ethanporcaro/eric-fulltext-meta huggingface dataset:
Lean Startup as a Learning Methodology for Developing Digital and Research Competencies
Author: Ávalos, Carolina
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Competence,Foreign Countries,Educational Technology,Technology Uses in Education,College Students,College Faculty,Mixed Methods Research,Active Learning,Student Projects,Technological Literacy

The acquisition of digital and research competencies for educating university students is a requirement that is becoming more relevant given the demands of today's society. However, learning methodologies used by professors seem to be detached from reality, preventing the development of applicable learning, as well as the acquisition of those skills necessary in the twenty-first century. The main objective of the research is to analyze the Lean Startup method as a learning methodology in the creation of digital and research competencies in students from the UNED Costa Rica during the development of the course: Mixed Methods Research (MMR). The sample consisted of 531 individuals, teachers and students from different degrees of the School of Education from the UNED who took the course during the years 2015 to 2017. A mixed explanatory sequential design was used, with a theoretical part of an exploration of the method, a quantitative part (descriptive analysis and contrast of means) and another qualitative part by means of content analysis. The results showed the effectiveness of an innovative methodology such as Lean Startup in the development of digital and research skills, and the change of the teacher's role in the teaching process.
University-School Scenarios and Voices from Classrooms. Rethinking Collaboration within the Framework of an Interuniversity Project
Author: Fernández-Díaz, Elia
Date: 2019-00-00
Type: Journal Articles
Subjects: College School Cooperation,Institutional Cooperation,Teacher Education Programs,Student Participation,Foreign Countries,Educational Environment,Student Research,Activism,Elementary School Students,Preservice Teachers,Research Projects,Workshops,Social Change

This work presents the analysis of a proposal designed in the field of initial teacher training, the aim of which is to promote the presence of schools in a university context. With the objective of enabling students to experience practical and reflective learning, we have designed a process of interuniversity collaboration focused on horizontally developing interaction and the generation of knowledge. The deconstruction of the process, based on a narrative approach, has allowed us to open a space to reflect on the actions that encourage participation and exchange between undergraduate students from different universities and promote links with schools. The results show the transformations of the protagonists of the experience and of those who participated indirectly, redefining personal stories in the context of collaborative work and the improvement of our professional development. It also shows the implications of an interuniversity project, recounting the richness inherent in the mixture of geographical and cultural contexts involved. The dilemmas and critical incidents allow us to guide the introduction of improvements in the next cycle of collaboration.
Difficulties in the Incorporation of Augmented Reality in University Education: Visions from the Experts
Author: Barroso-Osuna, Julio
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Simulation,Expertise,Technology Integration,Barriers,Foreign Countries,College Faculty,Educational Technology,Universities,Teaching Methods,Faculty Development,Technological Literacy,Institutional Role

&quot;Augmented reality&quot; (AR) is presented as technology that harmonizes, in real time and with user collaboration, digital information with physical information through different technological supports. Such are AR possibilities, that when it is incorporated into teaching, students show high satisfaction rates and positive attitudes for its use, but at the same time, a series of limitations and obstacles can be noticed. As an attempt to investigate the technical, curricular and organizational difficulties of AR incorporation in training contexts, an instrument &quot;AR obstacle questionnaire&quot; (CORA) was designed, which in turn was administered to a total of 264 subject experts for validation through the Delphi method, subsequently applying the &quot;K coefficient&quot; (K = ½ Kc (knowledge coefficient) + Ka (argumentation coefficient)), selecting those experts who obtained a = 0,8 score in the coefficient. Among the results obtained in the study we manage to point out the main obstacles involving AR implementation into university education: the lack of teacher training and improvement, the few educational experiences found, lack of conceptual foundation, limited educational research and lack of institutional support.
Multicultural Competence and Cosmopolitan Citizenship in the Hispanic-Japanese Context of Higher Education
Author: Delgado-Algarra, Emilio José
Date: 2019-00-00
Type: Journal Articles
Subjects: Universities,International Education,Cultural Pluralism,Student Diversity,Citizenship,College Faculty,Social Sciences,Correlation,Global Approach,Communicative Competence (Languages),Cross Cultural Studies,Multilingualism,Foreign Countries,Teacher Attitudes,Cultural Awareness,Travel,Intercultural Communication,Cultural Background,Family Characteristics

The increase in the internationalization of universities has been accompanied by an increase in multiculturalism in classrooms. Due to this situation, with the objective of knowing the conceptions of university professors around pluricultural competence and attending to the connection with their positioning in relation to the models of cosmopolitan citizenship; a mixed research is developed in the Hispanic-Japanese context of higher education, focusing attention on education and social sciences professors. In general, it is concluded that there are connections between the positioning of multiculturalism and cosmopolitan citizenship. Thus, the university professors of both countries highlight the advantages of cultural plurality in educational environments and, despite the fact that there is governmental support for academic internationalization, in the sample of Japanese professors, there is a greater concern about the preservation of national identity in cultural plurality.
Constructing an Instrument with Behavioral Scales to Assess Teaching Quality in Blended Learning Modalities
Author: Matosas-López, Luis
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Quality,Teacher Effectiveness,Behavior Rating Scales,Test Construction,Blended Learning,Electronic Learning,Higher Education,College Faculty,Teacher Evaluation,Formative Evaluation,Teacher Student Relationship,Interpersonal Communication,Educational Resources,Curriculum Design,Technological Literacy,Feedback (Response),Foreign Countries

The assessment of teaching quality in blended learning modalities has become a key element in the context of higher education. However, current evaluation systems present certain limitations. Behavioral scales overcome many of these limitations, offering an alternative for this task. This study describes the process of constructing an assessment instrument with behavioral scales to evaluate university teachers in blended learning modalities, following the BARS (Behavioral Anchored Rating Scales) methodology. The design process included interviews and surveys involving a total of 477 students, as well as a panel of professors who were experts in this teaching modality. The behavioral scales in the final instrument highlight the importance of certain particularly significant teaching-related aspects of blended learning models, namely: teacher-student communication; learning resources; course design; and the teacher's technical competencies. The authors conclude that the final instrument provides clear and unambiguous feedback, enables the teacher to take specific corrective measures, and reinforces the formative purpose of evaluation in these modalities.
The Importance of ICTs for Students as a Competence for Their Future Professional Performance: The Case of the Faculty of Business Studies and Tourism of the University of Huelva
Author: Infante-Moro, Alfonso
Date: 2019-00-00
Type: Journal Articles
Subjects: Tourism,Business Administration Education,Education Work Relationship,Technological Literacy,Information Technology,Competence,Foreign Countries,Student Attitudes,21st Century Skills,College Students,Value Judgment,Labor Market,Skill Development,Accounting

To date, the knowledge and use of ICT (Information and Communication Technologies) has become an almost essential requirement when someone wants to find employment in our society. For this reason, this study aims to analyze the importance that students of the Faculty of Business Studies and Tourism of the University of Huelva (Spain) give to the acquisition of ICT skills for their future professional performance and the domain they have over them (achieved throughout their years of learning). This research is developed through a questionnaire completed by 90 students of the Faculty and concludes that in general they give these ICT skills the importance that they deserve and that their domain goes in parallel (except for some skills that show formative need), even being able to observe that in the majority of cases the dominion of these skills is tied to the importance that they give them.
Scientific Communication between Spanish and English Educational Technology Journals. A Citation Analysis of Eight Journals
Author: Marín, Victoria I.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Periodicals,Citations (References),Researchers,Scientific Research,Communities of Practice,Social Networks,Access to Information,Educational Research,Journal Articles,Foreign Countries,English,Spanish

In order to disseminate the findings and recommendations from their studies, researchers publish papers in scientific journals in their subject area. Research communities thus emerge as a result of the communication between authors who cite other relevant papers. This study focuses on the relationships between Spanish and English research communities in the specific field of Educational Technology. We explore as hypotheses whether there are signs of scientific journal communication between authors in these two communities, and if the English authors reciprocate citations by Spanish authors. In order to verify them, a social network analysis was conducted by considering outgoing and incoming citations in eight open access journals (four in English and four in Spanish) published over ten years (2007-2016). The sample includes 3,407 articles, which were analysed using UCINET and Gephi software. The results show partial confirmation of the hypotheses, since two separate research communities were recognized, with almost no communication between them. However, the Spanish community was presented as more connected than the English one. We interpret these results by considering not only language factors, but also the journal roots and the particular subject field under consideration. Finally, we highlight some general recommendations to enhance future communication between these two education research communities.
Projection of the &quot;Flipped Learning&quot; Methodology in the Teaching Staff of Cross-Border Contexts
Author: López Belmonte, Jesús
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,Information Technology,Educational Innovation,Educational Facilities,Foreign Countries,Teacher Education,Teacher Attitudes,Personal Autonomy,Student Participation,Student Motivation,Interaction,Educational Environment,Student Diversity,Geographic Location,Migration,Teacher Competencies,Pedagogical Content Knowledge,Technological Literacy

Technological impact and immigration have resulted in ICT playing a significant role in educational adaptation to multicultural environments. This study focuses on flipped learning as an innovative teaching method. The overall objectives of this research are, on the one hand, to carry out a review of the scientific literature about flipped learning, and, on the other hand, to know the extent of its scope amongst teaching staff in cross-border regions. To achieve these objectives, a quantitative method has been developed through a descriptive model. 316 teachers from different educational centres of the Spanish Autonomous City of Ceuta (Spain) were selected as a sample, and an ad hoc questionnaire was used as an instrument for collecting personal data. Statistical procedures were performed through SPSS software, using location and scattering parameters (median and standard deviation), measurements (Pearson's asymmetry coefficient and Fisher's pointing coefficient) and association tasks between variables. The results show that teachers claim to have the necessary knowledge to implement flipped learning in their programmes, but they still have certain deficiencies in their specific training. A significant number of these teachers do not use it because they lack training and digital assets, and also because of a certain apprehension towards innovative practices. The main benefits include the improvement in the student's autonomy, their participation, interaction and motivation, as well as the teachers' satisfaction. Regarding the teachers' perception, it therefore follows that flipped learning contributes to the attention towards diversity created by the multicultural environments, which in this case is a result of the migration phenomenon.
Effects of TWA-Supported Digitally on Comprehension of Students with Autism Spectrum Disorder, Level 1
Author: Howorth, Sarah K.
Date: 2019-09-00
Type: Journal Articles
Subjects: Reading Strategies,Computer Assisted Instruction,Handheld Devices,Reading Comprehension,Autism,Pervasive Developmental Disorders,Science Education,Content Area Reading,Middle School Students,Access to Education,Oral Language,Story Telling

Presenting text in digital format with annotation supports may relieve some of the cognitive load that hinders inferential comprehension for students with comprehension deficits. Science texts are particularly difficult, as the content may not be within the knowledge repertoire of a reader. The purpose of this study was to investigate the effects of using a reading strategy, Thinking before, While and After (TWA) -digitally supported (TWA-SD), on the comprehension of science text by students with autism spectrum disorder (ASD, Level 1) participants. A concurrent multiple probe single subject research design was used to individually deliver intervention. Results indicated the intervention was effective in increasing participants' accuracy and quality of oral retellings of main ideas and details as well as their performance on general comprehension questions. Implications regarding the use of digitally supported strategies to increase access to the curriculum for students with ASD, Level 1 are discussed.
On the Relationship between Swedish Special Educators&apos; Work Absenteeism, Job Satisfaction, and Self-Efficacy for Inclusive Education
Author: Reichenberg, Monica
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Foreign Countries,Special Education,Special Education Teachers,Employee Absenteeism,Job Satisfaction,Self Efficacy,Inclusion,Work Environment,Intellectual Disability,Students with Disabilities,Special Needs Students,Predictor Variables

Little is known about the working conditions for Swedish special educators who teach students with an intellectual disability. Consequently, the overall aim of this research is to describe special educators' job satisfaction, self-efficacy, and work absenteeism in Swedish special needs comprehensive schools (Grundsärskolan). We surveyed 148 special educators from Sweden (111 were eligible for the analysis). For measurement validation, we used principal axis factoring. For analysis, we estimated a linear regression (job satisfaction as the outcome) and negative binomial regression (work absenteeism as the outcome). The special educators in the study like their jobs, but some desire more resources. Our analysis suggests that higher levels of self-efficacy for inclusive education are associated with higher levels of expected job satisfaction, whereas a higher level of job satisfaction is associated with lower expected work absenteeism.
Supporting Senior Biology Student Teachers&apos; Modern Genetics Knowledge through a Formative Assessment Design Cycle (FADC) Program Based on Learning Progressions
Author: Taskin, Nazli Ruya
Date: 2019-00-00
Type: Journal Articles
Subjects: Biology,Genetics,Knowledge Level,Formative Evaluation,Design,Foreign Countries,Science Teachers,Science Education,Student Teachers,Preservice Teacher Education,Teaching Methods

Learning progressions (LPs) gained popularity and importance in the science education field to guide curriculum designers, teachers and researchers as a useful tool to bridge between curriculum, instruction and assessment. Although teachers' professional development can be built through learning progressions these LPs do not describe the ways that teachers can improve as practitioners to scaffold student learning. Research-based, five-step Formative Assessment Design Cycle (FADC) is an iterative professional development cycle which helps teachers to design and effectively use of formative assessments in classroom settings. Within this context, this paper investigates senior biology student teachers' modern genetics knowledge before and after a formative assessment design cycle (FADC) program based on learning progressions.
Longing for Independence, Yet Depending on Family Support: A Qualitative Analysis of Psychosocial Adaptation of Iranian International Students in Hungary
Author: Hosseini-Nezhad, Sara
Date: 2019-00-00
Type: Journal Articles
Subjects: Family Role,Foreign Students,Intercultural Communication,Foreign Countries,Personal Autonomy,Independent Living,Student Motivation,Social Adjustment,College Students,Psychological Patterns,Individual Development

International students experience psychosocial changes in response to their new environment, and their psychosocial adaptation is facilitated or hindered by various factors. This study aimed to examine the intercultural experiences of Iranian international students in Hungary. In-depth interviews were conducted with 20 Iranian students in Budapest, Hungary, and a thematic analysis employed to discern and interpret themes within the data. The thematic analysis identified three overarching themes: (1) Sojourn's Experience as Self-Growth, (2) Uncertainty in Intercultural Interactions, and (3) Striving for Autonomous-Related Self. The data reported that Iranian students experienced more happiness in Hungary than sadness, and their motivation to live independently in Hungary while depending on family support acted as buffers against any negative psychological feelings. The findings of this study underline the significance of independence and family support as the influencing factors for psychosocial adaptation of Iranian students.
Utilizing Argument-Driven-Inquiry to Develop Pre-Service Teachers&apos; Metacognitive Awareness and Writing Skills
Author: Erenler, Sumeyye
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Metacognition,Student Attitudes,Inquiry,Persuasive Discourse,Pretests Posttests,Science Education,Scientific Literacy,Science Teachers,Technical Writing,Science Laboratories,Elementary School Science,Elementary Education,Measures (Individuals),Teaching Methods,Science Activities

Recent reform efforts in science education have brought scientific literacy to researchers' attention. Researchers have been searching for new instructional models to engage students' variety of scientific practices to fulfil the requirements of scientific literacy. Argument Driven Inquiry (ADI) is a novel instructional model that integrates the practices of argumentation and inquiry. The aim of the study was to investigate the effect of ADI to preservice science teachers 'metacognitive awareness and scientific writing skills. For this purpose single group pre-posttest design was conducted with 50 pre-service science teachers. It was found that ADI helped to improve pre-service science teachers' meta-cognitive awareness and writing skills. There are some conclusions and implications of the study for researchers and teachers dealing with scientific literacy and laboratory applications in the current study.
Foundation Phase Learners&apos; View of Learning Support and Self-Esteem
Author: Kriel, Carike
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Esteem,Inclusion,Foreign Countries,Elementary School Students,Self Concept Measures,Grouping (Instructional Purposes),Remedial Instruction,Phenomenology,School Culture,Student Experience,Family Relationship,Student Behavior,Self Efficacy,Academic Achievement,Teacher Student Relationship,Peer Relationship

Background: Learning support in South Africa is a phenomenon where learners who experience barriers to learning are withdrawn from the mainstream class and receive support in their home language and mathematics. A need for learning support surfaced when emphasis was placed on inclusivity in mainstream schools. The efficacy of this withdrawal on self-esteem has however not been investigated. Aim: This study sought to investigate the learners' experiences of withdrawal for learning support and the relationship with their self-esteem. Setting: A primary school in the Western Cape. Methods: This qualitative design aimed to determine the perspective of the learners. Purposive sampling was used to identify five learners who received learning support. Interpretative phenomenological analysis (IPA) was used to analyse data gleaned from the Rosenberg Self-Esteem Scale (RSES), which had been adapted into an informal interview schedule. Results: Participants in this study did not report negative experiences of learning support. Learners identified that issues of negative self-esteem were unrelated to learning support, but were attributed to school culture, mainstream teachers' attitudes, family relationships, peer comparisons and social competencies. Conclusion: Participants reported that learning support rarely caused negative self-esteem, but rather heightened confidence in their academic abilities regardless of their need for learning support, holding social factors responsible for their negative self-esteem. The implications of these findings allude to the fact that withdrawal for learning support continues regardless of popular beliefs reported to the contrary. Schools should however monitor these learners in order to determine individual differences and needs.