ethanporcaro/eric-fulltext-meta huggingface dataset:
Examination of Online Teaching Effectiveness in Terms of Various Variables
Author: Asçi, Metin
Date: 2022-06-00
Type: Journal Articles
Subjects: Web Based Instruction,Instructional Effectiveness,Distance Education,Preservice Teachers,Learner Engagement,Foreign Countries,Gender Differences,Intellectual Disciplines,Student Attitudes

Online teaching or distance learning applications in education process are becoming more important day by day. Especially like as happens as nowadays -- during the pandemics, online teacher education becomes more important meaning to continue the education. As in face-to-face education, teachers are the most important part of the education process. It can be said that their attitudes and capabilities in running the classes become determinative on the achievement of the education process. With this study teacher candidates' evaluation is tried to be examined by an online teaching effectiveness scale. In twelve items within four dimensions, named as presence, expertise, facilitation and engagement, the subject of the study has been studied. The study has been applied in Giresun University and the data has been collected from the Faculty of Education with the attendance of 446 teacher candidates from six departments. The data hasn't shown normal distribution and non -- parametric analyzes has been used in the study. During the analyzes of the data, descriptive statistics has been explained with arithmetic means, minimum, maximum and standard deviation values. Also, Mann Whitney U Test and Kruskal Wallis Test have been used for searching the meaningful differs according to genders, departments and class levels. According to the descriptive statistics high points about online teaching effectiveness have been seen. According to genders and departments no meaningful differs can be found. But according to the class levels meaningful differs have been found in favor of the lower classes.
Investigation of Pre-Service Mathematics Teachers&apos; Opinions on Using Map in Teaching Mathematics
Author: Yilmaz, Ebru Büsra
Date: 2022-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Student Attitudes,Maps,Mathematics Instruction,Teaching Methods,Elementary School Teachers,Lesson Plans

This research aimed to collect the experiences and opinions of pre-service mathematics teachers on the use of maps in mathematics teaching. The case study design, a qualitative research design, was used in the research. Eight volunteer pre-service teachers attending the primary school mathematics teaching program of a state university in the spring term of the 2019-2020 academic year, participated in the research. This study group was determined by the purposive sampling method, a non-random sampling method. The data of the research were obtained from the pre- and post-interview forms, the task forms, and the lesson plans prepared by the participants. In the research, the pre-interview form created to see the pre-service teachers' thoughts about the use of maps in mathematics teaching and their preliminary knowledge about maps, was applied to them at the beginning. Afterwards, the preservice teachers were given a lesson plan template suitable for the 5E model and were asked to create a lesson plan by using map. After the pre-service teachers' experience in preparing lesson plans using maps, the post-interview form was applied to them at the end of the application. As a result, it was seen that the pre-service teachers had no experience with the use of maps in mathematics teaching, and after their lesson plan preparation and application experiences, the majority of them stated that map can be used as a learning tool in mathematics education. Based on the findings, we recommend that mathematics teachers should use maps as a tool in mathematics teaching.
SWOT Analysis of MOOCs in Engineering Education: A Developing Country Perspective
Author: Agir, Ahmet
Date: 2022-06-00
Type: Journal Articles
Subjects: MOOCs,Engineering Education,Open Education,Distance Education,Developing Nations,Foreign Countries,Strategic Planning,Barriers,Educational Development,Futures (of Society)

MOOCs (Massive Open Online Courses) are top universities' digital innovative educational resources and provides broadly, are open to the public, offer teaching guidance, and conduct interactive exchanges. MOOCs has been a reasonably widespread entrant in the field of open and distance education. This innovative approach is pronounced to have the potential to transform learning and development in developing countries by providing eager learners with ready access to knowledge. MOOCs has become one of the most concerned topics in the open and distance education landscape. Along with the appearance of the information society, MOOCs has the great potential to transform people's traditional learning idea and ways. Many MOOCs are prepared and served in specialised online platforms. The topics of the courses vary widely; at the same time, the number of courses increases in engineering. Since the first MOOCs launched in 2008, MOOCs literature has grown tremendously. There are several types of research conducted about various topics in the MOOCs arena. This paper is an attempt to make an effort via a Strengths Weaknesses Opportunities Threats (SWOT) analysis of engineering education in developing countries in the current MOOCs landscape. Finally, the paper will conclude with recommendations considering engineering education's possible paths forward concerning MOOCs.
The Effectiveness of an Interactive Digital Animation-Enriched Application for Teaching Concepts to Students with Intellectual Disabilities
Author: Ünlü, Emre
Date: 2022-06-00
Type: Journal Articles
Subjects: Students with Disabilities,Intellectual Disability,Educational Technology,Technology Uses in Education,Concept Formation,Animation,Males,Skill Development,Young Children,Generalization,Foreign Countries,Animals,Motor Vehicles,Equipment

The prerequisite for teaching many skills and behaviors to children with intellectual disabilities is that the child has acquired the basic concepts. Teaching concepts plays a very active role in the independence of the child with intellectual disabilities and in the acquisition of higher level skills that they will learn in the future. The studies conducted in recent years show that technology-based applications are effective in teaching concepts to children with intellectual disabilities. The purpose of this study is to investigate the effectiveness of a technology-enhanced concept teaching application enriched with digital animations in teaching basic concepts to children with intellectual disabilities. Two male students diagnosed with intellectual disabilities participated in the study. In determining the ethics of technology-enhanced concept teaching practice, the multiple probe between skills model, which is one of the methods of single-subject research, was used. As a result of the study, it was found that the use of technology-assisted concept teaching was effective in teaching basic concepts to children with intellectual disabilities, that the children continued the concepts learned after the end of the instruction, and that they generalized them to different situations.
Unpacking Malaysian Teacher&apos;s Preferences in Using Technology during COVID-19 Pandemic
Author: Mazlan, Ziham Zawawi bin
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Educational Technology,Technology Uses in Education,Teacher Attitudes,Preferences,Online Courses,Videoconferencing,Learning Management Systems,Elementary Secondary Education

There is scant knowledge of the effects of the COVID-19 pandemic on Malaysian teacher's preferences in using technology as a teaching aid while organizing online classes. This study generally aims to study Malaysian teacher's preferences in using technology as a teaching aid while organizing online classes during the COVID-19 pandemic. Data were collected between March and December 2020 during the implementation of the Movement Control Order (MCO) on Malaysian teachers who teach primary and secondary schools. The research design consists of a survey research design using Teacher Preferences in Using Technology during COVID-19 Pandemic Survey (TPUT-19) as an instrument. In the present study, the majority of the respondents find it difficult to implement online teaching during the COVID-19 pandemic, however they still conducting online teaching. Collated data also shows that most of the respondents prefer to use WhatsApp as the medium of communication, Google Meet as preferred video conference technology, and Google Classroom as the preferred learning management system in implementing online teaching.
A Course in Biology and Communication Skills for Master of Biostatistics Students
Author: Troy, Jesse D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Statistics,Biology,Communication Skills,Graduate Students,Science Instruction,Research Design,Biomedicine,Cancer,Public Health,Information Literacy,Courses,Instructional Design,Student Attitudes

We describe an innovative, semester-long course in biology and communication skills for master's degree students in biostatistics. The primary goal of the course is to make the connection between biological science and statistics more explicit. The secondary goals are to teach oral and written communication skills in an appropriate context for applied biostatisticians, and to teach a structured approach to thinking that enables students to become lifelong learners in biology, study design, and the application of statistics to biomedical research. Critical evaluation of medical literature is the method used to teach biology and communication. Exercises are constructivist in nature, designed to be hands-on and encourage reflection through writing and oral communication. A single disease area (cancer) provides a motivating example to: (1) introduce students to the most commonly used study designs in medical and public health research, (2) illustrate how study design is used to address questions about human biology and disease, (3) teach basic biological concepts necessary for a successful career in biostatistics, and (4) train students to read and critically evaluate publications in peer-reviewed journals. We describe the design and features of the course, the intended audience, and provide detailed examples for instructors interested in designing similar courses.
Means to Cope with Difficulties Related to Online Learning Experience during the Pandemic: A Focus Group Interview Study with College Students
Author: Kim, Pyong H.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,College Students,Barriers,School Closing,Online Courses,Coping,Student Motivation,Fatigue (Biology),Learning Strategies,Peer Groups,Mental Health,Therapy,Group Activities,Student Needs,Interpersonal Relationship,Student Attitudes

Higher education organizations worldwide, including those in South Korea, are currently facing a major global health crisis caused by coronavirus disease-19 (COVID-19) since the spring 2020 semester. This study aimed at determining the difficulties that college students perceive in online courses, what strategies they use to cope with the problems they encounter, and what policies they demand the university to implement to enhance the situations. Six students (both undergraduate and graduate) from a university in a metropolitan area in South Korea participated in a series of focus group interview (FGI) sessions. The study conducted its sessions on October 11, 14, 21, and 22, 2021 in the university. Due to the distinct features of the online learning environment, students reported that they have major difficulties in staying academically motivated, suffer from fatigue and boredom, and have a hard time utilizing studying strategies. To cope with the current situation, the results revealed that students voluntarily form study group sessions with peers, and demand the university to provide them with a series of psychological therapy sessions as well as group study sessions. Educators and university leaders may apply the study results in order to better support their college students, so that they would be able to cope with these unprecedented pandemic-related problems, particularly regarding the online learning experience. Adequate supports provided to both instructors and students by reorganizing IT equipments and operating systems would result in better facilitation of online learning.
Is Online Learning Better than Offline Learning?
Author: Veerasamy, Senthil
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,In Person Learning,Instructional Effectiveness,Distance Education,Academic Achievement,Videoconferencing,College Students,Foreign Countries

Traditional classroom infrastructure has been completely replaced by digital platforms such as Zoom, Microsoft Teams, Google Meet, and others during the COVID-19 pandemic. The primary objective of this research is to empirically verify the research question &quot;Is online learning providing better academic performance than offline (face-to-face) learning?&quot;. Statistical tools and methods such as descriptive analysis, independent t-test, and Analysis of Variance (ANOVA) were used to validate our research question. The research findings show that a marginal positive impact is evidenced in offline learning and there is no gender-based performance differences in online learning. The insights of this research are useful for institutional heads for policy and strategic decision making, to create an interactive learning environment.
Why Are Teachers Prompted to Use Their Mobile Phones Unprofessionally? Experiences from Tanzania
Author: Mfaume, Hamisi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teachers,Handheld Devices,Professionalism,Teacher Behavior,Telecommunications,School Policy,Mentors,Ethics,Classroom Environment,Behavior Problems,Conflict,Reputation

In this era of communication technology, educational benefits and many ethical problems associated with using mobile technology devices have emerged in the education sector. This study explored the reasons for teachers' indulgence in the unprofessional use of mobile phones and its repercussions on education in Tanzania. The study was conducted using a qualitative approach drawing on a sample of 28 participants selected from the Dar es Salaam University College of Education. The data were collected through semi-structured interviews and focus group discussion methods. The findings revealed several reasons for teachers to use their mobile phones unprofessionally. They include the lack of policy on acceptable mobile phone use in schools, lack of professional training, lack of efficient induction and mentorship, and irregular in-service training on ethical matters. The study uncovered several repercussions of unprofessional use of mobile phones among teachers. These were the disruption of teaching and learning; increase in students' delinquent behaviour; hostility and quarrels in schools; and deterioration of the image and status of the teaching profession. The study recommends incorporating ethical issues related to ICT use in the teachers' code of conduct and integrating ethical literacy in using ICT devices in the teacher education curriculum. Moreover, concerted efforts should be taken to educate teachers on the ethical use of ICT devices to reduce the damage that threatens to undermine the government's attainment of the Education For All agenda and the development vision 2025.
Evaluation of Higher-Order Skills Development in an Asynchronous Online Poster Session for Final Year Science Undergraduates
Author: Duckworth, Jennifer
Date: 2022-09-00
Type: Journal Articles
Subjects: Thinking Skills,Skill Development,Asynchronous Communication,Electronic Learning,Visual Aids,Undergraduate Students,College Seniors,Science Education,Foreign Countries,Student Attitudes,Communication Skills,Student Experience

Preparing a scientific poster and presenting it at a conference supports the development of a range of skills in undergraduates that are relevant to further study and the workplace. This investigation focused on an asynchronous online poster session in a final year undergraduate science module at a UK university to assess evidence of higher-order skills development and determine student perceptions of the benefits and challenges of participating in the session. The study analysed 100 randomly selected posters from the 2020 session for evidence of scientific understanding, application, and critical evaluation, together with the feedback received on them. While 73% of the posters demonstrated understanding and 70% application, a lower proportion (42%) demonstrated critical evaluation skills. Seventy-eight percent of posters were considered to have received feedback from peers that gave an effective or partially effective evaluation of scientific content. Focus group discussions involving nine students led to the identification of themes relating to constraints, academic challenges, skills and experience, and personal development. Students recognized the value of the conference for skills development and the experience it gave of &quot;real&quot; science, while acknowledging the challenges involved in producing posters, giving feedback to peers, and managing their time. The asynchronous online poster session enabled students to develop higher-order cognitive and communication skills that are valued by employers. This format provides a pragmatic and easy to implement alternative to synchronous online conferences, which is relevant to the shift toward online learning in higher education, due to the COVID-19 pandemic and increase in distance learning and international students.
Examining Pre-Service Teachers&apos; Perceptions about Virtual Classrooms in Online Learning
Author: Debbag, Murat
Date: 2022-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Virtual Classrooms,Electronic Learning,Synchronous Communication,Foreign Countries,Video Technology,Nonverbal Communication,Instructional Effectiveness,Attendance

Using a descriptive research design, this study explored pre-service teachers' perceptions of synchronous virtual classrooms and Web camera use in online learning. The study sample consisted of 256 pre-service teachers from the education faculty of a university in Turkey, and data was collected using a survey. The results showed that most pre-service teachers did not want to open their own Web cameras, due to reasons such as unsuitable physical environment, unsuitable appearance, and distractions on the screen. In addition, they stated that instructors' gestures, facial expressions, and verbal-visual emphases were essential, and they wanted instructors to be visible on screen. They also suggested that student-centered practices and question-answer activities should be carried out to increase the effectiveness of virtual classrooms. In addition, sessions should not be scheduled in the early hours of the day, and should be of short duration.
Qualifying with Different Types of Quizzes in an Online EFL Course: Influences on Perceived Learning and Academic Achievement
Author: Çakiroglu, Ünal
Date: 2022-09-00
Type: Journal Articles
Subjects: Test Format,Computer Assisted Testing,Electronic Learning,English (Second Language),Second Language Learning,Student Attitudes,Academic Achievement,Undergraduate Students,Foreign Countries,Scores,Language Tests,College Freshmen,Multiple Choice Tests

This quasi-experimental study explored how different online exam types differentiate learners' academic achievement and perceived learning. The participants comprised 95 undergraduate students enrolled in an English course at a Turkish university in three groups, each taking a different type of quiz: with multiple-choice, open-ended, and mixed type questions. The results indicated that the academic achievement of the students in multiple-choice and open-ended groups increased and that quiz results improved the most for the multiple-choice group relative to the other groups. The study found a moderate level of significant relationship between cognitive and affective perceived learning and multiple-choice quiz scores. In addition, the study found a weak level of significant relationship between cognitive and affective perceived learning and mixed-design quiz scores, and between cognitive learning and the academic achievement scores of the mixed-design group. Semi-structured online interviews undertaken to further explain the quantitative data displayed positive influences of the different types of quizzes in terms of study behaviors and satisfaction. The findings of this study are expected to shed light for practitioners aiming to use different online assessment types.
Effect of Health Anxiety on Subjective Happiness: Does Optimism Play a Protective Role?
Author: Kaya, Feridun
Date: 2022-00-00
Type: Journal Articles
Subjects: Anxiety,Psychological Patterns,Predictor Variables,Correlation,Health,COVID-19,Pandemics,Well Being,College Students,Foreign Countries

In this study, health anxiety and optimism were determined as predictors of subjective happiness. A total of 301 individuals, 168 females (55.8%) and 133 males (44.2%) participated in the study carried out based on the correlational model. The research data were collected online due to the pandemic. In the study, Personal Information Form, Health Anxiety Scale, Optimism Scale and Subjective Happiness Scale were used as data collection tools. According to the findings obtained from the study, statistically significant and negative correlations were found between the health anxiety variable and the variables of subjective happiness and optimism. In addition to these results, statistically significant and positive correlations were determined between the optimism variable and subjective happiness variable. Mediation analyses were conducted in the study, and according to the results, it was revealed that optimism had a mediating role in the relationship between health anxiety and subjective happiness. As a result, the indirect effect of health anxiety on subjective happiness was found to be statistically significant. It is believed that the findings of the research will benefit experts who prepare intervention programs for individuals who experience intense anxiety during the pandemic process and who have low levels of subjective happiness.
The Effect of Medical Students&apos; Problem-Solving Perceptions and Achievement on Clinical Reasoning Levels
Author: Tekin, Murat
Date: 2022-00-00
Type: Journal Articles
Subjects: Medical Students,Problem Solving,Thinking Skills,Logical Thinking,Academic Achievement,Correlation,Grades (Scholastic),Grade Point Average,Medical Education,Foreign Countries,Diseases

Clinical reasoning is important in medical education in terms of achieving the purpose of clinical practice. 3 cases in which clinical reasoning prepared by relevant experts from 3 different departments were applied to Year-5 students. As an indicator of academic success, the final grade of the internship and the general success average were taken. Problem solving perception scale was applied. This research aimed to examine the relationships between the problem solving, clinical reasoning and academic achievement levels of medical students. It was observed that clinical case evaluations showed a positive correlation with each other, a positive correlation was found between clinical case evaluations and problem solving perception, and the final grade of internship and GPA did not correlate with both clinical case assessment and problem solving perception. It is necessary to determine whether the clinical reasoning processes are used adequately by the students in medical education and the education programs should be reviewed and arranged accordingly.