ethanporcaro/eric-fulltext-meta huggingface dataset:
How to Advance Our Understanding of Flipped Learning: Directions and a Descriptive Framework for Future Research
Author: Lo, Chung Kwan
Date: 2018-12-00
Type: Journal Articles
Subjects: Blended Learning,Educational Research,Educational Trends,Research Methodology,Longitudinal Studies,Student Educational Objectives,Educational Games,Game Based Learning,Curriculum Design,Learning Activities,Intervention

With the growing number of research articles published on flipped learning, many aspects of this instructional approach have been well researched and thoughtfully discussed. At this point, how can future research advance our understanding of flipped learning? This article sheds light on three possible directions for future studies of this instructional approach, including (1) longitudinal studies, (2) examining its effects on different learning objectives, and (3) incorporating gamification into flipped courses. A descriptive framework for flipped classroom interventions is then proposed, comprising of four dimensions: (1) research background, (2) course design, (3) course activities, and (4) outcome of interventions. By applying this descriptive framework, the knowledge created in future research can be well-documented, disseminated, used, and evaluated by other practitioners and researchers. The present work can provide a foundation for further efforts to research flipped learning.
Trends in Smartphone-Supported Medical Education: A Review of Journal Publications from 2007 to 2016
Author: Chang, Ching-Yi
Date: 2018-12-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Technology Uses in Education,Medical Education,Computer Software,Educational Research,Teaching Methods,Skill Development,Thinking Skills,Problem Solving,Periodicals,Journal Articles,Research Methodology

Issues relevant to smartphone-supported mobile learning have been extensively discussed and investigated over the past years. Unlike general mobile devices, the advantages of smartphones, such as recording learning and portability, can cross formal and informal education. Smartphones can promote communication between health professionals; however, there is still a lack of systematic analysis of the application and development trends of smartphone use in medical education. The present study systematically reviewed research articles published in international academic journals from 2007 to 2016, analyzed the application domains, subjects, and adopted learning strategies, and investigated the research issues of smartphone-supported medical education. The findings revealed that the application of smartphones in medical education and training has not gained much popularity over the past years. In addition to the changes in the software technology in smartphones and the rising number of studies on mobile learning in medical education, research issues have become increasingly diverse in recent years. Smartphone-supported learning has mainly been implemented to develop basic concepts of biomedical information and in information technology environments; moreover, applying smartphones in medical education did not extensively adopt such learning strategies as inquiry-based learning, contextual mobile learning, mindtools, game-based learning, or synchronous sharing. This indicates that most of the studies adopting smartphones focused on skills training and basic knowledge acquisition rather than on the development of learners' higher-order thinking, for example, problem solving or critical thinking. On the other hand, it was found that the number of experimental studies related to smartphones has increased recently. The majority of research adopted questionnaire surveys and reported learners' cognitive performances and concepts, while learning behaviors were seldom analyzed. Therefore, this study indicates the research trends and potential research issues of integrating smartphones into medical education, and provides suggestions and references for researchers, medical teachers, and decision-makers.
Impacts of Mobile Technologies, Systems and Resources on Language Learning: A Systematic Review of Selected Journal Publications from 2007-2016
Author: Fu, Qing-Ke
Date: 2018-12-00
Type: Journal Articles
Subjects: Handheld Devices,Technology Uses in Education,Second Language Instruction,Second Language Learning,English (Second Language),Laptop Computers,Affordances,Educational Trends,Educational History,Trend Analysis,Educational Benefits,Language Acquisition,Technological Advancement,Integrated Learning Systems

This study examined the mobile-assisted language learning studies published from 2007 to 2016 in selected journals from the aspects of adopted mobile devices, mobile learning systems/resources, and the benefits and challenges of utilizing mobile devices or learning systems/resources. The results revealed that the traditional mobile devices (e.g., Personal Digital Assistants, PDAs) and the current popular mobile devices (e.g., smartphones and tablet PCs) were frequently adopted for language learning in different time periods, while wearable devices have not been adopted by any language learning research so far. In addition, most of the studies used researcher-developed learning systems/resources, while the use of educational affordances of free applications or resources needs to be promoted. Furthermore, the abundant benefits of using mobile devices or mobile learning systems/resources for language acquisition were found in many studies, such as providing substantial chances for learning, and providing or building authentic environments for learners' meaningful knowledge construction; on the other hand, the studies also reported several challenges (e.g., insufficient practice time and the lack of effective learning strategies) to be overcome in the future. Finally, several suggestions are provided for researchers or practitioners to conduct their future work.
Factors of Best Practices of E-Learning among Undergraduate Students
Author: Olasina, Gbolahan
Date: 2018-09-00
Type: Journal Articles
Subjects: Best Practices,Undergraduate Students,Electronic Learning,Foreign Countries,Barriers,Usability,Student Attitudes,Learning Strategies

A renewed focus should be on human aspects and change behaviour in the uptake of e-learning. Thus, the overriding purpose of the study was to provide a diagnostic insight into how different factors come into play in the context of best practices of e-learning. The research aimed to help build a robust approach to the phenomenon. A dominant quantitative and less dominant qualitative method using survey approach was adopted. A total of 2,718 undergraduate students of the School of Social Sciences at two campuses of the University of KwaZulu-Natal, UKZN, South Africa participated in the survey. The theoretical framework adopted to underpin the research was the Unified Theory of Acceptance and Use of Technology Model (UTAUT). The findings identified the criticality of factors such as perceived ease of use, complexity, ease of use, attitude, subjective norm, social factors and image to best practices of e-learning. The significance of the study has the potential to impact on the policy, implementation and best practices of e-learning. Theoretically, the context of South Africa in contrast to early adopter countries was employed to advance the frontiers of global knowledge and improve an understanding of the UTAUT model to explain e-learning best practices.
The Evolution of Open Learning: A Review of the Transition from Pre-e-Learning to the Era of e-Learning
Author: Li, Kam Cheong
Date: 2018-12-00
Type: Journal Articles
Subjects: Open Education,Electronic Learning,Definitions,Educational Development,Online Courses,Semantics,Technological Advancement,Correspondence Study,Distance Education,Adoption (Ideas)

This paper offers a summary of the developments that open learning has gone through, from the stages before e-learning emerged to when it carved out a niche position. It first analyzes how open learning moved through five stages, and identifies the characteristics and dominant technology at each stage. The five stages cover the period from correspondence learning in the 19th century to the present era of interactive online learning. It then examines how the term &quot;open learning&quot; has been defined in published work and how the definitions have evolved. From these definitions of open learning, seven semantic components were identified. The frequencies with which each of these components were adopted in the definitions in three periods since 1990 were then analyzed, revealing the changes in the meanings of open learning. In an extended discussion, this paper sums up the evolution of open learning and highlights some of the factors that have driven the changes. It also predicts how education will evolve with e-learning.
Exploring the Effects of Visual Aesthetics in E-Learning for Engineering Students
Author: Kumar, Jeya Amantha
Date: 2018-09-00
Type: Journal Articles
Subjects: Electronic Learning,Aesthetics,Engineering Education,Design,Academic Achievement,Gender Differences,Multimedia Instruction,Emotional Response,Courseware,Foreign Countries,Color,Undergraduate Students,Computer Interfaces,Preferences

e-Learning is changing the way students learn in the classroom. However, one of the least emphasised aspect in e-learning design concerns with aesthetics. Recent research in multimedia aesthetics highlighted the need to understand interaction from a multidisciplinary perspective. Aesthetics research in e-learning usually focuses on exploring the effects of positive aesthetics design towards neutral designs and a gap in exploring the effects of negative aesthetics. In this study, two different designs were developed to reflect positive and negative aesthetics designs. The cognitive outcome of these designs was compared and evaluated based on a learning achievement to measure comprehension. Gender and academic achievement were also explored to investigate if these factors had an effect on aesthetics perception and learning achievement. Based on the outcome of 95 electronic engineering students from two different polytechnics in Malaysia, it was found that engineering students performed better in the negative design in comparison to the positive design. In addition, genders or academic achievement differences were found not to influence the outcome.
The Contribution of Argumentation and Critical Thinking Skills on Students&apos; Concept Understanding in Different Learning Models
Author: Hasnunidah, Neni
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Persuasive Discourse,Scientific Concepts,Fundamental Concepts,Active Learning,Inquiry,Biology,Conventional Instruction,Preservice Teachers,Foreign Countries,Instructional Effectiveness,Correlation,Comprehension

We investigated the correlation between argumentation and critical thinking skills simultaneously on students' understanding of basic biology concepts in classes taught by Argument-Driven Inquiry (ADI) and conventional learning models. This study involved 180 pre-service science teachers (18-19 years old) who undertook the basic biology course in the Faculty of Teacher Training and Education, University of Lampung. Argumentation skills were measured using the Argumentation Skill Test and critical thinking skills were measured using the Critical Thinking Test, whereas understanding of basic biology concepts was measured using the Concept Understanding Test. Hierarchical multiple regressions revealed prospective effects of argumentation and critical thinking skills to support students' understanding of basic biology concepts. In addition, the strong correlation between predictors simultaneous to the criteria found in ADI compared to conventional learning models. The lecturers should consider the empowerment of argumentation and critical thinking skills of students through the application of appropriate learning models.
Peer-Pairing Sessional Staff in a Large First Year Science Unit as a Form of Supportive Academic Development
Author: Wevill, Tricia
Date: 2020-00-00
Type: Journal Articles
Subjects: College Science,Undergraduate Study,College Freshmen,College Faculty,Faculty Development,Teaching Skills,Foreign Countries,Adjunct Faculty,Team Teaching,Classroom Techniques,Time Management,Learner Engagement,Inquiry,Active Learning

This study evaluated how the pairing of sessional teaching staff in a large first-year undergraduate science subject provided context-specific professional development for sessional teaching staff. We used a likert-scale questionnaire to ask sessional staff to rate how effectively peer-pairing in the classroom contributed to a range of teaching skills and capacities. Irrespective of the level of teaching experience, all sessional teaching staff rated the pairings as very beneficial to extremely beneficial for support with subject content. Lesser-experienced peers also found the pairings to be very beneficial to extremely beneficial for developing classroom management and student interaction techniques. This evaluation of peer-pairing in a large first-year science subject demonstrates the strategy can be an effective means of providing teaching development opportunities for sessional teaching staff, and facilitates particular teacher-student interactions to engage students in discipline-based discourse about their learning and their transition to university life.
Financial Situation of College Students
Author: Yasar, Onur Mutlu
Date: 2020-00-00
Type: Journal Articles
Subjects: Financial Problems,Student Welfare,Gender Differences,Instructional Program Divisions,Young Adults,Money Management,Physical Education,Foreign Countries,Teacher Education,Age Differences,Place of Residence,Housing,Undergraduate Students

The aim of the study was to determine the financial well-being of university students in sports education according to their gender, age, grade/class, education department and residence (place to live). Total 654 college studentsn (M, age=21.08 ± 1.25) participated in the study. The study designed as a descriptive study and the Turkish version of Financial Well Being used as the data-gathering tool. In the evaluation of data independent samples t-test and one-way ANOVA statistical methods used as the hypothesis tests. According to the study findings, financial situation of university students in the research is a bad level. However, although there was no statistically significant difference in the gender variable, the financial status perceptions of the female participants were found to be worse than the male participants. Also as a result of the analyses, no statistically significant difference was determined according to the variable of department. According to the results of the study, it was found that financial well-being decreased with age. According to the results of the research, it was found that the financial well-being decreased as the grade level increased. In addition, it was found that the financial situation of the participants living in the student house was worse than the other group participants.
Mothers and Parents&apos; Marital Relations: Influential Agents in Father-Child Relations
Author: Çelik, Hilal
Date: 2020-00-00
Type: Journal Articles
Subjects: Spouses,Marriage,Parent Child Relationship,Fathers,Mothers,Parent Influence,Young Adults,Undergraduate Students,Foreign Countries,Family Problems,Cultural Context,Social Distance,Parenting Styles,Intimacy,Parent Attitudes

This study examines how parents' marital relations and the explicit and implicit messages conveyed by mothers to their children about their fathers affect father-child relationships. A homogeneous sampling method was used to select as the participants nine women and seven men, aged 18-20 (x = 18.88), all of whom were students in the Departments of Turkish Language (N=6), Mathematics (N=5), and Psychological Counseling at Marmara University in Istanbul, Turkey. The data were collected using the semi-structured, in-depth interviewing technique and were analyzed using Interpretative Phenomenology Analysis. This study identified three overarching themes as part of the analysis: (i) children's varying interpersonal boundary relationships with their parents, (ii) relationship issues in the parents' marriage which affect the father-child relationship, and (iii) inconsistency in the messages conveyed by mothers regarding the fathers. The findings are explained within the contexts of Turkish culture, family therapies, and the extent literature on fatherhood.
The Pedagogical Problems of Making the Educational Aim More Specific
Author: Kakuk, Sara
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Objectives,Curriculum,Academic Standards,Learning Activities,Instruction

When one discusses the dissemination of the educational aims and tasks on a theoretical, as well as a methodological, level, it is important to highlight that pedagogy, being the science of education that it is, finds solutions in differing directions. One is theoretical, and the other is the realization of the sum of the demands of working in the field of education. More often than not, educational aims come from the basic demands of society. They can also be taken from documents of state, laws, resolutions etc. Sometimes, they can be set too wide and can be too general. This is thought to be the reason of insufficient clarity of the educational aim when we discuss making the educational aim more specific and realizing it in the educational process itself. This is where we find the need to further develop the educational aim and make it more specific in order to make it possible to realize for a practical educational purpose and to realize the educational goals of the person we are trying to educate. This process of specification relates to two levels. One is the scientifically-theoretical, and the other is a practical one. This paper, therefore, deals with ways of making the educational aim more specific and realizing it in the educational process. The paper also highlights the importance of basing the educational aim in a scientific, as well as a theoretical, approach and making it more specific in order to achieve it as fully as possible in the educational process. The paper presents a curriculum approach to the realization of the educational aim and its specification. By doing so, it creates the basis for acting in a scientific-theoretical way, as well as in a practical one.
A Learning Trajectory Study on How the Concept of Variable Is Constructed by Students
Author: Gurbuz, M. Cagri
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Grade 6,Middle School Students,Algebra,Public Schools,Foreign Countries,Experimental Teaching,Problem Solving,Learning Processes,Mathematics Instruction,Middle School Mathematics,Abstract Reasoning

The aim of this study was to examine 6th-grade students' mathematical abstraction processes related to the concept of variable by using the teaching experiment method and to reveal their learning trajectories in the context of the RBC+C model. A teaching experiment was administered to a class of 29 middle school students for 3 weeks. Observations, interviews, and the Diagnostic Algebra Test were used as data collection instruments to reveal the students' abstraction processes and determine their learning trajectories. Qualitative data were analyzed through content analysis, and qualitative data were analyzed through paired-samples t-test. The learning trajectories showed that only the students with good performance exhibited the &quot;construction&quot; action when using &quot;variables as changing quantities,&quot; but the &quot;building-with&quot; action when using the other types of variables. Mediocre students, however, needed teacher support to perform the building-with action in the process of abstraction of variables. The students' written tips such as drawing arrows or deleting the variable show that it helps to learn how to replace a variable with a known value. This study shows that the development of thought on variables is embedded in the progression of the concept of variable as a changing quantity. Similar studies can be conducted for the use of variables in equations and for the understanding and interpretation of variables when solving equations.
Examination of Preservice Teachers&apos; Perceptions about Evolution Course
Author: Yakar, Zeha
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Evolution,Misconceptions,Bias,Foreign Countries,Public Colleges,Educational Benefits,Prior Learning,Scientific Principles,Teacher Education Programs,Science Teachers,Theories

This is a study that explored 117 Turkish preservice science teachers' views about evolution course. The data for the study were collected through a questionnaire that has open-ended questions. The preservice science teachers answered the questions by filling out the questionnaire at the beginning and end of the evolution course. Most of the preservice science teachers stated that they had many misconceptions and prejudice about the theory of evolution before taking this course. However, after taking it, they noticed that the theory of evolution is not only about human ancestors but it is related to all living things. Another important result of this study, as they have stated many times, evolution was a very interesting theory for them, and since meeting the theory, they had been asking too many questions to themselves and wondering and doing lots of research on it. All these results of this study show that evolution course was successful in engaging the preservice science teachers in evolution and enhancing their learning.
An Assessment of the Managerial Skills and Professional Development Needs of Private Catholic Secondary School Administrators in Bangkok, Thailand
Author: Ibay, Samera Batao
Date: 2020-00-00
Type: Journal Articles
Subjects: School Administration,Catholic Schools,Secondary Schools,Professional Development,Foreign Countries,Educational Needs,Self Evaluation (Individuals),Principals,Assistant Principals,Department Heads,Leadership Effectiveness,Management Development,Private Education

The knowledge and ability of the individuals in a managerial position are to fulfill some specific management activities or tasks. Managerial skills are important for many reasons. Being a manager in an educational setting is a position to act as an effective leader and problem-solver in many simple and complex situations. However, in Thailand, it was observed that some managerial skills need to improve their skills. School managers should strengthen and develop to manage effectively and efficiently. This mixed research surveyed the managerial skills of the school administrators in terms of conceptual skills, human skills, and technical skills in selected private catholic secondary schools in Bangkok, Thailand. The respondents self-assessed their managerial skills in the form of a checklist, and to validate the results, interviews were conducted to determine the professional development needs according to the lowest items assessed by the school administrators. A questionnaire anchored on Robert Katz's theory of managerial skills and developed by Goodarzi (2002) was used to gather data. With regards to the assessment of managerial skills' practice of the school administrators, most of them assessed themselves as very good in terms of conceptual skills, human skills, and technical skills. The professional development needs of the private catholic school administrators in terms of conceptual skills are the identification of informal organization, articulation of strategy, and ability of prediction. On the other hand, school administrators need training in controlling conflict, report generation, and official correspondence in terms of human skills. Finally, they need professional development in financial management, computer skill, and marketing in terms of technical skills.