ethanporcaro/eric-fulltext-meta huggingface dataset:
From Sharing Screens to Sharing Spaces
Author: Spruce, Jon
Date: 2021-12-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Undergraduate Students,Design,Studio Art,Educational Environment,Foreign Countries,Communities of Practice,Student Projects,Cooperation

The enforced move to remote teaching delivery over the last year has brought many challenges to studio-based courses and the traditional modes of delivery that are often associated with UK Art Schools. Central to these challenges has been the loss of the design studio as a focal point for engagement and learning within a community of practice. However, the conviction that design is a subject that can be taught not just learnt through communal experience has propelled alternative remote modes of engagement to be explored through this period of separation from our on-campus environments. This study details the use of the on-line application Miro as an analog to the traditional 'physical' design studio in facilitating remote delivery to studio based undergraduate design and craft students. Reflecting on the delivery of five projects between November 2020 and April 2021 the authors describe how Miro was used as a platform to structure teaching delivery, share creative content and as an environment to foster remote dialogue amongst students. Through an evaluation of each project's delivery within digital spaces the authors identify the emergence of new behaviours and new opportunities that can support students working in digital studios to move beyond sharing screens to sharing spaces.
Evaluation of Mobile Applications in Foreign Language Learning at Early Age
Author: Davudova, Enejan
Date: 2022-00-00
Type: Journal Articles
Subjects: Handheld Devices,Educational Technology,Computer Oriented Programs,Academic Achievement,Student Attitudes,Parent Attitudes,Foreign Countries,Elementary School Students,Grade 2,English (Second Language),Second Language Learning

In the technology era that we are in, teaching with traditional method is not sufficient alone in increasing efficiency. Varied content, whether technological or not, has an important place to increase the effectiveness of teaching. The methods and models used in the selection and usage of these contents are also considered important in terms of achieving the targeted success. In this study, the effects of mobile applications used in foreign language learning were examined on students' academic achievement. A total of 87 students from the Experiment-1 (E1), Experiment-2 (E2) and Control (C) groups consist of the sampling of this study. The English Achievement Test (EAT) was applied to all three groups as pretest and posttest. C group has attended to the regular face-to-face classroom teaching while students in E1 and E2 groups additionally used Duolingo and Memrise, respectively. In addition, volunteer parents and students' opinions about mobile applications were received after the implementation. In line with the results obtained by comparing the groups with respect to each other, it was concluded that the E2 group obtained higher scores from EAT than the E1 and C group. Particularly, there is a higher increase in the average score in the &quot;Reading and Writing&quot; section of the E2 group. According to the opinions of students and parents, both applications can be said to improve academic success positively.
Global Design Studio: Advancing Cross-Disciplinary Experiential Education during the COVID-19 Pandemic
Author: Desai, Shital
Date: 2021-12-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Experiential Learning,COVID-19,Pandemics,Design,Studio Art,Distance Education,Foreign Countries,Global Approach,Cooperative Learning

The COVID pandemic forced universities worldwide to shift to remote and online formats of teaching delivery. In design education, this shift has impacted Experiential Education (EE) pedagogical approach to studio teaching, an approach that gives students an opportunity to apply theory to a concrete experience in a reflective manner and provides cross-disciplinary learning opportunities. This paper discusses Global Design Studio (GDS), a collaborative cross-disciplinary teaching initiative between three design disciplines across three continents: Industrial Design in Australia, Interaction Design in Canada, and User Experience Design in Germany. The objective was to develop a support framework during emergency situations to facilitate cross-disciplinary EE to design students. This paper discusses the three teaching experiences as case studies that offer opportunity for deep analysis and reflection of challenges and enablers to EE education in the shift from traditional design studio to remote and online delivery. While navigating COVID-19 barriers to EE education, GDS aimed to achieve these objectives by sharing resources, ideas, and expertise across the three universities. Each unit dedicated the entire academic term to a first exploration of GDS through a semester-long project 'Interactive Mannikin for children to learn CPR techniques'. This article discusses the context and outcomes of EE teaching and learning experiences at each unit. This paper also reviews the lessons design educators learned about: inter disciplinarity, inter-intra-cultural issues, group working, timing, remote collaboration, and proposing a GDS model for cross-disciplinary EE.
Here&apos;s What We Really Want Your Class to Be About! A Design Thinking Class Responds to the Pandemic
Author: Noel, Lesley-Ann M.
Date: 2021-12-00
Type: Journal Articles
Subjects: Case Studies,Teaching Methods,Educational Change,Curriculum Design,COVID-19,Pandemics,Innovation,Design,Private Colleges,Thinking Skills,Studio Art,School Community Relationship,Distance Education,Health,Well Being,Sustainable Development,Minority Groups,Educational Philosophy,Racism,Empathy,Race,Course Descriptions,Undergraduate Students

This case study describes many changes to the curriculum of a design thinking for social innovation class at a private university in New Orleans that were prompted by the COVID-19 pandemic. The pre-COVID version of the course offered a practical, experience-based introduction to design-thinking (DT) tools and methods. Students learned to apply these tools to social innovation for collective impact through discussion, studio and fieldwork, and close collaboration with colleagues and members of the New Orleans community. The challenge during the COVID-19 pandemic was how to re-create this experiential learning while working remotely. The paper aims to demonstrate how the pandemic-related changes such as the all-remote delivery of instruction, community involvement, as well as a change in philosophy due to the racial unrest in the United States in 2020 led to a re-design of the class. The theme of the class, Sustainable Development Goal #3, &quot;Good Health and Well-being'' was requested by residents of New Orleans, in light of the impact of the pandemic on communities of colour in the city. Despite being a remote class, the residents were also present in the class regularly throughout the semester. The remote delivery of the class forced a need for intentional and empathetic community building among the students and with the community members. The redesigned class included conversations about race, periodic drop-in visits from community members, guest lectures from professors in other cities, feedback sessions via social media, and critiques by panels composed of community members and visiting designers from around the world.
Action Research as a Tool of Teaching ESP in a Flipped Learning Environment
Author: Ilter, Ogün
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,English for Special Purposes,Action Research,Flipped Classroom,Teaching Methods,Teacher Student Relationship,Professional Identity,Peer Relationship,Time Factors (Learning)

This study aims to contextualize a flipped learning environment for ESP learners at a faculty of pharmacy, considering learners' suggestions and the teacher-researcher's field notes and benefitting from the collaboratively problem-solving processes of action research. Thus, the study was designed as first-person action research, where the teacher-researcher collaborated with the 38 pharmacy students taking an EOP course in their third year of study at a university in Turkey. The flipped learning instruction was evaluated, firstly, during implementation via video-recording 12 weekly three-class-hour courses, collecting learners' reflective journals and keeping field notes; and secondly, after finishing the implementation by holding focus group interviews with the students. The data were analyzed by inductive content analysis. The findings of the study indicate that the flipped learning strategy ensured many advantages, including the efficient use of class time, differentiation and peer interaction as well as bringing adoption problems derived from teacher dependence and established learning habits. Conducting action research not only improved the teacher-researcher's relationships with the students but also contributed to her professional identity as an ESP practitioner. Considering the findings of the study, practical implications for professional practice as well as suggestions for further research were presented.
Online Peer Assessment in Teacher Education
Author: Kurnaz, Fatma Betül
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Peer Evaluation,Preservice Teachers,Preservice Teacher Education,Student Attitudes,Foreign Countries,Educational Technology,Formative Evaluation

It has become necessary to monitor the change in learners' skills during the education carried out in electronic environments. In this study, pre-service teachers made a presentation in their teaching practice, and a formative assessment was given to ensure active participation of the observer pre-service teachers in the online peer assessment process. The observer pre-service teachers were asked to evaluate their peers' performances using a rubric. Based on the quantitative data collected and analyzed, questions about the experiences of the participants were created, and the opinions of the participants were obtained through e-mail. The research findings were obtained through the sequential explanatory mixed method. The study revealed that the observer preservice teachers could evaluate different performances consistently. The research also showed that the validity of the assessments was significantly low especially in the evaluation of low and medium level performances. The qualitative findings confirmed the quantitative findings.
A Study on the Applicability of In-Service Hybrid Education in Food and Beverage Businesses (The Example of Culinary Trends)
Author: Sarioglan, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Nonformal Education,Food Service,Foods Instruction,Inservice Education,On the Job Training,Knowledge Level,Program Effectiveness,Blended Learning,In Person Learning,Distance Education,Foreign Countries

Gastronomy shows a continuous development as a branch of science that aims to meet the socialization needs of individuals as well as their physical needs. Considerable importance is attached to the level of technological integration as the most fundamental variable that can accelerate this development. However, scientific findings on the technological transformation experienced today and the effects of this transformation on sectoral development have not been encountered, especially in the field of in-service gastronomy education. The main purpose of this study is to determine the feasibility of in-service training as a dimension of non-formal education in the field of gastronomy education as hybrid. In this context, hybrid training on gastronomic tendencies was given to chefs working as section chefs in cold, hot and ala carte departments in the kitchen units of food and beverage businesses. In the training plan, the study group was divided into two and a pre-test and post-test study was conducted to measure their knowledge of gastronomic tendencies. Teaching about new gastronomic trends was given to one group through mutual training, and to the other group 50% of the trainings were given face-to-face and 50% via internet-based distance education. In this context, the comparative advantages and weaknesses of hybrid education and face-to-face education were compared in terms of gastronomy education.
Is the Design Studio Dead? -- An International Perspective on the Changing Shape of the Physical Studio across Design Domains
Author: Fleischmann, Katja
Date: 2021-12-00
Type: Journal Articles
Subjects: Design,Studio Art,Teaching Methods,COVID-19,Pandemics,Computer Simulation,Distance Education,Teacher Attitudes,Online Courses,Educational Change,Cross Cultural Studies,Epistemology,Teacher Surveys,Blended Learning,In Person Learning,Futures (of Society),Clothing,Industrial Arts,Graphic Arts,Animation,Interior Design,Thinking Skills,Interaction,Computer Games,Research

The process of moving the physical design studio experience, where social interaction is a guiding principle, into a detached virtual environment during the COVID pandemic has prompted design educators to re-evaluate what constitutes a traditional studio-based learning system. This shift is based on classroom experiences after design educators moved their courses online as physical classrooms closed. Early research findings indicate that design educators and students adapted surprisingly well to an online classroom during the pandemic. But is this equally the case across all design domains? The author argues that it is unhelpful to generalize across design domains when setting out to construct alternative digital learning and teaching environments. This study contextualises varying responses to the online design studio and offers a unique international perspective on differences in design domains impacting future plans to offer blended or online learning. The research is underpinned by the epistemology of pragmatism. The interpretation of data is based on surveys filled out by 90 highly experienced design educators representing eight design domains in seven countries. Results indicate a clear shift toward long-term acceptance of select online elements even in design domains focused on physical studio skills. It is clear that design domains will differ in their adoption and development of blending face-to-face and online teaching in the future.
Teaching Writing Skills in EFL Classes with Blending Learning
Author: Ataizi, Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: Blended Learning,Writing Instruction,Writing Skills,English (Second Language),Second Language Instruction,Program Effectiveness,Grade 11,Student Attitudes,Foreign Countries,High School Students,Educational Technology,Online Courses,In Person Learning,Ownership,Internet,Technological Literacy

Blended learning has become an emerging trend in the field of education and has caught the attention and interest of many researchers as a new approach to encourage students in their learning process, especially during COVID-19 disruption. Blended learning is also known as 'hybrid learning', 'mixed-learning or 'flipped learning' in the literature. The purpose of this study was to investigate the effect of blended learning for improving EFL students', from the eleventh grade, English writing skills and the student's perception of the blended learning environment at a high school. In this study, a mixed-research method was used. The quantitative data was collected through an online questionnaire, pre-test, and post-test writing scores written by 92 participants, and the qualitative data was gathered through semi-structured interviews with 8 volunteer participants. Data were analyzed with SPSS t-tests and content analyses. The research findings showed that blended learning had a significant effect in improving participants' writing skills. Participants significantly outperformed in writing exams. The participants had a positive attitude and perspective towards using blended learning in EFL classes. The limitations of blended learning highlighted by the minority of the participants were the burden of the online activities and lack of internet or mobile device accessibility. Further research on Research Article blended learning models in EFL classes in the K-12 context is highly recommended.
Making the Studio Smaller
Author: Brown, James Benedict
Date: 2021-12-00
Type: Journal Articles
Subjects: Design,Studio Art,Architecture,Interior Space,Physical Environment,Higher Education,Time Perspective,Cultural Awareness

The studio is a space apart in the university, an environment unique to creative and design disciplines. As we emerge into the pre-dawn light of the post-COVID era, we should use the insight gained from the pandemic to speculate about the future. This article invites the reader to speculate about the possibility of a smaller design studio in architectural education: one that is smaller in its spatial, temporal, pedagogical and cultural dimensions. What if, instead of demonstrating the plurality of architectural practice through the breadth and diversity of elective studio 'units', we reduce the scope of design courses to create space for others?
The Effect of the Training Program of Digital Game Design and Escape Rooms on Science and Art Center Teachers&apos; Technology Acceptance, Digital Game Development Self-Efficacy and Use of Digital Games
Author: Yoleri, Sibel
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Educational Games,Video Games,Design,Problem Solving,Technology Integration,Academically Gifted,Technology Uses in Education,Science Education,Art Education,Science Teachers,Art Teachers,Teacher Attitudes,Self Efficacy,Foreign Countries,Gender Differences,Technological Literacy

In this research, it is aimed to evaluate the effectiveness of digital game design and escape room training given to teachers working with gifted students in Science and Art Centers within the scope of 4005 Science and Society Innovative Education Practices Program supported by The Scientific and Technological Research Council of Turkey (TÜBITAK) on their technology acceptance, use of digital games, and digital game development self-efficacy. In this context, a single group pre-test post-test model was used in the study carried out with the experimental design. The sample group was determined according to criterion sampling, one of the purposeful sampling techniques. 30 teachers working in different disciplines in six Science and Art Centers in Izmir were included in the study. Within the scope of the research, six-day trainings were given to the teachers by eight field experts. As data collection tools, &quot;knowledge and awareness test on the use of technology in education and digital games&quot;, &quot;technology acceptance scale for teachers&quot;, &quot;digital educational game development self-efficacy scale&quot; and &quot;the scale of benefiting from digital games in education&quot; were used. Whether there is a significant difference between the mean scores was tested with the dependent samples t test when the normality assumption was met, and with the Wilcoxon signed ranks test when it was not. As a result of the analysis, it was determined that there was a significant difference between the use of digital games, technology acceptance, digital game development self-efficacy and achievement test scores, and these differences were in favor of the post-tests. In addition, according to the scores obtained from the scales, it was determined that there was no significant difference in terms of the gender of the teachers and the education was effective for both genders.
COVID-19 Effects on Distance Education in Higher Education: A Comparison with Bibliometric Analysis before COVID-19 Pandemic and the COVID-19 Pandemic Periods
Author: Topal, Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,Distance Education,School Closing,Educational Research,Citations (References),Publications,Periodicals,Geographic Location,Colleges,Researchers,Foreign Countries

The COVID-19 pandemic, which emerged in the last months of 2019, spread rapidly and has affected the whole world. The pandemic also affected higher education significantly, and face-to-face education in higher education institutions were suspended. Most universities have changed the teaching method from traditional to online education. Thus, more and more researchers focused on COVID-19 and distance education in higher education. The aim of the research was to examine the impact of the COVID-19 pandemic on higher education studies in the field of distance education. For this reason, the changes in distance education research in the pre-pandemic and the pandemic period were analyzed in terms of some performance variables. Two different meta-data sets, consisting of 1322 articles for the pre-COVID-19 period and 2103 for the COVID-19 period, obtained by querying the Web of Science database, were used for analysis. Vosviewer software were used for bibliometric analysis, while Harzing's Publish or Perish software was used for h-index calculation. Publications from the two different periods were compared according to researcher(s), publication, journal, institution, and country criteria using citation analysis. The citation analysis showed that the most cited researchers of the pre-pandemic period were A.Bozkurt, B. Rienties, and D. U. Bolliger, while the most cited researchers of the post-pandemic period were C. Herodotou, J. C. Bonk and M.Y. Doo. Computer &amp; Education ranked among the most-cited journal in the pre-pandemic period, while in the post-pandemic period, the most cited journal was Education and Information Technologies The most cited studies in the pre-pandemic period were conducted by researchers working at King Saud University and the University of South Africa, while in the post-pandemic period Universiti Teknologi Malaysia and Indiana University were in the leading position. The results clearly show that COVID-19 has given a new direction to distance education.
It&apos;s Not the Player; It&apos;s the Game: A Pilot Study of Bullying Experiences in Campus Gaming Communities
Author: Falkenthal, Evan
Date: 2020-00-00
Type: Journal Articles
Subjects: Bullying,Student Attitudes,Student Behavior,Social Influences,Predictor Variables,Clubs,Competition,College Students,Peer Relationship,Computer Mediated Communication,Computer Games,Student Role,Victims

Collegiate esports communities are as prone to bullying as other campus social spaces are. This pilot study surveyed student members of competitive online gaming clubs on a midsized university campus. Participants self-reported bullying experiences both in and out of game and indicated whether they primarily play support roles or core roles within game. Results indicated that the social roles of players were similar in both in-game and out of game settings but playing support in-game did not predict social roles.