ethanporcaro/eric-fulltext-meta huggingface dataset:
Agency in Online Foreign Language Learning amidst the COVID-19 Outbreak
Author: Albantani, Azkia Muharom
Date: 2022-10-00
Type: Journal Articles
Subjects: College Freshmen,Independent Study,Videoconferencing,Second Language Learning,Second Language Instruction,Metacognition,Islam,State Universities,Religious Colleges,Arabic,Online Courses,Educational Change,Teaching Methods,Personal Autonomy,Student Attitudes,Learning Motivation,Self Efficacy,Learning Strategies,Foreign Countries,Learning Management Systems

The coronavirus disease 2019 (COVID-19) outbreak has forced a sudden transition from face-to-face learning to online learning in higher education. This circumstance challenges university students to be more selfdirected in learning with relatively minimum assistance from their lecturers or peers. Therefore, it is becoming increasingly important to conduct a study on the issue of learner agency which remains little explored. The present study aimed at investigating the agency of first-year university students in online learning of Arabic as a foreign language. In particular, this study examines their intention, motivation, self-regulation and selfefficacy in online learning of Arabic delivered synchronously by using Google Meet and asynchronously by using Edmodo. An exploratory research method was employed in the study with the participation of 76 firstyear university students at an Islamic public university in Jakarta, Indonesia. Results of the study reveal that first-year university students have a relatively high intention, motivation, self-regulation and self-efficacy in Arabic online learning. Looking these findings into more detail, however, the students seem to have limited information and preparation to achieve their goals, are undermotivated to speak with native Arabic speakers, have shallow learning commitments, and are less likely to believe their performance. One of the practical implications that emerge from this study is to introduce first-year university students to a variety of strategies for learning Arabic in more self-directed ways, and this may be supported by lecturers as to not only delivering content but also promoting skills during their teaching practices.
Atomic Physics Teaching Materials in Blended Learning to Improve Self-Directed Learning Skills in Distance Education
Author: Eerlina, Nia
Date: 2022-10-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Teaching Methods,Independent Study,Blended Learning,Instructional Materials,Foreign Countries,Student Motivation,Distance Education,Undergraduate Students,Learning Management Systems,Instructional Effectiveness

Atomic physics teaching materials support student motivation to learn independently, guide, and direct students to master material with abstract characteristics. The teaching materials in blended learning can improve the tutorial system's interaction process in distance education with special characteristics. Universitas Terbuka students have various ages, professions, geographic location, social environment, and prior knowledge. This study aimed at analyzing the practicality and effectiveness of atomic physics teaching materials in blended learning to improve students' self-directed learning skills in the open and distance education system. This research involving 121 students spread across 12 regional offices in Indonesia. Analysis of the impact and consistency of students' self-directed learning skills used inferential statistics, then for data analysis, the improvement used N-gain. The results of the study showed the average tutorial feasibility using atomic physics teaching materials is the most dominant in explaining the teaching material thoroughly and is easy to understand. The average percentage of student activity results get the highest score on the activity of conducting discussions. The effectiveness analysis results showed the atomic physics teaching materials are proven to be effective in increasing students' self-directed learning. ANOVA obtained no significant difference from all test classes so that atomic physics teaching materials are effective for application to students who have low, medium, and high abilities. The process of practicality and effectiveness has implications for developing teaching materials for distance education systems that must pay attention to the tutorial process, learning management system, and several other components.
COVID-19 Pandemic and Emergency Distance Turkish Teaching
Author: Boylu, Emrah
Date: 2022-10-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Emergency Programs,Distance Education,Foreign Countries,Teacher Attitudes,Language Teachers,Second Language Learning,Turkish,College Faculty,Technology Uses in Education,Teaching Experience,Class Size,Student Evaluation,Student Motivation,Learner Engagement

The aim of this study is to determine the teachers' views on emergency distance Turkish teaching as a foreign language after COVID-19 pandemic. In this context, the quantitative and qualitative data were collected simultaneously in the study, which was created by using the convergent mixed design of the mixed method, which is one of the basic research methods. The study group of the research consisted 137 of teachers who were obliged to switch to emergency distance Turkish teaching while teaching Turkish face to face to international students studying at Turkish Teaching Centers affiliated with universities. According to the findings of the research, it was determined that teachers faced with many technological and pedagogical problems. In addition, it was identified that before the process started, teachers did not receive any training for distance Turkish teaching and therefore started distance teaching without experience. Moreover, it was concluded that class sizes are suitable for distance teaching, writing is the most difficult skill to develop and measure in distance teaching, and there is a lack of materials to be used in distance teaching.
Distance Education in Turkiye during the COVID-19 Pandemic: What Do Stakeholders Think?
Author: Yaylak, Erhan
Date: 2022-10-00
Type: Journal Articles
Subjects: Distance Education,COVID-19,Pandemics,Student Attitudes,Parent Attitudes,Teacher Attitudes,Readiness,Program Effectiveness,Barriers,Adjustment (to Environment),Foreign Countries,School Closing

This research attempted to assess the status of distance education implemented in Turkiye during the COVID-19 pandemic based on stakeholders' (students, parents, pre-service teachers, teachers, and academics) opinions and was completed in the phenomenological study framework. With this aim, stakeholders' views within the study's purview were collected during April 2021 with an online semi-structured interview form with pandemic precautions. The data were examined with content analysis using the MAXQDA 2020 qualitative data analysis program. The interview questions principally focused on four themes, namely readiness for distance learning, benefits, adequacy, and continuation. It can be deduced from stakeholder's opinions that though Turkiye was unprepared for distance education, the adaptation eventuated in a short time. There were differences in educational organizations' readiness levels, and the views on infrastructure's inadequacy explained this situation. They found distance education to be positive from psychological, situational, educational, and economic aspects. They deemed it indispensable for education to continue and for the use of technology in education. However, the lack of interaction in distance education, digital impossibilities, and other factors were the negative aspects. The stakeholders participating in this research emphasized that rather than being adequate, distance education was inadequate due to interaction- and infrastructure-related issues. Though there were negative opinions about the continuation of distance education in the transition to formal education after the COVID-19 pandemic precautions ended, findings revealed that it may continue simultaneously with formal education and may provide compensatory or supportive education. Additionally, further research is needed regarding the generalizability and educational outcomes of distance education implemented during the COVID-19 pandemic.
Distance Education Effectiveness and Barriers in Developing a Positive Attitude towards Sustainability: Mediation of Innovativeness
Author: Harizan, Siti Haslina Md
Date: 2022-10-00
Type: Journal Articles
Subjects: Distance Education,Barriers,Positive Attitudes,Sustainability,Innovation,Online Courses,College Students,Foreign Countries,Program Effectiveness,Expectation,Student Satisfaction

The objectives of this study are to investigate the effectiveness of distance education in fostering a positive attitude towards sustainability, examine the effects of barriers to sustainability in distance education in terms of the attitude towards sustainability and investigate the mediating effect of innovativeness in the aforesaid relationship. Online survey questionnaires were used to collect data from 663 final-year students enrolled in courses offered through distance education mode at selected universities in Malaysia. The data analysis was based on the partial least squares structural equation modelling (PLS-SEM) approach. This study attests that distance education is effective in nurturing a positive attitude towards sustainability through the mediation of innovation. Although the barriers related to distance education seemed to pose an inverse effect on the attitude towards sustainability, it did not seem to have any significant effect on innovativeness. Future research may investigate the further applicability of this study's model in various contexts related to the role of distance education in achieving the goals of the sustainable development agenda.
Distance Learning and Face-to-Face Learning: Student Perception of Quality Assurance and Prospects for Improvement in Education Management Technologies
Author: Moroz, Volodymyr
Date: 2022-10-00
Type: Journal Articles
Subjects: Distance Education,In Person Learning,Student Attitudes,Quality Assurance,Educational Quality,Educational Improvement,Educational Technology,COVID-19,Pandemics,College Students,Foreign Countries,Higher Education,Efficiency,Training

Global challenges are an objective factor influencing the development of socio-economic and socio-political subsystems of society. The influence of this factor is not uniform, causing a different impact on every social activity sphere. The actualization of challenge to people's health risk, determined by the widespread of the COVID-19 infection in 2020, has become the cause of changes in modes of operation for most of social institutes, including that of education. To implement the national governments' decisions concerning prevention of population's infecting with COVID-19, the administrations of most European universities have refrained from teaching educational programs in the face-to-face mode and adopted the decision of applying the distance form of training. This forced step by the universities has determined the raise in stakeholders' interest in the problematics of the quality of education obtained through the distance mode of higher education. In their attempt to provide the answer concerning the potential of the distance form of training in ensuring education quality, the authors of this article have conducted a poll of 544 students from higher education establishments of Eastern Ukraine. The answers obtained were analyzed by the following aspects: comparing education quality depending on the mode of obtaining it; perspectives of applying the distance form of education at each stage of higher education; efficiency of applying the distance training instruments in the training process. On the results of analyzing the respondents' answers, recommendations and conclusions as to the state of distance education and the perspectives of its development were formulated. Besides, the article offers a classification of distance education instruments and proposes recommendations concerning their application in the training process. The article's content will be of interest not only for specialists working at agencies that ensure quality of higher education, but also for stakeholders and administrations of the universities that are planning to raise the level of their presence at the education services market on account of implementing the distance training's potentials.
Emergency Remote Teaching during COVID-19 Pandemic: Challenges, Opportunities and Future Suggestions
Author: Sarier, Yilmaz
Date: 2022-10-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,High School Students,School Closing,COVID-19,Distance Education,Educational Technology,Online Courses,Lifelong Learning,Blended Learning,Access to Education,Financial Support,Access to Computers,Technological Literacy,Evaluation Methods

This article explores the perceptions of high school students of emergency remote teaching (ERT) in Turkiye. The research used the qualitative method of conducting semi-structured interviews with 144 students at higher education. The descriptive case study type (a single case with embedded units) was applied. The qualitative data collected through the interviews were analyzed using content analysis technique. Research results reveal that views of the participants on the challenges of ERT are developed into 8 themes: Digital pedagogy, technical infrastructure and accessibility, digital competences, compatibility, assessment and evaluation, heavy workload, and lack of learning motivation while their opinions on opportunities of distance education include 5 themes: lifelong learning opportunities, flexibility, experiencing ERT or hybrid education, digital transformation in education, and an alternative to student mobility. The suggestions made by students are developed into 7 themes: creating accessible materials, university and institutional IT department-supported digital technologies, adopting a flexible approach to student participation, ensuring financial support and equipment, adopting hybrid learning, developing digital competences, and evaluation and assessment methods.
Exploring Teachers&apos; Views on Emotion Transfer in Virtual Classrooms during Emergency Remote Teaching
Author: Duzgun, Serkan
Date: 2022-10-00
Type: Journal Articles
Subjects: Teacher Attitudes,Online Courses,COVID-19,Pandemics,School Closing,Elementary Secondary Education,Educational Technology,Technology Uses in Education,Emotional Response,Gender Differences,Preschool Education,Foreign Countries

The present study explored emotion transfer-related views of teachers holding online classes in emergency remote teaching during the COVID-19 pandemic. We carried out the study with 630 teachers, the majority of whom were primary school teachers, serving at public and private K-12 schools. This was a descriptive survey study as it described the teachers' views as they were. The data were collected using the &quot;Emotional Presence in Online Learning Scale&quot; (EPOLS) and analyzed using descriptive statistics, independent sample t-test, and one-way analysis of variance (ANOVA). The findings revealed that the majority of teachers used the EBA Virtual Classroom application in emergency remote teaching while a small number of them utilized other virtual classroom applications. In addition, the teachers reported using messaging applications effectively, but it was not the case for social media. The private school teachers found virtual classroom applications efficient in transferring (conveying and receiving) emotions compared to public school teachers. The scores on the EPOLS and receiving emotions subscale pointed out that the female teachers found virtual classroom applications more effective than their male counterparts. Moreover, it was found that the preschool teachers and classroom teachers found virtual classroom applications more effective in receiving emotions than the high school teachers and middle school teachers, respectively. Finally, those with undergraduate and postgraduate education recognized emotion transfer in virtual classrooms more efficient than the teachers with an associate degree.
Student Teachers&apos; Experiences in Using Open Education Resource in the Open Distance Learning Context
Author: Makokotlela, Matlala V.
Date: 2022-10-00
Type: Journal Articles
Subjects: Student Teachers,Student Experience,Open Educational Resources,Open Education,Distance Education,Foreign Countries,Student Attitudes,Environmental Education,Intervention,Student Costs

Open education resource (OER) has become an increasingly important topic for consideration in the open distance learning (ODL) context. ODL students' education should be learner-centered based on intrinsic motivation and OER usage. The purpose of this study was to explore the student teachers' experiences in using open education resource in ODL. Even though many studies have been conducted on OER in ODL, there are insufficient empirical studies that have explored environmental education (EE) student teachers' experiences in using OER in the ODL environment. In exploring this topic, the qualitative research methodology, interpretive paradigm, and rhizomatic approach were used. Participants and documents were purposefully sampled. Data was ethically collected through documentation and semi-structured telephonic interviews. The data were thematically analysed and processed to find patterns, keywords were identified, coded, and clustered into categories, and themes emerged. Qualitative findings showed that EE student-teachers knew about OER informally and some students wanted to use OER. Hindrances to OER usage by student-teachers included little engagement with OER by lecturers and costs to access OER.
Use of Flipped Classroom in the Teaching-Learning Process on Descriptive Statistics
Author: Salas-Rueda, Ricardo-Adan
Date: 2022-10-00
Type: Journal Articles
Subjects: Flipped Classroom,Teaching Methods,Learning Processes,Statistics Education,College Students,Artificial Intelligence,Video Technology,Technology Uses in Education,Instructional Effectiveness,Foreign Countries

Educational institutions seek to transform the teaching-learning conditions through the use of new pedagogical and technological models. The aim of this quantitative research is to analyze the use of flipped classroom in the teaching-learning process on descriptive statistics through data science. The participants are 49 students who took the Basic Statistics course during the 2017 school year. This study used a single group quasi-experiment to examine the research hypotheses about Flipped classroom. In the Basic Statistics course, the students have difficulties to assimilate the knowledge about mean, mode, median, range and quartiles. Therefore, this research proposes the consultation of YouTube videos before the class, use of the Mathportal application collaboratively during the class and use of the Mathportal application individually after the class. The Mathportal application is a web tool that allows checking the results of the exercises on the mean, mode, median, range and quartiles at any time. The results of machine learning (linear regression) indicate that flipped classroom positively influences the teaching-learning process on descriptive statistics. On the other hand, data science allows the identification of 3 predictive models about the consultation of the YouTube videos and use of the Mathportal application through the decision tree technique. This research recommends the use of the Mathportal application for the teaching-learning process on statistics. Even, this web application can be used in the courses of differential calculus, geometry, algebra and financial mathematics. The implications of this research are the transformation of the educational context through the use of flipped classroom and incorporation of technological tools before, during and after the face-to-face classes. Finally, flipped classroom is a pedagogical model that is transforming the organization and implementation of school activities through the use of technology inside and outside the classroom.
Blend or Not to Blend? What Faculty Members Think about Blended Learning?
Author: Sengel, Erhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,Blended Learning,Teaching Methods,Preferences,Information Technology,Satisfaction,Educational Quality,Teacher Education,Distance Education,Communities of Practice

In this study, it is aimed to reveal the opinions of the academics who have experienced the blended method in the course of blended courses. The study was carried out using a parallel mixed design. Research data were collected from academics who were determined by convenient sampling method. The research was conducted with 52 academics who stated that they had experienced the blended method. Data obtained from Likert type questions were analyzed by using frequency, percentage and average from descriptive statistical techniques and data obtained from open-ended questions were analyzed by content analysis. It transpired that blended learning is mostly preferred in the courses where information technologies are used. Considering that modern ICT is used extensively in blended learning, this is an expected result. Although the participants were generally satisfied with using blended learning, it was understood that they were concerned about the students not attending lessons, a low level of interaction and experiencing various communication problems, and difficulties presented by practical or applied lessons. Despite these concerns, it was found that respondents were generally satisfied with the quality of the lessons taught with blended learning. Another important finding obtained from the research data is the recommendation of participating academics to prepare instructors who will teach using blended education to plan and organize pre-course processes well. It is thought that future studies will primarily focus on research that will dampen the down-sides identified by our research participants, and will support efforts to develop and disseminate blended learning.
Context-Based Teaching Experiences of Chemistry Teachers: Expectations, Gains and Applicability Conditions
Author: Mustafaoglu, Fatma Merve
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Experience,Science Teachers,Science Instruction,Foreign Countries,Instructional Materials,Case Studies,Chemistry,Inservice Teacher Education,Teaching Methods,Context Effect,Teacher Attitudes,Student Motivation,Academic Achievement,Student Participation

This research aimed to investigate the expectations and gains of teachers who designed and used context-based teaching materials in their classes and to reveal their views on the applicability of this teaching approach. The methodology of this research was the case study. The research was carried out with two chemistry teachers who participated in the In-Service Training Course on Context-Based Chemistry Teaching performed by the researcher. Data collection tools used in the research were semi-structured interviews, field notes and evaluation reports. As a result, it was concluded that teachers believed that context-based instruction increased students' motivation, achievement and participation in the lesson. Also, both teachers stated that their competencies in context-based teaching had improved after practising it. However, it was revealed that teachers thought that in order to use context-based teaching, learning environments should be arranged in accordance with the approach and universities and Turkish Ministry of National Education should work in cooperation.