ethanporcaro/eric-fulltext-meta huggingface dataset:
Fairness Perception of Policy Stakeholders in College Admission in Korea
Author: Song, Kyoung-oh
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,College Admission,Student Attitudes,Parent Attitudes,Teacher Attitudes,Stakeholders,College Students,College Faculty,Bias

It has been known that Korea has the highest college enrollment rate due to the role that college entrance plays in determining the socioeconomic status of students in their future. About 10 years ago, the Ministry of Education in Korea initiated the Comprehensive School Report-based Admission (CSRA) under the recognition that the college admission system needs to be diversified. Since then, the fairness of the CSRA has been at the center of controversy. This study aimed to draw the implications for college admission policies by comparing the perception of the main stakeholders (students and parents, teachers, admission officers, and faculty admission committee) on the CSRA. The perception data of 150 participants on the six aspects of the CSRA were gathered through a questionnaire and the results were analyzed for group differences. A FGI was additionally administered with 12 participants. This study found that the stakeholders perceived the CSRA as important and necessary. However, the perception of the stakeholders on the fairness of the CSRA presented itself differently depending on the interests each group holds. The results of this study showed that close examination of the multifaceted perceptions and individualized experiences of the stakeholders should be taken into consideration when the perception of fairness in the CSRA is examined. It also implied that the government should provide stakeholders with the opportunities to be informed of the CSRA to promote trust in the policy.
Education 3.0 Underpinned with the Heutagogical Approach for a Smooth Shift to Distance Learning in Higher Education
Author: Qassrawi, Rania
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Foreign Countries,College Students,College Faculty,Self Determination,Teaching Methods,Blended Learning,Online Courses,In Person Learning,Student Empowerment,Educational Technology,Educational Resources,Teacher Role,Student Evaluation,Feedback (Response)

As the shift to distance learning was abrupt due to the COVID-19 pandemic, neither university students nor instructors were fully prepared. There was a real demand, therefore, for adopting principles that belong to Education 3.0 in higher education institutions as this pandemic might not be the last. This study aimed at evaluating to what extent the principles of Education 3.0 based on the heutagogical approach could be applied at universities. To achieve this target, a mixed approach was followed by utilizing two instruments; a questionnaire and semi-structured interviews. A total of (200) students and (10) instructors from Birzeit University (BZU) were the participants. Data that emerged from the questionnaire were statistically analyzed, whereas the interviewees' responses were qualitatively content-analyzed and grouped into main themes. The findings revealed that some principles of Education 3.0 have not been fully applied yet at BZU, such as supporting the learners' self-determination; the individualization of teaching methods and strategies; blending synchronous online teaching mode with the face-to-face; empowering and coaching students to build personal learning environments with using multiple tools of authentic and real-life evaluations. Accordingly, it was recommended that universities worldwide as well as other higher education institutions should adopt the principles of Education 3.0 to make the shift to distance learning smooth for both students and instructors, especially by using flexible curricula and open learning resources; empowering students to determine their needs, objectives and personal learning environments; individualizing the teaching methods; and avoiding &quot;One-size fits all&quot; strategies.
Predicting Secondary School Students&apos; 21st-Century Skills through Their Digital Literacy and Problem-Solving Skills
Author: Özeren, Ender
Date: 2023-00-00
Type: Journal Articles
Subjects: Secondary School Students,21st Century Skills,Digital Literacy,Problem Solving,Gender Differences,Educational Attainment,Parent Background,Foreign Countries

The research aims to determine whether secondary school students' digital literacy and problem-solving skills predict 21st-century skills. It is a correlational survey study. The population of the research is the students studying in secondary schools in formal education institutions in Elazig. The sample of the research is 490 secondary school students determined by the disproportionate cluster sampling method. Data collection tools in the research are demographic information form, digital literacy scale, problem-solving inventory for primary school children, and 21st-century skill scale. The research makes use of parametric tests for the analysis of the data as the data fulfill the normal distribution condition. The results show that while the digital literacy and 21st-century skill levels of secondary school students are not very high, their problem-solving skills are high. The results also show that the problem-solving and 21st-century skill levels of secondary school students differ significantly by gender, and mother and father's education level while there is no significant difference between secondary school students' digital literacy levels by their father's education level. The results of the research also show that there is a positive and moderately significant relationship between the problem-solving skills of secondary school students and their digital literacy levels. The results also indicate that there is a significant relationship between the communication sub-dimension of secondary school students' 21st-century skills and digital literacy levels, and between the &quot;confidence in problem-solving skills&quot; and &quot;avoidance&quot; sub-dimensions of problem-solving skills. While the significant relationships identified are negative in the avoidance sub-dimension, they are positive in other dimensions. The results show that digital literacy and problem-solving skills do not significantly predict secondary school students' 21st-century skill levels. However, secondary school students' 21st-century skill and problem-solving skill levels significantly predict their digital literacy level.
Effectiveness of Collaboration in VET: Measuring Skills for Solving Complex Vocational Problems with a Multidimensional Authentic Technology-Based Assessment
Author: PaeBens, Jessica
Date: 2023-00-00
Type: Journal Articles
Subjects: Vocational Education,Problem Solving,Computer Assisted Testing,Apprenticeships,Cooperation,Thinking Skills,Interpersonal Competence,Computer Simulation,Foreign Countries,Authentic Learning

Context: Dealing with professional complexity has been of scientific interest in the research field of vocational education and training for decades. So far, there is a lack of empirical evidence regarding how professional complexity finds its way into learning processes in VET. A common option is to model complexity through authentic simulations and/or problemsolving tasks. This study does both: Complex problem-solving tasks are integrated into an authentic office simulation and are expanded to include collaborative elements, using computer-based agents. Collaboration is used to improve learning, but it is also an authentic representation of current work processes, so we ask whether apprentices perform better in the individual or in the collaborative test setting. Methods: To compare skills used for complex problem-solving tasks within an authentic business simulation, the test settings are systematically varied between individual and collaborative test settings. The test environment is a technology-based assessment (TBA). Test tasks reflect a complex professional problem; they are presented in an office simulation, in which apprentices can collaborate with a computer-based agent. Multi-group confirmatory factor analysis is conducted to test for measurement invariance across test settings, and the two-dimensional Rasch-model incorporating between-item multidimensionality with correlated dimensions is used for ability estimation. We also conduct ANOVA tests to determine if there is a statistically significant difference regarding the problem-solving ability between the individual and collaborative test settings. Findings: The study provides various findings: First, collaboration helps apprentices to deal with complexity. Second, to solve complex problem-solving tasks, two bundles of skills are activated: Cognitive and social skills. The two-dimensional construct of skills with correlated dimensions showed better fit than the unidimensional construct. The scalar measurement invariance was established after excluding three items. ANOVA tests confirmed that the collaborative setting enhances the problem-solving ability of learners significantly regarding both, cognitive skills and social skills, with cognitive skills being fostered more. Conclusion: The findings suggest the validation of the two-dimensional construct with cognitive and social skills in economic domains. The results show the effectiveness of collaboration with a computer-based agent. In the practice of vocational training and education, teachers can use digitalized collaborative approaches to enhance learning.
Psychological Capital and Job Search: A Systematic Literature Review and Agenda for Future Research
Author: Fernández-Valera, María Magdalena
Date: 2023-00-00
Type: Journal Articles
Subjects: Psychological Characteristics,Job Search Methods,Well Being,Intervention,Unemployment,Vocational Education,Correlation

Purpose: There is consistent evidence that a positive mindset could foster the job search process. Psychological capital, defined as a tendency to hold cognitions and positive appraisals of one's ability, could highlight the importance of individual cognitive appraisal in the job search process. Nevertheless, psychological capital's impact on job seekers is still unclear. Methods: The purpose of the present study was to explore the role of psychological capital in the job search process. The author conducted a systematic review following the PRISMA-P guidelines. This systematic review sought answers to three questions: 1) What theories are applied to explain the relationship between psychological capital and the job search process? 2) How is the association between psychological capital and the job search process? 3) Did the psychological capital interventions positively influence the job search process? The review focused on quantitative studies carried out between 2007 and 2021 on job seekers. Finally, 11 studies fit the inclusion criteria. Results: Overall, the literature review supports the significant association between psychological capital and the job search process. On the one hand, the studies analyzed have shown the resonance of psychological capital on the job search outcomes and job seekers' well-being. On the other hand, the results showed insufficient evidence to make any firm conclusions concerning psychological capital interventions' effects on the job search process improvement. Conclusion: It is concluded that psychological capital may be a valuable advantage for helping job seekers engage in their job search process. The results presented in this study could have important implications for job seekers and public and private employment agencies. Even so, it is necessary to continue contributing to its development. Particularly, there is still considerable scope for improvement in the study of psychological capital and the job search process in terms of the study design we apply, the variables we study and their measure, and the theoretical background we use to explain the previous relationship.
Truth-Telling: Critical Inquiries on LLMs and the Corpus Texts That Train Them
Author: Byrd, Antonio
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Technological Advancement,Computational Linguistics,Computer Software,Authors,Copyrights,Writing (Composition),Teaching Methods,Writing Instruction,Ideology,Editing,Writing for Publication,Power Structure,Diachronic Linguistics,Language Attitudes,Cultural Influences,Writing Processes,Political Attitudes

The concept 'literacy crisis' has framed ChatGPT's popularity, its rapid evolution, and its seemingly sophisticated language and knowledge performance. The concept helps scholars and teachers easily enter conversations about artificial intelligence (AI) text generation technologies and how they transform the notions of authorship, research, labor, copyright, and writing. Antonio Byrd uses the literacy crisis as a starting point in this essay but in the opposite direction. By responding to literacy crises with a back-to-basics pedagogy, composition studies has participated in histories of linguistic punishment that have shaped how writers produce, edit, and publish texts; these punishments create the presence of power and ideology in the corpus texts large language models (LLMs) use for training. While learning new literacy practices and teaching strategies with LLMs, there is also the responsibility for participating in the creation of the next iteration of public data that contain contemporary ideologies on language and culture. AI and writing involve critical inquiry on relationships with these corpus texts. Integrating this critical inquiry may maximize students' writing practices with AI and extend their rhetorical awareness of what's at stake when they go public with their writing to participate in cultural and political conversations.
Students&apos; Evaluating of Online Learning Quality at Al Baha University and Their Satisfaction with Online Courses
Author: Alsaadoun, Abdulmajid
Date: 2023-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Online Courses,Foreign Countries,Outcomes of Education,Educational Technology,Graduate Students,Participant Satisfaction

The study aims to explore students' perceptions of the quality of online courses offered for them at Al-Baha University. The current study mainly explores the quality of online learning courses, students' satisfaction with online learning courses, and the effect of students' perceived quality of online learning on their satisfaction with these courses. The quality of online courses was measured based on the following factors: learning outcomes, assessment and measurement, learning resources material, learner interaction, and online course technology. An online survey was used to collect data. Seventy-nine graduate students participated in the study. Findings showed that the overall quality of online education was high, and students were predominantly satisfied with their online courses. Additionally, the study found that gender, learning outcome, learning resources, learner interaction, and online technology were significant predictors of students' satisfaction. The study includes recommendations for implementing online courses as well as suggestions for future studies.
The Effect of Motivation for Learning among High School Students and Undergraduate Students--A Comparative Study
Author: Davidovitch, Nitza
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Motivation,High School Students,Undergraduate Students,Academic Achievement,Socioeconomic Background,Self Efficacy

The current study was designed to identity if and to what extent differences in motivation exist between high school students, for whom school is mandatory, and undergraduate students in tertiary institutions, who make an active choice to study in an academic institution. This study also explores whether and to what extent motivation affects the achievements of these two groups of learners, and whether motivation is related to their personal, family, and socio-economic background and gender. To examine these questions, 121 participants responded to a 22-item questionnaire on motivation for learning. Findings show that undergraduate students are more highly motivated for learning compared to high school students. Associations were found between learners' personal and academic background and their motivation: Motivation increases with age and as grade average increases. A significant difference was, however, found in motivation levels between learners with average socio-economic status and learners with above-average socio-economic status. No gender effects in learners' motivation were found. Findings of the study shed light on the significant of motivation in high school, which is a significant period in youngsters' lives. High school is a scholastic space that also has the potential to strengthen motivation for learning in the future, in academic studies, as both education systems -- high school and academic education -- affect each other.
Student Attitudes towards Guided Inquiry Approach Supported by Digital Stories
Author: Kansoy, Merve Berika
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Inquiry,Story Telling,Computer Uses in Education,Grade 6,Elementary School Students,Elementary School Science,Science Activities,Science Instruction,Public Schools,Active Learning,Influences,Educational Environment,Teacher Student Relationship,Peer Relationship,Teaching Methods

The aim of this study is to investigate the effects of guided inquiry activities supported by digital stories in the 6th grade science lesson on students' attitudes towards inquiry. The method of the study was determined as the embedded design, one of the mixed method research designs. 27 students from a public school located in the countryside participated in the study. In the quantitative dimension of the study, a single group pretest-posttest research design was used. Quantitative data were obtained through the Attitude Scale towards Research-Questioning. The qualitative dimension of the study was designed in accordance with the case study model. Qualitative data were obtained by using semi-structured weekly focus group interviews, teacher diaries and observation form. Quantitative data were analyzed with Mann Whitney U-Test, qualitative data were analyzed with descriptive and content analysis methods. As a result, thanks to the applied method, the attitude scores of the lower and middle group students towards inquiry converged to each other. Interviews with students and researcher diaries also support the results. It was revealed how the learning environment, teacher, student and lecturing affect the attitudes of the students participating in the studies towards inquiry.
Cyberbullying, Digital Footprint, and Cyber Security Awareness Levels of Secondary School Students
Author: Subasi, Sibel
Date: 2023-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Computer Security,Secondary School Students,Social Media,Internet,Foreign Countries,Vocational Schools,Gender Differences

The aim of this study is to examine the digital footprint awareness of students while surfing on cyberbullying, cyber security and social networks with demographic data such as class, school, gender, internet usage level. This research was carried out using a descriptive survey model. The study group of the research consisted of 467 volunteer students studying at Anatolian and vocational high schools in Çorum. Research data were collected using the Digital Footprint Awareness Scale for Secondary School Students, Personal Cyber Security Scale, and Cyberbullying Scales for High School Students. The obtained data were analyzed using arithmetic mean, standard deviation, ANOVA, MANOVA, and logistic regression analysis. Because of this research, vocational high school students exhibit more cyberbullying behavior than Anatolian high school students, female students exhibit less cyberbullying behavior than male students, cyberbullying behavior increases as the time spent on the internet increases, and there is no difference according to classes. When the cyber security levels are examined, it is seen that there is no difference according to gender, internet usage level, and classes, but it differs according to the type of school and the Anatolian high school students have higher cyber security levels than the vocational high school students.
Learning Environment and Online Assignment Behaviors as Predictors of the Academic Performance of Low Socioeconomic Status (SES) Junior High Students
Author: Naceanceno, Kendall D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Environment,Electronic Learning,Distance Education,Educational Technology,Academic Achievement,Socioeconomic Status,Junior High School Students,COVID-19,Pandemics,Urban Schools,Grade 7,Grade 8,Grade 9,Science Education,Mathematics Education,Language Arts

The COVID-19 pandemic profoundly impacted the methods of instruction for K12 and higher education institutions around the world. Schools and families were challenged to adapt to online-based modes of instruction with minimal preparation. This study examined the importance of the learning environment and commitment to assignments as predictors of the academic performance of junior high students during the COVID-19 pandemic. We obtained data from 328 seventh through ninth grade students enrolled in an urban school district in the Delta region of Arkansas. Students used the same online learning platform, Lincoln Learning Solutions, receiving instruction in virtual, mixed, or on-site learning environments. We examined the total time spent in each course, overall assignment completion, and average grades for science, mathematics, and ELA. Our results show that when we considered only the learning environment, students in the on-site environment consistently outperformed their peers in the virtual learning environment across all subjects and grade levels, except for mathematics at the eighth-grade level. However, when we also considered students' online assignment behaviors (time spent working on assignments, and number of assignments completed), there was a significant improvement in the prediction of academic performance for mathematics in the seventh and ninth grade, for science at the eighth-grade level, and for ELA at the ninth-grade level.
Design-Based Natural Disaster Education Practices for Primary School Teachers
Author: Akcay, Ahmet Oguz
Date: 2023-00-00
Type: Journal Articles
Subjects: Natural Disasters,Curriculum Design,Elementary School Teachers,Lesson Plans,Teacher Response

The goal of this study was to uncover primary teachers' perspectives on the use of design-based activities in disaster education and to thoroughly examine the plans. The study is designed as a case study. The participants were chosen using the purposeful sampling method. The study included 24 primary school teachers (12 male and 12 female) from various regions of the country. The data collection tools were group-prepared lesson plans and follow-up focus group interviews, which aimed to reveal their experiences and opinions on the lesson plan design process. The data was analyzed using the content analysis method. The findings revealed that the use of design-based activities in primary school, the importance of disaster education in the primary school curriculum, and the importance of disaster education awareness at the primary school level were all highlighted. The primary school teachers' lesson plans were examined, and the themes of drawing attention, design, material, career connections, and assessment-evaluation emerged. The significance of using design-based activities in primary schools, as well as the pedagogical benefits of using design-based activities in disaster education, was emphasized. Despite their abstract nature, natural disasters can be made more understandable through design-based education, particularly for primary school students who are in the concrete operational stage and have limited experience.