ethanporcaro/eric-fulltext-meta huggingface dataset:
In Continuation of the Discussion about Ratio Science and Human Knowledge in the Education of Modern Man
Author: Kashekova, Irina Emilyevna
Date: 2016-00-00
Type: Journal Articles
Subjects: Natural Sciences,History,Social Values,Humanities,Cultural Influences,Educational Change,Aesthetics,Science Instruction,Teaching Methods,Educational Innovation

The authors point up the problem of interrelation of natural-science and humanitarian knowledge and the role it plays in the development of culture in the ??I century. At the beginning of the ?? century P. Florensky, a Russian philosopher, defined two types of culture--contemplative-creative and predatory-mechanic, and pointed out the menacing character of the natural-science knowledge, that was going to prevail. Later, in 1959, Charles Snow, an English writer, warned people of the danger of a future split between two traditional cultures, natural-science and humanitarian. Since that time the topic has become even more actual, that is why scholars--philosophers, physiologists, psychologists and educationalists--consider it again and again and see the way to solve the problem in a principally new approach to education. In this article definite ways of approximation of natural-science and humanitarian knowledge are suggested, that are based on project making and follow the principle of mutual complementarity. Experience shows us, that mechanic augmenting is not effective in teaching the Humanities. Solving sociocultural problems needs sufficient humanization and humanitarization of the education in general. Humanization and humanitarization of natural-science and technical knowledge on the basis of the culturological approach will give special importance to creative, spiritual and moral aspects in the development of a personality. Art can become a universal generator of methods, approaches and effective means for improving the quality of the educational process and general development of the cultural level of teachers and students. The ability of art to express the worldview and make for acquiring and transmitting knowledge and skills and forming opinions about the world and its values, for communication and optimism, for keeping memory, for esthetic transformation of the world made it universal means of self-expression, that integrates all kinds of spiritual culture at all times.
The Use of Interactive Learning Technology in Institutions of Higher Learning
Author: Abykanova, Bakytgul
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Interaction,Higher Education,College Students,Learning Strategies,Educational Experiments,Instructional Effectiveness,Learning Processes,Academic Achievement,Teaching Methods

This paper is linked to a study aiming to provide a theoretical rationale for the methodological foundations of the use of interactive learning technology in institutions of higher learning and undertakes to describe the process of practical implementation of this approach and analyze the outcomes. The authors examine the views expressed by various researchers on the concept, essence, and effectiveness of applying interactive technology in colleges, identify issues in its use, and take a look at some of the requirements for it. The methodology of applying interactive learning technology in colleges is predicated upon the instructor possessing the necessary skills and competencies and having the ability to employ the various techniques for interactive learning. The findings of an experimental study conducted by the authors attest to the effectiveness of using interactive learning technology in the teaching and learning environment and lead them to conclude that integrating interactive learning systems with traditional ones and harmoniously combining them may help improve the overall structure of the learning process and boost student progress.
Facilitation of Educational Process in a University (On the Example of Master's Program &quot;Innovative Bank Strategies and Technologies&quot;)
Author: Bondarenko, Tatiana Grigorievna
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Masters Programs,Teaching Methods,Educational Change,Distance Education,Foreign Countries,Student Centered Learning,Facilitators (Individuals),College Faculty,Student Interests,Learner Engagement

Higher school reorganization requires significant restructuring not only of the content, but also of the technology of teaching the students, searching and using teaching tools, which are most suitable for the new educational paradigm and are aimed at interaction between research and teaching staff of a higher educational institution, students and the market, represented by potential employers. This can be actualized through facilitation of the educational process for increasing master's students' involvement and interest and revealing their potential. In the process of organizing the educational process in a university the necessity of additional organization of group work, or facilitation, increases each year. The aim of present work is to study the role and place of facilitation in the educational process by analyzing the applied methods, which help increasing the educational activity efficiency (on the example of a master's program disciplines).
The Change of Attitude to the Profession of University Graduates and Young Specialists
Author: Sarsenova, Assel Berikovna
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Graduates,Student Attitudes,Attitude Change,Student Satisfaction,Vocational Education,Trend Analysis,Educational Attitudes,Career Development,Motivation,Employment Potential,Hypothesis Testing,Attitude Measures,Specialists

The article studies the problem of attitude change towards the profession of university graduates and young specialists in Kazakhstan. The attitude to profession and professional motivation of students is considered as a form of human opportunities in the field of labor relations which is shaped only as a result of study in high education institution. The comparative analysis of professional stability of graduates and young professionals is given. The study findings show that less than half of the respondents of graduates are satisfied with the level of vocational education. This article shows the effect of motivational structure of professional orientation of graduates on their effective use of professional potential and professional occupation. The attitude to the chosen profession determines future professional strategy of occupation of university graduates. The authors of the article have revealed the following trends: most of young people understand the concept of higher education as &quot;knowledge which is necessary for overall development,&quot; &quot;key to career,&quot; &quot;document necessary for life&quot; by analyzing the results of sociological survey conducted in 2015 on work values, the employment strategies and work style of modern young people. More than half of young people work or want to work on their specialty. &quot;Low salary,&quot; &quot;it is difficult to find a job on specialty,&quot; and &quot;do not like the chosen profession&quot; are the main reasons of youth unemployment on their specialty. The authors show the main factors influencing on the change of attitude to the profession as a &quot;lack of work experience&quot;, &quot;functional irrelevant of vocational education to the requirements of the working place,&quot; &quot;there are no acquaintances.&quot; Theoretical and methodological basis of scientific research are the studies on value orientations of young people in the sphere of labor, formation of dynamic attitude to the profession of university graduates and the effective use of their professional potential, study of motivational structure and strategy of university graduates and young specialists.
Man's Values and Ideologies as a Basis of Gamification
Author: Emel'yanenko, Vladimir Dmitrievich
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Games,Systems Approach,Educational Benefits,Values,Ideology,Individual Development,Systems Analysis,World Views

Gamification is becoming more and more popular in education. The consequences of the use of games for learning are not sufficiently investigated yet, although it is known that using games for learning does not always have a beneficial effect on students. Besides, practical rather than theoretical problems related to use of gamification in education have been more the focus of research by now. It is therefore desirable to consider at the theoretical level the role of game technologies in education taking into account the systemic nature of man's spiritual life and values and ideologies as its constituent parts. The research aim is to determine the degree of applicability of gamification in education determined by a specific system of values and ideologies every participant of educational process has. To achieve this goal, secondary analysis of scientific literature on this problem was applied, main approaches to gamification were singled out and evaluated. Secondly, using systematic approach it is shown that the nature of the impact of gamification depends on the level and character of the development of a person's values and ideologies. The research employs basic scientific and special scientific methods typical of social and humanitarian studies. At the same time, the important role among them is played by the system analysis method that allows us to consider the use of games for learning in educational not in isolation but taking into account the role of basic factors of a person's spiritual life, especially his world outlook. This allows for a many-sided analysis of causes of difficulties which appear when using games for learning. The novelty of this research lies in showing the dependence of the character and results of gamification on man's values and ideologies.
Students' Perceptions of Learner-Learner Interactions that Weaken a Sense of Community in an Online Learning Environment
Author: Phirangee, Krystle
Date: 2016-12-00
Type: Journal Articles
Subjects: Online Courses,Graduate Students,Sense of Community,Interviews,Student Attitudes,Dropout Rate,Conventional Instruction,Social Isolation,Qualitative Research,Peer Relationship,Alienation,School Holding Power,Grounded Theory,Teacher Education Programs,Semi Structured Interviews

Despite the growth of its popularity in recent years, online learning has demonstrated high dropout rates compared to dropout rates in traditional face-to-face courses. Prior research attributes attrition to the physical isolation of students from one another and the lack of interaction between and among them--factors which foster feelings of alienation, isolation, and disconnection. The goal of this research study was to more deeply understand the causes of such negative feelings, which may eventually lead students to drop out of online courses. More specifically, this study adopted a qualitative approach by interviewing six graduate students to further explore which specific learner-learner interactions weaken online students' sense of community. Seven learner-learner, interactions were identified: the keener, lack of meaningful data, selective listening, lack of attribution, going off on tangents, editing notes, and cultural exclusion. [Paper presented at the Special Interest Group on Online Teaching and Learning (SIG-OTL), American Educational Research Association (AERA) Centennial Annual Meeting (100th, Washington, D.C., April 8-12, 2016).]
Studying Motivational-Axiological Component of Professional Competence of a College Teacher
Author: Gutsu, E. G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Competencies,College Faculty,Standards,Foreign Countries,Teacher Motivation,Questionnaires,Departments,Teacher Attitudes

Present article addresses the problem of changing requirements towards professional competencies of higher school teachers due to the introduction of new educational standards. Motivational-axiological component of college teacher's professional competence gets a central position. The article provides the authors' view upon the concept of axiological-motivational component and criteria of its development; it models the tentative levels of motivation-alaxiological component development, which can be used by the teachers as directions for selfanalysis and creation of professional self-development programs. The results of a pilot study of the actual level of motivational-axiological component development in teachers of mono-subject and multi-subject college departments present a special interest.
Definition of the Peculiarities of the Agricultural Education in General Education Institutions
Author: Fedorov, Gavriil Mikhailovich
Date: 2016-00-00
Type: Journal Articles
Subjects: Agricultural Education,Foreign Countries,Models,Program Development,Program Implementation,Rural Schools,Elementary Secondary Education,Curriculum Development,Indigenous Populations,Culturally Relevant Education,Citizenship Education,Civics,Extracurricular Activities

The purpose of this study is to construct a model of the development of the agricultural school in accordance with modern educational requirements ensuring the improvement of conditions, processes, and the content of agricultural education. Modern approaches to constructing the model of the organization of educational activities at agricultural schools have been provided; the purpose, directions and objectives of educational activities have been substantiated. The features of the model implementation have been studied along with the development of the draft state target program of the agricultural education development in the Republic of Sakha (Yakutia). The article summarizes the content of subprograms on the improvement of the content of agricultural education. The results of the study can be useful for agricultural schools in the development of exemplary basic educational programs forming an ethnic, regional, civic identity.
Exploring the Effect of Scripted Roles on Cognitive Presence in Asynchronous Online Discussions
Author: Olesova, Larisa
Date: 2016-12-00
Type: Journal Articles
Subjects: Asynchronous Communication,Computer Mediated Communication,Interpersonal Relationship,Statistical Analysis,Student Role,Summer Programs,Undergraduate Students,Scripts,Questioning Techniques,Online Courses,Teaching Methods,Nutrition Instruction,Coding,Content Analysis

The purpose of this study was to identify the effect of scripted roles on students' level of cognitive presence in asynchronous online threaded discussions. A quantitative content analysis was used to investigate: (1) what level of cognitive presence is achieved by students' assigned roles in asynchronous online discussions; (2) differences between students' cognitive presence when the asynchronous online discussions occur during a 5-week intensive summer class versus a 15-week regular class (fall and spring); and (3) the impact of the types of questions on students' cognitive presence in role-based asynchronous online discussions across three semesters in an online introductory nutrition course. The participants in this study were 139 undergraduate students at a major public university in the mid-Atlantic region of the United States. The results of this research correspond to the findings of previous research that indicate scripted roles can be an effective strategy to improve both learning processes and outcomes. In addition, this study found differences in students' level of cognitive presence (exploration and integration) based on the course length. Finally, this study found evidence that the types of questions asked related to the level of cognitive presence, i.e., higher level questions can lead to higher level of cognitive presence and vice versa. [Paper presented at the Special Interest Group on Online Teaching and Learning (SIG-OTL), American Educational Research Association (AERA) Centennial Annual Meeting (100th, Washington, D.C., April 8-12, 2016).]
Culturally Responsive Teaching Knowledge and Practices of Online Faculty
Author: Heitner, Keri L.
Date: 2016-12-00
Type: Journal Articles
Subjects: Cultural Differences,Correlation,Culturally Relevant Education,Educational Practices,Teaching Methods,Content Validity,Multitrait Multimethod Techniques,Scores,Online Courses,Reliability,Teacher Student Relationship,Instructional Effectiveness,Minority Group Students,Homosexuality,Surveys,Foreign Students,College Faculty,Student Diversity,Best Practices,Military Personnel,Academic Advising,College Students,Statistical Analysis

Cultural differences between faculty and their students can create important challenges that affect the quality and efficacy of online teaching and learning. The objectives of this study were to: (a) create and pilot test an assessment for online faculty to measure culturally responsive teaching knowledge (CRT) and culturally responsive educational practices (CREP) in teaching and advising students of color, military students, LGBTQ students, religious minority students, and international students; (b) describe participants' CRT knowledge, value, and CREP; and (c) examine differences between their knowledge and their practices. The combined pilot and main study sample was comprised of 47 completed surveys. Internal consistency reliability was high for all subscales (0.895-0.970); subscale intra-class correlation coefficients ranged from 0.526-0.833. The pilot round revealed strong face and content validity. Campbell-Fiske multitrait-multimethod matrix generated evidence of construct validity. Within-group comparisons of subscale scores using Wilcoxon Signed-ranks test revealed some significant differences between perceived knowledge and practice. Mann Whitney U test did not reveal significant differences in subscale scores or overall score by sector, degree level taught, or gender. The results have important implications for faculty training, professional development, mentoring, and support. Faculty who teach online who understand and value culturally responsive pedagogy and have the knowledge and skills to implement best practices in meeting the needs of diverse learners will enhance both teaching and learning. Culturally responsive knowledges and practice are particularly important as online programs are becoming ubiquitous across traditional institutions of higher education and their core faculty are teaching an increasingly diverse student body. [Paper presented at the Special Interest Group on Online Teaching and Learning (SIG-OTL), American Educational Research Association (AERA) Centennial Annual Meeting (100th, Washington, D.C., April 8-12, 2016).]
Analysis of Discussion Board Interaction in an Online Peer Mentoring Site
Author: Ruane, Regina
Date: 2016-12-00
Type: Journal Articles
Subjects: Mentors,Peer Groups,Discourse Analysis,Social Networks,Network Analysis,Preservice Teachers,Undergraduate Students,Teacher Education Programs,Student Attitudes,Educational Experience,Informal Education,Computer Mediated Communication,Cooperative Learning,Electronic Learning,Private Colleges,Communities of Practice

This study uses Critical Discourse Analysis and Social Network Analysis to examine an online peer mentoring site created to unite first-year and third-year preservice teachers enrolled in an undergraduate teacher education program. The peer mentoring site was developed to provide both first-year preservice teachers and more experienced peers the opportunity to discuss, share, and learn both from and with one another. The study demonstrated that the online peer mentoring site supported valuable interactions and professional communications among first-year and third-year students. In particular, the preservice teachers engaged with one another to share their experiences and learning as they prepared to be teachers. This study has implications for the field of undergraduate education in its demonstration that an online peer mentoring site can allow for the cultivation of learning, ideas and knowledge exchange, and support of students learning in informal environments. This research also has implications for future research to determine how different populations of students use an online peer mentoring site to interact with their peers and the outcomes that emerge. Such data could inform future development of peer mentoring sites and similar learning spaces. [Paper presented at the Special Interest Group on Online Teaching and Learning (SIG-OTL), American Educational Research Association (AERA) Centennial Annual Meeting (100th, Washington, D.C., April 8-12, 2016).]
Gender Differences in Online High School Courses
Author: Lowes, Susan
Date: 2016-12-00
Type: Journal Articles
Subjects: Gender Differences,High School Students,Online Courses,Grades (Scholastic),Student Behavior,Correlation,Computer Mediated Communication,Discussion,Instructional Design,Management Systems,Advanced Placement Programs,Factor Analysis,Multivariate Analysis,Case Studies,Economics Education,Nonparametric Statistics,Statistical Analysis

Prior research has suggested that there may be differences in the ways that male and female students approach their online courses. Using data for 802 high school students enrolled in 14 online courses, this study explored gender differences in the interrelationships among online behaviors and course performance. The findings show that females were more active than males and that a higher degree of online activity and discussion forum viewing and posting was associated with better final grades, but the correlation was stronger for males than it was for females. Further exploration of posting behaviors revealed that females who received lower final grades were more active than males who received lower grades--they viewed more posts, wrote more posts, and wrote longer posts. These gender differences have implications for researchers, course providers, and course designers. [Paper presented at the Special Interest Group on Online Teaching and Learning (SIG-OTL), American Educational Research Association (AERA) Centennial Annual Meeting (100th, Washington, D.C., April 8-12, 2016).]
Development of an Attitude Scale towards High School Physics Lessons
Author: Yavas, Pervin Ünlü
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Physics,High School Students,Secondary School Science,Likert Scales,Grade 9,Grade 10,Grade 11,Grade 12,Item Banks,Factor Structure,Factor Analysis,Correlation,Science Instruction,Science Education,Science Teachers,Statistical Analysis,Causal Models

The aim of this study was to develop a Likert type attitude scale for high school students with regard to high school physics lessons. The research was carried out with high school students who were studying in Ankara. First, the opinions of 105 high school students about physics lessons were obtained and then 55 scale items were determined from these opinions. Expert opinions were sought for the language and content validity of these items. In line with the expert opinions some items were corrected and some were taken out of the scale. The draft scale, which had 44 items, was tested on 698 high school students. The factor structure of the scale was ascertained by carrying out exploratory factor analysis from the data that were gathered. The variance of the scale, which consists of 28 items and 4 factors (interest, anxiety, importance, and self-efficacy), was 60%. The consistent between the model and the scale data was observed by carrying out confirmatory factor analysis. Since the fit indices of the scale ensure the acceptability criteria, it was observed that the factor model is appropriate. The Cronbach-alpha reliability coefficients of the factors of the scale developed were calculated and it was decided that the scale is reliable.