ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceptions of Students for Sudden Movement from Face-to-Face Teaching to Online Learning Environment: A Regional Study in Conditions Affected by the COVID-19 Pandemic
Author: Haxhiymeri, Valentina
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Experience,COVID-19,Pandemics,School Closing,Online Courses,Student Adjustment,College Students,Distance Education,Blended Learning,Conventional Instruction,Barriers,Technology Uses in Education,Educational Technology,Student Attitudes,Technological Literacy,Web Based Instruction

This paper is focused on exploring the learning experiences of students of Faculty of Education Sciences, University of Elbasan, Albania, during the period of sudden movement from teaching in auditorium to the online learning environment due to the COVID-19 pandemic. &quot;The purpose&quot; of the study was to identify the positive and negative aspects of online learning as experienced by students, as well as to find out their preference for the most appropriate form of higher education delivery (face-to-face, hybrid, online) for young people of digital age. &quot;The methodology&quot; used in this study included an item-based questionnaire to collect &quot;data&quot; which was developed through a web-based application known as Google Forms and was delivered to students via Internet. Qualitative and quantitative analysis was undertaken for the answers obtained by the open-ended and closed-ended questions. &quot;The results&quot; of the study showed that the biggest challenge for all students was the immediate adaptation to the form of distance learning. Most of them had perceived the online learning dominated more by negative experiences than positive ones. The study &quot;concluded&quot; that new reality created by COVID-19 tested the current capacity of Higher Education Institutions regarding the ICT integration process in teaching. As this process was progressing very slowly, universities were found unprepared to transfer the teaching process from the auditorium to the online environment with the same quality. In order to meet the demands of the future, &quot;it is imperative&quot; that every university to plan strategically the increase investment towards its digital transformation.
Brazilian Educational System under Attack: The Reforms Proposed after the 2016 Coup and Their Sociological Contexts
Author: Ceriani de Oliveira Gomes, Mike
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Neoliberalism,Models,Social Change,Political Influences

In mid-2016, in Brazil, many political changes are made after the deposition of President Dilma Rousseff from the presidency of the federal republic. Among these changes, initiated by the President of the Republic Michel Temer and sustained by his successor, Jair Bolsonaro, are the changes in the area of Education, placing it more and more on the path of the established neoliberal agenda. Many of the proposed changes, as well as the way they are carried out, had already been addressed by several authors in the field of Education and Sociology. Thus, this article proposed to explain the non-explicit political interests with these reforms based on a specific literature. In the end, the model of making the educational system for maintaining the neoliberal agenda is described, as well as possible means of weakening this system.
Mitigating the Implications of COVID-19 on the Academic Project at Walter Sisulu University in South Africa: A Proposed Framework for Emergency Remote Teaching and Learning
Author: Songca, Rushiella N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Educational Technology,Technology Uses in Education,Barriers,Access to Computers,Disadvantaged Schools,Equal Education,Racial Bias,Social Bias,Teacher Attitudes,Student Attitudes

Walter Sisulu University (WSU) in South Africa, like other universities worldwide, is faced with the challenges associated with the outbreak of the COVID-19 pandemic. The challenge has changed our day-to-day lives, including the way we interact and conduct business. In the midst of this, WSU has had to change the way learning and teaching occurs. Traditional face-to-face tuition had to be adapted by moving to the online mode of teaching and learning to both minimise the time lost in the academic project and protect staff and students from the devastating effects of the virus. This article reflects the actions taken by the University and describes its pilot-project approach to online learning and those processes it has put in place to ensure its effective implementation. While it is accepted that switching to an online mode of teaching and learning can facilitate flexibility in space and time, the reality is that the majority of students at WSU -- mainly due to their geographical and socio-economic environments -- experience daily challenges ranging from poor network coverage, lack of internet connectivity, lack of electricity and other socio-economic impediments that make online learning stressful or beyond their reach. In this article, we present a model that could be used by higher education institutions (HEIs) to respond to COVID-19 in the short term. The proposed model is underpinned by a framework that caters for students who are readily able to access online learning, students with intermittent access to online facilities and finally, students who cannot access online education. First, we provide a brief description of online learning, highlighting the challenges presented to teaching and learning by this approach. We argue that our context and education policies present additional problems that militate against the adoption of online strategies by most HEIs. In the final instance, we present a framework that is better suited to our context and can be used during and after the lockdown. Data were collected using online questionnaires with both structured and open-ended questions from both lecturers and students to determine their experiences with the testing project. Lastly, we draw conclusions based on the findings of the study.
The &apos;Double Transition&apos; for First-Year Students: Understanding the Impact of COVID-19 on South Africa&apos;s First-Year University Students
Author: Nyar, Annsilla
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Student Adjustment,COVID-19,Pandemics,Student Needs,Transitional Programs,Barriers,Online Courses,Disease Control,School Closing,Educational Technology,Technology Uses in Education,At Risk Students,Costs,Poverty,Mental Health,Interpersonal Relationship,Intervention

While all students are affected by the advent of the COVID-19 pandemic, the first-year student population remains a special category of vulnerability for higher education. This is on account of the way the COVID-19 pandemic has disrupted their transition into university and complicated the nature of their entry into and through the formal academic cycle. This article uses the notion of a 'double transition' as a framework for positioning and locating the first-year student transition within the context of the prevailing COVID-19 pandemic. 'Double transition' refers to an additional transition coupled with that of the first-year transition, with regard to the extraordinary situation of students navigating their entry into the unfamiliar terrain of academia while simultaneously navigating the COVID-19 pandemic. The article provides a circumscribed summary of the effects of COVID-19 on university students and looks to describe and explain the nature and shape of first-year transitions in relation to the transition necessitated by the COVID-19 pandemic. It concludes with four key strategies for supporting first-year students as the pandemic continues.
The Effect of the COVID-19 Pandemic on Students and the Living and Learning Spaces at a South African University
Author: Kanyumba, Blessing
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,College Students,School Closing,Student Adjustment,College Environment,Online Courses,Educational Technology,Technology Uses in Education,Resident Advisers,Role,Student Behavior,On Campus Students,Health Behavior,Change,Adjustment (to Environment),Stress Variables,Barriers,Hygiene,Resources

In March 2020, the South African President Mr Cyril Ramaphosa announced a national lockdown due to the rising cases of the COVID-19 pandemic. As a result, some of the higher education institutions closed under lockdown level 5 and strategies had to be developed to adapt to the &quot;new norm&quot;. Consequently, students and the living and learning spaces in South Africa were affected, necessitating therefore that transformation in all spheres takes place. This study, through a qualitative research design, investigated the effect of COVID-19 on students and the living and learning spaces at a selected university in South Africa. Fifteen students and ten Residence Advisors (RAs) were telephonically interviewed. The results revealed that the living and learning spaces had been significantly transformed by the COVID-19 pandemic. The operations of these spaces had been compelled to change in order to comply with the COVID-19 regulations, such that student learning was shifted from face-to-face to online learning. This meant more time spent indoors, stricter measures now in place and the RA roles having been broadened to ensure that they also monitor compliance. The study also noted that even after the pandemic, things will still take time to get back to normal. This article concludes that COVID-19 has had a huge effect on the living and learning spaces as well as students at the selected university and that both students and staff should play their roles effectively to ensure that everyone remains safe.
An Investigation of Comparative Hispanic Student Success in Calculus I at Four State of Florida Universities
Author: Becker, Renee Y.
Date: 2022-03-00
Type: Journal Articles
Subjects: Hispanic American Students,STEM Education,Access to Education,Disproportionate Representation,Graduation Rate,Enrollment,Graduate Study,Minority Serving Institutions,Success,Grades (Scholastic),White Students,Academic Achievement,Racial Differences,Ethnicity,State Universities,Calculus,Undergraduate Students

National employment data forecasts a significant need for graduates in the STEM disciplines for middle-income American jobs. If the American labor force is to keep pace with the global economy, it is critically important that American higher education increase STEM degree production. Currently, minority populations lack access and thus opportunity for success in higher education, but, among them, Hispanic groups account for about 59 million Americans, are the youngest demographic, and have the highest growth rate of any ethnic group. Hispanic students are inadequately represented in higher education enrollment numbers, graduation rates, graduate degree attainment, and STEM degree attainment. While only 14% of American institutions of higher education are designated as Hispanic Serving Institutions (HSIs), 64% of Hispanic American college students attend an HSI. As a result, HSIs are in a unique position to improve student success in STEM disciplines. A statistical analysis of the grades of Hispanic and White students in an introductory STEM course, Calculus I, at two Florida HSI universities and two non-HSI universities, revealed 1) white students significantly outperformed Hispanic students in Calculus I at State of Florida non-HSIs and 2) white students did not outperform Hispanic students in Calculus I at State of Florida HSIs.
Evaluating Research Self-Efficacy in Undergraduate Students: Experience Matters
Author: Hill, Heather M. Manitzas
Date: 2022-03-00
Type: Journal Articles
Subjects: Self Efficacy,Research Skills,Undergraduate Students,Student Experience,Student Attitudes

Beliefs about conducting research and completing major projects, such as a thesis or marketing campaign, suggest that previous experience, guidance from a mentor, and cohesive teams are particularly important in boosting the confidence to conduct research in graduate students (i.e., research self-efficacy). Although these factors are also thought to be important for undergraduate students, much less is known about undergraduate interest in research and beliefs about conducting research. The purpose of the current study was to investigate the research self-efficacy of undergraduate students attending a minority- and first-generation-serving liberal arts institution. Over 500 undergraduate students attending a small private liberal arts university in south Texas completed surveys regarding their interest in conducting research, research self-efficacy, and various research experiences. Seventyone percent were female, 37% were freshman, and 58% majored in the Humanities and Social Sciences. Fifty-four had never had a research experience other than completing a survey, whereas 17% had completed two or more research experiences. Greater interest in research was associated with higher levels of research self-efficacy. Students reporting research experiences were confident in their abilities to conduct research overall, and students with two or more experiences reported significantly higher levels of interest in research and research self-efficacy than students who had less or no experience. Qualitative analyses elucidated reasons for the observed differences. The results emphasize the continued need to expose undergraduate students to research across classes and disciplines. Practical suggestions for implementing opportunities to experience research are provided.
Redesigning a Research Methods Course with Personalized, Interactive OER: A Case Study of Student Perceptions and Performance
Author: Wynants, Shelli
Date: 2022-03-00
Type: Journal Articles
Subjects: Curriculum Design,Courses,Research Methodology,Open Educational Resources,Student Attitudes,Undergraduate Students,Academic Achievement,Instructional Effectiveness

This case study examines student learning outcomes derived from the redesign of an undergraduate child development research methods course, replacing a commercial textbook with Open Educational Resources (OER), which were remixed into interactive lessons. Using survey and exam performance data, two areas were evaluated: 1) students' experiences with the OER lessons; and (2) students' exam results from two OER sections compared to two previous commercial textbook sections taught by the same instructor. No significant differences in exam performance between the two groups were observed; however, student perceptions of the OER lessons indicated strong satisfaction. Implications of these findings, such as OER benefits for teaching and learning, are discussed.
Students, Media, and Fields Trips to Correctional Facilities
Author: Stacer, Melissa J.
Date: 2022-03-00
Type: Journal Articles
Subjects: Field Trips,Correctional Institutions,Undergraduate Students,Criminology,Experiential Learning,Information Sources,Mass Media,Mass Media Effects,Student Attitudes,Essays

Because correctional facilities are closed environments, perceptions of prison and jails are largely informed by the media; unfortunately, those perceptions are often inaccurate. Faculty in criminal justice programs often strive to combat inaccurate media images, including offering criminal justice students the opportunity to tour a prison or jail. In this study, undergraduate criminal justice students were surveyed about the sources of their corrections information prior to attending a tour of a prison or jail. After the tour, students wrote a reflective essay comparing their perceptions before the tour to their actual experiences on the tour. In the survey and in their essays, students pointed to the media as a major source of their information about corrections. While a few students noted similarities, most students commented about the differences in what they observed on the tour versus what they expected to see. These findings indicate the important role the media plays in shaping student perceptions and how short-term experiential learning opportunities like field trips can counteract stereotypes. We discuss implications for instructors planning field trips in relation to the study results.
Students&apos; Perception of the Classroom Environment: A Comparison between Innovative and Traditional Classrooms
Author: Woo, Chang Wan
Date: 2022-03-00
Type: Journal Articles
Subjects: Student Attitudes,Classroom Environment,Comparative Analysis,Educational Innovation,College Students,Student Experience,Active Learning,Physical Environment

As advanced classroom technologies are developed, more higher education institutions are building innovative classrooms. Previous studies have focused on students' academic performances in innovative classrooms, but few compared students' experience between traditional and innovative classrooms. In comparing observations and self-reports of students taking similar classes in both traditional classrooms and innovative classrooms, we found that students in an innovative classroom were more satisfied with the classroom environment, sensed more community in innovative classrooms, and perceived these classrooms as more appropriate for their courses.
&quot;This Uncertain Space of Teaching&quot;: How Design Studio Instructors Talk about Design Critiques along with Themselves When Giving Critiques
Author: McDonald Jason K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Studio Art,Design,Criticism,Classroom Communication,College Faculty,Teacher Attitudes,Barriers

In this study we explored how design studio instructors depicted the design critique, themselves as people offering critiques, and what can be learned from their depictions about improving instructors' abilities to offer critiques. To investigate these issues, we conducted a case study of studio instructors from design programs at a university in the United States. Our data consisted of three semi-structured interviews and one class observation each with six instructors from different programs, organized into a thematic structure that revealed insights into participants' self-interpretations. We found that our participants depicted critiques as being a complex challenge, often placing competing demands upon them that they were required to reconcile. They depicted themselves as meeting these challenges through their cultivation of four dispositions that helped them balance tensions they experienced. We report these challenges and dispositions using our participants own words as much as possible. We also discuss implications of these findings for helping studio instructors improve their ability to offer critiques; assistance should take into account the inescapable need instructors will face to balance challenges that arise during critiques and should also help them cultivate affective dispositions that will help them successfully respond to critique situations.
Impact of District-Wide Free Lunch on Third-Grade Students&apos; Reading Comprehension
Author: Williams, Rita
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 3,Elementary School Students,Low Income Students,Lunch Programs,Reading Achievement,Correlation,Program Effectiveness,Reading Comprehension,Socioeconomic Influences,Nutrition,School Districts,Public Policy,Child Health,Federal Legislation

Poverty has an enormous impact on children and their success in school. Children with low socioeconomic status often perform poorly in reading. Poor reading skills often lead to truancy, low rates of high school graduation, low-paying jobs, and cycles of illiteracy in generations of families. Secondary data was collected from the Tennessee Department of Education website and conducted an ANOVA quartile split to examine the impact of universal free and reduced lunch (FRL) policy changes on third grade reading normal curve equivalent (NCE) scores. Findings from this one-way ANOVA indicated there were no statistically significant differences in third grade reading NCE scores after the policy change to 100% FRL. The social implications of these findings offer the potential to raise awareness of universal FRL and its impact on reading comprehension among third grade students in the educational setting, enabling policy changes in the United States Department of Agriculture's core nutrition program for FRL to children regardless of socioeconomic status.
A Second-Order Confirmatory Factor Analysis Model of Primary School Administration Promoting 21st Century Skills
Author: Abdulloh, Wisana
Date: 2022-02-00
Type: Journal Articles
Subjects: Factor Analysis,Models,Elementary Schools,School Administration,21st Century Skills,Program Implementation,Foreign Countries,Goodness of Fit,Faculty Development,Educational Assessment,Curriculum Evaluation,Educational Media,Technology Uses in Education,Budgets,Community Cooperation,Volunteers,Supervision,Reliability

The acquisition of skills amongst learners is integral for their survival. This is the reason why most of the pedagogies integrate them as part of the core learning objectives. However, the advent of technology has revolutionized teaching approaches as well as skills training. Many of the skills in 21st century education highlight ingenuity, critical analysis and IT literacy. Though it is understood that these prepare learners to be efficient in the future, there are significant underlying issues and challenges in how schools partake in the training process or how skills acquisition amongst learners are monitored and promoted in the schools' advocacies. This research is aimed at evaluating primary school administration how 21st century skills should be reflected in the school system. Identified factors that help promote 21st century skills were analyzed using content analysis and focus group discussion of ten (10) experts and later on evaluated and confirmed statistically through Confirmatory Factor Analysis (CFA). Four hundred respondents: two hundred (200) school directors and two hundred (200) academic head teachers from 322 schools in southern Thailand were considered as samples. A 5-rating scale questionnaire was used for data collection. Through second-order confirmatory factor analysis, the results confirmed eight (8) factors that promote 21st century skills in primary school administration. Arranged in descending order by goodness of fit, these factors were: (1) teacher quality development (0.97), (2) educational evaluation (0.92), (3) teaching and learning management (0.90), (4) learning environment (0.88), (5) curriculum, learning media, and technology (0.87), (6) budget for education (0.84), (7) community cooperation (0.66), and (8) volunteer supervision (0.64). The measurement of all factors (R[superscript 2]) also indicated positive reliability ranging between 0.41-0.94.