ethanporcaro/eric-fulltext-meta huggingface dataset:
I Cannot See You--The Perspectives of Deaf Students to Online Learning during COVID-19 Pandemic: Saudi Arabia Case Study
Author: Aljedaani, Wajdi
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Deafness,Hearing Impairments,Electronic Learning,Educational Attitudes,Online Courses,COVID-19,Pandemics,Foreign Countries,Educational Change,Delivery Systems,Internet,Access to Education,Technology Uses in Education,Integrated Learning Systems

The COVID-19 pandemic brought about many challenges to course delivery methods, which have forced institutions to rapidly change and adopt innovative approaches to provide remote instruction as effectively as possible. Creating and preparing content that ensures the success of all students, including those who are deaf and hard-of-hearing has certainly been an all-around challenge. This study aims to investigate the e-learning experiences of deaf students, focusing on the college of the Technical and Vocational Training Corporation (TVTC) in the Kingdom of Saudi Arabia (KSA). Particularly, we study the challenges and concerns faced by deaf students during the sudden shift to online learning. We used a mixed-methods approach by conducting a survey as well as interviews to obtain the information we needed. Our study delivers several important findings. Our results report problems with internet access, inadequate support, inaccessibility of content from learning systems, among other issues. Considering our findings, we argue that institutions should consider a procedure to create more accessible technology that is adaptable during the pandemic to serve individuals with diverse needs.
Arching from Function to Form--Important Design Elements of Simulation Exercises (SimEx) in Emergency Response and Disaster Risk Management
Author: Covaciu, Andra Iustina
Date: 2021-00-00
Type: Journal Articles
Subjects: Risk Assessment,Emergency Programs,Simulation,Exercise,Design,Capacity Building,Computer Simulation,Blended Learning

With Rasmussen's abstraction hierarchy as starting point, the present article focuses on understanding some of the aspects guiding the development of a simulation exercise (SimEx) from a multi-faceted perspective, based on interviews and post-exercise evaluations conducted with both exercise designers and participants. The results show that, in order to achieve its overarching objective, an exercise must fulfill a wide range of &quot;functions&quot;, which in turn can take various kinds of &quot;forms&quot; or actual representations in the physical world. The paper discusses a number of identified required functions of a SimEx, sometimes labeled as design elements, and furthermore elaborates on differences and specific requirements at form level, e.g., virtual vs. physical exercises.
Actualizing Change after Experiencing Significant Mathematics PD: Hearing from Teachers of Color about Their Practice and Mathematical Identities
Author: Kitchen, Richard
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Faculty Development,Mathematics Education,Minority Group Teachers,Educational Practices,Identification (Psychology),Elementary School Teachers,Teaching Experience,Teacher Attitudes,Learning Experience

While it is well-documented that students of color and students from low-income communities have often been denied access to a challenging education in mathematics in the United States, less is known about how teachers of color have overcome their deprived educational backgrounds to become teachers of mathematics who implement inquiry-based instructional methods as a means to improve their students' learning and mathematical identities. In this article, we use a sociopolitical theoretical framework to examine how seven elementary school teachers of color characterized their experiences as mathematics students, themselves as teachers of mathematics, and their mathematical identities after experiencing significant professional development in mathematics. All the participants in this study had experienced extensive professional development support in mathematics over a sustained period of time. We demonstrate through the teachers' narratives that, given the deprived mathematics education that the majority of the participants experienced as PK-12 students, having opportunities to participate in significant and focused PD in mathematics over a sustained period transformed how teachers viewed themselves as teachers and positively impacted their mathematical identities.
Improving Comprehension: Intelligent Tutoring System Explaining the Domain Rules When Students Break Them
Author: Sychev, Oleg
Date: 2021-00-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Comprehension,Undergraduate Students,Computer Science Education,Programming,Computer Software Evaluation

Intelligent tutoring systems have become increasingly common in assisting students but are often aimed at isolated subject-domain tasks without creating a scaffolding system from lower- to higher-level cognitive skills, with low-level skills often neglected. We designed and developed an intelligent tutoring system, CompPrehension, which aims to improve the comprehension level of Bloom's taxonomy. The system features plug-in-based architecture, easily adding new subject domains and learning strategies. It uses formal models and software reasoners to solve the problems and judge the answers, and generates explanatory feedback about the broken domain rules and follow-up questions to stimulate the students' thinking. We developed two subject domain models: an Expressions domain for teaching the expression order of evaluation, and a Control Flow Statements domain for code-tracing tasks. The chief novelty of our research is that the developed models are capable of automatic problem classification, determining the knowledge required to solve them and so the pedagogical conditions to use the problem without human participation. More than 100 undergraduate first-year Computer Science students took part in evaluating the system. The results in both subject domains show medium but statistically significant learning gains after using the system for a few days; students with worse previous knowledge gained more. In the Control Flow Statements domain, the number of completed questions correlates positively with the post-test grades and learning gains. The students' survey showed a slightly positive perception of the system.
Pedagogy of Emerging Technologies in Chemical Education during the Era of Digitalization and Artificial Intelligence: A Systematic Review
Author: Chiu, Wang-Kin
Date: 2021-00-00
Type: Journal Articles
Subjects: Technological Advancement,Artificial Intelligence,Educational Innovation,Educational Technology,Technology Integration,Technology Uses in Education,Elementary Secondary Education,Science Education,Chemistry,COVID-19,Pandemics,Eye Movements,Learning Analytics,Robotics,Computer Simulation,Simulated Environment,Visualization,Sustainable Development

The technological advancement and rapid development of artificial intelligence have led to a growing number of studies investigating pedagogical innovations incorporated with emerging technologies in this digital era. An increasing amount of empirical evidence has suggested the potential benefits of incorporating digital technologies and artificial intelligence in various educational contexts, such as the K-12 education, and a change in learning modality in the unprecedented period of COVID-19. In chemical education, various types of emerging technologies, such as eye-tracking techniques, learning analytics, robotics, virtual reality (VR), and augmented reality (AR), have seen wide applications and promising prospects. In this paper, a systematic review of emerging technologies adopted in chemical education during this era of digitalization and artificial intelligence is presented. The current study aims to identify the major types of technologies adopted in chemical education and analyze the empirical findings from relevant studies. A total of 45 studies between 2010 and 2021 were analyzed through a literature search in three inter-disciplinary databases: Web of Science, Scopus, and the Educational Information Resource Center. Full-text retrieval and analysis of the included studies were conducted. The present study finds that AR and VR applications were most extensively investigated among the identified types of technologies adopted in chemical education, while the major focus areas were associated with virtual chemistry laboratories, visualization and interaction with chemical structures, and classroom hands-on activities. The evidence presented in this study also indicates the promising applications of artificial intelligence and learning analytics in the analysis of students' feedback and behavior, assessment of students' understanding of chemical concepts, and investigations of students' reasoning and cognitive processes during chemical tasks such as spectral interpretation. Furthermore, areas requiring more research, investigations, potential future applications, as well as pedagogical implications of education for sustainable development will be identified based on the evidence presented in this study. The findings of this study are expected to give insight on the evolving areas of chemical education research and technology-enhanced teaching and learning.
Fostering the Development of Professionalism in Veterinary Students: Challenges and Implications for Veterinary Professionalism Curricula
Author: Gordon, Stuart
Date: 2021-00-00
Type: Journal Articles
Subjects: Veterinary Medical Education,Professionalism,Employment Potential,Employer Attitudes,Competency Based Education,Skill Development,Communication Skills,Emotional Intelligence,Cultural Awareness,Teamwork,Conflict Resolution,Problem Solving,Hidden Curriculum,Informal Education,Socialization,Role Models,Values,College Graduates,Direct Instruction

The importance of professional skills teaching and assessment within veterinary education has recently been highlighted in the veterinary education literature. This academic discourse follows the acknowledgement by both veterinary employers and graduates themselves that new graduates often lack the professional skills and attitudes needed for success in clinical veterinary practice. Traditionally, veterinary curricula have focused solely on teaching content knowledge and clinical skills; however, veterinary education curricula clearly must also contain dedicated instruction in veterinary professionalism. This must include instruction in communication skills, emotional intelligence, cultural awareness, teamwork abilities, dispute resolution strategies and the awareness that multiple approaches may be required to resolve challenges. It has become unrealistic to expect students to rely on observation and role modelling to foster the development of professionalism. There is a need to incorporate explicit learning activities that reinforce the knowledge, attitudes, values, and behaviours that characterise veterinary professionalism. While role modelling remains a key aspect of the veterinary professionalism learning that takes place through the informal/hidden curriculum, many students have often had more experiences with negative role models than with positive ones. This can lead to the development of a tolerance or normalisation of negative behaviours and a decline in students' perceptions of professionalism. This article aims to continue recent conversations on professional skills teaching within veterinary education, define what is meant by veterinary professionalism and consider the plethora of terminology used when trying to establish a definition, highlight those attributes of veterinary professionalism deemed important by veterinary stakeholders for career success and employability, and explore the challenges of incorporating the teaching and assessment of professional traits into veterinary education.
A Rapid Transition from Campus to Emergent Distant Education; Effects on Students&apos; Study Strategies in Higher Education
Author: Boström, Lena
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Electronic Learning,Technology Integration,Emergency Programs,Educational Research,Educational Trends,College Students,Student Adjustment,Learning Strategies,Study Skills,Metacognition,Self Management,Learning Motivation,Foreign Countries

This article presents a literature review focusing on international research concerning distance education and students' study strategies during the last 20 years. As distance education in higher education is a steadily growing trend and in particular because the COVID-19 pandemic has escalated the transition from campus education to different forms of distance education, knowledge about students' study strategies and appropriate teaching strategies has become highly important. With this research review, we aimed to identify patterns and trends in research on distance education focusing students study strategies before and after the pandemic. The research synthesis identified and interpreted similarities and differences in the studies' designs and findings, which we analyzed using integrative thematic analysis. Students' study strategies seem to have changed to some extent during the pandemic, with more emphasis on their own responsibility and the need for a developed teaching strategy to align with the changing framework related to the emergency provision of distance education. We concluded that students have to develop metacognitive strategies, because self-regulated learning and a more flexible pedagogy seem to be important in teachers' transitions and competence in digitalization. Therefore, more research targeting these aspects is needed.
Teaching the Privileged? Observations on the (UN) Inclusiveness of Online Education during Pandemic
Author: Ajaz, Nashia
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,Distance Education,Online Courses,Disadvantaged,Access to Computers,Access to Education,Inclusion,Internet,Barriers,Technological Literacy,Undergraduate Students,Student Attitudes,Females,Late Adolescents,Developing Nations,Foreign Countries,Equal Education

Coronavirus pandemic has changed the existing norms of life all over the world. Among other areas of life, the pandemic has also hit the education sector, where recent statistics show that around 500 Million students worldwide were unable to access remote learning. In developing countries like Pakistan, which is amongst the top-twenty countries impacted by the pandemic, and where around 23 million children were already out of school, much of the progress made over the years has reversed. Drawing on 'Faucet Theory,' this paper questions the inclusiveness of online higher education and argues that the stories of successful shifting to online education seem to be unexclusive, representing only privileged students, while neglecting the underprivileged students. Exclusions faced by the under-privileged students, including those related to technological, financial, and social, have been highlighted through the present research, emerging from a close analysis of informal conversations with approximately 90 female students of undergraduate level in Pakistan. The study recommends further in-depth research unveiling the stories and implications for those left out in online education during the Coronavirus pandemic.
The Impact of Isolation Measures during COVID-19 Pandemic on Russian Students&apos; Motivation for Learning
Author: Drozdikova-Zaripova, Albina R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,Online Courses,Computer Mediated Communication,Learning Motivation,Undergraduate Students,Student Attitudes,Flipped Classroom,Video Technology,Instructional Effectiveness,Barriers,Foreign Countries,COVID-19,Pandemics

One of the leading problems of teaching is maintaining the students' motivation for learning. In the current epidemiological situation, improvement of education quality using digital platforms and educational services by creating conditions for increasing the learning motivation of students is an essential and relevant task. Therefore, the aim of the research was to study the motivation of the educational activity of junior students during the COVID-19 lockdown period and the development of effective approaches to increase the learning motivation of students in the context of distance learning using the Microsoft Teams platform. Research methods: Theoretical analysis of psychological and pedagogical literature, generalization; experiment, questioning, testing and data processing methods. In total, 107 undergraduates took part in the study. The difficulties and benefits that students encountered during the lockdown, as well as the attitude of students to the distance learning format, were revealed. There were specified dominant motivators, intentions and motives that determine the educational activity of students. We have presented approaches to the content management of the educational process in a distance format, with various ways and techniques of increasing the educational motivation of students under the conditions of distance learning.
Enhancing Multimodal Interaction and Communicative Competence through Task-Based Language Teaching (TBLT) in Synchronous Computer-Mediated Communication (SCMC)
Author: Belda-Medina, Jose
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Synchronous Communication,Undergraduate Students,Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Applied Linguistics,Task Analysis,Teaching Methods,Preservice Teachers,Multimedia Instruction,Student Attitudes,Educational Quality,Instructional Materials,Technology Uses in Education,Interaction,Peer Relationship,Barriers,Online Courses,COVID-19,Pandemics,Visual Aids,Instructional Effectiveness

The number of publications on live online teaching and distance learning has significantly increased over the past two years since the outbreak and worldwide spread of the COVID-19 pandemic, but more research is needed on effective methodologies and their impact on the learning process. This research aimed to analyze student interaction and multimodal communication through Task-Based Language Teaching (TBLT) in a Synchronous Computer-Mediated Communication (SCMC) environment. For this purpose, 90 teacher candidates enrolled in the subject &quot;Applied Linguistics&quot; at a university were randomly assigned in different teams to create collaboratively digital infographics based on different language teaching methods. Then, all the teams explained their projects online and the classmates completed two multimedia activities based on each method. Finally, the participants discussed the self-perceived benefits (relevance, enjoyment, interest) and limitations (connectivity, distraction) of SCMC in language learning. Quantitative and qualitative data were gathered through pre- and post-tests, class observation and online discussion. The statistical data and research findings revealed a positive attitude towards the integration of TBLT in an SCMC environment and a high level of satisfaction with multimodal communication (written, verbal, visual) and student interaction. However, the language teacher candidates complained about the low quality of the digital materials, the use of technology just for substitution, and the lack of peer-to-peer interaction in their live online classes during the pandemic.
Cultural Competency Activities: Impact on Student Success
Author: Coleman, Jeffrey K.
Date: 2021-10-00
Type: Journal Articles
Subjects: Cultural Awareness,Metropolitan Areas,Urban Universities,Conflict Resolution,Student Attitudes,Self Concept,Cultural Differences,Undergraduate Students,Barriers,Intercultural Communication,Learning Experience,Group Discussion,Student Personnel Services,Student Characteristics,State Universities

This study examines the impact of a cultural center on students' views and perceptions of their own cultural competency learning and ability to manage their college experience at a large metropolitan university. This exploratory analysis highlights the views of ten students who frequently engaged with a cultural center. Emerging themes include: (a) how students at a metropolitan university defined cultural competence; (b) challenges, difficulties, and problems participants experienced interacting with people from other cultures (e.g. nationality, ethnicity); and (c) successful interactions participants experienced with people from other cultures. Findings and discussion from this study suggest: (a) identity, exposure, and critical awareness; (b) navigating and negotiating conflict; and (c) engaging cultural resources are the skills students develop, through experiences with a cultural center, that impact their ability to manage their college experience. This project studied a culturally mixed group of students using personal experiences, interviews, and focus group discussions to describe meaningful and defining moments. This study and its findings are noteworthy because there is little research in this subject area. All participants were frank, cooperative, and candid throughout the process. They offered insights and shared information regarding cultural competency at Metropolitan University (MU).
Can Pedagogical Innovations Be Sustainable? One Evaluation Outlook for Research Developed in Portuguese Higher Education
Author: Guerra, Cecília
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Innovation,Sustainability,Evidence Based Practice,Educational Research,Research Projects,Research Administration,Research Proposals,Coordinators,Financial Support,Science Education,Engineering Education,Higher Education,Public Colleges,Foreign Countries

Across higher education, teachers have been inspiring themselves (and others) to apply pedagogical innovations grounded in a unifying intention: to prepare students for labour markets and societal challenges. Research-based education has been funded to promote pedagogical innovations with valuable impact on the students' academic success and/or the teachers' academic growth. However, there is still few documented research-based evidence that highlight how long-lasting and/or how embedded are the pedagogical innovations in academic practices, particularly when the funding period comes to an end. The purpose of this article is to discuss the extent to which funded national research-based education projects, developed in public Portuguese higher education institutions (universities and polytechnic institutes), have considered the sustainability of research results (e.g., pedagogical innovations), after funding ends. Based on a qualitative research approach, data collection included: document analysis of 39 projects' materials and conceptions collected with 9 coordinators and 17 key participants from selected projects, through interviews and questionnaires, respectively. Content analysis of data collected showed that there are key factors that contribute to enhance and/or limit the sustainability of research results (e.g., funding and institutional support to maintain innovation). Results and recommendations are put forward to inform educational policies, funding agencies and involved actors (e.g., institution leaders, researchers, and teaching staff) to increase the sustainability of research results.