ethanporcaro/eric-fulltext-meta huggingface dataset:
Study and Research Paths to Improve Web-Based Inquiry Learning: Study Case of an ICT Course in Engineering
Author: Moreno, Andreu
Date: 2021-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Inquiry,Active Learning,Engineering Education,Information Technology,Course Descriptions,Computer Science Education,Course Content,Student Motivation,Teaching Methods,Learning Activities,Internet,Undergraduate Students,Foreign Countries,Benchmarking

Many active, inquiry-based learning activities nowadays rely upon the students' capacity to perform efficient information research on the Internet. Study and Research Paths (SRPs) have been proposed to model inquiry learning, and successfully used as teaching formats in different areas. In an SRP the search for an answer to a generating question (Q[subscript 0]) leads to a sequence of derived questions and answers, which are modeled using a Q-A map. We have investigated the benefits of using SRPs and Q-A maps to improve Web-based inquiry learning. We designed an SRP for a course on Information and Communication Technologies (ICT), belonging to an Engineering degree. The class-session SRPs revolved around Q0 questions such as 'What is a «firewall»?', 'What are the main features of 5G?' etc. Our results, based on the analysis of six courses conducted between 2015/16-2020/21, show that the SRP is an enriching tool for learning ICT: content expands beyond that of the traditional course and is maintained up-to-date. Students are engaged and motivated by the active-search activity. In addition, the SRP helps in improving the students' skills in searching and selecting information on the Internet. The Q-A maps served both the students, to structure their Web inquiry, and the teacher, to monitor the learning study process.
Establishment of Virtual-Reality-Based Safety Education and Training System for Safety Engagement
Author: Seo, Hyun Jeong
Date: 2021-00-00
Type: Journal Articles
Subjects: Safety Education,Computer Simulation,Technology Uses in Education,Educational Technology,Risk Management,Vignettes,Construction Industry,Accident Prevention,Training,Safety Equipment

The current safety education and training system has a number of problems, namely that the actual risks in the field are not reflected and that workers cannot be engaged in safety education. Therefore, we conducted a study to build a VR-based safety education system that reflects the problems actually occurring in the field. The risk points of the electrical construction sites were derived through in-depth interviews with various stakeholders such as field workers, safety managers, and management. A risk scenario was also constructed by analyzing the causes and effects of existing accident cases. A safety education system was constructed to which the established risk scenario was applied. In the virtual construction site, the site's own model, safety equipment, and members were implemented in a 3D model to form a virtual reality environment. This environment is intended to provide an educational environment wherein workers can immerse themselves in safety, specifically because this VR-based environment can induce active participation by providing safety information through various experiences. In addition, in this study, a VR-based safety education system that reflects the field conditions was designed to prepare basic data for the modernization and activation of safety education.
The Impact of Integrating Musical and Image Technology upon the Level of Learning Engagement of Pre-School Children
Author: Lee, Liza
Date: 2021-00-00
Type: Journal Articles
Subjects: Integrated Activities,Music,Visual Aids,Technology Uses in Education,Learner Engagement,Preschool Children,Student Attitudes,Physical Activities,Foreign Countries,Preschool Education,Psychomotor Skills,Physical Education

This study aimed to evaluate the impact of music technology on the attitudes and engagement level of preschool children. The desired outcome of the study is to formulate recommendations to improve the teaching curriculum through the use of physical activities at the preschool level. The strategy tested involved integrating technology, music, and images into children's physical activities to enhance their willingness to learn, preference, and motor skills. The study used music and images created through technology instruments to stimulate multiple senses, including vision, hearing, and touch sensations. It was expected to enhance learning interests and motor skills among children in physical activities. The innovative courses were developed jointly by qualified and senior preschool teachers, a physical fitness trainer, and a music therapist. The regimen involved a set of lesson plans combining music technology with physical training for children. The study used 64 healthy children who were 5 years old and studied at a private preschool in Taiwan, who were divided into an experimental group that implemented the innovative courses and a control group that adopted traditional teaching. The physical training courses were implemented twice a week, with 45 min per session for 18 weeks. The results revealed a significant enhancement in the concentration, preference, and willingness of participation among children in the experimental group after participation in the course. However, these effects were not observed and were not found among the children in the control group. Additionally, it was also found that the positive impact of enhanced motor skills, such as dynamic balance, hopping, and jumping, was significantly better among children in the experimental group than those in the control group. Consequently, this research study supports the integration of music technology and images into physical courses for children. Clinically, it indicates a significantly improved enhancement effect towards learning mentality and motor skills among children. This innovative teaching approach suggests a high probability to substantially assist the preschool's course management strategy and methodical learning effects.
The Challenges of Struggling Writers: Strategies That Can Help
Author: Dunn, Michael
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Writing Instruction,Writing Strategies,Writing Difficulties,Telecommunications,Handheld Devices,National Competency Tests,Writing Evaluation,Writing Improvement,Information Technology,Learning Processes,Barriers,Faculty Development,Computer Software,Computer Assisted Instruction,Elementary Secondary Education

Writing is a necessary skill in our technological world. Many people have a mobile device that they use for e-mailing, social media, as an alarm clock to start the day, reading the news, searching for information, ordering food, managing transportation (e.g., monitoring traffic, accessing public transit), or for relaxing pursuits, such as watching a movie or listening to music. While these tasks are natural and almost effortless for numerous people, many students struggle with composing longer prose, especially for academic tasks. The 2021 U.S. National Assessment of Educational Progress for Writing, for example, indicates that as many as 75% of students cannot write at a basic level. In this article, the author discusses recent examples from the professional literature about why writing can be a challenge for students, what is involved in writing assessment, how we can help students improve their writing skills, and how we can promote technology as part of the instruction and learning processes.
A Survey Study of English Speaking Strategies Use: Evidence from Chinese High School Students of International Department
Author: Zhou, Hong
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,English (Second Language),Second Language Learning,Speech Communication,Language Proficiency,Communication Strategies,Second Language Instruction,Memory,Metacognition,Communication Skills,Affective Behavior,Social Influences,Oral Language

This study explores the status quo of speaking strategies used by Chinese High School Students of International Department by using both questionnaire and interview. The participants were 90 second-year Chinese High School Students of International Department, and then the data were analyzed by SPSS 18.0. The study yields certain results. First, Chinese High School Students of International Department employ English speaking strategies at a medium level in general. Second, there are differences between higher achievers and lower achievers in the use of speaking strategies. Third, students' use of speaking strategies is significantly correlated with students' English proficiency. Pedagogical implications for teachers and students are discussed in the end.
Opinions of Disabled University Students on the Distance Education Process
Author: Stambekova, Assel
Date: 2021-00-00
Type: Journal Articles
Subjects: Students with Disabilities,College Students,Visual Impairments,Hearing Impairments,Physical Disabilities,Distance Education,Technology Integration,Student Attitudes,Teacher Student Relationship,Peer Relationship,Course Content,Student Needs,Foreign Countries

The purpose of this research is to evaluate the views of university students with disabilities, regarding the distance education process. The data collection tool of this qualitative research carried out in a phenomenological design is a semi-structured interview form developed by the researcher, which aims to get the opinions of the disabled students studying at the university on the distance education process. The study group of the research consists of 30 students with visual, hearing and orthopedic disabilities who are studying at various universities in the cities of Almaty, Nur-Sultan, Aktobe and Karaganda in Kazakhstan, and have agreed to participate in the research voluntarily. As a result of the research, it was revealed that university students with disabilities found distance education inadequate in terms of teacher-learner, learner-learner, learner-content and learner-technology relations in line with the answers they gave in the semi-structured interview form. Improving teacher and peer relations in the distance education process of disabled university students, reorganizing the educational content and creating the technological infrastructure suitable for their needs are among the important tasks of the education approach of contemporary higher education.
A Model of Online Teacher Professional Development in Chemical Subject of Middle School
Author: Wang, Jinglei
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Internet,Middle School Teachers,Science Teachers,Professional Development,Models,Chemistry,Outcomes of Education,Educational Research

With the continuous development of technology and people's dependence on the Internet, more and more teachers' professional development is carried out on the Internet. Since no one has studied the professional development of online middle school teachers, we did this study based on this research gap. This article is a research on the professional development of chemistry teachers based on the Internet. It uses content analysis methods to identify research questions and select keywords related to the topic, such as online teacher professional development, chemistry teacher professional development, secondary school teacher professional development and so on and codes the data. From this, we found that the strategies for the professional development of online teachers in middle school chemistry subjects includes chemical content, practice, guidance, exploratory experiment, online communication community, self-reflection, sustainability, continuity and action these eight parts. And online chemical TPD for student outcomes in middle school contains: gain knowledge, skills and confidence, determined their goals and plans, participate in scientific inquiry teaching and improve student performance, promote the transformation of students' scientific knowledge concepts, and have a positive influence on students' attitudes towards science.
Preparing Future Primary School Teachers for Trilingual Teaching with CLIL Technology
Author: Kydyrbayeva, Gulnaz
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Multilingualism,Teacher Education Programs,Teaching Methods,Language of Instruction,Preservice Teachers,Student Attitudes,Foreign Countries,Content and Language Integrated Learning,Second Language Learning,Second Language Instruction,Gender Differences,Teacher Characteristics,Pedagogical Content Knowledge

The purpose of this research is to evaluate the readiness of future primary school teachers for trilingual teaching with CLIL technology. Qualitative research method was used in the study. A semi-structured interview form prepared by the researchers was used to collect the data. 160 teacher candidates studying at various universities in Kazakhstan in the 2020-2021 academic year participated in the research. As a result of the research, it was determined that the primary school teacher candidates' readiness for trilingual instruction with CLIL technology was insufficient. Research findings revealed the necessity of reorganizing the learning curricula in higher education programs in order for primary school teacher candidates to gain competence in the field of trilingual education with CLIL technology.
Exploring the Characteristics of Adults&apos; Online Learning Activities: A Case Study of EdX Online Institute
Author: Shi, Yuewei
Date: 2021-00-00
Type: Journal Articles
Subjects: Adult Learning,Adult Students,Electronic Learning,Online Courses,Preferences,Program Design,Student Characteristics,Access to Education,Certification,Academic Achievement

Online learning has become a prevailing trend among adult learners. Therefore, this study investigated the learning time preference and the relationship between the course completion and learning activities among adult learners based on data from one online learning platform. Results indicate that a periodical fluctuation of participating online course study exists among adult learners. Additionally, the activity of posting on the discussion board is a main learning activity factor that influences their online course completion. It is expected that this study would help online learning system designers, education administrators and instructors to better understand the characteristics of adult learners and their learning activities to provide better accessibility and flexibility in online learning environments for them.
Training of Future Primary Teachers for Innovation in the Context of the Updated Content of Education
Author: Stambekova, Zhazira
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Teacher Characteristics,Predictor Variables,Gender Differences,Educational Attainment,Tenure,Technology Integration,Electronic Learning,Teacher Education,Foreign Countries

In this information age, it is seen that the limitation of education and training, with space and time have started to be discussed and alternative methods and approaches have been suggested for students. The general purpose of this study is to plan the training of future primary school teachers in e-learning environments within the current education. 380 volunteer primary school teachers who continue to teach in Kazakhstan participated in the research in the spring term of 2020-2021. Scanning method was used in the research. General opinion measurement tool for e-learning, which was developed by the researchers was used. The collected data were analyzed using a spss program. One Way Anova and T-test were applied to analyze the data obtained from the e-learning measurement tool. According to the results of the research, primary school teachers had high e-learning levels. There was no difference in e-learning levels according to their professional seniority.
Increasing the Attention, Relevance, Confidence and Satisfaction (ARCS) of Students through Interactive Science Learning Multimedia
Author: Herianto
Date: 2021-00-00
Type: Journal Articles
Subjects: Attention,Relevance (Education),Self Efficacy,Student Satisfaction,Junior High School Students,Grade 7,Public Schools,Multimedia Instruction,Science Instruction,Instructional Effectiveness,Interaction,Learning Motivation,Foreign Countries,Early Adolescents

The use of interactive multimedia has the potential to create a high-quality learning environment. The key elements of various media, user control over information delivery and interactivity can be used to improve the learning process by creating an integrated learning environment. This study aims to determine the increase in students' attention, relevance, confidence and satisfaction (ARCS) before and after using interactive science learning multimedia. This study collected data from 30 students aged 12-13 years from a junior high school in Yogyakarta City, Indonesia. Data collection was done using learning motivation questionnaires. Data analysis techniques used paired sample t-test. The results of this study are that the learning motivation aspects of ARCS after using interactive science learning multimedia have increased significantly. However, the relevance aspect of students' learning motivation did not increase significantly.
Determining the Views of Teachers on the Transition to Digital Transformation in Education during the Pandemic Process: A Case Study
Author: Yildiz, Ezgi Pelin
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education,Distance Education,Online Courses,Teacher Attitudes,Foreign Countries,Secondary School Teachers,Technology Integration,Program Effectiveness,Adjustment (to Environment),Barriers,Evaluation Methods

In today's world, where people live together with technology, digitalisation is increasingly taking its place as an indispensable part of our lives. However, rapid developments and changes in technology have led to compulsory digitalisation processes in all sectors. In addition to the pandemic process, digital transformation has now become a necessity. The pandemic threat faced by countries has affected many sectors, especially the education sector. In this context, it has become a necessity to take the necessary measures in the education sector, which affects a large audience. The first of these measures is the emergency distance education plan. Undoubtedly, it is clear that every stakeholder of education is affected by the emergency distance education plan that has come with the pandemic process. The most important of these stakeholders are undoubtedly teachers. In light of all this information, this study aimed to determine the views of teachers on the transition to digital transformation in education during the pandemic process. The research is an example of a qualitative case study. A semi-structured interview form was prepared by the researcher to determine the teachers' views on the subject. Data were collected using the semi-structured interview form. As a result, the teachers emphasised that they see the transition to digital transformation in education as a necessity, especially during the pandemic process, but they need more in-service training to keep up with this transformation. [This study was presented orally at the 10th International Conference on Education (ICED-2021) Girne in Cyprus.]
Learning to Teach Mathematics with Robots: Developing the &apos;T&apos; in Technological Pedagogical Content Knowledge
Author: Casler-Failing, Shelli
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Instructional Effectiveness,Technology Integration,Educational Technology,Robotics,Programming,Pedagogical Content Knowledge,Technological Literacy,Methods Courses,Preservice Teacher Education,Preservice Teachers,Middle School Mathematics,Knowledge Level

A multiple case study was conducted to investigate how Lego robotics instruction incorporated into a middle grades mathematics methods course could inform pre-service teachers' (PSTs) TPACK through the lens of Social Constructivist Theory. The qualitative data analysis revealed that when instruction on Lego robotics technology is integrated into semester long mathematics methods courses, PSTs are able to improve their TPACK knowledge in regard to the robotics. Overall, the findings suggest instruction of educational technology tools should be incorporated into methods courses over a longer duration of time, and in depth, to better support the development of PSTs' TPACK. To meet the demands of the teacher shortages while simultaneously supporting the needs of school districts, this research provides preliminary evidence of the need to incorporate content-specific technology into all methods courses.
Teaching Social Skills to Students with Autism Spectrum Disorder through Augmented, Virtual and Mixed Reality
Author: Mosher, Maggie A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Skill Development,Social Development,Autism,Pervasive Developmental Disorders,Computer Simulation,Educational Technology,Technology Uses in Education,Emotional Response,Cooperation,Executive Function,Intervention,Program Effectiveness,Student Motivation,Parent Role,Teacher Role,Student Role,Validity

This systematic literature review was conducted to explore the social validity of augmented reality (AR), virtual reality (VR), and mixed reality (MR) as a means of providing social skill instruction to students with autism spectrum disorder (ASD). Forty-one articles met the inclusion criteria, including five studies utilizing AR and the remaining 36 utilizing VR for social skill interventions. No studies implemented MR. The targeted skills of the studies included emotion recognition, relationship skills, social awareness, cooperation, and executive functioning. The intervention was considered effective in 63% of studies, not effective in 10% of studies, and mixed results in 27% of studies. The social validity indicators reported by researchers ranged from two to 14 of 17 determined categories. Findings indicate the primary socially valid reasons for utilizing AR/VR for social skill instruction were high student motivation toward the intervention and a positive attitude toward the technology. Findings indicate that increasing the role of parents, educators, and students as both social skill selectors and treatment agents and adding valid and reliable skill measures may improve the effects of an intervention. Sustainability may increase by providing training to both treatment agents and participants. AR has the potential to improve generalization and VR provides a practice environment for performance deficits. Combining these technologies may provide a more effective social skill intervention.