ethanporcaro/eric-fulltext-meta huggingface dataset:
Future Proposals for E-Learning at Conventional Tertiary Institutions as They Move on Past the COVID Experience
Author: Sa'di, Rami A.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Postsecondary Education,Electronic Learning,Futures (of Society),Foreign Countries,Educational Technology,Technology Uses in Education,School Community Relationship,Study Skills,Computer Assisted Testing,Outcomes of Education,Dropouts,Blended Learning,Distance Education,Active Learning

As the COVID-19 pandemic was spreading rapidly throughout the world, the most widespread reaction in many countries to curtail the disease was lockdown. As a result, educational institutions had to find an alternative to face-to-face learning. The most obvious solution was e-learning. Conventional tertiary institutions with little virtual learning experience had to deal with an unprecedented challenge. This study delineates practices that can be suggested for conventional institutions of tertiary education that may be planning to acquire more e-learning experience in the post-COVID era so that they may be better prepared to move on beyond traditional classroom teaching. The qualitative research method was utilized to carry out this study. The data collected for the study comprised mainly two sources: the existing literature that tackles the issue of how tertiary institutions around the world shifted to e-learning during the pandemic, and an analysis by the researchers of COVID-related circulars that were issued by the Saudi Ministry of Education and by Prince Sattam bin Abdulaziz University. The review of related literature and the analysis of the circulars enabled the researchers to produce a number of suggestions aimed at improving the e-learning experience of conventional tertiary institutions. The researchers followed five steps in their literature review: (1) pinpointing search terms and then creating a search strategy and implementing it; (2) sorting the studies gathered, excluding duplicates and studies deemed irrelevant, and decreeing standards for deciding what to keep and what to rule out; (3) evaluating the studies in the light of those standards; (4) obtaining data; and (5) analysing data. This study does not recommend that conventional tertiary institutions become 100% online, but it does suggest that those institutions should make some learning content digitally accessible, build community partnerships, encourage self-study skills among students, help students change their learning style from passive to active, and revisit their e-assessment practices. This paper also stresses the importance of giving further support to teaching staff, sheds light on how institution buildings can reopen smoothly as the restrictions ease, discusses what factors influence the outcomes of e-learning, and tackles the issue of student dropouts during the pandemic. This study concludes by outlining the important notion of adopting blended learning and developing e-learning programs on an international scale.
Heritage, Second and Third Language Learner Processing of Written Corrective Feedback: Evidence from Think-Alouds
Author: Bowles, Melissa A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Native Language,Second Language Learning,Cognitive Processes,Written Language,Error Correction,Feedback (Response),Protocol Analysis,Multilingualism,Comparative Analysis,Spanish,College Students

This study compares the processing of three different types of written corrective feedback (WCF) by heritage language (HL), second language (L2), and third language (L3) learners who wrote and revised three short essays and received a different type of WCF for each essay (i.e., direct, coding, or underlining). Comparison of pre- and post-feedback texts and analysis of think-alouds served as the basis for determining whether one type of feedback promoted higher depth of processing (DoP) and whether this processing was mediated by error type and language background. The findings indicate that feedback type did interact with DoP, and that this interaction was in some ways mediated by learner background and error type. This research serves as a first step toward understanding how these three learner groups are impacted by these commonly used feedback types and is therefore important to drive evidence-based pedagogical decisions.
Models as Written Corrective Feedback: Effects on Young L2 Learners&apos; Fluency in Digital Writing from Product and Process Perspectives
Author: Criado, Raquel
Date: 2022-00-00
Type: Journal Articles
Subjects: Written Language,Error Correction,Feedback (Response),English (Second Language),Language Fluency,Writing Skills,Second Language Learning,Elementary School Students,Effect Size,Foreign Countries,Grade 5

This study was motivated by Truscott's (1996, 2004) scarcely empirically tested claims that written corrective feedback (WCF) processing hinders fluency in subsequent rewriting owing to learners' purposeful avoidance of making mistakes by composing shorter texts at a higher speed. It examined the writing fluency of the texts produced by eighteen 10-11-year-old L2 English children in a digital environment. They were divided into a feedback (N = 10) and a self-correction group (N = 8). Both groups engaged in a three-stage task: writing, comparison of their texts with a model or self-editing as appropriate, and rewriting. Fluency was analyzed via five product/offline and five process/online measures. The texts and writing behaviors were recorded with Inputlog 8.0. The results partially support Truscott's claims. The feedback group improved their fluency in all the ten measures. However, the self-editing group showed higher fluency than the feedback group in seven of the ten measures, with the corresponding Hedge's effect sizes between groups ranging from small to large. The study enlightens our knowledge of young learners' writing fluency and supports adopting a multidimensional approach to understand the complex and multi-faceted nature of fluency as mediated by WCF processing.
Talismans of Digital Literacy: A Statistical Overview
Author: Reddy, Pritika
Date: 2022-00-00
Type: Journal Articles
Subjects: Digital Literacy,Evaluation,Predictor Variables,Higher Education,Foreign Countries,Statistical Analysis,Information Literacy,Computer Literacy,Media Literacy,Technological Literacy,Communication Skills,Visual Literacy

The individuals living in the 21st century have become the consumers of digital innovations and have to adapt, adopt and adapt to the new norm of surviving and thriving in the digital society. Familiarity with the latest technologies is not the only requirement for survival. One also needs to have relevant digital competencies to complete tasks with optimized outputs and efficiently deal with the chain of digital changes. The current study introduces the South Pacific digital literacy framework (SPDLF) driven by 6 essential literacies and sixty attributes. The study intends to provide a three-stage statistical validation for the South Pacific digital literacy framework. The three stages of validation include: (1) evaluating the strongest predictors of digital literacy from the six literacies in the SPDLF; (2) evaluating the significant predictors of each of the six literacies; and (3) evaluating the significant attributes from a total of sixty attributes in the SPDLF. The results show that all attributes in the SPDLF are statistically significant, therefore, all attributes are significant contributors to digital literacy in the South Pacific digital literacy framework.
High School Dropout Dilemma in America and the Importance of Reformation of Education Systems to Empower All Students
Author: Ressa, Theodoto
Date: 2022-12-00
Type: Journal Articles
Subjects: Dropouts,Dropout Rate,Dropout Characteristics,Influences,Disadvantaged,Students with Disabilities,Educational Change,Equal Education,Educational Attainment,Dropout Prevention,Educational Strategies,Educational Environment

Dropout happens when a student withdraws themselves from school at any level of education without a certificate to account for their education. It is an educational problem in America because of its negative consequences on society. Three-quarters of the fastest-growing occupations require more than a high school diploma, and yet, just over half of American citizens acquire that extent of education. Out of the industrialized nations, America holds one of the most significant high school dropout rates. Half of the students who begin college will never finish. School dropouts are intelligent individuals capable of offering a lot to the world. However, because they never complete their studies, their abilities may never transpire to their full effectiveness. Hence, solving school dropouts is key to national development. Adolescents who drop out of school vary in demographics and socioeconomic status. There is also a correlation between students with disabilities and the dropout rate. This paper discusses school dropouts in the United States to contribute to its solutions. It examines the causal factors and the effects of school dropouts on individuals and society. School dropout is prevalent among vulnerable groups, and the cost to disadvantaged individuals, families, communities, and nations is high. Since school dropout status has negative consequences, moderating this dilemma benefits the individual and broader society, locally and globally.
Developing a Semantic Question Answering System for E-Learning Environments Using Linguistic Resources
Author: Almotairi, Maram
Date: 2022-00-00
Type: Journal Articles
Subjects: Semantics,Natural Language Processing,Intelligent Tutoring Systems,Ambiguity (Semantics),Student Needs,Outcomes of Education,Computational Linguistics,Computer Science Education

The Question answering (QA) system plays a basic role in the acquisition of information and the e-learning environment is considered to be the field that is most in need of the question-answering system to help learners ask questions in natural language and get answers in short periods of time. The main problem in this context is how to understand the questions without any doubts in meaning and how to provide the most relevant answers to the questions. In this study, a question-answering system for specific courses has been developed to support the learning environment. The research outcomes indicate that the proposed method helps to solve the problem of ambiguities in meaning through the integration of natural language processing tools and semantic resources that can help to overcome several problems related to the natural language structure. This method also helps improve the capability to understand students' needs and, consequently, to retrieve the most suitable answers.
WCF Processing in the L2 Curriculum: A Look at Type of WCF, Type of Linguistic Item, and L2 Performance
Author: Leow, Ronald P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Error Correction,Second Language Learning,Second Language Instruction,Spanish,Writing Instruction,Morphology (Languages),Syntax,Process Approach (Writing),Feedback (Response),Written Language,Comparative Analysis,Teaching Methods,Metalinguistics,Protocol Analysis,Writing Processes,Writing Evaluation,Educational Benefits,Undergraduate Students,Item Analysis,Student Attitudes,Accuracy,Language Processing,Error Patterns

Whether type of written corrective feedback (WCF) impacts L2 learning has been investigated for decades. While many product-oriented studies report conflicting findings, the paucity of studies adopting both a process-oriented and curricular approach (e.g., Caras, 2019) underscores the call for further research on: (1) the processing dimension of L2 writers' engagement with WCF in this instructed setting (Manchón &amp; Leow, 2020); (2) from an ISLA &quot;applied&quot; perspective (Leow, 2019a; Leow &amp; Manchón, 2022); and (3) any potential relationship with subsequent performances. Also, whether type of linguistic item (e.g., morphological vs. syntactic) plays a role in the processing dimension also warrants further probing. This preliminary quasi-experimental study explored the cognitive processes of 10 adult L2 writers with minimal previous exposure to Spanish interacting with WCF (both direct and metalinguistic) on morphological and syntactic errors. Think aloud data gathered from three compositions written within the natural writing conditions of a foreign language curriculum were transcribed, coded for depth of processing (DoP) (Leow, 2015), and correlated with subsequent performances on the target items. The results revealed: (1) a higher DoP for metalinguistic WCF; (2) differences in processing of linguistic items; (3) similar DoP over time; and (4) a beneficial relationship between DoP and subsequent performances. Recommendations for future research underscore the importance of acknowledging variables within the instructed setting that may impact a pure effect of WCF on L2 development.
Exploring the Influencing Factors and Validity of Formative Assessment in Online Learning
Author: Liu, Yan
Date: 2022-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Electronic Learning,Student Evaluation,Validity,Influences,Undergraduate Students,Evaluation Methods,Foreign Countries

Online learning is increasingly popular as the pandemic spreads around the globe. This shift in learning preferences presents opportunities and difficulties for the assessment of learning. As a method of assessment used throughout the learning process, formative assessment can encourage students' interest in learning, enhance learning outcomes, support teachers' strategic planning and maximize teaching results. However, the effectiveness of online formative assessment has been questioned. This study uses a qualitative research methodology based on Grounded Theory to analyze the validity of formative assessment in online learning by examining the factors unique to online learning that affect it. After reviewing previous studies and interviewing 45 online learners, this paper three-level-coded the sources and analyzed them. Findings show that the validity is influenced by the lack of functional alienation caused by the effects of the subject's emotional game and adaptability, objective environment and technology and poor interaction. To help implement formative assessment in real classroom practices, two models were established based on the findings, namely the Formative Assessment Model (FAM) and Online Formative Assessment Validity Model (OFAV). This study asks about the influence factors and explores how much the validity of formative assessment shows in online practice, and provides new feasible ideas and suggestions for the future development of the field of educational assessment.
Professional Identity Development during Video Cases Discussions: Does It Make a Difference Whether Teacher Candidates Focus Their Own Videos or Experts&apos; Videos?
Author: Atal, Deniz
Date: 2022-12-00
Type: Journal Articles
Subjects: Professional Identity,Video Technology,Case Method (Teaching Technique),Preservice Teachers,Preservice Teacher Education,Professional Development,Discussion

This research aimed to investigate dimensions of professional identity that have been reflected in the different video-case discussions of teacher candidates and explore the differences between own and expert video case discussions. In this qualitative case study, data were obtained from eight teacher candidates through online video case discussions implemented in three cycles among two separate groups. In the discussion platform, while one group focus on their own videos, the other group focus on expert teachers' video. As a result, professional identity indicators, gathered under three themes, named task-based, profession-based, and self-interpretation-based indicators, were reflected in the discussions. Moreover, it is noteworthy differences between the own video -case discussion group and expert video-case discussion group in 'profession-based and 'self-interpretation-based' dimensions of professional identity. Results suggest that especially discussing own video-cases can be a productive tool that helps the teacher candidates to make stronger theory-practice connections and feel like 'a professional teacher'.
Skills Teaching in the Social Studies Course in the Light of Graduate Theses
Author: Sever, Isiner
Date: 2022-12-00
Type: Journal Articles
Subjects: Social Studies,Graduate Students,Masters Theses,Doctoral Dissertations,Skill Development,Content Analysis,Thinking Skills,Interpersonal Competence,Teaching Methods

This study investigates the trends of postgraduate theses on skills teaching in Social Studies education between 2010-2020, identifies the problems encountered by researchers in the process of skills teaching, and presents the solutions provided to these problems. With this purpose, 74 master and doctoral theses on skills teaching in the Social Studies course were included in the research. Descriptive content analysis was used in data analysis. The results demonstrated that there are mainly attempts towards practical implementations in skills teaching, and the teaching processes are important in the Social Studies course. The investigation revealed that many studies were conducted on skills development, but the number of theses on social skills was limited. It was determined that some of these theses had insufficient explanation regarding the teaching-learning processes. However, the experiences of the researchers concerning the processes were not included in many of the theses. It was also observed that in some of the theses, there was no information about the assessment tools utilized, and some researchers were not critical of the results of the analyses. In addition, there was no scientific justification for the time allocated to the implementations in most of these theses. Researchers stated that they encountered problems due to insufficient implementation time in the skills development process. The suggestions made by the researchers at the end of the process include updating the curricula and course books, eliminating the school infrastructure deficiencies, and providing in-service training to teachers.
The Role of Cognitive Individual Differences in Digital versus Pen-and-Paper Writing
Author: Vasylets, Olena
Date: 2022-00-00
Type: Journal Articles
Subjects: Individual Differences,Writing Skills,English (Second Language),Second Language Learning,Second Language Instruction,Language Aptitude,Accuracy,Short Term Memory,Language Tests,Problem Solving,Word Processing,Printed Materials,Language Fluency,Comparative Analysis,Foreign Countries,Applied Linguistics,Undergraduate Students,Task Analysis,Writing Evaluation

It is unknown whether and to what extent cognitive individual differences may play different roles in paper versus computer-based second language (L2) writing. This exploratory study is a first attempt to explore this issue, focusing on the effects of working memory and language aptitude on the quality of paper versus computer-based L2 writing performance. Forty-two Spanish learners of L2 English performed a problem-solving task either digitally or on paper, took a working memory n-back test, and completed LLAMA tests to measure language aptitude. The quality of their L2 written texts was assessed in terms of complexity, accuracy and fluency (CAF) measures. The results indicated that the role of cognitive individual differences may vary depending on the writing environment.
The Opinions of the Principals and Teachers on the Classroom Inspection Conducted by the School Principals
Author: Kandemir, Ayhan
Date: 2022-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Administrator Attitudes,Secondary School Teachers,Principals,Administrator Role,Knowledge Level,Skills,Barriers,Observation,Professional Development,Teacher Evaluation,Inspection,Program Effectiveness,Foreign Countries

This study aims to determine the opinions of principals and teachers about the inspection of classrooms conducted by school principals. The phenomenological method, which belongs to the qualitative methods, was used for the research. The study's research group consisted of 10 school principals, selected according to the criterion sampling, working in independent secondary schools in the center of Bolu during the second semester of the 2021-2022 school year, and 20 teachers working in these schools. The research data were collected using semistructured interview forms developed by the researcher, and the data were analyzed using descriptive analysis and content analysis. The research found that principals and teachers were positive and negative about principals' knowledge and skills in inspecting classrooms. Principals' problems in classroom observation, the appropriateness of principals' classroom observation, and the effects of principals' classroom observation on teachers' development were also revealed. In addition, it was found that both principals and teachers frequently mentioned: &quot;the topic of in-service training&quot; for principals to make principal inspections more effective. It was also found that the influence and authority of principals should be strengthened, and teachers expressed strong opinions about increasing inspection time. In connection with these findings, it was suggested that principals receive in-service inspection training, extend inspection duration, conduct inspection according to objective criteria, and expand principals' authority for instructional inspection.
The Relationship between School Moral Atmosphere and Student Engagement in Secondary Schools
Author: Akarsu, Nesli
Date: 2022-12-00
Type: Journal Articles
Subjects: Secondary School Students,Social Cognition,Moral Values,Social Environment,Educational Environment,Learner Engagement,Females,Predictor Variables,Student Behavior,Affective Behavior,Cognitive Processes

The main aim of the study is to examine the relationship between the secondary school students' perceptions of the school's moral atmosphere and their engagement with school. The School Engagement Scale and School Moral Atmosphere Scale were applied to 872 students attending the secondary schools in the 2016-2017 academic year. The study revealed that the school engagement levels showed a significant difference in favor of female students in terms of gender. Based on the multiple regression analysis, it was determined that school moral atmosphere is a significant predictor of school engagement. The results of this study suggest that school moral atmosphere is one of the key determinants of students' engagement with school, and hence it can be useful to improve school moral atmosphere to increase students' affective, cognitive, and behavioral engagement.