ethanporcaro/eric-fulltext-meta huggingface dataset:
The Implementation of Mathematical Problem-Based Learning Model as an Effort to Understand the High School Students&apos; Mathematical Thinking Ability
Author: Mustafa, Sriyanti
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Skills,Program Implementation,Problem Based Learning,Thinking Skills,Secondary School Mathematics,Models,High School Students,Problem Solving,Foreign Countries

The ability to think mathematically includes many mental activities which involve the workings of the brain. To describe students' mathematical thinking ability, one of the efforts that can be done is to apply the mathematical problem-based learning model. It involves students to solve a problem through scientific method stages, so that students can learn the knowledge related to the problem and also have the ability to solve the problem. This study aims to describe students' mathematical thinking ability through Mathematical Problem-Based Learning Model.This type of research is qualitative. The subjects of the study were senior high school students in the city of Parepare. The data collections were conducted by observing the learning process in class and giving the assignment/test to the students. The collected data were then analyzed qualitatively. Based on the results of research and discussion it is concluded that the students ability to think have sequences in the activities of mathematical thinking with the application of mathematical problems-based learning model. Therefore, the students' mathematical thinking ability is described as follows: (1) identification stage of the problem, (2) the grouping stages, and (3) drawing conclusions.
Model of the Mediating Teacher in Distance Learning Environments: Classes That Combine Asynchronous Distance Learning via Videotaped Lectures
Author: Ben-Chayim, Aryeh
Date: 2019-01-00
Type: Journal Articles
Subjects: Distance Education,Educational Technology,Technology Uses in Education,Faculty Development,High School Students,Secondary School Teachers,Asynchronous Communication,Lecture Method,Video Technology,Training,Teacher Competencies

The study was based on Observing Mediational Interactions (OMI), Klein's method for analyzing mediating interactions between teachers and students (Klein, 1988; Klein, Raziel, Brish, &amp; Birenbaum, 1987; Klein, Weider, &amp; Greenspan, 1987). The aim of this study was to propose a change in the distance learning method and the function of the teachers and to examine a model of a Mediating Teacher in the classroom in addition to the teacher teaching from a distance. The study included two groups of teachers, teachers who received training for mediated teaching and teachers who did not receive such training. The study compared the characteristics of the mediating interaction between teachers and students in high school classes (tenth to twelfth grade) that include asynchronous distance learning, in which a mediating teacher is present in the classroom in addition to an expert teacher who teaches from a distance via videotaped lectures. The findings indicate that teachers who had training for mediated teaching in the classroom in an asynchronous distance learning environment were better mediators than teachers who did not receive such training. The students' evaluated the mediating teaching was higher, the dialog between teachers and students was longer, and of a higher quality and the students internalized some of the principles of mediating.
A Review of the Major Varieties of English Language
Author: Han, Ligang
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Variation,English (Second Language),Second Language Learning,North American English,Language Usage,Pronunciation,Vocabulary,Grammar,Sociolinguistics,Foreign Countries,English,Contrastive Linguistics

English is clarified as a Germanic language, and it began in what is now the British-Isles. After years of development, English language has many varieties in different parts of the world. Different varieties differ in accent, vocabulary, grammar, discourse, sociolinguistics, and have its respective characteristics in pronunciation, tone, intonation, spelling and so on. Therefore, it is important for English language learners to observe the differences in language use. The present paper is an attempt to explore the regional characteristics of the two most commonly used varieties of the English Language--British English and American English. It is concluded that there will be intercommunications which will make the regional differences mild and easily understood. However, some differences may disappear, the others will remain so.
The Relationship between Students&apos; Personalities and Their Perception of Online Course Experiences
Author: Rios, Tetyana
Date: 2019-01-00
Type: Journal Articles
Subjects: Student Characteristics,Personality Traits,Online Courses,Correlation,Student Attitudes,Interpersonal Relationship,Student Experience,Predictor Variables,Undergraduate Students

Minimal research is available in the literature about the relationship between student personality, based on the Big Five model, and online course experiences, based on the Community of Inquiry framework. It was hypothesized in this study that the five personality factors of extraversion, agreeableness, conscientiousness, neuroticism, and openness correlate collectively or singularly to students' perceptions of social, cognitive, and teaching presence in an online class. The study sample consisted of N = 372 students enrolled in online University Success courses. The majority of students were females (73.7%), and males made up 24.7%. Four (1.1%) students did not report their gender, and one student self-reported as transgender (&lt; 1%). The age range was 18-65 years, with a mean age of 35.58 (SD = 10.58) years. The statistical analyses included bivariate correlation, standard multiple linear regression, and ordinal regression analyses. The findings demonstrated that relationships existed between student personality and online educational experiences, where the personality factors of conscientiousness (p &lt; 0.001) and openness (p &lt; 0.01) were the two individual predictors that consistently and significantly predicted students' perceptions of social, cognitive, and teaching presences in an online class. The findings from this study add to the emerging literature about the influence of student personality on the way students perceive their educational experiences in online classes.
A Blueprint for Executing Instructor-Student Interactions in the Online Classroom Using Marketing Touchpoints
Author: Hicks, Nancy
Date: 2019-01-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Interpersonal Communication,Communication Strategies,Interaction,Student Satisfaction,Online Courses,Educational Technology,Technology Uses in Education,Computer Mediated Communication,Electronic Mail,Telecommunications,Handheld Devices

Communicating with students is one of the most important responsibilities for faculty in an online course. It can also be a puzzling process. Having a &quot;communication plan&quot; and understanding effective email strategies, along with proper timing and frequency of communicating with students, are all important pieces of this puzzle. We propose using &quot;touchpoints&quot; in designing a communication plan. This article provides a blueprint of touchpoints as well as best practices for more effective emails for connecting with online students. The blueprint identifies key student touchpoints and provides actionable communication interactions for each touchpoint. These improved strategies can increase instructor-student engagement, student learning, and student satisfaction.
Two Pedagogical Models of Video Integration in Multiparticipant Courses
Author: Seifert, Tami
Date: 2019-01-00
Type: Journal Articles
Subjects: Educational Sociology,Video Technology,Teaching Methods,College Students,Student Attitudes,Lecture Method,Cognitive Style,Preferences,Attendance,Content Analysis,Learning Experience,Student Needs,Web Sites,Computer Assisted Instruction,Technology Integration,Foreign Countries,Comparative Analysis,Course Descriptions

To respond to needs arising from the field and institutional constrictions, various video-integrated teaching methods were offered to students in multiparticipant courses. Two hundred ninety-five students studying in two Sociology of Education courses agreed to participate in the research. One hundred sixty-two students participated in Course 1, in which all the lectures were recorded and three studio recordings were included in the course. One hundred twenty-three students participated in Course 2, in which only two lectures were recorded and four studio recordings were included in the course. The study aimed to identify the students' learning preferences, their attitudes regarding the use of video recording, and the extent to which recorded lectures influenced attendance. Students' video use patterns and attitudes were elicited from an online questionnaire, including 17 closed-ended questions and two open-ended questions. Quantitative data were analyzed with SPSS software and responses to open-ended questions underwent content analysis. The findings indicated that the students saw video-assisted learning as a positive experience that helped them to understand the learning materials. The recordings of the lectures that were uploaded to the course site responded to various student needs. These conclusions are significant given the intention to use video technology to improve teaching, provide improved teaching-learning experiences, and inform construction of video-assisted pedagogical models in teaching.
The Design and Impact of the Pedagogical Agent: A Systematic Literature Review
Author: Martha, Ati Suci Dian
Date: 2019-01-00
Type: Journal Articles
Subjects: Instructional Design,Teaching Methods,Student Behavior,Online Courses,Electronic Learning,Learning Motivation,Outcomes of Education,Computer Assisted Instruction,Computer Simulation

A pedagogical agent is an anthropomorphic virtual character used in an online learning environment to serve instructional purposes. The design of pedagogical agents changes over time depending on the desired objectives for them. This article is a systematic review of the research from 2007 to 2017 related to the design factors of pedagogical agents and their impact on learning environments. The objective of this review is to identify and analyze pedagogical agents through the context in which they are constructed, the independent variables used in pedagogical agent research, and the impact of the pedagogical agent implementation. The review found that research on the design of pedagogical agents has different forms, namely text, voice, 2-D character, 3-D character, and human. The independent variables used in the studies are categorized into the appearance of agents and the role of agents. Moreover, the combination of pedagogical agent designs and role designs of pedagogical agents has significant positive impacts on student learning and student behavior. Recommendations are also provided at the end of this review.
Building Learning Path of Mathematical Creative Thinking of Junior Students on Geometry Topics by Implementing Metacognitive Approach
Author: Fauzi, Kms. M. Amin
Date: 2019-00-00
Type: Journal Articles
Subjects: Creative Thinking,Geometry,Metacognition,Prior Learning,Foreign Countries,Junior High School Students,Grade 8

Mathematical creative ability is one of the most important skills students must have to process the information provided in resolving the problem. Before using mathematical creative skills, prior knowledge becomes the most crucial thing that allows students to connect all existing information so that they can construct new knowledge through assimilation or accommodation processes. The process of forming mathematical concepts with metacognitive questions that might be carried out by students causes a metacognitive process in students that will affect their mathematical behavior. The purpose of this study is to (1) analyze prior knowledge of what students miss or forget so that they have difficulty to answer the given geometry problem, (2) how the learning path of creative thinking of students with the application of metacognitive approach. This type of research is Design Research to improve the quality of learning. This type of research is research design, data collection techniques .The researcher gave 2 geometry questions to 38 8th graders selected randomly in SMP Medan city. Questions given are tailored to Cognitive level 4 (C4) for questions 1 and C5 for question 2 based on Bloom's taxonomy. Data analysis techniques are descriptive qualitative.This study shows that prior knowledge becomes important to build students' mathematical creative ability to gain new knowledge, especially in the field of geometry. The most problematic topics that make it difficult for them to understand geometry are the area of the rectangle and the cube webs. In dividing the rectangle into two equal parts, students still have not created another form of flat build or have not been able to get out of the rectangular pattern or exactly the same as the available problem. There are five phases of learning trajectory of hierarchically creative mathematical thinking, which is orientation to problem, problem solving plan, plan realization, previous knowledge mastery / concept of mathematical creativity and evaluation of result obtained. Students do metacognition on the learning path of creative thinking in a comprehensive way from evaluation to planning, action to the formation of prior knowledge and selection of creative ideas. From these explanations, it is important that teachers need to ensure students have enough prior knowledge to make it easier to construct new knowledge, as well as to make learning fun and meaningful so that students will remember knowledge in long-term memory.
Building Relationships and Increasing Engagement in the Virtual Classroom: Practical Tools for the Online Instructor
Author: Martin, Jeffrey
Date: 2019-01-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Teaching Methods,Teacher Student Relationship,Classroom Techniques,Learner Engagement,Video Technology,Higher Education

Online education is rapidly increasing in popularity across the globe. Instructors and professors struggle to engage with and build meaningful relationships with online students in the same manner as onground students, and without this critical component in place, online students report a lack of interest, and thus, they produce a lower quality of work and report less overall satisfaction. There are a host of tools and strategies that may be used by the online instructor to build meaningful relationships with students and increase these satisfaction levels. This article discusses multiple approaches using both basic and technological tools to manage the online classroom. These tactics reach out to the online student, build these important relationships, and create a greater sense of satisfaction and produce a higher level of work by the online student.
Developing and Designing Open Border Teacher Education Programs: Case Studies in Online Higher Education
Author: Duesbery, Luke
Date: 2019-01-00
Type: Journal Articles
Subjects: Teacher Education Programs,Case Studies,Electronic Learning,Higher Education,Distance Education,Teacher Education,Program Development,Online Courses,Special Education,Special Education Teachers,Masters Programs,Reading Programs,Masters Degrees,Inclusion

Online classes in teacher education are becoming more common in higher education in the United States as universities realize that the same outcomes can be achieved without requiring preservice and in-service teachers to enter a physical classroom. This provides savings to both the student and university and fosters broader access to higher education and teacher education. In this series of case studies, we highlight both practical and innovative approaches as we analyze and discuss our experiences building and implementing online teacher education programs. We describe three new online programs on the west coast of the United States: a master's degree in teaching in California, a reading endorsement program in Oregon, and a credential program in special education in Washington State. We discuss the initial program outcomes and the lessons learned to help guide teacher educators, administrators, and researchers in institutes of higher education. We culminate with five general recommendations for those considering program change or creation.
Building Learning Trajectory Mathematical Problem Solving Ability in Circle Tangent Topic by Applying Metacognition Approach
Author: Mukasyaf, Fikri
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics,Problem Solving,Grade 8,Mathematics Instruction,Middle School Students,Junior High School Students,Metacognition,Foreign Countries,Prior Learning,Geometric Concepts,Geometry

Mathematical problem solving ability is one of the most important abilities students must have to process the information provided in solving problems. Before using mathematical problem solving skills, prior knowledge becomes the most crucial thing that makes students able to connect all available information so that they can construct new knowledge through the process of assimilation or accommodation.The purpose of this reseach is to:(1) Analyze prior knowledge what student has so the student can solve the problem of tangent circle given; (2) Know how learning trajectory in student's mathematical problem solving ability by applying metacognition approach. This reaseacrch is a design research to improve the quality of learning. In this reseacrh researchers gave 3 test questions on students' mathematical problem solving abilities. One trial was conducted in class VIII-B and trial II was conducted in class VIII-A, each consisting of 30 students junior high school. The result of students answer analysis shows the mast problematic topic that makes the studnts are difficult to solve the problem is about the tangent cicrcle that is the elements of the circle and the concept of circle circumtance there are three phased in learning path of students mathematical problem solving skill that are under standing the problem, making the problem solving plan by prrior knowledge and doing problem solving and evaluating it. From this explanation, it is better for teachers to ensure students have sufficient prior knowledge to make it easier to construct new knowledge, as well as make the learning process fun and meaningful so that students will remember knowledge in long-term memory.
Strategies to Support Personal Knowledge Management Using a Wiki Site in Online Courses
Author: Hsiao, E-Ling
Date: 2019-01-00
Type: Journal Articles
Subjects: Knowledge Management,Electronic Publishing,Online Courses,Student Attitudes,Gender Differences,Feedback (Response),Teacher Student Relationship,Collaborative Writing,Web Sites,Graduate Students,Teacher Education,Multimedia Materials,Peer Evaluation,Information Utilization,Web 2.0 Technologies

This article discusses the strategies to support Personal Knowledge Management (PKM) using a wiki site in online courses and examines student perceptions of the helpfulness of the wiki site and the applied PKM-related strategies. Fifty-seven students in six online class sessions completed a 25-item perception survey. The results showed that students did perceive the helpfulness of using the wiki site and the applied PKM-related strategies to support personal knowledge management in online courses. The applied PKMrelated strategies contributed the most to help students convert explicit knowledge to more advanced and complex explicit knowledge (&quot;combination&quot;) in the process of knowledge management. The results also showed that gender and one's comfort level with using wikis for PKM were possible factors affecting the student perceptions of some applied strategies. Suggestions for improving the applied strategies to support online PKM using a wiki site and recommendations are presented at the end of the article.
Student Questions: A Path to Engagement and Social Presence in the Online Classroom
Author: Jackson, Sherion H.
Date: 2019-01-00
Type: Journal Articles
Subjects: Online Courses,Teacher Student Relationship,Communities of Practice,Questioning Techniques,Computer Mediated Communication,Learning Processes,Learner Engagement,Adult Students,Guides,Educational Strategies

Within the vast search for ways to enhance the online classroom learning environment and to engage students fully, researchers often turn to discussions concerning instructor-student interactions that take place daily in the online classroom. Although students interact with other students and with the content, it is the student-instructor interaction and connection that appears to support the adult student's need to connect with the course content in a personal manner. This article incorporates the Community of Inquiry (COI) perspective to explore the literature for ways in which students' questions and an instructor's artful replies to those questions regarding course clarification can enhance learning and improve social presence. This article also includes strategies and specific information taken from experience and themes in the review of literature that instructors can directly utilize to develop a stronger sense of interaction and connectivity with students resulting in enhanced social presence within the online classroom.
Videoconferencing Tools as Mediating Artefacts in English Language Teacher Development in Challenging Contexts
Author: Motteram, Gary
Date: 2019-01-00
Type: Journal Articles
Subjects: Videoconferencing,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Educators,Foreign Countries,Distance Education,Instructional Materials,Teacher Education,Sociocultural Patterns,Program Development,Case Studies,Learning Theories,Faculty Development,Computer Mediated Communication,Conflict,Cultural Context,Educational History

This article considers the creation of online materials and a set of online processes for language teacher education at a distance in challenging contexts. The tool we used to mediate the processes was Skype. We used a Cultural Historical Activity Theory (CHAT) analysis to show how our activity system &quot;expanded&quot; as the materials and online processes were created and modified as they were used with groups of teacher educators in Pakistan. It shows how the &quot;secondary contradictions&quot; that emerged while we developed the materials and processes were managed developmentally as the project progressed. The article also shows how the project took account of the cultural-history of videoconferencing in similar projects elsewhere, while not ignoring the specific sociocultural conditions that existed in Pakistan at the time. The project outcome was a shared object that might be made use of in other contexts as the basis for the provision of similar teacher development courses in a range of differing settings.