ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding the Characteristics of English Language Learners&apos; Out-of-Class Language Learning through Digital Practices
Author: Dincer, Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Informal Education,Information Technology,English (Second Language),Second Language Instruction,Second Language Learning,Language Proficiency,Independent Study,Case Studies,Student Characteristics,Majors (Students),Web Sites,Comparative Analysis,Personal Autonomy,Audio Equipment,Intelligent Tutoring Systems,Computer Software,Social Media,Video Technology,Computer Games,Dictionaries,Undergraduate Students,Student Attitudes,Foreign Countries

This study aims to understand the extent to which English as a foreign language learners use technology for their autonomous language learning beyond the classroom. With a cross-sectional survey design approach, the study focuses on learner characteristics. It first investigates the existing language learner profiles of 512 English major university students concerning autonomous language learning and out-of-class technology engagement. Then, details regarding the characteristics of existing learner profiles in terms of language proficiency, daily technology use time, a variety of digital tool use and the most beneficial tools are outlined. Within this frame, cluster analyses suggested two clusters: more autonomously engaged with digital tools and less autonomously engaged with digital tools. The findings showed that more autonomously engaged students tend to have greater language learning proficiency than the less autonomous group. The more autonomously engaged students also spent more time daily and used various digital tools in comparison to less autonomous technology users. While online websites and social media were the most frequently used digital tools for both groups, the use of podcasts, blogs and online language courses differed. According to the provided tool lists of learners, students benefited significantly from social media, online websites, dictionaries, and intelligent tutoring system applications (apps). Online games, YouTube, Instagram and other smartphone apps, which allow students to practice vocabulary and speak with foreigners, also had considerable influence on language development. The study findings provide insights for language teachers aiming to extend learners' in-class language-learning experiences beyond the confines of the classroom.
Digital Skills at Divine Word University, Papua New Guinea
Author: Kolodziejczyk, Iwona
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Technological Literacy,Gender Differences,Internet,Student Attitudes,Information Seeking,Age Differences,Rural Areas,Urban Areas,Comparative Analysis,Skill Development,Foreign Countries,Universities,Assignments

The purpose of the study was to investigate the level of digital skills within a group of university students in Papua New Guinea and their ability to meaningfully engage within the digital world. The study also aimed to explore whether the traditionally recognized digital divide continues between genders and place of origin, and between years of study and faculties. This study utilizes the framework defined by Van Deursen and Van Dijk who identify operational, formal, information and strategic skills. The study measured the internet skills of students by asking 289 participants to complete sixteen assignments on the internet. The results indicate that, on average, the tasks were completed as follows: 38% of operational skills, 13% of formal internet skills, 30% of information skills and 28% of strategic internet skills. Age and gender were not significant; however, performances were significantly different for students from the capital city as compared to those coming from a rural town or village environment, and performance improved as students moved through the four years of university training. Differences in groups from specific faculties are significant but require further study to explain. If operational and formal skills are a necessary (but not sufficient) condition for performance of higher-level information and strategic skills, then tertiary institutions, particularly those facing the effects of the digital divide, will need to ensure that those necessary skills are provided for. Having ensured digital competency at that level, further efforts can be made to develop information and strategic skills to ensure a meaningful and creative use of digital technologies.
Learning Management System Adoption in Higher Education Using the Extended Technology Acceptance Model
Author: Fearnley, Marissa R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Technology Integration,Higher Education,Self Efficacy,Educational Quality,Usability,College Faculty,Foreign Countries

A learning management system is capable of enriching instruction and acceptance of this learning technology by users is crucial to its successful application in higher education. This study investigated factors that influenced adoption of a learning management system by higher education teachers using the technology acceptance model which incorporates three external constructs: system quality, perceived self-efficacy and facilitating conditions. Data collected from faculty respondents (n=127) through an online survey were examined by employing partial least squares-structural equation modeling. While several relationships were confirmed, others were not supported by this research. Results showed that both system quality and perceived self-efficacy strongly influenced perceived usefulness, which in turn indirectly affected attitudes towards the technology and behavioral intention. Additionally, system quality directly affected perceived ease of use and attitudes toward technology use. The strong and direct influence of perceived self-efficacy on perceived usefulness and perceived ease of use suggests that faculty with positive beliefs about their ability to use the learning management system will regard it as both useful and easy to use. Facilitating conditions, on the other hand, affected neither perceived ease of use nor attitudes. Implications for practice, policy and potential research directions are likewise presented.
Assessing the Aspirations and Fears of Costa Rican Youth in Long-Term Correctional Confinement
Author: Ochoa, Theresa A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Institutionalized Persons,Correctional Institutions,Juvenile Justice,Aspiration,Fear,Expectation,At Risk Persons,Long Range Planning,Goal Orientation,Crime,Young Adults,Adolescents,Social Behavior,Gender Differences,Questionnaires,Self Concept

This study used the Possible Selves Questionnaire (PSQ) with 30 incarcerated youth in a long term juvenile correctional facility in Costa Rica. The PSQ is a self-administered survey that measures a person's aspirations and fears for the future and strategies to achieve who they wish to become and avoid becoming. Results showed that while participants reported having Expected and Feared Selves, they struggled to identify concrete strategies to reach their goals. This vulnerable, incarcerated, population faces a variety of social challenges that may hinder their ability to avoid the behavior that led to their initial incarceration once they are released from correctional confinement. Limitations of using the PSQ with Costa Rican youth are also discussed.
Saudi Female International College Students&apos; Self-Identities through the Use of Social Media in the United States
Author: Alruwaili, Tahani
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Females,Self Concept,Foreign Countries,Social Media,Freehand Drawing,Self Expression,Privacy,Student Attitudes,Sex Role,Undergraduate Students,Graduate Students,Computer Use,Cultural Context,Cultural Differences,Context Effect,Personal Autonomy

This study explored 14 Saudi female international college students' self-identities through social media use while they were studying in the United States. Data was collected by semistructured interviews. In addition, participants were asked to draw pictures that represented how they experience social media use in Saudi Arabia and in the United States as part of the interviews. The findings revealed that many participants indicated they experienced some changes to their identities after coming to the United States. Many of the participants expressed they were more open and more independent after coming to the United States. They felt they could expresstheir identities on social media to a greater degree and enjoyed using it to connect with others. Although most of the participants became more comfortable with interaction and expression on social media in the United States, many of them still retained some measures to ensure their privacy.
Are International Students Getting a Bang for Their Buck? The Relationship between Expenditures and International Student Graduation Rates
Author: Schmidt, Anthony
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Graduation Rate,Outcomes of Education,Expenditures,Undergraduate Students,Academic Support Services,Out of State Students,Tuition,Correlation,Graduate Students

Do increased expenditures lead to improvements in international students' outcomes? As state subsidies for public higher education institutions remain low, the reliance on out-of-state tuition from international students underscores their importance. Because international students often pay such higher tuition fees, it is worth studying how such fees impact their education. This study investigated to what extent institutional expenditures affect undergraduate international student graduation rates. Using ordinary least squares regression with robust standard errors, the results indicated that academic support expenditures are significantly related to international student graduation rates, but may only have small effects in other areas. Out-of-state tuition was also found to be significant, suggesting tuition affects international students in ways not captured by expenditure data. [See URL for appendix. https://www.ojed.org/index.php/jis/issue/view/86]
Insights into Saudi Female International Students: Transition Experiences
Author: Arafeh, Alia
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Females,Foreign Countries,Student Adjustment,Coping,Undergraduate Students,Sex Role,Study Abroad,Decision Making,Young Adults,Personal Autonomy,Self Efficacy,Fathers,Social Support Groups,Academic Support Services,Acculturation,Student Experience,Positive Attitudes

This study explored the transition experiences of 10 Saudi female international students when they made the decision to study and live in the United States. The transition theory provided the theoretical foundation for understanding how Saudi female sophomore students progressed through moving to a Midwestern university. In-depth individual interviews followed by a focus group interview with four of the participants elicited their reflections about their transition experiences evolving over time and the coping strategies they employed to facilitate their transition. The themes that emerged from data analysis emphasized the positive experiences of Saudi females in the United States, the importance of fathers' support, desire to go back to Saudi Arabia upon graduation, and the several resources Saudi females sought other than campus support.
Exercise Motivations: Differentiation of International and Domestic College Students
Author: Cho, Dongwook
Date: 2020-00-00
Type: Journal Articles
Subjects: Exercise,Student Motivation,College Students,Health Behavior,Life Style,Foreign Students,Wellness,Measures (Individuals),Comparative Analysis,Competition,Student Attitudes,Peer Groups

As the number of international and domestic college students has increased, the importance of developing healthy lifestyles has been getting significant attention from college administrators. The current study was designed to determine if differences occur in exercise motivation between international and domestic college students. A total of 155 college students from a southwestern U.S. university completed the Exercise Motivations Inventory-2 through the university's online active research system. Analyses indicated that international students possessed a higher motivation to exercise for revitalization, while domestic students were more motivated for a challenge, competition, and social recognition. The findings suggest that campus health professionals or wellness administrators may need to utilize different strategies to promote the health of international college students through exercise programs.
Knowledge, Use, and Perceived Value of University Student Services: International and Domestic Student Perceptions
Author: Perry, Cody J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Knowledge Level,Use Studies,Value Judgment,Student Personnel Services,College Students,Foreign Students,Student Attitudes,Help Seeking,Academic Support Services,Program Evaluation

Universities throughout the United States struggle with fiscal issues that can be improved by greater retention and graduation rates. One step often taken is to cut student service spending, which hurts students' ability to finish a degree. While some have advocated for greater spending in student services, we contend that current services may suffice. Since many students do not understand the services available, many do not take advantage of university offerings. This study looks at differences in perceptions between international and domestic students concerning awareness, use, and value of services available at a western U.S. land-grant university. We found many students, both international and domestic, are not aware of available programs, which correlates to less use and perceived value of these services and programs.
Improving Visual Literacy Skills through News Photos
Author: Baz, Mehmet Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Visual Literacy,Skill Development,Photography,News Media,Native Language Instruction,Turkish,Elementary School Students,Grade 6,Learning Activities,Thinking Skills,Foreign Countries

News photos are one of the important materials used for improving visual literacy in language teaching. In the most recent Turkish language curriculum, standards related to visual literacy are included in all grade levels at the secondary stage of primary education. The purpose of the current study is to present the design, implementation, and evaluation processes of an activity that shows how news photos can be used in Turkish language lessons to enhance visual literacy skills. The activity was designed for the 6 th grade students in line with the curriculum standard &quot;Students are able to answer questions related to visuals.&quot; and was developed as part of a lesson study. For this activity, 5 worksheets and 1 activity observation form related to 6 news photos awarded in various competitions were prepared and implemented. The findings show that students used higher order thinking skills in relation to visual literacy during the activity.
A Game-Based Activity Related to Prime Numbers
Author: Yagmur, Bahriye Eda
Date: 2020-00-00
Type: Journal Articles
Subjects: Game Based Learning,Mathematics Education,Mathematics Instruction,Mathematics Activities,Educational Games,Number Concepts,Elementary School Students,Grade 6,Academically Gifted,Foreign Countries,Student Attitudes,Learner Engagement,Instructional Effectiveness

This study examined a game-based teaching activity on &quot;Factors and Multiples&quot; designed for the 6th grade students. The game aims to create a differentiated and enriched learning environment targeted the curriculum standard &quot;The students determine prime numbers using their properties. The students find prime numbers using the Eratosthenes sieve method.&quot; The game was played within two-course hours with 22 gifted students attending a Science and Art Center in Turkey. The students' learning behaviors were observed with an observation form during the game. At the end of the lesson, students were given a semi-structured interview form to get their opinions on the use of games in mathematics lessons. It was observed that the students were enthusiastic and were having fun during the game. The students explained that the game was both educational and entertaining and they expressed their wishes for more game activities to be included in the lessons.
Enlighten the Roman Tombs with Your Periscope: A STEM+Social Study
Author: Çevik, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Social Studies,Learning Activities,Program Evaluation,Public Schools,Secondary School Students,Student Attitudes,Problem Solving,Skill Development,Innovation,Foreign Countries,Teaching Methods,Science Education,Camps,Archaeology

This study reports on the implementation and evaluation of the &quot;Enlighten Roman Tombs with Periscope&quot; activity, one of the STEM + activities in the project named &quot;STEM-ANTIQUE.&quot; The project included a science camp with STEM-based scientific studies, field trips, and observations lasting 10 days and 80 hours. The activity that was examined in the current research lasted 4 hours in total, of which 1 hour was theoretical, 1 hour was practice, and 2 hours were the fieldwork activities. The participants of the project were 22 students studying in the 9th grade of the public schools in Karaman, Turkey. As part of the &quot;Enlighten Roman Tombs with Periscope&quot; activity, the participating students explored an artificial tomb that was unearthed through the excavations. In focus group interviews with the students at the end of the study, the participants expressed their opinion that their innovation abilities and problem-solving skills improved.
Investigating Psychosocial Problems of Orphan Children in Primary Schools
Author: Alem, Solomon Kassie
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Public Schools,Psychological Patterns,Mental Health,Foreign Countries,Child Welfare,Behavior Problems,Student Needs,Family Structure,At Risk Students,Poverty,Student Rights,Access to Education,Interpersonal Relationship,Social Bias

The purpose of this study was to investigate the psychosocial problems of orphan children in public primary schools. The study is based on a mixed-type research design focusing on both quantitative and qualitative research approaches. A total of 73 participants were involved in the study. Fifty-five orphaned students who were participated in filling the questionnaires were selected using simple random sampling technique while six orphaned children, nine teachers and three non-governmental officials were participated in the interview were selected through purposive sampling technique. To analyze the data descriptive statistics, mean score and standard deviation was calculated to determine the psychosocial problems of orphan children. One sample t-test also computed to see whether there was statistical significance different between the expected and actual mean scores at the t-value on the psychosocial problems of orphan children. Data collected through interview was presented and analyzed thematically. The results revealed that orphan children were exposed to diverse psychological problems, economical, social related problems and exhibited in problematic behaviors that tremendously affect their education and life in general. Considering the results, it was recommended that stakeholders, teachers and caregivers should establish a support system at different levels and play a major role to fulfill the psychosocial needs of orphan children.
Reflections of Design-Based Research Approach on Learning Experience of Visual Programming Course
Author: Özyurt, Hacer
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Science Education,Programming,Design,Learning Experience,College Students,Foreign Countries,Instructional Effectiveness,Student Attitudes,Research Methodology

This study aims to examine the effects of Visual Programming course conducting in accordance with design-based research on students' learning experiences. The study was conducted in the fall semester in 2017-2018 at Software Engineering Department in Technology Faculty of a university in the north of Turkey. The sample of the study consists of 12 students taking the course. In this study based on a two-stage research method, the course was taught in accordance with design-based research for 14 weeks. Then the implications of teaching the course in that way for students' visual programming learning experiences are analyzed with the specific case study. At the end of the study, the participants of the study were interviewed through a semi-structured interview form. The qualitative data obtained from the participants are subjected to content analysis. It is seen that students' views can be grouped under five main themes. The results of the study show that the course process which is maintained in accordance with the design-based research method has important contributions for students learning experiences. It is concluded that the views of the students are generally positive but it can be said that there are also negative views about the process even if in limited numbers.
Strengths-Based Teaching and Learning Approaches for Children: Perceptions and Practices
Author: Galloway, Rod
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Student Characteristics,Elementary School Students,Elementary School Teachers,Parent Attitudes,Teacher Attitudes,Student Attitudes,Foreign Countries,Self Efficacy,Success,Learning Activities

The development of children?s strengths is essential for their success at school. Processes that assist children to recognise and act on their strengths, collectively referred to as &quot;strengths-based approaches&quot; in this study, are one aspect in the relatively new field of positive education that have been adopted enthusiastically by teachers for their reported constructive purpose and focus on improving student achievement and wellbeing outcomes. In recent years, however, the use of strengths-based approaches in New Zealand schools has moved beyond that warranted by the limited research base. In this study, qualitative data were collected to report on the perceptions and practices of common strengths-based teaching and learning approaches, as described by children, parents and teachers in a New Zealand primary school. Three separate sets of data were collected using a case study approach. The first data set involved 16 ten-year-old children; the second data set involved 15 parents of the child participants; and finally, five teachers of the children involved in the research were participants in the third data set. In light of the paucity of New Zealand studies in strengths-based teaching and learning approaches for children, this study aims to contribute to the knowledge in these areas and identify topics that warrant further investigation.