ethanporcaro/eric-fulltext-meta huggingface dataset:
Cybernetics and Precursors of Promoting Critical Thinking--A Way to Change the School
Author: Surubaru, Teodora
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Critical Thinking,Teaching Methods,Barriers,Intervention,Classification,Criticism,Educational Improvement,Bibliographies,Crisis Intervention,Problem Solving,Voting,Evaluation Methods,Intelligent Tutoring Systems

The requirement to assure the teaching of critical thinking put the school in front of its own weaknesses. A profound criticism highlights limitations, hindrances and obstacles that are difficult to pass without the personal efforts of the teachers. Following criticism, one can identify a set of requirements that would allow for improvement and upgrading. This set of requirements builds the specification of a cybernetic system developed to help the training process promoting the critical thinking. The new cybernetic system diminishes the role of the teacher as coordinator in approaching the field of interest, inclusively the building of the recommended bibliographic list and interventions in crises. The main stages of the training sessions coordinated by the cybernetic system aim at a) building a set of problems by the students; b) the classification of all proposed problems according to their opportunity established by the voting group; c) solving the proposed problems by the students; d) evaluating, by vote, all the solutions offered for the proposed problems. Using the formulated specification and the established operating algorithm the operating scheme of the cybernetic system is being built. The proposed scheme is intended to monitor and manage the training process. The results interpretation highlights the absolute novelty of such a system and analyzes how it satisfies the original specification. One observes the generality of the concept, the way it meets the requirement of promoting critical thinking, the fact that the promotion is made gradually and continuously. [For the complete proceedings, see ED608557.]
Schools&apos; Responses to COVID-19: Pupil Engagement in Remote Learning
Author: Lucas, Megan
Date: 2020-06-00
Type: Reports - Research
Subjects: School Closing,Online Courses,Distance Education,Educational Technology,Electronic Learning,Elementary Secondary Education,Disadvantaged Youth,At Risk Students,Foreign Countries,Learner Engagement,Teacher Competencies,Parent Participation,Access to Computers,Family Environment,Geographic Regions,Context Effect,COVID-19,Pandemics,Teacher Student Relationship

On March 20th, 2020, the British Government ordered schools to close to the majority of pupils. This was a pivotal moment as the majority of pupils transitioned to learning remotely from home and schools had to adapt rapidly to this new way of teaching. With the majority of pupils not expected to return to the classroom until the autumn, remote learning remains at the heart of how schools will need to continue to support pupils' learning in the coming months. Given the potential impact of this extended period of remote learning, National Foundation for Educational Research (NFER) undertook an independent assessment to see how engaged pupils are, and the factors that might be driving this, as well as how schools are providing remote learning support for pupils. The report is based on findings from a national survey of 1,233 senior leaders and 1,821 teachers in publicly-funded, mainstream primary and secondary schools in England. Responses between May 7th and 17th have been weighted by phase and free school meal (FSM) eligibility to provide a nationally representative picture. The authors recognise that a number of factors are likely to influence pupils' engagement, including access to IT, their parents' engagement, and the type of support received from their schools. These issues are explored throughout the report. [For a summary report, &quot;Schools' Responses to COVID-19: Key Findings from the Wave 1 Survey,&quot; see ED608586.]
Schools&apos; Responses to COVID-19: Returning Pupils to School
Author: Sharp, Caroline
Date: 2020-06-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary Secondary Education,School Closing,COVID-19,Pandemics,At Risk Students,Employees,Distance Education,Online Courses,Barriers,Administrator Responsibility,School Schedules,Leadership Responsibility,Administrator Attitudes,Disadvantaged Youth,Low Income Students,Disease Control,Instructional Program Divisions,Government Role,Parent Attitudes

On May 10th, 2020 the Prime Minister announced a phased return of some children to school in England from June 1st. Schools have been closed to all but vulnerable and keyworker children since March 20th, meaning that most children have been educated at home for a period of 10 weeks, and some year groups are not expected to return to school until the autumn. Nevertheless, opening their schools to selected year groups (Nursery, Reception, Year 1 and 6 in primary schools and Year 10 and 12 pupils in secondary schools) as well as continuing on-site provision for vulnerable and keyworker children and providing distance learning for others is a considerable challenge for school leaders. In this report the authors set out initial findings on how prepared school leaders are for opening more fully, what challenges they face and what guidance and support they need. This report is based on findings from a national survey of 1,233 senior leaders in publicly-funded, mainstream primary and secondary schools in England. Responses between May 7th and 17th have been weighted by phase and free school meal (FSM) eligibility to provide a nationally representative picture. [For a summary report, &quot;Schools' Responses to COVID-19: Key Findings from the Wave 1 Survey,&quot; see ED608586.]
Reducing Incidence of Nonpositive Definite Covariance Matrices in Mixed Effect Models
Author: McNeish, Daniel
Date: 2020-10-14
Type: Reports - Research
Subjects: Multivariate Analysis,Hierarchical Linear Modeling,Factor Analysis,Matrices,Behavioral Science Research,Computation

Deciding which random effects to retain is a central decision in mixed effect models. Recent recommendations advise a maximal structure whereby all theoretically relevant random effects are retained. Nonetheless, including many random effects often leads to nonpositive definiteness. A typical remedy is to simplify the random effect structure by removing random effects or associated covariances. However, this practice is known to bias estimates of remaining covariance parameters and compromise fixed effect inferences. Cholesky decompositions frequently are suggested as an alternative and are automatically implemented in some software. Instead of Cholesky decompositions, we describe factor analytic structures as an approach to avoid nonpositive definiteness. This approach is occasionally employed in biosciences like plant breeding, but, ironically, has not been established in behavioral sciences despite the close historical connection with factor analysis in these fields. We discuss how a factor analytic structure facilitates estimation and conduct simulations to compare convergence and performance to simplifying the random effects structure or Cholesky decomposition approaches. Results show a lower rate of nonpositive definiteness with the factor analytic structure than Cholesky decomposition and suggest that factor analytic covariance structure may be useful to combating nonpositive definiteness, especially in models with many random effects. [This paper will be published in &quot;Multivariate Behavioral Research.&quot;]
Network Analytics of Collaborative Problem-Solving
Author: Kerrigan, Simon
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Network Analysis,Problem Solving,Task Analysis,Data Analysis,Discourse Analysis,Cooperative Learning,Teamwork,Visualization,Instructional Effectiveness,Guidelines,High School Students,Vocational Education,Computer Software,Social Networks,Social Media,Student Participation,Group Dynamics,Computer Mediated Communication

Problem-solving and collaboration are regarded as an essential part of 21st Century Skills. This study describes a task-focused approach to network analysis of trace data from collaborative problem-solving in a digital learning environment. The analysis framework builds and expands upon previous analyses of social ties as well as discourse analysis and adds new metrics of collaborative learning, problem-solving and personal learning. Using three forms of evidence - actions and use of resources, communications and constructed products - the article outlines and illustrates a framework for characterising individual and team performance on a team project as a basis for documenting individual and team behaviours linked to personal learning, collaboration and team problem solving. This study provides a preliminary demonstration of the effectiveness of network analysis on quantifying and visualizing individual-level and group-level performance in computer-mediated collaborative learning. [For the complete proceedings, see ED608557.]
Open Distance Learning and Immersive Technologies: A Literature Analysis
Author: Ntaba, Afika
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Open Education,Distance Education,Computer Simulation,Educational Research,Technology Integration,Adoption (Ideas),Educational Improvement,Higher Education,Learner Engagement,Outcomes of Education,Barriers,Student Experience

Open and distance learning (ODL) education provides an opportunity for prospective students who require flexibility in education enabling learning without traditional face to face lecture sessions. Previous literature indicated that there has been a growing curiosity amongst educators, researchers, and pedagogues on employing modern visualization technologies to enrich current educational experiences for students who do not attend face to face lessons. This study aims to explore how new immersive technology can be used to enhance the experience of distance learning. Using a systematic literature review, findings were presented in the form of a thematic discussion looking at journal articles between the year 2000 to October 2018. Following a review of 40 articles which were included in the qualitative synthesis, this study investigated the challenges experienced in open distance learning experience, in an attempt to form the basis of interlinking the use of Virtual and Augmented Reality (AR) technologies to enhance the distance learning experience. Findings revealed ODL presently employs various Information and Communication Tools (ICT) which are comprised of technological resources that assist the facilitation of lecturer and student interaction. However, these ICTs do not fully assist in enhancing the DL experience. Results from the review found that the adoption of Augmented and Virtual Reality (VR) in higher education contributed to learner engagement and enhanced learning outcomes. Moreover, literature revealed that immersive learning is best utilized as a complement to traditional learning as opposed to a replacement. [For the complete proceedings, see ED608557.]
Adaptive Smart TV as a Social Language Learning Platform
Author: Sánchez, María José Naranjo
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Interactive Video,Social Media,Information Technology,Television,Feedback (Response),Instructional Design,English (Second Language),Video Games,Socialization,Preferences,Specialists,Foreign Countries,Family Environment,Programming (Broadcast)

With the recent emergence of the interactive TV, the iTV starts to gain ground as a learning social media forgotten in the last decades due to previously existing applications (smart phones, tablets, laptops) that surpassed it. The TV has always been used as a means of transmission and family conciliatory, but, at the same time, the necessary feedback, as well as its adaptation to the users' preferences, language level, and age have always been lacking in every learning process that smart televisions can currently provide. In this sense, it seems necessary, on the one hand, to investigate the different characteristics and capabilities of smart televisions and, on the other, to design educational learning pills for English language learning through adaptive smart TVs. To achieve the aforementioned objectives an interactive methodology based on family/ peer gaming will be presented as a way to awake collective and social learning. The expected results will be an application developed with Hybrid Broadcast Broadband technology including a content recommendation system designed considering the user's preferences and a set of educational pills created by a team of linguists and experts in language and methodology. To conclude, this project seeks to promote language learning acquisition in a fun and entertaining way and enhance the experience with their television which has been a traditional model representing bond and time to gather around family and friends. [For the complete proceedings, see ED608557.]
Digital Storytelling: Student Vulnerability during the Process and Its Impact on Teaching and Learning One Year Later
Author: Phillips, Heather N.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Story Telling,Personal Narratives,Social Emotional Learning,Preservice Teachers,Beginning Teachers,Computer Uses in Education,Outcomes of Education,Preservice Teacher Education,Risk,Reflection

Digital storytelling (DST) is described as 'the modern expression of the ancient art of storytelling' with one of its categories focusing on personal narratives in which authors tell their own personal stories about significant experiences in their lives. The imperative to tap into our students' social-emotional learning through DST and creating a trauma-sensitive school culture is at the forefront of pedagogical conversations today. The DST process allowed pre-service teachers to take risks, risks of self-disclosure, risks of change, risks of not knowing, all of which rendered them vulnerable, resulting in deepened learning. The findings indicate that the process motivated newly qualified teachers to reflect on their own development, their practice and student learning through the lens of human connections, lived curriculum, self-reflection. They learnt the true value of social interaction and student engagement. [For the complete proceedings, see ED608557.]
Design of Learning Analytics Dashboard Supporting Metacognition
Author: Chen, Li
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Learning Analytics,Metacognition,Learning Strategies,Information Management,Student Motivation,Visualization,Information Utilization,Knowledge Level,Foreign Countries,Progress Monitoring

Metacognition is an aspect in self-regulated learning and is necessary to achieve such learning in an effective and efficient manner. However, it is not always easy and accurate for learners to monitor or assess their own metacognition. In this study, we designed a learning analytics dashboard to improve self-regulated learning in online environments through the collection and analysis of learning log data. There are two separate dashboards used in our system: a knowledge monitoring dashboard and a strategy use dashboard. The knowledge monitoring dashboard is designed to support the knowledge monitoring skills of learners, allowing them to monitor their prior knowledge, whereas the strategy use dashboard is designed to help learners develop metacognitive skills of planning, monitoring, and regulation. [For the complete proceedings, see ED608557.]
Visualization of Learning Log of Web-Based Application for Understanding the Structure of Geometric Proofs
Author: Hamada, Satomi
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Geometric Concepts,Mathematical Logic,Validity,Mathematics Instruction,Junior High School Students,Secondary School Mathematics,Foreign Countries,Grade 8,Educational Technology,Technology Uses in Education,Visualization,Web Based Instruction

Many students are not good at geometric proofs. One reason for this is that it is possible to memorize the proof procedure explained by the teacher without understanding the structure of a geometric proof. So far, we have developed a web-based application that supports the understanding of the &quot;structure of geometric proofs&quot; in junior high school mathematics and have verified its effectiveness. Although the results of the evaluation experiments have indicated the usefulness of this web-based application, it was not possible to identify the factors that brought about its usefulness. In addition, because the web-based application was not equipped with a log analysis function, it was not possible to grasp the aspects that students struggle with during a proof in the web-based application. In this paper, we present the results and problems of the evaluation experiment of the web-based application so far and discuss the newly added log analysis function. [For the complete proceedings, see ED608557.]
Using Kahoot to Improve Students&apos; Achievement and Critical Thinking in Undergraduate of Psychology Students
Author: Warsihna, Jaka
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Academic Achievement,Critical Thinking,Undergraduate Students,Psychology,Student Evaluation,Instructional Effectiveness,Pretests Posttests,Foreign Countries

Kahoot is one of the most popular evaluation methods used as an effective instrument in the learning process. As a platform of digital-based media, there are many advantages that can be gotten by using it, such as making easier and faster for teacher and lecturer in getting assessment results, reducing of the cost in making and duplicating a couple of questions, and psychologically improving students' attention in understanding material actively and openly. This is a preliminary study which is conducted using experimental design toward 60 of psychology students who attended the research methodology and psychometric courses. The purposes of this study are to explore the psychological factors that might happen during learning Kahoot media and to identify the effect of Kahoot learning in improving student achievement and creating a critical thinking character. The results of this study show that there is a significant difference between pretest and posttest score during the experimental period. Therefore, this preliminary study gives important information about the effectiveness of using Kahoot in the learning process. [For the complete proceedings, see ED608557.]
Needs Analysis and Assessment of Grammar Structures Needed by German Teacher Candidates in Language Use Process
Author: Karaman, Fatma
Date: 2020-00-00
Type: Journal Articles
Subjects: Needs Assessment,German,Second Language Learning,Second Language Instruction,Grammar,Language Usage,Teaching Methods,Language Teachers,Preservice Teachers,Syntax,Foreign Countries,Sentence Structure,Communication Skills,Undergraduate Students,Student Attitudes,Measures (Individuals)

The aim of grammar teaching in foreign language learning process is to teach the foreign language itself rather than the formal features of the language by ensuring the use of target language. However, German grammar courses in Turkey provide intensive training on grammar subjects. The textbooks also contain a very detailed list of grammatical subjects and terms. Therefore, in order to communicate in a language, it is not necessary to know all the phonological, semantic and syntactic features of the language in detail. In this context, the aim of this study is to determine the linguistic structures that pre-service German teachers need to use German effectively in four basic language skills and to determine the frequency of their use. In addition, it was investigated whether the linguistic structure needs were met with the resources they used in the course, for what skills they needed to use grammatical structures the most, whether they needed the subjects they studied in the grammar class in real life language use situations, and whether there were any grammar subjects they found unnecessary to teach. It was also examined whether these needs differed according to the class level and the variables of being born and growing up abroad. For this purpose, two measuring instruments, grammatical structure usage frequency questionnaire form and grammatical structure need analysis structured interview form prepared by the researcher were used. As a result of the research, it was determined that the prospective German teachers almost never use structures such as das &quot;Perfekt der Modalverben, das Futur II, konzessive, konsekutive, modale Nebensätze, Finalsätze, Interrogativsätze, Zustandpassiv.&quot; According to these findings, the grammatical structures needed by German pre-service teachers to use the language effectively were sorted according to their importance and priorities in line with the opinions of pre-service teachers and the structures used at high, middle and low levels were grouped. In order to improve the grammar teaching process, suggestions were made to give priority to subjects needed in order to develop communicative skills instead of the subjects not used in daily life in grammar books.
Exploring the Effects of Structural Transparency and Exploratory Guidance in Simulation-Based Learning Environments
Author: Capelo, Carlos
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Computer Simulation,Learning Processes,Models,Instructional Effectiveness,Business Administration Education,Guidance,Management Development,Schemata (Cognition),Food,Educational Games,Comparative Analysis,Foreign Countries,Purchasing,Student Behavior,College Students

Simulation-based learning environments are used extensively to support learning on complex business systems. Nevertheless, there exist studies that identify problems and limitations due to cognitive processing difficulties. Particularly, previous research addressed some aspects of model transparency and instructional strategy and produced inconclusive results about their impact on learning effectiveness. This study investigates the learning effects of using transparent simulations (that is, showing users the internal structure of models), and exploratory guidance (that is, guiding learners so they are able to explore the simulation by themselves, supported by specific cognitive aids). We present a set of hypotheses about the influence of the degree of simulator transparency and the degree of exploratory guidance on participants' model comprehension which is assessed in terms of mental model structure and behaviour similarities. A test based on a simulation experiment with a system dynamics model, representing a supply chain system, was performed. Participants are required to use the simulator to investigate on some issues related to the bullwhip effect and other supply chain coordination concepts. Participants provided with the more transparent strategy and offered the more exploratory guidance demonstrated better understanding of the structure and behaviour of the underlying model. However, our results suggest that while exploratory guidance is a beneficial method for both model structure and behaviour understanding, making solely the model transparent is more limited in its effect. [For the complete proceedings, see ED608557.]