ethanporcaro/eric-fulltext-meta huggingface dataset:
Using the Fair Trade Learning Framework to Improve the Outcomes of Engagement between Universities and Off-Campus Partners: Applications and Implications for Program Design
Author: Reynolds, Nora Pillard
Date: 2022-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Engineering Education,Sustainable Development,Partnerships in Education,Social Change,Service Learning,Program Evaluation,Nonprofit Organizations,Program Development,Scoring Rubrics,Standards,Foreign Countries,Energy,College Faculty,Agricultural Occupations,Study Abroad,Universities

As global engineering education projects and programs are initiated, too often social outcomes and long-term impacts are assumed to be positive. This is particularly true for sustainable development projects, which often have an inherent assumption of positive transformation through engineering solutions. We argue that a focus on technical deliverables absent prioritization of how and with whom our partnerships happen is less likely to actually lead to our desired social outcomes and longer-term impacts. We draw from the fields of community-based global learning, global development, and program evaluation to provide tools and insights for university-based engineering teams and off-campus partners to improve their long-term outcomes and impact. In particular, we draw on the fair-trade-learning (FTL) framework and core principles. We suggest adaptations to the FTL framework for engineering education, namely (i) broadening the definition of &quot;community&quot; to explicitly incorporate multiple types of off-campus partners, including for-profit enterprises; and (ii) more clearly distinguishing between outputs (e.g. deliverables), outcomes, and longer-term social impacts. Our analysis suggests integration of the FTL core principles of partner/community voice and direction and dual purposes increases the likelihood of achieving the desired social impact.
Jordanian EFL Teachers&apos; Perceptions of the Utility MoE-Enforced Online-Based Instruction during the COVID-19 Pandemic
Author: Obeiah, Salameh Fleih
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,English (Second Language),Second Language Instruction,Teacher Attitudes,Web Based Instruction,COVID-19,Pandemics,Integrated Learning Systems,Technical Support,Teaching Methods,Evaluation Methods

This paper explores the utility of online-based instruction from Jordanian EFL teachers' perceptions on &quot;Darsak Platform&quot; during the COVID-19 pandemic on five domains: the logistic and technical support, the content, the teaching and assessment strategies, and the utility of the online instruction for both students and parents. The study followed the quantitative descriptive design, using a 44- item Likert scale questionnaire which was administered to 213 Jordanian EFL teachers. First, the findings revealed that there are some challenges related to the unavailability of Internet connection, poor financial conditions of parents and the lack of basic skills of teachers and learners on how to deal with technology. Second, the findings showed that content needs to be developed to allow teachers to add supplementary materials, tests, and feedback to learners. Finally, the findings revealed that online instruction and the tragic lock down of schools which led to the lack of the appropriate space at homes to receive lessons and the lack of backup from parents who usually work online in the same home, activated students' laziness, and negatively affected their progress.
Analysing the Key Enablers of Students&apos; Readiness for Online Learning: An Interpretive Structural Modeling Approach
Author: Bhatt, Shahir
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Readiness,Personality Traits,Student Characteristics,Barriers,Academic Achievement,Student Experience,Self Efficacy,Self Control,Student Motivation,Educational Technology,Technology Uses in Education,Foreign Countries,Higher Education

Education has undergone a paradigm shift due to the COVID-19 outbreak declared as a pandemic by the WHO in 2020. The current research attempts to identify the key factors which enable students' readiness for online learning (SROL). The Interpretive Structural Modelling (ISM) approach is used to draw contextual relationships among the enablers of SROL and these are further clustered using Matrix of Cross-impact Multiplications (MICMAC) analysis. Personality traits like 'Open to experience', 'Agreeableness' and 'Extraversion' emerged as driving enablers while; several factors like academic performance, prior exposure to online classes, self-efficacy in online settings, learner control, self-directed learning and motivation for learning emerged as linkage enablers which would ultimately affect the 'willingness for future exposure to online classes'. The understanding of these enablers can help instructors to customize their online course delivery and counsel students based on their levels of readiness for online learning.
Development of Information and Communication Technology in an Educational Space: Students&apos; View
Author: Fokina, Anna Borisovna
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Readiness,Student Attitudes,Age Differences,Technological Literacy,College Students,Correlation,Educational Environment,Teacher Competencies,Barriers,Foreign Countries

In educational environments, students are considered to be one of most crucial subjects. Identifying and supporting students' voices concerning changes in the educational process are important for adaptation and developing Information and Communication Technology (ICT) in an educational space. This study identified the level of student readiness for changes in an educational space concerning ICT development and their views on utilizing ICTs in the educational process, thereby developing perspectives. Further, the association between student age, manner in which the study is adopted, and their level of proficiency in use of computers and the Internet were verified. A sample of 379 students at the Industrial University of Tyumen completed the survey. We used a sociological survey with a multiple-choice questionnaire about educational preferences and the weaknesses of higher learning educational space, where ICTs are used. Results have shown that there is an inverse association between age and level of proficiency in use of computers and the Internet. However, no association was observed between the manner in which the students conducted their studies and their perspective on the level of proficiency in personal computers and the Internet. Students were able to identify weaknesses in the organization of the virtual educational space, professional preparation of teachers, and problems, such as lack of self-organization skills, low level of proficiency of ICTs, etc. Students showed interest in e-learning and believed that virtual educational space makes professional education better.
Dominant Discourses Informing E-Learning Policies in Higher Education Institutions in South Africa
Author: Chikuni, Patricia Rudo
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Policy,Higher Education,Foreign Countries,Technology Uses in Education,Discourse Analysis,Policy Analysis,Educational Technology,Information Technology,Capacity Building,Role

Over the past two decades, Higher Education Institutions (HEIs) in South Africa (SA) have formulated various e-learning policies. E-learning policies are neither neutral nor value free as they reflect policy makers' ideas about the role of technology in teaching and learning. Although several e-learning policies have been developed in SA, few studies have examined the discourses that underpin them nor the implications they have on teaching and learning. Using Critical Discourse Analysis (CDA) as its methodology and Feenberg's typology of e-learning discourses as its framework, the study analysed the dominant discourses that underpin e-learning policies in HEIs in SA. The study's findings show the dominance of deterministic and instrumentalist discourses in the e-learning policies. These discourses conceptualise technology as autonomous and value neutral. They also view technology as a magic wand that will solve all educational problems while fostering progress, effectiveness, and efficiency. Critical discourses on e-learning are largely marginalised in the policies. The paper contends that the dominant discourses in the e-learning policies analysed offer narrow technological fixes to nuanced educational problems in SA. They promote pedagogically poor applications of technology that perpetuate transmission models of education. These findings indicate the need to embed critical discourses in e-learning policies.
Higher Institution Dropouts in South Africa during COVID-19: Have We Got Our Priorities Right in Resolving Teaching and Learning Challenges?
Author: Okoye, Felix Ifeanyichukwu
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,College Students,At Risk Students,Barriers,Stress Variables,Coping,Dropout Prevention,Educational Technology,Technology Uses in Education,Government Role,Dropouts,Student Needs

Apparently, the 'overwhelming' and abrupt changes and transformation that is on-going in teaching and learning at the higher education institutions (HEIs) due to COVID-19. Some learners are coping well, whilst the majority are grappling with the teaching and learning challenges as presented by COVID-19. Other learners (not would not) cannot cope with the pressure and abrupt changes that take place in HE which result in dropping out of these learners. This article poses the question of whether we have exhausted strategies to curtail the dropping out of learners due to teaching and learning challenges. The article intends to spur discussion on how we can effectively assist the higher education (HE) learners who are struggling or failing to cope with the COVID-19 teaching and learning challenges. The focus is on the challenges caused using technology for teaching and learning. Thus, the sudden imposition of e-learning on curriculum content designed for face-to-face contact learning due to COVID-19 has exposed how unprepared developing nations are towards embracing the predictable future of education. There are indications that the post COVID-19 teaching and learning environment will possibly maintain the current e-learning practices. Do we have we our priority right in supporting the struggling learners?
Social Media Usage and Transitioning into Online Classes during COVID-19 -- A Survey of Undergraduate Students in Georgia, United States
Author: Ofori, Sylvia H.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Social Media,Educational Technology,Technology Uses in Education,Undergraduate Students,Student Adjustment,Correlation,Student Attitudes,Student Characteristics,Incidence

Previous studies on the use of social media (SM) during the COVID-19 pandemic have focused on the use in sustaining academic communication. This study aimed to assess the association between SM and the ease of transitioning to online classes during the COVID-19 pandemic using survey data from 872 undergraduate students. The findings showed that Snapchat and Instagram were the most preferred social media sites among participants. Compared to students who use SM for &lt;2 hours a day, use for &gt; 5 hours (AOR= 2.44; 95% CI, 1.13 - 5.25) or 3 to 5 hours a day (AOR = 2.01, 95% CI 1.06-3.81) increased the odds of easily transitioning to online classes. Students reported relatively lower odds of ease in transition to online studies if they felt that SM increased their stress (AOR = 0.45, 95% CI, 0.32-0.66). The use of social media for formal academic communication could stimulate an interactive learning environment, foster social presence, and enhance learning outcomes.
Students&apos; Acceptance of WhatsApp/Telegram for Online Classes: Osun State, Nigeria as a Pilot
Author: Oteyola, Temitope
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,Secondary School Students,Exit Examinations,Educational Technology,Technology Uses in Education,Social Media,Student Characteristics,School Closing,Gender Differences,Parent Background,Occupations

The COVID-19 pandemic disrupted educational and other socio-economic activities globally. This stimulated the advocacy of online classes in preparing Senior Secondary School III students in Nigeria for West Africa Senior School Certificate Examination (WASSCE). The argument for and against the adoption of the emerging technologies necessitated determination of the level as well as parental background influence on the students' acceptance of WhatsApp/Telegram for online classes. The research adopted the survey research design. The population for the study was all Federal Unity SSS III students that registered for the 2020 WASSCE in Osun State. One hundred SSS III students each from the three Federal Unity schools in the State were sampled using the accidental sampling technique. Students' Acceptance of Telegram/WhatsApp Based Online Classes, a Likert-type questionnaire was used for data gathering. Lawshe's CVR test ([alpha] = 1) and Spearman's correlation produced (r = 0.71). The study concluded that the acceptance of WhatsApp/Telegram by the Federal Unity SSSIII students is slightly high and that none of the demographic variables (gender, parental background) influenced the acceptance of the technologies.
The Collective Integration of Technology (CIT) Model: Helping Teachers Incorporate Technology Meaningfully in Their Everyday Work
Author: Leite, Lais Oliveira
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Integration,Models,Educational Technology,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Distance Education,COVID-19,Pandemics,Grounded Theory,Technological Literacy,Pedagogical Content Knowledge

There is no consensus on how educational technology solutions should be integrated in practice. Although several related models exist, none of them covers how education digitalization should be implemented and managed in a collective manner at both organizational (school) and individual (teacher) levels, so that process improvements support teachers' daily work as well as school and education administration. In this study, one researcher organized the training program for 168 Namibian K-12 teachers to apply remote teaching during the COVID-19 pandemic. The researcher also discussed the program with trainers, and based on participatory observations, created the collective integration of technology (CIT) model through grounded theory. A second researcher collected related theories together, such as models for digitalization of processes; individuals', and organizations' IT innovation adaptation; change management, and organizational learning; among others, for literature review and model comparison. Both researchers evaluated the CIT model that was developed and found that it covers rather well several aspects of different existing models and theories, and, as such, can be considered as theoretically validated, although it still needs empirical validation. Based on the findings, improvements are proposed, and a new version is to be tested in practice.
Franco-Taiwanese Research on Extended Reality Experience
Author: Tijus, Charles
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Cooperation,Intercollegiate Cooperation,Research Projects,Computer Simulation,Scientific Research,Science Education,Science Instruction,STEM Education,Technology Integration

This technical note provides descriptions on a collaborative research project between Université Paris 8/École Pratique des Hautes Études-Laboratoire des Usages des Techniques d'Information Numériques (Paris8/EPHE-LUTIN) and National Taiwan Normal University-Science Education Center (NTNU-SEC). This project, entitled &quot;Franco-Taiwanese Research on Extended Reality Experience&quot;, is about research and development of new, innovative, performant eXtended Reality (XR) contents, methods, procedures, and services in order to enhance science teaching and learning and to bring subsequent great benefices to education. The aim of the collaboration is the making of eXtended Reality eXperience (XRX) for teachers and pupils of the 12-year basic education curricula. As a result of reaching our aim, we expect that the XR systems and instructional modules developed through our project will be learning efficient for the students acquiring knowledge and the know-how of Science Education.
Investigating Teachers&apos; Perceptions of Facilitating Scientific Investigations
Author: Kibirige, Israel
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Teacher Attitudes,Science Process Skills,Investigations,Science Instruction,Teaching Skills,Inquiry,Hands on Science,Science Achievement

The study explored science teachers' perceptions of Scientific Investigations (SI) and their classroom practices in South Africa. An explanatory sequential design using qualitative and quantitative approaches was used. Qualitative data were collected first using interviews and classroom observations, followed by quantitative data using a questionnaire. Qualitative data were thematically analysed, whereas quantitative data were analysed using descriptive statistics: percentages; and inferential statistics: t-test; Analysis of Variance (ANOVA); and Honest Significant Differences (HSD) Tukey. Three themes emerged from qualitative data: different perceptions of SI, challenges in teachers' skills, and resource challenges in schools. Quantitative results show teachers from differently resourced schools had diverse perceptions of practical work, inquiry, and SI (ANOVA, p=0.04). These perceptions included confining hands-on activities to practical work, and limiting inquiry to oral questioning. Teachers' challenges in facilitating SI included inadequate skills and a lack of resources. These findings have far-reaching implications for learners' science achievements and policymakers.
The Role of Teachers&apos; Attitude towards the Use of the Tablet in the First-Grade Elementary Classroom
Author: Dovigo, Fabio
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Teacher Attitudes,Handheld Devices,Telecommunications,Grade 1,Elementary School Teachers,Foreign Countries,Experience,Barriers,Educational Innovation,Cooperation,Faculty Development

Schools have been increasingly paying attention to the rapid diffusion of new technologies as a means to improve the pupils' learning experience. Research suggests that use of tablets in school are a particularly versatile technology, since they allow students to learn to manage the amount of information that they face nowadays. The iPad is one of the most used tablets in schools, which accounted for more than 75% of the global education market from around 2010. Nevertheless, the surveys aimed at confirming the actual benefits of the employment of this kind of tool, particularly in the first year of elementary school, are still limited. An aspect that needs to be analysed is the role that the teachers' attitude plays, whether they are actually moving towards complementing their daily didactic practices with this tool, and the reasons why they decide, or not, to do so. Our study has therefore been aimed at analysing the school teachers' attitude towards the introduction of the iPad in their teaching practice in the first-grade of elementary school system, and the positive and negative aspects found by them during their didactic experience with the tablet.
Adapting Intercultural Communication and Spanish Classes at Shanghai University during COVID-19: Zoom, WeChat, and Beyond
Author: Bradford, Mitchell R., Jr.
Date: 2021-00-00
Type: Journal Articles
Subjects: Spanish,Second Language Learning,Second Language Instruction,Videoconferencing,Synchronous Communication,Intercultural Communication,Business Schools,Video Technology,Lesson Plans,Likert Scales,Undergraduate Students,Student Attitudes,Pandemics,COVID-19,Distance Education,Educational Change,Futures (of Society),Teaching Methods,Foreign Countries

This paper will discuss how intercultural communication (ICC) and Spanish classes at the Sydney Institute of Language and Commerce (SILC)-Business School at Shanghai University were adapted to be conducted virtually during COVID-19. The platforms used included Zoom, WeChat, and pre-recorded videos of lessons. While the Spanish course met for short classes to practice speaking, the ICC course only discussed via messaging in a WeChat group. Both had pre-recorded videos of lessons. The merits and drawbacks of each of these will be discussed. Additionally, perceptions of these tools were collected via questionnaires with 25 Likert-scale items and 15 open-ended items conducted with the students of the courses and teachers of different subjects at SILC. Findings indicate that each have their strengths and weaknesses but could be used synchronously to achieve the best outcomes. For example, Zoom being used only for small groups to practice speaking and videos for lecturing. Interestingly, most teachers reported not using WeChat for teaching purposes despite the students being very familiar with it and finding it useful for several aspects. The paper ends with suggestions on how these methods can be used for classes after the pandemic, whether they are conducted online or in person.
The Effect of Implementing the Blended Teaching Approach in ESP Courses on Students&apos; Achievement and Attitudes
Author: Aleb, Salma
Date: 2021-00-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Academic Achievement,Student Attitudes,Computer Science Education,Foreign Countries,Educational Environment,Educational Technology,Technology Uses in Education,Conventional Instruction,English (Second Language),English Language Learners,College Students

This paper aimed to empirically test whether implementing the blended teaching approach in ESP courses positively affects students' achievement and their attitudes towards it. To this end, explanatory type and quasi-experimental design research were carried out with two groups of students (N = 60) enrolled in the computer science department at Mostaganem University, Algeria. The sample was divided into two equal groups consisting of 30 participants. One group was part of the experimental group, they received instruction through the blended teaching approach, and another group was part of the control group who taught using the traditional teaching approach. Data collection considered two techniques: a test addressed to both groups to compare their performance within different learning environments. A 10-item questionnaire was administered to the experimental group after the treatment phase to investigate the students' attitudes towards implementing the blended approach. The results indicated statistically significant differences between groups in favour of the treatment group both in achievement and attitudes. The educational experience was satisfactory for the students taught within the blended learning environment, which positively affected their academic outcomes. The perceived satisfaction is positively associated with the marks obtained in the ESP subject. Due to the positive results revealed by this study, implementing computerised teaching in addition to the traditional approach is highly recommended. In order to facilitate teachers' mission, the stakeholders in Algerian higher education should take serious steps in improving teachers' information technology skills through providing specialised training programs for the teachers to implement blended learning efficiently and effectively.