ethanporcaro/eric-fulltext-meta huggingface dataset:
Mobile Learning: Readiness and Perceptions of Teachers of Open Universities of Commonwealth Asia
Author: Miglani, Anshu
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Telecommunications,Teacher Attitudes,Open Universities,Distance Education,Handheld Devices,Foreign Countries,Teacher Competencies,College Faculty,Technological Literacy,Questionnaires,Teacher Surveys,Readiness

Integration of &quot;Mobile Learning&quot; (m-learning) in Open and Distance Learning (ODL) systems can play a crucial role in reducing the &quot;Digital Divide&quot; and strengthening &quot;Democratization of Education&quot; by providing quality educational opportunities and access to information quickly at affordable cost in Commonwealth Asian countries. Successful implementation of m-learning will be determined by readiness and positive perception of teachers towards it. This study examined the m-learning readiness and perception of the teachers of eighteen Open Universities spread across five Commonwealth Asian countries (Bangladesh, India, Malaysia, Pakistan and Sri Lanka). The analysis of responses obtained from 102 teachers indicates that they have the device and skill readiness to impart m-learning. The study also revealed the presence of positive perceptions for m-learning among them. They affirmed that m-learning has the potential to engage the learner to a greater extent. It enhances the collaboration and didactic conversation, thereby reducing the feeling of isolation for learners in an ODL system. However, teachers were still not sure, if m-learning can replace e-learning through conventional devices. Teachers were also aware of the possible applications of m-learning in ODL, pedagogies for which needs to be further explored.
Can New Modes of Digital Learning Help Resolve the Teacher Crisis in Sub-Saharan Africa?
Author: Moon, Bob
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Educational Policy,Inservice Teacher Education,Preservice Teacher Education,Teacher Shortage,Online Courses,Resource Units,Computer Uses in Education,Faculty Development,Educational Change

Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice.
Distance Learners' Perspective on User-Friendly Instructional Materials at the University of Zambia
Author: Simui, F.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Instructional Materials,Printed Materials,Distance Education,Educational Quality,Instructional Design,Higher Education,Usability,College Students,Preservice Teachers,Student Attitudes

This case study focuses on print-based instructional materials available to distance education learners at the University of Zambia. Using the Visual Paradigm Software, we model distance education learners' voices into sociograms to make a contribution to the ongoing discourse on quality distance learning in poorly resourced communities. Emerging from this study are the ten elements that instructional designers will need to re-consider, some of which are: (i) presentation and layout of content; (ii) use of interactive language; and (iii) inclusion of real life situations. In view of the foregoing, it is recommended that the university adhere to ODL instructional design fundamentals in all its instructional materials as a means to improved quality distance learning.
Motivations, Achievements, and Challenges of Self-Directed Informal Learners in Open Educational Environments and MOOCs
Author: Bonk, Curtis J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Learning Motivation,Academic Achievement,Independent Study,Open Education,Online Courses,Preferences,Goal Orientation,Web Based Instruction,Student Surveys,Likert Scales,Resource Units,Shared Resources and Services,Informal Education,Student Interests,Professional Development,Individual Development,Second Language Learning,International Education,Multicultural Education,History,Environmental Education,Health Education,Barriers,Time Management,Time on Task,Costs,Technology Uses in Education,Difficulty Level,Usability,Educational Quality,Qualitative Research,Learner Engagement,Instructional Design,Student Motivation

This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners enrolled in a massive open online course (MOOC) related to online teaching hosted by Blackboard using CourseSites. Data collection included a 40-item survey, of which 159 MOOC respondents completed the close-ended survey items and 49 completed the 15 open-ended survey items. Across the data, it is clear that self-directed online learners are internally motivated and appreciate the freedom to learn and the choice that open educational resources provide. People were also motivated to learn informally from personal curiosity and interest as well as professional growth needs and goals for self-improvement. Identity as a learner was positively impacted by informal online learning pursuits. Foreign language skills as well as global, cultural, historical, environmental, and health-related information were among the most desired by the survey respondents. The main obstacles to informal online learning were time, costs associated with technology use, difficulty of use, and lack of quality. Qualitative results, embedded in the findings, indicate that self-directed learners take great pleasure in knowing that they do not have to rely on others for their learning needs. Implications for instructional designers are offered.
Education for Sustainable Development: Connecting the Dots for Sustainability
Author: Gokool-Ramdoo, Sushita
Date: 2017-00-00
Type: Journal Articles
Subjects: Sustainable Development,Environmental Education,Guidelines,Critical Theory,Teaching Methods,Systems Approach,Outcomes of Education,Curriculum,Socioeconomic Influences,Educational Principles,Informal Education,Educational Quality,Quality Assurance,Transformative Learning,Barriers,Competence,Decision Making,Critical Thinking,Social Change,Foreign Countries

Critical pedagogy, practitioner experience and a regulatory perspective are employed to scrutinize the notion of Education for Sustainable Development (ESD) as it occurs in the literature. They promote understanding of the challenges impeding the completion of unfinished ESD businesses. In response to practitioner-expressed needs, this paper innovatively proposes a Sustainable Development-compliant National Qualifications and Credit Framework (SD-NQCF) as the instrument to finally connect isolated ESD &quot;dots&quot; and scaffold their sustainability. Informed by a systems approach, this framework encourages repositioning educational activities within the UN Agenda 21 to ensure the suffusion of SD principles. ESD becomes the backbone of NQCFs, while critical pedagogy provides the adequate instrument to foster 21st Century sustainability competencies that are embedded into curricula as learning outcomes. The SD-compliant framework resolves tensions between formal, non-formal and informal education. It provides connecting bridges and pathways to sustainably suffusing socio-economic fabrics with SD principles that will shift paradigms.
Educating Homeless and Highly Mobile Students: Implications of Research on Risk and Resilience
Author: Masten, Ann S.
Date: 2015-09-00
Type: Journal Articles
Subjects: Homeless People,Student Mobility,Risk,Resilience (Psychology),Educational Research,Disadvantaged Youth,Academic Achievement,Executive Function,School Readiness,Educational Practices,Early Childhood Education,School Psychologists,Educational Policy,Professional Development,Intervention

Homelessness among children in poverty continues to confront schools, educators, and policymakers with major challenges. This commentary summarizes findings from 2 decades of research on academic risk and resilience in children experiencing homelessness. Recent research corroborates the early conclusion that although children experiencing homelessness share many risks with other disadvantaged children, they fall higher on a continuum of cumulative risk. Research also indicates resilience, with many homeless students succeeding in school. Implications for educational practice, training, research, and policy are discussed, particularly regarding school psychology. Evidence underscores the importance of identification, assessment, and administrative data; outreach and communication to ensure that mandated educational rights of homeless children are met; and coordinating education across schools and systems to provide continuity of services and learning. Early childhood education, screening, and access to quality programs are important for preventing achievement disparities that emerge early and persist among these students. Additional research is needed to inform, improve, and evaluate interventions to mitigate risk and promote school success of students facing homelessness.
A Focus on Implementation of Positive Behavioral Interventions and Supports (PBIS) in High Schools: Associations with Bullying and Other Indicators of School Disorder
Author: Bradshaw, Catherine P.
Date: 2015-12-00
Type: Journal Articles
Subjects: Positive Behavior Supports,High Schools,Bullying,Statistical Analysis,Hierarchical Linear Modeling,Correlation,Program Implementation,Randomized Controlled Trials,Adoption (Ideas),Longitudinal Studies,Fidelity,Online Surveys,Student Surveys,High School Students,Multivariate Analysis

There is growing interest in the use of a multi-tiered system of supports framework to address issues related to school climate and bullying. Positive Behavioral Interventions and Supports (PBIS) is one such model that has received considerable attention; however, nearly all of the extant literature has focused on elementary and middle schools, with limited research on high schools. Furthermore, research on PBIS implementation in high schools, particularly in relation to school context, is scant. The current article examined the adoption and implementation of PBIS in 31 high schools randomly assigned to implement PBIS, within the context of a larger 58 high school randomized trial. We first present descriptive data on the rollout of the core features of PBIS, as measured by a set of research-based implementation tools administered by outside observers. We then explore the extent to which baseline rates of bullying and other school-level indicators of disorder were associated with the adoption of the multi-tiered PBIS framework over the course of 2 years. Multilevel analyses on the longitudinal implementation data indicated that schools with higher baseline rates of bullying generally implemented PBIS with greater fidelity over time. This suggests that schools with increased bullying may be particularly motivated to adopt PBIS. However, other baseline indicators of disorder were generally not associated with PBIS implementation and thus do not appear to be barriers to adoption. Implications for implementation research and practice in high schools are discussed.
A Qualitative Study Examining the Exclusive Use of Primary Literature in a Special Topics Biology Course: Improving Conceptions about the Nature of Science and Boosting Confidence in Approaching Original Scientific Research
Author: Carter, B. Elijah
Date: 2017-00-00
Type: Journal Articles
Subjects: Qualitative Research,Primary Sources,Biology,Literature,Scientific Principles,Student Surveys,Pretests Posttests,Essays,Student Attitudes,Teaching Methods,College Students,College Science,Coding,Scores,Knowledge Level

This qualitative study explores the experiences of six students enrolled in a special topics biology class that exclusively used primary literature as course material. Nature of science (NOS) conceptions have been linked to students' attitudes toward scientific subjects, but there has been little research specifically exploring the effects of primary literature use on NOS conceptions. To explore these effects, we used both written responses to an established and validated NOS survey taken at the beginning and end of the course and reflective essays in which students described in detail their experiences with using primary literature. The results indicate positive gains in various aspects of NOS conceptions as well as increased confidence with approaching original research. We conclude by suggesting that future research should focus on how primary literature use affects nature of science conceptions. We also suggest the expanded use of primary literature in biology education.
How Do Student Teachers' Beliefs Change When the New Ecological Paradigm Is Grounded into a Local Context Related to the Balinese Subak Landscape Heritage?
Author: Putu, Surata Sang
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Knowledge Level,Ecology,Undergraduate Students,Foreign Countries,Environmental Education,Questionnaires,Content Analysis,Correlation

The objective of this research is to assess global and local environmental views of student teachers using the new ecological paradigm (NEP) and the local ecological paradigm (LEP) scales. Ninety-two undergraduate students from Universitas Mahasaraswati Denpasar, Indonesia were requested to rate and write individual arguments to each item of the NEP and LEP scales. Students' environmental endorsements were present, but they were not strong. Further results and suggestion for future studies are provided.
Exploration of Teaching Skills of Pre-Service High School Teachers' through Self-Regulated Learning Based on Learning Style
Author: Habibi
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Skills,Preservice Teachers,Secondary School Teachers,High Schools,Cognitive Style,Independent Study,Physics,Science Teachers,Questionnaires,Likert Scales,Educational Strategies,Teacher Effectiveness,Scientific Concepts,Scores,Data Analysis

An expert in the field of science is often difficult to teach his knowledge to students. Conversely someone who is expert in the field of education is certainly more expert in transferring knowledge. The purpose of this research is to explore the skill of teaching skill preservice of physics teacher of High School. Samples were taken randomly as many as 50 people in two universities in Indonesia. The data collection used a Self-Regulated Leaning Based on Learning Style (SR2LS) questionnaire to detect their teaching skills through learning styles. The management of the learning class depends largely on the teacher's mastery of teaching materials. A good teaching strategy is needed in teaching abstract concepts to be more effective for students to understand. Students will experience misconception if the concept of teachers is not understood by students as in the lessons of the concept of atoms. Material physics is one of the lessons about the concept of atoms. The results showed that 60% of students had a &quot;visual learning style&quot;, 30% &quot;visual&quot; and 10% &quot;kinesthetic&quot;. Most preservice teachers can tailor their teaching strategies according to their own learning styles. But most of them have difficulty in analogizing the abstract concept on the atom.
Effects of the Drama Course on Psychological Well-Being of Physical Education Teacher Candidates
Author: Gül, Özgür
Date: 2017-00-00
Type: Journal Articles
Subjects: Drama,Well Being,Mental Health,Physical Education Teachers,Pretests Posttests,Teaching Methods,Foreign Countries,Psychological Patterns,Scores,Interpersonal Relationship,Professional Autonomy,Environmental Influences,Individual Development,Self Concept,Surveys,Preservice Teachers

This study was carried out to determine whether the drama course has any effect on the psychological well-being levels of the 4th grade students who study at the Department of Physical Education and Sports Teaching at the Faculty of Sport Sciences. The research group consists of 39 students studying at the 4th grade in the Department of Physical Education and Sports Teaching at the Faculty of Sport Sciences of Selçuk University in the fall semester of 2016-2017 academic year. The study was carried out in accordance with the pre-test-post-test model and the scale was applied to students at the beginning of the academic year and at the end of the semester after 14 weeks drama lesson. Drama lessons were taught for 4 hours per week according to the curriculum. &quot;Psychological Well-Being Scale&quot; developed by Ryff (1989) and adapted to Turkish by Cenkseven (2004) was used as the data collection tool in the research. In the analysis of the data, t-test (Paired-Samples t test) was used for the related measures from the parametric tests. Significance level in the study was taken as 0.05. As a result of the research; it was found that there was a difference in favor of post-test scores between pre-test and post-test averages of all subscales of the candidate teachers' psychological well-being scale (positive relationships with others, autonomy, environmental dominance, individual development, life purpose and self-acceptance) but this difference was not significant at the 0.05 level.
Study of Middle School Students Conceptions Regarding the Living Concept
Author: Noureddine, Zghida
Date: 2017-00-00
Type: Journal Articles
Subjects: Middle School Students,Concept Formation,Questionnaires,Knowledge Level,Barriers,Religious Factors,Biology,Science Instruction,Foreign Countries,Definitions,Energy,Statistical Analysis,Qualitative Research

This study aims to bring out the misconceptions of middle school students relatively to the concept of the living and know what pupils perceive about this concept studied in class in order to ameliorate our teaching. The results obtained from questionnaires provided to middle school pupils show that their designs are diversified and they have lots of obstacles to assimilate the characteristics of the living being. First, it was found that the concept of the movement constitutes the major barrier to definite and distinguishes between the living and non-living. Another notable finding is the religious aspect who was influenced students' designs through to use it to justify their answers about the concept of living.
Development of Fieldwork Activities to Educate the Youth for the Biological and Cultural Preservation in Rural Communities of Ishikawa Prefecture, Japan
Author: Mammadova, Aida
Date: 2017-00-00
Type: Journal Articles
Subjects: Rural Areas,Biodiversity,Cultural Maintenance,Environmental Education,Sensory Experience,Field Experience Programs,Forestry,Cultural Pluralism,Student Attitudes,Knowledge Level,Indigenous Knowledge,Local Issues,Volunteers,Sustainable Development,Land Use,Cultural Awareness,Conservation (Environment),Conservation Education,Foreign Countries,College Students,Likert Scales,Marine Education,Geography,Teaching Methods

In order to achieve the regional sustainability and bio-cultural preservation, environmental education of youth will be critical, however due to the lack of the specific subject of regional studies at the educational curriculum, students are not able to achieve the skills to understand the local environment and feel isolated from nature. We decided that, it would be very important to create active nature fieldworks where students can connect with nature by using five senses of perception (hearing, seeing, smelling, touching and tasting), to educate the feeling of connection and belonging to the nature and later develop the awareness of nature-human-culture interactions through the on-hands participatory fieldworks with local communities. Fieldworks were divided in two main parts; biodiversity experience with nature activities (NA) to increase the sense of belongings to the nature, by using five senses; visual (seeing), auditory (hearing), tactile (touching), gustatory (tasting), and olfactory (smelling) in three different ecosystems; marine, forest and mountain areas. The second part was cultural diversity fieldworks with rural communities (RC) to understand the nature-human-culture interactions. The survey, was conducted twice, before the fieldworks to evaluate the overall environmental awareness, knowledge, and attitude, and after the fieldworks, together with the reports submission. Results showed that NA helped students to understand the rural communities more deeply (96%) and they became more concerned about its future (95%). Before visiting the rural communities only 39% showed an interest in volunteering in the community, however after the NA and on-hands experiences with local people 95% showed the willingness to volunteer and help local people. This study suggest about the importance of fieldworks to educate the sense of unity with rural environment and recognizing the local issues. Students became more concerned about the regional issues and evoked the willingness to volunteer in the regions and contribute for the sustainable regional development.
Mobile Learning Based Worked Example in Electric Circuit (WEIEC) Application to Improve the High School Students' Electric Circuits Interpretation Ability
Author: Yadiannur, Mitra
Date: 2017-00-00
Type: Journal Articles
Subjects: Equipment,High School Students,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Pretests Posttests,Experimental Groups,Control Groups,Foreign Countries,Likert Scales,Teaching Methods

This research aims to determine the feasibility and effectivity of mobile learning based Worked Example in Electric Circuits (WEIEC) application in improving the high school students' electric circuits interpretation ability on Direct Current Circuits materials. The research method used was a combination of Four-D Models and ADDIE model. The research design used was a pretest-posttest control group design using quantitative approach. The data collection instruments in this research were non-test and test instruments. The non-test instruments consist of product feasibility instrument, materials feasibility instrument, and preliminary field testing instrument. The test instruments were the pretest and post test data. The data analysis technique used was Aiken's V to assess the product quality of the WEIEC application and General Linear Model (GLM) Mixed Design test to determine the students' electric circuit interpretation ability improvement. The research subject were 9 experts judgement, 35 senior high school students of class XII for the preliminary field testing and 74 students for the main field testing. Research results showed that the developed WEIEC Application was considered feasible to use in terms of materials aspect assessment with the Aiken's V score of 0.80, media aspect with the Aiken's V score of 0.80 and preliminary field testing results on the students with the Aiken's V score of 0.81. The developed WEIEC application could improve the electric circuit interpretation ability based on the Mean Difference (MD) score of -28,811 with 85.8% effectivity based on Partial Eta Squared in Multivariate Test.