ethanporcaro/eric-fulltext-meta huggingface dataset:
Artificial Intelligence in Education as a Mean to Achieve Sustainable Development in Accordance with the Pillars of the Kingdom&apos;s Vision 2030 -- A Systematic Review
Author: AlGhamdi, Azza Abdullah
Date: 2022-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Technology Uses in Education,Sustainable Development,Foreign Countries,Program Effectiveness,Educational Improvement,Educational Development,Teaching Methods,Educational Administration,Problem Solving,Educational Benefits

In this study, we aimed to review scientific studies and research to present a view of artificial intelligence in education to achieve sustainable development in accordance with the foundations of the Kingdom's Vision 2030. We conducted a systematic review of previous literature by extrapolating and analyzing 17 previous studies published from 2018 to 2020. We found that the application of artificial intelligence has proven effective in improving and developing education, simplifying basic teaching tasks, assisting managers of educational institutions, and contributing to solving problems and challenges faced by the education sector.
Experiences of Former Markers of Undergraduate Assignments and Examinations at a University: A Case Study
Author: Lebeloane, Lazarus Donald Mokula
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Evaluation,Assignments,Tests,Foreign Countries,Transformative Learning,Learning Theories,Critical Theory,Grading,Knowledge Level,Evaluators

Purpose: The present study explored experiences of former markers of undergraduate assignments and examinations at the University of South Africa (Unisa). Methodology: Qualitative method of research was used to gather data. Colaizzi's method (1978) was used to analyze and interpret data. The article's frame of reference was informed by Mezirow's transformative learning theory which is aligned to critical theory (Mezirow 2009). Findings: Findings were based on the following: Demographic information, markers' experiences in marking assignments and exam books, content knowledge, markers' meetings, duration of marking assignments and examination books as well as students support, and suggestions are the themes that emerged from the data that was gathered. Originality: It is recommended that the university must develop a policy for external markers for marking assignments and examinations of undergraduate program. All E-tutors must be trained to support students after the official closure of registration and before examinations are set. All markers must be trained -- through a markers' guide -- to mark assignments and examination books.
Leaders&apos; Preparedness for Managing Technological Changes in Teaching and Learning in the Selected Tanzanian Public Universities
Author: Landa, Elizabeth
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle Management,Leadership Training,Technology Integration,Learning Processes,College Faculty,Educational Change,Scores,Teaching Methods,Higher Education,Instructional Innovation,Instructional Design,Competence,Administrator Attitudes,Information Technology,Foreign Countries,Administrator Characteristics

Technological changes have seemingly become inexorable rather than the exception for academic institutions. It has been argued that an organisation's ability to adapt to a changing environment depends on its preparedness for change. This article delineates the extent of preparedness for managing technological changes in teaching and learning among mid-level academic leaders (MLALs) in higher education. The survey was administered to MLALs (n=76), undergoing changes relating to the use of innovative teaching and learning technologies (ITLTs). The rating method and Yeh Index of Perception (YIP) score were used to determine the extent of preparedness for technological changes among MLALs, and it was found to be on average. The results from the ANOVA test shows there was a significant difference in the mean scores for the dimensions of preparedness for changes (p&lt;0.05). The results conclude that preparedness for changes is determined by multi-dimension indicators as suggested by diverse managerial competences and status of readiness for changes held by MLALs. The results suggest that MLALs have a relatively low competence level for motivating the adoption and implementation of technological changes in teaching and learning. Besides, the leaders had a low belief that proposed technological changes for innovative teaching and learning were beneficial to them. These results can be used further to design the training and strategies for managing technological changes in education. Therefore, the study proposes sensitisation prior to any implementation of technological changes in education.
The Effect of Wiki &amp; Google Classroom on the Achievement of Female Art Teachers in Drawing and Designing Training Courses in Saudi Arabia
Author: AlSudairy, Maha Mohammed Nasser
Date: 2022-00-00
Type: Journal Articles
Subjects: Web Sites,Editing,Collaborative Writing,Web 2.0 Technologies,Educational Technology,Females,Art Teachers,Foreign Countries,Teaching Methods,Design,Electronic Learning,Web Based Instruction,Academic Achievement,Training

This study aimed to reveal the effect of using Wiki &amp; Google Classroom on the achievement of female art teachers in drawing and designing training courses in Saudi Arabia. The study sample consisted of 49 female art teachers chosen through a purposive method from Saudi Arabia. They were randomly distributed into two experimental groups: the first experimental group (26 teachers) studied drawing and design training courses via Google Classroom. The second group (23 teachers) studied the same course by Wiki application. The current study was conducted in the first semester of the academic year 2020-2021 and it depended on a quasi-experimental approach. The results of the study showed statistically significant differences between the pre and post-test in favor of the post test. It also showed statistically significant differences between the group that studied using Google Classroom and the groups that studied using Wiki application in favor of Google Classroom. The study recommended activating the use of the Google Classroom and Wiki applications in teaching art courses online.
The Impact of Implementing Full E-Learning during COVID-19 on the Students&apos; Academic Performance in the Courses of Accounting and English Language
Author: Tomma, Musa Mohammed Ahmed Abu
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,COVID-19,Pandemics,Academic Achievement,Accounting,English (Second Language),Second Language Instruction,Mathematics Instruction,College Students,Foreign Countries,Student Attitudes,Online Courses

This study aimed at figuring out the effect of full e-learning on the students' academic performance in accounting courses, which include multiple mathematical calculations compared with the English Language courses, which are free of mathematical calculations. A questionnaire was designed and distributed among a random sample of students during the second semester of the academic year 2019-2020, during which full e-learning was implemented due to the Coronavirus Pandemic. The sample included (302) out of (1411) male and female students at the Department of Administrative Sciences, whose major is accounting and business administration. Besides, they study English language as part of the general courses at the Community College in Khamis Mushait. The study found that, there is a statistically significant effect regarding the features of full e-learning on the students' academic performance with respect to the accounting and English Language courses. The problems related to e-learning did not affect the students' academic performance in accounting courses, while it impacted negatively on the students' academic performance in the English language courses. The study recommended that, the educational institutions should continuously develop the e-learning atmosphere in order to become conducive, attractive and creative.
Teachers&apos; Views on Deportations, DACA, and a Pathway to Citizenship
Author: McCorkle, Will
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Undocumented Immigrants,Citizenship,Elementary School Teachers,Secondary School Teachers,Inclusion,Immigration,English Language Learners,Political Attitudes

This analysis of quantitative data from a nationwide sample of k-12 teachers (N=4,600) examines teachers' views on a range of modern immigration issues including DACA, the scope of deportations, levels of immigration, and a pathway to citizenship. Overall, teachers showed more inclusive stances towards immigration overall. However, there appeared to be a more inclusive response to immigrants already in the country than new immigrants entering the nation. There were also statistically significant differences based on age, race and ethnicity, region of the country, and political party. These variances are examined deeper in the text. These results are of vital importance for teachers and teacher educators given the realities with which immigration discussions and debates have affected both the society and the classroom. The larger contention is that teachers' views on these contentious issues of modern immigration are not just abstract, societal views but have deep relevance to their positionality as teachers, mentors, and advocates.
The Impact of Family on Ethical Decision Making by First-Generation and Non-First-Generation College Students Internationally
Author: Fredricks, Susan M.
Date: 2022-00-00
Type: Journal Articles
Subjects: First Generation College Students,Control Groups,Ethics,Decision Making,Family Influence,Foreign Countries,Family Relationship,Geographic Location

Family or kinship affects how we make decisions including those of an ethical nature. Research has shown that family is an important component and influencer for First Generation College Students. The influence of family spans the globe from the United States to various international locations. This study replicates a previous study on kinship and ethical decision making (Tilley et al., 2012) while further delineating participants by their First Generational standing and geographic location specifically United States, New Zealand, Czech Republic, and Slovakia. The results indicated that there were significant differences for two of the four scenarios but not overall. First Generation complexities, implications, and future research are also discussed.
How Can Pre-Service Science Teachers Reflect Their Critical Thinking Skills in Their Writings?
Author: Bati, Kaan
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Reflection,Critical Thinking,Writing Skills,Foreign Countries,Content Analysis,Writing Assignments,Ecology,Biology,Thinking Skills,Skill Development

In this research, pre-service science teachers' writings written in a biology laboratory course were examined and the development of writings skills was monitored from the critical thinking skills perspective. In this context, the preservice teachers were asked to design and build a fully enclosed ecosystem model (bottle ecosystem), collect data from these ecosystems, and report on all processes. The observational case study design was used in this research and research was carried out with fifty-two preservice science teachers from a public university in Turkey. To determine the development of preservice science teachers' writing skills, unstructured focus group interviews and document review methods were used for data collection. The content analysis method was used for the analysis of the data. According to analyses, pre-service science teachers had difficulties in reflecting their critical thinking in their writings, but it was determined that they were able to improve themselves in the process. According to the research, if an appropriate learning environment is provided, preservice teachers can reflect their critical thinking in their writings, and this can improve their science literacy.
Reconsidering Negotiated WBL in the Digital Age
Author: Lester, Stan
Date: 2022-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Apprenticeships,Access to Education,Educational Technology,Higher Education

The introduction and expansion of Degree Apprenticeships, and higher-level apprenticeships more generally, has had a positive effect on widening access to professional and organisational careers as well as in some fields to progression within professions (Lester &amp; Bravenboer 2020; Lillis &amp; Bravenboer 2022). However, as discussed by Talbot et al (2019) this has been accompanied by a decrease in employer- and individually-negotiated programmes. The reduction in negotiated work-based learning (NWBL) opportunities and decline in heutagogically-based higher education raises questions about what opportunities have been closed down, for whom, and how these might be revisited.
Emotional/Behavioral Disorder: Why and How Do We Name It?
Author: Maag, John W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Behavior Disorders,Emotional Disturbances,Labeling (of Persons),Language Usage,Students with Disabilities,Inclusion,Multi Tiered Systems of Support,Beliefs,At Risk Students,Student Behavior,Communication (Thought Transfer)

The controversy over the use labels for students who receive special education services under the Individuals with Disabilities Education Act has been raging for decades. Do labels really serve an educational purpose? Do they stigmatize students? Do disabilities really exist? Are they just part of the normal distribution of human characteristics, just diversities considered disabilities only because of social barriers? Postmodernists or relativists--those who are involved in what has been called disability studies (DS) or disability studies in education (DSE)--would answer those four questions No, Yes, No, and Yes. These answers and the attempt to &quot;normalize&quot; disabilities, eschew labels as worthless, and even say special education is not the answer but the problem for educating these diverse students are dangerous not only to students with various disabilities but also to the very existence of special education. We argue that labels are important and a necessary way for professionals to communicate. Consequently, this article focuses on the reality of behavior, the nature of language and use of words, and how labels can and should be used--particularly those when applied to students who display &quot;challenging behaviors.&quot;
Cheating or Learning? A Vygotskian Perspective on the Use of Modern Technologies by Novices, Drawn from a Study of Informal Music-Theory Learning
Author: Schmidt-Jones, Catherine
Date: 2022-00-00
Type: Journal Articles
Subjects: Music Education,Music Theory,Technology Uses in Education,Informal Education,Independent Study,Video Technology,Audio Equipment,Musical Composition,Cheating,Novices,Electronic Learning,Peer Teaching,Barriers,Scaffolding (Teaching Technique)

Many self-directed music learners turn to YouTube for free instruction that uses familiar contexts to discuss theory concepts. A grounded-theory analysis of videos that ranked highly in searches for music theory for guitar or digital audio workstation (DAW) revealed &quot;cheating&quot; on theory to be the most prominent emergent theme. In particular, videos that offered DAW-based methods for staying in key, without understanding the relevant concepts, appeared to be as popular and warmly received as videos that explained the concepts. A Vygotskian perspective suggests that the DAWs are being used as mediating tools that allow novices to work in their zones of proximal development while undertaking desirable sociocultural activities such as music composition. However, while some of the tools may help users eventually grasp and internalize the concepts, others hide theory concepts from view. Formal theory instruction may benefit from adopting DAW-based techniques that provide learners with access to early success in composition while also scaffolding conceptual understanding.
The Mediating Role of Cultural Intelligence in the Relationship between Social Justice and Global Citizenship
Author: Karatas, Kasim
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Social Justice,Global Approach,Citizenship,Preservice Teachers,Mediation Theory,Foreign Countries

This study investigated the mediating role of cultural intelligence in the relationship between social justice and global citizenship. A research model was developed and tested by employing a structural equation modelling (SEM) approach based on data collected from 441 prospective teachers. The results indicated that social justice has a significant direct effect on cultural intelligence, which has a significant direct effect on global citizenship. However, the results indicated that social justice does not have a significant direct effect on global citizenship, whereas social justice has a significant indirect effect on global citizenship through cultural intelligence. The implications of the findings for practice and research were discussed.
Effects of Training on Firefighters&apos; Physical Readiness, Fitness and BMI Levels
Author: Kamuk, Yetkin Utku
Date: 2020-07-00
Type: Journal Articles
Subjects: Training,Program Effectiveness,Fire Protection,Physical Health,Readiness,Physical Fitness,Body Composition,Foreign Countries

Firefighting is arduous work and it requires a high level of physical fitness and readiness. The purpose of this study is to assess the physical fitness and readiness levels of the Turkish firefighters and investigate the effects of 12-week exercise on firefighters' fitness levels. The study was an experimental study in which 41 firefighters were participated voluntarily. Ethics committee approval and written consents were obtained prior to the study. The experiment group attended to a 12-week planned exercise sessions for two times per week for 90 min. The control group did not participate into a planned exercise during that period. Any caloric restrictions were not recommended nor were calorie intakes controlled in either group. As the Shapiro-Wilk and Q-Q plot tests revealed that the data were normally distributed, independent samples t-test, paired-samples t-test, and Pearson's r to analyse data. The results indicated that body mass index levels of the firefighters in both groups were over the critical level suggested by the World Health Organization and their VO[subscript 2]max levels did not meet the minimum requirements. It was also found that BMI had disruptive effects on physical performance. The experimental group had significant improvement after attendance to 12-week training but the control group's performances were worsened. It was concluded that the firefighters' physical performances were low and they were highly prone to be obese. Instant measures, including promoting exercise and regularly testing the physical performance levels of the personnel, should be taken to reverse the current undesirable situation.
Economies of Scale through E-Teaching in the Post-COVID Era -- Students&apos; Improvements Recommendations Using Mixed Methods Design
Author: Eckhaus, Eyal
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Web Based Instruction,COVID-19,Pandemics,Teaching Methods,Academic Achievement,Videoconferencing,Student Attitudes,College Students,Student Improvement,Gender Differences,Student Centered Learning,Foreign Countries

This study centers on a retrospective investigation of effective and pedagogic planning of academic digital courses taught during the COVID-19 crisis, from the students' perspective. We shall focus on the difference between the traditional, teaching-centered paradigm, and the modern learning-centered approach, while emphasizing the formulation of learning outcomes in online study expanses, in light of the learning experience imposed on teachers and students at the various academic institutions. The study explored the learning outcomes from students' point of view, as well as the benefits and challenges embodied by formulating learning goals in the post-COVID era, according to the learning-centered paradigm, relating to the strengths and weaknesses of the Zoom teaching method from the students' perspective, predicated on 1,828 students from several institutions. We used a mixed methods design incorporating qualitative and quantitative analysis to develop the Online Teaching Recommendations (SOTR) model. We used Structural Equation Modeling (SEM) for goodness-of-fit. The research findings indicate that the various types of e-learning challenge academic institutions to carry out renewed thinking about the main potential advantage of physical academic institutions where students and teachers meet, talk, and discuss directly and unmediated, compared to virtual bodies of knowledge and teaching that are evolving at present and that are allegedly threatening to render universities irrelevant.
A Case Study of Western Teachers&apos; Perceptions of Myanmar High School Student College Readiness in Western Society
Author: Speckien, Mark A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Teachers,Social Cognition,High School Students,College Readiness,Foreign Students,Western Civilization,Teacher Attitudes,Foreign Nationals,Student Adjustment

The purpose of this case study was to explore eight Western teacher perceptions of Myanmar-based high school student college readiness to transition to a postsecondary educational setting in a Western country. The research question was answered using findings from individual teacher participant interviews. The five themes that emerged through the analysis of the interviews are (a) concerns over language barriers, (b) dependence on others, (c) mixed feelings over students' ability to make friends, (d) adapting to a new culture, including mixed feelings over student immersion into Western culture and concerns over entitlement, and (e) preparedness for college-level academics, including mixed feelings over student preparedness for the academic transition, lack of specific academic skills, and concerns over academic integrity. Interpretation of the research findings, research limitations, and future research are discussed.
Was It What You Expected? The Impact of COVID-19 on First-Year College Students
Author: Pearman, Cathy J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Expectation,COVID-19,Pandemics,College Freshmen,Student Attitudes,Distance Education,Social Behavior,Extracurricular Activities,Blended Learning,First Year Seminars,Synchronous Communication,Asynchronous Communication

Fall 2020, COVID-19 restrictions in place on most college campuses may have resulted in the reality of college life not aligning with student expectations. This survey study, conducted at a university in the Midwest, sought to determine the perceptions of first-year college students regarding whether there was a misalignment with their prior expectations and in which areas these misalignments existed, if they did exist. At this university, the COVID-19 restrictions resulted in changes in the delivery formats of courses, and restrictions of social gatherings and on-campus activities. In addition, academic resources such as tutoring, writing center assistance, and study groups were unavailable or curtailed in scope and operating times. This study focused on student perceptions of the impact of course delivery, academics, and social opportunities. The majority of the first-year students in this study reported they were unsure if the restrictions impacted their expectations of what college would be like academically but did report their belief that blended/hybrid courses better supported their learning than either synchronous or asynchronous courses. The largest factor impacting the misalignment of prior student expectations and the Fall 2020 college campus reality was linked to social activities and interactions with 60% of participants listing this as an area where the Fall 2020 college experiences did not meet their expectations.