ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of Digital Content-Supported Transformation from Teachers&apos; Perspectives within the Scope of 2023 Education Vision
Author: Ertem Akbas, Elif
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Educational Change,Teacher Attitudes,Educational Technology,Educational Opportunities,Problems,College Faculty

The present study aimed to evaluate the transformation supported with digital contents and skills in the field of education in terms of its strong aspects, weaknesses, the related opportunities and suggestions from the perspectives of teachers within the context of 2023 Education Vision. In the study, the case study method, one of qualitative research approaches, was applied. The study group, which was determined using the purposeful sampling method, included 27 teachers from different fields of teaching who participated in the conference of &quot;Our Educational Practices and 2023 Education Vision&quot;. In the study, semi-structured interview questions prepared by four academicians' expert who were in their fields and who organized the conference were used as the data collection tool. The qualitative data collected via the interviews were first grouped with SWOT analysis. Following this, the qualitative data transferred into the computer environment were analyzed using the content analysis method. The data examined in terms of their contents and meanings within the scope of SWOT analysis were gathered under four main categories: &quot;strong aspects&quot; and &quot;weaknesses&quot; of educational technologies and of the digital content, related &quot;opportunities&quot; and &quot;suggestions against threats&quot;. The results revealed that regardless of their fields of teaching, most of the teachers reported views about EBA (Education Information Network) for all the categories and that educational technologies and digital content involved both opportunities and threats. Considering the findings and the teachers' views, the educational dimension of the study was discussed, and suggestions regarding how to make the transformation process more effective were put forward.
The Effective Use of Information Technology and Interactive Activities to Improve Learner Engagement
Author: Ullah, Abrar
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Information Technology,Technology Integration,Interaction,Cooperative Learning,Group Activities,Problem Based Learning,Computer Science Education,Undergraduate Students,Learner Engagement,Young Adults,Bachelors Degrees,Student Attitudes,Formative Evaluation,Summative Evaluation,Foreign Countries,Educational Quality

Student engagement in the learning process is the key to successful delivery of teaching and learning. Teachers face several challenges to engage learners in different disciplines, including computer science. This research conducts a review of BSc (Computer Science) programmes and introduces interactive activities to enhance learner engagement. The study was conducted using a repeated measure design involving 24 participants. The findings revealed that the use of technology, and collaborative and interactive activities in groups may positively influence learner engagement. The participants' feedback before and after introduction of group tasks and interactive activities showed a significant (p &lt; 0.001) and increasing trend in response to questions-related learner engagement. The participants agreed that their learning experience and engagement enhanced with the use of technology and interactive and collaborative activities.
Feared L2 Self as an Emerging Component of the Reconceptualized L2 Motivational Self System
Author: Peker, Hilal
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Learning Motivation,Correlation,Fear,Self Concept,Models,Structural Equation Models,Learning Experience,Student Attitudes,Adult Students,Learning Theories,Graduate Students,Undergraduate Students,English for Academic Purposes,Intensive Language Courses,Foreign Students

The purpose of this non-experimental quantitative study was to measure Feared L2 Self (FL2S) as a new component of the existing L2 Motivational Self System (L2MSS) and offer a new model through partial least squares structural equation modeling (PLS-SEM). As for the instrument to measure L2 selves, an adopted survey consisting of 72 5-point Likert scale items, five open-ended questions, and a demographic questionnaire was distributed; however, for the purpose of this study, only L2 self related items and constructs were included in the measurement and structural model. The participants were 1022 adult English language learners (ELLs), and ELLs' English learning experience was redefined as the collection of everyday ESL learning experiences. Results indicated that the strongest relationship was between English learning experience (ELExp) and Ideal L2 Self (IL2S) component, which is also supported by previous studies. Furthermore, the second strongest relationship was between Ought-to L2 Self (OL2S) and FL2S, as well as between ELExp and OL2S. FL2S was an emerging factor reconceptualizing the L2 Motivational Self System (R-L2MSS). Considering the large number of participants and the data obtained from all over the U.S., this study proposes a new and important concept. In the light of these results, implications are provided for ELLs and ESL teachers.
Investigation of Nomophobia Levels of Secondary School Students in Terms of Some Variables
Author: Çolak, Merve
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Grade 8,Adolescents,Telecommunications,Handheld Devices,Addictive Behavior,Correlation,Gender Differences,Grade Point Average,Parent Background,Educational Attainment,Employment Level,Family Income,Foreign Countries,Anxiety,Fear

Nomophobia, a newborn concept that has become an important part of our lives in recent years due to effective use of smart phones in daily life, can be defined as &quot;fear of staying away from smart phones&quot;. The aim of this study was to determine the nomophobia level of 8th grade students and to determine whether the nomophobia levels of the students differ according to the variables such as gender, overall grade point average, parental education status, parental profession, and monthly income of the family. In this quantitative research, cross-sectional survey research model was used. &quot;Nomophobia Scale&quot; developed by Yildirim and Correia (2015) and &quot;The Demographic Information Form&quot; were used as data collection tools. According to the findings; the nomophobia levels of 8th grade students did not differ by gender of the students, overall grade point average, educational status of the parents, profession of the parents and monthly financial amount of the family.
Possible Selves and Personal Goals: What Can We Learn from Episodic Future Thinking?
Author: Henry, Alastair
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Concept,Futures (of Society),Second Language Learning,Second Language Instruction,Learning Motivation,Goal Orientation,Psychology,Teaching Methods,Learning Theories,Self Determination,Personal Narratives,Academic Persistence,Occupational Aspiration,Preservice Teachers,Language Teachers,English (Second Language),Foreign Countries

Mental time travel lies at the frontier of research into motivational persistence in language learning (Dörnyei, 2020). This article introduces the theory of episodic future thinking (D'Argembeau, 2016, 2020), and examines the key components of autobiographical knowledge and personally important goals. With findings on the long-term goals and career aspirations of preservice English teachers as a departure point (Erten, 2014; Ölmez Çaglar, 2019), I outline the contributions that episodic future thinking can make to the psychology of second language learning and teaching. Positioning episodic future thinking in conceptual terrain at the intersection of vision-based theories of L2 motivation (Dörnyei, 2009), Self Determination Theory frameworks (Noels, 2009), and narrative, life-story approaches (Dörnyei &amp; Ryan, 2015), I explain how it can inform the investigation of motivational persistence.
The Unbearable Lightness of Academic Fraud: Portuguese Higher Education Students&apos; Perceptions
Author: Ramos, Rosária
Date: 2020-00-00
Type: Journal Articles
Subjects: Cheating,Plagiarism,Deception,Integrity,Ethics,Moral Values,Professionalism,Correlation,Sanctions,Prevention,Evaluation Methods,Incidence,Causal Models,Student Motivation,Student Attitudes,Undergraduate Students,Foreign Countries

The perception that academic fraud is widespread in higher education affects the credibility of higher education schools, giving rise to doubts concerning the quality of learning and the students' preparation for their professional life. Academic misconduct is presently a common research area. However, higher education schools still seem unable to contain academic fraud, given its prevalence and scope. Therefore, understanding students' perceptions and attitudes remains critical for schools to define effective policies in promoting and defending academic integrity. Towards that aim, the results from a set of focus groups of students from a higher education school are presented. Students do not link academic fraud with unethical professional behaviour, propose more sanctions for those who commit academic fraud, and consider that certain evaluation methods favour unethical behaviour.
Asynchronous Environment Assessment: A Pertinent Option for Medical and Allied Health Profession Education during the COVID-19 Pandemic
Author: Gupta, Madan Mohan
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Medical Education,Allied Health Occupations Education,School Closing,Online Courses,Distance Education,Educational Technology,Health Education,Asynchronous Communication,Synchronous Communication,Student Evaluation,Evaluation Methods,Computer Assisted Testing,Technology Uses in Education

The emergence and global spread of COVID-19 has disrupted the traditional mechanisms of education throughout the world. Institutions of learning were caught unprepared and this jeopardised the face-to-face method of curriculum delivery and assessment. Teaching institutions have shifted to an asynchronous mode whilst attempting to preserve the principles of integrity, equity, inclusiveness, fairness, ethics, and safety. A framework of assessment that enables educators to utilise appropriate methods in measuring a student's progress is crucial for the success of teaching and learning, especially in health education that demands high standards and comprises consistent scientific content. Within such a framework, this paper aims to present a narrative review of the currently utilised methods of assessment in health education and recommend selected modalities that could be administered in an asynchronous mode during the COVID-19 pandemic. Assessment methods such as open-ended short answer questions, problem-based questions, oral exams, and recorded objective structured clinical exams (OSCE) would be appropriate for use in an asynchronous environment to assess the knowledge and competence of health professional students during COVID-19. Fairness and integrity can be ensured by using technological tools such as video and audio recording surveillance.
A Multidimensional Approach to the Problems Experienced by the Classroom Teachers with Syrian Students in Their Classes
Author: Kara, Mevlüt
Date: 2020-00-00
Type: Journal Articles
Subjects: Refugees,Foreign Countries,Teacher Attitudes,Classroom Techniques,Interpersonal Communication,Academic Achievement,Class Size,Enrollment,Language Usage,Barriers,Attendance,Parent Background,Educational Attainment,Parent Influence,Immigrants,Elementary School Teachers,Elementary School Students

The aim of this research is to identify the problems experienced by the classroom teachers who have Syrian students in their classes. This research was designed according to the survey model. The population of the research consisted of classroom teachers working in Nizip district of Gaziantep within 2019-2020 academic year. Criterion sampling, one of the purposeful sampling methods, was used to determine the sampling. The sampling of the study consisted of 361 classroom teachers working in Nizip district and having Syrian students enrolled in their classes. The data of the research were collected by a survey with 33 items that was prepared by the researchers and consisted of classroom management, communication, academic achievement, and family dimensions. The data collected within the scope of the research were analyzed using the SPSS program. Percentage, frequency, arithmetic mean and standard deviation calculations were made in the analysis of the data. In the classroom management dimension, teachers were identified to have problems due to the registering of Syrian students in the middle of the semester, enrolling of Syrian students in classes that did not comply with their development levels, and increase in their class sizes due to Syrian students. In the communication dimension, it was determined that Syrian students had a problem of understanding and being understood due to language differences, which was problem for teachers. In terms of academic success, teachers were found to experience problems due to the inability of Syrian students to internalize subjects as well as because of their absenteeism. In the family dimension, It was determined that teachers were not provided with adequate support due to the education levels of parents of Syrian students. In the light of the findings and results obtained, suggestions were developed for implementers and researchers.
Determining the Qualifications of the Secondary School Students in the Field of Quadrilaterals: A Scale Development Study
Author: Ulusan, Serhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Grade 7,Geometry,Achievement Tests,Test Construction,Test Validity,Test Reliability,Multiple Choice Tests,Knowledge Level,Secondary School Mathematics,Foreign Countries

Testing-assessment is needed to determine whether the education process is successful or at what level. For this reason, it is of great importance to determine the achievement level of the students at the secondary level. The purpose of this study is to develop an achievement test consisting of multiple choice questions about 'quadrilateral' subject of secondary school students by using alternative assessment techniques. The study group of this research, which is a descriptive survey type, consists of 372 secondary school students who are in the seventh grade in Aydin and Mugla during the 2018-2019 academic year. In the study, ITEMAN, SPSS and JMETRIK programs were used based on Classical Test Theory and Material Testing Theory. The formed item pool was subjected to the appearance validity by five trainers, who are experts in that field. According to the experts' opinions, it was decided that for the achievement test, 28 items were to be included in the test primarily. It was decided as a result of analysis of the data obtained from the students that an item with very low item-specificity index, four items that do not provide model data compliance in Rasch analysis and two items identified to have item bias may be excluded from the test were excluded from the test. After these processes, the final testing tool consisted of 21 items and the average difficulty index of the test was 0.64; the discrimination index was calculated as 0.40. The Cronbach Alpha internal consistency coefficient of the final state was determined as 0.81. According to these results, it can be said that the achievement test has sufficient validity and reliability.
Engineering Ethics as an Expert-Guided and Socially-Situated Activity
Author: Grohman, Magdalena G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethics,Engineering Education,Decision Making,Safety,Prevention,Social Influences,Teamwork,Group Discussion,Undergraduate Students,Laboratory Experiments,Comparative Analysis,Conflict,Graduate Students,Postdoctoral Education,Ethnography,Group Dynamics,Student Attitudes,Science and Society,Intervention

Engineering ethics education typically focuses on decisions by individual engineers and case studies of disasters. This does not reflect the everyday decisions that practicing engineers must make, and neglects the fact that most engineers work on teams rather than alone. The focus on safety and disaster prevention leaves little time for discussing pervasive social impacts of engineering and technology. Our research seeks to fill these gaps by determining how ethical decision making occurs in team settings, how it can be influenced by ethics-focused team members, and to what extent a social context influence consideration of social impacts. Over three years, we observed ethics discussions among teams of engineering students. First, we observed undergraduates during their Capstone Design project. We contrasted typical teams and teams with an additional team member trained and educated in engineering ethics. Second, we observed university research laboratory groups composed of undergraduate students, graduate students and postdocs in their spontaneous and regular conversations. Data analysis suggests that engineering students have a narrow understanding of engineering ethics, and that their explicit and implicit understanding can be in conflict. We also observed that an engineering expert can improve the breadth and depth of conversations. We also observe that engineering students rarely--if ever--discuss ethical or social implications of their work during routine activities. This also points to the benefits of facilitated discussions.
Examination of the Teachers Multicultural Perceptions: Sample of Hatay Province
Author: Mazi, Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Teacher Characteristics,Gender Differences,Age Differences,Institutional Characteristics,Diversity,Cultural Differences

The objective of this research is to evaluate the multicultural perceptions of teachers working in Hatay city in terms of various variables. The study was carried out in the descriptive survey model, and the population consists of teachers working in different schools in the city of Hatay during the 2017-2018 academic year. The sample of the study comprises of a total 300 teachers, 136 male and 164 female, who were randomly selected. In the study, along with 'Multiculturalism Perception Scale' (MPS) composed of 25 items and developed by Ayaz (2016), &quot;Personal Information Form&quot;, which aims to determine the demographic characteristics of teachers, and which was developed by the researcher, were used. Subsequently, for the identified sub-objectives; the arithmetic mean was used to specify the teachers' perceptions of multiculturalism; independent groups t-test to identify the relevance with gender variable and ANOVA were used to examine the relationship between age, branch and school type variables. Data was analysed using SPSS 21 and Mplus 7 programs. In order to examine teachers' multicultural perception levels in terms of various variables, t-test, one-way analysis of variance (ANOVA) tests were applied. In conclusion, it was discovered that teachers' perceptions of multiculturalism did not change statistically according to gender and age variables, but it was found that there was a statistically significant change according to branch and school type variables. A statistically significant difference between teachers' perceptions of multiculturalism was found only among preschool teachers and branch teachers. According to the school type variable, teachers' perceptions of multiculturalism differed significantly only between preschool and secondary school teachers.
Infusing Ethics in Research Groups: A Bottom-Up, Context-Specific Approach
Author: Laas, Kelly
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethics,Engineering Education,Graduate Students,Guidelines,Student Research,Group Discussion,Authors,Group Dynamics,Mentors,Peer Relationship,Inclusion,College Faculty,Teacher Student Relationship,Student Attitudes,Work Environment

This article describes a National Science Foundation-funded project that engages graduate students in the active development of context-specific codes-of-ethics based guidelines for use in their research group. By actively engaging students in ethics discussions specific to their everyday practice, this approach has the benefit of situating ethics education within the research environment where ethical issues often arise. This approach has the potential to empower participants by helping them become aware of the rules and often unacknowledged norms that exist in research groups. The guideline development process facilitates discussions between Principal Investigators and trainees about these crucial issues. The topics addressed in the guidelines include authorship, lab dynamics, mentoring relationships, peer relationships, and issues of inclusion. The project also highlights significant differences between faculty and graduate students in what ethical issues they consider most important in the research environment. While faculty tended to concentrate on more traditional responsible conduct of research issues such as data management, complying with regulations for animal and human use in research and authorship students focused on the topics of power dynamics, relationships in the labs, and issues faced by international students and other marginalized groups. The guidelines developed offer both a reflection of the current ethical culture within the research environment and give students a voice addressing these perceived issues. The iterative process of revising these guidelines engages stakeholders at the university, including students, faculty, and administrators to participate in ongoing discussion and reflection on issues of research ethics in a way that may facilitate real change from research groups up to the department and college level.
Critical Discourse Analysis of University Teacher Educators&apos; Professionalism in Chilean Teacher Education Policy
Author: Hinostroza-Paredes, Yenny
Date: 2020-11-00
Type: Journal Articles
Subjects: Teacher Educators,Professionalism,Preservice Teacher Education,Educational Policy,Student Teachers,Teacher Attitudes,Professional Autonomy,College Faculty,Foreign Countries,Discourse Analysis,Educational Quality,Quality Assurance,Educational Change,Faculty Development,Teaching Methods,Educational Administration,Administrative Organization

This article uses critical discourse analysis (CDA) to interrogate the discursive construction of Chilean university teacher educators' professionalism in government initial teacher education policy and institutional policy enactment documents. The study examines the network of discourses--new managerialist, quality assurance, performance, functionalist professional development--producing a version of professionalism akin to organizational professionalism. Used as a form of managerial control over teacher educators' professional practices, such professionalism exacerbates performativity while reducing professional agency opportunities and consistent professional/academic development. Ultimately, this study contributes to the necessary questioning of Chilean ITE policy reform and the need to examine its effects on university TEs' professional lives and the professional modeling of their student teachers.