ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Education Leadership Responses Applied in Two South African Comprehensive Universities during the COVID-19 Pandemic: A Critical Discourse Analysis
Author: Kele, Kamvalethu
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,COVID-19,Pandemics,Universities,College Administration,Administrators,Responses,Educational Innovation,Social Justice,Equal Education,Educational Change,Electronic Learning

Background: This article explored the leadership responses that were used by two comprehensive universities in South Africa (Nelson Mandela University and University of Johannesburg) during the coronavirus disease 2019 (COVID-19) pandemic in continuing with the rolling out of their teaching and learning programmes safely and digitally under disruptive conditions. Aim: Whilst universities in the developing world such as South Africa were expected to face challenges during the pandemic, this article showed that the leadership executives and general staff in two of its large universities, instead, crafted equitable and flexible improvisations to overcome the social challenges that could have posed a threat to their academic project. Setting: The selection of these two specific universities provided a unique opportunity to engage with comprehensive, massified and post-merger former Technikon-university institutions that mainly cater for working-class students. Methods: The social justice theory was utilised to frame the study, whilst critical narrative analysis was the methodology. Results: This research reveals that South African comprehensive universities possess capacity to adapt and innovate in the middle of an institutional crisis using their flexible systems and agile personnel to drive the academy under such circumstances. The study also reveals that the process of social justice is full of contradictions. As the universities created equitable measures to assist underprivileged students, these measures also generated injustices for others. Conclusion: This generated admirable and productive systematic traits to observe about some of our universities, as the South African higher education sector continued to engage with difficult conversations such as transformation.
Effects of L1 Use on L2 Text Quality: Rethinking Cognitive Process of Formulating L1 Texts during L2 Writing
Author: Tsuji, Kayo
Date: 2021-00-00
Type: Journal Articles
Subjects: Native Language,Second Language Learning,Comparative Analysis,Writing Instruction,Transfer of Training,Language Proficiency,Writing (Composition),Second Language Instruction,Japanese,Writing Processes,Essays,Writing Evaluation,Writing Improvement,Instructional Effectiveness,Cognitive Processes,Process Approach (Writing),Undergraduate Students,English (Second Language),Foreign Countries

The first language (L1) use is vital to developing the quality of second-language (L2) writings. Establishing a clear argument with the logical flow in L2 can be a daunting task for learners with low L2 proficiency. To determine if L1 use is positively related to students' L2 texts, the researcher conducted a comparative study with 77 Japanese L2 learners. It examines differences amongst L2 argumentative essays resulting from four writing processes. The participants were divided into two focused groups, the experimental group formulating L1 texts and then translating into L2, and the contrast group composing texts directly in L2. Then, each group was divided into two sub-groups: One composing their texts using a writing framework, and the other with no framework. Over three L2 classes, each group experienced the writing process respectively. They submitted the essays before and after the processes. Two experienced L2 instructors assessed students' pre- and post-texts, and compared the texts of each group cross-sectionally and longitudinally. The results show that participants in the experimental group with the framework significantly improved their L2 text quality. Thus, the teaching of argumentative writing should incorporate the process of L1 formulation with a framework into a process-focused approach to efficiently facilitate students' L2 writing.
Video Message to Participants to OIEC&apos;s World Congress in New York
Author: Francis, Pope
Date: 2021-00-00
Type: Journal Articles
Subjects: Video Technology,Clergy,Speeches,Conferences (Gatherings),Catholic Educators,Catholic Schools,Lay People,Religious Education,Churches,Institutional Mission,Humanism,Social Values,Educational Quality

In his video message sent on the occasion of the closing plenary of OIEC's World Congress, Pope Francis expressed sincere gratitude for all those who work in Catholic education. &quot;I thank you for this service, and through you I would like to convey my sincere gratitude to all those who work in Catholic education: lay people, men and women religious, and priests,&quot; he said. He also conveyed his warmest greetings to millions of students who attend Catholic institutes in city centers, making special mention of Catholic school students who live in the peripheries of society. The Pope said young people are the &quot;today&quot; of God and are the today of the Catholic Church's educational mission. The OIEC International Congress 2019 -- taking place under the theme &quot;Educatio Si&quot; -&quot;Be educated&quot; -- is strongly focused on Pope Francis' encyclical &quot;Laudato Si&quot; (2015) and on the contribution of Catholic schools to teaching the values of solidarity, humanism, and the safeguarding of the common house.
Intersection of &quot;Ubuntu&quot; Pedagogy and Social Justice: Transforming South African Higher Education
Author: Ngubane, Nomalungelo I.
Date: 2021-00-00
Type: Journal Articles
Subjects: African Culture,Social Justice,Teaching Methods,Social Differences,Foreign Countries,Higher Education,Educational Change,Learning Theories,Equal Education,Educational Philosophy,Access to Education,Inclusion,Foreign Policy,Transformative Learning,Human Dignity,Cultural Awareness,Peace,Caring,Interpersonal Relationship

Background: Universities, globally, and in South Africa, continue to be confronted with demands for transformation, humanisation of pedagogical practices and to embrace social justice. Aim: In this article, we bring to the surface possibilities of &quot;Ubuntu&quot; pedagogy within a social justice framework. We intersect Collective Fingers Theory and Social Justice Theory to propose the notion of &quot;Ubuntu&quot; pedagogy, which draws from African philosophy of &quot;Ubuntu.&quot; We argue that &quot;Ubuntu&quot; pedagogy provides an alternation to the current pedagogies that draw from European theories for teaching and learning in the South African higher education context. We put forward that, &quot;Ubuntu&quot; pedagogy, when embraced with understanding and dignity it deserves, has the potential, firstly, of initiating students from other cultures other than African cultures to the values of &quot;Ubuntu&quot; and, secondly, of reconnecting students with their values and cultures, but it has a capacity to cultivate social justice values of equity, recognition and fair participation amongst students from diverse social backgrounds. Setting: South African Higher Education. Methodology: The authors draw from literature to position the article within &quot;Ubuntu&quot; philosophical framework and social justice lenses. Themes emerging from literature are as follows: Intersection of &quot;Ubuntu&quot; philosophy and social justice, &quot;Ubuntu&quot; pedagogy and transformation in higher education and guiding principles for possible implementation of &quot;Ubuntu&quot; pedagogy. Results: At the intersection of &quot;Ubuntu&quot; pedagogy and social justice, classroom practices are designed to respond to students' cultural competencies and to embrace all linguistic repertoires that students bring to the classroom for learning. Students are treated equally and with dignity and respect regardless of their social backgrounds. Conclusion: We argue that higher education classrooms in post-apartheid South Africa should enable equal access, equity and inclusivity for all students. We therefore recommend &quot;Ubuntu&quot; pedagogy as a culturally and socially just pedagogy for transformative higher education classrooms. This article contributes to the continuing dialogues about transformative pedagogies, decolonisation and social justice in South African higher education.
The Role of Facebook in Enhancement of Undergraduates&apos; Receptive Skills at a Saudi University
Author: Qadi, Ahmad
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Teaching Methods,Undergraduate Students,Student Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Video Technology,Listening Skills,Reading Skills,Language Proficiency,Visualization,Language Usage,Receptive Language,Computer Mediated Communication,Foreign Countries,Learning Processes,Positive Attitudes

Observing receptive skills development in Saudi Arabia's undergraduates at Summer University (pseudonym), this paper immaculately investigates students' perceptions regarding the uses of Facebook as a well-liked forum of social media pertinent to enhancement of Receptive Skill of English, as a foreign language. At greater extent, their approaches have been scrutinized while using Facebook and the nature of influence of Facebook have been examined as well. Data have been collected from seventy-five undergraduate's students via questionnaire. In addition, findings put forward that Facebook use is exceedingly effectual in mounting students' listening and reading skills meticulously of English language. Relevantly, some of the probable threats to students' proficiency have been pointed out. In fewest possible words, the study lucidly concludes that undergraduates, generally speaking, are positive in relation to the role of Facebook in the development of receptive skills while using Facebook, which not only influencing undergraduates to visualize innovative ideas in visual or video formats but also it inspires to communicate in English language.
Evaluation of Pre-Service Teachers&apos; Views on Their Ability to Use Instructional Technologies
Author: Ramazanova, Dinara
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Educational Technology,Technology Uses in Education,Foreign Countries,Elementary School Teachers

In recent times, educational technologies have gained grounds in many fields of study. The use of technology to facilitate learning has increased over the past decade, but related problems in education and training are still on the surge. The aim of this study is to determine the opinions of prospective teachers about the skill levels of using and preparing the internet, computer and instructional technology according to different variables. The study was applied to the senior students studying at the classroom teaching department of a university of education faculty in Kazakhstan. Optional participation was provided. The 32 teacher-participants were asked 4 interview questions. Data were taken with a qualitative research method. The prepared questions were prepared to get the opinions of pre-service teachers studying in the classroom teaching department regarding the use of technology in educational technology, and the questions were applied by giving the final shape by the experts in their fields. The elementary school teacher candidates feel insufficient to use the internet and computer for teaching purposes. However, they stated that they are sufficient in using computers and internet search engines, they can prepare simple materials for teaching purposes and they cannot prepare multi-purpose teaching devices.
Fostering Post-Secondary Vocational Students&apos; Critical Thinking through Multi-Level Tasks in Learning Environments
Author: Bekbayeva, Zhanar Sabyrovna
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocational Education,College Students,Late Adolescents,Thinking Skills,Critical Thinking,21st Century Skills,Reflection,Skill Development,Difficulty Level,Educational Environment,Instructional Effectiveness,Discussion (Teaching Technique),Foreign Countries

In today's labour market, being competitive requires, in addition to technical skills, several twenty-first-century career competencies, including the capacity to think critically. Although the literature on teaching methods designed for enhancing students' reflective thinking abounds, the contribution of special tasks with varying complexity to learners' critical thinking capacity, to our knowledge, has not been earlier investigated. Hence, the present investigation sought to investigate the effect of multi-level critical thinking activities introduced into classes on the critical thinking level of post-secondary vocational students. This cross-sectional study employed the Starkey Critical Thinking Test adapted for the Russian-speaking population in order to measure critical thinking level in a sample (n = 218) of vocational students. Results showed that among students whose classes were complemented by critical thinking tasks, almost half of subjects with low and test scores eventually shifted to a medium scoring cohort. Eleven learners who were medium scorers at the beginning gained high-level results at the end point. Meanwhile, only a small percentage of those no-treatment participants with initially low performance on the critical thinking test eventually moved into the medium level, as well as from the latter into a high achievement category. The independent two-tailed t-test revealed a significant difference between posttest scores observed in control and intervention groups. It can be therefore suggested that critical analysis of thought-provoking materials with subsequent class presentation and discussion can provide catalytic conditions for developing learners' reflective thinking abilities. It was recommended that future studies using similar intervention should involve a larger sample and deal with qualitative data to extend the research and increase its validity.
Reflections on COVID-19 and the Viability of Curriculum Adjustment and Delivery Options in the South African Educational Space
Author: Patrick, Hosea O.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Delivery Systems,Electronic Learning,Distance Education,Higher Education,Educational Policy,Curriculum Development,Student Centered Learning,Local Issues,Context Effect,Economically Disadvantaged,Barriers,Access to Computers,Internet,Telecommunications,Technological Literacy,Attention Span,Foreign Countries

Background: The coronavirus disease (COVID-19) pandemic brought unprecedented changes leading to 'business unusual' in all facets of life and livelihood on a global scale. The restrictions on gathering, social distancing and lockdown measures necessitated by the need to curtail its spread, had, and still have an enormous impact on the educational sector as indeed all spheres of life. These measures implied a change in the traditional modus operandi of curriculum and delivery options for educational institutions in South Africa in the bid to continue academic sessions. Hence, a transition of educational institutions from physical interactions to virtual meetings and the need to evolve curriculum contents and delivery. Aim: With the peculiarity of the South African socioeconomic and political space, this article assessed the viability of curriculum change and delivery options (e-teaching and learning) for both students and instructors in the higher institution and the varied implications. It drew from discourses around the theory of localisation within educative context to create a more student-centred approach especially with the situation of less physical contact. Setting: The discourse is set within the South African educational space. Method: Considering the novelty of Covid-19 research and the challenge of contact, the study adopted a participatory action desktop research method to collect and analyse secondary data. The article vividly discussed how institutions transitioned to a localisation of frameworks and policies to ensure successful academic sessions. Results: The educational landscape in South Africa is still plagued with historical antecedents of social injustice, funding, and resource allocation as well as the ever-present pressure of making education affordable to majority of local students. Also, the weakness of the online teaching methods to the physical contact method for learners and practitioners could be summed up into the issues of connectivity, technical knowledge, and attention span. Conclusion: The conclusion enumerated the need for the implementation of policies and frameworks on proper utilisation of online systems to adjust to the demands of less contact-based approaches in favour of virtual approaches. The study called for adequate consideration to issues around the localisation of teaching and learning techniques considering the peculiarities of South Africa with focus on the opportunities, feasibility, and challenges of online measures especially for those in economically disadvantaged spaces.
Methodology of Preparing Future Computer Science Teachers to Create Electronic Educational Resources
Author: Ongarbayeva, Aliya D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Science Education,Preservice Teacher Education,Preservice Teachers,Material Development,Educational Resources,Career Readiness,Technological Literacy,Electronic Learning,Evaluation Criteria,Foreign Countries

Modern society stands in need of a next-generation teacher, in the light of which this study acquires particular relevance. The paper investigates the urgent issue of modern pedagogy -- the study of the scientific foundations of the methodology for preparing future computer sciences teachers for the development of electronic educational resources. In the study, the following general scientific methods were used: logical-historical method, pedagogical observation, analysis, synthesis, systematisation and generalisation, methods of pedagogical experiment, methods of mathematical statistics. The authors propose criteria and indicators of the readiness of future informatics teachers to develop electronic educational resources, as well as levels to identify the readiness of future informatics teachers to create electronic educational resources. In the paper, the authors share the results of an experiment to determine the suitability of their proposed methodology, describe the ways of forming the skills of future teachers to develop EER.
Constructive Online Feedback to Enhance Learning Achievement of Open and Distance Students
Author: Susilana, Rudi
Date: 2021-00-00
Type: Journal Articles
Subjects: Feedback (Response),Electronic Learning,Online Courses,Distance Education,Open Education,Open Universities,College Students,Academic Achievement,Instructional Effectiveness,Discussion Groups,Writing Assignments,Learning Motivation,Foreign Countries

The purpose of the present study was to elaborate the effect of providing the constructive feedback to open and distant students who enrolled in the online learning program. The participants were 30 students who studied in eight sessions of the online course. They had to discuss course content in available chat forum of the Learning LMS and complete written assignments. The constructive feedback with some characteristics - specific and actionable; descriptive and helpful; showing respect; address to issues and tasks; and provide dialogue - were immediately provided by the tutors on the students' discussion and their written assignments. Pre-test and post-test sessions were implemented to get information regarding the influence of constructive feedback on students' cognitive aspects. In addition, the online interview session was also applied to gather the information concerning the impact of the constructive feedback provision on students' motivational aspects. It is therefore concluded that the provision of constructive feedback student's motivation and knowledge while they were participating in online learning program.
Social Media Communicative Skills of Younger Students with Intellectual Disabilities in Science Education Course
Author: Amangeldinovna, Ingaibekova Tolkyn
Date: 2021-00-00
Type: Journal Articles
Subjects: Communication Skills,Interpersonal Competence,Skill Development,Students with Disabilities,Intellectual Disability,Elementary School Students,Young Children,Grade 1,Grade 2,Program Effectiveness,Intervention,Science Education,Foreign Countries

Social and communication skills of individuals with intellectual disabilities are limited. It is important to support children who are affected from an early age by the insufficiency in terms of social cohesion and social skills. Social skills deficiencies lead to failure in academic skills and it is known that academic success and social skills are closely related. This study aims to examine the effectiveness of an intervention program on enhancing socio-communication skills of children with intellectual disability in science education course. Experimental research was carried out in the study in order to examine the effectiveness of an intervention program designed to promote social and communication skills of students with intellectual disability. A total number of 59 individuals with intellectual disability participated in the study. The level of development and features of development of social and communicative skills in this category are revealed. Results obtained from the study were discussed with relevant results from the literature and implications for further research and practices were provided.
Distance Education in Higher Education in Saudi Arabia in the Post-COVID-19 Era
Author: Alghamdi, Amani K. H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Higher Education,COVID-19,Pandemics,School Closing,Technology Uses in Education,Graduate Students,Pedagogical Content Knowledge,Technological Literacy,Teaching Skills,Student Evaluation,Blended Learning,Student Experience,Social Influences,Cultural Influences,Religion,Barriers,Economic Factors,Access to Education,Soft Skills,Student Attitudes

COVID-19 has changed the field of education. This paper aimed to re-envision the post-pandemic higher education landscape in Saudi Arabia. This study employed descriptive-qualitative research design. Twenty postgraduates completed a journal task at a public university in the Eastern Province of Saudi Arabia. The responses revealed their first-hand experience of multi-sectorial communities caused by the COVID-19 lockdown, including students, parents and teachers. Results showed that there are seven positive and eight negative impacts of emergency distance education caused by the pandemic lockdown and various themes have emerged, including Social and Educational. To succeed in the post-pandemic era, teachers need to acquire online pedagogical content knowledge and teaching strategies, conduct effective student evaluation and engage students in both virtual and in-person labs and classrooms. This study contributes to quality access of students toward online learning in countries, where distance education is still in its infant stage, such as Saudi Arabia.