ethanporcaro/eric-fulltext-meta huggingface dataset:
Lifelong Learning Tendencies of Teacher Candidates Studying in Pedagogical Formation Program
Author: Gökyer, Necmi
Date: 2018-11-00
Type: Journal Articles
Subjects: Foreign Countries,Lifelong Learning,Preservice Teachers,Preservice Teacher Education,Gender Differences,Age Differences,Academic Persistence,Student Attitudes,Learning Motivation,Departments,Intellectual Disciplines

The purpose of this research is to determine the lifelong learning tendencies of the teacher candidates who are studying in the pedagogical formation program and to compare them according to various variables. In the research, the following questions have been answered: 1. What is the level of life-long learning tendencies of prospective teachers in the pedagogical formation program? 2. Does the lifelong learning tendencies of students in the pedagogical formation program differ significantly by gender, department, faculty, class levels, location, age, and total monthly incomes of their families? The sample consists of 719 teacher candidates determined by simple random sampling from the groups. Teacher candidates' tendency to life-long learning; in the sub-dimension of motivation in the level of &quot;fits very much&quot;, in the sub-dimensions of persistence and deprivation in learning regulation and in the whole scale in the level of &quot;partially fits&quot; and in the sub-dimension of lack of curiosity in the level of &quot;fits very little&quot;. Women teacher candidates have a higher level of life-long learning tendencies than men. It has been revealed that the life-long learning tendencies of the graduated teacher candidates differ significantly from the teacher candidates who are studying in the third and fourth grades. The level of life-long learning tendencies of teacher candidates aged 19-21 is lower than those aged 22-24 and 25 and over. It is important that the understanding of lifelong learning is gained in the individuals we have trained in our age.
Principals&apos; Leadership and Student Performance in Senior Secondary Schools in Edo State, Nigeria
Author: Osagie, Roseline O.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Leadership Styles,Secondary Schools,Academic Achievement,Transformational Leadership,Correlation,Educational Improvement,Leadership Training,Administrator Characteristics,Leadership Qualities,Administrator Effectiveness

The study investigated the leadership styles of principals who were successful in achieving good results consistently in the Senior School Certificate Examination (SSCE) in Edo State, Nigeria. No previous studies have examined leadership styles and the link to student performance as measured by public examinations in Edo State. The transformational leadership model was used to conceptualize the leadership styles of principals in this study. It was hypothesized that there is a positive relationship between transformational leadership behaviors of principals and overall performance of students. Analysis of principals' leadership style was conducted using the transformational Multifactor Leadership Questionnaire 5X Short. The findings demonstrate support for the hypothesis relative to five dimensions of transformational leadership and student's performance in the SSCE. The study also shows that transformational leadership is an important element of school improvement. Hence, the findings have important implications for education professionals and administrators with respect to planning for leadership development and preparation of teachers in Edo State.
A Comparison of Social Learning Systems: Crochet Alongs and MOOCs
Author: Williams, Shirley
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Handicrafts,Internet,Social Media,Social Support Groups,Large Group Instruction,Online Courses,Communities of Practice

Essentially social learning is a system where the learning occurs with and from others. Internet-based technologies have provided environments within which social learning can take place among very large groups covering various topics, ranging from academic to leisure. In general MOOCs are academic-related courses offered by educational institutions, following a model of formal education, however they also take advantage of the concept of social learning, encouraging participants to learn together and from each other. Crochet Alongs (CALs) are non-formal courses offered outside educational institutions. CALs give crocheters the opportunity to learn more about their craft within an Internet-based social learning system, while working independently on their own instantiation of a pattern released at intervals. Participants offer support to each other via social media, sometimes seeking help in overcoming problems and other times just to share success. There is a considerable body of research into the MOOC phenomena, there is no such body of research into CALs, or other Internet-based craft courses. There are a number of similarities between MOOCs and CALs with some CALs attracting thousands of participants to freely available online courses. Contrasting MOOCs and CALs offers educationalists to explore alternatives approaches to social learning.
Regulation of Cognition as a Mediator in the Relationship between Knowledge of Cognition and Perceived Self-Intervention
Author: Bayrak, Fatma
Date: 2018-00-00
Type: Journal Articles
Subjects: Correlation,Intervention,Self Evaluation (Individuals),Metacognition,Foreign Countries,Learning Processes,Academic Achievement,College Students,Feedback (Response)

Self-assessment is an important tool enabling learners at the level of higher education to control and construct their learning processes. To allow for further study, we modified a web-based self-assessment system to provide individuals with the opportunity to test and retest their own learning and receive feedback. This study included 59 students. Following completion of the test, feedback was structured based on a comparison of the student's performance to the standard performance, their position in the group and their previous performances. Each test deadline had to be waited for determining the positions in the group of students and the delayed feedback were sent to the learners by e-mail. Through this external feedback, learners were able to intervene in their own learning process, thus achieving better future learning prospects and to observe the effectiveness of these intervention though feedback from the next assessment. We defined this process as the self-intervention perception process due to the active participation of the learner. The determination of the structures that affect the meaning and using of the feedback received by the learners were at the forefront. This study aimed to examine the relation between learners' metacognitive awareness and their self-intervention perceptions and create a learner profile based on this information. Participants also completed Perceived Self-Intervention Scale and the Metacognitive Awareness Inventory. Learners with high levels of metacognitive skills awareness were found to have high levels of perceived self-intervention. Furthermore, knowledge of cognition had indirect effects on the perception of self-intervention, and that the regulation of cognition was the mediator variable.
Learning Effectiveness and Students&apos; Perceptions in a Flexible Learning Course
Author: Müller, Claude
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Student Attitudes,Foreign Countries,Electronic Learning,Blended Learning,Experimental Groups,Control Groups,Business Administration Education,Online Courses

With flexible learning, students gain access and flexibility with regard to at least one of the following dimensions: time, place, pace, learning style, content, assessment or learning path. Zurich University of Applied Sciences (ZHAW) has launched a new flexible learning study format called FLEX, a blended learning design allowing students to be more flexible as to when and where they study. It reduces classroom learning time, replacing some of it with an e-learning environment for self-study that includes instructional videos. In a pilot phase, we conducted a semi-experimental study on the learning effectiveness of FLEX. Students' perceptions of the new study format FLEX were found to be positive. In addition, the final test results of students in the FLEX programme were similar to those of other students, despite classroom learning time was reduced by about half.
Teaching Symmetry in the Light of Didactic Situations
Author: Selman, Ezgi
Date: 2018-11-00
Type: Journal Articles
Subjects: Geometry,Geometric Concepts,Mathematics Instruction,Grade 7,Computer Software,Foreign Countries,Females

The purpose of this study is to determine the student experiences for a lesson plan designed according to Didactic Situation Theory using Cabri-Geometry software. In line with this aim, we worked with four seventh grade students in Bursa. Within the scope of the study, students were given a black box activity involving the symmetry transformation made in the computer environment. Descriptive analysis of qualitative research methods was performed, and data were processed according to the thematic framework. The students were invited to do our black box activity. As a result they made some group discussions about their process of learning and discovering concepts and gave feedback on their experiences. All five phases of the Didactic Situations Theory have been exemplified in the findings of the study. The results showed that students could construct the concept of symmetry with its properties by means of the constructive environment prepared with the black-box activity.
Epistemological Base of Traditional Herbal Medicine: A Case of Uganda
Author: Kutesa, Disan
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,Medicine,Folk Culture,Epistemology,Allied Health Personnel

There is noticeable reversion of traditional approaches in the treatment of physical and psychosocial ailments. In part this comes because conventional medicines are becoming ineffective and expensive and there is a feeling that traditional medical approaches are more, this is coupled by the fact that western medicines are extracted from traditional approaches. The study tried to find out exactly the epistemological foundation of traditional herbals among traditional experts. The rational under guarding this research was that traditional approaches are not exactly the same as western approaches and in many instances, the practitioners are not aware of their methodologies, yet there is no way in post modernism where people can sustain a practice without a clear understanding of its verisimilitude, hence this study was an investigation of the epistemological foundation of traditional herbal medicine. The research was conducted in Central, Western, Northern and Eastern regions of Uganda and principally used document analysis, elite interviews and focus group discussions. In each of the four regions, five traditional birth attendant, five traditional bone setters, five traditional herbalists, five Village elders, and two NACOTHA (National council of traditional healers' association) officials were purposely selected giving a total of eighty eight participants. Data was analyzed using emerging themes, cross case analysis and within case analysis were done in order to obtain the epistemological base of traditional herbal medicine in Uganda. The study concluded that the originative epistemic medium for African traditional herbals are non-conventional, involving Intuition and Conjectures and refutations always facilitated by plant communication, however, testimonial, perceptual and memorial seemings are secondary sources. In addition, their epistemological theory is twofold that is, Malebranche's theory and bucket theory of mind. The study recommended that Bayesian epistemology (experimentation and verification) and Popperian world three of knowledge be introduced in traditional herbal practice.
First Year Students&apos; Lived Experiences of the Third Trimester Field Practical Programme at Selected Communities in the Upper West Region of Ghana
Author: Mohammed, I.
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Field Experience Programs,College Freshmen,Student Experience,Community Development,Program Effectiveness,Student Attitudes

The purpose of this paper was to investigate first year students' lived experiences of the Third Trimester Field Practical Programme at selected communities in the Upper West Region of Ghana. Convenience sampling method was used to select and put students into focus groups. Focus group interview was then used to collect data from the students. Data obtained were analysed thematically. Findings on the students' lived experiences of the Third Trimester Field Practical Programme include: members in the communities lack financial supports to venture into farming and businesses, poor roads network slowed down most economic activities in the communities, there were inadequate social amenities, there were lack of toilet facilities, poor telecommunication network system was prevalent, improper waste disposal was prevalent, there were issues of misunderstanding among students due to individual differences, students had financial troubles, there was an acute shortage of decent rooms for students, there were shortage of first aid drugs in most Community-based Health Planning and Services (CHPS) compounds and there was a lack of portable drinking water. Potentials possess by the communities include: vast land for economic activities, active labour force, sheanut trees for shea butter processing and the availability of CHPS compounds in some communities. The benefits of the Field Practical Programme include: students learning all the socialization techniques, students been able to adjust into rural and deprived community life, students been exposed to places, culture and beliefs of other communities, students acquiring the team work spirit and students been able to into practice in the communities the knowledge learnt in the classroom. Recommendations were made concerning the developmental challenges in the communities and how the communities' potentials can be turned into viable developmental projects and businesses.
Postgraduates&apos; Perceptions Regarding Their Mastery Level of Educational Research Skills at the Palestinian Faculties of Education and Ways to Develop These Skills
Author: Assaff, Mahmoud Mohammed Omar
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Research Skills,Graduate Students,Schools of Education,Doctoral Students,Masters Programs,Doctoral Programs,Gender Differences

Educational research is a significant tool for developing the field of education for students and thus a certain development to society. The aim of the study is to identify the level of mastering educational research skills among postgraduates from their perceptions at faculties of education at Palestinian universities and also to identify the ways for promoting the educational research skills. The researchers used the descriptive analytical approach. The participants of the study contained 109 postgraduates, both MA and Ph.D. postgraduates. The tool of study is a questionnaire that was distributed to the postgraduates to identify their views towards mastering the educational research skills .The results of the study showed that there were high levels of mastering to the educational research skills according to the postgraduates' perceptions. The study also showed that there were no statistically significant differences in the responses of postgraduates due to gender variable and Ph.D. students have more skills than master students. The study recommended that Palestine universities should focus on practical aspects when teaching research method course.
Teleconference in Support of Autonomous Learning
Author: Armakolas, Stefanos
Date: 2018-00-00
Type: Journal Articles
Subjects: Teleconferencing,Distance Education,Independent Study,Computer Mediated Communication,Synchronous Communication,Teaching Methods,Instructional Effectiveness,Foreign Countries,Integrated Learning Systems,Preservice Teacher Education,Preservice Teachers,Educational Environment,Personal Autonomy,Student Centered Learning

In Distance education, learning depends on the ability of the learner to manage his/her learning process, both through the creation of appropriate objectives, and by adopting strategies to achieve them. The role of the teacher is to develop an efficient methodology with flexibility over the learners' special characteristics and to create conditions to enable the learners to manage their learning process. This research aims to investigate the parameters which are involved in synchronous teleconference and which lead to effective learning through the support of an autonomous environment. The research was conducted with students of the Annual Training Program for Teachers of Higher School of Pedagogical and Technological Education Department in Patras. The results show that teleconference as teaching tool can support the autonomous learning and can enhance personalisation as this process can help students to learn and develop skills by receiving efficient support.
Honing the 21st Century Characteristics of Lecturers in the Faculty of Education for Effective Job Performance
Author: Borja, Ruben E., II
Date: 2018-07-00
Type: Journal Articles
Subjects: College Faculty,Teacher Characteristics,Schools of Education,Faculty Development,Foreign Countries,Teaching Skills,Skill Development

Teachers all over the world are now facing the challenges of the 21st century education as they face the 21st century learners. To cope up with the demands of the 21st century education, teachers, most especially teachers in the Colleges of Education, need to possess the 21st century characteristics. This study was conducted to assess the extent of the acquisition of the different 21st century characteristics of an educator among the faculty members of the College of Education of Bulacan State University and eventually proposed an enhancement program for the teachers. The respondents of the study were the thirty-one faculty members with teaching load during the short term classes of academic year 2015-2016. Questionnaire was the principal instrument used in this study to measure extent of acquisition of the 21st century characteristics of an educator. Quantitative method of research was employed and frequency, percentage and weighted mean were the statistics used in the study. The result of the study indicates that the respondents acquired the different 21st century characteristics of an educator to the large extent. In the light of the foregoing results, conclusions and recommendations were suggested: the school as envisioned being a recognized leader of excellence in instruction the suggested enhancement/intervention program for the faculty members may be adapted to address the needs of the 21st century education; as the teachers continue to develop their potentials and skills in line with the needs of the 21st century education the school administrators also need to update themselves; and full supports from the administrators are needed most especially in the development and construction of different needed 21st century education laboratories.
The Impact of Social Media on Library and Information Studies Students at the University of Ibadan, Nigeria
Author: Okoroma, Francisca Nwakaego
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Social Media,Library Education,Outcomes of Education,Users (Information),Time on Task,Use Studies

The significance of social media in the teaching and learning process cannot be overemphasized. However the excessive use of the same can result into inefficiency and poor academic performance. The study examines the impact of social media (SM) on Library and Information Studies students at the University of Ibadan, Nigeria. The study adopted the descriptive survey research design. Questionnaire was used for data collection. 100 copies of questionnaire were distributed to the librarians in training at the Department of Library, Archival and Information Studies, University of Ibadan. 99 copies were filled and returned, given a response rate of 99%. Data generated were analyzed using descriptive statistics. The findings revealed that Whatsapp was the most preferred social media platform used more frequently by the LIS undergraduates. Majority of the students make use of SM more for other activities than academics, they spend 7 hours each day on the SM on general activities other than course work as against 5 hours spent each day for course work on the media, and as a result this undoubtedly affects their performance.
The Place of ICT in Parent-Teacher Engagement at the Early Childhood Level: Experiences from Ghana
Author: Abdulai, Ahmed
Date: 2018-08-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Early Childhood Education,Telecommunications,Handheld Devices,Parent Teacher Cooperation,Communication Strategies,Parent Attitudes,Teacher Attitudes,Information Dissemination,Technological Literacy,Preschool Teachers,Background,Barriers

The main focus of the study was to examine the extent to which ICT is used in the engagement of parents and teachers. The study is a quantitative research which employed the descriptive cross-sectional survey design. One hundred and seventy-two (172) participants comprising 158 parents and 14 teachers at an early childhood centre in the Central region of Ghana were involved in the study. A census selection was employed in selecting both parents and teachers. Data gathered were done with a researcher developed questionnaire of 12 items. This was analysed using frequencies, percentages, means and standard deviation. The results of the study points to the use of smartphones and cell phones as the most common gadgets in sharing information between parents and teachers, and most information shared being announcements and home work. There was evidence of positive attitude on the part of both parents and teachers in the use of ICT in sharing information, though both parents and teachers expressed concerns relative to its use in the areas of inadequate ICT tools, lack of education in ICT use, and lack of promptness in response to information by both parents and teachers. Recommendations by participants in the direction of ICT being viable in effective parent-teacher engagement are also provided in the study.