ethanporcaro/eric-fulltext-meta huggingface dataset:
Examination of STEAM-Based Digital Learning Applications in Music Education
Author: Özer, Zeynep
Date: 2023-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Music Education,Interdisciplinary Approach,Educational Technology,Electronic Learning,Laboratories,Elementary Secondary Education,Postsecondary Education,Educational Games

STEAM is an interdisciplinary educational approach. Based on the idea that different disciplines can meet on a common ground, the STEAM approach aims to give students the habit of working together, to provide rich learning experiences and to focus on real-world problems. This study investigates STEAM-based digital learning applications used in music education, their contents and age group suitability. For this purpose, the method of the research is the narrative review study. In this context, we analyzed the Chrome Music Lab, Scratch Music, Groove Pizza, earSketch, UPISketch and iMuSciCA applications. Studies have proved that digital-based STEAM applications used in music education increase students' creativity, improve their music learning, and increase their interest in the lesson because they offer fun learning. With the development of technology, it has become necessary to adapt the methods and techniques used in music education to the age. By integrating art education, which has an important place in STEAM education, with other disciplines, music lessons can be effective and more permanent. The study shows that the more effective use of related applications by music teachers will contribute to music education and it is important in this regard.
The Effect of Computer Simulation on Grade 11 Learners&apos; Conceptualisation of Stoichiometric Chemistry
Author: Philip, Anita John
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Simulation,Instructional Effectiveness,Grade 11,Secondary School Students,Scientific Concepts,Chemistry,Foreign Countries,Concept Formation,Intervention

This study, titled &quot;The Effect of Computer Simulation on Grade 11 Learners' Conceptualisation of Stoichiometric Chemistry,&quot; was carried out at a school in the Frances Baard District of the Northern Cape province of South Africa. Poor conceptualisation of stoichiometric chemistry by learners in Grades 10-12 in South Africa and, hence, their failure to apply the concepts to problem-solving in the same and other topics in chemistry, is a cause for concern. The study was conducted with the theoretical framework of activity theory. A mixed method design that consisted of a pre-test post-test experimental design, a questionnaire and interviews were used for the study. Two Grade 11 physical sciences classes which consisted of a control and experimental group were taught stoichiometric chemistry after the SCAT pre-test. The experimental group obtained an intervention comprising computer simulations during teaching, while the control group was taught using the lecture method. The ANOVA results showed that learners of the control and experimental groups were comparable in terms of prior knowledge of the topic of stoichiometric chemistry. The paired t-test showed that both groups improved their performance in stoichiometric chemistry. However, the ANCOVA results showed that the experimental group had a greater improvement in performance than the control group. The results of the SCAT post-test, observation of lessons, questionnaire and interviews showed that the experimental group conceptualised stoichiometric chemistry better than the control group. The quantitative and qualitative data was triangulated, and it also indicated that the experimental group conceptualised stoichiometric chemistry better than the control group. It is therefore suggested that using computer simulations for the teaching and learning of stoichiometric chemistry is a better method to improve its conceptualisation in the FET phase of schools in South Africa.
Forestalling Bullying in Primary and Secondary Schools in Spain
Author: Saneleuterio, Elia
Date: 2023-02-00
Type: Journal Articles
Subjects: Prevention,Bullying,Aggression,Citizenship Education,Global Approach,Sustainable Development,Foreign Countries,Specialists,Elementary Secondary Education,Computer Mediated Communication,Family Role,Teacher Role,Violence,Teaching Methods,Social Discrimination,Critical Thinking,Antisocial Behavior,Identification,Educational Environment

Bullying refers to degrading actions, recurring and prolonged, exerted by minors on an equal. Physical or virtual assaults and insults, rejections or intimidations that hinder the victims' school activity and cause them to feel continually threatened are examples of bullying and cyberbullying, which have serious repercussions, not only on the emotional well-being and academic performance, but also on physical and mental health. It is necessary to build a citizenship engaged to education (Global Citizenship Education) to prevent bullying, and to work in other Sustainable Development Goals (SDGs). The solutions must involve families and teachers, particularly in the context of regulated education, where participation can be promoted in a more planned and controlled way. Expert approaches insist on the relevance of the school to prevent aggression and discrimination through critical and reflective attitudes towards the violence that surrounds these situations. It is about teaching students to reject them &quot;ab initio&quot; as inappropriate. The aim of this paper is to identify the characteristics of the interventions aimed at the prevention and detection of physical and psychological violence among school children in various settings and populations, specifically in Spain, as well as their results and controversial aspects. [Note: The page range (9-26) shown on the PDF is incorrect. The correct page range is 9-25.]
Studying Habits in Higher Education before and after the Outbreak of the COVID-19 Pandemic
Author: Jereb, Eva
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Study Habits,Pandemics,COVID-19,Time Factors (Learning),Distance Education,Electronic Learning,Affordances,Barriers,School Closing,Emergency Programs,Time Perspective,Learning Motivation,Attention,Objectives,Student Attitudes,Access to Computers,Teacher Student Relationship,Peer Relationship,Communication (Thought Transfer),Geographic Location

The COVID-19 pandemic has caused many changes in all areas, including education. In this paper, we discuss the changes in the studying habits of higher education students brought about by the new modes of education. The research was conducted in Slovenia at the University of Maribor on a sample of 272 students. We investigated whether there had been changes in studying time, studying space, mode of studying and learning during lectures, social elements, and the advantages and barriers of distance learning. We found differences in certain studying habits related to the time and space of studying which are mainly associated with the prohibition of movement and socializing outside the household. We noticed a decline in motivation and its connection with lowering learning goals and students finding it harder to focus on learning. However, we also found that the new mode of studying brings greater flexibility for students, so some want to continue to study in this way. [Note: The page range (67-84) shown on the PDF is incorrect. The correct page range is 67-83.]
Building Thinking Classrooms Online: From Practice to Theory and Back Again
Author: Larsen, Judy
Date: 2022-00-00
Type: Journal Articles
Subjects: Curriculum Development,Online Courses,Thinking Skills,COVID-19,Pandemics,Electronic Learning,Faculty Development,Mathematics Teachers,Mathematics Education,College Instruction

In the COVID-19 era of adapting to pandemic lockdown protocol, teaching practices have become more negotiable and less tethered to the familiar and institutionally normative practices found in educational settings around the world. With a shift to online teaching, many practices are being adapted from face-to-face settings and being imported into online settings. However, this sort of adaptation is by no means trivial, and a direct transfer of practices may not necessarily be effective or plausible. While adaptation is undeniably necessary, a theory &quot;for&quot; teaching can offer guideposts around which adaptation may occur. Over many years of empirical investigation into how to enhance the synergy and capacity of students' thinking in face-to-face mathematics classrooms through systematically bypassing institutionally normative practices, the &quot;Building Thinking Classrooms&quot; framework offers a basis for one such theory. While this framework is used in many different contexts, one of these is in the education and professional development of mathematics teachers in tertiary and professional settings. However, with COVID-19 protocols in place, the tightly woven face-to-face practices of this framework had to evolve and be adapted. In this article, we discuss and exemplify how we drew from these face-to-face practices a set of principles, which served as guideposts for designing adaptations for engaging adult learners in mathematical tasks in a fully online setting. In our analysis, we consider not only the adaptations for online teaching we made, but the process of adaptation through a theory &quot;for&quot; teaching we used in designing effective and intentional learning settings for adults experiencing mathematics.
Family Learning Online during Lockdown in the UK
Author: Kelly, Beth
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Parent Attitudes,Teacher Attitudes,Educational Technology,Access to Education,Skill Development,Mathematics Instruction,Family Involvement,Intergenerational Programs,Elementary School Students,Preschool Children,Program Effectiveness

During the first national lockdown in the UK in March 2020 family learning sessions usually delivered in face-to-face groups were adapted to online learning encounters. This article describes research undertaken into the effectiveness of the interventions from the perspectives of parents and tutors. Using an action research approach the reflections and findings are explored to identify possible adaptions of teaching mathematics online in a family learning context. Teaching and learning using digital platforms is a new experience for many tutors and learners who were pushed into using an online learning approach because of the strict limitations placed on physical social interactions. Not surprisingly participants and tutors experienced online learning as quite different from traditional face-to-face classrooms. The research identifies possible opportunities that can be developed through online intergenerational learning experiences. However, the findings also identify significant challenges when developing knowledge through technology, what Englebrecht, Llinares and Borba (2020) identify as knowledge developed collectively and described as 'humans-with-media'. Developing new learning experiences using digital platforms requires the ability to overcome many different technological barriers and make changes to traditional pedagogical approaches while dealing with a variety of digital and conceptual capabilities of learners. This research points to the need for professional development for tutors to foster confidence developing the new skills and the knowledge needed to sustain this different learning experience. This research makes an original contribution to mathematics research in two ways. It discusses the intersection between the different pedagogies of family learning, online learning and mathematics learning. The research also spotlights the opinions of mainly black and minority ethnic women who are experiencing family learning online for the first time, giving voice to an often under researched group of learners.
Online Learning in Adults Learning Mathematics: Literature Review
Author: Galligan, Linda
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Adult Learning,Mathematics Education,Literature Reviews,Electronic Learning,COVID-19,Pandemics,Web Based Instruction

This systematic literature review provides an overview of research and practices that have occurred over the last five years in the realm of adults learning mathematics through online learning. It includes research in the tertiary space, much of which has focused on university education. Systematic literature reviews are a method of making sense of large bodies of information and are a method for 'taking stock' and understanding of the evolution of a field of inquiry. The review found that there have been three main streams of research in the literature on adults learning mathematics online. The research in these three streams is summarised and discussed. From the review it is apparent that in the context of adults learning mathematics, there is a dearth of research on online learning in general; while there are studies that have examined the use of certain technologies, there is less of a focus on the online learning context for adults learning mathematics. Recommendations for areas of research are provided.
The Constructivist Principle of Learning by Being in Physics Teaching
Author: Calalb, Mihail
Date: 2023-02-00
Type: Journal Articles
Subjects: Constructivism (Learning),Physics,Science Instruction,Student Participation,Student Motivation,Science Laboratories,Teaching Methods,Inquiry,Problem Based Learning,Student Projects,Active Learning,Case Studies,Online Courses,Student Role,Secondary School Science,Metacognition,Teacher Role,Prior Learning,Problem Solving

A detailed characteristic of teaching and learning approaches used within the new concept of Learning by Being (LBB) is given. The evolution of educational paradigms from Learning by Doing (LBD) and Learning by Understanding (LBU) toward LBB is analyzed. The basic idea of LBB is students' ownership on cognitive goals, or the assumption of learning objectives, in other words -- intrinsic motivation of students. Along with LBB, the author proposes the term of guided self-scaffolding. Both terms tend to accentuate high level of student's intrinsic motivation. The article examines the school physics lab as an example of constructivist learning environment and analyzes several didactic approaches as inquiry-based learning, problem-based learning, project-based learning, case studies, and just in time teaching from constructivist point of view. The author enumerates the basic principles for the organization of school physics lab in a constructivist manner: provision of opportunities for students' own thinking, giving students a certain freedom degree in identifying solution through verbalization of the problem, necessity for teacher to know a priori concepts of students, students' effort as a mandatory condition to achieve students' interest. The concept of &quot;big scientific ideas&quot; is in the core of this organization. The author emphasizes that conceptual understanding in school physics lab, which is inseparable from learning by being, is achieved through the overlapping of several learning and teaching approaches which form the core of LBB concept.
Assessment of Distance Learning Practices during the COVID-19 Pandemic in Grades K-12
Author: Turan-Güntepe, Ebru
Date: 2023-05-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Parents,Distance Education,Electronic Learning,Educational Practices,COVID-19,Pandemics,Evaluation,Elementary Secondary Education,Student Attitudes,Learning Processes,Teacher Behavior,Access to Computers,Internet,Discipline,Planning

This study aims to examine the distance learning practices carried out at the primary education level during the COVID-19 pandemic from students' and their parents' perspectives. The study was conducted with 76 primary school students at different grade levels, including their parents (76), in the state schools of Giresun city in the spring semester of the 2019-2020 academic year. The study was based on the case study method, one of the qualitative research designs. An information collection form with open-ended questions was used as a data collection tool. The data obtained from the information collection form were analyzed by the content analysis method. The findings have revealed that the distance learning system has a flexible structure and is accessible from any place, but there are difficulties accessing the system due to connection problems. These systems facilitate the teaching process, affecting learning positively. The findings also showed that distance learning systems are not favored by students who long for friends and teachers during the learning process performed on these systems. Unlike face-to-face training, disciplinary and supervision problems in distance learning are also noteworthy. The authors finally suggest that the distance learning and management process should be performed in a restrained manner to ensure the process to be run effectively and efficiently.
Is Distance Education Fun? The Implications of Undergraduates&apos; Epistemological Beliefs for Improving Their Engagement and Satisfaction with Online Learning
Author: Sheehy, Kieron
Date: 2023-05-00
Type: Journal Articles
Subjects: Student Attitudes,Beliefs,Undergraduate Students,Epistemology,COVID-19,Distance Education,Foreign Countries,Open Universities

The epistemological beliefs of students are an important area for higher education research. This paper firstly reports on a research review concerning the impact of epistemological beliefs on academic outcomes. This review indicates that students' epistemological beliefs are an influence on their engagement with learning and academic success, and that educators should consider them in developing learning experiences. This issue became particularly pertinent in the context of a global pandemic that necessitated an international trend in moving to online distance education, where student disengagement is more likely to occur. However, research into distance education students' epistemological beliefs emerged as an under-researched field. Consequently, an empirical questionnaire study was conducted with data collected from 550 distance education students. A principal component analysis indicated that particular epistemological beliefs were significantly associated with students' enjoyment of studying online. Their beliefs regarding the role of fun in online learning materials and activities are discussed, and the usefulness of considering fun and epistemological beliefs as factors within distance learning in higher education is highlighted. [Note: The page range (213-232) shown on the PDF is incorrect. The correct page range is 213-231.]
Digital Storytelling Training Kit for Assessing Depression Risk for the Elderly
Author: Pradit, Katekeaw
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Electronic Learning,Story Telling,Muslims,Islamic Culture,Religious Factors,Older Adults,At Risk Persons,Depression (Psychology),Measures (Individuals),Usability,Thai,Indonesian Languages,Health Personnel,Volunteer Training

This research aims to design and develop a mobile-learning training kit for assessing the depression risk of elderly Muslims using the spiritual dimension of human security. In this research, we compare the achievements before and after the training of village health volunteers using mobile-learning training kits in a simple, random way. The sample is divided into two groups: a sample of 30 individuals is used to determine the performance and the academic achievement of the mobile-learning training kit. In addition, 33 other people are used to assess user satisfaction with the mobile learning training kit. The research indicates that the design and development of the training kits involving digital storytelling are characterized by two languages: Thai and Malay, consisting of 4 modules, with an efficiency of 81.56. In terms of achievement in a series of training sessions using the mobile-learning training kit, it was found that after training, the results were statistically significantly higher than before training at 0.05 and that the users' satisfaction with the training kit was extremely high.
Innovations of Testing English for Specific Purposes to Students of Other Majors Online during the COVID-19 Pandemic at Mila University Centre, Algeria
Author: Bouderbane, Abderrahim
Date: 2022-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Nonmajors,Language Tests,Student Evaluation,COVID-19,Pandemics,Foreign Countries,Electronic Learning,Educational Technology,College Students,Evaluation Methods,Distance Education

This article examines a very thorny issue of testing English for Specific Purposes (ESP) through the barcode correction system to evaluate the usefulness of distance education. The system was used for the first time as a type of assessment which focuses on enriching student's minimum vocabulary in a variety of English for specific contexts. Henceforth, the barcode correction system is applied in this study on different types of ESP exercises, and they are corrected as they are taught, explained, and consolidated in distance education. To determine online teaching efficiency, the barcode system is used to correct student's papers in a total correction time based on single time 0.45/paper, calculate the rate of mistakes, and diagnose problems of correct answers, and missing marks. The results indicate that there is a high correlation between mistakes and ESP exercises calculated by the correction of barcode reading.
Learning Loss amid Closure of Learning Spaces during the COVID-19 Pandemic
Author: Agarwala, Varuna
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Achievement Gains,School Closing,Electronic Learning,College Students,Institutional Characteristics,Gender Differences,Foreign Countries,Public Colleges,Private Colleges

The onset of COVID-19 forced restructuring of the teaching-learning system from replacement of offline education to online education -- to ensure continuation of learning. Sudden transition in the education mode is bound to affect students' learning progress and may lead to learning loss. Under a circumstance of lack of empirical evidence, the present study renders some empirical insights on the factors leading to learning loss of students from different educational levels. For this purpose, 228 students from each educational level of institution -- school, colleges and university -- have been selected by applying a stratified random sampling technique. We apply ordered logistic regression to investigate the factors affecting the success of the online teaching-learning system and compare the same along different parameters like location and ownership of the institution, and gender of the students. The findings indicate that inadequacy of digital infrastructure and the socio-economic and demographic characteristics of students contribute to high levels of learning loss. Further, the location of the educational institute adds to discrepancies in learning progress. The study suggests the requirement of providing necessary support to remove the digital divide and ensure equitable access to learning platforms at all educational levels.