ethanporcaro/eric-fulltext-meta huggingface dataset:
Blended Learning Model to Promote the Ability to Analytical Thinking and Learning Outcomes of Computer and Educational Technology Students
Author: Puttasem, Duangjai
Date: 2022-12-00
Type: Journal Articles
Subjects: Blended Learning,Thinking Skills,Outcomes of Education,Educational Technology,Student Satisfaction,Computer Science Education,Teaching Methods,Preservice Teachers,Pretests Posttests,Foreign Countries

The purposes of this research were: 1) to develop a blended learning model to promote analytical thinking ability and learning outcomes of Computer and Educational technology students 2) to compare analytical scores before and after blended teaching of Computers and Educational Technology students and 3) to study the satisfaction of students about the blended learning method. The researcher conducted the instructional design theory of ADDIE MODEL used in this research. The experiment was conducted with the sample group in the study were 3rd year students 30 students in Computer and Educational technology students the academic year 2021 who study in the first semester of academic year 2021. The instruments in this research were 1) Teaching Management Plan 3 plans to 4 hours in total 12 hours 2) Analytical thinking ability test for 3rd year students of Computer and Educational Technology in Faculty of Education at Nakhon Sawan Rajabhat University and 3) The satisfaction questionnaire of students that blended learning model. The statistics used in data analysis were mean, standard deviation and t-test. The findings of this research as following: It has resulted in the development of a teaching style that combines integration with the analytical thinking process in the course of learning management in computational science at the primary and secondary level. There are five steps in the learning process: 1) reviewing 2) thinking 3) sharing 4) constructing and 5) applying and the results of checking the appropriateness of the teaching management plan that integrates with the analytical thinking process found that the experts assessed the quality of the teaching management plan integrated with the analytical thinking process. It was very appropriate ([x-bar] = 4.70) when students receive integrated teaching and learning management with the analytical thinking process of the course of learning management in computational science at primary and secondary levels. The students' analytical thinking ability after study was statistically significantly higher than before at the .05 level and were satisfied towards blended learning at a high level.
A Learning Analytics Approach Using Social Network Analysis and Binary Classifiers on Virtual Resource Interactions for Learner Performance Prediction
Author: Khor, Ean Teng
Date: 2022-11-00
Type: Journal Articles
Subjects: Learning Analytics,Social Networks,Network Analysis,Classification,Algorithms,Educational Technology,Electronic Learning,COVID-19,Pandemics,Visualization,Accuracy,Student Behavior,Academic Achievement,Prediction

The COVID-19 pandemic induced a digital transformation of education and inspired both instructors and learners to adopt and leverage technology for learning. This led to online learning becoming an important component of the new normal, with home-based virtual learning an essential aspect for learners on various levels. This, in turn, has caused learners of varying levels to interact more frequently with virtual resources to supplement their learning. Even though virtual learning environments provide basic resources to help monitor the learners' online behaviour, there is room for more insights to be derived concerning individual learner performance. In this study, we propose a framework for visualising learners' online behaviour and use the data obtained to predict whether the learners would clear a course. We explored a variety of binary classifiers from which we achieved an overall accuracy of 80%-85%, thereby indicating the effectiveness of our approach and that learners' online behaviour had a significant effect on their academic performance. Further analysis showed that common patterns of behaviour among learners and/or anomalies in online behaviour could cause incorrect interpretations of a learner's performance, which gave us a better understanding of how our approach could be modified in the future.
Practice and Challenges of the Implementation of Inclusive Education Strategy in Secondary Schools: The Case of Gofa Zone, Southern Ethiopia
Author: Kocha, Dawit Fantaye
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Students with Disabilities,Regular and Special Education Relationship,Equal Education,Program Implementation,Program Effectiveness,Secondary Schools,Barriers,Teacher Attitudes,Administrator Attitudes,Principals,Administrator Role,Educational Practices,Teacher Competencies

Inclusive Education (IE) is a practical approach to effectively accommodate students with disabilities (SWDs) in the general education classroom, whereby educational equity is believed to be realized. To that effect, the Federal Government of Ethiopia (FDRE) developed and rolled out its 2012 Inclusive Education Strategy (IES). This study assessed the implementation status of the strategy after a decade of enactment in secondary schools of the Gofa zone in South Nations, Nationalities and Peoples Regional State (SNNPRS). This study aimed to examine the practice and challenges of implementing the IES in secondary schools to contribute its share to a better realization of inclusivity. The survey, FGDs and KIIs have been employed to generate quantitative and qualitative data; results analysis has been made using an independent t-test and the mean score interpretation using Bluma (2012) intervals; and SPSS version 21 for frequency counts and percentages for comparing and contrasting perceptions and opinions. The study's significant findings show that IES has not been effectively implemented in the Zone. Instead, challenged by different factors such as; lack of knowledge, understanding and awareness about the strategy; shortage of suitable inputs, physical facilities and teaching materials for the SWDs; leadership and management failure due to lack of understanding about the IES, and absence of reliable data about the CWD in the community. Filing the knowledge gaps of all the school community about the IES; conducting integrated leadership to make the schools suitable for SWDs; school-led- and community-assisted data collection on CWDs stand out as essential recommendations to improve the implementation.
Comparison of the Effects of Emergency Distance and Face-to-Face Education Applications on Students&apos; Analytical Thinking Skills in Science Course: Example of Energy Transformations and Environmental Science Unit
Author: Kocabas, Hayal
Date: 2022-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Emergency Programs,Distance Education,In Person Learning,Thinking Skills,Science Education,Scientific Concepts,Environmental Education,Grade 8,Secondary School Students,Foreign Countries,Instructional Effectiveness

The aim of this study was to compare the analytical thinking skills of the 8th grade students who received emergency distance and face-to-face education in a science course and to get student ideas concerning emergency distance education. An unequal control group model from the quasi-experimental models was used in the study. The study group consisted of 39 students. Fifteen students who received energy transformations and environmental science unit as emergency distance education constituted the first group and 24 students who received face-to-face education constituted the second group. The data were collected with ATAT, TATDL, and SOF. In conclusion, it was determined that the cognitive success of the students who received face-to-face education based on analytical thinking improved more. The ability to adapt analytical thinking to daily life developed equally in both groups. While the students who received emergency distance education did not express a negative opinion about the activities carried out in the teaching process, they stated negative opinions about the realization of this process online, such as internet shortage, lack of communication tools, noise, occasional power cuts, inefficiency compared to face-to-face education, difficulty in understanding the lesson, difficulty in speaking in front of the screen, inability of the teacher to be effective in distance education, and inability to experiment together. However, there were also students who expressed a positive opinion that the course was productive, interesting, calm, more comfortable than face-to-face education, and safer to protect from the disease. As a result, it is thought that emergency distance education cannot replace face-to-face education; however, it is an effective education process that can be applied to prevent students from being completely disconnected from school and education during periods when lessons cannot be continued due to extraordinary circumstances such as pandemic.
Development of the Online Course Overload Indicator and the Student Mental Fatigue Survey
Author: Bayne, Gail Alleyne
Date: 2022-11-00
Type: Journal Articles
Subjects: Online Courses,Cognitive Processes,Difficulty Level,Fatigue (Biology),Electronic Learning,Curriculum Design,Student Surveys,Psychometrics,Undergraduate Students

The purpose of this study is to develop and examine the psychometric properties of the Online Course Overload Indicator (OCOI) and the Student Mental Fatigue Survey (SMFS). The OCOI was designed to measure students' perceptions of cognitive overload in online courses. The SMFS was used to assess students' perceptions of mental fatigue while taking online courses. An exploratory factor analysis was conducted on a sample of 378 undergraduate students from various institutions offering online courses across the United States. Results of a factor and reliability analyses confirmed that the instruments are valid and reliable measures of students' perceived mental fatigue and overload from online course elements. The analysis supported the model that students' perceptions of overload in online courses consist of four constructs--information relevance, information overload, course design, and facilitation--in addition to the one-factor structure of the SMFS, which consists of the student mental fatigue construct.
An Investigation of Social Acceptance Levels of Students with Typical Development toward Their Peers with Special Needs in Terms of Certain Variables
Author: Karaca, M. Abdulbaki
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Grade 6,Grade 7,Grade 8,Special Needs Students,Control Groups,Peer Acceptance,Inclusion,Sex,Educational Attainment,Parent Background,Fathers,Family Environment,Kindergarten,Preschools,Attendance,Mothers,Family (Sociological Unit),Status

The aim of this study is to investigate the level of social acceptance of students with typical development in inclusive classes towards individuals with special needs in terms of certain variables. In this study, the screening model was used, which is one of the quantitative research methods. The reason for choosing the screening model in the research is to determine the relationship between different variables such as gender, parents' education level, and whether there is a person with disability in the student's immediate environment and the level of social acceptance. In the 2019-2020 academic year, 1083 6th, 7th, and 8th-grade students in inclusive classes in public secondary schools in Türkiye participated in the study. The Social Acceptance Scale was used in the study. The statistical package was used to analyze the data. The results of the study revealed that there was a significant difference in social acceptance levels of students with typical development towards their peers with special needs (p&lt;0.001) according to the variables as gender, father's education level, grade level, Having a person with disability among relatives, previous attendance to kindergarten and nursery in the past, family status. However, it was found out that there was no statistically significant difference between the mother's level of education of the students with typical development and their social acceptance levels towards their peers with special needs. [Note: The page range (470-492) shown on the PDF is incorrect. The correct page range is 469-492.]
Research on Professional Turkish Teacher Law Based on Teachers&apos; Rights and Freedoms
Author: Gürbüz, Mustafa Çagri
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,School Law,Teacher Rights,Academic Freedom,Faculty Development,Teacher Attitudes,Teaching (Occupation)

The &quot;Teaching Profession Law&quot; came into force in February 2022 to regulate the professional rights of teachers. The scope and purpose of this law are to regulate the professional development and career steps of teachers. This research aimed to determine the opinions of teachers about the new law of the profession. It is a descriptive study in survey design. Teachers (379 female, 285 male) from all school types, teaching levels, geographical regions, and seniority participated voluntarily in this study. Teachers think that the new professional law will not improve their rights and increase the prestige of the profession. Teachers think that the new law of professional development is not adequately discussed or discussed based on scientific data. According to teachers, the new professional law does not encourage professional development. Teachers stated that though they generally support the need for such a profession law, the new law should be discussed more opportunities that are promising should be offered to teachers.
Impact of COVID-19 on Formal Education: An International Review of Practices and Potentials of Open Education at a Distance
Author: Stracke, Christian M.
Date: 2022-11-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Open Education,Distance Education,Electronic Learning,Educational Innovation,Higher Education,Foreign Countries,Educational Practices,Elementary Secondary Education,Open Educational Resources,Case Studies

In terms of scale, shock, and disenfranchisement, the disruption to formal education arising from COVID-19 has been unprecedented. Anecdotally, responses from teachers and educators around the world range from heightened caution to being inspired by distance education as the &quot;new normal.&quot; Of all the challenges, face-to-face and formal teaching have been most heavily affected. Despite some education systems demonstrating resilience, a major challenge is sustaining quality and inclusiveness in formal education suddenly delivered at a distance. In probing these issues, this article profiles international perspectives on the role of open education in responding to the impact on formal school and higher education caused by the COVID-19 pandemic. We proceed by highlighting and analysing practices and case studies from 13 countries representing all global regions, identifying and discussing the challenges and opportunities that have presented themselves. Reports cover the period from the beginning of 2020 until 11 March 2021, the first anniversary of the COVID-19 outbreak as declared by the World Health Organization. In our comparative study, we identify seven key aspects of which three (missing infrastructure and sharing OER, open education and access to OER, and urgent need for professional development and training for teachers) are directly related to open education at a distance. After comparing examples of existing practice, we make recommendations and offer insights into how open education strategies can lead to interventions that are effective and innovative--to improve formal education at a distance in schools and universities in the future.
Advanced Placement Biology Scores: A Comparison of Scores for White and Hispanic Students from California, Texas, and Arizona
Author: Mata, Lawrence Edward
Date: 2022-00-00
Type: Journal Articles
Subjects: Advanced Placement,Biology,Scores,White Students,Hispanic American Students,Tests,Place of Residence,Statistical Significance,In State Students

The performance of White students and Hispanic students from California, Texas, and Arizona on the advanced placement (AP) biology exam was compared using archival data from the College Board from 2016 through 2019. Pearson Chi-square tests yielded statistically significant differences in all 4 year comparisons of white and Hispanic students in all three states. White students from California had the highest percentage of students earn a 3 or higher for all 4 years, Arizona had the second highest percentage of white students earn a 3 or higher for all 4 years, and Texas had the lowest percentage of white students earn a 3 or higher for all 4 years of comparison. Hispanic students from Arizona had the highest percentage of students earn a 3 or higher for all 4 years, California had the second highest percentage of Hispanic students earn a 3 or higher for all 4 years, and Texas had the lowest percentage of Hispanic students earn a 3 or higher for all 4 years of comparison. It was discovered a majority of White students who took an AP biology exam, from 2016 to 2019, earned a passing score (3 or higher), while the majority of Hispanic students who took an AP Biology exam failed to earn a passing score (3 or higher), that would result in college credit. Implications of these findings are discussed.
Open Distance and e-Learning: Ethiopian Doctoral Students&apos; Satisfaction with Support Services
Author: Aberra, Tsige GebreMeskel
Date: 2022-11-00
Type: Journal Articles
Subjects: Open Education,Distance Education,Electronic Learning,Foreign Countries,Doctoral Students,Student Satisfaction,Student Personnel Services,Academic Support Services,Educational Quality

This study assessed students' level of satisfaction with the quality of student support services provided by an open distance e-learning (ODeL) university in Ethiopia. The target population was doctoral students who had been registered at the ODeL university for more than a year. To conduct a quantitative investigation, data were collected by means of a 34-item six-dimensional standardized questionnaire. Data analysis methods included linear as well as stepwise regressions. Using the gaps model as the theoretical framework, findings showed that the doctoral students were dissatisfied with four aspects of the student support services, namely supervision support, infrastructure, administrative support, and academic facilitation. In contrast, students were satisfied with the corporate image (reputation) of the ODeL university. For this ODeL university to play an effective role that coheres with the country's socio-economic development plan, more attention should be given to the provision of supervision support, as there was strong dissatisfaction with this. The university could also build on or leverage aspects of their corporate image, for which there was strong satisfaction. Doing so will help the university make ongoing contributions and strengthen its commitment to the field of higher education and human capacity development in Ethiopia.
Translating and Validating the Community of Inquiry Survey Instrument in Brazil
Author: Parulla, Cibele Duarte
Date: 2022-11-00
Type: Journal Articles
Subjects: Foreign Countries,MOOCs,Communities of Practice,Surveys,Translation,Portuguese,Questionnaires,Test Validity,Factor Analysis,Factor Structure,Test Reliability

Massive open online courses (MOOCs) have emerged as an affordable way to distribute knowledge and democratize education. The examination of online courses calls for theoretical models and instruments that contemplate its particularities. The community of inquiry (CoI) framework has been used in several studies to analyze the effectiveness of online education and hybrid education, including MOOCs. This study aimed to translate and validate the Community of Inquiry Survey instrument (Arbaugh et al., 2008) into Brazilian Portuguese, and used a two-stage methodological design for translating and validating a questionnaire. In the first stage, we carried out translation, back-translation, and cross-cultural adaptation. We translated the 34 items while maintaining the survey's original format. In the expert evaluation phase, all items were considered understandable and essential for inclusion in the Brazilian Portuguese version of the CoI instrument. In the second stage, a prospective cross-sectional study was conducted to validate the questionnaire, and data was collected from participants completing the &quot;Nursing Assessment&quot; MOOC available on the Lúmina platform. A total of 690 responses were gathered. The resulting instrument produced excellent results, and the three presences achieved high reliability indexes, clearly indicating their adequacy. Furthermore, this study proved the validation of the CoI instrument, maintaining the three-factor structure previously reported in the literature corresponding to the three presences: teaching, social, and cognitive presence. We recommend further studies to evaluate the need for excluding or altering cognitive presence items.
MOOCs as a Research Agenda: Changes over Time
Author: Zhang, Shunan
Date: 2022-11-00
Type: Journal Articles
Subjects: MOOCs,Educational Research,Citation Analysis,Publications,Blended Learning,Interdisciplinary Approach,Visualization,Research Needs,Bibliometrics,Multivariate Analysis

MOOCs (massive open online courses) have attracted considerable attention from researchers. Fueled by constant change and developments in educational technology, the trends of MOOCs have varied greatly over the years. To detect and visualize the developments and changes in MOOC research, 4,652 articles published between 2009 and 2021 were retrieved from Web of Science and Scopus with the aid of CiteSpace. This study sought to explore the number of publications, co-citation network, cluster analysis, timeline analysis, burstness analysis, and dual-map overlays based on co-citation relationships. The first finding was that the number of publications on MOOCs had increased consistently, and grew especially quickly between 2013 and 2015. Second, the main topic of the top 10 co-cited studies revolved around the problem of learner continuance. Third, blended programs, task-technology fit, and comparative analysis have emerged as popular subjects. Fourth, the development of MOOC research has followed distinct phases, with 2009 to 2012 the starting phase, 2013 to 2015 the high growth phase, 2016 to 2018 the plateau phase, and 2019 to 2021 another peak phase. Lastly, both cluster analysis and dual-map overlays provided empirical evidence of cross-disciplinary research. Our findings provided an in-depth and dynamic understanding of the development and evolution of MOOC research and also proposed novel ideas for future studies.