ethanporcaro/eric-fulltext-meta huggingface dataset:
Collaboration and Virtual Learning in New Zealand Rural Primary Schools: A Review of the Literature
Author: Whalley, Rachel
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Rural Schools,Elementary Schools,Online Courses,Small Schools,Barriers,Principals,Administrator Role,Teaching Methods,Teacher Collaboration,Educational Policy,Institutional Cooperation

In this literature review, the authors examined three key areas that were chosen as relevant to the challenges faced by small rural schools, and collaborative practice between schools working in virtual learning environments in New Zealand. The first area was rural education, where definitions of rurality and the demographics and characteristics of small rural New Zealand schools were described, and the challenges and innovations in rural school setting were explored. The second area was collaborative practice, where features of effective collaboration were discussed as is the professional practice and theory that underpins collaboration across school networks. Finally, the third area was virtual learning, which was defined and described, along with the benefits and challenges of learning in virtual environments, and the growth of networked learning communities in New Zealand was chronicled. A comprehensive scope of the current New Zealand education landscape was included to provide the context in which this review resides.
Impacts of Providing Online Teacher and Peer Feedback on Students&apos; Writing Performance
Author: Wihastyanang, Wardani Dwi
Date: 2020-04-00
Type: Journal Articles
Subjects: Feedback (Response),Teacher Student Relationship,Peer Evaluation,Instructional Effectiveness,Writing Instruction,English (Second Language),Public Colleges,College Students,Foreign Countries,Computer Mediated Communication,Educational Technology,Technology Integration,Persuasive Discourse,Writing Skills

This study aimed to identify the effectiveness of online teacher with peer feedback provided on students' writing performance. Some experts state that both teacher and students feel that teacher feedback on the students' writing is essential, and it is believed to be the most effective feedback. On the other hand, the practice of peer feedback is supported by the theory of Vigotsky's Zone of Proximal Development which holds that the cognitive development of individuals result from social interaction where individuals can learn from each other. Furthermore, with the development of technology, it is more interesting to integrate information and communication technology ICT in EFL writing classes. Hence, this study investigated the combination of these three aspects--teacher feedback, peer feedback, and Edmodo--and looked at the impact on the students' writing performance. This study was a quasi-experimental, which involved 55 English Department students in a state university in Indonesia. These students were grouped into the experimental group and the control group. The result of this study revealed that the students having the online teacher and peer feedback provided through Edmodo did not perform better in writing than those who experienced teacher feedback in the conventional method.
A Machine Learning Based Approach to Enhance MOOC Users&apos; Classification
Author: Mourdi, Youssef
Date: 2020-04-00
Type: Journal Articles
Subjects: Online Courses,Classification,Artificial Intelligence,Distance Education,Student Characteristics,Academic Failure,Potential Dropouts,Academic Achievement,Prediction,Accuracy

At the beginning of the 2010 decade, the world of education and more specifically e-learning was revolutionized by the emergence of Massive Open Online Courses, better known by their acronym MOOC. Proposed more and more by universities and training centers around the world, MOOCs have become an undeniable asset for any student or person seeking to complete their initial training with free distance courses open to all areas. Despite the remarkable number of course enrollees, MOOCs have a huge dropout rate of up to 90%. This rate significantly affects the efforts made by the moderators for the success of this pedagogical model and negatively influences the learners' experience and their supervision. To address this problem and help instructors streamline their interventions, we present a solution to classify MOOC learners into three distinct classes. The approach proposed in this paper is based on the filters methods to select the most relevant attributes and ensembling methods of machine learning algorithms. This approach has been validated by four MOOC courses from Stanford University. In order to prove the performance of the model (92.2%), a comparative study between the proposed model and other algorithms was made on several performance measures.
Characterizing Student Engagement with Hands-On, Problem-Based, and Lecture Activities in an Introductory College Course
Author: Erickson, MaryGrace
Date: 2020-00-00
Type: Journal Articles
Subjects: Learner Engagement,Experiential Learning,Problem Based Learning,Lecture Method,Introductory Courses,Student Interests,Student Motivation,College Students,Case Method (Teaching Technique),Video Technology,Active Learning,Science Laboratories,Instructional Effectiveness,Animal Husbandry,Agricultural Education

This study examines the interest, motivation, and behavioral engagement of college students in an introductory course relative to three instructional formats used in the course: hands-on, problem-based laboratory stations; problem-based written case studies; and video lectures. Groups of five to seven students were assigned learning activities as treatments in a Latin Square design consisting of three experimental periods. At the beginning of selected laboratory sessions, students completed 10 minutes of the experimental activity immediately followed by a questionnaire. Students rated hands-on, problem-based laboratory stations as more challenging, novel, and attention-grabbing than they rated case studies or video lectures. Interest, intrinsic motivation, and behavioral engagement were greatest for groups completing laboratory stations followed by those completing case studies and lectures, respectively. Overall, the greater situational interest experienced during laboratory stations and case studies indicates that these activities can be leveraged to create learning environments that promote interest, engagement, and achievement.
Toward a Start-to-Finish Cross-Disciplinary Instructional Model for National and International Higher Education
Author: Harris, Victor William
Date: 2020-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,College Instruction,Teaching Models,State Universities,College Faculty,Teacher Effectiveness

Using their cross-disciplinary review of &quot;Ideas that Work in College Teaching,&quot; the authors explore the pedagogical commonalities of fifteen higher education instructors from SUNY Potsdam (State University of New York at Potsdam) in an attempt to reveal the secrets of teaching success across thirteen academic disciplines--math, computer science, geology, modern languages, political science, philosophy, history, biology, psychology, sociology, physics, and art. While the specific instructional disciplines varied considerably in the content that was both studied and presented, the authors found that the principles of effective teaching were quite similar across each of these disciplines. The insights shared by these fifteen accomplished instructors provide pedagogical wisdom that all teachers can learn from regardless of context or developmental age and stage of student capability and competence. Common goals and principles associated with effective teaching in higher education are highlighted using specific examples from individual authors where appropriate. A new model of instruction is then introduced: Attention, Interact, Apply, Invite -- Fact, Think, Feel, Do (AIAI-FTFD), as a potential start-to-finish approach to effective teaching in higher education. Implications for use of the model in both national and international higher education contexts are discussed.
QSAT: The Web-Based mC-Test as an Alternative English Proficiency Test
Author: Boonsathorn, Somsak
Date: 2016-00-00
Type: Journal Articles
Subjects: Language Proficiency,Computer Assisted Testing,Student Placement,English (Second Language),Language Tests,Test Validity,Test Reliability,Correlation,Undergraduate Students,Student Attitudes,Self Evaluation (Individuals),Foreign Countries,Cloze Procedure,Second Language Instruction

Reversing the original C-Test (Raatz &amp; Klein-Braley, 1981), the modified C-Test (mC-Test) deletes the &quot;first&quot; half (instead of the second half) of every second word (Boonsathorn, 1987). It is also known as the X-Test (Cleary, 1988; Prapphal, 1994, 1996). This web-based version was explored to investigate its reliability, face validity, criterion-related validity, and concordance with the Quick Placement Test (QPT). The participants were 585 undergraduate students studying varying academic areas, in a government university in northern Thailand during the 2010 academic year; all the students were volunteers. The instruments used included: (1) the Quick Placement Test (QPT), (2) the Web-Based mC-Test (WB mC-Test), and (3) a questionnaire concerning the face validity of the WB mC-Test. The findings revealed that the WB mC-Test had high reliability and high face validity. The Pearson correlation between the WB mC-Test and the QPT was significant at a medium level. Using a statistical model, it was found that the WB mC-Test could differentiate subjects into 4 levels based on the ALTE (Association of Language Testers in Europe): Level 0 Beginner to Level 3 Upper Intermediate. The WB mC-Test is supported to be a practical preliminary self-assessment test for EFL university students.
Recontextualizing Writing Proficiency: An Investigation of Model Argumentation Texts for IELTS Preparation
Author: Shi, Yongming
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Tests,Second Language Learning,Linguistics,Test Preparation,Memorization,Scores,Essays,Writing Tests,Teaching Methods,Vocabulary,Grammar,Persuasive Discourse,Second Language Instruction,Language Variation

In China, memorizing model texts from various sources including textbooks and other reference books is usually considered a legitimate learning practice by both teachers and students, especially when the students are preparing for high-stakes language tests, such as IELTS (International English Language Testing System). However, very little linguistic research has been done on the pedagogical values of these model texts. This study, therefore, aims to address this gap by investigating 15 model essays collected from three commercial exam preparation books for IELTS in mainland China. Drawing on analytical tools based on Systemic Functional Linguistics, a linguistic analysis is conducted to examine the lexicogrammatical resources pertaining to the realization of interpersonal meanings, such as &quot;Engagement&quot; resources in the texts. Results suggest that the &quot;Engagement&quot; resources valued in the model essays reflect the local rhetorical style in constructing an English argumentative text and it is argued that, while the texts may be effective in helping students acquire higher scores on a language test, namely the IELTS writing component, they do not provide enough access to the linguistic resources that are valued beyond the context of language testing.
Flexibility in e-Learning: Modelling Its Relation to Behavioural Engagement and Academic Performance
Author: Kokoç, Mehmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Learning,Models,Learner Engagement,Academic Achievement,Higher Education,Online Courses,Adjustment (to Environment),Measures (Individuals),Student Experience,Educational Objectives,Student Behavior,Teacher Education,Foreign Countries,Preservice Teachers,English (Second Language),Second Language Instruction

The purpose of this study is to explore how perceived flexibility affect behavioral engagement and academic performances in an e-learning environment. The study was conducted following predictive correlational design. A total of 119 higher education students enrolled in a 15-week fully online course participated in the study. Data sources included Perceived Flexibility Scale data, behavioral engagement data derived from learning analytics indicators and academic performances of the students based on their mid-term grades, quiz results and final grades. The study data were analyzed using the Partial Least Squares Structural Equation Modelling approach to test the research model. The findings revealed that perceived flexibility of time and perceived flexibility regarding the content have significant positive effects on behavioral engagement and academic performances, whereas perceived flexibility of teacher contact, surprisingly, does not significantly affect. The study contributes to our understanding of the role of flexibility dimensions in online learning experiences and learning outcomes. The study concludes with discussing practical implications of the results and suggestions for researchers.
An Educational Neuroscience Approach in the Design of Digital Educational Games
Author: Chalki, Panagiota
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Games,Educational Technology,Technology Uses in Education,Models,Design,Feedback (Response),Teaching Methods,Brain,Diagnostic Tests,Learning Activities,Foreign Countries,Males,Brain Hemisphere Functions,Video Games

A number of models, methodologies and conceptual frameworks have been proposed on how to design digital educational games aiming at better learning outcomes, while offering a fun experience. Our study combines two different methods, namely Delphi study and electroencephalograms (EEG), in order to provide an integrated digital educational game design model. Firstly, a Delphi survey was conducted in order academic experts in the field of digital educational games give their opinion and propose guidelines for designing digital educational games. Secondly, EEG recordings were used to examine how the game element of feedback for earned and lost points would be best incorporated in the game and how these elements affect players' experience. The results from the Delphi survey showed that the most important features to be included in the games are constructive elements, learning environments suitable for authentic learning, as well as elements which promote fun. Moreover, the experts highlighted that learning objectives should be included in activities in a way that the learners will not realize the actual learning process, but feel that they participate in everyday life experiences and examples. Bloom's taxonomy was also proposed as a way to match the learning elements with the game elements. EEG data combined with empirical data from questionnaires showed that players prefer to have audio feedback when gaining or loosing points during the gameplay rather than visual feedback or no feedback at all and contributed to the development of our digital educational game design guidelines.
Using Daisy Robot as a Motive for Children with ASD to Participate in Triadic Activities
Author: Pliasa, Sofia
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Robotics,Autism,Pervasive Developmental Disorders,Kindergarten,Elementary Schools,Program Effectiveness,Skill Development,Intervention,Foreign Countries,Interpersonal Competence,Interaction,Student Participation,Games

Independent studies in various settings indicate that interventions with Socially Assistive Robots, might help children with Autism Spectrum Disorder (ASD) to participate in activities that demand cooperation and communication skills. The purpose of this article is to present the benefits of robot assisted interventions in the development of social skills in children with ASD. The research took place in Greek Kindergarten and Elementary schools, during which six children with ASD participated in triadic activities, with and without the assistance of the Daisy Robot. The results showed statistical significant differences in three of the four skills (activity in a group, turn taking, and information) that were measured before and after the interventions with the robot.
My Classroom: Madagascar
Author: McCaughey, Kevin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,English (Second Language),Teacher Student Relationship,After School Programs,International Programs,Adolescents,Secondary School Students,Educational Environment,Language Attitudes,Team Teaching

In this article, teachers Niry Razafimamonjy and Josiana Andriantsalama, at the Lycee Jacques Rabemananjara beside the Indian Ocean in Taomasina, discuss how they support their students' learning and contribute to the field of English language teaching in Madagascar.
Working Memory and Second Language Development: A Complex, Dynamic Future?
Author: Jackson, Daniel O.
Date: 2020-00-00
Type: Journal Articles
Subjects: Short Term Memory,Second Language Learning,Language Processing,Educational Research,Research Methodology,Measurement Techniques,Language Proficiency,Bilingualism,Individual Differences,Language Aptitude,Language Skills,Comprehension,Psycholinguistics,Transfer of Training,Learning Theories,Barriers

Working memory (WM) is inherently dynamic and complex, being a multi-faceted system that links storage and processing components; yet it is widely understood as internal. Hence, in second language (L2) research, its connection to complex dynamic systems theory (CDST) remains underspecified. This paper seeks to bridge a gap between CDST and WM in L2 research. First, definitions of WM are reviewed, along with evidence for its relationship to L2 outcomes. Next, a brief overview of CDST highlights its metatheoretical and methodological implications. Three perspectives are presented to illustrate how WM can be viewed in terms of major tenets in CDST. These consider WM effects as: (1) context-dependent, (2) interrelated with those of other variables, and (3) amenable to change across the lifespan. Despite this reappraisal, numerous challenges remain. Thus, in addition to noting research opportunities, the paper also considers measurement issues, such as the determination of boundaries and selection of appropriate timescales. In closing, while WM studies have shown its influence on L2 proficiency and processing, to more fully understand its dynamic nature, what is needed is further research on the reciprocal influences of bilingual development and changes in WM components, such as control of attention.
Tracking the Dynamic Nature of Learner Individual Differences: Initial Results from a Longitudinal Study
Author: Jung, Daniel
Date: 2020-00-00
Type: Journal Articles
Subjects: Individual Differences,Longitudinal Studies,Second Language Learning,Student Motivation,Personality Traits,Cognitive Style,Short Term Memory,Undergraduate Students,Spanish,Public Colleges,Introductory Courses

Individual differences (IDs) have long been considered one of the most important factors explaining variable rates and outcomes in second language acquisition (Dewaele, 2013). While traditional operationalizations of IDs have, explicitly or implicitly, assumed that IDs are static traits that are stable through time, more recent research inspired by complex dynamic systems theory (Larsen-Freeman, 1997, 2020) demonstrates that many IDs are dynamic and variable through time and across contexts, a theme echoed throughout the current issue. This study reports the initial semester of a diachronic project investigating the dynamicity of four learner IDs: motivation, personality, learning and cognitive styles, and working memory. In the initial semester, data from 323 participants in their first year of university-level Spanish were collected and analyzed to determine what type of variability may be present across learners with respect to the four IDs studied at one time point and to discern possible learner profiles in the data or patterns via which the data may be otherwise meaningfully described. The results revealed four types of learner profiles present in the dataset.
Questioning Techniques Used by Foundation Phase Education Students Teaching Mathematical Problem-Solving
Author: Steyn, Gina
Date: 2020-00-00
Type: Journal Articles
Subjects: Grade 1,Questioning Techniques,Problem Solving,Mathematics Instruction,Mathematics Skills,Student Role,Preservice Teachers,Preservice Teacher Education,Teaching Skills,Foreign Countries,Elementary Education,Student Attitudes,Classroom Environment,Individualized Instruction,Inclusion

Background: Developing the questioning skills of Foundation Phase Education students when teaching mathematical problem-solving is often a neglected area of student curricula. Aim: This gap in mathematics programme is the focus of this study. Three main components were identified: presentation of mathematical problem-solving, the role of the Foundation Phase Education student in shared action and the questioning practice of the pre-service teacher. Setting: This study is embedded in an amalgamated theoretical framework of three theories: relational theory, hermeneutical theory of Davis and the revised taxonomy of Bloom. This qualitative, interpretive study was conducted in a grade 1 class. Seven Foundation Phase pre-service students were purposively selected to participate in the study. Methods: Triangulation of a multitude of research instruments ensured verification of data. The case study consisted mainly of the observation and analysis of six lessons. The framework of Tesch was used to interpret the data. Results: An outcome of the case study is a concise description of the use of questioning when teaching mathematical problem solving. Students in the selected sample generally struggled to ask questions and expressed the need for skills training. Conclusion: The student participants seemed unsure of how to use questioning skills optimally to elicit useful responses from their learners. Recommendations are made for enabling Foundation Phase students to learn the necessary skills to ask questions effectively in the problem solving segment of the curriculum.