ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Learning Analytics to Engage Students: Improving Teaching Practices through Informed Interactions
Author: Naujokaitiene, Justina
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Analytics,Learner Engagement,Instructional Improvement,Interaction,Data Use,Electronic Learning,College Faculty,College Students,Teacher Attitudes,Student Behavior,Student Centered Learning,Curriculum Development,Observation,Foreign Countries

Student engagement is one of the most relevant topics within the academic and research community nowadays. Higher education curriculum, teaching and learning integrate new technology- supported learning solutions. New methods and tools enhance teacher and learner interactions and influence learner engagement positively. This research addresses the need to explore new ways of improving teaching practices to better engage students with the help of learning analytics. The paper investigates how university teachers use the data from learning analytics to observe learners and to engage them in online learning. Qualitative inquiry was chosen to approach the research problem, and semi-structured interviews with the teachers using (blended) online learning were conveyed to explore teacher practices in students' behaviour and engagement observations online, disclosing teachers' abilities to understand the challenging learner engagement process based on the data from learning analytics. The new evidence provided by this research highlights the successful practices in the use of learning analytics data to observe students' behaviour and engagement and to inform teachers on the presence needed in order to develop learner-centred activities and to make curriculum changes. The limitation of this study lies in the fact that the different online teaching experiences that research participants had might have restricted their understanding of the use of LA data for curriculum development and learners' engagement.
Smart Learning Environments and Ergonomics: An Approach to the State of the Question
Author: García-Tudela, Pedro Antonio
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Environment,Human Factors Engineering,Educational Research,Educational Technology,Technology Integration,Elementary Secondary Education,Higher Education,Virtual Classrooms,Physical Environment,Assistive Technology,Computer Simulation,Internet,Inclusion,Design

Educational technology evolves constantly, in line with the innovative technologies we implement, but always catering for the improvement of teaching and learning. For this, Smart Learning Environments (SLE) emerge as an optimal alternative to traditional teaching as, through ergonomics, an inclusive outlook which is bound to enhance the educational experience of every student is provided. The method utilized is based on a systematic review of the existing literature which has allowed us to analyze in depth a final sample of 19 documents after an initial review of 633, being these all the works published between 2013 and 2019.Therefore, the principal objective of the present work is carrying out an analysis of the state of the art in relation to ergonomics, inclusiveness and the SLE. The analysis of results is performed utilizing a semantic network, generated through atlas.ti. v.8, by means of which 3 categories, 10 codes and 33 quotes are extracted. Namely, the results reveal the emerging nature of the thematic line researched and how ergonomics is linked to inclusiveness and stands out as one of the most defining components when designing an educational proposal based on SLE.
Digital Competence: A Study from the Perspective of Pre-Service Teachers in Turkey
Author: Çebi, Ayça
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Technological Literacy,Foreign Countries,Student Attitudes,Gender Differences,Case Studies,Teaching Methods

This study aims to know the opinions of pre-service teachers on their digital competence and to determine whether these opinions vary according to gender, branch and perceived level of digital competence. In this study, a cross-sectional survey model was used. In such a context, the study was conducted with 518 pre-service teachers who were studying in different provinces of Turkey. The study used a digital competence questionnaire as a data collection tool. When the results were evaluated, it can be said that the digital competence of pre-service teachers is moderate and that it varies significantly according to gender, branch and perceived level of digital competence. It is thought that the results of this study will guide the researchers as they reveal the needs of the pre-service teachers and contain information about what should be focused on the training or activities to be organized to meet these needs.
Bibliometric and Collaborative Network Analysis on Active Methodologies in Education
Author: Segura-Robles, Adrián
Date: 2020-00-00
Type: Journal Articles
Subjects: Bibliometrics,Network Analysis,Educational Research,Teaching Methods,Citation Analysis,Active Learning,Productivity

Teachers have gradually been making more use of active methodologies at all educational levels, and some even carry out research in this area. The objective of this research was to develop a bibliometric study in order to gain an in-depth view of the scientific literature on active methodologies in education. An analysis of the classic descriptions of bibliometrics, co-authorship indexes and collaboration networks was carried out, using documents indexed by the Web of Science on active methodologies in education between 2009 and 2019. The final data corpus is composed of 513 documents. The results show that publications on this type of research are booming, demonstrating a growing interest in these kinds of studies in the short and medium term. English is the predominant language in these studies, as occurs in the general scientific literature. The results indicate a limited range of topics being studied currently and likely growth in coming years. Therefore, this category of research can be considered as a relevant field of study for the scientific community in the short and medium term.
How the Education Community Perceives Cyberbullying: A Comparison of Students, Teachers and Families
Author: Alcaine, Pablo Bautista
Date: 2020-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Student Attitudes,Teacher Attitudes,Family Attitudes,Elementary School Students,Elementary School Teachers,Coping,Knowledge Level,Foreign Countries,Role

This study aims to find out how the groups that form the education community (students, teachers, families) differ in terms of the various characteristics surrounding the cyberbullying phenomenon. To do this, we conducted research using a selective correlational and cross-sectional design to analyze relationships and differences among variables: defining cyberbullying, typology, involved roles, possible causes and coping strategies in the different groups. The study recruited 116 participants as follows: 51% were year-6 Primary Education students; 29% were students' family members; 20% were school teachers. We collected data through an &quot;ad hoc&quot; questionnaire that a group of experts had previously validated. The results of the data analysis showed that significant differences appeared in terms of: how typologies were perceived; the importance of roles; coping strategies for cyberbullying.
Teaching Style Differences between Male and Female Science Teachers in Qatari Schools: Possible Impact on Student Achievement
Author: El-Emadi, Ahmad A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Styles,Gender Differences,Teaching Methods,Science Teachers,Science Instruction,Public Schools,Science Achievement,Teacher Characteristics,Student Motivation,Learning Motivation,Student Attitudes,Foreign Countries,Classroom Observation Techniques,Teacher Attitudes,Elementary Secondary Education,Correlation

In Qatar's gender-segregated public schools, female students outperform male students in international science tests such as PISA and TIMMS. In contrast to the international trend for top performing countries, however, female students report lower levels of interest in science-based careers than males. One possible factor that may contribute to this discrepancy is the difference in teaching styles between female teachers and their male counterparts. In this paper we focus on results obtained from 105 classroom observations (39 males and 66 females) selected from 50 different public schools as part of two independent research projects to study the motivation factors and attitudes toward and interest in science among Qatari students. In addition, 40 semi-structured interviews of students, teachers and administrators were conducted. The observations were guided using an adopted Reformed Teaching Observation Protocol (RTOP) evaluation rubric consisting of 13 teaching traits which provides a standardized mean for detecting the degree to which science classroom instruction is reformed through a focus on Lesson Design, Content, Pedagogic Knowledge and classroom culture. Female teachers provided better delivery during theory classes, whereas male teachers demonstrated better performance in laboratory-based classes.
The Effect of Multiple Intelligence(s) on Academic Success: A Systematic Review and Meta-Analysis
Author: Aydin, Hasan
Date: 2019-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Academic Achievement,Educational Research,Meta Analysis,Effect Size,Intellectual Disciplines,Geographic Regions,Educational Attainment,Foreign Countries

Many thesis, dissertations, and articles have been written on whether the concept of multiple intelligence has achieved the expected success in educational environments that has been established in accordance with the multiple intelligence principle and whether such developments have had a positive influence on the attitudes of students towards their learning. In other words, what kind of results do these scientific reports show? The research conducted in this paper seeks to determine the answer to this question through a meta-analysis and to determine if the creation and implementation of learning and teaching activities based on multiple intelligence models have had a positive influence on the academic success of students and have engendered positive attitudes towards learning. Within the context of this research, the following moderating factors were incorporated into the research; the level of education with which the studies dealt, the lesson under discussion, and the geographical region in which the studies were conducted and the year of publication of the studies concerned. These moderating factors did not seem to create any divergence in the results of the research regarding academic success. With respect to moderating factors, while no differences existed regarding the level of education, differences were observed in the relationship with the lessons, the geographical region and the academic year under observation within the studies. [Note: The issue number (?) and article (emXX) shown on the PDF are incorrect. The correct citation for this article is v15 n12 Article em1777.]
Factors Responsible for Students&apos; Lateness to School as Expressed by Nigerian Teachers in Elementary Schools
Author: Adegunju, Kabir Adewale
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Elementary School Teachers,Gender Differences,Teaching Experience,Educational Attainment,Readiness,Sleep,Proximity,Poverty,Peer Influence,One Parent Family,At Risk Students,Negative Attitudes,Parenting Styles,Parent Influence,Teacher Competencies,Physical Health,Emotional Response,Transportation,Fees,Stress Variables,Time Management

Students' lateness to school is one of the challenges faced by school administrators. This research therefore investigated the factors responsible for students' lateness to school as expressed by Nigerian teachers in elementary schools. The influence of moderating variables of sex, years of teaching experience and educational qualification on the respondents' expressions was also considered. The study is descriptive in nature and sampled 200 Nigerian teachers in elementary schools. An instrument titled 'Factors Responsible for Lateness to School Questionnaire (FRLSQ) was adopted to gather data. The descriptive and inferential statistics were used as methods of data analysis. It was revealed that the factors responsible for students' lateness to school as expressed by Nigerian teachers in elementary schools are poor preparation for school, going late to bed, distance of school from home, high level of poverty, peer pressure, single parenting among others. It is concluded that the factors responsible for lateness to school are enormous. Practical solutions were therefore recommended.
Influence of Environment-Based Learning Materials to Improve the Eco-literacy of PGSD Students
Author: Arga, Hana Sakura Putu
Date: 2019-08-00
Type: Journal Articles
Subjects: Instructional Materials,Instructional Effectiveness,Multiple Literacies,Ecology,Social Studies,Preservice Teachers,Elementary Education,Private Colleges,Foreign Countries,Consciousness Raising,Sustainable Development,Internship Programs,Material Development,Natural Resources,Environmental Education

Human concern on the environment is unfortunately seen decreasing, which has resulted in negative environmental damages caused by human actions. To address this issue, this research seeks to see the influence of environment-based teaching materials in social studies learning to improve the eco-literacy of students of primary school teacher education (PGSD, Pendidikan Guru Sekolah Dasar) study program. This research involved third semester 60 PGSD students of a private university in Bandung Regency, Indonesia. Therefore, this research investigated the differences of environment-based learning materials and conventional learning in improving the eco-literacy of PGSD students. This research used a quasi-experimental method with nonrandomized pretest-posttest control group design and used quantitative observation instruments in the form of checklists to obtain the data. The results revealed that by using environment-based learning resources, the social studies learning could improve the eco-literacy of PGSD students, and was considered better than implementing conventional learning.
Use of Big Book Learning Media to Improve Students&apos; Beginning Reading Skills in Primary Schools
Author: Nurani, Riga Zahara
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Reading,Reading Instruction,Reading Skills,Elementary School Students,Grade 2,Student Motivation,Instructional Effectiveness,Teaching Methods,Books,Pictorial Stimuli

This study is motivated by the fact that there are still many lower grade students who have not been able to read fluently. Big book learning media can be used by teachers to teach beginning reading to lower grade students. The purpose of this study is to describe the use of big book learning media to improve beginning reading skills. The study employed a qualitative descriptive method. The subjects were second-grade primary school students who were still unable to read. The research was conducted in one of the primary schools in Tasikmalaya City. The results revealed that students were more enthusiastic in learning to read using big book learning media, which could be seen from an increase in students' reading skills in each meeting. By using big book learning media, in addition to learning to read through a series of letters, students were able to learn to read through images followed by the writing. Therefore, big book learning media can be used to improve students' reading skills.
Development of Problem-Based Comic Book as Learning Media for Improving Primary School Students&apos; Critical Thinking Ability
Author: Yonanda, Devi Afriyuni
Date: 2019-12-00
Type: Journal Articles
Subjects: Cartoons,Problem Based Learning,Teaching Methods,Elementary School Students,Critical Thinking,Thinking Skills,Skill Development,Grade 4,Student Needs,Validity,Foreign Countries,Instructional Materials

This research is motivated by the lack of teachers' ability to use media related to the students environment as teaching materials to develop primary school students' critical thinking ability. The research aims at developing problem-based learning media (PBL) using comic book in order to improve students' critical thinking ability. The research employed a research and development design using the experimental research design with a one-group pretest-posttest design. The subjects of the research were 28 fourth-grade students in one of primary schools in Indramayu Regency. The research produced a product in the form of problem-based comic media developed based on the needs of teachers and students. The subject material in the comic book contained problems that occurred in the real environment within the students. Based on the validation tests carried out by material experts, media experts and practitioners, the results revealed that the product was included in the &quot;Very Valid&quot; category. While, the practicality test results revealed that the product was included in the &quot;Very Practical&quot;.
Survey of the Implementation of Professional Learning Community (PLC) Program in Primary Schools
Author: Sunaengsih, Cucun
Date: 2019-12-00
Type: Journal Articles
Subjects: Communities of Practice,Elementary School Teachers,Program Design,Professionalism,Program Implementation,Teacher Participation,Faculty Development,Foreign Countries,Socialization,Teacher Attitudes,Communication (Thought Transfer),Compliance (Psychology)

This research aims at illustrating the implementation of Professional Learning Community (PLC) programs, which later will be used to be the basic data for the preparation of PLC program design that is applicable and easily implemented by the teachers. The low contribution and discontinuity of teachers in the PLC programs in primary schools have impacted on the lack of optimization of the PLC programs as a support for sustained improvement of teacher professionalism. This research employed a descriptive research design with a survey approach involving 52 primary school teachers in Sumerdang Regency. The research results revealed that even though the teachers' understanding of the PLC program objectives was very high, the teachers' understanding of the PLC program mechanism was still low. Thus, this resulted in the low level of the implementation of the PLC program in primary schools, both in programs and regulations. Therefore, further research is expected to produce the operational, structured, and applicable PLC programs in order to increase the teachers' participation in implementing the PLC programs for improving teacher professionalism, and having a real impact on the improvement of the quality of learning in primary schools.
A Listening Lesson Prototype for the First-Grade in Primary School
Author: Triwidayati, Katarina Retno
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Indonesian,Language Acquisition,Language Skills,Listening Skills,Reading Skills,Speech Skills,Writing Skills,Elementary School Students,Grade 1,Models

One of the main purposes of learning Bahasa Indonesia is to make students be fluent in using language. Language skills consist of two receptive skills (listening and reading), and two productive skills (speaking and writing). Those four skills are expected to be practiced equally. However, based on the previous research, listening lessons were rarely implemented in class. Moreover, listening lesson were inappropriately implemented by asking students to read. Additionally, the listening tests to measure the students' listening proficiency were also unsuitable. Based on those findings, the researchers conducted a listening lesson developmental research for the first-grade primary school. This research is part of a developmental research referring to Gall, Gall, and Borg's developmental research steps. This research is the second of five planned research phases. In this second phase, the researchers developed a listening lesson prototype validated by six validators. To validate the data, this research employed the triangulation method. Meanwhile, Miles and Huberman's data analysis technique was utilized to analyze the data. The result of this research was a listening lesson prototype, including the mapping of basic competencies, networking of themes, determining of listening learning success indicators, learning stages, and listening evaluation.
Profile of Off-Task Behavior in Primary School Students
Author: Saripah, Ipah
Date: 2019-08-00
Type: Journal Articles
Subjects: Elementary School Students,Student Behavior,Time on Task,Foreign Countries,Behavior Problems,Grade 3,Incidence,At Risk Students,Academic Achievement

As an effort to achieve the developmental tasks of primary school age children, they are expected to obtain the basics of knowledge that are considered important to successfully adapt to adult life, and learn various important skills. However, there were several aspects that inhibit the achievement of the developmental tasks, for instance, off-task behavior, in which students disengaged from the learning environment by performing unrelated behavior. The occurrence of off-task behavior phenomena in primary school students needs to be addressed. Therefore, this research aims at investigating the profile of off-task behavior in primary school students. This quantitative research was conducted using the instruments of off-task behavior. This research involved 25 fifth grade primary school students in one private primary school in South Jakarta. The research results revealed that there were 60% of the students who were categorized performing moderate rate of off-task behavior with motoric aspect was the highest rare (38.7%).
Movement- versus Sporting-Based Physical Education in Elementary Schools: Does Either Ensure Quality?
Author: Scott, Joseph John
Date: 2019-08-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,Elementary Education,Teaching Methods,Athletics,Psychomotor Skills,Motion,Models,Program Effectiveness,Educational Quality,Teacher Competencies,Teacher Education,Pedagogical Content Knowledge,National Curriculum

Within the physical education literature, there remains to be contentions between the effectiveness of sporting- and movement-based approaches. Whilst both have noted strengths and weaknesses, there is little research into whether either is leading to quality physical education in Australian elementary schools. This paper therefore examines two of the common models based approaches to teaching physical education in elementary schools against the five interrelated propositions of the Australian Curriculum to determine if either pedagogical approach is leading to quality physical education. This paper draws on current literature, curriculum frameworks and pedagogical recommendations to determine the value of a models based approaches to physical education in relation to quality. Examinations indicate that both the sports and movement based approaches can address the five key propositions that underpin the Australian Curriculum, however quality is dependent on appropriate implementation by qualified and skilled teachers. Teacher education and pedagogical knowledge is paramount for the implementation of quality physical education. Further investigation and exploratory research is required to determine if the model based approaches are being effectively being introduced by both generalist and specialist health and physical education teachers in elementary school settings.