ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Mathematics at Distance: A Challenge for Universities
Author: Cassibba, Rosalinda
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,College Mathematics,Distance Education,Online Courses,COVID-19,Pandemics,School Closing,Educational Technology,Electronic Learning,Teaching Methods,Teacher Attitudes,College Faculty,Conventional Instruction

The focus of this research is how Sicilian state university mathematics professors faced the challenge of teaching via distance education during the first wave of the COVID-19 pandemic. Since the pandemic entered our lives suddenly, the professors found themselves having to lecture using an e-learning platform that they had never used before, and for which they could not receive training due to the health emergency. In addition to the emotional aspects related to the particular situation of the pandemic, there are two aspects to consider when teaching mathematics at a distance. The first is related to the fact that at university level, lecturers generally teach mathematics in a formal way, using many symbols and formulas that they are used to writing. The second aspect is that the way mathematics is taught is also related to the students to whom the teaching is addressed. In fact, not only online, but also in face-to-face modality, the teaching of mathematics to students on the mathematics degree course involves a different approach to lessons (as well as to the choice of topics to explain) than teaching mathematics in another degree course. In order to investigate how the Sicilian State university mathematics professors taught mathematics at distance, a questionnaire was prepared and administered one month after the beginning of the lockdown in Italy. Both quantitative and qualitative analyses were made, which allowed us to observe the way that university professors have adapted to the new teaching modality: they started to appropriate new artifacts (writing tablets, mathematical software, e-learning platform) to replicate their face-to-face teaching modality, mostly maintaining their blackboard teacher status. Their answers also reveal their beliefs related to teaching mathematics at university level, noting what has been an advantageous or disadvantageous for them in distance teaching.
Edmodo Use in ESP Writing: The Perceptions and Barriers of Sociology Students
Author: Sholikhi, Fu'ad
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Skills,Skill Development,Instructional Effectiveness,Technology Integration,Educational Technology,Web Based Instruction,Blended Learning,Sociology,College Students,Student Satisfaction,Student Motivation,Barriers,Foreign Countries,English for Academic Purposes,Second Language Learning

The teachers are expected to integrate technology into the classroom because today is the world of a computer. Edmodo is one of the educational websites that can facilitate the specific needs of Sociology students in writing. This research aimed to investigate the secondsemester Sociology students perceive the use of Edmodo as a medium in writing descriptive text and how Edmodo helps the students in developing their writing skills. Qualitative research was used by researchers through documentation, observation, and interviews with twelve Sociology students as participants at Islamic University of Balitar. This study took eight months to complete the analysis which included data reduction, display of the data, and analysis of Sociology students' data. The result showed that Edmodo was helpful in ESP class (writing class) because Edmodo enhanced Sociology students' writing, developed interaction, communication, and it promoted Sociology students' creativity in solving the writing task. The analysis of the result suggested that further researchers research motivation or behavior stages because this research only focused on the perception stage. Further researchers also suggested that further researchers revise the research instruments.
Conjuring up the Correspondence of High-School Students&apos; Self-Determination and Classroom Climate with Reading Achievement
Author: Joulide, Shahrbanoo
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Adolescents,Student Motivation,Personal Autonomy,Classroom Environment,Social Environment,Affective Behavior,Reading Achievement,Reading Comprehension,Time Management,Teacher Role,Psychological Needs,Foreign Countries,Correlation

A prevalent goal of education in schools is reading comprehension enhancement. Therefore, a critical issue in educational psychology is investigating the factors contributing to increase the reading achievement including both classroom climate and self-determination. This study explored the relationships of Iranian High School students' self-determination and classroom climate with their reading achievement. 150 Iranian (male and female) students from Sama and Fazele high schools in Mashhad were selected through convenience sampling. The instruments were IOWA self-determination, Classroom Climate Questionnaires, and a validated researcher-made test. It was a type of quantitative and correlational research. Results revealed a significant and positive relationship between self-determination and reading ability. They also showed that among the six subscales of the self-determination, financial management had a significant relationship with the reading achievement scores of students. However, the emotional independence of peers had a negative correlation with the reading achievement scores of students. The results showed that teachers' skill in orienting tasks can enhance reading achievement score and make the classroom climate more motivating. This study has potentially helpful implications for English language teachers, English institutes, and students. Teachers can enhance student's self-determination by providing a friendly classroom environment and indirectly boost the students' reading score.
Use of Augmented and Virtual Reality in Remote Higher Education: A Systematic Umbrella Review
Author: Nesenbergs, Krisjanis
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Higher Education,Foreign Countries,Program Effectiveness,Academic Achievement,Interaction,Kinesthetic Methods,Computer Assisted Testing,Grades (Scholastic)

In this systematic umbrella review we aggregate the current knowledge of how virtual and augmented reality technologies are applicable to and impact remote learning in higher education; specifically, how they impact such learning outcomes as performance and engagement in all stages of higher education from course preparation to student evaluation and grading. This review was done as part of a state wide research effort of Latvia, to mitigate the impact of COVID-19 and specifically to provide a framework for a technological transformation of education in this context. In this work we search the Scopus and Web of Science databases for articles describing the use of virtual and/or augmented reality technologies in remote learning for higher education and their impact on learning outcomes. We identified 68 articles from which, after multiple screening and eligibility phases, nine review articles were left for extraction phase in which 30 structural elements with corresponding interventions and measured effects were extracted. Of these, 24 interventions had a measured effect on student performance (11 positive, seven negative, six no impact) and six interventions had a measured effect on student engagement (all six positive).
Strategies for Flipped Learning in the Health Professions Education in South Korea and Their Effects: A Systematic Review
Author: Park, Jung Hee
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Flipped Classroom,Allied Health Occupations Education,Nursing Education,Practicums,Program Effectiveness,Student Satisfaction,Student Motivation,Information Literacy,Critical Thinking,Learning Activities,Problem Solving,Undergraduate Students,Teaching Methods

This study aims to identify and synthesize recent literature on the effect and strategies of flipped learning in the health professions education. Participant-intervention-comparator-outcome (PICO) strategies were used to identify articles from published peer-reviewed papers from January 2017 to March 2020 in Korea Med, Korean Citation Index, National Digital Science Library, and Korean Studies Information Service System. Of the 83 screened articles, 10 published articles met all the inclusion criteria. Most of articles targeted nursing students and focused on practicum classes. The effects of flipped learning were measured based on satisfaction, self-motivated learning, information literacy, and critical thinking disposition. Further, pre-class, in-class, and post-class activities were analyzed. The findings revealed that flipped learning improved class performance, overall evaluation, self-motivated learning, self-efficacy, and problem-solving abilities. The study suggests implementing a tailored flipped learning design based on class characteristics and appropriate post-class activities for enhancing students' learning abilities.
Simulators in Educational Robotics: A Review
Author: Tselegkaridis, Sokratis
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Robotics,Educational Technology,Computer Interfaces,Programming Languages,Technology Uses in Education,Elementary Secondary Education,Higher Education

Educational robotics (ER) seems to have a positive effect on students and, in many cases, might help them to successfully assimilate knowledge and skills. Thus, this paper focuses on ER and carries out a literature review on educational robotics simulators with Graphical User Interfaces (GUIs). The review searches for relevant papers which were published in the period 2013-2020 and extracted the characteristics of the simulators used. The simulators that we describe in this article cover various robotic technologies, offering students an easy way to engage with virtual robots and robotics mechanisms, such as wheeled robots or drones. Using these simulators, students might cover their educational needs or prepare themselves for educational robotic competitions by working in as realistic as possible conditions without hardware restrictions. In many cases, simulators might reduce the required cost to obtain a robotic system and increase availability. Focusing on educational robotics simulators, this paper presents seventeen simulators emphasizing key features such as: user's age, robot's type and programming language, development platform, capabilities, and scope of the simulator.
Exploring Chemistry Professors&apos; Methods of Highlighting the Relevancy of Chemistry: Opportunities, Obstacles, and Suggestions to Improve Students&apos; Motivation in Science Classrooms
Author: George, Anna
Date: 2021-00-00
Type: Journal Articles
Subjects: Chemistry,Science Teachers,College Faculty,College Science,Undergraduate Students,Preferences,Value Judgment,Teaching Methods,Curriculum Implementation,Story Telling,Relevance (Education),Scientific Concepts,Science and Society,Science Interests,Student Motivation,Barriers,Foreign Countries

This study focused on inquiring into undergraduate chemistry professors' efforts in North America to increase student motivation and interest in the subject and the feasibility of methods that connect students to real world applications and societal issues related to chemistry. A survey was distributed to chemistry instructors at post-secondary institutions across the United States and Canada asking about the usage of methods and tools to deliver content aiming at raising students' perception of the relevance of learning chemistry (N = 124). The instrument also asked about instructors' perceptions related to assessment, as well as their perception of how their students value the integration of socio-scientific issues into the curriculum. A chi-squared analysis was performed to identify groups of individuals whose responses were disproportionate, compared to the distribution of responses from the sample, in order to identify any unique occurrences. In general, the usage of real-world applications and socio-scientific issues in post-secondary chemistry courses tends to be related to instructors' value of the role of these topics in their courses, comfort level with the topics, and preferred approaches to developing and implementing the course materials.
How Silence Facilitates Verbal Participation
Author: Bao, Dat
Date: 2020-00-00
Type: Journal Articles
Subjects: Verbal Communication,Student Participation,College Students,Foreign Countries,Cognitive Processes,English (Second Language),Second Language Learning

The article reports a qualitative-quantitative case study of 239 Vietnamese university students' perspectives on the effects of their silence on the formulation and quality of their talk. It presents participants' voices with regards to whether and how their silent thinking influences verbal communication in the English language classroom and discusses the dynamics of productive learning strategies that would benefit the quality of speech. Data from an open-ended questionnaire reveal insights into students' silent and verbal learning with a focus on the logical relationship between the two modes. Three findings coming out of this project include different nuances of the silent learning behaviour, the frequency of success in producing speech after mental processing practice, and a range of practical strategies that helps turn thoughts into verbal output. The study unpacks the importance of silence as autonomous learning and proposes relevant classroom activities for more rewarding outcomes.
Constructive Alignment of Assessment Practices in English Language Classrooms
Author: Genon, Lynrose Jane Dumandan
Date: 2020-00-00
Type: Journal Articles
Subjects: Alignment (Education),Second Language Learning,Second Language Instruction,Teaching Methods,English (Second Language),Elementary School Students,Evaluation Methods,Learning Motivation,Lesson Plans,Benchmarking,Standards,Language Tests,Academic Achievement,Foreign Countries,Language of Instruction,Learning Processes,Multiple Choice Tests,Student Evaluation

This qualitative study identified the language assessment practices in terms of purpose, type, and timing in four elementary language classes in the Philippines. It then evaluated the constructive alignment and content validity of the assessment and described how the constructive alignment reflects the quality of teaching and learning in these language classrooms. Findings revealed that the assessment practices are entrenched in the teachers' pedagogy serving various purposes (like monitoring, facilitation and motivation) other than evaluation. Generally, the assessment content and tasks show alignment to targeted learning goals. Several assessments, however, do not target the intended skill but rather tapped on the sub-skill, and they reveal alignment issues as well as teaching-learning conditions in the classrooms. Findings uncover, albeit a snapshot, of the gaps not only in assessment practices, but also in the articulation of curriculum goals leaving teachers to interpret and operationalize these on their own. These issues affect the students' achievement since alignment affects achievement and opportunity to learn is at optimum levels when lesson plans are aligned with benchmarks, standards, and assessments, thus increasing academic achievement.
The Moderating Effect of Gender Equality and Other Factors on PISA and Education Policy
Author: Campbell, Janine Anne
Date: 2021-00-00
Type: Journal Articles
Subjects: Sex Fairness,Educational Policy,Foreign Countries,Comparative Education,Achievement Tests,Secondary School Students,International Assessment,Income,Socioeconomic Status,Individualism,Test Results,Academic Achievement,Scores,Mathematics,Reading,Sciences

Globalisation and policy transfer in education make it incumbent upon decision makers to prioritise among competing policy options, select policy initiatives that are appropriate for their national contexts, and understand how system-specific factors moderate the relationship between those policies and student outcomes. This study used qualitative comparative analysis and correlational analyses to explore these relationships with publicly available data on socio-economic, cultural, and education conditions, and their association with PISA 2015 results in 49 countries. Findings show that gender and income equality, human development, and individualism were outcome-enabling conditions for PISA 2015 results, and gender equality was the most consistent of these conditions. These factors significantly moderated the relationships between education policy and PISA results. Implications for the identification of meaningful peer countries for comparative educational research, policy transfer, and the future expansion of PISA are discussed.
Varying Strategies to Maximize the Effectiveness of ELT: Lessons from Training Sessions
Author: Milal, A. Dzo'ul
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Mastery Learning,Teaching Methods,Learning Processes,Classroom Techniques,Instructional Effectiveness,Class Activities,Teacher Educators,Junior High School Teachers,Language Teachers,Foreign Countries,Faculty Development,Instructional Materials

Several factors determine the effectiveness of language learning, one of which is the variety of strategies carried out by the teacher in the teaching and learning process. Defined as any efforts made to maximize the learning achievements, strategy encompasses material development, classroom management, and teaching techniques. The question is in what ways the teacher implements such a variety, and what the effect is. This study used a descriptive technique in the sense that it described the existing phenomenon as it was without giving any treatment to bring about the data. It was conducted in an in-service teacher training which aimed to improve the trainees' mastery of ELT strategies and the teaching language. The data were collected using questionnaires, observation, documentation, interviews, and reflection. The subjects were the trainers and the teacher trainees who have mixed language abilities and teaching experiences. Having been collected, the data were analyzed by classifying the topically relevant facts, displaying them, scrutinizing their interconnections, and drawing some conclusive points. The findings show a range of varieties was employed during the training process, covering the use of diverse materials, fun classroom activities, learner-centered approach, affect-lowering classroom management, and varied interaction patterns. As effective learning is dependent on the fresh minds, teachers should always strive to prevent their students from exhausting monotony.
The Continuous Intention to Use E-Learning, from Two Different Perspectives
Author: Saeed Al-Maroof, Rana
Date: 2021-00-00
Type: Journal Articles
Subjects: Intention,Electronic Learning,Adoption (Ideas),Technology Integration,Integrated Learning Systems,Teacher Attitudes,Student Attitudes,College Students,College Faculty,Public Colleges,Self Efficacy,Pedagogical Content Knowledge,Technological Literacy,Usability,Value Judgment,Organizational Climate,Student Motivation,Foreign Countries

During the recent vast growth of digitalization, e-learning methods have become the most influential phenomenon at higher educational institutions. E-learning adoption has proved able to shift educational circumstances from the traditional face-to-face teaching environment to a flexible and sharable type of education. An online survey was conducted, consisting of 30 teachers and 342 students in one of the universities in the United Arab Emirates. The results show that teachers' and students' perceived technology self-efficacy (TSE), ease of use (PEOU), and usefulness (PU) are the main factors directly affecting the continuous intention to use technology. Instructors' technological pedagogical content knowledge (TPACK) and perceived organizational support (POS) positively affect the intention to use the technology, whereas students' controlled motivation (CTRLM) has a greater influence on their intention to use the technology, due to the type of intrinsic and extrinsic motivation that they have and which they can develop throughout the process of learning. The findings support the given hypotheses. In addition, they provide empirical evidence of a relationship between perceived organizational support and perceived pedagogical content knowledge. In fact, they are considered the key factors that support the use of technology continuously.
A Study Comparing Intrinsic Motivation and Opinions on Learning Science (Grades 6) and Taking the International PISA Test (Grade 9)
Author: Teppo, Moonika
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Student Attitudes,Attitude Change,Value Judgment,Preferences,Competence,Relevance (Education),Science Education,Secondary School Students,Grade 9,Grade 6,Adolescents,Age Differences,Intellectual Disciplines,Science Interests,Foreign Countries,Achievement Tests,International Assessment

Research findings indicate a decline in students' motivation towards science learning through grade levels. However, there is a lack of studies investigating students' motivation comparing learning between science subjects and at different school levels. Using self-determination theory as a framework, this study compares perceived changes in intrinsic motivation and student opinions on the relevance of learning science themes among students in grades 6 and 9 (the end of compulsory schooling). To explore such learning, a multidimensional validated instrument is developed and used to collect empirical data from 2673 grade 6 students and 848 grade 9 students. Results from this research indicate statistically significant subject differences regarding sub-components of intrinsic motivation and a declining trend in students' opinions on the sub-scales of relevance for learning science themes with age. The results further indicate that grade 6 students report significantly higher science-related intrinsic motivation compared with grade 9 students. Suggestions and implications for practice and the potential impact on PISA science studies are discussed.