ethanporcaro/eric-fulltext-meta huggingface dataset:
A Mixed Methods Study of Engineering Undergraduates&apos; Adaptive Learning Experiences
Author: Kwak, Seok Joo
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Engineering Education,Undergraduate Students,Individualized Instruction,Educational Technology,Technology Uses in Education,MOOCs,Electronic Learning,Student Attitudes,Educational Environment,Video Technology

Open-access online courses, called massive open online courses (MOOCs), have received much attention from higher education institutions and course designers for their potential to reshape learning opportunities. Among the challenges in learning from MOOCs or in an online setting is that students may have insufficient prerequisite knowledge about the topic being presented. If so, students may have a limited understanding of the material and they cannot ask questions in person to clarify their understanding. To address this problem, researchers have been developing adaptive learning technologies. Adaptive learning is a form of learning in which a computer changes the lecture content to best fit a given student based on the student's interactions with the interface. However, current literature suggests that behavioral patterns such as boredom or frustration in adaptive online learning tasks should be explored in order to improve students' learning experiences. This study investigated engineering undergraduate students' perceptions of an adaptive learning environment using MOOCs materials. In this exploratory mixed-methods study, we collected and analyzed survey and interview data and post-test scores for 18 students in our experiment. The results of the evaluation suggest a negative correlation in the relationship between students' learning gains and their perceptions of their enjoyment of the videos. [For the full proceedings, see ED622227.]
A Reference Model for Mobile Playful Learning Environments
Author: Maushagen, Jan
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Environment,Handheld Devices,Play,Models,Computer Oriented Programs,Educational Technology,Learner Engagement,Student Motivation,Self Management,Reflection,Learning Activities,Visual Aids,Technology Uses in Education

We propose a novel model for learning environments to target the characteristics of digital natives and to improve informal learning practices, i.e. the exploration, discovery and self-monitoring of learning content and the reflection on learning activities. The Mobile Playful Learning Environment (MPLE) model is defined as consisting of seven main features (mobile user context, data collection and analysis, learner visualization, self-monitoring, persuasion, playfulness, and micro-learning) intended to encourage continuous usage and self-reflection. As a case study we developed TICKLE, an application that implements the MPLE model to re-activate and re-motivate youngsters at risk for school dropout, for learning by stimulating curiosity and engagement through the recognition of non-formal learning opportunities. [For the full proceedings, see ED622227.]
A Training Design for Public Speaking Anxiety
Author: Ong, Charito G.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Public Speaking,Anxiety,High School Students,Student Needs,Instructional Design,Foreign Countries,Grade 11,Gender Differences,High School Teachers,Student Attitudes,Teacher Attitudes,Instructional Effectiveness,Second Language Learning,English (Second Language)

This study developed a training design for Senior High School students and teachers. The design was composed of four learning packets which were revised and finalized after an on-line try out. The researcher used five stages in the model to undertake the study. Seels and Glasgow's (2018) ADDIE model was modified by the researcher into Needs Analysis, Plan, Create, Try Out and Assess (NAPCTA) and was followed in the duration of the entire research process. The results of the needs analysis served as basis for the topics in the learning packets. Specifically, the study determined: (1) the anxiety level of the senior high school respondents, (2) the needs to be addressed in speech anxiety and (3) the contents of the learning packets as the research product. The paper employed the Research and Develop (R&amp;D) design. [For the full proceedings, see ED622227.]
Entrepreneurship Competence in Vocational Education and Training. Case Study: Latvia. Cedefop Research Paper. No. 85
Author: Cedefop - European Centre for the Development of Vocational Training, Department for VET and Qualifications
Date: 2022-00-00
Type: Reports - Research
Subjects: Foreign Countries,Entrepreneurship,Competence,Vocational Education,Educational Policy,Teaching Methods,Teacher Education,Student Evaluation,Educational Technology,COVID-19,Pandemics,Secondary Education,Postsecondary Education,Electronic Learning

This report describes how entrepreneurship competence is embedded in vocational education and training (VET) in Latvia. It complements existing knowledge with examples of methods, tools and approaches that can help policy-makers, VET providers and other stakeholders build better entrepreneurial learning ecosystems. The report is based on the pilot research of the Cedefop study &quot;Entrepreneurship Competence in VET.&quot; It is part of a series of eight national case studies (Spain, France, Croatia, Italy, Latvia, Austria, Finland and Sweden) and a forthcoming final report.
An Initial Sustainable E-Learning and Gamification Framework for Higher Education
Author: Sofiadin, Aidrina
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Sustainable Development,Game Based Learning,Higher Education,Electronic Learning,COVID-19,Pandemics,Models,Instructional Design,Equal Education,Learner Engagement,Skill Development,Well Being

The movements towards achieving sustainable goals among many countries have risen throughout the years. A part of the sustainable goals -- the COVID-19 pandemic has forced many universities to move to online learning to sustain students' education. Indeed, e-learning has been delivering through the website since 1960. There is a need to develop new e-learning models that transform education to support sustainable development goals and achieve education's objectives. Interestingly, e-learning needs to integrate gamification context to increase learners' engagement and passion while promoting lifelong learning. To identify the relationship between e-learning and gamification, this paper examined and assessed various e-learning and gamification models and frameworks, specifically in sustainability, to develop an initial sustainable e-learning and gamification framework for higher education. The framework intends to assist higher education institutions in designing a gamified e-learning that promotes better learning engagement, education equity, skill development, social engagement, well-being, and lifelong learning among their learners. Thus, enabling a sustainable education throughout surviving the pandemic. [For the full proceedings, see ED622227.]
Changes in the Teaching Methodology and the Study of the Adaptation of Students to the New Technology: From the Canvas Methodology to the Accentuation of the Flipped Methodology
Author: Bendito Cañizares, María Teresa
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Legal Education (Professions),Laws,Distance Education,Flipped Classroom,Foreign Countries,Books,Electronic Publishing,Video Technology,Peer Evaluation,Feedback (Response),Interdisciplinary Approach,Computer Software,Accessibility (for Disabled),Educational Objectives

The purpose of this article is to highlight two educational notions implemented in CANVAS, an Enriched Electronic Book used in the study of the subject of &quot;Civil Law III: Real Estate and Registration Rights&quot; of the Law Degree, CANVAS, Enriched Electronic Book. (EEB). Firstly, CANVAS makes use of two learning and teaching methodologies: the &quot;Neuronal System&quot;, understood as a set of several OARS strategically connected in a &quot;neuronal-like&quot; structure detailed by the teaching staff; and the &quot;Scenario System&quot;, which portrays the topics on the subject in a solar system representation. The intended outcome of this first axis is to promote autonomous and multipurpose teaching, study, and self-evaluation. Secondly, these methodologies revalue others such as Flipped Class-Room (FCR) or &quot;flipped class&quot;. This methodology, in the current teaching of law subjects, tends to be based mainly on providing videos to students for the preparation of their flipped activities. CANVAS, through its FCR approach and the Neuronal and Scenario systems, provides a set of connected teaching materials that mitigate feelings such as limited time-wasting or unnecessary effort, found in both teaching staff and students. Indeed, teachers benefit since, by using CANVAS' materials, they only have to guide students in the flipped activities. Thus, they will not always be required to give master classes guided by a single basic book and in a unidirectional way. As far as the students, CANVAS promotes the &quot;flipped class&quot;, and establishes and enhances &quot;peer to peer&quot; feedback as well as a &quot;content creator-content receptor&quot; relationship in the creation of electronic educational didactic materials. [For the full proceedings, see ED622227.]
Is Academic Success Just a Matter of Showing Up? A Study of the Contribution of Individual Differences and Attendance to Performance
Author: Pilotti, Maura A. E.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Academic Achievement,Individual Differences,Attendance,Self Efficacy,Decision Making,College Freshmen,Foreign Countries,Predictor Variables

The present study examined the contribution of individual differences in ordinary class attendance, self-efficacy, and decision-making styles to expected or actual performance in a course devoted to research report writing. Due to the COVID-19 epidemic, the course, which was judged by past and current students as challenging, had to be delivered online. The online transfer raised concerns about the impact of passive attendance on learning in a course that had previously relied heavily on face-to-face exchanges. Thus, an objective examination of performance data was carried out. In regression analyses, attendance was the main contributor to performance on the midterm test and individual assignments. The contribution of other individual difference variables was selective and limited in scope. To wit, self-efficacy contributed to students' confidence in grade expectations, but not to their accuracy. Hyper-vigilance had a negative influence on grade expectations before the midterm examination, whereas procrastination had a negative influence on performance in initial assignments. It was concluded that the benefits of attendance may reflect students' motivation to do well, which begins with knowing what is going on in a class, an essential ingredient of academic success. [For the full proceedings, see ED622227.]
Pods in Action: The Boston Community Learning Collaborative. A Pandemic Response Offers an Opportunity to Pilot Community-Led School System Change
Author: Gold, Thomas
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Communities of Practice,Community Organizations,Youth Programs,Program Implementation,Educational Change,Social Emotional Learning,Culturally Relevant Education,Minority Group Teachers,Attendance,Partnerships in Education,Psychological Needs,Parent Attitudes,Parent Participation

During the spring of 2020, two months into the global COVID-19 pandemic, four leading CBOs in Boston--the YMCA of Greater Boston, Latinos For Education (LFE), Inquilinos Boricuas en Acción (IBA), and The BASE--came together to discuss what they can do to help underserved children in the city experiencing education disruption. In response to the challenge, the organizations used their existing partnership, called the Community Learning Collaborative (CLC), to organize a series of in-person learning centers to meet the needs of youth who found themselves facing a whole year outside of physical school buildings. This case study provides a description of the implementation of the CLC pods during the 2020-21 school year, including initial information on their potential impact.
Online Studies in Higher Education during the COVID-19 Pandemic: Students&apos; Perspective
Author: Butrime, Edita
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Distance Education,Electronic Learning,College Students,Student Attitudes,COVID-19,Pandemics,Foreign Countries,Student Experience

Globally universities today almost universally employ online (distance, remote) teaching and learning due to COVID-19 coronavirus pandemic. Fully online studies were not universally offered by all higher education institutions before the pandemic both globally and in Lithuania. Therefore, it can be argued that before 2020, studies, which analysed distance teaching and learning were to a major degree intended to discuss experiences and attitudes of technology enthusiasts and visionaries. The aim of this paper is to discuss a swift and forced innovation in terms of universal expansion in online learning models and to reveal the perspective of students towards online studies, because the lessons learnt in 2020 may serve for enhancement of higher education didactics even after the quarantine is over. [For the full proceedings, see ED622227.]
Transforming Central Office Practices for Equity, Coherence, and Continuous Improvement: Chicago Public Schools under the Leadership of Dr. Janice K. Jackson
Author: Whalen, Samuel P.
Date: 2020-12-15
Type: Reports - Research
Subjects: Central Office Administrators,Educational Practices,Educational Administration,Leadership,Systems Approach,School Districts,Teacher Administrator Relationship,Administrator Role,Educational Improvement,Accountability,Program Implementation

This study investigates the leadership practices associated with, impacts of, and challenges encountered from a &quot;big city&quot; Chief Executive Officer's continuous improvement approach to system-level leadership. Undertaken from Summer 2019 to early Fall 2020, this study used organizational learning and continuous improvement as tools to conceptually frame this study. [Additional support for this study was provided by the Children First Fund.]
Pods in Action: The Oakland REACH. Powerful Parents: The Evolution of the Hub at the Oakland REACH
Author: Daramola, Eupha Jeanne
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Parents,Advocacy,COVID-19,Pandemics,Community Organizations,Partnerships in Education,School Community Relationship,Family Programs,Financial Support,Hispanic Americans,African Americans,Summer Programs,Elementary Education,Literacy,Tutoring

The Oakland REACH (REACH), a parent-run education advocacy group embedded in a predominantly Black and Latinx community in Oakland, California, responded to the COVID-19 pandemic by developing programming in response to community needs and found an opportunity to shape practices in schools. REACH's story demonstrates the potential for community-based organizations to play a larger role in addressing both current challenges and longstanding iniquities in the public education system. This brief discusses the key lessons learned.
Immersive Virtual Reality (VR) Classroom to Enhance Learning and Increase Interest and Enjoyment in the Secondary School Science Curriculum
Author: Pang, Dennis Choon Guan
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Virtual Classrooms,Learner Engagement,Secondary School Curriculum,Science Curriculum,Foreign Countries,Learning Processes,Visualization,Science Education,COVID-19,Pandemics,Cytology,Instructional Design,Lesson Plans,Individualized Instruction,Instructional Effectiveness,Self Efficacy

This paper describes how an Immersive Virtual Reality (VR) Classroom in a secondary school in Singapore is used to enhance learning through visualization and deepen understanding of science and increase interest and enjoyment in science. The VR Classroom is a futuristic classroom that taps the affordances of VR and AR to enhance HCI (Human-Computer Interactions) through visualization and interactivity, as well as increase engagement and enjoyment in the school curriculum. About the size of a regular classroom, this VR Classroom has three units of Oculus Rifts coupled adorned with life-size wall Augmented Reality posters of the Coronavirus and cells. Drawing from the author's experience in implementing VR lessons as a part of everyday classroom practice, this paper aims to provide practical ideas for educators to leverage on the affordances of virtual reality technologies to plan and design VR lessons. The author will also share sample lesson ideas on how educators can use VR 360 degrees videos to reach out to their students during this COVID-19 pandemic to complement the inquiry learning experience. The immersive and interactive nature of VR makes it an ideal tool for differentiated instruction to cater to diverse learners and learning needs especially during this pandemic. Data from findings using grounded theory and quantitative studies on affective outcomes show that there is significant increase in students' enjoyment in learning science when immersive VR is used and that the use of immersive VR increases students' self-efficacy. These findings have implications on the pedagogical design of lessons that use immersive VR. [For the full proceedings, see ED622227.]
The School Foodservice Workforce: Characteristics and Labor Market Outcomes. CRS Report R47199, Version 2
Author: Billings, Kara Clifford
Date: 2022-07-27
Type: Reports - Research
Subjects: Food Service,Labor Force,Elementary Schools,Secondary Schools,Federal Aid,Breakfast Programs,Lunch Programs,Budgets,Outsourcing,Employment Patterns,Labor Legislation,Job Training,National Surveys,Compensation (Remuneration),Individual Characteristics,Public Policy,Federal Legislation,Leaves of Absence,Occupational Safety and Health,Educational Legislation,Children,Federal Programs,Nutrition,Child Health

An estimated 339,000 workers were employed in foodservice operations in the nation's elementary and secondary schools. While news stories often focus on so-called &quot;lunch ladies,&quot; the school foodservice workforce encompasses employees ranging from front-line cafeteria workers to chefs and food preparation staff to administrators and managers. Such workers have a variety of skills and educational backgrounds and differ in their labor market outcomes. Federal funding and policies have affected the trajectory of the school foodservice workforce over time. While early school food programs in the United States were started locally, the introduction of federal funding in the 1930s led to an expansion and professionalization of the workforce, which was (and remains) comprised largely of women. Federal funding for the National School Lunch Program (NSLP) was made permanent in 1946 and, together with funding for the School Breakfast Program (SBP), now provides the bulk of school foodservice departments' budgets. This report details the history of the school foodservice labor force and policy shifts that have affected the workforce over time, including a recent trend toward outsourcing. It provides an overview of school foodservice positions, budgets, and operations, and the federal laws, policies, and funding streams applicable to the workforce, including labor laws and funding for workforce training. It also presents original estimates of the characteristics and labor market outcomes of public-sector school foodservice workers using American Community Survey (ACS) data from 2015 to 2019.
Pods in Action: The Central Florida Urban League. A Microschool Model Designed to Uplift Black Communities
Author: Kim, Juli
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: African Americans,Small Schools,Educational Innovation,COVID-19,Pandemics,African American Students,Low Income Students,Electronic Learning,Individualized Instruction,Educational Needs,Family Programs,Economic Development,Elementary School Students,Family Involvement,Educational Finance,Scholarships,Social Mobility

During the COVID-19 pandemic, the Central Florida Urban League (CFUL), which focuses on combating the social, racial, and economic challenges that African American communities face, believed remote learning would exacerbate educational and economic gaps. Recognizing both the need to stave off academic losses and the opportunity to implement a long-term option for achieving better academic results, CFUL opened Whitney M. Young Academy, a microschool designed to meet the individual needs of low-income, African American students. This brief describes the CFUL microschool model and discusses key lessons.
Grammar of the French Language with Practical Exercises
Author: Wanostrocht, N.
Date: 1832-00-00
Type: Historical Materials
Subjects: Textbooks,Grammar,French,Second Language Learning,Second Language Instruction,English,Translation,Theory Practice Relationship,Accuracy,Teaching Methods

In this textbook, the parts of speech are arranged in the usual order, and each part is discussed under a separate section. Each rule is followed by a familiar exercise, which the master may use in the place of a dialogue. The advantages resulting from the scholars learning and then repeating their own translations by heart, must, in the opinion of impartial and disinterested minds, materially tend to their improvement. By these means, the pupils, uniting practice to theory, not only become imperceptibly acquainted with the French phraseology, which in many instances differs so much from the English construction, but immediately know what is the English word that corresponds with the French, and vice versa, which cannot absolutely be done, in a dialogue where the French is ready made for them. At the close of every section, a recapitulatory exercise is given upon all the preceding rules. Throughout the whole composition, the author's chief aim has been to unite ease and simplicity with accuracy and precision. Notable features of this textbook include a comprehensive table of contents, an alphabetical arrangement of the irregular verbs with reference to the places where they are conjugated, with alterations, additions, and improvements; and a scheme for parsing. A treatise on French versification by M. De Wailly is also included.
ICT Tools for Final Qualification Assessment Survey Study for European and Oriental Languages Programs
Author: Makhachashvili, Rusudan
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Second Language Learning,Second Language Instruction,Universities,Language Tests,French,Italian,Spanish,English (Second Language),German,Mandarin Chinese,Japanese,College Second Language Programs,Majors (Students),COVID-19,Pandemics,Technological Literacy,Cooperative Learning,Evaluation Methods,Student Evaluation,Blended Learning,Computer Assisted Testing,Online Courses,Undergraduate Students,Foreign Countries

The global pandemic and subsequent quarantine measures and restrictions have posed a challenge to the structure and procedure of university summative assessment process. Qualification assessment for Foreign Languages major programs in particular is a strict regimen process that involves different stages (oral and written exams, final project viva, internal and external review). This study seeks to analyze the practices of Borys Grinchenko Kyiv University digital qualification assessment for students of European (French, Italian, Spanish, English, German) and Asian (Mandarin, Japanese) Languages major programs, employed in the year 2020 due to quarantine measures. The survey and analysis of different ICT tools is used to translate real life qualification assessment practices into online blended format. The investigation also seeks to identify various groups of applied digital skills and collaboration skills, utilized through qualification assessment process by all parties (students, faculty and referees). Comparative results of ICT tools and practices efficiency for respondents of European and Oriental languages programs are provided. [For the full proceedings, see ED622227.]