ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating the Effectiveness of Distance Learning in Higher Education during COVID-19 Global Crisis: UAE Educators&apos; Perspectives
Author: Al-Karaki, Jamal N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Distance Education,College Students,COVID-19,Pandemics,Foreign Countries,Teacher Attitudes,Electronic Learning,Barriers,Learner Engagement,Educational Technology,Technology Uses in Education

The COVID-19 Pandemic affected all sectors worldwide including education sector changing the students learning environment at a large scale. In the education sector, governments had to close schools and universities around the world and turn into online mode of delivery. The sudden transformation to online learning demands educators and institutions to develop more innovative teaching methods in supporting students during this growing crisis. It is pertinent that this is the era of large-scale online learning, where education is delivered remotely utilizing various digital platforms. To this end, this move presented many challenges to students, educators, families, administrators, and government regulations. In this paper, we conduct an oriented and well-rounded survey that captures all aspects of distance learning verticals as perceived by educators in order to study online delivery aspects, including teaching models, communication media, and teaching best practices in distance learning. The paper will answer subtle and comprehensive questions related to student satisfaction and success, technical needs and challenges, teaching models, educator mobility, etc. across different universities in the UAE. In particular, the paper tries to identify best model to use given many key issues related to the adoption of e-learning during COVID-19. Overall, the survey results showed almost all participants agreed that online learning during the COVID-19 is a very good alternative solution to Face-to-Face approach. However, teaching models do vary in promoting students' participation and students' engagement. All participants agree that absence of the proper infrastructure at home will hinder the operation especially in courses with hands-on components. Finally, the educators questioned the credibility of online assessments despite the enforced exam integrity tools and methods. The paper concluded with many recommendations for continuous development of the distance learning systems during and after COVID-19.
Influence of COVID-19 on Students&apos; Sign Language Learning in a Teacher-Preparation Program in Saudi Arabia: Moving to E-Learning
Author: Alawajee, Omar
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Foreign Countries,COVID-19,Pandemics,Teacher Education Programs,Sign Language,Preservice Teachers,Student Attitudes,Online Courses,School Closing,Females,Special Education Teachers,Barriers,Educational Technology,Electronic Learning,Deafness,Hearing Impairments,Distance Education

This research aims to uncover higher education students' experiences regarding sign language learning with online learning platforms and learning experiences during the coronavirus COVID-19 pandemic in one of the teacher-preparation programs in the Kingdom of Saudi Arabia (KSA) as learning the basics of sign language is one of the essential elements in the teacher-preparation program for future teachers to be able to interact with their deaf students. Qualitative research method, structured individual interviews were employed to collect data to understand students' experiences, knowledge, expectations, and thoughts of the impact of the COVID-19 crisis and the sudden and unplanned movement to online teaching tools on their sign language learning and practices. A total of 24 female students enrolled in a special education bachelor program were interviewed in this study. Fifteen participants thought that the COVID-19 crisis influenced their sign language learning and practices, while six of the interviewees reported no impact, and three were not sure. Data revealed some disadvantages, difficulties, and concerns of learning sign language through e-learning tools and some advantages of sign language learning using e-learning tools during the COVID-19 pandemic and are presented alongside examples of the interviewees' statements. This study presented some practice recommendations like integrating digital game-based learning, web and phone applications to practice sign language to endorse effective and innovative sign language learning and practices techniques.
Investigating the Use of Learning Management System (LMS) for Distance Education in Malaysia: A Mixed-Method Approach
Author: Annamalai, Nagaletchimee
Date: 2021-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Distance Education,Foreign Countries,Educational Technology,Student Attitudes,Electronic Learning,Student Behavior,Online Courses,Structural Equation Models,Adult Students,Undergraduate Students

Technology acceptance research explains the adaptation of learning technology by accounting for the use of technologies. This mixed-method study investigated the use of Learning Management Systems (LMS) for distance education in Malaysia using the extended Technology Acceptance Model (TAM). Limited studies on LMS for Malaysia higher education studies focusing on distance learning are warranted due to the diversity of resources, maturity, and education as working adults contrasting from traditional undergraduates. The survey on 205 respondents revealed that the extended TAM, which includes perceived resources, explained variance in attitudes (R[superscript 2] = 56.2%) and actual use (R[superscript 2] = 34.5%) adequately. Concurrently, indicating perceived ease of use and perceived resources as a determiner for the attitude which predicts actual use. Subsequently, a semi-structured interview on 15 respondents supported this as it was inferred that respondents' attitude was mainly determined by their perception of the role of LMS to facilitate learning activities. Furthermore, inconveniences in accessing learning contents and lack of interactive learning activities are the respondents' primary concern, reflecting on the predictive role of perceived ease of use. The findings also provide appropriate guidance for the pedagogical design and LMS implementation for distance education based on affordance and inclusivity.
Distance Lectures in University Studies: Advantages, Disadvantages, Improvement
Author: Lamanauskas, Vincentas
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,Lecture Method,Instructional Improvement,Barriers,Affordances,Student Satisfaction,College Students,COVID-19,Pandemics,Foreign Countries

Distance learning is not a new subject in university study practice. It is clear that a significant number of universities practiced this way of learning before the pandemic. In the case of distance learning, the emphasis is always not so much on the means used for teaching and learning, as on the very fact of the physical separation of the lecturer and the student. There is a reasonable concern about the quality of studies, their efficiency, the quality of the qualifications acquired by future specialists, etc. The new context creates the need to analyse and assess the distance learning situation that arose during the pandemic. In January-February 2021, a qualitative study was conducted, in which 158 students from three Lithuanian universities participated. Most of the respondents were students of social and humanitarian study programmes. Qualitative data obtained on the basis of open-ended questions were analysed using the method of quantitative content analysis, i.e., semantic subcategories and categories according to four main variables were distinguished: advantages of distance lectures, disadvantages of distance lectures, and distance lecture improvement. It has been established that the main advantages are the convenience of studying and the flexibility of the study process. Meanwhile, the most obvious shortcomings are deterioration of physical and mental health and non-realisation of social needs, deterioration of the quality of academic activities. Improving the design of lectures and improving their planning and organisation are considered the key areas of improvement.
Innovative Smart Phone Learning System for Graphical Systems within COVID-19 Pandemic
Author: Tawafak, Ragad M.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Handheld Devices,Telecommunications,Technology Uses in Education,Computer Graphics,Program Effectiveness,Models,Mathematics,Educational Technology,Computer Software,Foreign Countries,College Students,Difficulty Level,Value Judgment,Self Efficacy,Intention

With restrictions on face-to-face clinical consultations within the COVID-19 pandemic and the challenges faced by healthcare systems in delivering patient care, alternative information technologies like telemedicine and smartphones play a crucial role. A wide variety of smartphone applications employs high-tech mathematical and programming approaches to enhance computer-assisted communication and learning processes' pedagogical efficiency. Accordingly, this study's main objective is to develop a model system that can function as smartphone computer graphics. This paper used the Technology Acceptance Model (TAM) as an m-learning model, and Bresenham's line algorithm is a calculation system implemented by applications. The study method applies technology to validate the accuracy of the contents' acceptance method of use. The results reveal significant positive effects of the proposed model on generating reasonable, fast, and accurate solutions for the presented problems and developing a more interactive platform of m-learning.
Towards User-Generated Microgames for Supporting Learning: An Investigative Exploration
Author: Rahmadi, Imam Fitri
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Games,Game Based Learning,Design,Elementary School Teachers,Educational Technology,Technology Uses in Education,Foreign Countries,Teaching Methods,Computer Games,Computer Simulation,Aesthetics,Program Effectiveness,Teacher Attitudes

Educational games have great potential for learning, however the potential of user-generated microgames for supporting learning is still not completely understood. The present study reviews the design quality of user-generated microgames based on microgame design fundamentals and explores the potential of the games for facilitating learning from the perspective of elementary teachers in terms of the strengths, weaknesses, opportunities, and threats. This is exploratory research organised within the GeoGebra application and with the participation of elementary teachers in Indonesia. The study found that the games met the microgame design fundamentals but the mechanics and aesthetics were in need of some improvements. The major strength of the games is simplicity for learning, however their user interfaces are their major weakness. Learning resources and environments in Indonesian elementary schools are relatively supportive of games integration into learning processes whilst senior teachers and rural areas are less so. These findings suggest users should pay more attention to audios, visuals and special effects as well as winning conditions when creating microgames in open platforms. It is of pivotal importance to provide playing instructions and games that fit to mobile screens. Furthermore, teachers have to carefully select the games and consider the context before utilising user-generated microgames for assisting learning.
Trends and Future Prospects in MOOC Researches: A Systematic Literature Review 2013-2020
Author: Meet, Rakesh Kumar
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Trends,Futures (of Society),Online Courses,Educational Research,Literature Reviews,Educational Technology,Electronic Learning,Geographic Location,Research Methodology,Sampling

Advent of internet has a revolutionary impact on every sector of economy and so is with the education sector, which has witnessed the evolution of online education through scalable educational technology, namely, Massive Open Online Courses (MOOCs). The purpose of this paper is to summarize the pool of available knowledge related to MOOCs in the scholarly literature, published during the period 2013-2020. One hundred and two available published studies in peer reviewed journals &amp; conferences searched in major academic databases have been reviewed and presented in the systematic literature review. The findings have been divided under the various research themes of MOOCs including geographical contribution of MOOC studies, citation trends, prominent research themes, theoretical frameworks and methodological rigor in the existing scholarly works. The results demonstrate that most empirical research were conducted by the researchers having affiliation to institutions based out of United States followed by institutions in the developing economies of China and India. The most focused area of research in MOOCs is on MOOC adoption. Limited research has happened on poor MOOC completion status, the instructor-related topics and on democratization of MOOC. Thrust areas of MOOC researches and future research directions are also discussed.
Who Are the Victims of Cyberbullying? Preliminary Data towards Validation of &quot;Cyberbullying Victim Questionnaire&quot;
Author: Agus, Mirian
Date: 2021-00-00
Type: Journal Articles
Subjects: Victims,Bullying,Computer Mediated Communication,Adolescents,Adolescent Attitudes,High School Students,Questionnaires,Test Validity,Foreign Countries

In the literature there are more and more works dealing with cyberbullying and adolescents' perception of this phenomenon. In particular, we are interested in cyberbullying and the effects of cyberbullying on adolescent life. What is more, in 2020 the impact of COVID-19 has increased the digital presence of cyberbullying behaviours. This phenomenon is extremely complex, since it is multicomponential and multifactorial, and many components act on it. Starting with an analysis of the literature, this work offers preliminary data towards the validation of a self-reporting questionnaire; it was administered to 650 adolescents, to evaluate their perceptions of the victims of cyberbullying. The questionnaire consisted of 33 items; Principal Component Analysis was applied, which identified the dimensions resuming the items' variability. The findings confirmed the multidimensional nature of the issue covered by the questionnaire and highlighted three psychological dimensions: Internalisation, Counterbalance and Marginalisation. The results support the structure of the questionnaire, useful to quickly collect information about adolescents' perception of cybervictimisation. The assessment of this information might help teachers, educators, and tutors to formulate targeted interventions to combat the spread of cyberbullying aimed for example at improving emotional intelligence, starting from the construction of emotional contagion.
Is Effective Teacher Evaluation Sustainable? Evidence from District of Columbia Public Schools
Author: Dee, Thomas S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Public School Teachers,Urban Schools,Public Schools,Program Design,Teacher Persistence,Teacher Effectiveness,Teacher Improvement,Faculty Mobility,Teacher Dismissal

Ten years ago, many policy makers viewed the reform of teacher evaluation as a highly promising mechanism to improve teacher effectiveness and student achievement. Recently, that enthusiasm has dimmed as the available evidence suggests the subsequent reforms had a mixed record of implementation and efficacy. Even in districts where there was evidence of efficacy, the early promise of teacher evaluation may not be sustainable as these systems mature and change. This study examines the evolving design of IMPACT, the teacher evaluation system in the District of Columbia Public Schools. We describe the recent changes to IMPACT, which include higher performance standards for lower-performing teachers and a reduced emphasis on value-added test scores. Descriptive evidence on the dynamics of teacher retention and performance under this redesigned system indicates that lower-performing teachers are particularly likely to either leave or improve. Corresponding causal evidence similarly indicates that imminent dismissal threats for persistently low-performing teachers increased both teacher attrition and the performance of returning teachers. These findings suggest that teacher evaluation can provide a sustained mechanism for improving the quality of teaching.
Principal Evaluation under the Elementary and Secondary Every Student Succeeds Act: A Comprehensive Policy Review
Author: Donaldson, Morgaen
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Administrator Evaluation,Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Policy,Policy Analysis,Federal Programs,Federal Aid,Evaluation Methods

A growing body of research recognizes the critical role of the school principal, demonstrating that school principals' effects on student outcomes are second only to those of teachers. Yet policy makers have often paid little attention to principals, choosing instead to focus policy reform on teachers. In the last decade, this pattern has shifted somewhat. Federal policies such as Race to the Top (RTTT) and Elementary and Secondary Education Act waivers emphasized principal quality and prompted many states to overhaul principal evaluation as a means to develop principals' leadership practices and hold them accountable for the performance of their schools. The development and dissemination of principal evaluation policies has proceeded rapidly, however, it is unclear whether focusing on principal evaluation has targeted the most impactful policy lever. In this policy brief, we describe where policy makers have placed their bets in post-RTTT principal evaluation systems and comment on the wisdom of these wagers. We describe the degree to which principal evaluation components, processes, and consequences vary across the fifty states and the District of Columbia, and review evidence on which aspects of principal evaluation policies are most likely to improve principals' practice and hold them accountable.
Understanding Democratic Education Policy Queerly: Toward a Queer Democratic Framework
Author: Leonardi, Bethy
Date: 2021-06-28
Type: Journal Articles
Subjects: Democracy,Educational Policy,Homosexuality,LGBTQ People,Equal Education,Policy Analysis,Social Theories,Educational Legislation,State Legislation,Program Implementation,Group Membership,Educational Opportunities

The aim of this paper is to bring together concepts and commitments from both liberal and queer theories with the purpose of designing an integrated framework for equity-focused education policy analysis and implementation. In essence, we aim to build a conceptual bridge between queer and liberal democratic theories and to develop what we call a &quot;queer democratic framework&quot; for policy analysis and implementation. We use the case of the Fair Accurate Inclusive and Respectful Education Act (FAIR) throughout this paper as an exemplar of how queer policy analysis and implementation change the terms of the policy discussion. We argue that as an example of a policy that comes out of liberal democratic theory, FAIR can only go so far. It is symbolic and positive, but cannot reach emancipatory aims in practice without queer analysis and implementation.
How Teacher Rotation in Japanese High Schools Affects the Clustering of Teacher Quality: Comparing the Distribution of Teachers across Public and Private Education Sectors
Author: Seebruck, Ryan
Date: 2021-07-05
Type: Journal Articles
Subjects: High School Teachers,Teacher Effectiveness,Teacher Distribution,Teacher Transfer,Board of Education Policy,Career Development,Labor Market,Professional Autonomy,Public Schools,Private Schools,Equal Education,Foreign Countries

I examine a unique facet of Japan's public education system: &quot;jinji idou,&quot; a mandatory teacher rotation system governed by the prefectural board of education where teachers are systematically transferred to other schools throughout their careers to appropriately staff schools, facilitate varied career paths, and identify future leaders for administrative roles. Although not a formal goal, this centralized system may also produce a more equal distribution of teacher quality across schools compared to the de centralized teacher labor market found in private schools. Because this system is present in public schools and absent in private schools, comparing sector differences offers a look at its impact on teacher quality distribution. Using a sample of 1,456 teachers nested in 49 schools, private vs. public group comparison tests indicate that, for most of the teacher quality traits examined, the public sector distributes teachers more equitably. Furthermore, the public sector has higher mean levels of teacher quality, intimating that education labor markets can be structured in ways that simultaneously minimize variation between schools without hindering quality, findings germane to scholars interested in educational equality.
A Thematic Literature Review about Academic Leadership Development: Exploring and Comparing Latin American with Non-Latin American Leadership Literature
Author: Kri, Fernanda
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Leadership Training,Higher Education,College Administration,Administrators,Leadership Qualities,Skill Development,Power Structure,Participative Decision Making,Department Heads,Leadership Responsibility,Program Design

This report is part of the International Study of Leadership Development in Higher Education project (ISLDHE) project which is examining leadership development for university leaders. This paper presents an update to our original exploration of the literature about university contexts and leadership development, but also compares the themes as they relate to Latin American countries and those emerging from other countries. We identified the skills that university leaders should have to appropriately manage the challenges of contemporary universities. We also report on themes pertaining to currently available leadership development programs. The review showed a high coincidence in the skills required for leaders in Latin American contexts to those in non-Latin American universities. We noted that the lack of clarity in the characteristics and formats of optimal leadership development programs were pervasive throughout both western and Latin American literature; however, there was a distinct lack of research on leadership and leadership development emerging from Latin America. One significant difference in Latin American leadership literature was the emphasis on senior leadership levels, whereas in non-Latin American countries, leadership and power were more distributed to decanal and head of department levels as well as senior leadership levels.