ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Research Skills in Secondary Science Education: A Guiding Framework and University Teachers&apos; Perception
Author: Blankendaal-Tran, Kim N.
Date: 2023-00-00
Type: Journal Articles
Subjects: Research Skills,Secondary School Science,College Faculty,Teacher Attitudes,Digital Literacy,Knowledge Level,College Freshmen,Foreign Countries

This study focuses on the perceived gap between the required and actual level of digital research skills (DRS) of students entering tertiary science education. By combining existing frameworks for research skills and digital literacy skills, a guiding framework of DRS was constructed. The DRS framework incorporates seven categories and is evaluated using an exploratory qualitative study employing semi-structured interviews with university teachers (N = 15). The level of DRS at the start of university science education and university teachers' perceptions of first-year students' level of DRS have been investigated. The results show that the skills of writing a research paper using digital tools, using proper resources, and analysing, transforming, and visualising data were generally found to be wanting.
Interacting through Blogs in Theatre/Drama Education: A Greek Case Study
Author: Fanouraki, Cilo
Date: 2023-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Drama,Teaching Methods,Foreign Countries,Case Studies,Positive Attitudes,Teacher Student Relationship,Digital Literacy,Interdisciplinary Approach,Teacher Attitudes,Computer Mediated Communication,Teacher Qualifications,Graduate Study

This paper aims to investigate how digital tools, such as blogs, could be used by drama teachers, already qualified on a Drama teaching postgraduate study course, in teaching Theatre/Drama Education in schools in Greece, and to record the ways in which they could interact through blogging with their students and similarly ways in which their students could interact between themselves. In order to attain this, a small-scale case study was planned and developed, with an interdisciplinary approach. Drama teachers and their students were asked to build and develop their blogs concerning drama and theatre education and then use them in Theatre/Drama lessons. After applying this with their students for some time, drama teachers were asked to express their personal views and perceptions. Their responses showed in general a positive attitude towards the integration and use of blogs in teaching Theatre/Drama courses in schools, because they appear to increase the interactivity between teachers and their students and to provide them both with opportunities to further develop their dramatic and digital skills either within or outside a school environment.
Gamified Lesson Plan Development with ELT Pre-Service Teachers: A Gamified Google Classroom Experience
Author: Güzel, Serhat
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Preservice Teachers,Gamification,Game Based Learning,Educational Games,Lesson Plans,Learning Modules,Student Attitudes,Program Effectiveness,Foreign Countries

With the advances in understanding contemporary instruction and the emphasis on online learning, alternative ways to keep instruction functional are sought constantly. Gamified environments are among the most widespread techniques used to enrich online instructional experiences due to motivation and engagement dimensions. In this context, the research aimed to investigate the experiences of pre-service English teachers in a gamified process. The study, which employed a mixed-method research design to collect data, included thirty-six pre-service English teachers who participated in an online gamified module created on Google Classroom. Participants were asked to complete a series of tasks and design a gamified lesson plan in the context of teaching English as a Foreign Language (EFL) as the final assignment of the module. Upon completion of the module, participants were administered an experience survey comprising scales and semi-structured interview questions. As a result, it was found that a great majority of the participants regarded this gamified experience as something entirely new and an enjoyable prospect. It was noted that such opportunities would improve their future professional lives since gamified content could increase motivation and engagement and serve as a great language learning tool for language classrooms.
Analysis of Student Pair Teamwork Using GitHub Activities
Author: Gitinabard, Niki
Date: 2023-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Computer Science Education,Programming,Student Projects,Learning Activities,Web Sites,Academic Achievement,Help Seeking,Undergraduate Students,Programming Languages,Group Membership,Classification,Teamwork

Few studies have analyzed students' teamwork (pairwork) habits in programming projects due to the challenges and high cost of analyzing complex, long-term collaborative processes. In this work, we analyze student teamwork data collected from the GitHub platform with the goal of identifying specific pair teamwork styles. This analysis builds on an initial corpus of commit message data that was manually labeled by subject matter experts. We then extend this annotation through the use of self-supervised, semi-supervised learning to develop a large-scale annotated dataset that covers multiple course offerings from a second-semester CS2 course. Further, we develop a series of predictive models to automatically identify student teamwork styles. Finally, we compare trends in students' performance and team selection for each teamwork style to see if any of them reflected better student outcomes or different trends of help-seeking among students. Our analysis showed that applying self-supervised semi-supervised methods helps us to label larger subsets of data automatically and maintains and even sometimes improves the performance of the fully supervised models on a held-out validation set. Our analysis also showed that members of teams in which all members have significant contributions tend to have better performance in class, but their help-seeking behaviors are not significantly different.
Review of CSEDM Data and Introduction of Two Public CS1 Keystroke Datasets
Author: Edwards, John
Date: 2023-00-00
Type: Journal Articles
Subjects: Data Analysis,Computer Science Education,Learning Analytics,Research Methodology,Keyboarding (Data Entry),Barriers,Data Collection,Metadata,Computer Software,Grades (Scholastic),Programming,Undergraduate Students,Majors (Students),College Entrance Examinations,High School Students,Teaching Methods,Student Behavior,Outcomes of Education,Intelligent Tutoring Systems,Physical Characteristics,Computer Security,Plagiarism,Identification,Assignments,State Universities

Analysis of programming process data has become popular in computing education research and educational data mining in the last decade. This type of data is quantitative, often of high temporal resolution, and it can be collected non-intrusively while the student is in a natural setting. Many levels of granularity can be obtained, such as submission, compilation, edit, and keystroke events, with keystroke-level logs being the most fine-grained of commonly used dataset types. However, the lack of open datasets, especially at the keystroke level, is notable. There are several reasons for this failing, with the most prominent being the challenges of deidentification that are peculiar to keystroke log data. In this paper, we present the public release of two fully deidentified keystroke datasets that are the first of their kind in terms of both event and metadata richness. We describe our collection technique and properties of the data along with deidentification techniques that, while not fully relieving researchers of significant effort, at least reduce and streamline manual work in hopes that researchers will release similar datasets in the future.
Investigating the Effectiveness of Edmodo on EFL Learners&apos; Motivation in Writing Class
Author: Prasatyo, Bayu Andika
Date: 2023-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Student Motivation,Writing Instruction,Program Effectiveness,Educational Technology,Writing Skills,Learning Management Systems,Student Attitudes,Collaborative Writing,College Students

This study aims at scrutinizing the effectiveness of the utilization web-based learning platform, &quot;Edmodo&quot; in teaching academic writing to EFL learners. This study employed a mixed method approach on the fifth-semester students and confirmed that 10 students take part in this study. A mixed method approach was utilized in this study which applied questionnaires to gain quantitative data. Meanwhile, the qualitative data were attained through semi-structured interviews to measure the effectiveness of the Edmodo application in writing class. The findings revealed that 88% of students prefer to learn writing skills using the Edmodo learning platform through collaborative tasks. The research findings illustrated that there was an improvement and students' interest in writing by applying the Edmodo learning platform. Besides, students find Edmodo as a user-friendly media, and easy to use. Edmodo has helped and developed their writing creativity and their cognitive skills and social interaction with peers are also positively developed. This confirmed that there were enough shreds of evidence of how Edmodo was said to be effective in fostering EFL learners' motivation in writing.
On the Relationship between Reflective Teaching and Personality Traits
Author: Marashi, Seyed Mojtaba
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Teachers,Reflection,Teaching Styles,Personality Traits,Personality Measures,Extraversion Introversion,Psychological Patterns,Relationship

During the last decade, the slogan of reflective teaching has been embraced by teachers, teachers' educators, and educational teachers worldwide. This international movement in teaching and teacher education that has developed under the banner of reflection can be seen as a reaction against the view of teachers as technicians who narrowly construe the nature of the problems confronting them and merely carry out what others, removed from classroom, want them to do. Drawing on John Dewey's ideas, there are three attitudes of reflective teachers, i.e., open-mindedness, wholeheartedness, and responsibility. Personality traits are tendencies that represent an individual's uniqueness that have a lasting and stable effect on an individual's behavior and thinking (Satchell et al., 2017). However, given the fact that all teachers are not of the same personality types, it is hypothesized that teachers with one personality type prefer to rely on one element of teaching reflection. This motivated us to investigate the relationship between the teachers' personality types and their teaching reflection elements. To this end, John and Srivastava's (1999) the Big Five Inventory Personality Test and Ryan (2014) the Reflective Teaching Instrument were drawn. One hundred Iranian EFL teachers were selected based on convenience sampling. They were from six different language institutes in Tehran, Iran. The results confirmed the hypothesis that each personality type correlated with elements of the teaching reflection. Extrovert teachers, for instance, were found to draw on the affective element in their teaching practices. The pedagogical implications of the findings are discussed.
Strategic Intervention for Selected Deviant English Phrases at a Rural University
Author: Nephawe, Farisani Thomas
Date: 2023-02-00
Type: Journal Articles
Subjects: Professionalism,Rural Areas,Universities,English (Second Language),Second Language Learning,Second Language Instruction,Phrase Structure,Language Fluency,Accuracy,Barriers,Intervention,Teaching Methods,Undergraduate Students,Language Proficiency,Language Usage,Language Tests,Academic Language,Verbs,Foreign Countries

Professionalism in English phrases is an indispensable tool for the enhancement of fluency and accuracy in communication. However, English second language learners face redundancy challenges apropos an effective use of phrases. The research investigated strategic intervention for selected deviant English phrases at the University of Venda. A quantitative approach was adopted because data could be analysed mathematically and statistically. Using probability sampling, 35 Level Three English students registered in the 2022 academic year at this university were selected to participate in this research. Further, a convenience technique was employed to select the respondents who were readily approachable and had been studying English for more than twelve years. A pre-test study was conducted on the respondents who were not part of the target group to plan and modify the main research. After a treatment process was followed, the research revealed that respondents were incompetent in the use of English phrases. Nonetheless, post-test results established that respondents performed preternaturally after the utilisation of the 'language shadowing methods'. Frequent practice in the use of this technique, therefore, cannot be ignored if one wishes to improve not only the art of public oration but also the image of the person's academic literacy.
Using Problem Similarity-and Order-Based Weighting to Model Learner Performance in Introductory Computer Science Problems
Author: Zhang, Yingbin
Date: 2023-00-00
Type: Journal Articles
Subjects: Problem Solving,Introductory Courses,Computer Science Education,Programming,Models,Prediction,Performance,Decision Making,Regression (Statistics),Measurement Techniques

The second CSEDM data challenge aimed at finding innovative methods to use students' programming traces to model their learning. The main challenge of this task is how to decide which past problems are relevant for predicting performance on a future problem. This paper proposes a set of weighting schemes to address this challenge. Specifically, students' behaviors and performance on past problems were weighted in predicting performance on future problems. The weight of a past problem was proportional to its similarity with the future problem. Problem similarity was quantified in terms of source code, problem prompts, and struggling patterns. In addition, we considered another weighting scheme where past problems were weighted by the order in which students attempted them. Prior studies have used problem similarity and order information in learner modeling, but the proposed weighting schemes are more flexible in capturing problem similarity on various problem properties and weighting various behaviors and performance information on past problems. We systematically investigate the utility of the weighting schemes on performance prediction through two analyses. The first analysis found that the weighting schemes based on source code similarity, struggling pattern similarity, and problem order improved the prediction performance, but the weighting scheme based on problem prompts did not. The second analysis found that the weighting scheme allows a simple and interpretable model, such as logistic regression, to have performance comparable to state-of-the-art deep-learning models. We discussed the implications of the weighting schemes for learner modeling and suggested directions for further improvement.
Decolonising and Transforming Curricula for Teaching Linguistics and Language in South Africa: Taking Stock and Charting the Way Forward
Author: De Vos, Mark
Date: 2023-00-00
Type: Journal Articles
Subjects: Activism,Second Language Learning,Second Language Instruction,Foreign Countries,Higher Education,Educational Change,Colonialism,Curriculum Development,College Faculty,Teacher Attitudes,Intellectual Disciplines,Decision Making,Personal Autonomy,Professional Autonomy,Culturally Relevant Education,African Culture,Social Justice,Language Minorities,Applied Linguistics,English,English (Second Language),Indo European Languages,African Languages,Western Civilization,Language Usage,Language Variation,Student Empowerment,Multilingualism,Student Attitudes,Metalinguistics,Language of Instruction,Language Attitudes,Likert Scales,Social Change,Racial Segregation,Disadvantaged

The #RhodesMustFall (RMF) protests at South African universities (2015--2018) were the publicly visible manifestation of deep epistemic problems in the higher education (HE) sector, particularly around questions of whose knowledges are validated and whether these are reflective of students' lived realities. This exploratory research attempted a snapshot of the state of curriculum transformation of the linguistic language disciplines in South Africa and to identify areas that require more attention. The authors focus on curriculum underpinning the teaching of linguistics and language-related disciplines. The study takes place at HE institutions in South Africa against the backdrop of substantial academic and public engagement around epistemic access in the HE sector. The authors used an anonymous questionnaire distributed among a purposive sample of 32 HE academics within the linguistics and language studies disciplines to elicit views around university curriculum transformation and decolonisation with particular focus on linguistic language disciplines curricula. Generally, practitioners indicate that there have been substantial changes in the disciplines over the past 10 years. There have also been notable achievements with respect to building broad curricula that are responsive to student needs and which balance the need to equip students to engage in global conversations while also being embedded in the contextual realities of South Africa, the African continent and students' lived experiences. Contribution: The authors conclude that although transformation has progressed considerably in key areas, the representativity of languages and theoretical approaches remain areas for development. The authors also highlight how disciplinary curricular choices are value-driven and that contestations around which values are to be validated may inhibit curricular transformation. In these contexts, individual agency around curricular choices is important.
Cyberostracism and Knowledge Sharing: The Mediating Role of Social Anxiety in e-Learning Environments
Author: Akçay, Arif
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Bias,Anxiety,Interpersonal Relationship,Interaction,Preservice Teachers,Peer Relationship,Social Isolation,COVID-19,Pandemics,Distance Education,Social Media,Online Courses,Correlation,Electronic Learning,Predictor Variables,Foreign Countries

Ostracized individuals face a series of negative situations and feel social anxiety during their interactions with others. However, individuals with social anxiety may not share their knowledge because of the discomfort they experience in interactions. The aim of this study is to examine the mediating role of social anxiety in learner-learner interaction in terms of the relationship between cyberostracism and knowledge sharing in e-learning environments. A total of 268 pre-service teachers participated in the study. The study determined the relationship between the variables with Pearson's correlation coefficients and used a regression-based mediation test to examine the mediator model. It found that cyberostracism was positively related to social anxiety in learner-learner interactions in e-learning environments and negatively associated with knowledge sharing. There was also a negative relationship between social anxiety and knowledge sharing. Moreover, cyberostracism predicted knowledge sharing in e-learning environments. Finally, we determined that social anxiety in learner-learner interactions was the full mediator in the relationship between cyberostracism and knowledge sharing. Therefore, it can be argued that cyberostracism is not a direct predictor of pre-service teachers' knowledge sharing behavior in e-learning environments and pre-service teachers avoid knowledge sharing due to social anxiety caused by cyberostracism. The research results also led to suggestions for practice and research.
The Politics of Knowledge in South African Universities: Students&apos; Perspectives
Author: Knowles, Corinne R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Politics of Education,Student Attitudes,Higher Education,College Freshmen,Feminism,Student Experience,Humanities Instruction,Educational Change,Instructional Development,Curriculum Development,Extracurricular Activities,Decolonization,Knowledge Management

Knowledge-making in South African universities is set up and framed in particular ways, with a Euro-centric bias. We argue that many of the contributions that African first year entering students could make to this process of knowledge-making are dis-abled, leading to alienation. In this article, we argue for a different perspective and approach to teaching and learning in the humanities. Former Extended Studies students from a South African university have worked collaboratively in a knowledge-making project, and using data generated from this, suggest different kinds of environments and strategies for more inclusive teaching and learning. Using an African feminist theoretical and methodological lens, we consider alternative ways of knowing, and recognition that supports powerful senses of belonging and agency, using examples from student experiences of an Extended Studies humanities programme. We contrast this with how humanities programmes are experienced by some first-year students at the university, sometimes with tragic consequences. Finally, we recommend pedagogic, curricula and extra-curricular changes that can be made, to realise the possibilities of decolonised knowledge-making that is more relevant and inclusive. The authors believe that the ideas around decolonising knowledge that are explored here are more broadly applicable and necessary. Contribution: The article contributes to the conversation on decolonising the humanities curriculum, by including students' experiences, concerns, and suggestions.