ethanporcaro/eric-fulltext-meta huggingface dataset:
Prediction of Factors That Affect the Knowledge and Use Higher Education Professors from Spain Make of ICT Resources to Teach, Evaluate and Research: A Study with Research Methods in Educational Technology
Author: Guillén-Gámez, Francisco D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Educational Technology,Technology Uses in Education,Technological Literacy,Teacher Competencies,Teacher Researchers,Teacher Qualifications,Educational Research,Teacher Characteristics,Self Efficacy

Due to the rise of new technologies, further development of digital competence by professors is necessary. The aim of this paper is to know the pedagogical digital competence of lecturers in Spain, focused on a model called PDC-TER: ICT resources to Teach, to Evaluate and to Research; as well as to predict those variables that affect the level of this competence through different regressions (Multiple Linear Regression, MLR). A study has been carried out in the Spanish territory, with a total of 867 lecturers. For it, an ex post facto non-probabilistic study based on the survey technique has been proposed. The results show that the professors have an average level of digital pedagogical competence, while in the 2.0 tools for teaching and research dimensions, it has a medium high level of competence, as well as a medium level in relation to the use of tools 2.0 for the evaluation. Furthermore, one of the variables predictive of the level of digital competence in the three dimensions of the PDC-TER model, is the number of research and innovation projects in which they have participated. These data highlight the need to improve the digital competence of professors in order to meet the demands of the qualified professions of the future, and therefore, prepare students for it.
Education and Care: How Teachers Promote the Inclusion of Children and Youth at Risk in South Africa
Author: Balie, Lorna
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,At Risk Students,Inclusion,Teacher Role,Child Welfare,Barriers,Crime,Violence,Learner Engagement,Caring,Student Needs,Teacher Student Relationship,Program Effectiveness,Curriculum,Holistic Approach,Academic Education,Social Development,Cognitive Development,Affective Behavior

Children and youth at risk, particularly those placed in child and youth care centres (CYCC) in South Africa, have suffered from school disengagement due to multiple barriers to learning such as the exposure to crime and violence at a young age. As children and youth at risk at these centres find it difficult to engage in learning, new approaches need to be found to re-engage their interest to learn. This article discusses how the 'Curriculum of Care', an adaptation of the Curriculum and Assessment Policy Statement (CAPS), responds to the educational needs of children and youth at risk at a CYCC in the Western Cape. It draws primarily from interviews and a focus group discussion with the centre manager and teachers at the institution. The findings reveal that positive learning outcomes, and the effective integration of children and youth at risk, are shaped by positive teacher-learner relationships; however, the findings raise questions about the extent to which such a curriculum prepares children and youth at risk for life after they leave the institution. The article suggests that the institutions providing education and care for children and youth at risk need to provide a curriculum balancing academic rigour with care to promote a holistic, inclusive education programme that enables youth and children at risk to effectively navigate their entry into society.
Problem-Based Learning: Effects on Academic Performance and Perceptions of Engineering Students in Computer Sciences
Author: Amaya Chávez, Danilo
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Instructional Effectiveness,Academic Achievement,Student Attitudes,College Freshmen,Engineering Education,Computer Science Education,Teamwork,Communication Skills,Skill Development,Foreign Countries

In the present article we analyse the impact of problem-based learning (PBL) on learning and perceptions in first-year students undertaking Engineering in Computer Sciences. The module designed took a number of advanced theories of PBL and its application within the Engineering profession. Mixed methods were used to enable data from qualitative and quantitative instruments to be obtained. A quasi-experimental design was specified, employing non-probabilistic sampling, with a control (N=40) and experimental group (N=39). In comparing PBL with traditional methods, the results reveal statistically significant differences in aspects such as academic performance. Teamwork, oral communication, written communication and students' perceptions of the learning experience were also all favoured. Nonetheless, lack of adequate team dynamics in previous learning experiences and reluctance to change traditional teaching approaches, could compromise the viability of that proposed.
Research on Cross-Domain Study Curricula in Cyber-Physical Systems: A Case Study of Belarusian and Ukrainian Universities
Author: Zabasta, Anatolijs
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geographic Regions,Cultural Differences,Higher Education,Educational Technology,Technology Uses in Education,Computer Networks,Computer Software,Interdisciplinary Approach,Training,Labor Market,Economic Development,Information Technology,School Business Relationship,Government Role,Industry,Stakeholders,Design,Models

The increasing importance of continuingly complex Cyber-Physical Systems (CPS) challenges and encourages universities worldwide to organize up-to-date CPS oriented educational programs. The Erasmus+ project &quot;CybPhys&quot; aims to support CPS oriented educational programs in Belarus and Ukraine. We put forward a hypothesis that the educational situation, training opportunities, situation of the labor market, and general economic development are related to each other and can vary depending on the region. In order to validate our hypothesis and to provide input to curricula modernizations, an in-depth study in the form of surveys was conducted in the years 2019-2020. The results of the study showed that the differences between the perceptions of stakeholders in different regions of one country were more significant than the deviations between the global evaluation marks obtained from Belarusian and Ukrainian respondents. In order to increase the synergy of the CybPhys partners, the transdisciplinary and T-shape skills approaches are introduced to the education programs of the partner's universities. An innovative ICT based teaching and learning environment and associated teaching methodologies will be developed. The research provides valuable input to the development of industry and research-oriented cross-domain study programs in Cyber-Physical Systems focused on the needs of Belarusian and Ukrainian industries.
Simulated Fieldwork: A Virtual Approach to Clinical Education
Author: Mattila, Amy
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Simulation,Clinical Experience,Student Satisfaction,Logical Thinking,Case Method (Teaching Technique),Allied Health Occupations Education,Occupational Therapy,Graduate Students,Learning,Computer Uses in Education

The purpose of this study was to investigate student satisfaction and perceived clinical reasoning and learning using a computer-based simulation platform that incorporates case-based learning principles. The simulation was used to replace a previously scheduled face-to-face clinical rotation which was cancelled due to COVID-19. A descriptive design was used to implement the Satisfaction with Simulation Experience Scale (SSES) with students (n = 27) following each a low fidelity (paper cases) and high fidelity (Simucase™) simulation. A comparison of the SSES data following paper cases and simulation scenarios indicated statistically significant increases in &quot;Debrief and Reflection&quot; (p = 0.008) and &quot;Clinical Reasoning&quot; (p = 0.043), suggesting that students develop in-depth reflection, reasoning, and clinical abilities as they progress through their simulated experience.
The Effect of Simulation-Supported Inquiry on South African Natural Sciences Learners&apos; Understanding of Atomic and Molecular Structures
Author: Dunn, Justin
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Simulation,Technology Integration,Active Learning,Inquiry,Science Instruction,Instructional Effectiveness,Molecular Structure,Chemistry,Scientific Concepts,Concept Formation,Secondary School Students,Student Attitudes,Grade 8,Visualization,Foreign Countries

This study investigated the effect of interactive computer simulation-supported inquiry on South African grade 8 learners' comprehension of atoms and molecular structures. Two sample groups of 34 learners per sample group were used, one acting as a control group who were exposed to a teacher-directed pedagogy while the experimental group used simulations in inquiry-based learning as an intervention to enhance their understanding of atomic and molecular structures. Data were collected by means of conceptual tests, a questionnaire survey, and individual interviews. A statistical analysis of quantitative data gleaned from the post-test showed that the learners in the experimental group performed better than the control group learners. This reflects that the interactive simulations using in an inquiry activity impacted more favorably on the conceptual understanding of learners compared to a teacher-directed approach. The results of the questionnaire survey indicated that learners in the experimental class had a positive experience of using the simulations. They recognized that the simulations enhanced their visualization of abstract concepts, and they reflected on their efficacy in manipulating the simulation.
Cooperative Collaboration in the Hybrid Space of Google Docs Based Group Work
Author: Olesen, Mogens
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Web 2.0 Technologies,Computer Mediated Communication,Synchronous Communication,Laptop Computers,Classroom Environment,Verbal Communication,Collaborative Writing,Group Dynamics,Leadership Role,High School Students,Foreign Countries

This study investigates how Google Docs is used and affects group work in classrooms. Inspired by networked learning theory and the concept of learning spaces in education theory, Google Docs group work is conceptualized as a hybrid learning space. Based on close video ethnographic examinations of group work sessions, the analysis focuses upon what the pupils actually do when combining oral and written communication, how the hybrid Google Docs space affects collaborative and cooperative activity, as well as the role of the group's social context. Whereas Google Docs is often associated with collaboration, the findings in this study suggest: (1) that Google Docs in fact helps single group members to establish multimodal leadership to dominate the hybrid learning space of the group work settings; and (2) that Google Docs provides space for non-leaders to make cooperative contributions. This motivates a conceptual reassessment of collaboration and cooperation as working patterns before the paper ends with a discussion of potential pedagogical implications for the use of Google Docs in group work.
Managing Censorship Challenges beyond Books
Author: Pekoll, Kristin
Date: 2020-00-00
Type: Journal Articles
Subjects: Censorship,School Libraries,Childrens Literature,Access to Information,Intellectual Freedom,Library Materials,Library Services,Library Policy,Information Sources,Databases

School libraries are no longer solely repositories for the information that has traditionally been published in books. School library professionals are providing education and access to information in many different formats and technologies. The role of the school librarian is much more than just literacy; it is about visibility, culture, and access to the world. When providing services and resources to all, school librarians and educators often encounter obstacles that target learners who need them the most. These obstacles can include censorship and inequitable access. This article discusses challenges to managing censorship. In providing services and resources to all, library workers and educators have often encountered obstacles that target the students that need them the most. Censorship and inequitable access to programs, online resources, and displays not only harm students but also society.
Entrepreneurship Education with Companies: Teachers Organizing School-Company Interaction
Author: Sommarström, Kaarina
Date: 2020-00-00
Type: Journal Articles
Subjects: Entrepreneurship,School Business Relationship,Partnerships in Education,Teacher Role,Teacher Attitudes,Administrator Attitudes,Principals,Secondary School Students,Adolescents,Student Projects,Active Learning,Field Trips,Teaching Methods,Foreign Countries

Previous research into entrepreneurial learning has focused mainly on defining its aims; however, there seems to be little discussion on understanding the barriers or incentives involved when carrying out the pedagogical solutions that would enable entrepreneurial learning. In this study, we examine basic education level schools' cooperation with outside partners, especially from the school principals' and teachers' viewpoints. The study aims to understand the perspectives of teachers and principals on planning and organizing school-company interaction. To do this, content analysis was used in this qualitative study. The data were collected via semi-structured interviews with school teachers and principals, involving a total of 35 people working in basic education. The findings of the study show that principals and teachers intentionally select long-term cooperation methods to meet the aims of entrepreneurial learning. On the other hand, teachers that have chosen to apply short-term school-company cooperation methods have highlighted the ease of these methods rather than learning. Finally, our findings suggest that planning and organizing entrepreneurial learning would benefit from school-level commitment where collaboration between teachers and between teachers and company representatives is valued. We believe that would lead to more satisfied teachers and longer-term school-company cooperation, and also believe that short-term school-company cooperation methods would better meet the aims of entrepreneurial learning.
The Factors Affecting Acceptance of E-Learning: A Machine Learning Algorithm Approach
Author: Lu, Dang-Nhac
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Adoption (Ideas),Higher Education,Evaluation Methods,Influences,Artificial Intelligence,College Students,Blended Learning,Foreign Countries,Selection,Conventional Instruction,Classification

The COVID-19 epidemic is affecting all areas of life, including the training activities of universities around the world. Therefore, the online learning method is an effective method in the present time and is used by many universities. However, not all training institutions have sufficient conditions, resources, and experience to carry out online learning, especially in under-resourced developing countries. Therefore, the construction of traditional courses (face to face), e-learning, or blended learning in limited conditions that still meet the needs of students is a problem faced by many universities today. To solve this problem, we propose a method of evaluating the influence of these factors on the e-learning system. From there, it is a matter of clarifying the importance and prioritizing construction investment for each factor based on the K-means clustering algorithm, using the data of students who have been participating in the system. At the same time, we propose a model to support students to choose one of the learning methods, such as traditional, e-learning or blended learning, which is suitable for their skills and abilities. The data classification method with the algorithms multilayer perceptron (MP), random forest (RF), K-nearest neighbor (KNN), support vector machine (SVM) and naïve bayes (NB) is applied to find the model fit. The experiment was conducted on 679 data samples collected from 303 students studying at the Academy of Journalism and Communication (AJC), Vietnam. With our proposed method, the results are obtained from experimentation for the different effects of infrastructure, teachers, and courses, also as features of these factors. At the same time, the accuracy of the prediction results which help students to choose an appropriate learning method is up to 81.52%.
Digital Escape Room, Using Genial.Ly and a Breakout to Learn Algebra at Secondary Education Level in Spain
Author: Jiménez, Cristina
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Simulation,Mathematics Education,Algebra,Secondary School Students,Foreign Countries,Student Motivation,Educational Games,Problem Solving,Student Attitudes,Cooperative Learning,Pretests Posttests

One of the main objectives in mathematics education is to motivate students due to the fact that their interest in this area is often very low. The use of different technologies, as well as gamification in the classroom, can help us to meet this goal. In this case, it is presented the use of two techniques, which are a digital escape room, using Genial.ly and a breakout, for learning algebra in the third course of secondary education. To carry out the experience, a comparison of the course 2018/2019 and the course 2019/2020 is made. Students of both courses completed an exam of algebraic fractions and then an equations exam; the exams were done in the course 2019/2020 taken after having used the techniques. The results show that there are low significant differences between both courses in the algebraic fractions exam qualifications, but those of the equations exam were significant, with a difference of almost two points, which led us to conclude that the use of this techniques improved the qualifications of students. Finally, the perception that students had of the experience was very positive, as shown by the data obtained and allowed them to improve their knowledge as well as their motivation and teamwork.
A Collaborative Design for a Finnish Teacher Education Development Programme
Author: Lavonen, Jari
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Design,Teacher Education Programs,Student Educational Objectives,Knowledge Base for Teaching,Teacher Competencies,Expertise,Educational Innovation,Program Development,Educational Policy,Standards,Benchmarking

This paper describes a collaborative design for the Finnish Teacher Education Development Programme in a decentralized education system where teachers, schools, municipalities and universities have high autonomy. The development programme was designed by 70 experts from the universities and stakeholders. The research outcomes related to teacher education were described, and brainstorming related to the renewal of teacher education was organized at the national level. The brainstorming was aimed at capturing the opinions of teacher educators and teachers. Moreover, several meetings were organized all over the country. The development programme set out three strategic competence goals for teachers' pre- and in-service education and continuous life-long professional learning: a broad and solid knowledge base, competences for generating novel ideas and educational innovations and competences for developing teachers' own expertise as well as their schools. Furthermore, the development programme included six concrete strategic guidelines, which helped determine the direction for the development of teacher education.
Promoting Inquiry Skills for the Improvement of Self-Efficacy Domains in Special Education Pre-Service Teacher Training
Author: Dolapçioglu, Sevda
Date: 2020-00-00
Type: Journal Articles
Subjects: Inquiry,Skill Development,Self Efficacy,Special Education,Preservice Teacher Education,Preservice Teachers,Undergraduate Students,Academic Achievement,Predictor Variables,Information Skills,Foreign Countries

Inquiry skills are important to the development of teachers' self-efficacy domains as a whole and crucial to the continued maintenance and enhancement of their professional self-efficacy. This investigation of inquiry skills in relation to special education teachers' self-efficacy is both quantitative and qualitative. The former is related to determining the predictive power of inquiry skills as the main variable which triggers the development of teachers' self-efficacy domains. The latter is concerned with deeply exploring the main factors hindering or fostering the improvement of inquiry skills in teacher education. The aim is to create opportunities for special education teacher educators to revise their in-class teaching practices. Based on the quantitative results, inquiry skills of teacher trainees were found to have a positive meaningful influence on self-efficacy skills. The qualitative results show that teacher trainees need to improve self-confidence in the domains of knowledge acquisition and knowledge verification as inquiry skills.
Pre-Service Teachers&apos; Reflections on Personal Responsibility for Student Motivation: A Video Vignette Study
Author: Daniels, Lia M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Responsibility,Student Motivation,Reflective Teaching,Vignettes,Video Technology,Educational Strategies,Motivation Techniques,Teacher Student Relationship,Caring

Teachers assume personal responsibility in four domains: student motivation, student achievement, relationships with students, and the quality of their own teaching. In all existing research, pre-service and practicing teachers score lowest in the motivation domain. This may be because some teachers view motivation as a shared responsibility or one that is contingent on external factors. Thus, the purpose of this research was to examine pre-service teachers' reflections on two different perspectives on personal responsibility for student motivation - one that reflected high internal unmitigated responsibility and one that reflected shared and contextualized responsibility. Pre-service teachers watched two video vignettes, and then reflected on the perspectives in an open-ended written format. The descriptive statistics confirmed that responsibility for motivation was the lowest of the four domains. Moreover, the percentage pre-service teacher felt responsible for student motivation predicted which video vignette they selected. Thematic analysis of pre-service teachers' reflection revealed four themes that give insight to how pre-service teachers make sense of responsibility for student motivation: people responsible, external factors, strategies to support motivation, and emotions. The results are discussed in light of methodological, theoretical, and practical implications.