ethanporcaro/eric-fulltext-meta huggingface dataset:
Undergraduate Students&apos; Experiences of the Use of MOOCs for Learning at a Cambodian University
Author: Corrado, Riccardo
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Experience,Online Courses,Foreign Countries,College Students,Access to Education,Student Attitudes,Learning Processes

Currently, some universities in Cambodia are exploring the usage of Massive Open Online Courses (MOOCs), which can support education by allowing cost-free independent learning for university students. For effective implementation, it is fundamental to understand the current Cambodian ecosystem, how universities implement MOOCs for teaching, and how students use them for learning. Due to a current gap in the literature on this matter, this research work aims to investigate students' awareness of MOOCs, usage, and difficulties encountered with their adoption for learning. This research work is a case study of a university in Cambodia, and it adopts a mixed-mode approach involving a quantitative questionnaire, followed by qualitative semi-structured interviews. Currently, many students are not aware of MOOCs, and regarding those using them, they report a low level of organized effort, which points out to the fact that students are in general not very organized and systematic in the way they approach learning using MOOCs. Furthermore, a major issue still lies in the way these courses are implemented in the curriculum and the learning activities, underlined by the type of ICTs affordances currently exploited by the usage of MOOCs for learning.
Economic Growth, Governance and Educational Sustainability: A VAR Analysis
Author: Pasara, Michael Takudzwa
Date: 2021-00-00
Type: Journal Articles
Subjects: Sustainable Development,Economic Progress,Governance,Postsecondary Education,Expenditures,Educational Finance,Foreign Countries,Global Approach

Quality educational institutions are strategic tools for accelerating the attainment of Sustainable Development Goals (SDGs). All the 17 SDGs are interlinked. For instance, quality education (SDG4) reduces poverty (SDG 1,2) and inequalities (SDG10) and stimulates good health and wellbeing (SDG3). The paper applied unorthodox theoretical postulations such as convergence models, intergovernmentalism, neofunctionalism and neorealism in explaining how functional (educational) institutions are a necessary enabling environment in accelerating the attainment of SDGs. Empirically, the paper identified unclear modus operandi, lack of political will, political instability, small and fragmented markets and economies with heterogeneous characteristics, and lack of standardization of product and procedures, among other factors, as constraints to sustainability in tertiary education. A Vector Autoregressive (VAR) model was employed using data from 51 Sub-Saharan countries. The three variables were gross domestic product per capita (GDPP), governance and tertiary education expenditure. Results indicated significant short-run unidirectional causality from gross domestic product per capita and tertiary education expenditure to governance, but joint short-run causality was not established. However, transmission effects across the three variables became significant as the number of years increased to ten years. The study recommends a holistic approach from policymakers in order to ensure sustainability in tertiary education due to interlinkages, with emphasis placed on direction of causality.
Predictors of College Enrollment across the Life Course: Heterogeneity by Age and Gender
Author: Monaghan, David B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Enrollment,Undergraduate Students,Age Differences,Gender Differences,Predictor Variables,Enrollment Influences,Nontraditional Students,Adult Students,Longitudinal Studies,National Surveys

Undergraduate college-going is now undertaken well into adulthood, but knowledge about what leads individuals to enroll derives nearly entirely from the study of the &quot;traditionally-aged&quot;. I examine whether and how predictors of enrollment vary as individuals progress through the life-course using nationally representative data from the United States, following a cohort from ages 18-45. Measures of social background and academic preparation are only weakly predictive beyond age 24, while the effects of gender are largest after age 35. Marriage appears to be a barrier to enrollment among males and females, but only until age 25. Involuntary job loss spurs college-going most strongly among those aged 35 or older, and particularly among women. Among those over age 25, marital dissolution predicts enrollment positively among females but negatively among males.
The Relationship between Leisure Satisfaction and Social Media Addictions of Individuals at University
Author: Avunduk, Yesim
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leisure Time,Satisfaction,Social Media,Addictive Behavior,Gender Differences,Age Differences,College Students,Correlation,Physical Education,Athletics,Athletic Coaches,Recreation,Socioeconomic Status,Social Isolation

This study aimed to determine the relationship between leisure satisfaction and social media addiction of university students. The study group of the research was formed by the voluntary participation of 193 students (133 male and 60 female), studying at the School of Physical Education and Sports of Istanbul Gelisim University. In addition to the personal information form, the &quot;Leisure Satisfaction Scale (LSS)&quot; developed by Beard and Raghep (1980) and adapted into Turkish by Gökçe and Orhan (2011), and the &quot;Social Media Addiction Scale (SMAS)&quot; developed by Bakir Aygar and Uzun (2018) were used as data collection tools. After the data showed normal distribution in the Kolmogrov-Smirnov normality test, T-test, ANOVA and Pearson Correlation test were used in the analysis. The level of significance in the study was set at 0.05. In the research findings; gender and age groups of individuals affect their leisure time satisfaction levels; It has also been found that age groups affect social media addiction. As a result, it was determined that leisure satisfaction levels and social media addiction changed according to various variables of university students, and a negative significant relationship was found between leisure satisfaction and social media addiction.
Bridges and Mediation in Higher Distance Education: HELMeTO 2020 Report
Author: Agrati, Laura Sara
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Higher Education,Electronic Learning,Technology Uses in Education,Online Courses,COVID-19,Pandemics,Learning Experience,Tutoring,Active Learning,Individualized Instruction,Computer Simulation,Man Machine Systems,Learning Strategies,Computer Mediated Communication,Web Based Instruction,Seminars

In this paper, we report the scientific experience of HELMeTO 2020, the second edition of the International Workshop on Higher Education Learning Methodologies and Technologies Online, held virtually in Bari (Italy) in September 2020 because of the COVID-19 pandemic. The call received 59 proposals from nine countries, 39 papers were accepted to the virtual workshop and 26 full papers were finally selected to be published in the proceedings. The workshop illustrated a fast-developing scenario in which the epidemic emergency accelerated the dissemination and consolidation of online learning in higher education. A specific focus of the workshop can be identified as students' learning experience, with studies on tutoring and active learning approaches, personalized solutions supported by data analysis, virtual reality and an in-depth analysis of human-computer interactions.
Project-Based Teaching in Organic Chemistry through Blended Learning Model to Develop Self-Study Capacity of High School Students in Vietnam
Author: Dai, Nguyen Van
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Problem Based Learning,Blended Learning,Organic Chemistry,Science Instruction,High School Students,Grade 11,Student Development,Self Evaluation (Individuals),Foreign Countries

Developing students' self-study capacity is an urgent task of high schools in the current educational renovation period in Vietnam. This article presents research findings on developing self-study capacity for students through building and organizing teaching activities of 11th-grade organic chemistry project topics according to the blended learning model. The pedagogical experiment was conducted at three high schools in the north, central, and south regions of Vietnam with 125 students. The data obtained from the teacher's assessment and the students' self-assessment showed obvious development of students' self-study capacity in experimental classes.
Teaching and Learning during the COVID-19 Pandemic: A Topic Modeling Study
Author: Vijayan, Ranjit
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,Distance Education,Electronic Learning,Higher Education,Teaching Methods,Equal Education,Mental Health,Foreign Countries,Medical Education,Nursing Education,Patients,Stress Variables

The coronavirus disease 2019 (COVID-19) pandemic caused significant disruption to teaching and learning activities at all levels. Faculty, students, institutions, and parents have had to rapidly adapt and adopt measures to make the best use of available resources, tools and teaching strategies. While much of the online teaching pedagogies have been theoretically and practically explored to a limited extent, the scale at which these were deployed was unprecedented. This has led a large number of researchers to share challenges, solutions and knowledge gleaned during this period. The main aim of this work was to thematically model the literature related to teaching and learning during, and about, COVID-19. Abstracts and metadata of literature were extracted from Scopus, and topic modeling was used to identify the key research themes. The research encompassed diverse scientific disciplines, including social sciences, computer science, and life sciences, as well as learnings in support systems, including libraries, information technology, and mental health. The following six key themes were identified: (1) the impact of COVID-19 on higher education institutions, and challenges faced by these institutions; (2) the use of various tools and teaching strategies employed by these institutions; (3) the teaching and learning experience of schools and school teachers; (4) the impact of COVID-19 on the training of healthcare workers; (5) the learnings about COVID-19, and treatment strategies from patients; and (6) the mental health of students as a result of COVID-19 and e-learning. Regardless of the key themes, what stood out was the inequities in education as a result of the digital divide. This has had a huge impact not only in middle- and low-income nations, but also in several parts of the developed world. Several important lessons have been learned, which, no doubt, will be actively incorporated into teaching and learning practices and teacher training. Nonetheless, the full effect of these unprecedented educational adaptions on basic education, expert training, and mental health of all stakeholders is yet to be fully fathomed.
Pre-Service Teachers&apos; Mathematical Engagement in Learning about the Total Surface Areas of Geometrical Solids
Author: Siyepui, Sibawu Witness
Date: 2021-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Learner Engagement,Mathematics Education,Geometric Concepts,Academic Failure,Foreign Countries

In this article we report on pre-service teachers' mathematical engagement regarding the total surface areas of geometric solids. Despite several attempts at improvement, the poor performance of South African learners in mathematics persists. This is attributed to instructional approaches. In the study reported on here we explored how pre-service teachers communicate conjectures, justifications, and generalisations to develop formulae for geometric solids. We employed a qualitative descriptive case study within the interpretive paradigm. Data were collected through document analysis and students' written tasks. Four tasks were administered to 30 pre-service teachers to enable the researchers to reflect on their performance. Students' written tasks were analysed with the aid of the model of mathematical knowledge for teaching, which served as the theoretical underpinning of the study. The findings of the study reveal that students can develop mathematical engagement and reasoning when appropriate tasks are designed to facilitate understanding of key concepts that are the cornerstone of learning about geometric solids. Certain concepts, notably, circles, radii, pi, rectangles, cones, Pythagoras' theorem, slanting height, congruence, and prism, were crucial elements that should be explored prior to the introduction of the topic of the total surface areas of geometric solids. The study was an eye-opener to South African policy makers, mathematics teachers and lecturers in terms of identifying students' weaknesses at pre-service level on how to develop logical methods to make sense in the learning of geometrical solids.
Pre-Service Teachers Engaged in Noticing Aspects of Learner Written Work
Author: Selmer, Sarah
Date: 2021-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,College Seniors,Elementary School Mathematics,Attention,Thinking Skills,Learning Strategies,Children,Foreign Countries

The study reported on here focused on pre-service teachers noticing learner thinking in the context of written work. The results show how pre-service teachers engaged in noticing learner thinking and on which aspects of learner thinking they focused. These results and related discussion broaden our conceptualisation of teacher noticing learner thinking as involving both disciplinary and non-disciplinary-specific aspects and provides related pedagogical implications for those who educate teachers.
Topology-Optimization-Based Learning: A Powerful Teaching and Learning Framework under the Prism of the CDIO Approach
Author: Tyflopoulos, Evangelos
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics,Design,Engineering Education,Undergraduate Students,Teaching Methods,Computer Assisted Design,Course Descriptions,Courses,Higher Education,Active Learning,College Students,Skill Development

Topology optimization (TO) has been a useful engineering tool over the last decades. The benefits of this optimization method are several, such as the material and cost savings, the design inspiration, and the robustness of the final products. In addition, there are educational benefits. TO is a combination of mathematics, design, statics, and the finite element method (FEM); thus, it can provide an integrative multi-disciplinary knowledge foundation to undergraduate students in engineering. This paper is focused on the educational contributions from TO and identifies effective teaching methods, tools, and exercises that can be used for teaching. The result of this research is the development of an educational framework about TO based on the CDIO (Conceive, Design, Implement, and Operate) Syllabus for CAD engineering studies at universities. TO could be easily adapted for CAD designers in every academic year as an individual course or a module of related engineering courses. Lecturers interested in the introduction of TO to their courses, as well as engineers and students interested in TO in general, could use the findings of this paper.
Emergency Remote Teaching and Learning in Portugal: Preschool to Secondary School Teachers&apos; Perceptions
Author: Seabra, Filipa
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Online Courses,School Closing,COVID-19,Pandemics,Preservice Teachers,Student Attitudes,Barriers,Technological Literacy,Educational Technology,Technology Uses in Education,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Student Characteristics,Teaching Conditions,Time Management,Faculty Workload,Student Participation,Parent Role,Interpersonal Communication,Teaching Methods,Evaluation,Laboratories,Feedback (Response),Access to Computers,Student Needs

Emergency remote teaching and learning (ERTL) represent a critical and challenging time for teachers globally. To understand how Portuguese teachers interpreted their ERTL experiences of the first lockdown, we started by asking: What perspectives do teachers have about ERTL? Answering three open questions made available online between April and May of 2020, a sample of 305 preschool, basic, and secondary school teachers expressed their perspectives on: (1) difficulties throughout ERTL; (2) students' constraints in participating in ERTL; and (3) the potential and benefits resulting from this exceptional period. Data were analyzed using content analysis. While Portuguese teachers perceived ERTL with concern, a majority also saw it as an opportunity. Workload, work conditions, and time management were the most frequently mentioned difficulties. Regarding students' constraints, teachers emphasized participation, the role of parents, lack of contact, and autonomy. Despite the constraints and difficulties, teachers highlighted gains such as the development of digital competencies and the opportunity to transform teaching and learning. Only 18 teachers suggested there were no positive outcomes from this experience. Since this is an exploratory study, further studies are needed to triangulate the findings.
Lessons from Postgraduate Supervision in Two African Universities: An Autoethnographic Account
Author: Daramola, Olawande
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Supervision,Computer Science Education,Autobiographies,Ethnography,Reflection,College Faculty,Supervisors,Supervisor Supervisee Relationship,Educational Practices,Writing (Composition)

This paper presents an evocative autoethnographic account of my postgraduate supervision experience in two African institutions while dealing mainly with students in the computing disciplines of Computer Science, Information Systems, and Information Technology. In this paper, the context of the postgraduate supervision, and the lessons learnt are presented based on personal reflection, students' feedback, and retrospective analysis on my activities as an absorbed participant in the supervision process. The reflection of my supervision process offers vital lessons for all supervisors in the developing country context who are torn between the requirements for the student to do quality work and get published in top journals, and the challenges in their operational environment and students' lives. The study also recommends some good practices that could help supervisors that are operating in similar contexts to mine.
Basic Geometric Concepts in the Thinking of In-Service and Pre-Service Mathematics Teachers
Author: Gambini, Alessandro
Date: 2021-00-00
Type: Journal Articles
Subjects: Geometric Concepts,Thinking Skills,Mathematics Teachers,Preservice Teachers,Faculty Development,Foreign Countries,Pedagogical Content Knowledge,Elementary School Teachers,Teacher Education,Preschool Teachers,Teaching Methods

This paper discusses a model of a mathematics teacher professional development implemented in Italy and Hungary with in-service and pre-service mathematics teachers. The model focuses on comparative geometry, and it develops with the use of an artifact: the Lénárt spheres. The teacher training model is the result of several years of experience of the two authors both as regards the activities in the classroom with the Lénárt spheres and as regards the training of teachers in this field. The proposed teachers' professional development, in addition to providing ideas for activities to be implemented in the classroom, has the objective of proposing reflective activities from a community of inquiry perspective; during the activities, mediated by the artifact, both the Pedagogical Content Knowledge and the Mathematical Content Knowledge are taken into consideration (Ball et al., 2008). The model has been implemented in Italy in more than 15 training courses taught in the last 5 years, both with primary school teachers and with secondary school teachers. In Hungary, the model is at the basis of elective courses under the title 'Ball Geometry' at ELTE University, Budapest, for decades. These courses have been aimed at prospective preschool and elementary school teachers at the Faculty of Primary and Preschool Education, as well as future secondary teachers at the Faculty of Natural Sciences. The subject of the teachers' professional development paths corresponds to the comparative geometry between the plane and the sphere. After the presentation of the model, some examples of activities implemented in Hungary during the pandemic period will be illustrated and commented from a didactic point of view, which will serve to exemplify the path described. The described path was carried out remotely in online mode through synchronous and asynchronous activities. The distance obviously changed the way we interacted with the artifact, but it did not prevent the achievement of the courses' objectives.
Comparative Analysis of Student Engagement in Digital Textbook Use during Quarantine
Author: Moundy, Kamal
Date: 2021-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Learner Engagement,Textbooks,Electronic Publishing,Use Studies,COVID-19,Pandemics,Foreign Countries,Distance Education,Learning Activities

Following the suspension of classes in Morocco due to the health crisis related to COVID-19, an adaptation of the pedagogical intervention of teaching is required. Distance learning is an essential lever contributing to ensuring the educational continuity of students. In this sense, our contribution is to ensure the educational continuity of students during the period of containment through the use of a digital manual. The digital textbook is made available to students of the 1st year of the qualifying secondary education. Through a tracking grid, we measured the student engagement during two different periods without and with the use of the digital textbook. The results show that the digital textbook was able to elicit student engagement in the completion of learning activities with a remarkable improvement of 57.1% in student engagement rate over the two periods (t (273) = 11.059, p &lt; 0.001). Student engagement while using a digital textbook can lead to better academic performance (r = 0.743, p = 0.000 &lt; 0.01). No one can deny the importance of distance learning as a powerful tool that allows teachers to improve their professional practices in the presence of solid, quality instruction in the classroom that promotes the acquisition of skills and the development of competencies in students.