ethanporcaro/eric-fulltext-meta huggingface dataset:
Posters That Teach - Blended Learning and Total Engagement
Author: Stan, Adina
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,21st Century Skills,Role Playing,Thinking Skills,Critical Thinking,Creative Thinking,Instructional Design,Visual Literacy,Visual Aids,Concept Mapping

Electronically mediated technologies are prohibited from use in a major assessment component of a blended learning subject. This subject employs a multidisciplinary problem-based approach to explore international issues and perspectives using a rich blend of face-to-face, electronically mediated, individual and team-based activities. The assessment is a role-play which occurs during the second half of a year-long pathway to university program. Belief in the importance of helping students integrate knowledge with an understanding of learning strategies informs the design of this particular assessment task. To complete the task, small teams develop and display a hand-drawn poster summarising their understanding of a real life 'wicked problem' explored in depth during the semester. Composing and preparing their poster ensures that students create visual evidence of their learning about the context of a complex contemporary international issue, which varies from year to year. It also introduces students to higher order thinking and develops critical and creative thinking skills. This paper aims to introduce and describe the learning principles informing the design of the assessment strategy. The task compels students to question information, seeking deeper engagement with data and generating first-hand engagement with the issue. The learning design also facilitates students' crucial skills of knowledge generation and learning management, and helps them apply this knowledge to other aspects of their future learning. This task bridges the gap between the technical and non-technical skills essential for success in the 21st century.
Social Network Misuse in the Classroom and Its Impact on Male Student Motivation in UAE Tertiary Education
Author: Alkaabi, Sultan A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,Males,College Students,Student Motivation,Foreign Countries,Student Experience,Electronic Learning,Use Studies,Computer Mediated Communication,Cheating,Technology Uses in Education

This paper presents data obtained from focus groups conducted to investigate male students' experiences in higher education in the United Arab Emirates. Among the issues discussed by students was the impact of social networks addiction on student motivation and this paper focuses on that issue. Thirteen focus groups were conducted with 83 English as a Foreign Language male students at four government campuses including United Arab Emirates University at Al Ain Campus, Higher College of Technology at Ras Al-Khaima Campus, and two campuses (Abu Dhabi and Dubai) of Zayed University. Students access social network sites for both educational and non-educational aspects. Students spoke about their experiences and how social network addiction influenced their academic motivation to study. The resulting themes from the focus groups show that social network addiction has had an impact on student class performance and in some cases led to class failure. Recommendation for better class management and intervention programs are suggested to policy makers and instructors to foster a better student learning experience.
The Flipped Classroom: Teaching the Basic Science Process Skills to High-Performing 2nd Grade Students of Miriam College Lower School
Author: Camiling, Mark Kenneth
Date: 2017-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Science Process Skills,Skill Development,Grade 2,Elementary School Students,High Achievement,Foreign Countries,Instructional Effectiveness,Technology Uses in Education,STEM Education

Technology has greatly shaped pedagogical practices over time. However scholars posit that the developing technology-aided, -based, and -oriented instructional practices still need scholarly and systematic studies to prove their effectiveness. An emerging teaching strategy that highlights technology tools and programs is Flipped Learning: a strategy where technology redirects learning from large groups to individuals. The research described here hypothesizes that there is a significant difference between the basic science process skills test score means of elementary students in a Flipped classroom and those in a traditional classroom. To test this hypothesis, an experimental design was used as the participants were divided the into two groups: experimental and control. An instructional design was crafted to simultaneously teach both control and experimental groups within a one (1) hour schedule. The experimental group was asked to watch at home researcher-made videos that teach the basic science process skills. In class, these participants deepened understanding of the skills through varied activities. The control group was taught using the traditional method operationalized as 5E Inquiry-Based Model. Both pre- and post-tests were administered to check the relative test scores. A Mann Whitney U test was conducted to evaluate the difference between the basic process skills test mean scores. It is concluded that there is a statistically significant difference (at [alpha]=0.05, r = 0.42) with a large effect size between the two variables.
Theatrically Digital: Education and Online Identity
Author: Khoshsabk, Nastaran
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,Theater Arts,Electronic Learning,Identification,Adults,Cultural Background,Cultural Influences,Language Usage

The dramaturgical aspects of using social media are applied in this study from a sociological perspective (Goffman, 1959) to describe the process of gaining a sense of self through learning in online-environments. The exploration of data in this qualitative case study sheds light on the theatrical dimension of virtual self-presentation which can encourage individuals to become engaged in interacting online and, in the process of doing so, learn actively though using social media via its unique audio-visual digital content. Social media tools provide a space for information sharing to fill the gaps when students are unwilling to communicate in face-to-face classrooms because of a particular socio-cultural context. The codes and themes from six months' Facebook analysis of adult social media users were analysed based on the self-representation of the digital self with relation to their language and cultural background and its influence on the formation of identity. The 'actual self', as described in interviews, was being manipulated by individuals for different reasons such as its influence on their social/cultural identity and the development of the self-image. Increasingly, educators in all educational domains are using online social media platforms to support engagement in teaching and learning. It is hoped that this research, by offering increased understanding of the importance of online-communities, will have implications for learning from online contexts, particularly in contexts with socio-cultural boundaries.
The Use of Technology for EFL Classes in a Brazilian School: Consolidating Education 3.0
Author: de Azevedo, Aline Fay
Date: 2017-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,English (Second Language),Second Language Learning,Foreign Countries,Interdisciplinary Approach,Communicative Competence (Languages),Teaching Methods,Secondary Schools,Handheld Devices

It is undeniable that digital technologies have helped in the creation of a new way of sharing knowledge. This is particularly pertinent in the area of English language education if seen as a way of enhancing connectivity and empowering individuals to promote positive changes in society. Bearing in mind that educational institutions worldwide have gradually incorporated successful innovative practices into their teaching lessons, the present paper aims to address the topic of Education 3.0 and the use of technological tools for EFL classes in a school in the south of Brazil. It reports how technology has been incorporated into the classroom to achieve interdisciplinary practices and discuss whether it has contributed to students' learning and linguistic competence. Regarding applicability, the paper brings some examples of technological tools and current existing projects, using different types of technologies, such as Osmo, smartphones, QR codes, apps and the like. Regarding evaluation of language improvement, it seems that these technological tools have mainly fostered students' listening and speaking abilities, which can be seen through positive students' results obtained through Oxford placement tests. Some considerations about the limitations of this study are also made for further improvements.
CALL to Arms: Generations Clash over Digital Technology in the Foreign Language Classroom
Author: Danka, Sandor
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Computer Assisted Instruction,Social Media,Handheld Devices,Technology Integration,Undergraduate Students,Addictive Behavior,Student Attitudes,Computer Software,Usability,Foreign Countries,Positive Attitudes

Is a smart phone a toy or a tool? Students cannot get enough of it -- after all, social media notifications and viral videos do take time to reflect on -- while teachers, quite understandably, are dismayed to see an excellent educational tool used purely for entertainment. This paper posits that these two concepts are not mutually exclusive. It proposes a possible common ground, 'edutainment,' the integration of interactive mobile technology with the classroom for new opportunities to effectively achieve learning objectives in a light-hearted spirit. This research study describes the attitudes and intentions of 121 Thai English as a Foreign Language (EFL) university students towards a playful, competitive smart phone application, its ease of use and perceived benefits to learning. Results of a cross-sectional examination through a paper-based, 4-page questionnaire seem to indicate general acceptance, widespread use and an altogether positive attitude to the software. The paper concludes by highlighting student impressions of its relevance to their studies and offering recommendations for further integration of digital teach-nology into foreign language classrooms.
Competency-Based Blended Learning: Flipping Professional Practice Classes to Enhance Competence Development
Author: Ragg, Mark
Date: 2017-00-00
Type: Journal Articles
Subjects: Competency Based Education,Blended Learning,Social Work,Counselor Training,Undergraduate Students,Outcomes of Education,Teaching Methods,Educational Change,Educational Principles,Counseling Techniques,Student Attitudes,Graduate Students,Flipped Classroom,Feedback (Response),Course Evaluation

In the past decade, health and human service educational programs have transitioned to competence-based outcomes to enhance the quality of graduating professionals. While such outcomes are a critical step in ensuring professional quality, they require curricular and pedagogical adjustments that do not fit easily within university environments. Technology has eased many problems of fit through the development of hybrid and flipped courses that allow on-campus time to be better focused on developing professional skills. This study explored the question: Can flipped delivery improve competence-based outcomes in social work practice classes? The study assessed pedagogical adjustments that integrated competence-based learning principles with flipped classroom delivery. Principles of organizing the class to maximize competence development are explored and illustrated. Improved competence development and student satisfaction were demonstrated in three flipped practice courses with a combined sample size of 269 Bachelor of Social Work (BSW) and Masters of Social Work (MSW) students. Researchers concluded that using flipped-classroom methods enhanced the students' capacity to apply concepts and develop skills. In particular, the ability to receive and process feedback on applied skills was improved.
Beyond Methods: Towards an Evidence-Based Approach to Language Instruction
Author: Benati, Alessandro
Date: 2021-07-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Linguistic Input,Evidence Based Practice,Teaching Methods,Linguistic Theory,Task Analysis,Grammar,Psycholinguistics,Communication Skills

This paper supports the view that language instruction should be evidence and principle-based. Key facts about second language acquisition will be presented highlighting the main implications for language instruction. A principled and evidence-based approach to language instruction is one which takes into consideration the following: (i) a clear understanding of what language is; (ii) a clear understanding of what communication means; (iii) an effective approach to focus on form is one which ties together form and meaning and moves from input to output practice; (iv) input is the key ingredient in language acquisition and L2 learners needs to be exposed to comprehensible and meaningful language input during instruction; (v) interactive tasks might play a facilitative role in the acquisition of a second language.
Future Primary Teachers&apos; Beliefs, Understandings and Intentions to Teach STEM
Author: Kurup, Premnadh M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Student Attitudes,Intention,Knowledge Base for Teaching,STEM Education,Foreign Countries,Preservice Teacher Education,Structural Equation Models

The development of integrated skills and knowledge in science, technology, engineering, and mathematics (STEM) are necessary in order to deal with challenging complex situations and should be developed from primary school. It is expected that early experiences can influence and foster a deep and ongoing interest in STEM. In order to provide these early experiences in their future classrooms, preservice teachers need subject matter knowledge, pedagogical content knowledge and expertise to innovate and deal with STEM in their own future classrooms This research focused on the beliefs and understandings preservice primary teachers (n=119) have about teaching and to what extent they are prepared to teach STEM subjects in primary schools. A questionnaire based on the position paper on STEM issued by the Australian Office of the Chief Scientist (Prinsley &amp; Johnston, 2015) and guided by the theory of reasoned action was used as the basis of this study. The data was analysed qualitatively and quantitatively. The results suggest the preservice teachers in this study believed there should be STEM in the curriculum, but they were not confident in their ability to teach STEM without more professional preparation and development.
Examining the Effects of Two Computer Programming Learning Strategies: Self-Explanation versus Reading Questions and Answers
Author: Lee, Nancy
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Science Education,Programming,Introductory Courses,High School Students,Adolescents,Student Attitudes,Learning Strategies,Questioning Techniques,Independent Study,Reading,Web Based Instruction,Multimedia Instruction,Intelligent Tutoring Systems,Demonstrations (Educational),Instructional Effectiveness,Difficulty Level,Performance Factors

The study described here explored the differential effects of two learning strategies, self-explanation and reading questions and answers, on learning the computer programming language JavaScript. Students' test performance and perceptions of effectiveness toward the two strategies were examined. An online interactive tutorial instruction implementing worked-examples and multimedia learning principles was developed for this study. Participants were 147 high school students (ages 14 to 18) of a computer introductory course in six periods which were randomly divided into two groups (n = 78; n = 69) of three periods each. The two groups alternated learning strategies to learn five lessons. Students' prerequisite knowledge of XHTML and motivation to learn computer programming languages were measured before starting the tutorial. Students largely expressed their preference toward self-explanation over reading questions and answers. They thought self-explanation incurred much more work yet was more effective. However, the two learning strategies did not have differential effects on students' test performance. The seeming discrepancy arising from students' preferred strategy and their test performance was discussed in the areas of familiar versus new strategy, difficulty of learning materials and testing method, and experimental duration.
Developing Further Support for In-Service Teachers&apos; Implementation of a Reasoning-and-Proving Activity and Their Identification of Students&apos; Level of Mathematical Argumentation
Author: Brodahl, Cornelia
Date: 2020-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Inservice Teacher Education,Mathematics Instruction,Elementary Secondary Education,Teacher Attitudes,Task Analysis,Thinking Skills,Taxonomy,Validity,Mathematical Logic,Content Analysis,Comparative Analysis,Teaching Methods,Concept Formation,Foreign Countries

This is the third in a series of papers focusing reasoning-and-proving. Participants were in-service teachers enrolled in a continuing university education programme in teaching mathematics for grades 5-10. Data were collected from a course assignment in 2018 and 2019, where the in-service teachers reported about their students' work with a reasoning-and-proving task. Their reports included an identification of the levels the students' written argumentation reached, based on Balacheff's taxonomy of proofs. The course assignment's instructions were expanded for the 2019-cohort. Comparing in-service teachers' proof level identifications to the researchers' by statistical analyses, indicated an improvement of the general quality from 2018 to 2019. A higher consensus in 2019 included identifying generic arguments and an understanding that there might be examples falling outside of the taxonomy levels. Qualitative content analysis of the two cohorts' justifications of their identifications revealed an improved understanding of what is considered generic argumentation. The results encourage and contribute to further developments of the concept.
Exploring Curriculum Alignment through Syllabus Document Analysis: From National Language Policy to Local ELT Practice
Author: Wotring, Anthony
Date: 2021-07-00
Type: Journal Articles
Subjects: Course Descriptions,Second Language Learning,Second Language Instruction,English (Second Language),Alignment (Education),Educational Principles,Communicative Competence (Languages),Teaching Methods,Outcomes of Education,Educational Policy,Universities,Cross Cultural Studies,Foreign Countries,Course Objectives,College Students,College Faculty,Linguistic Theory,Teacher Role,Student Role

Effective syllabus document design hinges on an alignment between learning objectives, teaching principles and curricular policy. Much of the work on syllabus design in the English Language Teaching (ELT) context focuses on the implementation of language teaching principles, such as those from the Communication Language Teaching (CLT) approach. Limited attention has been paid to this alignment, which is pivotal for ensuring the coherence and consistency between the intended outcomes, content selection and organisation, and assessment tasks. Employing qualitative document analysis (QDA), this study identifies the core syllabus elements and their alignment with current teaching approaches in twelve, localised ELT syllabuses. Utilising elements from Richards and Rodgers' (2014) methods analysis and Nunan's (1988) syllabus design, the analysis demonstrates that while CLT principles have been incorporated into the syllabuses, misalignments remain, such as those between intended objectives and assessment tasks. This paper offers an analytic framework to guide teachers in designing a more closely aligned syllabus and making visible its connections.
Comparative Study between Jigsaw 1 Model and Picture Composition to Enhance Students&apos; Ability in Writing Descriptive Text
Author: Simanjuntak, Debora Chaterin
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Instruction,Descriptive Writing,Teaching Methods,High School Students,Foreign Countries,Instructional Effectiveness,Cooperative Learning

This study addresses to see the significant difference between those who were taught using Jigsaw 1 model and those who were taught using picture composition to enhance the students' ability in writing descriptive writing. This cooperative study involved two groups. Sample of this research were the students of X-A using Jigsaw 1 Model and X-B using Picture Composition at SMA Negeri 1 Parongpong. This study utilized essay Anatest, Microsoft Excel and 23rd SPSS to calculate the data. From the data analysis for Jigsaw 1 Model group, the mean score of gain in pre-test and post-test is 0.4680 and for Picture Composition group, the mean score of gain in pre-test and post-test is 0.5381. Based on the analysis, it is concluded that there is significant difference between those who were taught using Jigsaw 1 Model and Picture Composition in enhancing High School students' ability in descriptive writing.
Differences in Formal Education among Norwegian Home Economics Teachers
Author: Vik, Frøydis Nordgård
Date: 2020-00-00
Type: Journal Articles
Subjects: Differences,Foreign Countries,Family and Consumer Sciences,Family and Consumer Sciences Teachers,Informal Education,Elementary Secondary Education,Educational Attainment

Many Norwegian teachers in Food and Health (Home Economics) do not have any formal subject-specific education. This study aims to explore potential differences between teachers with formal versus no formal Food and Health education. In 2018, Food and Health teachers in all primary and lower secondary schools in Norway were invited to answer a web-based questionnaire. In total, 1170 Food and Health teachers completed the questionnaire. We found several differences between the groups. Most importantly, 49% of the teachers at the secondary school level had formal Food and Health education despite national requirements. Also, a higher proportion of the formally educated group showed more contentment with teaching and reported to a greater extent mastering teaching (p[less than or equal to]0.001) compared to the non-educated group. With higher coverage of formally educated teachers in Food and Health, the subject can be strengthened towards fulfilling its potential of being influential for motivation, knowledge and life skills related to food and health.
The Effectiveness of K-W-L Technique to Increase Students&apos; Reading Comprehension Achievement through Reading Descriptive Text for Grade 8 of SMP Negeri 1 Cisarua
Author: Panjaitan, Nelson Balisar
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teaching Methods,Reading Comprehension,Grade 8,Foreign Countries,English (Second Language),Second Language Instruction

The purpose of this study is to find out whether there is a significant difference in reading comprehension achievement between those who are taught using the K-W-L (Know-Want to know-Learn) technique and those who are taught using the Conventional technique. In this study, the researcher used quantitative research. The participants of this study were students at SMP Negeri 1 Cisarua, Bandung. This study was conducted in ten meetings. This research was conducted in four steps: Pilot test, Pre-test, treatment (K-W-L technique) and post-test. After analyzing the data from the result of pre-test and post-test score it showed that there is significant difference in reading comprehension between those who are taught using K-W-L technique and those who are taught using conventional technique. Therefore, it can be concluded that the K-W-L technique as a teaching material has a positive impact in reading comprehension achievement.