ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparative Study of Language Style Variations in E-Mail and &quot;Telegram&quot; Messages by Non-Native Intermediate Learners of English
Author: Rostami, Farahnaz
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Writing (Composition),English (Second Language),Second Language Learning,Writing Skills,College Students,Electronic Mail,Language Usage,Academic Language,Essays,Social Media,Educational Technology,Technology Uses in Education,Vocabulary,Language Styles

This study sought to explore the formality styles of writing among intermediate EFL Iranian learners to scrutinize their competence in the writing skill. A convenience sample of 30 students were chosen through Oxford Quick Placement Test (2001) from among 60 university students. The first group sent their messages (essay tasks) through e-mail and the second group used &quot;Telegram.&quot; A corpus containing a total of 240 written texts was extracted from both groups. This corpus was then analyzed and compared in terms of formality styles. A detailed comparison of the two sub-corpora revealed a significant difference between texts written and sent by &quot;Telegram&quot; application and e-mails. The results of data analysis also indicated that informality and formality markers potentially function as distinctive factors, capable of differentiating between the texts sent by &quot;Telegram&quot; and e-mails. Ultimately, the essays sent by &quot;Telegram&quot; (containing 5 factors including contractions, questions, modal verbs, opening sentences, vocabulary) were recognized to use more informal styles of writing than emails. Taking the current study's findings into account, academic writing pedagogy may benefit from a focus on employing appropriate writing strategies and techniques to accelerate Iranian university students' writing development.
Encouraging English Language Production Using TED Talks at the Tertiary Level: A Study in a Technical College
Author: Karunakar, Martha Thindle
Date: 2019-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,College Students,Engineering Education,Language Skills,Language of Instruction,Video Technology,Technology Uses in Education,Educational Technology,Foreign Countries,Language Proficiency,Student Attitudes,Program Effectiveness

This paper investigates using TED Talks to promote English language learning and production to ESL (English as a second language) learners at the tertiary level with the proficiency level between A2 and C1 as determined by their college entry-level test. In this study, it is used with a mixed-ability group of students of an engineering college who have difficulty performing in the language during classroom participation, while comprehending subject lectures or while communicating with their teachers and peers. In order to make their learning more engaging and to enhance the learner experience of the English language in this engineering class, TED Talks were used. Pre- and post-viewing activities were given to a group of students and were continuously assessed using classroom observation and production of language in classroom activities. The findings show that using TED Talks as a resource in the classroom improved English language production in terms of speaking and encouraged learners to confidently use the language.
Syrian Refugees Higher Education Crisis
Author: Kamyab, Shahrzad
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Higher Education,Access to Education,Student Needs,Postsecondary Education,Barriers,Enrollment,College Attendance

The Syrian conflict which started in 2011 has resulted in the displacement of millions of Syrians, extreme loss of life, and societal and physical destruction. Since the start of the war in Syria, an estimated 4.8 million Syrians have registered as refugees in Egypt, Iraq, Jordan, Lebanon, Turkey, and North Africa, and approximately 1.17 million have applied for asylum in Europe (Luo and Craddock 2016). One of the most serious consequences of this massive displacement is a &quot;lost generation&quot; of students--i.e., students who are without the financial means or institutional access to continue their education (Watenpaugh 2014). When the conflict is over, Syria's ability to repair itself will be severely impacted by the dearth of educational opportunities within the country as well as the extremely limited access to education outside of Syria for university-age refugees. This article examines for the barriers and opportunities for Syrian refugees to receive a higher education.
Behind the Scene: Student-Created Video as a Meaning-Making Process to Promote Student Active Learning
Author: Anas, Ismail
Date: 2019-10-00
Type: Journal Articles
Subjects: Teaching Methods,Student Centered Learning,Video Technology,Self Esteem,Learning Processes,Independent Study,Technological Literacy,Task Analysis,Active Learning,Learner Engagement,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Schemata (Cognition),Learning Activities,Vocabulary Development,Student Attitudes,Undergraduate Students

Although many studies reported that student-created video task could promote learners' active learning and engagement, the investigation on how the students worked and created the videos is still scarce. The process of video creation in a micro-reality context of English language learning involves social practice and cognition (a socio-cognitive process) of the students. The student-created video is an output-based learning activity that reflects a meaning-making process upon the completion of the project. This paper sheds light on how the students worked on the project through such stages as preparing the materials, setting the scene, selecting the video recording tool and editing the video before the submission. Encapsulated from the videos and semi-structured interviews from 41 Polytechnic students in Indonesia, the approaches that students employed during the process of video creation were explored to arrive at a meaning making process of learning. As a result, the activity enabled the student active learning, vocabulary building, autonomous learning and self-confidence as well as the student's technological skill. In addition to that, the challenges encountered by the students during the video-making process will also be presented.
Theoretical Frameworks Used in CALL Studies: A Systematic Review
Author: Akayoglu, Sedat
Date: 2019-10-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Periodicals,Guidelines,Journal Articles,Constructivism (Learning),Sociocultural Patterns,Educational Theories,Educational History,Teaching Methods,Trend Analysis,Educational Trends

In the last three decades, there has been a great interest in the field of Computer Assisted Language Learning (CALL). As a newly flourished area, CALL borrowed or adapted theories from other disciplines, such as second language acquisition, linguistics, psychology and education; however, it is still questioned how these theories are modified, utilized and integrated into CALL research. In this study, the articles published in &quot;Computer Assisted Language Learning, System, British Journal of Educational Technology,&quot; and &quot;Language Learning and Technology&quot; between 1997 and 2018 were analyzed and the suggested theoretical frameworks for the research studies were examined. First, the articles without any explicit theoretical frameworks were eliminated. Second, the articles with specific theories were categorized and discussed in categories. At the end of the study, it was found that the prominent theoretical frameworks used in the last two decades were Social Constructivism, Sociocultural Theory, and Interactionist SLA in CALL studies. As for further studies, it can be claimed that these prominent theories will continue to be adopted by the researchers no matter what kind of new tools and platforms emerge for educational purposes. These findings might help researchers to better understand the past and the present situation of CALL research and to design further studies.
Assessing and Modeling Student Academic Practices and Performance in First-Year Mathematics Courses in Higher Education
Author: Ward, Kim Y.
Date: 2019-12-00
Type: Journal Articles
Subjects: Intervention,Mathematics Instruction,Introductory Courses,Undergraduate Students,Classification,Grades (Scholastic),Academic Support Services,Mathematics Achievement,Student Characteristics,Affective Behavior,Predictor Variables,Remedial Instruction,State Legislation,Student Placement,Scores,College Entrance Examinations

Objectives: This study examines the effectiveness of interventions in first-year math courses in higher education. Our goal is to investigate the efficacy of a supplemental support requirement on the passing rates of students in their first-year math courses. Method: We gathered and analyzed data on 3,249 students using descriptive statistics and predicative analytics. We used classification and regression tree algorithms to model the subgroup within our student population who met or exceeded the midterm supplemental support target. Results: Our investigation revealed that students who met or exceeded the midterm supplemental support target, earned a midterm course grade of at least D, and continued to receive supplemental support in the Mathematics Achievement Center had a 99% chance of passing their first-year math course. Students with midterm grades of F or I had a 67% chance of passing. Conclusions: Students' fulfillment of a supplemental support requirement is a key predictor of the passing rates of students in their first-year math courses. The findings emphasize the importance of strengthening students' affective characteristics. Implication for Theory and/or Practice: This work provides a roadmap for student interventions and increasing student success with first-year mathematics courses.
The Community Outreach Model of Service-Learning: A Case Study of Active Learning and Service-Learning in a Natural Hazards, Vulnerability, and Risk Class
Author: Brand, Brittany D.
Date: 2019-12-00
Type: Journal Articles
Subjects: Service Learning,Outreach Programs,Active Learning,Natural Disasters,Risk,STEM Education,Student Projects,Learner Engagement,Teamwork,Communication Skills,Skill Development,Interdisciplinary Approach,Undergraduate Students,School Community Relationship,Emergency Programs,Self Efficacy

The popularity of service learning is increasing, especially at a time when college students want to make a greater impact in their communities. However, service learning has not been extensively assessed in courses based in science, technology, engineering, and mathematics. This article provides a case study of how incorporating service learning through a community outreach project can increase student engagement, enhance the depth of understanding of a given topic, build communication and teamwork skills, and contribute meaningfully to the students' community. This article shares how the instructor of a natural hazards, vulnerability, and risk course implements service-learning through a community outreach project and provides evidence for how such outreach can enhance student learning and address the common problem of student apathy and disengagement. Through this case study, the authors design, implement, and test a new model for community outreach-based service learning and discuss the transferability of this model to other science, technology, engineering, and mathematics and social science courses.
Assessment of the Socrative Platform as an Interactive and Didactic Tool in the Performance Improvement of STEM University Students
Author: Gómez-Espina, Roberto
Date: 2019-12-00
Type: Journal Articles
Subjects: STEM Education,Student Improvement,College Students,College Instruction,Active Learning,Handheld Devices,Computer Uses in Education,Science Education,Engineering Education,Student Attitudes,Instructional Effectiveness

This manuscript collects and analyzes students' academic results related to the change in teaching methodologies used in different subjects of different science and engineering university courses between 2013 and 2016 from traditional to active methodologies. Socrative, a platform that has been designed for the educational field, was introduced, allowing the use of personal mobile devices (laptops, smartphones, and tablets) consistent with the &quot;Bring Your Own Device&quot; methodology. The active methodology implemented allowed students to improve their academic results while learning and improving their passing rates.
On Application of Case-Based Reasoning to Personalise Learning
Author: Mamcenko, Jelena
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Individualized Instruction,Intelligent Tutoring Systems,Cognitive Style,Data Analysis,Problem Solving,Learning Processes

The paper aims to present application of Educational Data Mining and particularly Case-Based Reasoning (CBR) for students profiling and further to design a personalised intelligent learning system. The main aim here is to develop a recommender system which should help the learners to create learning units (scenarios) that are the most suitable for them. First of all, systematic literature review on application of CBR and its possible implementation to personalise learning was performed in the paper. After that, methodology on CBR application to personalise learning is presented where learning styles play a dominate role as key factor in proposed personalised intelligent learning system model based on students profiling and personalised learning process model. The algorithm (the sequence of steps) to implement this model is also presented in the paper.
Source Code Plagiarism Detection in Academia with Information Retrieval: Dataset and the Observation
Author: Karnalim, Oscar
Date: 2019-00-00
Type: Journal Articles
Subjects: Plagiarism,Computer Science Education,Comparative Analysis,Problem Solving,Information Retrieval,Computer Software,Introductory Courses,Programming,Student Evaluation,Higher Education,Identification,Coding

Source code plagiarism is an emerging issue in computer science education. As a result, a number of techniques have been proposed to handle this issue. However, comparing these techniques may be challenging, since they are evaluated with their own private dataset(s). This paper contributes in providing a public dataset for comparing these techniques. Specifically, the dataset is designed for evaluation with an Information Retrieval (IR) perspective. The dataset consists of 467 source code files, covering seven introductory programming assessment tasks. Unique to this dataset, both intention to plagiarise and advanced plagiarism attacks are considered in its construction. The dataset's characteristics were observed by comparing three IR-based detection techniques, and it is clear that most IR-based techniques are less effective than a baseline technique which relies on Running-Karp-Rabin Greedy-String-Tiling, even though some of them are far more time-efficient.
Heuristic Evaluation on Usability of Educational Games: A Systematic Review
Author: Vieira, Estela Aparecida Oliveira
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Games,Usability,Heuristics,Computer Games,Computer Software Evaluation,Research Reports,Foreign Countries,Evaluation Methods

This work presents a systematic review whose objective was to identify heuristics applicable to the evaluation of the usability of educational games. Heuristics are usability engineering methods that aim to detect problems in the use of a system during its development and/or when its interface is in interaction with the user. Therefore, applying heuristics is an essential part of developing digital educational games. Search sources were articles available in all the databases present in the Capes/MEC /Brazil periodicals portal, in the available languages. The descriptors adopted were &quot;educational games&quot;, &quot;heuristic&quot; and &quot;usability&quot; in Boolean search in titles, abstracts and keywords, with AND operator, for publications starting in 2014. The inclusion criteria were: (a) articles with a clear description of the methodology used in the usability analysis; (b) studies presenting primary data and (c) articles whose focus corresponds to the investigated question. Two examiners conducted the searches in the databases and a third the evaluation and general review of the data. Initially, 93 articles were identified, of which 19 were repeated, 5 were literature reviews. Of the 69 that remained, 57 were elected as not eligible with only 12 selected for full studies, of which 6 entered the final review. With this review we can deduce that the field of heuristics and usability for educational games is still little explored, with few specific evaluations validated or in the process of validation, requiring greater investment in the area. Through this review, we found at least one heuristic that meets the usability evaluation of educational software: Game User Experience Satisfaction Scale (GUESS).
Factors Affecting Students&apos; Attitudes toward Computer Programming
Author: Gurer, Melih Derya
Date: 2019-00-00
Type: Journal Articles
Subjects: Programming,Preservice Teachers,State Universities,Academic Achievement,Self Efficacy,Student Characteristics,Correlation,Gender Differences,Instructional Program Divisions,Learning,Computer Science Education,Vocational High Schools,Foreign Countries,Student Attitudes

The aim of this study was to investigate the factors affecting the pre-service computer science teachers' attitudes towards computer programming (ATCP). The sample consists of 119 preservice teachers at a public state university. The influences of students' demographic characteristics (gender, grade level, and high school type), their achievement in computer programming courses, perceived learning, and computer programming self-efficacy on their ATCP were tested using multiple linear regression. Descriptive, correlation and regression analyses revealed three findings: (1) students had moderately high ATCP, (2) their ATCP had significant correlations with their achievement in computer programming courses, computer programming self-efficacy, and perceived learning, and (3) three variables (achievement in computer programming courses, computer programming self-efficacy, and perceived learning) were significant predictors of their ATCP.
Quantitizing Affective Data as Project Evaluation on the Use of a Mathematics Mobile Game and Intelligent Tutoring System
Author: Nygren, Eeva
Date: 2019-00-00
Type: Journal Articles
Subjects: Game Based Learning,Electronic Learning,Mathematics Instruction,Intelligent Tutoring Systems,Teacher Attitudes,Student Attitudes,Researchers,Psychological Patterns,Foreign Countries,Learning Experience,Fractions,Educational Games,Constructivism (Learning),Program Effectiveness,Secondary School Teachers,Affective Objectives

Technology-enhanced learning generally focuses on the cognitive rather than the affective domain of learning. This multi-method evaluation of the INBECOM project (Integrating Behaviourism and Constructivism in Mathematics) was conducted from the point of view of affective learning levels of Krathwohl &quot;et al.&quot; (1964). The research questions of the study were: (i) to explore the affective learning experiences of the three groups of participants (researchers, teachers and students) during the use of a mobile game &quot;UFractions&quot; and an intelligent tutoring system &quot;ActiveMath&quot; to enhance the learning of fractions in mathematics; and (ii) to determine the significance of the relationships among the affective learning experiences of the three groups of participants (researchers, teachers and students) in the INBECOM project. This research followed a sequential, equal status, multi-mode research design and methodology where the qualitative data were derived from the interviews with researchers, teachers and students, as well as from learning diaries, feelings blogs, and observations (311 documents) across three contexts (South Africa, Finland, and Mozambique). The qualitative data was quantitized (Saldaña, 2009), i.e. analysed deductively in an objective and quantifiable way as instances on an Excel[TM] spreadsheet for statistical analyses. All the data was explored from the affective perspective by labelling the feelings participants experienced according to the affective levels of the Krathwohl &quot;et al.&quot; (1964) framework. The researchers concluded that: (i) the research participants not only received information, but actively participated in the learning process; responded to what they learned; associated value to their acquired knowledge; organised their values; elaborated on their learning; built abstract knowledge; and adopted a belief system and a personal worldview; and (ii) affirmation of affective learning at all five levels was recognised among the three groups of participants. The study raised a number of issues which could be addressed in future, like how affective levels of learning are intertwined with cognitive levels of learning while learning mathematics in a technology-enhanced learning environment; and how pedagogical models which take into account both cognitive and affective aspects of learning support deep learning.
Computer Science Teachers&apos; Perceptions, Beliefs and Attitudes on Computational Thinking in Greece
Author: Fessakis, Georgios
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Science Education,Teacher Education Programs,Misconceptions,Technology Integration,Faculty Development,Program Design,Thinking Skills,Teacher Attitudes,Negative Attitudes,Elementary School Teachers,Secondary School Teachers,Computer Use,Logical Thinking,Competition,Teaching Methods,College Faculty,Teacher Characteristics,Technological Literacy,Pedagogical Content Knowledge

The role of teachers is very important for the educational utilization of Computational Thinking (CT) and its integration in education. As with any innovation, CTs' successful integration considerably depends on the perceptions, beliefs and attitudes of the teachers who will be asked to implement it. The study of these characteristics, concerning Computer Science (CS) teachers in Greece, was the objective of a survey research, theoretically supported by the Theory of Reasoned Action (TRA) and the Technology Acceptance Model (TAM). Findings reveal intense interest of participants on CT and their willingness to participate in professional development programs. Participants also reveal misconceptions of CT and negative attitudes toward its integration in education, that require further study and discussion. The researchers propose directions for the design and implementation of appropriate teachers training programs, while the findings can be exploited to support any effort of integrating CT in education.