ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing Authentic Learning Activities to Train Pre-Service Teachers about Teaching Online
Author: Luo, Tian
Date: 2017-11-00
Type: Journal Articles
Subjects: Instructional Design,Learning Activities,Preservice Teachers,Preservice Teacher Education,Web Based Instruction,Online Courses,Web 2.0 Technologies,Alignment (Education),Outcomes of Education,Computer Oriented Programs,Familiarity,Undergraduate Students,Student Surveys,Pretests Posttests,Electronic Journals,Student Journals,Data Analysis,Cooperative Learning

Online learning is increasingly being used in K-12 learning environments. A concomitant trend is found towards learning becoming &quot;authentic&quot; as students learn with tasks that are connected to real world occupations. In this study, 48 pre-service teachers use an online environment to engage in authentic practice as they developed online learning experiences for their future students. Using a design-based research methodology, the researchers were involved in planning, designing, implementing, and evaluating the higher education class across two macro cycles. An authentic learning framework was utilized in the development of the class. Findings explicate the design of the course and how it aligned to the authentic learning framework. It appears that web-based tools were beneficial as the pre-service teachers designed their own K-12 online classes. Findings show that the pre-service teachers' comfort increased when using the using online web building applications in the authentic environment. Furthermore, a high level of engagement in reflective and collaborative learning was uncovered during the activities. This research acts as a springboard for educators who are interested in designing online higher education courses incorporating authentic learning experiences.
Structural Determinants of Students&apos; Employability: Influence of Career Guidance Activities
Author: Pitan, Oluyomi Susan
Date: 2017-11-00
Type: Journal Articles
Subjects: Employment Potential,Career Guidance,Guidance Programs,Questionnaires,College Seniors,Structural Equation Models,Program Effectiveness,Student Surveys,Likert Scales,Decision Making Skills,Metacognition,Transitional Programs,Student Satisfaction,Foreign Countries,Factor Analysis,Statistical Analysis

At a time of continuous economic uncertainty and a highly competitive labour market, it is crucial for undergraduates to be more pro-active about their future careers. This study investigates the structural influence of career guidance activities on university students' employability in Nigeria. Data was collected from 600 final-year undergraduates from four universities in the South-West geopolitical zone, with the use of an adapted questionnaire. The quantitative data were subjected to exploratory and confirmatory factor analysis to ensure factorial validity of the research instrument, and subsequently structural equation modelling (SEM). SEM was performed by means of Analysis of Moment Structures (AMOS Graphics, version 24) in testing the DOTS model in Nigeria. Results confirm the positive influence of career guidance activities on students' employability. On the dimensions of career guidance activities, self-awareness and opportunity awareness have the greatest influence on students' employability, followed by decision-making skills, and then transition learning skills. To enhance undergraduates' employability upon graduation, universities should strengthen their efforts in developing appropriate strategies so as to engage undergraduates with the four dimensions of career guidance activities depicted in the DOTS model.
Teachers&apos; Attitudes towards Liquid Crystal Display (LCD) Panel Interactive Board Applications
Author: Izci, Eyup
Date: 2017-12-10
Type: Journal Articles
Subjects: Teacher Attitudes,Educational Technology,Technology Uses in Education,High Schools,Secondary School Teachers,Teacher Surveys,Technology Integration,Program Effectiveness,Interactive Video,Bulletin Boards,Interviews,Qualitative Research,Foreign Countries,Content Analysis

This study determined the viewpoints of teachers from different branches on using the interactive boards placed in classrooms in high schools, which are expected to replace the classical boards in the context of FATIH Project by the Ministry of National Education. Single Review Model was used in the present study where 21 teachers participated from different branches of high schools and the installation of interactive boards was completed in Fall Season of 2013 to 2014 Academic Year. The data of the study were collected by using the Liquid Crystal Display (LCD) panel interactive board attitude scale consisting of 10 questions. The data were examined by using descriptive and content analysis methods and the findings were listed and tabulated according to the questions of the scale. When the results were analyzed, it was observed that the teachers who participated in the study made use of the LCD panel interactive boards technologies frequently in their classes for educational activities such as presentation of slides and digital books or showing of films, videos, pictures, etc. Despite some infrastructural problems and lack of software, they stated that the advantages brought by the use of interactive boards in education were more than the drawbacks, and it was adopted by almost all teachers. However, in order to place the use of interactive boards in the desired level for all teachers, more than one in-service training are needed to cover the needs that are determined in the present study.
The Relationship between Career Decision-Making Self-Efficacy and Vocational Outcome Expectations of Preservice Special Education Teachers
Author: Baglama, Basak
Date: 2017-11-00
Type: Journal Articles
Subjects: Career Choice,Decision Making,Self Efficacy,Career Development,Expectation,Preservice Teachers,Special Education Teachers,Social Cognition,Social Theories,Occupational Aspiration,Foreign Countries,Vocational Maturity,Self Concept Measures,Statistical Analysis,Correlation,Regression (Statistics),Age

Social cognitive career theory, which is one of the most studied career approaches, recently proposed that self-efficacy and outcome expectations are important determinants of the career choice process. Career self-efficacy and vocational outcome expectations might both result in avoiding or having greater motivation levels in terms of career behaviours. These two factors are both crucial in career decision-making and performing career behaviour. This study aims to examine the relationship between career decision self-efficacy and vocational outcome expectations of preservice special education teachers in North Cyprus. This study is based on quantitative research method, and 156 preservice special education teachers participated in this research. Career Decision Self-Efficacy Scale and Vocational Outcome Expectations Scale were used to collect the data. The results were analysed with statistical analysis methods involving descriptive statistical analysis, t-test, chi-square, Kruskal-Wallis, correlation and regression. Age was found to be significantly related with career decisionmaking self-efficacy. Results also showed that there is a significant relationship between career decision-making selfefficacy, and vocational outcome expectancy. The results are discussed with reference to relevant literature and recommendations for further research and practices are also provided.
Research Trends in Mobile Learning in Higher Education: A Systematic Review of Articles (2011-2015)
Author: Krull, Greig
Date: 2017-11-00
Type: Journal Articles
Subjects: Telecommunications,Educational Technology,Technology Uses in Education,Handheld Devices,Literature Reviews,Higher Education,Research Methodology,Periodicals

The potential and use of mobile devices in higher education has been a key issue for educational research and practice since the widespread adoption of these devices. Due to the evolving nature and affordances of mobile technologies, it is an area that requires ongoing investigation. This study aims to identify emerging trends in mobile learning research in higher education in order to provide insights for researchers and educators around research topics and issues for further exploration. This study analysed the research themes, methods, settings, and technologies in mobile learning research in higher education from 2011 to 2015. A total of 233 refereed articles were selected and analysed from peer reviewed journals. The results were compared to three previous literature review-based research studies focused between 2001 and 2010 to identify similarities and differences. Key findings indicated that: (a) mobile learning in higher education is a growing field as evidenced by the increasing variety of research topics, methods, and researchers; (b) the most common research topic continues to be about enabling m-learning applications and systems; and (c) mobile phones continue to be the most widely used devices in mobile learning studies, however, more and more studies work across different devices, rather than focusing on specific devices.
A Study on the Reduction of the Depression Level and Improvement of the Psychological Adjustment Level of University Students through a Counseling Programme, Using Beck&apos;s Theories of Depression
Author: Malii, Ibraheem
Date: 2017-12-10
Type: Journal Articles
Subjects: Depression (Psychology),Adjustment (to Environment),College Students,Counseling Effectiveness,Experimental Groups,Control Groups,Statistical Analysis,Measures (Individuals),Counseling,Foreign Countries

This study aims to investigate the reduction of university students' depression level as well as improvement of their psychological adjustment level through a counseling programme, using Beck's Theories of depression. The sample of this study was randomly selected, and categorized into two groups: experimental and control groups. The former consists of 15 students, who were counseled in a session per week, while the latter consists of 15 students, who were not counseled. The counseling was done in 8 sessions, with 90 minutes spent for each session. This study had two variables: counseling program was the independent variable, while dependent variable was depression and psychological adjustment. The results of One-way Analysis of Covariance (ANCOVA) show that in the depression level of the students, there were significant differences between the experimental group and control group; for psychological adjustment level, there were no significant differences between both groups.
Disciplinary Lenses Model: A New Approach to Collegiate-Level General Education
Author: Makhmaltchi, Mohammad
Date: 2017-12-10
Type: Journal Articles
Subjects: General Education,College Curriculum,Student Motivation,Undergraduate Students,Qualitative Research,Intellectual Disciplines,Literacy

This work aims to study and promote a motivational model, Collegiate-level General Education that enhances students' motivation to have self-fulfillment and inherent desire to acquire diverse knowledge. In this way, students would not see Collegiate-level General Education as an obstacle to their undergraduate education, but as a great and priceless opportunity for them to be generalist lifelong learners. The research method used is deductive qualitative analysis. A variety of written texts relevant to the research topic and question were analyzed in this work. Purposive sampling was used to select the research data. It is found that each discipline has its own specific literacy or skills. Intellection or intellectual exercise in each discipline can be considered as a disciplinary lens. Through lens one can look at the world from a particular angle and therefore can read and understand a specific aspect or dimension of the world. Collegiate-level General Education puts disciplinary lenses of a variety of disciplines together to improve, broaden and deepen individuals' understanding of the world.
Deconstructing Career Myths and Cultural Stereotypes in a Context of Low Resourced Township Communities
Author: Albien, Anouk J.
Date: 2017-11-00
Type: Journal Articles
Subjects: Misconceptions,Stereotypes,Slums,Qualitative Research,Career Choice,Systems Approach,Blacks,Adolescents,Social Change,Foreign Countries,Disadvantaged,Cultural Influences,Religious Factors,Socioeconomic Influences,Anxiety,Self Concept,Content Analysis,Measures (Individuals)

The current research presents the voices of black adolescents struggling to emerge from the shadow of the Apartheid legacy, focusing on the career beliefs that are perpetuated in low socio-economic communities and negatively influence career opportunities. Inaccurate information can result in career myths, which can have a negative impact on career development. The present study uses the Systems Theory Framework (STF) as a means of engaging with clients from marginalised groups. It also offers a mechanism to explore the impact of overlooked career influences such as culture, religion, community and socio-economic conditions. The qualitative career measure, My System of Career Influences (MSCI), was used to explore the factors that contribute to career decision-making. Specifically, widely shared irrational beliefs that had prevented participants from applying to tertiary institutions were examined. Career misconceptions were grouped according to Stead and Watson's (1993) career myths, namely: 1) test myths; 2) misconceptions of exactitude; 3) self-esteem myths; and 4) career anxiety myths. The meaning-making that adolescents from disadvantaged contexts undergo, based on their unique constellation of contextual career influences and their resultant story-telling, is intrinsic to understanding local South African career identities embedded in township communities.
Faculty Perception of Openness and Attitude to Open Sharing at the Indian National Open University
Author: Panda, Santosh
Date: 2017-11-00
Type: Journal Articles
Subjects: Open Universities,Questionnaires,Teacher Attitudes,Distance Education,Educational Resources,Access to Information,Shared Resources and Services,Intention,Teacher Surveys,Online Courses,Foreign Countries,Statistical Analysis,Attitude Measures

In the past decade, the educational scenario world over has significantly been impacted by open access and open education movements. The philosophy of openness and sharing forms the cornerstone of the open education movement. The distance education approaches, together with open educational resources (OER) and massive open online courses (MOOCs), are being used to serve the increasing educational needs of diverse communities. However, adoption of openness as a core value and as part of the institutional strategy still remains a challenge for academic institutions in general, and distance education institutions in particular, in developing countries like India. In this research study, the authors report an analysis of the perception of the faculty of the Indira Gandhi National Open University of India (IGNOU) about openness and their attitude towards sharing of resources in academic institutions. Data was collected through a structured questionnaire administered to the teachers and academics of IGNOU (N = 69). The results indicated that: the faculty members valued sharing of resources in academic institutions; learning resources should be made available free of cost; there is a strong need for training on intellectual property rights, copyright, and creation and use of OER; and there should be an institutional policy on OER for its effective use.
Digital Storytelling to Engage Postgraduates in Reflective Practice in an Emerging Economy
Author: Dreyer, Lorna M.
Date: 2017-11-00
Type: Journal Articles
Subjects: Story Telling,Graduate Students,Focus Groups,Qualitative Research,Educational Principles,Faculty Development,Teaching Methods,Teacher Education Programs,Constructivism (Learning),Social Change,Foreign Countries,Reflective Teaching,Honors Curriculum,Educational Psychology,Learning Problems,Indo European Languages,African Languages,English (Second Language),Video Technology,Management Systems,Teacher Education,Content Analysis

Many emerging economies are just beginning to consume digital content meaningfully. In the field of education in particular, such technology could help to narrow the gap between teacher training and the expectations of a post-colonial, post-apartheid education system in an emerging economy. However, it is important that the use of technology in education be guided by sound pedagogical principles. Digital storytelling is not a new concept and is now part of the academic mainstream. It is increasingly recognised for its contribution to reflective practice, essential for professional development. This qualitative research aimed to introduce postgraduates to the value of reflective practice through digital storytelling. The study is located in a social constructivist paradigm. Data was collected through digital stories, individual written reflections, and focus group reflections. Data analysis involved coding, categorising and the identification of emerging themes. The findings established that pedagogical knowledge alone cannot prepare teachers to offer meaningful learning opportunities for all learners. Digital storytelling, however, can be incorporated in teacher training programmes in order to foster a culture of reflective practice for professional development.
Evaluation of the UNED MOOCs Implementation: Demographics, Learners&apos; Opinions and Completion Rates
Author: Gil-Jaurena, Inés
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Large Group Instruction,Educational Technology,Technology Uses in Education,Distance Education,Higher Education,Student Characteristics,Course Selection (Students),Student Attitudes,Student Records,Student Surveys,Statistical Analysis,Correlation,Courses,Gender Differences,Age Differences,Educational Attainment,Employment Level,Student Motivation,Expectation,Student Satisfaction,Evaluation Methods,Regression (Statistics)

The paper is a study about the MOOC experience at the Spanish National University of Distance Education (UNED), where we have collected initial and final information about learners' profiles and opinions, as well as enrolment, completion and certification rates. It is a survey-based study covering 17 MOOCs offered in UNED's own platform, and collects information from a sample of more than 24000 learners (initial survey) and 2003 learners (final survey). The paper first presents an overview of the MOOC experience at UNED, introducing the main features of these courses. Afterwards, it focuses on the methodology used in the study and in the information gathered in the second edition of UNED MOOCs, which took place from November 2013 until March 2014. Learners' average profile is a Spanish female, approximately 37 years old, with a University degree, and generally employed. For many of the participants, UNED MOOCs were their first experiences with these sorts of courses, and the main reasons for enrolment were the course topic and the perceived usefulness for professional development. The expectations regarding completion and certification where initially very high, but completion rates remain below 14%. In the final survey, the overall experience in the MOOCs and the different tools used in the courses were highly valued by learners, except the support figures (curator, facilitator, peers), which received lower ratings. These findings are of interest for the institution and further research, refining learning analytics, is encouraged.
Explanations and Interactives Improve Subjective Experiences in Online Courseware
Author: Thomas, Marshall P.
Date: 2017-11-00
Type: Journal Articles
Subjects: Online Courses,Courseware,Best Practices,Educational Practices,Web Based Instruction,Instructional Design,Learner Engagement,Attention Control,Student Interests,Randomized Controlled Trials,Learning Processes,Medical Students,Dropouts,Student Evaluation,Feedback (Response),Experiments,Outcomes of Education,Accuracy,Scores,Prediction,Prior Learning,Self Evaluation (Individuals),Predictor Variables,Instructional Improvement,Biomedicine,Likert Scales,Statistical Analysis,Pretests Posttests,Surveys

As online courses become more common, practitioners are in need of clear guidance on how to translate best educational practices into web-based instruction. Moreover, student engagement is a pressing concern in online courses, which often have high levels of dropout. Our goals in this work were to experimentally study routine instructional design choices and to measure the effects of these choices on students' subjective experiences (engagement, mind wandering, and interest) in addition to objective learning outcomes. Using randomized controlled trials, we studied the effect of varying instructional activities (namely, assessment and a step-through interactive) on participants' learning and subjective experiences in a lesson drawn from an online immunology course. Participants were recruited from Amazon Mechanical Turk. Results showed that participants were more likely to drop out when they were in conditions that included assessment. Moreover, assessment with minimal feedback (correct answers only) led to the lowest subjective ratings of any experimental condition. Some of the negative effects of assessment were mitigated by the addition of assessment explanations or a summary interactive. We found no differences between the experimental conditions in learning outcomes, but we did find differences between groups in the accuracy of score predictions. Finally, prior knowledge and self-rated confusion were predictors of post-test scores. Using student behavior data from the same online immunology course, we corroborated the importance of assessment explanations. Our results have a clear implication for course developers: the addition of explanations to assessment questions is a simple way to improve online courses.
Career Counseling Research-Practice Disparities: What We Know and What We Need to Know
Author: Duarte, Maria Eduarda
Date: 2017-11-00
Type: Journal Articles
Subjects: Career Counseling,Theory Practice Relationship,Cultural Influences,Context Effect,Reflection,Counseling Techniques,Story Telling,Transformative Learning,Epistemology

The most practical principle in contextualisation emanates from our understanding of the experience of everyday life. However, this principle is not confined to such understanding. The central question regarding contextualisation is embedded in the &quot;cultural contours&quot; of counselling. In addition to the centrality of the cultural component, the need for an increased focus on cultural factors and their implications for counseling reinforces the importance of having a sound understanding and evaluation of individual life themes and the contexts in which they manifest. This article is premised on the view that cultural or contextual issues are integral to the puzzle of career counseling and cannot be seen in isolation. A major challenge facing career counselors is recognising the plurality of knowledge-based cultures and contexts, and the demands this places on their competencies as counsellors.