ethanporcaro/eric-fulltext-meta huggingface dataset:
A Physics Lab Course in Times of COVID-19
Author: Pols, Freek
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Laboratories,Physics,Science Experiments,Laboratory Experiments,School Closing,Telecommunications,Handheld Devices,Inquiry,Skill Development,Science Process Skills,Distance Education,College Science,Foreign Countries,COVID-19,Pandemics

Due to the coronavirus lockdown, home experiments were devised for our first-year physics lab course. In this practitioner contribution we elaborate on the guided inquiries that were set up. Students could carry out the experiments with standard tools available at home, including sensors mobile phones are equipped with. Various design principles stemming from the literature were used that are meant to encourage the development of inquiry skills. The switch from prescribed to more open experiments allowed us to focus on the quality of the inquiry rather than judging the quality of the final report alone. Students tried to produce sound research but often did not make optimal choices. We were not able to provide adequate feedback during their investigations. How students carried out the experiments shows that the current course does not adequately develop the highly valued inquiry skills to set up an independent scientific experiment. We expect the design principles to be transferable to other science subjects and can be used by other practitioners when students have to stay at home.
Educational Data Mining Studies in Turkey: A Systematic Review
Author: Aydogdu, Seyhmus
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,Information Retrieval,Data Analysis,Academic Achievement,Educational Research,Prediction,Artificial Intelligence,Classification,Research Methodology,Sampling,Theses,Journal Articles

The purpose of this research is a comprehensive review of studies towards educational data mining (EDM) in Turkey. For the purpose of this study, graduate theses and articles conducted in Turkey were examined in detail. As a result of the literature review, 48 studies were analyzed in the context of the data mining purpose, the technique used in the study, the purpose of the study, the sample, the data sources and the analysis tool used in the study. In addition, the input variables used in the studies for estimating student achievement in EDM were examined. As a result of the research, it was found that EDM studies were mostly aimed at prediction from data mining tasks. One of the results of this study is that artificial neural networks are the most commonly used technique in EDM studies. When the distributions of EDM studies according to their objectives are examined, it is seen that studies are predominantly aimed at predicting student achievement. It is seen that university students are preferred as the sample in EDM studies, achievement scores are used as data source and SPSS application is used more as an analysis tool. In the last part of the research, recommendations were made based on the results to the researchers.
Attitudes and Opinions of Turks in Germany towards the Western Europe Course Program
Author: Celen, Yeliz
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Student Attitudes,High School Students,Gender Differences,Immigrants,At Risk Students,Language Skills,Social Bias,Educational Policy,Bilingual Education

Western Europe Course Program (BAP) for various reasons, our compatriots living in Western European countries, in Turkey or complete their education when they were abandoned in Germany and programs are enabling a move to a higher education level. An inclusive education cannot be provided to our citizens living in these countries because the social structure is multicultural. With this study, it was aimed to determine the attitudes of BAP students living in Germany, a Western European country, towards BAP and to determine whether there is a significant relationship between their attitudes towards the German education system and their attitudes towards BAP. Screening model was used in the research and qualitative and quantitative research methods were included together. The sample of the study consists of 200 BAP high school students selected by cluster sampling method. In this context, an attitude scale and a semi-structured focus group interview form were developed by the researcher. ANOVA was used for one-way analysis of variance for data analysis. As a result of the research, it was observed that student attitudes differ significantly in favor of female students and there was a significant relationship between students' attitudes towards the German education system and their attitudes.
Teachers&apos; ICT Literacy and ICT Integration in ELT in the Indonesian Higher Education Setting
Author: Hafifah, Gusti Nur
Date: 2020-07-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Technology Integration,English (Second Language),Second Language Instruction,Higher Education,Foreign Countries,Teacher Characteristics,College Faculty,Knowledge Level,Correlation,Computer Use,Internet,21st Century Skills,Teacher Education,Barriers

The use of Information Communication Technology (ICT) in English Language Teaching (ELT) in higher education settings in Indonesia is still under research. This is a correlational study that investigates teachers' knowledge, experiences, ICT literacy levels, and to what extent they integrate ICTs in ELT. Numbers of 280 English lecturers of different universities in Indonesia completed the online questionnaires that are distributed through emails and social media messengers during December 2018. The result shows that more than 60 % of the respondents' ICT literacy levels are above average and they frequently use ICT in their daily teaching, although they still face problems in internet facility and lack of ICT training. The study also reveals that there is a significant correlation among teachers' ICT literacy levels with their training experiences, internet frequency usage, and ICTs integration in language teaching. The more frequent teachers implement the ICTs, the more literate they will become. Training experiences surely generate teachers' ICT literacy. The majority of English lecturers in Indonesia are ICT literate and ready to integrate their ICT skills in their teaching-learning activities. More frequent training and stronger policy support of ICT facilities from the institution and government would be advantageous to encourage greater ICT integration in education, especially in ELT.
Drop-Out in MOOCs
Author: Aydin, Irem Erdem
Date: 2020-07-00
Type: Journal Articles
Subjects: Online Courses,Open Education,Dropout Rate,Feedback (Response),Instructional Improvement,Foreign Countries,Dropout Attitudes,Time Management,Video Technology,Technological Literacy,Instructional Design,Computer Interfaces,Distance Education,Course Content,Usability,Universities,Lifelong Learning

Advances in information and communication technologies have been influenced on the learning-teaching practices that fostered development of new learning environments and implementations. The Massive Open Online Courses (MOOCs) are one of these new learning environments. Although it is believed that MOOCs have a great protentional in formal and informal education, high drop-out and low completion rates are considered as a major issue about MOOCs. This study examined the factors that effected the MOOC participants' noncompletion in the MOOCs Platform, entitled as AKADEMA, of Anadolu University, and their recommendations for improvement of these MOOCs. During this case study, data were collected by using an online questionnaire that included open-ended questions. A content analysis process was employed to reach the themes about noncompletion reasons. Three themes were drawn personal reasons, platform (program)-based reasons, and design-based reasons. Among personal reasons, the 'other responsibilities' was the most often cited reasons of noncompletion. Meanwhile, length of the courses (too long) among platform (program)-based reasons, and insufficient timely feedback from the instructors among the content design-based reasons were noted the most. In terms of recommendations for improvement, better announcements about start and end dates of the courses, quality of the videos, more user-friendly interface, and variety in course contents are listed as the major ones.
The Influence of Technical Support, Perceived Self-Efficacy, and Instructional Design on Students&apos; Use of Learning Management Systems
Author: Alshammari, Sultan Hammad
Date: 2020-07-00
Type: Journal Articles
Subjects: Technical Support,Self Efficacy,Instructional Design,Integrated Learning Systems,Adoption (Ideas),Student Behavior,Foreign Countries,Usability,Value Judgment,Intention,Undergraduate Students,Young Adults,Technological Literacy,Student Attitudes

Learning Management System is a software-based technology that is widely adopted by universities. While the implementation of LMS has been successful in developed countries, the utilisation of LMS in developing countries is still considered low. It is believed that there are some barriers that may influence the use of LMS which include Technical Support, Instructional Design and Self-Efficacy. The present research aims at examining the influence of these factors on students' use of LMS. Thus, a research model will be developed based on extending Technology Acceptance Model (TAM). Using the Stratified Random Sampling (SRS), 400 students were selected from three Saudi universities. The participants completed the survey questionnaire that measures their responses to the seven constructs. The data was analysed using Structural Equation Modelling by AMOS. The results showed that the three proposed external factors including technical support, instructional design and perceived self-efficacy had a significant influence on students' use of LMS. These factors had significant direct effects on both perceived ease of use and perceived usefulness of LMS. The results confirmed the validity of the extended TAM model in determining users' usage of LMS. The study also addressed several significant implications for the practitioners and researchers in the field.
Examining the Differences of Self-Regulated Learning Strategies (SRL) -- Cognitive and Metacognitive -- For University ESL/FSL Courses in Canada, Chile, Turkey and Iran
Author: Alhafidh, Firas Khairi Yhya
Date: 2020-07-00
Type: Journal Articles
Subjects: Metacognition,College Students,Learning Strategies,Questionnaires,Student Attitudes,Cross Cultural Studies,English (Second Language),French,Second Language Learning,Second Language Instruction,Foreign Countries,Social Media,Critical Thinking,Factor Analysis,Lesson Plans

Analyzing the process of how students self-regulate their learning has always been an educational research interest due to changing demographics of Digital Native learners (Prensky, 2001). This research focuses on lesson planning adapted to the Self-Regulated Learning Strategies university students develop when learning English or French and the specific factors that play a major role in defining their Self-Regulation Learning Strategies and specifically the Metacognitive and Cognitive ones. Pintrich's (2000b) Motivated Strategies for Learning Questionnaire (MSLQ) standardized set of learning scales was used, and specifically the Cognitive and Metacognitive scales (CMS), each of which had a set of sub-scales of Rehearsal (ENS), Elaboration (ELB), Organization (ORG), Critical Thinking (PEC), and Metacognitive Self-Regulation (ARM). Data were collected from a sample of 491 students from universities in Turkey, Chile, Iran, and Canada. The research results indicated above mean average (M=3.4) use of each of the Self-Regulated Learning strategies by the students in the four institutions and slightly higher mean (M=3.5) for the Critical Thinking strategy. The results also indicated differences in the SRL strategies among the four institutions.
The Investigation of Novice Programmers&apos; Debugging Behaviors to Inform Intelligent E-Learning Environments: A Case Study
Author: Turkmen, Gamze
Date: 2020-07-00
Type: Journal Articles
Subjects: Programming,Novices,Electronic Learning,Troubleshooting,Computer Science Education,Scaffolding (Teaching Technique),Instructional Effectiveness,Error Correction,Difficulty Level,Intelligent Tutoring Systems,College Students,Public Colleges,Cognitive Processes,Foreign Countries,Correlation

This study aims to provide a comprehensive and in-depth investigation of the debugging process in programming teaching in terms of cognitive and metacognitive aspects, based on programming students who demonstrate low, medium, and high programming performance and to propose instructional strategies for scaffolding novice learners in an effective way. Data were collected from 41 novice programming students from C++ and Python programming language courses of the same instructor in the scope of case study methodology, and data instruments included paper-based programming questions. The questions were framed under three categories as questions' difficulty levels (low, moderate and high), error types (syntax and logic), and question types (if-else and while). As having three categories, a total of 12 different data (3x2x2) were taken from each student, which means 492 data rows were evaluated in the study. Chi-square test results revealed that while error detection and correction are significantly high in low difficulty level questions, error detection and error correction attempts for logic errors were substantially higher compared to syntax errors. Further analysis conducted for paper-based markings that were used by students throughout their error detection, correction, and completion attempts. Chi-square test results revealed significant relationships between marking availability and error types, as well as difficulty levels. Results were discussed for both traditional learning and e-learning environments in terms of what kind of educational implications and strategies can be outlined by data for increasing the effectiveness of programming education for novice learners.
Toys for the Boys, Tools for the Girls? Gender and Media Usage Patterns in Higher Education
Author: Dolch, Carina
Date: 2020-07-00
Type: Journal Articles
Subjects: Gender Differences,College Students,Educational Technology,Technology Uses in Education,Ownership,Student Attitudes,Foreign Countries,Handheld Devices,Telecommunications,Access to Computers

Since the introduction of digital media the fear of women being left out of the virtual world is expressed in various contexts. With the aim to establish if these gender differences still exist and, if they do, what form they take this paper investigates the use of digital media by male and female higher education students. 1,327 students enrolled at German higher education institutions completed an online questionnaire concerning the digital devices that they own or have access to, and their usage of media and e-learning tools and services for their learning. Using multivariate analysis, the study indicates that male students show higher acceptance values for more general web tools higher than female students, but when it comes to e-learning related tools women show higher acceptance values for a lot more different tools and services than men. The findings indicate that differences in media usage patterns between male and female students are not a question of having access, but of the attitude toward and the reasons for using digital media, and that the mentioned fear of women being left out did not come true.
Harnessing Divine Nonchalance: Teaching Everyday Science in a Pandemic
Author: Madden, Lauren
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,Disease Control,Public Health,Personal Narratives,Reflection,Active Learning,Inquiry,Social Media,Communities of Practice,COVID-19,Pandemics

In this personal narrative reflection, the author examines her experiences teaching everyday science during the COVID-19 pandemic. She provides examples of curiosity-driven explorations with her own twin sons related to growing plants and baking bread. Through social media she shares her home experiences with others, building a remote community of practice around everyday science learning. She concludes with recommendations for teachers and parents interested in following a similar path.
Problem-Based Design Thinking Tasks: Engaging Student Empathy in STEM
Author: McCurdy, Regina P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Empathy,STEM Education,Science Instruction,Ethnography,Sociocultural Patterns,Grade 7,Elementary Secondary Education,Federal Legislation,Educational Legislation,Institutional Characteristics,Teaching Methods,Student Attitudes,Biology,Design,Thinking Skills,Discourse Analysis,Middle School Students,Perspective Taking,Transformative Learning

This study examines the interaction between students' expressions of empathy and the use of STEM integration in the science classroom. Third space theory provides the context from which this classroom ethnographic qualitative study took place, as it provided an environment in which discourse among students' sociocultural perspectives, life experiences, and academic backgrounds could develop and interact. Nineteen seventh-grade students from a Title 1 school, a school that receives federal aid to better support students coming from low-income families, in the Southeast United States participated in this study. Participants generated their own real-world problem-based design-thinking (PBDT) tasks to address and solve. Students exhibited significant characteristics of empathy and integration of various STEM content and practices evidenced by in-class discussions, field-notes observations, student artifacts, and individual student interviews as part of the STEM Third Space Genius Hour sessions. The PBDT Framework, inspired by the Biological Sciences Curriculum Study (BSCS) learning cycle and design thinking (DT), provides the conceptual lens through which to view the connectedness among students' PBDT tasks, STEM, and empathy.
Transactional Distance and Student Satisfaction in a Postgraduate Distance Learning Program
Author: Gavrilis, Vagelis
Date: 2020-07-00
Type: Journal Articles
Subjects: Student Satisfaction,Graduate Students,Distance Education,Student Attitudes,Teacher Student Relationship,Peer Relationship,Gender Differences,Student Experience,Correlation,Foreign Countries,Interaction,Student Characteristics,Age Differences,Instructional Program Divisions

The present study examines the three dimensions of the transactional distance theory of Moore and their correlation with student satisfaction, through a quantitative survey with data collected from 115 postgraduate students of the Hellenic Open University (H.O.U). The results indicate that students perceived low levels of teacher-student transactional distance and slightly higher, but still low, levels of student-student and student-content transactional distance. Moreover, they seem to be satisfied by their distant learning studies. Male students perceived lower levels of teacher-student and student-content transactional distance than female ones, while students with previous experience in distance learning perceived lower levels of student-student transactional distance than those without such experience. Statistically significant correlations exist between the three dimensions of transactional distance and satisfaction, with the strongest, negative correlation, observed between satisfaction and student-content transactional distance. Finally, statistically significant and, moderate to low, positive correlations were observed between the three types of transactional distance, indicating their interlinkages.
Teachers as Students: Adapting to Online Methods of Instruction and Assessment in the Age of COVID-19
Author: Nasr, Nancy
Date: 2020-00-00
Type: Journal Articles
Subjects: School Closing,Online Courses,Distance Education,Teaching Methods,Disease Control,Student Diversity,Secondary School Science,Science Instruction,Educational Technology,Technology Uses in Education,COVID-19,Pandemics

All across the nation, school districts were announcing what many educators were expecting; schools would close their doors to traditional instruction in light of the COVID-19 pandemic. Suddenly, many teachers found themselves in the precarious position of redesigning previously developed face-to-face lessons, to ones that could be delivered from one computer screen to another. The uncertainty of how to suddenly deliver instruction online to diverse learners posed a challenge to virtually all science and mathematics educators and teachers were faced with the daunting task of transitioning from familiar in-person pedagogical practices to ones that relied on technological proficiency, creative methods of assessment, and underutilized pedagogies of care. The purpose of this article is to describe my personal experiences with online teaching during school closures as a result of the COVID-19 pandemic. Additionally, this article will describe the ways in which I adapted my instruction, assessment, and approach to diverse students to meet their needs in the remote secondary science classroom.
Designing for Ethical Reasoning in Mathematics [and STEM] Education
Author: Register, Jordan Trombly
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethics,Thinking Skills,Mathematics Instruction,Grade 7,STEM Education,Equal Education,Inclusion,Role,Student Attitudes,Social Justice,Teaching Methods,Learning Processes,Disadvantaged,Moral Values,Instructional Design

Several mathematicians, social scientists, and psychologists have written about the role that mathematics has played in disenfranchising traditionally marginalized groups. Mathematics educators who are concerned with equity and inclusion have been calling for mathematics curricula that place social justice at the center of mathematics teaching and learning. Existing studies typically focus on using local community contexts to engage students in using mathematics to &quot;read and rewrite&quot; their world. Few studies have investigated the role of ethics in the mathematics classroom or how students might develop a morally grounded mathematical disposition. This article begins with a discussion of the ethical considerations that emerged during a Classroom Design Research study of 7th grade students' integrated STEM reasoning. These unexpected findings serve as the inspiration for the succeeding literature review on students' perceptions of mathematics as useful, the potential dangers of mathematical (STEM) illiteracy for society, and the current role of ethics in mathematics (and STEM) classrooms. Finally, it introduces Critical STEM Consciousness as a new and essential construct in mathematics [STEM] education. Recommendations for praxis and research aimed at promoting Critical STEM Consciousness are provided.
Students&apos; Understanding of the Nature of Science in the Context of an Undergraduate Chemistry Laboratory
Author: Agustian, Hendra Y.
Date: 2020-00-00
Type: Journal Articles
Subjects: Scientific Principles,Undergraduate Students,College Science,Chemistry,Student Attitudes,Science Process Skills,Foreign Countries,Knowledge Level,Scientific Literacy,Laboratory Experiments,Scientific Concepts,Inquiry

This study focused on exploring and evaluating students' views of the Nature of Science in the context of undergraduate chemistry laboratory. Thirty-six undergraduate students doing a laboratory course in upper division physical chemistry were assessed using an open-ended instrument and assessment criteria that categorise them in three levels of understanding. Results revealed that in general, the undergraduate students have transitional views of the nature of science, a level between naïve and informed views. The findings led to a substantiated argument for incorporating the nature of science in undergraduate science curricula.