ethanporcaro/eric-fulltext-meta huggingface dataset:
Dynamics of Social Media on the Academic Performance of Students in Private Universities in Ghana
Author: Okoampa-Larbi, Richard
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Academic Achievement,Higher Education,Computer Software,Social Networks,Technology Integration,Information Technology,Foreign Countries,Educational Policy,Time Management,Low Achievement,Educational Benefits,Study Habits,Student Attitudes,Undergraduate Students

In this technological era of the Internet becoming the backbone for achieving educational success, the development of social media is an asset for the academic development of students in tertiary institutions. The logit model was used to determine the dynamics of social media on the academic performance of students in private tertiary institutions in Ghana. The Statistical Package for Social Sciences and STATA were the tools employed for coding and analysis. Questionnaires were created using Google forms and administered to 900 participants. The results revealed that hours spent by students at the library have reduced drastically. It is worth noting that whether students spend less or more time on social media, their academic performance worsened. This situation was explained by students spending more time on social media for networking and not for academic purposes. Two reasons can be given for such poor performance, that is, whether students are just not able to use the social media platforms to their advantage or the platforms do not provide relevant information that can meet their academic needs. Therefore, the study concluded that Information and Communication Technology can have a lot of benefits if well managed and integrated but also on condition that a clear online policy must be established to check the conduct of students.
Problem Posing and Its Relationship with Teaching Experience of Elementary School Mathematics Teachers from Ethnic Minority Area in Southwest China
Author: Peng, Aihui
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Mathematics Instruction,Minority Group Students,Ethnic Groups,Elementary School Teachers,Problem Solving,Teaching Methods,Teaching Experience,Teacher Competencies,Word Problems (Mathematics)

This study examined characteristics of problem posing and its relationship with the teaching experience of elementary school mathematics teachers from ethnic minority areas in the Southwest of China. Eighty-one (N = 81) elementary school mathematics teachers responded to a task-based questionnaire and posed mathematical problems based on given problem situations. Characteristics of their mathematical problem posing were observed through the total numbers, appropriateness, difficultly, and flexibility levels of the problems posed by the teachers. Results show that elementary school mathematics teachers were capable of posing a considerable number of appropriate mathematical problems. Significant differences were found in the flexibility of the posed problems among the teachers with different years of teaching experience. This finding suggests that teachers' capability in mathematical problem posing may not necessarily grow along with teaching experience. Limitations of the study and implications in developing teachers' mathematical problem posing are discussed.
An Analysis of Secondary School Students&apos; Empathy Skills in Terms of Student- and School-Related Variables
Author: Gökap, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Characteristics,Empathy,Grade 8,Gender Differences,Reading,Internet,Computer Use,Institutional Characteristics,Geographic Location,Foreign Countries,Television Viewing

This study aims to examine the empathy skills of secondary school students in terms of some selected variables at the student and school levels. The study group of the research, which was structured as a correlational survey, consisted of 1010 eighth-grade students attending 29 schools selected by random sampling in the province of Usak during the 2021-2022 school year. The HLM 8 student version was used in the analysis of the data collected via Google Form. 80% of the difference in empathy scores was found to stem from the student-related variables and 20% from the school-level variables. A positive and significant relationship between the number of books read and gender variable and empathy scores was also identified, and it was concluded that as the number of books read by students increased, their empathy scores increased as well, and the girls had higher empathy scores than the boys. In addition, a negative significant relationship was found between the duration of daily internet use and empathy scores. While no significant relationship between school type and empathy was identified, students at secondary schools located in city centers were observed to have higher empathy scores than those located in small towns.
An Investigation of the Relationship between Digital Literacy Levels of Social Studies Teacher Candidates and Their Attitudes towards Distance Education
Author: Karagözoglu, Nazike
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Studies,Preservice Teachers,Technological Literacy,Student Attitudes,Distance Education,Foreign Countries,Gender Differences,Instructional Program Divisions,Correlation,Predictor Variables

The relationship between the digital literacy levels of Social Studies teacher candidates and their attitudes towards distance education was investigated in this study. In addition, attitudes of teacher candidates towards distance education and their digital literacy levels were compared in terms of gender, year of education and income variables. The sample of this study, in which the general screening model was used, consisted of 260 social studies teacher candidates studying at state universities in the Central Anatolia Region of Turkey in the 2020-2021 academic year. &quot;Digital Literacy Scale&quot; developed by Bayrakçi (2020) and &quot;Distance Education Attitude Scale&quot; developed by Agir (2007) were used in the data collection process. Kolmogorov-Smirnov normality test was run for data normality and after data normality was provided, regression and Pearson correlation analyzes, independent sample t-test, one-way ANOVA test and Post Hoc analysis were performed. The findings of the current study showed that the digital literacy levels of teacher candidates did not differ significantly depending on gender and grade levels, but the digital literacy levels of male teacher candidates were higher. It was observed that the attitudes of teacher candidates towards distance education significantly differed based on gender and year of education. It was determined that teacher candidates with high-income had a more positive attitude towards distance education and had higher levels of digital literacy compared to teacher candidates with low- and middle-income levels. The findings of the present study also showed that there was a positive and moderately significant relationship between digital literacy levels of teacher candidates and their attitudes towards distance education, and it was concluded that digital literacy levels of teacher candidates significantly predicted their attitude scores toward distance education.
A Qualitative Analysis of Self-Determination and Psychological Adjustment of Syrian Refugees in Turkey: Teachers&apos; Perspective
Author: Turan, Numan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Self Determination,Adjustment (to Environment),Vocational Education Teachers,Language Teachers,Personal Autonomy,Competence,Trauma,Teacher Role,Teacher Characteristics,Educational Environment,Faculty Development,Psychological Patterns,Interpersonal Relationship

This qualitative research explored Syrian refugees' self-determination and psychosocial adjustment in Turkey and teachers' experience working with refugees. Data were collected through semi-structured interviews from 12 vocational and language teachers (M[subscript age] = 34.27, SD[subscript age] = 4.94) who had an average of 9.58-year teaching experience and at least one year of teaching Syrian forcibly displaced people and refugees. The content analysis revealed three overarching themes: (1) the needs for autonomy, competence and relatedness facilitate refugees' adjustment in dealing with resettlement stressors; (2) trauma experience interferes with refugees' adjustment; and (3) working with refugees transforms teachers to become more tolerant, resilient, patriotic, sensitive to diversity, and grateful for their relationships. The findings may stimulate psychosocial interventions and policies that would mitigate contextual barriers as well as create an inclusive psychosocial environment. Refugees are likely to benefit from a nurturing environment and teachers are likely to benefit from trainings focusing on trauma informed teaching skills.
Developing Preschool Students&apos; Awareness of Living Things: Fungi in Nature
Author: Karakaya, Ferhat
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Children,Natural Resources,Foreign Countries,Learning Activities,Cognitive Development,Language Acquisition,Child Development,Preschool Education,Biological Sciences,Ecology,Knowledge Level,Science Instruction

In the research, it was aimed that children in the age group of 4-6 discover a different group of living things (fungi) living in addition to the plants and animals around them and to develop their awareness of living things. In addition, the study examined the effect of the activities prepared at the nature observation center on the cognitive and linguistic development of children. The research using the case study was carried out in the 2021-2022 academic year. The study group of the research consists of 6 (six) different participants who studied in a preschool educational institution in the Black Sea Region of Turkey in the age group of 4-6 years. The research was carried out with a holistic understanding that included different activities and evaluation processes, both in and out of the classroom. Semi-structured interview forms developed by the researchers were used to collect the data. As a result of the research, it was determined that nature-based observations and activities have a positive effect on the awareness of children in the 4-6 age group about living things. In addition, it was concluded that cognitive and linguistic development was achieved in children aged 4-6 years. In addition, the research concluded that the activities prepared at the nature observation center provided cognitive and linguistic development in children in children aged 4-6 years.
Parental Perceptions of Their Preschool and Elementary School Children with Respect to Teacher-Family Relations and Teaching Methods during the First COVID-19 Lockdown
Author: Tal, Clodie
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preschool Education,Preschool Children,Elementary School Students,Parent Attitudes,Parent Teacher Cooperation,Family School Relationship,School Closing,Foreign Countries,Distance Education,Jews,Teacher Student Relationship,Age Differences,Parent Participation,Learning Activities,Program Effectiveness

The goal of this study was to learn about parental perceptions of their preschool and elementary school children with respect to relations with the teachers and various aspects of distance learning used during the first COVID-19 lockdown in Israel. Research was carried out in the summer of 2020 among 602 parents, comprising a representative sample of parents of children in preschool, grades 1-2, and grades 3-6 of the Jewish population of Israel. Participants completed a questionnaire designed for this study that sought to measure attitudes towards aspects of distance learning (e.g., Zoom lessons) and how the teachers related to the children and parents. Findings indicate that the child's age had an impact on how the parent perceives the activities of the children and the teachers with respect to several forms of distance learning imposed by the pandemic. At all ages, parental interpretation of the impact of the pandemic on teacher-family relations was found to contribute to the explained variance regarding parental evaluation of the children's and teachers' activities as well as the variance in attitudes about distance learning (both online and asynchronous). Also, parents of every age cohort reported that they were more involved in their children's distance learning than in encouraging the children to reach out to their friends -- the parents of third through sixth graders were even less involved than parents of the younger children.
Teaching Presence in Online Courses: Similar Perceptions but Different Experiences from Multiple Instructor Perspectives
Author: Turk, Murat
Date: 2021-12-00
Type: Journal Articles
Subjects: Teaching Methods,Online Courses,Teacher Student Relationship,Teacher Attitudes,Learning Experience,Case Studies,Undergraduate Students,Graduate Students,College Faculty,Teacher Characteristics,Expectation,Educational Objectives,Instructional Design,Feedback (Response),Computer Mediated Communication,Teacher Role,Personal Autonomy,Sense of Community

Online course instructors' perceptions and perspectives regarding their teaching presence as a key presence in online learning environments significantly influence, if not determine, their online teaching practices, which in turn influence the quality of online students' learning experiences. Although gaining deeper insights into online course instructors' perceptions and experiences of teaching presence is quite important and valuable for online education, there is still limited qualitative inquiry into this critical presence across diverse online teaching contexts. The purpose in this qualitative, multiple case study was to explore and understand online course instructors' perceptions and experiences regarding their own presence in their online courses. We explored the perceptions and experiences of eight course instructors teaching undergraduate and graduate-level online courses at a midwestern U.S. college. Our findings indicated that teaching presence was uniformly considered important and necessary by the instructors although their applications and priorities regarding their teaching presence varied. We discussed our themes that emerged from our interview data and offered several theoretical and practical implications regarding teaching presence in online learning environments.
An Exploratory Examination of Student-Led, Asynchronous Collaborative Online Discussions in Fostering Higher-Order Cognitive Skills and Ethical Leadership Learning
Author: McCarron, Graziella Pagliarulo
Date: 2021-12-00
Type: Journal Articles
Subjects: Teaching Methods,Asynchronous Communication,Cooperative Learning,Discussion Groups,Thinking Skills,Skill Development,Ethics,Leadership Training,Undergraduate Students,Electronic Learning

Previous studies have contextualized student-led, asynchronous online discussions as collaborative learning experiences that positively impact students' learning and foster higher order cognitive skills. From a leadership education perspective, student-led discussions have come to the fore as a helpful resource for deepening learning because of their focus on collaboration and shared leadership. While literature on student-led online discussions, leadership learning, and cognitive skill is plentiful, there is no single study that explores all these elements together or fully points to how practicing meaning-making in online, asynchronous leadership courses can inform larger cognitive processes. Thus, the purpose of this conceptual content analysis-based study was to examine 35 undergraduate students' collaborative discussion board posts at the beginning, middle, and end of an online, asynchronous Ethics and Leadership class to assess not only &quot;if and to what extent&quot; students expressed cognitive skills, in general, but also &quot;if and to what extent&quot; they understood ethical leadership via these types of discussions. Further, from an exploratory lens, this study examined if there was a relationship between expression of higher order cognitive skills and more complex ethical leadership understanding. Results indicate that, while students achieved higher order cognitive skills and more holistic ethical leadership understanding overall, robustness of student engagement could be situational in nature and expressions of cognitive skills and ethical leadership understanding tapered as the course progressed. Additional findings and implications are discussed.
Examination of the Hexad User Types and Their Relationships with Gender, Game Mode, and Gamification Experience in the Context of Open and Distance Learning
Author: Senocak, Dilek
Date: 2021-12-00
Type: Journal Articles
Subjects: Game Based Learning,Open Education,Distance Education,Games,Student Characteristics,Classification,College Students,Foreign Countries,Gender Differences

Gamification, which is defined as the use of game design elements in non-game contexts, is put forward as a solution to low motivation and is suggested for the creation of a sustainable learning ecology in open and distance learning (ODL). The overall purpose of the present study was to examine the distribution of the Hexad gamification user types and the correlations of gamification experience, game mode, and gender with the user types' scores within the context of an ODL system. The researchers adapted quantitative cross-sectional survey design to seek answers in this study. The Hexad user types of distance learners were determined based on the online &quot;Gamification User Types Hexad Scale.&quot; Findings revealed that the most common user types in the ODL environment were Philanthropists, Achievers, and Free Spirits, followed by Socializers and Players with a lower mean, while the least common user type was Disruptors. Women tended to score higher than men on the Disruptor user type. Achievers, Socializers, Philanthropists, and Players preferred multiplayer game modes, while the game mode had little influence on Free Spirits and Disruptors. Regarding the gamification experience, Players and Free Spirits seemed to have more experience of gamified applications. This study provides insights to learning designers in developing gamified ODL systems to engage the different Hexad user types.
Preservice Teachers&apos; Misconceptions in Solving Probabilistic Problems
Author: Hokor, Evans Kofi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Misconceptions,Probability,Problem Solving,Females,Barriers,Concept Formation,Thinking Skills,Knowledge Level,Student Attitudes,Mathematics Education

Concerns about the influence of misconceptions, culture and social setting on probabilistic reasoning of teacher trainees led to a study in this area to explore the reasoning of preservice teachers from a college of education in Ghana. This study investigates preservice teachers' misconceptions and difficulties in probabilistic problems solving before they learn Elementary Stochastic as part of their course of studies. The identification of preservice teachers' misconceptions will serve as a reference point for planning and enactment of lessons for effective training of teachers. The study employed explanatory sequential mixed-methods research design. The participants in this study were 181 level 200 female preservice teachers offering a Diploma in Basic Education. Diagnostic test and semi-structured interview were used to collect data. Data collected were analysed descriptively. Also, content analysis was employed to analyse some parts of the data collected. The results indicate that preservice teachers had some probability difficulties such as conceptual difficulties, interpretation difficulties, and procedural difficulties. Similarly, the study found that preservice teachers entered college with the following probability misconceptions: equiprobability bias, representativeness bias, negative and positive recency effects, outcome orientation bias, and belief bias. This study shows the need for teaching and learning activities to focus on addressing probability misconceptions and difficulties in order to developed better probabilistic reasoning of preservice teachers.
The Remote Learning Experience in Lebanon: Learners&apos; Attitudes and Practices
Author: Assaf, Joumana
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Student Attitudes,Social Isolation,Barriers,Online Courses,Computer Mediated Communication,Interpersonal Relationship,COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education,Grade 9,Secondary School Students

Despite its flexibility, remote learning is a complex process which depends on several elements considered as pillars of online learning and which affect each other. The purpose of the study is to reveal the learners' feeling of social isolation while learning remotely as well as the effectiveness of online communication channels in ensuring learning support through content sharing with teachers and colleagues. Moreover, the learners' self-regulation skills were reflected through their practices while learning as well as through the value of being a part of the digital community. The learners' evaluation of their remote learning experience, their attitudes towards passing through this experience again and their suggestions to improve virtual learning were also examined in the last section of the survey. This study sheds light on the social isolation barrier while learning online as 49% of students reported that they always felt isolated. In fact, this disconnectedness was not compensated by online communication especially that around 31% of learners declared that using online communication with teachers and colleagues never helps them with the learning process. Moreover, 55% of learners stated that they never prepare questions before joining online discussions or watching videos in virtual learning. Therefore, the lack of teaching presence - associated with the lack of learners' regulation skills -leads to the absence of learning presence in online learning. The results reflected the perspectives and attitudes of learners towards online learning as 44% of learners described their online learning experience as &quot;bad, unsuccessful, and characterized by failure&quot;. Moreover, 63% of learners stated that they were not interested to pass through the online learning experience again. To improve the implementation of online learning, 55% of respondents suggested enhancing the teaching strategies whereas 47% of participants recommended improving the infrastructure and providing the required facilities. So, for integrating online learning, a viable strategy needs to be developed and made aligned with all the opportunities and challenges of online learning in the Lebanese context.