ethanporcaro/eric-fulltext-meta huggingface dataset:
Latin American Professors&apos; Research Culture in the Digital Age
Author: Gonzalez-Diaz, Romel
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Researchers,College Faculty,Teaching Experience,Age Differences,Educational Attainment,Faculty Publishing,Cultural Influences,Periodicals,Citations (References),Cultural Differences,Barriers,Information Technology,Correlation

The processes of social confinement caused by the global health crisis (COVID-19), have forced professors to assume new research competencies that allow them to improve science indicators and contribute to the research culture in the digital era for the Latin American region. This article analyzes the research culture of Latin American professors in 20 countries in the digital era, and their relationship with the production of scientific papers indexed in the Journal Citation Report (JCR) between 1996 and 2019. A questionnaire (with validity and reliability criteria) with a Likert-type scale was applied to 2,215 professors selected from five international scientific events. The main results show that 78% of the professors have less than 15 years of teaching experience, with ages under 44 years of age and 38.9% of them with an undergraduate academic level, 62.5% of whom responded that they have never published in indexed journals, and that they do not know the proper application of paradigms and research designs. On the other hand, 23.86% of the total citations are self-citations. Therefore, the results reflect a significant relationship between the research culture of professors and Latin American scientific production. Finally, Latin American professors have found themselves in economic, political and social circumstances that affect good research and scientific publication practices, leaving a training gap in research competencies in the new digital era.
Teachers&apos; Perspectives for a Critical Agenda in Media Education Post COVID-19. A Comparative Study in Latin America
Author: Mateus, Julio-César
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Media Literacy,Critical Theory,COVID-19,Pandemics,Context Effect,Electronic Learning,Access to Computers,Barriers,Distance Education,Competence,Educational Strategies,Comparative Education,Emergency Programs,Foreign Countries

The COVID-19 pandemic in Latin America forced a transition from a face-to-face educational model to a distance model affected by emergencies, technological precariousness, and lack of planning. This has heightened the need for media literacy in the region. In this context, the changes that have occurred were analyzed in order to propose a critical agenda from the perspective of teachers. First, a desk research of official sources was carried out to learn about the strategies of the four countries under study: Argentina, Ecuador, Chile, and Peru. Secondly, eight focus groups were conducted with primary school teachers from public and private institutions to learn about their perception of their own and their students' media competencies, the impact of the pandemic on their practices and needs, and the emerging challenges in this crisis. The results shed light on the need for relevant ICT training from a media literacy perspective, and strategies to address connectivity gaps, lack of adequate environments and work overload. The specific results per country and the differences and demands of each context are discussed in this work as contributions to the development of a critical agenda in media education.
Student Satisfaction with Online Teaching in Times of COVID-19
Author: Sáiz-Manzanares, María-Consuelo
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Satisfaction,Web Based Instruction,Electronic Learning,Distance Education,COVID-19,Pandemics,Undergraduate Students,Outcomes of Education,Competency Based Education,Student Projects,Active Learning,Independent Study,Foreign Countries

Higher education is one of the driving forces behind the social and economic development of countries, with the ultimate aim of providing quality academic training. At present, teaching-learning models in virtual environments face a number of important challenges, particularly in the current situation caused by COVID-19. Some of these challenges will be addressed in this study. We worked with 225 third-year undergraduate students in health science degrees over two academic years during the pandemic. The objectives were: (1) to ascertain whether there were significant differences in student satisfaction with the teaching process in the first year of the pandemic (e-learning teaching) vs. the second year (b-learning teaching); and (2) to determine whether there were significant differences in academic performance between the two groups. Quantitative research (using a 2x2 factorial design, ANOVA and ANCOVA) and qualitative research (using a comparative design with categorisation analysis) were carried out. The results indicate differences in some aspects of satisfaction and learning outcomes in favour of teaching in the second of the two years. Students rated the use of active methodologies and technological resources positively, although they concluded that their use required more work time. Future studies will seek to compare student satisfaction in other areas of knowledge.
Critical Media Literacy to Improve Students&apos; Competencies
Author: Mesquita-Romero, Walter-Antonio
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Theory,Media Literacy,Competence,Foreign Countries,Program Development,Program Implementation,Program Evaluation,High School Students

Media literacy training is an urgent need of our time. Educational institutions must stand as fundamental domains to collectively address reflection on digital and media environments and prepare school-age citizens to constructively deal with the impact of the media. To do so, a paradigm shift to approach the issue is required: a critical awareness of the new scenarios created by the media and a broad reflection on their characteristics. A new framework where the spotlight is on the media, the surrounding environment is an essential reference point and training proposals are based on results and evidence. This study is part of a Design-Based Research, aimed at the creation, implementation and evaluation of a Critical Media Literacy program for high school students at the Escuela Normal Superior del Putumayo (Colombia). In this paper we present the results obtained by applying the Alfamed media competence &quot;pre&quot; and &quot;post&quot; questionnaire to the students participating in the program. The results obtained show a significant improvement both in the overall level of students' media competence and in four of the six dimensions that make up the theoretical reference model (&quot;Technology&quot;, &quot;Language&quot;, &quot;Ideology and Values&quot; and &quot;Production and Dissemination&quot;).
University Lecturers&apos; Task-Based Language Teaching Beliefs and Practices
Author: Lam, Huong Thi Lan
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Teaching Methods,Task Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Positive Attitudes,Teaching Experience,Language Teachers,Foreign Countries,Barriers,Teacher Qualifications,Teacher Characteristics

The present study aimed to investigate the beliefs and practices of task-based language teaching (TBLT) among lecturers in English as a foreign language (EFL) at technical universities in Vietnam. A total of 136 lecturers completed the questionnaire and seven of whom participated in semi-structured interviews. Findings indicated that the lecturers had positive views toward the TBLT approach and showed a willingness to use it in their classrooms, although they also shared notable challenges related to the technique. The results also showed significant differences in understanding of TBLT among lecturers with different years of experience; however, years of experience and qualifications did not affect the lecturers' views on or implementation of TBLT. The study offers several implications for better understanding and more effectively implementing TBLT approaches in the classroom.
Disinformation and Multiliteracy: A Systematic Review of the Literature
Author: Valverde-Berrocoso, Jesús
Date: 2022-00-00
Type: Journal Articles
Subjects: Misconceptions,Deception,Literature Reviews,Content Analysis,Interdisciplinary Approach,Competence,Citizenship Education,Critical Thinking,Media Literacy,Technological Literacy,Information Literacy

Disinformation is a serious problem for democratic systems in open societies. It is a global phenomenon that must be studied from different approaches and the educational dimension is one of the most relevant. It is necessary to know what educational models have been developed to empower citizens against disinformation. A systematic review of the literature (2011-2020), following the PRISMA protocol, was carried out by analyzing articles (n=76) extracted from three databases (Wos, Scopus and ERIC). Reference management and text mining software was used to data analyse. Eight research questions were answered on the conceptual framework, bibliometrics characteristics and pedagogical dimension. From the results of the content analysis emerges a vision of the role of multiliteracies in educational research and the problem of disinformation: media and information literacies are the most relevant and news and data literacies are incorporated. The need to adopt interdisciplinary approaches is confirmed. From the results of the educational dimension, three pedagogical approaches are identified: strategies for competencies development; focused on content and education for citizenship. Workshops and lesson plans are the most common teaching practices. The development of critical thinking, experiences in the co-construction of knowledge, and the values of civic education are fundamental against disinformation.
Engagement and Desertion in MOOCs: Systematic Review
Author: Estrada-Molina, Odiel
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,Online Courses,Literature Reviews,Persistence,School Holding Power,Teaching Methods,Integrated Learning Systems

Massive and open online courses (MOOCs) satisfy learning needs from the particularities of their typologies (xMOOC, tMOOC, cMOOC, iMOOC, among others) even though their high dropout rate is still latent. Recent studies reaffirm engagement as an alternative to reduce dropout rates. The literature analyzed has not yet been able to systematize responses as to how to guarantee engagement in MOOCs and thus reduce their attrition rate. And, consistent with that question, are there still challenges for teachers in this area of educational technology? These answers motivated us to carry out this systematic review to determine how engagement has been studied to help reduce the attrition rate in MOOCs. Articles from journals indexed in Scopus or WoS were reviewed applying the PRISMA protocol. At the end of the protocol, it was defined to analyze 40 studies. The results reflect that the main variables are: the design of e-activities, intrinsic and extrinsic motivation, and communication between students. This paper confirms that the main challenges to guarantee engagement in MOOCs are individualized tutoring, interactivity, and feedback. Due to the scarcity of studies that analyze the variables in an integrated way, it is proposed as future work to determine what relationships exist between these variables that interfere with engagement and dropout in MOOCs.
Research Skills for Information Management: Uses of Mobile Devices in Research Training
Author: Estrada Villa, Erika Juliana
Date: 2021-00-00
Type: Journal Articles
Subjects: Research Skills,Information Management,Handheld Devices,Research Training,Foreign Countries,Graduate Students,Educational Technology,Information Sources

Although we live in a knowledge society, instruction in research is still given traditionally. Mobile devices are present in learning processes, but their possibilities for research have not been broadly explored. This paper explores the research skills that could be supported using information communication technology through mobile devices. We start from theoretical frameworks related to andragogy, knowledge management, the technology acceptance model, and mobile learning. As a case study, 20 Colombian virtual education students studying for master's degrees answered a questionnaire. The results revealed an acceptance of mobile device use in education and a tendency to use apps for information management. These results suggest the need to change the teaching process and design a strategy for the inclusion of mobile learning in research. The use of mobile learning can enhance research training processes framed in the emergent mode of knowledge or context-centric research, especially in virtual higher education.
Views from the Inside: Roles of Deputy Directors in Early Childhood Education in Finland
Author: Halttunen, Leena
Date: 2021-00-00
Type: Journal Articles
Subjects: Assistant Principals,Administrator Role,Early Childhood Education,Foreign Countries,Leadership,Child Care Centers,Role Conflict,Leadership Role

This study explored the perceptions of deputy directors about their leadership in Early Childhood Education (ECE) centres in Finland. Our aim was to look beyond task distribution and understand how deputy directors enacted leadership with their colleagues. Six deputy directors employed in one municipality in Finland participated in this study. Interviewed individually, the participants discussed how they themselves perceived being in a leadership position and what their leadership looked like in practice. The emphasis they placed on the various relationships highlight the importance of paying attention to the relational dynamics amongst staff within a centre, taking into account both formal and informal authority. Given the increasing global interest in understanding leadership enactment within ECE centres, and its connection with quality service provision, knowledge of the positional leadership roles of deputy directors is of importance to the ECE sector. This is one of the first studies dedicated to exploring the work of ECE deputy directors.
Exploring Cyber Violence against Women and Girls in the Philippines through Mining Online News
Author: Febro-Naga, January-D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Violence,Gender Bias,Females,At Risk Persons,Social Media,Telecommunications,News Media,Web Sites,Sexual Abuse,Privacy,Information Retrieval,Bullying,Information Technology,Child Abuse,Crime

Violence against women and girls (VAWG) is not a recent phenomenon. What is new is the additional increasing threats that millions of women and girls face because of the rapid spread of ICTs and the expansion of social media. Cases of VAWG wherein ICT and social media are used as platforms by cybercriminals can be seen in the news media coverage. This study aims to understand and determine the trend and the state of cyber VAWG to raise awareness through mining online news websites. News articles were scraped from popular news websites between 2015 to 2020. The preprocessed articles (N=3,506) were analyzed by year using the Topic Keyword Model (TKM). It was observed that the cyber VAWG articles topic trends are increasing with most of the articles focusing on the topics &quot;Online sexual exploitation and sexual abuse of children&quot; and &quot;ICT-related violations of privacy&quot;. Text mining methods may address the limitations of traditional qualitative approaches. Understanding the cyber VAWG issues by mining news articles is a novel approach that could help create programs and policies to address this societal concern. Additional studies should be conducted related to sentiment analysis of news data to verify and measure the influence of cyber VAWG-related topics.
High School Students&apos; Performance Indicators in Distance Learning in Chemistry during the COVID-19 Pandemic
Author: AlMahdawi, Manal
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Online Courses,School Closing,COVID-19,Pandemics,Educational Technology,Chemistry,Science Instruction,Private Schools,Critical Thinking,Cooperation,Creativity,Innovation,Distance Education,Student Participation,Science Achievement,Gender Differences,Grade 11,Grade 12,Grade 10,Ethnicity

All private and public schools in the UAE had to run online classes as they closed their face-to-face classes due to the COVID-19 pandemic in the spring of 2021. In this context, the purpose of this study was to investigate the indicators of high school students' performance in online chemistry classes in a private school in Al Ain, UAE. A quantitative study with an online survey questionnaire was carried out with 101 participants. The data were analyzed using One-Sample Wilcoxon Signed Ranked Test, Independent Sample Mann Whitney U, Independent Sample Kruskal Wallis H, and Spearman's Rank Correlation in the Statistical Package for Social Sciences (IBM SPSS 26). The findings revealed that there was a statistically significant positive impact on critical thinking, collaborative skills, creativity and innovation, technology application, class participation, and overall achievement during online and distance learning of chemistry. There was a statistically significant difference in students' critical thinking, collaborative skills, creativity and innovation, class participation, and achievement by gender and nationality. These skills were not statistically significantly different across students of grades 10, 11, and 12, except for creativity and innovation, which were significantly different between students of grades 11 and 12. All the six indicators of students' performance had a significant correlation between each other, with the highest correlation between collaborative skills and participation level. These findings indicated that students' performance in online chemistry classes during the COVID-19 pandemic provided opportunities to develop creativity and collaborative skills, together with better learning achievement as perceived by the students.
From Theory to Practice: An Adaptive Development of Design Education
Author: Chiang, I-Ying
Date: 2021-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Design,Teaching Methods,Barriers,Case Studies,Industrial Arts,Creativity,Human Factors Engineering,Models,Cultural Influences,Computers,Universities

This study aims to discuss the adaptive challenge, and bridge the gap between theory and practice in design education. From now on, navigating design communities through the new era is a significant issue facing global competition and pluralistic society. First, this study reviews the essential evolution of design theories in the past few decades on man-machine system design, user-centered design, and user experience design. Second, based on three case studies of the REACH toothbrushes, an IEF wearable computer, and a LINNAK twin-cup, the research findings are offered to witness the advancement and transformation from hi-tech to hi-touch. Furthermore, this study summarizes three paradigms to interpret the adaptive evolution in design education. Finally, the authors propose three directions for the advancement of the creative industry and design education. The contributions of this study are to (1) clarify the interrelations between the theory and practice of design via the three foci of the human factors, human actors, and cultural aspects; (2) demonstrate the transformation of the archetypal model of user--tool--task employing illustrative paradigms; (3) identify the evolution of design education with contextual stages in the past decades; and (4) propose orientated perspectives for the personnel and institutes of the design industry and design education.
Effects of Line Dancing on Mental Health in Seniors after COVID-19 Pandemic
Author: Aliberti, Sara
Date: 2021-00-00
Type: Journal Articles
Subjects: Older Adults,Mental Health,Dance,COVID-19,Pandemics,Depression (Psychology),Program Effectiveness,Females,Life Satisfaction,Psychological Patterns,Foreign Countries

Line dancing is one of the most practiced dance styles by adults and seniors due to the ease of execution of choreography. Due to the COVID-19 pandemic prolonging the restrictions of physical and sports activities, the elderly population has been forced into increased sedentariness and social isolation, resulting in the development of symptoms of depression. The aim of this study was to investigate the effects of line dancing practice on the mental state of late second- and third-age dancers. The sample consisted of 14 Italian female dancers with an average age of 65 years old. The Geriatric Depression Scale was used to verify whether 3 months of LD classes were able to produce improvements. Paired Samples T-Test and effect size were performed to test the difference between pre- and post-training protocol. The result was statistically significant (p &lt; 0.05). Dancers improved their state of depression; in particular, they felt a better satisfaction in their life (d = 0.6), a greater interest in activities (d = 1), less boredom (d = 0.8), a good mood most of the time (d = 0.8), greater happiness throughout the day (d = 0.7), and the perception of a wonderful life (d = 0.5). Line dancing has proven to be an effective physical activity for improving the state of depression in late second- and third-age dancers.
Families&apos; Perception of Children&apos;s Academic Performance during the COVID-19 Lockdown
Author: Serrano-Díaz, Noemí
Date: 2022-00-00
Type: Journal Articles
Subjects: Family Attitudes,Family School Relationship,Elementary School Students,Preschool Education,Children,Leisure Time,Home Schooling,Well Being,Academic Achievement,Electronic Learning,Distance Education,COVID-19,Pandemics,Foreign Countries

The COVID-19 pandemic forced many countries to impose a strict lockdown policy on citizens during a prolonged period of time, which led to changes in lifestyle habits. This unprecedented situation has given rise to numerous studies aimed at determining the effects of the changes brought about by this widespread lockdown. One of the important changes was the digitisation of education and, therefore, teaching, which caused a forced and abrupt immersion in distance learning. In this study, a quantitative methodology based on an ex post facto research design was used with the aim of analysing the impact of the COVID-19 lockdown on the academic performance of schoolchildren (aged 3-12 years). A total of 529 parents completed an ad hoc questionnaire on the impact of COVID-19 on their children's education in Spain. The results produced a robust model based on structural equations that explain 39.7% of the variance in academic performance at home. The family-school relationship was the variable with the greatest explanatory weight ([beta]=0.505; p&lt;0.05). In conclusion, the benefits derived from a strong relationship between families and schools, evidenced by the creation of cooperation and communication links, facilitate the management of shared educational challenges such as on-line education in times of crises.