ethanporcaro/eric-fulltext-meta huggingface dataset:
The Investigation of Social Studies Teacher Candidates Cognitive Flexibility Levels and Metacognitive Learning Strategies in Terms of Different Variables
Author: Körükcü, Melek
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Studies,Preservice Teachers,Metacognition,Learning Strategies,Public Colleges,Foreign Countries,Gender Differences,Student Characteristics,Cognitive Ability

The purpose of this research; social studies is to examine the relationship between the cognitive flexibility skills of teacher candidates and the learning strategies of supernatural (metacognitive learning strategies) in terms of various variables. The working (study) group of the research, who participated in the study on voluntary basis, is composed of a total of 150 social science teacher candidates; 94 female and 56 male ones who continue their education in the Department of Social Sciences Education at the Faculty of Education at a state university in Central Anatolia. and participate in volunteer work. &quot;Cognitive Flexibility Scale&quot; and &quot;Bilingual Metacognitive Learning Strategies Identification Scale&quot; were used as data collection tools in the research. Relational search screening model was used in the study. The data were analysed using the SPSS 20 program. According to the findings; it was determined found that the levels of cognitive flexibility levels of the social science teacher candidates were are moderate (in part agreeing partly agree) while metacognitive learning strategies identification levels were high to determine the supra-learning strategies. It is concluded that the metacognitive learning strategies identification levels of female teacher candidates determination of supra-learning strategies are higher than those of male teacher candidates. On the other hand, it has been determined that there is no relationship between cognitive flexibility levels of social science teacher candidates and sex change gender.
Responses of Uric Acid, Glucose, Thyroid Hormones and Liver Enzymes to Aerobic and Combined Exercises in University Students
Author: Akbulut, Taner
Date: 2020-00-00
Type: Journal Articles
Subjects: Exercise Physiology,College Students,Life Style,Exercise,Biochemistry,Metabolism

Physiological effects of aerobic and anaerobic exercises are frequently investigated. However, it is considered that combined exercises may be more effective. The aim of this study was to investigate the effect of aerobic and combined exercise program on some biochemical parameters. The study group consisted of 45 male volunteers with sedentary life. The participants were divided into three groups as control (n: 15), aerobic exercise (n: 15) and combined exercise (n: 15). The control group did not perform any exercise. Aerobic and combined exercise groups participated in the exercise program 4 days a week for 10 weeks. Blood samples were taken from the participants twice. TSH, T3, T4, AST, ALT, Uric acid and glucose levels were determined in blood samples. SPSS software was used for the analysis of the data and the significance level was accepted as p &lt;0.05. As a result of analysis; no difference was observed in the control group (p&gt; 0.05). In the aerobic exercise group, T3, AST, Uric acid levels of post test were found to be different according to baseline, while in the combined exercise group, there were significant differences in T3, AST, Uric acid and glucose levels between pre and post test values (p &lt;0.05). As a result, it was determined that both aerobic and combined exercises had effects on biochemical parameters (thyroid hormones, liver enzymes, Uric acid and glucose). According to this study it can be said that combined exercises may be more effective than aerobic exercises.
Getting Started with Open Badges and Open Microcredentials
Author: Clements, Kyle
Date: 2020-01-00
Type: Journal Articles
Subjects: Credentials,Recognition (Achievement),Program Implementation,Electronic Publishing,Evaluation Methods,Competency Based Education,Higher Education,Metadata,Design

This article is intended as a practical resource to help interested organizations design and implement an open badging system. Open badges are a type of open credential designed to recognize a variety of skills, knowledge, and experiences, both inside and outside of traditional educational settings. While growing in popularity, common questions asked by those interested in using open badges include: How do I get started? What technologies exist to produce open badges? And what do I need to know? This article seeks to address questions such as these. First, we introduce the reader to key terms in the badging world and explore open badge design precedents, responding to who, what, how, where, and why open badges have been used in the past. Drawing on this research as well as our own personal experience, we then present a possible framework for getting started with open badges and a step-by-step guide for implementing that framework within your organization.
Open and Shut: Open Access in Hybrid Educational Technology Journals 2010-2017
Author: Costello, Eamon
Date: 2020-01-00
Type: Journal Articles
Subjects: Access to Information,Periodicals,Educational Technology,Electronic Publishing,Incidence,Costs

Little is known about open access publishing in educational technology journals that employ a hybrid model which charges authors only if they wish to publish via gold open access. In this study we sought to address this gap in the scholarly understanding of open access publishing in hybrid journals that publish research into the intersection of education and technology. We analysed three categories of article access types: gold, green, and limited access, and collected data on their prevalence in the seven-year period from 2010-2017 across 29 journals. Data was gathered from Scopus, Unpaywall, Sherpa RoMEO, and via manual searches of the journal websites, resulting in a dataset comprising the metadata of 8,479 articles. Our findings highlight that most research remains locked behind paywalls, that open access publishing through legal means is a minority activity for the scholars involved, and that the complexity and costs of legal open access publishing in these journals may be inhibiting the accessibility of research to readers.
Written Corrective Feedback: The Need for Collaboration and Multidirectional Interaction
Author: Carr, Nicholas
Date: 2018-08-00
Type: Journal Articles
Subjects: Written Language,Feedback (Response),Writing Evaluation,Second Language Learning,English Language Learners,Instructional Effectiveness,English (Second Language),Language Tests,Student Attitudes

Over the last two decades, there has been significant debate surrounding the potential benefits, or potential harm, generated from the provision of written corrective feedback (WCF) on the writing of language learners. The majority of research in the field has been conducted within a positivist paradigm, which often adopted experimental research designs that measured language development in the form of correct output of targeted linguistic items, with the output sometimes being limited to a single writing task. Through the use of an interpretive paradigm and a socio-culturally informed theoretical framework, this case study examines language development reflected by progression within the language learners' zone of proximal development (ZPD), generated via the provision of direct WCF. Retrospective interviews provide rich qualitative data that highlight the experiences of participants as they process three different types of WCF. This case study found that WCF was not able to generate any significant shifts towards self-regulation within the participants' ZPD, and thus learning generated via WCF was, at best, minimal. The need for learners to collaborate in order to co-construct their ZPDs during both the processing of WCF and construction stage of writing tasks was identified. Pedagogical implications for language teachers are discussed.
The Relationship between Exercise Addiction and Satisfaction with Life in Physical Education and Sport Department Students
Author: Hazar, Kürsat
Date: 2020-00-00
Type: Journal Articles
Subjects: Exercise,Addictive Behavior,Life Satisfaction,Physical Education,College Students,Academic Achievement,Correlation,Foreign Countries

This study, conducted to analyze the relationship between exercise dependency and satisfaction with life in physical education and sport department students, is designed in a quantitive research model and a scanning pattern is used. The students of Physical Education and Sports Teaching Department, Coaching Education Department, Sports Management Department and Recreation Department in the Faculty of Sports Sciences of Firat University voluntarily participated in the study. Personal information form, exercise addiction scale, and life satisfaction scale are used as data collection instruments. The obtained data have been evaluated in SPSS 24 Packet program and paired and multiple comparisons have been made according to the determined independent variables (Independent Groups t-Test, ANOVA), and Pearson Correlation analysis has been performed to examine the relationship between the variables. According to the findings, there is a significant difference between the participants' sports year variable and life satisfaction (p&lt;0.05). In addition, while there is a significant difference (p&lt;0.05) in favor of recreation students regarding the department variable; it is found that the difference between the participants' exercise addiction scale (EAS) and total number of days of doing sports, and years of sports and the average of academic scores are statistically significant (p&lt;0.05). As a result; it has been concluded that as the year and duration of sports increase in physical education and sports department students, exercise dependence and life satisfaction levels increase, this increase positively affects the life satisfaction of the recreation department students and negatively affects the academic achievement of students.
To Leave or to Stay: Faculty Mobility in the Middle East
Author: Alemu, Daniel S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Mobility,College Faculty,Decision Making,Teaching Conditions,Intention,Teacher Salaries,Fringe Benefits,Predictor Variables,Gender Differences,Teaching Experience,Job Satisfaction,Faculty Promotion,Tenure,Teacher Researchers,Productivity,Place of Residence,Geographic Regions,Institutional Characteristics

Existing research on faculty mobility generally investigates the issue in the context of Western postsecondary institutions. This study adds to the body of knowledge through studying higher education faculty in six Middle Eastern countries. Participants of the study were higher education faculty members in Bahrain, Kuwait, Oman, Qatar, the Kingdom of Saudi Arabia, and the United Arab Emirates. Out of 600 faculty members initially invited, 139 completed the electronic survey, which was administered in the 2017-2018 academic year. The findings show that factors both internal and external to an institution contributed to a faculty member's decision to stay or leave. It also shows that gender and experience in the GCC Universities had no significant effect on faculty members' intentions to leave or to stay
Towards a Devolved Model of Management of OER? The Case of the Irish Higher Education Sector
Author: Risquez, Angelica
Date: 2020-01-00
Type: Journal Articles
Subjects: Open Educational Resources,Foreign Countries,Higher Education,Open Education,Knowledge Management,College Faculty,Information Dissemination,Universities,Electronic Libraries,Electronic Publishing,Researchers,Academic Libraries,Communities of Practice,Teacher Attitudes

This paper reports on the research findings from a national project examining the issues in creating, sharing, using, and reusing open educational resources (OER) in the context of the development of open education in Ireland. One important aspect of the research was to investigate the potential for using existing institutional research repository infrastructure for the purpose of ingesting, managing, and discovering OER produced by academics. This approach would imply a move from previous strategy around a centralised repository at the national level to a devolved model that relies on institutional research repositories. The opportunities and potential barriers to the adoption of this approach were explored through an online survey and focus groups with academics from a range of higher education institutions (HEIs). Also, a focus group of institutional repository managers was convened to discuss the potential of the institutional repositories with those leading their development. Analysis of the data indicates that the devolved approach to institutions would be possible if the right supports and protocols were put in place. It was acknowledged that research repositories could potentially also serve as repositories of teaching materials, fostering parity of esteem between teaching and research. However, a range of important challenges were present, and alternative solutions emerged, which are discussed in the context of the present and future of online OER repositories.
Exploring the Effectiveness of a Reading-Dictation Task in Promoting Chinese Learning as a Second Language
Author: Li, Liu
Date: 2020-00-00
Type: Journal Articles
Subjects: Chinese,Second Language Instruction,Teaching Methods,Verbal Communication,Reading,Program Effectiveness,Error Patterns,Student Attitudes,College Students,Foreign Students

Dictation has long been recognized as a valid testing device and practical teaching technique in second language (L2) teaching and research. Yet recent years have witnessed an increasing use of integrated tasks in language education. This paper attempts to combine dictation with a reading activity and thereby explores the effectiveness of a reading-dictation integrated task, as compared to a dictation-only task in facilitating Chinese learning as a L2. Results of a quasi-experimental study showed that in reading-dictation, participants produced a higher number of correct characters and made less use of &quot;pinyin&quot; for support; homophone errors and comprehension errors were noticeably reduced. In addition, feedbacks from an interview verified participants' positive attitudes towards the reading-dictation task. Pedagogical implications of this study were subsequently discussed, in relation to Chinese L2 teaching in general and orthography teaching in particular.
Studying Learner Behavior in Online Courses with Free-Certificate Coupons: Results from Two Case Studies
Author: Littenberg-Tobias, Joshua
Date: 2020-01-00
Type: Journal Articles
Subjects: Student Behavior,Online Courses,Student Costs,Student Participation,Incentives,Student Characteristics,Intention,Outcomes of Education,Electronic Learning,Enrollment,Learner Engagement

The relationship between pricing and learning behavior is an important topic in research on massive open online courses (MOOCs). We report on two case studies where cohorts of learners were offered coupons for free certificates to explore how price reductions might influence behavior in MOOC-based online learning settings. In Case Study 1, we compare participation and certification rates between courses with and without free-certificate coupons. In the courses with a free-certificate track, participants signed up for the verified-certificate track at higher rates, and completion rates among verified students were higher than in the paid-certificate track courses. In Case Study 2, we compare learner behavior within the same courses by whether they received access to a free-certificate track. Access to free certificates was associated with lower certification rates, but overall, certification rates remained high, particularly among those who viewed the courses. These findings suggest that some incentives, other than simply the cost of paying for a verified-certificate track, may motivate learners to complete MOOCs.
The Relationships between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses
Author: Lee, Daeyeoul
Date: 2020-01-00
Type: Journal Articles
Subjects: Self Efficacy,Self Management,Learning Strategies,Online Courses,Correlation,Value Judgment,Electronic Learning

This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson's correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive correlation between task value and the use of self-regulated learning strategies. The results of hierarchical multiple regression analysis show that self-efficacy and task value are significant predictors of the use of self-regulated learning strategies. There was a statistically significant difference in the use of self-regulated learning strategies between learners who possessed high self-efficacy and those who possessed low self-efficacy.In addition, learners who had high task value showed statistically significant higher average self-regulated learning scores than those who had low task value. Implications and future research directions are discussed based on the findings.
Student Choice and Social Mobility through Institutional Policy: An Examination of Loan Repayment Assistance Programs
Author: McNaughtan, Jon L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Mobility,Loan Repayment,Student Financial Aid,Debt (Financial),Paying for College,Disadvantaged,Low Income Students,Enrollment Influences,First Generation College Students,College Choice,Decision Making,Student Satisfaction,Undergraduate Students,Student Characteristics,Access to Education,Racial Differences,Private Colleges,Church Related Colleges,School Policy

The cost of higher education continues to rise, forcing many students to seek financial support to pursue their education. Many countries have utilized national systems of student aid to help mitigate the increasing costs. However, these financial aid systems often lead to significant student debt. Guided by restrained choice theory, this study analyzes innovative institution-level policies in the United States called Loan Repayment Assistance Programs (LRAPs), and provides insight into how these policies affect traditionally disadvantaged students' choice to enroll in a university. Findings suggest that disadvantaged students, specifically first-generation students, are more cognizant and have a better understanding of innovative financial policies (e.g., LRAPs), and the use of such programs could increase student choice and retention, based on their subsequent enrollment satisfaction.
Exploration and Practice of International Collaborative Teaching Mode for Innovation Talents
Author: Pan, Tianhong
Date: 2020-00-00
Type: Journal Articles
Subjects: International Cooperation,Teacher Collaboration,College Faculty,Consortia,Interdisciplinary Approach,Engineering Education,Intercollegiate Cooperation,Asians,Foreign Countries,Educational Innovation,Shared Resources and Services

In order to enrich the training modes for internationalized and innovative talents, universities from China, Japan and Korea have cooperated each other since 2012, and established a consortium named Innovative Research &amp; Education of Asia (IRE). The consortium proposed the &quot;student-centered, innovation-oriented and multiple cooperation&quot; teaching concept. To achieve the objective of innovation talent education, an international interdisciplinary teaching team has been formed and three international innovation engineering education projects have been created. Furthermore, an international collaborative training system for innovation talents has been designed. Up to now, more than 20 colleges and universities joins the IRE consortium and 2000 Asian students participated in the training system. The successful cases demonstrate that the proposed teaching system is effective and has become a famous example of interdisciplinary engineering innovation education for talents.
Issues in Higher Education: Analysis of 2017 Global Knowledge Index Data and Lessons Learned
Author: Ibrahim, Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Quality,Educational Assessment,Efficiency,Economic Factors,Research and Development,Educational Trends,Global Approach,Scores,Educational Indicators,Politics of Education

Despite considerable efforts to increase the quality of Higher Education (HE) in many countries, the absence of a methodology to guide scholars and policymakers to assess its quality has been a barrier. In 2017, the United Nations Development Program (UNDP) and Mohamad bin Rashid Al Maktoum Knowledge Foundation (MBRF) launched the Global Knowledge Index (GKI), a tool by which data from 131 countries were collected for seven sectors--one of which was HE. In this paper, an analysis of the HE index data is introduced. Then, three key issues which emerged from data are discussed. The first issue is HE efficiency, which is measured by comparing the indexes of HE inputs and outputs. The second issue is the enabling environment factors that might support or limit the growth of HE. The third issue is the intricate relationship between HE, economy, and Research and Development (R&amp;D). The study found that HE efficiency is declining globally except in a few areas. A strong positive relationship was found between the enabling environment and variables of political stability and government effectiveness and HE's ability of knowledge production. Furthermore, strong relationships were found between HE outputs, economy, and R&amp;D respectively. The study concludes with future directions for increasing the quality of HE.
Praxis and Language: Teaching Newly Arrived Migrant Children to &quot;Live Well in a World Worth Living in&quot;
Author: Kaukko, Mervi
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Holistic Approach,Finno Ugric Languages,Social Development,Refugees,Cultural Awareness,Language Usage,Student Adjustment,Cultural Pluralism,Student Diversity,Language Maintenance

This article continues the well-established discussion of the ethics of TESOL by adopting a praxis perspective that views TESOL as holistic, ethical and moral task, rather than a technical task of delivering learning outcomes in a new language. This article is informed by the authors' empirical research in Finnish preparatory classes, and in intensive English language schools in Australia, including interviews with teachers, students and educational leaders. Drawing on literature and this research we consider how English as an Additional Language or Dialect (EALD) and Finnish as a Second Language (F2) teaching can promote &quot;a good life&quot; for the individual learner and human kind.