ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Station Rotation Mode of Instructional Delivery for Mathematics in the Era of Advancing Technology
Author: Akinoso, Sabainah Oyebola
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Mathematics Tests,Mathematics Achievement,Pretests Posttests,Student Attitudes,Comparative Analysis,School Districts,Secondary School Students,Computer Centers,Foreign Countries,Conventional Instruction,Blended Learning

Mathematics as a core subject in sciences and other aspects of human lives requires quality teaching to enhance learning and proper understanding. This idea prompted the Station Rotation Model of instruction used in this study for teaching secondary school students mathematics. From six educational districts in Lagos State, Educational District IV was selected randomly. Two senior secondary schools were purposively selected from the district being schools with well-equipped and functioning computer laboratory, and these schools were randomly assigned to experimental and control. The study adopted the pretest, posttest, control group quasi-experimental design to ascertain if there was a difference between the achievement and attitude of students taught mathematics with station rotation and those taught with conventional method. The two instruments used were Mathematics Achievement Test (MAT) and Attitude towards Mathematics Inventory (ATMI) adapted from Tapia and Marsh (2004). The data were analyzed using ANCOVA. The treatment was found to have a significant difference in achievement but not on the attitude of students. These results suggest that the station rotation model of instruction should be adopted in teaching mathematics.
Impact of Classroom Wellbeing on Student Learning: Bhutanese Students&apos; Perceptions
Author: Seden, Kinley
Date: 2020-00-00
Type: Journal Articles
Subjects: Classroom Environment,Well Being,Undergraduate Students,Graduate Students,Student Attitudes,Student Empowerment,Security (Psychology),Teacher Competencies,Physical Environment,Educational Resources,Interpersonal Relationship,Classroom Techniques,Foreign Countries

This qualitative research explored students' perceptions of classroom wellbeing and examined its impact on student learning. Participants consisted of twelve students from Samtse College of Education, selected using a purposive sampling technique. The data points were semi-structured interviews and classroom observations and were analysed using a thematic approach. The study's findings revealed that classroom wellbeing plays a significant role in enhancing student learning and confirm that various educational elements directly exert an influence on students' wellbeing and their learning.
Students&apos; Mental Health, Stress, Academic Anxiety and Knowledge of COVID-19 among Higher Education Students
Author: Reddy, P. Janardhana Kumar
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Graduate Students,Undergraduate Students,Mental Health,Stress Variables,Anxiety,Academic Achievement,Knowledge Level,Emergency Programs,Gender Differences,Intellectual Disciplines,Institutional Characteristics,Correlation,Foreign Countries

COVID-19 is a wide-reaching health emergency which makes the globe to a standstill with supreme and unexpected impact in our life. The present study is focused on the mental health, stress and academic anxiety among students of higher education. This study was conducted to know the level of mental health stress and academic anxiety of the higher education students during this pandemic virus period. The sample consists of 883 various higher education students from all over Tamil Nadu, India. An online survey was conducted using a questionnaire, and snowball sampling technique has been used for the selection of sample. The data were analysed using a 't' test and percentile of the response. The major findings of the study revealed that there is a significant difference in the COVID-19 crisis knowledge and adaptations of the pandemic situation of the higher education students of India with respect to sex, course of studying, discipline within its higher education institutions.
Teachers&apos; Problems and Solutions in Implementing Curriculum 2013
Author: Apsari, Yanuarti
Date: 2018-00-00
Type: Journal Articles
Subjects: Barriers,Curriculum Implementation,Educational Change,English (Second Language),Second Language Instruction,Language Teachers,High School Teachers,Foreign Countries,Teaching Methods,Problem Solving

Curriculum 2013 as an effort to reform educational system. However, the Curriculum demands teacher and school to be skilled and trained and because of this, in implementing School Based Curriculum teachers deal with some problems. Thus, this study aims to find out the problems faced by the English teacher in implementing Curriculum 2013 and their solution to overcome those problems. With regard to the purpose of the research, a qualitative approach was employed. The data were obtained through observation, questionnaires and documents. The data were transcribed, categorized, and interpreted to answer the research questions. The respondents of this study were three English teachers of three high school in Batujajar. The result of the study showed that dealing with the the implementation of Curriculum 2013 the teachers had the problem related to three aspects namely: problems related to teaching and learning process, problems related to creating lesson plan, and problems related with teaching material. It was also revealed that the respondents do some efforts to overcome those problems such as maximizing the provided facilities, cooperating with others teachers, getting involved in workshop or MGMP, searching the example of lesson plan from internet, reading the various sources, copying and using lesson plan from the other schools, download E book, asking for friend to send E book through email and using the previous book.
Students&apos; Responses in Enhancing New Vocabulary through Subtitled English Movies
Author: Katemba, Caroline V.
Date: 2018-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Films,Second Language Learning,Second Language Instruction,Foreign Countries,Visual Aids,Student Attitudes,Teaching Methods,Positive Attitudes,English (Second Language),College Students,Validity

This study aims to find out the student responses in enhancing new vocabulary through subtitled English Movies. And the research question is what are students' responses in enhancing new vocabulary through subtitled English movies? to achieve this objective, the study employed a quantitative method. The data were obtained from the questionnaire. The questionnaire was distributed to the Universitas Advent Indonesia. The data were then descriptively analyzed. The result of this study indicated that most of the students responded positively through subtitled English movies in enhancing new vocabulary. These research findings are expected to contribute to the efforts in the teaching and learning area, particularly in increasing students' vocabulary. [Note: The page numbers 63-66 repeat, so the page count and page range do not add up for this article.]
The Placebo Effect in Education? Evidence-Based Educational Practice and the Psychoanalytic Concept of Transference
Author: Hyldgaard, Kirsten
Date: 2020-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Educational Practices,Program Effectiveness,Randomized Controlled Trials,Psychiatry,Teacher Attitudes,Success,Failure

The concept of evidence, the demand for evidence-based practice and decision-making has for years dominated educational research. Concomitantly, the randomized controlled trials (RCT) that originally gained ground within the field of medicine have become the gold standard for empirical research and political reform within educational sciences, at least in Scandinavia. Nevertheless, proponents of such an approach have not fully explored the consequences of evidence-based methods, in particular the double-blind, placebo-controlled clinical trial. What is the equivalent to the placebo-effect in education and how does research in educational sciences deal with this effect? The concept of placebo is arguably as close as medicine gets to acknowledging the psychoanalytic concept of the unconscious and unconscious knowledge. With the concept of transference, psychoanalysis offers a useful exploration of the processes and mechanisms leading to the placebo effects.
Camera Roll, Action! Non-Specialist Undergraduate English Learners&apos; Perceptions of Using Video Production in Learning English
Author: Mahardika, I Gusti Ngurah Agung Wijaya
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Satisfaction,Nonmajors,Required Courses,English (Second Language),Second Language Instruction,Second Language Learning,Instructional Effectiveness,Student Projects,Video Technology,Film Production,Learning Motivation,Self Efficacy,Public Colleges,Foreign Countries

This paper reports on non-specialist undergraduate English learners' perceptions about the use of video project in learning English, which was adopted to counter students' low English learning motivation. Data were collected from the first-semester students of Hinduism Education Department in a state university in Indonesia. The students were taught English using group-based video projects where they developed their own scenarios, shot, edited, and presented their videos by themselves. Video production was used to enable the learners to use English actively and improve learners' motivation to learn English in the future by promoting the learner's sense of achievement. Using a questionnaire and interview, the researcher obtained data on students' perceptions of the use of video project in learning English. The study results showed that the learners have a positive perception of the impact of video production on their English learning (dimension mean of 4.07). The learners also reported that video production improved their confidence in their English and increased their motivation (dimension mean of 4.17). Lastly, the learners considered video production as a feasible, enjoyable, and affordable way to learn English (dimension mean of 4.29).
Changes in Teaching and Learning Practice in an Undergraduate Logistics and Transportation Course Using Problem-Based Learning
Author: Guimarães, Leovani
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Teaching Methods,Undergraduate Students,Transportation,Problem Based Learning,Foreign Countries,Student Attitudes,Student Surveys,Instructional Effectiveness

This research paper presents the outcomes of a change in the teaching and learning practices from a traditional lecture-based method to a Problem Based Learning (PBL) curriculum in the undergraduate Logistics &amp; Transportation (L&amp;T) course at the Federal University of Itajubá (UNIFEI), Brazil. Detailed PBL practices adoption and the perception by the students of the PBL process are explored in survey research using a mixed-methods approach. The data was collected in two subsequent semesters of the L&amp;T course, with different PBL scenarios and students, gathering quantitative and qualitative data. It was demonstrated that aligned with the theory on PBL, the majority of the students, over 91%, appreciated the benefits of the PBL-based practices in all course dimensions, with a strong perception of L&amp;T teaching and learning improvements. Researchers and faculty involved in university teaching and learning can use PBL detailed practices, including problem scenarios and theoretical framework to design their own PBL classes to improve student learning and can also use the questionnaire structure and statistical tests for adoption in future implementations. The study is one of the few to provide a change in teaching and learning practices, associated with a valid and reliable two-stage survey covering the course concepts and learning objectives modelled by Factor Analysis, and, going beyond to provide PBL process impact and adaptations due to COVID-19 pandemic.
During and beyond a Pandemic: Publishing Learning and Teaching Research through COVID-19
Author: Crawford, Joseph
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Faculty Publishing,Educational Research,College Faculty,Literature Reviews,Educational Trends

The novel coronavirus pandemic (COVID-19) has been a prevailing topic in contemporary higher education literature over the past year. The initial and emerging responses will be ongoing sources of critical reflection and future research. This commentary seeks to reflect on three types of manuscripts we are reviewing frequently within the Journal of University Teaching and Learning Practice, and those published elsewhere. Despite our best efforts, many publications overemphasize the present context without contextualising previous insights, or retain previous knowledge without application to contemporary practice. This commentary provides a brief review of manuscripts with pre-COVID-19 data, COVID-19-specific data, and future focused reflections. The objective is to posit mechanisms by which these manuscripts can serve as a practical account, be useful to current practitioners, and create ongoing opportunities to imagine a future higher education that serves the broad academic community well.
Practising Postcolonial Pedagogies in Higher Education Teaching and Research
Author: Liddy, Mags
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Practices,Higher Education,Foreign Countries,Educational Research,Sustainable Development,Global Approach,Postcolonialism,Teaching Methods,Citizenship Education,Volunteers,Study Abroad

Teaching about global development challenges is a complex and demanding process both for students and teachers. In this article, I examine the potential of postcolonial pedagogies in facilitating the process of learning to unlearn and in developing learners' agency in reading the world. I focus on two teaching encounters to examine the potential of postcolonial pedagogies; one is a Sustainable Development module, part of a degree programme in formal higher education and the second teaching encounter are preparatory sessions for overseas volunteers. This paper examines the process and implications of utilising postcolonial pedagogies in these settings and is written from my perspective as a self-reflexive teacher and researcher. This form of teaching and learning raises three particular tensions for me: structural concerns in the Irish education system, pedagogical questions as well as personal implications for me as a teacher and my knowledge base. This article concludes with a summary of these identified tensions, outlining continuing questions rather than presenting solutions. Teaching about global development challenges is difficult, challenging and emotional work, demanding vigilance and reflexivity by the teacher.
Short, Multi-Modal, Pre-Commencement Transition Programs for a Diverse STEM Cohort
Author: Larsen, Amy
Date: 2021-00-00
Type: Journal Articles
Subjects: Transitional Programs,STEM Education,Foreign Countries,College Freshmen,First Generation College Students,At Risk Students,Intervention,Academic Persistence,School Holding Power,Success,College Readiness,Low Income Students,Nontraditional Students

A 'quantum leap' (Kift, 2015) in our understanding of the transition to university studies has brought about a reimagining of the role of transition programs from attempting to remediate deficiencies in 'underprepared' students, to instead using engagement with the curriculum to instil success-oriented behaviours and attitudes in them. In particular commencers from non-traditional backgrounds are confronted by greater sociocultural incongruities when starting higher education (Devlin, 2013), and face greater challenges in developing their new student identity. While affective change of this kind may necessarily be long-term in nature, semester or year-long 'foundation' or 'bridging' programs create barriers themselves in terms of time, cost, and stigma. This study provides evidence that significant results can be achieved with short, accessible, manageable, pre-commencement transition programs, that are situated in the curriculum, but also focussed on nurturing those behaviours and attitudes in at-risk students that are associated with greater likelihood of success and retention.
A Case Study in the E-Assessment of Statistics for Non-Specialists
Author: Weir, Iain
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Studies,Computer Assisted Testing,Statistics Education,Student Evaluation,Nonmajors,Formative Evaluation,Test Construction,Learner Engagement,Tests,Foreign Countries

The need to be able to choose, perform and interpret the results from appropriate statistical tests is ubiquitous in many STEM disciplines and beyond. In this case study, we illustrate a learning and assessment approach that has been used successfully for first year Business School students taking a module on Business Decision Making for Marketing and Events. The objective of the module is to give students a grounding in statistics, including learning to use the SPSS package, and to apply the techniques learnt to a large real-world data set. Due to the large number of students and their diverse abilities the learning and teaching strategy is centred on using formative key skill e-assessments to encourage students to self-learn. On accessing each e-assessment, students are presented with a randomly generated data set, which they are required to import into SPSS to then appropriately analyse and report on. Marking and feedback occurs automatically on submission and repeated use ensures that a student thoroughly learns a key skill and covers various analysis outcome scenarios, for instance significant or not significant test outcomes. Each key skill e-assessment has multiple embedded links to comprehensive Help pages that provide SPSS 'how-to' information or output interpretation. Access to these means that staff in the PC sessions can concentrate on giving higher-level support as opposed to merely helping with the mechanics of producing SPSS output. The e-assessments were created using Dewis, which is a fully algorithmic open-source e-assessment system. Dewis' ability to communicate with the R programming language facilitates the creation of authentic e-assessments, generating bespoke student data and providing answers that match SPSS screen output. The assessment of students' statistical competency is by in-class e-exams, which are summative and sat under exam conditions. The fact that the formative and summative e-assessments are marked immediately by Dewis represents a huge saving in marking time compared to human marking and allows students to have instant feedback on their work. Repeated use of the formative e-assessments allows students to independently practice and check their understanding. In this case study, we find that those students that did practice achieved significantly higher marks in the e-exams. We are now in our third year of delivery and the module has developed further due to stronger connections between the business and statistics strands of the module.
Team-Taught vs Sole-Taught Anatomy Practical Classes: Enhancing the Student Learning Experience
Author: Whitburn, Laura Y.
Date: 2021-00-00
Type: Journal Articles
Subjects: Team Teaching,Instructional Effectiveness,Demonstrations (Educational),Student Satisfaction,Undergraduate Students,Anatomy,Allied Health Occupations Education,Exercise Physiology,Physical Therapy,Multicampus Colleges,Foreign Countries

Practical classes are an integral part of learning human anatomy. The importance of utilising 3-dimensional resources (such as cadavers and skeletons) is only overshadowed by the teacher/student interactions when determining a positive learning experience. As student diversity in Higher Education increases, teaching approaches must also evolve. This study was developed in response to increased student diversity within an anatomy course. It aimed to compare allied health students' perceptions of anatomy practical classes delivered via two different formats. In 2018, a team-taught format (comprising a lead demonstrator (LD), clinical demonstrator (CD) and near-peer demonstrator (NPD)) was introduced at the large, metropolitan campus, while the smaller regional campus continued the sole-taught format. Student data were collected via anonymous online surveys and interviews. Quantitative data were analysed using ANOVA or appropriate non-parametric testing and qualitative data underwent thematic analysis. Satisfaction scores significantly increased at the team-taught metropolitan campus compared with 2017 when all practical classes were sole taught. Four key themes were realised with the team-taught format: &quot;Improved student learning experience;&quot; &quot;Diverse perspectives;&quot; &quot;Demonstrator characteristics&quot;(Nurturing expert (LD); inspiring clinical contextualiser (CD); relatable study advisor (NPD)); Confidence and approachability. Findings demonstrated that both sole- and team-taught anatomy practical classes can provide students with a positive learning experience; however, a team-taught format of practical classes may provide students with a richer learning experience. The multiple perspectives of different demonstrators were highly valued by students and should be considered as an important approach to teaching students with diverse academic credentials, backgrounds and learning experiences. The interaction between students and teachers is key to instilling motivation and active participation, especially during practical sessions. Stressing key pedagogical (andragogical) principles such as introducing clinical examples and sharing personal experiences can be enhanced if the background of the teaching staff is varied.
The Double-Edged Sword of &apos;Best Aspects&apos; and &apos;Needs Improvement&apos; in Student Experiences: A Qualitative Analysis
Author: Arasaratnam-Smith, Lily
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Experience,Higher Education,Student Surveys,Foreign Countries,Private Colleges,Religious Colleges,Online Courses,Blended Learning,Conventional Instruction

Improving student experiences in higher education is of ongoing interest to colleges and universities across the globe. Non-university higher education institutions (NUHEIs) have outperformed universities in Australian national surveys on student experience. The present study examines qualitative responses of the Student Experience Survey within the context of Alphacrucis College (AC), a faith-based, private NUHEI to provide a contextualised understanding of NUHEIs as well as to explore reasons why NUHEIs outperform universities in most student experience categories. Content analysis revealed several themes in areas of 'best experience' and 'needs improvement.' Results were examined across AQF levels and three study modes, namely online, blended, and on-campus. Findings are discussed in terms of the NUHEI student experience, lecturer training, lecturer performance indicators, and institutional infrastructure.