ethanporcaro/eric-fulltext-meta huggingface dataset:
Prospective Philologists&apos; Translation Assessment Triangulation: Screen Video Recording and Think Aloud Protocol Combination
Author: Nikolaeva, Sofiya
Date: 2021-00-00
Type: Journal Articles
Subjects: Linguistics,Video Technology,Translation,Peer Evaluation,Self Evaluation (Individuals),Student Evaluation,Language Processing,Language Usage,Second Languages,Protocol Analysis,Reliability,Undergraduate Students,Majors (Students),English (Second Language),Accuracy,Difficulty Level,Computer Software,Computational Linguistics,Marketing,Ukrainian,Foreign Countries

Purpose: The article strives for the enhancement of the efficiency of translation competence assessment in philologists' university training with the help of the triangulation method. It is deemed in the concurrent involvement of different assessment agents (teacher, peer and self) into integrated and collaborative translation performance evaluation from two perspectives, i.e. translation product quality and process workflow, with the use of diversified methods based on different theoretical approaches. This research aims at the study of students' video screen recording contribution combined with think-aloud protocols (TAPs) to increase the assessment objectivity and reliability of the received translation product. Method: A mixed research design was developed and implemented. It involved 40 third-year university students majoring in Philology, who were asked to perform a written translation of the excerpt of English popular science article in Marketing (c. 250 words) into Ukrainian in MS Word using any reference sources at hand, video record the process of their translation and accompany it with their comments. The research was completed with the questionnaire on students' attitude to the screen recording and TAP involvement into translation task performance and assessment. Findings: The findings of this study reported on the positive impact of screen recording on the assessment accuracy, informative value of the collected data and formative effect of triangulated assessment method on students' translation competence acquisition. Implications for research and practice: The received results can serve for the optimisation of the procedures of translation task difficulty measurement and competence assessment in the translation classroom.
Pedagogical Design: Bridging Learning Theory and Learning Analytics
Author: Banihashem, Seyyed Kazem
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Analytics,Instructional Design,Learning Theories,Theory Practice Relationship,Epistemology,Constructivism (Learning),Ecology,Social Networks,Network Analysis

Which learning analytics (LA) approach might be the best choice for your teaching and learning context? Learning analytics as a field of research and application seeks to collect, analyze, report, and interpret educational data with the goal of improving teaching and learning. But hasty adoption of learning analytics tools and methods that are simply convenient, promoted or available risks allowing learning analytics to 'drive the pedagogical bus'. In this paper, we propose that careful reflection on pedagogical design choices and the learning theory that underpins them can and should inform selection of relevant learning analytics tools and approaches. We broadly review established learning theories and the implications of each for pedagogical design; for each design approach we offer examples of learning analytics most clearly aligned with the theoretical perspectives on learning and knowledge that have shaped it. Moreover, we argue that careful consideration of the learning theory underpinning the pragmatics of pedagogical design choices should guide LA implementation, and help educators and designers avoid the risk of gathering data on, and measuring outcomes for, activities that are not relevant to their pedagogical design or goals.
Students&apos; Learning Experience with a Flipped Introductory Organic Chemistry Course: A Course Designed for Non-Chemistry Majors
Author: Luong, Horace
Date: 2021-00-00
Type: Journal Articles
Subjects: Organic Chemistry,Science Instruction,Flipped Classroom,Blended Learning,Introductory Courses,Group Activities,Nonmajors,College Science,Student Attitudes,Foreign Countries,Instructional Effectiveness,Student Experience,Homework

The use of flipped classrooms has been gaining popularity across various disciplines as student-centered active learning pedagogy. In this study, an introductory organic chemistry course was delivered through flipped classroom methodologies, incorporating blended learning to deliver content and group work in the classroom. The learning experiences of non-chemistry majors students enrolled in the course are discussed. The majority of the students adjusted to the pedagogy and felt autonomy in their learning. These students also believed that most of the flipped classroom design components were a good use of their time in learning organic chemistry.
Teachers&apos; Perceptions of Google Classroom: Revealing Urgency for Teacher Professional Learning
Author: Martin, Brandy A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Virtual Classrooms,Educational Technology,Faculty Development,Elementary School Teachers,Secondary School Teachers,Integrated Learning Systems,21st Century Skills,Electronic Learning

As the use of educational technology is at the forefront of today's educational revolution, it is imperative that educators are employing online learning environments such as Google Classroom to enhance 21st century pedagogy and student learning. Through this mixed method research study, it has been concluded that using Google Classroom will assist educators in creating learning environments which boast organization, accessibility, mobility, and 21st century learning skills. This research reveals there continues to be gaps between the possibilities of eLearning and the training of teachers to use it and develop their teaching practices within a technological mainstream that moves beyond positivism about its value. The researcher recommends that teachers receive immediate and sustained professional learning regarding the use of Google Classroom. This learning should focus on the pedagogical side of technology integration in order to enhance 21st century learning.
Strategies for Organising and Managing Research at Universities: Systemic Review
Author: Shykhnenko, Kateryna
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,Research Administration,Intervention,Administrative Organization,Foreign Countries

The purpose of the study was to identify and synthesise the interventions used to build the strategies for organising and managing research at universities that can be feasible in Ukraine. To achieve this purpose we provided a descriptive profile of the interventions and strategies used at universities to organise and manage research, rather than the detailed examination of substantive research results. The method of descriptive content analysis was applied to analyse empirical, experimental, review, conceptual, and commentary sources revealing strategies of organising and managing research at universities. The growth and corporate type strategies are dominant at universities, particularly in the USA and EU. The universities mainly seek cost-effective research opportunities that can help the institutions build a strong international brand. The policy of institutional strategic research management aimed at cooperation in research with other sectors seems to be the most feasible and appropriate for the Ukrainian research management context. Creating project management communities was found to be the second most feasible and appropriate strategy of organising and managing the university research in Ukraine. Financial criterion dominates in assessing the interventions for building a strategy of organising and managing research at universities. The university research can be stimulated at the state level through a demand-oriented reform that is aimed at reshaping the management of personnel, talent selection system, and personnel assessment.
Web Enhanced Flipped Learning: A Case Study
Author: Arora, Bani
Date: 2021-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Integrated Learning Systems,Foreign Countries,Teacher Education Programs,Metacognition,Pilot Projects,Learner Engagement,Feedback (Response),Student Attitudes,Study Skills,Undergraduate Students,Teaching Methods,Visual Aids,Computer Software,Telecommunications,Handheld Devices,Course Content,Cooperative Learning,Time Management,Information Technology,Case Studies

This research study is a technology-enhanced flipped learning pilot to observe the students' engagement and learning in a self-regulated class through their individual feedback. Flipped learning was applied to a segment of the Study Skills course for more than two weeks to 129 students in the foundation year of a Teachers' College in Bahrain. Divided across four sections, the students worked in small groups, prepared an assigned portion of the course content provided through a Learning Management System (LMS), and presented it to the rest of the class. Students used posters, flash cards, and digital technology in different forms such as PowerPoint slides, mobile phones, and Kahoot!. The reflective individual student responses on this experience were analysed quantitatively and qualitatively. The findings show a favourable response to group work, sharing ideas, saving time through collaboration, and use of technology. It is recommended that the study be extended to a larger sample group, to a larger number of the course topics, and include the use of different technology forms.
E-book Technology Facilitating University Education during COVID-19: Japanese Experience
Author: Majumdar, Rwitajit
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Electronic Learning,Electronic Publishing,Integrated Learning Systems,Reading Materials,Technology Uses in Education,Audio Equipment,Graduate Students,Interaction,Teacher Attitudes,College Faculty

UNESCO reported that 90% of students are affected in some way by COVID-19 pandemic. Like many countries, Japan too imposed emergency remote teaching and learning at both school and university level. In this study, we focus on a national university in Japan, and investigate how teaching and learning were facilitated during this pandemic period using an e-book platform, BookRoll, which was linked as an external tool to the university's learning management system. Such an endeavor also reinforced the Japanese national thrust regarding explorations of e-book-based technologies and using Artificial Intelligence in education. Teachers could upload reading materials for instance their course notes and associate an audio of their lecture. While students who registered in their course accessed the learning materials, the system collected their interaction logs in a learning record store. Across the spring semesters from April - July 2020, BookRoll system collected nearly 1.5 million reading interaction logs from more than 6300 students across 243 courses in 6 domains. The analysis highlighted that during emergency remote teaching and learning BookRoll maintained a weekly average traffic above 1,900 learners creating more than 78,000 reading logs and teachers perceived it as useful for orchestrating their course.
Transformation of Educational Process in COVID-19 Pandemic: A Case of Igor Sikorsky Kyiv Polytechnic Institute
Author: Melnychenko, Anatolii
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Countries,Educational Change,Distance Education,Student Attitudes,Teaching Methods,Learning Processes,Undergraduate Students,Cheating,Computer Software,Futures (of Society)

The rapid spread of the SARS-CoV-2 coronavirus has led to the global COVID-19 pandemic and a lockdown was introduced in Ukraine in March 2020. This forced universities to urgently transform the traditional system of organisation of the educational process and transfer to distance learning. This study aims to evaluate the distance learning system organised by a technical university in COVID-19 lockdowns from the perspective of the students as the main stakeholders of education. The method of the survey as the most widely used research method of sociological research was used to collect and analyse the data obtained. In this context, a number of surveys involving from 2,721 to 9,000 students of technical and humanitarian specialities were conducted to evaluate the level of their satisfaction with the distance learning system. The results of the study showed that the transformations introduced in the organisation and realisation of the learning process were on the whole positively estimated by students, which means that the elements of distance learning should remain after the end of the lockdown restrictions. However, more research is needed to evaluate the diagnostic tools for preventing academic dishonesty.
Advancing Knowledge Creation in Education through Tripartite Partnerships
Author: Friesen, Sharon
Date: 2021-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Beginning Teachers,Instructional Design,Faculty Development,Urban Schools,College School Cooperation,Government School Relationship,Teacher Collaboration,Learning,Educational Principles,Computer Uses in Education,Foreign Countries

The purpose of this paper is to highlight the work of one tripartite partnership with stakeholders to improve and strengthen novice teachers' pedagogical designs using design based professional learning guided by the principles of knowledge building/knowledge creation. The tripartite partnership involved 450 novice teachers from an urban school division, a practitioner-research university team, and the provincial government. Drawing upon one case, this paper analyzes the ways in which the design-based professional learning mirrored the knowledge building/knowledge creation processes highlighting the ways in which teachers worked in collaborative, collective, and connected ways to progressively improve pedagogical designs for collective knowledge building. Computer supported, networked digital technologies provided a community to develop an audit trail to keep track of progressive improvements and refinements to their pedagogical designs and to support, enable, and enhance knowledge building discourse. Design-based professional learning informed by the 12 principles of knowledge building/knowledge creation provided novice teachers with a process to work collectively as a community, progressively improving and refining their pedagogical designs, identifying the role of their pedagogical designs in their students' work, and engaging with other teachers in their respective schools.
Learning Leaders: Teaching and Learning Frameworks in Flux Impacted by the Global Pandemic
Author: Cox, Margaret J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Pandemics,COVID-19,Instructional Leadership,Outcomes of Education,Technological Literacy,Information Technology,Informal Education,Educational Policy,Self Esteem,Distance Education,Online Courses,Educational Change,Elementary Secondary Education

This article builds on the work of EDUsummIT2019's thematic working group 2 (TWG2) focus on &quot;Learning as Learning Leaders: How does leadership for learning emerge beyond the traditional teaching models?&quot; Using the well-established theoretical frameworks of Entwistle (1987) and Shulman (1987) the most significant influences on how learning leaders need to adjust to accommodate the dramatic increase in remote online learning are identified. The major influences include learners' previous knowledge, self-confidence, abilities and motives, and changes between learning initiated by teachers and that by learners. COVID-19 has caused a massive upskilling of people in all facets of society from children to grandparents, from media to consumers, and from policy makers to practitioners. None of the alignments nor factors identified in this article are static and learning leaders need to perpetually reconsider the factors identified to achieve successful learning outcomes. The ongoing challenges for educators in this changing world are in a permanent state of flux with an increasing IT literate society across all formal and informal sectors of education.
Digital Transformation at Aalborg University: Interdisciplinary Problem- and Project-Based Learning in a Post-Digital Age
Author: Bertel, Lykke Brogaard
Date: 2021-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Problem Based Learning,Student Projects,Active Learning,Teaching Methods,Engineering Education,Foreign Countries,Universities,Educational Innovation,Information Technology,Technological Advancement,Social Problems,Social Change,Futures (of Society),Systems Approach,Educational Change

Since its establishment in 1974, Aalborg University has aimed to deliver cutting-edge research and innovative practices in engineering education. However, increasing complexity related to rapid developments in digitalization and emerging societal challenges offer new opportunities, requirements, and expectations across disciplines for educational institutions and staff to develop and adapt to an unpredictable and ever-changing future. This paper proposes a systemic approach to addressing these challenges in higher education and presents recent initiatives launched at AAU including a coming Institute of Advanced Study in PBL to support the digital transformation of problem- and project-based learning for the future.
Pedagogical Transformation and Teacher Learning for Knowledge Building: Turning COVID-19 Challenges into Opportunities
Author: Teo, Chew Lee
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Communities of Practice,Professional Development,Transformative Learning,Alignment (Education),Technology Integration,Secondary School Teachers,Preschool Teachers,Family School Relationship,Teacher Leadership,Social Networks,Knowledge Level,Foreign Countries

This paper reports on the continual effort of the Knowledge Building Community (KBC) connecting teachers within and across schools for knowledge creation and community building during the COVID-19 disruptions. During this crisis, schools around the world are challenged with the issues of implementing online learning. Three areas of misalignment were identified: disjoint in learning with home-school separation, piecemeal technologies to mimic physical teaching, and disconnect between teacher professional development and classroom practices and we discussed emerging realignment efforts for transformative learning. Through analyzing the three case examples of how teachers responded to COVID-19 challenges in inter-related areas of curriculum, pedagogy, technology and community, we identified several themes on emerging alignments conducive for transformative pedagogy and technology through community advancement. These themes include: innovating practice around the centrality of ideas; perceiving knowledge building as pervasive; transformative use of technology, and symmetrical advancement of knowledge. These case examples show that in these disruptive times, the teachers were more actively building new practices supported by community dynamics and systemic processes of the KBC. Consequently, the interactions between stakeholders shifted from disjointed relations in different hierarchical levels to a networked community of people, ideas, and resources, and teachers continually advancing their knowledge-building practice in these challenging times.
COVID-19-Induced Academic Disability: Furthering the Case of Disability by Induction
Author: Hutchison, Charles B.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Students with Disabilities,Educational Environment,Special Education,Social Influences,Equal Education,Disproportionate Representation,Social Justice,Ethics,Racial Bias,African Americans,Minority Group Students,Learning Disabilities

Potentially all over the world, there are children who have been improperly diagnosed with various forms of learning disabilities, with potentially life-long consequences. The primary aim of this essay is to stimulate readers to consider the fact that, in a natural classroom environment, average, academically functional students who are perceptively successful can easily become destabilized by shifting one of several variables in their learning environments. COVID-19 was one of such variables. In that sense, COVID-19 helped expose that the threshold for triggering the classification of average students into special education is lower than generally perceived. In social environments that are replete with social inequities, it is necessary to expand the considerations for alleviating the ongoing disproportionality in special education, because it &quot;strongly indicates systemic problems of inequity, prejudice, and marginalization within the education system&quot; (Sullivan, 2011).
Examination of Prospective Teachers&apos; Levels of Using Digital Educational Games
Author: Kapidere, Metin
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Video Games,Educational Technology,Technology Uses in Education,Gender Differences,Foreign Countries,Game Based Learning,Instructional Program Divisions,Intellectual Disciplines,Emotional Response,Self Control,Student Behavior,Incidence,Time

With the rapid development of technology, digital games have become an important part of the educational process. The purpose of this study was to investigate digital educational game usage behaviour in terms of demographic variables. The model of this study is a factorial pattern among multi-variant patterns that aim to reveal the effects of multiple independent variables together. In this study, prospective teachers' digital educational game perceptions were considered as independent factorial patterns to observe the differences between gender, class level, education program, playing digital games and duration independent variable categories. The study group of the research consists of 230 teacher candidates who continue their education at Inonu University Faculty of Education. Digital Educational Game Perception Scale was used in this study. Perceptive awareness and perceptive control behaviors of male students are higher than female students. Prospective teachers playing digital games have higher levels of emotional dimension, perceptive awareness, perceptive control behavior and behavioral dimension. When the playing time is taken into account, the emotional dimension and perceptive awareness levels of those who play games for more than 10 hours are higher. The research can then be expanded by the other researcher or the other by obtaining qualitative opinions.
Implementation of an Assessment Model of Educational Sustainability: Application of Phases-Based Assessment
Author: Chianchana, Chaiwichit
Date: 2021-00-00
Type: Journal Articles
Subjects: Sustainability,Evaluation Methods,Program Evaluation,Stakeholders,Expertise

The purposes of this research were to assess the educational sustainability of an educational project based on phases-based assessment and to assess the results of the educational project. The participants were stakeholders of the educational project and experts, who were acquired by purposive sampling. The instruments were the assessment forms of the educational sustainability and assessment results. The data were analysed by content analysis, mean and standard deviation. The research results found that the initial sustainability assessment focused on the feasibility and the sustainability assessment in progress towards sustainability also focused on the feasibility. The project had feasibility of sustainability at a very high level. The true sustainability assessment focused on true sustainability, and the project had true sustainability at a very high level. In addition, all the standards of model assessment consisted of feasibility, propriety, accuracy and utility, which were at very high levels for all the models.