ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Teachers&apos; Readiness for Emergency Remote Learning in the Wake of COVID-19
Author: Dorsah, Philip
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preservice Teachers,Readiness,Online Courses,Distance Education,Educational Technology,Electronic Learning,Preservice Teacher Education,Self Efficacy,Technological Literacy,Teacher Competencies,Computer Mediated Communication,Gender Differences,Foreign Countries,School Closing,Student Motivation,Student Centered Learning,Instructional Program Divisions

The purpose of the study was to determine pre-service student teachers' readiness for emergency remote learning. The study participants consisted of 115 (66 males and 49 females) pre-service teachers of Gambaga College of Education, Ghana. Online learning readiness scale (OLRS) questionnaire was used to collect the data. Pre-service teachers were ready for online learning with overall readiness mean score of 3.65. The dimension with the highest mean score was motivation for learning (M = 3.97, SD = 0.90) followed by self-directed learning (M = 3.82, SD = 0.93). However, the dimensions of learner control (M = 3.30, SD = 1.00), computer/internet self-efficacy (M = 3.43, SD = 1.16) and online communication self-efficacy (M = 3.47, SD = 1.11) recorded low means. There was no significant difference in online learning readiness between males (M =3.71, SD =0.82) and females (M = 3.57, SD = 0.76), t (0.94), p = 0.349. Also, there was no significant difference in readiness between level 100 pre-service teachers (M = 3.65, SD = 0.79) and level 200 pre-service teachers (M = 3.68, SD = 0.85) t (-0.122), p = 0.903.
Theory-Driven Determinants of School Students&apos; STEM Career Goals: A Preliminary Investigation
Author: Hatisaru, Vesife
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,STEM Education,Science Careers,Student Attitudes,Career Choice,Occupational Aspiration,Gender Differences,Student Interests,Vocational Interests,Social Influences,Social Cognition

This study investigated Turkish school students' attitudes towards STEM disciplines and careers and explored determinants of students' STEM career goals. In total, 117 lower secondary school students (aged 11 to 14) completed the &quot;STEM Semantic Survey&quot; including an open-ended question about their career intention after high school and the reasons for their goals. Using the conceptualisation of the influences of behavioural, personal, and contextual variables in career choice decisions, the students' descriptions of career goal reasons were presented to elaborate on the variables that influence their STEM career goals. Attitudes towards individual STEM disciplines were from moderate to high and towards STEM careers were high. The gender difference was negligible. One of the key determinants of students' career intentions was interests, involving interest in a particular career (e.g., architect) and career-relevant activities (e.g., planning, drawing, and designing) or subjects (e.g., mathematics). Larger, societal influences (altruism and patriotism) were among the motives of students' career goals. Implications for research, practice, and policymaking were presented.
Enhancing Online EFL Learners&apos; Motivation and Engagement through Supplementary Activities on Facebook
Author: Ucar, Hasan
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Online Courses,Student Motivation,Social Media,Educational Technology,Student Attitudes,Learning Activities,Distance Education,Student Interests,Academic Achievement,Second Language Instruction,Foreign Countries,College Students,Computer Mediated Communication,College Faculty,Teacher Student Relationship,Knowledge Level,Self Esteem

This study offers an explanatory case study research that reflects on how the motivational design based supplementary activities are used in a social network site, namely Facebook, affect online EFL learners' process of learning. The participants consisted of 105 online EFL learners who contributed to the study on a voluntary basis. The data was gathered over a three-week period through a web-based open-ended questionnaire compiled by the researchers. The findings of the study indicate that using supplementary activities given on Facebook has a significant contribution to online distance EFL learners' course interest, motivation, volition, and academic performance. Besides, the supplementary activities sway the learners to persist in and make an effort to reach the learning goals. Based on the findings collected in this study, the authors posit that Facebook, as a powerful social network site, could be used as a supportive milieu for open and distance learning courses conducted for English Language Learning. In addition to the findings mentioned above, suggestions for future research directions and implications for practice are discussed.
Globalization of Higher Education in Senegal
Author: Morris, Ashley N.
Date: 2016-00-00
Type: Journal Articles
Subjects: Global Approach,Higher Education,Foreign Countries,Economic Development,Educational Change,International Cooperation,Educational Cooperation,Educational Policy,Foreign Policy,Educational Improvement,International Education,Standards,Benchmarking,Models

This paper marks the changes that have taken place in the Senegalese higher education system. As Senegalese citizens and leaders have worked diligently to improve their economy and society as a whole, they have experienced a great deal of obstacles in moving forward. Throughout this process, education has been an important aspect to improving the economic and social development of the country. Included in this economic, social, and educational overhaul, higher education was a component that required a great deal of work. In order to contend in the global society, the higher education system needed to be reformed. This paper included a discussion of the reformation process of Senegal's higher education from the French model at the heart of its inception to the adoption of the Bologna process. This process has allowed higher education in Senegal to become better with time and grow in its success.
Globalization of Higher Education in South Africa
Author: Ariail, Donald L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Global Approach,Higher Education,Foreign Countries,State Universities,Criticism,Distance Education,International Cooperation,Campuses,Foreign Students,Reputation,Institutional Characteristics,Institutional Evaluation,Doctoral Students,Educational Experience

Despite being the smallest of the BRICS in population and having a relatively small number of public institutions of higher education (HE), South Africa (SA) has several world class universities and is the HE leader on the African continent. This paper presents an overview of various demographic aspect of HE in SA including types of institutions, popular fields of study, faculty demographics, government expenditures on HE, and the availability of financial aid. However, the focus of the paper is on globalization factors such as distance education, the presence of foreign university branch campuses, SA as a destination for international students (especially for students from southern Africa), and the regional and global rankings of SA universities. The research presented is informed by the author's personal experiences as a doctoral student at the University of South Africa. The paper concludes with a brief critique.
Globalization of Higher Education in United Arab Emirates
Author: Spranza, John S., III
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Higher Education,Access to Education,College Students,College Faculty,Global Approach,Federal Aid,Educational Finance,Institutional Characteristics,Public Colleges,Private Colleges

This article explores the educational history of the United Arab Emirates, a young and vastly wealthy nation located in the Middle East. A nation for just over 40 years, its leaders have struggled with educating and supporting its native population and managing the massive infusion of immigrants created by the progressive job markets established within its borders. With a mix of mandated free education for natives and a lucrative educational investment market from various other nations, the educational structure in the UAE has become a unique system that attracts students and faculty from around the world. The opulent landscapes of the primary cities of Dubai and Abu Dhabi create a truly global educational environment poised to help lead the region into the future.
E-Readiness of Senior Secondary School Learners to Online Learning Transition Amid COVID-19 Lockdown
Author: Bhaumik, Rikisha
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Readiness,Electronic Learning,Online Courses,High School Students,Adolescents,COVID-19,Pandemics,Access to Computers,Internet,Handheld Devices,Technological Literacy,Difficulty Level,Instructional Effectiveness,Student Attitudes,Foreign Countries

In the backdrop of recent COVID-19 lockdown, the school learners across the country have had the opportunity to experience online mode of learning. This study attempts to find out e-readiness of senior secondary school learners for transition to online learning along with their views on this mode of learning transaction. Quantitative descriptive survey method was used for the purpose of this study. A questionnaire comprising 20 Likert-type items covering four dimensions, viz. access, digital literacy and e-readiness, delivery of online learning, and online load, was administered on a 100-student sample from different schools of Delhi using non-probability sampling. Access to online learning and online load on learners were found to be high. The study also revealed that only 35.2% learners found online classes as effective as face-to-face classes. The delivery of online learning by teachers and digital skills of learners were found lacking. The geographical scope of the study is limited to National Capital Region of Delhi which has better smartphone penetration and internet access as compared to other states in India. The study concludes that online pedagogy and digital skills of teachers and learners need to be strengthened for a possible roadmap ahead. The study may provide useful insights into the challenges of online learning and areas for further improvement.
Examining the Learning Habits of Distance Education Learners in One Southern African University
Author: Bhebhe, Sithulisiwe
Date: 2020-00-00
Type: Journal Articles
Subjects: Study Habits,Distance Education,College Students,Foreign Countries,Student Attitudes,Time Management,Assignments,Test Coaching

The way distance learners learn influences the manner in which they succeed in the different programmes of study. This study sought to gather views of selected open and distance learners on how they engaged in learning. The study was located in the interpretivist research paradigm and followed a qualitative research approach of which a case study design was utilised. An open-ended questionnaire was administered on a purposive sample of 18 distance education learners who are practising teachers registered for an education degree programme at one university in Eswatini. Data were analysed for content and conclusions were drawn. The findings of the study revealed that some students learning through distance education had an opportunity to prepare for their contact class while some struggled with balancing up work, family, and study time. The findings of the study also revealed that students had an opportunity to prepare for their assignments and tests as individuals and in groups as well. The study found that some students preferred studying alone, while others would study alone and in groups as well. The main conclusions of the study were that students studying through open and distance education prepared for classes while some did not, and that students did their work as individuals and some in groups. The study recommends that orientations be done to help students manage their time for study, family, and work.
Students&apos; Sense of Community and Perspectives of Taking Synchronous and Asynchronous Online Courses
Author: Lin, Xi
Date: 2020-00-00
Type: Journal Articles
Subjects: Sense of Community,Student Attitudes,Asynchronous Communication,Synchronous Communication,Foreign Countries,COVID-19,Pandemics,Distance Education,Undergraduate Students,Educational Environment,Peer Relationship

The Coronavirus (COVID-19) outbreak has forced all universities in China to shut campuses and moved to distance learning in response to epidemic prevention and control. This is the first time that college courses have been completely delivered online across the nation. Therefore, this study examines Chinese college students' sense of community and their perspectives of taking online courses in synchronous and asynchronous teaching formats. A total of 1189 students participated in the study from a northeastern university in China. Results indicate that students have a stronger sense of community towards interacting, discussing, and sharing ideas in asynchronous online courses. Findings additionally highlight the benefits of taking courses in these two distance learning formats. For instance, active interaction is often stimulated through synchronous distance learning, while students can learn on their own pace in asynchronous online learning environments. Challenges are also perceived in both formats, such as being distracted by classmates in synchronous online classes or feeling social isolated in asynchronous online classes. It is expected that this study would enlighten Chinese higher education professionals to develop a tight online community and establish a supportive distance learning environment.
Examining the Professional Development Processes of Pre-Service English Teachers in Turkey
Author: Ökmen, Burcu
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teaching Skills,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Education Programs,Lesson Plans,Foreign Countries,Action Research,Language Teachers,Teaching Methods,Student Centered Learning,Faculty Development,Diaries,Student Attitudes,Classroom Techniques

The aim of this study is to reveal the development of professional knowledge and competencies among pre-service English teachers through the practice of lesson study. This study was carried out to improve pre-service teachers' teaching skills and to show the effect of the practice of lesson study. The action research method was used in this research. Each action plan is a lesson plan and each lesson plan consists of two cycles. The study group of the research consisted of two pre-service English teachers from among fourth-year students studying in the English language teaching department of a public university and taking teaching practice courses in Turkey. In the research, interview, observation, reflective daily form, student evaluation form and the letter about the process were used as data collection tool. At the end of the research, it was concluded that the lesson study method improved the knowledge and usage skills of pre-service teachers' student-centered methods and technique and positively affected the pre-service teachers' views of the teaching profession and developed their beliefs about being successful teachers.
The Phenomenon of Learning at a Distance through Emergency Remote Teaching amidst the Pandemic Crisis
Author: Alvarez, Abel V., Jr.
Date: 2020-00-00
Type: Journal Articles
Subjects: Distance Education,Pandemics,COVID-19,Internet,Access to Computers,Teaching Methods,Higher Education,Phenomenology,Learning Experience,Financial Problems,Social Support Groups,College Students,Foreign Countries,School Closing,Barriers

The threat brought about by Corona Virus or COVID-19 had made a huge impact not only on the economic, tourism, and health sectors, but it also hardly hit the education system of the world at large. Specifically, this pandemic crisis had caused the Philippine higher education institutions to abruptly shift to emergency remote teaching (ERT) as a response to the call for continued education despite the global health threat. Using a qualitative phenomenological research design, this paper discusses the lived experiences of five learners who were suddenly immersed in a remote learning context amidst the threat of COVID-19. There were four themes revealed in this study: poor to no internet access, financial constraints, lack of technological devices, and affective or emotional support. Interestingly, findings showed that learning remotely in these trying times is challenging because aside from the existing problems on access and affordability, the emerging concerns on financial stability and affective support contributed to interrupted learning engagement. Moreover, exposing culturally face-to-face learners in the context of ERT can put additional learning pressure. Nevertheless, the need to listen to the students' lived experiences in ERT will provide a lending ear to be heard and a voice for building a pedagogy of understanding about their learning journey in this time of pandemic crisis.
Post-Independence Basic Education in Kenya: An Historical Analysis of Curriculum Reforms
Author: Inyega, Justus O.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Curriculum Development,Educational History,Social Change,Curriculum Implementation,Outcomes of Education,Foreign Countries,Competency Based Education,Foreign Policy,Self Determination,Preschool Education,Elementary Secondary Education,Higher Education,Formative Evaluation,Summative Evaluation,Student Evaluation,Special Needs Students

This article presents a critical review of the education system and curriculum reforms in basic education in Kenya from independence in 1963 to date. It presents a philosophical and pragmatic basis for content review and the curriculum reform process. Data collection involved a critical review of relevant literature; including several curriculum reform documents. Based on the literature review and documentary analysis, there is overwhelming evidence that radical changes have resulted in the Kenyan education system from several curriculum reviews and major reforms in response to the changing needs of the Kenyan society. The new curriculum currently under implementation is the Competency-Based Curriculum (CBC). Over the years, there have been minimal changes in the content, scope, and sequence of the basic education curriculum. This article presents salient changes in the Kenyan education system and presents recommendations that may have significant implications for future curriculum reforms that can potentially improve learning outcomes.
A Framework for Fostering Emerging Online Learner Persistence: The Role of Asynchronous and Synchronous Discussions
Author: Gilpin, Staci
Date: 2020-00-00
Type: Journal Articles
Subjects: Persistence,Asynchronous Communication,Synchronous Communication,Undergraduate Students,Discussion Groups,Electronic Learning,Web Based Instruction,Instructional Design,Peer Relationship,Teacher Student Relationship,Technology Uses in Education,Student Characteristics

Undergraduate students living on-campus and taking online and face-to-face courses concurrently, are the predominant consumer of online classes (Seaman et al., 2018). However, they have lower rates of persistence for online courses as compared to face-to-face courses (Hart, 2012; Xu &amp; Jaggars, 2011). Part of the reason could be due to the mismatch between the types of interactions they prefer and what is being provided in online courses. The purpose of this literature review is to investigate the use of asynchronous and synchronous discussions as a way to address the needs of emerging online learners. Using elements of previously developed frameworks, I propose the Framework for Emerging Online Learner Persistence (FEOLP). This framework addresses the values and needs of emerging online learners through course design that has the potential to enhance social presence using student values to determine the blend of asynchronous and synchronous interactions. Given the limited research to draw from on how to design online courses, this framework and the recommendations from this article provide a starting point for the responsive design of online courses for the emerging online learner with potential application to other groups of distinct online learners. [Note: The page range (29-42) shown on the PDF is incorrect. The correct page range for this article is p29-43.]
Higher Education in Ecuador: A Reflective Analysis
Author: Edenfield, Crystal
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Educational Opportunities,Demography,Educational Practices,Universities,Educational Change,Social Change,Accreditation (Institutions),Access to Education,Educational Policy,Public Policy

Over the last decade, many changes have taken place in Ecuador regarding education, specifically higher education. A new president was elected in 2006 and as a result a new constitution was approved in 2008. This new constitution offered educational opportunities to all Ecuadorians. The purpose of this paper is to analyze higher education in Ecuador. It will discuss and react to Ecuador's demographics as well as the highlights of the country's higher education system. It will conclude with considering the implications.
Deployments to Diplomas: An Examination of Academic Motivation among Military Dependents Using Self-Determination Theory
Author: Arrastia-Chisholm, Meagan C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Motivation,Student Motivation,Military Personnel,Dependents,Self Determination,College Students,Personal Autonomy,Competence,Student Needs,Interpersonal Relationship

Using self-determination theory, the academic motivation of college students from deployed military families was examined. Implementing a case study methodology, interviews with 14 college students were transcribed and coded using a theory-driven rubric to identify their needs for autonomy, competence, and relatedness. Each case was analyzed for one's self-determination regulatory style (external, introjected, integrated, or identified). The need for relatedness was the most prevalent in the data and the majority of cases exhibited regulatory styles consistent with introjected motivation. Implications for enhancing student success among this population are discussed based on findings.
A Syllabi Analysis of Social Media for Teaching and Learning Courses
Author: Romero-Hall, Enilda
Date: 2020-00-00
Type: Journal Articles
Subjects: Course Descriptions,Social Media,Teaching Methods,Learning Experience,Research Reports,Assignments,Evaluation Methods,Technology Integration,Higher Education,Course Content,Course Objectives,Content Analysis

The purpose of this syllabus analysis was to explore the structure of courses focused on social media and geared towards education professionals. Fourteen course syllabi from institutions located within the United States (U.S.) were analyzed as part of this investigation. The results of the analysis revealed a total of 46 unique topic themes across the different courses. The findings show that the most common course objectives aimed to encourage application and practice of social media as part of a learning experience and the learners' professional practice. In total, the syllabi listed 67 unique required readings including: non-peer reviewed publications, peer-reviewed journal articles, and textbooks. Last, the analysis of the assignments listed in the syllabi show that in these social media courses, there were a mix of traditional and non-traditional assessment methods. These non-traditional assessment methods focused on integrating social media as part of the assessment in which learners were required to create a social media account, become familiar with it, and create learning experiences incorporating a specific social media platform.