ethanporcaro/eric-fulltext-meta huggingface dataset:
The Awareness of ELL Students about Their 21st Century Skills
Author: Irgatoglu, Aydan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,21st Century Skills,College Faculty,Undergraduate Students,Student Attitudes,Teacher Attitudes,Thinking Skills,Creativity,Problem Solving,Skill Development,Communication Skills,Role,Lifelong Learning,Mass Media Effects,Information Technology,Access to Information,Job Skills,Innovation

This study investigates the 21st century skills of the third and fourth year students studying at the Department of English Language and Literature of two Turkish state universities. Additionally, this study reveals the levels of the 21st century skills of these students. To this end, a case study has been designed and conducted with 158 ELL students and 20 lecturers of the same department. The study has been conducted throughout the 2019-2020 academic year. In this study we review the related literature and we have chosen the two appropriate research instruments to collect the data. These instruments include a survey questionnaire for the students and a survey questionnaire for the lecturers are used to investigate the 21st century skills of ELL students. The quantitative analysis of the data reveals that the students in these ELL departments are aware of their own 21st century skills. Another conclusion of this study demonstrates that although most of the students stated that they already use most of the 21 century skills, the lecturers do not readily approve of them. The lecturers stated that the students did not use different thinking techniques to create original ideas in their lives, evaluate new ideas by using analysis, work patiently to produce solutions to the problems, and the students did not take steps to improve their skills. Additionally, the lecturers disagreed with the statements that the students listened to other's opinion about a subject, had effective communication skills, adapted to different roles in their lives, were open to criticism, knew that learning was a lifelong process, knew that media was effective in directing people's opinion, used appropriate media tools to get information and used technological tools to analyse information.
Effectiveness of Multimodal Microlearning for In-Service Teacher Training
Author: Allela, Melisa Achoko
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Inservice Teacher Education,Professional Development,Secondary School Teachers,Electronic Learning,Social Media,Internet,Multimedia Materials,Integrated Learning Systems,Workshops,Synchronous Communication,Communities of Practice,Teacher Collaboration,Teacher Competencies,Barriers,Foreign Countries,Portfolios (Background Materials),Professional Continuing Education

To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.
Hindrance to Technologically Guided Education in Kenya Secondary Schools: A Case Study of Embakasi Girls&apos; School
Author: Onesmus, Gicheru
Date: 2020-00-00
Type: Journal Articles
Subjects: Barriers,Secondary School Students,Single Sex Schools,Females,COVID-19,Pandemics,Access to Education,Access to Computers,Electronic Learning,Technology Integration,Internet,Social Media,Instructional Design,Technological Literacy,Professional Development,Teacher Education,Foreign Countries

The COVID-19 epidemic has forced education managers and teachers to begin or enhance e-learning mode of education across the world. Kenya has not been left behind. This article is geared towards identification of challenges that face technologically based/supported education in schools.
The Effect of Co-Teaching on Advanced EFL Learners&apos; Writing Ability
Author: Yeganehpour, Parisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),Team Teaching,Advanced Students,Writing Skills,Writing Instruction,Instructional Effectiveness,Teaching Styles,Feedback (Response)

Students need to be skilled writers to get involved in a literate society. Providing learners with effective and appropriate teaching approach can lead to an easier and better mastery of skills. One of these approaches may be co-teaching. This study investigates the effect of co-teaching for Iranian advanced EFL learners' ability to write. The co-teaching approach was taken as a treatment through which two teachers were cooperating simultaneously during the teaching writing process in the same class with the experimental group. The participants of the control group were taught traditionally by a single teacher during all class sessions. According to the data analyses after comparing the two groups, co-teachers have been more successful in improving the overall writing ability of the treatment group. The underlying rationale is one in which teaching a class with two teachers may first add to the variety of teaching styles, feedback giving, consultation and reviewing the teaching process that can lead to better teaching practice and also doubling the class time by increasing teacher-student interaction time.
Promoting Students&apos; Understanding of the Concept of Pressure: Active Learning Environment versus Traditional One
Author: Tural, Güner
Date: 2020-12-00
Type: Journal Articles
Subjects: Scientific Concepts,Concept Formation,Physics,Science Instruction,Instructional Effectiveness,Hands on Science,Conventional Instruction,Relevance (Education),Secondary School Students,Student Attitudes,Early Adolescents,Public Schools,Difficulty Level,Science Interests,Active Learning,Foreign Countries

One of the topics students have understanding difficulties in science is pressure. The study investigates the effectiveness of an active-learning environment on the students' understanding of the concept of pressure. The sample consisted of 30 students from a public secondary school in Turkey. This study used a pre-test, post-test, quasi-experimental research design with a control group. Ten lessons were conducted with both groups. The control group was taught using the coursebook's two activities, while the experimental group was taught using additional activities and models. After the treatment, a post-test was given to both groups to determine the active-learning environment's effectiveness on the students' understanding of the concept of pressure. Interviews were also conducted with the experimental group. The post-test results showed a significant difference in favor of the experimental group. It was determined that students in both groups had misunderstandings of the topic before and after instruction. The interviews showed that the experimental group students perceive that the active learning environment facilitated better and easier learning. The conclusion that can be drawn is that the active learning environment was more effective for the students in the experimental group to learn about the concept of pressure.
Flipped Classroom Model and Self-Efficacy in an Iranian English as a Foreign Language Context: A Gender-Based Study
Author: Namaziandost, Ehsan
Date: 2020-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Self Efficacy,Foreign Countries,English (Second Language),Second Language Learning,Gender Differences,College Students,Self Concept Measures,Pretests Posttests,Instructional Effectiveness

This study aimed to investigate the impact of the flipped classroom model on students' self-efficacy and the difference in self-efficacy between males and females using this model. In order to accomplish this, 66 advanced participants were selected from a private English language institute. They were divided into two equal groups, namely experimental (flipped classroom) and control (traditional) group. The students' self-efficacy was scored before and after the intervention with the Self-Efficacy Survey. The results indicated an increase in their average self-efficacy score with the flipped classroom while the traditional classroom decreased their average score. When the genders were analyzed separately, the males demonstrated a decrease in self-efficacy while the females indicated an increase while utilizing the flipped classroom. In light of these results, some recommendations have been made.
On the Perceptual Accuracy of Non-Native Phonemic Contrasts: A Case Study of Native Arabic Speakers
Author: Alharbi, Bader
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,Phonemes,Accuracy,Semitic Languages,Native Speakers,Task Analysis,Males,Identification,Auditory Discrimination,Auditory Perception,Phonetics,English (Second Language),Second Language Learning,Familiarity,Auditory Stimuli,Foreign Countries

Research on native Arabic speakers' perception of non-native English phonemic contrasts has manifested various conclusions. Some studies have revealed that native Arabic speakers experience difficulty in the perception of non-native English phonemic contrasts, where others have concluded that they largely do not experience such difficulty. Due to this discrepancy, the current study aimed to examine the overall perceptual accuracy of only the English labial categories /p, b, f, and v/ in onset positions performed by native Arabic speakers. The study also examined the potential effects of the phonetic contexts and the familiarity of the stimuli being tested on the participants' perceptual performance. Twenty-four Saudi male participants completed consonantal phoneme identification and discrimination tasks. The findings revealed that the participants experienced difficulty in the perception of the categories /p/ and /v/, confusing them with their counterparts /b/ and /f/. The findings also revealed that neither phonetic context nor familiarity had any effect on the participants' perceptual accuracy of all of the categories in question, except in the context in which the category /v/ was followed by back vowels. In this specific context, the participants' performance tended to be lower, which could be attributed to the influence of lip rounding, which results in coarticulation with the fricative noise associated with this category (/v/). Lastly, the results obtained in this study provide additional crucial insights into auditory phonetics and present additional explanation on how the human auditory system recognizes speech sounds.
Reflective Peer Observations of University Teaching: A Canadian Case Study
Author: Kanuka, Heather
Date: 2020-00-00
Type: Journal Articles
Subjects: Reflection,Peer Evaluation,Feedback (Response),Case Studies,Teaching Methods,Instructional Effectiveness,Collegiality,Learning Processes,College Faculty,Foreign Countries,Faculty Development

The purpose of this investigation was to gain insights on facilitating a peer observation process that supports constructive feedback for continued development of effective teaching practices. The findings from this Canadian case study reveal that peer observation feedback are of value for the observed (which is well documented in the research) as well as the observer. Benefits for the observers have tended to be under-investigated and/or under-reported in the literature with respect to: (1) fostering collegial relationships; and (2) observing a peer whose teaching practices are unfamiliar. The findings in this study also indicate that the integration of an external observer who does scholarship in teaching and learning can provide knowledgeable feedback about pedagogical theory and course development, resulting in the reflective discussion and feedback being enhanced.
Distance Pedagogical Education in the Conditions of the Coronavirus
Author: Tretyakova, Tatyana V.
Date: 2020-09-00
Type: Journal Articles
Subjects: Distance Education,Pandemics,COVID-19,Teaching Methods,Faculty Development,Technological Literacy,Pedagogical Content Knowledge,Social Networks,Social Media,Synchronous Communication,Computer Mediated Communication,Problem Solving,Integrated Learning Systems,Foreign Countries,Geographic Regions,Teacher Education Programs,Universities,Educational Change,Computer Software,Teacher Student Relationship

The relevance of the study is due to the problem of finding optimal solutions for organizing training sessions, the need to form the personality of a teacher in a difficult social and pedagogical situation. The leading research method is a pedagogical experiment on the organization of distance learning for students, the method of theoretical substantiation of the formation of the &quot;Digital Educational Ecosystem&quot; project, the method of practical implementation of the digital environment in work with educational organizations and schoolchildren. This article presents practical solutions for organizing training sessions, pedagogical practices, conducting state final certification through the use of interactive educational platforms, social networks, and instant messengers. An equally significant result of the study is the educational component of the formation of a future teacher in a difficult social situation.
Education Transformation in the Arctic Region of the Republic of Sakha (Yakutia) under the Impact of New Information Technologies in Modern Conditions
Author: Zhirkova, Zoya S.
Date: 2020-09-00
Type: Journal Articles
Subjects: Educational Change,Information Technology,Geographic Regions,Teaching Methods,Technology Integration,Technology Uses in Education,Personality,Student Attitudes,College Students,Foreign Countries,Socialization,Integrated Learning Systems

Currently, education is considered as a multidimensional and comprehensive process of personality formation. Among other things, it contributes to the development of basic abilities such as critical thinking, problem solving ability, networking, adaptability, and initiative. Learning is continuous and widely accessible, both with regard to adaption and personalization. Nowadays, teachers are required to search for innovative technologies and techniques providing qualitative acquirement of the material and the development of key subject competencies. The objective of the study is to introduce information and communication technologies (ICT) in education. The authors use the methods of testing, questionnaire, study of documents, and reflection. The survey involves 312 fulltime and part-time students of M. K. Ammosov North-Eastern Federal University (NEFU), among which 178 people represent the Arctic Region. The survey's results are introduced in Tables 1 and 2. The results of the study are positive, with quantitative and qualitative indicators confirming the purpose of the study.
Evaluating the New English Language Teaching Program of Turkey for Primary Schools Anthropocentrically
Author: Yastibas, Ahmet Erdost
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Elementary Education,Elementary School Students,Foreign Countries,Grade 2,Grade 3,Grade 4,Course Content,Teaching Methods,Textbook Content,Textbooks,Language Skills

The new geological epoch called the Anthropocene has shown how human activities have influenced the world negatively and revealed the threat created by ongoing human activities to the sustainability of the future of the world. Therefore, what the Anthropocene has shown has to be dealt with. One way to do this is education. Therefore, the present study aimed to evaluate the new Turkish English Language Teaching Program for primary schools anthropocentrically. It was designed as a qualitative study. The data were collected through the new program for primary schools and the coursebooks prepared according to the new program. The data was analyzed through documentation analysis. Triangulation and thick descriptions were used to make the study trustworthy. The findings have shown that the new program has seven themes related to nature in the 2nd, 3rd, and 4th -grade syllabi. They have also indicated that these themes can help students to study and learn English in relation to nature. The findings were discussed and suggestions for further studies made.
COVID-19 -- A Two-Week Transition from Campus to Online at the Acsenda School of Management, Canada
Author: Daniel, John
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Higher Education,Distance Education,School Closing,Online Courses,Business Schools,Educational Technology,Electronic Learning,Adjustment (to Environment),Planning,Faculty Development,Information Dissemination,College Faculty,Coping,College Students

In March 2020 the COVID-19 pandemic obliged Higher Education Institutions (HEIs) in many countries to vacate their campuses and operate at a distance. We narrate the experience of the Acsenda School of Management (ASM) in making this sudden transition. ASM is a private for-profit business school with some 1,200, mostly international, students based in Vancouver, Canada. Drawing on interviews with ASM staff the paper identifies why the transition was relatively successful. It concludes with reflections on the longer-term impact of COVID-19 and how to integrate online and distance learning more effectively in HEIs around the world.
The Use of Modern Educational Technologies in Remote Learning in Higher Education during a Pandemic: The Case of COVID-19 in Cameroon
Author: Moluayonge, Gracemary Eloheneke
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Electronic Learning,Educational Technology,Program Implementation,Higher Education,Technology Integration,Teaching Methods,Technological Literacy,Evaluation Methods

In March 2020, the first case of COVID-19 was discovered in Cameroon. This led to the Higher Education Institutions resorting to remote learning to ensure continued teaching and learning. The researcher thus set out to bring to the limelight some recommendations for the use of educational technologies for remote learning in Cameroon and to propose some suggestions to the government, the policy makers, the stakeholders and the teachers for more effective implementation of E-learning in Higher Education Institutions in Cameroon.
A Meta-Analysis of the Effect of Parental Involvement on Students&apos; Academic Achievement
Author: Erdem, Cahit
Date: 2020-00-00
Type: Journal Articles
Subjects: Meta Analysis,Parent Participation,Academic Achievement,Preschool Education,Elementary Secondary Education,Parent Aspiration,Predictor Variables,Differences,Developing Nations,Foreign Countries

This study aims to examine the effect of parental involvement on students' academic achievement at pre-school, elementary and secondary levels by using the meta-analysis method with respect to home-based and school-based parental involvement strategies. Data consisted of 55 independent research studies in English published between 2010 and 2019, and accessed through ERIC, Academic Search Complete, Science Direct, Wiley Online Library, and PsycNet databases. Findings revealed that the effect of parental involvement on academic achievement was positive but small. Parental expectations had the biggest effect on academic achievement and parental control had a negative and small effect. The mean effect of parental involvement on students' academic achievement does not differ significantly according to moderator variables of education level, measurement type or measurement area but differs by developmental level of the country. The results are discussed using available related meta-analysis studies in the literature.
COVID-19 School Closures in Low- and Middle-Income Countries: Emergent Perspectives on the Role of Educational Technology
Author: Jordan, Katy
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Countries,School Closing,Online Courses,Electronic Learning,Educational Technology,Socioeconomic Influences,Access to Computers,Internet,Emergency Programs,At Risk Students,Community Role,Family Role,Teacher Role,Educational Quality,Planning,Educational Needs,Low Income Groups

The COVID-19 pandemic ushered in school closures at an unprecedented scale and prompted educational systems to find alternative teaching models at short notice. The role for educational technology in low- and middle-income countries (LMICs) has recently become the focus of much discussion. While prompted by the pandemic, the discussions surface latent issues in educational systems, and the perspectives and ambitions of organisations in relation to educational technology and LMICs. The influence of the discussions during this period is likely to extend beyond the initial crisis, and warrants investigation. This paper presents a thematic analysis, using a grounded theory approach, of documents published online between February and April 2020. Five themes emerge, in relation to access, responses, support from carers, teachers and communities, educational quality and the future.
Data for Development: Shifting Research Methodologies for COVID-19
Author: Traxler, John
Date: 2020-00-00
Type: Journal Articles
Subjects: Research Methodology,Educational Research,COVID-19,Pandemics,Research Tools,Electronic Learning,Distance Education,Rural Areas,Information Technology,Disadvantaged

Successful and appropriate informal digital learning can help individuals and communities build sustainable and meaningful livelihoods, strengthen social cohesion and resilience, preserve and enhance cultural traditions and engage constructively and robustly with the wider world. Building digital learning that embodies participative and collaborative development and community ownership and control rests on the work of educators who understand these individuals and communities and their cultures, which may be very distant and different from global norms and the mainstream of their countries. These educators may, however, be reliant on research tools and techniques that are inappropriate or inadequate in these different settings and situations. This paper sets out a brief critique of these established tools and techniques as the prelude to reviewing a range of more innovative and eclectic ones drawn from a variety of disciplines. This is timely because COVID-19 has increased the barriers that separate educators from would-be learners whilst also increasing the education that these people and communities need.