ethanporcaro/eric-fulltext-meta huggingface dataset:
STEM Leader Excellence: A Modified Delphi Study of Critical Skills, Competencies, and Qualities
Author: Rose, Mary Annette
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Leadership Responsibility,Barriers,Transformative Learning,Leadership Qualities,Competence,Institutional Mission,School Culture,Equal Education,Social Responsibility,Educational Resources,Curriculum,Instruction,Professional Development,Student Evaluation,Teacher Leadership,Principals,Administrators,College Faculty,Researchers,After School Programs

With the push by government and business leaders for greater emphasis on STEM education at all grade levels, STEM leaders (i.e., educational leadership and teacher leaders) are challenged to pioneer integrative praxes that prepare students for success in a scientifically and technologically driven society. Additionally, these STEM leaders must transverse the barriers of developing transformative educational experiences that involve diverse stakeholders. This study utilized a modified Delphi technique to investigate what STEM leader skills, competencies, and qualities are identified as critical by STEM professionals within integrative STEM education. Findings are presented for the following seven themes: mission and culture, equity and social responsibility, infrastructure and programming, curriculum and instruction, professional growth, evaluation and assessment, and extended learning. These findings may inform the development of courses and programs that prepare or provide professional development for STEM leaders.
The Demise of Traditional Technology and Engineering Education Teacher Preparation Programs and a New Direction for the Profession
Author: Volk, Kenneth
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Change,Technology Education,Engineering Education,Teacher Education Programs,Educational Trends,Teaching Methods,Trend Analysis,STEM Education,Program Descriptions,College Graduates,Alternative Teacher Certification,Corporations,Curriculum Development,School Business Relationship,Teacher Shortage,Teacher Certification,Elementary Secondary Education

For nearly 40 years, there has been a serious decline in the number of new technology and engineering education teachers and teacher preparation programs in the United States (Akmal, Oaks, &amp; Barker, 2002; Daugherty &amp; Boser, 1993; Edmunds, 1980; Greene, 2016; Moye, 2009; Volk, 1993). Currently, only 15% of the technology and engineering education degree-granting university programs remain since 1970, with nearly half of those remaining barely surviving with three or fewer students graduating annually (Rogers, 2017; Wall, 1970). Perhaps most telling about the health of technology and engineering education is the following question: With nearly half the states no longer having a technology and engineering education teacher preparation program, how can it continue to be considered a &quot;legitimate&quot; subject to be taught in schools? Declines in the number of technology and engineering education teachers and teacher preparation programs since the 1970s show no signs of abating. There are several reasons for this continued decline. First, the transformation of technology and engineering education programs to industrial technology and engineering eliminated the need to accommodate the preparation of teachers or continue their past mission. Second, those few technology and engineering education programs that still exist may not reflect the reality of many school programs, creating a mismatch between content and expectations when recruiting new student teachers. Finally, with justifications for technology and engineering education and its inclusion in the broader science, technology, engineering, and mathematics (STEM) umbrella being based on economic justifications and national standards, there has been an increase in corporate-driven and foundation-sanctioned technology and engineering education programs. Of particular focus is Project Lead the Way (PLTW), who's training for their program (product) reduces the need for traditional technology and engineering education teacher preparation programs. This article first examines recent trends in technology and engineering education teacher preparation programs in the United States, including the number of graduates and university programs available. Following a discussion of the aforementioned impacts on technology and engineering education teacher programs, a summation is provided, contending that the few traditional teacher preparation programs that remain are in jeopardy and that new teachers in technology and engineering education will likely come through alternative means such as PLTW.
Enhancing the Learning Performance of Passive Learners in a Financial Management Class Using Problem-Based Learning
Author: Sugeng, Bambang
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Instructional Effectiveness,Thinking Skills,Lecture Method,Self Management,Critical Thinking,Student Centered Learning,Accounting,Skill Development,Student Attitudes,Undergraduate Students,Authentic Learning,Learning Processes,Foreign Countries

This study aims to implement a problem-based learning method and investigate how this method enhances students' learning performance, specifically in self-regulated learning and higher-order thinking skills for a Financial Management class, involving highly passive learners. The study adopted mixed methods, quasi-experimentally, by comparing a problem-based learning method with a conventional method, i.e. lecture-based learning. The results indicate that, alongside obtaining positive acceptance from the class, problem-based learning outperforms the conventional method by enhancing both students' self-regulated learning and their higher-order thinking skills, although it lagged behind in maintaining students' lower-order thinking skills. Future research into problem-based learning implementation in a similar learning context to this study should incorporate some adjustments, such as a more efficient curriculum design and a lower level of problem-based learning to ensure as many participants as possible, including slow learners, benefit optimally from learning through problem-based learning methods.
Facebook in Tertiary Education: The Impact of Social Media in e-Learning
Author: Giannikas, Christina
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Higher Education,Educational Technology,Student Attitudes,Integrated Learning Systems,Technology Uses in Education,Graduate Students,Online Courses,Telecommunications,Handheld Devices

The present study provides insights on the impact of using Facebook in e-learning higher education postgraduate programs. More specifically, the study (1) presents the status quo of Facebook in higher education, (2) explores the nature of Facebook in e-learning, and (3) investigates the effects of Facebook on learning community, focusing on their viewpoints. The findings reveal that the majority of the students think favorably of Facebook groups as they conveniently supplement Learning Management Systems (LMS). The survey also indicates that there was an interactive learning element to the use of Facebook that made it more appealing than their university's Course Management System (CMS) to use during the course.
Utilization Decision towards LMS for Blended Learning in Distance Education: Modeling the Effects of Personality Factors in Exclusivity
Author: Bervell, Brandford
Date: 2018-09-00
Type: Journal Articles
Subjects: Blended Learning,Decision Making,Personality Traits,Technology Integration,Distance Education,Teacher Attitudes,Structural Equation Models,Predictor Variables,Intention,Self Efficacy,Technological Literacy,Pedagogical Content Knowledge,Anxiety,Social Cognition

Over the decades, personality factors (attitude, self-efficacy, anxiety and computer experience) have pervaded the underpinning determinants of behavioural intentions to accept and use emerging technologies, chiefly in purviews where integration is into the working processes that may be pro traditional. The chasm in the literature has been how these technology personality factors extensively relate within and among themselves in a definite model exclusive to these factors, and their overall variance explained in usage intentions. In view of this, the study adopted a quantitative design and employed the questionnaire for data collection from 267 distance education tutors from a countrywide spread. Findings from structural equation modeling (SEM) technique revealed 'technology attitude' and 'technology experience' to be major predictors of usage intentions. The direct effects of technology anxiety and self-efficacy on behavioural intention were fully mediated by technology attitude. Non-linear relationships showed that technology selfefficacy, experience and anxiety were all antecedents of attitude towards LMS, while 'technology experience' alone determined 'technology self-efficacy'. The Important-Performance Map Analysis (IPMA) revealed attitude as the most important and performing construct in determining behavioural intention. Technology attitude had technology related self-efficacy as its most important and performing construct determinant. The overall variance explained by the derived model was 35%. The study recommended that technology attitude and experience should be prioritized in LMS-related blended learning implementation in distance education. It further proposed that future studies include moderators on technology personality factors in determining usage intentions to further improve the model's robustness.
What Do Master&apos;s Students&apos; Structured Reflections Say about the Learning Processes Involved in Commencing a Research Project?
Author: Warner, Richard
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Student Attitudes,Masters Programs,Reflection,Learning Processes,Research Projects,Student Research,Electronic Journals,Student Journals,Interdisciplinary Approach

This study aims to unpack the reflective learning processes involved in developing a Masters' research project proposal as part of a multidisciplinary Research Design course. Using inductive analysis, we explored students' reflective blogs written over a period of a semester and defined the reflections according to an adaptation of Hatton and Smith's (1995) framework. Our findings are that the nature of each individual blog topic affected the quality and level of reflection, which in turn is affected by the 'learning ecology' (Harvey, Coulson, &amp; McMaugh, 2016 p. 12). More highly scaffolded blogs showed greater evidence of reflective practice. Likewise the nature of the practice (starting research) influenced reflection, since many processes are internal rather than requiring explicit practice to reflect on. In addition, as nascent practitioner researchers, the students are also involved in reflexivity rather than reflection and therefore some topics encouraged this form of reflection more than others did. This study is significant in that it explores reflection in research and practitioner contexts, focuses on early career researchers/practitioners and brings a multidisciplinary perspective.
Risk of Turnover among U.S. Principals Based on Personal and School Characteristics
Author: Alenezi, Abdulaziz S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Labor Turnover,Institutional Characteristics,Administrator Characteristics,Predictor Variables,Public Schools,Doctoral Degrees,Gender Differences,Educational Attainment,Minority Groups,School Safety,Persistence,Administrator Role,Age Differences,Teaching Experience,Mentors,Rural Urban Differences,Work Environment,Elementary Secondary Education

This study sought to predict U.S. public-school principals' risk of turnover using nationally representative data. After screening several personal and school characteristics that might predict the likelihood of principals leaving their jobs, a logistic regression analysis was employed using 15 significant predictors out of 37 variables identified to predict the outcome variable (low or high risk of turnover). The findings revealed that principals were more likely to leave their position when they did not participate in aspiring principal programs, had a doctorate, were male, were a minority, or worked at schools that lacked controlled access to school buildings
Fingerspelling and Print: Understanding the Word Reading of Deaf Children
Author: Scott, Jessica A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Deafness,Students with Disabilities,Finger Spelling,American Sign Language,Intervention,Instructional Effectiveness,Young Children,Elementary School Students,Public Schools,Urban Schools,Achievement Tests,Printed Materials,Word Recognition,Emergent Literacy,Reading Instruction

Fingerspelling and its relationship with literacy skills among deaf and hard of hearing children who use American Sign Language is an increasingly popular research topic. However, there is limited research on whether reading interventions that systematically include fingerspelling are more effective for improving literacy skills than reading interventions that do not. In an adapted alternating-treatment single-case study, the authors contrasted the number of words learned under three conditions: a productive fingerspelling condition, in which word reading was taught through activities that emphasized productive fingerspelling; a chaining condition, in which teachers chained written words with receptive fingerspelling; and a sign-to-print condition, in which fingerspelling was not used. Five of the 6 participants learned most of the words taught with no differentiation by condition. Participants could recognize and fingerspell taught words, even if those words were not taught via fingerspelling.
Learning Analytics Platform in Higher Education in Japan
Author: Flanagan, Brendan
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Analytics,Higher Education,Integrated Learning Systems,Educational Technology,Educational Research,Shared Resources and Services,Universities,Information Storage

In recent years, learning analytics has become a hot topic with many institutes deploying learning management systems and learning analytics tools. In this paper, we introduce learning analytics platforms that have been established in two top national Japanese universities. These initiatives are part of a broader research project into creating wide-reaching learning analytics frameworks. The aim of the project is to support education and learning through research into educational big data accumulated on these platforms. We also discuss the future direction of our research into learning analytics platforms. This includes introducing a model in which learning analytics tools and the results of research can be shared between different education institutes.
How People Acquire Knowledge from a Web Page: An Eye Tracking Study
Author: Eger, Ludvík
Date: 2018-09-00
Type: Journal Articles
Subjects: Web Sites,Eye Movements,Electronic Learning,Learning Analytics,Academic Achievement,Learning Processes,College Students,Multimedia Instruction,Visual Aids,Feedback (Response),Attention,Time Factors (Learning),Instructional Design,Instructional Effectiveness

The article describes a pre-experimental research study that focuses on learning objects. Web objects that capture the attention of users and that characterize the content of a website were examined. The main goal was to identify the most relevant design of three web objects by using the eye-tracking tool Areas of Interest and feedback questioning as research methods. Eye tracking was used to gather data about students' learning activity and questioning to gather students' learning achievements. The eye movement analysis shows exactly in which order and how long participants spend on viewing selected items. In all three experimental stimuli, the majority of students started the learning process with a focus on the headline and headline and illustration (diagram), not on the box with information with written text. Heat maps and gaze plots document the learning process (Tobii Pro, 2017). As the findings of the learning process show, the students from the third quartile, which paid more attention to the learning process, achieved the best learning performance. The study contributes to our understanding of learning objects as small (reusable) &quot;knowledge packages.&quot;
Mobile Instant Messaging: New Knowledge Tools in Global Health?
Author: Pimmer, Christoph
Date: 2018-09-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Informal Education,Public Health,Information Dissemination,Allied Health Personnel,Students,Patients,Low Income Groups,Cooperation,Communication Strategies,Access to Information,Networks,Foreign Countries,Professional Development,Barriers,Social Networks,Learning Theories

Despite the proliferation of Mobile Instant Messaging (MIM) platforms, such as WhatsApp, studies that examine their role for learning and knowledge sharing are still rare. Using the context of global health, this study seeks to examine the ways in which MIM platforms are being used for learning and knowledge sharing and identify associated potentials and constraints. A survey with open- and closed-ended questions was administered and the experience of 40 respondents from 44 different project settings was gathered and analyzed. The findings indicate that MIM, and particularly WhatsApp, are used in a boundary-crossing manner, i.e., involving various groups of health professionals, students, and patients from across a range of low-income countries, particularly from Sub-Saharan Africa. MIM platforms are used in informal learning settings for knowledge creation and sharing, supervision, enacting social presence and collaborative problem solving, and for the support of formal education. In addition to enhancing communication efficiency and responsiveness, MIM was also used to bridge geographical (e.g., central-local and urban-rural) and social divides (e.g., professional rankings). Despite technical and socio-behavioral constraints, the use of MIM was reported to significantly benefit distributed global health work and to enhance learning and knowledge sharing in &quot;distributed&quot; networks of practice.
The Impact of Using Smartphones on the Academic Performance of Undergraduate Students
Author: Ifeanyi, Ifeanyi Peter
Date: 2018-09-00
Type: Journal Articles
Subjects: Handheld Devices,Academic Achievement,Undergraduate Students,Foreign Countries,Asynchronous Communication,Student Attitudes,Attention,Teacher Student Relationship,Technology Uses in Education,Internet,Social Media

This study investigated the impact of using smartphones on the academic performance of undergraduate students at the North-West University, South Africa. To determine the impact, this study deployed the quantitative research approach to collect data from 375 undergraduate students using questionnaires. It was found that most undergraduate students are using their smartphones to engage with fellow students and lecturers. It was also found that using smartphones distracts students from their studies in certain aspects. The results also showed the impact of using smartphones on students' academic capabilities and progression.
The Opportunities and Challenges of Mobile and Ubiquitous Learning for Future Schools: A Context of Thailand
Author: Panjaburee, Patcharin
Date: 2018-12-00
Type: Journal Articles
Subjects: Electronic Learning,Foreign Countries,Handheld Devices,Technology Integration,Access to Education,Teaching Methods,Middle School Students,Science Education,Academic Achievement,Futures (of Society),Educational Trends

Today's new digital technologies and the spread of the internet have created numerous new opportunities and challenges for the education of the future. The rapid development of mobile and ubiquitous computing technology offered more chances to design and develop innovative learning approach with mobile devices in preparing schools and students for a future. In this paper we present case examples and the research results and reflections based on our recent developments and experiences in Thailand regarding how novel pedagogical applications, mobile technologies and software tools can be combined to enhanced students' learning at all level of education. To the end, we propose a possible direction for the transformation of traditional teaching in science to a novel of mobile and ubiquitous learning in an on-going large-scale educational project in Thailand. This is a challenge of our educational improvement to introduce the novel mobile-assisted learning approach, with the support of mobile devices, into classroom settings, innovative instructional practices and sustainability as the way of future schools in context of Thailand.
Roles and Strategies of Learning Analytics in the e-Publication Era
Author: Yin, Chengjiu
Date: 2018-12-00
Type: Journal Articles
Subjects: Electronic Publishing,Learning Analytics,Learning Strategies,Student Behavior,Data Collection,Foreign Countries,Textbooks,Graduate Students

E-books have been introduced to educational institutions in many countries. The use of e-books in traditional classrooms enables the recording of learning logs. Recently, researchers have begun to carry out learning analytics on the learning logs of e-books. However, there has been limited attention devoted to understanding the types of learning strategies that students employ when they read e-books. In this paper, using e-book learning logs, we examine the learning strategies that students employed when reading e-books. In this paper, we will introduce how to identify learning strategies from e-book learning logs with two case studies. One is &quot;Identifying Learning Strategies Using Clustering&quot; and the other is &quot;Examining Learning Strategies Using Sequential Analysis.&quot;
Future Trends and Research Issues of Technology-Enhanced Language Learning: A Technological Perspective
Author: Zou, Di
Date: 2018-12-00
Type: Journal Articles
Subjects: Second Language Learning,Educational Trends,Educational Research,Computer Uses in Education,Educational Technology,Behavioral Objectives,Learning Theories,Teaching Methods,Cooperative Learning,Game Based Learning,Electronic Learning,Blended Learning

With recent advancements in information technologies and language learning models, rapid innovations of technology-enhanced language learning have been widely witnessed by research communities and educational institutions globally. Powerful new technologies, such as social media and networks, mobile applications, wearable computing, cloud computing, and virtual reality have been integrated into language learning to facilitate various aspects, such as interactivity, immediacy, and authenticity. In this study, we present the Future TELL Model considering learning objectives, theories, and strategies by briefly reviewing recent progresses in this area. Future trends and research issues in technology-enhanced language learning are also discussed in relation to cutting-edge technologies, such as deep neural networks, which have not yet been fully recognized by education technology communities.