ethanporcaro/eric-fulltext-meta huggingface dataset:
An Empirical Study on Service Recovery Satisfaction in an Open and Distance Learning Higher Education Institution in Malaysia
Author: bin Mohd Amin, Mohd Rushidi
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Justice,Distance Education,Open Universities,Reputation,Satisfaction,Intention,College Students,Social Bias,Social Justice,Resource Allocation,Equal Education,Student Needs,Services,Access to Information,Interpersonal Relationship,Educational Practices,Student Attitudes,Educational Technology

This study investigated the relationships among justice dimensions (distributive, procedural, interpersonal, and informational), university image, service recovery satisfaction, and customer behavioural outcomes (trust, word of mouth, repurchase intention, and loyalty). This study adopted a cross-sectional survey approach and data were collected through a survey of 303 students of Open University Malaysia in Malaysia who experienced service failure and service recovery. The framework was tested via partial least square structural equation modelling, and the results revealed a significant relationship between justice dimensions and service recovery satisfaction in terms of procedural and interpersonal justice. Service recovery satisfaction had a significant effect on all customer behavioural outcomes investigated. University image did not have a moderating effect on the relationship between justice dimensions and service recovery satisfaction. Theoretical and practical implications of the study are discussed in this paper.
Changes in Nature of Science Understandings of Preservice Chemistry Teachers in an Explicit, Reflective, and Contextual Nature of Science Teaching
Author: Çelik, Suat
Date: 2020-00-00
Type: Journal Articles
Subjects: Scientific Principles,Preservice Teachers,Science Teachers,Chemistry,Knowledge Level,Scientific Research,Beliefs,Foreign Countries,Misconceptions,Scientific Concepts

This study aimed to investigate changes in the understandings of the Nature of Science (NOS) of preservice chemistry teachers after participating in the explicit, reflective, and contextual NOS teaching. The sample of the study consisted of nine preservice chemistry teachers who attended scientific research methods course at the undergraduate level. The study was designed and conducted according to the qualitative research method. Preservice chemistry teachers' understandings of the NOS was collected through the &quot;Views on the Nature of Science-C&quot; (VNOS-C) questionnaire, which consists of 10 open-ended items. The questionnaire was translated and applied before and after an explicit, reflective, and contextual NOS teaching. The data were analyzed descriptively through the use of a rubric. To ensure the reliability of the collected data, interviews were also conducted with participants to clarify their answers to the questions. According to the results, it was determined that the majority of the participants had a very poor understanding of NOS before teaching. It was determined that changes in the understandings did not occur at the desired level for all NOS aspects despite some positive changes after the teaching.
Relationships between Computational Thinking Skills, Ways of Thinking and Demographic Variables: A Structural Equation Modeling
Author: Özgür, Hasan
Date: 2020-00-00
Type: Journal Articles
Subjects: Thinking Skills,Information Technology,Measures (Individuals),Foreign Countries,Correlation,Prediction,Student Attitudes,Elementary School Students,Secondary School Students,Academic Achievement,Mathematics Achievement,Science Achievement,Mathematics Skills,Structural Equation Models,Critical Thinking,Computation,Mathematics Instruction,Science Instruction

The aim of this study is to determine the extent at which students' computational thinking (CT) skills are explained by certain variables. To this end, the existence of explanatory and predictive relationships between students' CT skills and the variables in question has been examined and Structural Equation Model was employed for building a model in order to establish whether the variables predict students' CT skills or not. A correlational survey method was used in this research and the data collection tools of &quot;Personal Information Form&quot;, &quot;Computational Thinking Skills Scale&quot; and &quot;Thinking Ways Scale&quot; were administered to 405 students who were studying in 5th-12th grades in the 2018-2019 academic year in various schools in the Province of Edirne, Turkey. According to the research results, it was determined that CT skill was predicted by different ways of thinking; as well as other variables such as academic achievement in math, science and Information Technology (IT) courses, IT usage experience and level of education.
Cognitive Activation in Experimental Situations in Kindergarten and Primary School
Author: von Kotzebue, Lena
Date: 2020-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Elementary Schools,Kindergarten,Preschool Teachers,Elementary School Teachers,Foreign Countries,Science Instruction,Science Experiments,Teaching Methods,Questioning Techniques,Prior Learning,Error Patterns,Discussion (Teaching Technique)

Cognitive activation is one of the central quality characteristics of teaching. Studies which analyzed cognitive activation in science instruction and its influence on the achievement and the interest of students, took most of the times place in higher grades. Since scientific thinking can be taught at a very early stage and, in particular, experimental situations should be designed cognitively activating so that they can be optimally used as learning opportunities. Therefore, this study examined cognitive activation in experimental situations. For this purpose, we video recorded five lessons in primary schools as well as five lessons in kindergartens in Germany. The results showed that in the investigated experimental situations, only a few cognitively activating measures were implemented by the kindergarten educators and the primary school teachers. It is noticeable that the category Challenging questions was used most frequently while the category Instructional dialogue was by far the rarest in the videos.
Emotions among Students Engaging in Connectivist Learning Experiences
Author: AlDahdouh, Alaa A.
Date: 2020-04-00
Type: Journal Articles
Subjects: Emotional Response,Learning Theories,Social Networks,Student Behavior,College Students,Foreign Countries,Learning Activities,Achievement,Educational Technology,Technology Uses in Education,Internet,Online Searching,Computer Mediated Communication,Telecommunications

Emotion has long been a question of great interest in a wide range of fields. As a general rule, emotions are categorized as positive, which we seek, and negative, from which we turn away. However, empirically-backed connectivists claim that even negative emotions produce positive effects on student performance. What is less clear is how this process happens. This study had two primary aims. First, to assess the prevalence and distribution of emotions in connectivist environments. Second, to provide in-depth and experiment-based analysis that shows how and when negative emotions have their positive effect. Data for this study were mainly collected using an aided think-aloud protocol with nine participants, each of whom received ten tasks. Findings of the current study confirmed the dominance of negative emotions in connectivist learning environments and presented a model that could explain the variation of empirical results. Implications for researchers and teachers in distance education are discussed.
Postgraduate Distance Education in University of Cape Coast, Ghana: Students&apos; Perspectives
Author: Andoh, Raphael P. K.
Date: 2020-04-00
Type: Journal Articles
Subjects: Distance Education,Graduate Students,Foreign Countries,Student Satisfaction,Student Characteristics,Teacher Student Relationship,Facilitators (Individuals),Educational Quality,School Location,Semester System,Study Centers,Academic Support Services,Tutoring,Adults,Business Administration Education,Physical Environment

The study explored perceptions of postgraduate distance education students of University of Cape Coast (UCC). Specifically, associations between UCC postgraduate distance students' characteristics and satisfaction, as well as students' perceptions of physical facilities, staff-students relationship, facilitator quality, and student support services were examined. Determinants of students' satisfaction regarding physical facilities, staff-students relationship, facilitator quality, and student support services were also investigated. A census was used for the study, whereby a questionnaire was used to collect data from 125 students. It was revealed that satisfaction was not dependent on age, gender, or programme of study but was significantly related to study centre location and semester of study. The students were generally satisfied with physical facilities, staff-students relationship, and facilitator quality but were unimpressed with student support services. The three domains that students were impressed with were deemed to be determinants of their satisfaction. It was recommended that those aspects of the programme that received satisfactory responses should be maintained but improved on with time. Those aspects with unfavourable responses, on the other hand, were to be critically considered for immediate improvement.
Co-Opting a Shared Approach with Pacific Communities via an Internship Initiative and a Sporting Organization
Author: Ravulo, Jioji
Date: 2020-00-00
Type: Journal Articles
Subjects: Internship Programs,Athletics,Foreign Countries,Team Sports,College Students,Cultural Awareness,Outcomes of Education,Partnerships in Education,Experiential Learning,Indigenous Populations,Pacific Islanders,Learner Engagement,Student Attitudes,Employer Attitudes

This article explores the perspectives of participants from a partnership established between Western Sydney University (WSU) and the National Rugby League (NRL), a large and multifaceted international sporting organization. Ten students from WSU's Pasifika Achievement to Higher Education (PATHE) initiative took part in an internship program with the NRL. This program sought to bolster Pacific cultural awareness, and consider how PATHE interns developed learning outcomes and experiences whilst interacting and encouraging positive relationships between the NRL and its community groups. Four NRL staff members who acted as the intern's supervisors also took part in this partnership. The implications of this research are three-fold -- strong partnerships between universities and industry partners are vital for effective work-integrated learning; the development and upholding of Indigenous and Pacific platforms and spaces are important to increase cultural awareness; and to foster such developments, universities and industry partners need to demonstrate clear leadership.
Secondary School Students&apos; Initial and Changes in Cognitive Structures of Argument and Related Concepts
Author: Yildirir, Hasene Esra
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Cognitive Structures,Persuasive Discourse,Science Instruction,Instructional Effectiveness,Associative Learning,Teaching Methods,Concept Formation,Foreign Countries

The purpose of this study was to determine the state of secondary school students? cognitive structures about argument and related concepts and to reveal the change in their cognitive structures regarding these concepts after the implementation of the argumentation-oriented approach in science lessons. This study was conducted in Grade 6, 7, 8 classes, including a total of 80 students. This study follows a pre-experimental one group pretest-posttest design. Students were administered a word association test (WAT) covering argument and related concepts prior to and following the lessons. The results obtained from the WAT show that the students? cognitive structures progressed from the pretest to posttest, with an increase in the number of response words and connections between words, and with a change in the nature of these connections. As a result of teaching science lessons through argumentation, it was detected that cognitive structures of students regarding argument and related concepts indicated changes in the right way
Sprinting to the Finish Line: The Benefits and Challenges of Book Sprints in OER Faculty-Graduate Student Collaborations
Author: Zapata, Gabriela C.
Date: 2020-04-00
Type: Journal Articles
Subjects: Open Educational Resources,College Faculty,Collaborative Writing,Public Colleges,Learning Modules,Student Attitudes,Second Language Instruction,Spanish,Professional Development,Textbook Publication,Doctoral Students,Material Development,Teacher Student Relationship,Educational Benefits

This article investigates the results of a book sprint experience whose main objective was the development of instructional modules for an open textbook for the teaching of Spanish as a second language. Six graduate students at a public American university participated in the project for a week, working in pairs in the creation of activities that required the incorporation of the tenets of the dual pedagogical frameworks of performance- and literacy-based instruction (as realized through learning by design). Data were collected through both an opinion survey and the assessment of samples of the participants' products. The results of the survey showed that graduate students felt that being part of the book sprint had been beneficial both at the professional and personal levels, but they had also experienced difficulties similar to those reported in previous studies. The products analyzed pointed to a lack of connection between the required pedagogical tenets and the materials developed, which has also been reported in existing works on pre- and in-service teachers as materials developers. The article discusses how these results could have been a consequence of the structure of the book sprint, and it offers recommendations for future activities of this kind.
Open Textbooks: Quality and Relevance for Postsecondary Study in the Bahamas
Author: Bethel, Edward
Date: 2020-04-00
Type: Journal Articles
Subjects: Open Educational Resources,Foreign Countries,Textbook Evaluation,Instructional Effectiveness,Relevance (Education),Cost Effectiveness,Postsecondary Education,Access to Education,Electronic Publishing,Higher Education,Adoption (Ideas),Media Adaptation

Open educational resources (OER), are openly licensed text, media, and other digital and analog assets that are useful for teaching, learning, and research. Recent research has shown that in courses where open textbooks are assigned, students perform as well as or better than students in similar courses with commercially licensed textbooks. Despite cost savings and demonstrated effectiveness, perceptions about quality, relevance, ease of access, and other concerns persist. The objectives of this study were twofold: (a) to develop a practical and reusable measure for evaluating open textbook quality in terms of pedagogy, openness, accessibility, and relevance; and (b) to use the measure to rate the quality and relevance of open textbooks for use in higher education in The Bahamas. The study confirmed the viability of the quality measure as a practical tool to assess open resources and found that the open textbooks studied were accessible and well matched to course content, but of varying quality. More study is needed to explore ways to increase faculty adoption, use, adaption and production of OER.
Why Do University Teachers Use E-Learning Systems?
Author: Goh, Chin Fei
Date: 2020-04-00
Type: Journal Articles
Subjects: College Faculty,Educational Technology,Technology Integration,Technology Uses in Education,Teacher Motivation,Difficulty Level,Value Judgment,Intention,Teacher Attitudes,Foreign Countries,Social Influences,Constructivism (Learning)

University teachers are the main players when it comes to integrating e-learning systems into higher education institutions. Prior studies have identified four main antecedents that explain teachers' technology acceptance in the educational context: (a) subjective norms (SN), (b) technological complexity (TC), (c) constructivist beliefs (CB), and (d) motivation for instrumental use (MOT). In this study, we proposed and tested the dual roles of MOT, one as a causal variable and the other as a mediating variable, to explain university teachers' acceptance of e-learning systems. To test the research model, we collected data from 174 teachers at a large public university in Malaysia using a self-administered survey. Our study shows that MOT mediates the direct effects of SN, TC, and CB on perceived ease of use (PEOU), perceived usefulness (PU), and behavioural intention (BI). This study offers important policy insight for university administrators who seek to enhance acceptance of e-learning systems among university teachers.
Bridging the CPA Exam Gap: Do Internships Matter?
Author: Hairston, Stephanie
Date: 2020-00-00
Type: Journal Articles
Subjects: Accounting,Professional Education,Internship Programs,Tests,Graduate Students,Scores,Comparative Analysis,Learning Experience,Knowledge Level,Licensing Examinations (Professions),Financial Audits,Gender Differences,Undergraduate Students,Outcomes of Education

In this paper we consider whether experience gained on the job through an internship results in knowledge that can help with passing the CPA exam. It would seem that a candidate for the CPA exam would be better prepared if they had the combination of education and practical experience. We examine the CPA exam performance of 72 graduate students that completed a public accounting internship prior to sitting for the CPA exam compared to 98 graduate students that did not complete an internship in public accounting. Our analysis indicates that on average students completing internships score higher on all parts of the CPA exam. In addition, on average, students completing internships had a higher overall pass rate for each section of the exam, with the pass rate for the Regulation (REG) section being significantly higher for students that have completed internships; we also find that on average students with internships pass 2 sections of the exam prior to graduation as compared to 1.69 for students that have not completed internships.
Evaluating Pre-Service Teaching Practice for Online and Distance Education Students in Pakistan
Author: Abdullah, Nauman Ahmed
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Online Courses,Distance Education,Educational Technology,Technology Uses in Education,Teaching Methods,Lesson Plans,Skill Development,Attendance,Student Evaluation,Student Attitudes

In addition to conventional modes, teacher education programs in Pakistan are also offered through online and distance education. Teaching practice is a significant component of pre-service teacher education programs. Assessing the quality of teaching practice for pre-service student teachers is important, as these modules train the prospective teachers for their professional teaching careers. Virtual University of Pakistan (VU), an online university, offers pre-service teacher education programs. This research is an investigation into the learning opportunities and practices of VU student teachers in their teaching practice modules. Students enrolled in different teacher education programs served as the population of this study. Those in the fall 2018 semester who were enrolled in teaching practice modules were selected as a sample. Data sources included lesson plans prepared, lessons delivered, administrative and co-curricular duties performed by the students, as well as evaluation reports by supervisors, cooperating teachers, and school principals. There were improvements in the student teachers' lesson plan formation and their overall learning. Data obtained through personal visits by VU faculty was used to verify and assess actual classroom teaching. Lack of regular attendance and punctuality by student teachers was observed as a result. Internal review of the VU system as it relates to the teaching practice modules was conducted to address any shortcomings in the course(s), its procedures, and its controls. Recommendations for improving the system, such as grading the modules, peer-assessment, and orientation workshops for student teachers are provided, as well as suggestions for developments in the teaching practice modules themselves.
Arabic Adaptation of Adolescents Version of the Cognitive Emotion Regulation Questionnaire: Validity and Reliability
Author: Saad, Mourad Ali Eissa
Date: 2020-04-00
Type: Journal Articles
Subjects: Semitic Languages,Goodness of Fit,Self Control,Factor Structure,Item Analysis,Emotional Intelligence,Foreign Countries,Psychometrics,Correlation,Validity,Reliability,Questionnaires,Middle School Students,Measures (Individuals),Coping,Perspective Taking,Interpersonal Relationship

The purpose of this study was to examine the psychometric properties of Cognitive Emotion Regulation Questionnaire (Garnefski, Kraaij et al., 2002), using a sample of adolescents from Egypt, aged 13, 14 and 15 years. The results indicate that the nine-factor model was successful, obtaining adequate fit indexes: X[superscript 2], df=381.3, X[superscript 2]/df=5.5, CFI=0.92, TLI=0.92, RMSEA=0.05 and GFI=0.93. Model fit indices showed acceptable goodness of fit values for nine factors structure of 36 items of the scale. Standardized factor loadings for one factor structure of Cognitive Emotion Regulation Questionnaire have values between 0.39 and 0.75 and all t values are significant for all of the items. According to Spearman correlation analyses, there were significant positive correlations between the adaptive cognitive emotion regulation strategies and all factors of Wong and Law Emotional Intelligence Scale. However, negative correlations were noticed between the maladaptive cognitive emotion regulation strategies and all factors of Wong and Law Emotional Intelligence Scale. The test-retest reliability was acceptable. The test-retest coefficient for the total scale score was 0.92.
Embracing the Growth Mindset in the Classroom
Author: Nguyen, Nguyen Doan Hanh
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Development,Intelligence,Locus of Control,Psychoeducational Methods,Academic Persistence,Class Activities,Adolescents

By teaching students about the concept of growth mindset and ways to cultivate it, teachers can enhance students' academic progress. This article offers concrete ideas to help teachers foster the growth mindset explicitly among their students. The lesson is flexible and can be applied to all levels.
Effective Teacher Professional Learning on Classroom Behaviour Management: A Review of Literature
Author: Paramita, Pramesti P.
Date: 2020-01-00
Type: Journal Articles
Subjects: Faculty Development,Classroom Techniques,Student Behavior,Behavior Modification,School Effectiveness,Program Effectiveness,Elementary Secondary Education,Teaching Methods

Classroom behaviour management is an essential skill for teachers, yet teachers often report being inadequately prepared for addressing student behaviour effectively. Teacher professional learning on classroom behaviour management is continually needed to support teacher implementation of evidence-based classroom management practices. This article reports the findings from a systematic literature review aimed to identify the features and reported findings of recent teacher professional learning programs on classroom behaviour management. The result indicates that most of the effective programs were focused on training teachers on a specific strategy such as behaviour specific praise, or a combination of several proactive behaviour management strategies. While it is crucial to develop high-quality content for a teacher professional learning program, effective teaching strategies were required to produce the expected outcomes.