ethanporcaro/eric-fulltext-meta huggingface dataset:
Maximising PBL in Police Education: Why Understanding the Facilitator Role Is a Key Factor in Developing Learning for Police Problem-Solving
Author: Shipton, Brett
Date: 2022-04-00
Type: Journal Articles
Subjects: Problem Based Learning,Police Education,Problem Solving,Facilitators (Individuals),Teaching Methods,Teamwork,Skill Development,Learning Theories,Constructivism (Learning)

Historically, police educators delivering academy programs have overused traditional or teacher-centred methods as part of an authority driven command and control culture. In addition to being educationally unsound, this teaching approach has limited the development of the critical thinking skills needed for effective reform in the community policing era. Problem-based learning (PBL), a teaching method linked to social constructivist theory, has been widely advocated in recent years as an alternate teaching method in police academies to promote deeper and integrated learning of content, with the benefit of also developing problem-solving and teamwork skills. However, implementing learner-centred methods such as PBL can be challenging as it runs counter to traditional teaching cultures. Recent research into the teaching and development experiences of police educators by the author has discerned aspects of the facilitator role that can inform and maximise the impact of methods such as PBL. This paper synthesises an understanding of the facilitator role as described in these experiences with the underlying learning theory of Vygotsky's zone of proximal development (ZPD). This theoretical discussion is then applied via a proposed model of police learning to highlight the facilitation's role in developing problem-solving within a policing context.
&quot;Learning Nomad&quot; in Higher Education: Students&apos; Learning Patterns from Three Self-Designed Major Programs in Taiwan
Author: Lin, P.-C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Majors (Students),Undergraduate Study,Undergraduate Students,Student Attitudes,Self Management,Design,Independent Study,Human Capital,Self Concept

As higher education struggles to catch up with the constantly shifting social climate, many modern students are being left overwhelmed by the sheer volume of choices they are being offered in a phenomenon known as the &quot;tyranny of freedom&quot;. This issue is exacerbated when they do not have the appropriate guidance from either their parents or universities to build their own identity and find a suitable position in a functional society. Following the innovative education trend, a few top-ranking universities have started self-designed major programs, making themselves pioneers of experimental education in the traditional university system. The purpose of this study aims at discovering how Taiwanese self-designed major students organize their study maps from human and identity capital perspectives. Fifteen research participants were recruited from the three universities providing self-designed major bachelor programs and asked to participate in a semi-structured interview. The content analysis result outlines those students as &quot;learning nomads&quot; who break department or field boundaries to do interdisciplinary learning with clear goals by tracing their learning resources across borders. Three crucial outcomes have been found: first, identity capital mainly influences college entrance channel choices in regards to motivation and has a minor influence on how self-designed major students arrange their learning maps. Second, in regards to human capital, modularized and self-directed learning and the arrangement of theoretical and experiential knowledge do not work alone but together. Finally, learning guidance was found to be essential under the stress of tyranny of freedom.
Online Learning: How Does It Impact on Students&apos; Mathematical Literacy in Elementary School?
Author: Fauzi, Irfan
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Elementary School Students,Student Attitudes,Mathematics Skills,Grade 5,Elementary School Mathematics,Online Courses,Instructional Effectiveness,Barriers,Teacher Student Relationship,Parent Role,Access to Computers

This study aims to find out how to improve elementary school students' mathematical literacy in online learning during the COVID-19 Pandemic. This study uses a pre-experimental method with a one-group pretest-posttest design. The population in this study were grade 5 students in one of the sub-districts in Bandung. The sample used random sampling criteria with a total of 50 students. The instrument used a mathematical literacy test and an online learning perception questionnaire. The data analysis measures descriptive and inferential statistics using Microsoft Excel and SPSS version 25. The results show that online learning during the COVID-19 Pandemic is going well, although in its implementation, there are still various obstacles and problems. Based on the results of the t-test that the sig. is 0.000. So, there are differences in mathematical literacy skills before and after online learning during the COVID-19 Pandemic. This is also supported by the N-Gain score of 0.35 in the medium category. This research is expected to contribute to education to create effective online learning and improve mathematical literacy skills, especially in elementary schools.
Values Lost in Society in the Eyes of Teachers
Author: Koc, Sevgi
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Moral Values,Ethics,Social Media,Family Relationship,Values Education,Family School Relationship,Elementary School Teachers,Secondary School Teachers,Elementary Secondary Education,Foreign Countries

People's actions are governed by their values, beliefs, perspectives, and world views. There is so much diversity that everyone has or creates their own moral standards, principles, and values, making social cohesion difficult. We come to a dead-end when we evaluate different moral standards and value systems from the perspective of relativity and absoluteness. People acquire values first in the family and then at school. Therefore, teachers play a crucial role in helping students adopt values and moral standards. This study investigated teachers' views on values (especially lost values). This study adopted a qualitative research design (phenomenology). Data were collected using a semi-structured interview questionnaire developed by the researcher. The questionnaire consisted of six questions. The study sought answers to the following questions: What do teachers think about values and values education? What values do teachers think we have lost in society? Why do teachers think we have lost values in society? and How do teachers think we can get back the lost values? Participants viewed values as moral principles. They regarded values education as the type of education required for society to live in a healthy, harmonious, and peaceful way. They thought that we had lost the values of honesty, understanding, respect, etc. They believed that we had lost those values because of social media, changes in the institution of family, etc. They suggested that we provide students with values education courses and encourage school-family collaboration to get back the lost values.
Development of the Mathematical Problem-Solving Ability Using Applied Cooperative Learning and Polya&apos;s Problem-Solving Process for Grade 9 Students
Author: Yapatang, Lalita
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Grade 9,Mathematics Instruction,Problem Solving,Mathematics Achievement,Student Satisfaction,Foreign Countries,Secondary School Students,Instructional Effectiveness

The purposes of the study were 1) to investigate the effectiveness of the applied cooperative learning and Polya's problem-solving process on grade 9 students' mathematical problem-solving ability, 2) to compare grade 9 students' learning achievement before and after learning through the applied cooperative learning and Polya's problem-solving process, and 3) to study the students' satisfaction toward learning through the applied cooperative learning and Polya's problem-solving process. The participants were 18 grade 9 students in a Thai secondary school selected by the stratified random sampling method. The instruments were 1) an applied cooperative learning and Polya's problem-solving process learning management, 2) a mathematical problem-solving test, 3) a learning achievement test, and 4) a satisfaction questionnaire. The data were analyzed using percentage, mean score, standard deviation, one-sample t-test, paired-samples t-test, and effectiveness test with the criteria of 70. The results of the study indicate that 1) the learning management designed using the applied cooperative learning and Polya's problem-solving process was effective in developing students' mathematic problem-solving ability, 2) the students' learning achievement of surface area and volume in the posttest was higher, and 3) the students were satisfied with learning with the lesson plans using the applied cooperative learning and Polya's problem-solving process. The results could be applied in both mathematics classrooms and similar research study area of mathematics instruction.
System Architecture of Big Data in Massive Open Online Courses (BD-MOOCs System Architecture)
Author: Khajonmote, Withamon
Date: 2022-00-00
Type: Journal Articles
Subjects: MOOCs,Data Collection,Student Behavior,Computer Software,Learning Analytics,Prediction,Design

The system architecture of big data in massive open online courses (BD-MOOCs System Architecture) is composed of six components. The first component was comprised of big data tools and technologies such as Hadoop, YARN, HDFS, Spark, Hive, Sqoop, and Flume. The second component was educational data science, which is composed of the following four parts: EDM, ERS, AA, and S/II. The third component was a description of three basic elements of a big data system: data capture, management, and analysis. The fourth component was that MOOCs were classified as cMOOCs, xMOOCs, quasi-MOOCs, hMOOCs, and other related. The fifth component included the steps of MOOC development: design, delivery, and assessment. Finally, MOOCs present educational data science challenges such as analyzing student interactions, estimating dropout risk, grading, and making recommendations. Overall, the BD-MOOCs system architecture design was suitable at the highest level.
Stop Motion Animation for Preschoolers by Master Teachers
Author: Jitsupa, Jira
Date: 2022-00-00
Type: Journal Articles
Subjects: Animation,Preschool Teachers,Experienced Teachers,Preschool Children,Student Teachers,Story Telling

This research was conducted with the following aims: to enable master teachers to develop electronic tales for preschoolers using Stop Motion techniques according to the Early Childhood Imagineering Model (ECIM) process; to evaluate the quality of these electronic tales; to evaluate master teachers' ability to develop these tales; to evaluate the effect of master teachers' transfer of the development of electronic tales to early childhood education (ECE) student teachers; and to evaluate master teachers' satisfaction with their development of these electronic tales. The sample comprised 24 ECE instructors in higher education, who were selected as the master teachers, and 480 ECE student teachers. The findings revealed that the master teachers were able to develop 24 electronic tales for preschoolers using the Stop Motion technique according to the Early Childhood Imagineering Model (ECIM) process. They also indicated that the quality of the electronic tales, master teachers' ability to develop these tales and transfer their development to student teachers, and master teachers' level of satisfaction with the development of these electronic tales, were all at a high level.
Teaching in Tough Times: Examining EFL Teachers&apos; Perceptions of Online Learning Challenges in the Context of Higher Education in Saudi Arabia
Author: Saleh, Alaa Mamoun
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Higher Education,English (Second Language),Language Teachers,Teacher Attitudes,Barriers,Student Behavior,Cheating,College Faculty,College Students,Teaching Conditions

The global spread of online learning is noticeable and has further expanded due to the COVID-19 pandemic. Although this mode of learning is effective, several concerns have been raised by teachers. This qualitative study aimed to explore English as a Foreign Language (EFL) teachers' perceptions of the online learning environment in order to uncover the challenges they face while teaching online. To achieve this objective, semi-structured interviews were conducted with 25 EFL teachers from the Preparatory Year Program (PYP) at King Abdulaziz University (KAU) in Jeddah, Saudi Arabia to examine their perceptions of online teaching. The transcribed interviews were coded using NVivo®, after which a thematic analysis was employed to reveal the emerging themes. The results showed challenges related to four main themes: students; institution; teachers; and the system, as well as a number of sub-themes. This study found that the most significant challenge that EFL teachers faced in an online learning environment was related to students, specifically their participation, motivation, tendency to cheat during online exams, and not taking responsibility for their learning. Another major challenge was the result of copying face-to-face learning to the online learning environment without making suitable adjustments. This research also shed light on some of the negative consequences of online learning for EFL teachers; its findings could help institutions and policymakers to modify content and support teachers by training them to develop their online teaching skills.
A Comparative Study of News Tweets of Tham Luang Cave Rescue by Thai, American, British, and Australian Broadcasters
Author: Termjai, Mana
Date: 2022-00-00
Type: Journal Articles
Subjects: Content Analysis,News Reporting,Social Media,Foreign Countries,Text Structure,Grammar,Comparative Analysis

This research investigated the typical grammatical structures, topics, and address terms for the victims in the news of Tham Luang cave rescue on Twitter published by four broadcasters: Bangkok Post, CNN International, BBC World News, and ABC News. The sample was 454 news tweets posted by the broadcasters between June 25, 2018 and July 15, 2018. The instruments were a syntactic analysis table, a topic analysis table, and an address term analysis table. The results showed that (1) the most typical grammatical structure used in the news by all broadcasters, except BBC World News, was simple sentence, (2) the most frequently-addressed topics in Bangkok Post and BBC World News were settings, while those in CNN International and ABC News were victims, and (3) the most frequently-used address terms for the victims in the news by Bangkok Post and BBC World News were address terms associated with age and gender combination and those associated with occupation, while this frequency order was in reverse in the news by CNN International and ABC News. Certain statistically significant correlations were also witnessed. The findings provided insights into certain similarities and differences in typical grammatical structures, topics, and address terms in the news tweets posted by the four broadcasters, and they also reflected English-language news publication on Twitter in general.
The Effect of Environmental Education Learning for Enhancing Dam Management in the Northeast of Thailand Using Case Study-Based Learning
Author: Wongchantra, Prayoon
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Case Method (Teaching Technique),Planning,Natural Resources,Program Effectiveness,Knowledge Level,Student Attitudes,Ethics,Gender Differences,Undergraduate Students

The purposes of this research were to develop learning plans for dam management in the Northeast of Thailand using case study-based learning being efficient and effective, to study and compare the knowledge, attitude, and environmental ethics concerning dam management in the Northeast of Thailand before and after learning, and different gender. The sample was 72 2nd-year students in Environmental Education program, Faculty of Environment and Resources Studies, Mahasarakham University, being selected by purposive sampling. Research tools were learning plans for dam management in the Northeast of Thailand, knowledge test, attitude test and an environmental ethics test. The statistics used in the research were frequency, percentage, mean, standard deviation, Paired t-test, and One-way ANOVA. The results of the research were found that: 1) The efficiency of learning plans was equal to 86.38/84.17, and the effectiveness index of learning plans was 0.7466. It showed that the students increased knowledge and resulted in the students progressing from their studies as 74.66 percent. 2) After the learning, the mean score of knowledge, environmental attitude, and environmental ethics of students were significantly higher than before the learning at the 0.05. 3) There was no different knowledge, environmental attitude, and environmental ethics between students with an different gender.
Contributing Stressors to Online Language Learning Difficulties at King Saud University: Basis for Adaptive Teaching Methodologies
Author: Alkhatnai, Mubarak
Date: 2022-00-00
Type: Journal Articles
Subjects: Anxiety,Electronic Learning,Second Language Learning,Foreign Countries,College Students,Teaching Methods,COVID-19,Pandemics,Stress Variables,Barriers

The application of technology in education has become a trend in teaching and the focus of interest in multiple studies because of its various means of implementation. The COVID-19 pandemic has even amplified the need to adapt to different digital-related modalities, one of which is online learning. Although online learning has many benefits for teachers and students, it still poses numerous challenges for education stakeholders. The current study aims to analyze the stressors contributing to difficulties induced by online language learning as experienced by both the students and teachers at King Saud University (KSU). The study also aims to serve as a basis for developing adaptive teaching modalities. This study uses a mixed-descriptive quantitative and qualitative research method, with an open-ended question and a 5-point Likert scale questionnaire. The findings suggest that both the teachers and students frequently felt stressed by the identified contributing stressors and felt that online language learning was difficult for both clusters of respondents. Furthermore, the study concludes with the suggestion that the administrators should consider the needs of the teachers and students and offer them the necessary support to help alleviate the stress and difficulties they are experiencing with online language learning.
Pre-Service English Language Teachers&apos; Perceptions of a Good Language Teacher at the University of Technology and Applied Sciences (UTAS), AL-Rustaq, Oman
Author: Al Malki, Moza Abdullah
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Language Teachers,English (Second Language),Second Language Instruction,Teacher Competencies,Microteaching,Teacher Characteristics,Teacher Effectiveness,Teaching Skills

The study examines how the pre-service English language teachers at the University of Technology and Applied Sciences (UTAS)-AL-rustaq perceive the notion of a 'good language teacher' before and after they undertake microteaching practices. Qualitative research was employed to answer the main research questions of the study, which is what are pre-service teachers' perceptions of a good language teacher before and after experiencing microteaching? In order to answer the research question, semi-structured interviews for twelve pre-service English language teachers were conducted before and after the microteaching context. By employing the content analysis, the findings revealed that pedagogical knowledge is the best quality that pre-service English language teachers must possess at the UTAS-AL-rustaq. Personal qualities such as being a motivator, being kind, being enthusiastic and having a sense of humor were also perceived as important features of a good teacher from the participants' point of view. The powerful influence of the microteaching practice made the participants able to incorporate their background knowledge (the studied theories) into practice. This was clear from their interpretation of the concept of good language teacher from only personal qualities to more into teaching with good personal qualities. This, therefore, emphasizes the importance of this practical course in shaping more practical teaching identities over simply theoretical ones amongst the participants. It is hence recommended to increase the practical courses and allocate them towards the end of the pre-service teacher education programme. It is also recommended that the teachers of these courses focus on post-lesson discussions, and make a balance emphasis on the overall good teacher qualities in order for the pre-service English language teachers to see the importance of all qualities in the language classroom.
The Relief in the Context of the Teaching of Physical-Natural Themes in the Teaching of Geography
Author: Carvalho, Bruna Lima
Date: 2022-00-00
Type: Journal Articles
Subjects: Geography Instruction,Teaching Methods,Geographic Concepts,Textbooks,Physical Geography

This work aims to understand the importance of relief and how it is addressed in geography teaching. Supporting, including its different meanings. To carry out this work, a wide bibliographic research was carried out on the theme. As results it was possible to perceive that the theme relief presents a significant contribution to the student's education, in addition this theme can be studied at different levels and contexts, having the possibility of even relating to the reality of the student, in order to situate it and provide a critical and reflective thought of the environment in which it lives. It is concluded that the use of teaching practices auxiliary to the textbook are necessary for a significant predizing.
The Sudden Shift to Distance Learning: Challenges Facing Teachers
Author: Alenezi, Ebrahim
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Teacher Attitudes,Barriers,Educational Technology,Technological Literacy,Pedagogical Content Knowledge,Faculty Development,Foreign Countries,Intermediate Grades

This study explores challenges facing teachers in distance education programmes during the COVID-19 pandemic. Participants in this study are teachers from 8 intermediate schools in Kuwait. A convergent parallel mixed methods research design was used to collect survey and interview data. The study generates survey data from 215 teachers and interview data from 8 teachers to determine teachers' perceptions of the challenges they face. The findings of the study suggest that teachers are willing to use technology but lacked technological and pedagogical knowledge and were not prepared for making the sudden shift to distance education. The study highlights the importance of teachers' professional development in distance education. This study has implications for schools and policy makers who are forced to suddenly revert to distance learning during a pandemic.