ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of the Emergency Remote Teaching Process during the COVID-19 Pandemic: Implications Based on Students&apos; Views
Author: Bilgiç, Hatice Gökçe
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Student Satisfaction,School Closing,Distance Education,Online Courses,COVID-19,Pandemics,College Students,Educational Technology,Technology Uses in Education,Feedback (Response),Barriers

This study aims to examine the level of students' satisfaction and opinions about the emergency remote teaching process during the COVID-19 pandemic in the Ondokuz Mayis University in Turkey. Based on the results a guide was constructed for universities to be prepared for emergency remote teaching situations. The study was designed as a survey method which is a quantitative research. Data was collected using an 8-section quantitative questionnaire with 53 close-ended questions. Participants were 3540 university students consisting of 150 graduate students and 3390 undergraduate students. The results indicated that 72.5% of participants (n= 2567) graded their distance learning experiences during the pandemic as moderately satisfactory or higher during the pandemic at the university. Based on the results, the highest satisfaction score is for the system including LMS and videoconferencing tools, and the lowest satisfaction score is for assessment and measurement methods. Moreover, attendance of synchronous lessons, regular instantaneous feedback provided by instructors, asynchronous activities and instantaneous interaction with instructors contributed to students' learning during the emergency remote teaching process in the pandemic. On the other hand, deficiency of face-to-face interaction, homework, technical problems during synchronous lessons, and motivational deficiencies were scored as obstacles. In addition, universities should be prepared for an alternative way of teaching for similar crises like the COVID-19 pandemic, and distance education technologies must have a supportive role in face-to-face learning in universities. Universities who were using emerging technologies before COVID-19 crisis had a comparative advantage over those who did not integrate new technologies into their education system.
Are You HIP?: How One Latinx Learning Community Integrates Ten High-Impact Practices to Foster Student Success. A Practice Report
Author: Gonzales, Sandra M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Urban Schools,Research Universities,Communities of Practice,Summer Programs,College Bound Students,Academic Support Services,College Readiness,Learner Engagement,Success,Academic Persistence,School Holding Power,Graduation Rate,Enrichment Activities,Writing (Composition),Peer Teaching,Seminars,Student Research,Service Learning,Internship Programs

This report shares practices from a successful Latinx Studies learning community model at an urban research-intensive university in the Midwestern United States. The learning community model offers a tiered developmental curriculum to support the three different stages of a student's journey, from enrollment to graduation. The three distinct phases of the learning community model are: a pre-college summer enrichment program, a first- and second-year college scholars program and a third and fourth-year college-to-career component. The model also integrates 10 out of 11 of Kuh's (2008) high impact practices demonstrated to support student engagement and success for students making a direct transition from high school to university. The authors share gains in student retention and five-year graduation rates as evidence of effectiveness.
Challenging and Confronting: The Role of Humanities in Fostering Critical Thinking, Cultural Competency and an Evolution of Worldview in Enabling Education
Author: Edwards, Lydia
Date: 2022-00-00
Type: Journal Articles
Subjects: Humanities,Critical Thinking,Cultural Awareness,Foreign Countries,World Views,Competence

Humanities discourse forms part of several Australian academic enabling programs, either embedded within the broader curriculum, or as part of a standalone unit. Within Edith Cowan University's UniPrep course, an introductory Humanities unit is offered to students as one of two electives alongside three other core units. The unit introduces students to key concepts within the Humanities, exploring disciplines such as ethics, philosophy, language, history, religion, politics, law, Indigenous studies and fine arts. In addition to offering students an understanding of these disciplines, studying Humanities within the context of an academic enabling program can provide students with several other benefits. Feedback from students enrolled in the UniPrep Humanities unit indicates that students experience an increased level of cultural competency, an evolution of worldview, and an enhanced level of critical thinking upon completion of the unit. Importantly, these areas align with research conducted into broader academic enabling principles. This article will explore these connections to suggest that the inclusion of Humanities within an academic enabling program can enhance students' preparedness for undergraduate study and life beyond university on several levels.
Generation 1.5 Learners: Removing the Mask of Student Invisibility and Recognising the Learning Disconnections That Marred Their Academic Journeys
Author: Serventy, Elizabeth
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Proficiency,Native Language,English (Second Language),Undergraduate Students,Profiles,Immigrants,Student Attitudes

Distinctive cohorts of students revealing inherent problems in managing their learning are on-going concerns in all universities. Students identified as Generation 1.5 learners are an increasing phenomenon in Australian universities yet may be &quot;invisible&quot; or unknown to teaching staff. They are neither fully proficient in their first language nor in English which is typically their second language (L2). Characteristically possessing well-developed basic interpersonal communicative skills, they lack the cognitive academic learning proficiencies essential for tertiary success. This article reports on doctoral research into six Generation 1.5 undergraduates navigating one academic year in one Western Australian university. Key findings include their &quot;invisibility&quot; and how L2 learning &quot;disconnections&quot; marred their studies. Learning disconnections comprise discrepancies and disjunctions driven by the participants' immigration experiences, their academic needs, and their lack of connection with the teaching methods and the university-provided learning support services. Greater awareness of the distinctive features of these learners may improve their academic outcomes.
Improving Student Retention by Providing Targeted Support to University Students Who Do Not Submit an Early Assessment Item. A Practice Report
Author: Linden, Kelly
Date: 2022-00-00
Type: Journal Articles
Subjects: School Holding Power,Intervention,Student Evaluation,Foreign Countries,Learner Engagement,Undergraduate Students

The Charles Sturt University Retention Team has developed, tested, evaluated, and refined a retention model through 14 action-research cycles from 2017-2021. The project has expanded from a small pilot in one faculty to monitoring the engagement and submission of an early assessment item for over 70% of all commencing undergraduate students across the University. The Retention Model synergistically overlays curriculum design and student support and ensures academics embed best practice transition pedagogy and learning engagement activities into key first-year subjects. By monitoring the submission of early assessment items, the team can accurately identify and proactively contact students who are not engaged in their studies prior to their first census date. Every aspect of this program supports equity student groups that are over-represented at our regional university. This work has significantly improved commencing progress rates across the institution.
Local Students at University: Narrative Descriptions of Lived Experiences
Author: Johnson, Lisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Personal Narratives,College Students,Student Experience,Geographic Location,Self Concept,Identification (Psychology),Sense of Community,Student Attitudes,Student Adjustment

'Local students' attend college or university in the same city where they attended high school. Local students' self-narratives suggest that their 'identity or sense of self' and 'sense of belonging or connection with others' may hinder their academic success. This study gathered data from focus groups and surveys of local and non-local students of a private, national liberal arts college concerning their lived experiences as local students at university. This data describes local students' self-narratives about 'identity or sense of self' and 'sense of belonging or connection with others.' The beliefs and experiences reflected by these self-narratives may suggest unique challenges that affect local students' university outcomes. With awareness of these experiences and beliefs, institutions of higher education could tailor programs to benefit local students to improve their sense of well-being, which may improve retention and academic success.
Leadership Strategy: Developing School Culture through Digital &quot;Turats&quot; Learning
Author: Munifah, Munifah
Date: 2022-00-00
Type: Journal Articles
Subjects: School Culture,Leadership Styles,Instructional Leadership,High School Students,Principals,Administrator Attitudes,Assistant Principals,Trust (Psychology),Foreign Countries,Institutional Mission,Human Resources,Outcomes of Education,Islam,Religious Schools,Boarding Schools,Design,Information Technology,Instructional Materials,Computer Assisted Instruction,Teaching Methods

The objective of this research is to determine the appropriate leadership strategy to develop school culture by implementing digital &quot;turats&quot; learning in one of the High Schools in Jombang City, Indonesia. This involved using a qualitative &quot;ex post facto&quot; design with the data collected through observation, documentation, audio and visual materials, and in-depth interviews conducted with the principal, vice-principal, and teachers. The data obtained were sorted, displayed, and used to draw conclusions, and later validated through continuous observation, triangulation, member checks, and peer discussions. This study showed that the appropriate strategy to develop school culture involves several steps with the first being the development of trust by being committed to the vision and mission of the school. The second step is to formulate school programs and branding as a means to develop school culture with a team of experts with school values. The third step is to provide resolution, human resources, and all the necessary facilities for the development of school culture. Moreover, the organization of &quot;turats&quot; learning through design, implementation, and evaluation of learning outcomes was conducted through the application of Islamic boarding school-based digital technology by competent teachers. The final step involves ensuring regular monitoring, evaluation, and follow-up.
Innovative Features of Education in Kazakhstan&apos;s Lyceum-Gymnasium
Author: Abirov, Daniar
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Innovation,Educational History,High Schools,Social Influences,Political Influences,College Students,Educational Change,Educational Practices,Secondary Education

Educational and training institutions that ensure successful learning and diverse working life must implement problem-oriented analyses of the education system and form future self-education and positive activity skills of the individual. The article deals with historical trends in the development of educational institutions such as lyceums and gymnasiums in Kazakhstan. Data collection was in two parts. The first data collected was secondary data and it was used to analyze the current situation in education. The detailed theoretical analysis of literary sources reveals the peculiarities of formation of the structure of functioning of educational institutions, the analysis of the tendencies of implementation of innovative educational programs in the system of education is carried out. The primary data was collected using an experiment. Based on the data obtained as a special elective course for undergraduate students, the article describes the recommendations aimed at changing the educational system to deepen the historical and pedagogical peculiarities of the development of educational institutions of students.
Macroeconomics and Active Methodologies in Higher Education: A Possible Pairing and a Possible Binomial
Author: Arcos-Alonso, Asier
Date: 2022-00-00
Type: Journal Articles
Subjects: Macroeconomics,Active Learning,College Students,Foreign Countries,Instructional Innovation,Instructional Effectiveness,Business Administration Education

This article presents an experience of teaching innovation based on the application of active methodologies in economics and business education at the University of the Basque Country (UPV/EHU). The proposal builds on a competency teaching approach, whose objectives were to verify the effectiveness of these methodologies in the area of economics in order to reconnect the university with its social environment and enhance the competency and student-learning values. During the 2019-2020 academic year, a multidisciplinary process based on the Problem-Based Learning methodology was developed in the Introduction to Economics II: Principles of Macroeconomics course. Various teaching techniques were applied to encourage participation, autonomous student work, group work, as well as elements of social responsibility and values education. The results of the process collected quantitatively and qualitatively show improvements in the acquisition of knowledge by students and greater appropriation levels linked to greater motivation. However, reluctance and misgivings about the process also arose, which would require further work in class and a leading role by students. Greater planning, time and coordination requirements were also limiting factors for the teaching staff; however, the relevance of applying the methodology sequentially is suggested.
Predictors of Quality of Distance Education during the COVID-19 Pandemic
Author: Abdullah, M. Almanie
Date: 2022-00-00
Type: Journal Articles
Subjects: Predictor Variables,Educational Quality,Distance Education,COVID-19,Pandemics,Instructional Design,Student Satisfaction,College Students,Foreign Countries

The aim was to investigate the role of online stakeholder groups, Instructional Design and Student satisfaction in predicting Quality of distance education during the COVID-19 pandemic. A survey method was used. The online stakeholder groups, Instructional Design and Student satisfaction are the IVs, while the dependent variable is Quality of distance education. Students were selected for data collection. An online questionnaire was used to collect data from the target students. Data were collected via an online questionnaire survey. I shared with students an online link via Facebook and WhatsApp groups to reach most of the University students to fill up the online questionnaire. This study has unique implications for universities as it provides guidelines for universities to implement distance education effectively, hoping to facilitate students learning. This research study contributes to the literature of distance education. It is a unique study in its handling of variables such as online stakeholder groups, Instructional Design and Student satisfaction as predictors of distance education during the COVID-19 pandemic.
Pre-School Teachers&apos; Professional Development Needs Concerning Competency-Based Teaching
Author: Mikelsone, Ilze
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Faculty Development,Competency Based Education,Foreign Countries,Teacher Improvement

The competency-based approach is currently introduced throughout the whole pre-school education system, and this process reveals the uncertainty, doubts, confusion, and unpreparedness of teachers for the implementation of this task. It also highlights the need to provide new guidance for the professional development of in-service teachers. The article presents the results of a survey on the professional needs of pre-school teachers for implementing a competency-based approach. The research data is obtained from focus group discussions, teacher surveys, and self-assessments from teachers' professional development courses. The research data shows that the most topical professional development needs of pre-school teachers are linked to the need for an in-depth understanding of such components of competency-based approach as equity, meaningful assessment, personalized learning, transversal skills, and learning environments, allowing to identify the tasks for the professional development of teachers to promote a common understanding for implementing a competency-based approach in pre-school education.
Students&apos; Experience of Online University Education during the COVID-19 Pandemic: Relationships to Psychological Health
Author: Slykerman, Rebecca F.
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Experience,Electronic Learning,Distance Education,Universities,Online Courses,COVID-19,Pandemics,Mental Health,School Closing,Stress Variables,Anxiety,Well Being,Scores,Foreign Countries

The COVID-19 pandemic resulted in the complete closure of many university campuses and a rapid shift to complete online delivery of university teaching. Understanding the student experience of online learning under these conditions is important to inform improvements and adaptations to continued online delivery of university services. The aim of this study was to examine students' experience of online learning, studying, and assessment during the pandemic and investigate the association between these perceptions and measures of psychological health. A cohort of 391 undergraduate students completed measures of stress, anxiety and psychological wellbeing at the beginning and end of a semester during which a shift to complete remote delivery of university teaching occurred due to COVID-19 restrictions. Students also rated how stressful or difficult they found five aspects of online learning, study and assessment which was used to calculate a composite score. T-tests were used to compare stress, anxiety and psychological wellbeing scores from the beginning and end of the semester. Regression models were used to examine the relationship between online learning composite score and psychological health measures. Unexpectedly, stress and psychological wellbeing improved over the semester during which the university campus closed, and all teaching and assessments were online. Students with higher stress scores and lower psychological wellbeing scores at the beginning of the semester were more likely to experience difficulty and stress with online teaching.
Google Trends during COVID-19: Raising Awareness among Physical Education Teachers
Author: Kutlay, Emine
Date: 2022-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,COVID-19,Pandemics,Online Searching,Exercise,Muscular Strength,Training,Physical Fitness,Health Behavior,Physical Activities,Foreign Countries

The purpose of this study is to increase awareness among physical education teachers by analyzing the trends in reaching exercise programs on the Google platform during the coronavirus disease (COVID-19) pandemic. The exercise trends sought on the Google Trends platform between March 2020 and March 2021, when the pandemic was most intense, were examined. During this phase of the COVID-19 pandemic, it was observed that the most searched type of exercise on Google was strength training and fitness exercise. The previous exercise habits of individuals, the decisions taken by countries during the pandemic, and the technological methods applied may have been effective in searching for physical activities via Google. This study might contributes to physical education teachers in institutions that provide education for children and youths, to create the content of online or face-to-face exercise programs.
Factors Influencing Teachers&apos; Creative Teaching: A Systematic Review
Author: Pazin, Aini Hayati
Date: 2022-00-00
Type: Journal Articles
Subjects: Creative Teaching,Literature Reviews,Predictor Variables,Elementary School Teachers,Secondary School Teachers,College Faculty,Preschool Teachers,Foreign Countries,Teacher Characteristics

Creative teaching is an important skill needed by teachers to carry out the teaching and learning process. Teachers have the most important role in nurturing students' interest and creative thinking ability by implementing creative teaching. However, there are still insufficient studies that systematically review the existing literature related to what factors could affect teachers' creative teaching. This highlights the value of this study that is aimed to conduct a systematic literature review on the factors influencing teachers' creative teaching. This study selected articles using two leading databases, namely Scopus and Web of Science. To ensure that this study was conducted systematically, guidelines by Preferred Reporting Items for Systematic review and Meta-Analyses were used. This study found that three groups of factors influence teachers' creative teaching, namely demographic factor, individual factor and organisational factor. There are two factors that have the highest frequency and dominant, namely self-efficacy and environment support.
Indonesian Teachers Manage Their Lesson Plans in Learning Prose
Author: Arifin, Syaiful
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Lesson Plans,Junior High School Teachers,Grade 7,Teacher Attitudes,Values Education,Literature,Teaching Methods,Instructional Effectiveness

Planning is a function of management that needs to be done before the implementation of an activity, whether they are activities in organisations, institutions, schools or in learning. Improper lesson planning makes goal achievement not optimal. Therefore, this study aims to describe the learning planning of prose literature that affects character education. To achieve the objectives of this study, the research method used is quantitative methods. The data collection tool is a questionnaire distributed via online media to seventh-grade teachers of junior high school in Indonesia. The results of the research analysis show that F-value is calculated as 8,614.787 with a significant value of 0.001, which means it is smaller than 0.05, so the hypothesis is accepted with the simultaneous statement that learning planning management of prose literature (X) has a significant effect on the character education (Y) of grade VII students of a public junior high school in Indonesia, and it can be implemented. The implementation of prose literature learning planning will be carried out well if character education is integrated into the learning implementation planning component.