ethanporcaro/eric-fulltext-meta huggingface dataset:
A Qualitative Inquiry of K-12 Teachers&apos; Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources
Author: Tang, Hengtao
Date: 2020-09-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Teaching Experience,Open Educational Resources,Barriers,Curriculum Implementation,Technology Integration,Teacher Attitudes

Teachers in K-12 schools have shown an increasing desire for open educational resources (OER) to ensure all students can learn effectively. OER provide teachers with free access to open-licensed educational resources that they can retain, reuse, revise, remix, and redistribute for personalized instruction. Open educational practices (OEP) have been considered a pathway to reinforce the acceptance and readiness of K-12 teachers to use OER. This research thus showcases a qualitative study that investigates teachers' experiences with OEP. This research explains K-12 teachers' perceived benefits of implementing OER and also discusses their perceived barriers hindering OER usage in K-12 settings. The study also discusses the practical implications of integrating OER in K-12 curriculum.
Research Trends in Mobile Learning
Author: Yildiz, Gizem
Date: 2020-09-00
Type: Journal Articles
Subjects: Educational Trends,Educational Research,Electronic Learning,Handheld Devices,Trend Analysis,Distance Education,Research Methodology,Sample Size,Intellectual Disciplines,Data Collection,Data Analysis

A total of 1023 selected articles published in 2016-2019 related to mobile learning were examined and classified according to the categories in this research: 40% of these articles used quantitative approaches, 18% of them used mixed, and 13% of them were literature reviews. The published studies were analyzed according to research model, sample size, sample level, learning fields, subject-area classification, data collection tool, data analysis technique, dependent variable, independent variable, mobile device, number of authors, and publication year. The findings were analyzed and interpreted as a percentage and frequency. This research will be useful for reviewing current research trends related to mobile learning studies, indicating potential research on the topics, and revealing the needs of the field.
An Investigation of Factors Responsible for Sustaining Students Motivation in E-Learning System
Author: Tufail, Mubeshera
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Motivation,Electronic Learning,Teacher Student Relationship,Student Attitudes,Self Efficacy,Self Esteem,Management Systems,Phenomenology,Nonverbal Communication,Computer Mediated Communication,Foreign Countries,College Students,State Universities

An e-learner is more at risk of being demotivated because of limited/no face-to-face interaction with his/her instructor and class fellows. The purpose of this research study was to analyze the status of attention, relevance, confidence and satisfaction of students while studying in an e-learning system. The ARCS model, i.e., named after its four main factors: Attention, Relevance, Confidence and Satisfaction, was used as a theoretical framework for collecting information from students about various aspects in e-learning system which motivated them to learn. The research study involved phenomenological inquiry method. The population for the research study was all the students of a public sector university of Pakistan using e-learning system. Convenience sampling was used to approach twelve participants for data collection for the study. The data was collected through semi-structured interviews. The memos and audio-recording helped the researcher during the data collection to record responses, body language and facial expression of participants. Axial coding was used to analyze the data. The students were of the view that e-learning system is very helpful to continue education while doing job. The study recommends to use online synchronous mode of communication frequently to build a virtual bond among students and their teachers.
A Survey of Quality of Guidance Services at Allama Iqbal Open University
Author: Bibi, Nafees
Date: 2018-00-00
Type: Journal Articles
Subjects: Open Universities,Distance Education,Foreign Countries,Study Centers,Tutoring,Workshops,Student Personnel Services,Academic Support Services,Guidance Programs,Student Welfare,Program Effectiveness,Program Improvement,Individual Development,Counseling Services

Provision of dynamic guidance services is an important aspect of any educational system of a country. Because of changes in the life style of people and working patterns in various sectors due to scientific and technological developments, several problems have also come up which are linked to various aspects of education, vocational training, social life, political system, health and well-being, religion-moral and spiritual values. This paper focused on improvement of guidance services in Pakistan with a special reference to open and distance learning -- the Allama Iqbal Open University, since the presence of a proper system of guidance becomes even more crucial when the element of distance becomes part of the educational process. Main objectives of this research were to study the quality status of guidance services at Allama Iqbal Open University and some measures for improvement. The present study entails a qualitative research of the guidance services at AIOU for measures that can be taken to improve the existing framework of guidance services at the Allama Iqbal Open University. The current guidance services at AIOU need to be updated and redesigned.
Students&apos; Visual Thinking Ability in Solving the Integral Problem
Author: Sholihah, Ummu
Date: 2020-06-00
Type: Journal Articles
Subjects: Visualization,Problem Solving,Thinking Skills,Mathematics Education,Visual Aids,Islam,Public Colleges,College Students,Foreign Countries,Geometry,Algebra,Calculus,Mathematical Concepts,Concept Formation

Visual thinking plays an essential role in solving problems and in learning mathematics. Many students do not understand how to graphically or geometrically represent problems and solve algebra problems. Visual thinking is the ability, process, and results of creating, interpreting, using, and imagining images and diagrams on paper or with technological tools, describing and communicating information and ideas, developing ideas, and understanding improvement. This research describes students' visual thinking ability to solve integral problems. The approach used in this study was descriptive qualitative. The subjects in this study were three students from the Department of Mathematics Education at the State Islamic Institute of Tulungagung. The data were collected by using tests and interviews. The steps to analyze the data were categorization, reduction, exposure, interpretation, and conclusion. Based on the analysis of students' visual thinking skills in solving integral problems, there were three levels of visual thinking: semi-local visual, local visual, and global visual. At the semi-local visual level, students could only understand algebraically, and they have not shown it graphically at all. Meanwhile, at the local visual level, they have already understood geometry as an alternative language and been able graphically represented problems or concepts, even though it was not perfectly done yet. While on a global visual level, they could perfectly visualize visual thinking indicators, understand algebra and geometry as alternative languages for problem-solving, extract specific information from diagrams, graph problems, and use them to solve problems perfectly.
Exploring Senior High School Student&apos;s Abilities in Mathematical Problem Posing
Author: Muhtarom, Muhtarom
Date: 2020-02-00
Type: Journal Articles
Subjects: High School Students,Mathematics Skills,Secondary School Mathematics,Mathematical Applications,Problem Solving,Foreign Countries

The ability of problem posing is very essential for the student's. However, there are still many students who don't realize the importance of these abilities. This research describes the senior high school student's ability in mathematical problem posing, especially in the material system of linear equations in three variables. Research data were collected from 7 student's using written test and interview techniques. The validity of the data used triangulation methods by comparing the results of written tests and interviews. Data were coded, simplified, presented, and triangulated for the credibility and conclusion drawing. The results show that there were still very few students who have all three classifications of problem posing abilities, namely pre-solution posing, within-solution posing, and post-solution posing. Students who have the ability of pre-solution posing can ask questions based on the data provided and can arrange problem solving. Students who have the ability of within-solution posing can write what is given and asked of the problem, raise supporting questions which is relevant to the problem and arrange solutions to the supporting questions and problems that are given correctly. Students who have the ability of post-solution posing can raise similar mathematics problem after solving the problem. Students can also arrange solutions to problems that have been made. Teacher needs to practice pre-solution posing, within-solution posing, and post-solution posing to the students.
An Analysis of Knowledge in STEM: Solving Algebraic Problems
Author: Hoon, Teoh Sian
Date: 2020-07-00
Type: Journal Articles
Subjects: STEM Education,Algebra,Problem Solving,Word Problems (Mathematics),Error Patterns,Undergraduate Students,Student Attitudes,Knowledge Level,Foreign Countries,21st Century Skills

This study was conducted to assess the students' level of abilities in solving algebraic word problems which is a main component in Science, Technology, Engineering and Mathematics (STEM). It also aims to determine the students' difficulties in solving these problems by using Newman's Model of Error Analysis (NMEA). Furthermore, this study was conducted to investigate the attitudes of undergraduate students towards STEM and its relationship to the achievement of the test. The instruments are a test on algebraic problems and a set of questionnaire on attitudes towards STEM. The test which was validated by an expert from a university was adopted and adapted from a problem solving source. The test contained questions from one of the main areas of algebra which focused on two parts namely algebraic knowledge (AK) and algebraic knowledge in the context of science (AKCS). There were a total of 63 undergraduate mathematics education students who took part in this study. This study was carried out using the mixed-methods qualitative approach. The result showed that the majority of the students have a low level of algebraic knowledge as well as algebraic knowledge in the context of science. For the attitude towards STEM, findings displayed that the majority of the students were interested and gave positive attitude towards STEM.
Exploring Students&apos; Creative Thinking in the Use of Representations in Solving Mathematical Problems Based on Cognitive Style
Author: Nugroho, Aryo Andri
Date: 2020-06-00
Type: Journal Articles
Subjects: Creative Thinking,Problem Solving,Mathematics Activities,Cognitive Style,Grade 8,Junior High School Students,Foreign Countries,Symbols (Mathematics),Verbal Communication,Visual Aids

Creative thinking is the cognitive activities that process the received information to produce new representations. Therefore, it is necessary to develop creative thinking and represent a problem. This study aims to investigate the students' creative thinking processes based on representation in solving mathematical problems reviewed from cognitive style. Qualitative research was used as a procedure of the study. The data was collected through MFFT questionnaires, mathematics problem tests, and interviews. This research involved 31 eighth-grade students at one of junior high school in Kendal regency, Central Java. Those two subjects represented the reflective and impulsive cognitive styles that have been selected based on their mathematical abilities. The data was analyzed through iterative method. The results of the study showed that both subjects demonstrated a different performance in solving problem. In term of fluency, both subjects used visual representations in interpreting information. On the originality, the reflective subject used symbolic representations. while the impulsive one used symbolic and verbal representations in constructing the mathematical expressions. However, both of them have not yet created new ideas in solving problems. Moreover, on the flexibility, these both subjects used visual and symbolic representations that could solve the problems by utilizing the environment objects towards the interpret problems into mathematical expressions. However, the reflective subject made a mistake in elaborating the formula as well as the impulsive subject can do it. These results indicated that both subjects have used the representation of each indicator of creative thinking in solving problems.
An Examination of the Rational Model in Business Education in the Greater Bay Area (Guangdong, Hong Kong, and Macau) for Curriculum Revision and Development Aimed at Improving Graduates&apos; Employability Potential
Author: Carter, Jason Lee
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,Business Administration Education,Curriculum Development,Employment Potential,College Curriculum,Decision Making Skills,Models,Administrator Attitudes

The rational action models are techniques and processes of decision-making from data for effective decision-making. Business leaders are strategizing for their futures for their future employment needs in the Greater Bay Area region of Hong Kong, Macau, and the Guangdong province. Tertiary business curriculum revision and development efforts are focused on properly preparing graduates' productive decision-making skill sets that ultimately increases their employability. This qualitative study examines the perspectives of regional business leaders for the knowledge and use of rational action in their own companies, the need or not for the rational action model in future employment decisions, and their take on the rational model inclusion in business curriculum. The purpose is determining what entanglements rational action has in delivering on business leaders' expectancies in their employment decisions. The findings indicate a strong use by business leaders of rational action and a desire for new graduates to be proficient in rational decision-making, but without a cohesive expression between the three major areas of how to affect curriculum enhancement efforts. The conclusion is a positive demand for rational models to be included in curriculum revision and development efforts, but dependent on the tertiary institutions themselves for design. Recommendations focus on the rational action model in studies of a similar nature but focused on other regions where emerging economies are focusing on the business education enhancements.
Assessing Higher Education in the COVID-19 Era
Author: Kumar, Rahul
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,Disease Control,Educational Technology,Technology Uses in Education,Ethics,Privacy,School Closing,Online Courses,Educational Change

COVID-19 has changed how universities operate. The changes are in all spheres and caused by demands of social distancing rules predominantly mediated by various digital technologies. Applying Bauman's (1993) ethics of technology on newly initiated assessment practices, this article raises ethical concerns of relying on solutions solely manufactured by technology companies without professors' and students' input, various considerations of privacy, and overall ethical concerns that the use of any new technology raises. The article concludes by beseeching all stakeholders to collaborate to construct the tools for tomorrow that meet pedagogical needs without compromising Bauman's ethical concerns.
COVID-19 and the Ongoing Problem of Educational Efficiency
Author: Mindzak, Michael
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,Efficiency,Educational Technology,Technology Uses in Education,Role of Education,Resource Allocation,Time

In many ways, the current COVID-19 crisis has provided the impetus, or else opportunity, to examine the state of education and schools today. Currently, responses have focused largely on instrumental, pragmatic concerns that would allow formal education to &quot;return to normal&quot; as soon as possible. Perspectives such as these demonstrate the ongoing prevalence of values surrounding educational efficiency and how the pursuit of efficiency continues to dominate the field of educational reform. Thus, this essay reflects on the ideas of place, pace, and purpose in education surrounding the problematic nature of efficiency and asks instead to consider how we might shift our gaze to reconceptualize education in the contemporary period and beyond.
e-3Cs: A Research-Based Model for Effective Digital Learning for K-6 Schools
Author: Figg, Candace
Date: 2020-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Models,Electronic Learning,Elementary Education,Instructional Effectiveness,COVID-19,Pandemics,School Closing,Distance Education,Instructional Design,Educational Environment,Learner Engagement,Cooperative Learning,Teacher Student Relationship,Peer Relationship

Due to the COVID-19 pandemic, teachers in Ontario were thrust into a new teaching situation at the end of the 2019-2020 school year for which few were prepared. To address the need for guidance in transitioning to distance teaching, we offer the e-3Cs model, a research-based framework with flexible &quot;elements&quot; essential for promoting optimum distance interactions for K-12 learning, more specifically applied to younger learners (K-6). Serving as a tool for designing age-appropriate digital instruction while honouring and caring for affective domain needs of students, the model provides the necessary support for teachers in the purposeful design of digital learning communities.
How Education Can Shape a New Story in a Post-Pandemic World
Author: Drake, Susan M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,COVID-19,Pandemics,Models,Interdisciplinary Approach,Cooperative Learning,Problem Solving,Elementary Secondary Education,Higher Education,Teaching Methods

Globally, nations are grappling with massive social and economic disruptions and the disparities exposed by the COVID-19 pandemic. The world is in the middle of a wicked problem--one so complex that it is difficult to find a solution. The &quot;Story Model&quot; was developed as a transdisciplinary curriculum model and a collaborative problem-solving model for K to 16. The model can address wicked problems in ways that traditional problem-solving procedures cannot because it allows for messiness, multilayered complexity, and a big picture perspective. With a deeper understanding of the interdependent and interconnected patterns occurring both locally and globally, educators and students alike can contribute actively to shaping a new story that reflects their values, beliefs, and actions.
Making &quot;Math Making&quot; Virtual
Author: Figg, Candace
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,COVID-19,Pandemics,Instructional Innovation,Mathematics Instruction,Teacher Educators,Elementary School Mathematics,Preservice Teachers,Educational Environment,Cooperative Learning,Computer Mediated Communication,Technology Uses in Education,Synchronous Communication,Asynchronous Communication

Due to the COVID-19 pandemic, university professors are challenged to re-envision mathematics learning environments for virtual delivery. Those of us teaching in elementary teacher preparation programs are exploring different learning environments that not only promote meaningful learning but also foster positive attitudes about mathematics teaching. One learning environment that has been shown to be effective for introducing preservice teachers to the creative side of mathematics--the mathematics makerspace--promotes computational thinking and pedagogical understandings about teaching mathematics, but the collaborative, hands-on nature of such a learning environment is difficult to simulate in virtual delivery. This article describes the research-based design decisions for the re-envisioned virtual mathematics makerspace.
Lessons on Change: Shifting to Online Learning during COVID-19
Author: McQuirter, Ruth
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Distance Education,Educational Technology,Barriers,Technological Literacy,Teacher Collaboration,Change Strategies,Educational Change,Communities of Practice,Faculty Development

The current COVID-19 pandemic has presented educators at all levels of schooling with the challenge of converting face-to-face instruction to online learning. Past efforts to enact educational change, especially the adoption of technology in the classroom, have had mixed results. The author outlines frequent barriers to successful pedagogical change and contrasts these with observations of positive change strategies employed by her institution in moving to online learning. The essay concludes that strong institutional support for the development of technical skills, coupled with collegial sharing and building on current practices, leads to a sense of agency among instructors and a greater willingness to embrace change.
Sustainability Learning Pathways in the UBC Teacher Education Program: Destination Cohort
Author: Robertson, Patrick
Date: 2020-00-00
Type: Journal Articles
Subjects: Sustainable Development,Environmental Education,Teacher Education Programs,Elementary Secondary Education,Place Based Education,Program Implementation,Program Effectiveness,Curriculum Development,Professional Development,College School Cooperation,Partnerships in Education,Practicums,Indigenous Knowledge,Foreign Countries

With the recent and dramatic changes to our K-12 curriculum in British Columbia (B.C.), there is an essential need for pre-service teacher education to lead the transformation of practice in our schools and communities. Education with sustainability as a core foundation is also gaining traction in B.C. and around the world. At the University of British Columbia (UBC), we initiated the Sustainability Learning Pathways in Teacher Education Project to explore possible pathways for the growth of sustainability in our education system. The project has culminated in a new Education for Sustainability teacher education cohort at UBC that launched in September 2018. In this paper, we share the story, consider the challenges, and imagine the possibilities as we work to transform teacher education with sustainability in mind.
Reimagining Mathematics Education during the COVID-19 Pandemic
Author: Khirwadkar, Anjali
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Education,COVID-19,Pandemics,Foreign Countries,Educational Change,Electronic Learning,Mathematics Instruction,Elementary Secondary Education,Online Courses,Cognitive Processes,Teaching Methods

This essay uses an enactive approach to map out the ways Ontario teachers, students, and parents have reimagined online mathematics education at the K-12 level during the COVID-19 pandemic. The essay highlights the importance of education researchers using an appropriate framework in understanding the emerging mathematics education realities. It encourages education researchers to pay attention to this call to action while recognizing that such an action is not without challenges. To address the challenges, education researchers must engage with the evolving mathematics education environment and community by innovating and reimagining their research tools and techniques.