ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning Analytics and Potential Usage Areas in Education
Author: Yilmaz, Fahri
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Analytics,Definitions,Educational Change,Individualized Instruction,Student Behavior,Academic Achievement,Alternative Assessment,Electronic Learning,Integrated Learning Systems,Competence,Qualifications,Prediction,Information Security,Ethics

The purpose of this study is to define learning analytics, to introduce concepts related to learning analytics and to introduce potential study topics related to learning analytics. Today's education model has changed with evolving social and economic conditions over time. This change in education has created such new situations as individualized learning, determination of student behavior and the use of alternative assessment tools. One of the learning tools that can be used is to learning analytics. Learning analytics is defined as measuring, collecting and reporting data related to learners and learning environments to understand and improve learning and the surrounding environment. The use of learning analytics creates opportunities for individualized learning, to determine the student behaviors associated with success by examining the student behaviors affecting success, it serves as an alternative assessment tool. The main subject of the learning analytics is to obtain meaningful results from the virtual learning environments to improve student outcomes in online learning environments.
The Effect of Robotic Programming on Coding Attitude and Computational Thinking Skills toward Self-Efficacy Perception
Author: Yildiz, Talha
Date: 2021-00-00
Type: Journal Articles
Subjects: Robotics,Coding,Student Attitudes,Computation,Thinking Skills,Self Efficacy,Grade 6,Secondary School Students,Programming,Foreign Countries,Attitude Change

The purpose of this study is to determine the effect of coding instruction performed with the Lego Mindstorms EV3 robotic set on students' attitudes towards coding and their perceptions of computational thinking skills self-efficacy. Single group experimental research design was used in the research. The study group of the research consisted of 30 sixth grade students who studied at a secondary school in the 2019-2020 academic year. These students selected the Information Technologies and Software lesson within the context of Support and Training Course. The research was carried out with robotic coding activities for 7 weeks, two lessons per week. In order to collect the research data, the Attitude Scale for Coding Education and the The Self-Efficacy Perception Scale for Computational Thinking Skill were applied as pretest and posttest. According to the findings of the research, after teaching programming with robotic coding activities, there was a significant increase in students' positive attitudes towards coding and a decrease in their negative attitudes, but this decrease was not found to be statistically significant. In addition, it was found that there was a statistically significant change between pre-post and post-study in all sub-dimensions of students' computing thinking skills self-efficacy perceptions.
The Power of Using Emerging Technologies in MOOCs: Accelerating Globalization in Higher Education
Author: Üstün, Ahmet Berk
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Global Approach,Higher Education,Large Group Instruction,Access to Education

The purpose of this paper is to present the use of emerging technologies in MOOCs as a practical remedy to facilitate the globalization of higher education by alleviating many of the challenges that institutions encounter while establishing international compatibility and competitiveness. The globalization of higher education is important for 21st-century institutions to build up an international reputation. However, it is not an easy process of beginning an international initiative to become a globalized higher institution. It is crucial for universities to ensure meeting the current needs and demands of national and international students by enhancing the quality of programs, increasing graduate employability and providing contemporary technological infrastructure. There are also various uncertainties that might influence the pace of globalization in higher education. The use of emerging technologies potentially helps higher education institutions alleviate many of the challenges such as cutting the cost of educational expenses without compromising the quality of educational experiences and struggling with the establishment of international educational hubs.
A Critical Review on the Mobile Assisted Language Learning with a Focus on Empirical Studies
Author: Sürüç Sen, Nur
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Learning,Handheld Devices,Technology Integration,Barriers,Affordances,Vocabulary Development,Informal Education,Individualized Instruction,Educational Research,Research Design

The present article provides a review of 48 studies related to mobile assisted language learning, published mostly in the last decade with the aim of demonstrating a mind map of how mobile devices have been put into learning experience among learners with diverse backgrounds and learning settings such as formal, informal, blended, etc. In this way, it is attempted to compare the concepts such as CALL and MALL; to present the theoretical underpinnings that have been focused on the empirical studies; to revise the opportunities and the obstacles related to the MALL implementations identified in the reviewed studies; and to provide further research guidelines for the researchers interested in the field. The results yield that the feature of being independent from time and place limitations is regarded as standing out characteristic of MALL. On the other hand, being distractive and addictive is listed among the obstacles in the reviewed studies. A positive link between vocabulary development and MALL tools is scrutinized with some considerations. Through this review, the footsteps of the most recent researchers are targeted to be made visible for the eyes of the researchers and the practitioners to a great extent.
A Serious Game Model Proposal for Detecting Explosives
Author: Günes, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Identification,Video Games,Hazardous Materials,Design

The purpose of this work is, before the mission, training of personnel searching for explosives with metallic mine detectors for their operations in the battlefield and gaining experience by searching for explosives in a virtual environment. In this context, a search model was created by determining the factors affecting the search for explosives in the methodology. In this study, first of all, a scene where explosive materials will be detected was prepared. In this scene, three-dimensional models of the explosives and detector to be used were made from the first point of view of the character. In addition, a signal model proposal for how to detect explosives placed on the field by the detector operator using the Unity game engine is presented. In this model proposal, detectors, explosives, land and user-related issues have been evaluated and added to the model. With the prepared model, the reaction of the search coil to the signal source was observed, and it was ensured that the speed and method of the operator affected the signal. In addition, soil structure change in different types of land has been added to the model. A generic flow chart showing the behaviors to be applied by the detector operator during the intervention to the signal was prepared and this scheme was requested to be used for control purposes in the application. As a result of the study, a realistic and cost-effective training aid that can be used in the training of detector operators has been prepared.
Digital Parentship Practices of Instructional Technology Faculty Members: A Case Study
Author: Islim, Omer Faruk
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Parents,Foreign Countries,Child Rearing,Young Children,Parenting Styles,Information Technology,Computer Use,Telecommunications,Handheld Devices,Mass Media Use,Risk Management,Teacher Attitudes,Parent Attitudes,Ownership,Technological Literacy,Time,Social Media,Computer Oriented Programs

The purpose of the current study was to understand the digital parentship practices of faculty members with an Instructional Technology (IT) major within a qualitative approach. The participants of the study comprised of 13 faculty members from the IT field of any university in Turkey and who has one or more children aged 0-6 years old. The IT academician, in their role as mother or father, participated in the interview process. As digital literates, the participants of the study possess knowledge and expertise in the potential opportunities that technology offer, and also the possible risks that they pose to children. The findings showed that the majority of the participants do not hesitate to allow their children to use screen technology from an early age (from as young as 6 months old) in order to free up time for themselves or to attend to their work. This implies that the participants utilize technology in order to facilitate the role of parenting, even though they may appreciate it is seen as inappropriate. However, the academician parents who took part in this study applied more restrictive mediation so as to limit their children's exposure to technology due to their very young age and owing to the children's inability at that age to understand the potential risks. The findings of the study provided information so as to help understand the digital parentship practices of parents from the technology field, and to make suggestions about parenting strategies for younger children.
Do Less Teaching, Do More Coaching: Toward Critical Thinking for Ethical Applications of Artificial Intelligence
Author: Park, Claire Su-Yeon
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Ethics,Artificial Intelligence,Coaching (Performance),Thinking Skills,Science and Society,Foreign Countries

There have been discussions suggesting an ethics committee be established which would oversee humanity's efforts in Artificial Intelligence (AI) and its applications to our society. This concern arises mostly because of the limitations of existing data used for the development of AI algorithms that intrinsically reflect unfair and discriminatory factors of the real world in which we live. However, it is hard to find a paper that philosophically addresses a pedagogical issue about the necessary shift from strict teaching to informative guidance: i.e., a conversation about developing the discernment and critical thinking skills which would allow people who use AI-integrated services to themselves monitor the AI's ethical applications and thus secure the well-being of our society. This paper is differentiated from other papers in that it sheds light on the social problems that can arise if people become uncritically compliant with unethical and indiscriminate applications of AI, and it conveys the lesson that contemporary ordinary citizens should be alert to these pitfalls as well.
Investigating the Relationship between Adolescents&apos; Interpersonal Problem-Solving Skills and Developmental Guidance Needs
Author: Akat, Muhammed
Date: 2021-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Problem Solving,Guidance,Student Needs,High School Students,Prediction,Foreign Countries

In this study, it was investigated whether adolescents' developmental guidance needs predicted by their interpersonal problem-solving skills. Adolescents' Determination of Developmental Guidance Needs Scale, Interpersonal Problem Solving Skills Scale, and Personal Information Form used as data collection tools. The sample group of the study consists of 1002 high school students. While obtaining the findings of the study, correlational analysis, and multiple linear regression analysis performed. Adolescents' interpersonal problem-solving skills predicted 18.8% of their developmental guidance needs. It is concluded that adolescents' interpersonal problem-solving skills predict their developmental guidance needs.
Gross Anatomy during COVID-19: The Effectiveness of Utilizing a 3-D Anatomy Application among Occupational Therapy Students in a Pandemic-Induced Online Course
Author: Rosario, Martin G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Anatomy,COVID-19,Pandemics,Teaching Methods,Allied Health Personnel,Occupational Therapy,Allied Health Occupations Education,Online Courses,Educational Technology,Spatial Ability,Computer Simulation,Program Effectiveness,Grades (Scholastic),Computer Oriented Programs,Doctoral Students,Student Attitudes

As a result of the current COVID-19 pandemic, converting traditional face-to-face instructional methods into online courses have been a challenge. Online teaching offers limited options and means for explaining human anatomy, inflicting significant hardships in perceiving the depth and organization of anatomy among graduate students. This article addresses the integration of a 3-D anatomy application into an online graduate anatomy course among ninety-five Occupational Therapy scholars with various academic backgrounds enrolled via an online survey. Complete 3-D Anatomy app was used as a reinforcement to teaching human anatomy within the format of online Zoom sessions. Students' test scores and survey responses were employed to gather the information presented in this review. Results showed that all scholars believed the anatomy app was a useful supplement to the understanding of human anatomy, while the app-user pupils earned a greater percentage of passing grades in comparison to their peers in the non-app user group. Adopting the 3-D anatomy app as a supplemental tool during online anatomy courses to enhance students' understanding of human anatomy was successful. For prospective anatomy courses, we plan to integrate and explore the influences of an individual tablet/iPad with 3-D apps for each student for distinct insights on the impact of maneuvering and examining anatomical structures.
Learning to Use Historical Evidence: Reflections from the Experiences of Prospective Social Studies Teachers
Author: Dere, Ilker
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Memorization,Primary Sources,Teaching Methods,Learning Activities,Preservice Teachers,Content Analysis,Case Studies,Internet,Information Sources,Teacher Education Programs,Student Attitudes,Educational Benefits,Evidence,History Instruction,State Universities,Validity,Reliability,Foreign Countries

This study aims at determining perceptions and experiences of prospective social studies teachers who create learning and teaching activities using historical evidence. We used the case study methodology in our study and collected data from activities created by prospective teachers, research stories, focus group interviews, and observations. We evaluated the data obtained using content analysis and presented in tables. Our results demonstrated that while prospective teachers qualified internet sources as more reliable before the implementation, their opinion changed and they selected (primary) sources belonging to that time as reliable sources after the implementation. Moreover, participants highlighted that the use of historical evidence offers important pedagogical benefits such as learning without memorization, in-depth, and permanent learning. Based on these observations, we suggest that the use of evidence should become part of lessons from the first stages of education.
Student Perceptions of First-Time Online Learning during the COVID-19 Pandemic in Vietnam
Author: Kang, Migyu
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,School Closing,Educational Technology,Technology Uses in Education,Student Attitudes,Undergraduate Students,Time Factors (Learning),Videoconferencing,Technological Literacy,Teaching Methods,Access to Computers,Internet,Barriers,Interpersonal Relationship

The purpose of this study was to gain insights into student perceptions of first-time online learning students experienced at their university during the school closure in spring 2020 in Vietnam due to the COVID-19 pandemic and their future expectations about this learning mode. This was considered crucial to gauge the potential for online learning in Vietnam. One-hundred one (101) undergraduate students at a large university in Ho Chi Minh City, Vietnam, were surveyed electronically. Ten of them also participated in the follow-up interview. The results of the survey were revealed: Flexibility (Time, learning), live platform(s), such as Zoom and Google Classroom, comfort with online technologies, and lesson delivery were ranked in the top four helpful components of first-time online learning; Internet access, technical problems, harder to pay attention, and lack of community were ranked in the top four challenging components. Future expectations identified in this study were: better live platform and combination of meeting in a classroom setting and completing coursework online. Implications addressing the identified challenging components of online learning are provided.
Students&apos; Conceptions of Learning Biology and Achievement after STEM Activity Enriched Instruction
Author: Kagnici, Aysegül
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,High School Students,Science Achievement,Science Instruction,Biology,Learning Activities,Program Effectiveness,Student Attitudes,Foreign Countries,Teaching Methods,Secondary School Science,Grade 11

Although many studies are analyzing the effect of the STEM model on students' cognitive characteristics, it is known that there are not many studies conducted especially on its impact on students' conceptions of learning (COL), and it is thought that there is a need for these studies as well. It is necessary to determine how COL, which may vary depending on cultural features and learning environments, will take shape with STEM, a learning model of great importance. Therefore, in the current study, the effects on Turkish high school students' academic performances and conceptions of learning biology (COLB) in STEM activity enriched biology courses were investigated. This study implemented a true-experimental design, which was carried out with 99 high school students. COLB Scale was used to determine the students' COLB, and Nervous System Achievement Test (NSAT) was used to assess their achievement regarding the nervous system's structure, function, and mechanism. The data analysis was conducted with MANOVA. According to the analysis results, the STEM activity enriched learning model affected the students' academic performances; however, it made no difference in terms of their COLB. [This study was orally presented at the Second National Biology Education Congress.]
The Effect of the Layered Curriculum on Students&apos; Academic Achievement and Retention of Learning
Author: Zeybek, Gülçin
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum,Teaching Methods,Academic Achievement,Retention (Psychology),High School Students,Grade 10,Foreign Countries,Student Attitudes,Student Responsibility,Critical Thinking,Cognitive Style,Thinking Skills,Knowledge Level,Programming,Comprehension

In this study, it is aimed to determine the effect of the layered curriculum activities on students' academic achievement and retention of learning and to determine the students' views regarding the applied program. The research was carried out with random experimental model with pretest-posttest control group. In addition to quantitative data, qualitative data were collected through the interview method and quantitative data were explained and deepened in this way. The study group of the research was composed of 24 students who were studying in 10th grade of the &quot;information technologies&quot; field in a vocational and technical high school in a city center of Turkey in 2014-2015 academic year. The data of the research were collected by the achievement test and semi-structured interview form developed by the researcher. As a result of the research, it was observed that there was a significant difference in favor of the experimental group between the averages obtained from the posttest and permanance test of the students in the experimental group where the activities based on the layered curriculum were applied and the students in the control group where the activities based on the existing program were applied. Students stated generally positive opinions about the layered curriculum process.
Perceptions of Sexual and Gender Minorities and Allied Youth Regarding Bullying
Author: Crothers, Laura M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Bullying,Minority Group Students,LGBTQ People,Victims,Low Achievement,School Safety,Student Attitudes,Sexuality,Friendship,Intervention,Correlation,Educational Environment,Student Diversity,School Policy,Adolescents,Middle School Students,High School Students,Incidence,School Personnel,Role,Aggression,Age Differences,Student Behavior,Knowledge Level

A sample of sexual- and gender-minority students (n = 65; 51.6% female; 55.8% White; M age = 16.94 years) reported more peer victimization, lower academic achievement, and poorer perceptions of school safety as compared to their heterosexual allied peers. Sexual- and gender-minority students demonstrating higher levels of sexual activity and having trouble developing friendships reported increased victimization. Staff and peer supportiveness and anti-bullying enforcement significantly predicted less bullying. Anti-bullying programs containing sexual- and gender-minority-specific language were associated with less bullying of sexual- and gender-minority youth. Positive relationships existed between anti-bullying enforcement and support by school personnel and peers.
Effects of a Comprehensive School Counseling Training on Pre-ASCA-Trained School Counselors: A Single-Case Research Design
Author: Zimmer, Diane
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counseling,Counselor Training,School Counselors,Program Implementation,Models,Surveys,Scores,Outcomes of Education,Case Studies,Research Design,Professional Development,Competence,Trainees

This study investigated the impact of a multicomponent training program on the American School Counselor Association's National Model of school counseling. The model was designed to enhance school counselors' competence in implementing a comprehensive school counseling program. An ABA single case design was used to collect baseline, training, and post-training data. The participants (n = 3) were pre-ASCA-trained school counselors with 15 years or more of school counseling experience. All exhibited growth during the training phase, which was sustained through the post-training phase.