ethanporcaro/eric-fulltext-meta huggingface dataset:
Critical Issues in the English Language Classroom: ICT and Online Learning in Language Education
Author: Canese, Valentina
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,English (Second Language),Second Language Instruction,Online Courses,Educational Technology,Teaching Experience,Teacher Education,Technology Integration,Language Teachers,Technological Literacy,Access to Computers,Foreign Countries

A critical issue in education since 2020 has been the impact of the COVID-19 pandemic in the teaching and learning process. The pandemic has affected all areas of education and foreign language teaching has not been the exception. The study presents key aspects of teacher experience and training in relation to their use of ICT, which has become ubiquitous for teaching and learning during the last two years. For this study, a mixed methodology approach was used with a semistructured questionnaire that was administered through social networks as well as WhatsApp and emails. A total of 184 responses were recorded from English teachers from all educational levels, public and private schools as well as language institutions. The results showcase that the main aspects affecting the development of classes are teachers' experience using ICT tools, training received, and technology appropriation. Moreover, the availability of a variety of tools for synchronous and asynchronous instruction, communication, and evaluation allowed teachers to rapidly transition into Emergency Remote Teaching. These results inform education stakeholders of the difficulties and opportunities brought by the COVID-19 pandemic.
Design Specifications of Augmentative and Alternative Communication Apps for Individuals with Autism Spectrum Disorder
Author: Polat, Hamza
Date: 2023-00-00
Type: Journal Articles
Subjects: Augmentative and Alternative Communication,Autism Spectrum Disorders,Telecommunications,Handheld Devices,Computer Oriented Programs,Program Effectiveness,Usability,Visual Aids,Turkish,Foreign Countries,Students with Disabilities,Special Education Teachers,Specialists,College Faculty

The literature has emphasized the positive impact of mobile technologies with augmentative and alternative communication (AAC) apps for enhancing the functional communication skills of individuals with autism spectrum disorders (ASD). Although various AAC apps are available, the system design of such apps presents assorted challenges, particularly for those with ASD in different cultures. Designing useful and engaging apps by considering the affordances of mobile technologies and the characteristics of individuals with ASD may contribute to the success of interventions. In this regard, the purpose of this study is to examine the design specifications of AAC apps based on the considerations of subject-matter experts from an instructional system design (ISD) perspective. The current research employed a design-based research framework, including different methods. An AAC app named as EBA was developed by following design specifications as suggested by the field experts to answer the research questions. The results of the study revealed several enhancements in usability, flexibility, and feasibility issues of AAC apps, and highlighted the importance of (a) personalized apps, (b) simple user-interface, (c) hierarchical representation of visuals, (d) responsive apps, (e) help and documentation, and (f) parent control service. Directions for future research are proposed.
A Comparative Review of Education Policy in Brazil and South Africa: Divergent Trends in Inequality
Author: De Villiers, David James
Date: 2023-05-00
Type: Journal Articles
Subjects: Educational Policy,Equal Education,Cross Cultural Studies,Sustainable Development,Goal Orientation,Educational Quality,Lifelong Learning,Foreign Countries,Educational Strategies

The literature identifies that education policies in Brazil are the backbone of their success in reducing inequality as measured by the GINI index. Since 1994, Brazil is the only BRICS (Brazil, Russia, India, China, South Africa) nation to achieve this. This article presents a comparative study of South Africa and Brazil, and the policies applied towards achieving the Sustainable Development Goals (SDG) of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. Using the analytical framework of the SDG, the strategies of South Africa, and Brazil regarding education are considered in order to identify patterns and themes that can potentially explain the divergence of inequality trends of the two nations. The overarching finding is that subtle differences in education policies perpetuate inequality in South Africa, whereas analogous policies contribute to equality in Brazil. The main contribution of this study is that it locates faults in otherwise well-meaning education policies in South Africa. [Note: The page range (323-344) shown on the PDF is incorrect. The correct page range for this article is 323-343.]
Divergence of Everyday Practices and School Policy on Mobile Use: Challenges to Developing EFL Learners&apos; Digital Literacies
Author: Waemusa, Zainee
Date: 2023-00-00
Type: Journal Articles
Subjects: Technological Literacy,English (Second Language),Second Language Learning,Telecommunications,Handheld Devices,Program Effectiveness,Web 2.0 Technologies,Foreign Countries,Secondary School Students,Computer Use

Literature has suggested that digital literacies can enhance language learning through appropriate use of mobile technology since today's young learners are immersed in mobile technology. However, to support English language learning through digital literacies in specific contexts, a learning environment with mobile technology should be examined. This paper aimed to report on mobile use for English language learning through digital literacies in Thai school contexts. Empirical evidence was reported from the mixed method research project with 400 Thai EFL learners and a group of teachers and administrators. Results from the quantitative and qualitative analysis showed the divergence of mobile phone use between EFL young learners' everyday life and pedagogical practices and policy at school, affirming that mobile phone use for developing digital literacies at school was not favored for EFL learning on the basis of Web 2.0 components in the research context. This paper argues that a call for the development of digital literacies among Thai EFL learners needs to promote social practices of such literacies. Implications are discussed for future pedagogical practices and policy to promote digital literacies with mobile device use for EFL learning.
Relationship between Career Interest and Career Decision-Making of Grade 12 Learners in Township Secondary Schools in South Africa
Author: Ajayi, Oluwakemi B.
Date: 2023-05-00
Type: Journal Articles
Subjects: Student Interests,Career Choice,Decision Making,Secondary School Students,Grade 12,Foreign Countries,Student Attitudes

This study examined the relationship between career interests and career decision-making of grade 12 learners in township secondary schools in South Africa. The correlational survey research design was adopted. The sample size comprised 204 grade 12 learners selected from six township secondary schools. The career interest and career decision-making scales were used to collect data from the learners. The inferential statistics such as Pearson correlation, Analysis of Variance (ANOVA), and regression analysis were used to analyse data. The results indicated that the correlation between enterprising career interest and career decision-making was established to be the strongest (r=0.535, n=204, p&lt;0.001), followed by the relationship between adventurous career interest and career decision-making (r=0.465, n=204, p&lt;0.001), but operational career interest had the least relationship with career decision-making, r (204)=0.284, p&lt;0.001. The study concludes that the career interest model, F (9, 194)=17.403, p&lt;0.01, is a significant predictor of career decision-making among the 12th grade learners. The study recommends that school psychologists should do early assessment of learners to ascertain their career interests.
Bloom&apos;s Taxonomy Revision-Oriented Learning Activities to Improve Procedural Capabilities and Learning Outcomes
Author: Adijaya, Made Aryawan
Date: 2023-00-00
Type: Journal Articles
Subjects: Taxonomy,Learning Activities,Elementary School Students,Grade 6,Outcomes of Education,Competence,Learning Processes,Skill Development

The implementation of learning activities in schools has not provided opportunities or encouragement for students in developing their procedural knowledge. This research aimed to test the effectiveness of developing Bloom's Taxonomy revision-oriented learning activities to grade IV elementary learners' procedural knowledge capabilities and learning outcomes. This research used quasi-experiment with a quasi-experimental design which consisted of a posttest-only control design. The population of this study was sixth-grade students of 9 schools with an overall number of 229 students. The sample in the study was 50 students, there were 26 students from the experimental class and 24 students from the control class. A test method with 10 question items was used as a data collection method. The data analysis methods and techniques used were quantitative descriptive analysis and inferential statistical analysis. Then the data were analyzed using the MANOVA test assisted by the IBM SPSS Statistics 21.0 program. The hypothesis test results showed a significance value of 0.000 (Sig&lt;0.05). It can be concluded in procedural capabilities and learning outcomes between groups of students there is a significant difference from following learning by implementing Bloom's Taxonomy Revision oriented learning activities with the experimental and control group.
The Effectiveness of Augmented Reality in Improving Students Motivation: An Experimental Study
Author: Jdaitawi, Malek
Date: 2023-05-00
Type: Journal Articles
Subjects: Physical Environment,Simulated Environment,Synthesis,Information Technology,Computer Simulation,Students with Disabilities,Learning Disabilities,Grade 6,Elementary School Students,Student Motivation,Foreign Countries,Science Instruction

Augmented reality (AR) has become a potential technology tool to improve the skills of students with learning disabilities. The effects of AR technology approach on students with learning disabilities motivation levels is considered as the research motivation. This study examined the effect of the AR on Jordanian 6th grade students' motivation levels. A quantitative quasi-experimental study is preceded with the pretest-posttest control group design model, where 24 students who identified to have learning disabilities were participated in this study and were randomly divided into two groups. Two groups, control group 12 students were taught conventionally, and 12 students were designated as the experimental group, they used the AR technology for four weeks. The results show significant results for the AR technology in enhancing student motivation. The results concluded the effectiveness of AR technology in enhancing students' motivation. [Note: The page range (365-380) shown on the PDF is incorrect. The correct page range for this article is 365-379.]
Pandemic Induced E-Learning and the Impact on the Stakeholders: Mediating Role of Satisfaction and Moderating Role of Choice
Author: Dash, Ganesh
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,COVID-19,Pandemics,School Choice,Student Satisfaction,Teacher Attitudes,Satisfaction,Technology Integration,Usability,Technology Uses in Education,Higher Education,Learner Engagement,Attitude Measures

This study tries to assess the impact of e-learning on the stakeholders, especially teachers and students, and the differences. COVID-19, the current pandemic, is taken as the context. A structural equation modeling approach is undertaken, and PLS-SEM (partial least squares) (multi-group) method is chosen. Perceived Usefulness and Perceived Ease of Use are the independent constructs, with Behavioral Intention to Use being the dependent construct. Satisfaction is taken as a mediator, and Choice is used as a moderator. One hundred ninety-seven teachers and two hundred seventy-nine students comprise the sample. Results show that teachers' perceived usefulness has a significant and positive impact on their satisfaction. For both teachers and students, perceived ease of use has a significant and positive impact on behavioral intention. Satisfaction is a successful mediator for teachers but not for the students. Choice has proved to be a good moderator for the relationship between perceived ease of use and behavioral intention to use. The study is unique as a new moderator (choice) is introduced to the modified model, and in-depth analysis is conducted to assess the relationships and the differences between the two groups. Further, it is a multi-national study enhancing its universal implications.
Developing a Model for Sustainable Development in Education Based on Convergence Education
Author: Kim, Keejoo
Date: 2023-00-00
Type: Journal Articles
Subjects: Sustainable Development,Environmental Education,College Students,Foreign Countries,Interdisciplinary Approach,Teaching Methods

Education for sustainable development (ESD) refers to education on the values and behaviors necessary for a sustainable future and society where everyone receives high-quality benefits. In the era of the fourth industrial revolution, convergence thinking is emphasized as a method of ESD. Therefore, this study aims to derive a model for developing open convergence subjects for ESD. The idea for this model was derived by combining the process of establishing a Convergence Department at Rey Juan Carlos University in Spain and the unit activities of Kyoto University in Japan. The challenges of failing to achieve the original goal and purpose of convergence due to emphasizing specific majors were solved by defining requirements for the model. Convergence subjects that meet the requirements are developed by following the order of the proposed model. In the future, a convergence subject pilot model will be applied using the proposed model to present and operate a course development process called &quot;technology and future are seen through the window of currency&quot;. [Note: The year (2022) shown on the PDF is incorrect. The correct citation for this article is v9 n1 2023.]
Partnership Research with Indigenous Communities: Fostering Community Engagement and Relational Accountability
Author: Brant, Jennifer
Date: 2023-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Community Involvement,Culturally Relevant Education,School Community Relationship,Oral Language,Writing Skills,Indigenous Knowledge,Play,Early Childhood Teachers,Kindergarten,Young Children,Grade 1,Educational Research,Ethics,Rural Areas,Foreign Countries,Educational Policy

Drawing from principles of ethical research derived from our review of national and international policy documents, in this paper we reflect on our research experiences working in partnership with Indigenous educators in a project to support young Indigenous children's oral and written language development through collaborative action research. Then, acting on lessons learned from this first partnership project, we describe our efforts to attend to these ethical research principles in a second partnership project to support Indigenous children's writing and Indigenous language and cultural learning through teacher-initiated, culturally specific, play-based activities. We offer our reflections as a starting point for conversations that will inspire and call for the necessary ethical and relational responsibilities of doing partnership research with and for Indigenous communities.
Academic Stress in Online Higher Education
Author: Fayda-Kinik, F. Sehkar
Date: 2023-00-00
Type: Journal Articles
Subjects: Online Courses,COVID-19,Pandemics,Stress Variables,College Students,Student Attitudes,Student Responsibility,Self Concept,Time,Barriers,Age Differences,Gender Differences,Student Satisfaction,Instructional Program Divisions,Foreign Countries,College Environment,Family Environment,Academic Achievement

With the unprecedented impacts of the COVID-19 outbreak, higher education institutions have faced a number of challenges, one of which is the transition to online education. University students have experienced varying levels of stress as the largest group affected by this transition. The perceived level of academic stress experienced by university students in this new system has become significant for the improvement in online learning at the tertiary level. Therefore, this study aimed to measure the level of academic stress among university students including the components of pressures to perform, perceptions of workload, academic self-perceptions, and time restraints during online learning. In order to measure the level of academic stress among university students, a quantitative research design was adopted through gathering statistical data from 147 undergraduate students studying online in different departments in Turkey utilizing &quot;The Perception of Academic Stress Scale&quot; including the components of pressures to perform, perceptions of workload, academic self-perceptions, and time restraints during online learning. The results of this quantitatively designed study revealed that the perceived level of academic stress among university students was found as neutral in general; regarding the components of &quot;Pressures to Perform&quot; as high, of &quot;Perceptions of Workload&quot;, &quot;Academic Self-Perceptions&quot; and &quot;Time Restraints&quot; as neutral. Some statistically significant differences were also detected in the perceived level of academic stress in relation to the variables of gender, age (Gen X vs Gen Y), year of study, satisfaction with the learning and home environments.
Syrian Newcomer Students Share Their Experiences in Canadian Schools
Author: Ayoub, Mohamad
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Experience,Refugees,Posttraumatic Stress Disorder,Community Schools,Elementary School Students,International Law,Childrens Rights

The purpose of this study was to investigate the experiences of Syrian refugee students in Canadian schools. Article 12 of the &quot;Convention on the Rights of the Child&quot; (CRC) was used as a framework. Data collection involved one-on-one interview with students. Data from the interviews was analyzed using an open-coding technique to identify themes and patterns. Although the students had positive resettlement experiences, some of them experienced difficulties with their learning. Based on the findings, we propose recommendations for educators and schools welcoming Syrian refugee students.
The Evaluation and the Accreditation Process of Greek HEIs with an Emphasis on Primary Education Departments
Author: Papanikos, Gregory T.
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Institutional Evaluation,Accreditation (Institutions),Institutional Characteristics,Student Characteristics,Teacher Education Programs,Standards,Educational Quality,Reputation,Quality Assurance,Attitudes,Evaluation Research

This paper examines the quality evaluations of the Greek Universities highlighting those which offer a full-fledged study program of primary education. There are eight principles-criteria according to which each university is evaluated. For each principle, scores may range from 1 (noncompliance with the principle) to 4 (fully compliance). I present and compare results of the Greek university evaluations completed by the Hellenic Quality Assurance and Accreditation Agency (HQA). Surprisingly, no university has been graded as non-compliant in any of the eight principles-criteria. These evaluations are performed by an alleged &quot;external&quot; and &quot;independent&quot; committee. For all practical purposes, they are, nevertheless, based on subjective and biased opinions of academics affiliated with international universities with links to Greece and its universities. Independent and evidence-based evaluations paint a different picture. Universities which get perfect scores in the quality evaluation processes perform badly in the pertinent international ranking systems. As a case study, their primary education departments have lower research performance with high variability between faculty members and departments. Given that one criterion of evaluating quality is research, then not all Greek universities can be evaluated as highly performing research institutions, either in absolute or relevant terms. This criterion of quality is not satisfied by the primary education departments of Greek universities. According to this evidence, using the HQA as an agency to assess and accredit quality is useless. It should be abolished. A new system should be based on objective criteria such as independent teaching evaluations and research performance. These do not require any committee to evaluate performance and can be constructed on evidence-based policy. The latter relies solely on rigorously established objective facts.
Student Perceptions on the Use of Flip in Higher Education: Learning Strategies and Classroom Community
Author: Wissman, Kathryn T.
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Flipped Classroom,Learning Strategies,Classroom Environment,Curriculum Development,Curriculum Implementation,Sense of Community,Undergraduate Students,Psychology,Introductory Courses

Finding creative and effective ways to support student experiences and student learning in the classroom is an important goal for instructors, especially as remote and hybrid formats become more common and new, educational technologies are recommended. The current work involved the creation and implementation of a curricular innovation using Flip to encourage the use of evidence-based learning strategies and promote a sense of community in a college classroom. A survey was developed and administered as extra credit in a large Introduction to Psychology class in Spring 2021, with questions focused on examining student perceptions of using Flip in the classroom. Results revealed that students enjoyed using Flip for assignments, believed that Flip assignments helped their learning of class content, and recommended the instructor keeping using Flip in future semesters. The current work highlights the versatility and benefit of using Flip as an instructional tool in the classroom.