ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Public Health Capacity through Online Global Learning
Author: Madhok, Rajan
Date: 2018-00-00
Type: Journal Articles
Subjects: Public Health,Global Approach,Online Courses,Capacity Building,Training Methods,Educational Change,Change Strategies,Models,Learning Strategies,Electronic Learning

Rising disease burden and health inequalities remain global concerns, highlighting the need for health systems strengthening with a sufficient and appropriately trained workforce. The current models for developing such a workforce are inadequate and newer approaches are needed. In this paper we describe a model for public health capacity building through online Global Learning, defined as &quot;innovative, integrated, global opportunities for capacity building through online learning and shared experiences &quot;between&quot; and &quot;within&quot; Low- to Middle-Income Countries and High-Income Countries, in a continuous process that helps health care workers learn as they progress through their careers&quot;. We demonstrate how two programmes, &quot;Peoples-uni&quot; and &quot;NextGenU.org,&quot; have implemented this model using a mix of low-cost and free online learning courses, a global community of volunteer tutors, mentors and peers, and appropriate high quality competence-based content.
Space as a Tool for Analysis: Examining Digital Learning Spaces
Author: Harrison, Michelle
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Environment,Online Courses,Electronic Learning,Online Systems,Computer System Design,Space Utilization,Design Preferences,Educational Technology,Virtual Classrooms

Over the past decade we have seen a rise in the adoption and proliferation of social technologies, and along with these a move to build on the capacity to embrace new pedagogies and practices that can open our boundaries for both teaching and learning. How do we determine what we mean by space specifically in online environments and how can we examine whether our intentions for learning in them are effective? How can these spaces be enacted as learning spaces and how do we design for them? We will need to develop new methods and frameworks for analysis which takes into consideration how we conceive, perceive and enact our digital spaces and how this impacts on our practices and approaches to teaching and learning within these spaces. This paper will explore how we envision space, how a spatial perspective might be used to help assess and design these spaces, and will provide an analytical framework to examine the tensions we encounter when teaching and learning in open digital spaces.
A Display of Patterns of Change in Learners&apos; Motivation: Dynamics Perspective
Author: Sel?uk, Özge
Date: 2017-00-00
Type: Journal Articles
Subjects: Learning Motivation,Group Dynamics,Qualitative Research,Predictor Variables,Postsecondary Education,Case Studies,Semi Structured Interviews,Focus Groups,Goal Orientation,Affective Behavior,Attitude Change,Behavior Change,Second Language Learning,Foreign Countries

Getting to understand patterns and causes of motivational changes experienced by language learners while studying a foreign language can be of significant value. This paper aims to explore patterns of such fluctuations at the tertiary level. Through a dynamic systems perspective, this study employed Retrodictive Qualitative Modelling to generate the learner prototypes. The data were then collected from two distinct cases that represent different motivational prototypes. While the first one manages to have a highly intense goal-directed motivation (Directed Motivational Currents- DMC), the second one does not seem to have DMC. Data concerning ebbs and flows of learners' motivation and affective states in the classes were collected through self-plotted motigraphs over six weeks. The results showed a significant difference between the motivational patterns in the two learners. The first one with an identifiable DMC displayed a more stable pattern on the motigraph and the other one drifted aimlessly without a clear focus. The findings of this preliminary study will be discussed in relation to dynamic theories of motivation. Suggestions for further research will be offered.
Student Perceptions of the Effectiveness of Formative Assessment in an Online Learning Environment
Author: Ogange, Betty Obura
Date: 2018-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Online Courses,Student Attitudes,Questionnaires,Evaluation Methods,Evaluation Research,Difficulty Level,Likert Scales,Assignments,Feedback (Response),Delivery Systems,Undergraduate Students,Foreign Countries,Statistical Analysis

Assessment is an integral part of the teaching-learning process in both conventional and distance education contexts. Literature suggests that with the increase in the use of Information and Communications Technology in the delivery of learning, a number of institutions are resorting to formative assessment practices that are mediated by technology to not only provide flexible and more efficient means of assessment but also attain improved learning outcomes. This paper investigated student perceptions of the effectiveness of different types of formative assessment used in online learning environments. A 31-item questionnaire was used to gather data on student perceptions. On the level of difficulty, students generally perceived the various types of formative assessment as having no significant differences. Results further indicated that students received more prompt feedback from peer assessment and computer-marked assessment, compared to teacher-marked assessment. The findings of this study will support practitioners in eLearning to use formative assessment and feedback mechanisms more effectively to influence student engagement as well as learning outcomes.
Using Future Research Methods in Analysing Policies Relating to Open Distance Education in Africa
Author: Makoe, Mpine Elizabeth
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Research Methodology,Educational Policy,Policy Analysis,Open Education,Distance Education,Higher Education,Educational Change,Access to Education,Technology Integration,Program Evaluation,Prediction,Educational Development,Program Implementation,Information Technology,Comparative Education,Educational Objectives

Many African countries have developed policies to reform their education system in order to widen participation in higher education. To achieve this, open, online and distance education based models have been advocated as the most viable delivery tools in expanding access to higher education. However, the policy analysis of Kenya, Rwanda and Zambia revealed that the integration of open, online and distance education in these countries' education systems is inadequate. The purpose of this study is to analyse policies in order to determine why policy goals are not achieved and how the present reality and the past knowledge impacts on the desired outcome. The future research methods of forecasting is used because it looks at policy interventions with the aim of assisting us to understand probable development in education that may have led to the weak implementation of the policies.
MOOCs for Teacher Professional Development: Reflections, and Suggested Actions
Author: Misra, Pradeep Kumar
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Faculty Development,Cost Effectiveness,Educational Benefits,Instructional Design

Teacher Professional Development (TPD) has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs) can be a cost and resource effective means to complement the traditional methods of professional development of teachers. This optimism is based on the assumption that use of MOOCs will facilitate mass training of teachers as per their convenience and ease. The other assumption is that being MOOCs-based training, it will be easy to adapt it to different cultures and languages. Considering these assumptions, this concept paper which is based on reviews of different reports, documents and research papers discusses the challenges of TPD, reflects upon promises of using MOOCs for TPD; details initiatives and experiences of using MOOCs for TPD; and suggests actions for promoting the use of MOOCs for TPD.
Online Educators&apos; Recommendations for Teaching Online: Crowdsourcing in Action
Author: Dunlap, Joanna C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Online Courses,Teacher Attitudes,Electronic Publishing,Collaborative Writing,Teaching Methods,Higher Education,Inquiry,Communities of Practice,College Faculty,Teacher Role,Educational Practices,Teacher Student Relationship,Teacher Competencies,Success

Over the years, online educators have learned a great deal about what works and does not work when designing and facilitating online courses. During the past few years, we have used crowdsourcing to invite experienced online educators to share their recommendations for teaching online. In this article, we describe our use of crowdsourcing to curate a robust list of online-teaching recommendations, present the recommendations experienced online educators have shared with us, share the themes resulting from our analysis, describe how the themes align with the Community of Inquiry (CoI) model, and discuss how adhering to the crowdsourced recommendations may enhance the design and facilitation of online courses.
A Comparison of Mother-Tongue Curricula of Successful Countries in PISA and Turkey by Higher-Order Thinking Processes
Author: Cer, Erkan
Date: 2018-00-00
Type: Journal Articles
Subjects: Native Language,International Assessment,Comparative Education,Thinking Skills,Cognitive Processes,Success,Educational Quality,Qualitative Research,Web Sites,Content Analysis,Curriculum Evaluation,Curriculum Research,Incidence,Communication Skills,Speech Skills,Listening Skills,Writing Skills,Reading Skills,Foreign Countries,Secondary School Students,Achievement Tests

Purpose: The purpose of the current study is to reveal general qualities of the objectives in the mother-tongue curricula of Hong Kong and Shanghai-China, South Korea, Singapore, and Turkey in terms of higher-order thinking processes specified by PISA tests. Research Methods: In this study, the researcher used a qualitative research design. Mother-tongue curricula were obtained from the official websites of the Ministries of National Education of the researched countries. The mother-tongue curricula of the countries are in an updated form at these official websites. This data was considered in terms of the levels of high-order thinking processes determined by PISA 2015. The data were analyzed in accordance with the content analysis. Findings: Hong Kong and Shanghai-China, and South Korea had the objectives at levels 3 and 4 most, and the fewest at 1a and below. This indicated that the objectives of the mother-tongue of these countries were similar to each other as they reflected higher-order thinking processes at these levels. Singapore included 51 objectives at level 4, although it had the most objectives at level 2 and 3. On the other hand, Singapore had the most objectives at levels 5 and 6. Turkey had the most objectives at levels 2 and 3 and the fewest at level 6. Also, Turkey had the fewest objectives at levels 5 and 6 and the most objectives at levels 1b and below. Implications for Research and Practice: What can be suggested by the current study is to conduct research on how to better objectives for higher-order thinking processes in mother-tongue curricula of countries.
An Evaluation of the Vocabulary in Turkish Textbooks before and after the Constructivist Approach in the Context of Frequency
Author: Diliduzgun, Sukran
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Vocabulary,Constructivism (Learning),Word Frequency,Statistical Analysis,Turkish,Semitic Languages,Indo European Languages,Secondary Education,Morphemes

Purpose: Research shows that students in Turkey are taught to write with much smaller vocabularies than students in other countries. Along with the constructivist approach, the frequency of words used in texts should be high, and unknown words should be at certain levels in order to allow for production, cognizance and creation of information based on existing information. The aim of this research is to analyze the vocabulary in Turkish textbooks before and after the introduction of the constructivist approach on the basis of frequency and origin. Method: The research was conducted using a general screening model composed of the words used in informative texts in Turkish textbooks before and after the introduction of the constructivist approach. With the aid of random sampling, informative texts with &quot;Nature and Universe&quot; themes that were used in 2001-2002 and 2013-2014 in secondary schools were chosen as samples. Frequency and percentage proportions were made in a descriptive way in order to compare the numbers of the same and different lemmas. T-test and Mann Whitney U test were used to determine meaningfulness. Findings: While there is not a significant difference in frequency between TBCA and TACA in the Turkish, Arabic, Persian and western-based words. It has been determined that, among words that do not have synonyms, the same book after the introduction of the constructivist approach shows a preference for words used with less frequency. Implications for Research and Practice: The word lists for each level should be made in the context of frequency of use in textbooks.
From EAP to ESP: A Teacher&apos;s Identity Development
Author: Chang, Karen Chung-chien
Date: 2017-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Language Teachers,Professional Identity,Interdisciplinary Approach,Personal Narratives,Teacher Education,Foreign Countries,Teacher Role,English for Academic Purposes,Diaries,Teacher Attitudes,Reflection,Faculty Development

In the past two decades, different aspects of teacher identity have been widely studied and discussed. However, in the field of English language teaching, the issue of identity among English for Specific Purposes (ESP) teachers seems to be an under-researched topic. This study focused on the narratives of a teacher to gain insight into her identity development during the process of becoming an ESP instructor. Data collection tools included initial reflection (before ESP instruction), learning journal, teaching journal, face-to-face meeting, and follow-up interview. Using the categorical analysis method, the study broke the collected texts into smaller units for descriptive treatment and examined some linguistic characteristics of this participant. The findings indicated an ESP teacher has to be prepared for extensive learning, be engaged in interdisciplinary collaboration, meet the expectations of trouble-shooting for a variety of problems, and undertake multiple tasks during lesson delivery. Most importantly, from EAP to ESP teaching, a teacher faces constant adjustments in teaching approach, lesson pace, and class activity. Therefore, new ESP teachers should be prepared for potential challenges in reconciling identity conflicts for professional growth.
Imagined Identities and Investment in L2 Learning
Author: Wu, Hao-yu
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Learning,Self Concept,English (Second Language),Second Language Instruction,Social Capital,Qualitative Research,Case Studies,Correlation,Language Teachers,Foreign Countries,High Achievement,Masters Programs,Graduate Students,Sociocultural Patterns,Student Attitudes,Teacher Education,Semi Structured Interviews

Imagined identity, referring to the ideal self that L2 learners aspire to become in the future (Norton &amp; Toohey, 2011), has been identified as a critical factor that could guide learners to make a learning investment that they believe would in turn reward them with the social capital for which they yearn (Kanno &amp; Norton, 2003). This qualitative case study explores the relationship between imagined identity and investment through the analysis of English learning histories of three high achieving EFL learners in Taiwan. The findings reveal that the participants' different imagined identities constructed under the influence of particular social and personal factors influenced their choices of investment in different learning stages. Limited imagined identities as English learners confined their learning investment to the school context while more extended imagined identities such as an expert English user and English teacher guided them to make more varied investment in both formal and informal contexts. In addition, it was found that while the participants' imagined identities could act as a beneficial impetus for action, motivating them to make corresponding investments in their learning contexts, they also play a negative force, triggering the participants' resistant acts that led to reduced learning investment. In light of the results, some practical pedagogical implications and suggestions for future research are provided to add to the field of learning and teaching foreign languages.
Exploring Taiwanese Preservice Teachers&apos; Identity Construction in the Context of Service-Learning: Conflict and Development
Author: Tseng, Ming-i Lydia
Date: 2017-00-00
Type: Journal Articles
Subjects: Service Learning,Preservice Teachers,Student Attitudes,Professional Identity,Foreign Countries,Language Teachers,Asians,English (Second Language),North Americans,Teacher Collaboration,Correlation,Confucianism,Cultural Influences,Psychological Patterns,Teacher Education,Qualitative Research,Case Studies,Student Journals,Semi Structured Interviews,Observation

Language teacher identity (LTI) has gained prominence in second language education in the recent two decades, particularly the complexity of identity construction in the changing context shaped by local and global forces. This study adds to recent work on LTI by exploring how Asian teachers of English as a foreign language (EFL) constructed their professional identities in the context of service-learning. Adopting the theoretical framework based on the perspectives of identity-in-practice and identity-in-discourse, the present research investigates eight Taiwanese preservice teachers' identity construction, as they worked with their American collaborators to teach English to Taiwanese elementary school pupils. Data analysis reveals that initially, as the preservice teachers drew upon and negotiated two dominant discourses which are associated with educational models in Confucian heritage culture (CHC) and American culture, they experienced conflict between their desired identities and the identities available to them. However, when the preservice teachers participated in relevant social practices from their service-learning experiences, they managed to reconcile identity conflict by appropriating discourses, which led to empowerment in identity development. Based on the findings, this study discusses implications for future research and the provision of support in preservice teacher education to handle identity conflict and facilitate identity development.
High School Students&apos; Exercise-Related Stages of Change and Physical Activity Self-Efficacy
Author: Cengiz, Cevdet
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Students,Physical Activities,Self Efficacy,Multivariate Analysis,Exercise,Physical Activity Level,Adolescents,Case Studies,Factor Analysis,Foreign Countries,Student Surveys,Barriers,Statistical Analysis

Purpose: The existing literature has shown that the amount of sedentary time during early adolescence is low. This decrease is more pronounced among girls than boys. Therefore, the purpose of this study is to analyze high school students' exercise-related stages of change (ESC) and physical activity self-efficacy (PASE) for overcoming barriers with respect to gender, age, and school type. Research Methods: The survey method, which employed stratified sampling based on the total number of students at each school, was used to select participants (n = 393). Findings: According to the results, male students were at more advanced stages of change and had higher levels of self-efficacy for overcoming barriers than their female counterparts. The distribution of high school students across the stages of change was: inactive stages (n[subscript precontemplation, contemplation, and preparation] = 216, 54.9%) and active stages (n[subscript action and maintenance] = 177, 45.1%). Gender [ESC X[superscript 2] (4, n = 393) = 14.64, p = 0.01] and the type of school [X[superscript 2] (20, n = 393) = 39.42, p&gt;0.05] were not significantly related to ESC. MANOVA indicated that self-efficacy was related to ESC (Pillai's Trace = 0.09, F[subscript (12,678)] = 1.92, p&lt;0.05). On the other hand, there was no significant difference in self-efficacy based on age, gender, or school type (p&gt;0.05). Implications for Research and Practice: The sex of students was a significant variable affecting ESC. In addition, the results indicated that lower level of ESC and less PASE exist among female students. Further research should focus on cultivating girls' exercise habits with the goal of improving exercise behavior intention and self-efficacy for overcoming barriers via stage-specific interventions.
Taiwan-Educated Teachers of English: Their Linguistic Capital, Agency, and Perspectives on Their Identities as Legitimate English Teachers
Author: Liao, Pei Chia
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,Language Usage,Professional Identity,Second Language Instruction,English (Second Language),Qualitative Research,Case Studies,Language Attitudes,Knowledge Base for Teaching,Language Skills,Coding,Data Analysis,Semi Structured Interviews

NNESTs have diverse educational backgrounds. For example, a number of non-native English-speaking teachers (NNESTs) have obtained their degrees abroad in English-speaking countries and have returned to their countries in English-as-a-foreign-language (EFL) contexts, working alongside NNESTs who have been educated domestically. Yet, little is known about how such EFL-educated NNESTs assert their identities as legitimate English teachers while encountering those colleagues who have been educated in English-speaking countries as well as those who are native English speakers. Few studies have illustrated the complexity and tensions EFL-educated NNESTs encounter as they position themselves as legitimate English educators and English speakers. Focusing on two Taiwan-educated Taiwanese teachers of English and drawing on concepts of capital and agency, this qualitative case study investigates how the linguistic capital of the English language serves as an essential prerequisite for being considered legitimate English educators in Taiwan. This study also examines why earning this highly-valued linguistic capital and being able to turn their capital-gaining experience into one of their pedagogical resources enabled Tera and Guan to assert themselves as legitimate English teachers, in considering the sociopolitical, institutional, and teaching contexts where these teachers worked. This study also offers an analysis of the interconnectedness of agency and capital. Lastly, it further examines how the teachers did not think they shared the ownership of the English language, despite being excellent English speakers and users. Suggestions are provided for NNEST pre-service language teacher education and ongoing professional development.