ethanporcaro/eric-fulltext-meta huggingface dataset:
The COVID-19 Pandemic and the Acceptance of E-Learning among University Students: The Role of Precipitating Events
Author: Weerathunga, Prageeth Roshan
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Electronic Learning,Educational Technology,Foreign Countries,Intention,Student Behavior,Student Attitudes,Predictor Variables,Difficulty Level,Barriers,Disease Control,Undergraduate Students,Self Efficacy,Value Judgment

This study examined the effect of the COVID-19 pandemic and related events on the use of e-learning, as well as other key determinants of it. The data were collected from 1039 university students in Sri Lanka. To examine the influence of the COVID-19 pandemic, which was viewed through the lens of precipitating events, on the intention--behaviour relationship, we employed the Technology Acceptance Model (TAM) with the inclusion of a moderating variable. While the findings indicated that the COVID-19 pandemic had clearly increased the usage of e-learning, we found no evidence to establish a moderating impact on the intention-behaviour relationship. The empirical model, however, was well fitted to the data, and the key components of the TAM were likewise adequately described by the relevant predictors. Furthermore, attitudes toward e-learning and perceived ease of use emerged as the most important factors in explaining behavioural intention, whereas relevance and experience were shown to be more significant in relation to perceived usefulness and perceived ease of use. Our work is significant because it adds to the existing empirical evidence on e-learning and supports the relevance of TAM in understanding the usage of e-learning even in extreme situations such as the COVID-19 pandemic. Our research has significant implications for educators and other higher education authorities.
Collaborative Writing on Google Docs: Taiwanese Students&apos; Participation, Behaviors, and Writing Trajectories with Real-Work Online Tasks
Author: Yeh, Shu Fen
Date: 2021-00-00
Type: Journal Articles
Subjects: Collaborative Writing,Computer Software,Computer Mediated Communication,Second Language Learning,Writing (Composition),Second Language Instruction,Multiple Literacies,Error Correction,Web 2.0 Technologies,Foreign Countries,Computational Linguistics,College Students,Student Participation,English (Second Language)

In the past two decades, the growing rage of computer mediated environments (CMC) affords new literacies and new opportunities for language learners to experience, construct, communicate, and access knowledge (Ware, Kern &amp; Warschauer, 2016). Also, it suggests that writing in multimodal in the digital ear contributes to its production and interpretation (Canagarajah, 2013) and can be particularly beneficial for L2 learners' writing practices (Elola &amp; Oskoz, 2010) such as writing quality (Stroch, 2005), writing fluency (Bloch, 2007), academic voices (Sperling &amp; Appleman, 2011) and a sense of audience (Sun &amp; Chang, 2012). Google Docs and online text-chat systems are prominent collaborative tools for group writing, and the result shows that the focus group displayed a mixed-interaction pattern, a collaborative pattern in two online text-chat systems, and a more dominant-passive pattern while co-constructing the text. They study also explored that changing the mode of communication from Line to Google Docs chat-room appears to have led to an increase in the participants' interaction and communication and seems to have facilitated collaboration. Participants make a significant contribution of two types of writing changing functions, adding and correcting in the text and make revisions to their text.
Enhancing Pre-Service EFL Teachers&apos; Teaching Skill through Teacher Training: A Case Study of a University in Thailand
Author: Damnet, Anamai
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Second Language Instruction,Teaching Skills,Preservice Teacher Education,Foreign Countries,Practicums,Student Attitudes

EFL teacher training for pre-service teachers plays a vital role in second language teacher education (SLTE). In Thailand, pre-service EFL teacher training benefits in helping student-teachers gain confidence before going to their practicum. This study investigates the effects of the pre-service EFL teacher training in a university in Thailand. The pre-service teachers' perceptions towards the EFL training were also examined. Participants were 30 pre-service teachers currently studying in English Learning Management Program in the university at the research site. Research method applied training program evaluation (Owen &amp; Rogers, 1999), and a 24-hour EFL training program was implemented. An experienced trainer in EFL was invited to provide the EFL training during the whole training course. Data collection gained was from: 1) an evaluation form, 2) a questionnaire, and 3) a student reflection sheet. Data analysis employed percentage, means, and S.D. for quantitative whereas grounded theory (Strauss &amp; Corbin, 1999) was applied for qualitative data. Three major findings revealed that: 1) the effects of the preservice EFL teacher training was very high; 2) the participants showed changes in all areas of EFL knowledge and experience provided after the training; and 3) the participants viewed five factors which included training contents, knowledge and experience, training activities, training process, and the trainer that affected the training. However, the findings indicated that the critical problem of the study was time limitation of the training course. This study has shed light on the significant role of EFL training for pre-service EFL teachers before their practicum as the findings showed positive change in their motivation and attitude for their teaching practice.
Examining the Impact of Constructivist and Reflective ELT Courses on Pre-Service Teachers&apos; Beliefs about Language Learning and Teaching: A Longitudinal Study
Author: Turgut Dost, Güliz
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Constructivism (Learning),English (Second Language),Second Language Learning,Second Language Instruction,Preservice Teacher Education,Teacher Education Programs,Program Effectiveness,Student Attitudes,Foreign Countries,Reflection,Attitude Change

This longitudinal study considered the constructivist-oriented English Language Teaching (ELT) program in a state university in Turkey as a dynamic variable, and examined its impact on pre-service teachers' beliefs about language learning and teaching over their four-year long program. In the study mixed-methods research design was adopted. The participants were composed of 39 randomly selected volunteer students (24 females and 15 males). As the data collection tool, Beliefs About Language Learning Inventory (BALLI) was utilized, and a semi-structured interview was administered to randomly selected twelve participants. Due to the COVID-19 pandemic, the participants completed Spring semester's course-work in their junior year, as well as all the course-work and practicum in senior year as distant education. Despite the emergency distant teaching and learning context, survey data demonstrated that some beliefs about language learning and teaching changed. Findings from interviews provided evidence supporting the survey results and reasons for the changes. Findings suggested that pre-service ELT programs using constructivist approaches and reflection could change ELT pre-service teachers' beliefs about language learning and teaching even in emergency distant teaching and learning contexts. The findings were informative for developing and designing ELT programs worldwide in face-to-face and in distance education contexts.
Exploring the Impact of Performance-Based Assessment on Malian EFL Learners&apos; Motivation
Author: Koné, Kadidja
Date: 2021-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Foreign Countries,English (Second Language),Second Language Learning,Student Motivation,Student Projects,Psychological Patterns,College Students,Poetry,Identification (Psychology)

This study investigates university English learners' motivational and emotional responses to a performance-based assessment project before and after the project. Data were collected from 25 students learning English as a foreign language using two motivation questionnaires while they were working individually on a project called &quot;Identity Poem&quot;. A quantitative analysis of the data using descriptive and inferential statistics revealed that participants were highly motivated before and after the project. This increase in the level of motivation at both stages could be explained by the supportive behavior of the teacher and by the topic of the project that aroused curiosity and interest. Their emotional state was also positive at both stages due to their perception of the feasibility of the project and a high level of confidence resulting from outstanding performance. Regarding the qualitative data, an analysis based on the number of references to a pattern was utilized. The findings corroborated the high level of motivation observed with the quantitative results before and after the project. They additionally supported the quantitative findings indicating that the participants' emotional state was relatively positive. However, a few learners were anxious, but their anxiety did not prevent them from completing the project. Regarding the pedagogical implications, project work can be used as an alternative in assessment so that learners can stay motivated during the assessment process. To achieve this aim, language teachers need to ensure that a project is within the learners' reach and provide them with quality feedback at every stage.
The Effectiveness of Emotional Motivational Feedback Messages via Online Assignments in Information Technologies and Software Course Academic Achievement
Author: Demir, Yagmur
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Response,Motivation Techniques,Feedback (Response),Computer Mediated Communication,Electronic Learning,Homework,Computer Science Education,Information Technology,Instructional Effectiveness,Secondary School Students,Public Schools,Grade 6,Academic Achievement,Foreign Countries

The aim of this study was to determine the effect of emotional motivational feedback messages given for online homework of secondary school sixth grade students within the scope of Information Technologies and Software course on academic success. The research was quantitatively designed based on quasi-experimental design with pre-test-post-test control group. Participants of the study were 57 sixth grade students studying at a state secondary school. During the research, emotional motivational feedback messages were given the students in the experimental group and only motivational feedback was given the students in the control group. The data were collected through the academic achievement test developed by Öztürk (2015) within the scope of Information Technologies Course. The data obtained from the pretests and posttests applied were analyzed by paired group t-test and independent groups t-test, and comparisons were made. In the light of the findings obtained, it was seen that the increase in the posttest scores of both groups was significant, but that the increase in the scores between the groups did not differ significantly.
The Effect of Gamification on Young Mathematics Learners&apos; Achievements and Attitudes
Author: Karamert, Önder
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Teaching Methods,Instructional Effectiveness,Mathematics Instruction,Mathematics Achievement,Student Attitudes,Fractions,Foreign Countries,Grade 5

This study aims to investigate the effect of gamification on fifth-grade students' academic achievements and attitudes towards mathematics course. For this purpose, the teaching process of the &quot;fractions&quot; as a subject of the mathematics course is equipped with gamification elements. The quasi-experimental design is preferred as the research design. Achievement test and attitude scale were used as data collection instruments. The participants of the study consisted of fifth-grade students (n = 46). The Pyramidal Design Model was preferred as the gamification design model in this study. Elements of this model were adapted to the class level of participants in this research. As a result of the study, a remarkable statistical difference was observed in the achievement test in favor of the experimental group. However, no major difference was observed in the attitude scale results. This study contains suggestions for the educational use of gamification based on research findings.
International Academics in the Netherlands: Changes, Characteristics and Implications
Author: Huang, Futao
Date: 2017-03-00
Type: Journal Articles
Subjects: Foreign Nationals,College Faculty,Foreign Countries,Organizational Change,Institutional Characteristics,Change Agents,Professional Associations,Research Universities,Case Studies,Teacher Attitudes,Asians,Overseas Employment

The purpose of this study is to describe an overview of changes to inbound international faculty members to Dutch higher education institutions, their main characteristics, and forces or agents of change which occurred in them, and the implications for Japanese higher education. The analysis and discussion are based primarily on official statistics issued by the Dutch government, professional associations, individual higher education institutions, earlier relevant literature, case studies and interviews with administrative and academic staff in the Netherlands. With regard to the structure, it begins with a short introduction to the Dutch higher education system and academic profession and then analyzes key characteristics of international faculty members being employed in Dutch higher education research universities. The third section deals with major forces and agents of change which affected international faculty members in Dutch higher education institutions. The article concludes by summarizing main findings and offering implications for research, policy, and practice.
The Place of Higher Education Institutions: The Dynamics of the Local, National, and Global
Author: Turner, David A.
Date: 2017-03-00
Type: Journal Articles
Subjects: College Students,Intellectual Disciplines,Higher Education,Systems Approach,Foreign Countries,Educational Trends,Influences,Public Policy,Cultural Influences,Labor Needs

This paper examines the distribution of students in tertiary education across six broad cognate areas of study. Using data collected by the UNESCO Institute for Statistics since 1999, it suggests that there is neither uniformity across countries, nor obvious signs of convergence toward uniformity, either globally or regionally. This empirical evidence is placed in a context that views institutions as complex, self-organising systems, capable of selecting those external stimuli that will affect their development, and ignoring those that will not. This view of organisations emphasises the importance of their histories in shaping what they are likely to do in the future, with national systems of higher education, for example, showing strong tendencies to continue past patterns into the future. These observations have important implications for how educational institutions are managed, and how policy is developed.
A Case Study of a Researcher-Practitioner Partnership in Teaching STEM+C to Rural Elementary Students
Author: Playton, Stephanie D. C.
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Computer Science Education,Educational Research,Partnerships in Education,Rural Education,Elementary School Students,Grade 4,Inquiry,Active Learning,Elementary School Curriculum,Learner Engagement,Student Interests,Student Attitudes,Career Readiness,21st Century Skills,Instructional Effectiveness

Both computer science (CS) knowledge and workforce readiness skills (e.g., creativity, communication, collaboration, and critical thinking) have equally grown in national importance to fill the growing pipeline of CS careers. Various factors have contributed to CS job shortages, which include a lack of student instruction on, engagement with, interest in and awareness of CS and careers. Rural students, an underrepresented group, lack access to CS content and pedagogies (inquiry-based instruction) that facilitate knowledge, skills, and affect towards CS. Some states are addressing the lack of CS and workforce readiness skills through new policies integrating workforce readiness skills and CS standards into formal education, starting in elementary school. The change in policy to integrate CS into elementary education fostered a researcher-practitioner partnership between researchers and three teachers. A single illustrative case study investigated how 18 contact hours of a three-unit inquiry-based integrated Science, Technology, Engineering, and Mathematics with computer science (STEM+C) curriculum augmented 34 rural fourth-grade (10 year old) students' engagement with, interests and attitudes in STEM+C and increased their knowledge of CS careers and use of workforce readiness skills. Analyses indicated significantly positive gains in interests and attitudes in science for all students, with the greatest improvement for girls. High levels of engagement were observed and self-reported for all students, but workforce readiness skills varied across the learning units. Results suggest that inquiry-based learning opportunities that integrate STEM with CS can support primary level students' interests and attitudes in STEM and foster workforce ready skills among geographically underrepresented students.
Investigating Weather, Climate, and Climate Change Understanding of Appalachian Middle-Level Students
Author: Cartwright, Tina J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Weather,Climate,Change,Environmental Education,Middle School Students,Knowledge Level,Pretests Posttests,Scientific Literacy,Science Instruction

Climate change is an increasingly pervasive global topic, but how much of this discussion is accurately understood by students? Fully comprehending the small fluctuations associated with long term changes in temperature and precipitation is a daunting task for the general public, let alone for middle-level adolescents. This study examines students' understanding of weather, climate and climate change. Forty-seven students, ages 12-14 from the Appalachian region of the US, were surveyed before, immediately after, and six months after a standards-based unit of instruction. The study utilized a questionnaire developed by Boon (2009) with additional questions related to weather and climate. Qualitative data were analyzed using a constructivist framework and student responses were examined for understanding of the main content ideas. The students' understandings were analyzed over time for shifts and were also compared with previously published research (Bodzin et al., 2014; Boon, 2009). Students made improvements in some aspects of understanding with instruction but not all gains persisted to six months post instruction. Students' distinctions between weather and climate were altered by instruction, persisted, and continued to improve with time. Students demonstrated a general understanding of the differences between weather and climate but struggled when asked to apply this knowledge to specific situations. Some improvements in students' basic understanding of the greenhouse effect were evident, but some of these improvements degraded with time. While instruction was able to temporarily improve understanding of greenhouse gases, and the benefits of the greenhouse effect, overall students did not retain this understanding over the long term.
Best Practices of Liberal Arts Education: Curricula in Liberal Arts Colleges
Author: Wang, Dongfang
Date: 2021-03-00
Type: Journal Articles
Subjects: Best Practices,Liberal Arts,Curriculum Development,Integrated Curriculum,Curriculum Implementation,Colleges,General Education,Curriculum Design

As the primary example of best practice of liberal arts education, curricula in American liberal arts college have some distinctive features. Guided by the principle of integrating curriculum breadth and depth, both general education and major courses in liberal arts colleges may develop in a balanced way. Even the curriculum implementation at liberal arts colleges is fully reflective of the idea of liberal arts education. Small class sizes enhance students' participation and promote intimate relations between faculty and students, and teachers' investment in teaching occupies most of their time, which provides the conditions for high quality teaching. With the full cooperation of faculty, interdisciplinary curricula and majors are being developed continuously. All of these factors contribute to the nature of liberal arts education in liberal arts colleges' curricula.
Global Liberal Arts and New Institutions for 21st Century Higher Education
Author: Penprase, Bryan
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Liberal Arts,Higher Education,21st Century Skills,Global Approach,Educational Change,Social Change,Educational History,Technological Advancement

The history of liberal arts both in Europe and Asia is presented, along with a description of the ways in which liberal arts can prepare students for a turbulent future, shaped by rapid change and the COVID-19 pandemic. Aspects of global liberal arts that arise from earlier traditions within Asia are highlighted, with examples of curricula and institutions from India and China. Then a review of emerging new liberal arts programs in China, Japan, Singapore and India is presented, with details of some of the new universities and colleges being created with new curricula in Asia. The emergence of new liberal arts institutions in Europe, Africa, Vietnam and Pakistan is also reviewed, and these programs are connected both to more ancient traditions and emerging societal needs within their countries. The global interest in liberal arts is connected to the demands of the 21st century economy, and a review of the Fourth Industrial Revolution and its exponential technologies is provided and connected to new curriculum that can engage liberal arts to solve global challenges. The resulting emergence of liberal arts arises since the skills of articulate communication, deep reflection and collaboration across cultures are ever more vital in the 21st century, making global liberal arts and its deep cultural roots an ever-vital form of education to prepare students for the future.