ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Teacher Educators&apos; Perspectives of Play-Based Learning: A Mixed Method Approach
Author: Khalil, Nibal
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Attitudes,Play,Teacher Motivation,Foreign Countries,Affordances,Barriers

Background: This study examined teacher educators' perceptions of play-based learning in the context of university-based teacher education programmes in Palestine. Methods: Using a cross-sectional, multi-method design, we explored factors relating to teacher educators' capability, opportunity and motivation to incorporate play-based learning into their practice. Thirty-six staff from four Palestinian universities completed an online survey and 17 were interviewed. Results: Teacher educators recognise the value of play-based learning and are motivated to apply this pedagogical approach. However, attempts to incorporate play-based learning into their practices is affected by insufficient knowledge and skills to apply play-based learning in practical contexts. Furthermore, social cues, cultural norms and physical challenges currently limit their opportunity to adopt play-based approaches. Conclusion: Our findings highlight that Palestinian teacher educators are motivated to embrace play-based learning as a pedagogical approach and recognise the importance of using play-based learning in educational practices. The findings can inform future professional development programs for teacher educators.
Mobile Learning Applications for Refugees: A Systematic Literature Review
Author: Drolia, Maria
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Handheld Devices,Refugees,Literature Reviews,Technology Uses in Education,Educational Technology,Elementary Secondary Education,Higher Education,Adult Education

The proliferation of mobile devices in everyday life since the end of the 20th century has led to mobile applications for educational purposes and the creation of the research field of mobile learning. Despite the extended research interest on the effectiveness of this field, there is limited research on mobile learning for various social groups, such as refugees, students with learning difficulties and disabilities. Due to the unprecedented number (over one hundred million) of refugees during the second decade of the 21st century worldwide, many NGOs (Non-Governmental Organizations) and UN (United Nations) initiatives have proposed leveraging mobile learning for refugee educational needs. This research article focuses on mobile learning for refugee education. Namely, the present systematic literature review results from 2015 to 2020 will give a concrete picture of the recently existing mobile learning apps for refugees and their characteristics. According to the research findings, 15 characteristics were collected out of 14 applications. According to prior literature, areas of agreement or discrepancies in the field were found. Two new -to previous literature- characteristics were revealed: interwoven psychological and educational features and refugees' cultural features in the apps. The summarization and categorization of the app's characteristics aim to contribute to mobile learning research and impact game developers, educators, and NGOs according to refugee needs. The limitations of this study and issues for further exploration will also be discussed in the last sections.
Studying Abroad from Home: An Exploration of International Graduate Students&apos; Perceptions and Experiences of Emergency Remote Teaching
Author: Dong, Yanning
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Graduate Students,Pandemics,COVID-19,Distance Education,Electronic Learning,Emergency Programs,School Closing,Student Attitudes,Student Experience,International Programs,Foreign Countries,Inquiry,Adjustment (to Environment),Emotional Response

The temporary shift from face-to-face instruction to online teaching at North American universities as an alternative solution in response to the COVID-19 pandemic brought significant challenges to international students who had to study abroad from their home countries. Studies on how international students perceive their study-abroad-from-home experiences in such an emergency remote teaching (ERT) context remain scarce. Through the lens of community of inquiry and an additional perspective of emotional presence, this study explored 13 first-year international graduate students' perceptions and experiences of their learning in ERT. Based on the analyses of the pre-learning questionnaire survey results and a series of three reflection journal entries, the study finds that teaching presence has played a vital role in shaping students' understanding and experiences when they participated in a study-abroad graduate program from their home countries. In addition, the participants demonstrated mixed emotions of both frustration and appreciation/thankfulness as well as an isolation-connectedness emotional trajectory during their learning process. The study inspires an exploration of more diverse options for international education programs and continued effort in providing institutional support to ensure better learning experiences in a post-COVID community of inquiry.
Social Media-Based Professional Learning: What Are Teachers Doing in It?
Author: Krismanto, Wawan
Date: 2022-02-00
Type: Journal Articles
Subjects: Social Media,Professional Development,Foreign Countries,Teacher Attitudes,Technology Uses in Education,Preschool Teachers,Elementary School Teachers,Middle School Teachers,High School Teachers,Vocational Education Teachers,Learner Engagement

The formal professional development of teachers in Indonesia still encounters various obstacles and limitations. Realising this, some teachers gather, interact and build communities, then run social media-based professional learning. This study investigates the diversity of teacher activities in social media-based professional learning in the community from teacher experience. For this reason, a qualitative approach with the phenomenological method is the appropriate approach. The respondents of this study were 16 teachers who consistently participated in social media-based professional learning in three teacher communities. They were interviewed in a semi-structured manner. Learning activities in the community were observed, and relevant documents were analysed to complement the research data. The study results indicate various engagements and experiences of teachers in the three teacher communities studied. It also shows the diversity of teacher learning activities in social media-based professional learning facilitated by the teacher community. Based on the research results, several implications have been given for teachers, teacher community managers, and future research.
Writing Retreats Responding to the Needs of Doctoral Candidates through Engagement with Academic Writing
Author: Tremblay-Wragg, Émilie
Date: 2022-02-00
Type: Journal Articles
Subjects: Doctoral Students,Academic Language,Foreign Countries,Writing Workshops,Writing Skills,Doctoral Dissertations,Learner Engagement,Student Needs,Learning Activities

During dissertation writing, PhD candidates face challenges engaging with academic writing, among other things, which leads to their participation in writing retreats with their peers. Developing a better understanding of PhD candidates' needs to optimize engagement with writing is important for improving the overall doctoral experience and reduce attrition. We then conducted a qualitative longitudinal experimental study with PhD candidates from Canadian universities: 15 respondents who participated in a writing retreat and 15 respondents who never participated in such event. Based on our findings, this article presents a complementary perspective to the theoretical model of engagement with writing by Murray (2015). Thereon, we expand on the intersectionality of components (cognitive, physical, social) to illustrate the influence of structured writing activities. These intersections highlight the benefits of writing retreats to answer the needs of PhD candidates to engage with writing: planning dedicated writing periods, implementing effective work methods in environments enabling concentration, and engaging with collective writing activities. By way of supplementing the most recent literature on the subject, we suggest that the participation in structured writing retreats serves as a pedagogical benchmark for graduate programs to offer students comparable conditions in support of their writing requirements to enhance academic success.
Does the ePortfolio Platform Matter? A Focus on Student Choice, Preference, Motivation, and Learning Alliance at a Hispanic Serving Institution
Author: Callahan, Shane C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Minority Serving Institutions,Hispanic American Students,Electronic Publishing,Portfolios (Background Materials),Integrated Learning Systems,Web Sites,Student Motivation,Decision Making,Student Participation,Teacher Student Relationship,Rural Schools,Student Attitudes,Student Characteristics

Many universities are integrating ePortfolios into their curriculum. There is little guidance on how to select an effective platform. Some schools are utilizing their Learning Management System (LMS) or purchasing licenses for programs specific to ePortfolio, while others are recommending free, online website publication sites. With the free options, a new question arises: should instructors (or institutions) allow students to choose their platforms or assign a specific one? Based on a case study chronicling implementation challenges, Fallowfield et al. (2019) recommended allowing students to choose their platform. We engaged in a year-long quasi-experimental study to examine how important the specific platform was to students' learning alliance with the instructor and intrinsic motivation. Additionally, the effect of student choice in platform selection was analyzed. Contrary to Fallowfield et al. (2019), students indicated a preference for the ePortfolio platform choice to be made for them as opposed to making the choice themselves. No difference was found in the learning alliance or intrinsic motivation based upon whether students had a choice in platform, and learning alliance was above average for all student demographics.
The 6A ePortfolio Model: Professionalizing Learning in Higher Education
Author: Nino, Miguel
Date: 2021-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,College Students,Student Centered Learning,Career Development,Professional Development,Portfolio Assessment

In this article, the researchers propose a student-centered, six-step model for implementation in higher education to transform learning ePortfolios into career ePortfolios. Using the integrative literature review as a research methodology, this article surveys peer-reviewed articles of ePortfolios with the goals of contributing to knowledge regarding career ePortfolios and creating an implementation model for campus-wide adoption by students, faculty, and administrators. This article then presents an overview of strategies that all individuals in higher education can take to transform learning ePortfolios into career ePortfolios as students complete their degrees and initiate their job search.
Putting Transformative Learning in Higher Education Based on Linking Capital
Author: Syaharuddin, Syaharuddin
Date: 2022-02-00
Type: Journal Articles
Subjects: Transformative Learning,Higher Education,21st Century Skills,College Students,Foreign Countries,Student Centered Learning,Social Networks

This study aimed to analyze learning at the level of higher education. The practice of higher education, of course, also requires a transformation of learning. It is intended to achieve the competencies needed in the 21st century. The study used a qualitative approach. Observations were made on online learning practices at Lambung Mangkurat University, Banjarmasin, Indonesia from March to May 2021. In-depth interviews employed with 17 students who live in Banjarmasin. Miles and Huberman's data analysis technique reduces interview data. The study results described that learning at the higher education level has differences in the achievement of the graduate profile. There are two main patterns, namely, institution-centered learning and student-centered learning. The student's need for network strengthening requires the systemic transformation of learning. One learning transformation that can be carried out is strengthening learning practices outside the classroom with partners (stakeholders). The primary purpose of partner involvement is a condition designed so that students can increase network capital. This linking capital is expected to be an opportunity for students to increase student succession when they graduate from higher education.
Freedom to Learn--Independent Campus Policy: Do We Really Find Our Freedom?
Author: Christanti, Rossalina
Date: 2022-05-00
Type: Journal Articles
Subjects: Educational Policy,Experiential Learning,Academic Freedom,Foreign Countries,Higher Education,Access to Education,Universities,Independent Study,Business Schools,Program Implementation

What the job market demanded in the last few decades is overwhelming. Universities are working hard to meet the quality required by the job markets and it took a lot of effort, physically and mentally. Recently, the Minister of Education and Culture Republic of Indonesia releases a policy that opens up the door to unlimited resources of learning. Students will be facilitated to choose their learning sources from outside the classroom, with real professionals. It is hoped that the quality of education in Indonesia will be enhanced and universities can produce graduates who have competencies that are relevant to the needs of industry, business, and the world of work. This research mainly reviews the Freedom to Learn--Independent Campus (FLIC) policy as an opportunity to conduct independent learning. Independent to choose the more contextual source of learning. Our study context is the implementation of the FLIC program specifically at the School of Business. The researchers conducted interviews with stakeholders related to the implementation of this policy (students, faculty members, co-educators). As a result, FLIC is perceived to have a positive impact on improving student abilities. However, there are still some obstacles that can be used as a basis for policy improvement.
Critical Thinking Skills and Concepts Mastery on the Topic of Temperature and Heat
Author: Jamaludin, Jamaludin
Date: 2022-02-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Mastery Learning,Scientific Concepts,Inquiry,Discovery Learning,Physics,Climate,Heat,Science Process Skills,Foreign Countries

This study aimed to determine the effect of the inquiry-discovery learning model on critical thinking skills and mastery of students' physics concepts on the topic of temperature and heat. This quasi-experimental research used posttest only control group design in which there are two groups in this design, each of which was selected randomly. The sample in this study was 34 students for the experimental class and 34 students for the control class. The results showed that there was a difference between inquiry-discovery learning and conventional learning in improving students' critical thinking skills and mastery of physics concepts. Inquiry-discovery learning affects critical thinking skills and students' mastery of physics concepts. Future research is expected to explore variables that can sharpen students' physics skills through inquiry-discovery learning.
Developing Complexity Science-Problem Based Learning Model to Enhance Conceptual Mastery
Author: Amanda, Finga Fitri
Date: 2022-02-00
Type: Journal Articles
Subjects: Problem Based Learning,Models,Mastery Learning,Scientific Concepts,Electronic Learning,COVID-19,Pandemics,Learning Processes,Foreign Countries,Science Education,Syntax

Implementing a proper learning model during the post COVID-19 pandemic is fundamental for learning quality enhancement, specifically for students' conceptual mastery. The research aims to develop a Complexity Science-Problem Based Learning (CS-PBL) model assisted by the &quot;Sistem Informasi Pengelola Pembelajaran&quot; (SIPEJAR) e-learning platform that is valid, practical, and effective to enhance students' conceptual mastery during the post COVID-19 pandemic. The research and development model were adapted from Plomp &amp; Nieven consisted of three phases: preliminary research, prototyping phase, and assessment phase. The first phase research result was that the learning process in during COVID-19 pandemic was less interactive, which led to less effective learning. The students' score on conceptual mastery was in the poor category. The second phase resulted in a book of CS-PBL model assisted by SIPEJAR and supporting instruments considered valid by three experts. The third phase result was that the CSPBL model assisted by SIPEJAR was considered practical in the learning process implementation. The CS-PBL model can enhance students' conceptual mastery where the N-gain was sufficiently effective. It is concluded that the CS-PBL model assisted by SIPEJAR was considered valid, practical, and effective to enhance students' conceptual mastery during the post COVID-19 pandemic.
Digital Literacy Competency Indicator for Indonesian High Vocational Education Needs
Author: Wahjusaputri, Sintha
Date: 2022-02-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Technological Literacy,Educational Change,Online Courses,Ethnography,Vocational Education,Pedagogical Content Knowledge,Journal Articles,Research Reports,Vocational Education Teachers,Foreign Countries,Teaching Methods,Educational Needs,Vocational High Schools

In the face of the COVID-19 pandemic, education in Indonesia has shifted from face-to-face learning to online learning via the internet and digital technology. Therefore, digital literacy is a skill needed by vocational students and teachers today. This study aimed to identify and analyze digital literacy competency indicators to improve the quality of learning in high vocational education. This research employed a systematic review method, especially a qualitative meta-ethnographic approach, by reviewing various studies related to digital literacy competencies from various journal articles and conferences to then carry out the synthesis process. Meta-ethnography as part of the systematic review method integrates data across studies to obtain new theories and concepts with a deeper and more thorough understanding. The results showed four competency factors and 28 indicators to improve digital literacy competence. This research can be the basis of creating a digital literacy assessment model for high vocational education in Indonesia.
Effect of Online Quizzes on Music Theory Achievement of Freshman Music Teaching Students
Author: Çeliktas, Hatice
Date: 2022-02-00
Type: Journal Articles
Subjects: Music Education,Computer Assisted Testing,Music Theory,College Freshmen,Music Teachers,Teacher Education Programs,Comparative Analysis,Teaching Methods,Scores,Distance Education,COVID-19,Pandemics,Educational Change,Multiple Choice Tests,Foreign Countries

This research examined the effects of online quizzes on the music theory achievement of freshman music teaching students. For this purpose, the students who took the Western Music Theory and Practice I course were determined as the study group and experimental research was conducted. A pre-assessment test was given to determine students' knowledge level about music theory and the median value of the test was determined as the cut-off point. The cut-off point was established as the experimental group, while the cut-off point was established as the control group. In the semester, four online quizzes were given to the experimental group apart from the midterm and final exams. Finally, a final test was applied to whether there was a significant difference between the groups. Consequently, there was no significant difference between the two groups. However, it was seen that the experimental group scores are slightly higher than the control group scores, thus the experimental group achieved the success of the control group. When it was compared to the pre-assessment test scores, it shows that the students in the experimental group achieved a remarkable positive difference in the process. The discussion includes recommendations about the use of online quizzes.
Gifted Students&apos; Number Sense Skills in Terms of Number Sense Components
Author: Er, Zübeyde
Date: 2022-02-00
Type: Journal Articles
Subjects: Academically Gifted,Number Concepts,Mathematics Skills,Secondary School Students,Instructional Program Divisions,Foreign Countries,Grade 5,Grade 6,Grade 7,Grade 8,Gender Differences,Mathematics Instruction

As a descriptive survey research, this study aimed to investigate the number sense skills of gifted in terms of number sense components. Participant of this research consisted of 123 gifted secondary school students, who were selected according to the convenience sampling method in Turkey. The data of this research were collected in the 2021-2022 academic year. The number sense test was used as the data collection tool. This test is comprised of 20 items which were prepared in line with five basic number sense components. The data obtained from the data collection tool were analysed by quantitative analysis methods. As a result of the analysis, it was confirmed that the number senses of gifted secondary school students differed according to gender and this difference was in favour of the male students. The highest number sense performance according to grade levels belonged to eight grade level students. Furthermore, it was observed that the number sense performance increased in parallel with the grade levels of the students. In addition, when the mean of correct answers for the number sense components was considered, it was concluded that the highest mean was in the understanding of the effect of the operation and the lowest mean was in the understanding of the number concept, respectively.
Identifying Struggles and Challenges Faced by Indonesian Migrant Workers Pursuing Higher Education in Taiwan
Author: Soraya, Siti Zazak
Date: 2022-02-00
Type: Journal Articles
Subjects: Foreign Countries,Barriers,Migrant Workers,Access to Education,Higher Education,Student Motivation,Stereotypes,Time Management,Learning Strategies,Peer Teaching,Group Discussion,Notetaking,Open Universities,Online Courses,Distance Education,Teacher Role

People in social life often underestimated the presence of migrant workers caused by low skills and lack of education. The decision to continue higher education while working in the host country had tremendous challenges. This study aimed to develop a deeper understanding of the reasons, the problem encountered, and the learning strategies of migrant workers pursuing higher education at Indonesian Open Learning University of Taiwan (&quot;Universitas Terbuka Taiwan&quot;). There were 11 students participated in this study. This study was descriptive qualitative research, and the interactive model was applied in the analysis method. The data were gathered through in-depth interviews, participant observation, and documentation. The finding of this study revealed that: i) The migrant workers had the high motivation to pursue higher education because they wanted to change the stereotype that they were left behind and to seek a better life when they came back to Indonesia; ii) Inadequate time was the main problem to manage the study time due to the high workload; iii) The learning strategies of migrant workers were peer learning, group discussion, and note-taking. However, Indonesian Open Learning University of Taiwan was the excellent choice for the migrant workers in Taiwan to pursue higher education due to the flexibility of learning.