ethanporcaro/eric-fulltext-meta huggingface dataset:
Peer Feedback in Learner-Learner Interaction Practices. Mixed Methods Study on an xMOOC
Author: Elizondo-Garcia, Josemaria
Date: 2020-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Feedback (Response),Online Courses,Peer Relationship,Electronic Learning,Academic Achievement,Asynchronous Communication,Students,Foreign Countries

Although xMOOCs have shown benefits due to their accessibility to expert knowledge, the quality of their pedagogical proposal remains contested. It has not yet been proven that online education's learner-learner interaction practices in xMOOCs generate an improvement in the quality of learning and academic achievement. Peer feedback is a practice that can enhance learning in an environment with diverse student profiles and limited instructor participation. The present mixed methods study was devoted to identifying the perceptions of xMOOC participants regarding learner-learner interaction and feedback practices. In the Energy Saving course on MexicoX platform, 1,176 participants answered an initial survey, 486 participants answered a final survey and 14 participants were interviewed after completing the course. Results show that most of the participants are willing to interact with their peers and participate in peer feedback activities. Although, in practice its value for summative assessment is an important factor that may predict involvement. It is found that diversity of expertise level is not an obstacle for participants to interact. Rather, participants consider that they may benefit from diversity by assessing their peer assignments and learning different alternatives and strategies in which a problem can be solved. Further, it is identified that peer assessment activities are more adequate for providing feedback than discussion forums, since the first promotes an environment in which participants can observe the performance of their peers showed in a more complex assignment. The findings of this study allow us to analyse inherent and external factors that configure learner-learner interaction and that affect peer feedback in xMOOCs. It is concluded that more research is needed in order to understand the effect of some factors that may affect peer interaction and peer feedback in xMOOCs and to propose better strategies to improve peer feedback effectiveness.
Developing MeMoRI on Newton&apos;s Laws: For Identifying Students&apos; Mental Models
Author: Fratiwi, Nuzulira Janeusse
Date: 2020-00-00
Type: Journal Articles
Subjects: Schemata (Cognition),Scientific Concepts,High School Students,Science Tests,Diagnostic Tests,Foreign Countries,Misconceptions,Physics,Secondary School Science,Cognitive Tests,Test Validity,Test Reliability,Gender Differences,Test Construction

The identification of students' mental models is crucial in understanding their knowledge of scientific concepts. This research aimed to develop a Mental Models Representation Instrument on Newton's Laws (MeMoRI-NL). The ADDIE (Analyzing, Designing, Developing, Implementing and Evaluating) model was used as a research method. The sample consisted of 30 students of 15-16 years-old at one of senior high school in Tatar Pasundan. The data was examined using Rasch analysis on validity, reliability, level of difficulty, and distributions of students' mental models. Students' mental models were classified as Scientific (SC), Synthetic (SY), Synthetic almost Misconception (SYM), and Initial (IN) model. Based on the evaluating stage, students' mental models are mostly in the SYM and IN model. Consequently, it can be concluded that the Mental Models Representation Instrument on Newton's Laws (MeMoRI-NL) can be developed using the ADDIE model and most of the students' mental model has not been following scientific knowledge. Based on this research, teachers or educators should enhance students' mental models, especially for female students.
Readiness and Competence of New Teachers for Career as Professional Teachers in Primary Schools
Author: Julia, J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Education,Beginning Teachers,Elementary Schools,Career Readiness,Teacher Competencies,Teacher Effectiveness,Graduate Students,College Faculty,Foreign Countries,Teacher Salaries,Occupational Aspiration

This study aims at exploring the problem of the readiness and competence of new teachers to teach in primary schools. This study specifically focuses on identifying the readiness of new teachers to conduct teaching professionally, and analyzing their competence in conducting teaching. This study employs a mixed-method research design with data collected from two different approaches: a qualitative approach by conducting interviews and observation, and a quantitative approach by conducting a survey. The data were collected from lecturers, graduate teachers working as teachers, graduate teachers working not as teachers, and users of graduate teachers. The results of data collection and analysis were made into several themes. The results showed that the majority of graduates were ready to join the workforce as professional teachers with the risk that they had to accept the lack of welfare and legitimacy as unprofessional teachers because they had to attend further professional education programs. The education provided by the lecturers during their study in their institution in the aspects of knowledge and skills in the field of study and pedagogy became the foundation for new teachers in starting their careers as professional teachers in schools. A good educational process had produced teachers who have competencies with good categories in various aspects.
The &quot;Motivational Climate in Physical Education Scale&quot; in Greek Educational Context: Psychometric Properties and Gender Effects
Author: Masadis, Gregory
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 5,Grade 6,Student Motivation,Physical Education,Test Validity,Test Reliability,Gender Differences,Personal Autonomy,Translation,Greek,Educational Environment,Student Participation

The aim of this study was to carry out a preliminary validation of &quot;Motivational Climate in Physical Education Scale&quot; in Greek educational context and specifically in relation to elementary school students. The participants of the research were 184 (101 male and 83 female) students of grades 5th and 6th from four elementary schools, in different geographical areas of Greece. The Greek version of Motivational Climate in Physical Education Scale was used for the data collection. The statistical analyses that were applied included: descriptive analysis, exploratory factor analysis, reliability analysis and the One-way ANOVA analysis. The results showed that the questionnaire retains the structure of the four factors that its designers have recommended and the internal cohesion of the four factors was high (.85 the lowest and .90 the highest). Survey data revealed that the Greek version of the &quot;Motivational Climate in Physical Education Scale&quot; is a reliable tool for the measurement of motivational climate in the Greek educational elementary school environment, and the gender determines the climate of motivation with male students scoring higher in task involving and autonomy factors whereas female students perform better in task involving and relatedness.
Migration and Immigrants in Social Studies Textbooks (Turkey and US Sample)
Author: Dündar, Hakan
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Textbooks,Textbook Content,Migration,Immigration,Immigrants,Cultural Differences,Cultural Awareness,Cultural Maintenance,Elementary Education,Grade 1,Grade 2,Grade 3

In this research, it is discussed how migration and immigrant issues were examined in a comparative way in textbooks in Turkey and the United States. For this purpose, Life Studies and Social Studies textbooks of both countries were determined and of how migration and immigrants in terms were handled comparatively in these books. This research is a descriptive study. Document analysis technique was used for data collection. Both countries are trying to present the concepts of migration and immigrant under the student acquisition and competence related to cultural differences in curriculum. Overall, is the knowledge is given of what kind of migration and immigrant in Turkey's textbooks at the same time it is seen that contact with immigrants and tried to give the idea of integrating them into society to help them streamline their behalf. In the US textbooks, it is seen that the concepts of migration and immigrant are given meaning and the difficulties faced by immigrants are emphasized. More emphasis on immigrants is that they can achieve significant success as a US citizen and maintain their culture comfortably.
e-Learning Challenges Faced by Universities in Kenya: A Literature Review
Author: Kibuku, Rachael Njeri
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Universities,Foreign Countries,Barriers,Delivery Systems,Distance Education,Access to Computers,Internet,Tutors,Negative Attitudes,Educational Quality,Financial Support,Developing Nations,Educational Policy,Technological Literacy,Technology Integration

Some institutions of higher education in Kenya have adopted e-Learning with the aim of coping with the increased demand for university education and to widen access to university training and education. Though there are advantages that accrue from adopting e-Learning; its implementation and provision has not been smooth sailing. It has had to contend with certain national, organisational, technical and social challenges that undermine its successful implementation. This paper therefore aims to present a literature review of the challenges faced in the implementation and provision of e-Learning in universities in Kenya. The scoping review method was used to identify and analyze the literature of the e-Learning challenges. Some of the challenges revealed include: lack of adequate e-Learning policies, inadequate Information and Communication Technology (ICT) infrastructure, the ever evolving technologies, lack of technical and pedagogical competencies and training for e-tutors and e-learners, lack of an e-Learning theory to underpin the e-Learning practice, budgetary constraints and sustainability issues, negative perceptions towards e-Learning, quality issues, domination of e-Learning aims by technology and market forces and lack of collaboration among the e-Learning participants. These challenges need to be addressed to minimise their impact on implementation and delivery of e-Learning initiatives in institutions of higher education in Kenya. This analysis of the e-Learning challenges forms the basis for the ongoing research that seeks to explore and establish possible strategies to address some of these challenges.
Examining the Relationship between Cultural Capital and Self-Efficacy: A Mixed Design Study on Teachers
Author: Emre Avci, Yunus
Date: 2020-05-00
Type: Journal Articles
Subjects: Cultural Capital,Self Efficacy,Teachers,Foreign Countries

Cultural capital expresses all the cultural acquisitions that individuals gain both through inheritance and through different channels in the course of their lives. Teachers' self-efficacy perceptions play an important role in their demonstrating more effort and responsibility to provide support to students' learning. The main purpose of this study is to examine the relationship between teachers' self-efficacies and cultural capital levels. The study was used an explanatory mixed method. In the quantitative part of the study, to measure cultural capital competencies of teachers, the &quot;Cultural Capital Scale&quot; developed by Tösten (2014) was used. As to measure teachers' self-efficacy perceptions, the &quot;Teachers' Self-efficacy Scale&quot; developed by Tschannen-Moran and Woolfolk Hoy (2001) and adapted into Turkish by Çapa, Çakiroglu and Sarikaya (2005) was used. In the qualitative part of the study, a structured interview form developed by the researchers was used. 885 458 teachers working in Turkey compose the population of the quantitative part of the study. 2452 teachers determined by the stratified sampling technique participated in the study in the academic year of 2016-2017. As the sample strata, the development classification of the Ministry of Development was taken as a basis. The study group of the qualitative part consisted of 29 teachers who were determined by the easily accessible sampling method. As a result of the study, it was determined that the teachers' self-efficacy perceptions were &quot;fairly adequate&quot; and their cultural capital competencies were &quot;moderate.&quot; When the relationship between teachers' self-efficacy perceptions and cultural capital competencies is examined, it is observed that there is a &quot;positive&quot; relationship at the &quot;moderate&quot; level. As a result of the analyses, cultural capital competencies that teachers had were found to be a significant predictor of self-efficacy perceptions. It was observed that the teachers put forward mainly intellectual accumulation when they were asked how cultural capital competencies and how the areas in which cultural capital competencies contribute to the perception of self-efficacy could be increased. The most mentioned areas by the teachers in relation to the things that could be done to increase cultural capital competencies were reading, participation in cultural activities, cultural education, and training.
QASEE: A Potential Learning Model to Improve the Critical Thinking Skills of Pre-Service Teachers with Different Academic Abilities
Author: Saputri, Wulandari
Date: 2019-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Skill Development,Preservice Teachers,Academic Ability,Foreign Countries,Teaching Methods,Experimental Groups,Control Groups,Essay Tests,Learning Strategies,Models,Instructional Effectiveness,Student Improvement

Research on critical thinking skills has been frequently carried out, but it has not shown maximum results. This problem is exacerbated by the differences in pre-service teachers' academic abilities. A new learning model that can improve pre-service teachers' critical thinking skills and reduce the gap in critical thinking skills among the upper, middle, and lower academic ability pre-service teachers is needed. This research aims at exploring the potential of the QASEE learning model on the critical thinking skills of different academic ability. This quasi-experimental research involved 107 pre-service teachers of Universitas Islam Negeri Raden Fatah, Indonesia. The research classes were divided into three classes, namely the QASEE class (experimental class), the RQA class (positive control class), and the conventional class (negative control class). Each class was further divided into upper, middle, and lower academic categories. The data were collected using an essay test supported by a critical thinking skill rubric. The data were analyzed by using ANCOVA and followed by LSD test. The research results show that the QASEE (Questioning, Answering, Sharing, Extending, and Evaluating) learning model can improve and equalize the critical thinking skills of pre-service teachers with various academic levels. Thus, the QASEE learning model can be used as a new reference to improve pre-service teachers' critical thinking skills, especially the lower academic ability.
Engaging Postgraduate International Students Online: An Autoethnographic Reflection Revealing Lessons Learned as an Early Career Academic
Author: Rook, Laura
Date: 2019-09-00
Type: Journal Articles
Subjects: Graduate Students,Foreign Students,Learner Engagement,Ethnography,Andragogy,College Faculty,Online Courses,Teaching Methods,Teacher Attitudes,Foreign Countries,Reflection,Masters Programs,Business Administration Education,Collegiality,Business Schools,School Culture,Teacher Student Relationship,Group Discussion,Computer Mediated Communication,Student Attitudes,Reflective Teaching

This article presents an autoethnographic account of a project implemented to increase online student engagement in a postgraduate organisational behaviour subject comprised predominantly of international students. Autoethnography provided a lens to critically explore my andragogical practice as an early career academic (ECR) engaged in teaching across multiple campuses and online in a regional university. Following Brookfield's (2017) process of critical reflection whereby the illumination of power is considered, my reflections are presented and the valuable lessons I learned are highlighted. This account aims to extend our sociological understanding of online student engagement and the challenges experienced as an ECR, while navigating the current higher education landscape. Practically, academics can benefit from the reflections and lessons learned from this study to stimulate their own learning and critical reflection of online teaching practices.
Textbook Selection for First-Year Accounting: An Evaluation Checklist Approach
Author: Kirkham, Ross
Date: 2019-09-00
Type: Journal Articles
Subjects: Textbook Selection,College Freshmen,Accounting,Check Lists,Models,Electronic Publishing,Printed Materials

The purpose of this paper is to present an approach suitable for the selection of an appropriate textbook using an evaluation checklist designed to focus on the relevant topics and coverage suitable for students undertaking a first-year accounting course at university level. The resulting checklist is derived from the literature and adapted for accounting requirements, the evaluation takes into consideration current forms of textbook availability (eg online and e-book) and provides guidance through an excel spreadsheet evaluation tool.
The Correlation between Internal Quality Assurance and the Formation of Quality Culture in Vietnam Higher Education: A Case Study in Ho Chi Minh City
Author: Do, Dinh-Thai
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Educational Quality,Quality Assurance,Higher Education,Organizational Culture,Foreign Countries,College Faculty,Institutional Characteristics,Private Colleges,State Universities,Case Studies,Institutional Autonomy

Implementing internal quality assurance activities is an indispensable condition to form a quality culture in higher education institutions in Vietnam which contributes to a fundamental and comprehensive renovation of Vietnamese higher education. The purpose of this research was to assess the correlation of internal quality assurance on the formation of quality culture throughout the types of higher education institutions in Vietnam. A group of 222 teachers from 8 higher education institutions (4 public higher education institutions and 4 private higher education institutions) in Ho Chi Minh city participated in a survey. The questionnaire included three groups which are internal quality assurance activities, awareness of individuals, and organizational culture. The results showed that the correlation between internal quality assurance and the formation of quality culture is different between the two types of higher education institutions. With the autonomy mechanism in higher education institution administration, the level of application of guaranteed the internal quality assurance activities is associated with quality culture developing in private higher education institutions higher than public higher education institutions.
What I Know Best: Assessing Indonesian Student&apos;s Structural Knowledge through Student-Generated Topics
Author: Indah, Rohmani Nur
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Knowledge Level,Bilingualism,Language Skills,Psycholinguistics,Concept Formation,Essays,Memory,College Students

Developing Indonesian English as a foreign language (EFL) students' structural knowledge presents a number of complexities especially in the bilingual context. This study aimed to determine how the structural knowledge patterns of Indonesian EFL students is, and it specifically explored various aspects that make structural knowledge representation difficult. The research also aimed to formulate an accommodative assessment model for the development of students' structural knowledge. Using a case study design, this study involved 120 English literature students (N=120) taking the Psycholinguistics class at one of the tertiary institutions in Malang, Indonesia. The research instruments included essay tests and questionnaires. The research findings showed that students in bilingual contexts have certain diversity and patterns in their structural knowledge. Second, students' structural knowledge could be influenced by a number of aspects such as topic mastery and the flow of thought. Furthermore, students' structural knowledge can be accommodated in an adequate evaluation model that measures structural knowledge and critical thinking skills. Further research in the area of content and language assessment will complete the study of the significance of structural knowledge in a bilingual context.
An Investigation of Interpersonal Problem Solving in University Students in Terms of Personality Traits, Resilience and Hope
Author: Cam, Sabahattin
Date: 2020-03-00
Type: Journal Articles
Subjects: College Students,Interpersonal Relationship,Problem Solving,Personality Traits,Resilience (Psychology),Psychological Patterns,Foreign Countries,Correlation,Negative Attitudes,Positive Attitudes,Student Attitudes

This study's goal is to examine the relationship between interpersonal problem-solving approaches and personality traits, resilience, and hope levels in university students. Four hundred and one [234 (58.4%) female, 167 (41.6%) male] university students participated in the study. The data were collected using the Interpersonal Problem Solving Inventory, Big Five Inventory, Brief Resilience Scale, and Dispositional Hope Scale. In the study, the relationship between the variables was examined by correlation analysis. Hierarchical regression analysis was conducted to determine the predictability of personality traits, resilience, and hope on interpersonal problem-solving approaches. As a result of the study, a significant positive relationship was identified between approaching problems in a negative way, the lack of self-confidence, and unwillingness to take responsibility and neuroticism, while a significant negative relationship was found between extraversion, agreeableness, responsibility, openness to experiences, resilience, and hope. On the other hand, a significant negative relationship was observed between constructive problem solving and the insistent-persevering approach and neuroticism, while a significant positive relationship was found between extraversion, agreeableness, responsibility, openness to experiences, resilience, and hope. Furthermore, it was determined that neuroticism and resilience significantly explain approaching problems in a negative way; agreeableness, responsibility, openness to experiences, and hope significantly explain constructive problem solving; agreeableness, responsibility, and hope significantly explain the lack of self-confidence; the personality traits of neuroticism and agreeableness significantly explain unwillingness to take responsibility; and agreeableness, openness to experiences, and hope significantly explain the insistent-persevering approach.