ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of E-Learning during COVID-19 Pandemic Era
Author: Uleanya, Mofoluwake Oluwadamilola
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Technology,Electronic Learning,COVID-19,Pandemics,College Students,Student Attitudes,Knowledge Level,Financial Support,Internet,Barriers,Foreign Countries,Learning Management Systems,Blended Learning

Communication in teaching and learning space has never been the same following the outbreak of the COVID-19 pandemic. The crisis of COVID-19 has brought about the urgency for most higher education institutions to adopt elearning. This response was to save the academic year. Hence, this study explores how e-learning has aided African universities to engage their students in teaching and learning. A quantitative research method was adopted for the collection of data. The survey was made up of 400 questionnaires which were randomly administered to the second-and third-year students in the selected South African university. The findings of the study show that e-learning trends before COVID-19 were unappreciated and unaccepted. Meanwhile, following the outbreak of the coronavirus, e-learning has become one of the most sort-out phenomena. However, several factors such as unawareness, lack of funding, and poor internet connectivity, amongst others have always hindered the use of elearning platforms. Hence, the study recommends amongst others that adequate awareness be made to educate both lecturers and students on the importance and the continuous use of e-learning. Also, funding should be made available for institutions of learning to enable them to adapt to e-learning. The gains achieved must be maintained and continue post-COVID-19.
Students&apos; COVID-19 Experiences: Integrating Knowledge, Attitude, and Practices Strategies for Teaching Science
Author: Origenes, Ritchelle W.
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,COVID-19,Pandemics,Junior High School Students,High School Students,Parent Influence,Peer Influence,Educational Experience,Phenomenology,Learning Processes,Deception,Information Sources,Information Seeking,Learning Activities,Knowledge Level,Teamwork,Science Education,Science Curriculum,Social Media,Teaching Methods,Educational Improvement,Foreign Countries

The junior and senior high school student experiences regarding their knowledge, attitude, and practices during the COVID-19 pandemic need to explore. This qualitative research uses a phenomenological technique with 20 students (10 JHS and 10 SHS) as a sample. Students learned about the illness through multimedia, filtering misinformation, self-driven data gathering, community support, and teacher-facilitated discussions. They also cultivated their attitude toward the disease through personal experiences and reflection on the pandemic, conducting activities such as experiments to test their acquired knowledge, considering community influences, and due to their self-motivation and appreciation of the right attitude during the pandemic. Finally, they executed practices toward COVID-19 with their parents' and peers' influence and support, collaborative team planning, learning from expert demonstrations, and participating in activity-driven action. JHS and SHS students have had a wide range of experiences during the COVID-19 pandemic regarding knowledge acquisition, inculcation of attitude, and practice implementation toward the disease. The student experiences are eye-openers to science educators. With this, there should be improvements in science education curricula that address the current pandemic and other unforeseen health issues.
Birth Order Differences and Overall Adjustment among First Year Undergraduate Students in One Selected University
Author: Aloka, Peter J.O.
Date: 2023-00-00
Type: Journal Articles
Subjects: Birth Order,Student Adjustment,College Freshmen,Foreign Countries,Student Attitudes

The study examined the effect of birth order differences on adjustment among first year undergraduate students in one selected university in Kenya. A cross-sectional survey research design was adopted. The sample size comprised 213 first year students selected using both stratified and simple random sampling techniques. The adjustment questionnaire was used to collect data. The inferential statistics such as Analysis of Variance (ANOVA) and Tukey's post hoc tests were used to analyze data. The ANOVA results indicate a significant effect, [F (5, 207)=8.279, p=0.000], of order of birth of first year students on their level of overall adjustment. The Tukey's HSD Post Hoc test results indicate that 1st born students presented a significantly higher overall adjustment compared to the rest. The study recommends that staff at university counseling centers should develop specific orientation programmes to enhance the adjustment of first year students who occupy later orders of births in their families apart from first born students.
Three Keys to Retaining Talented Teachers in the UAE: Leadership, Community, and Work-Life Balance -- A Phenomenological Case Study in the Emirate of Ras Al Khaimah
Author: Herrera, Troy N.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Persistence,Family Work Relationship,Labor Turnover,Job Satisfaction,Leadership Responsibility,Foreign Workers,Public School Teachers

The United Arab Emirates hires many teachers from abroad to work in both the private and public school systems. Recruiting foreign teachers can be exceedingly costly, especially when one considers the financial investment associate with air fare, health insurance, housing, transportation, and a competitive salary, along with the substantial processing time involved in issuing work visas, professional and intercultural training. One way organizations may be able to save on additional expenditures is to retain the teachers who have been hired and are already settled in the country. Naturally, a substantial part of the decision for the teacher to remain working and living in the UAE lies with the expatriate teacher. This exploratory, case study employed a qualitative approach in which descriptive data was collected from six in-depth, semi-structured interviews exploring job satisfaction as one, of what may be other, indicators associated with of length-of-stay among expatriate teachers in the UAE. These descriptive data were analyzed using an interpretive analysis, which culminated with three selective codes: (1) Leadership and community are key to expatriate teacher's job satisfaction; (2) School leaders' engagement in improving behavior management would improve satisfaction; and (3) Positive work-life balance may influence expatriate teachers' length of stay in the UAE. Taken collectively, this data may assist decision-makers, school leaders, and policy-makers on how to foster environments that promote retention among expatriate teachers in the UAE.
Online Course Design for the Engineering Workforce: Bringing Theory to Practice
Author: Nutwell, Emily
Date: 2023-00-00
Type: Journal Articles
Subjects: Instructional Design,Online Courses,Engineering Education,Work Environment,Program Design,Program Evaluation,Professional Continuing Education,Cooperation

This paper describes the course design and evaluation results for an online continuing education program designed for working engineers. Engineering educators have long recognized the value of reducing the gap between the classroom and work environments. Implementing experiential learning in the undergraduate classroom brings much needed context to engineering students who may otherwise lack these real-world opportunities. Continuing education programs face the opposite challenge, where educators strive to bring the course content to working engineers who are already enmeshed in real-world contexts. This program was designed for busy working professionals and contextualizes theoretical concepts of Finite Element Analysis (FEA) with practical application of digital engineering tools. Online delivery enables engineers to learn while remaining in the context of their work environment. The authors describe their collaboration process in the design of this continuing education course. Course survey results provide data to evaluate the course design and to better understand how this nontraditional audience uses continuing professional development courses to stay abreast of technological change. Learners indicated through their survey responses that the course was a positive experience and met their learning goals. However, most students did not continue with the multi-course certificate program and left the program after only one course completion. Higher education institutions are uniquely positioned to create courses and programs that aid this nontraditional audience, the engineering workforce, in adapting to continuously changing technology and engineering practice. This paper presents lessons learned and recommendations for engaging with the community of working engineers as continuing education learners.
Enhancing Critical Thinking Skills and Media Literacy in Initial VET Students: A Mixed Methods Study on a Cross-Country Training Program
Author: Tommasi, Francesco
Date: 2023-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Skill Development,Media Literacy,Vocational Education,Institutes (Training Programs),Foreign Countries,Instructional Effectiveness,Program Effectiveness

Context: In the last few decades, the constant and exponential changes in the society's consumption of information have increased the awareness of practitioners from the education and training field, on the need for training programs for the enhancement of critical thinking skills and media literacy among students from Initial Vocational Education and Training (IVET) who are less exposed to intellectual trainings than their peers in traditional education pathways. Approach: With this impetus, the present paper reports the results of a mixed methods study evaluating a training program for such competences. Based on a cognitive psychology theoretical framework, the training program consisted in three main techniques through which trainers can work with students in the classroom. N= 35 trainers from five different countries (i.e., Greece, Italy, Spain, Portugal, and the Netherlands) were instructed about the training techniques and implemented them in their training centres. Then, a total of N= 288 students among these countries were involved in the testing of the training, which took place on a duration average of 5 months. Mixed methods approach was used to evaluate the effectiveness and quality of the training. Notably, prospective statistical analysis evaluated the training's impact of the participating students and compared with a control group. Qualitative interviews examined the training's lived experience with a group of students and trainers. Findings: The quantitative and qualitative analysis of pre/post- measures of critical thinking skills and media literacy of the experimental group, and the comparison with the control group, indicate an increase in these competences and confirm the efficacy of the training intervention. Conclusion: These results inform about the usefulness of the training program cross-culturally and the feasibility of training strategies based on cognitive psychology. Moreover, the paper offers a methodological contribution thanks to the proposition of the mixed methods approach for training programs assessment.
The Impact of Hands-On Geometric Dimensioning and Tolerancing Intervention Activities on Students in Engineering Design
Author: Paige, Myela
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Experiential Learning,Geometry,Intervention,Design,Active Learning,Engineering,Self Efficacy,Outcomes of Education,Lecture Method,Inspection,Student Evaluation

In many mechanical engineering undergraduate curriculums, there are topics that are vital to the students' future careers in the manufacturing and design workforce that are not taught in-depth. As one of those topics, Geometric Dimensioning and Tolerancing, or GD&amp;T, is vital to companies who develop and manufacture products because it allows one to communicate with other team members in order to produce and inspect manufactured parts. GD&amp;T is filled with intricate concepts that are hard to grasp without repetition and practice. An active learning intervention was developed and deployed in a mechanical engineering undergraduate class at the Georgia Institute of Technology. The active learning interventions were developed to assist students in learning basic manual inspection methods and communicating through a part drawing. The goal was for the students to obtain a foundational, hands-on understanding of GD&amp;T and implement their learnings onto a part drawing and inspection plan. The results of this intervention were based on a Knowledge Assessment, self-reported Self-Efficacy Survey, and an Exit Survey. These assessments revealed that the GD&amp;T intervention had a significant impact on the students' knowledgebase of the topic and their ability to perform identification and inspection tasks used in the workforce. This paper discusses the intervention structure and its potential applications for engineering education in the workforce.
From TPACK to N-TPACK Framework for Vocational Education and Training with a Focus on Nutritional Science and Home Economics
Author: Torggler, Carmen
Date: 2023-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Vocational Education,Nutrition,Family and Consumer Sciences,Foreign Countries,Adjustment (to Environment),Vocational Education Teachers,Social Networks

Context: In Germany, vocational education and training (VET) plays a key role in the transition from school to working life. Due to its proximity to the labour market and an increasingly digitised, connected world, the professional knowledge requirements of VET teachers are changing and an adjustment of competence frameworks for vocational teachers is needed. Approach: Since its introduction, the TPACK (Technological Pedagogical And Content Knowledge) framework of Shulman and Mishra and Koehler has been repeatedly used in the international research discourse as a framework for capturing teachers' professional knowledge. Given the infrequent reference to TPACK in the field of vocational education and training (VET), this theoretical article aims to adapt the TPACK framework for VET teachers. A literature review revealed the importance of developing an adapted TPACK framework that takes into account the peculiarities of the German vocational school system as well as the non technical personal service sector. Based on this research gap, an appropriately adapted TPACK framework was developed. The focus of this article lies on VET of nutritional science and home economics. Findings: After considering and analysing the requirements of the VET system in Germany in the context of digitalisation, it is suggested to adapt and enlarge the existing TPACK framework, thus creating an N-TPACK framework, taking into account &quot;Networking and Collaborative Knowledge (NK)&quot; as an aspect of essential VET teachers' professional knowledge. Conclusion: The present theoretical article considers the research desideratum of extending the TPACK framework by developing a theoretical N-TPACK framework as well as examining and discussing the various knowledge areas. Building on this theoretical article, a survey of the current status quo of these professional knowledge areas among (prospective) VET teachers in the subject area of nutrition and home economics is necessary, in order to provide orientation and to be able to derive recommended actions for an up-to-date and forward looking teacher education and training.
Designing an Augmented Reality Learning Experience for Library Instruction as a Technology Novice
Author: Sewell, Amber
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Simulation,Academic Libraries,Library Instruction,Educational Technology,Library Skills,Program Design,Online Courses,Educational Games,College Students

This instructional design case describes the author's process for creating an augmented reality learning experience for library instruction at an academic library. With no budget, no team, and little experience with this type of technology, this design case describes the development of an instructional design utilizing emerging technologies. It also addresses the constraints of solo work, small or nonexistent budgets, little no experience using the technology, and interest but no support for learning and implementing an innovative solution to a design problem.
Encouraging Awareness and Empathy for Diversity through Experiential Practiced Simulations
Author: Vallera, Farah L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Empathy,Learning Activities,Graduate Students,Student Diversity,English Language Learners,Students with Disabilities,Dyslexia,Instructional Design,Simulation,Multimedia Instruction,Visual Impairments,Hearing Impairments,Teaching Methods,Teacher Education Programs

This paper describes an experiential, simulation-based learning activity designed to encourage graduate education students' development of empathy for and awareness of diverse student populations. In order to allow students to take the &quot;role of the other,&quot; they were placed into different situations where they had to complete a simple activity with some simulated element experienced by a different audience. Those differences included visual impairments, auditory impairments, dyslexia, and serving as English learners. The empathy activity was situated in a course that centered around designing multimedia for learning and included the instruction of the design thinking process and designing for universal audiences as well. Upon completion of the simulated experience, students reflected with the group about their thoughts, feelings, struggles, and the implications of their experience on the future of their designs in instructional technology and teacher education. Throughout this design case, we discovered that taking thoughtful design measures into consideration can help instruct challenging and difficult abstract concepts such as empathy.
From UX to Instructional Design: Supporting Rural Teachers in Transforming Students&apos; Reading Interests into Academic Success
Author: Li, Zixi
Date: 2023-00-00
Type: Journal Articles
Subjects: Instructional Design,Rural Education,Reading Teachers,Reading Interests,Reading Achievement,Elementary School Teachers,Foreign Countries,Teaching Skills,Academic Achievement

This design case records a design competition project in which the team adapted various user experience (UX) design methodologies to instructional design in support of China's K-6 rural school teachers for the increasingly challenging teaching requirements on reading literacy. The solution landed on a mobile application design, YoungRead. The project is the winner of the University of Michigan Learning Levers Development Award and the Zell Lurie Institute Innovation and Entrepreneurship Award in 2020. This design case will describe the design process and how the adapted UX design model may be used in similar instructional design situations to facilitate under-resourced teachers in developing professional skills to bridge students' reading interests and academic achievement.
Evaluation of Knowledge Regarding the Use of Antibiotics among Pharmacy Undergraduates in Japan
Author: Azechi, Takuya
Date: 2022-00-00
Type: Journal Articles
Subjects: Knowledge Level,Drug Therapy,Pharmaceutical Education,Undergraduate Students,Foreign Countries,Microbiology,Instructional Effectiveness

Antimicrobial resistance (AMR) is a global threat to human health. Education on antibiotics is essential for AMR prevention, and training should be provided for undergraduate pharmacy students. This study evaluated the knowledge regarding antibiotic use and AMR among fourth-year Japanese pharmacy students and the effect of a lecture on treating infectious diseases with antibiotics had on their knowledge. A questionnaire survey was conducted, and the responses were recorded before and after participants attended the lecture. A small subset of the prelecture survey questions was used for the postlecture survey. From a total of 540 participants, 330 and 234 responses were collected before and after the lecture, respectively. In the prelecture survey, 39.4% of the participants incorrectly answered that antibiotics can effectively treat the common cold, 13.3% had taken leftover antibiotics, and 17.3% had taken antibiotics prescribed for their family members or others. Furthermore, the prelecture survey data showed that the mean number (± standard deviation) of correct answers across the eight questions on treatment and diagnosis of infectious diseases and antibiotics was 2.21 ± 1.64. However, in the postsurvey, this figure increased to 5.00 ± 1.82. Although the lecture improved their knowledge to some extent, the results suggested that fourth-year pharmacy students have inaccurate knowledge regarding the appropriate use of antibiotics and AMR. Therefore, it is necessary to improve early-year undergraduate pharmacy education on antibiotics in Japan.
Human Diversity in Higher Education Institutions: An Opportunity or a Challenge? A Qualitative Contextual Discourse Analysis
Author: Assefa, Easaw Alemayehu
Date: 2023-00-00
Type: Journal Articles
Subjects: Diversity,Higher Education,Discourse Analysis,Educational Planning,Global Approach,Educational Policy

Human diversity in education, particularly in higher education, has several positive effects on students' intellectual and social experiences as well as it has quite a number of challenges. Globally, numerous empirical studies have been conducted on the opportunities and challenges of human diversity in higher education institutions (HEIs). However, there is a lack of qualitative contextual discourse analysis. The goal of this brief contextual discourse analysis was therefore to figure out essential reasons as to why human diversity in HEIs is beneficial and at the same time challenging. The study was realized using a qualitative contextual discourse analysis method. To this end, a review and reflection of various published books and peer reviewed articles were used to explore the current worldwide condition of the human diversity at HEIs, the opportunities to teach and employ human diversity in HEIs, and the challenges of doing so. The reviewed literature showed that, despite certain fundamental challenges, human diversity in HEIs is extremely useful since it supports knowledge growth and transmission. The educational planners at HEIs should have a framework for human diversity to maximize resource allocation and develop a community of HEIs that is actively engaged across cultures, fostering productivity and outstanding institutional performance. Therefore, to effectively implement their planning in the context of current globalization, educational leaders in the twenty-first century need to seriously consider the findings of this study on opportunities and challenges of human diversity. Policymakers must also create an inclusive human diversity policy that accurately reflects heterogeneous individuals in order to make the HEIs a sector that values human diversity.