ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing for English-Speaking Professional Communities: Navigating L2 Learners&apos; Linguistic Identity in L1-Dominant Professional Communication Courses
Author: Kwon, Monica Heejung
Date: 2018-12-00
Type: Journal Articles
Subjects: Native Language,Second Language Learning,Undergraduate Students,Language Role,Student Attitudes,English (Second Language),Self Concept,Models,Native Speakers,Multilingualism,Language Dominance,English for Special Purposes,Professional Education,Second Language Instruction,Business English,Foreign Students,Student Motivation

The present study investigated how L2 students in L1-dominant upper-level undergraduate professional communication courses self-identify their needs in undertaking collaborative tasks such as writing professional documents and preparing for group presentations with L1 students. A survey was conducted on L2 students in these upper-level professional communication courses to explore how they negotiate the role of English as an international language and self-perceptions of their linguistic identity in communicative contexts in which they prepare for English-speaking professional communities. The results showed that L2 students in this study plan to pursue careers in English-speaking environments post-graduation, however, have a certain degree of anxiety in an L1-dominant environment. Many L2 students indicated in the results that they were self-conscious about their &quot;non-native&quot; status, which might have accounted for the kinds of support (e.g., more support from domestic students) wanted by L2 students as shown in the survey. This was further discussed in relation to the notion of &quot;imagined communities&quot; (Kanno &amp; Norton, 2003) and native speaker model was revisited to discuss the results from critical perspectives, along with &quot;functionalist polymodel approach&quot; (Berns, 2006; Kachru, 1981; Van Horn, 2006) as a potential resource to consult to teach multilingual students in an L1-dominant environment.
Attitude of Grade 12 SHS Academic Tracks Students towards Speaking in English
Author: Canceran, Donita-Jane B.
Date: 2018-12-00
Type: Journal Articles
Subjects: Grade 12,High School Seniors,English (Second Language),Language Attitudes,Academic Education,Track System (Education),Foreign Countries,Gender Differences,Limited English Speaking,Language Proficiency,Positive Attitudes,Speech Communication

The matter of learner's attitude is acknowledged as one of the most important factors that impact on learning language. Hence, this study aimed to determine the attitude of students toward speaking in English as it employed descriptive-correlational method to describe their profile and their attitude. It also ascertained the relationship between the students' attitude towards speaking in English and their profile variables and the difference of their attitude when grouped by strand and by sex. The data were collected from Grade 12 Senior High School Academic Track students with the use of the English Speaking Attitude Questionnaire (ESAQ). Results show that both HumSS and ABM strand students have positive attitude towards speaking in English and that speaking in English is important to them in general. Interestingly, however, these students admitted that they do not speak English well, are worried about making mistakes when they speak English and are afraid of being laughed at when they make mistakes in speaking. The students also believe that they need to learn speaking in English because they might need it in their future job and that practicing it will make them better speakers of English. The study found no significant difference in the attitude of the students towards speaking in English when grouped according to strand and sex. The implication of these results redounds to the emphasis on the importance of classroom motivation to improve students' attitude towards speaking in English.
The Impact of 3CM Model within Blended Learning to Enhance Students&apos; Creative Thinking Ability
Author: Wahyudi, Wahyudi
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,Creative Thinking,Thinking Skills,Models,Mathematics Instruction,Problem Solving,Program Effectiveness,Creativity,Teacher Education Programs,Elementary Education,Preservice Teachers,Technology Uses in Education

Creating an enjoyable atmosphere and fostering creativity are the two most required components in learning mathematics. Hence, creativity would enable students to formulate something new. In addition, creativity is one of the most important and highest competencies in Bloom's latest taxonomy. Furthermore, it is necessary to be possessed by everyone including prospective teachers. Not only for producing products in the form of objects, but the term creative also refers to problem solving in mathematic problems. This research is conducted to obtain a detail description regarding the impact of 3CM learning model among blended learning toward the enhancement of students' creative thinking skills in mathematical problem solving. To achieve this goal, a pre-experimental design with one group pre-test post-test design pattern is chosen. Creative thinking skills are measured by test techniques and are emulated with observation techniques. Observations were performed when students worked on the test. The impact of 3CM learning with blended learning seen from test results paired sample T tests with the help of SPSS program a that are acquired from close ended questionnaire techniques. The results show that the average of pre-test is 60.51 and the average of post-test is 75.96. As for the results of paired T tests is the test got sig value (2-tailed) 0.000, and hence there was a significant gap among the results of pre-test and post-test. All of these results imply that 3CM learning within blended learning is undoubtedly able to increase students' creativity in solving mathematical problems. This is due to the learning situation and activities which push students to do systematic thinking. It was started by criticizing the enchanting contextual problems, creating creative products based on particular mathematical concepts, and ended by having meaningful reflection.
Physical Visualization of Math Concepts Using Lego Mindstorms
Author: Suárez-Gómez, Andrés-David
Date: 2020-00-00
Type: Journal Articles
Subjects: Visualization,Teaching Methods,Educational Experience,Mathematics Instruction,Mathematical Concepts,Graduate Students,Interdisciplinary Approach,Robotics,Instructional Effectiveness,Student Motivation,Computer Assisted Instruction,Computer Software,Student Attitudes

Educational robotics has become one of the most effective methods to teach STEM concepts in a practical and didactic way at all educational level. In this context, the LEGO Mindstorms robotic platforms have been widely used due to their versatility ease of use and modularity. Despite this, most of the papers focus on K-12 and undergraduate levels, with little information reported in the literature about educational experiences at the graduate level. This article deals with the use of educational robotics for the teaching of mathematical concepts at the graduate level, and more specifically on the physical visualization of metrics (Euclidean, Taxicab, and Infinity), and the convergence of Cauchy sequence using a mobile robots LEGO Mindstorms NXT. The educational experience was applied to a group of graduate students who offered good comments on this type of educational activity and its usefulness to understand the mathematical concepts addressed. It was observed that this type of educational experiences motivates students to use mathematical concepts in interdisciplinary problems and encourages them to understand their functionality and application in the real world.
Identifying Challenges and Benefits of Online Education for Students with a Psychiatric Disability
Author: Murphy, Ann
Date: 2019-00-00
Type: Journal Articles
Subjects: Mental Disorders,At Risk Students,Online Courses,Electronic Learning,Educational Technology,College Students,Student Attitudes,Program Effectiveness,Barriers,Time Management,Attention,Web Sites,Navigation (Information Systems)

Students with a psychiatric disability (PD) represent a growing demographic on college campuses nationwide. Concurrently, the ubiquity of online learning has served as a powerful accessibility tool for students with a PD to obtain postsecondary education and may possess certain benefits for this population over traditional classroom learning. This study collected surveys from 1,665 college students taking online courses at a large northeastern public university in the Spring 2015 semester. We assessed the frequencies of response selections by students with a PD when answering questions related to why they chose to take an online course, and the benefits and challenges associated with online courses. Additionally, we conducted chi-square analyses comparing the responses of students with a PD to those without a PD to assess between group differences. Results indicated similarities between the groups regarding the benefits of online learning as well as reasons for choosing to enroll in an online course. However, there were differences in perceived challenges to online learning. Specifically, students with a PD endorsed the challenges of time management, difficulty concentrating, and difficulty navigating the course website at a higher rate than students without a PD.
Predictors Associated with College Attendance and Persistence among Students with Visual Impairments
Author: Schuck, Lydia
Date: 2019-00-00
Type: Journal Articles
Subjects: Predictor Variables,College Attendance,Academic Persistence,Visual Impairments,Blindness,Students with Disabilities,Parent Attitudes,Expectation,Tutoring,Academic Support Services,Self Disclosure (Individuals),Self Determination,Visually Impaired Mobility,Interpersonal Competence,Assistive Technology,Independent Living

Students who are blind or visually impaired are attending college at higher rates than ever before but are not achieving comparable academic outcomes to peers without disabilities. The variables that are associated with success in the college context among students who are blind or visually impaired have not been quantitatively examined. In this study, the researchers analyzed data from the second National Longitudinal Transition Study (NLTS2; SRI International, 2000). The NLTS2 provided a nationally representative sample of youth who were blind or visually impaired. The authors sought to determine statistical predictors of college attendance and persistence. College persistence was defined as earning 30 credits, equivalent to the attainment of sophomore status. An earlier exploratory factor analysis had identified factors, which the authors used in in this study to perform the regression analyses of attendance and persistence. Parent expectation of a youth's attendance was the variable most strongly associated with college attendance. Youth whose parents expected them to attend college were nearly eight times as likely to attend, compared with youth whose parents did not expect them to attend college. The student's ability to find academic help from sources outside of university-provided supports was the variable most strongly associated with persisting to at least 30 credits. Students who reported finding help outside of university-provided supports were four times as likely to persist to 30 credits. Recommendations are made to school personnel, university personnel preparation programs, and university disability services professionals.
Uses and Integration of Augmented Reality in the Educational Cooperatives of Andalusia (Spain)
Author: López-Belmonte, Jesús
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Simulation,Foreign Countries,Technology Integration,Electronic Learning,Handheld Devices,Information Technology,Cooperatives,Technological Literacy,Educational Innovation,Pedagogical Content Knowledge,Age Differences,Teacher Competencies,Work Experience,Geographic Regions,Secondary School Teachers,Information Literacy

The use of mobile devices in classrooms is becoming more and more common. The introduction of these resources to produce learning is part of the mobile learning methodology. Among the possibilities of these devices provide we can find, as an emerging technology, augmented reality, which combines elements of the real world with virtual images. The purpose of this paper is to know the impact of the augmented reality in the educational cooperatives of Andalusia. In this regard, educational cooperatives are centers characterized in their origin by promoting the development of methodologies based on Information and Communication Technologies (ICT). The data collection instrument used in this questionnaire is a quantitative methodology of a descriptive nature. The questionnaire was prepared ad hoc according to the existing literature and the answers coded on a Likert scale. The results show that only a minority of teachers implement the augmented reality in their classes. In addition, there are statistically significant differences in terms of professional experience, so that younger teachers tend to implement methodologies based on the use of emerging mobile technologies such as augmented reality. Finally, it is emphasized that despite the constant technological advance of mobile devices in society, their application in the classroom occurs slowly.
&quot;It&apos;s All in Your Head:&quot; Students with Psychiatric Disability Navigating the University Environment
Author: Kain, Suanne
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Mental Disorders,Social Bias,Symptoms (Individual Disorders),Coping,Students with Disabilities,School Personnel,Role,Social Support Groups,Barriers,Stereotypes

The number of students in higher education with psychiatric disabilities is rising; about one in three undergraduates identify as having some type of mental health condition (U.S. Dept. of Education, 2014). This qualitative study explores the experiences of 14 college students with one or more psychiatric disabilities (PD), who were receiving accommodations at a mid-sized four-year public university. Semi-structured interviews were transcribed, and four major themes were identified through inductive thematic analysis: (a) the effects of stigma on the university experience, (b) the impact and effect of the symptoms of PD for students in the university environment, (c) strategies for coping with the disability in the university environment, and (d) the role of social support from university faculty and staff. The findings of the research, their salience to the educational success of students with PD, and recommendations for improved outcomes are reported.
Self-Determination of College Students with Learning and Attention Challenges
Author: Wu, I-Chen
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Determination,Students with Disabilities,Learning Disabilities,Attention Deficit Hyperactivity Disorder,State Universities,Student Attitudes,Gender Differences,Academic Support Services,College Freshmen,Goal Orientation,Self Advocacy,Academic Accommodations (Disabilities)

Among students with disabilities, the largest two groups in postsecondary educational settings are students with specific learning disability (SLD) and students with attention deficit hyperactivity disorder (ADHD). These students can experience difficulty in achieving goals in academics and their personal lives. At the University of Arizona, the Strategic Alternative Learning Techniques Center provides comprehensive services for approximately 600 students with learning and attention challenges. This study aimed to explore students' perceptions of self-determination to improve the quality of departmental programing with better preventions and interventions. The AIR Self-Determination Scale was completed by 641 participants. Using both quantitative and qualitative methods, the research team gained an in-depth understanding of the enrolled students. Overall, most students viewed themselves as &quot;sometimes&quot; performing self-determined behaviors and &quot;almost always&quot; to &quot;always&quot; provided opportunities. Moreover, they had a high level of &quot;Thinking&quot; and medium level of &quot;Doing&quot; and &quot;Adjusting.&quot; When comparing students by gender, ethnicity, and disability groups, female students' perceptions of self-determination were significantly higher than male students; no significant differences across ethnicity categories were found; SLD group's rating was the highest. Adopting a general inductive approach, three main themes, &quot;Academic Goals, Health Goals, and Employment&quot; and &quot;Finance Goals,&quot; were identified. Awareness of different demographic groups, myth busting, and supports were also discussed to provide useful strategies for college students with learning and attention challenges.
Aware, but Don&apos;t Really Care: Student Perspectives on Privacy and Data Collection in Online Courses
Author: Vu, Phu
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Privacy,Data Collection,Online Courses,Learning Analytics,Educational Research,Electronic Learning,Integrated Learning Systems,Graduate Students,Undergraduate Students,College Faculty,Use Studies

The purpose of this study was to examine student viewpoints about privacy and personal data collection in online courses in U.S. higher education settings. Results of data analysis revealed that students were aware that their learning behaviours (such as login frequency, pages viewed or clicked, and learning profiles) could be monitored and recorded by their instructors. Additionally, they were not concerned about their learning behaviours being monitored, recorded, or collected for academic research, and used for instructional/teaching improvement purposes. There was no evidence of significant difference between students' gender (female and male) in terms of their awareness and concern about their privacy in online learning settings.
Use of Scientific Argumentation by Deaf/Hard-of-Hearing Students in Environmental Science Topics
Author: Ross, Annemarie D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Education,Science Process Skills,Persuasive Discourse,Postsecondary Education,Deafness,Hearing Impairments,Students with Disabilities,English Language Learners,Culturally Relevant Education,Environmental Education,Discourse Analysis,Equal Education,Access to Education,Science Instruction,Teaching Methods,Scientific Literacy

Deaf/hard-of-hearing postsecondary students may have some misconceptions surrounding scientific concepts that might be partially ascribed to a lack of access to culturally-responsive forms of pedagogy. The Deaf and hard-of-hearing community is diverse in communication modes, including those who use American Sign Language as their primary language, and therefore, some students from this population may display characteristics similar to English Language Learners. Through classroom discourse analyses and interviews, we found a general lack of persuasion characteristics used by most students in an environmental science unit, and that the lack of higher-level scientific argumentation skills seemed to be related to students not having prior exposure to persuasive strategies. With the goal of improving Deaf and hard-of-hearing students' equitable access to quality science education, strategies should be considered in teaching approaches, and results suggest the need to include scientific argumentation tasks within sociocultural learning contexts. Ultimately, the goal is to work toward educating and engaging Deaf and hard-of-hearing students in science inquiry and improving the environmental scientific literacy of this underrepresented group.
Size Only Matters if You Have Vision: An Exploration of An Urban E-Learning Cluster
Author: Barbour, Michael
Date: 2019-00-00
Type: Journal Articles
Subjects: Urban Education,Electronic Learning,Secondary Schools,Virtual Classrooms,Distance Education,Foreign Countries,Technology Uses in Education,Educational Change,Resistance to Change

Historically, primary and secondary distance education in New Zealand has focused on providing opportunities for rural students. With the advent of Tomorrow's Schools in 1989, the need for rural schools to compete with urban schools in terms of their curricular offerings was one reason for creating e-learning clusters that would eventually become the Virtual Learning Network (VLN). After 25 years of practice, there is a growing body of research into these rural e-learning clusters. However, in 2011 the HarbourNet cluster became the first active, and sustained, urban-based VLN programme. This study begins to address the lack of research into urban e-learning by exploring the challenges HarbourNet was able to overcome to become a successful member of the VLN.
See3D: 3D Printing for People Who Are Blind
Author: Karbowski, Caroline Frances
Date: 2020-00-00
Type: Journal Articles
Subjects: Blindness,Printing,Spatial Ability,Tactual Perception,Stimuli,Models,Accessibility (for Disabled),Program Effectiveness,Printed Materials,Attitudes

Objects such as snowflakes, castles, and butterflies have become more than just words when explored as a 3D print. The founder's passion for braille led to the creation of the program See3D, which organizes the printing and distribution of 3D printed models for people who are blind. 3D prints such as DNA, cells, animals, constellations, telescopes, historic landmarks, logos, and maps were created to fulfill requests by people who are blind for tactile learning tools. Recipients shared their feedback on how to improve the models, and the printing and distribution service. See3D seeks to spread awareness about accessibility by presenting at technology fairs and demonstrating to students how to work 3D printers. A culmination of research and interactions with people who are blind, blindness organizations, educators, and scientists on how 3D printing has impacted those who are blind and sighted added to the development of See3D. Currently, See3D is a tax-exempt, nonprofit 501(c)(3) organization that has distributed more than 800 models to people in the United States and around the world, and continues to build its network of volunteers and collaborators.
Hands-On Science Camp for K-12 Students in Taiwan Who Are Blind or Visually Impaired
Author: Chiu, Ying-Ting
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Visual Impairments,Blindness,Hands on Science,Summer Programs,Camps,Science Activities,Elementary Secondary Education,Mathematics,Chemistry,Physics,Biology,Science Instruction,College Students,Program Effectiveness,Student Attitudes

The Yuan T. Lee Foundation Science Education for All (YTLF) has implemented a science camp for students with visual impairments in central Taiwan since 2009. The implementation of the camp serves as an informal science education practice model that informs curriculum design and development, personnel preparation and organization, as well as perceptions toward students with visual impairments. This article gives an overall introduction to the implementation of the camp in addition to the ideas and the outcomes.