ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effectiveness of Vocabulary Self-Collection Strategy (VSS) towards Students&apos; Vocabulary Enhancement
Author: Sihotang, Rosita
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Vocabulary Development,Teaching Methods,Foreign Countries,English (Second Language),Second Language Instruction,High School Students

The purpose of this study is to find student's vocabulary enhancement using VSS strategy. This study used quantitative research method and experimental design. The sample of the study was the students of SMAN 1 Parongpong, Bandung in academic year 2016/2017. There were two classes in ten grades which were divided into the VSS group and conventional group with a total of 74 students. The result of this research was: normalized gain of VSS group is 0.423 while the group not taught by VSS is 0.385. And the data from T-Test found that the p-value Sig(tailed).(0.850)[greater than or equal to][alpha](0.05). It means that Ho is accepted, Ha is rejected. Based on the result of the data there is no difference in student's vocabulary enhancement between students who were taught using VSS group and students who were taught using conventional group.
A Peer-Observation Initiative to Enhance Student Engagement in the Synchronous Virtual Classroom: A Case Study of a COVID-19 Mandated Move to Online Learning
Author: Andrew, Lesley
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Educational Technology,Technology Uses in Education,College Students,Learner Engagement,Foreign Countries,Synchronous Communication,Virtual Classrooms,Peer Evaluation,College Faculty,Emotional Response,Well Being,Self Efficacy,Student School Relationship

The global COVID-19 pandemic has necessitated a rapid shift to online delivery in higher education. This learning and teaching environment is associated with reduced student engagement, a crucial prerequisite of student satisfaction, retention and success. This paper presents a case study that explored student engagement in the synchronous virtual learning environment, during the mandatory move to exclusive online learning in Australian higher education in April to June 2020. Three university instructors used the Teaching and Learning Circles Model to observe a series of their peers' synchronous virtual classrooms, from which they reflected on ways to enhance their own practice. The findings demonstrate how student engagement in these classrooms can be strengthened across the four constructs of Kahu and Nelson's (2018) engagement conceptual framework: belonging; emotional response; wellbeing and self-efficacy. The case study also reveals limitations of the synchronous virtual environment as a means of supporting student engagement in the online learning and teaching environment, and proposes ways to address them. Against emerging reports of increased mental health issues among isolated university students during the current pandemic, the case study's recommendations to improve student wellbeing and belonging are particularly salient. This article also highlights the usefulness of the Teaching and Learning Circles Model of peer observation as a way to guide its participants' reflections on their own practice, support their collegiality with academic peers and build their confidence and competence in the synchronous virtual learning environment.
Online Seminars in Statistics for Doctoral Students: A Case Study
Author: Davies, Christine
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Seminars,Statistics Education,Statistical Analysis,Research Training,Doctoral Students,Adults,Professional Personnel,Student Satisfaction,Instructional Effectiveness,Flipped Classroom,Video Technology,Sense of Community,Tutoring,Problem Solving,Foreign Countries

The Doctorate in Professional Practice (DProf) programme at the University of Wales Trinity Saint David (UWTSD) provides a means for practitioners in a range of professions to undertake research, and achieve doctoral status, whilst maintaining their professional roles. The programme is generic, covering a wide range of professional backgrounds, though most are allied to the social sciences. Students on the programmes are generally mature individuals, senior in their fields, from across the world. They have significant expertise in their professional fields, but often have limited understanding of quantitative research processes, including the use of statistics. This deficit is addressed via a module in Quantitative Research delivered via a series of seven online seminars utilising meeting/webinar applications. Though the use of online technology has become commonplace since the advent of COVID19, its use as a means of delivering a series of discursive, problem-orientated statistics seminars for small groups of students is innovative. Also, learners are required to undertake specific reading and viewing of videos before each seminar so that they become acquainted with key points in advance. During seminars, students discuss specific topics, participate in problem-solving, and learn how to use software for statistical tests. Screensharing permits real-time observation of the use of software. At the end of the seminar series, students are provided with at least one individual online tutorial so that specific issues can be addressed. This Case Study examined learners' views of the Quantitative Research module by means of dialogic interviews. Thematic analysis of interview transcripts indicated that the use of an online seminar series to deliver the module was viewed positively by learners. They particularly appreciated the social aspects of the seminars which helped to remove fears and encourage participation. Understanding was enhanced by viewing short videos before and after the seminars, and by activities during the sessions. This innovative way of teaching statistics appears to have been effective in equipping DProf candidates with the statistical knowledge and skills required to undertake their Part 2 research.
A Comparative Study between Presentation, Practice, Productive (PPP) and Artworks Techniques toward the Enhancement of Students&apos; Descriptive Writing Skills
Author: Silalahi, Fransiska Masta Rotua
Date: 2018-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Teaching Methods,Art Activities,Writing Skills,Writing Improvement,Instructional Effectiveness,Pretests Posttests

The aim of this study is to find out whether there is any significant difference in enhancing students' descriptive writing skills between students who acquires Presentation, Practice, Production (PPP) and students who acquires Artworks Technique. This is a quantitative study, utilizing comparative design in order to compare different treatments toward students' enhancement in descriptive writing skills. The researcher compares the result through pre-test and post-test. After analyzing the data, the researcher found out after being treated using two techniques: PPP and Artworks, students' skills in descriptive writing is achieved. However, the normalized gain score falls in Low criterion. Aside from that, based on the data analysis there is significant difference between two techniques: PPP and Artworks in enhancing students' descriptive writing skills. In addition to that, the students give positive response after being treated. From the response questionnaire, the mean score falls in High criterion. The scope and delimitations of this study evolve around components of two techniques: PPP and Artworks to provide insights toward enhancing students' ability in writing descriptive text. [Note: The page range (36-43) shown on the PDF is incorrect. The correct page range for this article is p111-119.]
Revelations from Story Writing in Business Statistics: An Exercise in Decoding
Author: Lemieux, Collette
Date: 2021-00-00
Type: Journal Articles
Subjects: Story Telling,Writing (Composition),Introductory Courses,Business Administration Education,Statistics Education,Decoding (Reading),Teaching Methods,Foreign Countries,College Students,Writing Processes,Dialogs (Language)

This paper describes our experiences with implementing an innovative approach to decoding our discipline, which involves writing dialogue-driven stories that explore authentic, context-rich problems within introductory business statistics. Our paper begins by introducing the decoding model created by Middendorf and Pace (2004). We then explain why we initially chose to write pedagogical stories as a meaningful way to deliver our course material, later discovering that the process also served as an alternative means of decoding our discipline. The discussion focuses on our case study, which investigates how the process of writing stories lead to significant benefits for ourselves as instructors. In particular, we connect our learning experiences to Middendorf and Pace's (2004) work on decoding the discipline, which utilizes a seven-step process to help faculty members interrogate their teaching processes for bottleneck concepts. We present our reflections on how the process of writing stories acted as an effective alternate means of decoding the discipline.
Attitudes and Experiences among First-Year Regional Australian Undergraduate Students toward the Study of Chemistry
Author: Naiker, Mani
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Chemistry,Student Attitudes,Student Experience,Grade 12,High School Students,Secondary School Science,College Science,Teaching Methods,Attitude Change,Prior Learning,Student Interests

Both attitude and previous experiences play a large role in shaping a student's approach to and achievement in a given subject. Similarly, students' enjoyment of their learning experiences is an important factor in determining their retention in their course of choice. Here, we explore the attitudes toward the study of chemistry amongst a cohort of first-year undergraduate students at a regional Australian university, including assessing these parameters at the beginning of their first term, the end of the first term and the end of their second term. In addition, metrics on the students' experiences of studying chemistry were collected at the latter two timepoints. Generally, student attitudes toward chemistry were positive, as were student learning experiences in most instances. Two-step cluster analysis revealed the presence of two distinct clusters of students within the data, differing significantly in their overall attitude toward the study of chemistry. Students who had studied chemistry in Year 12 did not show any significant differences in their attitudes toward chemistry, when compared to students who had not studied Year 12 chemistry; however, their learning experiences in first-year chemistry were rated as being significantly more positive. We attribute this to their increased ability to engage with and successfully learn from the topic material presented in lectures and tutorials, as their previous exposure to the 'language' of chemistry may provide them with an advantage over chemistry-naïve students.
Enablers and Barriers of Online Learning during the COVID-19 Pandemic: A Case Study of an Online University Course
Author: Kara, Nuri
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Educational Technology,Barriers,College Freshmen,Course Content,Assignments,Computer Assisted Testing,Teacher Behavior,Teaching Methods,Psychological Patterns,Emotional Response,Stress Variables

COVID-19 has affected university students' learning experiences on a great scale. The aim of this study was to understand the enablers and barriers to the effectiveness of online learning in a university course during the COVID-19 pandemic, using a qualitative case study approach. Participants were 44 first-year university students enrolled in a digital game history and analysis course at a private university. Structured and semi-structured interviews were conducted to collect the data, which were then organized and transcribed into full text. Inductive data analysis was applied with content analysis. The researcher used axial coding to compose themes by considering the commonalities among codes created. Five main themes emerged, namely online content, online assignments, online assessment, instructor behavior and practices, and psychological issues. Based on the findings, taking online courses at home and joining online classes from home positively affected students' mood during the lockdown. On the other hand, students declared feeling pressure due to many online courses. All themes and codes are reported in detail together with direct quotations from students.
Teacher Educators&apos; Perceptions and Challenges of Using Critical Pedagogy: A Case Study of Higher Teacher Education in Tanzania
Author: Kavenuke, Patrick Severine
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Educators,Preservice Teachers,Preservice Teacher Education,Teacher Student Relationship,Teaching Styles,Critical Theory,Reflective Teaching,Dialogs (Language),Barriers,Class Size,Lecture Method,Language of Instruction,English (Second Language),Assessment Literacy,Educational Resources,Foreign Countries

This study investigates teacher educators' perceptions of and challenges affecting the use of critical pedagogy in higher teacher education in Tanzania. The study employed a qualitative case study design and collected in-depth data through semi-structured interviews and direct classroom observations. The findings showed that critical pedagogy is a significant approach for developing students' abilities to do critical reflection. However, critical pedagogy demands building a friendly relationship with students and encouraging dialogic interactions; all these lead to critical reflection in return, ensuring better understanding of the subject content. Most importantly, the findings report several challenges related to the presence of crowded classes, the use of lecturing teaching style and the use of English as a language of instruction, the use of unsuitable assessment format that is university guided and lack of teaching resources. These challenges impede the effective use of critical pedagogy in teaching. To overcome such challenges, policy makers and institutional leaders need to rethink of providing teaching resources and encouraging the use of critical pedagogy in teaching and learning at higher teacher education programmes. The study concludes that by practising what teacher educators perceive to be critical pedagogy, classrooms will be transformed into places of liberation. Further, while this qualitative study does not intend to make any generalisation, the findings might be of interest to international teacher educators who are interested in employing the critical pedagogy approach effectively.
Technology Enhanced Learning Environments in Higher Education: A Crossdiscipline Study on Teacher and Student Perceptions
Author: Downie, Sue
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Integration,Higher Education,College Students,College Faculty,Teacher Attitudes,Student Attitudes,Congruence (Psychology),Interdisciplinary Approach,COVID-19,Pandemics,Barriers,Technological Literacy,Self Efficacy,Problem Solving,Foreign Countries

Teacher and student perceptions of using technology enhanced learning (TEL) in higher education have received growing attention, particularly during COVID-19, however existing studies are mainly disciplinespecific. This study adopts a holistic cross-disciplinary approach. It compares teacher and student perceptions on defining TEL, promotors and barriers for its use, and solutions offered for better use of TEL in the future. Both qualitative and quantitative data were collected from an Australian university. A total of 75 teachers and 48 students completed an online survey, and of these participants, 24 teachers and 29 students participated in follow-up focus group interviews that included Kahoot! surveys. Quantitative results show that teacher and student perceptions on TEL were generally aligned except that self-reported technology savviness and confidence was rated higher than how students and staff rated each other. Qualitative analyses reveal that both teachers and students identified the main promoters for TEL as being: modern and expected in higher education, while being equalising, efficient, engaging, authentic, collaborative and flexible. The common barriers for using TEL were identified as fear, time, organisational culture, knowledge and technical/support issues, along with the perceived pitfalls of distraction, and superficial student learning. Solutions offered for TEL in the future from staff focused on the institution and a desire for strategic, pedagogical and holistic approaches, while students focussed on the accessibility, flexibility and collaborative potential of TEL. This cross-discipline pre-COVID-19 study of TEL perceptions offered by teachers and students has contributed to knowledge in this area by identifying barriers and solutions for TEL common to all disciplines that have the potential to be applied to whole of institution strategic approaches for the more effective use of TEL in teaching and learning in higher education. Student accessibility to TEL and the development of pedagogically sound digital learning resources bringing together educational developers and discipline experts are of particular relevance during and post-COVID-19.
A Comparison between Word Tree Branch Method and Interactive Word Wall to Improve Student&apos;s Vocabulary
Author: Purnamasari, Ribka
Date: 2018-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Instructional Effectiveness,Teaching Methods,Middle School Students,Grade 8,Foreign Countries,Language Tests,Second Language Instruction,Second Language Learning,English (Second Language),Mastery Learning,Nouns,Form Classes (Languages),Verbs,Word Lists,Pretests Posttests

The purpose of this study is to find out the improvement of students' vocabulary between those who were taught through WTB (Word Tree Branch) or IWW (Interactive Word Wall). This study used quantitative research method and comparative design by using pre-test and post-test. This study was designed to find out the answer to the following question: Is there any significant difference on the students' vocabulary improvement between those who were taught through Word Tree Branch method and those who were taught through Interactive Word Wall method? The sample of this study are, two classes in grade VIII of SMPN 1 Parongpong, Bandung. They were divided into two classes, grade VIII H experienced Interactive word Wall and grade VIII J experienced Word Tree Branch. The instrument used for this study is vocabulary test, which contain 40 questions. The result of this study shows that the students who acquire WTB or IWW method were improved for their vocabulary, vocabulary categorized as &quot;moderate&quot; but there is no significant difference between those two groups of students 'vocabulary improvement. [Note: The page range (120-142) shown on the table of contents is incorrect. The correct page range for this article is p120-131.]
The Effect of Problem-Based Learning on Students&apos; Learning Attitude in Tertiary Level Education: A Case Study of the College System in Bangladesh
Author: Mohamad Hanefar, Shamsiah Banu
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Cooperative Learning,Undergraduate Students,Student Attitudes,Positive Attitudes,Instructional Effectiveness,Political Science,Public Colleges,Foreign Countries

This study was initiated to explore the effect of problem-based learning on learners' attitudes among tertiary level students. The decision to concentrate on a sample from Bangladesh was motivated largely by that country's poor record to date in pedagogical innovation, meaning that the experiment could take place in the closest thing to an uncontaminated laboratory as this type of research permits. That students' attitudes towards learning were positively influenced by PBL to a statistically significant degree can be taken as a decisive endorsement of the method as a vehicle for teaching and learning. Clearly, the students who made up the sample have an appetite for constructivist approaches that place them at the center and redefine the teacher as a facilitator, rather than an orator. As a contribution to the debate about future educational directions in Bangladesh, this is highly persuasive.
The Impacts of Supervisor -- PhD Student Relationships on PhD Students&apos; Satisfaction: A Case Study of Vietnamese Universities
Author: Le, Mai
Date: 2021-00-00
Type: Journal Articles
Subjects: Supervisor Supervisee Relationship,Supervisory Methods,Supervisors,Leadership Styles,Helping Relationship,Personal Autonomy,Student Responsibility,Skill Development,Doctoral Students,Student Satisfaction,Foreign Countries

This study focuses on investigating impact of supervisor -- PhD student relationship on PhD students' satisfaction with their supervisors' supervisory styles and their skill development. A survey was conducted among 430 respondents who both finished or were doing their doctoral study at universities in Northern, Central and Southern cities in Vietnam in social science, economics and business management majors. Findings revealed that the leadership, helping, understanding and responsibility relationship between supervisors and PhD students were positively associated with PhD students' satisfaction with supervisors' supervisory style while the uncertain, dissatisfied and admonishing types of relationships were negatively associated with PhD students' satisfaction. The strict relationship did not negatively affect PhD students' satisfaction with their supervisors' supervisory styles. Furthermore, PhD students' satisfaction with their supervisors' supervisory styles positively influenced their satisfaction with academic skill development during their PhD candidature. Implications and future research directions were then discussed.
Training Political Reporters during a Federal Election: The UniPollWatch Student Journalism Project
Author: Dodd, Andrew
Date: 2021-00-00
Type: Journal Articles
Subjects: Journalism Education,Foreign Countries,Elections,Political Campaigns,College Students,Student Projects,News Reporting,Experiential Learning

e was the largest student journalism project ever undertaken in Australia. Approximately 1000 students from 28 universities worked to cover the 2016 federal election. The project aimed to provide effective training on political reporting in a work-integrated learning environment. Utilising a combination of analysis and descriptions of the project and a survey research methodology, the results of this project suggest that by placing student reporters in the midst of a fluid and highly contested election environment they learn by observing and doing. The project demonstrated that students' attitudes to, and aptitude for, covering politics varied greatly, but that the skills needed for political reporting can be improved through projects such as UniPollWatch.