ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Teaching-Learning Environments on Student&apos;s Engagement with Lean Mindset
Author: Khandan, Rasoul
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Environment,Cognitive Structures,Learner Engagement,Electronic Learning,Blended Learning,College Seniors,Engineering Education,Foreign Countries

Lean thinking is a methodology employed initially by manufacturing organizations such as Toyota and New Balance that aims to increase customer value whilst also maintaining a low level of waste. The Lean thinking tools and techniques employed in the manufacturing sector can also be transferred to other sectors and significantly improve the service or product, such as public sector organizations or Higher Education Institutions (HEI). In the current education climate, due to the pandemic (SARS-CoV-2, COVID-19), the majority of HEIs have moved to an online or hybrid teaching and learning environment. This has developed the principle that Lean thinking can be deployed in educational methods and techniques to greatly increase the level of student engagement and the efficiency of learning. The following study outlines the key waste sources found in three types of teaching-learning environments (face to face, online and hybrid) and provides practical implications to counter the non-value-added issues. The data for this study were gathered through a questionnaire from final year undergraduate engineering students. The results indicate that online teaching had the greatest effect on student engagement, based on the identification and weighted values of non-value-added issues. The study highlights the key Lean wastes within online, hybrid and face to face teaching, and provides key examples within the stated Lean waste to provide solutions to improve student engagement.
Inclusive Leadership of School Management from the View of Families: Construction and Validation of LEI-Q
Author: López-López, María del Carmen
Date: 2021-00-00
Type: Journal Articles
Subjects: Inclusion,Leadership,School Administration,Family Attitudes,Test Construction,Test Validity,Psychometrics,Factor Analysis,Administrator Evaluation,Test Reliability,Family School Relationship,Foreign Countries

The purpose of this study was to validate a questionnaire aimed at assessing, from the point of view of families, the degree to which school administrations foster inclusion in compulsory education. In order to determine the psychometric properties of the &quot;Cuestionario liderando la educación inclusiva en centros de educación obligatoria-Familias&quot; [Leading inclusive education in compulsory-education schools Questionnaire] (LEI-Q-Families), we carried out descriptive, exploratory, and confirmatory factor analysis. For the sample used in this study, 150 families participated. The results confirmed that it is a valid and reliable scale with a two-factor structure. One of these factors included the initiatives carried out by the school management teams to enhance the openness of each school to the community and the surrounding area. The second factor encompassed actions aimed at promoting participation in the school and turning it into an inclusive space. LEI-Q-Families proved to be an instrument of great theoretical and practical worth that has made it possible to expand our currently slender knowledge on the perceptions families have of the work done by school managers to encourage inclusion in their institutions. It facilitates family participation in processes of improvement and provides a useful self-assessment tool for school administrations that wish to improve their schools and turn them into inclusive environments.
Fashion Design Education and Sustainability: Towards an Equilibrium between Craftsmanship and Artistic and Business Skills?
Author: Murzyn-Kupisz, Monika
Date: 2021-00-00
Type: Journal Articles
Subjects: Clothing,Textiles Instruction,Design Crafts,Sustainable Development,Ecological Factors,Art Education,Vocational Education,Recycling,Social Responsibility,Postsecondary Education,World Problems,Consumer Economics,Entrepreneurship,Majors (Students),Foreign Countries

Fashion designers can have a key role to play in making fashion more sustainable, as they are able to influence and contribute to all dimensions of fashion impact (economic, environmental, social, and cultural), both positive and negative. Fashion design education should be seen as a chance to make aspiring designers aware of the challenges and potential of design for sustainability and equip them with the knowledge and skills necessary to implement sustainable fashion approaches. Starting from this premise, the approach to various sustainability themes was examined in the particular national context of post-secondary schools offering fashion majors in Poland, one which so far has not been researched in any depth. The authors conducted interviews and analysed the publications, documents, web pages, and Facebook profiles of such schools. Their activities were examined and classified in respect of the main dimensions of comprehensive fashion education: art, craftsmanship, and business. The analysis provides a picture of the current situation and a review of the specific features of sustainable fashion education in both the global and Polish contexts. Contemporary fashion education requires multidimensional adjustments to curricula, reflecting the complex nature of sustainability problems. This is a global challenge, which in the Polish case is additionally exacerbated by insufficient and uncoordinated public support, problems related to the institutional context of private and public schools, and the low level of sustainability awareness among consumers.
Using the Discord Application to Facilitate EFL Vocabulary Acquisition
Author: Odinokaya, Maria Alexandrovna
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Technology Integration,Computer Software,English (Second Language),Second Language Instruction,Second Language Learning,Vocabulary Development,Instructional Effectiveness,College Freshmen,Student Motivation,Retention (Psychology),Foreign Countries,Late Adolescents

Vocabulary knowledge is a prerequisite for mastering any foreign language. It takes a lot of time and effort to develop English as a foreign language (EFL) vocabulary skills. Efficient ways to facilitate this process should be studied and analyzed. The present study aimed to investigate the role of the Discord application in teaching and learning EFL vocabulary. Discord is a free messenger with support for IP telephony and video conferencing, as well as the possibility to create public and private chats for exchanging text and voice messages. The study relied on pre-test and post-test design to get the necessary data of one experimental and one control group, 80 university students altogether. The results of the pre-test showed no significant difference between the two groups. The experimental group was taught with the help of the Discord application, while the control group was dealing with the traditional educational process, that is, 180 min every week in a classroom with a textbook and no electronic educational resources. Results of the t-test indicated that the experimental group significantly outperformed the control group on a researcher-made vocabulary post-test. A post-treatment speaking test was administered--the participants took part in speaking interviews where they were asked to give a short speech on one of the topics studied during the experimental training. The representatives of the experimental group managed to use more vocabulary items per person correctly (pronunciation, lexical combinability, etc.). The findings revealed that the suggested way of using the Discord application may positively influence the acquisition of EFL vocabulary and its further application in speaking. Hence, it is recommended that the Discord application be used as a tool in the EFL vocabulary teaching and learning process to reinforce in-class tasks and activities.
Analyzing Socially Shared Regulation of Learning during Cooperative Learning and the Role of Equal Contribution: A Grounded Theory Approach
Author: Hogenkamp, Loes
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Student Participation,Group Dynamics,Elementary School Students,Grade 4,Grade 5,Grade 6,Foreign Countries,Science Instruction,Student Behavior,Metacognition,Cognitive Processes,Student Motivation,Planning,Problem Solving,Interaction,Evaluation

Although cooperative learning is an effective instructional method, it cannot be taken for granted that students will gain new knowledge when engaging in a cooperative activity. Even if cooperative learning is effectively designed, problems might arise regarding cognitive, behavioral and motivational aspects of learning. For students to gain knowledge, cognition, metacognition, behavior and motivation should be collectively regulated by the group, which is called the socially shared regulation of learning (SSRL). However, up until now, there has been no consensus about how SSRL is manifested during cooperative learning. This study investigated how SSRL is manifested during cooperative learning by means of a grounded theory approach. This was done to identify what is necessary for effective SSRL and what its consequences are. A theoretical model was built based on the data in order to portray these prerequisites and consequences of SSRL. This study also investigated whether equal participation fostered SSRL. In this study, participants were students from the fourth, fifth and sixth grades of elementary school, working together in groups of four (n = 104). The data indicated that SSRL is a rare process, the absence of which caused less structured collaboration in groups who were not prompted to participate equally.
Faculty Empowering Faculty: SoTL Leaders Catalyzing Institutional and Cultural Change
Author: Henry, Dayna S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Empowerment,Scholarship,Instruction,Learning,College Faculty,Educational Objectives,Outcomes of Education,Program Implementation,Case Studies

Faculty are increasingly interested in engaging in the scholarship of teaching and learning (SoTL) across disciplines, necessitating educational development support. While many institutions utilize one-time workshops and faculty communities offering professional development funding, the case study presented in this article takes a different approach. The aim of the Engaged Teacher-Scholar (ETS) program is to support faculty growth in a process of becoming ETS leaders across the university campus. ETS leaders advance an individual SoTL research project and are trained to develop a plan for and offer professional development events to their department, college, and university related to SoTL. The article presents an overview of the program's objectives, organization, and outcomes over four years of implementation. The article concludes with implications for implementation at other institutions.
Individual Differences in Children&apos;s Scientific Reasoning
Author: Schlatter, Erika
Date: 2021-00-00
Type: Journal Articles
Subjects: Individual Differences,Thinking Skills,Science Process Skills,Elementary School Students,Predictor Variables,Reading Comprehension,Mathematics Skills,Numeracy,Problem Solving,Reading Tests,Mathematics Tests,Task Analysis,Standardized Tests,Scores,Foreign Countries,Puzzles

Scientific reasoning is an important skill that encompasses hypothesizing, experimenting, inferencing, evaluating data and drawing conclusions. Previous research found consistent inter- and intra-individual differences in children's ability to perform these component skills, which are still largely unaccounted for. This study examined these differences and the role of three predictors: reading comprehension, numerical ability and problem-solving skills. A sample of 160 upper-primary schoolchildren completed a practical scientific reasoning task that gauged their command of the five component skills and did not require them to read. In addition, children took standardized tests of reading comprehension and numerical ability and completed the Tower of Hanoi task to measure their problem-solving skills. As expected, children differed substantially from one another. Generally, scores were highest for experimenting, lowest for evaluating data and drawing conclusions and intermediate for hypothesizing and inferencing. Reading comprehension was the only predictor that explained individual variation in scientific reasoning as a whole and in all component skills except hypothesizing. These results suggest that researchers and science teachers should take differences between children and across component skills into account. Moreover, even though reading comprehension is considered a robust predictor of scientific reasoning, it does not account for the variation in all component skills.
A Critical Review of Mobile Learning: Phoenix, Fossil, Zombie or …..?
Author: Traxler, John
Date: 2021-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Teaching Methods,Technology Uses in Education,Educational Technology,Web 2.0 Technologies,Geographic Regions,Educational History,Program Effectiveness,Social Influences,Language Usage,Research

The established mobile learning paradigm is now two decades old; it grew out of the visions and resources of e-learning research communities in universities in the world's more economically developed regions. Whilst it has clearly been able to demonstrate many practical, pedagogic and conceptual achievements, it is now running out of steam. It has failed to adapt to a world where mobile technologies are pervasive, ubiquitous and intrusive and where people and communities can now own their own learning. This paper looks at the evolution of the established mobile learning paradigm and explores the current global, demographic, social and technical environment in order to develop a new paradigm more suited to the changed and changing realities and priorities. This is &quot;mobile learning2.0.&quot; The paper looks at the axioms and values of this paradigm and its possible tools and techniques. The treatment is discursive and critical. The paper reimagines the concepts and practices of learning with mobiles. It embraces many significant themes at a high level, including inclusive and equitable education; learning theories and design; pedagogical frameworks and methodologies; digital and media literacies; social media and learning environments; online collaboration and communities; Informal and formal learning.
Analyzing Cognitive Demands of a Scientific Reasoning Test Using the Linear Logistic Test Model (LLTM)
Author: Krell, Moritz
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Difficulty Level,Science Tests,Logical Thinking,Cognitive Tests,Test Items,Preservice Teachers,Foreign Countries,Multiple Choice Tests,Readability,Visual Aids

The development and evaluation of valid assessments of scientific reasoning are an integral part of research in science education. In the present study, we used the linear logistic test model (LLTM) to analyze how item features related to text complexity and the presence of visual representations influence the overall item difficulty of an established, multiple-choice, scientific reasoning competencies assessment instrument. This study used data from n = 243 pre-service science teachers from Australia, Canada, and the UK. The findings revealed that text complexity and the presence of visual representations increased item difficulty and, in total, contributed to 32% of the variance in item difficulty. These findings suggest that the multiple-choice items contain the following cognitive demands: encoding, processing, and combining of textually presented information from different parts of the items and encoding, processing, and combining information that is presented in both the text and images. The present study adds to our knowledge of which cognitive demands are imposed upon by multiple-choice assessment instruments and whether these demands are relevant for the construct under investigation--in this case, scientific reasoning competencies. The findings are discussed and related to the relevant science education literature.
The Psychological Impact of the COVID-19 Pandemic in Remote Learning in Higher Education
Author: Godoy, Lívea Dornela
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Electronic Learning,Stress Variables,Mental Health,Symptoms (Individual Disorders),Anxiety,Undergraduate Students,Student Attitudes,Young Adults,Pharmacology,Social Adjustment,Learning Strategies,Multiple Choice Tests,Performance Factors,Foreign Countries

Stressful events can cause a significant impact on education; however, it is not yet clear how the interplay between anxiety, work, and social dysfunction relates to learning impairments. In this study, we investigated the impact of the COVID-19 pandemic on students' learning and mental health. This study was conducted during four modules of a remote Psychopharmacology course between 5 October and 20 December 2020. We collected data from 28 Psychology undergraduate students at the University of São Paulo, Brazil. We used pre- and post-test multiple-choice questions to obtain a quantitative measure of learning. Students completed an online survey to report demographic information, functional impairment (Work and Social Adjustment scale; WSAS), generalized anxiety (Generalized Anxiety Disorder scale; GAD-7), coronavirus anxiety (Brazilian adapted version of the Coronavirus Anxiety Scale; CAS-BR), and self-perception with the remote lectures' methodology. In our sample, 42.9% of respondents experienced symptoms of generalized anxiety disorders (GAD-7 [greater than or equal to] 15), and 53.6% had moderate to severe functional impairment (WSAS &gt; 20). We also observed an overlapping profile of highly anxious and dysfunctional students. A chi-square test of independence revealed a relation between pairs of multiple-choice questions answers and GAD-7 scores, indicating that less anxious students were more likely to perform better in pairs of pre- and post-tests. Intriguingly, the correlational analysis suggested that students with moderate to severe functional impairment (WSAS scores &gt; 20) were less likely to change from an incorrect to a correct answer to pairs of pre- and post-tests. This data suggests that psychological distress and anxiety states might influence students' ability to coordinate social and work activities and performance during remote learning. Although this study evaluated a small sample of students, our data highlights the importance of investigating anxiety and functional impairment measures as part of the remote-learning curriculum.
Effects of Strategy Training and Elaboration vs. Retrieval Settings on Learning of Cell Biology Using Concept Mapping
Author: Becker, Lukas Bernhard
Date: 2021-00-00
Type: Journal Articles
Subjects: Cytology,Concept Mapping,Undergraduate Students,Learning Strategies,College Science,Instructional Effectiveness,Instructional Materials,Training

Concept mapping (CM) can be an effective strategy to facilitate understanding-based learning of complex and abstract scientific content. In our study, we tried to answer two questions that have not yet been clarified: (1) How effective is CM if the learners do not have the textual learning material available when constructing their concept maps (retrieval setting) in contrast to when the material is available (elaboration setting)? (2) Do potential effects of the two settings depend on the intensity of a previous CM strategy training? To this end, we established a quasi-experimental four-group plan and collected data of N = 93 undergraduate students. The participants received either a detailed CM strategy training or just a short introduction and were then asked to apply CM in a retrieval or elaboration setting. The quality of constructed concept maps and content-related learning success were assessed to determine potential group differences. Overall, our results show a significantly positive but setting-independent effect of the CM strategy training on methodical CM skills. However, the different setting conditions differed neither regarding concept map quality nor content-related learning success, implying that CM in retrieval settings could be as effective as in elaboration settings.
Modeling as Scientific Reasoning--The Role of Abductive Reasoning for Modeling Competence
Author: Upmeier zu Belzen, Annette
Date: 2021-00-00
Type: Journal Articles
Subjects: Logical Thinking,Models,Thinking Skills,Science Education,Biology,Preservice Teachers,Science Teachers

While the hypothetico-deductive approach, which includes inductive and deductive reasoning, is largely recognized in scientific reasoning, there is not much focus on abductive reasoning. Abductive reasoning describes the theory-based attempt of explaining a phenomenon by a cause. By integrating abductive reasoning into a framework for modeling competence, we strengthen the idea of modeling being a key practice of science. The framework for modeling competence theoretically describes competence levels structuring the modeling process into model construction and model application. The aim of this theoretical paper is to extend the framework for modeling competence by including abductive reasoning, with impact on the whole modeling process. Abductive reasoning can be understood as knowledge expanding in the process of model construction. In combination with deductive reasoning in model application, such inferences might enrich modeling processes. Abductive reasoning to explain a phenomenon from the best fitting guess is important for model construction and may foster the deduction of hypotheses from the model and further testing them empirically. Recent studies and examples of learners' performance in modeling processes support abductive reasoning being a part of modeling competence within scientific reasoning. The extended framework can be used for teaching and learning to foster scientific reasoning competences within modeling processes.
Resilience in Higher Education: A Complex Perspective to Lecturers&apos; Adaptive Processes in Response to the COVID-19 Pandemic
Author: Bento, Fabio
Date: 2021-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Higher Education,College Faculty,Teacher Response,Foreign Countries,COVID-19,Pandemics,Adjustment (to Environment),Educational Change,Socioeconomic Background,Equal Education,Systems Approach

The present article discusses the dynamics of system resilience, focusing on the case of a university college in Brazil. It investigates the experience of lecturers of this educational institution in the initial months of the COVID-19 pandemic. This is exploratory basic qualitative research, aiming at understanding how the university college self-organized in this period. This research focused on local adaptation processes and was conducted through interviews with a sample of lecturers from the study programs offered by the university college. A text analysis software was used to analyze the data generated according to the three aspects of social-ecological resilience. The analytical framework of this research applies the concept of resilience in a socio-ecological system to discuss emergent organizational changes and learning in higher education. Systems resilience highlights adaptation processes characterized by an interplay of previous experience and emerging new knowledge. The findings describe the emergence of new practices and learning as faculty members encountered challenges brought on by the pandemic. Beyond learning new technological tools, the pandemic raised awareness of students' socio-economic backgrounds in the context of inequality in Brazil. However, resilience requires open communication among staff and across organizational levels about adaptation processes that have taken place during the pandemic.