ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of Electronic Teaching Module for Implementation of Project-Based Learning during the Pandemic
Author: Maksum, Hasan
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Web Based Instruction,Active Learning,Student Projects,Instructional Development,COVID-19,Pandemics,College Students,Foreign Countries,Cognitive Processes,Psychological Patterns,Psychomotor Skills

The quality of learning must be continuously improved, even during the pandemic. The demand is that students can study well and improve their cognitive, affective, and psychomotor skills. During the COVID-19 pandemic, students are encouraged to learn online from home. Adapting this new habit challenges the teacher to design a project-based learning process appropriately. The purpose of this paper is to describe the development process of the electronic teaching module for students as project-based learning (PjBL) of steering, brakes, and suspension subjects in the Automotive Department, Engineering Faculty, Universitas Negeri Padang. Student modules are designed to improve cognitive, affective, and psychomotor abilities. This study describes the module arrangement and uses the R&amp;D method. To investigate the needs of the development process, a need analysis was also performed. In the module development process, conceptual module and content validity were assessed by experts. Furthermore, practicality, effectiveness, and t-test were applied. The results showed that the development improves students' cognitive, affective, and psychomotor abilities.
Students&apos; Growing Understanding in Solving Mathematics Problems Based on Gender: Elaborating Folding Back
Author: Patmaniar
Date: 2021-09-00
Type: Journal Articles
Subjects: Prior Learning,Mathematics Instruction,Arithmetic,Problem Solving,Gender Differences,High School Students,Foreign Countries,Knowledge Level,Equations (Mathematics),Mathematical Logic

Students' previous knowledge at a superficial level is reviewed when they solve mathematical problems. This action is imperative to strengthen their knowledge and provide the right information needed to solve the problems. Furthermore, Pirie and Kieren's theory stated that the act of returning to a previous level of understanding is called folding back. Therefore, this descriptive-explorative study examines high school students' levels of knowledge in solving mathematics problems using the folding back method. The sample consists of 33 students classified into male and female groups, each interviewed to determine the results of solving arithmetic problems based on gender. The results showed differences in the level of students' understanding in solving problems. Male students carried out the folding back process at the level of image having, formalizing, and structuring. Their female counterparts conducted it at image-making, property noticing, formalizing, and observing. Subsequently, both participants were able to carry out understanding activities, including explaining information from a mathematical problem, defining the concept, having an overview of a particular topic, identifying similarities and differences, abstracting mathematical concepts, and understanding its ideas in accordance with a given problem. This study suggested that Pirie and Kieren's theory can help teachers detect the features of students' understanding in solving mathematical problems.
The Degree of Native Language Teachers&apos; Consideration of Persuasive Writing Skills in Teaching Expression
Author: ALhawamdeh, Haifa
Date: 2022-00-00
Type: Journal Articles
Subjects: Native Language Instruction,Language Teachers,Persuasive Discourse,Writing Skills,Semitic Languages,Teaching Methods,Foreign Countries,Individual Differences

This study aimed to examine the degree of Arabic language teachers' consideration of persuasive writing skills in teaching expression and their differences according to the variables of gender, academic qualifications, and years of experience. To achieve the objectives of the study, the descriptive approach was applied in the form of the school survey method. The study sample consisted of 239 male and female Arabic language teachers in public schools of Najran region in the Kingdom of Saudi Arabia. They constituted 42.7% of the study population. To collect the data, the study used a questionnaire consisting of 21 items after verifying its validity and reliability in the Saudi context. The results showed that the degree to which the Arabic language teachers consider the persuasive writing skills in teaching expression in all domains of the study instrument and the total score ranked moderate. Also, the results revealed that there were statistically significant differences in the degree of Arabic language teachers' consideration of persuasive writing skills in teaching expression in all domains of the study instrument and the total score due to gender variables in favor of females, academic qualifications in favor of graduate studies, and years of experience in favor of ten years or more. The study recommends the Ministry of Education should work on developing the practices of Arabic language teachers for persuasive writing skills in teaching expression by providing appropriate training programs.
Turkish Pre-Service Mathematics Teachers&apos; Beliefs in Multiplication
Author: Novikasari, Ifada
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Beliefs,Mathematics Instruction,Multiplication,Test Construction,Elementary School Mathematics,Textbooks,Self Efficacy,Test Validity

Mathematics teachers' beliefs play an important role in the mathematics teaching practices. However, the instruments used to measure the mathematics on certain contents are still limited. Thus, this study was conducted to develop a Multiplication Beliefs Questionnaire (MBQ) to identify and examine the profile of Turkish pre-service mathematics teachers' beliefs. The samples of this study consisted of 414 four-year pre-service primary mathematics teachers from 18 different universities in Turkey collected using a convenience sampling technique. The validity of the questionnaire was analyzed using an exploratory factor analysis (EFA). We obtained four components of beliefs in multiplication covering, remote belief in multiplication (C1), multiplication operation belief in mathematics textbooks (C2), dynamic belief in multiplication learning (C3), and self-efficacy belief in multiplication problems (C4). The results showed that the pre-service mathematics teachers' beliefs in components C1, C3, and C4 were positive, while component C2 was neutral. This study had an essential contribution to the mathematics literature since developing a questionnaire on multiplication distributed to the pre-service teachers. The previous studies showed that belief was subjective yet objectively influenced knowledge. Thus, identifying the pre-service teachers' beliefs in teacher education may provide various benefits in reforming mathematics teaching.
Reality of Using Modern Teaching Methods in Teaching English Language among Teachers
Author: Al-Ghasab, Ghazil Bader
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Instruction,English (Second Language),Foreign Countries,Gender Differences,Language Teachers,Instructional Effectiveness

The study aimed to reveal the reality of using modern teaching methods in teaching the English language by teachers and the differences according to the variables of gender, years of experience, and academic qualification. In this descriptive study, the study sample consisted of (239) male and female teachers selected from Mubarak Al-Kabeer region in the State of Kuwait. A questionnaire was used for data collection. The results showed that the reality of using modern teaching methods in teaching the English language among teachers came moderately. The direct, communicative, and audio-linguistic methods obtained the highest means in their use by teachers. It was also showed that there were statistically significant differences in the reality of using modern teaching methods in teaching the English language among teachers due to the variables of years of experience and in favor of the category of more than 10 years and academic qualification in favor of the postgraduate category. In addition, there were no statistically significant differences due to the gender variable. The study recommended the necessity of training and qualifying teachers on how to use modern teaching methods in teaching the English language in Kuwait.
Optimization of the Board Game as a Platform for the Concept of Peace Education: A Survey Method Study
Author: Anggraeni, Leni
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Games,Game Based Learning,Peace,Teaching Methods,Foreign Countries,Student Attitudes,Learner Engagement

The implementation of peace education in the university environment has not yet found the right technical implementation, so the main goal in peace education has not been achieved, especially the application in the university environment. Therefore, this research aims to determine the general perception of board games as a media of peace education for students. This study uses a survey method collected from a representative sample of students from three different universities. The sampling technique in this study uses purposive sampling aimed at students who have courses in which peace education is integrated. The research locations this time are the Universitas Pendidikan Indonesia (UPI), Universitas Padjadjaran (UNPAD), and Institut Teknologi Bandung (ITB). This study indicates that students are very enthusiastic if this board game becomes a platform for delivering peace education in the student environment. This study concludes that students agree with the concept of delivering peace education through board game media.
Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach
Author: Tan, Kimberly
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Teaching Methods,Learning Processes,Test Use,Peer Relationship,Classroom Communication,Adult Students,Guidelines,Language Processing,Video Technology,Feedback (Response),Discourse Analysis,Language Proficiency,Teacher Student Relationship,Speech Communication,Social Cognition,Evaluation Methods,Student Evaluation

In L2 assessment research, assessments have traditionally been associated with large-scale testing or formal proficiency tests, primarily to record student achievement (Turner &amp; Purpura, 2016). Classroom-based assessments (CBAs), then, are seen as offshoots of large-scale tests, thus, designed similarly (Turner, 2012). However, CBAs serve a different purpose than largescale tests -- CBAs primarily aim to support the teaching and learning process. As such, to address the need for a different approach in the design and development of CBAs, Turner and Purpura (2016) proposed the Learning-Oriented Assessment (LOA) framework. Many empirical studies related to CBAs focused on interactive assessments in general (e.g., Leung &amp; Mohan, 2004; Hamp-Lyons &amp; Tavares, 2011), or dynamic assessments (e.g., Lantolf &amp; Poehner, 2011; Poehner &amp; Compernolle, 2011) and peer-assessments (e.g., Aryadoust, 2015; Cheng &amp; Warren, 2005) in particular. Few studies have focused on spontaneous assessments embedded in teacher instruction mediated through interaction using the LOA approach (e.g., Purpura et al., 2016). No study has used the LOA approach to examine spontaneous assessments mediated mainly through peer-to-peer interaction. This study then aims to address the gap, contributing to the strand of CBA research that links classroom discourse with spontaneous assessments. By analyzing a stretch of interaction between a group of adult ESL students through the lens of the LOA framework (Turner &amp; Purpura, 2016; Purpura, 2020a), this study seeks to answer two questions: (1) What is the nature of spontaneous assessments mediated through peer-to-peer interaction? and (2) To what extent is there evidence that this kind of assessment contributes to L2 processing and learning?
English Learners&apos; College Persistence and Completion: Paths to Success
Author: Sacklin, Jen
Date: 2022-00-00
Type: Journal Articles
Subjects: English Language Learners,Educational Background,Academic Persistence,Graduation Rate,Socioeconomic Status,Undergraduate Students,Intervention,Prior Learning,Community Colleges,Remedial Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Program Effectiveness,Academic Ability,Student Characteristics,Student Motivation,Higher Education,Educational Attainment,Career Education,College Preparation,College Transfer Students

Research has largely been silent on English Learner (EL) persistence and completion in U.S. community colleges, yet studies conducted across higher education report that only one in eight ELs completes a bachelor's degree (Kanno &amp; Cromley, 2013). Many interventions have been proposed to improve college student persistence and completion. This paper examines two such interventions at one Oregon community college: ESL Bridge to College (an academic contextualized model of developmental education) and PASS Lane (a career contextualized model). Using descriptive statistics, we tabulated EL participants' persistence and completion rates. Results show that average persistence and completion rates are higher for participants of these two programs compared to the general student population and to former ELs who were enrolled prior to the creation of the PASS Lane and Bridge programs. More research is needed that controls for participants' background characteristics like academic ability, motivation, socioeconomic status, prior education, and external commitments to determine whether the programs themselves caused this increase in EL persistence and completion.
Reflections on Teaching against White Supremacy during a Time of Social Rupture and Transformation
Author: Fonseca, Erica
Date: 2021-12-00
Type: Journal Articles
Subjects: Racial Discrimination,Racial Bias,Social Problems,Social Change,Activism,Futures (of Society),Psychological Patterns,Social Work,Social Justice,Social Environment,Political Influences,Political Issues,Change Strategies,Masters Programs,Online Courses

Social Justice and Social Work is a foundational course required for all social work students in the master's of social work program at Portland State University. Although the course has long focused on interrupting oppressions including White supremacy, teaching the course during the fall of 2020 required a nimble dance between our familiar modes of teaching and the need for spontaneous adaptation and creativity. The unique landscape for this course included teaching the course remotely (Zoom), inside a university embattled around the arming of its security force (that killed a Black man in 2018), in a city targeted by an armed federal response to the racial uprising led by Black Lives Matter, in a state with a long history of White supremacy and Black exclusion, and under a federal administration explicitly aligned with White supremacy. This paper offers a reflection of our teaching about and against White supremacy during this unique moment in time. We position our writing at the intersections of teaching and activism, of hope and uncertainty. It is from our shared commitment to the abolishment of White supremacy that the following tenets were derived, grounding our experimental teaching in complexity, complicity, and social transformation: (1) remembering for the future; (2) attending to collective grief and rage; (3) bringing the streets (racial uprising) into the classroom; and (4) repurposing the classroom for social transformation.
Teaching Issues of Equity and Oppression in a Business Ethics Course
Author: Eikenberry, Shawna
Date: 2021-12-00
Type: Journal Articles
Subjects: Business Administration Education,Undergraduate Students,Controversial Issues (Course Content),Social Justice,Disabilities,Social Bias,Social Discrimination

In this essay, we reflect on our experience teaching divisive issues to undergraduates in a required business ethics class. We want to share lessons learned, and what worked and what did not, in hopes that it will help other instructors who are tackling these topics. In particular, we share a list of &quot;guiding principles&quot; we developed that we find helpful in teaching a class that involves polarizing topics.
An Assessment of Tutoring Performance, Challenges and Support during COVID-19: A Qualitative Study in a South African University
Author: Okoro, Chioma S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Tutors,Performance,Barriers,College Faculty,Electronic Learning,Blended Learning,Tutoring,Social Support Groups,College Freshmen,College Seniors,Tutor Training

The COVID-19 pandemic brought changes to the teaching and learning arena and posed challenges to efforts to support student performance. The study aims to identify challenges faced during online tutoring and ways to continue to support the tutoring function to teach and disseminate knowledge to students during lockdown. The study was conducted within a faculty in a higher education institution in South Africa using interviews of lecturers and tutors who were purposively selected. Thematic analysis was used to draw out themes on the challenges faced, support provided and suggestions to improve tutoring in online/blended learning. The study exposed several challenges, including internet connectivity, inadequate knowledge on the use of online platforms, lack of clear guidelines for tutors, disconnect with the students and lecturers on a personal level, insufficient internet data, and students' lack of participation and interest. Further findings supported the need for more innovative strategies in the areas of tutor professional development, standardisation of processes and information, regular tutor-lecturer interactions, and the establishment of a community of practice for tutors that feature peer mentoring and support. These findings provide evidence to inform targeted strategies to support tutors in the blended learning space.
&apos;Bittersweet&apos; and &apos;Alienating&apos;: An Extreme Comparison of Collaborative Autoethnographic Perspectives from Higher Education Students, Non-Teaching Staff and Faculty during the Pandemic in the UK and Singapore
Author: Rudolph, Jürgen
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pandemics,COVID-19,College Faculty,College Students,School Personnel,Work Environment,Student Experience,Teaching Experience,Ethnography,Autobiographies,Cooperation,Reflection,Communication (Thought Transfer),Well Being,Perception

This article, via collaborative autoethnographic reflections, provides an extreme comparison of intra-period responses in two countries (the UK and Singapore) to the novel coronavirus (COVID-19) pandemic in higher education. Taking autoethnographic examples from these countries from three pairs of stakeholders of higher education (HE)--students, non-teaching academic staff, and lecturers -- we discuss contrasting experiences in pursuit of answering the research question: What were our experiences working/studying in HE during the COVID-19 global pandemic? Despite the pronounced differences of the higher education landscapes in the UK and in Singapore and the heterogeneous experiences of them, five common themes emerged during an inductive analysis: impact on work, impact on learning, wellbeing, awareness and flexibility. There are significant opportunities to learn by examining the different experiences. We recommend overcoming the many separations between HE stakeholders and to engage all of them (students, lecturers (both adjuncts and full-time faculty), non-teaching staff) with the overall goal of improving the teaching and learning experiences. Technology should not be revered as a panacea and sound pedagogical practices are as important as ever.
Embedding Online Activities during Lecture Time: Roll Call or Enhancement of Student Participation?
Author: Nadeem, Muhammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Activities,Student Participation,Lecture Method,Intervention,Attendance,Undergraduate Students,Engineering Education,Foreign Countries,Technology Uses in Education,Active Learning,Learner Engagement,Student Attitudes

Student attendance has long polarized the higher education sector with reports of no to little effect on student success to positive relationships between attendance frequency at face to face and synchronous online lectures and better student engagement and achievement. This study investigates the impact of embedded online activities during lecture time on student learning by utilizing students' portable devices to divert undesirable study behaviors such as gaming and social media activity during class. The aim of the learning intervention is to improve attendance at undergraduate engineering lectures as well as providing better connection to the subject content. Study participants were third year Bachelor of Engineering students enrolled in a mandatory &quot;Digital System Design&quot; course as part of their degree at a major research university in New Zealand. To explore the student experience of embedded active learning tasks on engagement and academic achievement, both qualitative and quantitative data were collected from N = 75 students over a three-year period when the course underwent a re-design utilizing a participatory action research approach. Student focus group discussions and learning analytics data revealed that the completion of online activities during lectures can lead to cognitive overload negatively affecting engagement. However, real-time feedback on learning via synchronization of learning tasks with the lecture content improved student-student and student-teacher connections and thereby contributed to a more positive overall learning experience. The role of stimulating learner motivation and attendance is discussed against Keller's ARCS model and recommendations for teaching practice are given.