ethanporcaro/eric-fulltext-meta huggingface dataset:
The Protean Identity of English-Medium Writing Centers in the Asia-Pacific Region: A Literature Review
Author: Ubaldo, Emil F.
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language of Instruction,Writing (Composition),Laboratories,Writing Instruction,Role,Educational Innovation,Bilingualism,Tutors,Pedagogical Content Knowledge,Relevance (Education),Community Needs,Universities,Teaching Methods,Native Language,Feedback (Response),Conferences (Gatherings),Teacher Student Relationship,Online Courses,Teacher Selection,Writing Teachers,Foreign Countries,Undergraduate Students,Graduate Students

This paper addresses how the Writing Center, a common writing support service originated in the USA, takes shape and evolves as it finds new homes in universities in the Asia-Pacific Region. Using the available literature on existing writing centers in scholarly databases, the paper explores the motivations behind the establishment of these institutional writing centers, their roles in supporting the programs of their host university, their organizational operation, types of services provided, as well as innovative programs (i.e., bilingual support during consultation and the addition of tutors who are content experts). Taken together, the findings offer a sketch of how these Writing Centers takes on different shapes to match the local realities and make them more relevant to the community they serve. Consequently, it may offer guidance to other universities outside North America (e.g., other regions of Asia and Latin American regions) planning to conceptualize or initiate a Writing Center.
Teachers Voice: Their Experiences in Emergency Remote Teaching amid COVID-19 Pandemic
Author: Ginting, Daniel
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Experience,Teacher Attitudes,Distance Education,Online Courses,Teaching Methods,Educational Change,COVID-19,Pandemics,Integrated Learning Systems,Foreign Countries,High School Teachers,College Faculty,Feedback (Response),Teacher Student Relationship,Video Technology,Synchronous Communication

The present study describes the experience of Indonesian teachers coping with Emergency Remote Teaching (ERT) during the COVID-19 pandemic. An understanding of their experiences can help teachers better prepare for ERT in the future. Unlike ERT practices in other countries during the pandemic, there is still a lack of evidence of ERT practices in Indonesia. This descriptive study aims to interpret teachers' experience in managing their ERT. Online questionnaires were distributed to 36 Indonesian university lecturers and 40 Indonesian high school teachers. The instructors shared their experience of ERT practices during the pandemic. This study aims to examine their readiness to cope with ERT. The data show that teachers demonstrated their readiness to host ERT in the way they perceived learning management systems (LMS), developed modules, deployed feedback and comments, and scheduled screen time. Teachers' ERT strategies did not hinder students' successful learning as teachers maintained students' engagement in online learning through their knowledge of basic technology, such as choosing a LMS, providing encouragement through feedback, and producing media such as video lessons. Moreover, teachers could manage their screen time without negatively affecting their own mental and physical health. Finally, further research could seek data from a wider range of participants to obtain a wider picture of teachers' experience in Indonesian ERT.
Preservice Teachers&apos; Professional Learning Values (PLVs) in West Kalimantan Province
Author: Irwan, Dedi
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Student Attitudes,Correlation,Self Evaluation (Individuals),Values,Factor Analysis,Social Capital,Cooperative Learning,Professionalism,Gender Differences,Academic Ability,Social Status,Educational Quality,Educational Improvement,School Effectiveness,Teacher Effectiveness

This study emphasizes the importance of teachers' understanding and implementation of professional learning (PL). PL requires teachers to continuously learn in order to increase their professional capacity, and such capacity improvement has been correlated with pupils' enhanced learning quality. The present study explores the preservice teachers' level of Professional Learning Values (PLVs) in West Kalimantan. This study adopted a quantitative approach employing a self evaluation questionnaire for preservice teachers. The data were analysed through factor analysis, descriptive statistics, and correlation. The results showed that two factors underlie West Kalimantan preservice teachers' PLVs: Research and Evaluation Orientation (REO) and Collaborative and Social Capital Development Orientation (CSCD). Additionally, descriptive statistics results found that preservice teachers consider the REO factor highly. However, a contradictory result came from the same data analysis, in which the preservice teachers did not consider PL practices in CSCD to be important. The data analysis found no correlation between preservice teachers' gender, academic competence, semester, and status of their place of origin (developed and underdeveloped) and their PLVs. Further research is needed to find out what variables have influenced preservice teachers' PLVs. These findings, patterns, and levels of preservice teachers' Professional Learning Values (PLVs) in West Kalimantan can be used as reflection materials and stimuli to enhance the professional learning of preservice teachers and in-service teachers. Moreover, these findings can be the groundwork for developing strategic steps to enhance preservice teachers' professional learning quality in West Kalimantan. The findings of this research describe which practice of PL which is less valued by teachers. In light of such findings, the future research could develop PLV improvement, by prioritising each aspect which teachers less valued.
Analysis of the Pre-Service Teachers&apos; Academic Stress Based on Their Self-Concept and Personality
Author: García-Martínez, Inmaculada
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Stress Variables,Personality Traits,Student Characteristics,Coping,Self Concept,Correlation,Gender Differences,Academic Achievement,Foreign Countries

Self-concept is a key factor in any teaching--learning process in pre-service teachers. However, it could be negatively affected by academic stress, which is constituted by stressors, stress symptoms, and coping strategies. The aim of the study was to determine the relationship between academic stress and self-concept in this population. This was a descriptive, correlational, and cross-sectional study. The sample consisted of 1020 university students in education degrees. In relation to sex, it was found that 75.78% were women and 24.21% were men. The following instruments were used: Self-concept Form 5 (AF-5), the Big Five Inventory-44 (BFI-44), and the SISCO Inventory of Academic Stress. The results indicated that academic stress increases and self-concept decreases as studies progress; likewise, most of the students perceived high levels of stress. It was concluded that academic stress is inversely related to self-concept in pre-service teachers, a fact that should be taken into account in their initial training. Social-emotional factors and neuroticism have a decisive influence on the future teachers' academic stress.
Listening Comprehension: The Role of Morphological Knowledge
Author: Hasan, Md. Kamrul
Date: 2021-00-00
Type: Journal Articles
Subjects: Role,Listening Comprehension,Morphology (Languages),Second Language Learning,Second Language Instruction,English (Second Language),Verbs,Language Tests,Language Proficiency,Undergraduate Students,Correlation,Morphemes,Predictor Variables,Bilingualism,Form Classes (Languages),Test Validity,Foreign Countries

Morphological knowledge has been identified as a significant sub-skill in bilingual listening comprehension, and lexical researchers consider listening comprehension an essential means for language learning. The current research attempted to examine the crucial four derivative word classes (adverb, adjective, verb, and noun) to represent knowledge of morphology. The objective was to find out if morphological knowledge can predict students' listening comprehension and investigate the correlation between the four derivative word classes and listening comprehension. The participants of the present study comprised 171 English as a foreign language (EFL) undergraduate university students. This study was quantitative in nature and a multiple regression analysis was administered. Two tests of English language proficiency were conducted: listening comprehension and morphological knowledge. The findings of the research showed that there were positive and significant correlations between all four major derivative word classes and listening comprehension. In addition, verb derivative form not only had the most significant, positive correlation with the dependent variable, (i.e., listening comprehension), but it was also the most statistically significant contributing predictor of listening comprehension.
Smartphone Handwritten Circuits Solver Using Augmented Reality and Capsule Deep Networks for Engineering Education
Author: Alhalabi, Marah
Date: 2021-00-00
Type: Journal Articles
Subjects: Handheld Devices,Electronic Equipment,Visual Aids,Freehand Drawing,Computer Simulation,Networks,Engineering Education,Technology Uses in Education,Accuracy,Problem Based Learning,Simulated Environment,Mathematics

Resolving circuit diagrams is a regular part of learning for school and university students from engineering backgrounds. Simulating circuits is usually done manually by creating circuit diagrams on circuit tools, which is a time-consuming and tedious process. We propose an innovative method of simulating circuits from hand-drawn diagrams using smartphones through an image recognition system. This method allows students to use their smartphones to capture images instead of creating circuit diagrams before simulation. Our contribution lies in building a circuit recognition system using a deep learning capsule networks algorithm. The developed system receives an image captured by a smartphone that undergoes preprocessing, region proposal, classification, and node detection to get a Netlist and exports it to a circuit simulator program for simulation. We aim to improve engineering education using smartphones by (1) achieving higher accuracy using less training data with capsule networks and (2) developing a comprehensive system that captures hand-drawn circuit diagrams and produces circuit simulation results. We use 400 samples per class and report an accuracy of 96% for stratified 5-fold cross-validation. Through testing, we identify the optimum distance for taking circuit images to be 10 to 20 cm. Our proposed model can identify components of different scales and rotations.
Investigating Stereotype Threat in Foreign Language Acquisition: A Preliminary Study
Author: Nall, Matthew
Date: 2021-00-00
Type: Journal Articles
Subjects: Stereotypes,Second Language Learning,Second Language Instruction,English (Second Language),Undergraduate Students,Correlation,Language Attitudes,Role,Foreign Countries,Language Tests,Student Attitudes,Surveys

Various research studies in the field of psychology have shown that the phenomenon of stereotype threat is real and has a consistent and measurable negative effect on individuals' performance on cognitively demanding tasks in a variety of areas. Currently, the relationship between stereotype threat and second language acquisition has not been explored in empirical research. This preliminary study aims to fill this gap by identifying stereotypes in regard to English and English as a foreign language (EFL) education in Japan, and testing whether stereotype threat has a measurable and consistent impact on English acquisition by Japanese university students. Results show that stereotype threat plays a role in English acquisition in Japan. As the current study is only preliminary in nature, further research is warranted. This article concludes with a discussion of limitations and implications, and gives some guidance for further research in this new area of inquiry.
Towards Sustainable Development through Higher Education Quality Assurance
Author: Stukalo, Nataliia
Date: 2021-00-00
Type: Journal Articles
Subjects: Sustainable Development,Higher Education,Educational Quality,Quality Assurance,Best Practices,Universities,Foreign Countries,Standards,Competence,Institutional Evaluation,Program Implementation

This study aims to identify the role of higher education quality assurance in achieving sustainable development goals. To support this aim, the following objectives were formulated: to discuss and summarize the best practices of QA agencies in promoting SDGs, to identify how Ukrainian universities consider SDGs in their policies, to develop recommendations for internal, and external quality assurance systems regarding SDG achievement. This qualitative study is based on a case study, observation, and questionnaire methods. Ukrainian higher education quality assurance systems are taken as a case study for this article. Primary data are collected through an online questionnaire and observation of Ukrainian universities' publicly available information regarding sustainable development activities at their official websites. Additionally, some publicly available documents, reports, and materials on the experience of foreign quality assurance agencies are also reviewed, compared, and contrasted. The results of the research can be used at national levels where higher education standards should include competence in sustainable development goals, at institutional level to improve HEIs' quality assurance system, and at the study program level to include SDG consideration as one of the requirements during internal quality assurance procedures.
Social Media Tools for Educational Sustainability in Conflict-Affected Regions
Author: Baytiyeh, Hoda
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Sustainability,School Closing,Emergency Programs,Electronic Learning,Violence,Conflict,Cost Effectiveness,Risk Management,Safety,Elementary Secondary Education,Technology Integration,Affordances,Access to Education,Geographic Regions,Foreign Countries

This conceptual paper demonstrates the potential role of social media in providing students with access to education during emergency situations when schools cannot ensure students' safety or provide safe learning environments. It is based on conceptual analysis that transforms face-to-face education into a cost-free, online educational environment by relying on social-media learning tools during short-term disruptions caused by violence and conflict. This article proposes a framework that outlines how technology can be used to maintain education in schools during conflicts and emergency situations: cloud computing to access administrative resources and social media tools to maintain teaching/learning resources and student-teacher as well as student-student interactions. The proposed strategy could be greatly beneficial to educational leaders and administrators in regions vulnerable to sectarian conflicts where student safety and the delivery of educational services can become major challenges. This paper contributes to the literature by emphasising the advantages of social media tools for educational delivery in conflict-afflicted regions.
Becoming an Expert Teacher: Assessing Expertise Growth in Peer Feedback Video Recordings by Lexical Analysis
Author: Bent, Marije
Date: 2021-00-00
Type: Journal Articles
Subjects: Expertise,Teacher Effectiveness,Curriculum Design,Feedback (Response),Peer Evaluation,Preservice Teacher Education,Blended Learning,Semantics,Network Analysis,Preservice Teachers

Teacher education enables students to grow from 'novice' into 'starting expert' teachers. In this study, students' textual peer feedback on video recordings of their teaching practice was analysed to determine the growth of their expertise in relation to blended curriculum design. The degree to which curriculum and literature influenced their feedback was assessed by semantic network analysis of prominent words from the literature that was studied, as well as the lexical richness and semantic cohesion of students' peer feedback and reflections. The lexical richness and the semantic cohesion increased significantly by the end of the semester. This means that students incorporated new vocabulary and maintained semantic consistency while using the new words. Regarding the semantic network analysis, we found stronger connections between the topics being discussed by the students at the end of the semester. Active use of video and peer feedback enhances students' active knowledge base, thus furthering effective teaching.
Embedding Bachelor of Engineering University Education with Enhanced Work-Integrated Learning
Author: Vailasseri, Pradeep
Date: 2021-00-00
Type: Journal Articles
Subjects: Engineering Education,Career Readiness,Work Experience Programs,Program Implementation,Undergraduate Students,Bachelors Degrees,Curriculum Development,Partnerships in Education,Foreign Countries

A study on the effectiveness of engineering education in the development of industry-ready graduate engineers was conducted among academics and industry experts of engineering disciplines who have relevant experience in work-integrated learning in Australia. The hypothesis was that embedding enhanced work-integrated learning into all study semesters has the increased possibility of developing industry-ready graduate engineers. This paper outlines the research outcomes and an enhanced work-integrated learning framework that might be helpful for improving the industry-readiness of graduating engineers. Based on the research results, the researchers propose the allocation of an appropriate level of work-integrated learning for each indicator of attainment component from the elements of Engineers Australia's Stage I Competencies. The aim of this paper is to provide detailed recommendations for implementing an enhanced work-integrated model in Bachelor of Engineering programs in Australia. The authors also present the concept of curriculum development based on industry-integrated learning outcomes, as well as the campus and industry engagement model for enhanced work-integrated learning for the subjects of study in the Bachelor of Engineering program. This framework can be used globally as a reference for developing similar work-integrated learning models.
Oxymoron&quot;ing&quot; Education: A Poem about Actualizing Affect for Public Good
Author: Reinertsen, Anne B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Poetry,Language Usage,Education,Educational Quality,Experience,Affective Behavior,Philosophy,Semiotics

An oxymoron is a self-contradicting or incongruous word or group of words as in Lord Byron's (1788-1824) line from his satirical epic poem Don Juan; &quot;melancholy merriment&quot;, An oxymoron is a rhetorical and epigrammatic device for effect, often revealing paradox. The effect I aim for here is the actualization of affect; affect made relevant and useful for education as a public good. Oxymoron&quot;ing&quot; as an immediate edging of knowledge into experience, hence a way to access a proto subjective level of the affective power of X. The prefix proto indicating the first, original or earliest. I ask how we can become materially identifiable subjects for one another and what would it take to move from a mechanistic approach to education to a more machinic one. It is a view of change that does not steal my powers or affective force away. Furthermore, are the abstractions one attempts to move from imitation to imagination abstract enough? I aim for expansions in our educational rationales for social and natural sustainability. It implies an educational philosophy of multiplicity ready to support and join a creative pluralism of organization and pedagogies and simultaneously counteract predetermined and controlling pluralism of organization and pedagogies. The overarching contribution of this poem is political, pragmatic and ethical and concerns the constitution of subjectivity for education in inter- and intra-generational perspectives through taking part in polysemantic ambiguity, envisioning a modest view to the child as a knowledgeable and connectable collective. Ultimately, a view of the child is our primary measurement indicator for educational quality. The competence most important to develop for educators is impression tenderness in order to meet the expressions of the child.
Students and Teachers Using Mentimeter: Technological Innovation to Face the Challenges of the COVID-19 Pandemic and Post-Pandemic in Higher Education
Author: Pichardo, J. Ignacio
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Computer Software,Audience Response Systems,Technology Integration,Instructional Innovation,Teacher Attitudes,Student Attitudes,College Faculty,College Students,Electronic Learning,Student Participation,Learner Engagement,Active Learning,Inclusion,Equal Education,Cooperative Learning,Interaction,Foreign Countries

The COVID-19 pandemic has prompted higher university lecturers to develop their digital skills in order to adapt to online teaching. A group of university teachers decided to evaluate the educational uses of Mentimeter to promote student participation and active learning. A questionnaire was answered by 400 students and 12 participating academics. These 12 academic respondents also participated in a focus group after experiencing this software during an academic course. Qualitative and quantitative data was collected and analyzed to conclude that this software not only facilitated student participation during the pandemic (both face-to-face and online) in synchronous and asynchronous ways but also improved attention, engagement, collaborative learning and interaction. Immediate feedback made it possible for teachers to monitor the students' learning processes and to adjust the content and pace accordingly. Students and educators highlighted the inclusive potential of this tool, as it allows participation from a diverse audience with different backgrounds and capacities, ensuring inclusive and equitable education for all. Some opportunities for improvement were also identified, namely more functions to make the software more attractive and adapt it to different educational objectives.
A Literature Review on Intelligent Services Applied to Distance Learning
Author: da Silva, Lidia Martins
Date: 2021-00-00
Type: Journal Articles
Subjects: Literature Reviews,Distance Education,Visual Environment,Educational Environment,Data Analysis,Computer Assisted Instruction,Electronic Learning,Online Courses,Integrated Learning Systems,Technology Uses in Education

Distance learning has assumed a relevant role in the educational scenario. The use of Virtual Learning Environments contributes to obtaining a substantial amount of educational data. In this sense, the analyzed data generate knowledge used by institutions to assist managers and professors in strategic planning and teaching. The discovery of students' behaviors enables a wide variety of intelligent services for assisting in the learning process. This article presents a literature review in order to identify the intelligent services applied in distance learning. The research covers the period from January 2010 to May 2021. The initial search found 1316 articles, among which 51 were selected for further studies. Considering the selected articles, 33% (17/51) focus on learning systems, 35% (18/51) propose recommendation systems, 26% (13/51) approach predictive systems or models, and 6% (3/51) use assessment tools. This review allowed for the observation that the principal services offered are recommendation systems and learning systems. In these services, the analysis of student profiles stands out to identify patterns of behavior, detect low performance, and identify probabilities of dropouts from courses.