ethanporcaro/eric-fulltext-meta huggingface dataset:
An Examination of Opinions of Teacher Candidates on a Course Enriched through Gamification
Author: Fidan, Ayça
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Attitudes,Gamification,Student Motivation,Student Participation,Academic Achievement,Learner Engagement,Foreign Countries,Programming

Gamification in education is the use of game-based mechanisms, game aesthetics and game thinking to ensure student motivation and engagement, superior learning, and a behavioral change. This study was conducted to investigate the nature of the students' opinions on gamification and on activities that were carried out to create a rich instructional environment through gamification with Scratch. This study was conducted as a qualitative case study. The sample consisted of 37 students (12 females and 25 males) who took the course during the spring semester. Data were collected from the students by using observation and interview forms. Findings of a content analysis showed that gamification significantly influenced the students' motivation, participation and achievement. It created an enjoyable educational environment, and consequently, enriched academic achievement. Gamification can be used to transform educational contexts, especially the subjects that are problematic, difficult, and boring for students and avoided by students for due responsibility.
A Research about the Opinions of Pre-Service Turkish Teachers on the Online Education Process
Author: Karakas Yildirim, Özge
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Electronic Learning,Preservice Teachers,Student Attitudes,Program Effectiveness,Barriers,Preferences,Foreign Countries,In Person Learning,Computer Mediated Communication

The COVID-19 virus, which emerged in Wuhan at the end of 2019, spread to the whole world in a short time, and became a pandemic. As a result of the pandemic, infected people were put in the quarantine process, and some people voluntarily got in quarantine. And the online operation is provided in many fields, such as education. This research, designed with the phenomenology method, was conducted to determine the opinions of 72 students (47 Females, 25 Males) about the online education process. The research data consisted of the answers given to the semi-structured interview form of 72 students. The collected data were analyzed as frequencies and percentages by creating codes and themes through content analysis According to the findings obtained from the data, 47% of the pre-service teachers were able to get efficiency from the course online, while 33% said that they could not get efficiency. 20% of the pre-service teachers stated that they did not entirely get efficiency. 80% of the pre-service teachers stated that they believed the lessons would be more productive if it held face-to-face. Pre-service teachers also listed problems such as lack of communication, inability to provide self-regulation and discipline, and internet connection problems as the supreme disadvantages of online education. The study concluded that pre-service teachers preferred face-to-face education due to the limitations of online education (lack of communication and interaction, lack of self-regulation and motivation, lack of technology such as the internet and computer, and so on).
Comparison of the Anxiety Levels of Teacher Candidates during Actual and 360° Video Virtual Reality Presentations
Author: Atal, Deniz
Date: 2022-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Anxiety,Preservice Teachers,Video Technology,Computer Simulation,Technology Uses in Education,Public Speaking

This study considers if the 360° video Virtual Reality (VR) environment is a less stressful alternative to giving actual presentations, and thus better able to support the development of the presentation skills of teacher candidates. Mixed method research was conducted in which 12 teacher candidates gave an average of 5 minutes of presentations on different days, both in a virtual and in a face-to-face school environment, before a group of listeners whom they hadn't seen before. The candidates' pulses were compared during presentations conducted in both environments, and the audio recordings were analysed with the PRAAT program. Further evaluation was conducted at the end of the process using an opinion form and interviews. No significant differences were found between the two groups, except in 2 of the 9 different voice analysis variables related to anxiety and the pulse of the candidates. The candidates generally felt that the 360° video VR experience was quite realistic, and that it could be an effective method of addressing concerns about giving presentations. It was therefore concluded that 360° video VR environments could be effectively used in teacher education as an alternative to the actual presentation experience.
Digital Transformation and Online Learning within the Context of the Future of Higher Education
Author: Cheek, Dennis
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Trends,Educational Change,Futures (of Society),Electronic Learning,Technology Uses in Education,Instructional Design,Educational Innovation

Academic conferences regarding digital transformation and online learning will continue to offer academic papers and workshops designed to advance work in online learning for all students. We will not return to the pre-pandemic ways of engaging in teaching and learning in higher education. Ongoing digital transformation and online learning will need to be future-focused if it is going to meet the needs of higher education both now and in the further future. Learning experience designers have a unique skill set and insights to aid such transitions but they must be more strategic in their engagements within their institutions and engage more widely in the higher education sector as a whole to maximize their impact.
Examination of Scales Developed/Adapted on Distance Education
Author: Erol, Rabia
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Distance Education,COVID-19,Pandemics,Turkish,College Students,Foreign Countries,Measures (Individuals)

Distance education is an educational practice concept that has been in the literature since the 1700s, when the idea of education being accessible was adopted. It has come to life in applications in different forms, from the years when education was seen as a mere transfer of knowledge, to the years when technological developments accelerated, and transnational classes could be formed. Due to the mandatory pandemic conditions experienced in 2020 and whose effects were observed at the global level, discussions, and studies on distance education in the field of educational sciences gained momentum and became one of the important concepts. This situation has also guided the scale development studies on distance education, and it is aimed to measure the concept of distance education by associating it with many factors such as attitude, satisfaction, and perception. However, in the literature review, no content analysis was found regarding the scales developed/adapted for distance education. The aim of this study is to examine the distance education scales developed in Turkish and adapted to Turkish for higher education students. In this context, scale development and adaptation studies related to the concept of distance education in Turkish with higher education students in the study group were scanned through Google Scholar, TOAD and ResearchGate databases, and the scales developed/adapted were examined in terms of sub-dimensions, distribution by years, scale types, number of items and scale types analyzed. The research is a qualitative study in which document analysis method is used. In the research, 22 scale development/adaptation studies were examined by scanning model method. According to the results, it was seen that the scale development/adaptation studies were carried out mostly in 2021 (6), the development studies (17) were dominant, the number of items in the scales was in the range of 21-30 items (8), and it was developed in a 5-point Likert type (20). It has been shown that / is adapted.
Examination of the Relationship between the Attitudes of Teacher Candidates towards Technology and Their Opinions of Distance Education
Author: Sancar, Raziye
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Student Attitudes,Opinions,Technology Uses in Education,Relationship,Electronic Learning,Access to Computers,Access to Education,Usability,Self Efficacy,Intellectual Disciplines,Positive Attitudes,Preservice Teachers

The study aims to determine possible relationships between the opinions of teacher candidates regarding distance education, and their attitudes toward the technology used in distance education courses. A quantitative research approach structured in a descriptive and relational survey model was used in the research. 81 teacher candidates studying in three different departments participated in the study. Non-parametric statistics were used to analyze the data, and Descriptive statistics, Kruskal-Wallis and Spearman-Brown correlation analysis were employed. The results revealed that there is a positive and moderately significant relationship between the attitudes of pre-service teachers towards technology and their opinions of the distance education process. It has also been determined that there is a positive and moderate relationship between the opinions of teacher candidates in regard to the sub-dimensions of the scale of the distance education process evaluation (levels of accessibility, usability, attitude, technological facilities, and self-efficacy) and their attitudes towards technology. These findings implicate that educators teaching online learners should consider the characteristics of their learners and make decisions regarding the teaching and learning process to create the optimal learning environment.
Examining Academic Motivation Levels of Undergraduate Students Taking Distance Education during the COVID-19 Pandemic in Terms of Various Variables
Author: Aydug, Damla
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Distance Education,COVID-19,Pandemics,Learning Motivation,Measures (Individuals),Incentives,Academic Aspiration,Computer Use,Technological Literacy,Time Factors (Learning),Sex,Instructional Program Divisions,Foreign Countries

The aim of this study is to investigate the academic motivation levels of undergraduate students taking distance education during the pandemic in terms of various demographic and technology-related variables. The research was designed with survey model. Data of the study were collected from 170 undergraduate students. &quot;Academic Motivation Scale&quot; and personal information form were used as data collection tools. The collected data were analyzed with Kendall's tau correlation test, independent sample t-test and one-way analysis of variance. According to results of the study, it was found that academic intrinsic and extrinsic motivation levels of the undergraduates taking distance education are high and their amotivation levels are low. It was determined that there were significant differences between the students' thoughts on whether to pursue postgraduate education in the future and their academic intrinsic and extrinsic motivation levels, but there was not any significant difference between amotivation dimension. Also, it was found that there were significant relationships between technology usage proficiency and intrinsic motivation of undergraduate students. Lastly, it was determined that there were significant relationships between average daily usage time of technological devices and their academic extrinsic motivation. Suggestions were offered in accordance with the results of the study.
Investigating the Digital Skills of Undergraduate Students in Terms of Various Variables
Author: Coskunserçe, Ozan
Date: 2022-00-00
Type: Journal Articles
Subjects: Digital Literacy,Undergraduate Students,Gender Differences,Foreign Countries,Information Technology

It is argued that, young people growing up surrounded by digital technologies intuitively acquire digital skills and therefore do not need digital education or training. For this reason, with the belief that students already have digital skills, digital literacy education courses are reduced or removed in educational institutions. Therefore, it is necessary to emphasize the importance of development of digital skills in the education. The purpose of this research is to examine the digital skills of students in terms of various variables. This research was conducted as a survey research. The participant group of the research consists of 423 undergraduate students who have just started to study at a university. According to the results of the research, the digital skill levels of the students who attend the IT courses are significantly higher than the students who do not. Digital skills were significantly higher for the male students than for the female students. In addition, the digital skills of the students who took the IT courses from the teacher trained in teaching digital skills were significantly higher than the students who took the course from teachers from other professions. [The page range cited (pp. 1219-1237) on the .pdf is incorrect. The correct page range is pp. 1219-1238.]
Investigation of Educational Mathematics Mobile Applications (EMMAs) with Multi-Criteria Decision-Making Methods: A TOPSIS Algorithm Implementation
Author: Can, Yusuf
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Computer Oriented Programs,Mathematics Education,Mathematical Applications,Handheld Devices,Electronic Learning,Algorithms,Problem Solving,Decision Making

The number and variety of educational mathematics mobile applications (EMMAs) make it difficult to select mobile applications for mathematics learning and teaching. Therefore, in this study, multi-criteria decision-making (MCDM) techniques, which are effectively used in a wide variety of disciplines, were applied to choose among alternative applications according to specified criteria. In this context, it was aimed to determine which of the 13 considered EMMAs that work on Android-based tools and were proposed by experts according to certain features were most effective with the help of the TOPSIS algorithm, one of the popular MCDM methods. The results obtained from an evaluation using 10 criteria (4 evaluator-independent, 6 evaluator-dependent) were analysed with MATLAB. As a result, the Desmos: Graphing Calculator application was found to rank first among the 13 EMMAs in order of importance. Considering the results obtained, it can be said that the use of MCDM techniques in such decision problems can facilitate the work of decision-makers.
Preparing Doctoral Candidates for Employment: Delivering Research and Employability Skills Training in the PhD via Work-Integrated Learning
Author: O'Connor, Michael D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Work Experience Programs,Experiential Learning,Employment Potential,Skill Development,Educational Theories,Research Skills,Foreign Countries,Undergraduate Students,Graduate Students,Student Attitudes,Job Skills,Transfer of Training

Despite significant recent changes to the doctoral training environment, particularly provision of employability skills during candidature, there is a paucity of research investigating best practice in this area. This paper describes a case study in how various pedagogical theories, curriculum co-creation, lifelong learner, adult learning, cognitive load, spiral learning, reflective practice, and community of practice theories, were applied at an Australian university to develop and implement a Graduate Certificate aimed at increasing work readiness by delivering research and employability skills training to PhD candidates. Outlined are the rationale, student interest and theoretical basis underpinning this program, and its integrated suite of work-integrated learning (WIL) activities. Comparison against an emerging framework for high quality WIL demonstrated key alignments between the program and the quality WIL framework. These alignments highlight important considerations for comprehensive training of PhD candidates, together with recommendations for future research into WIL and employability training for PhD candidates.
Work-Integrated Learning Experiences of South African Technical and Vocational Education and Training Lecturers
Author: Mesuwini, Joseph
Date: 2023-00-00
Type: Journal Articles
Subjects: Vocational Education,Vocational Education Teachers,Work Experience Programs,Experiential Learning,Teacher Attitudes,Instructional Improvement,Theory Practice Relationship,Teacher Effectiveness,Pedagogical Content Knowledge,Soft Skills,Work Environment,Teacher Education,Foreign Countries,College Faculty,Skill Development

This study investigated the impact of work-integrated learning (WIL) experiences for Technical and Vocational Education and Training (TVET) lecturers on their industry expertise and teaching skills. WIL was introduced to address the inadequate work experience of TVET lecturers and improve their capacity to deliver quality teaching. The study used face-to-face semi-structured interviews with 18 TVET lecturers to explore their WIL experiences. Non-participant observation was also conducted to validate findings from interviews. Kolb's experiential learning theory, Shulman's Teaching framework and the soft skills theory by Ibrahim et al. underpinned the study. Data were analyzed using thematic analysis. The study showed that WIL enhanced lecturers' ability to integrate theory with practice and provide effective teaching. Lecturers acquired a deep understanding of pedagogical content knowledge, soft skills, and awareness of workplace culture. Future studies focusing on a variety of trades for lecturers are recommended.
What Kind of Novice Teachers Would Prefer the Autonomy-Supportive Teaching Method? An Empirical Study Based on Large-Scale Research Data
Author: Lin, Xuantong
Date: 2023-00-00
Type: Journal Articles
Subjects: Novices,Beginning Teachers,Personal Autonomy,Teaching Methods,Teacher Competencies,Information Literacy,Scientific Research,Job Satisfaction,Faculty Development,Elementary Secondary Education,Teacher Attitudes,Teacher Characteristics

Given that autonomy-supportive teaching has the potential to enhance students' learning motivation and promote their self-development, it is of immense value and far-reaching significance to assist novice teachers in mastering and employing this teaching method effectively. The study employs multi-variable linear regression to analyze the factors influencing novice teachers' use of the autonomy-supportive teaching method and Shapley value decomposition to reveal the contribution rate of each variable. The analysis is based on data extracted from a large-scale survey of urban districts. The findings of the study are as below: (i) Scientific research literacy, professional knowledge, professional competence, and job satisfaction have a significant impact on novice teachers' adoption of the autonomy-supportive teaching method; (ii) the greatest impact is exerted by scientific research literacy, followed by professional competence and professional knowledge. Therefore, teacher professional development is the key to the successful implementation of autonomy-supportive teaching by novice teachers, while environmental support is the path. To accomplish this, it is necessary to improve their scientific research literacy and emphasize the application of their scientific research results; expand their professional knowledge and skills; increase the frequency of in-service training and create a positive development environment; encourage professional exchanges and eliminate utilitarian competition; and motivate teachers' pursuit of life meaning and attend to their emotional needs.
The Effect on Gifted Students&apos; 21st Century Skills of Supporting Science Teaching with LEGO® Education® BricQ Motion Essential and Student Opinions on This Instruction
Author: Babaoglu, Gamze
Date: 2023-00-00
Type: Journal Articles
Subjects: Academically Gifted,21st Century Skills,Science Instruction,Toys,Student Attitudes,Robotics,Foreign Countries,Elementary School Students,Grade 4

In many countries, individuals have started to gain 21stcentury skills from an early age. In Turkey, the education of gifted students is supported with activities enriched in parallel with these skills in science and art centers. The LEGO® Education® BricQ Motion Essential Set reinforces achievements with hands-on activities in science subjects, while also improving 21st-century skills such as problem solving, critical thinking, creativity, and collaboration. At this point, this study aims to examine the effect of the LEGO® Education® BricQ Motion Essential Set on the 21st-century skills of gifted students in the teaching of the 'Force and Motion' unit and to determine the students' views on the teaching process. The study was carried out in a science and art center in Konya in the spring term of the 2021-2022 academic year. The sample of the study consisted of 21 gifted students studying in Support-2 programmes (4th grade). An explanatory sequential design was preferred in the study. In the quantitative data collection phase of the study, a one-group pre-test/post-test experimental design was used. Interviews were used for the qualitative data collection phase. The quantitative data of the research were analyzed with the SPSS 26 statistical package program. Qualitative data were categorized according to themes and codes in accordance with content analysis. The results of the research showed that the LEGO® Education® BricQ Motion Essential Set was effective for 21st-century learning and the renewal of the skills of the gifted students participating in the research and that the students developed positive opinions about this education set. It is recommended to use LEGO® training sets to develop the 21st-century skills of gifted students.
Investigation of the Effect of Social Media Addiction Levels of University Students on Virtual Environment Loneliness Levels
Author: Özsat, Kübra
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Social Media,Addictive Behavior,Psychological Patterns,Virtual Classrooms,Time Perspective

The aim of the study is to examine the effect of social media addiction levels of university students on virtual environment loneliness levels. The sample of the study consists of 379 university students selected by purposeful sampling method studying in the TRNC in the 2021-2022 academic year. In the study, Socio-Demographic Information Form, Social Media Addiction Scale and Virtual Environment Loneliness Scale were used as data collection tools. In the study, it was concluded that there was a positive and moderately significant relationship between social media addiction and virtual environment loneliness level. In the study, it was revealed that variables such as gender, department of education and place of residence did not affect the level of social media addiction. Duration of social media usage and memberships to virtual dating sites have been found to have an effect on the level of virtual environment loneliness. Participants who spend 2-3 or more hours on social media and had memberships to virtual dating sites had higher levels of virtual environment loneliness than other participants. Also, it will be useful to investigate the methods of combating social media addiction and its psychological effects on students.