ethanporcaro/eric-fulltext-meta huggingface dataset:
Participation in an Online Course about Death and Dying: Exploring Enrolment Motivations and Learning Goals of Health Care Workers
Author: Oh, Claris
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Student Participation,Death,Enrollment Influences,Educational Objectives,Health Personnel,Reflection,Communication Skills,Skill Development,Foreign Countries,Discussion

The Dying2Learn massive open online course (MOOC) was a five-week course designed for the general community covering various topics related to death and dying, developed with a sociocultural focus that encouraged personal reflection and open discussion, rather than a medical or clinical focus. Yet, the majority of the participants identified as health care workers. Their motivations to enrolling in the course as well as their learning goals were examined. Responses to questions relating to their motivations for enrolment and learning goals were assigned codes and grouped into themes. We then made comparisons between the different demographic and occupational groups. The most commonly mentioned responses related to general interest in the topic of death and dying. HCWs were more likely to mention work-related motivations and improving communication skills than non-HCWs. We found that HCWs hoped to be better at talking about death and dying, which might indicate a possible gap in their formal education in this area.
Extended Education in the Netherlands
Author: du Bois-Reymond, Manuela
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,After School Programs,Elementary Secondary Education,Nonformal Education,School Schedules,Enrichment Activities,Child Care,Special Needs Students,Extracurricular Activities,Early Childhood Education

The article deals with the concept of extended education as it is applied in Dutch primary and secondary schools. While the development of &quot;the brede school&quot; (broad school -- BS) in the primary sector is now part of all schools, the introduction of BS in secondary education did not proceed with the same speed. The main argument of the article is that in the BS the formal and the non-formal curriculum remain largely at a distance from each other, less so in the primary and more so in the secondary sector, and that is disadvantageous for the development of a learning biography. The article accrues research findings supporting this argument.
Digital Teaching Materials and Their Relationship with the Metacognitive Skills of Students in Primary Education
Author: Lara Nieto-Márquez, Natalia
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Elementary School Students,Measures (Individuals),Prediction,Academic Achievement,Grade 3,Foreign Countries,Educational Technology,Teaching Methods,Feedback (Response),Intelligent Tutoring Systems,Visual Perception,Spatial Ability,Instructional Materials,Correlation

Metacognition is a construct that is noteworthy for its relationship with the prediction and enhancement of student performance. It is of interest in education, as well as in the field of cognitive psychology, because it contributes to competencies, such as learning to learn and the understanding of information. This study conducted research at a state school in the Community of Madrid (Spain) with a sample of 130 students in Grade 3 of their primary education (8 years old). The research involved the use of a digital teaching platform called Smile and Learn, as the feedback included in the digital activities may have an effect on students' metacognition. We analyzed the implementation of the intelligent platform at school and the activities most commonly engaged in. The Junior Metacognitive Awareness Inventory (Jr. MAI) was the measuring instrument chosen for the external evaluation of metacognition. The study's results show a higher use of logic and spatial activities. A relationship is observed between the use of digital exercises that have specific feedback and work on logic and visuospatial skills with metacognitive knowledge. We discuss our findings surrounding educational implications, metacognition assessment, and recommendations for improvements of the digital materials.
Evaluation of an Interview-Based Internship Class in the Construction Management Curriculum: A Case Study of the University of Nebraska-Lincoln
Author: Karji, Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Internship Programs,Construction Management,Administrator Education,College Curriculum,Instructional Effectiveness,College Students,College Faculty,Mentors,Summer Schools,Student Attitudes,Teacher Attitudes

Internships have been shown to be impactful tools to connect students' learning in academia with real-world industrial needs. To help the students to get more out of their internship experience, some universities provide a summer internship class in which students do class assignments based on their experiences during their internship. There have been numerous studies on the benefits of internships. However, the benefits of a potential internship class for students in construction management (CM) programs at universities have not yet been investigated. This paper demonstrates the structure of an interview-based internship class and investigates its effectiveness. We have focused on the CM program at the University of Nebraska-Lincoln (UNL) as a case study. We sent online questionnaires to the intern students who took the class, students' mentors, and the professors who taught the class. The results indicate that despite some challenges to meet the requirements of the class, the students, their mentors, and the professor found the class beneficial. The results of this paper are expected to help CM programs with the establishment and improvement of internship classes in their curriculum.
Governance and Voluntariness for Children in Swedish Leisure-Time Centres: Leisure-Time Teachers Interpreting Their Tasks and Everyday Practice
Author: Hjalmarsson, Maria
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,After School Programs,Leisure Time,School Schedules,Governance,Teacher Attitudes,Child Care,Student Participation,Teacher Role,Student Role,Activities,Young Children

The aim of this article is to explore and discuss the tension between certain aspects of governance and voluntariness for children in the context of Swedish leisure-time centres meant for younger school children. The data consists of interviews with leisure-time teachers in five settings. The results show that there appears to be a paradox in that not offering children organized activities may be interpreted as childminding while at the same time the leisure-time teachers emphasize the importance of letting the children choose which activities they wish to be involved in. This may be a question of how the leisure-time teachers interpret and understand the concept of leisure and its consequences in everyday practice. In absence of a task to evaluate the learning outcomes of the children, the leisure-time teachers need to find other ways to describe and show the high quality of the activities offered. Working with carrying out quality reports may be such a means.
Learning Processes in Mechanics of Structures: Allying Analytical and Numerical Approaches
Author: Fernandes, Fábio A. O.
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Processes,Engineering Education,Computer Assisted Design,Curriculum Development,Manufacturing,Problem Solving,Computer Simulation,Instructional Effectiveness,Teaching Methods,Foreign Countries,Computation,Thinking Skills,Undergraduate Students

This paper reports pedagogical experiences and educational techniques in the field of Mechanics of Structures (Mechanical Engineering degree), resorting to computational tools. Several aspects are addressed, covering CAD (Computer-Aided Design) modelling systems to CAE (Computer-Aided Engineering) solutions, in terms of analysis and validation of mechanical resistance calculations. Therefore, structural mechanics fundamental concepts and mechanics of materials are also addressed. Particular focus is given on the development of curricula components related to Computer-Aided Design and Manufacturing. Doing so, three-dimensional structural modelling is applied to study the behaviour in selected simple case-studies where an external load is applied and the corresponding deflections are evaluated. Then, analytical and numerical analyses are performed and compared. During classes, patent aversion to solve analytical problems was clearly observed on the part of the students once calculus knowledge was required. The typical trend in engineering students, skipping the manual analytical methodology to solve a problem in order to go straight to numerical simulations via commercial Finite Element (FE) codes, was observed. The main focus of this work is, therefore, to determine the pedagogical effects of allying the analytical procedures and virtual simulators. It was possible to confirm the beneficial aspects of such methodology, considering that the regular engineering student has already a scientific basis on calculus and analytical process. Such knowledge will support mechanical project decisions, from model development to the analysis, and a sounding background to perform criticism of the results provided by the software.
Analysis of the Educational Needs Related to, and Perceptions of the Importance of, Essential Job Competencies among Science and Engineering Graduates
Author: Lim, Jungyon
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Needs,Minimum Competencies,Job Skills,Science Education,Engineering Education,Foreign Countries,College Graduates,Education Work Relationship,Departments,Employee Attitudes,Job Performance,Higher Education,Communication Skills

The goal of this study was to identify perceptions of the importance and needs of the essential job competencies required by Korean science and engineering graduates in the context of actual workplaces. We analyzed data from the 11th Youth Panel using the paired t-test, the Borich needs assessment, and the locus for focus model. An important finding was that the science and engineering graduates recognized the competencies pertaining to working with others and professional competencies as important among 15 essential competencies. We also found that they prioritized competencies differently depending on specific departments: the science graduates prioritized professional competencies, but the engineering graduates placed relatively greater importance on the competencies relating to interacting with others. Through this study, we identified the educational needs for essential job competencies from the science and engineering graduates and suggested implications for corresponding educational approaches.
Development of Interactive E-Module Chemistry Magazine Based on Kvisoft Flipbook Maker for Thermochemistry Materials at Second Grade Senior High School
Author: Saraswati, Sri
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,Chemistry,High School Students,Secondary School Science,Periodicals,Electronic Publishing,Educational Technology,Technology Uses in Education,Foreign Countries

This investigation aims to develop an interactive e-module chemistry magazine-based teaching material based on Kvisoft Flipbook Maker on thermochemistry for Senior High School grade XI/MA level. The research design is a development research (Research and Development) with Plomp's model. The object of the research is the e-module inter-addictive chemistry magazine based on Kvisoft Flipbook Maker. The data instrument collection is a validation sheet form that is given to four validators and user response sheets to two chemistry subject teachers and 30 students of Senior High School grade XI focusing on Science Class. The data analysis technique is by calculated the percentage score of the validation assessment and user response. The results revealed that the developed e-module interactive chemistry magazine based on Kvisoft Flipbook Maker filled out the valid criteria by the material validators based on content substance assessment aspect with a percentage 88.89% and learning design 97.22% and by the media validators based on display (visual communication) with a percentage 96.88% and software utilization 100%. While the User responses based on the teachers' and students' responses were in very good criteria with each score 92.61% and 86.80%.
Potential Augmented Reality Application Areas for Pilot Education: An Exploratory Study
Author: Schaffernak, Harald
Date: 2020-00-00
Type: Journal Articles
Subjects: Simulated Environment,Physical Environment,Synthesis,Computer Simulation,Flight Training,Air Transportation,Gender Differences,Game Based Learning,Information Technology,Foreign Countries,Occupational Surveys

The goal of carrying out this work was to identify potential application areas for augmented reality (AR) in pilot education by addressing gender preferences. Like the field of engineering, the aviation industry is dominated by men. Because the aviation industry forecasts a high demand for pilots, it is highly desirable to address gender diversity and improve teaching methods in pilot education. In this study, potential application areas for AR-supported pilot training were investigated by conducting a survey with 60 pilots and flight instructors (including 12 women). Typical AR use cases were presented in videos, and the pilots reported their preferences regarding similar or other AR applications used in different parts of the flight training program. AR navigation was the use case that was most frequently preferred by both female and male pilots. The majority of pilots agreed that AR could potentially be used in theoretical instruction, pre-flight aircraft inspection, and procedure training. In addition, both gender groups showed similar preferences for various gaming concepts that make learning more interesting and engaging, such as receiving positive feedback. However, a higher percentage of women than men reported that achieving a target or receiving points to successfully finish a task and answering questions during the game were satisfying. Including a story in the game to attract attention was preferred by a higher percentage of men than women. The results of this study can be used to design AR educational concepts that support gender diversity in pilot education and other technical domains.
An Investigation on the Effect of STEM Practices on Sixth Grade Students&apos; Academic Achievement, Problem Solving Skills, and Attitudes towards STEM
Author: Kurt, Müzdelife
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Grade 6,Middle School Students,Academic Achievement,Problem Solving,Thinking Skills,Student Attitudes,Pretests Posttests,Foreign Countries,Active Learning,Science Instruction

This study aims to identify the effect of STEM practices, integrated into Science courses in 6th grades of middle schools, on students' academic achievement, problem-solving skills, their attitudes towards STEM, and their interest level of STEM fields. The population of the study consists of 6th -grade students enrolled in a middles school in the 2018-2019 academic year. During the research, Academic Achievement Test, STEM Attitude Scale, STEM Career Interest Survey, and Problem Solving Inventory were applied to experimental and control groups as pre and post-tests by quasi-experimental research design. In data analysis, a statistics package program was used. Results of the study showed that the Academic Achievement Test scores of experimental groups that received STEM practices were seen to be higher than that of the control group to which the constructivist approach was applied. The difference was observed to be meaningful. Also, when the post-test scores of the STEM Attitude Scale, STEM Career Interest Survey, and Problem Solving Inventory were compared, a meaningful difference was found between the experimental and control group.
Are Active Teaching Methods Suitable for All Generation Y Students?--Creativity as a Needed Ingredient and the Role of Learning Style
Author: Pološki Vokic, Nina
Date: 2020-00-00
Type: Journal Articles
Subjects: Active Learning,Teaching Methods,Age Groups,Cognitive Style,Instructional Effectiveness,Foreign Countries,Creativity,Graduate Students,Student Attitudes,Individual Differences,Preferences

Active teaching methods are emphasized as an important part of an effective teaching process for Generation Y students. Still, some individual characteristics, such as creativity and learning style, need to be considered as they can affect outcomes of the learning process. Empirical research on the students' preferences for various active and passive teaching methods was done on a sample of graduate students from the Faculty of Economics and Business in Zagreb. Perceptions of students regarding 52 individual teaching methods, and teaching methods bundles were investigated. Findings reveal that more creative students, as well as activists and pragmatists, and especially reflectors while learning, do exhibit the greater inclination towards active teaching methods.
Nepantleras Building Bridges toward College Readiness: Latina/o/x Educators Fostering Equity in an Urban High School
Author: Acevedo, Nancy
Date: 2020-00-00
Type: Journal Articles
Subjects: Urban Schools,High School Students,Hispanic American Students,Minority Group Teachers,Hispanic Americans,Teacher Student Relationship,Academic Aspiration,College Attendance,Reflection,Teacher Attitudes,Workshops,Extracurricular Activities,Internship Programs,First Generation College Students,Educational Practices,College Readiness,Equal Education,Curriculum Development,Educational Attainment,Higher Education,Ethnography,Case Studies,Student Attitudes

This article builds on previous studies that establish urban high school contexts that Latina/o/x students likely navigate as under-resourced and deficit. Guided by the frameworks of community-oriented teachers of Color and &quot;nepantleras,&quot; this study takes an asset-based approach to examine how Latina/o/x educators fostered college aspirations and how they developed college-going structures to support college aspirations of Latina/o/x students. Findings clarify that through self-reflection and collaboration, teachers engaged in college information workshops, college exploration assignments, and supported students with applying to extracurricular internships. The study proposes the concept of community-oriented &quot;nepantlera&quot; educators who aim to develop a bridge between high school and college for Latina/o/x first-generation college students.
How Concept Maps with and without a List of Concepts Differ: The Case of Statistics
Author: Kapuza, Anastasia
Date: 2020-00-00
Type: Journal Articles
Subjects: Concept Mapping,Cognitive Structures,Graduate Students,Statistical Analysis,Student Evaluation,Differences

Concept mapping is a popular tool for knowledge structure assessment. In recent years, both the amount of research about concept maps and their measurement ability have grown. It has been shown that concept maps with different types of tasks, for instance, links between concepts given or selected by a respondent, provide information about the different aspects of students' knowledge structure. This study explores features of concept mapping with and without a list of concepts. At first, eleven masters students constructed concept maps with a topic on statistical data analysis and, after three weeks, repeated the task with the same topic and a predefined list of concepts. Both types of concept maps were evaluated using traditional scoring indicators and indicators from the network analysis. All indicators were tested for significant differences, and then the content of these maps was analysed. Results show that the list of concepts forced respondents to construct more connective maps, which is related to a more developed knowledge structure. Moreover, it is easier for them, when including even abstract concepts, to define their role in the domain. However, respondents use concepts and group them in different ways depending on the instruction. It seems that respondents feel a &quot;list stress&quot;, which leads to differences in the content. These findings demonstrate the possibilities of using different concept mapping tasks for learning and assessment.
Testing the Effectiveness of Transfer Interventions Using Solomon Four-Group Designs
Author: Mai, Nu Nu
Date: 2020-00-00
Type: Journal Articles
Subjects: Transfer of Training,Intervention,Program Effectiveness,Validity,Undergraduate Students,Time Management,Pretests Posttests,Foreign Countries,College Seniors

How to enhance the transfer of training remains an important question, and to some extent, post-training interventions can provide an answer. The purpose of this study was to validate inconclusive findings on the effectiveness of two post-training transfer interventions. This study used Solomon four-group design to filter out the effects of pretest sensitization and history, which are threats to the internal and external validity but have rarely been checked in previous transfer studies. Management study undergraduate students were randomly divided into two groups: pretested and unpretested groups. After a time management workshop, the students were randomly subdivided into three additional groups based on the following conditions: full relapse prevention (RP); proximal plus distal goal setting (GS); and the control group. Although results from both intervention groups were not significantly different from those of the control group, a significant difference was found between full RP and proximal plus distal GS in terms of self-reported time-management behavioral change. It is difficult to conclude whether post-training interventions enhance the transfer of training. Further ideas for improving research designs were explored, such as increasing the time intervals between training and interventions so that trainees have opportunities to attempt transfers before the interventions.
The Education of Dispute Resolution in Al Jazeera Al Arabiya: A Case for a Culturally Engaging Pedagogy
Author: El Alaoui, Khadija
Date: 2020-00-00
Type: Journal Articles
Subjects: Conflict Resolution,Culturally Relevant Education,Legal Education (Professions),Arbitration,Undergraduate Students,Foreign Countries,Islamic Culture,Student Attitudes,Instructional Effectiveness

In law and business schools, culturally relevant/responsive curricula can aid students' academic success. In this paper, we examine the use of culturally responsive narratives to illustrate principles and practices of dispute resolution (mediation and arbitration) in the Middle East as distinct or similar to those prescribed under Common Law. Through narratives embedded in familiar historical and socio-cultural contexts, we argue that students of Middle Eastern descent can achieve a greater understanding and retention of the curriculum as it is translated from theory into practice, exercise critical thinking skills, and enhance their motivation to learn. Teaching that taps into a reservoir of knowledge within Middle Eastern communities can also become a transformative experience for students, since it not only recognizes their communities of origin as noteworthy, but also makes their socio-cultural identities a key ingredient of the instructional process. As evidence of methodological effectiveness, we examine students' reflections on the use of culturally familiar narratives to illustrate principles and practices of dispute resolution (mediation and arbitration) in the Middle East as distinct or similar to those adopted by the Western world.