ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Jigsaw II Technique on Mathematic Attitudes and Constructive Learning
Author: Deringol, Yasemin
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Student Attitudes,Mathematics Instruction,Constructivism (Learning),Grade 4,Elementary School Students,Instructional Effectiveness,Foreign Countries,Pretests Posttests

The aim of this research was to examine the effects of mathematics activities prepared by using Jigsaw II technique on fourth grade students. A mixed design was used, consisting of a combination of pre-test post-test without control group a Quasi-experimental design and qualitative data. The research's study group consisted of 21 fourth-grade students. The researchers created math activities for the Jigsaw II technique which were used throughout the process. The &quot;Mathematics Attitude Scale&quot; and &quot;Constructivist Learning Environment Scale&quot; were used as pre-test and post-test data collection. In addition, at the end of the application, students' opinions on the application were recorded. The Wilcoxon Signed Ranks Test was used in the analysis of the data, and content analysis was used to analyze the student views on the application, as well as direct quotations from the students' statements. The analysis concluded that there was a significant difference between the pre-test and post-test average scores of the research group's mathematics attitude and constructivist learning environment situations of the in favor of the post-test. At the end of the process, most of the students expressed positive opinions about these activities. This technique is recommended to use more frequently in classrooms because it improves students' attitudes towards mathematics lesson and constructivist learning.
COVID-19 Pandemic and Blended Learning: A Quantitative Assessment of Revised Community of Inquiry (RCoI) Framework
Author: Usmani, Sania
Date: 2021-12-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Higher Education,Educational Technology,Technology Uses in Education,College Students,Student Attitudes,Program Effectiveness,Foreign Countries,Blended Learning,Integrated Learning Systems,Conventional Instruction,Interpersonal Relationship,Interaction

COVID-19 has compelled educators to change their landscape for teaching and learning in higher education. This new landscape combines physical and virtual environments known as blended or hybrid learning models. The revised Community of Inquiry (RCoI) framework is a useful model for analyzing and improving the blended learning environments. This paper has used the Revised Community of Inquiry (RCoI) framework which involves Learner, Teaching, Social and Cognitive presence. This research tested the impact of RCoI on students learning with the moderating role of Technology. The data was collected from 462 students from 6 different universities in Karachi, Pakistan out of which, 150 were female and 312 were male students. Results indicated that Learner (Std [beta]=0.096; p value&lt;0.1), Teaching (Std [beta]=0.128; p-value &lt;0.05), Social (Std [beta]=0.116; p-value &lt;0.1), and Cognitive presence (Std [beta]=0.378; p-value &lt;0.01) have a positive impact on Students Learning. Technology increases Students Learning with Std [beta]=0.184 and p-value &lt;0.01. Further, technology moderates the relationship between Cognitive Presence and Students Learning with Std [beta]= -0.129, p-value = 0.043. It was found that Technology reduces the cognitive presence of students and their learning. They are lesser involved in critical thinking and problem-solving. Universities must train teachers about the software tools and key pedagogical concepts to increase cognitive thinking for effective learning.
Take a Public Speaking Course and Conquer the Fear
Author: Dwyer, Karen Kangas
Date: 2021-12-00
Type: Journal Articles
Subjects: Public Speaking,Fear,Student Attitudes,Student Surveys,Course Evaluation,Undergraduate Students,Death,Outcomes of Education,Anxiety,Teaching Methods,Introductory Courses

The purpose of this research project was to investigate if students today still report a fear of public speaking more often than death and if after completing a public speaking course, their fears change. Participants in a multi-section public speaking course (N = 374) completed a pre-and post-course survey asking them to select their fears and also complete public speaking anxiety questions. The results showed that pre-course public speaking was chosen more often than death and all other fears except for family tragedy, but after completing the course, the fear of public speaking was no longer selected more than death and was not even among the top five fears students listed. The findings help clarify the important impact a public speaking class has on students' fears. The review of literature addresses why students should enroll in a basic public speaking course and conquer their fear or anxiety about public speaking while still in college. The discussion focuses on how public speaking instructors can help students conquer their fear.
The Effect of Mushroom Manager Behavior on Organizational Charlatan and Organizational Loneliness
Author: Ergun, Hüsnü
Date: 2021-12-00
Type: Journal Articles
Subjects: Educational Administration,Psychological Patterns,Foreign Countries,Principals,Leadership Styles,Teaching Conditions,Teacher Behavior,Deception,Preschool Education,Elementary Secondary Education,Interpersonal Communication

This study aims to examine the prediction of the mushroom-type management approach on the loneliness levels of the employees and organizational charlatan behaviors in schools. There is no study investigating the relationship between these variables and studies examining the relationship of these variables with other variables are limited. Thus, this study aimed to fill the gap in the literature. The research was designed in a relational screening model and was carried out in the province of Denizli in Turkey with 464 participants. In the research, the mushroom type management scale, UCLA loneliness scale-3, and organizational charlatan scale were used. Validity and reliability studies of the mushroom-type management scale for schools were reconstructed. UCLA loneliness scale-3 and organizational charlatan scales were adapted to Turkish by the researcher. Data were collected with the help of electronic forms. Regression analysis was carried out to determine the extent to which mushroom type management predicted teachers' organizational loneliness behaviors and teachers' organizational charlatan behaviors. Results demonstrated that mushroom management positively affects the two variables; therefore, school principals should avoid mushroom-type management behavior in order not to push his/her teacher towards charlatanism or loneliness.
A Collaborative Approach to COVID-19 Planning at a Regional Public University
Author: Malanson, Jeffrey J.
Date: 2022-02-00
Type: Journal Articles
Subjects: Universities,Distance Education,COVID-19,Pandemics,Cooperative Planning,Educational Planning,Vignettes,Program Implementation,Strategic Planning,Expertise

As Purdue University Fort Wayne (PFW), a regional public university in northeast Indiana, completed the spring 2020 semester fully remote due to COVID-19, university leadership had to determine if there was a path to safely reopening campus and maintaining a low-risk environment for in-person instruction and work for the 2020-21 academic year. To make this determination, PFW engaged in a three-week scenario planning process in which we assembled 22 task forces composed of 140 faculty and staff, approximately 13.5% of the university's full-time employees, to identify the challenges and opportunities associated with eight scenarios for how the 2020-21 academic year could play out. Reports and recommendations from the scenario planning process have informed all aspects of the university's COVID-19 planning, implementation, and communication. This paper examines how a highly collaborative planning process, informed by PFW's recently completed strategic planning process, created broad engagement with and awareness of the university's planning efforts, demonstrated the value placed on faculty and staff expertise and input, and helped to build long-term buy-in and trust. This approach also informed PFW's planning processes for the 2021-22 academic year, which emphasized leveraging our COVID-19 experiences to build a better normal for the university.
All That You Can&apos;t Leave Behind-Essential COVID-19 Technology and Pedagogy
Author: Schaus, Maynard
Date: 2022-02-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Technology Uses in Education,Universities,College Instruction,Blended Learning,Educational Change

The COVID-19 pandemic forced many institutions to adapt quickly and substitute technology-based online or remote instruction in place of in-person instruction. This adaptation caused many faculty to develop new technology fluencies, which can provide more flexibility and innovation moving forward. However, the technological lessons learned from the COVID-19 pandemic are somewhat conflicting, as we have also learned that there are places where in-person instruction is extremely valuable. As we move beyond COVID-19 protocols, there are many important implications for universities seeking to effectively instruct an increasingly diverse student body in ways that reflect both their mission and core values and also take into account the changing landscape of higher education. This article considers the lessons that Virginia Wesleyan University (VWU) learned during the pandemic and how these experiences will shape instruction moving forward. Through a series of remote technology workshops, reflective collaboration, and focus groups, many faculty identified new approaches using technology that they will continue to incorporate into instruction post-pandemic while still maintaining the face-to-face instruction that is highly valued at institutions like VWU. We will discuss how to balance and bring together the best aspects of both traditional pedagogies and the new practices learned.
How Peer Mentoring Can Help Universities Promote Student Success in a Post-COVID-19 Pandemic World
Author: Collier, Peter
Date: 2022-02-00
Type: Journal Articles
Subjects: Peer Teaching,Mentors,College Freshmen,COVID-19,Pandemics,Student Adjustment,Information Dissemination,Social Support Groups,Access to Computers,Internet,Technology Uses in Education

The COVID-19 pandemic and fallout from universities' pandemic response efforts has made the adjustment to college more complex for new students. This is particularly true for students who lack familiarity with how college works. In addition to student adjustment issues, new pandemic-related issues include a greater risk for information overload, problematic access to technology and the Internet, more complicated decision making, greater difficulty in recognizing relevant resources and effective strategies for addressing specific issues, and difficulties in responding to issues that take different forms in remote or hybrid learning contexts. Peer mentoring can help. Informed by interviews with university faculty, program coordinators, and support staff, this article identifies the peer mentoring qualities that make it a useful tool for helping universities respond to issues associated with the pandemic. Mentors provide personal connections to the university, have proximate experience for a post-pandemic university context, are seen as credible sources for messaging, and provide accurate standards of social comparison with regards to strategies for success. The article also suggests tips for universities to set up peer mentoring programs to assist students in post-pandemic contexts.
Landing the Class: An Analysis of Innovative Enrollment Strategy and Leadership during the COVID-19 Pandemic
Author: LeFlore, Delonte J.
Date: 2022-02-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,Access to Education,Minority Group Students,Low Income Students,Racial Differences,Ethnicity,Disproportionate Representation,College Students,At Risk Students,Equal Education,Leadership Responsibility,Enrollment Management,Barriers,Student Financial Aid,Online Courses,School Holding Power,Enrollment Trends,Gender Differences,Intellectual Disciplines,College Admission

The devastation of COVID-19 substantively impacted enrollment opportunities for colleges and universities in the United States. Many higher education institutions responded to the crises by moving students off campus, enacting furloughs, increasing tuition, and appealing to their state and federal legislators for financial resources. At the University of Cincinnati (UC), critical considerations for campus leadership were how to best stabilize enrollment and resources and what needed to take place to ensure that underrepresented students were not lost in the process. Disparities exist in how the pandemic affects people of color and people from low-socioeconomic backgrounds. That, undoubtedly, was true for many of UC's students and their families from historically underserved backgrounds. UC launched a strategic initiative called Landing the Class to address enrollment concerns. The effort, which this article features, discusses how UC used innovative strategy and planning to address its enrollment challenges during the pandemic. Using a variety of institutional and national data, we provide an analysis of the extent to which the Landing the Class initiative was influential in helping the university reach its enrollment goals and implications for higher education leaders during the COVID-19 pandemic.
&quot;Pandemic Pivots&quot; in Teacher Education: Creating and Sustaining the New Normal
Author: Clinton, Christopher G.
Date: 2022-02-00
Type: Journal Articles
Subjects: Educational Change,Pandemics,Sustainability,Partnerships in Education,Social Emotional Learning,College School Cooperation,Graduate Students,Inservice Teacher Education,Inclusion,Equal Education,Teaching Methods,Interpersonal Relationship,COVID-19,Futures (of Society),Technology Integration,Distance Education,Videoconferencing

This article documents how one Teacher Preparation Program (TPP) at a medium-sized public university in the northeast responded to the needs of their urban partners during the global COVID-19 pandemic. The adaptation of this school-university partnership involved improving relationships where the TPP is more responsive to the needs of this urban school district. This article showcases how two colleagues created &quot;pandemic pivots&quot; in their graduate courses for in-service teachers. These pedagogical examples, or &quot;pandemic pivots,&quot; knit together technology and Social Emotional Learning (SEL) and create a more inclusive and more equitable new normal. Moreover, these &quot;pandemic pivots&quot; leverage programmatic mechanisms to sustain this new normal. The sustainability and success of this partnership makes use of stakeholder feedback loops which are both programmatic and interpersonal. Through institutionalizing these feedback loops, we create programmatic sustainability with the ability to dynamically meet the needs of our partners. The integration of SEL and technology pedagogical practices illustrated here are the result of programmatic structural changes driven by the voice of our partners, showcasing the design of our TPP.
A Classification Approach with Machine Learning Methods for Technical Problems of Distance Education: Turkey Example
Author: Yayla, Ridvan
Date: 2021-00-00
Type: Journal Articles
Subjects: Classification,Distance Education,Pandemics,COVID-19,Social Media,Natural Language Processing,Problems,Technical Assistance,Foreign Countries,Teaching Methods,Educational Attitudes,Educational Change,Models,Internet,Metadata,Student Attitudes,Teacher Attitudes,Computational Linguistics,Turkish

Distance education is an education model in which the lessons can be taught simultaneously using technical material without time and space restrictions. It has gained importance after the COVID-19 pandemic processes and has been implemented as a valid educational model in all educational institutions. Due to the sudden pandemic measures, distance education has brought about a lot of technical problems at unprepared educational institutions against the pandemic. In this paper, a classification approach is proposed by machine learning methods on Twitter instead of the usual structured research methods such as survey, one-on-one meeting for technical problems of distance education. The most encountered and commented distance education problem, which can be defined in different languages by the proposed method, have been analysed with Turkey example. Sentiment analysis has been made from negative and neutral tweets about distance education. The problems have been classified by natural language processing methods based on Turkish word analysis.
Assessment, Interaction and Technology in Distance Education: A Netnographic Study at a Brazilian Virtual University
Author: de Oliveira, Édison Trombeta
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Learning Processes,Distance Education,Virtual Universities,State Universities,Calculus,Mathematics Instruction,Physics,Science Instruction,Foreign Countries,Pedagogical Content Knowledge,Technological Literacy,Undergraduate Students,Video Technology

Netnography is a research procedure to analyse people inserted in digital communities applied, in this research, at Virtual University of the State of São Paulo, the first Brazilian public institution that offers only distance education. The aim of this paper is to know what happens in the course Calculus III, of the undergraduate in Physics, with the interaction, assessment and technology, by applying netnography in forums. As a result, assessment is often referred to deal with the differences between what is expressed in the lessons from what is assessed. For interaction, it was verified that only 10% of the students participated in the forums, a cornerstone for the online interaction. Finally, it was seen that the technology can facilitate learning, as long as they are added in an intentional way. It can be seen that the netnography can bring relevant elements to analyse contexts of distance education.
Faculty Support in Higher Education Provided by University Administration during Emergency Remote Teaching: A Case Study
Author: Sümer, Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Administrator Relationship,College Administration,Emergency Programs,Distance Education,Web Based Instruction,COVID-19,Pandemics,Foreign Countries,Technical Support,Social Support Groups

COVID-19 caused a global crisis and influenced approximately 1.5 billion students. Due to the threat of COVID-19, schools and universities suspended all the face to face classes and faced a mandatory transition to online learning to continue their teaching and learning. Teachers and students did not have time to prepare or get supported for emergency remote teaching. This study aims to examine the support services provided by the university administration to the faculty in Turkey. So it is designed as a case study, which is one of the qualitative methods in education. Regarding the findings related to support systems in the time of emergency remote teaching provided by the universities, it can be seen that &quot;administrative&quot; and &quot;technical supports&quot; were well-provided. However, it can be said that the universities ignored their faculties' needs regarding &quot;academic support&quot; as well as counseling support, which faculty needed most. Although &quot;library support&quot; is one of the support systems in the literature, faculty mentioned that they did not need any support in this regard. Peer support can be shown as the most prominent type of support in the emergency remote teaching, although it is not included in the open and distance learning literature for faculty.
Systemic Tensions in the MOOC Design Cycle: An Activity Systems Analysis upon Implementing edX for Latin America and the Caribbean
Author: Freire, Fabián
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Educational Technology,Technology Uses in Education,Delivery Systems,Program Design,Models,Needs Assessment,Instructional Design,Program Implementation,Program Evaluation,Open Source Technology,Interdisciplinary Approach,Barriers,Experiential Learning,Professional Personnel

This report presents the activity systems analysis of the general MOOC design process adopted by a multidisciplinary team for delivering edX courses to Latin America and the Caribbean (LAC). This report builds on Freire's (2020) exploratory case study [EJ1275469], which applied work-based learning theory and activity systems theory to determine whether and how 20 participants selected from the Hemispheric Development Fund's MOOC design team (HDFx) experienced work-based learning through their collaboration during the MOOC program's initial professionalization period. Activity systems models are developed to identify systemic tensions for each of the five phases in the MOOC design cycle: Needs Assessment, Instructional Design, Production, Implementation, and Evaluation. Such contradictions are further analyzed to formulate three main system-wide tensions that acted as triggers for the work-based learning reported by participants: (1) skill gaps for implementing the edX platform, (2) edX's limited techno-pedagogical affordances, and (3) organizational structures inhibiting multidisciplinary collaboration among participants and limiting the professionalization of the HDFx MOOC program. The report concludes by integrating the theoretical underpinnings of the case study with its four primary findings.
Surfing on Three Waves of MOOCs: An Examination and Snapshot of Research in Massive Open Online Courses
Author: Bozkurt, Aras
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Educational Research,Data Analysis,Learning Analytics,Information Retrieval,Network Analysis,Teaching Methods,Higher Education,Evaluation Methods,Barriers,Socialization,Social Networks,Lifelong Learning,Open Education,Bibliometrics

The purpose of this research is to examine the research that has been done on MOOCs by applying data mining and analytic approaches and to depict the current state of MOOC research. The text mining revealed four broad themes: (I) MOOCs as a mainstreaming learning model in HE, (II) motivation and engagement issues in MOOCs, (III) assessment issues in MOOCs, and (IV) MOOCs for social learning. The social network analysis indicated that MOOCs are a significant aspect of online education and that learning analytics are considered a solution to current MOOC handicaps. Both pivotal contribution analysis and timeline analysis demonstrated that MOOC research has a heavy focus on motivation and engagement, high drop out and low retention rates, and instructional quality. Overall, the research concludes that the first wave of MOOC research largely concentrated on the qualitative characteristics of the phenomenon, while the second and third waves of MOOC research concentrated on the quantitative characteristics.