ethanporcaro/eric-fulltext-meta huggingface dataset:
Design, Validity and Effect of an Intra-Curricular Program for Facilitating Self-Regulation of Learning Competences in University Students with the Support of the 4Planning App
Author: Lobos, Karla
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Development,Program Effectiveness,Validity,Learning Activities,Self Control,Handheld Devices,Electronic Learning,College Freshmen,Foreign Countries,Academic Achievement,Intervention

Background: Smartphone applications have the potential to support university students for the benefit of learning in higher education. Objective: To design and evaluate the effect of an intra-curricular program using a mobile application on self-regulated learning strategies in university students. Method: The 4Planning mobile application was designed following a systematic literature review, expert judgement and application. The instrument to assess the effect of the intervention was the SRL Readiness Practices Scale, with a one-factor structure (CFI = 0.98; TLI = 0.97; RMSEA = 0.05) with reliability of [alpha] = 0.89. The design was quasi-experimental with pre- and post-test measures and experimental and control groups. The sample consisted of 473 first-year university students (37.02% male) from seven Chilean universities with a mean age of 19.35 (SD = 2.49). Statistical analysis was an ANOVA performed in R software version 4.0.3. Results: Statistically significant differences were identified in the levels of self-regulated learning between the experimental group compared to the control group. Conclusion: The development of the 4Planning app proved to be effective in promoting the development of self-regulated learning strategies in university students.
Teaching Style, Coping Strategies, Stress and Social Support: Associations to the Medical Students&apos; Perception of Learning during the SARS-CoV-2 Pandemic
Author: Popa-Velea, Ovidiu
Date: 2021-00-00
Type: Journal Articles
Subjects: Medical Students,Student Attitudes,Conventional Instruction,Blended Learning,Online Courses,Coping,Stress Management,COVID-19,Pandemics,Gender Differences,Teaching Methods,Preferences,Time Management,Information Seeking,Interpersonal Communication,Social Support Groups,Learner Engagement,Foreign Countries,Learning,Attention,Student Characteristics

This study assessed the learning perception of undergraduate medical students on three types of teaching (classical/online/hybrid), in relation to coping strategies, stress, and social support, in the context of the SARS-CoV-2 pandemic. Additionally, we explored gender differences and the perceived usefulness of teaching. 201 students (48 men, 153 women; mean age = 22.900, SD = 2.830) participated in the study. They answered a Multidimensional Scale of Perceived Social Support, a Brief Cope Scale, a Student-life Stress Inventory, a visual analog scale for usefulness, and a survey collecting their perceptions about learning across teaching types. Results point out a preference for classical teaching, followed by the hybrid and online formats. Online teaching was identified as more advantageous in terms of time management and seeking information. Denial and substance use were statistically associated with poor communication, bad time using, and impaired learning. Both stress and social support had ambivalent associations with learning perceptions. Gender differences were limited to behavioral disengagement and higher social support perceived by women. Although classical teaching was globally perceived as the most useful, online teaching was considered desirable by male urban respondents. These data may contribute to the strategic growth and refinement of web-based teaching methods in medical universities.
Mapping K-12 Computer Science Teacher&apos;s Interest, Self-Confidence, and Knowledge about the Use of Educational Robotics to Teach
Author: Dorotea, Nuno
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Science Education,Teacher Characteristics,Knowledge Base for Teaching,Interests,Robotics,Teaching Methods,Educational Technology,Computation,Thinking Skills,Technology Uses in Education,Self Efficacy,Elementary Secondary Education

This paper reports a case study, developed in K-12 Portuguese Education, that aimed to analyze the computer science teachers' knowledge, interest, and self-confidence to use educational robotics and other programable objects in classroom activities to teach computer science concepts and to promote students' computational thinking skills. The research design was organized into a descriptive and exploratory quantitative approach. The participants were 174 in-service computer science teachers of Portuguese public education. The data was gathered from the participants, through the online application of the Robotics Interest Questionnaire scale (RIQ). Very positive levels of teacher's knowledge, interest, and self-efficacy to use educational robotics for teaching purposes were reported in the study outcomes. These constructs were underlined in several studies as relevant factors to promote the use of educational robotics and other similar technologies by the teachers. Despite the study limitations and the small context, a set of relevant results was highlighted on computer science in-service teachers' interest and preparation to use robotics and to support their students in learning activities with these artifacts.
Learning and Well-Being in Educational Practices with Children and Adolescents Undergoing Cancer Treatment
Author: dos Santos, Paulo Ricardo
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Computer Games,Children,Adolescents,Cancer,Nontraditional Education,Teaching Methods,Patients,Foreign Countries,Game Based Learning,Elementary School Students,Secondary School Students

The use of information communication technologies (ICT) in education brings up new possibilities of promoting learning and health experiences. In this sense, education contexts of the 21st century must consider these two areas of knowledge, especially their integration. This article presents learning practices developed with mobile devices and games in order to improve learning and well-being in children and adolescents undergoing cancer treatment in a non-formal educational setting. The methodology is based on qualitative case studies with content-based data analyses, involving informal interviews and observation methods. The study considers data from five patients who participated in the research between 2015 and 2019. The results demonstrate a positive influence of the practices with mobile technologies and games in terms of learning and in the well-being experience of patients during the treatment.
The Assessment Evaluation Rubric: Promoting Learning and Learner-Centered Teaching through Assessment in Face-to-Face or Distanced Higher Education
Author: Tractenberg, Rochelle E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Student Centered Learning,Student Evaluation,Distance Education,College Students,Conventional Instruction,Test Construction,Test Validity

It is common to create courses for the higher education context that accomplish content-driven teaching goals and then develop assessments (quizzes and exams) based on the target content. However, content-driven assessment can tend to support teaching- or teacher-centered instruction. Adult learning and educational psychology theories suggest that instead, assessment should be aligned with &quot;learning,&quot; not teaching, objectives. To support the alignment of assessments with instruction in higher education, the Assessment Evaluation Rubric (AER) was developed. The AER can be utilized to guide the development and evaluation/revision of assessments that are already used. The AER describes, or permits the evaluation of, four features of an assessment: its general alignment with learning goal(s), whether the assessment is intended to/effective as formative or summative, whether some systematic approach to cognitive complexity is reflected, and whether the assessment (instructions as well as results) itself is clearly interpretable. Each dimension (alignment, utility, complexity, and clarity) has four questions that can be rated as present/absent. Other rating methods can also be conceptualized for the AER's 16 questions, depending on the user's intent. Any instructor can use the AER to evaluate their own assessments and ensure that they--or new assessments in development--will promote &quot;learning&quot; and learner-centered teaching. As instructors shift from face-to-face toward virtual or hybrid teaching models, or as they shift online instruction (back) to face-to-face teaching, it creates an ideal opportunity to ensure that assessment is optimizing learning and is valid for instructional decision-making.
Pre-Departure Training Is Essential for Preparing Healthcare Teams for Service-Learning to Resource-Limited Countries
Author: Trotter, Suzanne Fox
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Physical Therapy,Occupational Therapy,Service Learning,Training,Simulation,Cultural Awareness,Teamwork,Cooperative Learning,Mentors,Empowerment,Self Esteem,Study Abroad,Foreign Countries

Introduction: Limited research exists on effective pre-departure training (PDT) for interprofessional healthcare disciplines participating in international service-learning (ISL), particularly to resource-limited settings. Method: A convenience sample of 21 physical and occupational therapy students and clinicians who participated in four 1-hour PDT sessions were included in this mixed-methods study. Training consisted of informative, reflective, and simulation experiences to enhance self-awareness, teambuilding, cultural knowledge, and in support of trip preparations. Training session debriefings were transcribed and coded. The Cross-Cultural Adaptability Inventory (CCAI™) was administered pre-training and post-experience. Results: Qualitative data showed emerging themes around collaboration, mentorship, empowerment, opportunity, preparedness, self-awareness, and confidence. Quantitative analysis of CCAI™ data revealed significant median differences between a) all participants' CCAI™ scores for perceptual acuity pre = 49.29 and post = 51.38 (p = 0.018); as well as b) students CCAI™ scores of perceptual acuity pre = 49.80, post = 51.46 (p = 0.040); and c) clinicians CCAI™ personal autonomy scores pre = 31.00 and post = 33.16 (p = 0.042). Discussion: Participants demonstrated improved ability to perceive the needs of this novel culturally novel community and respond appropriately to community members and across healthcare disciplines. Conclusion: Pre-departure training prepares healthcare providers for international service, enhances emotional intelligence, improves interprofessional collaboration, and promotes more continuously sustainable services.
Redesigning a University Class in Classroom Behavior Support: Social Emotional Learning and Positive Behavior Support Strategies Taught through Service-Learning
Author: Shapiro, Robert
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Development,Student Behavior,Social Emotional Learning,Positive Behavior Supports,Service Learning,Preservice Teachers,Outcomes of Education,Program Effectiveness

Service-learning provides an opportunity for students to gain hands-on experience while simultaneously benefiting their local communities, thus gaining insight into their context in society. This paper details the process of redesigning an existing didactic university-level course in classroom behavior support designed for teacher candidates to instead be taught in a primarily service-learning based manner. In this process, teacher candidates interacted directly with public school students and teachers, collaborating to design a system of positive behavior support. Outcomes for the public-school teachers and students, as well as the university teacher candidates, are explored.
A Case Study: Assessment of Civic Learning Knowledge amongst Informatics Faculty and Undergraduate Students&apos; Attendees of Civic Workshops at Mercer University
Author: Ramadan, Awatef Ben
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Undergraduate Students,Information Science Education,Workshops,Knowledge Level,Instructional Effectiveness,Service Learning,Citizenship Education

In 2018, the informatics faculty team at Mercer University were awarded an AAC&amp;U mini-grant on Civic Learning in the Major. To meet the grant's requirement, the department conducted different activities. These activities included two intensive workshops. The study design was before and after quasi-experimental research of two steps: 1. Piloting the study survey on the informatics faculty who attended the first mini-grant workshop. 2. A before and after quasi-experimental trial, on the students and the informatics faculty who attended the second workshop and did not participate in the first workshop. First workshop: Faculty. There was no significant statistical relationship between the participants' years of teaching experience and the percentage of the questions the participants correctly answered. Second Workshop: Wilcoxon Signed-Rank test used to measure the relationships between before- and after-responses of the participants. There was a significant statistical difference between the studied variables.
It&apos;s All about the Relationship: Identifying Management Attributes for Quality Nonprofit Partners in Service-Learning
Author: Schaffer, Regan Harwell
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Student Experience,College Seniors,Service Learning,Capstone Experiences,Consultation Programs,Partnerships in Education,Business Administration Education,Accounting,Nonprofit Organizations,Teamwork,Interpersonal Relationship,Positive Attitudes,Private Colleges

This paper examines the relationship between a student's experience in a service-learning course and the management attributes of the nonprofit client. We utilize a mixed methods approach to identify and explain the most impactful attribute. We find that the quality of the consulting relationship has the strongest effect on a student's experience. This attribute can be further explained in terms of the client's personal engagement, commitment to collaborative learning, and positive attitude behaviors.
The Role of the Social Sciences When Choosing University Studies: Motivations in Life Stories
Author: Corrales Serrano, Mario
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Sciences,Humanities,College Students,Student Motivation,Course Selection (Students),Decision Making,Career Choice

The motivations that lead students to decide on a study modality or on a university degree provide relevant information to improve teaching-learning processes. This work addresses the question regarding the choice of study through analysis of four particular cases. They are special because the individuals chose their studies according to reasons different from the usual ones. To study these cases, interviews were carried out with the individuals. The results were subsequently analyzed according to a qualitative methodology using WebQDA software. The aim was to distinguish the incidence of internal and external motivations when choosing studies. The results obtained represent a contradiction with other pieces of research that analyzed the incidence of these types of motivations for choosing studies and allow for the assessment of various factors that may influence this process. The results obtained in this research indicate that the participants presented a high incidence of internal motivation. This allows for establishing some conclusions about the nature of those motivations when compared with the standard ones referred to in other works that dealt with a general population. The results reveal that in the subjects of this study's sample, there is a higher incidence of internal motivational factors, such as vocation, while in other subjects, external factors predominate, such as socioeconomic position.
Navigating Mismatched Expectations and Dissonance on International Nursing Service-Learning Trips
Author: Yarbrough, Elizabeth
Date: 2021-00-00
Type: Journal Articles
Subjects: Expectation,Psychological Patterns,Study Abroad,Travel,Program Length,Service Learning,Nursing Education,Undergraduate Students,Leaders,Partnerships in Education,Community Attitudes,Intercultural Communication,International Programs,Foreign Countries

This article examines the phenomena of mismatched expectations on international nursing service-learning trips and the resulting dissonance those expectations can produce in trip participants. The work of Festinger and others are used as a theoretical framework for recognizing the elements of dissonance and how to navigate through the various stages of dissonance before, during, and after a service-learning experience. Specific examples from students, international partners, and leaders on service-learning trips are used to illustrate how to recognize and acknowledge expectations in order to successfully navigate the associated dissonance. While dissonance may never truly resolve in international work, the awareness of how to navigate the dissonance can be utilized to improve cross-cultural collaboration and communication, while minimizing potential conflicts and misunderstandings.
Construct Exploration of Teacher Readiness as an Assessor of Vocational High School Competency Test
Author: Cahyono, Sulistio Mukti
Date: 2021-00-00
Type: Journal Articles
Subjects: Readiness,Vocational Education Teachers,Vocational High Schools,High School Students,Evaluators,Assessment Literacy,Difficulty Level,Measures (Individuals),Test Construction,Construct Validity,Test Reliability,Minimum Competency Testing,Foreign Countries

Teachers who can adapt and be ready for all changes will also be able to provide a balance to increase the competence of vocational high school students. This is also not denied when teachers become assessors in student competency tests. The objectives of this study were to produce an instrument for the readiness of teachers as assessors; to knowing good grain reliability; to know the characteristics of the instrument; and to know the difficulty level of the item. The method used in this research is instrument development. Respondents were vocational school teachers who were candidates for competency test assessors. Data collection techniques using a questionnaire. Analysis of construct validity using Confirmatory Factor Analysis. Reliability using Cronbach's alpha. Test the instrument items using the Rasch model. The results are the readiness instruments of the vocational teacher as an assessor has 19 indicators that have been grouped into 5 factors with consistency values being in the same construct (proven construct validity). The result of the calculation of the reliability of this instrument is 0.852, which means that the reliability coefficient is high; There are two items, namely numbers 24 and 18 which indicate the absence of a fit item in the overall item fit criteria; At the item difficulty level, items 8 and 6 have a difficulty score of more than 2, while this indicates that items 8 and 6 have a high difficulty level.
Sticking Together: The Impact of a Collaborative Intensive Service-Learning Program on College Students&apos; Academic Outcomes
Author: Yen, Shu-Chen
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Service Learning,College Students,Outcomes of Education,Program Evaluation,School Holding Power,Graduation Rate,Time to Degree,National Programs,Preschool Children,Intervention

The purpose of this study was to examine whether participating in a collaborative intensive service-learning program, Jumpstart, is associated with positive student academic outcomes. Specifically, the retention and graduation rates, and years to degree of students who participated in Jumpstart were compared to students who participated in a traditional service-learning program. Results indicate that, while controlling for ethnicity and first-generation college student status, Jumpstart students were more likely to graduate than were non-participating students. Group differences between retention and years to degree were not found. This study contributes to literature on links between high-impact practices and student academic outcomes and highlights the benefits of promoting strong connections among students for their academic success.
Developing Mathematical Communication Skills for Students in Grade 8 in Teaching Congruent Triangle Topics
Author: Uyen, Bui Phuong
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Communication Skills,Skill Development,Knowledge Level,Mathematical Logic,Problem Solving,Instructional Effectiveness,Concept Teaching,Geometric Concepts,Concept Formation,Vocabulary,Secondary School Students,Grade 8,Foreign Countries

Teaching mathematics in general and instructing mathematics at junior schools in particular not only create favorable conditions for students to develop essential and core competencies but also help students enhance mathematical competencies as a foundation for a good study of the subject and promote essential skills for society, in which mathematical communication skill is an important one. This study aimed to train students in mathematics communication by presenting them with topics in line with the structure's congruent triangles. An experimental sample of 40 students in grade 8 at a junior school in Vietnam, in which they were engaged in learning with activities oriented to increase mathematical communication. A research design employing a pre-test, an intervention, and a post-test was implemented to evaluate such a teaching methodology's effectiveness. For assessing how well the students had progressed in mathematical language activities, the gathered data were analyzed quantitatively and qualitatively. Empirical results showed that most students experienced a significant improvement in their mathematical communication skills associated with congruent triangles. Additionally, there were some significant implications and recommendations that were drawn from the research results.
Designing Science Learning Domains for 2e (Twice Exceptional) Students
Author: Tüzün, Ümmüye Nur
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Gifted Disabled,Foreign Countries,Student Needs,Gifted Education,Critical Thinking,Blindness,Intervention,Teaching Methods,Persuasive Discourse,Thinking Skills,Models,Chemistry,Secondary School Students

2e (twice-exceptional) students are gifted and differently-abled, so they need specific learning domains according to their needs. This research aimed to design science learning domains for a 2e (gifted and blind) student to enhance his critical thinking in his special learning needs in Ankara province in Turkey in the 2020-2021 academic year's first term. Single-subject research was employed. The 2e student was ten years old. Through the application process, the 2e student argued 3D modeled Schrödinger's cat thought experiment. The main application's intervention was conducted to provide the research's internal validity since it was single-subject research. Through the intervention application, the 2e student argued 3D modeled Schrödinger's twin cats thought experiment. We noted both social dialectic argumentation processes as texts, and these texts were used as data collecting tools. Descriptive analysis was utilized to gathered data. The study showed that the 2e student could construct arguments containing claim, data, warrant, and weak rebuttals in the main application, which meant his argumentation quality level was average, so his critical thinking too. In contrast, the 2e student-constructed arguments containing claim, data, weak rebuttal, and rebuttal meant his argumentation quality level enhanced his critical thinking.