ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Perspectives in Higher Education on Using Educational Technology during the COVID-19 Pandemic: Observations for Ghana, India, and Serbia
Author: Koruga, Nikola
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Higher Education,Educational Technology,COVID-19,Teaching Experience,Computer Uses in Education,Computer Assisted Instruction,Online Courses,Virtual Classrooms,Web Based Instruction,Distance Education,Access to Computers,Public Colleges,Online Surveys,College Faculty

Objective: The purpose of this research was to understand the significant changes and challenges regarding teaching experiences during the coronavirus (COVID-19) crisis in three universities, one each in Africa, Asia, and Europe. The study provides information on how teachers adapted to online teaching under COVID-19 conditions. Methods: We employed a descriptive phenomenology approach and used an online survey with open-ended questions to collect the data. Braun and Clarke's six steps of thematic analysis based on the traditions of descriptive phenomenology were employed to analyze the data. Results: The teachers' adaptive mechanisms to the COVID-19 crisis could be described through the following steps: identifying the teaching challenges, developing awareness of personal learning challenges, initiating the process of learning by doing, and recognizing the lessons learned. Conclusions: A global teacher's network could be established to encourage professionals from different fields of education to build conventional wisdom in the awareness of the need to constantly try out new strategies with cutting-edge technologies. Implication for Practice: The results provide evidence of ways that future reactions by higher education to global crises can be anticipated. Further, the research provides an understanding of teachers' adaptation strategies during the COVID-19 crisis. Complementary studies show that institutions should be prepared in terms of both material and human resources for emergency remote teaching (ERT), and students should also be prepared mentally and materially for such unprecedented online teaching delivery and learning. Findings of the present study point to the benefit of faculty using communities of practice as an environment for learning and adapting to emergency situations.
Middle Schoolers&apos; Book Selection and Reasons for Discontinuing Reading
Author: Karatay, Halit
Date: 2023-05-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Grade 5,Grade 6,Grade 7,Grade 8,Reading Material Selection,Reading Habits,Literary Genres,Aesthetics,Peer Influence,Teacher Influence,Family Influence,Language Usage,Barriers,Time,Public Libraries,Student Attitudes

In this qualitative research we employed the case study method to identify the factors that affect Turkish fifth to eight graders' selection of books to read and the reasons that cause them to stop reading the books they have selected. To identify those factors and reasons, data were collected from a total of 32 participating students who were selected using stratified purposive sampling. A group was formed for each grade. Each grade group included 8 students who borrowed books from public libraries and voluntarily participated in the study. The participants were interviewed using open-ended questions. Interviews revealed that in selecting books to read, the students considered theme, genre, and structural features such as title, cover design, author, publisher, and recommendations made by peers, teachers, and family members as criteria. The students also stated that the events and themes in the books, language features, font size, insufficient time to read, and the library's requirement to return a book in 15 days were the reasons to give up reading a selected book.
Sign Language Education in Pre-School: Prospective Pre-School Teachers&apos; Views about the Turkish Sign Language Course
Author: Pistav Akmese, Pelin
Date: 2023-05-00
Type: Journal Articles
Subjects: Sign Language,Preschool Education,Deafness,Preschool Teachers,Inclusion,Preservice Teachers,Student Attitudes,Teacher Education Programs,Elective Courses,Second Language Learning,Second Language Instruction,Native Language,Turkish,Foreign Countries,Educational Quality,Instructional Innovation,Instructional Effectiveness,Teacher Competencies,Language Usage,Teacher Student Relationship

Pre-school education is significant in the education of deaf children. The pre-school teacher is a gateway to realising the inclusion of deaf children in schools. In this study we investigated prospective pre-school teachers' opinions and thoughts about sign language in deaf children's education. In this descriptive study we employed the qualitative research method: semi-structured interviews were conducted with 16 prospective pre-school teachers who took the elective sign language course in the fall semester of the 2018-2019 academic year. The main themes obtained from the interviews were as follows: &quot;Quality in early childhood education&quot;, &quot;Innovative practices in teacher training&quot;, &quot;Inclusive education in the pre-school period&quot;, &quot;Effective teaching for deaf children&quot; and &quot;Sign language competence of teachers.&quot; The research findings suggest that prospective teachers must learn sign language that would contribute to their professional competence and that they would actively use sign language in their future professional lives.
Stressors, Coping Strategies, and Achievement during Teaching Practicum in a Nigerian Public University
Author: Osiesi, Mensah Prince
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Colleges,Preservice Teachers,Practicums,Stress Variables,Coping,Achievement,Predictor Variables,Sex

Objectives: This study assessed pre-service teacher stressors, coping strategies, and achievement during teaching practicum in a Nigerian public university. Method: The study adopted the quantitative case study approach. The population consisted of all 300-level students in the faculty of education in the university who had completed their teaching practicum for the first semester of the 2020-2021 academic session. The quota sampling technique was used in selecting a sample of 130 pre-service teachers. We analysed data using multiple regression. Results: Findings revealed the stressors and coping strategies, controlling for gender, did not significantly predict achievement in the teaching practicum. Several coping strategies and sources of stress were identified among student teachers. Conclusion: Although pre-service teachers in many Nigerian teacher training institutions report various stressors and coping strategies, these do not predict their achievement during practicum. Implication for practice: The results can be useful in curriculum planning and policy design, especially for methodologies of coping and overcoming the various stressors accruing from the teaching profession in general. For universities and colleges of education, teacher trainers have knowledge about the teaching practicum, stressors, and the various coping strategies to be considered and appropriated into pre-service teachers' training for optimal performance.
University Students&apos; First Online Exam Experience: Is It Stressful or Joyful?
Author: Abasli, Konul
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Psychological Patterns,Student Attitudes,Undergraduate Students,Foreign Countries,COVID-19,Pandemics,Distance Education

Objectives: The purpose of this study is to determine university students' views on online exams during the pandemic. The study was carried out with the participation of 15 undergraduate students studying at an engineering university in Azerbaijan. Methods: Interpretive phenomenology guided the study. Data were collected through semi-structured interviews and analyzed using content analysis. Results: Research findings showed that students experienced various problems in the online exam process. The inability to solve the technical problems encountered during exams and the perception that the instructors did not have sufficient knowledge about the conduct of the online exams made it difficult for the exam process to be carried out effectively. Conclusion: Research results indicated that students who are taking their first online exam bring attention to both the positive and negative aspects of the process and discuss both the advantages and disadvantages of online exams in this context. Implications: It is critical to develop infrastructure and train human resources at this point in order to easily adapt to different crisis situations that may arise in the future that require nontraditional assessment methods.
The Use of a Cooperative Approach to Enhance Learner Performance in Life Orientation
Author: Seherrie, A. C.
Date: 2023-05-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Student Centered Learning,Academic Achievement,Teaching Methods,Secondary School Teachers,Daily Living Skills,Pedagogical Content Knowledge,Teacher Collaboration

Education in the 21st century has had an evolutionary impact on teachers' teaching approaches in South African schools. Teachers are continuously faced with challenges in improving teaching and learning approaches in response to addressing the particular needs of a diverse group of learners. With this article we aimed to explore life orientation teachers' use of a cooperative teaching and learning approach to enhance learners' performance in secondary schools. A qualitative research design was employed with an interpretivist-constructivist paradigm to obtain the views of the secondary teachers who responded via face-to-face interviews. We employed purposive convenient sampling of seven (N = 7) teachers from the Northern Cape province in South Africa. Data were analysed using inductive thematic analysis and supported by the literature review and the theory underpinning this study. Findings of this study reveal that some teachers were favourably implementing cooperative teaching methods, despite the lack of resources and many other challenges they faced. School managers must infuse cooperative learning in their daily teaching praxis to ensure that teachers become confident and continuously employ this approach.
Effect of Teachers&apos; Charismatic Leadership Perceived by College Students on Their Entrepreneurial Intentions: The Mediating Role of Entrepreneurial Passion
Author: Li, Xiao-yan
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Entrepreneurship,Intention,Undergraduate Students,Teacher Student Relationship,Foreign Countries,College Students,Student Attitudes,Models,Correlation,College Faculty,Reliability,Validity

The present research examined the perceived teachers' charismatic leadership and entrepreneurial intentions of college students. Based on the theory of emotional contagion, this study proposes a mediating model of entrepreneurial passion between college students' perception of teachers' charismatic leadership and entrepreneurial intentions. A questionnaire survey was conducted in 420 college students in Jiangsu Province, China. The results showed that college students' perceived teachers' charismatic leadership had a significant positive effect on entrepreneurial passion. Moreover, perceived teachers' charismatic leadership of college students was found to have a significant positive predictive effect on entrepreneurial intentions, and entrepreneurial passion had a significant positive effect on entrepreneurial intentions. The mediation model analysis indicated that entrepreneurial passion played a partial mediating role between college students' perception of teachers' charismatic leadership and entrepreneurial intentions. The study results deepened our understanding of the inner influence mechanism of college students' perception of teachers' charismatic leadership and entrepreneurial intentions, in addition to providing a practical basis for college educators.
Science and Engineering Education as an Anchor in the Midst of a Changing World: The Case of COVID-19
Author: Lis-Hacohen, Ronit
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Education,Engineering Education,COVID-19,Pandemics,Undergraduate Students,Student Attitudes,Tests,Social Behavior,Time to Degree,Employment Potential,Labor Market,Foreign Countries

The discourse on science and engineering education focuses on ways of preparing students, as future employees, and global citizens. While this discourse deals with the purposes and characteristics of engineering education, it tends to neglect the students' perspectives. The purpose of this study was to provide insights into the perspectives of undergraduate science and engineering students with respect to six factors, during the COVID-19 pandemic: end-of-semester exams, financial situation, social life, extension of study duration, the future of the labor market, and how the world will look. A comprehensive questionnaire was distributed to all undergraduate students in a research science and engineering university in two consecutive academic years. Descriptive statistics and content analysis were applied. Our findings show that science and engineering students were mostly concerned about their end-of-semester exams. Their social life was the only factor that changed between the two periods in terms of the percentage of students who were concerned with it. As for the other factors, the percentage of students who were concerned about them remained comparatively the same in both academic years. The findings highlight the confidence students had during the pandemic, and demonstrate the resilience of science and engineering, especially in times of volatility.
Understanding the Impact of COVID-19 on Students in Institutions of Higher Education
Author: Davis, Tracy E. K.
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,COVID-19,Pandemics,School Closing,Electronic Learning,Distance Education,Stress Variables,Anxiety,Depression (Psychology),Student Attitudes,Social Support Groups,Educational Change

United States institutions of higher education (IHEs) transitioned to online learning in response to the COVID-19 pandemic, and guidelines to reduce risk of spreading or contracting the disease. This large scale, impromptu transition to online learning had implications for students, and IHEs. This study used a survey design to explore the impact of the COVID-19 pandemic on students in IHEs, including the impact of the move to online learning on students learning and well-being. Recruitment focused on college students in IHEs, with a sample drawn from 17 IHEs across America (n = 501). We developed a 91-question survey, to collect information regarding impact of COVID-19, and pandemic-related transition to online learning on participants, as well as participants' well-being. We measured student well-being using the following measures: the Generalized Anxiety Disorder Assessment (GAD-7), the patient Health Questionnaire (PHQ-9), Perceived Social Support scale (PSS), and Multidimensional Scale of Perceived Support (MSPSS). Students with disruptions to online learning were likely to be more stressed, and more anxious. About 88% of students reported facing disruptions to online learning from family members, friends, or pets. Overall, students reported moderate to high levels of stress, anxiety, and depression. And, relatively low levels of perceived social support. The impact of COVID-19 on college students and student learning are multifactorial and represent a combination of benefits and burdens. It is imperative that we take lessons learned for this pandemic and apply it to future learning.
Teacher Cooperation and Education Levels as Contributors of Teachers&apos; ICT Use
Author: Kiru, Elisheba
Date: 2023-05-00
Type: Journal Articles
Subjects: Teacher Collaboration,Technology Integration,Information Technology,Teaching Methods,Correlation,Cross Cultural Studies,Teacher Characteristics,Educational Attainment,Technological Literacy,Pedagogical Content Knowledge,Mathematics Instruction,Sociocultural Patterns,Kindergarten,Elementary Secondary Education,Trend Analysis,Educational Trends,Technology Uses in Education,Faculty Development,Organizational Culture,Foreign Countries,Administrator Surveys,Teacher Surveys,Teacher Attitudes,Institutional Characteristics

Globally, there is considerable investment in education technologies leading to increased attention from stakeholders (Trucano, 2017). For a deeper understanding about the implementation of various technologies, research is needed to examine how teachers are incorporating them in teaching and learning. This study focused on eight countries to examine how teachers used ICT in mathematics instruction and factors that contributed to ICT use. Results show that teachers' education levels and cooperation amongst educators are associated with ICT use in instruction. The paper includes recommendations and implications for practice and future research.
Transforming Rural Higher Education for the Postdigital Era
Author: Uleanya, Chinaza
Date: 2023-05-00
Type: Journal Articles
Subjects: Educational Change,Rural Education,Higher Education,Futures (of Society),Technology Uses in Education,Educational Policy,Literature Reviews,Developing Nations,Foreign Countries

Postdigital education has become a major subject receiving attention and consideration from various perspectives. For instance, there are crucial issues revolving around the meaning of &quot;postdigital&quot; in the context of education with regard to its implications for educational research and practice and its impact on the learning spaces of higher education, among other issues. However, the focus has been on education in general without any specific focus on rural higher education. Thus, the need to consider rural higher education in the era of postdigital education is pivotal, especially considering its peculiar nature. Hence, this study explores the transformation of rural higher education to fit into the postdigital era through the use of a review method. Relevant literature was reviewed from which themes were generated in the presentation of findings. The findings of the study show, among others, that there are misconceptions regarding the postdigital era and postdigital education--technologies taking over the entire teaching and learning spaces. However, the study also showed that, for rural higher education in the postdigital era, hybridity is pivotal. The study recommends, among other things, that policies promoting hybridity and discouraging the notion of technologies taking over the entire teaching and learning spaces should be made and implemented.
How Are Senior Citizens Capable to Cope with the World of Digital Natives?
Author: Westerholm, Hely
Date: 2023-06-00
Type: Journal Articles
Subjects: Older Adults,Coping,Information Technology,Social Isolation,Technological Literacy,Social Change,Adult Learning,Skill Development,Digital Literacy,Adult Education,Foreign Countries

This study discusses the continuously growing threat to senior citizens*), later called seniors, who can be isolated from society if their digital competencies and experiences are too poor in today's digital world. To cope with one's pursuits, seniors need to actively construct and maintain their capabilities in flexible ways in the world of digital devices in response to the changing vicissitudes of life. Thus, the claim above illuminates that learning from experiences is highly valued in the digital world. Seniors must closely consider the changes in the environment and flexibly respond to them as we live in a world of constantly unexpected incidents and changes. In the future, seniors are more and more expected to accept modernized and renewed digital systems to survive in everyday life. The results of this study indicate that the readiness, willingness, and ability to develop oneself digitally are influenced partly by the knowledge and skills resulting from the studies and work experience and partly by the necessity and force of the digital world. The global challenges call seniors for new directions in education and training. The outcome of this study helps digital trainers and specialists educate senior trainees on a curriculum basis in subjects requiring their digital skills. Consequently, seniors also want to be regarded as good citizens in this digital field.
Infusing Sustainability in Secondary School Economics Education
Author: Mizzi, Emanuel
Date: 2023-04-00
Type: Journal Articles
Subjects: Foreign Countries,Sustainability,Secondary Schools,Economics Education,Secondary School Teachers,Sustainable Development,Grade 9,Grade 10,Grade 11,Catholic Schools,Private Schools,Observation,Secondary School Students,Social Justice,Public Schools

This research article discusses the theme of the infusion of sustainability in school economics. It stems from the researcher's study that explores teaching and learning in secondary school economics in Malta. The underlying conceptual framework for this study is critical realism, which offers an understanding of the world that is real, but which may be differently experienced and interpreted by different observers (Alderson, 2021; Bhaskar, 1979; Fletcher, 2017). This paper draws upon observation sessions and interviews with fourteen economics teachers. The researcher used thematic analysis to analyze data (Braun &amp; Clarke, 2006) with the help of Nvivo software. The participants regarded education for sustainable development as a prominent theme. Furthermore, they educated their students to reflect on how their choices affected not only themselves but also others and cultivated an awareness of social justice in them. The considerations raised by this paper can assist teachers, teacher educators, and researchers in their reflections and efforts relating to enhancing the sustainability dimension in school economics education and other subjects.
One Size Does Not Fit All: A Comparison of White, Latinx, and Black Students&apos; Unadjusted and Adjusted GPAs in a College of Business of a Hispanic-Serving Institution
Author: Beer, Francisca
Date: 2023-02-00
Type: Journal Articles
Subjects: Racial Differences,Ethnicity,White Students,Hispanic American Students,African American Students,Grade Point Average,Minority Serving Institutions,Business Administration Education,Public Administration Education,Undergraduate Students,Student Characteristics,Socioeconomic Influences,Asian American Students,Multiracial Persons,Gender Differences

Because higher education creates more informed individuals, healthier citizens, social prestige, job satisfaction, and numerous other non-economic benefits, it is important that all members of society have opportunities for successful educational achievement. Using data for undergraduate students enrolled in a business college of a large Hispanic Serving Institution (HSI), this study documents the existence of an unadjusted GPA gap between White students and ethnic minority students. This study also shows that the unadjusted GPA gaps decrease when socioeconomic indicators are introduced in the analysis. The gaps continue to decrease when units are taken, transfer status, age, and student status are added to the analyses. Findings also show that although the differences between White and Latinx GPAs can be explained by the covariates used in the analyses, the same cannot be concluded for Black students. Adding the same covariates reduces the gaps but does not eliminate them. Latinx students thus appear to benefit more than Black from being enrolled in a HIS. To sum up, while a significant amount of the difference between White and Latinx students can be explained by differences in socioeconomic status and other factors introduced in the regression analyses, the same cannot be said about Black students. We think that this is an important outcome that deserves substantial investigation. One size does not fit all.