ethanporcaro/eric-fulltext-meta huggingface dataset:
Incorporating Educational Smartphone Apps for Teaching Ukrainian as a Foreign Language to Medical Students
Author: Zhovnir, Maryna
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Technology,Handheld Devices,Technology Uses in Education,Ukrainian,Second Language Learning,Medical Students,Foreign Students,Foreign Countries,Student Attitudes

This article explores the implementation of mobile applications in the training of future doctors studying the Ukrainian language. The authors conducted a descriptive survey to explore the types of language learning apps commonly used by foreign students studying Ukrainian at the Poltava State Medical University. Furthermore, the effectiveness of these applications for the development of language skills was identified and analyzed. The authors have demonstrated that most smartphone and tablet apps can be effectively used for learning new vocabulary, grammar, spelling rules, and developing writing and speaking skills in Ukrainian for foreign students. The descriptive survey indicated that students generally hold a positive attitude towards the use of apps for language learning. Among the students surveyed, grammar and vocabulary apps were found to be the most popular, while speaking and writing apps were less favored. The authors have also identified the advantages and disadvantages of using language learning apps. The article provides a careful analysis of the essence, principles, strengths, and weaknesses of mobile applications, as well as their pedagogical significance in the context of studying the Ukrainian language at medical universities. It emphasizes that educational mobile applications used by teachers of Ukrainian as a foreign language create an environment that facilitates information retention, promotes interaction between students, and develops their language skills. Mobile applications allow students to personalize their learning by choosing the content and pace, making them convenient for self-directed and distance learning. The data and results obtained from this study can be used to improve educational materials through mobile applications for learning Ukrainian as a foreign language. The findings contribute to research on mobile-assisted language learning and the design of educational apps by shedding light on students' preferences for acquiring different language skills. [Note: The page range (103-122) shown on the PDF is incorrect. The correct page range is 103-121.]
Governance Reform of Colleges and Departments in Chinese Universities in the Internet plus Era
Author: Xiao, Hongying
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Internet,Governance,Educational Change,Universities,Information Technology,Influence of Technology

The purpose of this study is to investigate how the technology application in the Internet Plus Era could impact the governance reforms of Chinese universities. The study takes a qualitative approach by collecting research data through personal interviews with twenty-six educational leaders from fifteen top research universities in China. The data of the study were analyzed by examining the common codes and emerging themes from the interview data to generate the answers to the research questions. The findings of the study indicated that the university leaders perceived the rapid development of technology offering great opportunities for the university governance reform. As part of the governance reform effort, programs of different disciplines need to seriously consider for integration in sharing a big dataset. In the technological development era, the university leaders also urged for practically implementing the authority decentralization policy and the close collaboration between administrative and academic staffs. Recommendations are offered by the researchers to foster university governance reforms in the Internet Plus Era.
Engineering Teamwork: Low Stakes Teambuilding Activities for High-Impact Undergraduate Experiences
Author: Clegorne, Nicholas A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Engineering Education,Teamwork,Learning Activities,Undergraduate Students,Educational Practices,Cooperative Learning

Teamwork has been described as a leadership-coupled professional competency in postsecondary engineering education. It has been listed among the most critical professional skills by engineering industries and professional organizations. Here, a mixed-method case study is reported, which used Visual Thinking Strategies alongside a group project in an elective honors short course. Descriptive statistics and analysis are further supported by qualitative evaluation, which suggests that lower-stakes activities that provide team-building functions can, increase teamwork skills among undergraduate engineers. Implications for planning more team-building activities into engineering coursework are discussed. Effects for team-building are highlighted because it has been shown to foster collaboration, communication, and mutual trust among team members, leading to improved productivity, creativity, and innovation.
A Comparative Study of the Implementation of Malawi National Strategy on Inclusive Education between Primary and Secondary Schools
Author: MacJessie-Mbew, Samson
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,Teaching Experience,Student Experience,Program Implementation,National Standards,Needs Assessment,Teacher Characteristics,Organizational Change,Educational Resources,Disability Discrimination,Educational Environment,Inclusion,Teacher Competencies,Students with Disabilities,Teacher Education Programs

The purpose of this study was to compare experiences of teachers and learners in the implementation of the National Strategy on Inclusive Education between primary and secondary schools in Malawi using a qualitative methodology with a phenomenological approach. The findings show that there is no clear difference in the way the National Strategy on Inclusive Education is implemented at both educational levels. Both levels face challenges of not having a system to identify and assess students for inclusive education; teachers do not have adequate knowledge and skills for inclusive education; training institutions do not offer practical programs on inclusive education; teaching and learning resources for students with special needs are not available; school infrastructure is not disability friendly; and some learners discriminate their fellow learners with special needs. These findings imply that there is a need to have all teachers trained in inclusive education; teacher training colleges and universities must offer both theoretical and practical inclusive education programs; there must be a system in schools to identify and assess learners; teaching and learning resources for those with disabilities must be provided; and conducive environment in schools that is disability friendly must be created.
How Ukrainian University Students Academically Procrastinate in Conditions of Forced-Online-Learning Caused by the COVID-19 Pandemic and Wartime
Author: Cherepiekhina, Olha
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,COVID-19,Pandemics,School Closing,War,Online Courses,Time Management,Student Behavior,Correlation,Self Management,Blended Learning,In Person Learning,Student Characteristics,Student Motivation

This study aims to investigate the features of academic procrastination among higher education students in the context of forced online learning caused by the COVID-19 pandemic and wartime in Ukraine. Methods: A total of 789 higher education students enrolled in Ukrainian institutions participated in the study, responding to six questionnaires. The research focused on examining the correlation between academic procrastination indicators, self-organization, and the preferred forms of learning during the period of forced online learning. The results indicate that forced online learning has a positive impact on the manifestation of academic procrastination among students and does not promote their self-organization. Significantly higher levels of academic procrastination were observed in students who solely studied online compared to those in the mixed format, involving both online and face-to-face learning. Conversely, students in the mixed format exhibited less pronounced indicators of academic procrastination and higher levels of self-organization and conscientiousness. Moreover, the study identified a new type of academic procrastination labeled as &quot;active academic procrastination.&quot; Unlike its negative connotation, this type is perceived as a part of the process of forced online learning. In conclusion, the research expands the theoretical understanding of academic procrastination among students and sheds light on its manifestation during forced online learning. The findings emphasize the importance of considering the learning format's influence on students' procrastination tendencies and offer insights into fostering better self-organization and motivation in the context of online education during challenging circumstances.
Teaching and Learning English at Higher Educational Institutions in Ukraine through Pandemics and Wartime
Author: Westerlund, Ruslana
Date: 2023-00-00
Type: Journal Articles
Subjects: War,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Pandemics,COVID-19,Language Teachers,Teacher Attitudes,Teacher Student Relationship,Faculty Workload,Homework,Stress Variables,Teaching Methods,Access to Education,Videoconferencing,Learning Management Systems,Blended Learning,Social Networks,Computer Software,Technological Literacy,Pedagogical Content Knowledge,Computer Mediated Communication

The study aimed to analyse online English teaching and learning experience in higher education institutions in Ukraine through pandemics and wartime. To answer our research questions, we employed a mixed-method research design, which considered social, methodological and emotional aspects of education. We conducted quantitative research to collect data on the experience of Ukrainian university teachers of English (N=100) and students (N=277) related to the emergency caused by pandemics and wartime. The qualitative data sources included online interviews and written comments of the participants. The main findings were as follows: teachers experienced challenges during the COVID-19 pandemic such as lack of interaction with students, and unawareness of effective teaching methods in the digital environment. The wartime challenges included: air raids and power outages and, consequently, disrupted communication and isolation, stress and sense of insecurity, excessive workload, with students experiencing technical issues, air raids and communication problems as well as large amount of homework, no access to the software, inconvenient schedule, and their own unwillingness. To solve the problems, teachers introduced an online synchronous mode during the COVID-19 pandemic, supported by blended and asynchronous modes which was a transformational period to teaching and learning English during wartime. The most common among the learning platforms and applications were Zoom and Google Classroom, as well as Moodle, MS Teams, YouTube, and Classtime, listed by both university teachers and students. Social networks such as Telegram, Viber, Facebook etc. were widely used too. To conclude, the COVID-19 pandemic caused Ukrainian teachers and students master new tools to use at online lessons of English, during wartime the demand on already familiar tools, as well as the range of them, increased as they provided more interaction. Considering emotional aspects, the study revealed disturbing data on teachers' well-being: nearly 50% confessed that they were burned out and emotionally devastated, close to 40% were tired and pushed themselves to continue teaching. Despite these challenges, the majority were able to find solutions in conflict situations with students and colleagues, two-thirds were sure that their work was even more important during the wartime and they found ways to provide emotional support to their students needed in the times of war.
From Novice to Expert: An Assessment to Measure Strategies Students Implement While Learning to Read Primary Scientific Literature
Author: Lee, Sangah
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Strategies,Measures (Individuals),Primary Sources,Scientific Research,Undergraduate Students,Learner Engagement,Scientific Literacy,Factor Analysis,Test Reliability

Primary Scientific Literature (PSL) has been used in undergraduate classrooms as a way to engage students with the research process and to increase science literacy. Most curricula lack any formal training for undergraduates to critically read PSL even though most undergraduate science courses require students to engage with PSL at some level. In addition, there are limited studies exploring the process by which expertise in reading PSL develops in undergraduates. In this study, we adapted behaviors that expert and novice PSL readers exhibit into a quantitative assessment tool, the PSL Reading Strategies Assessment, to evaluate undergraduates' development of reading strategies when learning to read PSL. Factor analysis and reliability measures were implemented to determine the structure of our assessment tool. Our results show the PSL Reading Strategies Assessment is sensitive enough to measure differences among student populations, suggesting that it can be used as a diagnostic tool to guide instructors and researchers as they change curricula, implement new teaching strategies, and strive to develop students' science literacy. Moreover, our data show that developing expert-like reading strategies in students learning to read PSL is not easy. Simply reading a PDF does little to promote the development of reading strategies in students learning to read PSL.
Mendelian or Multifactorial? Current Undergraduate Genetics Assessments Focus on Genes and Rarely Include the Environment
Author: Schmid, Kelly M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Genetics,Science Instruction,Models,Thinking Skills,National Standards,Science Tests,Test Items,Item Analysis,Textbooks,Scientific Concepts,Concept Formation,Physical Characteristics,Environmental Influences,Course Content

Undergraduate genetics courses have historically focused on simple genetic models, rather than taking a more multifactorial approach where students explore how traits are influenced by a combination of genes, the environment, and gene-by-environment interactions. While a focus on simple genetic models can provide straightforward examples to promote student learning, they do not match the current scientific understanding and can result in deterministic thinking among students. In addition, undergraduates are often interested in complex human traits that are influenced by the environment, and national curriculum standards include learning objectives that focus on multifactorial concepts. This research aims to discover to what extent multifactorial genetics is currently being assessed in undergraduate genetics courses. To address this, we analyzed over 1,000 assessment questions from a commonly used undergraduate genetics textbook; published concept assessments; and open-source, peer-reviewed curriculum materials. Our findings show that current genetics assessment questions overwhelmingly emphasize the impact of genes on phenotypes and that the effect of the environment is rarely addressed. These results indicate a need for the inclusion of more multifactorial genetics concepts, and we suggest ways to introduce them into undergraduate courses.
An Empirical Case of Education Policy Implementation in Serbian VET
Author: Caves, Katherine Marie
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Program Implementation,Vocational Education,Barriers,Success,Educational Change,Policy Formation,Educational Legislation,Secondary Education

Purpose: Education policy implementation is as important as policy design. This study applies a literature-based, multi-dimensional framework for success factors and barriers to vocational education and training (VET) reform implementation in the case of a new dual VET law in Serbia. We use the framework to assess factors related to implementation, then relate these factors to actual implementation progress to determine how factors relate to progress. In this application of the framework, we examine whether implementation success requires high scores in every dimension. Methods: This is a mixed methods study. We conduct document analysis of key resources related to the structure and intention of the reform. We also statistically analyze a dataset of two rounds of interviews conducted during the pre- and early-implementation phases. These interviews include key stakeholders from the public and private sectors, and from national, regional, and local-level actors. We examine how the framework's dimensions and determinants relate to implementation progress. Results: The implementation of the law is moving forward in Serbia, making this a successful case of progress in policy implementation. Despite this progress, the factors for implementation are not all strong. We find that the content dimension of the framework is a barrier, capacity is unclear, and context, commitment, and clients--actors' engagement--drive implementation progress. Thus, although the implementation process is imperfect in its determinants, it is successfully progressing and already forming the new system. Conclusions: Based on our results we argue that--even if the framework describes factors that affect VET reform implementation--not all elements are necessary for VET reform implementation to progress. Policymakers can start without perfect implementation conditions and may benefit from striving for &quot;good enough&quot; across dimensions rather than perfect in any one dimension. We discuss potential mechanisms and identify pathways for future research, including moving in the direction of causal research.
Could Vocational Education Benefit from Augmented Reality and Hypervideo Technologies? An Exploratory Interview Study
Author: Candido, Vito
Date: 2023-00-00
Type: Journal Articles
Subjects: Vocational Education,Computer Simulation,Hypermedia,Video Technology,Teaching Methods,Vocational Education Teachers,Foreign Countries,Job Training,Trainers,Needs Assessment

Context: This study investigates the perspective of vocational educators on the possibility of adopting augmented reality (AR) and hypervideo (HV) technologies to support their teaching practice. Vocational education and training (VET) is particularly concerned with the learning of resources (knowledge, skills and attitudes) that are immediately transposable into conduct and procedures in the workplace. AR and HV can provide means to answer this requirement, but both technological solutions are still not so diffused in VET. The purpose of this study is to inquire into the perception of educators on the main advantages and disadvantages of using AR and HV to support teaching-and-learning. Methods: A semi-structured interview protocol has been proposed to 73 teachers, intercompany trainers and in-company trainers in 10 professions (at least two per category within each profession). The interview was organized in two main steps: A need analysis, in which the most important and difficult operative skills are identified for the interviewee's profession; and a discussion of advantages and disadvantages of AR and HV. Content analysis was applied to the interview transcriptions. Results: The results show that the main advantages reported in the literature for the two technologies -- such as the ability to switch between 2D and 3D and carry out simulations -- are also found in the VET context by educators. For HV the main technical advantages (such as the use of active points, and non-linear navigation of video content) were autonomously recognised, while the potential of the instrument to support reflection has not been clearly identified. Conclusions: AR and HV are considered as tools able to support apprentices' procedural learning especially with regard to the operational skills which were judged by the educators to be most relevant for VET.
An Analysis of the Language Usage of the Twitch TV Users in the Context of Turkish Education
Author: Simsek, Bilal
Date: 2023-00-00
Type: Journal Articles
Subjects: Content Analysis,Language Usage,Social Media,Video Technology,Foreign Countries,Computer Mediated Communication,Communication Strategies,Nonverbal Communication

The aim of this research is to examine the language usage of Twitch tv users in the context of Turkish education. The data of the study, which is descriptive qualitative research, were collected from the chat message of three streamers who produced the most watched Turkish programs aired on Twitch tv. The number of viewer messages analysed in the study is 32.764. The findings show that these messages are produced mostly in Turkish language, but there are also others produced in other languages. The messages are found to contain emotes, abbreviations, neologisms and random laugh expressions which are used for communicative purposes. Turkish expressions are used more in the chat broadcast whereas in the game broadcast foreign origin words are more frequently used. In addition, when the chat messages of the three streamers for the same game were examined, differences are found in the language usage of the viewers. In the use of emotes, abbreviations, neologisms and random laugh expressions, there is no difference from the language used by the streamer or in the content. The analysis shows that the use of these linguistic features changes depending on the context. When we examine the data in the context of Turkish education, it has been determined that the language used in the platform does not match the aims of the Turkish Course Curriculum (2019). In addition, it was determined that emotes, abbreviations, neologisms and random laugh expressions were an essential part of communication. It has been suggested that some language elements that young people use frequently in the digital environment and that contribute to the meaning should be included in the Turkish teaching process.