an academic and personal approach to supervising project groups. We provide a range of empirical examples from the supervising project groups, illustrating the type of personal challenges we meet. These challenges are characterized and conceptualized, and some concrete ways to deal with them are proposed.
Enhancing Student&apos;s Problem-Solving Skills through Project-Based Learning
Author: Karan, Ebrahim
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Problem Solving,Skill Development,Active Learning,Student Projects,STEM Education,Creativity,Problem Based Learning,Educational Strategies,Learner Engagement

The goal of the study is to overcome two main drawbacks of traditional science, technology, engineering, and math (STEM) pedagogical strategies using PBL - lack of student engagement and students who are not prepared for more complex problems. PBL teaching strategies practiced in an introductory class are assessed. Classroom observations and student surveys are used to determine at what level does the PBL affect students' problem-solving skills. For the first half of the semester of the course, traditional lectures were used, during the second half, students are divided into experimental (PBL strategy) and control groups. The results of the survey and student grades are analyzed to determine a statistically significant difference between pre/post-study results. From the students' perspective, there is a significant mean difference between their confidence level in solving problems before and after using PBL and the students earned higher grades compared to the students in the control group.
Facilitating Postformal Thinking through Problem-Based Learning in the History Survey Course: An Empirically Tested PBL Model
Author: Wynn, Charles
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Problem Solving,Thinking Skills,History Instruction,Current Events,Student Attitudes,Skill Development,Undergraduate Students,General Education,Metacognition,Reflection,Introductory Courses

This case study presents a problem-based learning (PBL) model that guides general education history students to practice and acquire more advanced problem-solving skills -- those found in postformal thinking systems -- and to apply these thinking skills to develop and share solution alternatives both to periodized historical issues and to current problems and issues. The article also summarizes findings from three studies that tested the impact of the PBL model on students' cognitive growth, level of course engagement, and perception of content relevance. These findings include student comments on the impact their PBL experiences had on their thinking skills and the usefulness of these skills in problem solving. The article concludes by providing tips on implementing the PBL model in a college general education history course.
Exploring Approaches for Blended Learning in Life Sciences
Author: Brohus, Malene
Date: 2022-00-00
Type: Journal Articles
Subjects: Biological Sciences,Formative Evaluation,Electronic Learning,Computer Mediated Communication,Lecture Method,Asynchronous Communication,Synchronous Communication,Video Technology,Blended Learning,Problem Based Learning,Laboratory Experiments,Science Instruction,College Science

Digital tools and platforms offer new solutions to design and conduct university teaching. This case illustrates how such digital solutions may be utilized in problem-based learning programmes within life science educations. Specifically, the case evaluated the use of live-streamed and recorded lectures, the incorporation of digital formative assessment in lectures, and the use of a digital platform to support experimental project work in a research laboratory. We find that digital solutions provide flexibility for both lecturers and students, advantageous options for collecting and sharing information, and for engaging students in their learning process. However, digital tools cannot replace all aspects of traditional in-person teaching, such as social interactions. Rather, when blended with in-person teaching, digital solutions have a large potential for supporting new forms of and approaches to both theoretical and experimental university teaching.
A Ruppert&apos;s Framework: How Do Prospective Teachers Develop Analogical Reasoning in Solving Algebraic Problems?
Author: Lailiyah, Siti
Date: 2022-07-00
Type: Journal Articles
Subjects: Logical Thinking,Mathematical Logic,Problem Solving,Preservice Teachers,Mathematics Teachers,Algebra,Foreign Countries

It is widely agreed that knowing how prospective teachers develop analogical reasoning in solving problems is essential. Problem solving is specific domain that requires particular ways of analogical reasoning skill. The purposes of this study was to reveal the development of analogical reasoning and strategies used by a prospective teacher. The research design used a qualitative method. As many as sixty nine mathematics prospective teachers were involved voluntarily to complete algebraic tasks and 12 of them were interviewed to investigate their analogical reasoning and solution strategies. The data analysis used Ruppert's framework consisting of four components: structuring, mapping, applying, and verifying. It was found that the first three components were fully performed by the prospective teachers. However, the verifying stage was applied by prospective teachers in different ways. The dominant strategy used was a combined multiplication and addition. Their strategies varied according to the participants' general ability. The more strategies employed in solving problems, the better their analogical reasoning is becomes. This implies that instructional designs that will be developed by prospective teachers may vary. Therefore, during their candidature, they should be provided with many solving strategies in problem-solving to develop students' analogical reasoning.
Improving Employability for Students through Co-Creation and External Collaboration: Experiences and Outcomes
Author: Andersson, Vibeke
Date: 2022-00-00
Type: Journal Articles
Subjects: Job Skills,Employment Qualifications,School Business Relationship,Problem Based Learning,Foreign Countries,Tourism,Refugees,Partnerships in Education,Nongovernmental Organizations,Cooperation,College Students,Active Learning,Migration

This paper presents how a ninth semester teaching programme created employability skills among students. During the semester, students were expected to collaborate with a company or an organization to solve a task set by the external partner. The students used their academic and analytical skills and competences as a part of working with the 'product' (pitch and report), which they also delivered to the external partners. The students thus gradually became aware of the competences they used. The collaboration with companies and organizations formed part of and was integrated into the courses taught during the semester. The theories, concepts and themes presented in the instruction during the first part of the semester could be used by students in their collaboration with the external partner, both practically and theoretically. Students worked with external partners for six weeks during the second half of the semester.
College Students&apos; Perceived Teaching Presence in Emergency Remote Online Mathematics Teaching
Author: Taley, Isaac Bengre
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Preservice Teachers,Teacher Student Relationship,Electronic Learning,Distance Education,Emergency Programs,Social Cognition,Teacher Behavior,Teaching Styles,Classroom Environment,Gender Differences,Interaction,Student Evaluation of Teacher Performance,COVID-19,Pandemics

In this period of the COVID-19 outbreak, the interest in replacing conventional face-to-face teaching with online teaching in Ghana's Colleges of Education has sown amidst concerns about the presence of teaching. Through an online survey, 452 students from three education colleges responded to the teaching presence scale. This study examined college students' perception of mathematics teaching presence and how gender and the mode of interaction affected students' sense of teaching presence during the emergency remote online teaching of mathematics. The results showed that about 82.7% of the students had a moderate to a high sense of mathematics teaching presence in the emergency remote online teaching. This means that mathematics teachers were unable to identify the mathematics learning needs, neither were teachers able to manage collaborative and reflective work, nor averted undirected discourse among 27.3% of the students. Although the gender of students did not affect the sense of mathematics teaching, the result indicated that in the absence of asynchronous mode of interaction, synchronous and blended modes of interaction positively affected students' perceived mathematics teaching presence. Altogether, this study urges mathematics teachers to employ creative pedagogical approaches that make teaching presence more conspicuous to students in emergency remote online mathematics teaching.
Students&apos; Perceptions of Problem-Based Learning in Multidisciplinary Groups When Seeking to Solve an Engineering Grand Challenge
Author: Crichton, Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Problem Based Learning,Interdisciplinary Approach,Cooperative Learning,Engineering Education,Educational Benefits,Professional Education,Soft Skills

This paper presents findings from a small-scale research study eliciting students' perceptions of benefits and challenges of working in interdisciplinary groups to solve an engineering challenge using problem-based learning. Penultimate and final year undergraduates and postgraduate MSc students in the School of Engineering and Physical Sciences at a Scottish university, studying Robotics, Mechanical, Chemical, Electrical and Software Engineering worked in interdisciplinary groups of five on a project to provide solutions to the United States National Academy of Engineering Grand Challenges (NAEGC). Students were surveyed twice, using closed and open questions before and towards the end of the project. Data were analysed using a thematic approach. Findings showed that most students saw benefits to problem-based working with students from other disciplines, citing increased awareness of approaches, future 'real world' professional preparation and efficiency in problem solving. However, challenges around scheduling meetings and concerns around cross-discipline collaboration indicate that universities should provide training for students before undertaking such problem-based projects, to ensure maximum educational benefits. In addition, greater emphasis needs to be put on students' awareness of the added benefits of development of the 'soft skills' needed for future professional practice.