ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Turkish as a Foreign Language to Young Learners: Epistemological Beliefs of Pre-Service Teachers
Author: Caner, Mustafa
Date: 2021-05-00
Type: Journal Articles
Subjects: Turkish,Second Language Instruction,Preservice Teachers,Language Teachers,Student Attitudes,Epistemology,Developmentally Appropriate Practices,Children,Age Differences

Teaching Turkish as a foreign language gained momentum in the last decades of the 20th century. However, teaching Turkish as a foreign language to young learners is still in its infancy as a field of study. Therefore, investigating practitioners' epistemological beliefs on the issue will contribute to fill the gap in the literature. Regarding this fact, the present study intended to scrutinize epistemological beliefs of pre-service Turkish language teachers on teaching Turkish as a foreign language to young learners. Adopting a hermeneutic phenomenological research design, which is a qualitative study in nature, the present study gathered data from 66 pre-service Turkish language teachers enrolled in a state university in Turkey through written interview forms. The content analysis of the gathered qualitative data revealed that although all the participants took a course on teaching Turkish as a foreign language, almost none of them felt satisfaction in terms of their accomplishments in teaching Turkish as a foreign language to young learners. The findings also revealed that the participants had varying reasons for their dissatisfaction, including theory and adult-oriented course contents and lack of practice in the field. As for suggestions for additional policies on teaching Turkish as a foreign language to young learners, the participants recommended launching field-specific courses for pre-service teachers.
Community Participation in Open and Distance Learning Systems in India
Author: Pandey, Umesh Chandra
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Open Education,Community Involvement,Rural Areas,Access to Education,Educational Technology,Technology Uses in Education,Community Programs,Stakeholders,Role,Information Centers,Higher Education

The Three Tier system of Panchayati Raj Institutions (PRIs) which was put in place with 73rd amendment in the constitution of India, is a major initiative for democratic decentralization. PRIs are acting successfully and gradually becoming more powerful and resourceful. Now most of the Panchayets, including block and village level, are having their own buildings with basic infrastructural facilities like internet and computers. They are the representative institutions of people at grassroots. The villages Panchayats also share a common concern to strengthen educational opportunities. With increasing role being played by Village Panchayats in rural developmental arena we feel that Open and Distance Learning Systems (ODL) support services operations should converge with them (Gargava 2017). Authors of this paper have been engaged in the promotion of Indira Gandhi national Open University (IGNOU)'s Programmes and Policies in the state of Madhya Pradesh for quite some time. It is in this context that authors have planned a new strategic intervention for the sensitization operations and delivery systems of IGNOU, India, and results have been encouraging. The paper describes the experiences of the authors while using some out of box strategies to sensitize the people through Panchayats. It helped the IGNOU Regional Centre to generate the participation in IGNOU's academic programmes. Further, the delivery of academic services in the villages had positive impact on the participation of students in the counseling sessions and success rate of the students. This paper documents varied learning experiences in this experiment.
Efficacy of New Media Based Video Lectures in Open and Distance Education System of India
Author: Gaur, Mayank
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Video Technology,Lecture Method,Open Education,Distance Education,Foreign Countries,Electronic Learning,Student Attitudes,College Students,Social Media,Language of Instruction

New Media based learning materials are gaining popularity among teachers and students nowadays. The present investigation was intended to explore the efficacy of new media-based video lectures in Open and Distance Education system of India. For this investigation a sample of 300 students was drawn from three Indian Open Universities viz., Indira Gandhi National Open University New Delhi, Vardhman Mahaveer Open University, Rajasthan and Uttarakhand Open University, Uttarakhand. The 100 students were selected randomly from each University. This research was focused on student's opinions about effectiveness of Video lectures which were watched on New Media Platforms either during their course of study or otherwise. In order to know the effectiveness of video lectures, a questionnaire consisting of 16 items were used. The questionnaire was designed to get responses about the duration of video lectures, their presentation format, the language used, and the mode of delivery of lectures. Data revealed that video lectures of short duration were more popular. Further the format containing the Presenter with PowerPoint presentation, integrated with Animations and Graphics format was more popular among respondents. As far as language was concerned, both English and Hindi were preferred equally by respondents. The mode of delivery of video lectures which was preferred was online and New Media (web) based. TV broadcasting was least preferred by respondents. The above findings indicated that an effective video lecture with duration of less than 15 minutes including Presenter with PowerPoint presentation integrated with Animations and Graphics format either in Hindi or English were more effective delivered through New Media (web) based platform.
Three Internal Barriers to Technology Integration in Education: Opinion, Attitude and Self-Confidence
Author: Ardiç, Mehmet Alper
Date: 2021-05-00
Type: Journal Articles
Subjects: Barriers,Technology Integration,Self Efficacy,Pedagogical Content Knowledge,Technological Literacy,Secondary School Teachers,Secondary School Students,Teacher Attitudes,Affordances,Predictor Variables,Foreign Countries

It is known that teachers' negative opinions, attitudes and lack of self-confidence towards technology in education negatively affect the technology integration process as an internal barrier. In this study, in order to understand the holistic effect of these internal barriers, the relationship between teachers 'views on students' use of technological tools, their attitudes towards technology and their Technological Pedagogical Content Knowledge (TPACK) self-confidence was investigated. 378 secondary school teachers participated in the study, in which relational screening model was used. The data of the study were collected through the Scale of Attitudes Towards Technology (SATT), TPCK Confidence Survey, and Personal Information Form. Multivariate Kruskal-Wallis H Test was employed in order to identify the relationships between teachers' opinions and the factors of the scales, Pearson Moments Multiplication Correlation Coefficient was used so as to identify the relationship of the factors with each other, and multiple linear regression analysis was performed in order to determine the level of teachers' attitudes predicting their TPCK confidence. It was determined that there was positive and significant relationships between the teachers' opinions about the students' benefiting from technological tools and their attitudes, and between the teachers' opinions about the students' benefiting from technological tools in the lessons and their TPCK confidence. In addition, it was understood that there were positive and significant relationships between all factors of the attitude scale and confidence scale, and that the teachers' attitudes towards technology was a significant predictor of their TPCK confidence.
Teaching Techniques: Understanding Fast Speech with Online Videos and Quizzes
Author: Hanson, Stephanie
Date: 2021-00-00
Type: Journal Articles
Subjects: Speech Communication,Video Technology,Internet,Tests,Computer Assisted Testing,English (Second Language),Second Language Learning,Phonology,Learning Activities

Understanding fast speech can be an ongoing challenge for English learners of all levels. Even after years of study, learners might be accustomed to clear, slow classroom English and struggle with understanding the reductions that proficient speakers of English use in fast, fluent speech. Many online resources exist to help students learn about fast-speech reductions commonly used in English. The Minnesota English Language Program at the University of Minnesota developed five videos, that explain blending, flap, H elision, syllable elision, and common fast phrases. Each video is about one minute long and describes these fast-speech phenomena with an oral explanation, visual cues, and several examples. Each video also has an accompanying audio quiz, with several examples of each reduction. These online videos and interactive quizzes were designed as self-study tools for international students at U.S. universities. Fortunately, these materials can be used anywhere with teens or adults who wish to improve their listening skills. These materials can also be used in a prepared class lesson. To provide an example of a class lesson, this article works with syllable elision.
Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice
Author: Alcaraz-Dominguez, Silvia
Date: 2021-00-00
Type: Journal Articles
Subjects: Science and Society,STEM Education,Teaching Methods,Content Analysis,Concept Formation,Student Evaluation,Lesson Plans,Educational Research

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.
Teachers&apos; Beliefs about the Role of Digital Educational Resources in Educational Practice: A Qualitative Study
Author: Alberola-Mulet, Ivan
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Resources,Educational Practices,Technology Integration,Electronic Learning,Influence of Technology,Value Judgment,Instructional Effectiveness,Teacher Attitudes,Early Childhood Teachers,Elementary School Teachers,Learning Processes,Pedagogical Content Knowledge,Technological Literacy,Foreign Countries

Information and Communication Technologies and Digital Educational Resources have undergone a rapid evolution and have been swiftly introduced into educational contexts. Teachers play a key role in integrating these technological resources into the classroom. The objective of the present study was to determine the value that teachers attribute to digital resources in their educational practice. Based on a qualitative methodology, the necessary information was obtained via an open-ended interview, in which a Spanish school's Early Childhood and Primary Education teachers participated. The results revealed that teachers value the integration of digital resources into the classroom, though no consensus was reached as to the suitable level of integration. Use satisfaction was mainly related to student motivation. Certain problems or limitations also came to light, however, linked to students' digital training. An important conclusion according to the perception of teachers is that the integration of digital resources in their educational practice was significant and improved the quality of the educational process.
Preschool Children Science Mental Representations: The Sound in Space
Author: Ravanis, Konstantinos
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Children,Scientific Concepts,Acoustics,Schemata (Cognition),Physical Sciences,Kindergarten,Knowledge Level,Early Childhood Education,Science Education,Foreign Countries

The aim of the current study was to examine the way in which preschool children deal with the concept of sound. For this purpose, a study was carried out in the context of detecting and categorizing the mental representations among young children of sounds which propagate through space from source to the receiver. Specifically, 91 preschool children aged 5-6 years voluntarily participated in individual semi-structured interviews which were carried out by three researchers in a special area of kindergartens. During these interviews, the children were asked to express their views on the three following axes: the concept of sound itself; the subjective characteristics of sound; and the phenomenon of the production and propagation of sound. The results of the research showed that while a small percentage of children recognized the propagation of sound in space, the vast majority of them associated sound with either the object that produced it or with the object that received it.
Factor Structure and Validation of the 12-Item Korean Version of the General Health Questionnaire in a Sample of Early Childhood Teachers
Author: Lee, Boram
Date: 2021-00-00
Type: Journal Articles
Subjects: Factor Structure,Psychometrics,Test Validity,Questionnaires,Screening Tests,At Risk Persons,Identification,Early Childhood Teachers,Stress Variables,Symptoms (Individual Disorders),Measures (Individuals),Depression (Psychology),Foreign Countries,Mental Health

The 12-item General Health Questionnaire (GHQ-12) is designed to detect a diagnosable psychiatric disorder and has demonstrated positive psychometric properties in adult populations. Despite these findings, the psychometric properties of the GHQ-12 have hardly been examined with regard to early childhood teachers. This study purposed to examine the factor structure of the GHQ-12 and to assess its psychometric properties vis-à-vis a sample of Korean early childhood teachers. An aggregate of 252 participants completed the Korean version of the GHQ-12 in tandem with other psychiatric measures, including the Patient Health Questionnaire-9 (PHQ-9) and the Beck Depression Inventory (BDI). The resulting data were subjected to confirmatory factor analyses to compare the goodness-of-fit of the previously proposed models of the GHQ-12. The three-factor model comprising anhedonia/sleep disturbance, social performance and loss of confidence was found by the goodness-of-fit indices to excellently fit our study sample. The average variance extracted and all factor loadings exceeded the recommended threshold of 0.50; hence, convergent validity was established. The criterion posited by Fornell and Larcker verified the discriminant validity. The instrument evidenced superior reliability evinced by its adequate internal consistency and composite reliability. This evidence allows the assertion that the GHQ-12 may be deployed as a screening tool for the evaluation of general symptoms of psychiatric disorders in Korean early childhood teachers.
Can Pre-Service Biology Teachers&apos; Professional Knowledge and Diagnostic Activities Be Fostered by Self-Directed Knowledge Acquisition via Texts?
Author: Kramer, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Knowledge Base for Teaching,Logical Thinking,Science Teachers,Biology,Independent Study,Synchronous Communication,Telecommunications,Science Instruction,Foreign Countries,Instructional Effectiveness

In a diagnostic context of reasoning about instructional quality, scientific reasoning skills can be described as diagnostic activities, which require professional knowledge. Different approaches to enhance pre-service teachers' professional knowledge (PCK, CK, PK), as well as diagnostic activities exist. However, results about their effectiveness are still inconsistent. We systematically investigated the effectiveness of self-directed knowledge acquisition via texts on PCK, CK, PK, and diagnostic activities of 81 pre-service biology teachers following an experimental design. Paper-pencil tests, measuring PCK, CK, and PK, and the video-based assessment tool DiKoBi Assess, measuring diagnostic activities in the context of diagnosing instructional quality, were used pre and post an intervention. Intervention included four treatments on self-directed knowledge acquisition via texts on: (1) PCK; (2) CK; (3) PK; and (4) combination PCK/CK/PK. Treatment (5) served as control. Mixed ANOVAs showed large time effects for PCK and CK, but no interaction effect concerning knowledge facets between time and treatment for any of the treatments. Time effects might be due to pre-service teachers' scientific reasoning on biology instruction that activated knowledge. An ANCOVA showed no significant effect of treatment on diagnostic activities either. We conclude that scientific reasoning about instructional quality is more effective for knowledge acquisition than text-work.
Authorship and Collaborative Research among Scholars in Open and Distance Learning Institutions in Africa
Author: Mkwizu, Kezia H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Distance Education,Open Universities,College Faculty,Research,Authors,Teacher Collaboration,Scholarship,Conference Papers,Documentation,Universities,Trend Analysis,Teamwork,Economic Development,Foreign Countries

This paper is based on a study that examined authorship and collaborative research among scholars in Open and Distance Learning (ODL) institutions with a focus on prospects for Africa. The study involved intensive documentary desk review of conference book of abstracts and conference proceedings to examine authorship and collaborative research. The study reviewed a total of 10 conference books of abstracts and proceedings organized or hosted by universities including ODL institutions in Africa. Descriptive statistics were used to summarise some thematic areas of interest. It is revealed in this paper that authorship in terms of co-authorship is high in some conferences but low in others in relation to collaborative research. Furthermore, authorship between two scholars was higher compared to three or more authors in collaborative research. This implies that co-authorship is trending in relation to collaborative research thus raising collaboration prospects for Africa. It is therefore recommended that ODL scholars should be encouraged to do more co-author publications from collaborative research in order to promote teamwork and comparative studies in knowledge production for socio-economic development relevant for Africa and beyond.
A Study of Factors Associated with Online Training on Performance and Satisfaction of Academic Counsellors
Author: Mythili, G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Counselor Training,Counselors,Performance Factors,Participant Satisfaction,Cognitive Style,Barriers,Open Universities,Foreign Countries

The main objective of the study is to identify a set of factors with regard to online training environment that may lead to increased performance and satisfaction for online trainees. Around 722 academic counselors who will join the Academic counselors training programme (ACT-Online) of IGNOU and around 20 instructors/evaluators involved in the training programme will form the sample of the study. Two scales (Grasha &amp; Reichmann's Student Learning Styles Scale, Attitude Towards E-learning Scale) and three questionnaires were used (i) to study the perception of the participants and their level of satisfaction, (ii) to assess the performance of the participants before the training, (iii) to assess the performance of the participants after the training will be used for the study. All the questionnaires and scales will be administered online. The instructors/evaluators will be interviewed by the researcher in face-to-face situation. Both qualitative and quantitative analyses methods (Mean, SD, ANOVA, Correlation Matrix, Principle Component Factor analyses etc.) will be used. The data will be analysed using SPSS. The findings of the study would help the university to find out the effectiveness of the online training and also to improve the quality of ongoing and future online training programmes. The researchers in ODL, teachers, administrators, policy makers and others who want to deliver training programmes through online mode would also be benefited from the findings of this study.
The Need for Translation in the Globalized World English Arabic Contact in the Algerian Academic Context
Author: Benmokhtari, Hicham
Date: 2021-03-00
Type: Journal Articles
Subjects: Translation,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Attitudes,Language Variation,Global Approach,Speech Language Pathology,Semitic Languages,Language Processing,Language Usage,Student Attitudes,Teaching Methods,Foreign Countries,College Students,College Faculty

The neck-breaking changes imposed by the process of globalization demand a reconsideration of the mundane scholarly dealings. The constant need for communication in a scientific area to keep pace with the continuing advancements and the newly published research works, mainly in the Speech-language Pathology branch, pushes the researcher to look for the appropriate tools which bridge the gap and ease the task. The researcher tries to find out how translation can bridge the gap between the technological improvements, anglicized data, and the actual context in which the Algerian students and teachers work? This research paper aims, thus, at researching the significance of translation from English to Arabic in an Algerian academic context (at the University of Oran 2). To reach the predetermined objective, the researcher uses of descriptive case study research in which a students' questionnaire, a teachers' interview, and program analysis are used. The findings show that a total absence of both the English language and translation in such a scientific discipline widens the gap between the requirements of the age and the actual practice enormously. A set of recommendations, including insertion of a specialized translation module, are suggested to help both the teachers and the students in this department.