ethanporcaro/eric-fulltext-meta huggingface dataset:
Learners&apos; Perceptions of Online Exams: A Comparative Study in Turkey and Kyrgyzstan
Author: Adanir, Gülgün Afacan
Date: 2020-09-00
Type: Journal Articles
Subjects: Student Attitudes,Computer Assisted Testing,Foreign Countries,Developing Nations,Public Colleges,Gender Differences,Majors (Students),Required Courses,Online Courses,Undergraduate Students,Test Anxiety,Cheating,Test Format,Computer Literacy,Student Experience

As online learning is becoming very popular in formal educational settings and in individual development, online exams are starting to be recognized as one of the more efficient assessment methods. Online exams are effective in either blended or traditional forms of learning, and, when appropriately used, bring benefits to both learners and the learning process. However, learners' perceptions of online exams in developing countries have not been widely studied despite the potential of such research for contributing to more effective use of online exams in these countries. Thus, this study served two purposes. First, it aimed to investigate students' perceptions of online exams at a state university in Turkey, and at a state university in Kyrgyzstan. Second, the study compared the results. Structured as a mixed study, the research was conducted during the 2018-2019 fall term. The participants were 370 undergraduate students taking first-year courses online. Quantitative data considered learners' perception scores gathered via a survey, whereas qualitative data considered learners' opinions in response to an open-ended question. According to the quantitative analysis, learners' perceptions differed according to gender, major, and prior online course experience variables. In addition, Turkish and Kyrgyz learners differed in that Turkish learners found online exams less stressful and more reliable and fairer than traditional paper-based exams when compared with their Kyrgyz counterparts. The qualitative analysis provided important results for future planning in both institutions.
Early-Years Future Teachers&apos; Mathematical Beliefs as Determinants of Performance in Primary Mathematics
Author: Awofala, Adeneye Olarewaju
Date: 2020-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Performance Factors,Elementary School Mathematics,Beliefs,Constructivism (Learning),Attitude Measures,Factor Structure,Gender Differences,Predictor Variables,Problem Solving,Self Efficacy,Learning Motivation,Foreign Countries

One construct that lies in between the cognitive and affective domains of mathematics education is belief and this concept is rarely investigated in the Nigerian mathematics education community. Thus, an investigation of early-years future teachers' mathematical beliefs as determinants of performance in primary mathematics within the blueprint of the quantitative method of the descriptive survey research design was conducted. Three research questions were addressed and secondary data relating to performance in mathematics of 320 early-years future teachers were retrieved from their records at the Department of Arts and Social Sciences Education, University of Lagos, Nigeria. One other instrument labeled Mathematical Beliefs Scale was employed for the collection of key data connected to the mathematical beliefs. The collected data were condensed and explored with the principal components factor analysis, multiple regression analysis, and independent samples t-test. Results showed that mathematical beliefs measured using the Mathematical Beliefs Scale are a multidimensional construct with four-factor structure: emotional and developmental commitment in learning of mathematics; self-assurance and philosophies concerning one's subjective mathematical aptitude; beliefs about mathematics; and mathematical problem-solving beliefs. These factors show adequate and excellent reliabilities as computed using Cronbach alpha. Also, gender was not a factor in early-years future teachers' mathematical beliefs even at the subscale level and the four factors of the mathematical belief scale predicted early-years future teachers' performance in primary mathematics. In line with these results, it is recommended that early-years future teachers be taught in a constructivist manner so that they can imbibe constructivist beliefs capable of engendering better learning of mathematics.
Profiles of Online Students and the Impact of Their University Experience
Author: Sánchez-Gelabert, Albert
Date: 2020-09-00
Type: Journal Articles
Subjects: Profiles,Online Courses,Electronic Learning,Student Experience,Foreign Countries,Student Attitudes,College Students,Virtual Universities,Distance Education,Student Characteristics

In recent decades, there has been a steady growth in the population who enter higher education in both brick-and-mortar and, in particular, online universities. This has led to an increase in heterogeneous student profiles in a relatively short period of time. The purpose of this paper was to explore the student profiles at a university that gives all its courses online, namely the Universitat Oberta de Catalunya (UOC), and analyse students' perceptions of their university experience. With this goal in mind, we constructed a student typology based on their social conditions and backgrounds using multiple correspondence analysis. Subsequently, an analysis of variance (Kruskall-Wallis test) was run to detect whether there were any differences in students' perceptions of the impact of their university experience (N = 1850). Although the prevailing profile of students in the online university continues to reflect students with responsibilities outside of the university (e.g., work and/or family), new profiles have been observed, made up of younger students without any work or family responsibilities. In turn, younger students' distinct perceptions of their university experience has been observed, depending on student profiles, with older students having more intrinsic perceptions, focused on learning and the acquisition of theoretical knowledge.
Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology
Author: Shadiev, Rustam
Date: 2020-09-00
Type: Journal Articles
Subjects: Computer Simulation,Learning Activities,Technology Integration,Foreign Countries,Student Satisfaction,Intercultural Communication,Interpersonal Competence,Cultural Awareness,Instructional Effectiveness,College Students,Young Adults,Video Technology,Web Based Instruction,Authentic Learning

Virtual reality (VR) technology makes it possible to create an authentic virtual environment that benefits immersive learning. We designed an intercultural learning activity and applied VR technology to support it. Then, we investigated students' perceptions of the learning activity, VR technology, and intercultural competence (IC) development during learning. Students from China and Uzbekistan participated in the activity, in which a pragmatic mixed-methods approach was used. The data were collected through student reports, three questionnaires, and interviews, and then analyzed. Three main findings were obtained. First, 13 items related to perception of the learning activity were revealed. When compared with earlier studies, new items were found, including presence, immersion, and authentic cultural experience. Second, the results showed that the participants intended to continue using VR technology, were satisfied with intercultural learning supported by VR technology, and felt that the technology confirmed their expectations. Third, the results showed that intercultural learning supported by VR technology helped facilitate IC development. Based on these results, we discuss implications and offer suggestions for educators and researchers.
Elements of Open Education: An Invitation to Future Research
Author: Zawacki-Richter, Olaf
Date: 2020-09-00
Type: Journal Articles
Subjects: Open Education,Distance Education,Open Educational Resources,Online Courses,Prior Learning,Recognition (Achievement),Student Characteristics,Educational Research,Educational Theories,Higher Education,Global Approach

This paper explores elements of open education within the context of higher education. After an introduction to the origins of open education and its theoretical foundations, the topics of open and distance learning, international education issues in open education, open educational practices and scholarship, open educational resources, MOOCs, prior learning accreditation and recognition, and learner characteristics are considered, following the framework of macro, meso, and micro levels of research in open and distance learning. Implications for future research at the macro, meso, and micro levels are then provided. [The authors of this article belong to The COER Group, Center for Open Education Research (COER), University of Oldenburg, Germany.]
Pre-Service Secondary Teachers&apos; Knowledge of the Function Concept: A Cluster Analysis Approach
Author: Marbán, José María
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Secondary School Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Mathematical Concepts,Preservice Teacher Education,Scores

Teacher training is a key aspect for the success of any educational system and it is a prior challenge to face in-depth in Zambia. This study explores some dimensions of prospective secondary mathematics teachers' subject-matter knowledge and pedagogical content knowledge restricted to the topic of the function concept. Data were collected by means of a questionnaire that was administered to a sample of 150 prospective teachers enrolled at two public universities in Copperbelt, Zambia. A two-step cluster analysis was used to reveal natural grouping within the data set obtained. As a result, a two-cluster solution was revealed as the solution that best profiled the data, with participants within both clusters scoring low in the knowledge domains under consideration. To further understand the results a one-way between-subjects multivariate analysis of variance (MANOVA) and a follow-up discriminant function analysis (DFA) were also conducted. Common content knowledge was shown to be the most important factor in discriminating between prospective teachers in Cluster 1 and those in Cluster 2. The knowledge inadequacies identified are certainly worrisome and are likely to be transferred to young learners at secondary schools. Consequently, it is necessary to address with some urgency certain reforms in educational policies for teacher training programs in Zambia.
Pre-Service Mathematics Teachers&apos; Nature of Understanding of the Tangent Function
Author: Malambo, Priestly
Date: 2020-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Student Teachers,Pedagogical Content Knowledge,Foreign Countries,Mathematical Concepts,Graphs,Mathematics Skills,Mathematical Logic

Mathematics teachers' ability to translate and make connections between representations of functions requires investigation. Consequently, this qualitative case study article focuses on pre-service mathematics teachers' nature of understanding of the tangent function; a function bearing unique characteristics compared with the sine and cosine functions. Twenty-two finalist pre-service teachers were conveniently selected and assessed concerning the ability to translate a tangent function to the graphical representation. Likewise, participants' abilities to correctly explain this function and provide appropriate justifications for espoused perspectives were investigated. Although the teachers learned higher mathematics, their assessment was school mathematics-based. Descriptive analyses showed that only one teacher (5%) accurately completed the task. Eleven teachers (50%) did not provide graphs; suggesting a lack of knowledge required to change representation. Ten (45%) drew flawed graphs depicting a lack of understanding of discontinuity of the tangent function at certain angles and the role of a domain. Essentially, these demonstrated mere memorization of the appearance of the tangent graph. A purposive subsample of size six then participated in exploratory semi-structured interviews. The interviews allowed participants to elucidate their answers to the initial task. Content analysis of the transcripts corroborated the earlier finding as the interviewees could not coherently explain the tangent function, and failed to justify their reasoning. The teachers demonstrated a superficial understanding despite having studied advanced mathematics. This reinforces the view that studying advanced mathematics does not assure a relational understanding of school mathematics. Therefore, it is necessary for trainee teachers to explore school mathematics.
An Analysis of Discipline and Personality in Blended Environments: Do They Interact Differently in the Teaching, Cognitive, and Social Presences?
Author: Chang-Tik, Chan
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,Personality Traits,College Students,College Faculty,Teaching Methods,Correlation,Intellectual Disciplines,Comparative Analysis,Student Centered Learning,Higher Education,Educational Change,21st Century Skills,Foreign Countries,Scheduling,Conventional Instruction,Online Courses

The purpose of this study is to investigate the interaction between discipline and personality in a blended classroom using the community of inquiry model. To this end, a factorial ANOVA is used to determine the main effects of the high and low of each personality trait as well as the four different clusters of discipline on the presences. The study used a non-experimental design to gather data. A total of 12 lecturers and 408 students from three institutions were involved. The results indicate that there is a significant difference in teaching presence between the hard-applied and hard-pure as well as the hard-applied and soft-pure disciplines for only for the conscientiousness personality. Accordingly, there is a significant difference in social presence between the hard-applied and soft-pure disciplines across all the five personality traits. However, there is no significant difference in cognitive presence for all the discipline clusters across all the personality traits.
Application of Learning Objects for Computer Programming-Based Problem Solving
Author: Basuhail, Abdullah Ahmad
Date: 2020-00-00
Type: Journal Articles
Subjects: Resource Units,Teaching Methods,Programming,Problem Solving,Educational Technology,Technology Uses in Education,Animation,Higher Education,Coding

This paper presents an approach to implement learning objects for teaching and learning problem-solving techniques based on computer programming. The demonstrated approach exploits computer-based interactive animations and computer graphics. The main feature of this approach is its simplicity for exploring the concepts and structures of the programming that are used to implement a solution for a problem under consideration. The developed learning objects feature the possibility of reusability and adaptability in e-learning settings. Moreover, the learning objects can be utilized as a hands-on experience for the learners of a certain subject matter. The approach applied for the design and implementation of the learning objects for computer programming-based problem solving can be extended to other disciplines of science and technology. As a demonstration of the proposed methodology, we showed an application that utilizes the approach to implement a learning object for solving a well-known statistics and probability problem.
Promoting Prospective Teachers&apos; Conceptual Knowledge through Web-Based Blended Learning
Author: Yurniwati, Yurniwati
Date: 2020-06-00
Type: Journal Articles
Subjects: Fractions,Concept Formation,Elementary School Teachers,Preservice Teachers,Mathematical Concepts,Blended Learning,Group Discussion,Web Based Instruction,Computer Software,Arithmetic,Teacher Education Programs,Pretests Posttests,Foreign Countries,Teaching Methods

Fractions remain a difficult concept for students at the elementary level. On that ground, prospective teachers need to develop the conceptual knowledge to have a deep understanding of the concept and how the concepts are related to each other. Furthermore, they must be able to explain the concepts through media in the form of concrete objects or images to help students grasp the whole concept of fractions. This research investigates the effect of web-based blended learning on the development of Conceptual Knowledge of prospective teachers. Web-based blended learning is a combination of online learning and face to face classroom group discussion. Prospective teachers use Edmodo as the learning management system that contains various learning resources such as videos, documents, and students' assignments in the form of Google Forms. This study design is a non-experimental post-test. The data obtained by using open tests and analyzed descriptively. Participants are prospective teachers who enrolled in the Teaching Arithmetic course in the 7th semester of the 2018/2019 academic year at the Department of Primary School Teacher Training, Universitas Negeri Jakarta, Indonesia. This study found web-based blending learning is an effective learning system to develop prospective mathematics elementary teachers' conceptual abilities of fractions. It is recommended that this learning system be included in the prospective teachers' Education module.
Pre-Service Teacher&apos;s Mathematical Knowledge for Teaching in Problem-Based Learning
Author: Novikasari, Ifada
Date: 2020-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Pedagogical Content Knowledge,Problem Based Learning,Preservice Teacher Education,Mathematics Education,Elementary Education,Public Colleges,Knowledge Level,Instructional Effectiveness,Mathematical Concepts,Concept Formation,Foreign Countries

Mathematical Knowledge for Teaching (MKT), comprising Mathematics Content Knowledge (MCK) and Mathematics Pedagogy Content Knowledge (MPCK), is essential for pre-service teachers. However, numerous studies have shown that pre-service teachers are weak in content and difficult to plan to teach. Therefore, a shifting effort dealing with the learning activities within the teacher training program from a teacher-centered to student-centered approach should be made. One learning model succeeding in the student-centered approach is ProblemBased Learning (PBL). Studies on PBL as an effort to improve the MCK and MPCK of pre-service teachers have never been done before. There were two models of PBL applied in this experimental study: PBL with authentic problems (PBL1) and PBL with authentic problems and teaching practices (PBL2). The aspects of MCK studied are knowing, applying, and reasoning. While the aspects of MPCK are creating representation for the explanation, understanding mathematical structures, and anticipating students' thinking. The results of the study showed that there were significant differences between MCK and MPCK achievements in PBL1, PBL2, and conventional learning classes conventional. PBL1 and PBL2 classes were considered superiors since the pre-service teachers predominantly control the learning activities and were active in finding solutions. Hence, there were differences in the effect of the learning models on the aspects of MCK and MPCK.
Students&apos; Mathematics Achievement in Mindanao Context: A Meta-Analysis
Author: Callaman, Roar Abalos
Date: 2020-06-00
Type: Journal Articles
Subjects: Mathematics Achievement,Predictor Variables,Mathematics Skills,Student Attitudes,Self Efficacy,Effect Size,Educational Research,Theses,Public Schools,Private Schools,Foreign Countries,Elementary Secondary Education

Over the years, there have been several studies exploring the factors affecting mathematics achievement. However, no study, specifically in the Mindanao context has attempted to summarize or illustrate the model for these sets of studies. This study aims to analyze the overall effect size of the factors on the student's achievement in mathematics. The causal-comparative research design was utilized to synthesize the existing research about the student-related, teacher-related, and school-related factors that have greatly influenced students' mathematics achievement. Through the use of a multi-stage sampling design, 200 existing studies were funneled down to 50 with 158 effect sizes which met the inclusion criteria coming from the different colleges and universities in Mindanao. To determine the significant factors be included in the model that significantly influence students' achievement, Hierarchical Linear Modeling (HLM) was utilized. The findings revealed that the overall effect sizes have a small effect on mathematics achievement. On the other hand, mathematical skills, attitude, and self-efficacy are found to be the predictors of students' mathematical achievement. Further, it was concluded that the type of school where the student is studying could cause significant variation in the effect sizes. It is recommended that educational institutions may review regularly the curriculum addressing the disparity of achievement between public and private schools. Also, teachers may utilize varied teaching strategies so that students would develop interest and positive learning attitudes towards mathematics.
The Effect of a Problem Centered Learning on Students&apos; Mathematical Critical Thinking
Author: Apriliana, Lidya Putri
Date: 2019-07-00
Type: Journal Articles
Subjects: Critical Thinking,Mathematics Instruction,Teaching Methods,Junior High School Students,Learning Processes,Comparative Analysis,Problem Based Learning,Problem Solving,Foreign Countries

Since Indonesian students' critical thinking skills in junior high school is still in unexpected level, it should be improved through teaching and learning process. The objective of the study is finding out the influence of problem centered learning approach toward students' mathematical critical thinking ability. Every student should have mathematical critical thinking skills to make mathematics lessons are easier. Using the critical thinking skills will help students improving problem solving skills. However, the current critical thinking ability of junior high school students is still low. This research used quasi experimental design with Static Group Comparation type. The research sample consisted of two classes with each class of 35 students. The research instrument consists of six questions which indicate a mathematical critical thinking ability. Data analysis of this study used the Mann-Whitney test. The results of the study indicate that there is an effect of the problem-centered learning approach on the students' mathematical critical thinking ability with testing criteria is high.