ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of Higher Education Students&apos; Errors in English Writing Tasks
Author: Özkayran, Ali
Date: 2020-04-00
Type: Journal Articles
Subjects: College Students,Error Analysis (Language),Case Studies,Second Language Learning,Second Language Instruction,English (Second Language),Form Classes (Languages),Writing (Composition),Language Tests,Taxonomy,Classification,Language Teachers,Verbs,Spelling,Nouns,Morphemes,Grammar,Teaching Methods,Foreign Countries,Writing Evaluation

The aim of this study is to analyse the errors of higher education students in English writing tasks. In the study, the paragraphs in the exam papers of 57 preparatory class students, studying at a state university in Turkey in 2017-2018 academic year, were analysed. The study was conducted using qualitative research method. Case study was used in the research. Document analysis was used to collect data. The collected data were analysed in line with Surface Strategy Taxonomy and errors were identified and classified. As a result of the error analysis process, it was observed that the students made a total of 381 errors on 57 exam papers; 192 of them were misformation errors, 113 were omission errors, 65 were addition errors and only 11 were misordering errors. Misformation was the most frequent error among the students with a percentage of 50.39. In addition, the percentage of omission errors was 29.66%, that of addition errors was 17.06% and misordering errors was 2.89%. The professionals teaching English as a foreign language should focus more on prepositions, verb &quot;to be&quot;, spelling, articles, singular/plural forms of nouns, word formation, tenses, word choice and subject-verb agreement, which were the most problematic areas of language listed under the four main categories by developing efficient instructional techniques and materials. They should also respect learners' errors and set up a positive atmosphere where learners can easily express themselves in the target language without the fear of committing errors.
The Influence of Successful MOOC Learners&apos; Self-Regulated Learning Strategies, Self-Efficacy, and Task Value on Their Perceived Effectiveness of a Massive Open Online Course
Author: Lee, Daeyeoul
Date: 2020-09-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Self Management,Learning Strategies,Self Efficacy,Value Judgment,Program Effectiveness,Student Attitudes,Predictor Variables,Foreign Countries,College Students,Educational Technology,Technology Uses in Education

High dropout rates have been an unsolved issue in massive open online courses (MOOCs). As perceived effectiveness predicts learner retention in MOOCs, instructional design factors that affect it have been increasingly examined. However, self-regulated learning, self-efficacy, and task value have been underestimated from the perspective of instructors even though they are important instructional design considerations for MOOCs. This study investigated the influence of self-regulated learning strategies, self-efficacy, and task value on perceived effectiveness of successful MOOC learners. Three hundred fifty-three learners who successfully completed the &quot;Mountain 101&quot; MOOC participated in this study by completing a survey through e-mail. The results of stepwise multiple regression analysis showed that perceived effectiveness was significantly predicted by both self-regulated learning strategies and task value. In addition, the results of another stepwise multiple regression analysis showed that meta-cognitive activities after learning, environmental structuring, and time management significantly predicted perceived effectiveness.
An Exploration of Libyan Learners&apos; Attitudes towards Pair Work Activity in English Language Learning Development
Author: Almanaf, Ameen Omran Saleh
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Cooperative Learning,English (Second Language),Second Language Learning,Teaching Methods,Learning Strategies,Gender Differences

This research paper aimed to investigate Libyan learners' attitudes towards pair work activity in their learning process. Furthermore, this research established the reasons for their attitudes, how this activity affects their learning process, and how Libyan learners can be encouraged to participate in this activity. Mixed approaches of quantitative and qualitative methods were used for data collection, by means of a questionnaire and a semi-structured interview. The questionnaire was distributed online to 59 Libyan learners, In addition, semi-structured interviews were conducted with four Libyan learners to discuss their attitudes in more detail. The study explores both gender, among participants the majority were male Libyan learners (61%) than female Libyan learners (39%). The Most of them were in the 25-34 years old (72.9%) and (62.7%) have been studying English for more than one year. Based on the findings of the current research, it could be said that 79.3% of students found pair work positive / very positive while less than 7% of learners found pair work very negative / negative. Eventually, The findings showed that most of learners acknowledged that participating in pair work is very useful, the analyzed date illustrates that 74.5% of students found pair work helpful / very helpful; while 79.3% found pair work positive / very positive. In addition, the attitudes of male and female learners are similar. This statement was highlighted by both males and females participants of the study. Also the four interviewees stressed that pair work helped them to improve their speaking skills and facilitated their communication.
A Case-Based Tool Promoting Teacher&apos;s Teflection on Intercultural Encounters
Author: Kimanen, Anuleena
Date: 2020-06-00
Type: Journal Articles
Subjects: Intercultural Communication,Student Teachers,Scaffolding (Teaching Technique),Workshops,Case Method (Teaching Technique),Worksheets,Group Discussion,Reflection,Teacher Attitudes,Student Teacher Attitudes,Cultural Awareness,Cultural Pluralism,Teacher Education Programs,Foreign Countries,Teaching Methods

This design-based study explores what kind of reflection in-service or student teachers produced in case-based discussion workshops, and how. Worksheets on the case and tasks facilitated discussion in small groups. In this study, the targets of reflection written on those sheets are analysed. Three levels and seven categories of reflection emerged, ranging from context and practices to principles and power relations. Most of the reflection was superficial or on the meso-level, the level of deepest reflection was reached to greatly differing degrees depending on the group or case concerned. Both some in-service and some student teachers needed scaffolding by the instructor, but certain tasks in the case discussion sheets could also serve as scaffolds. Intercultural competences are often defined as knowledge, attitudes and skills, and reflection produced by the case-based tool covers all the three areas.
Promoting Creative Thinking for Gifted Students in Undergraduate Mathematics
Author: Sa Ngiamsunthorn, Parinya
Date: 2020-02-00
Type: Journal Articles
Subjects: Academically Gifted,Undergraduate Students,College Mathematics,Mathematics Instruction,Student Needs,Teaching Methods,Engineering Education,Problem Solving,Student Projects,Cognitive Style,Educational Technology,Technology Uses in Education,Student Attitudes,Foreign Countries,Social Media

Gifted students need a form of special education through extracurricular and learning experiences because they have extraordinary potential in terms of intelligence, creativity, social and mentality, compared to other students. This study aims to investigate various teaching and learning approaches designed for gifted students, and to constitute appropriate techniques that enhance their creative thinking in mathematics. The participants of this study were first-year gifted students enrolled in fundamental mathematics courses towards their undergraduate engineering programs at a science and technology-based university in Thailand. This study discovered that an adequate use of challenge-based learning, problem solving process, project-based learning, well-designed questions and in-depth learning style in the classroom effectively fostered their insightful and creative thought. Moreover, an online tool such as Facebook could be used as a learning platform outside the classroom to engage them in online discussion and collaboration and to challenge their thinking. Ultimately, based on students' feedbacks and evaluation, this study found that a combination of these techniques and methods built up a more comfortable and motivating atmosphere that helped them for creative thinking and corresponded to their needs and satisfaction.
Social Semiotics Analysis of Palestinian Mathematics Textbooks for Eighth Grade
Author: Daher, Wajeeh
Date: 2020-02-00
Type: Journal Articles
Subjects: Semiotics,Foreign Countries,Middle School Mathematics,Textbooks,Textbook Evaluation,Grade 8,Interpersonal Relationship

Mathematics textbook analysis can serve to understand the teaching and learning processes in the mathematics classroom. The present study utilizes a social semiotics framework to analyze the triangle unit of the Palestinian mathematics book for grade 8. The results of the study indicate that the authors utilized the representational aspect of the mathematical object to introduce those objects to the reader. Moreover, the nature of mathematics resulting from this unit is that of a subject that learners do not need material processes to discover, so it is enough to reason about it mentally to arrive at the mathematical objects and relations. The authors used a plural first-person pronoun to describe the need to engage with theorems and inverse theorems. They used the singular second-person pronoun to attract the attention of the reader to specific features of the mathematical objects. The authors did not use any pronoun when stating the theorem. Some of the connectors were verbs, nouns, and sentences, where the most used connector was the sentence, especially in reasoning. This use of the sentence in mathematical reasoning indicates that the authors wanted to advance the mathematical reasoning as a narrative to facilitate it for the reader.
Access to Dual Enrollment in the United States: Implications for Equity and Stratification
Author: Rivera, Luis E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Dual Enrollment,Equal Education,Socioeconomic Status,Geographic Regions,Educational Policy,Efficiency,Human Capital,Student Characteristics,Institutional Characteristics,Excellence in Education,Rural Urban Differences,Grade Point Average,Attendance,Public Policy,High School Students,Higher Education

Dual enrollment (DE) programs are on the rise nationally. This study uses recently available nationally representative data to examine which student and school characteristics predict participation in DE in the United States. We connect DE participation to human capital theory and related educational policy values of equity, excellence, and efficiency. Using logistic regressions, we find that, on average, 9th grade GPA and attendance as well as higher socioeconomic status increased the odds that a student participates in DE. Our analysis also detects geographic disparities with students in rural areas and the South being more likely to take DE. We discuss implications for educational and economic policy.
Web (In)Accessible: Supporting Access to Texas Higher Education for Students with Disabilities
Author: Taylor, Z. W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Web Sites,Access to Education,Students with Disabilities,Civil Rights Legislation,Federal Legislation,Guidelines,Compliance (Legal),Educational Legislation,Electronic Publishing,Accessibility (for Disabled),Assistive Technology,Postsecondary Education,Readability,Translation,Private Colleges,Public Colleges,Proprietary Schools,Error Patterns,Limited English Speaking,Spanish Speaking

Beginning January 18, 2018, Section 508 of the Rehabilitation Act required all U.S. postsecondary institutions receiving Title IV funds to publish accessible websites, adherent to Level AA Web Content Accessibility Guidelines (WCAG) 2.0. This case study examines the web accessibility of all postsecondary institutions in Texas immediately after the January 18, 2018 deadline. Findings suggest the average institutional website read at the 11th-grade English comprehension level, public institutions published more readable websites than private peers, 96% of the websites provided English-only content, and 0% of institutions were entirely Level AA web accessible by the January 18th deadline. This study concludes by providing suggestions for future research and offering practitioners simple, cost effective, and practical solutions to render online content accessible, equitable, and Americans with Disabilities Act (ADA)-compliant for a wide audience.
The Effect of Educational Digital Games on Education, Motivation and Attitudes of Elementary School Students against Course Access
Author: Sabirli, Zulkif Eser
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Computer Games,Educational Games,Teaching Methods,Student Motivation,Student Attitudes,Elementary School Students,English (Second Language),Second Language Instruction,Foreign Countries

The use of computer games is becoming more and more common among children thanks to its many features; from multimedia opportunities to motivation. This increase in its use also increases the importance of educational games. The purpose of this study is to investigate the effect of the use of educational games in education on the academic success, motivation and attitudes of elementary school students. The participants of the research consist of 90 students studying in a public primary school in the 2017-2018 academic years. The research is also important for carrying out with primary school students as younger individuals who are missing in the literature. In the research designed in the quasi-experimental model, an experimental process was carried out with two different units (&quot;In the Classrom&quot; and &quot;Numbers&quot;) in the English lesson, and it was observed that the educational games increased the students' access to the lesson. On the other hand, while educational games caused a difference in motivation towards the English lesson, no difference was found in the attitudes towards the lesson.
Ways to Increase the Quality of Didactic Interactions
Author: Kozuh, Anna
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Teacher Effectiveness,Teaching Skills,Teacher Supervision,Counseling,Teacher Evaluation,Coaching (Performance),Psychotherapy

The paper analyses the directions of the recent research on improving the methods and quality of didactic interactions. The review and analysis of the literature shows changes of a behavioral, social, as well as informational and communicational character that have occurred in education for over a dozen years. Based on the literature review, the authors analyse the ways of improving didactic competences of the teacher. They indicate that the teacher equipped with the appropriate knowledge in this field not only masters the discipline more effectively but is, above all, more effective in any didactic situation. The studies also show the directions of the teacher's needs and their incompetence in some areas. They enable the development of new strategies for the teacher-student interaction and become an important element in the preparation of the content of new training programs. Increasing the quality of didactic interactions is a process of the development of a teacher as a practitioner who continuously analyses and reflects on their work. The authors believe that the didactic interactions and techniques discussed in it favour profound reflection on the difficulties encountered in education and assist teachers in regaining self-trust and managing to create more effective didactic activities.
Evaluation of MobLrN m-Learning System: Participants&apos; Attitudes and Opinions
Author: Cavus, Nadire
Date: 2020-00-00
Type: Journal Articles
Subjects: Virtual Classrooms,Teaching Methods,Telecommunications,Handheld Devices,Teacher Attitudes,Management Systems,Foreign Countries,College Faculty,College Students,Distance Education,Computer Software,Programming Languages,Student Attitudes

The advance of pervasive technologies such as mobile technologies and various mobile devices has brought opportunities for educators to design and perform interactive learning activities and has also enabled educationalists to access the virtual learning environment anytime and anywhere without restrictions of time or place and without too much additional effort. The m-learning system, MobLrN, has been developed by the researcher. Different from the m-learning systems developed by other researchers, the MobLrN m-learning system contains all teaching/learning components for m-learning, such as access control, user profile, learning materials, assignments, self-tests, quizzes, performance measurement, announcements, and report generation. Thus, instead of using different systems for different activities, the instructors can use the developed mobile system for all of their teaching activities. The main porpuse of the study was to identify whether the developed m-learning system is acceptable or not as a mobile learning environment. Data were collected through a questionnaire. Descriptive statistical analysis technique and the percentage method were used. The obtained results confirm that the MobLrN m-learning system was deemed to be useful for instructors and students for the future. The system is oriented to anyone who may have an interest in mobile technologies, and all higher education institutes.
Readiness for Inter-Professional Education at Health Sciences: A Study of Educational Technology Prespectives
Author: Aye, Soe Soe
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Education,Interprofessional Relationship,Interdisciplinary Approach,Readiness,Educational Technology,Health Sciences,Student Attitudes,Medical Students,Allied Health Personnel,Nursing Students,Cooperative Learning

Background: Interprofessional Education (IPE), provides an integrative and rewarding learning platform for different healthcare professions to engage with each other in a cooperative basis to ultimately improve healthcare services for patients. Throughout the years, IPE has established itself as an indispensible tool in cultivating the necessary skills, mindset, and understanding to enhance interprofessional collaboration among healthcare providers. That being said, as with many other educational approaches, the success of IPE hinges on the readiness of healthcare professions students to learn and apply the concept; and yet, despite having been readily explored in numerous Western institutions, such readiness among healthcare students in Asian universities remains largely unknown. Methods: We measured attitudes related to interprofessional education &amp; collaboration using a questionnaire called Readiness for Interprofessional Learning Scale (RIPLS). A total of 158 students from three faculties of health sciences at Asia Metropolitan University participated in this study. Cumulative result, as well as results from individual faculties were analyzed using Descriptive and non-parametric statistics. Results: Medical students overall, reported a higher rating for the perceived benefits of working together to solve patient problems compared to other students from other health sciences faculties. They are more receptive to working with other students from different healthcare professions in small-team projects and also seem to value the importance of mutual learning when dealing with patients' problems. On the other hand, nursing students were more uncertain of how they will fit into a cross-disciplinary team in a professional capacity and felt the need to acquire much more knowledge and skills when compared to students from other health sciences faculties. The total RIPLS score among all three faculties of health sciences at Asia Metropolitan University was in the high range. Conclusion: Students from three faculties of health sciences offered at Asia Metropolitan University namely Faculty of Medicine, Faculty of Healthcare Management, and Faculty of Nursing, were deemed IPE ready. Recommendations: The university needs to consider how to integrate IPE into the curricula, define learning outcomes and/or competencies, develop and utilize the 4-dimensional curriculum development blueprint in line with health professional accreditation standards to promote collaboration and competence among all students, whereby upon graduation, they as healthcare professionals, will in turn, optimize health services, strengthen health systems, and improve health outcomes.
Junior High School Mathematics Teachers&apos; Knowledge in Calculators
Author: Taley, Isaac Bengre
Date: 2020-02-00
Type: Journal Articles
Subjects: Junior High School Teachers,Calculators,Foreign Countries,Mathematics Teachers,Teacher Competencies,Correlation,Knowledge Level,Technology Integration,Secondary School Mathematics,Teacher Motivation,Teacher Characteristics

Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers' competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers' competence and the motivation supporting the use of calculators in teaching. A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers' competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers' enthusiasm for using calculators in teaching was directly associated with the teachers' level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.
Teaching Physical Education Teacher Education (PETE) Online: Challenges and Solutions
Author: Lu, Chunlei
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Education,Teacher Education,Electronic Learning,Barriers,COVID-19,Pandemics,Preservice Teachers,Technology Integration,Educational Strategies,Instructional Effectiveness,Virtual Classrooms

The COVID-19 pandemic has presented unprecedented challenges for physical education teacher education (PETE), and PETE appears to suffer the most when transitioning from face-toface to virtual (online) environments due to the characteristics of PE. There is no literature found to address the profound challenges and solutions for teaching PETE online that we so desperately need nowadays. The present study examined specific challenges and solutions for online PETE. Future research directions are provided.