ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Education Students&apos; Perceptions of Online Learning during COVID-19--A Comparative Study
Author: Cranfield, Desireé J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Participation,Preferences,Electronic Learning,Emergency Programs,COVID-19,Pandemics,Family Environment,Educational Environment,Access to Computers,Internet,Learner Engagement,Technological Literacy,Independent Study,Skill Development,Age Differences,Cultural Differences,Foreign Countries

The pandemic and subsequent 'lockdowns' dramatically changed the educational landscape of higher education institutions. Before-COVID-19, traditional universities had choices in pedagogical practice, which included a variety of teaching delivery modes. Overnight, a single mode of delivery became the only option for traditional higher education institutions. All services migrated to digital platforms, leading to a period of &quot;emergency eLearning&quot;. The full impact of this sudden shift to digital platforms on all cohorts of students is still unclear. A measure of disruption to the normal student learning experience, especially for those attending traditional universities, was inevitable. Moreover, this disruption was varied depending on the University's country and the country's lockdown logistics. This international, comparative, quantitative research project investigated and explored higher education students' perceptions of emergency eLearning during the COVID-19 pandemic. Experiences of students at universities in three countries were evaluated in terms of four dimensions: (1) home learning environment; (2) engagement; (3) participation preference; and (4) impact on learning skills. The research revealed significant differences between the participating universities students' experiences. The most important differences were in the 'home learning environment', followed by 'engagement' and the perception of 'impact on learning skills'. The differences in the 'home learning environment' can be attributed to the differing economic and digital development of the surveyed countries: South Africa, Wales, and Hungary. Finally, different cultural backgrounds suggest a noticeable difference in student engagement, participation, and learning skills.
Teaching from a Distance--Math Lessons during COVID-19 in Germany and Spain
Author: Barlovits, Simon
Date: 2021-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Distance Education,Mathematics Instruction,COVID-19,Pandemics,Foreign Countries,Mathematics Teachers,Comparative Education,Asynchronous Communication,Synchronous Communication,Computer Mediated Communication

In 2020, Germany and Spain experienced lockdowns of their school systems. This resulted in a new challenge for learners and teachers: lessons moved from the classroom to the children's homes. Therefore, teachers had to set rules, implement procedures and make didactical-methodical decisions regarding how to handle this new situation. In this paper, we focus on the roles of mathematics teachers in Germany and Spain. The article first describes how mathematics lessons were conducted using distance learning. Second, problems encountered throughout this process were examined. Third, teachers drew conclusions from their mathematics teaching experiences during distance learning. To address these research interests, a questionnaire was answered by N = 248 teachers (N[subscript 1] = 171 German teachers; N[subscript 2] = 77 Spanish teachers). Resulting from a mixed methods approach, differences between the countries can be observed, e.g., German teachers conducted more lessons asynchronously. In contrast, Spanish teachers used synchronous teaching more frequently, but still regard the lack of personal contact as a main challenge. Finally, for both countries, the digitization of mathematics lessons seems to have been normalized by the pandemic.
Secondary School Teachers Self-Perception of Digital Teaching Competence in Spain Following COVID-19 Confinement
Author: Prieto-Ballester, Jorge-Manuel
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Self Efficacy,Self Evaluation (Individuals),Technological Literacy,Technology Integration,Pedagogical Content Knowledge,Knowledge Level,Emergency Programs,Distance Education,COVID-19,Pandemics,Information Technology,Gender Differences,Teacher Competencies,Foreign Countries

The education system has become even more complex following the global pandemic, which saw face-to-face teaching transition to virtual teaching. To cope with this abrupt transition, it is essential that teachers have a sufficient level of digital teaching competence. This article aims to increase awareness of teachers' self-perception of their digital teaching competences in the educational field. Specifically, this study explores Spanish secondary school teachers' knowledge and use of different ICT tools by evaluating their competence based on different areas proposed by The National Institute of Technology and Professional Development (Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado, INTEF), Madrid, Spain. From the results of the questionnaires, we have determined that teachers consider themselves to have an upper intermediate level of digital teaching competence, although there are still shortcomings that need to be addressed in order to improve this level of competence, and its true integration in the teaching-learning process.
Limits to the Internationalisation of Higher Education in Island Nations: Nationalism and Foreign Language Education Policy in Universities in Japan and England
Author: Aspinall, Robert W.
Date: 2018-03-00
Type: Journal Articles
Subjects: Nationalism,Second Language Learning,Second Language Instruction,English (Second Language),Advanced Courses,Language Attitudes,Cultural Differences,Global Approach,English,Language Role,Foreign Countries,Language Planning,Educational Policy,Higher Education

Japan and Great Britain are both island nations with long histories. Nationalists in both nations like to emphasise the things that separate members of 'our' nation from others across the sea, and this includes language. In the British case the arrogant assumption that 'everyone else can learn English' has led to a serious decline in the number of students who study foreign languages. In Japan, a certain amount of English is understood to be necessary for practical purposes, but nationalists warn against too much immersion in the language of an alien culture. These attitudes have helped to undermine the provision of advanced foreign language education that is necessary in a globalized world.
Market-Based Policies and Higher Education: Assuring and Improving Efficiency and Academic Quality in the University Sector
Author: Dill, David D.
Date: 2018-03-00
Type: Journal Articles
Subjects: Commercialization,Quality Assurance,Educational Quality,Educational Research,Educational Policy,Public Policy,Policy Formation,Higher Education,Universities,Efficiency,Competition,Reputation,Taxes,Grants,Consumer Economics,Foreign Countries

The expansion of opportunity in higher education and the recognition of the influence of academic research on economic development have motivated policy reforms in many national systems of higher education including Japan. Many of these national reforms involve facilitating market forces in higher education, which is a new context for many universities. What has been learned about the impacts of these policies on the university sector? This paper will review research on the three primary policy instruments for creating market competition in a sector: policies altering the basic conditions of a market -- the framework laws and values within which universities operate; policies affecting market structure -- the number of buyers and sellers, the pricing of goods and services, freeing and simulating markets; and policies directly affecting the conduct of buyers and sellers -- government regulation and the provision of information. Given the recent regulatory developments in Japanese higher education, the paper will particularly focus on the design of quality assurance policies in the university sector.
Assessment and Curricular Policies of Higher Education in Brazil: Enhancing Both Performance and Cultural Diversity?
Author: Ivenicki, Ana
Date: 2019-03-00
Type: Journal Articles
Subjects: Cultural Pluralism,Higher Education,Educational Quality,Institutional Evaluation,Foreign Countries,Diversity (Institutional),Productivity,Educational Policy,Educational Planning,Strategic Planning,Educational Change,Curriculum Development,Student Mobility,Evaluation Methods,Multicultural Education

The present paper posits that in culturally diverse societies such as Brazil the value of cultural diversity within higher education institutions, faculties, and students has begun to gain momentum as a relevant dimension in the assessment of quality, performance, and productivity. In order to develop this argument, it first reviews the supporting literature, offering an overview of the institutional structures of higher education in Brazil and its quality assessment practices. It then analyses how multicultural aims may or may not have been articulated in the assessment of performance and productivity in Brazilian higher education policies, as gleaned from the National Plan for Education (Presidency of Republic, 2014), and recent debates around curriculum reform. It discusses the extent to which higher education policies in Brazil have tried to tackle the twin objectives of enhancing performance while also valuing cultural diversity and inclusion in their quality control strategies. The study may have global implications; as international mobility increases societies around the globe should be prepared to value both performance and diversity in their assessment exercises and curricular policies. [This paper was presented at the 14th Higher Education Reform Workshop 26-28 September 2017, Hiroshima University, Japan.]
Adapting or Changing: The COVID-19 Pandemic and Teacher Education in Russia
Author: Valeeva, Roza
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Teacher Education Programs,School Closing,Blended Learning,Educational Technology,Technology Uses in Education,Distance Education,Educational Policy,Disease Control,Higher Education

Adaptation of the Russian education system to the changes forced by the COVID-19 pandemic was complicated by the sheer size of the country, which entails the differentiation of the regions in terms of the quality of education, access to knowledge networks, communication resources, and top universities. Amid the pandemic, the country's education system experienced an initial shock after the introduction of distance learning in March 2020, attempted to return to classroom learning in September 2020, and introduced blended learning in October 2020. Each stage brought about changes in organization and management of teaching and learning processes, development of online learning platforms and courses, and technological improvements. A diversified teacher education system impeded these changes. In effect, only the largest among 300 education institutions that offer teacher education programs had the necessary resources to provide high-quality distance and blended learning. Their experience could form the basis for creating a standardized model of teacher training for the purposes of blended learning. This is most probable in the context of the tight control and the top-down approach typical of the Russian education system. The article, therefore, analyzes some examples regarding teacher training during the pandemic implemented at Russian universities. These cases have the potential to become major trends that would ensure consistency of the country's education system in extreme situations that might recur in the future.
Educating Informal Educators on Issues of Race and Inequality: Raising Critical Consciousness, Identifying Challenges, and Implementing Change in a Youth and Community Work Programme
Author: Achilleos, Jess
Date: 2021-00-00
Type: Journal Articles
Subjects: Racial Bias,Ethnicity,Social Justice,College Students,Foreign Countries,Social Change,Consciousness Raising,Barriers,Critical Theory,Race,Youth Programs,Critical Thinking,Higher Education,Informal Education,College Faculty,Whites,Minority Group Students,Equal Education

The debate regarding institutional racism and White privilege within higher education (HE) remains prevalent, and higher education institutions (HEIs) are not exempt from the racial equality debate. Youth and Community Work is underpinned by anti-oppressive practice, highlighting a need to educate informal educators on the structural underpinnings of Race and inequality, so that they can be challenged in practice to bring about social change. For Youth and Community Workers, this is primarily done through informal education and critical pedagogy. The research aimed to unearth race inequality within the Youth and Community Work programme at Wrexham Glyndwr University (WGU). Critical reflection methodology was used to deconstruct departmental processes of recruitment, learning and assessment, student voice, and support. Research data was analysed using thematic analysis, determining three themes: critical consciousness, challenge, and change. These are discussed within the framework of Critical Race Theory and critical pedagogy. The research concludes that oppression, and therefore inequality, occurs in the Youth and Community Work programme. Further reading of issues reported in HEIs across the United Kingdom shows that more analysis and deconstruction is needed through CRT. Educating informal educators on issues of race and inequality to raise critical consciousness is one way this can be achieved.
Review about Online Educational Guidance during the COVID-19 Pandemic
Author: Mielgo-Conde, Iván
Date: 2021-00-00
Type: Journal Articles
Subjects: Literature Reviews,Distance Education,Electronic Learning,COVID-19,Pandemics,Elementary Secondary Education,Higher Education,Educational Counseling,Foreign Countries,Educational Technology

The COVID-19 pandemic has affected almost every area of our lives. It meant a break from our lifestyles, transforming everything from face-to-face to online. Among the places where this situation has become more evident are primary schools, secondary schools, and universities, which have had to adopt online teaching in its entirety. Faced with this situation, the work of the educational counsellors was essential to coordinate the centre with the families and to enable students to follow the classes in the best way possible. The objective of this study is to analyse the scientific literature about online educational guidance, with a focus on the COVID-19 pandemic. To achieve this, a scoping review inspired by the PRISMA model was done. A total of 42 articles were studied. The main results show that many counsellors were at a disadvantage and in a very stressful situation, as they did not have the necessary digital training. On the other hand, this situation has been the first contact for many counsellors with the use of ICT within their profession and in an unexpected situation, without time for training or enough preparation.
Perceptions of Pre-Service Teachers on Online Learning during the COVID-19 Pandemic
Author: Batmang, Batmang
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preservice Teachers,Student Attitudes,Online Courses,School Closing,Foreign Countries,Self Determination,Interpersonal Relationship,Semitic Languages,Teacher Competencies,Educational Technology,Technology Uses in Education,Computer Mediated Communication,Second Language Learning

Despite the researches into pre-service teachers' perception of online learning has been extensively undertaken during the pandemic COVID-19, little empirical evidence addresses their perception of the learning basic needs during the pandemic COVID-19 in Indonesia. To fill this void, this study aims to explore how Arabic pre-service teachers perception on online learning during the pandemic. Observations and in-depth interviews were carried out in the data collection process. The results of the study indicate that Arabic pre-service teachers' perceptions relating to the basic needs of online learning consist of four things; competence, arousal, self-determination, and relatedness. Finally, this research implies not only contextual but also empirical and policy contributions.
The Effect of Computer-Supported Collaborative Learning on Academic Achievement: A Meta-Analysis Study
Author: Talan, Tarik
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Educational Technology,Technology Uses in Education,Academic Achievement,Intervention,Incidence,Intellectual Disciplines,Sample Size,Program Effectiveness,Higher Education,Elementary Secondary Education

This study aims to examine the effectiveness of Computer-Supported Collaborative Learning (CSCL) on academic achievement. The study was conducted using the meta-analysis method. In the present study, a total of 40 studies that were carried out between 2010 and 2020 and met the inclusion criteria were subjected to meta-analysis. In the present study, the values of the effect size and combined effect size of each study included in the meta-analysis were calculated using Comprehensive Meta-Analysis (CMA) software. The sample of the study consists of 3474 participants. The results of the study revealed that the studies were usually conducted at the university stage with a medium sample size, and published as articles. It was also revealed that most of the studies were carried out in the field of sciences and social sciences. Considering the intervention durations, it was observed that the studies were particularly carried out within a period between 1 and 4 weeks (37.8%). According to the results of the analysis, the average effect size was calculated as 0.523. Considering the results, it can be stated that CSCL has a positive and moderate effect on academic achievement. Also, the results of the moderator analysis revealed that the effect of CSCL on academic achievement did not change by the learning stage, domain subject, and the sample size but it changed by the intervention duration.
A Corruption Course through a Culturally Relevant Pedagogy: The Need for an Assessment That Fits
Author: El Alaoui, Khadija
Date: 2021-00-00
Type: Journal Articles
Subjects: Deception,Culturally Relevant Education,Student Evaluation,Foreign Countries,Summative Evaluation,Student Centered Learning,Curriculum Development

The present study examines the challenges and the rewards of assessing learning in a seminar on corruption which is taught in a country (Iraq) where political corruption is seen as the main source of structural instability and sectarian tensions. It specifically focuses on the role of culturally relevant pedagogy in defining the most suitable summative assessment. To this end, essay test questions were developed concerning the relevance of political corruption, the impact of investigative journalism, the role of humor in investigative journalism, and the appropriate remedies (besides journalism) to political corruption. In students' responses, investigative journalism (with or without humor) was consistently reported to be a dangerous undertaking, but disagreement emerged on its effectiveness as one of the possible remedies for corruption. Dishonesty was seen as the universal cancer of political systems and thus difficult to extirpate, albeit some systems (e.g., Al-Muhasasa) were seen as tolerating it more than others. In our study, the qualitative examination of students' responses served three objectives: (1) it offered evidence about the extent to which culturally relevant pedagogy was realized in the course; (2) it served to put forth a proposal on how students' test responses can inform teaching and assessment in future offerings of the course; and more broadly (3) it synopsized the views of a sample of college students who represent the population upon whom the country heavily relies for its economic and political recovery.
Flipped Classroom in the Context of Higher Education: Learning, Satisfaction and Interaction
Author: Sosa Díaz, María José
Date: 2021-00-00
Type: Journal Articles
Subjects: Flipped Classroom,College Students,Student Satisfaction,Technology Uses in Education,Foreign Countries,Student Attitudes,Student Motivation

Educational governmental institutions have recommended implementing blended learning in higher education to respond to the &quot;new educational normality&quot; caused by the COVID-19 pandemic, although this is not a new challenge. Over the last few decades, higher education institutions have tried to incorporate the use of technological devices to university teaching, by redesigning and optimizing the learning experiences through a mixed teaching model. In this context, the Flipped Classroom (FC) model is one of the pedagogical models that is revolutionizing the scope of education. However, there is still not enough evidence of its advantages and disadvantages in the university stage. Therefore, it is important to analyze the impact of the FC on the learning, satisfaction and interaction of the different agents of the university community. Due to the idiosyncrasy of the present study, an exclusively qualitative and longitudinal methodology was selected; thus, 266 interviews based on open questions were conducted throughout the last five years. The results show that students value the FC model positively and corroborate its great potential from academic, competence, personal and social perspectives. Nevertheless, a small group of students are still very critical about the model and would prefer to keep using a traditional methodology, mainly due to the lack of habit using active methodologies and establishing the learning commitment required by such methodologies.
Smartphone Use among Undergraduate STEM Students during COVID-19: An Opportunity for Higher Education?
Author: Mella-Norambuena, Javier
Date: 2021-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Undergraduate Students,STEM Education,COVID-19,Pandemics,Electronic Learning,Distance Education,Emergency Programs,Access to Education,Integrated Learning Systems,Learning Analytics,Behavior Patterns,Computer Use,Discussion Groups,Time Management,Educational Resources,Foreign Countries

Due to the COVID-19 pandemic, students worldwide have continued their education remotely. One of the challenges of this modality is that students need access to devices such as laptops and smartphones. Among these options, smartphones are the most accessible because of their lower price. This study analyzes the usage patterns of smartphone users of undergraduate Science, Technology, Engineering, and Math (STEM) students during the COVID-19 pandemic. This cross-sectional descriptive study included 365 students: 162 (44.4%) women and 203 (55.6%) men from a Chilean university. The results revealed that students often accessed the learning management system (LMS) with their computers rather than with their smartphones. Students were connected to the LMS for more hours on their computers than on their smartphones. However, they spent more hours simultaneously connected on their computers and smartphones than just on their computers. During the day, students accessed the LMS mainly from 13:00 to 1:00. The number of connections decreased from 1:00 to 8:00 and increased from 8:00 to 13:00. The LMS resource that students accessed the most using smartphones was discussion forums, while the one they accessed the least was wiki pages. We expect these results to motivate faculties to schedule their activities during the hours students tend to be online and promote discussion forums.