ethanporcaro/eric-fulltext-meta huggingface dataset:
International Industrial Internship: A Case Study from a Japanese Engineering University Perspective
Author: Tan, Wai Kian
Date: 2021-00-00
Type: Journal Articles
Subjects: Engineering Education,Internship Programs,Global Approach,Cultural Pluralism,Study Abroad,Foreign Countries,International Cooperation,Feedback (Response),Student Attitudes,Undergraduate Students,Student Participation,Personality Traits,Barriers,Educational Quality,Futures (of Society),Case Studies,Program Descriptions,Industry

In this globalization-focused era, the demand for globalized engineers in the creation of borderless societies is increasing. Despite the initiatives by the Japanese government to promote internalization through increasing the intake of foreign students, the exposures gained by the Japanese students from these programs are minimal. For years, internship has been used globally as a platform for training and educating future engineers, but only a few studies have examined the proactive transformation from domestic to international internship. International internships overseas offer a completely new dimension of experiences when carried out in multicultural environments. This article reports and offers evidence of a Japanese engineering university's rapid global internship reform strategy toward the expansion of international internships in Malaysia. This paper provides insights into the process, from initial setup to implementation of the internship program covering all the necessary preparation and support. From the establishment of an overseas collaboration base and rapport building with hosting industries, the systematic steps taken are reported. Regarding the internship program, feedback from Japanese engineering students who completed their internships show improved satisfaction due to continuous improvement of the internship program with progressing years. It was also discovered that the low participation rate in overseas internship by Japanese students is not due to their inward-looking temperament, but due to the lack of internship program availability that is administered with sufficient preparation enabling them to challenge themselves in a new environment. The challenges encountered in the program, and the sustainable improvements made in alignment with sustainable development goals toward equitable quality education and promotion of lifelong learning are also stated. In this paper, the future perspectives and outlook of internships are also described considering today's rapid technological advancements and the fast-changing needs of industries, which require future internship programs to have flexible approaches and ideologies.
Exploring Students&apos; Science-Related Career Awareness Changes through Concept Maps
Author: Kotkas, Tormi
Date: 2021-00-00
Type: Journal Articles
Subjects: Concept Mapping,Middle School Students,Early Adolescents,Student Attitudes,Intervention,Longitudinal Studies,Science Careers,Career Awareness,Career Education,Science Education,Program Effectiveness,Job Skills,Gender Differences,Public Schools,Competence,Foreign Countries

The current article addressed middle school (13-15 years old) students' science-related career awareness (SCA) and aimed to determine the effects of a longitudinal intervention, which focused on integrating career education into science teaching, using a pre- and post-test design. During the intervention, five teaching/learning modules (TLMs) were implemented in science lessons that enabled students to experience being (1) an electrical engineer, (2) a food technologist, (3) a forensic scientist or a civil engineer, (4) a team member of oil catastrophe simulation clean-up team, and (5) a customs' officer. Concept mapping was used to determine the changes in students' SCA. The suitability of this technique was validated through semi-structured focus group interviews. It was found that concept mapping enabled detection of progression in the intervention students' SCA among both boys and girls. The interviews provided valuable input on how students interpreted science-related occupations and relevant competences, when constructing their concept maps. An implication from this study was that SCA supportive teaching and learning modules or other similar teaching methods needed to be an inherent part of science teaching to support students making well informed decisions, either towards or away from science-related careers.
The Impact of Narrative Feedback, E-Learning Modules and Realistic Video and the Reduction of Misconception
Author: Halim, Abdul
Date: 2021-00-00
Type: Journal Articles
Subjects: Feedback (Response),Electronic Learning,Learning Modules,Video Technology,Science Instruction,Instructional Effectiveness,Physics,Scientific Concepts,Misconceptions,Introductory Courses,College Freshmen,Concept Formation,Foreign Countries

Physics learning in universities utilized the Moodle-based e-learning media as an online learning platform. However, the effectiveness of remediating misconception using online media has not been widely researched. Therefore, this study was set to determine the level of misconception percentage reduction through the use of narrative feedback, the e-learning modules, and realistic video. The study was a quantitative approach with a quasi-experimental method involving 281 students who were taking basic physics courses in the Department of Physics, Chemistry, and Biology Education. The data collection used a three-tier diagnostic test based on e-learning at the beginning of the activity and after the treatment (posttest). The results of the data analysis with descriptive statistics show that the most significant treatment in reducing misconception percentage on the topic of free-fall motion was in the following order: narrative feedback, e-learning modules and realistic video. The misconception percentage reduction in the sub-concept of accelerated free-fall was effective for all types of the treatments.
Meaning of Local Language Expression of &quot;Pasang Ri Kajang&quot; and Its Implication for Language Teaching
Author: Marliana, Anis
Date: 2021-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Proverbs,Guidance,Literature,Community Leaders,Folk Culture,Beliefs,Language Usage,Definitions,Foreign Countries

&quot;Pasang Ri Kajang&quot; is an Ammatoa community life guidance which is consist of a collection of ancestral mandates. The formulation of the problem in this study is how &quot;Pasang Ri Kajang,&quot; which is Local Wisdom, contains aspects of Proverbs, Proverbs and Literature Characteristics the purpose of this research study is: Getting a picture of how &quot;Pasang Ri Kajang&quot; that is a Local Wisdom contains aspects of Proverbs, Characteristics and Literature. Data collection techniques through informants through observation, interviews, recordings and documentation. Sources of data in this study were obtained from primary data sources, namely customary stakeholders and community leaders. Data were collected from July 2019 to September 2019. Research findings and conclusions that the contents of &quot;Pasang Ri Kajang&quot; include proverbs. Types of proverbs: proverb, thimble or slogan. &quot;Pasang Ri Kajang,&quot; if observed almost all elements of literary works contained in &quot;Pasang ri Kajang.&quot; Literary elements, namely: thoughts, experiences, ideas, feelings, enthusiasm, beliefs, beliefs, expressions, expressions, forms, and language criteria for proverbs that are the structure that must not change, the beauty of the language lies in the repetition of words at the beginning of the sentence with use the word, reflecting events that occur in a society, proverbs are formed and created with a reliable and beautiful language bond so that the proverb will be attached to the mouth of the community and hereditary Celoka and Talibun.
Portraying Teacher&apos;s Metacognitive Knowledge to Promote EFL Young Learners&apos; Critical Thinking in Indonesia
Author: Riwayatiningsih, Rika
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Grade 5,Elementary School Students,Public Schools,Student Characteristics,Critical Thinking,Thinking Skills,Skill Development,Cognitive Style,Learning Strategies,Learning Activities,Children,Foreign Countries

Since young learners have different characteristics than adults, EFL teachers for young learners should treat them differently and possess sufficient metacognitive to promote critical thinking skills. This paper aims to portray teacher's metacognitive knowledge in EFL young learners' classroom particularly in promoting their critical thinking skills. A case study was employed as a research design involving one class of fifth graders with one English teacher. Three instruments were used to collect data namely classroom observation, interview with the teacher and the students, and document analysis. The collected data were analysed and interpreted based on the theory of metacognition and stages in promoting critical thinking skills in EFL classroom for young learners. The findings reveal that the teacher performed three types of metacognitive knowledge, such as person, task, and strategic knowledge determining her strategies in running the class. Data from the classroom observation showed that the teacher implemented brainstorming in the opening session, showing flash cards to build students' vocabulary and understanding toward the topic, singing English songs and roleplaying in the main activity, while closing activity was done through giving some open-ended questions directing the students to promote their critical thinking skills. Moreover, the results from the interview with teacher refer that those strategies were selected by considering the students' characteristics, learning styles, and outcomes. Those statements were clearly strengthened in the document made by the teacher in the form of lesson plan indicating learning scaffolding started from the simplest to the most complicated activities as her belief in promoting the students' critical thinking skills.
Examining Students&apos; Challenges in Oracy in Academic Context Classes
Author: Wulandari, Bunga Ayu
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Language Fluency,College Students,English for Academic Purposes,Speech Skills,Listening Skills,Problems

This study identifies challenges perceived by Indonesian students of English as a Foreign Language in &quot;Oracy in Academic Context&quot; classes as well as possible causes of the problems. This subject was a new addition to the 2018 curriculum of the English Department of Teacher Training and Education Faculty at XXX University in Indonesia. The findings show the main problems students faced related to speaking issues, for example, lack of self-confidence, fear of making mistakes, ineffective class schedule, annoying audience behaviour, lack of vocabulary, lack of grammatical precision, poor pronunciation, difficult and uninteresting topics, direct or immediate corrective feedback, and problems coordinating group work. The students also pointed out that as listeners they perceived difficulties due to their lack of adequate background knowledge, unfamiliar vocabularies, anxiety, speakers' poor pronunciation, too fast or too long presentations, accents, clarity of the sound, seat positioning, room temperature, lack of concentration, and indifferent speakers. Based on analysis of the data, these problems are induced by several factors which include lack of linguistic proficiency, variable cognitive competencies, physical conditions, and most prominently psychological, social and emotional challenges. A set of recommendations to address these issues is also presented in the following paper.
Motivation and Challenges of Trainee Translators Participating in Translation Training
Author: Jabu, Baso
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Translation,Active Learning,Language Processing,Second Languages,Foreign Countries,Case Studies,Student Motivation,Futures (of Society),Barriers,Language Usage,Undergraduate Students,English (Second Language),Second Language Learning,Second Language Instruction

The research on translation has been found very little particularly within the Indonesian context. This study aims to explore the motivation of students participating in translation training. This case study with an action learning model recruits 40 student participants. They involve in the research voluntarily and provide very insightful reflection at the end of the training session. The key to the findings is that students portray their future selves as the key motivational factor in participating in translation course. In addition, students face both linguistics and non-linguistics challenges in doing translation work. The finding has further implications for educators and translators and becomes a model for future translator training.
The Lived Experiences of International Students in Higher Education during COVID-19
Author: Honegger, Mark
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Foreign Students,Student Experience,COVID-19,Pandemics,Educational Change,Student Personnel Services,Travel,Student Mobility,Study Abroad,Distance Education,Online Courses,Student Adjustment,Help Seeking,Resilience (Psychology)

The arrival of COVID-19 in the spring 2020 semester caused a major upheaval to universities and colleges across the world, and it led to unique challenges for international students and the offices that serve them. These offices contended with ever-changing guidance on the virus issued by various governmental bodies and with evolving directions and restrictions that were issued by USCIS and the federal government regarding international students and scholars. At the same time, international students and scholars faced all the same challenges that American students and scholars did, but these were compounded by problems that were specific to their situations and concerns.
When the Bones Are Good the Rest Don&apos;t Matter: A Stable Foundation for Teaching and Instructional Coaching in a Hybrid Learning Environment
Author: Calais, Jade
Date: 2020-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Blended Learning,Educational Environment,COVID-19,Pandemics,Distance Education,Faculty Development,Instructional Effectiveness,Web Based Instruction

The Spring 2020 COVID-19 pandemic caused school districts nation-wide to transition to a &quot;hybrid&quot; or fully online model of schooling (Arizona Department of Education, 2020; California Department of Education, 2020; Virginia Department of Education, 2020). While COVID-19 has significantly impacted schools across the United States, one principle remains immovable during the era of hybrid &amp; online learning: schools must provide high-quality instruction for all students. Inequities have been further exacerbated by remote learning, illuminating the opportunity gap that impedes positive outcomes for historically marginalized groups (Reich, 2020). During late Spring 2020, schools grappled with how to best minimize health risks and combat the effects of unfinished learning resulting from abrupt school closures. The inclusion of remote environments created a need to develop competency and increase capacity throughout various subsystems to ensure student learning. One role that can support teachers during this transition are school-based instructional coaches (ICs). The current climate is ripe for ICs to mobilize and take a leading role during unprecedented times such as what during the Spring 2020 global pandemic.
Planning and Strategic Management of Higher Education Considering the Vision of Latin America
Author: Inga, Esteban
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Planning,Strategic Planning,Flipped Classroom,Blended Learning,Resilience (Psychology),Human Capital,College Administration,Outcomes of Education,Student Centered Learning,Efficiency,Barriers,Bibliometrics,Research Reports,Teaching Methods,Foreign Countries,Educational Policy,Knowledge Economy,Higher Education

Nowadays, many universities are employing metrics that are used by other countries as the focus moves towards academic management. A shared vision and collaboration is required to identify success cases. Leaders at senior and middle management need to be guided by a road map to get a clear vision, a list of different strategies and successful outcomes. Consequently, this article proposes an academic management strategy to guarantee student-centred education. This strategy has an emphasis on hierarchical process in layers, in order to optimise and achieve efficiency, reliability and resilience. In this paper, the &quot;what&quot;, &quot; how&quot; and &quot;where&quot; are taken into account in order to respond to academic and administrative adjustments which are necessary to reduce the risk of investment in training and formation of human capital, which warns about the need to acquire knowledge, especially from countries with scientific expertise. It is also shown the indicators that motivate the effort based on the merit that human capital produces. A methodology of flipped learning or blended learning is applied to presume a human capital that is able to break down barriers, such as: English as a universal language. A bibliometric analysis has been based over 2000 scientific articles from the Web of Science and Scopus databases. So It was possible to identify countries, universities and researchers specifically for each area of knowledge based on the results of this analysis. Besides, university careers can even be validated according to the development and scientific interest that is presented by the bibliometric analysis, which could be compared with studies based on economics and wealth from sources such as Forbes.
Digital Experiments in Higher Education--A &quot;How to&quot; and &quot;How It Went&quot; for an Interactive Experiment Lecture on Dental Materials
Author: Kruppke, Benjamin
Date: 2021-00-00
Type: Journal Articles
Subjects: Lecture Method,Electronic Learning,Higher Education,Dentistry,Student Motivation,Student Participation,Audience Response Systems,Videoconferencing,Laboratory Experiments,Experimental Teaching,Demonstrations (Educational),Instructional Effectiveness,Synchronous Communication,Foreign Countries

A digital lecture with motivating experiments--how can this be done in practice? This question shall be answered in the context of a case report from the field of material science. A digital experimental lecture as a substitute for a lecture with student experiments was evaluated by students to provide information on whether an adequate substitute for experiments in the digital teaching context is possible. This paper addresses the question of how to transfer a demonstrative experimental lecture to the digital space on two levels: (a) the procedure of an experimental lecture in the digital space with a focus on implementation, student activation, and audience response. A self-reflective assessment by the lecturer/author and an evaluation by the participating students was performed to judge the suitability of the digital experimental lecture in terms of students' motivation. (b) Subject-specific experiments from the field of dental materials and their transfer from &quot;students do it themselves&quot; to a series of demonstration experiments. The detailed explanations of the procedure and the observed results shall serve as a basis for adaptation for other experiments or lectures. In conclusion, methods and tools (audience response systems such as joined blackboards, chat, and voting) suitable to activate students in partaking in the lecture by suggesting experimental parameters or speculating on the outcome of experiments are presented. The evaluation showed that with the help of these systems a demonstrative experimental lecture in the digital space can still be perceived as adequate experimentation if a certain student influence and animating approach to the audience is integrated, which might result in the students' conclusion of, &quot;It felt like you were 'live' on site.&quot;
Elevating Program Theory and Implementation Fidelity in Higher Education: Modeling the Process via an Ethical Reasoning Curriculum
Author: Smith, Kristen L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,College Outcomes Assessment,Fidelity,Program Implementation,Data Use,Ethics,College Faculty,College Curriculum,Educational Improvement,Models

Higher education institutions struggle to demonstrate learning improvement (Banta, Jones, &amp; Black, 2009; Banta &amp; Blaich, 2011; Jankowski, Timmer, Kinzie, &amp; Kuh, 2018). We showcase how student learning outcomes assessment processes can benefit from strong program theory and implementation fidelity data. In our example, faculty articulated the etiology of the distal outcome of acting ethically, which allowed for specification and measurement of the intermediate student learning outcomes. Faculty specified research-informed curriculum and pedagogy to influence the intermediate outcomes and ultimately the distal outcome. By articulating the program theory, faculty were able to assess both the intermediate outcomes for gains and their associated curriculum for implementation fidelity. Faculty could then identify what aspects of programming required changes to evidence learning improvement. Thus, we argue that program theory and implementation fidelity should be prominent components of higher education outcomes assessment processes to address the dearth of empirically supported learning improvement.
Grand Challenges for Assessment in Higher Education
Author: Singer-Freeman, Karen E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Assessment,Equal Education,Educational Improvement,Educational Innovation,Instructional Effectiveness,Barriers,Test Construction,Measurement Techniques,College Administration,Administrator Attitudes,College Faculty,Teacher Role,Evaluation Methods,Self Evaluation (Individuals),College Students,Portfolio Assessment,Electronic Publishing,Data Analysis,Budgets,Information Dissemination

A grand challenge is a problem that requires broad cooperation for successful resolution from a community of scholars. Several national and international organizations have generated lists of grand challenges to unify the efforts of scholars and practitioners in a field. However, the field of assessment has yet to identify its own set of grand challenges that could serve to organize and motivate progress toward meaningful goals. This article describes the process by which potential grand challenges were identified and subsequently evaluated by professionals in the field through a national survey. Results of the survey demonstrate broad support for the importance of four challenges: 1) Use assessment findings to increase equity; 2) Use assessment findings to direct immediate pedagogical improvements; 3) Produce visible and actionable assessment findings that drive innovation; and 4) Examine changes in institutional effectiveness (including student learning) over time. The article concludes with a discussion of the grand challenges that emerged from this work and a description of an ongoing national effort to address these challenges through strategic planning.