ethanporcaro/eric-fulltext-meta huggingface dataset:
A Systematic Review of Exploring the Potential of Teachable Agents in English Learning
Author: Baranwal, Divya
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Second Language Instruction,Artificial Intelligence,Technology Integration,Teaching Methods,Technology Uses in Education,Educational Technology,Instructional Design,Intelligent Tutoring Systems

Language learning has dramatically influenced the extensiveness of web-based learning, AI applications, smart content, personalized tutoring systems, virtual facilitators. This paper aims to review the empirical evidence on the application of intelligent agents in English learning to define the future research perspectives of Teachable Agents-assisted English education. After a systematic online data search, the investigator analyzed nine empirical studies on how Teachable agents have potential English teaching and learning benefits. The results indicate that: (1) most studies conducted with large sample size at university level followed by elementary level; (2) instructional design were in dialogue and image form; (3) emerged two categories-Interaction and integration; and (4) most of them used experimental research in different settings. This study suggests that TAs substantially play a supportive role, enhance their involvement, scaffold their learning, and become self-regulated learners. Hence, we prospect the need for a future-oriented vision regarding AI and intelligent technologies- assisted language learning for nonnative speakers.
Comparison of Pre-Service Elementary Teachers&apos; Mathematical Knowledge in Teaching for Length Measurement: Turkey and the United States
Author: Dogan Coskun, Sumeyra
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Mathematics,Knowledge Base for Teaching,Measurement,Foreign Countries

This study investigates pre-service elementary teachers' mathematical knowledge in teaching for length measurement. More specifically, this study compares the foundation and transformation knowledge of pre-service elementary teachers from Turkey and the United States. The current study examines similarities and differences between them by applying the codes of the Knowledge Quartet model with 40 pre-service teachers selected from Turkey and the United States. This study used a test assessing pre-service teachers' mathematical knowledge in teaching about the students' mistakes, difficulties, misconceptions, the reasons for them, and their strategies to overcome them related to the topic of length measurement. The findings indicated that while US pre-service teachers had more secure foundation knowledge in identifying the possible errors, Turkish pre-service teachers showed greater foundation knowledge in identifying the possible reasons for these errors. On the other hand, the pre-service teachers in both countries have similar transformation knowledge to suggest strategies to correct students' errors. These findings might provide some insights about how pre-service teachers' mathematical knowledge may be similar or different in different countries. Furthermore, these similarities and differences might help researchers and teacher educators emphasize the importance of the quality of teacher education programs.
COVID-19 and Higher Education in Agriculture Sector of Developing Countries: Impacts and Prospects
Author: Hussain, Mubshar
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,Developing Nations,Access to Computers,Internet,Barriers,Energy,Rural Areas,Agricultural Education,Online Courses,Educational Technology,Technology Uses in Education,Integrated Learning Systems,Educational Quality,Student Evaluation,School Closing,Economic Factors,Conventional Instruction

Like all other sectors, higher education in the agriculture sector has been affected by the COVID-19. Both teachers and students have faced problems in communication, learning and motivation during online education. The major issues include the limited internet access coupled with poor supply of electricity especially in rural areas, in most of the developing countries. In this article, we have discussed various challenges faced by agricultural students and teachers during online teaching and learning after the COVID-19 pandemic. The article also discusses prospects and strategies to improve online teaching and learning in the higher education of the agriculture sector of developing countries.
Analysis of the State of Digital Contact Habits of Primary School Students
Author: Kazaz, Nalan
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,COVID-19,Pandemics,Computer Use,Addictive Behavior,Gender Differences,Foreign Countries,Television Viewing,Social Media

The aim of this study is to examine the status of digital contact habits of primary school students during the pandemic period. This study is important because it will reveal the difference between primary school students' digital contact habits before and after the COVID-19 period. The study also has the distinction of being the first within the scope of studies conducted at primary school level in the direction of digital life skills and addiction. Survey method was used. The study group consists of 986 parents of primary school students in three different provinces in districts similar to each other in terms of socioeconomic and cultural aspects. The collected data were obtained by Digital analyze technique. The data was interpreted in the artificial intelligence-algorithmic system. According to the findings, the addiction rate increased in the study group students during the COVID-19 period, and one out of every four children was digitally dependent.
Evaluating the Psychometric Properties of Workplace Spirituality Scale in Pakistani Context School Teachers
Author: Aslam, Muhammad
Date: 2021-12-00
Type: Journal Articles
Subjects: Religious Factors,Work Environment,Foreign Countries,Teacher Attitudes,Public Schools,Psychology,Well Being,Work Attitudes,Teachers

Workplace Spirituality (WS) is recognized as the inner state of individuals and an aspect of their working life. This study was conducted to evaluate the psychometric properties of the Workplace Spirituality Scale (WPS) developed by Petchsawang and Duchon (2009) in Pakistani context school teachers. The present study was quantitative research and used a cross-sectional survey design. The sample for the study consisted of four hundred public school teachers. The data was collected personally by researchers and necessary guidelines were shared with the respondents. EFA and CFA were applied to evaluate the psychometric properties of the Workplace Spirituality Scale (WPS) in the Pakistani context. The results of the statistical analysis confirmed the four factors model (transcendence, mindfulness, compassion, and meaningful work) and ensured the generalizability of WPS. Furthermore, the results of statistical analysis established adequate reliability and validity of WPS. The modifications in this scale are highlighted. The findings of the study indicated that the instrument is valid and reliable which measures workplace spirituality. Further studies may be conducted in a different context to further ensure the dimensionality, reliability, and validity of WPS through different methodologies and techniques.
Collaborative Learning of Differential Equations by Numerical Simulation
Author: López-Reyes, Luis Javier
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Calculus,Engineering Education,Mathematical Models,Undergraduate Students,STEM Education

This paper presents a didactic proposal designed through the active methodology of collaborative learning to analyse the effect of the use of numerical simulation of a mathematical model on the learning of differential equations in engineering students. A mathematical model of a vibrating string was used, and the Octave Online platform was used for the numerical simulation. The analysis and assessment of this proposal were carried out in a hybrid, quantitative and qualitative manner, through the design of observation and measurement instruments. The results indicate that, in science, technology, engineering and mathematics programmes, the use of numerical simulation in a collaborative learning environment strengthens student learning and fosters the development of disciplinary and soft skills.
Determination and Validation of the &apos;Organizational Learning Capabilities&apos; Scale in a New Context of Educational Institutes in Pakistan
Author: Hanson, Janet
Date: 2021-12-00
Type: Journal Articles
Subjects: Educational Change,Decision Making,Educational Policy,Technology Integration,Feedback (Response),Teacher Attitudes,Secondary School Teachers,Public Schools,Gender Differences,Factor Structure,Systems Approach,Transfer of Training,Information Technology,Foreign Countries,Instructional Leadership,Transformational Leadership,Case Studies,Likert Scales

Current trends in disruptive technologies and global migration are changing the landscape of education. Stakeholders around the world are meeting to discuss the need to transform schools from teaching organizations to learning organizations. Policy decisions require empirically tested instrumentation that provides reliable data as feedback from faculty and is useful for measuring their school's organizational learning capability (OLC). The purpose of this quantitative study was to test the dimensions Jerez-Gomez et al.'s (2005) OLC survey in the context of educational institutes. Data were collected from teachers (n=150) out of 165 workings in public secondary schools (N=15) of Tehsil Wari district Dir Upper, Khyber Pakhtunkhwa in Pakistan. Results of the SEM analysis showed the instrument a reliable operationalization of OLC using a four-factor structure; managerial commitment (MC), systems perspective (SP), openness and experimentation (EX), and knowledge transfer and integration (TR). Gender showed as moderating the relationships of the independent variables with OLS.
Exploring the Causes of Plagiarism among Post Graduate Research Students--A Phenomenological Case Study Approach
Author: Sadruddin, Munir Moosa
Date: 2021-12-00
Type: Journal Articles
Subjects: Plagiarism,Case Studies,Phenomenology,Student Attitudes,Undergraduate Students,State Universities,Writing Assignments,Technological Literacy,Academic Language,Writing Skills,Language Skills,Time Management,Prevention,Reading Comprehension,Writing Instruction,Research Skills,Foreign Countries

The phenomenological case study aimed to unearth the reasons that influence university students to plagiarize assignments. 67 participants were selected for semi-structured interviews, from the Faculty of Education of a public university, located in Karachi, Pakistan. The obtained data were analyzed through thematic analysis. Findings uncovered that most participants lacked a deep understanding of different types of academic plagiarism and practical skills to evade it. Prevalent sources of information for preparing assignments included websites, research papers, e-books, and project reports, without verifying quality. The most common reasons that have influenced research students to plagiarize assignments included weak language and academic writing skills, easy access to online resources, conventional assignments, inadequate digital literacy, short time-frame, and challenge to balance personal, professional, and academic life. Thus, plagiarism is a conscious act coupled with indirect pressures. It is recommended to promote the culture of academic honesty among learners. In this regard, courses on preventing plagiarism, digital literacy, academic reading, and research writing should be integrated as a pre-requisite for a postgraduate research degree. It is also proposed to help learners embrace conscious networking skills and ownership of learning. Furthermore, contextual information literacy and plagiarism frameworks should be introduced.
Development of Teaching Digital Competence in Initial Teacher Training: A Systematic Review
Author: Pinto-Santos, Alba R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Journal Articles,Research Reports,Teaching Methods,Technological Literacy,Databases,Educational History,Faculty Development,Pedagogical Content Knowledge,Spanish,English,Portuguese,Computer Mediated Communication,Teacher Education

This article presents the results of a systematic review of different studies published in high-impact journals on the development of teaching digital competence (TDC) in initial teacher training. The methodology of the study is based on the documentary research approach, with the application of a systematic literature review covering the period between 2009 and 2019 in different databases. The sample is made up of 102 articles that are registered in a multidimensional analysis and classification matrix. One of the main findings is that in the last ten years there has been a significant increase in the literature related to teaching digital competence with the prevailing use of the quantitative methodological approach. Likewise, 50.98% of the articles are the result of the application of instruments to assess TDC. It can be concluded that TDC is a line of research with multiple dimensions of analysis and in constant evolution.
Student Perspectives on Online Lectures during the COVID-19 Lockdown
Author: Read, David
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Video Technology,Student Attitudes,Lecture Method,Introductory Courses,Chemistry,Science Instruction,Science Tests,Undergraduate Students,Online Courses,Teaching Methods,Student Experience,Educational Experience,Foreign Countries

This article outlines an exploratory study that investigated students' perceptions of the benefits and disadvantages of lecture recordings delivered as part of an introductory chemistry program in the UK during the COVID-19 lockdown in Spring 2020. Three features of these lecture recordings are considered: 1) the production of a series of mini-lectures rather than 50 minute recordings; 2) the inclusion of quiz questions in the video timeline; and 3) the inclusion of a picture-in-picture talking head showing the instructor alongside a captured screen. Analysis of survey data indicates that a majority of students felt that each of these features had a positive impact on their learning and/or experience, with a significant number expressing a preference for the retention of online lectures after the resumption of on-campus teaching. Qualitative data provides valuable insight regarding the specific aspects of the recorded lectures that were perceived to enhance the student experience, supporting the design of future provision both during and beyond the COVID-19 pandemic. The generalizability of the recommendations is also discussed, along with the limitations of the study.
Supporting Student Collaboration in Online Breakout Rooms through Interactive Group Activities
Author: Read, David
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Cooperative Learning,Interaction,Small Group Instruction,Chemistry,Science Instruction,Student Attitudes,Program Effectiveness,Undergraduate Students,College Science,Foreign Countries

Many instructors globally reported a lack of engagement in synchronous online sessions during the COVID-19 lockdowns. This article outlines the use of collaborative small group tasks mediated via breakout rooms in Teams during the 2020/21 academic year. The rationale for the activities, which are available for download, is described along with details of the evaluation of their impact. Key findings were that a majority of students reported enjoying the tasks and felt that they improved their learning during online sessions.
Are 9th Grade Students Ready to Engage in the Theoretical Discursive Process in Geometry?
Author: Karpuz, Yavuz
Date: 2022-02-00
Type: Journal Articles
Subjects: Geometry,Grade 9,Mathematics Instruction,Cognitive Ability,Discourse Analysis,Inferences,Thinking Skills,Validity,Mathematical Logic,Problem Solving,High School Students,Foreign Countries

This study was conducted to examine whether newly enrolled 9th grade students were ready to directly engage in the theoretical discursive process from the perspective of Duval's Cognitive Model. The sample of the study was comprised of 51 newly enrolled 9th grade students between the ages of 14 and 15, who had not received any prior geometry instruction. These 51 students were posed two open-ended questions that would enable them to make a transition between perceptual and discursive apprehension. According to the findings obtained from the study, many of the students could not display the necessary behaviors for theoretical discursive process. Students were mostly unsuccessful in converting discursive information into perceptual information, in writing discursive information based on perceptual information, and making inferences based on discursive information. These findings indicate that recent graduates of secondary school are not ready enough to directly engage in theoretical discursive process and, thus, they could experience difficulties in such high order skills as providing proof requiring the theoretical discursive process.
Mediating Role of Fluid Intelligence between Working Memory and Academic Achievement of University Undergraduates: Does Gender Matter?
Author: Niazi, Sadia
Date: 2021-12-00
Type: Journal Articles
Subjects: Intelligence,Short Term Memory,Academic Achievement,Correlation,Undergraduate Students,Gender Differences,Grade Point Average,Predictor Variables,Foreign Countries

The present study examined the mediating role of fluid intelligence between working memory (WM) and academic achievement and tested the invariance of this model across gender in a random sample of university students (N = 560, 228 boys &amp; 332 girls). Heart and Flower task (Diamond, 2013) and Raven's Standard Progressive Matrices[superscript TM] Plus (Raven, 1998) were used to operationalize WM and fluid intelligence, respectively. Academic achievement was operationalized through CGPAs of students. Findings of the path analysis suggested that fluid intelligence mediated between WM and CGPA. Test of the model invariance indicated that fluid intelligence was a stronger predictor of academic achievement for boys as compared to the girls, which suggested that the indirect effect of WM on academic achievement through fluid intelligence was stronger for boys. Significant gender differences were observed as girls' mean scores on WM and academic achievement were higher than those of the boys.
Exploring Online Pedagogical Practices for Enhancing Transfer of Learning in Higher Education
Author: Galoyan, Tamara
Date: 2021-12-00
Type: Journal Articles
Subjects: Higher Education,Transfer of Training,Graduate Students,Electronic Learning,Private Colleges,Instructional Design,Education Work Relationship,Student Attitudes,Adult Students,Metacognition,Concept Formation,Teaching Methods,Feedback (Response),Technology Uses in Education

Institutions of higher education play a critical role in bridging academia and workforce, yet college students find it challenging to transfer their learning across and beyond instructional formats, including online, hybrid, and face-to-face. The goals of this exploratory, sequential, mixed-methods study were to: (1) explore graduate students' conceptualizations of transfer; and (2) examine online pedagogical practices for enhancing transfer. Participants included students enrolled in a full-time online graduate degree program in education at a private university in the Mid-Atlantic USA. Findings from the qualitative phase with seven semi-structured interviews were used to design a survey study with 68 graduate students to explore their perceptions of effective online pedagogical practices for enhancing transfer. This study is significant since its findings revealed a number of online practices that instructional designers and faculty can use to optimize learning and transfer in higher education.
Faculty Perceptions of Using Synchronous Video-Based Communication Technology
Author: Lowenthal, Patrick R.
Date: 2021-12-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Synchronous Communication,Video Technology,Electronic Learning,COVID-19,Pandemics,Distance Education,Resistance to Change,Technology Uses in Education,Telecommunications,Electronic Mail,Asynchronous Communication

Online learning has traditionally relied on asynchronous text-based communication. The COVID-19 pandemic, though, has provided many faculty members with new and/or additional experience using synchronous video-based communication. Questions remain, though, about how this experience will shape online teaching and learning in the future. We conducted a mixed method study to investigate faculty perceptions of using synchronous video-based communication technology. In this paper, we present the results of our inquiry and implications for future research and practice.
A Practical New 21st Century Learning Theory for Significantly Improving STEM Learning Outcomes at All Educational Levels
Author: Maj, Stanislaw Paul
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Theories,Cognitive Processes,Difficulty Level,Cognitive Ability,STEM Education,Outcomes of Education,Instructional Development,Elementary Secondary Education,Higher Education

Current educational theories, such as Constructivism, are based on subjective principles which are open to interpretation and may result in wide variations in the quality of learning outcomes. Cognitive Load Optimization is a new quantitative, Science of Learning theory. Using this method, it is possible to define schemas (mental patterns of knowledge) with the quantitatively optimized minimum cognitive load which are the basis of instructional material development. Such materials represent the easiest possible learning paths. In one proof of concept experiment this new method was used to teach first year undergraduate mathematics to mature students in online mode. The pass rate and retention rates were both 100% and all learning objectives were met. Extensive evaluations strongly suggest that Cognitive Load Optimization can significantly improve teaching and learning outcomes in all STEM disciplines at all educational levels -- primary and secondary school, college and university.