ethanporcaro/eric-fulltext-meta huggingface dataset:
Negative Aspects of Using Social Networks in Education: A Brief Review on WhatsApp Example
Author: Yilmazsoy, Burak
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Software,Social Media,Educational Benefits,Teaching Methods,Synchronous Communication,Databases,Addictive Behavior,Learning Processes,Productivity,Academic Achievement,Time Management,Research Reports,Reading Comprehension,Barriers,Social Networks

The aim of this study is to examine negative effects of using WhatsApp social network application in educational processes and to create a conceptual framework in this manner. In order to examine the literature related to the research topic, sources in different databases were evaluated and research works after especially 2010 have been considered accordingly. A holistic framework regarding negative results of using WhatsApp in education has been tried to be established by examining the sources in detail. There is currently not too many scientific research works on benefits and disadvantages of using WhatsApp in long-term. But since this application has been accepted by many researchers as an instant messaging approach, it appears to be a small number of studies analyzing the effects of over-use of instant messaging take place in the associated literature. When the data obtained within this research is examined it is possible to express that the students addicted to instant messaging are inadequate in academic processes, they cannot control the time spent for messaging, they neglect their homework and they are also less disciplined compared to other students. Additionally, it is also seen these students' comprehension levels, learning skills, productivity and academic achievements have been affected negatively. It is also remarkable that students using instant messaging during reading tasks can increase the time required for completing reading, and may even feel sleepiness during daytime.
&apos;Earthquake Week&apos; Activity Application for High School Students
Author: Sözcü, Ufuk
Date: 2021-00-00
Type: Journal Articles
Subjects: Seismology,Natural Disasters,Learning Activities,High School Students,Foreign Countries,Knowledge Level,Student Attitudes

Purpose: Earthquakes in Turkey is one of the most natural disasters causing loss of life and property. Earthquake training is the most important way to reduce the damage caused by earthquakes that cannot be prevented from the formation. Given that the education level of the citizens of the country increases, it is possible to reduce the harmful effects of earthquakes. It would be beneficial to learn these rules for students and parents in formal education. In this context, in our study, some activities were designed within the frame of 'earthquake week' to examine the contribution of these activities to students' earthquake education. Method: In this study, a mixed method was used using a combination of qualitative and quantitative data collection tools. In a high school located in Kastamonu province, a hazard hunt questionnaire, an earthquake drill, an earthquake information seminar and an interview form in which activities were evaluated were applied. These activities were applied to 250 high school students during the earthquake week. The data obtained were analyzed by SPSS 20 and content analysis. Findings: It was observed that the students realized that the unstructured risks to earthquakes were quite high in their homes and the building they lived in, but their parents' attempts to correct them were limited. It was stated that the earthquake drill and informative seminar were very useful for the students. As a result of the training given and the questionnaires applied, it was concluded that there was a significant improvement in students' knowledge, attitude and behavior towards earthquake. Implications for Research and Practice: In light of the results, it has been proposed that earthquake week activities be held in all formal educational institutions within the specific plan and program. [The page range (p275-296) stated on the article is incorrect. The correct page range is p275-295.]
Driven by Emotions! The Effect of Attitudes on Intention and Behaviour Regarding Open Educational Resources (OER)
Author: Otto, Daniel
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Response,Psychological Patterns,Knowledge Level,Intention,Adoption (Ideas),Value Judgment,Teacher Attitudes,Elementary Secondary Education,Higher Education,Vocational Education,Continuing Education,Open Educational Resources,Foreign Countries

Open Educational Resources (OER) have become widespread, but constantly lack adoption. The various studies that address this lack predominantly focus on structural causes (e.g. lack of time, legal uncertainty) while omitting individual factors. However, the latter especially can yield insights into the 'black box' of individual drivers for OER engagement. Employing a theoretical concept of attitudes, we investigate whether feelings and emotions or knowledge and beliefs mainly drive intention and behaviour regarding OER. Based on our theoretical concept, we designed a survey and distributed it in OER related occasions to scrutinise the participants' attitudes. Our findings disclose that intention and behaviour correlate with strong emotions and feelings for the underlying core ideas and values of OER. Beliefs are more robust in the abstract than in the concrete OER benefits. It is noteworthy that beliefs are widely absent from the level of knowledge about OER. The actual use of OER, however, correlates with the level of knowledge. Against this background, it is reasonable to argue that neither exclusively dismantling structural barriers nor solely promoting OER is a suitable strategy for increasing adoption. Not until educational institutions are guided and act on the basis of the key drivers of OER, their underlying ideas and value, can they spur engagement for OER among educational practitioners. Strengthening knowledge and beliefs about OER must therefore be the next logical step.
Educational Technology Research: Contexts, Complexity and Challenges
Author: Scanlon, Eileen
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Educational Research,Educational History,Educational Trends,Distance Education,Interdisciplinary Approach,Individualized Instruction,Socialization,Instructional Design,Electronic Learning,Social Influences,Learning Analytics,Artificial Intelligence

This paper explores the development of educational technology research over the last 50 years. This is done by considering what has influenced this development and what are current trends. The issue is further explored by considering what influence these trends have had on the development of distance learning pedagogy, especially for the education of adults. Technology Enhanced Learning or educational technology research (TEL) is a relatively young area of research. The work of educational technologists and others involved in education research has indeed been interdisciplinary. So, part of the exploration of trends in this paper has been directed towards understanding the impact of other areas of research on progress in educational technology research. A central focus of the paper is the understanding of how the &quot;TEL Complex&quot; (Scanlon et al. 2013) encapsulates some of these influences both from interdisciplinary perspectives and from an understanding of the complexity which has to be considered as part of the situatedness of the developments. The paper discusses some key contemporary trends in educational technology research. These are identified as personalisation, social learning, learning design, machine learning, and data driven improvement. These are worthy of exploration, in part, because each has a basis in early work in the field and therefore illustrate some continuing concerns. The paper concludes by acknowledging the broader influences on the development of educational technology and the complexity of the challenges facing the field and its practical applications.
Sustainability in Urban and Regional Planning Education in Turkey
Author: Karadeniz, Beyza
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sustainability,Urban Planning,Regional Planning,Urban Education,Rural Education,Undergraduate Study,Course Descriptions,Content Analysis,Tourism,Conservation (Environment),Economics,Curriculum Development

Purpose: This study attempts to assess the status of sustainability across Urban and Regional Planning (URP) Undergraduate programs in Turkey by (1) examining the contents of sustainability courses, and (2) acquiring more information about how the courses are taught and evaluated. Research Methods: The study is based on a document analysis of course syllabuses, which are documents including course description, course objectives, course content, reading materials, recommended textbooks, and evaluation techniques. The course syllabuses are examined using both descriptive and content analysis. With the descriptive analysis, the current status, teaching and evaluation methods, and teaching instruments are identified; with the content analysis, common themes are defined. Findings: The results showed that sustainability was taught through different themes, including economic, environmental, and social contexts which are fundamental in URP undergraduate education. The most frequently recurring themes included tourism and conservation, alongside ecology, planning, urban ecology, and environmental issues. It was found that themes such as urban and sustainable planning, improvement, and development all had roots in the theme of sustainability. In contrast, it was also noticed that economy/economics, while important, was barely touched. Implications for Research and Practice: In this study, the findings regarding how sustainability is currently covered in URP undergraduate programs across Turkey have been systematically presented with the expectations that this contributes to curriculum development overall and in a better way.
Evaluation of Interior Architecture Education Programmes in Terms of the Multidisciplinary Approach
Author: Ozdamar, Betul Bilge
Date: 2021-00-00
Type: Journal Articles
Subjects: Architectural Education,Interdisciplinary Approach,Outcomes of Education,Interior Design,Program Descriptions,Professional Personnel,Aesthetics,Values,Standards,Professionalism,Foreign Countries

Purpose: Interior architecture is based on theoretical, practical, and practice-based knowledge associated with other design disciplines that form a multidisciplinary framework. The aim of this study is to evaluate the art, science, and technical competencies that form the basis of knowledge and skills for the students within interior architecture education in Turkey. The other discussion is to what extent the courses provided during education meet the basic learning outcomes and provide for the professionals as part of the multidisciplinary study. Research Methods: Courses included in educational programs are categorised under 'theoretical/ theoretic', 'artistic/aesthetic', and 'technical/ practical', and are taken as a basis in the study, and the ratios and quantitative response values are determined. Besides, the joint readings of the subject are obtained by the interviews conducted with professionals. Findings: In the research, the numerical data of the courses related to art and aesthetic values, and the courses aiming at the application by transferring technical knowledge are obtained. The theoretical course workload yielded higher values. For findings related to the basic competencies acquired by the professional interior architects, there is the problem with 'technical expression' and 'experience in practice' within education. Implications for Research and Practice: The discussion of the standardisation through the educational programs should be avoided with a flexible approach. The consistency will be ensured through training practices and collaborations aimed at professional practices. In the future, collaborations for professionalism and studies in education and practice will play a supporting role after the graduation of students.
The Effect of Ethnoscience-Themed Picture Books Embedded within Context-Based Learning on Students&apos; Scientific Literacy
Author: Yuliana, Ivo
Date: 2021-00-00
Type: Journal Articles
Subjects: Picture Books,Scientific Literacy,Comparative Analysis,Science Instruction,Teaching Methods,Grade 5,Elementary School Students,Intervention,Foreign Countries,Science Tests,Scores,Instructional Effectiveness,Context Effect,Cultural Context,Student Centered Learning,Scientific Concepts,Achievement Tests,International Assessment,Secondary School Students

Purpose: Scientific literacy plays an important role in catalyzing science learning in the 21st century. Unfortunately, previous evidence revealed that students' scientific literacy tends to be unsatisfactory. This study investigated the effect of ethnoscience-themed picture books embedded in context-based learning (EthCBL) on students' scientific literacy. Methods: In this quasi-experimental research, 58 (35 girls and 23 boys) fifth-grade students in a public elementary school in Indonesia were selected using purposive sampling. Twenty-nine students (19 girls and 10 boys) were assigned as an experimental group and 29 students (16 girls and 13 boys) were assigned as a control group. The Scientific Literacy Test (SLT) was employed to measure students' scientific literacy in prior and subsequent interventions. Data were analyzed using independent and paired t-tests at the 0.05 significance level. Findings: The results showed that EthCBL was more effective in promoting the scientific literacy of fifth-graders than traditional teaching. After treatment, the experimental group showed higher posttest scores in all sub-scales of scientific literacy compared to the control group. Implications for Research and Practice: In this study, EthCBL was integrated with the surrounding culture that allows students to learn more and participate actively which made their scientific literacy increase. Therefore, it is recommended that teachers apply EthCBL to improve the scientific literacy of elementary school students to a satisfactory level.
The Effects of Subject-Based Critical Thinking Education in Mathematics on Students&apos; Critical Thinking Skills and Virtues
Author: Arisoy, Betul
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Mathematics Education,Thinking Skills,Student Attitudes,Middle School Students,Grade 6,Mathematics Skills,Mathematics Instruction,Pretests Posttests,Foreign Countries,Instructional Effectiveness

Purpose: &quot;Good thinking&quot; has become very important in today's world. A good thinker should have critical thinking skills as well as critical thinking virtues. Some researchers stated that teaching critical thinking within certain disciplines and subject areas would significantly contribute to the development of students as strong critical thinkers. Mathematics is one of the ways to improve thinking and it has many things in common with critical thinking. In this context, the aim of this study is to examine the effects of subject-based critical thinking education in math on student's critical thinking skills and critical thinking virtues. Research Methods: In this study, a quasi-experimental model with pre-test-post-test control groups was applied. 62 sixth grade students were involved in the study. In the experimental group (n=31), the subject-based critical thinking education was given for 16 weeks. Mathematical Critical Thinking Test (MCTT) and Critical Thinking Virtues Perception Scale (CTVPS) were applied as pre-test and post-test in the groups. Findings: As a result of the covariance analyses, it was determined that there was a statistically significant difference in terms of the MCTT and CTVPS post-test scores in favour of the experimental group. As a result, it was observed that education in the experimental group had a positive effect on students' critical thinking skills and critical thinking virtues. Implications for Research and Practice: This study provides an exemplary implementation regarding improving critical thinking skills and critical thinking virtues of the students. It can be said that subject-based critical thinking teaching at different grade levels and in different courses will contribute to the education of good-thinking individuals.
Discourse on Student Participation in the Open Distance Learning Using Open Educational Resources
Author: Mphahlele, Ramashego Shila Shorty
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Participation,Open Educational Resources,Distance Education,Open Education,Foreign Countries,Higher Education,Communities of Practice,Inquiry

The concepts Open Distance (ODL) and the Open Educational Resources (OER) are central to Higher Education around the globe. Although the OER are understood to be freely available online material that anyone can use for teaching and learning purposes, there is some evidence to suggest that majority of students in the African continent do not use the OER. On the other hand, existing research recognizes the ODL as the learning environment that breaks the barriers that limit students to access higher education such as location and distance from the university, financial pressures and other social problems. This paper reflects on the students' participation and use of OER, focusing in purposively three selected ODL institutions. Drawing from community of inquiry framework, and given the nature of the ODL environment, this paper argues that students' lack or limited participation in the use of OER seem to be dominated by what the OER can do which is promotion of access, equity and quality. This argument is presented with the full acknowledgement that access to Information and Communication Technologies (ICT) is essential to access, adapt and use the OER.
Distributed Leadership in Practice: A Modified Delphi Method Study
Author: Irvine, Jeff
Date: 2021-01-00
Type: Journal Articles
Subjects: Participative Decision Making,Leadership Styles,Foreign Countries,Instructional Leadership,Context Effect,Principals,Barriers,Delphi Technique,Professional Development

Background and Purpose: Distributed leadership is about practice rather than people and formal roles. Although there is no unanimous agreement on a definition of the term, Tian et al. (2016) identify two schools of research around distributed leadership: (a) the descriptive-analytical paradigm and (b) the prescriptive-normative paradigm, which examines the practical applications of distributed leadership. This study utilized the latter paradigm, seeking to expand upon distributed leadership practices currently employed in Ontario schools. Research Design: In this study, 49 principals across four school districts in Ontario, Canada were invited to share how they enact distributed leadership strategies in their schools, using a modified Delphi method. Their responses over three iterations of the Delphi method were then compared to existing research on distributed leadership, and similarities and differences were examined. Findings: The principals' responses demonstrated a decidedly hands-on focus, but overall the responses agreed with existing research; exceptions are identified and discussed. Conclusion: This study adds to the literature on distributed leadership in practice, and provides suggestions for future research in this area as well as examples of distributed leadership practices that have been successfully employed in schools, and a framework for evaluating other potential distributed leadership initiatives.
Does Time Spent Online with Course Material Result in Student Success? A Study for the Online and Face-to-Face Courses
Author: Santos, Michael R.
Date: 2021-01-00
Type: Journal Articles
Subjects: College Students,Business Administration Education,Online Courses,Conventional Instruction,Integrated Learning Systems,Time on Task,Study Habits,Academic Achievement,Scores

An age-old question among instructors and administrators is whether time spent studying course material results in the student success. This study analyzes this relationship for two online and two face-to-face business finance courses using the Canvas Learning Management System (LMS). The relationship between the average exam scores and the &quot;total activity&quot; measuring time spent online in hours is statistically significant for the online courses, and insignificant for the face-to-face courses. Additionally, the results indicate that the hard work may not pay off for the students who spent too many hours online with the course material.
The Relationship between Identity and Acculturation in International Students in Turkey
Author: Boynuegri, Ebru
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Identification (Psychology),Acculturation,Foreign Students,Correlation,Gender Differences,Student Characteristics,Student Adjustment,Ethnicity,Immigrants,College Students

Purpose: This study aimed to discover identity statuses and acculturation strategies of international students in Turkey, as well as revealing the relationship between these concepts. Research Methods: To investigate the relationship, a correlational research design was used. Turkish version of Acculturation Questionnaire and Turkish version of Ego-Identity Process Questionnaire were administered to 156 international students in Turkey. Findings: The findings showed that the most common acculturation strategy was assimilation and the most seen identity statuses were achievement and diffusion. High rates of assimilation and identity diffusion were remarkable results as they can be threatening both for immigrants and the receiving society. There was a significant relationship between identity statuses and acculturation strategies showing that achieved identity development provides more integrated acculturation. Finally, there was a significant difference between genders concerning acculturation strategies which can be interpreted by conservatism and risk-taking behaviors, as well as socialization. Implications for Research and Practice: Acculturation is related to identity development; thus, embracing differences and providing support for immigrants would help their healthy identity development. It will, in return, contribute to the receiving society's well-being. Further research using different identity models, with higher number of participants and adopting triangulation would provide a deeper insight into the issue.
Generation COVID and the Impact of Lockdown
Author: Elliott, Gill
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Disease Control,School Closing,Foreign Countries,Student Experience,Social Isolation,Elementary Secondary Education,Achievement Gains,Student Evaluation,At Risk Students,Online Courses,Educational Technology,Internet,Access to Computers,Advantaged,Disadvantaged Youth,Teaching Methods,Student Needs,Research Needs

Many lives have been turned upside down by the coronavirus pandemic and school-aged students are no exception. The closures of schools and disruption to learning will have an impact as they go forward in their lives. In this article, I set out the various school year groups in England who have seen both their learning disrupted and other extracurricular activities curtailed, both inside and outside of the school setting. Many students' learning will have been significantly hindered by the disruptions and some of these will be students whose life circumstances had already placed them at a disadvantage before the pandemic. Others still may have thrived under the unusual circumstances. Paving the way towards recovering lost learning requires a clear understanding of the nature of these different student groups. Exploration of the various different groups of students leads to the need to provide research evidence to underpin action taken in the future to mitigate against the issues experienced by this generation.