ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring Program Quality: Evidence of the Scientific Validity of the Assessment of Program Practices Tool
Author: Tracy, Allison
Date: 2016-00-00
Type: Journal Articles
Subjects: After School Programs,Program Evaluation,Educational Quality,Youth Programs,Measurement,Program Effectiveness,Reliability,Pretests Posttests,Interrater Reliability,Predictive Validity,Student Surveys,Scores,Outcomes of Education,Training,Training Objectives,Data Collection,Video Technology,Accuracy,Feedback (Response),Program Improvement,Cultural Differences,Elementary School Students,Middle School Students,Observation

Out-of-school time (OST) youth programs are inherently difficult to assess. They are often very dynamic: Many youth interact with one another and with staff members in various physical environments. Despite the challenge, measuring quality is critical to help program directors and policy makers identify where to improve and how to support those improvements. This article describes recent research on the Assessment of Program Practices Tool (APT), establishing its strength as an evaluation and tracking tool for OST programs. The validation was conducted in two phases. The first phase was designed to evaluate the scientific rigor of the tool. Based on the findings from the first phase, the second aimed to inform improvements in the tool and its training. The testing so far shows that online video-based training needs to be more specialized in order to improve rating reliability for high-stakes users, such as third-party evaluators.
Contributions Emotional Intelligence on Cognitive Learning Result of Biology of Senior High School Students in Medan, Indonesia
Author: Pratama, Anggi Tias
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Emotional Intelligence,Correlation,Cognitive Processes,Biology,High School Students,Likert Scales,Regression (Statistics),Learning Processes,Secondary School Science,Questionnaires

Emotional intelligence is one of the factors affecting the success of students' learning results. Students having high emotional intelligence will be able to overcome the problems faced in school and in society. This research aims at investigating the correlation between emotional intelligence (EQ) and students' cognitive learning results of Biology and comparing the contribution of each indicator of EQ on the Biology cognitive learning results. This research was a correlational research. The samples in this research were 232 students of class X selected randomly from 7 schools. The results of this research show that there is a correlation between EQ and Biology cognitive learning results. EQ has a contribution on the learning results as much as 5.2%. The contribution of EQ indicator such as identifying self emotion was 0.01%, managing emotions was 0.05%, motivating ownselves was 0.60%, recognizing emotions in others was of 0.33%, keeping relationship was 4.25%. The information related to the correlation between EQ and biology learning results, as well as the contributions of each indicator related can be advantageous information for teachers to develop the students' EQ through the implementation of appropriate information learning strategies.
Descriptive Geometry in Educational Process of Technical University in Russia Today
Author: Voronina, Marianna V.
Date: 2016-00-00
Type: Journal Articles
Subjects: Geometric Concepts,Geometry,Mathematics Instruction,Mathematics Education,Foreign Countries,Learning Processes,Engineering Education,Vocational Education,College Students,Technical Institutes,Universities,Physics,Higher Education

The relevance of the investigated problem is caused by the need for monitoring the impact of the Unified State Examination (USE) on the level of mathematical culture and the level of geometric literacy of applicants and students of modern engineering universities of Russia. The need to determine the position of Descriptive Geometry in the structure of modern higher engineering education. The aim of the article is to study the USE impact on the overall level of training, including the level of geometric literacy of applicants and students of technical universities in Russia. The identification of the specific features of the modern structure of higher engineering education in Russia. The determination of the position of Descriptive Geometry in this structure. The leading approach to the study, which is in the solution of this problem, is to monitor the current USE system, and to monitor the structure of modern higher engineering education in Russia. This is an integrated approach, which allows to address this issue as a process of purposeful national formation of the best overall level of mathematical culture to students of technical universities in Russia. The article presents the results of monitoring of the USE impact on the overall level of training, including the level of geometric literacy of applicants of technical universities in Russia. The results of monitoring of the specifics of the existing structure of modern higher engineering education in Russia. The place of Descriptive Geometry in it. The structure of training of students of Descriptive Geometry at the St. Petersburg Mining University. Article Submissions are of practical value to teachers of technical universities, their adaptation to modern conditions of professional work in higher engineering education.
On Systems Thinking and Ways of Building It in Learning
Author: Abdyrova, Aitzhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Systems Approach,Learning Processes,Competition,Teaching Methods,Thinking Skills,Textbooks,Research Skills,Art,Surveys,Innovation,Foreign Countries

The article focuses on the issue of shaping learners' systems thinking skills in the context of traditional education using specially elaborated system methods that are implemented based on the standard textbook. Applying these methods naturally complements the existing learning process and contributes to an efficient development of learners' intellectual capabilities and the necessary skills for a holistic discovery of the world. The learning process provides training in a number of specific skills for having a comprehensive approach to organizing and implementing cognitive, theoretical and practical activity, while providing opportunities for learners to acquire and apply various forms of activity and actions which contribute to improve the efficiency and quality of learning, the learner's competitive ability as well as to intensify the learning process. Along with achieving the main learning goal and providing learners with new knowledge, skills and practices, the proposed techniques and methods include the implementation of the acquired knowledge in research and art.
Teacher-Student Perspectives of Invisible Pedagogy: New Directions in Online Problem-Based Learning Environments
Author: Barber, Wendy
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Problem Based Learning,Educational Environment,Electronic Learning,Teaching Methods,Higher Education,Case Studies,Undergraduate Students,Online Courses,Qualitative Research,Semi Structured Interviews,Undergraduate Study,Foreign Countries,Social Capital,Synchronous Communication,Focus Groups,College Faculty,Likert Scales,Teacher Role

Universities and institutions of higher education are facing economic pressures to sustain large classes, while simultaneously maintaining the quality of the online learning environment (Deming et al., 2015). Digital learning environments require significant pedagogical shifts on the part of the teacher. This paper is a qualitative examination of the nature of teaching in the digital age, and the significant changes facing teachers in the 21st century. The authors describe key features of quality distance pedagogy that were exhibited during 12 weeks of a synchronous undergraduate course held in Adobe Connect. The central research questions are: (1) How can problem-based learning pedagogy enable instructors to form smaller cohesive groups of students that take greater responsibility for their own learning?; (2) What strategies can be used by teachers to develop communities of practice and inquiry?; (3) How can an instructor in a large virtual class co-create the level of social capital that is required to build and maintain the relationships that are a necessary condition for a high quality learning experience?; and (4) What are the perceptions of teachers about the challenges and benefits of facilitating a high quality problem based learning environment through invisible pedagogy? The research is grounded in literature through the work of Cousins and Bissar (2012), Kaufman (2013), Badge, Saunders and Cann (2012), Flavin (2012) and McNeill, Gosper and Xu (2012). These authors examine how teachers and learners adapt to the digital age. In addition, more recent work by Bowers and Kumar (2015), Hoadley (2016), Deming et al. (2015) and Gunduz et al. (2016) are examined. In these digital spaces, teachers become facilitators, guides, collaborators and learners themselves, thus making traditional pedagogy virtually invisible. Further, the paper uses qualitative semi-structured interviews of two assistant professors who instructed the two groups of undergraduate students. The teachers identify challenges and successes to using problem based learning as a tool for attaining 21st century learning outcomes in digital learning spaces.
The Forms and Functions of Teaching and Learning Innovations on Blackboard: Substantial or Superficial?
Author: Nkonki, Vuyisile
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Technology,Transformative Learning,Educational Innovation,Integrated Learning Systems,Technology Integration,Foreign Countries,Case Studies,Research Design,Curriculum Development,Electronic Learning,Teaching Methods,Technology Uses in Education,Questionnaires,Content Analysis,College Faculty

This study is an Information and Computer Technology evaluation of the Blackboard Learning Management System into teaching and learning at an institution of higher education in South Africa. In view of the institution's objective of developing a context-driven, transformative, and innovative teaching and learning practices involving the integration of technology, the study sought to classify and evaluate the form and function of teaching and learning innovations on Blackboard. Using a case study research design and a purposive sampling strategy, lecturers making an extensive use of Blackboard in the delivery of their courses were sampled. Blackboard start-up documents as well as open-ended questionnaires for lecturers provided qualitative data. Content analysis and the extraction of themes were employed. The functional pedagogical framework and SAMR models were used as interpretive lenses for the findings. The study concludes that the nature of Blackboard innovations tended to be more superficial at the levels of substitution and augmentation. Limited transformation evidenced by modification and redefinition spelled lack of substantial changes in curriculum design and delivery. With respect to the functions served by Blackboard, the conclusion drawn is that the integration is to a large extent driven by management and efficiency concerns and less by interaction, collaboration and personalisation functions. The study signals non-realisation of the educational functions spelt in the Blackboard start-up documents. The study recommends a differentiated approach to Blackboard training by a multi-disciplinary team.
Moodle as an ODL Teaching Tool: A Perspective of Students and Academics
Author: Zainuddin, Nurkhamimi
Date: 2016-00-00
Type: Journal Articles
Subjects: Management Systems,Distance Education,Open Education,Graduate Students,College Faculty,Questionnaires,Teacher Attitudes,Student Attitudes,Educational Quality,Costs,Access to Education,Higher Education,Foreign Countries,Content Analysis,Lifelong Learning,Interviews

This article describes the use of Moodle as a suitable platform to support the postgraduate open and distance learning (ODL) courses offered by Universiti Sains Islam Malaysia (USIM). Many USIM postgraduate students who take obligatory courses (e.g., research methodology and data analysis) are taught at different venues to facilitate students' access to higher education and enhance quality of lifelong learning. Managing this complex teaching network has called for the adaptation of Moodle platform. This approach meets two relevant requirements, (a) to ensure consistency, compliance, and quality of teaching, (b) to reduce educational costs, which largely depend on the number of peripheral venues for teaching activities. This article analyses the functionalities of the Moodle platform and its use among USIM postgraduate students and academics. The data was collected based on content analysis via questionnaire applied to 18 USIM ODL postgraduate students and 4 lecturers. The results show that despite having great potential, Moodle is mainly used as a repository for materials. Moreover, lecturers recognize the importance of the use of other functionalities of this platform in order to promote the success of the teaching and learning process.
The Efficacy of Problem-Based Learning in an Instrumental Analyse Laboratory
Author: Seyhan, Hatice Güngör
Date: 2016-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Preservice Teachers,Laboratories,Problem Solving,Learning Strategies,Pretests Posttests,Comparative Analysis,Conventional Instruction,Chemistry,College Science,Science Instruction,Multivariate Analysis,Instructional Effectiveness,Foreign Countries,Factor Analysis,Statistical Analysis

In the context of the study, an instrumental analysis laboratory course offering Problem-Based Learning (PBL) was designed as an alternative to traditional laboratory practices. The study was conducted with a total of 36 volunteer, prospective chemistry teachers consisting of fourth year undergraduates and graduates. While PBL activities were conducted with 19 of the prospective teachers, instrumental analysis laboratory activities were conducted with 17 of them using the traditional approach. The first aim of this study was to determine the levels of perception of problem-solving ability and self-regulatory learning strategies of prospective teachers after and before all the applications. The second aim was to compare the effects of PBL instrumental analyze laboratory course and traditional instrumental analyze laboratory course on the perceptions of problem-solving ability and self-regulatory strategies of prospective teachers. A pre-test-post-test control group design was used. In this study, data were obtained using the &quot;Problem Solving Inventory (PSI)&quot; and &quot;Self-Regulatory Strategy Scale (SRSS).&quot; The pre-test-post-test results of the SRRS test showed that the prospective teachers in the experimental group used self-regulatory learning strategies more often when compared to the ones in the control group. According to the results obtained within the scope of the study, it can be said that the effect of PBL on the perception levels of problem solving skills and self-regulatory learning skills of prospective teachers is more effective than the traditional laboratory teaching application.
Learner-Centred Teaching Contributes in Promising Results in Improving Learner Understanding and Motivation: A Case Study at Malaysia Tertiary Education
Author: Yap, Wei-Li
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Student Motivation,Case Studies,Postsecondary Education,Foreign Countries,Educational Technology,Information Technology,Multimedia Instruction,Lecture Method,Pretests Posttests,Quasiexperimental Design,Experimental Groups,Control Groups,Statistical Analysis,Comparative Analysis,Blended Learning,College Students,College Faculty,Student Surveys,Likert Scales,Student Reaction

In Malaysia, traditional teaching is still a common approach among many lecturers. There have been many studies that have reported its limitations and many lecturers have started to adopt a more learner-centred teaching approach to promote better learner understanding and learner motivation. Throughout this effort, it is noticed there are lecturers who could not be assured and felt uncertain about this transition because they went through traditional teaching environment during their studies. Due to this, the effort in shifting from traditional teaching to a more learner-centred teaching has been challenging and hard-hitting. Nevertheless, educational and multimedia technology has played an important role in creating a more interesting and engaging learning environment for our digital natives in this 21st century. In this research, a framework is to be proposed based on Weimer's Learner-Centred Teaching model and through the incorporation of educational technology and multimedia technology in the learning environments. This proposed framework describes how this learner-centred teaching environment could promote better learner experiences by increasing retention rate and improving learner motivation. This proposed framework is recommended through the triangulation results from pre-test/post-test, learning environments surveys and students' written comments, which in turn serves as a guideline for lecturers to identify how they could progressively shift to learner-centred teaching environment.
Investigating the Key Attributes to Enhance Students' Learning Experience in 21st Century Class Environment
Author: Leow, Fui-Theng
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Constructivism (Learning),Cognitive Processes,Mixed Methods Research,Factor Analysis,Questionnaires,Student Attitudes,Undergraduate Students,Foreign Countries,Group Activities,Student Motivation,Skill Development,Knowledge Level,Teaching Methods,Interviews,Computer Mediated Communication

The 21st century marks the beginning of digital age with the extensive use of digital media, mobile devices, and Internet resources. Recent studies found that this digital era has expanded the landscape of student experiences, and educational technologies as well as increased the educator's awareness on embracing technologies to promote effective learning. This has redefined the meaning of effective learning and the approaches in motivating students. Therefore, redesigning the learning environments plays an important role in enhancing the students' experiences in the university classrooms. In this study, the 21st century class environment is designed by mapping Jonassen's model and Gagne's events to employ the constructivist learning approach, organize the information processing, and design the instructions to support effective learning. In order to study student's perception in the 21st century class environment, this study employed the mixed methods approach, includes conducting exploratory factor analysis on the questionnaire response and the qualitative analysis on students' comments. The research samples were formed by 300 undergraduate degree students who studied at INTI International University, Malaysia. The exploratory factor analysis has identified four main factors, group learning, motivation, skills development and knowledge transfer. In the discussion, this study presents the key attributes, the main contributors to the attributes and its impact on student learning. For instance, the factor of group learning can be stimulated by emphasizing on the identified key attributes, such as improved work relationship, improved leadership, and refined collaborative learning which enhances student learning experience as they are keen to attempt different approaches, and anticipate changes. This study aims to identify the factors and elaborate the key attributes for supporting the strategies in transforming the university class environment to enhances students' learning experiences and promote effective learning.
Multicultural Education of Multi-Ethnic Students at the Foreign Language Class
Author: Zorina, Anna V.
Date: 2016-00-00
Type: Journal Articles
Subjects: Multicultural Education,Elective Courses,Second Language Learning,Second Language Instruction,College Students,Language Teachers,Communication Problems,Cultural Differences,Cultural Awareness,Religion,Intercultural Communication,Course Descriptions,Prosocial Behavior,Foreign Countries

The relevance of the problems stated in the article is determined by the fact that with the expansion of relations between the nations all over the world, the problems caused by misunderstanding, religion differences, and lack of cultural tolerance, have become more vital than ever. In this regard, this article is aimed at studying the conditions of teaching university students to live and communicate successfully in the multicultural world. The authors of the article consider an elective course &quot;A Multicultural Planet&quot;, aimed at teaching students to be tolerant towards people belonging to different cultural and religious groups, is an important part of the process of foreign language learning. The article presents theoretical ideas of multicultural education; aims and tasks of the elective course, approaches and principles it is based on; the results of the study conducted among the university students. The materials of the article are intended for university foreign language teachers.
The Meanings of Learning as Described by Polish Migrant Bloggers
Author: Popow, Monika
Date: 2016-11-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Electronic Publishing,Web Sites,Diaries,Experience,Second Language Learning,Attitudes,Educational Experience,Postsecondary Education,Learning,Acculturation,Case Studies,Discourse Analysis

This paper addresses the meanings given to learning by Polish migrant bloggers. It presents the result of an analysis of ten blogs, written by Poles living abroad. The blogs under analysis were chosen on the basis of random sample. The analysed material was categorised by recurring themes, which included: learning in Poland, language acquisition, formal education, learning about the new culture, discovering the social norms of the host society and seeing immigration as an all-round learning experience. Four types of meanings given by authors were distinguished: migration as learning experience, learning as effort which deserves a reward, learning as a change, and learning as adapting to multiculturalism. The meanings were analysed according to the principles of critical discourse analysis. The paper discusses how the meanings given by authors are linked to a broad socio-cultural context. It analyses also the impact of learning into identity creation processes.