ethanporcaro/eric-fulltext-meta huggingface dataset:
Deliberate Practice of Spreadsheet Skills When Using Copiable, Randomized, and Auto-Graded Questions within an Interactive Textbook
Author: Gorbett, Luke J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Spreadsheets,Computer Software,Engineering Education,Textbooks,Electronic Publishing,Interaction,Animation,Teaching Methods,Mathematical Formulas,Homework,Comparative Analysis,College Freshmen,Computer Assisted Testing,Educational Technology,Course Content,Test Items,Item Analysis

Spreadsheets are a core computational tool for practicing engineers and engineering students. While Microsoft Excel, Google Sheets, and other spreadsheet tools have some differences, numerous formulas, functions, and other tasks are common across versions and platforms. Building upon learning science frameworks showing that interactive activities are advantageous, an interactive textbook from zyBooks was created to provide students the opportunity to acquire spreadsheet skills by doing. Interactive components include stepping through animations, completing multiple choice and matching questions, and evaluating spreadsheet formulas and functions using 100+ auto-graded, randomized questions. While the interactive reading participation was discussed in previous work, the focus here is on auto-graded questions, sometimes called online homework. Fraction correct regardless of attempts, number of attempts before correct, and number of attempts after correct provided metrics to examine deliberate practice across three cohorts encompassing over 250 students. Sections grouped as General spreadsheet skills or Functions generally showed greater median correct, ranging from 76 to 90%, than sections categorized as Advanced spreadsheet skills, which led to median correct of 68 to 81%. Median correct also varied between different question types and decreased with question order, which aligns with questions being scaffolded. Finally, a hypothesis was tested: Adding a Copy sheet feature to the auto-graded questions would encourage deliberate practice and improve fraction correct between cohorts. Over 80% of students used the new Copy sheet button, and a statistically significant increase with large effect size in fraction correct between cohorts was found, which supports the hypothesis.
Information Literacy Modules for First-Year Engineering Students
Author: Faber, Courtney
Date: 2022-00-00
Type: Journal Articles
Subjects: Information Literacy,College Freshmen,Engineering Education,Units of Study,Information Sources,Video Technology,Class Activities,Evaluation Methods,Program Implementation,Outcomes of Education

The abundance of information available to us every day continues to increase, largely because of society's reliance on the internet. While the internet provides access to a wealth of information, information may be inaccurate or irrelevant because anyone can publish content on the internet. As a result, it is critical for individuals to develop information literacy, which includes the skills to gather information, assess its quality, and use it effectively. Information literacy is especially important for engineers because of the need to be lifelong learners in order to adapt to the needs of society and technological innovations. Despite the importance of information literacy, it largely remains absent from undergraduate engineering curriculum. In this work, we developed two modules that were implemented and assessed at two time points in two different first-year engineering courses. These modules focus on defining information and providing a framework to assess the information. Each module includes a short video followed by a handout with questions designed to support students in making connections between the videos and their assigned design project. The development of the modules was informed by current research within the area of information literacy as well as the first two authors' experience teaching first-year engineering students. Assessment data from the two implementations show that students were able to identify a range of resources they used to get information for their design project. While some students were able to assess the quality of information using a structured process, many students' assessments were superficial and needed more time and instruction to improve. In addition to discussing our assessment outcomes, we provide a reflection on our personal experience implementing the modules to support the implementation of these modules by other instructors. These modules are available for use, testing, and adaptation in other first-year engineering contexts.
Development of Hybrid Laboratory Sessions during the COVID-19 Pandemic
Author: Szöke, Máté
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,COVID-19,Pandemics,Science Education,Videoconferencing,Weather,Undergraduate Students,Science Equipment

This paper presents the hybrid delivery method of a laboratory experiment at the Stability Wind Tunnel of Virginia Tech to some 170 students during April 2020, which can be considered the early stages of the COVID-19 induced lockdown. The steps of converting the hands-on labs to hybrid labs are presented in detail. Namely, a videoconferencing tool was used to: (1) stream the instrumentation used; (2) provide live video feed; and (3) to interact with the students. Labs began with a remote tour of the facility, whilst the presence of an expert-at-a-distance added key value to the labs as it enhanced students conceptual understanding via verbal interaction. The experiments were then performed by laboratory personnel while student's engagement was kept high via the teleconferencing session. At the end of the two-week laboratory campaign, the students provided feedback of the laboratory sessions via an open-ended and closed-ended survey. They highlighted the added value of expert-at-distance, the live video feed, and the ability of working with instructors. While their feedback was rather positive, students showed a strong preference toward hands-on laboratories. Overall, the methodologies presented here can be considered a relatively low-cost method to upgrade hands-on laboratories to hybrid or remote labs.
Factors Influencing Online Learner Performance during Coronavirus Disease Pandemic: A Case Study in Vietnamese Universities
Author: Nguyen, Huu Hau
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Distance Education,Pandemics,COVID-19,Academic Achievement,Undergraduate Students,Learning Readiness,Learning Strategies,Student Attitudes,Technological Literacy,Self Esteem,Communication (Thought Transfer)

Vietnam has a reputation for being a successful nation in preventing the Coronavirus disease (COVID-19) outbreak in 2020, with a lower number of illnesses than other ASEAN countries. However, to ensure that students are safe and informed about the coronavirus outbreak, Vietnamese higher education has developed online learning (OL). During the COVID-19 epidemic, this paper explores the relationship between elements such as learning readiness, learning strategies, and learning performance in the Vietnamese OL setting. Four hundred undergraduate students were randomly selected from Hong Duc universities, and Saigon University participated in this study in different zones. Analyzed data has applied structural equation modeling (SEM) using partial least squares (SmartPLS-SEM). The findings found that Vietnamese students were much more likely to believe in interaction in OL, to feel comfortable using a computer with their computer efficacy, and to have confidence in communicating in the digital environment, all of which were important variables in assuring the success of using OL. The factors of &quot;motivation&quot; and &quot;test preparation&quot; show a poor relationship with learning performance. Therefore, the OL process in Vietnamese, on the other hand, needs to be more inventive, with a greater focus on lecturers' awareness and practice of online teaching pedagogies such as motivation, techniques, and test arrangement. During OL, students' readiness in terms of learning control, self-directed learning, and engagement must be considered and supported.
Factors and Parameters Influencing Student Achievement in Mathematics: A Comparative Study between Israel and Finland
Author: Cohen, Shirly Ester
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Assessment,Achievement Tests,Secondary School Students,Mathematics Achievement,Socioeconomic Status,Student Motivation,Influences,Achievement Gap

In all years of the Program for International Student Assessment (PISA) in primary mathematics education, Finland ranked in the lower places (44-61) in the dispersion index (the difference in scores between the 95th percentile and the 5th percentile), while Israel ranked in the upper places (1-3) in the same index. In the last PISA test, Israel ranked first (among the 78 participating countries) in grade differences, while Finland ranked 61st. The score for dispersion in Israel is 356 points, the highest among the countries and economic entities of the Organization for Economic Cooperation and Development (OECD). Based on these results, this comparative study between Israel and Finland was conducted to investigate the most important sociological factor in the Pisa test that influences most student achievements in mathematics in Finland and Israel, as well as the reasons for the differences in achievement between mathematics scores. The results of this study show that the differences in achievement in Israel are due to students' socio-economic status and the sector. In contrast, Finland's first sociological factor influencing student performance is socio-economic status. Nevertheless, it has a more negligible influence than in Israel. The second factor is student motivation.
Game-Based Learning Sustainability during Social Distance: The Role of Gamification Quality
Author: Musyaffi, Ayatulloh Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: Game Based Learning,Gamification,Sustainability,Usability,Educational Technology,Electronic Learning,Anxiety,Teacher Characteristics,Educational Quality,Student Satisfaction,College Students,Foreign Countries,Intention

Online learning is an obligation in teaching and learning activities during the Coronavirus disease (COVID-19). Game-based learning is a solution in improving student learning outcomes. This research aims to determine the level of acceptance of gamification in terms of Gamification quality (GQ), instructor characteristic (IC), and technology anxiety (TA). The target respondents were students taking information systems courses based on enterprises resources planning (ERP) Gamification. The sample used is a census. That is, the entire population is taken as a sample. A total of 93 students filled out the online questionnaire. Then, data analysis using Structural Equation Model - Partial Least Square (SEM-PLS). Student satisfaction (SS) and perceived ease of use (PEOUG) are the most influences. PEOUG is also the construct that has the most significant relationship impact, especially with the perceived usefulness (PUG). Meanwhile, two constructs do not significantly impact TA on PUG and PUG on Intention to use gamification (INTG). The obligation of students requires students to ignore the impact and function of gamification. The results of this research also show that technology acceptance model (TAM), the constructs IC, TA, and GQ have a positive effect on PEOUG. Then PUG and PEOUG can positively affect SS.
Basic Correctional Education and Recidivism: Findings from PIAAC and NRS
Author: Patterson, Margaret Becker
Date: 2022-00-00
Type: Journal Articles
Subjects: Correctional Education,Recidivism,Institutionalized Persons,Adults,Outcomes of Education,Individual Characteristics,Basic Skills,Reentry Workers,Achievement Gains

Potential relationships of incarcerated adult participation in basic correctional education with recidivism seldom receive analysis in largescale datasets. Though 95% of incarcerated adults reenter communities when released, recidivism is higher for adults with low skills. This paper presents new Programme for the International Assessment of Adult Competencies findings on characteristics and skills of U.S. incarcerated adults participating in basic correctional education. The paper also examines adults' learning outcomes and available state recidivism rates from the National Reporting System. Recidivism is lower for adults participating in basic correctional education than for incarcerated adults overall, a finding worth further investigation. Implications for practice and policy are discussed.
Declining Enrollment in Federally-Funded Adult Education: Critical Questions for the Field
Author: Pickard, Amy
Date: 2022-00-00
Type: Journal Articles
Subjects: Adult Education,Adult Basic Education,English (Second Language),Second Language Learning,English Language Learners,Federal Programs,Enrollment Rate,Enrollment Trends,Educational Policy,Access to Education,Attitudes

This essay describes the decline in the number of participants enrolled in federally-funded adult basic education (ABE), adult secondary education (ASE), and adult English Language (EL) programs. Enrollment data since 1965 indicate a steep and consistent downward trend in the number of adults enrolling in these programs since the 1990s. Importantly, since program year 2000-2001, the first year reflecting standardized reporting, there has been a 65.8% reduction in the number of ABE/ASE students enrolling in federally-funded programs and a 49.2% reduction in the number of EL students. The purpose of this article is to highlight the long-term nature of these trends, ask critical questions, and promote further engagement with the topic.
Back to School for All: Helping Students Recover by Creating Safe and Welcoming Environments
Author: Vachon, Todd E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,In Person Learning,COVID-19,Pandemics,School Closing,Enrollment,Educational Environment,Preschool Education,Elementary Secondary Education,Advocacy,Information Dissemination,Community Involvement,Teacher Role

The American Federation of Teachers (AFT) launched a national Back to School for All (B2S) campaign in the summer of 2021. The B2S campaign was a concerted effort by teachers and staff across the United States to tackle barriers to safe, in-person learning and to ensure that all students feel welcome. The campaign served as a catalyst for bringing students back into public schools, colleges, and universities through a vast public outreach effort when students return to schools after the COVID-19 pandemic. This work is all the more urgent because the United States saw an unprecedented decline in student enrollment in public schools, colleges, and universities over the past two years. This article examines the the B2S campaign and how teachers have begun to build stronger relationships with the communities they serve.
Evidence-Based Practices in Special Education: A Reflection on the Philosophy, Research and Teaching
Author: Wu, Chi Cheng
Date: 2022-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Special Education,Teaching Methods,Outcomes of Education,Students with Disabilities,Epistemology,Learning Disabilities,Decision Making,Scientific Research,Best Practices,Standards,Educational Quality

Some researchers have taken evidence-based practices (EBPs) as the main solution for enhancing the learning outcomes of students with disabilities. The manner in which the application of EBPs assumes teaching strategies to be aligned with students' learning problems or disability situations betrays a mechanical approach to dealing with issues of students with disabilities. Post/positivism and scientific methods are underpinning threads supporting these developments. Yet, the complexity of teaching practice tends to be overlooked and scientific methods overextended. In this background, this article reviews the philosophy of science so that a more complete and historical understanding of science is represented, which is helpful in facilitating the discipline to draw attention to the limitations of current discussions about EBPs. Subsequently, we raise three ways to elucidate the research and teaching practices. First, ontological, epistemological and methodological diversities should be practiced to interrogate issues related to EBPs. Second, alternative methodologies should be encouraged to counter the environmental and systematic barriers compromising students' learning difficulties. Last, a problem-solving approach should be used to compete with a mechanistic approach in responding to students' learning difficulties.
Factors Influential to Teacher Candidates&apos; Decision to Pursue Special Education Careers
Author: Nordness, Philip D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Preservice Teachers,Career Choice,Occupational Aspiration,Special Education,Influences,Decision Making

The purpose of this study was to examine undergraduate students' reasons they would or would not choose to major in special education. Given the chronic shortage of special education teachers, it is essential to understand the variables that may influence an undergraduate student to choose a career in special education so that recruitment strategies can be effectively developed. The results from 121 survey respondents indicated that most students decided to pursue a career in special education in high school, or college, to make a difference in the lives of K-12 students. In addition, those individuals who chose to pursue a career in special education had previous experience with individuals with disabilities.
Learning through Crisis Epistemologies: Recognising, Managing and Designing New Spaces and Bodies
Author: Shi, Wanchen
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Human Body,Online Courses,Adjustment (to Environment),Educational Environment,Space Utilization,Affective Behavior,Mobility,Higher Education

The COVID-19 crisis made spaces for people to immerse themselves in moments of reflection. The suspension of time, sites, and body mobility, the collapse of the past principles; as the macro learning environment has undergone unprecedented changes, how could people read and react to those changes? Learning at the university, almost all the students have to adopt an online format as a singular way to access higher education, which calls for more self-management capacities and learning autonomy. Bodily learning is crucial from the pedagogical perspective, drawing insights from The Affective Turn, where Clough (2008) took the human body as biomedia so as to affect learning and transform knowledge. This paper shines a light on the new bodies and spaces with inherent innovation potentiality. Based on the literature review chiefly from Sociology, Anthropology, Philosophy, and Culture Studies, this paper engages with four typologies of learning epistemology, nomad, heterotopia, liminality, and rhythm. Their essential characteristics, principles, and interpretations imply in-between and transformational traits, challenging the existing principles and being open to alternatives. They help evaluate the changes and foster our critical and creative learning in risk and crisis. Simultaneously, they serve as the theoretical foundation for the following innovation fieldwork.
Thai Language Curriculum to Enhance Creativity Thinking Skills for Primary School Students
Author: Khamying, Pakkhapon
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Creativity,Creative Thinking,Thinking Skills,Elementary School Students,Grade 5,Thai,Language Teachers,Elementary School Teachers,Curriculum Development

Creativity in the present society is essential for growth and reform. It is also beneficial for having creative students organize thought, imagine and discover new ideas from an early age. This study aimed to (1) investigate primary information related to learning management results, current situations, and school curriculum development needs, (2) design a Thai language curriculum to enhance creative thinking for primary school students, and (3) study the effects of the curriculum. The study was divided into three phases: primary information research, curriculum design, and implementation. The participants consisted of 30 students in grade 5 during the 2019 academic year. Phase 1 revealed that the majority of schools still had fair fourth-standard results, which related to the ability of analysis, synthesis, critical, creative, and considered thinking. There were approaches to solving the problem that involved analyzing the policy and the practice outcomes. The results of phase 2 revealed that the curriculum's principles and goals were to assist students in improving their creative thinking in two dimensions: (1) knowledge and intelligence and (2) feeling, mind, and attitude. The results of phase 3 yielded that (1) primary school students had higher scores after learning to enhance creative thinking significantly at 0.05, (2) creative thinking of students who learned by using the curriculum was higher than creative thinking of students who learned through traditional curriculum significantly at 0.05. It can be stated that promoting creative thinking should be encouraged in many subject areas as early as possible.
Preparing Mainstream Teacher Candidates to Work with English Language Learners: Dissonance and Care Developing Agency
Author: Kim, Hyunjin Jinna
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,English Language Learners,Public School Teachers,Teaching Skills,Knowledge Base for Teaching,Preservice Teachers,Student Attitudes,Field Experience Programs,Psychological Patterns,Attitude Change,Professional Autonomy,State Universities,Elementary School Teachers

The increase of English language learners (ELLs) in the United States of America (USA) public school classrooms and the diversification of the global education landscape urges initial teacher preparation programs to equip mainstream teachers with appropriate skills, knowledge, and dispositions to teach ELLs. This paper reports findings from a focus group study on elementary teacher candidates' (TCs') field experiences with ELLs. Based on interviews with four groups of TCs who completed their two practicums with ELLs, the study illustrates how mainstream TCs perceive their field experiences as future teachers of ELLs. The findings suggest that TCs recognize dissonances and develop care toward ELLs through their engagements in ELL-specific field experiences. The study also demonstrates how the recognition of dissonances led to changes in TCs' beliefs and values, which was observed through their imagination. Informed by their field experiences with ELLs, TCs began forming professional agency as future teachers by imagining specific teaching strategies, methods, and approaches they would like to implement with ELLs. Implications and future directions of teacher education programs are also discussed.