ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of the Teachers&apos; Personality Traits and Job Satisfaction on Their Attitude towards Distance Learning in Turkey
Author: Arpacioglu, Zeynep Beyza
Date: 2023-06-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Teacher Attitudes,Job Satisfaction,Gender Differences,Institutional Characteristics,Age Differences,Teacher Background,Child Rearing,Income,Personality Traits,Individual Characteristics,Teacher Qualifications,Teaching Conditions,Foreign Countries

The COVID-19 pandemic caused an alteration in many industries. The utilisation of distance learning opportunities has rapidly increased. This study aimed to evaluate teacher attitudes towards distance learning and demonstrate the effects of their personality traits and job satisfaction on their attitudes and the relationship among these factors. This cross-sectional study was conducted through an online questionnaire. Four hundred sixty-four teachers from several schools, different units and fields of study attended the research. The data was collected via the Introductory Information Form, Attitude Scale Towards Distance Learning (ATDL), Big Five Personality Traits Scale (BFPTs), and Job Satisfaction Scale (JSS). When the total points from the attitude scale towards distance learning are compared, there is no significant difference in gender, branch, institution, or working at the weekends, but age, educational background, having a child, and income satisfaction have a significant effect. There was no relation between any personality trait and attitude towards distance learning. Because variables such as age and income satisfaction affect the attitude towards distance learning, changeable variables emerge. It is essential to support older teachers in technology use. Making necessary alterations in teachers' incomes should be considered an essential factor. The reasons for the fact that teachers still prefer in-person education should be investigated. Physical condition sufficiency can be related to the perception of distance education qualification, and a sufficient technological structure can contribute positively.
Representation of Ataturk&apos;s Leadership Qualities in &quot;The 8th Grade Textbook for the History of Turkish Revolution and Kemalism&apos;&apos;, in the Context of the Skills Relevant to the 21st Century
Author: Gençtürk Güven, Ebru
Date: 2023-06-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 8,History Instruction,Textbooks,Textbook Content,21st Century Skills,Leadership Qualities,Conflict

Textbooks are among the most important means of education in terms of instilling leadership skills in students. The characters presented as models in the textbooks play an important part in building up such leadership skills with the help of quotes from such characters, texts written with reference to them, and the activities developed accordingly. Thanks to his leadership qualities, Mustafa Kemal Ataturk is one such character who continues to provide guidance even after a century. As a model for the students, he arguably plays a role in helping them develop leadership skills. Therefore, it is important to analyze his description in the textbook from a scientific perspective. Against this background, this study presents an analysis of the 8th grade textbook for &quot;The History of Turkish Revolution and Kemalism&quot; course used in the academic year 2021-2022, with reference to Ataturk's leadership traits and the types of leadership deemed important in the 21st century (strategic, authentic, charismatic, servant, transformative, transactional, etc.). The data gathered through document review was then subjected to descriptive analysis. The analysis led to the conclusion that the text represented Ataturk's leadership traits in tune with the types of leadership prevailing in the 21st century. It is also understood that Ataturk's strategic, visionary, transformative, charismatic, entrepreneurial, and creative leadership skills were more prominent in the text. [Paper presented at the Social Studies Education Symposium (Turkey, Jun 9-11, 2023).]
Prospective Classroom Teachers&apos; Reasons for Choosing the Teaching Profession and Their Preferences for Their Work Lives
Author: Kerimgil Çelik, Seda
Date: 2023-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Teaching (Occupation),Career Choice,Preferences,Work Environment,Influences,Decision Making,Family Work Relationship,Teaching Conditions,Student Attitudes

This research examined the factors that affect the decision of prospective classroom teachers to choose teaching as a profession and their preferences regarding work-life balance. A case study design, one of the qualitative research methods employed in this study, The participants consisted of 20 prospective classroom teachers who took the teaching practice course in the 2021-2022 academic year at a state university. A semi-structured interview form was used for data collection, and the data was analyzed through content analysis. Findings revealed that prospective classroom teachers' preference for the profession is influenced by their love for the profession, working conditions, the love and interest shown by their former teachers, and communication with children. Their preferences are also influenced by their discovery that they can teach children something, their desire to contribute to the development of future generations by serving people in the basic education stage, their families' supportive behaviors, and their experiences of the profession in their university years. In terms of their preferences for their work lives, most of the teacher candidates expressed a desire to become classroom teachers and work in this field, while it was found that some teacher candidates experienced dilemmas regarding their work lives due to studying or working in different fields. This research emphasizes the need to improve working conditions for teachers and develop teacher training programs that focus on teacher candidates' affective aspects.
The Mediating Role of Dark Triad Personality Traits in the Relationship between Childhood Traumas and Obsessive Beliefs
Author: Tolan, Özlem Çakmak
Date: 2023-06-00
Type: Journal Articles
Subjects: Trauma,Personality Traits,Beliefs,Correlation,Gender Differences,Child Abuse,Foreign Countries

This study aims to investigate the relationship between childhood traumas, dark triad personality traits, and obsessive beliefs. Personal Information Form, Childhood Trauma Questionnaire, Short Dark Triad Scale, and Obsessive Beliefs Questionnaire were used to collect data in the study. A total of 480 volunteers, of which 306 were female and 174 were male, participated in the study. Pearson Correlation Analysis, independent samples t-test, and Parallel Multiple Mediator Variable analysis were used for the analysis of the obtained data. The correlation analysis results showed that childhood traumas were significantly and positively associated with both dark triad personality traits and obsessive beliefs. Male participants' psychopathic personality traits mean scores were found to be significantly higher than those of females. Mediation analysis results show that the psychopathic personality traits had a mediating effect on the relationship between the physical and emotional neglect and abuse sub-dimensions of childhood traumas and obsessive beliefs. The findings were discussed visà-vis the available relevant literature and suggestions were presented.
Classroom or Online Learning? Impact of Experiential Learning in Business Process Management Education
Author: Leyer, Michael
Date: 2023-06-00
Type: Journal Articles
Subjects: Graduate Students,Business Schools,Business Administration,Experiential Learning,Thinking Skills,In Person Learning,Electronic Learning,Learning Processes,Outcomes of Education,Preferences

This paper presents an empirical study with 150 graduate students at a business school to analyse the educational impact of experiential learning about process-oriented thinking in the classroom versus online learning setting. The results show that both learning settings are effective in increasing student performance but the increase in student performance in the face-to-face setting is twice as much as that in the e-learning setting. While learning time has no impact on student performance in this study, active engagement in the learning process has a positive impact in the online learning setting, but not in the face-to-face setting. Contrary to general findings, the results of this study indicate that a face-to-face setting is preferable for experiential learning about process-oriented thinking. Practical implications are that online learning can be used for general understanding while classroom learning is preferred for deeper understanding in the context of experiential learning about process-oriented thinking.
COVID-19 and Online Classes: Measuring Indian Parents&apos; Attitude towards Online Classes at Kindergarten and Junior School Level
Author: Sharma, Eliza
Date: 2023-06-00
Type: Journal Articles
Subjects: Parent Attitudes,Online Courses,COVID-19,Pandemics,Kindergarten,Junior High School Students,Young Children,Early Adolescents,Private Schools,Urban Schools,Barriers,Educational Technology,Program Effectiveness,Foreign Countries,Individual Characteristics,Child Health

The study aims to examine the readiness of Indian parents towards online classes at kindergarten and junior school levels, by identifying the perceived barriers, perceived effectiveness and health impact of online classes on young children. The study is based on data collected across a random sample of 750 parents of students studying at junior and kindergarten levels in urban private schools which offer online classes. The data was analyzed through exploratory factor analysis, ANOVA and multiple regression analysis. Technological, infrastructural, and personal barriers related to students, and parents, were identified as perceived barriers by parents in availing online classes for their kids. Parents' attitude towards online classes at kindergarten and primary levels gets negatively influenced by the barriers they face, and the perceived negative impact of technology usage on their kids' health, while; perceived effectiveness was found to have a positive impact on the parents' attitude. The study is unique as it includes the interest of such young stakeholders of the education system. The study highlights the barriers faced by parents related to online classes and the health-related concerns which play a major role in the adoption of online mode of education for their kids. Research gives insights to school authorities and the government to work on these barriers and make the online education system effective which is the need of the hour during COVID-19.
Future Preferred Mode of Learning of Business Undergraduates and Its Implications
Author: Looi, Kim Hoe
Date: 2023-06-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Cognitive Style,Teaching Methods,Blended Learning,Metacognition,Electronic Learning,Business Administration Education,Learning Readiness,COVID-19,Pandemics,In Person Learning,Comparative Analysis,Crisis Management,Educational Planning,Outcomes of Education,Socioeconomic Status,Foreign Countries

e-Learning was abruptly adopted in many countries to mitigate the adverse consequences of the sudden closure of institutions of higher learning caused by the COVID-19 pandemic. Against this background, this study investigated how business undergraduates want to learn in the future and predictors of their future preferred mode of learning. 251 business undergraduates from a private university in Malaysia participated in an online survey conducted in July 2020, during the sudden closure of institutions of higher learning. Data collected were analysed using the multiple discriminant analysis to develop a characteristics profile of the three groups of business undergraduates (i.e., preferred fully conventional classroom learning, blended learning and fully e-learning) in terms of important predictors. Results revealed that the significant predictors of future preferred mode of learning of business undergraduates, in descending order, were disadvantages of e-learning, advantages of e-learning, self-regulated learning, learning outcomes, information and communications technology infrastructure and training, support and resources. This study concludes with some reflective thoughts about important lessons learned from this unprecedented pandemic pertaining to e-learning readiness to deal with future unexpected crises.
Improving Patient Safety: Engaging Students in Interprofessional Team-Based Learning (TBL)
Author: Clarke, Antonia J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Patients,Safety,Interprofessional Relationship,Teamwork,Cooperative Learning,Medical Students,Allied Health Occupations Education,Medical Education,Pharmaceutical Education,Nursing Education,Medicine,Social Capital,Prior Learning,Problem Solving,Social Networks,Readiness

Complex healthcare systems and ambiguous clinical decisions can result in medical errors which threaten patient safety. There is a need for improved awareness of medical errors across healthcare disciplines. We utilised team-based learning (TBL) to pilot an interprofessional patient safety module for senior health professional students. We evaluated the use of TBL within the interprofessional context to achieve student learning outcomes. Twenty-seven students from pharmacy (n=11), nursing (n=8) and medicine (n=8) faculties participated. Data were collected via questionnaires, focus groups, class observation and student test scores. Quantitative data were analysed using descriptive statistics. Framework analysis was used to code qualitative data using social capital as a conceptual framework. In total, 26/27 (96%) of participants completed the questionnaire and 20/27 (70%) attended focus groups. There was no significant difference in prior knowledge between the disciplines. The TBL module enriched the learning environment and enabled students to prepare, problem-solve and interact with facilitators. The TBL pedagogy and interprofessional framework enabled the development of social capital among students. The module demonstrated the potential of interprofessional education to shift knowledge and attitudes towards a greater appreciation of patient safety issues and better prepare health professional students for the workforce. The TBL pedagogy strengthened knowledge sharing and fostered collaboration across disciplines.
The Impact of a Formal Teacher Leadership Program on Student Performance
Author: Supovitz, Jonathan A.
Date: 2023-06-20
Type: Journal Articles
Subjects: Faculty Development,Teacher Leadership,Leadership Training,Instructional Improvement,Program Effectiveness,Language Arts,Mathematics,Academic Achievement,Student Characteristics

Formal teacher leader programs that develop, position, and reward teachers to work with peers to improve instruction are a growing reform effort in the United States, yet there are few published studies of their efficacy. In this paper, we examine the impacts of one district's teacher leadership program on students' annual state test performance. The program placed full-time instructional coaches and partly released English language arts (ELA) and mathematics content specialists in each of 11 district schools. To assess the program's impact, we examined five years of student-level state test data; two years before the adoption of the intervention and three years afterwards. Using an interrupted time series design, we examined trends in performance before and after the adoption of the intervention. Overall, there were no significant effects in ELA, and a small negative effect in mathematics. By contrast, in the stable sub-sample of students who were in the district for the five years examined in the study, there was a large significant positive effect in mathematics and large but non-significant positive effect in ELA. We conclude with a discussion the implications of these findings for research and policy.
Flipped Classroom: Students&apos; Cognitive Needs of Relatedness, Competence, and Autonomy in a Fully-Flipped Program
Author: Khosa, Amrinder
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Flipped Classroom,Student Needs,Competence,Personal Autonomy,Student Motivation,College Students,Interaction,Interpersonal Relationship,Student Satisfaction,Student Attitudes

This study examines how the flipped classroom approach to teaching and learning supports or inhibits the cognitive needs of relatedness, competence, and autonomy, leading to either increased or decreased levels of motivation. We use semi-structured interviews involving twenty-two students and five facilitators in an Australian university to qualitatively investigate perceptions of motivation through the lens of self-determination theory (SDT). Using thematic analysis, our findings reveal that the flipped classroom approach supports students' cognitive need for relatedness by providing more opportunities for interaction in the classroom. Further, relatedness has been shown to facilitate internalisation and support competence as a result of students supporting each other. However, our findings demonstrate that despite overall satisfaction with the flipped learning environment, the students raised concerns about how the learning is executed. Among recommendations for pedagogical practices, academics and education providers are urged to create an environment that supports a sense of belongingness and self-endorsement of learning activities among students to promote more autonomous forms of motivation.
Is Artificial Intelligence Really the next Big Thing in Learning and Teaching in Higher Education? A Conceptual Paper
Author: O'Dea, Xianghan
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Higher Education,Pedagogical Content Knowledge,Technological Literacy,Technology Integration,Technology Uses in Education,Adoption (Ideas)

Artificial Intelligence in higher education (AIED) is becoming a more important research area with increasing developments and application of AI within the wider society. However, as yet AI based tools have not been widely adopted in higher education. As a result there is a lack of sound evidence available on the pedagogical impact of AI for learning and teaching. This conceptual paper thus seeks to bridge the gap and addresses the following question: is artificial intelligence really the new big thing that will revolutionise learning and teaching in higher education? Adopting the technological pedagogical content knowledge (TPACK) framework and the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical foundations, we argue that Artificial Intelligence (AI) technologies, at least in their current state of development, do not afford any real new advances for pedagogy in higher education. This is mainly because there does not seem to be valid evidence as to how the use of AI technologies and applications has helped students improve learning, and/or helped tutors make effective pedagogical changes. In addition, the pedagogical affordances of AI have not yet been clearly defined. The challenges that the higher education sector is currently experiencing relating to AI adoption are discussed at three hierarchical levels, namely national, institutional and personal levels. The paper ends with recommendations with regard to accelerating AI use in universities. This includes developing dedicated AI adoption strategies at the institutional level, updating the existing technology infrastructure and upskilling academic tutors for AI.
The Evolution of Long-Term Fieldwork-Based Teaching in Heritage Management: Implications for Non-Placement Work Integrated Learning
Author: Gill, Nicholas
Date: 2023-00-00
Type: Journal Articles
Subjects: Geography Instruction,Experiential Learning,Higher Education,Cultural Awareness,Field Trips,COVID-19,Pandemics,Heritage Education,Mining,Fuels,Foreign Countries,Student Attitudes,College Students,Program Effectiveness,Parks,Indigenous Populations

From a tradition of fieldwork-based teaching in geography, we consider the intersections of fieldwork sites and their social and spatial relationships for implications for non-placement work integrated learning (NPWIL). As the skills agenda gathers pace in universities it is critical to understand forms of NPWIL and their development. As a form of NPWIL in geography and related disciplines, fieldwork generates a range of personal, professional and academic skills for students. Through a case study of site-based fieldwork for cultural heritage teaching, we examine how such teaching can expand our understanding of this form of NPWIL. In contrast to ideas of university work including WIL as characterized and bounded by temporal linearity, we argue for seeing WIL in terms of non-linear temporality and slow &quot;innovation flow&quot;. We link this analysis of WIL with understandings of cultural heritage and heritage sites as also non-linear and emergent in both time and space. We reflect on a detailed case study of heritage management teaching that draws on fieldtrip and a long-term relationship with a heritage site that is an historic coal mine. Over time the evolution of the field trip shows that the site itself is a key agent in this form of NPWIL. The site embodies and generates a range of changing social and spatial relationships with community, heritage managers, and other sites linked to the mine and its history. This networked perspective on fieldwork sites illustrates how supporting &quot;slow innovation&quot; in fieldwork based NPWIL can facilitate beneficial teaching and other outcomes.
The Quantitative and Qualitative Study of the Effectiveness of the Problem-Based Learning Approach in Teaching Research Methods
Author: Kaeedi, Azam
Date: 2023-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Instructional Effectiveness,Teaching Methods,Research Methodology,Social Science Research,Graduate Students,Lecture Method,Academic Achievement,Active Learning,Masters Theses,Research Skills,Learning Motivation

Research methods is an essential ingredient of postgraduate programs across a wide range of social science disciplines. The purpose of this study was to compare the effectiveness of problem-based learning (PBL) and lecture-based learning (LBL) approaches to teaching research methods through a mixed-methods approach in an explanatory sequential design. The quantitative data were collected following a quasi-experimental design whereby two classes of research methods in a postgraduate program randomly received either an LBL or a PBL treatment. To assess students' academic achievement, a final exam on the course was used. The results indicated a higher academic achievement of students in the PBL class compared to LBL class. The qualitative data were gathered through a semi-structured interview to gain deeper insight into the quantitative results. The thematic analysis of the interviews showed that PBL led to deeper and more meaningful learning, increased students' knowledge in their field of specialty, provided more enjoyable and active learning, increased the students' skills in doing their thesis projects, enhanced their autonomy and independence, and also promoted their dignity and status.