ethanporcaro/eric-fulltext-meta huggingface dataset:
Screencast Feedback: Can I Use It?
Author: Joseph-Edwards, Avanelle
Date: 2022-00-00
Type: Journal Articles
Subjects: Video Technology,Feedback (Response),Technology Uses in Education,Instructional Effectiveness,Online Courses,Graduate Students,Foreign Countries,Business Administration Education,Student Attitudes,Learning Experience,Independent Study,Instructional Design

This study examined student perceptions of screencast feedback and their learning behaviors following screencast feedback in an online graduate course. While there is widespread research on instructor feedback, there is far less literature focusing on video-based feedback and self-regulatory behavior within a Caribbean online learning environment. This case study addressed this gap by examining twelve management students' perceptions of screencast feedback on their online learning experience. Data were collected using visual documentation, student interviews and focus groups. The results suggest that students have positive perceptions of video-based feedback in adding value to the online learning experience. Emergent themes placed most value on the potential improved intimacy, communication, and timeliness of screencast feedback. The findings also corroborate preliminary research about the role video-based feedback plays in fostering self-regulated learning (SRL). This has implications for the design and development of instructor feedback to include video-based cues and feedback messages that promote SRL.
Open Textbook Author Journeys: Internal Conversations and Cycles of Time
Author: Cox, Glenda
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Higher Education,Open Educational Resources,Electronic Books,Educational Technology,Social Bias,Social Justice,COVID-19,Pandemics,Authors,Motivation

One of the challenges experienced in South African higher education (HE) is a lack of access to affordable, appropriate textbooks and other teaching materials that can be legally shared on online forums and the Internet. There are also increasing calls to address transformation and social justice globally and in South African HE through curriculum transformation. This article draws on the research of the Digital Open Textbooks for Development initiative at the University of Cape Town (UCT). It presents the journeys of four open textbook authors at UCT in relation to the social injustices they witness in their classrooms. It also makes use of Margaret Archer's social realist approach to explore dynamics related to open textbook authors' agency and ultimate concerns, as well as how their internal conversations shape their practices and approaches to open textbooks. Open textbooks are framed as a set of practices that play out in varying cycles of time and hold promise in terms of addressing the need for greater access and inclusivity in HE.
The Landscape of MOOC Platforms Worldwide
Author: Perifanou, Maria
Date: 2022-09-00
Type: Journal Articles
Subjects: MOOCs,Global Approach,Partnerships in Education,International Cooperation,Open Educational Resources,Access to Education,Educational Technology,Foreign Countries,Institutional Cooperation,Postsecondary Education

Previous studies have mainly investigated major massive open online course (MOOC) platforms such as Coursera, edX, and Udemy. This study used 21 metrics to explore 35 MOOC platforms from across the world. Five Web analytics tools were used to analyze these MOOC platforms using data from MOOC platform directories and exploration of platform sites. The findings revealed that many universities, companies, and organizations have cooperated with the platforms and provided MOOCs through them. Major global platforms have offered thousands of MOOCs while regional platforms were more likely to have offered dozens. Some large platforms had millions of registered users while others registered just thousands. The major global platforms were established in the US to offer MOOCs mainly in English, though they offered MOOCs in other languages as well. The regional platforms offered MOOCs mainly in local languages, and to some extent in English and other languages. Some platforms engaged users for long periods while others failed to keep users after they viewed the first page of the platform. On average, a visitor stayed on a platform for 8 minutes visited 7.2 pages per visit. Major global platforms attracted users from all over the world, while regional platforms mainly attracted users from countries where the regional platform language was spoken. Some platforms had very few accessibility and contrast errors while other platforms performed poorly. Most platforms were mobile-friendly. However, administrators of almost all MOOC platforms should take actions to increase the speed of their platform. Other recommendations include undertaking marketing campaigns to increase the number of partners, the number of MOOCs offered, and the platforms' visibility.
A Comprehensive Community of Inquiry Framework for Exploring Technology Enhanced Language Learning
Author: Alvi, Irum
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Foreign Countries,Learning Experience,Communities of Practice,Correlation,Teaching Methods,Teacher Student Relationship,Technology Uses in Education,Technological Literacy,Student Attitudes,Learner Engagement,Undergraduate Students,Indians,Computer Mediated Communication,Distance Education,COVID-19,Pandemics

The use of technology for second language (L2) acquisition has become ubiquitous, but little thought has been given to the factors that impact the language learning experience. This study aims to use the Community of Inquiry (CoI) framework to propose and validate a more comprehensive model for investigating the influence of &quot;presence&quot; on learners' L2 learning experience using Technology Enhanced Language Learning (TELL). Data were collected from a sample of language learners (n = 129) studying in the State of Rajasthan, India using an e-questionnaire. To scrutinize the effect of various forms of &quot;presence,&quot; descriptive and inferential analyses were conducted. The findings suggest strong, positive, and statistically significant associations exist between the original CoI elements (teaching presence, cognitive presence and social presence), the newly added elements (learning presence, emotional presence, and technological presence), and learning experience. These results confirm the idea that &quot;presence&quot; can hinder and/or enhance L2 learning experiences. No association was found between technical barriers and learning experience. The findings have theoretical and practical implications. The results suggest the value of expanding the CoI framework, scrutinizing the learners' experience, analyzing the influence of &quot;presence,&quot; and enriching the application of the technology for language learning. Such results may ensure TELL courses are designed as vigorous learning environs which facilitate language acquisition.
Latent Profiles of Online Self-Regulated Learning: Relationships with Predicted and Final Course Grades
Author: Mindrila, Diana
Date: 2022-09-00
Type: Journal Articles
Subjects: Profiles,Correlation,Metacognition,Online Courses,Grades (Scholastic),Help Seeking,Peer Relationship,Student Attitudes,Goal Orientation,Task Analysis,Prediction,Accuracy,Graduate Students,COVID-19,Pandemics,Goodness of Fit,Study Habits

This study used a combined person- and variable-centered approach to identify self-regulated online learning latent profiles and examine their relationships with the predicted and earned course grades. College students (N=177) at a Southeastern U.S. university responded to the Online Self-Regulated Learning Questionnaire. Exploratory structural equation modeling revealed four self-regulation factors: goal setting, environment management, peer help-seeking, and task strategies. Latent profile analysis yielded four latent profiles: Below Average Self-Regulation (BASR), Average Self-Regulation (ASR), Above Average Self-Regulation (AASR), and Low Peer Help-Seeking (LPHS). Compared with the AASR group, when students anticipated obtaining a higher course grade, they were less likely to engage in peer help-seeking and task strategies and more likely to adopt the LPHS self-regulation profile. Relating to LPHS, membership to all other groups predicted significantly lower course grades. AASR and LPHS predicted their performance most accurately, with non-significant differences between the predicted and the final course grades.
The Link between Internet Connectivity and Missed Assessments in the Online Class Modality
Author: Onuh, Willington
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Internet,Telecommunications,Access to Computers,Online Courses,Tests,Expectation,Academic Achievement,Foreign Countries

Many published papers provide insights on factors affecting learning performance; however, they do not address how internet connectivity affects students' capacity to meet assessment and learning expectations. To address this gap in the literature, we draw from a survey of 257 students at the undergraduate level to investigate two questions: (a) To what extent does internet connectivity affect missed assessments? and (b) How do students vary through the distribution of missed assessments? We used a count data model, specifically, negative binomial (NB) regression, to determine incidence rate ratios and odds of missed assessments. The NB results showed that students who indicated poor internet connectivity during the semester had about a five times higher incidence rate of missed assessments than students who did not indicate poor internet connectivity. Surprisingly, despite two-thirds of students reporting poor internet connectivity, the chance of accumulating seven missed assessments during the semester was very minimal. The results may provide insights to faculty and education policymakers at the institutional level on ways to design online learning to meet learning expectations.
Exploring Effects of Institutional, Interpersonal, &amp; Individual Communication on University Students&apos; Attitudes about Diversity and Institutional Belongingness
Author: Chattopadhyay, Dhiman
Date: 2022-00-00
Type: Journal Articles
Subjects: Intercultural Communication,State Universities,Student Attitudes,Undergraduate Students,Diversity,Student School Relationship,Equal Education,Inclusion,Organizational Communication,Interpersonal Communication,Student Surveys,Teacher Student Relationship,Peer Relationship,Institutional Characteristics,Minority Group Students,Barriers,Psychological Patterns,College Administration,Diversity (Faculty),Faculty Recruitment,Learning Activities,Intergroup Relations,Academic Achievement,Aggression,Interpersonal Competence,Systems Approach,Likert Scales

University campuses are critical spaces where the importance of diversity, equity, and inclusion (DEI) in society are discussed, and debated. However, even as campus communities across the world grow more diverse, higher education institutions are facing an existential crisis--high dropout rates, low enrollments, growing disenchantment with education, and issues of otherization, sexism, and racism on campus. It has never been more necessary for administrators, faculty, staff and all stakeholders to understand the role of effective institutional, intergroup, and individual communication in increasing students' university belongingness, and positively affecting their attitudes towards 'others.' Using the lens of systems theory and intergroup contact theory, this study analyzes how institutional, interpersonal, and individual level factors affect college students' attitudes about diversity, and their university belongingness. An online survey of 432 students from a midsized public university in the U.S. indicated that specific interpersonal communication (e.g., interactions with diverse faculty and peers), as well as institutional-level factors were positively correlated with student attitudes towards diversity. Results also indicated that microaggressions were a significant predictor of belongingness as were institution-level communication where students felt they had university support or when they felt their voices were heard. Other findings indicated that students of color felt less welcome on campus and reported lower university support than their Caucasian peers. Results highlighted both areas of hope, as well as key challenges for higher education administrators. Implications, including recommendations for student success, greater intercultural collaboration, and creating a more inclusive campus community, are discussed. Some key implications include the need to recruit more international and culturally diverse staff; offering DEI courses, regular DEI training of staff, and actively promoting campus activities that encourage greater intergroup contact.
Engaging with Poetry on the Wall: Inviting, Seizing, Intensifying, and Transforming Literary Engagements
Author: Höglund, Heidi
Date: 2022-08-22
Type: Journal Articles
Subjects: Poets,Poetry,Reading Lists,Teaching Methods,Art Education,Visualization,Dialogs (Language),Researchers,Universities,Performance,Visual Aids,Transformative Learning,Foreign Countries

This article adds to the discussion of arts-based approaches to teaching poetry by exploring an example of Poetry on the Wall and its potential for poetry education. Poetry on the Wall intertwines literary and visual elements by materializing and visualizing poetry in a physical environment. The study centers on the poem Reading List created and painted as a wall mural by the artist-poet Vidha Saumya. In relation to Reading List, the produced data encompasses a dialogue between artists, researchers, and educators, as well as the researchers' and educators' embodied engagement with the poem. Theoretically guided by a performative approach, this analysis suggests that the potential of Poetry on the Wall includes inviting, seizing, intensifying, and transforming literary engagements. Poetry on the Wall sets in motion a rethinking of poetry and where it can be found and created, contributing to the movement exploring alternative ways to reinvigorate poetry in education.
Learning to See: Generating Decolonial Literacy through Contemporary Identity-Based Indigenous Art
Author: Leddy, Shannon
Date: 2022-08-22
Type: Journal Articles
Subjects: Teacher Education Programs,Indigenous Knowledge,Art Products,Elementary Secondary Education,Racial Identification,Cultural Awareness,Indigenous Populations,Land Settlement,Inclusion,Foreign Countries,Canada Natives,Minority Group Students,Decolonization,Social Justice,Culturally Relevant Education,Consciousness Raising

This paper describes the findings of an exploratory study for a pilot program in teacher education that employs contemporary Indigenous art as a forum for increasing and enriching teacher confidence and agency in the meaningful inclusion of Indigenous content across K-12 curriculum. Building on a model of transformative education through dialogue, the phenomenological process for engaging with art presented in the pilot workshop asked participants to question not only their own assumptions about Indigenous art and artists, but also to examine assumptions about themselves within education. As such, the phenomenological depth of art explorations provides a mechanism for developing decolonial literacy, a pedagogy for antiracist and transformative education (Bacon, 2015; Curry-Stevens, 2007), and a means of creating ethical space (Ermine, 2007). Our question as researchers explores how the approach of looking at contemporary identity-based Indigenous art in the context of a larger dialogue around the colonial construction of Indigenous identity supports and encourages the sensitive inclusion of Indigenous content in school curricula. Our findings suggest that looking at the self-representations of contemporary Indigenous people can open up a dialogic space between settlers and Indigenous people in ways that encourage student teachers to think more deeply about their relationship with Indigenous peoples and how they might engage in a more inclusive curriculum with their own students.
Assessment of Female Students&apos; Perception and Integration of ICT Courses in Tanzania&apos;s Higher Education Institutions
Author: Innocent, Willy A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Females,Foreign Countries,Information Technology,Technology Integration,Computer Science Education,College Students,Enrollment Rate,Secondary Education,Barriers,Curriculum,Elementary Secondary Education,Career Guidance,Disproportionate Representation,Role Models,Gender Bias,Sex Stereotypes

Information and communication technology (ICT) is regarded as the key building block for accelerating development in the contemporary world. The rate of female integration in the ICT area continues to be low, despite the tremendous growth of science and technology. Using Mbeya University of Science and Technology as a case study, this study examined how female students perceive ICT courses in Tanzanian higher education institutions. A sample size of 203 female respondents, chosen at random, were included in the study. Purposive sampling, meanwhile, was utilized to select participants to gather qualitative data for this study. The results of the descriptive analysis of the collected data are presented using figures, tables, and percentages. According to the study findings, women enroll in higher education institutions in ICT fields at a relatively low rate. The low enrollment rate is exacerbated by a variety of challenges, including the lack of a stronger ICT curriculum from primary to secondary school and a lack of career guidance from parents/guardians. Accordingly, the study findings suggest that the government strengthen the ICT curriculum from primary schools to secondary schools. This will lay the foundation for encouraging female participation in the ICT field.
Co-Evaluating a Mobile Educational Tool Artifact in Tanzanian Higher Education: Teachers&apos; and Students&apos; Perspectives on Usability and User Experience
Author: Mwandosya, Godfrey Isaac
Date: 2022-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Business Administration Education,College Faculty,College Students,Administrators,Attitudes,Foreign Countries,Usability,Technology Uses in Education,Program Development,Program Implementation,Program Evaluation

This study reports on Part 2 of a co-evaluation process of a mobile education tool (MET) prototype artifact known as CBEMET, at the College of Business Education (CBE) in Tanzania. A preliminary co-evaluation of CBEMET was done only by teachers and students of one campus. In this study, the design science research (DSR) framework combined with the four-cycle model of Information System (IS) DSR is employed. The participants included 40 teachers, 542 students and 8 managerial staff from the four campuses of the CBE alongside 1 official from the Tanzania Commission for Universities (TCU) and 2 officials from the National Council of Technical and Vocational Education and Training. Focus group discussions were held and questionnaires were administered. Thematic analysis is used for the qualitative data analysis, whereas for the quantitative data analysis reports on means, standard deviation, and correlations. The findings reveal that CBEMET was able to assist with practical problems for both teachers and students and that the participants found the tool useful for innovative teaching and learning. CBEMET was also found to be motivating to use and improved the learning, especially in supporting self-regulated learning (SRL). This work contributes towards empirical applications of the four-cycle DSR.
Information Systems Integration for Better Decision Making in Tanzanian Higher Education Institutions
Author: Kayanda, Anna Mark
Date: 2022-00-00
Type: Journal Articles
Subjects: Information Systems,Decision Making,Usability,Foreign Countries,Intention,Higher Education,Influence of Technology,Costs,Technology Integration,Administrator Attitudes,Stakeholders

Different Information Systems (ISs) have been implemented in many Tanzanian higher education institutions (HEIs) but most of them are not integrated with each other. This study aimed to discover whether these HEIs consider integrated ISs useful in performing different operations especially in decision making. A modified Technology Acceptance Model (TAM) was used for the study of one HEI in Tanzania along with a mixed methods approach. Data collection was achieved through unstructured interviews, observation and a questionnaire. The qualitative data were analysed thematically, and four themes were formed. Descriptive statistics were also computed for analysis of the quantitative data, followed by a regression analysis for hypotheses testing. The findings indicate that technology (p &lt; 0.030) influenced the perceived ease of use but not cost (p &lt; 0.412). It was also found that performance has no influence on perceived usefulness (p &lt; 0.317). Both perceived usefulness ([beta] = 0.48, p &lt; 0.026) and perceived ease of use (p &lt; 0.022) were found to influence behavioral intention on using integrated ISs. This study is potentially useful to the Tanzanian HEIs to improve their ISs to make them more useful in decision support.
Bridging the Gap: Micro-Credentials for Development: UNESCO Chairs Policy Brief Form - Under the III World Higher Education Conference (WHEC 2021) Type: Collective X
Author: McGreal, Rory
Date: 2022-09-00
Type: Journal Articles
Subjects: Microcredentials,Open Educational Resources,Job Training,Employment Qualifications,Employers,Higher Education,International Cooperation,Institutional Cooperation,College Credits,MOOCs,Competence,Job Skills,Barriers,Partnerships in Education

This paper describes current trends and issues in implementing micro-credentials. The COVID-19 epidemic, combined with the increasing cost of higher education; employer concerns about graduate skills and competencies; increasing inequities in access; and student frustrations about lack of job opportunities have all been a catalyst for universities, colleges, independent credentialing agencies, and leaders of national qualification frameworks to rethink the broader credentials continuum in terms of open education and micro-credentials. Students desire more options at lower costs to combine their education and training for jobs. Employers want entry-level employees with better skills and capacity to learn. As a result, major colleges and universities are now actively engaged in granting and/or recognising micro-credentials. Standardising qualifications based on time competencies is an essential requirement for credit transfer among institutions. Micro-credentials are important in ensuring the acceptance and stackability of credentials from different institutions, while providing employers with a secure and unalterable permanent digital record of applicants' abilities to perform skills of high value in the workplace. The OERu (Open Educational Resources universitas) provides an example of how one international consortium is supporting SDG4: Education for All by implementing micro-credentials allowing for maximum transferability among institutions in different countries. The lesson for strategic leaders is simplicity. Micro-credentials should be well Integrated into current institutional programs, rendered easy-to-use with clear validation metrics, providing a value-added benefit for all stakeholders. A list of recommendations to institutions, governments, UNESCO and Non-Governmental Organizations (NGOs) is provided.