ethanporcaro/eric-fulltext-meta huggingface dataset:
Schools&apos; Responses to COVID-19: Support for Vulnerable Pupils and the Children of Keyworkers
Author: Julius, Jenna
Date: 2020-06-00
Type: Reports - Research
Subjects: Foreign Countries,School Closing,COVID-19,Pandemics,At Risk Students,Low Income Students,Access to Education,Attendance,Learner Engagement,Online Courses,Distance Education,Welfare Services,Barriers,Lunch Programs,Employees,Parent Participation,Extracurricular Activities,Educational Resources,Child Welfare,Government Role,Social Services,Faculty Workload,Job Satisfaction,Readiness

When the British Government ordered all schools to close to the majority of pupils on March 20th, 2020, they were asked to provide on-site education for vulnerable pupils and the children of keyworkers (such as those working in public health, transport and supplying food). Since then, the level of school attendance for both vulnerable pupils and the children of keyworkers has been low, with only 15 per cent of vulnerable pupils attending school (DfE, 2020a). This report focuses on the engagement of vulnerable pupils and the children of keyworkers in-school; remote provision and welfare support for vulnerable pupils; and the challenges involved in continuing to offer this provision as schools begin to open more fully. The report is based on findings from a national survey of 1,233 senior leaders and 1,821 teachers in publicly-funded, mainstream primary and secondary schools in England. Responses between May 7th and 17th have been weighted by phase and free school meal (FSM) eligibility to provide a nationally representative picture. [For a summary report, &quot;Schools' Responses to COVID-19: Key Findings from the Wave 1 Survey,&quot; see ED608586.]
Exploring the Teaching Experiences of Teachers Using Computer-Based Assessments When Teaching Interactive Multimedia Classes
Author: Hashlamoun, Nafeth Al
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Multimedia Materials,Computer Science Education,College Faculty,Higher Education,Computer Assisted Testing,Teaching Methods,Information Management,Student Satisfaction,Learner Engagement,Faculty Workload,Teacher Attitudes

This research explores the experiences of using Computer-based Assessments (CBA) in teaching an introductory level class called Introduction to multimedia (CIS 1503). This course is the first multimedia course in the Computer and Information Systems (CIS) department that is running at a Higher Education Institute in the Middle East (HEIME). It introduces students to various multimedia components such as 2D graphics, audio and video. The core objective of this course is to provide students with practical experience in various stages involved in the design, development and delivery of interactive multimedia content. A phenomenological approach has been chosen to help understand and explore the participants' awareness of the phenomenon under investigation and that is &quot;Using CBA in teaching interactive multimedia classes&quot;. Three specific questions were considered. These questions were investigated from the teachers' point of view. The data explicitation process (as defined and used by (Giorgi, 2009)) resulted in forming four central themes representing the essence of the original ones. The central themes were: (1) to manage the teachers' marking load; (2) to enhance student satisfaction and attentiveness; (3) to support the management of assessments; and (4) to provide an effective archiving system for assessments and students' work. This was followed by a discussion of the opportunities and challenges arising from using CBAs in teaching this particular course. A description of the limitations within this research was also listed at the end of the study. [For the complete proceedings, see ED608557.]
Using Actor Network Theory for Data Analysis
Author: Ryu, Suna
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Network Analysis,Data Analysis,Visualization,Educational Research,Classroom Environment,Social Networks,Research Problems

The present study explores how the visualization of an actor network enables researchers to understand mediating processes better by investigating relationships and effects among elements and entities other than human-actor accounts. In particular, the study presents how visualization may facilitate an understanding of the dynamics and structures of an ecological classroom and thus provide insightful reflections for analyzing data and for drawing conclusions. In doing so, the study explores the possibility that object-oriented thinking guided by actor-network theory (ANT) may allow researchers to understand what data means when the initial design/theoretical conjecture does not work. [For the complete proceedings, see ED608557.]
Becoming Storytellers: Improving ESL Students&apos; Academic Engagement and 21st Century Skills through Interactive Digital Storytelling
Author: Raffone, Annalisa
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Story Telling,Second Language Learning,Second Language Instruction,English (Second Language),Cooperative Learning,Information Technology,Technological Literacy,Learning Motivation,Learner Engagement,Computer Assisted Instruction,Constructivism (Learning),21st Century Skills,Undergraduate Students,Foreign Countries

21st Century education is rapidly changing due to the emerging of new media technologies that provide easy access to a great amount of information. Accordingly, as today's students are immersed in a technological society, they need to be equipped with the skills necessary to interpret, synthesize and produce new information. Thus, today's educators and researchers face the challenge of making students become skillful users of new technologies so to increase their motivation and engagement by also improving their learning outcomes. In particular, in the context of Second Language Acquisition (SLA), using technology appropriately could be a valuable approach to create a meaningful learning context where the acquisition of language and literacy skills is accompanied by that of digital skills. To that end, Digital Storytelling (DST) seems to perfectly embody and meet the various educational needs of today's students because due to its dynamic feature of combining traditional storytelling with a variety of digital multimedia it provides opportunities for the improvement of learning skills including cooperative learning, motivation, and engagement. In the light of CALL (Computer-Assisted Language Learning), Collaborative Learning (CL), and the Constructivist Paradigm (CP), this paper aims at addressing the potential of Interactive Digital Storytelling in enhancing ESL (English as a Second Language) students' academic engagement and 21st Century Skills. Therefore, this paper describes the implementation of DST at &quot;L'Orientale&quot; University of Naples with 24 ESL students involving qualitative and quantitative methods of collecting data. Results showed that DST enhanced students' engagement with their studies and the reinforcement of their digital skills. [For the complete proceedings, see ED608557.]
Measuring Computational Thinking -- Adapting a Performance Test and a Self-Assessment Instrument for German-Speaking Countries
Author: Guggemos, Josef
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Thinking Skills,Computer Science Education,Performance Tests,Self Evaluation (Individuals),German,Problem Solving,High School Students,Grade 11,Test Construction,Test Validity,Psychometrics,Foreign Countries

Far-reaching technological changes are shaping our society and the ways in which we work. A key 21st -century skill for taking advantage of those changes may be computational thinking (CT). CT aims at enabling humans to carry out more effective problem solving by utilizing concepts of computing and computer technology. For a successful integration of CT into curricula, however, it is important to take assessment into account. We review two instruments that capture CT: the Computational Thinking Test (CTt), a performance test, and the Computational Thinking Scales (CTS), that relies on self-assessment. We have adapted both instruments from English to German. Using a sample of 202 upper-secondary students from Switzerland, we provide further evidence on the validity of both instruments. To this end, we apply item response theory and confirmatory factor analysis. Furthermore, we evaluate the relationship between CTt and CTS. Both instruments show good properties and may be suitable for assessing CT in German-speaking countries at the secondary level. [For the complete proceedings, see ED608557.]
Home Learning during COVID-19: Findings from the Understanding Society Longitudinal Study
Author: Eivers, Eemer
Date: 2020-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Home Study,Distance Education,Electronic Learning,COVID-19,Pandemics,Home Schooling,Parent Participation,Homework,Worksheets,Video Technology,Time on Task,Family Income,Parent Background,Risk

Since 20 March 2020, almost all school-aged children across the UK have been unable to attend school due to the COVID-19 pandemic. Exceptions are small numbers of vulnerable children and those whose parents are keyworkers. Schools have pivoted to remote delivery of learning using a variety of online and offline resources. This report adds to a growing literature on how long-term school absence affects pupils and their families, and how remote learning might act to mitigate some of its effects. The authors describe the types and amount of remote learning provided by schools, and the amount of pupil and parent time spent engaging with school work at home. The authors also estimate how many pupils live with an adult classified as being at increased risk (clinically vulnerable or clinically extremely vulnerable) of serious illness should they contract COVID-19. This report is based on data from Understanding Society (USoc), a longitudinal study of a representative sample of 40,000 UK households, tracked since 2009 (University of Essex, 2019). In late April 2020, all adults in the USoc sample were invited to complete the first in a series of ad-hoc surveys about how the COVID-19 pandemic had affected them. Although the survey covered a range of topics, this report focuses on content related to home schooling and remote learning. It is based on the responses of the parents of over 4,000 school-aged children, and it provides a unique snapshot of home learning activities at a specific point in time -- after the first month of home schooling.
Unpacking the Simple View of Reading for Struggling Adult Readers
Author: Talwar, Amani
Date: 2020-11-06
Type: Reports - Research
Subjects: Reading Difficulties,Adults,Reading Comprehension,Decoding (Reading),Oral Language,Vocabulary,Comprehension,Listening Comprehension,Foreign Countries

The Simple View of Reading (SVR), which posits that reading comprehension is the product of decoding and linguistic comprehension, has been studied extensively with school-age readers. However, little is known about the intricacies of the SVR for adults who struggle with reading. The current study addresses notable gaps in this literature, including the dimensionality of linguistic comprehension, the interaction between the two SVR components, and the relative contributions of components across different reading proficiency levels. With a sample of 392 struggling adult readers, confirmatory factor analyses indicated that the linguistic comprehension component encompasses the highly related yet separable constructs of oral vocabulary and listening comprehension. Structural equation modeling showed significant main effects of decoding and listening comprehension, but not oral vocabulary, on reading comprehension. Additionally, the interaction between the SVR components did not uniquely contribute to variance in reading comprehension. Quantile regression models demonstrated that the unique effects of the SVR components were relatively stable in magnitude across different levels of reading comprehension performance. Implications for instruction and future research are discussed. [This is the in press version of a paper that will be published in &quot;Journal of Learning Disabilities.&quot;]
Exploring Academic Integrity and Mental Health during COVID-19: Rapid Review
Author: Eaton, Sarah Elaine
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Mental Health,College Students,Anxiety,Stress Variables,Electronic Learning,Online Courses,Well Being,Supervision,Student Evaluation,Computer Assisted Testing,Integrity,Student Behavior,Cheating,Ethics,Plagiarism,Testing

Purpose: The goal of this study was to understand the relationship between academic integrity and students' mental health during the COVID-19 crisis. Methods: We employed a rapid review method to identify relevant data sources using our university library search tool, which offers access to 1026 individual databases. We searched for sources relating to the concepts of (a) COVID-19 crisis; (b) academic integrity; and (c) mental health. We delimited our search to sources published between 01 January and 15 May 2020. Results: Our search resulted in a preliminary data set of sources (N=60). Further screening resulted in a total nine (n=9) sources, which were reviewed in detail. Data showed an amplification of students' anxiety and stress during the pandemic, especially for matters relating to academic integrity. E-proctoring of examinations emerged as point of particular concern, as there were early indications in the literature that such services have proliferated rapidly during the crisis, with little known about the possible impact of electronic remote proctoring on students' well-being. Implications: Recommendations are made for further research to better understand the impact of e-proctoring of remote examinations on students' mental health, as well as the connections between academic integrity and student well-being in general.
University Tutoring Actions Using an Integrated Online Platform
Author: Fissore, Cecilia
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Tutoring,Integrated Learning Systems,College Students,Electronic Learning,Foreign Countries,Academic Support Services,Synchronous Communication,Asynchronous Communication

University tutoring consists of a set of heterogeneous actions aimed to support students, upon entering the University and throughout their academic life. The tutoring implements the resources needed to cope with possible difficulties in each phase of the training process. It also provides information and advice to better address the study course, prepares paths for the recovery of learning gaps, and provides assistance for the preparation of the thesis. Its main purpose is to remove any possible obstacles to a profitable attendance at courses, also through initiatives related to the attitudes and needs of individuals. The research group of University of Turin has designed and developed a model of online tutoring, carried out via an online Moodle platform integrated with a web conference service for the Disciplinary Tutoring of the University of Turin. The main aim of the project, called TutoratoOnline, is to reduce the number of students starting the second academic year with a low number of passed exams, by helping students with the lessons they find more difficult. Through the platform, various and many synchronous and asynchronous tutoring activities were offered to students. The aim of this paper is to discuss and analyze the multiple tutoring activities carried out through the platform and the multiple teaching strategies used, and to discuss how their variety is associated with a greater students engagement. [For the complete proceedings, see ED608557.]
The Development of Students&apos; Algorithmic Competence by Means of Electronic Learning Resources
Author: Baranova, Evgenia V.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics,Mathematics Skills,Skill Development,Computer Science Education,Electronic Learning,Programming,Blended Learning,College Students,Taxonomy,Units of Study,Preservice Teachers,Preservice Teacher Education,Instructional Effectiveness

The problem of development of algorithmic competence of students -- future Computer Science teachers as a component of information competence is investigated. The aim of the study is to identify the conditions for effective algorithmization and programming learning, involving a modular representation of the content, blended learning, allocated in accordance with the B. Bloom's taxonomy classes of problems in Computer Science and Methods of its Teaching and the use of electronic learning resources. This paper specifies the concept of algorithmic competence of university students--students' readiness to design algorithms and programs, their use in professional activities in the process of Computer Science teaching, electronic learning resources (ELR) design, self-education in the field of Computer Science. Classes of problems for algorithmic competence development in accordance with B. Bloom's taxonomy (knowledge, comprehension, application, analysis, synthesis and evaluation) are identified. Classes of problems correspond to ELR of a certain structure and content. The efficiency of ELR use in students' algorithmic competence development is statistically confirmed. [For the complete proceedings, see ED608557.]
Investigating K-2 Students&apos; Computational Thinking Skills during a Problem-Solving Activity about the Water Cycle Using Educational Robotics
Author: Angeli, Charoula
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Robotics,Thinking Skills,Water,Elementary School Students,Primary Education,Programming,Problem Solving,Scoring Rubrics,Achievement Gains,Teaching Methods,Pretests Posttests,Computer Software,Holistic Approach,Technology Uses in Education

The main purpose of the study was to investigate K-2 children's development of computational thinking skills through an activity with Blue-Bot, a floor programmable robot. Twenty children between six and seven years old participated in the study. Children were engaged in problem-solving activities with the Blue-Bot to learn how to program it and about the water cycle. The results of the study reported statistically significant learning gains between the initial and final assessment of children's computational thinking skills as they were measured holistically with a rubric that was developed for the purposes of this study. In addition, the results showed that learning with robotics activities was an effective way to teach children about the water cycle. [For the complete proceedings, see ED608557.]
Student Perceptions of Virtual Reality in Higher Education
Author: Matome, Tebongo John
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Student Attitudes,Computer Simulation,Computer Uses in Education,Electronic Learning,Educational Benefits,Equal Education,Access to Education,Expectation

Continuous advancements in technology provide an opportunity for higher educational institutions to enhance the electronic learning experiences of students. Following a review of literature, this research explored student perceptions on the possible uses of virtual reality in their universities, as a way of easing their access to learning material. The research was conducted with the aim of answering the question of how virtual reality can be used to enhance learning, for higher learning institutions. Using a mixed-method research method, online surveys were distributed to registered university students in South Africa, using a simple random sampling strategy, to obtain a diverse and non-biased data set. The quantitative and qualitative responses were analyzed separately, before being triangulated, and used to inform the discussion and conclusion. Ultimately, the research found that although there are various benefits associated with the introduction of Virtual Reality--in South African Higher Education Institutions--the diverse population of participating students, and the varying differences in their socioeconomic statuses, would result in the inequitable distribution and usage of its resultant advantages. [For the complete proceedings, see ED608557.]
Using Digital Stories to Explore Four Final-Year Student&apos;s Colliding Worldviews and How This Impacted Their Classroom Pedagogy
Author: Condy, Janet
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: World Views,Foreign Countries,Blacks,Teaching Methods,Story Telling,Educational Technology,Technology Uses in Education,Personal Narratives,Cultural Influences,Student Characteristics,Student Needs,College Students

As contexts in schools and higher education become increasingly more diverse, engagement with human differences and different knowledges becomes essential. Institutions need to change their practices to respond to the different needs of learners, as well as valuing their knowledges and prospective teachers need to better equipped for these experiences. Hence, the purpose of this paper is to explore the intersectionality of four final-year students colliding worldviews within a digital story project and how, this experience supported, or not, their own classroom pedagogies. Through the use of the pedagogy of discomfort, we argue that this intentionally initiated module of using digital storytelling influenced these four learners to confront their colliding worldviews, identify their strengths and challenges. They all reflected on how this process had encouraged them to become more self-reflective thinkers in their own lives, those of their peers and their learners. [For the complete proceedings, see ED608557.]
Towards Generating Exercise Questions with LOD for Web-Based Investigative Learning
Author: Saito, Rei
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Internet,Online Searching,Investigations,Electronic Learning,Web Based Instruction,Questioning Techniques,Scaffolding (Teaching Technique),Artificial Intelligence

Web allows learners to investigate any question to learn with a large number of Web resources. In such investigative learning, leaners are expected to investigate the question by navigating Web resources/pages to construct their knowledge and decomposing the question into sub-questions. In acquiring skills in such investigative learning, learners need to practice with exercise questions. However, it is hard to define correct knowledge to be constructed for the questions since Web-based investigative learning could result in diverse knowledge as correct one for the same question. Towards this issue, this paper proposes the method with Linked Open Data (LOD) for generating exercise questions, which includes an initial question and sub-questions to be decomposed from an initial question. These sub-questions are extracted and selected as keywords with LOD and Word2vec. This paper also reports a case study with the generation method. The results suggest that it is effective as scaffolding particularly for novice learners. [For the complete proceedings, see ED608557.]