ethanporcaro/eric-fulltext-meta huggingface dataset:
Viewing Open Education within the Technological, Pedagogical, Content Framework: Illustrating Educator Knowledge, Skills and Dispositions
Author: Van Allen, Jennifer
Date: 2023-00-00
Type: Journal Articles
Subjects: Open Education,Educational Practices,Technological Literacy,Pedagogical Content Knowledge,Social Justice,Equal Education,Curriculum Design,Copyrights,Open Educational Resources

Without interrogation, educators may reproduce hegemonic materials and learning opportunities that are simply easier to access in open educational practices (OEP). Thus, we argue that to effectively engage in OEP, educators must not only possess knowledge, skills and dispositions related to their discipline, but also related to open education, CC licensing, open pedagogy, digital tools that facilitate OEP, and intentionality and care in negotiating openness with students. While there are various frameworks for open education, none have been applied to explain what knowledge, skills and dispositions are needed to engage in OEP. In this manuscript, we seek to conceptualise and provide examples of OEP within the Technological, Pedagogical, Content Knowledge Framework (TPACK) through the intersections of content, technology, and pedagogy with equity, intentionality, and care at the forefront.
University Students&apos; Perceptions of Interactive Response System in an English Language Course: A Case of &quot;Pear Deck&quot;
Author: Anggoro, Kiki Juli
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,College Students,Audience Response Systems,Foreign Countries,Teaching Methods,Likert Scales,Learning Experience,Language Proficiency,Gender Differences,Educational Technology,Usability,Learning Processes

&quot;Pear Deck&quot; is one interactive response system that has gained popularity in recent years. This study addressed the gap in the literature and considered students' experience of the platform in a Thai university context. This was a mixed-method study in which 320 students completed a survey including closed and open-ended components. Quantitative data measuring students' perceptions using Likert-scale surveys were collected, while qualitative data were used to get a deeper understanding of students' experience in learning using &quot;Pear Deck&quot; in the classroom. The data were analysed based on gender differences and students' proficiency levels. According to the findings of this study, students' perceptions were not significantly different based on gender. However, despite the finding that both basic and independent users had good attitudes towards the platforms, the latter group gave a substantially higher score. Furthermore, the study revealed that the students had a favourable impression of &quot;Pear Deck.&quot; They believed that the platform was engaging, easy to use, and had the potential to aid learning.
The Influence of User-Perceived Benefits on the Acceptance of Microlearning for Librarians&apos; Training
Author: Isibika, Irene Shubi
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Modules,Learning Activities,Library Education,Library Automation,Management Systems,Usability,Librarian Attitudes,Training

Microlearning has shifted professional training and development and its acceptance depends on perceived user benefits. This study examines the influence of user-perceived benefits on librarians' acceptance of the microlearning approach in selected universities in Tanzania. Using a questionnaire informed by the variables of the Technology Acceptance Model (TAM) model to collect data from a sample of 64 librarians, the results indicated that the perceived ease of use was found to play a more significant role in the acceptance of microlearning than perceived usefulness. However, the lack of in-person/physical interaction with peers during the training deterred the use of microlearning by the librarians. The positive influence of perceived usefulness and ease of use on the acceptance of microlearning strengthens the relevance of adopting microlearning as a didactic technology for librarians' training. The findings imply that proper implementation of microlearning as a training avenue is key due to the plenteous benefits it affords over the challenges.
Exploring Filipino Kindergartens&apos; Perspective on Disasters: A Descriptive Case Study
Author: Legaspino, Liza Cordero
Date: 2023-00-00
Type: Journal Articles
Subjects: Kindergarten,Young Children,Foreign Countries,Natural Disasters,Knowledge Level,Student Attitudes,Emergency Programs,Risk Management,Prosocial Behavior,Caring,Concept Formation,Lesson Plans,Curriculum Development

Disasters continue to have adverse effects around the globe leaving many lives susceptible to hazards and fatalities most especially children. The Philippines, known to be one of the most disaster-prone countries in the world, experiences earthquakes, typhoons, and flooding yearly. For the reason of the country's vulnerability to disasters, it is expected that both adults and children can demonstrate preparedness to such disasters. Hence, in order to improve the disaster preparedness of kindergarten pupils, we must begin looking at their perspectives before conceptualizing kindergarten lessons about disasters. This study focused on Filipino Kindergarten's perspectives on disasters. This study sought to; (1) describe children's perspectives on disasters; and (2) determine significant concepts that can be used for School Disaster Risk Reduction Management specifically for kindergarten. The cases were kindergarten pupils from different public schools residing in Metro Manila. There were nine (9) cases, three Kindergartens per specific type of disaster experienced, whether earthquake, flooding, or typhoon. Based on the findings of the study, children have perspectives to which their capacity to express their knowledge, feelings, plans, actions on disasters are manifested. Children also have the competence to think of other's welfare in the event of disasters and are interested to learn more about disasters as they have suggested ways in which they can enjoy learning about Disaster Risk Reduction (DRR).
&apos;Give and Take&apos; -- Higher Education Teachers Using Open Educational Resources
Author: Schroeder, Nadine
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Technology Uses in Education,Open Educational Resources,Users (Information),Use Studies,Expectation,Access to Information,Preferences,Teacher Developed Materials,Assignments

Open educational resource (OER) as free teaching and learning materials can contribute to the collaborative design and development of teaching. To support higher education teachers in their work with teaching in general and OER in particular and to encourage their use of OER, it is necessary to pay attention to their needs and requirements. This paper presents the results of a research project, identifying the usage behaviour of German-speaking higher education teachers. In an interview study, they were asked about their experience with OER to get detailed insights into their practices concerning their 'use' and 'revise' of materials. From this, four user types were derived according to different OER activities, such as creating, reusing, editing, and publishing OER, and their scope. Finally, these user types are transferred to considerations when designing OER infrastructures and establishing support options. These are aligned with the specifics of each user type, making the research findings a complementary contribution for application in higher education.
The Effects of Interactive Mini-Lessons on Students&apos; Educational Experience
Author: Richardson, Lindsay D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Video Technology,Electronic Learning,Lecture Method,College Students,Learner Engagement,Interaction,Student Attitudes,Learning Experience,Foreign Countries,Introductory Courses,Psychology

With the shift to online learning, many instructors have been forced into course delivery that involves educational lecture videos. There are a number of different elements that impact the quality of educational videos and overall student experience (e.g. instructor eye gaze, audio levels, screen sizing). More specifically, research has demonstrated that segmented videos have educational benefits over the traditional didactic ones. The present experiment aimed to examine whether interspersed interactive content could increase post-secondary students' retention and engagement above simple segmentation. As such, young adults experienced one of four lesson types: didactic video, segmented videos, segmented videos with interactive content, and a condensed version of the interactive segmented videos. Then, they were asked to complete an engagement scale, an online learning experience questionnaire, and a surprise test. The results demonstrated a performance benefit to segmented videos for post-secondary students who prefer to learn in person as opposed to online.
Adaptive Pedagogical Strategies Responding to Emergency Remote Teaching -- Immediate Responses of Hungarian Primary School Teachers
Author: Horváth, László
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Responses,Educational Strategies,Emergency Programs,Distance Education,Electronic Learning,Educational Change,School Closing,COVID-19,Pandemics,Technological Literacy,Computer Literacy,Adjustment (to Environment)

Digital disruption is not a new phenomenon in education; however, it has become more prominent during the COVID-19 pandemic due to school closures and the related emergency remote teaching (ERT) period. Our study aims to explore the different pedagogical strategies that primary school teachers adopted during this period and determine how successful these strategies were in involving and engaging students. Altogether, 4028 teachers from 343 primary schools answered our online survey from all the regions of Hungary. The sample adequately represents the Hungarian primary school teacher population in terms of gender and age. We used cluster analysis and identified four clusters of pedagogical strategies; then, we used analysis of variance to explore how teachers' digital competence and their ability to involve students in online learning varied across different clusters. Our analysis grasps the complexity of the issue, as it shows that two rather distinct strategies were both successful in involving students, and thus, there is no single solution best suited to digital learning. Overall, digitally competent teachers loosened the originally strict structure of education and provided more feedback, which proved to be an important element in successfully involving students in digital learning during ERT. The framework validated in our research can be used by policymakers and school administrators in different national and educational contexts, enabling them to understand the complexity of online teaching and learning. Furthermore, our results can offer some practical pointers for school teachers on how to combine different pedagogical strategies.
Children&apos;s Rights: Comparison of the Consciousness Levels of Gifted and Non-Gifted Children
Author: Koca, Selda
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Childrens Rights,Academically Gifted,Elementary School Students,Student Characteristics,Knowledge Level,Grade 3,Grade 4,Civil Rights,Freedom of Speech,Access to Information,Freedom,Intellectual Freedom

The study was conducted to examine the consciousness levels of gifted children about children's rights and to compare them with their non-gifted peers. The general survey model was used in this study, in which the consciousness levels of gifted and non-gifted children on children's rights were compared. The study group of the research consists of 63 gifted and 65 non-gifted primary school students studying in a science and art center in Afyonkarahisar. In the research, the &quot;Children's Rights Consciousness Level Determination Scale&quot; developed by Akgül and Çaglayan (2019) was used to determine the consciousness levels of students about children's rights. In the analysis of the collected data, the difference between the groups was examined with the Mann Whitney U test using the data analysis program. As a result of the research, the consciousness level of gifted students about children's rights was found to be significantly higher than their non-gifted peers. In addition, this difference emerged in the &quot;right to information and opinion&quot; dimension of the scale. The unique developmental characteristics of gifted children may have an impact on their knowledge, consciousness and behavior towards children's rights. However, there is a need for comparative and longitudinal large-scale studies based on epidemiological data on the sensitivity of gifted children to children's rights. In addition, educational and behavioral interventions should be made in order to increase the consciousness of gifted children about children's rights, regardless of their educational environment.
A &quot;Post&quot; Pandemic(s) Village Check-In: Pulse Checks and Recommendations for a Hard Re-Set in Education
Author: Jackson, Jarvais J.
Date: 2023-01-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,Barriers,Equal Education,Academic Achievement,African American Students,Teacher Effectiveness,Well Being,Family School Relationship,Elementary Secondary Education,Self Management,Social Isolation,Physical Health,Mental Health,Cognitive Development,Spiritual Development,Technology Uses in Education

Utilizing the lens of the &quot;pandemic as portal&quot; (Roy, 2020; Souto-Manning, 2021) and the need for a &quot;hard re-set&quot; (Ladson-Billings, 2021) of our current education system, this literature synthesis engages with head, health, and home to consider what a new normal could look like as we take a &quot;village check-in&quot; of each area. For head, we consider the systemic barriers to equitable academic achievement that have long been in place for Black and Brown students. When considering health, we look at the impact of the pandemic on teacher well-being and how this may impact their ability to teach effectively and equitably. Lastly, in a pulse check of home, we look back at the unequal past, while orienting forward towards opportunities for re-imagining home-school connections as we negotiate what a new normal can look like &quot;post&quot; pandemic(s).
Achieving Online Dialogic Learning Using Breakout Rooms
Author: Douglas, Shonagh
Date: 2023-00-00
Type: Journal Articles
Subjects: Dialogs (Language),Teaching Methods,Videoconferencing,Electronic Learning,Peer Relationship,Cooperative Learning,Undergraduate Students,Instructional Effectiveness,Foreign Countries

The use of breakout rooms is an increasingly used tool in online teaching. This study uses Laurillard's (2013) Conversational Framework to evaluate the effectiveness of breakout rooms in achieving learning through peer-to-peer dialogue in large-scale teaching. Data were collected through online surveys, comprising Likert ratings and open questions, to undergraduate students (n = 115) and tutors (n = 9) at Aberdeen Business School (Robert Gordon University) reflecting on Year 1 studies in the 2020-2021 academic year. Key findings indicate that breakout rooms can be successful in achieving effective learning through peer-to-peer dialogue. However, this is highly dependent on the participation by students, which was variable. In order to facilitate effective breakout rooms, tutors need to ensure they set a clear task, with evidence suggesting a perception gap between tutors and students on how effectively this was done, and regularly visit breakout rooms to encourage participation and provide support.
Cultural Sensitivity Scale for Early Childhood Educators: Development and Validation
Author: Duran Yilmaz, Ayse
Date: 2023-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Measures (Individuals),Test Construction,Test Validity,Foreign Countries,Test Reliability,Cultural Differences,Preschool Teachers,Factor Analysis

This study aimed to create and validate a scale for early childhood educators that reflects the cultural sensitivity of educators in classrooms. We collected data from 403 early childhood educators in Adiyaman, Turkey. Experts' assessments were consulted for content validity, and EFA and CFA were done for the reliability and validity of the scale. The internal consistency coefficient was calculated based on the reliability of the study. The result of scale development was a 29-item, 3-factor scale that shows evidence of reliability, validity, and practical usability for further research. The three factors of the Cultural Sensitivity Scale for Early Childhood Educators consist of &quot;acceptance of cultural differences,&quot; &quot;adaptation of cultural differences,&quot; and &quot;rejecting cultural differences.&quot; The relationship among subscales was tested and it was seen that the sub-dimensions of 'Acceptance of Cultural Differences' and 'Adaptation to Cultural Differences' were positively related to each other and that these two sub-dimensions were negatively and significantly related to the sub-dimension of 'Rejecting Cultural Differences'. Confirmatory factor analysis (CFA) also confirmed the results of EFA. Factor analysis results showed that the scale had three factor and Cronbach a was 0.743.
Design Oriented STEM Education with Preschool Children
Author: Yalçin, Vakkas
Date: 2023-00-00
Type: Journal Articles
Subjects: Preschool Children,STEM Education,Learning Activities,Design,Kindergarten,Knowledge Level,Responsibility,Problem Solving,Adoption (Ideas),Cognitive Processes,Skill Development,Communication Skills,Cooperation,Student Attitudes

In this study, the effects of design-oriented STEM activities on preschool children were examined. In the research conducted with case study in qualitative research designs, 20 preschool children aged five years in a kindergarten formed the participants of the study. Design Oriented STEM Activities were completed with 24 sessions of 8 weeks, 3 days a week. Within the scope of the research, data were collected through observations, interviews and research diaries and content analysis was made. As a result of the analysis of the data, it was concluded that the applied design-oriented STEM education increased the problem-solving, communication and cooperation skills of the children, and that the STEM education process; It has been concluded that it raises the awareness of children and gives them a sense of responsibility. In addition, it has been concluded that STEM activities encourage children to solve problems and generate ideas, make permanent behavioral changes in children, and increase children's social and adaptation skills.
A Systematic Review of Research on Race in Rural Educational Scholarship since 2001
Author: Baker, Timberly
Date: 2023-00-00
Type: Journal Articles
Subjects: Literature Reviews,Race,Educational Research,Rural Education,Racism,Content Analysis,Critical Race Theory

This systematic review of literature on race in rural educational scholarship addresses the research question: &quot;How are race and racism typically represented (defined, discussed) in rural education literature? And two subquestions: What factors have been explored at length in regard to race and racism? and Where are the predominant gaps in the research literature? In answering these questions we reviewed literature published in three rural education journals from 2001-2022 and used a systematic approach to the data collection, extraction, and analysis. The overall findings about race yielded four themes: Race as--&quot; descriptor, located within a racial hierarchy, socially constructed, and an element of diversity/race as multicultural/cultural. &quot;Similarly, the overall findings about racism yielded three themes: Racism as--&quot; systemic and institutional, a factor, and structural. &quot;These themes provided an organizing framework to discuss the findings from the relevant studies. Each theme included the citation of articles representing the theme and illustrations of each theme. This approach allowed for a comprehensive display of what themes arose while also providing examples of how these constructs were articulated within the scholarship review. We then used CRT to analyze the overall findings related to race and racism focusing on two tenets, social construction theory, and colorevasiveness. We end with a call to increase focus on research that disrupts white supremacy, examines structural and institutional racism as it operates in rural education, and takes race-conscious approaches to research in rural scholarship.&quot;
Reaching Rural Students with Resources and Enrichment-Focused Learning in the Summer Months
Author: O'Connell, Kathrina M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Rural Schools,Rural Youth,Summer Programs,Educational Change,Enrichment Activities,Literacy Education,Program Implementation,Program Effectiveness,School Holding Power,School Registration,Attendance Patterns,Time Perspective,Reading Motivation,Students,Parents,Learning Motivation,Elementary School Students,Program Design,Interpersonal Competence

This promising practice describes the summer programming transformation at a rural, Title I school. After eliminating barriers to education and remediation overtones, the school now provides free transportation, meals, and books for all participants and engages them in research-based, enrichment-focused literacy learning. The program's first year experienced a 746% increase in registration, a 34% increase in retention, and an 18% increase in attendance. Similar registration and participation numbers were reported in years two through four, with reading growth demonstrated in all four summers. Both students and their parents reported increased engagement and motivation to read in the summer months. Results from the program's modifications highlight the need for and value of equitable and enrichment-focused summer learning in rural communities.
There&apos;s Land between Us: Rurality in the Northern Great Plains
Author: Moore, Jarrett D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Rural Education,Rural Areas,Preservice Teacher Education,Preservice Teachers,Student Attitudes,Rural Environment,Stereotypes,Social Isolation,Social Values,School Community Relationship,Access to Education

While there is a significant body of educational literature addressing the character and needs of rural communities in the Appalachian and southern regions of the US, there is a need for a better understanding of rural communities outside of this region. Existing literature focused on US rurality revolves around four main themes: the rural idyllic, isolation and deficits, rural identity, and community. The voices, experiences, and needs of future teachers of the Northern Great Plains are missing from this dominant narrative and this study begins to address this gap. This qualitative study is based on data collected from 16 semi-structured interviews with students enrolled in a preservice teacher preparation program about their experiences growing up and living in rural Northern Plains communities. Interview transcripts were transcribed, coded, and compared to the themes of the existing literature. The analysis resulted in several stable themes similar to the prevailing narratives on rural communities, with specific and nuanced differences. Specifically, participants held a nostalgic rather than idyllic view of their communities, internalized an agrarian identity even if they did not lead an agrarian lifestyle, and described communal ties as essential to their distinct lifestyle. Future research on Northern Plains rurality should seek to include non-white and Native American participants and perspectives.