ethanporcaro/eric-fulltext-meta huggingface dataset:
Can Placement Test Score Predict Success for a First-Semester Community College Student in Their First Online Course?
Author: MacGregor, Philip C.
Date: 2017-07-00
Type: Journal Articles
Subjects: Scores,Student Placement,Testing,Two Year Colleges,Community Colleges,Two Year College Students,Online Courses,Computer Assisted Testing,Statistical Analysis,Prediction,Correlation

This study examined the following question: What is the relationship, if any, between COMPASS placement scores and the student success in the first online course during the students first semester? Discriminant function analysis was used to examine the relationship. This study used existing data from new students, who took the COMPASS placement test, and were enrolled in an online course at community colleges in Idaho, Montana, Oregon, and Washington over 5 academic years from 2010 to 2015. Data collected from the participating community colleges included COMPASS placement test scores for reading, and writing, any of the four math sections, online course(s) attempted in the first semester, age, gender, course grade, and number of credits attempted during the student's first semester. Statistically significant relationships were found between reading and writing COMPASS test scores and success in online humanities, natural science, and social science courses. For the math COMPASS scores, pre-algebra had a statistically significant relationship to success in online math courses and natural science courses. College algebra had a statistically significant relationship to success in an online natural science course. Prediction model results were just above and below 70% for each of the statistically significant relationships. The models included students who were predicted to be successful but were unsuccessful.
Compare the Values of Blood Lactate and Heart Rate of Kickboxers during Kickboxing Matches
Author: Karadag, Mustafa
Date: 2017-07-00
Type: Journal Articles
Subjects: Metabolism,Athletics,Age Differences,Gender Differences,Predictor Variables,Health Related Fitness,Exercise Physiology,Pretests Posttests,Value Judgment,Competition,Foreign Countries,Statistical Analysis

The aim of this study was to compare the values of heart rate (HR) and blood lactate (BL) of kickboxers during kickboxing match. This study was conducted with the participation of 18 male and 16 female sportsman in Turkish Kickboxing championship, an organization of Turkish Kickboxing Federation. After the participant athletes read and signed informed voluntary consent form (BGOF) prepared for them, the measurements were collected. While no significant difference was found between ages, pre-match HR, post-match HR, pre and post-match BL of male and female Kickboxers, a significant difference was statistically found between the height (P?0.05) and body weights (P?0.01) of athletes. Age distribution of athletes was determined as 14-23 and mean age distribution was determined as 17.03 ± 2.41. HR pressures of athletes differs according to pre-match and post-match periods (P?0.001). As HR frequencies increase by 29.4% according to pre-match HR regardless of the gender, this increase was determined as 31.4% for male athletes and 27.2% for female athletes. While post-match BLs of athletes increase by 4.02 times compared to pre-match regardless of the gender, this increase was determined as 4.20 for male athletes and 3.82 for female athletes. Kickboxing is a combat sport which has high intensity of anaerobic physical fitness. Matches and rounds for HR and BL concentrations show the importance of the aerobic metabolism in kickboxing. However, the significant rise of HR and BL during simulated match indicates that the anaerobic metabolism is also important in kickboxing.
Personality Traits and Psychological Symptoms of Music and Art Students
Author: Yöndem, Sadik
Date: 2017-07-00
Type: Journal Articles
Subjects: Personality Traits,Symptoms (Individual Disorders),Music Education,Art Education,Psychological Needs,Comparative Analysis,College Students,Likert Scales,Student Characteristics,Foreign Countries,Personality Measures,Statistical Analysis

The qualities of artists and musicians have attracted the attention of personality psychologists and researchers studying creativity. Artistic activities are considered by some to be therapeutic, and may offer a buffer effect on psychological health. On the other hand, research has occasionally revealed a positive relationship between creativity and psychological disorders when it comes to artistic activities. This study aims to investigate the personality traits and psychological symptoms of art and music students, and to make comparisons between different fields of art. The present research was planned as a descriptive and comparative study. The participants consisted of 245 university students (79 male, and 166 female), including 120 music and 125 art students. The Big Five Inventory, the Brief Symptom Inventory, and a Personal Information Form were administered to all participants. The Mann-Whitney U test, a descriptive analysis method, was used to test if students from the two fields of art differed according to their personality traits and psychological symptoms. The results showed that the students from both fields of art had a similar range of scores for the five domains of personality traits: extroversion, openness to new experiences, agreeableness, conscientiousness, and neuroticism. The study revealed that neuroticism in the music students and conscientiousness in art students were found to be significantly higher. As for psychological symptoms, the music students' scores on total symptom disorder, anxiety, and negative self-concept factors were found to be significantly higher than that of art students. The results of the study were discussed by drawing upon relevant literature.
E-Learning as a Training Tool for Civil Servants: A Case in the State of Parana - Brazil
Author: Stadler, Adriano
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Training Methods,Government Employees,Job Training,Distance Education,Employee Attitudes,Graduate Study,Public Administration Education,Vocational Education,Mixed Methods Research,Questionnaires,Professional Education,Familiarity,Adoption (Ideas),Instructional Materials,Printed Materials

The distance education (DE) modality evolves as new Information and Communication Technologies (ICT) are developed and based on the methodologies that are being used in the media dissemination of information, educational institutions and organizations take ownership of these innovations to promote their teaching processes. One of the methods that have achieved prominence is how e-learning, which is also called educational computer or online education, is conducted by the internet--synchronously or asynchronously, eliminating the figure of the pedagogical mediator in real time. This article aims to answer the main question: What is the perception of Parana civil servants, which undertake the distance e-learning methodology post-graduate programs in relation to the use of technologies and materials. The surveys of the study were 670 civil servants from Parana state, students of the post-graduation basis course in Public Management in e-learning methodology, which stems from Parana State Government's partnership with a federal institution of vocational and technological education. The research was conducted by using qualitative and quantitative approach, descriptive and questionnaire application method survey, containing 12 closed questions. The main results show that there is high familiarity and acceptance to e-learning. On the other hand, the use of teaching materials evidenced conservatism and attachment to printed learning materials, highlighting the printed book as a key to distance learning.
Predicting the Adoption of E-Learning Management System: A Case of Selected Private Universities in Nigeria
Author: Nicholas-Omoregbe, Olanike Sharon
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Adoption (Ideas),Electronic Learning,Private Colleges,Predictor Variables,Structural Equation Models,Correlation,Least Squares Statistics,Questionnaires,Undergraduate Students,Database Management Systems,Social Influences,Intention,Grades (Scholastic),Hypothesis Testing,Student Behavior,Technology Integration,Statistical Analysis

Despite the availability of studies on e-learning management system (eLMS) using information system models, its theoretical foundations have not yet captured social constructs that are peculiar to developing countries including Nigeria. This study was undertaken with the aim of investigating factors that could influence eLMS adoption in higher education. Drawing upon the Social Learning Theory (SLT), Unified Theory of Acceptance and Use of Technology (UTAUT), and two other variables which are Technology Culturation and Power (electricity), an empirical based model was developed to identify predictors of eLMS. The study used Smart Partial LeastSquare-Structured Equation Modeling (PLS-SEM) to examine the pattern of inter-correlation among the SLT and UTAUT constructs. The survey method of research was used by administering questionnaires to undergraduate students of 3 selected private universities in Ogun state, Nigeria with a sample size of 472. The results show that Attitude, Social Influence and Technology Culturation are strong determining factors of intention to adopt eLMS, while Performance Expectancy and Power do not significantly influence the Behavioural Intention to adopt eLMS. More so, Performance Expectancy and Behavioural Intention have positive influence on student grades. The results of this study will provide theoretical information on the intention to adopt eLMS and should be of interest to both researchers and education administrators in terms of planning and decision making.
Student Teachers' Experiences of Teaching Practice at Open and Distance Learning Institution in South Africa
Author: Mokoena, Sello
Date: 2017-04-00
Type: Journal Articles
Subjects: Student Teachers,Student Experience,Student Teaching,Distance Education,Open Education,Secondary Education,Mixed Methods Research,Questionnaires,Interviews,Undergraduate Students,Student Placement,Clinical Supervision (of Teachers),Student Evaluation,Teaching Skills,Program Effectiveness,Educational Practices,Foreign Countries

This small-scale study focused on the experiences of student teachers towards teaching practice in an open and distance learning (ODL) institution in South Africa. The sample consisted of 65 fourth year students enrolled for Bachelor of Education, specializing in secondary school teaching. The mixed-method research design consisting of quantitative and qualitative approaches was used. Questionnaire and individual interview discussions were used as instruments for data collection. Descriptive statistics was used to analyze quantitative data. Content analysis was used to analyze qualitative data. The study revealed that student teachers experienced challenges with regard to on-time placement in schools, supervision and mentoring. Based on the findings, recommendations were made. Among others was that mentors and university contracted supervisors should be constantly empowered through workshops to work effectively in leading and guiding student teachers. On the issues of placement of students in approved schools, the university should consider implementing a system which will enable students to place themselves online. Placing students in approved schools is a major challenge for the ODL institution in South Africa given the great number of students that have to be placed in schools every year and the slow pace at which the institution is moving to integrate technology in addressing the problem.
A Compound LAMS-MOODLE Environment to Support Collaborative Project-Based Learning: A Case Study with the Group Investigation Method
Author: Paschalis, Giorgos
Date: 2017-04-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Student Projects,Cooperative Learning,Teaching Methods,College Students,Scripts,Electronic Learning,Technology Uses in Education,Reports,Questionnaires,Student Attitudes,Statistical Analysis,Foreign Countries

Collaborative project-based learning is well established as a component of several courses in higher education, since it seems to motivate students and make them active in the learning process. Collaborative Project-Based Learning methods are demanded so that tutors become able to intervene and guide the students in flexible ways: by encouraging them to develop independent solutions and also by keeping their efforts and activities targeted towards the lesson goals. Students, on the other hand, need to develop important skills in searching and analyzing information as well as in communication and time management. In this paper, we propose the design of a collaboration script, following the &quot;Group Investigation method&quot;, to support the tutors and students of a collaborative project-based course on &quot;DataBases&quot;. We implemented this script using a compound e-learning collaborative environment based on MOODLE and LAMS, which have provided tutors with several tools and methods to involve in the learning process. The evaluation of the students' projects and the comparison with the corresponding projects of the previous academic year showed a better level of collaboration and performance of the students but also proved that the learning environment offered the tutors a more efficient way to guide their students in Collaborative Project-Based Learning.
Professional Identities of Vocational High School Students and Extracurricular Activities
Author: Altan, Bilge Aslan
Date: 2017-07-00
Type: Journal Articles
Subjects: Vocational Education,High School Students,Extracurricular Activities,Identification (Psychology),Professional Identity,Qualitative Research,Student Attitudes,Foreign Countries,Student Surveys,Decision Making,Content Analysis,Semi Structured Interviews

Vocational high schools are one of the controversial topics, and also the hardly touched fields in educational field. Students' profiles of vocational schools, their visions, and professional identity developments are not frequently reflected in the literature. Therefore, the main aim of the study is to research whether vocational high school students' professional identities are supported with extracurricular activities. Followingly, it was also researched whether vocational high school students' future professional identities complied with their selected school and/or specialized fields. The research was conducted on qualitative research approach through semi-structured question form and analyzed via descriptive and content analysis of qualitative research methods. Results revealed that vocational high school students did not take part in extracurricular activities regarding their professional identities since the schools did not organize these activities. The responses also emphasized that existing extracurricular activities organized outside of the school were insufficient and there was an immediate need for such activities. Additionally, most of the participants highlighted that they selected their schools/department as an obligation. Based on the results, it was revealed that vocational and technical high schools should not focus on extracurricular activities to improve students' basic and further skills. It is suggested that extracurricular activities should be cared more for students' academic and practice skills. Moreover, the students and their parents should understand and be introduced to the profession before they come to a future decision.
The Flipped Writing Classroom in Turkish EFL Context: A Comparative Study on a New Model
Author: Ekmekci, Emrah
Date: 2017-04-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Homework,Video Technology,Writing Instruction,English (Second Language),Second Language Instruction,Conventional Instruction,Pretests Posttests,Comparative Analysis,Writing Skills,Student Attitudes,Foreign Countries,Mixed Methods Research,Randomized Controlled Trials,High School Students,High School Graduates,Semi Structured Interviews

Flipped learning, one of the most popular and conspicuous instructional models of recent time, can be considered as a pedagogical approach in which the typical lecture and homework elements of a course are reversed. Flipped learning transforms classrooms into interactive and dynamic places where the teacher guides the students and facilitates their learning. The current study explores the impact of flipped instruction on students' foreign language writing skill which is often perceived as boring, complex and difficult by English as a Foreign Language (EFL) learners. The study compares flipped and traditional face-to-face writing classes on the basis of writing performances. Employing a pre- and post-test true experimental design with a control group, the study is based on a mixed-method research. The experimental group consisting of 23 English Language Teaching (ELT) students attending preparatory class were instructed for fifteen weeks through Flipped Writing Class Model while the control group comprising 20 ELT preparatory class students followed traditional face-to-face lecture-based writing class. Independent and paired samples t-tests were carried out for the analyses of the data gathered through the pre- and post-tests. The results indicated that there was a statistically significant difference between the experimental and control groups in terms of their writing performances based on the employed rubric. It was found that the students in the experimental group outperformed the students in the control group after the treatment process. The results of the study also revealed that the great majority of the students in the experimental group held positive attitudes towards Flipped Writing Class Model.
Evaluation of Virtual Laboratory Package on Nigerian Secondary School Physics Concepts
Author: Falode, Oluwole Caleb
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Computer Simulation,Science Laboratories,Secondary School Science,Science Instruction,Physics,Science Teachers,Secondary School Students,Attitude Measures,Questionnaires,Science Tests,Statistical Analysis,Program Effectiveness,Cost Effectiveness,Achievement Gains,Scores

The study evaluated accessibility, flexibility, cost and learning effectiveness of researchers-developed virtual laboratory package for Nigerian secondary school physics. Based on these issues, four research questions were raised and answered. The study was a quantitative-based evaluation research. Sample for the study included 24 physics teachers, 35 computer experts and 29 physics students who evaluated the package using a questionnaire and physics achievement test. Data gathered were analyzed using descriptive statistics including mean and standard deviation. Findings from the study revealed that the package was adjudged accessible to students within the school (average mean response of 2.98 out of 5), the flexibility of the package was rated low (average mean response of 2.35 out of 5), and the package, though expensive to develop (total amount spent = $587.50) was considered profitable considering its unquantifiable educational benefits. Also, there was improvement in the achievement scores of students after learning the physics concepts using the package with mean gain score of 33.45. Based on these findings, it was recommended that, developers of learning packages such as virtual laboratories should ensure high flexibility of the packages in order to improve students' access to such on mobile devices and internet, and government should assist schools financially by providing needed funds for the development of contextually relevant learning packages as their benefits to students' learning of physics concepts are enormous.
Assessment of Student Learning in Virtual Spaces, Using Orders of Complexity in Levels of Thinking
Author: Capacho, Jose
Date: 2017-04-00
Type: Journal Articles
Subjects: Student Evaluation,Computer Assisted Testing,Difficulty Level,Thinking Skills,Information Technology,Evaluation Methods,Learning Theories,Learning Processes,Electronic Learning,Mathematical Models,Prediction,Models

This paper aims at showing a new methodology to assess student learning in virtual spaces supported by Information and Communications Technology-ICT. The methodology is based on the Conceptual Pedagogy Theory, and is supported both on knowledge instruments (KI) and intelectual operations (IO). KI are made up of teaching materials embedded in the virtual environment. The student carries out IO in his/her virtual formation process based on KI. Both instruments of knowledge and intellectual operations can be mathematically modelled by using functions of increasing complexity order. These functions represent the student's learning change. This paper's main contribution is to show that these functions let the student go from a concrete thinking to a formal one in his/her virtual learning process. The research showed that 47% of the students moved from a concrete thinking level to the formal thinking level.
Differences in Teaching Self-Determination between General and Special Education Teachers in Elementary Schools
Author: Chao, Pen-Chiang
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Special Education Teachers,Regular and Special Education Relationship,Self Determination,Differences,Foreign Countries,Statistical Analysis,Multivariate Analysis,Empowerment,Personal Autonomy,Self Management

The purpose of this study was to investigate whether there are differences in the teaching of self-determination between general and special education teachers in Taiwan. The participants were 380 teachers recruited from elementary schools nationwide in Taiwan. Among them, 128 were general education teachers, while the others were special educators providing services in either resource rooms (n = 125) or self-contained classrooms (n = 127). The Teaching Self-Determination Scale (TSDS) was used to collect data. Descriptive statistics, t tests, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data. Findings showed that both general and special education teachers' level of teaching self-determination was in the range of &quot;sometimes to often.&quot; Nevertheless, general education teachers' level in teaching psychological empowerment, self-regulation, and autonomous skills was higher than that of their special education counterparts. Additionally, general educators tended to focus the most on instructing psychological empowerment abilities, while the self-contained classroom teachers paid intense attention to the teaching of autonomous skills. Resource room teachers demonstrated a relatively balanced instruction of various skills. Findings of this study enabled us to further understand elementary school teachers' level of teaching self-determination and its characteristics as well. Suggestion and implications are provided.