ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Education Experience in Online Learning
Author: Moodley, Kimera
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Experience,Distance Education,Electronic Learning,Instructional Design,Cognitive Processes,Adult Students,Student Attitudes,Teacher Student Relationship

The COVID-19 pandemic has affected teaching and learning globally. An increase in distance learning through online digital platforms and electronic devices has created a drastic change in education. The implication of online learning continuing post pandemic is prominent. An exploratory study of the educational experience of online learning through the lens of inquiry within social, cognitive and facilitator presence was conducted. The study focuses on the experiences of 18 adult students in an 8 week short course on &quot;Instructional Design Tools for E-learning&quot;. All the participants within this course were in a role that involved online content development. Data gathered through weekly reflections and an online course evaluation survey reflects the importance, affordances and shortcomings in designing for online learning. The study reflects dynamic and authentic learning experiences and highlights the significance of design practices. An unexpected finding was the importance of learning presence as a contributing factor to the online learning experience.
Factors Affecting Learning Management Systems Usage in Higher Learning Institutions in Tanzania: A Case of University of Dodoma
Author: Mtani, Hamadi
Date: 2022-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Technology Uses in Education,Higher Education,Foreign Countries,Use Studies,Universities,Usability,Self Efficacy,Teacher Motivation,College Faculty,Technology Integration

The Learning Management System (LMS) facilitates the learning and teaching process in higher learning institutions (HLIs) using the Internet. Despite the advantage of having these LMS in institutions, usage is still a challenging problem. This study investigated the factors influencing the usage of LMS in HLIs. To achieve the objective of the study, the constructs were adopted from TAM, UTAUT2, and the D&amp;M success models. Data were collected using questionnaires followed by interviews with key people at the University of Dodoma (UDOM). A mixed-method sequential explanatory design was used to analyze the data collected from 92 participants. The results revealed that perceived usefulness, instructors' self-efficacy, and intrinsic motivation have an influence on the usage of LMS amongst instructors in HLIs. The findings of this study will help the HLIs and LMS implementers to find the strategies that will assist them in increasing LMS usage to achieve desired results.
A Toy Bear in Lockdown, Child-Parent Attachment and Hegemonic Peer-Orientation
Author: Mutch, Carol
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Young Children,Children,Family (Sociological Unit),Story Reading,Childrens Attitudes,Social Isolation,Pandemics,COVID-19,Friendship,Peer Relationship,Family Relationship,Attachment Behavior,Cultural Influences,Anxiety,Emotional Response,Reading

Towards the end of the first COVID-19 lockdown in early 2020, in Aotearoa New Zealand, the authors conducted a small-scale study to gain insight into children's responses to the pandemic restrictions. As it was not possible to interview children ourselves, we recruited parents to read a set of digital stories about a toy bear in lockdown to their children and to record the ensuing conversations. The recorded conversations were returned to the authors to be transcribed and analysed. One intriguing finding was the strength of children's feelings of loss in regard to their friendship groups, despite the fact that the lockdowns enabled them to spend more time with their immediate families. This article examines the phenomenon of the importance of peer-orientation over family-orientation as it appeared in the data. Hegemonic thinking and attachment theory are used to further explore this phenomenon and discuss how the current educational trends towards personal independence over family bonds might have led to some of the feelings of loss and anxiety highlighted in the data.
Resilience, Adaptability, and Sustainability of Higher Education: A Systematic Mapping Study on the Impact of the Coronavirus (COVID-19) Pandemic and the Transition to the New Normal
Author: Bozkurt, Aras
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Sustainability,Resilience (Psychology),Higher Education,Educational Research,Adjustment (to Environment),Stress Variables,Mental Health,Online Courses,Distance Education,Blended Learning,Educational Technology,Technology Uses in Education

The coronavirus (COVID-19) pandemic has been a global crisis, affecting many areas of society, including higher education, which has not been immune to its effects. This study, therefore, examines COVID-19 from the perspective of higher education, applying data mining and analytics approaches, i.e., t-SNE analysis, text-mining, and social network analysis, to identify research themes and patterns. The results obtained show that studies have not been restricted to addressing only the impact of COVID-19 on learners and educational institutions in terms of pedagogical issues. The study identified three broad themes from the body of research on this subject: (1) educational crisis and higher education in the new normal: resilience, adaptability, and sustainability, (2) psychological pressures, social uncertainty, and mental well-being of learners, and (3) the rise of online distance education and blended-hybrid modes. The study concludes that the survival of higher education depends on the resilience, adaptability, and sustainability skills of higher education institutions.
Technologization of the Pedagogical Process in Preschool Educational Institutions
Author: Aubakirova, Rakhila Zh
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Education,Technology Uses in Education,Educational Practices,Educational Development,Program Implementation,Program Effectiveness,Foreign Countries

This article deals with the problem of preschool education. The research aims to theoretically substantiate, develop and test the author's Concept and the corresponding educational and methodological support for the technological development of the pedagogical process, as a means of increasing the effectiveness of preschool children in the context of solving the state's strategic tasks in the field of pre-school education. The study collected data through an experiment and a survey. At the various stages of the study, about 700 preschool teachers, 450 students and undergraduates, and 1500 preschool children took part in the experimental and pedagogical work. The scientific novelty consists of theoretical substantiation, development, and testing by the experimental and experimental way of the author's Concept and appropriate educational and methodological support of the technological process of the pedagogical process. The obtained results of the research will improve the pedagogical process in the pre-school educational institution.
Picturebooks in New Caledonia: Challenging Cultural Hegemony for &quot;Une École Calédonienne&quot;
Author: Boulard, Florence
Date: 2022-00-00
Type: Journal Articles
Subjects: Picture Books,English (Second Language),French,Foreign Policy,Local Government,Power Structure,Disadvantaged,Curriculum Development,Childrens Literature,Official Languages,Foreign Countries,Elementary School Students,Social Theories,Educational History,Multilingualism,Second Language Learning,Bilingualism,Self Concept,Educational Policy,Second Language Instruction

New Caledonia is a French overseas territory in the South Pacific with a long history of differing attitudes towards independence (Fisher, 2019). The local government aims to challenge French cultural hegemony by building a &quot;New Caledonian School&quot; (Gouvernement de la Nouvelle-Calédonie, 2016). That is, a school in which students are exposed to resources that reflect the realities of the country and allow for marginalised groups to become more visible in the curriculum. It is through this context that this article investigates how children's literature, in particular picturebooks, began developing in New Caledonia. Children's literature in New Caledonia is a relatively new phenomenon. Using Gramsci's theory of hegemony, the paper explains the history of picturebooks in New Caledonia and their role in the curriculum. The official language of New Caledonia is French, but there are also 28 Kanak languages. Surrounded by Anglophone nations, such as Australia and New Zealand, education policies were put in place on this island to introduce English to students from primary school (Bissoonauth-Bedford, 2018). As a result, this article describes and analyses a bilingual picturebook written in French and English by Stephane Moysan (2017), entitled Yana's Treasure: An Amazing Trip in New Caledonia. In particular, it reviews how this picturebook provides opportunities to bring to consciousness essential elements of Pacific French culture and identity both within and beyond the New Caledonian context.
Negotiating Identities through Canadian Multicultural and Indigenous Picturebooks: A Collective Autobiographical Narrative Inquiry
Author: Chen, Emma
Date: 2022-00-00
Type: Journal Articles
Subjects: Picture Books,Cultural Pluralism,Immigrants,Asians,Autobiographies,Self Concept,Parent Child Relationship,Cultural Background,Inquiry,Transformative Learning,Biculturalism,Minority Group Teachers,Adults,Critical Reading,Childrens Literature,Teaching Methods,Outcomes of Education,Foreign Countries,Cultural Differences

Canadian multicultural picturebooks greatly influence both children's and educators' being and becoming. Identity is closely related to our engagement with literacy practices. In this article, two researchers who immigrated from mainland China engage in autobiographical narrative inquiry, a methodology that asks the researchers to self-face, and to &quot;world&quot;--travel to our earlier landscapes, times, places, experiences and relationships. In personal, educational and academic settings, we tell and retell our storied experiences of critically reading four multicultural Canadian picturebooks. Such experiences are analysed through the theoretical lenses of transnational identity, immigrant parent knowledge, mirrors and windows, and no single story. The experiences of reading, reviewing, teaching and researching Canadian multicultural picturebooks have been constructing, mediating, engaging, and exploring our own identities. The personal nature of autobiographical narrative inquiry allows a transformational understanding of the construct of such multiple, complex and ever-shifting identities. We hope to shed light on the importance of negotiating one's transcultural and transnational identity in multicultural picturebooks, as little work presents minority educators' and adult newcomers' voices of reading Canadian multicultural picturebooks. By making visible our critical reading experiences, this inquiry opens space to maximise the outcomes of utilising children's literature in teaching and learning.
The Role of School and Family Cooperation in Inclusive Education
Author: Elmira, Akhmetova
Date: 2022-00-00
Type: Journal Articles
Subjects: Family School Relationship,Family Involvement,Students with Disabilities,Inclusion,Program Implementation,Parent Child Relationship,Child Health,Mental Health,Physical Health

Every year the number of children with disabilities and special needs increases in the world. The relevance of this topic is determined by the issue of inclusive education, which has become increasingly important in recent years. The purpose of the article is to theoretically substantiate the problem of inclusive education, to contribute to solving this problem through the interaction of school and family. The study analyzed a series of surveys of parents, and observed children with disabilities, using methods such as analysis, synthesis, generalization, diagnosis, and various practical work revealed comparative data. As a result of the experimental work, the levels of inclusion of children with disabilities in society, the level of knowledge, skills, and psychophysical development were identified, effective work in this area was determined, and comparative data were obtained. The materials of the article can be useful for school teachers, and educators in working with children with disabilities.
Minions, Masters and Migration: Challenging Power Structures in Gavin Bishop&apos;s &quot;Cook&apos;s Cook: The Cook Who Cooked for Captain Cook&quot;
Author: van Rij, Vivien Jean
Date: 2022-00-00
Type: Journal Articles
Subjects: Power Structure,Picture Books,Childrens Literature,Foreign Countries,Pacific Islanders,Foreign Policy,Land Settlement,Authors,Teaching Methods,Literary Genres,History,Imagination,Immigration,Ethnic Groups,Indigenous Populations,Plants (Botany),Animals,Working Class,Advantaged,Racial Relations

Arguably New Zealand's best loved picturebook author/illustrator, Gavin Bishop invariably challenges populist power structures in his fiction and non-fiction. As such, his books are ideal vehicles for teaching children about such broad topics as race relations, colonisation, migration, class conflicts, gender relationships, environmental issues and spiritual beliefs. The fact that Bishop often addresses several of these simultaneously, and draws on found texts to do so, paves the way for the teacher to encourage the child to read not only the lines and images but between and beyond these in order to construct a fuller meaning. This article will discuss Bishop's (2018a) picturebook, &quot;Cook's Cook: The Cook Who Cooked for Captain Cook,&quot; which qualifies as &quot;faction&quot;, a genre that mixes fact and fiction, with Bishop reproducing historical events and characters whilst investing them with an imaginative dimension. Most obviously, the selected book portrays migration, including the colonisation of New Zealand and the Pacific, and its longer-term effects. Hence, it focuses on the subjugation of the indigenous people, culture, flora and fauna to those that are imported, as well as the domination of the working class by the upper class. However, Bishop is too skilful an author/artist to suggest that everything is black and white. Rather, through paralleling and fusing the aforementioned foci, and in the ways in which the print and pictures work separately, together, sometimes against each other, and in interaction with fore texts, he suggests that dichotomies are mixed. The article will examine those portrayed as minions and masters (whether human or non-human), their conflicts and conflations, and Bishop's use of verbal and visual techniques and fore texts to challenge dominant power structures. It will also argue that, while emphasising dichotomies, Bishop, the master storyteller and artist, creates structures that ensure his picturebook is balanced and whole and that, rather than treating the reader as a minion, allow him or her to become a master of meaning making.
Students&apos; Satisfaction with the Practices and Implementation of Non-Regular Education Programs: The Case of Haramaya University, Ethiopia
Author: Teresa, Geremew Chala
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Nontraditional Education,Educational Practices,Program Implementation,Educational Quality,College Administration,Educational Resources,Academic Libraries,Information Technology,Textbooks,Reference Materials

The purpose of this study was to assess students' satisfaction with the practices and implementation of nonregular education programs (NREPs) with particular regard to Haramaya University (HU), Ethiopia. To achieve the aim of the study, an explanatory sequential mixed methods research design, which initially allows collecting quantitative data and then qualitative data for elaboration on the quantitative data, was used. The study used a 5-point Likert scale questionnaire for quantitative inquiries from 741-students belonging to different centres, and follow-up with 20 interview participants purposefully selected to elaborate those results in more detail. In the quantitative phase, four features were considered as predictors of students' satisfaction with service quality: (a) academic issues, (b) administrative issues, (c) resources/facilities, and (d) assessment and feedback issues. In the qualitative follow-up, the semi-structured interviews outlined three major themes: (a) overall teaching-learning, (b) administrative and management issues, and (c) learning support facilities. The paper used descriptive statistics to interpret the quantitative data and thematic content analysis to interpret the qualitative data. The findings are presented sequentially following the order of the analysis of quantitative and qualitative data presented in the paper. The conclusions and relevant recommendations are also stated at the end of the paper.
The Effect of Cluster Teaching with Worksheets on Students&apos; Academic Achievement in Distance Education
Author: Celik, Elif
Date: 2022-07-00
Type: Journal Articles
Subjects: Grouping (Instructional Purposes),Teaching Methods,Worksheets,Grade 6,Distance Education,Secondary School Students,Constructivism (Learning),Conventional Instruction,Instructional Effectiveness,Foreign Countries,COVID-19,Pandemics,Mathematics Instruction,Academic Achievement

The aim of this study is to examine the effect of teaching with worksheets prepared for the 6th grade clusters in distance education on the academic achievement of students. The research was conducted with 39 students studying in a public secondary school in eastern Turkiye in the first semester of the 2020-2021 academic year. In the study, a quasi-experimental design with pretest-posttest control group was practiced to collect data. In the experimental group, the subject of cluster was taught with worksheets prepared in accordance with the constructivist teaching, and in the control group, with general teaching methods. After the practice, the &quot;Clusters Achievement Test&quot; was applied to the experimental and control group students as pre-test and post-test. The academic achievement of the experimental and control groups were compared and it was determined that there was a statistically significant difference in favor of the experimental group. Data analyzes showed that the worksheets prepared for the subject of clusters in distance education increased the academic achievement of the students. At the end of the practice carried out within the scope of the study, semi-structured interviews were conducted with 5 students in the experimental group who fully participated in the studies and activities. The findings obtained from the interviews showed that the students adopted the lessons taught with the worksheets. In addition, it was determined from the statements of the students that they were satisfied with the teaching of the lessons using worksheets in the distance education process, they participated more actively in the online lessons, and they made extra efforts in using materials and completing the activities.
Views of Primary School Teachers on Value Acquisition in Virtual Museums
Author: Meirkhanovna, Baikulova Aigerim
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Museums,Educational Technology,Technology Uses in Education,Teacher Attitudes,Cultural Background,Values

The purpose of this study is to evaluate primary school teachers' views on value transfer in virtual museums. In the research, the phenomenological design, one of the qualitative research methods, was chosen as the research method. The study group of the research consisted of 20 teachers who taught in various primary schools in Almaty, Kazakhstan, in the 2020-2021 academic year. Semi-structured interviews were conducted to obtain data. Teachers value the virtual museums' cultural heritage, scientific benevolence, aesthetics and patriotism. The quality of museums, teacher effect, student effect and the quality of the activity are factors that teachers find effective in transferring value to virtual museums. Teachers attributed the difficulties in transferring value in virtual museums to reasons originating from the museum, the student and the school. Increasing the number and quality of museums and the variety of activities, choosing the right method, enriching the curriculum, organising parent seminars, raising awareness and motivating students have been categorised by teachers as suggestions for value transfer in virtual museums.
Examining the Practices and Challenges of Distance Education of PhD Candidates in the Context of COVID-19
Author: Fast, Olha
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,Distance Education,Doctoral Students,COVID-19,Pandemics,Student Attitudes,Internet,Foreign Countries

The distance education system is actively developing in the world due to the COVID-19 pandemic. The sharp transition of PhD candidates to distance education caused difficulties in organising the educational process. The aim of this study was to analyse the methods of distance education for postgraduate students in the context of a COVID-19 pandemic. A survey of graduate students was conducted through specially-designed and semi-standardised interviews of focus groups of producers and consumers of educational services. The study showed that the process of adaptation of postgraduate students majoring in Physical Culture and Sports and Biology was much more difficult than in the major Educational, Pedagogical Sciences and Philology. The reasons for the problems of distance education of PhD candidates included the complexity of creating educational and methodological materials for distance learning; lack of a centralised system of certification and accreditation of electronic courses; insufficient motivation of teachers; shortage of teachers who could competently develop distance learning courses in higher education. The study identified opportunities to implement promising areas of online learning in the system of training of academic and teaching staff: retraining of a large proportion of the teaching staff, implementation of a system approach to the development of the online environment of educational institutions, development of skills and abilities to use educational content. Prospects for further research include the study of problems of violation of academic integrity by postgraduate students in the course of distance learning.