ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Satisfaction and Performance in the Open Educational Resources (OER): Integrated Online Calculus Course
Author: TLS, Desyarti Safarini
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Satisfaction,Academic Achievement,Open Educational Resources,Calculus,Online Courses,College Students,Integrated Learning Systems,Student Attitudes,Assignments

Delivering an effective online mathematics course at the university level is more challenging than the offline mode because of the method course content's nature. One of the strategies to answer the challenges faced in an online learning environment is the utilization of Open Educational Resources (OER). This descriptive case study research investigates students' satisfaction and performance in the Open Educational Resources (OER)--integrated online calculus course. This study involved eight students who took a calculus course entirely online. The lecturer used various OER, both integrated into Canvas and during the online meetings. Students were satisfied with the online calculus course since it has met their expectations. The online course content and use of OER, classroom environment, and lecturer facilitation were three components that students find valuable. Likewise, students' performance in the online calculus course is excellent, where all students got grades A. Although students' performances in Unit Test 1 and Unit Test 2 are not as excellent as other assessments, they demonstrate active participation during the online meetings, frequently use OER, and consistently fulfill all assignments. They succeed in developing digital learning activities as their pair works and learning videos about the application of integral as their group projects.
Using YouTube to Connect and Educate Individuals in the Chemical Industry
Author: Klein, Christian
Date: 2022-00-00
Type: Journal Articles
Subjects: Chemistry,Industry,Access to Information,Video Technology,Business,Interprofessional Relationship,Computer Mediated Communication

In the chemical industry, a new generation of decision-makers is emerging in the next 5 to 10 years with a higher affinity for the use of videos to find information and to connect with other individuals. Through the digital transformation, an &quot;on-demand&quot; culture has become usual. As individuals want to access information at any time, B2B companies need to transform to video-based infrastructures enabling them to build effective relationships through connecting their employees with the new decision-makers of the industry. The specialty chemicals business is characterized by a high level of innovations which is seen as an excellent source to create video content aiming to connect individuals and to change social communication patterns. The current academic literature indicates the advantages of using YouTube in B2B, but a specific framework describing how to embed YouTube in the customer journey to improve B2B social communication and to achieve better social connections between B2B individuals is missing. Using an adopted content analysis, this paper developed a framework for YouTube-based activities combining the four major elements, Content, Touchpoint, Usage and Stimulus, in an interrelated setup.
A Critical Discourse Analysis of the Speech of Her Royal Highness Princess Reema Bint Bander Al-Saud: A Saudi Woman Empowerment Model
Author: Alsoraihi, Maha H.
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Women Administrators,Females,Empowerment,Rhetoric,Language Usage,Public Speaking,Linguistics,Persuasive Discourse,Leadership,Equal Opportunities (Jobs),Discourse Analysis,Second Language Learning,English (Second Language),Form Classes (Languages),Figurative Language,Story Telling,Ideology,Social Systems

Princess Reema Bint Bander Al-Saud is a Saudi woman leader who is nowadays serving as the Saudi ambassador to the United States of America. She has been serving passionately and effectively in both the public and private sectors of Saudi Arabia, setting a perfect example of Saudi women's empowerment in different fields. This paper gives a comprehensive linguistic analysis of selected spoken texts of HRH Princess Reema. The research focuses on both the rhetoric and the persuasive patterns based on the linguistic structures proposed by Van Dijk's theory and Norman Fairclough's reflections on Ideology. This paper has successfully identified some essential linguistic strategies and how they are conducted skillfully by HRH Princess Reema Bint Bander with a focus on the concept of Saudi women empowerment. This research adopts a qualitative method based on observations and thematic interpretations of selected texts of a public speech given by HRH Princess Reema. Moreover, this paper investigates the linguistic and the stylistic markers that Princess Reema applied in her public remarks that makes her address sounds very persuasive and convincing. This research concludes by discussing some linguistic themes that HRH Princess Reema mentioned, such as the concepts of Conservatism, Socialism, and Liberalism feminist ideology, which create a perfect model of Saudi woman empowerment aligned with the Vision of 2030.
Teacher Performance Evaluation System in a Private School: A Case Study
Author: Türkoglu, Muhammet Emin
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Teacher Effectiveness,Private Schools,Teacher Attitudes,Incentives,Teacher Discipline,Foreign Countries,Student Attitudes,Parent Attitudes,Administrator Attitudes,Accountability

The purpose of this research was to reveal how the performance evaluations of teachers in a private school were made and the results of those evaluations. The research was designed as a case study, which is one of the qualitative research methods. The research was carried out in the 2013-2014 academic year. The participants of this research were 15 teachers, 3 administrators, 6 students and 4 parents. The data were obtained through semi-structured interviews. Findings revealed that the performance evaluation of the teachers were based on the surveys from students, school administrators and parents, general observations made by school administrators, course inspections and follow-up with digital cameras. In this context, teachers were awarded during the year and at the end of the year depending on their performance evaluation results. Participants also mentioned some positive and negative consequences of the performance evaluation in the school. The rewards given vary based on the performance of the teachers. The main rewards were as follows: salary increase, plaques and certificates with symbolic value, and contract renewal. On the other hand, teachers were punished due to their low performance. The consequences of the punishment were as follows: verbal or written warning penalties, low pay raise in salary, termination of some duties at the school and non-renewal of contract/dismissal.
Multicultural Literature for Multicultural Education: Idealism, Reality and Practicality in a Thai Tertiary Education Context
Author: Tangkitjaroenkun, Thanis
Date: 2022-00-00
Type: Journal Articles
Subjects: English Literature,United States Literature,Second Language Learning,Second Language Instruction,Foreign Countries,English (Second Language),Cultural Pluralism,Learning Experience,Course Descriptions,Teaching Methods,Language Variation,Higher Education

The authors of this paper argue that to promote multicultural education, multicultural literature can be a very useful tool. Since the ultimate goal of multicultural education is to achieve a more equal and more inclusive society, the literature of Southeast Asia, regarded as the true &quot;minority&quot; literature, should be seriously taken into consideration. Southeast Asian literature in English has advantages in terms of its local and universal characteristics, allowing students to explore the multicultural world and enhance their understanding of it. Unfortunately, in Thailand, English literature is usually not implemented in EFL classes in which the main focus is the drilling and development of four language skills. English literature classes, on the other hand, strongly emphasize the British and American literature, without much room for non Anglo-American literature. It is therefore proposed that to promote the diversity of literary texts and to enhance students' multicultural learning experience, teachers and educators could incorporate the English literature of our neighboring countries such as Singapore, Malaysia, Brunei Darussalam and the Philippines in their syllabi and exploit it in their pedagogical approaches. It is hoped that the inclusion of multicultural literature will help lead Thai learners and teachers alike to the ultimate goal of multicultural education.
The Effect of Animated Teaching on Science Teacher Candidates&apos; Chemistry Achievements and Learning Persistence
Author: Yanarates, Erkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Animation,Teaching Methods,Science Teachers,Preservice Teachers,Chemistry,Science Achievement,Academic Persistence,Instructional Effectiveness

The purpose of this study was to determine the effect of teaching with animation on chemistry achievement and learning persistence on pre-service science teachers studying in the undergraduate program of science teaching. The quasi-experimental model, one of the quantitative research approaches, was used in the study. The pretest-posttest was applied with the experimental control group. Eighty-two pre-service teachers, randomly selected with the appropriate sampling method, participated in the research. The &quot;General Chemistry Achievement Test&quot; developed by Sönmez (2017), which has validity and reliability in the literature, was used as a data collection tool. In addition, to determine the persistence of learning, chemistry achievement test post-test applications were applied again at six-week intervals. The data obtained from the findings was analyzed using descriptive and inferential statistical techniques in the SPSS 23.0 package program. Because the collected data did not have a normal distribution, the research conducted using nonparametric test techniques (Mann Whitney U and Kruskal Wallis) revealed a significant positive difference in favor of the experimental group to which animation was applied. In addition, in terms of gender variables, it has been determined that women have a higher mean than men. In contrast, there was no significant difference in grade level between teacher candidates. Following a six-week persistence test, it was found that there was a significant and positive correlation, ensuring the learning's persistence.
Narratives of EFL Postgraduate Thesis Writing at a University in Thailand
Author: Wu, Daping
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Theses,Graduate Students,Foreign Countries,Second Language Learning,Academic Language,Writing (Composition),Masters Programs,Doctoral Programs,Supervisors,Research,Writing Skills,Barriers

The researchers have asserted thesis writing's important role and demanding nature for EFL postgraduate students. However, the experience of writing an EFL postgraduate thesis in non-native English-speaking contexts has been relatively neglected. Besides, most of the previous studies have been confined to genre analysis or text-based interpretation. The available literature indicates a need to explore the process of writing a thesis from the writers' perspective. The current research aims to explore what EFL postgraduate students experience when writing a thesis at a university in northeastern Thailand. Fifteen EFL graduate students from eight disciplines participated in the study. First-hand accounts were collected through written narratives and semi-structured in-depth interviews. The thematic analysis finds that the practice of thesis writing, challenges &amp; strategies, and emotions contributed to the students' perceptions of the experience. EFL postgraduate thesis writing is more than writing itself. It is also a site for the students to develop scholarly identity and exercise agency. The students encountered linguistic, personal, and social challenges. Despite the challenges and emotional ups and downs along the journey, the students learn to handle the writing practice and strive toward the desired acceptance as newly emergent members in academia.
Needs Analysis of English for Specific Purposes for Tourism Personnel in Ayutthaya
Author: Namtapi, Itsara
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English for Special Purposes,Tourism,Language Skills,Pronunciation,Vocabulary,Grammar,Listening Skills,Speech Skills,Interpersonal Communication,Cultural Awareness,Reading Skills,Writing Skills,Second Language Learning,Communication Skills

This study explored the necessities, lacks, and wants of the tourism personnel who use English at work in Ayutthaya, Thailand's most famous historical city. The quantitative data were collected via questionnaire from 118 participants working in five types of tourism organizations. The qualitative data were drawn from 16 individuals who participated in semi-structured interviews comprising two open-ended questions. The integration of the quantitative and qualitative findings reveals that the participants' necessities were mostly related to communicative tasks, such as greeting, giving directions, providing information, and offering and asking for help. Their lacks were chiefly concerned with listening and speaking skills, such as being unable to understand foreign English accents, failing to keep up with the tourists' fast pace of speech, having a limited range of vocabulary to engage with in a conversation, and lacking grammar knowledge to maintain a conversation. Their wants were to improve cross-cultural competence, be heavily exposed to the target language, both inside and outside the classroom, and be equipped with ample knowledge of Ayutthaya's history and technical terms related to Buddhist architecture. Above all, this study has pedagogical implications for English for Tourism curricula and material development.
From Didactics to Datafication: A Critical Reflection on Virtual Learning Environments and the Production of Space
Author: Bernard, Taryn
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Environment,Foreign Countries,Higher Education,Educational Change,Distance Education,Electronic Learning,Data

When writing about transformation in higher education (HE) in South Africa, it is quite popular to mention the fall of apartheid, and perhaps also 1994, as a starting point for significant change. I, myself, have made this mistake (see Bernard, 2015). However, the recent #FeesMustFall protests highlighted that many approaches to transformation have been superficial at best, and extremely problematic at worst (Luckett &amp; Naicker, 2019; Luckett, 2019). This is because they have done little to acknowledge the legacies that colonial modes of thinking have had, and continue to have, on the everyday lived experiences of students in spaces that still feel alienating to them. In April 2020, when the doors of South African universities closed to all, and during a swift and mass migration away from university campuses to Virtual Learning Environments (VLEs), I was presented with the opportunity to critically reflect on the impact that increased use of VLEs can have on the transformation agenda in the HE sector. My approach takes up Tumubweinee and Luescher's (2019, p. 2) argument that many initiatives aimed at transformation in HE have failed, because they do not pay sufficient attention to the where of transformation. Thus, like Tumubweinee and Luescher, I locate my reflection on VLEs in the postmodern, sociopolitical understandings of 'space' evident in the work of Lefebvre (1991), but more specifically his notions of conceived and abstract space. In doing so, issues of identity and coloniality are brought to the fore. My approach is critical in that it &quot;implies possibilities, and possibilities as yet unfulfilled&quot; (Lefebvre, 2002, pp.18-19).
The Predictive Roles of Character Strengths and Personality Traits on Flourishing
Author: Eksi, Halil
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Personality Traits,Individual Characteristics,Well Being,College Students,Predictor Variables,Psychological Patterns,Correlation,Caring,Self Control

This research aims to explore the association between personality traits, character strength, and flourishing in university students (N=384). In the study, Three-dimensional Character Strengths Scale was adapted to Turkish. As a result of confirmatory factor analysis, the Three-dimensional Character Strengths Scale was acceptable for the goodness of fit indexes. The results of the study showed that personality traits and character strength were positively related to flourishing. Multiple regression analysis revealed that personality traits, with the exception of the openness, significantly predicted flourishing. According to the standardized beta coefficients, extraversion was found to be the strongest predictor of flourishing. According to the results of multi-regression analysis, it was found that the caring, inquisitiveness and self-control sub-dimensions of the character strengths positively predicted the flourishing. According to the standardized beta coefficients, inquisitiveness was found to be the strongest predictor of flourishing. According to the t test results, it was found that the variables included in the study differed significantly according to gender. The findings were discussed with the literature.
The Road to Ecological University: A Metaphor Analysis from the Perspectives of Academicians and External Stakeholders
Author: Utar-Özkan, Suna
Date: 2022-00-00
Type: Journal Articles
Subjects: Universities,Stakeholders,College Faculty,Foreign Countries,School Attitudes,Figurative Language,College Role,Holistic Approach

This study sought to explain the idea of the university from the perspectives of academicians and external stakeholders through metaphors. The study was designed as a qualitative phenomenological study. Semi-structured interviews were held with 33 key people, 11 of whom were from the university and 22 of whom were external stakeholders, notably experts on the industry, natural environment, and culture of Gaziantep province in Turkey. The findings of this study revealed that participants used metaphors such as mother, factory, scientist, and conductor, emphasizing the university's role as a center of research, teaching, and the leader in the region. The most significant finding of the study, however, is that the participants in the study produced metaphors such as octopus, forest, and brain that point out the interconnectedness of the university with its surrounding ecologies, just as indicated in the ecological university model, which tries to develop the many surrounding ecosystems with which the university is interconnected, and which works systematically with the other institutions in its eco-system.
Investigation of the Questions in 8th Grade Mathematics Textbook in Terms of Mathematical Literacy
Author: Tarim, Kamuran
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 8,Mathematics Instruction,Textbooks,Textbook Content,Mathematics Skills,Knowledge Level,Mathematical Concepts,Secondary School Mathematics,Problem Solving,Foreign Countries

The aim of this study is to determine the distribution of the questions in an 8th grade mathematics textbook in terms of the categories (mathematical content, mathematical literacy contexts, mathematical processes, PISA mathematics proficiency scale levels, and item types) within the PISA mathematics literacy framework. Investigation of the questions in the book reveals that the content category with the highest number of questions is &quot;quantity&quot; and the content category with the least number of questions is &quot;uncertainty and data.&quot; It is seen that the context with the most questions is &quot;scientific context&quot; and the context with the least number of questions is &quot;societal context.&quot; It is seen that the most preferred process category is &quot;employing mathematical concepts, facts, procedures and reasoning&quot;, while the least preferred process category is &quot;Formulating situations mathematically.&quot; According to PISA mathematics proficiency levels, it is seen that the fifth and sixth level questions are not included, and the fourth level questions are very scarce. It was determined that the second level questions were the most preferred type in the book. This situation is in parallel with the mathematics proficiency level (level 2) of our country stated in the PISA 2018 exam evaluation report. When the distribution of the questions by the PISA mathematics scale levels on the basis of item types is examined, it is seen that there are a large number of open-ended questions. The distribution of the PISA mathematics proficiency scale high-level questions, which are rare in the book, shows that the most preferred item type in asking these questions is the &quot;open-ended&quot; item type. In the writing of mathematics books, it is recommended to pay attention to the balanced distribution of questions on the basis of mathematical literacy contexts, mathematical processes and content categories, and to include more high-level questions.
The Impact of Teaching from Home during the COVID-19 Pandemic on the Student Evaluations of Female Academics
Author: Tangalakis, Kathy
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Women Faculty,Females,Educational Technology,Technology Uses in Education,Family Environment,Student Attitudes,College Faculty,College Students,Gender Differences,Foreign Countries,Student Evaluation of Teacher Performance,Teacher Competencies

Student Evaluation of Teaching (SET) results play an important role in academic staff performance evaluation, but also in promotion processes. However, there is much evidence to suggest that the SET used in most universities across the Anglosphere has traditionally penalised female academics. As universities manage the recovery phase of the COVID-19 pandemic, they will also need to take into account the effect of remote teaching on the validity of student evaluation data. Given SET are critical to promotion success, it is important to then understand the gendered effect of remote teaching on student evaluations. We aimed to evaluate how intrusions of family life, academics' home environment and competence with remote teaching technology of female academics were viewed by students and if there were noticeable differences in SET data. We analysed 22,485 SET data over 2019 (pre-COVID, face-to-face teaching) and 2020 (COVID-lockdowns, remote teaching) for female and male academics, matched with student gender, in the multidisciplinary First Year College at Victoria University, Melbourne Australia. Our results showed that there were no differences in the score ratings for teacher gender. However, the qualitative data showed that whilst overall there were overwhelmingly positive comments for both male and female teachers, there was an increase in the negative comments on teaching style by male students toward their female teachers during remote teaching and overall more comments relating to attitude. We speculate that this would have a negative impact on the confidence of teaching-intensive female academics hindering their leadership aspirations and career progression in academia.