ethanporcaro/eric-fulltext-meta huggingface dataset:
Professional Competencies of Teacher Candidates: Personal SWOT Analyzes Sample
Author: Ayyildiz, Aysegül
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Competencies,Strategic Planning,Research Methodology,Teacher Qualifications,Barriers,Student Characteristics,Self Concept,Student Attitudes,Foreign Countries

The aim of this research is to examine personal SWOT analyzes of teacher candidates within the scope of professional competencies. Qualitative research approach was used in the study. The study group of the research consists of 49 teacher candidates selected by the easily accessible case sampling method. The data of the research were obtained with the semi-structured &quot;Semi-Structured Interview Form on Personal SWOT Analyzes&quot;. Content analysis was used to analyze the data obtained from the opinions of the teacher candidates. As results of the research; it was seen that teacher candidates said 31 strengths. The most repeated category is &quot;to have a strong communication&quot; and the least repeated categories are &quot;to be humanist&quot;, &quot;to have numerical intelligence&quot; and &quot;to be hygienic&quot;. As a result of the content analysis, it was seen that teacher candidates said 24 weaknesses. The most repeated category is &quot;to be emotional&quot; and the least repeated categories are &quot;to be impulsive, to see every child the same, to be panic, to speak in a low voice, bad handwriting, lack of persuasion ability, lack of attention, to be lonely, to spend to much time on social media&quot;. As a result of the content analysis, it was seen that teacher candidates said 16 opportunities. The most repeated category is &quot;opportunities of university&quot; and the least repeated categories are &quot;effective lessons in faculty, new regulations in the field of education, opportunity to go abroad, to be away from family, to have a good family, socioeconomic status of family&quot;. As a result of the content analysis, it was seen that teacher candidates said 21 threats. The most repeated category is &quot;talented competitors&quot; and the least repeated categories are &quot;stress, lack of technology knowledge, interpersonal relations, exam oriented education system, inequality of opportunity&quot;.
Students&apos; Level of Satisfaction and Their Technological Proficiency Growth in Teacher Education Coursework
Author: Phan, Trang
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Teacher Competencies,Preservice Teachers,Technological Literacy,Course Content,Teaching Experience,Undergraduate Students,Preservice Teacher Education,Technology Uses in Education

Teachers are increasingly expected to demonstrate frequent use of and proficiency with educational technologies in the classroom. Meanwhile, teacher experiences with new technologies prior to their entry into the classroom do not always match these expectations. For many teacher education programs, the solution to this challenge lies in the incorporation of educational technologies into coursework for preservice teachers (PSTs). This study examines PST reported uses and proficiency with educational technologies before and after taking introductory educational coursework. Based on surveys administered at the beginning and end of introductory education courses, the study found that PSTs reported consistent improvement in their technological skills. There were also positive relationships among skills competence and PST outcomes of satisfaction, effectiveness, and usefulness. These findings support existing efforts to incorporate educational technology into teacher certification coursework, while also suggesting ways to expand on these approaches to better support PSTs experience with educational technologies.
Factors Influencing Student Engagement for Online Courses: A Confirmatory Factor Analysis
Author: Inder, Shivani
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,Online Courses,Factor Analysis,Test Construction,Test Validity,College Students,Psychological Patterns,Cognitive Processes,Student Participation

The purpose of the study is to develop and validate the scale for measuring the extent of student engagement for online courses. The study draws a battery of variables from literature on student engagement. The study proposes a 6 construct based scale with 26 items. A total of 1602 university students completed the responses for the scale. All participants had a minimum of two months of experience for online courses for inclusion in survey. Firstly, exploratory factor analysis on the initial scale has been carried out and then confirmatory factor analysis has been carried out for testing the validity and reliability of the scale. After establishing the validity of the scale, a scale with six main constructs has been confirmed. The results indicated that skills, emotional, participation and performance engagement along with value to students are the main drivers of student engagement for online courses. The scale can provide an insight to educators about the main factors that can lead to enhanced levels of engagement while delivering courses online and improve the learning experience for students.
Teachers&apos; Perception about MOOCs and ICT during the COVID-19 Pandemic
Author: Salas-Rueda, Ricardo-Adán
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Online Courses,Technology Uses in Education,COVID-19,Pandemics,Foreign Countries,Faculty Development,College Instruction,Instructional Innovation,Student Motivation,Student Participation,Academic Achievement

Technological advances such as Massive Open Online Courses (MOOCs) and Information and Communication Technologies (ICT) allow the construction of new spaces where students consult the information at any time, take the online exams and communicate with the participants of the educational process from anywhere. This quantitative research analyzes the perception of the teachers about the organization of the school activities in MOOCs and use of ICT considering machine learning and decision tree techniques (data science). The participants are 122 teachers (58 men and 64 women) from the National Autonomous University of Mexico who took the &quot;Innovation in University Teaching 2020&quot; Diploma. The academic degree of these educators is Bachelor (n = 35, 28.69%), Specialty (n = 4, 3.28%), Master (n = 58, 47.54%) and Doctorate (n = 25, 20.49%). The results of machine learning (linear regressions) indicate that the organization of the school activities in MOOCs positively influences the motivation, participation and learning of the students. Data science identifies 3 predictive models about MOOCs and ICT through the decision tree technique. According to the teachers of the National Autonomous University of Mexico, the organization of the school activities in MOOCs and use of ICT play a fundamental role during the COVID-19 pandemic. The implications of this research promotes that educators use MOOCs and ICT to improve the educational conditions, create new remote school activities and build new virtual learning spaces. In conclusion, universities with the support of technological tools can improve the teaching-learning process and update the course during the COVID-19 pandemic. In particular, MOOCs represent a technological alternative to transform the school activities in the 21st century.
The Use of Social Media as a Tool for Learning: Perspectives of Students in the Faculty of Education at Kuwait University
Author: Alenezi, Waleed
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,Teaching Methods,Student Attitudes,Foreign Countries,Undergraduate Students,Electronic Learning,Peer Relationship,Teacher Student Relationship

The purpose of this study is to explore the use of social media by students in the Faculty of Education, University of Kuwait. The study was conducted within the context of the socio-cultural characteristics of Kuwait, and was underpinned by Alsaied's (2017) Social Media -- Learning Performance model, designed for female Arab students. A volunteer sample of 35 Kuwaiti undergraduate students (88.6% female) was interviewed. Students reported frequently using social media informally for socialization and entertainment, but less frequently as a formal educational tool. Most of the students perceived that social media facilitated interaction with peers, interaction with faculty, engagement, and collaborative learning. However, technical difficulties, and certain negative attitudes towards women using social media, were identified. We recommend that Kuwait University needs to harness the full benefits of social media for teaching and learning and to formulate official guidelines to control the use of social media by all faculty members and students.
Understanding Flipped Learners&apos; Perceptions, Perceived Usefulness, Registration Intention, and Learning Engagement
Author: Doo, Min Young
Date: 2022-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Student Attitudes,Learner Engagement,Undergraduate Students,Intention,Foreign Countries,Instructional Effectiveness

This study investigated flipped learners' perceptions, perceived usefulness, intention to register for flipped learning classes, and learning engagement using cluster analysis with a sample of 306 undergraduate students in flipped classes. The students were classified into five clusters based on their level of social influence and cognitive instrumental processes using the technology acceptance model 2. There were significant differences among the five clusters in perceived usefulness, intention to register for flipped learning classes, and learning engagement. The perception of and preference for flipped learning also varied by cluster. The flipped learning feature that most participants commented on was online pre-learning sessions. The advantages of flipped learning that have to do with online pre-learning sessions include facilitating understanding of lectures, providing review opportunities for learning, flexible learning time, and individualized learning. These advantages indicate that providing students with instructionally sound pre-learning sessions leads to successful flipped learning. The research findings also suggest that flipped class instructors and school administrators utilize cluster analysis with meaningful variables to provide students with effective and tailored learning support.
The Increasing Quest for Instructional Designers and Technologists in Higher Education and Corporate Settings
Author: Nworie, John
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Design,Educational Technology,Higher Education,Corporations,Content Analysis,Occupational Information,Job Skills,Academic Degrees,Work Experience,Compensation (Remuneration),Employment Opportunities

As recognition of the roles and contributions of Instructional Design and Technology (IDT) professionals has increased, so has the demand for their skills in the workplace whether in higher education institutions or business entities. However, there remains some ambiguity, especially in higher education, about who IDTs are and what they do. There are also questions about who is hiring them. This content analysis study of 250 advertised higher education and corporate IDT positions found no fewer than 9 job titles, 13 academic programs, 5 degree levels, work experience from 1 to 10 years, and compensation that ranged from an hourly pay to a six-digit annual salary. Required skillsets included not only technical and analytical expertise but personal qualities. This study was conducted to provide a current look at the employment opportunities for Instructional Designers and Instructional Technologists.
The Satisfaction of the Special Need&apos; Students with E-Learning Experience during COVID-19 Pandemic: A Case of Educational Institutions in Indonesia
Author: Amka, Amka
Date: 2022-00-00
Type: Journal Articles
Subjects: Special Needs Students,Student Satisfaction,Electronic Learning,Student Experience,COVID-19,Pandemics,Foreign Countries,Distance Education,Learning Readiness,Cognitive Processes,Sense of Community,College Students

COVID-19 had a disastrous impact on the education sector resulting in a boom of online learning systems. This shift has severely impacted the underprivileged students with special needs due to the sudden implementation of prolonged distance learning. Thus, it creates an immense need to analyze distance learning media's effectiveness during the COVID-19 pandemic for students with special needs. The E-learning readiness and satisfaction of special needs students are scarcely investigated areas in education and e-learning literature. Established on the community of inquiry (COI) model, this study aims to determine the factors that underpin students' satisfaction with their e-learning experience through the mediated mechanism of students online learning readiness. Surveying 178 special needs students from various Indonesian universities revealed that teaching presence, cognitive and social presence, and content quality, directly and indirectly, influence e-learning satisfaction. This extended and more comprehensive model would help educators better understand e-learning's use as an effective pedagogical platform, especially in the context of special needs students. Key policy implications and directions for future research are suggested.
Problems Confronted by Turkish Teachers and Principals Working at Temporary Education Centers (TECs)
Author: Yenel, Kübra
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Principals,Assistant Principals,Educational Needs,Barriers,Teaching Conditions,Educational Administration,Teacher Attitudes,Administrator Attitudes,Refugees,Access to Education,Legal Responsibility,Volunteers,Professional Development

The purpose of this study is to determine the difficulties in professional development and professional needs of Turkish teachers at Temporary Education Centers (TECs), difficulties confronted by them during educational and instructional processes, their working conditions and difficulties confronted in the administration of Temporary Education Centers (TECs) according to the opinions of Turkish teachers and Temporary Education Centers (TECs) principals. Qualitative research methods and techniques are used in this study. From the qualitative research designs, a case study is conducted. The participants of the study consist of seven Turkish teachers and two Temporary Education Center (TEC) vice-principals and a TEC principal working at a TEC in Ankara. Data is collected in-depth, and multiple sources of information are consulted. Data of the study is collected through interviews and observations, and this data is analyzed by using content analysis. As a result, according to the participant ideas, three main problem areas at TECs are determined as professional development, education-training process and working conditions.
Professional and Personal Characteristics of Excellent Teachers
Author: Ilgan, Abdurrahman
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Teacher Effectiveness,Preservice Teachers,Student Attitudes,Teacher Behavior,Teaching Skills,Teacher Qualifications,Foreign Countries

The aim of this study was to find out about the perceptions of prospective teachers on professional and personal characteristics which make perfect teachers successful. Phenomenological research design which is one of the qualitative research methods was used in the study and the study group was comprised of the prospective teachers attending faculty of education of a public university during 2020-2021 academic year. An interview form was used as the instrument for data collection. The collected data was analyzed using content analysis method. Besides, cogency and transmissibility for validity of the study; consistency and verifiability criteria were used for reliability. According to the results of the analysis; the teachers' behaviors performed in the classroom and their characteristics were classified under two themes as &quot;professional attitudes and values&quot; and &quot;professional qualifications and skills&quot; based on the perceptions of the prospective teachers who were trained by these teachers during elementary or secondary education. Professional attitudes and values theme was consisted of subthemes such as; caring for each student, allocating time for students outside regular course time and being fair, having professional values and being a positive person. As for professional qualifications and skills, it contained subthemes as; being expert in the subject, managing classroom effectively, being talented to teach in an enjoyable way, using original approaches for teaching and learning process, using teaching materials effectively, using measurement and evaluation in a process driven way. It was suggested based on the finding of the study that policies should be developed in order to increase teacher's performance and success, educational contents related with professional attitudes and values should be improved during pre-service and in-service training.
Implementation of the Lesson Study Approach to Develop Teacher Professionalism
Author: Azhar, Abukhanova
Date: 2022-00-00
Type: Journal Articles
Subjects: Lesson Plans,Professionalism,Student Attitudes,Educational Quality,Teaching Skills,Pedagogical Content Knowledge,Comparative Analysis,Foreign Countries,Geography Instruction,Grade 8,Grades (Scholastic),Secondary School Students,Feedback (Response),Taxonomy,Academic Achievement

The education system should be designed to help in the preparation of individuals for life in the 21st Century. The purpose of this study is to use the Lesson Study approach in studying the geography of the updated content, to improve the professional competencies of teachers based on the results of students' perception levels. The research methods used included observation, experiment, interview, statistical analysis, comparison, and synthesis. The results exhibited that the Lesson Study approach can be used in improving the professional competencies of teachers and increasing the quality of teaching. The main provisions and conclusions obtained in the scientific article can be used to improve teachers' pedagogical skills in the context of the updated education content.
The Development of Individual Self-Efficiency among University Students
Author: Kudusheva, Nurgaisha
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Development,Self Efficacy,College Students,Foreign Countries,Psychological Characteristics

The requirements of modern society for the training of highly qualified and personally effective specialists who can quickly adapt to changing conditions and successfully carry out their professional activities are on the increase. The purpose of our work was the development of the personal self-efficacy of students at universities of the Republic of Kazakhstan in the modern conditions of the development of society. The research collected data using an experiment. The experimental study was carried out in higher educational institutions -- and the experiment involved 280 students: 140 -- in the experimental group, 140 -- in the control group. The results of the study confirmed the effectiveness of the proposed concept of developing students' self-efficacy. Developed and experimentally tested psychological conditions for the development of personal self-efficacy of university students can be widely used in higher education institutions.
The Effect of Productive Failure in a Digital Inquiry Environment on Developing Deep Understanding and Achievement of Organic Chemistry among Secondary School Students
Author: Ezzeldin, Sahar Mohammed Yousef
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Foreign Countries,Failure,Science Instruction,Organic Chemistry,Secondary School Science,Inquiry,Active Learning,Science Achievement,Instructional Effectiveness,Electronic Learning

This study measures the effect of productive failure instruction in a digital inquiry environment on developing deep understanding and achievement of organic chemistry among Saudi Arabian secondary school students. The study adopted the experimental design of control and experimental groups with pre- and post-measurements. The sample comprised 66 secondary school students from Wadi Al-Dawasir Governorate, Riyadh, Saudi Arabia, distributed into the experimental group (n = 32) and the control group (n = 34). The data collection utilised the deep understanding test and the achievement test of organic chemistry. The results revealed that there were statistically significant differences at [alpha] = 0.05 between the means of the scores of the experimental and control groups in the deep understanding level and the achievement test of organic chemistry in favour of the experimental group. Recommendations and suggestions are also presented in light of the study results.
From Student&apos;s Experience: Does E-Learning Course Structure Influenced by Learner&apos;s Prior Experience, Background Knowledge, Autonomy, and Dialogue
Author: Abuhassna, Hassan
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Experience,Electronic Learning,Course Organization,Prior Learning,Knowledge Level,Personal Autonomy,College Students,Peer Relationship,Teacher Student Relationship,Foreign Countries,Student Characteristics

Background: E-learning is increasingly becoming a preference in higher education institutions worldwide; this is intended to assist educational institutions in achieving objectives to meet the proportion of individuals with their educational opportunities. Nevertheless, instructors and students frequently have concerns with their capacity to succeed in E-learning environments. Objectives: This study aimed to presents common eLearning challenges in regard to e-learning courses structure and its relations to various factors, for instance; students' autonomy, prior knowledge and experience, students-students dialogue, and students-instructor dialogue, and proposes solutions to these challenges based on the transactional distance theory. Moreover, this study presents evidence from Malaysian higher institutions based on theoretical models for e-learning course structure and its relations to the factors mentioned above. Methods: Data have been collected from 680 university learners all over Malaysia. Data were then examined using exploratory factor analysis, confirmatory factor analysis, and structural equation modelling employing Smart PLS 3.0 software. Results and conclusion: Research findings indicated that e-learning course structure was affected by all dimensions of overall path analysis findings: student autonomy, students background, student-instructor dialogue, and student-student dialogue. However, the e-learning course structure showed insignificant with students' prior experience. Implications: Implications for universities are discussed accordingly. Such findings provide vital support to the integrative association among collaborative control (CC) and transactional distance theory (TDT) regarding e-learning environments experience, which might support universities administrators in the higher education industry to implement, plan and evaluate online learning platforms applications in their institutions.