ethanporcaro/eric-fulltext-meta huggingface dataset:
The Metaverse in Mathematics Education: The Opinions of Secondary School Mathematics Teachers
Author: Esin, Seyma
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Computer Simulation,Mathematics Education,Secondary School Teachers,Mathematics Teachers,Teacher Attitudes,Foreign Countries

With the COVID-19 pandemic, technology-supported applications have been quickly integrated into education. At this point, Metaverse will inevitably be involved in the education sector. The need to determine the knowledge, attitudes, and awareness of our teachers, the practitioners of education, about the concept of metaverse has arisen. The convergent parallel mixed method, which allows simultaneous collection of quantitative and qualitative data, was used. 70 mathematics teachers who teach in different regions of Türkiye and secondary schools, selected by the easily accessible case sampling method, participated in the study. A semi-structured form prepared by the researchers was used to collect the data. The first part of the interview form is the &quot;Metaverse Scale&quot; and the second part is one closed-ended and three open-ended questions. Quantitative data were analyzed by using descriptive statistics included in and t-test for independent samples, while qualitative data were analyzed by content analysis. Teachers' opinions about the availability of the Metaverse in mathematics education are generally positive, and they indicate that it can be used mainly for concretization, geometry and they find it useful. The reasons for the lack of research on the concept of the Metaverse are themed as personal reasons, negative attitudes, Metaverse-related causes, and lack of resources, and explanations are made mostly for personal reasons. Knowledge, attitudes, and awareness scores regarding the concept of metaverse do not differ significantly by gender; female and male mathematics teachers have similar views, The results of the research also shed light on the future of students studying in different conditions in different regions of the country following the opinions of mathematics teachers who perform their duties in different regions of Türkiye.
What Do University Students Think about the Metaverse?
Author: Özdemir, Adem
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Computer Simulation,Student Attitudes,Technology Uses in Education,Foreign Countries,Gender Differences,Knowledge Level

Metaverse is a new concept which is frequently discussed in many fields such as health, art, sports, entertainment, education, trade, and marketing. The scope and actuality of this concept, which expresses a new digital world beyond the universe, necessitated this study. In this study; gender, age, duration of social media usage and levels of metaverse knowledge, awareness and attitude of university students have been tried to be analyzed statistically in terms of variables such as playing digital games, using e-commerce, communicating with other individuals in virtual channels and the availability of crypto money. The survey model, one of the quantitative research methods, was preferred in the study. Independent Sample T Test and Pearson Correlation tests were used to analyze data with a normal distribution. The universe of the research includes students studying at Agri Ibrahim Çeçen University in the 2021-2022 academic year, and the sample of the research includes 271 students (122 females and 149 males), studying in different departments of the same university. Apart from the personal information form, the 'Metaverse Scale' developed by Süleymanogullari et al. was chosen as a data collection tool. According to the results, male participants' metaverse knowledge, attitude, and awareness levels are higher than females in the sub-dimensions of digitalization and lifestyle. While a positive and weak relationship was found between the participants' average daily social media usage time and the technology sub-dimension average score, the analysis results indicate that the levels of the participants who engage in ecommerce in the technology, digitalization, and lifestyle sub-dimensions are higher than the others. Finally, it has been found that the metaverse knowledge, attitude and awareness levels of the students with crypto money in the sub-dimensions of technology, digitalization and lifestyle are higher than those in the other group. According to the results of this study, it can be said that the metaverse attitudes, awareness and knowledge levels of the university students who constitute the research sample group differ depending on sociocultural and socioeconomic factors.
The Effect of Mobile-Assisted Online Flipped Learning Process on Pre-Service Teachers&apos; Information Literacy Skills and Educational Beliefs
Author: Inan, Bilal
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Flipped Classroom,Preservice Teachers,Information Literacy,Student Attitudes,Foreign Countries,Preservice Teacher Education,Handheld Devices,Computer Uses in Education,Digital Literacy,Technology Integration,Comparative Analysis,Lecture Method,Online Courses,21st Century Skills

In today's world, where the accessibility of information is increasing thanks to the development and transformative effect of technology, the use of technology in the education system is now indispensable. The use of technology in the learning experiences of students, who are defined as digitally native in particular, has facilitated both the design of activities more appropriate for their learning habits and the application of contemporary methods based on the constructivist approach. The pandemic process has increased the application of constructivist methods and the importance of research on these methods in order to increase the quality of distance education. In this context, the effect of the mobile assisted online flipped learning experience on pre-service teachers' information literacy skills and their educational beliefs was examined. A total of 74 preservice teachers studying in the first year of the Guidance and Psychological Counseling Department of Tokat Gaziosmanpasa University, Faculty of Education, participated in the study, which was carried out in a four-week period. The research was conducted with the quasi-experimental design with pretest-posttest control group. In the study, the preservice teachers in the experimental group taught the selected topics within the scope of the Instructional Design course online through the mobile assisted flipped learning model, while the pre-service teachers in the control group taught the same topics online through the lecture-based instruction model. Before and after the process, measurement tools were applied to both groups, and the differences between and within groups were evaluated. In addition, by conducting a focus group interview with the pre-service teachers in the experimental group, their experiences about the process were tried to be understood in depth. As a result of the research, it was determined that the flipped learning model is also an effective method in the distance education process, and the course conducted through the mobile assisted online flipped learning model contributes to the increase of the information literacy level and educational beliefs by improving the different skills of the pre-service teachers.
Analysis of Factors Affecting Students&apos; Adversity Quotient on Completing Undergraduate Thesis
Author: Akbar, Surya
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Theses,Success,Stress Variables,Barriers,Problems,Academic Achievement,Writing Assignments,Capstone Experiences,Persistence,Influences

Writing an undergraduate thesis will inevitably encounter various obstacles and problems. A high adversity quotient is needed to complete an undergraduate thesis. Other psychological abilities need to be analyzed in relation to increasing the adversity quotient. The aim of this study is to analyze other factors that affected the adversity quotient in compiling an undergraduate thesis. The cross-sectional design was conducted on 110 students who were preparing their undergraduate thesis. Respondent characteristics (gender), intrinsic motivation, adversity quotient, self-directed learning readiness (SDLR), and anxiety were measured for all respondents. The results of the analysis showed that the adversity quotient was significantly associated with intrinsic motivation, SDLR, and anxiety, but not with gender. The strength of the relationship of all these factors is ranged from very weak to weak. The conclusion of this study is the adversity quotient is one of the individual responses to a certain situation or condition. Correlation between these factors describes that all factors appear in responses to the situation or conditions. However, these factors do not play a role in increasing a person's adversity quotient.
Mobile Learning in Grades K-12: A Literature Review
Author: Çukurbasi Çalisir, Esma
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Handheld Devices,Elementary Secondary Education,Literature Reviews,Technology Uses in Education,Intellectual Disciplines,Research Methodology

Due to the widespread use of mobile technologies, their use of them in teaching processes has also increased. Within this framework, in this study, in-depth investigation of K-12 grades studies from 2015 to 2021 which were conducted on &quot;mobile learning&quot;, and &quot;learning anywhere&quot; published on &quot;Web of Science&quot; through specific criteria. A total of 4419 studies published only in English were accessed initially. Then, other keywords related to K-12 grades within the scope of the study were also searched, and 452 publications were reached. 336 studies that did not meet the inclusion criteria were excluded, and as a result, 109 studies were identified as primary studies. In this study, apart from the basic criteria used in previous literature review studies, criteria such as &quot;reporting the prerequisite tests of the analyses used in the research&quot;, &quot;validity, and reliability studies&quot;, &quot;reporting the effect size&quot;, and &quot;the existence of ethical, and legal permissions&quot; are also included. The study could be considered important in terms of these additional criteria, and with its purpose of trying to reveal mobile learning tendencies.
The Factors Influencing Retention of Online Adult Learners: A Case Study of a Private Institution
Author: Preuss, Michael D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Adults,Adult Learning,School Holding Power,Influences,Undergraduate Students,Private Colleges,Minority Group Students,Disproportionate Representation,College Transfer Students,Electronic Learning

A quasi-experimental investigation assessed the impact of multiple factors, including financial aid and proactive advising, on retention of undergraduate students at a small, private university that primarily serves online learners. In-house proactive advising over three academic years was positively associated with increased retention semester-to-semester and fall-to-fall. In addition, students who received Pell Grants plus at least one other form of financial aid, completed math remediation, and transferred 30 or more credit hours persisted at higher rates semester-to-semester. Individuals identifying with historically underrepresented groups tended to persist at rates lower than their White peers' semester-to-semester retention. These findings support the efficacy of proactive advising and financial aid, even with a population that exhibits lower retention for persons from historically underrepresented groups. Findings also suggest that students who transfer more than two full-time semesters of credit have a strong motivation to complete their course of study.
Thematic Content Analysis of Science Lesson Videos Uploaded to YouTube Platform in the COVID-19 Era
Author: Bostan Sarioglan, Ayberk
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Science Education,Video Technology,Instructional Films,COVID-19,Pandemics,Web Sites,Electronic Learning,Content Analysis,Emergency Programs,Secondary School Science,Grade 8,Foreign Countries

Students started to continue their education from online platforms when they could not receive face-to-face education due to COVID-19. So, various instructional videos have been shared on the YouTube platform by the teachers and education researchers. The study aimed to analyze the videos shared in the field of science education on the YouTube platform during the COVID-19 period. For this purpose, the keywords (&quot;science lesson&quot; and &quot;secondary school science lesson&quot;) were searched in the YouTube search engine and the videos taken by the teachers and shared during the pandemic period were examined. Thematic content analysis method was used in the research. The videos were analyzed according to the parameters of the shared date, the location of the teacher who shot the video, the grade level, the subject area, the method of the video, their suitability for the learning outcome and the compatibility of the content information with scientific knowledge. The following issues were revealed in the findings: Between 23 March and 15 May 2020, when distance education continued, there was a large number of video sharing. The number of videos in which no information was given that the teachers who shot videos worked in any institution was higher than the others. There were many videos shot for 8th graders. It was concluded that the videos were generally shot on living things and the subject area of life, the question-solving method was mostly used in the videos, and the experiment/activity was rarely included in the videos. It has been concluded that there are a large number of videos that are suitable for the relevant acquisition and that the content information is suitable for scientific knowledge. Necessary suggestions were expressed in line with the results obtained.
Demographic and Career Trends of Expatriate Student Affairs Professionals
Author: Witkowsky, Patricia
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Personnel Workers,Indigenous Populations,Foreign Countries,Place of Residence,Individual Characteristics,Career Development,Motivation,Educational Attainment,Background,Trend Analysis,Institutional Characteristics,Occupational Information

Career opportunities for U.S.-educated student affairs professionals to work outside of the U.S. in student affairs have become increasingly available over the past two decades. The purpose of this study was to determine demographics of U.S.-educated expatriate student affairs professionals and their motivations to work abroad, which remains a unique experience in the landscape of student affairs professional experiences. Using a national recruitment approach of social media, networks, and snowball sampling, 43 self-initiated expatriate student affairs professionals participated in the survey to determine their demographics and motivations to work abroad. Results include the personal and educational backgrounds of respondents as well as information about the institutional types, locations, and level of positions of their work experiences abroad. The results indicate that a desire for a new experience, adventure, and an enhancement of career prospects were the main reasons for student affairs professionals seeking work abroad. Implications for future research and career development support are provided.
Diversity, Dignity, Equity, and Inclusion in the Age of Division, Discord and Disunion: Stereotyping, Sexist, Hegemony in Education
Author: Gupta, Abha
Date: 2023-00-00
Type: Journal Articles
Subjects: Diversity,Language Usage,Equal Education,Poverty,Stereotypes,Expectation,Performance,Social Influences,Social Justice,Gender Bias,Racism,Social Bias,Literacy Education

The article addresses diversity issues related to language, gender, and culture. Topics include fundamental areas of research essential to the discussion on language diversity in the context of education with respect to equity, poverty, stereotype threat, Pygmalion Effect, non-sexist language, and Matthews Effect. The discussion on diversity and equity creates a space to think about issues of access, opportunity, voice, and equal participation within society and educational settings. Diversity among humans requires thoughtful considerations, accommodations, and differentiations in educational treatment, yet providing equal opportunities for growth and learning for all.
Prospective Teachers&apos; Design of Numeracy Tasks Using a Physical Distancing Context
Author: Kohar, Ahmad Wachidul
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Education,Numeracy,Problem Solving,Foreign Countries,COVID-19,Pandemics,Context Effect,Health Promotion,Personal Space,Proximity,Disease Control

Physical distancing, which is widely practiced limiting the spread of COVID-19, is recognized to contain mathematical thoughts that can be harnessed as a context for prospective teachers' practices of mathematical problem posing. The goal of this study is to investigate the profile of mathematical tasks posed by prospective mathematics teachers using the context of physical distancing that meets the criteria of numeracy tasks. Data were collected from 66 mathematical tasks posed by thirty-three prospective teachers at a public university in Surabaya, Indonesia, attending an assessment course of numeracy based on a problem-posing task. To analyze, the posed tasks were first identified as solvable or unsolvable tasks and then further categorized into the domains of the level of context use and the level of cognitive processes. Results show that the level of context use embedded in the posed tasks varies from zero to first order, with only a few of the posed tasks being coded as having second-order context. Regarding the levels of cognitive processes, most of the posed tasks reach the level of understanding, with only a small number of reasoning tasks identified. Interestingly, all the tasks coded to contain second-order context are classified as reasoning tasks. Some implications regarding designing numeracy tasks using physical distancing and interventions in teacher education related to numeracy task design are discussed.
The Role of Problem Context Familiarity in Modelling First-Order Ordinary Differential Equations
Author: Johnson, Pilar
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Familiarity,Preservice Teachers,Teacher Education Programs,Mathematics Teachers,Problem Solving,Mathematical Models,Comparative Analysis,Student Attitudes,Secondary School Students,Secondary School Mathematics,Foreign Countries

Based on the unpredictable effect of context familiarity when students solve real-world problems, this work aims to analyse how certain contexts can be used by pre-service mathematics teachers in the representation and real-world verification of a first-order mathematical model in the classroom in the subject of Ordinary Differential Equations. Specifically, this paper reports a classroom experience in which pre-service mathematics teachers compared the solution of a first-order ordinary differential equations (ODE) with a real-world experimental model. Using documentary records (i.e., students' hand-written solutions and field notes) and a questionnaire on students' perceptions on this classroom experience, qualitative results indicated that the pre-service mathematics teachers' familiarity with an authentic context was a fundamental factor they chose a real-world model to represent the solution of a first-order ODE. Our analysis of the results highlights the importance of integrating familiar real-world contexts for pre-service mathematics teachers to model a first-order ODE, which is one of the fundamental principles of STEM disciplines.
Timeline Tool for Analyzing the Relationship between Students-Teachers-Artifacts Interactions and Meaning-Making
Author: Bagossi, Sara
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Mathematical Concepts,High School Students,Foreign Countries,Computer Simulation,Interaction,Multimedia Materials,Multimedia Instruction,High School Teachers,Manufacturing,Mathematics Instruction,Evaluation Methods,Data Interpretation

Meaning-making in teaching-learning mathematical processes is a relevant issue analysed through different philosophical and educational frames. In particular, the use of digital tools in mathematics education affects the meaning-making processes. This paper discusses meaning-making from a phenomenological standpoint, in which interpretative activities are relevant. This approach requires a careful analysis of the semiotic resources' evolution, including those related to the used digital tools. The paper aims to introduce an analytical tool, the Timeline. This tool is an elaboration on previous analysis tools, like the interaction flowchart and the semiotic bundle. Such a tool allows the analysis of relationship among interactions, semiotic resources, and meaning-making. In this paper, the Timeline is used to analyze two episodes from two different learning experiments where GeoGebra and augmented reality are used. High school students from Italy and Israel participated in this study. Video recording has been used to document the entire learning experiments. The analysis provides evidence that the Timeline enables investigating the relationship between students-teacher-artifacts interactions and meaning-making. Moreover, results may give teachers ideas for using digital tools to foster students' meaning-making.
Interaction Patterns: An Approach for Enhancing Students&apos; Retention in Geometric Construction
Author: Osakwe, Ifeoma Julie
Date: 2023-00-00
Type: Journal Articles
Subjects: Retention (Psychology),Geometric Concepts,Foreign Countries,Teaching Methods,Instructional Effectiveness,Rural Urban Differences,Secondary School Students

The effect of interaction patterns on JS3 learners' retention in geometric construction was investigated in Anambra State,Nigeria. The researchers used a quasi-experimental approach with a non-equivalent control group for the pre- and post-test. The population consisted of 1,813 JS3 leaners. The study's subjects were a group of 155 JS3 learners drawn from two schools. Two JS3 classes in the schools were assigned to the experimental and control groups at random. The geometric construction retention test (GCRT) was used to collect data, and it was validated by three experts. The reliability coefficient of the GCRT was 0.80. The mean and standard deviation of the data were used to report the study's questions, whereas the hypotheses were tested via analysis of covariance at a 0.05 level of significance. According to the findings, students taught geometric construction utilizing interaction patterns remembered more material than those taught using the expository approach. It also found a statistically significant difference in retention between urban and rural learners, favoring urban learners. The interaction effect of group and location on student retention was not significant. One recommendation of this study is that teachers should use interaction patterns as an instructional method when teaching geometric construction.