ethanporcaro/eric-fulltext-meta huggingface dataset:
Identity and Ownership of Education in Africa Enlightened by Aboriginal Philosophy
Author: Mwinzi, Joseph Munyoki
Date: 2022-08-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Philosophy,African Culture,Indigenous Knowledge,Epistemology,Educational Theories,Educational Policy,Educational Practices,Ownership,Self Concept

The systems of education in the world have adopted many philosophies of education that are either skewed toward change or committed to conservancy. African philosophy and African philosophy of education form an activity and a process which is context-sensitive, whereby the relativity factor defines the peculiarity of thinking about education. However, alien philosophies have permeated the systems of education in Africa. The fulcrum of this treatise is to initiate thought which is necessary to avert this contemporary situation facing education theory, policy, and practice in Africa by interleaving African ontology and epistemology to augment the systems of education. Additionally, this treatise brings to the frontline the essence of African thought in education. This treatise underlines that education that teaches the learner about learning is insufficient, because the focal point of such education is to draw its attention only to the essentials for the longevity of an alienated pedagogy itself as well as to perpetuate the supremacy of foreign influence.
The Mystery of Education
Author: Karikó, Sándor
Date: 2022-08-00
Type: Journal Articles
Subjects: Educational Theories,Educational Practices,Critical Thinking,Reflection,Educational Philosophy

In this paper, I shall shortly investigate if some kind of guiding principle, general message, or fascinating buzzword can manifest in philosophy or pedagogy (in their theory and practice). The question which I am interested in is whether the pedagogical and philosophical aspects can meet in education. To put it more specifically: whether a spirited and noble buzzword exists or not. It is obvious that goodness is not universal and obligatory; one &quot;only&quot; has to strive for it. This article claims that the cultures of philosophy and pedagogy can do a lot for the formation and practice of independent and critical thinking and the virtue of goodness. Critical thinking requires the bravery of the intellect; goodness necessitates the decency, the nobleness of the heart and the catchword of philosophy and pedagogy soul. One has to learn and understand both of these catchwords.
Pedagogical and Intercultural Facets in an International Students&apos; Research Training Program in Times of Pandemic: A Case Study on &quot;The &apos;Intersections&apos; of Gender, Family, and Society in Kyrgyzstan&quot;
Author: Schrader, Heiko
Date: 2022-08-00
Type: Journal Articles
Subjects: Foreign Countries,Student Research,Research Training,Ethics,College Students,Intercultural Communication,COVID-19,Pandemics,Teaching Methods,Qualitative Research,Research Skills,Research Methodology,Sociology

This paper discusses the conception of a joint intercultural students' research program of one German and two Kyrgyzstani teachers and students from the Otto-von-Guericke University of Magdeburg (Germany) and the American University of Central Asia (Bishkek, Kyrgyzstan). The paper conceptualizes such a research training program and gives reference to qualitative methods teaching in the two corresponding universities. What follows is a description of the chosen research topic: &quot;The 'Intersections' of Gender, Family, and Society in Kyrgyzstan&quot; and the course program. With different academic cultures concerning research ethics in the Anglo-Saxon and continental European contexts, a challenge for such a program will be addressed. A short review of the research results of the different students' teams is provided, and the paper is finalized with a self-reflection upon such a joint intercultural undertaking.
Student Motivation in CORONAPOLIS: Effects of Transactional Distance Perceptions on EFL Undergraduate Students&apos; Motivation
Author: Takkac Tulgar, Aysegül
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Distance Education,Learning Motivation,Case Studies,Universities,Student Attitudes,Personal Autonomy,Undergraduate Students,Graduate Students,COVID-19,Pandemics,Educational Experience,Peer Relationship,Teacher Student Relationship

The concept of Transactional Distance (TD) experienced in distance education has been recorded as a focal point in many studies examining its effects on various dimensions in different courses. However, there is scarcity of research on TD in relation to learner motivation in language learning. This exploratory case study investigated TD perceptions of EFL (English as a Foreign Language) undergraduates participating in distance education courses held at a Turkish university within the boundaries of CORONAPOLIS, an imaginary city which is under the threat and destructive effects of COVID-19 pandemic. Specifically, this study examined the effects of TD perceptions on the motivation of 87 EFL students. The data were collected through the participants' informal self-reports and open-ended questions. The results of the content analysis showed that the participants had varying perceptions of the dimensions of TD; dialogue, structure and autonomy. The results also showed that they had different motivational experiences in relation to their perceptions. In the light of the results, theoretical and practical training of the faculty and integration of distance education courses in under/graduate programs are suggested.
The Effects of Pronunciation Anxiety and Motivation on English Learners&apos; Willingness to Communicate
Author: Alimorad, Zahra
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Language Learners,English (Second Language),Pronunciation,Anxiety,Student Motivation,Communication (Thought Transfer),Student Attitudes

The present quantitative study intended to investigate the effect of Iranian EFL learners' pronunciation anxiety (PA) and pronunciation motivation (PM) on their L2 willingness to communicate (L2 WTC) in English classes. Additionally, it aimed at identifying which of these two independent variables (PA or PM) could better predict their L2 WTC. To these aims, a convenience sample of 134 upper-intermediate EFL learners were recruited from two private language institutes in one of the large cities of Iran. Their proficiency level had already been determined by the institutes using written and oral placement tests. To gather the necessary data, three questionnaires, namely, Baran-Lucarz's (2017) PA, and PM, and Simic's (2014) WTC questionnaires were used. Descriptive and inferential statistics were utilized to answer the research question of the study. Findings indicated that both variables under study, PA and PM, had significant correlations with learners' L2 WTC. However, although results suggested that both independent variables predicted the learners' L2 WTC, PA was found to be a stronger predictor. Implications of the study findings and suggestions for further research are also offered.
A Novel Turkish Learning Environment for Foreign Primary School Students: The Educational Digital Game &quot;Journey to Turkish&quot;
Author: Guner-Ozer, Mediha
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Second Language Instruction,Foreign Students,Elementary School Students,Computer Games,Educational Games,Game Based Learning,Design,Role Playing

The present study aimed to discuss the development of an educational digital game for Turkish language instruction as a second language to foreign primary school students. First, the correlation between digital games and education was discussed, the learning and motivational theories fundamental to the educational digital games were investigated, the educational digital game design models and educational digital games in second language instruction were addressed. Finally, the development of the educational digital game &quot;Journey to Turkish&quot;, which was based on the spiral educational game design model for the instruction of Turkish language to foreign primary school students, was detailed. The &quot;Journey to Turkish&quot; game was developed in four stages: analysis, design, development-implementation and evaluation; the process was based on the constructivist learning theory and social cognitive learning approach, a cognitive learning theory, flow theory, a motivational theory, and ARCS-V model. The game &quot;Journey to Turkish,&quot; a three-dimensional, single player, task-based role-playing game was developed on the Unity 3D platform. The game includes seven stages, each part corresponds to the themes in the Turkish A1 language level. In the game, the player visits seven cities, namely Eskisehir, Çanakkale, Nevsehir, Konya, Adiyaman, Izmir and Istanbul, and collects certain cultural items by completing reading and writing tasks.
Developing the 3D Virtual Reality Environment to Be Used in the School Adaptation Process of Immigrant Students and Examining Its Effectiveness
Author: Özkal, Ibrahim
Date: 2022-12-00
Type: Journal Articles
Subjects: Computer Simulation,Program Development,Program Effectiveness,Immigrants,Grade 5,Educational Technology,Technology Uses in Education,Student Adjustment,Student Attitudes,Foreign Countries,Grade 6,Grade 7,Grade 8,Secondary School Students

The purpose of this study was to develop a 3D virtual reality environment and to examine its effectiveness in order to facilitate the adaptation and integration of immigrant students into school. In the study, which was carried out in two stages, the design-based research method and the mixed research method were used, respectively. In the study conducted with eight immigrants and eight Turkish students studying at the 5th-grade level, first of all, the 3D virtual reality environment was developed, and in the next part, the effectiveness of the 3D virtual reality environment was evaluated. During the eight-week design-based research process, various activities were designed regarding the subjects of basic Turkish concepts (introduction expressions, school objects, colours, numbers, etc.), the physical structure of the school, school staff, school and classroom rules that immigrant students needed in their adaptation to school, and a 3D virtual model of the school they attended was created. In the second stage of the study, the 3D virtual reality environment developed was applied to the immigrants and Turkish students for four weeks, and its effectiveness was tested. The results revealed that the attitudes of the immigrant students using the3D virtual reality environment towards school changed positively and that the 3D virtual reality environment increased their love for the school and helped them know the school and learn Turkish. Although the 3D virtual reality environment used caused negative feelings such as nausea and dizziness in the immigrant students and Turkish students, it was seen that it had a positive effect on the development of positive emotions such as friendship bonds, love, confidence and happiness. It was found that the immigrant students performed all the performance criteria in the application process at a good level and that there was a significant positive difference in their academic achievement scores before and after the application.
(Dis-)Engagement in Learning as a Reality of COVID-19 Pandemic: Lessons Learned
Author: Hollingshead, Aleksandra
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Experience,COVID-19,Pandemics,Learner Engagement,Access to Education,Teacher Attitudes,Barriers,Knowledge Level,Needs,Instructional Effectiveness,Course Organization,Faculty Development

The COVID-19 pandemic necessitated teachers and students to adopt and adapt to online learning (OL) in a matter of days. The unfortunate school closure situation placed researchers in a remarkable position. This survey-based descriptive study investigated the experiences of teachers in the United States, including an analysis that factors in teachers' existing knowledge of Universal Design for Learning (UDL). Specifically, this study focused on student and teachers (dis-)engagement in learning during the pandemic teaching by examining teachers' instructional challenges and teachers' observations of student barriers to learning, and changes that occurred within these areas between spring 2020 and fall 2020. The findings, combining descriptive quantitative and qualitative data, present similarities and differences in teachers' and students' observed experiences depending on the level of training in Universal Design for Learning prior to the pandemic. The discussion offers implications for future areas of research in engaging OL.
Blended, Transmedia Learning: Investigating the Engagement of Elementary Students in a Cryptology and Cybersecurity Curriculum
Author: Xu, Zhen
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,Elementary School Students,Curriculum Design,Cartoons,Grade 3,Grade 4,Grade 5,Computer Science Education,Information Security,Computer Security,Teaching Methods,Relevance (Education),Profiles,Student Attitudes,Teacher Attitudes,Course Content,Difficulty Level,Blended Learning,Barriers,After School Programs

This convergent mixed method study investigates learner engagement during a blended, transmedia curriculum called CryptoComics, which is designed to teach 3rd-5th graders about cryptology and cybersecurity. Curriculum design is presented through the lens of four engagement facilitators: (1) anchoring the curriculum with a comic book, (2) blending digital and unplugged media, (3) supporting situational interest via a transmedia narrative, and (4) designing for social-cultural relevance. Latent profile analysis is used to develop profiles of learner engagement using quantitative indicators of cognitive and emotional engagement collected across 204 students at 13 implementation sites in the Eastern U.S. Qualitative indicators of engagement include teacher weekly check-ins submitted by 17 teachers working at the 13 implementation sites, student interviews, and classroom observations of 26 students participating in the curriculum at two local sites. Quantitative and qualitative results converge to suggest the majority of the students participating in the curriculum were highly engaged cognitively and emotionally. Qualitative data (1) suggest some third graders may be less cognitively engaged due to challenging content, (2) provide evidence for how the design of the blended, transmedia curriculum supported, and some cases hindered, engagement, (3) highlight the importance of transitions between blended learning components in facilitating engagement, and (4) uncover questions regarding one of the quantitative measures selected as an indicator of cognitive engagement.
Measuring Elementary Students&apos; Behavioral Engagement in Web-Based Science Inquiry Learning
Author: He, Jingwen
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 6,Learner Engagement,Student Behavior,Web Based Instruction,Active Learning,Inquiry,Science Instruction,Foreign Countries,Learning Processes,Academic Achievement,Predictor Variables

With the development of web-based science inquiry learning, behavioral engagement in such learning contexts received more and more attention. Combined with specific science inquiry stages: comparative experiment design, implementation with computer simulation, and reflection on results, the current study explored a series of features from log data to conceptualize students' behavioral engagement. The features were divided into three categories: general engagement features including time, game the system, submission frequency, and revisiting behavior; learning content related features including context consistency, comparative experimental design, and experiment design consistency; and instruction related features consisting of revision behavior and revision improvement. 220 sixth graders from four classes in China participated in the study. Correlation and regression analysis were used to analyze the relationship between engagement features and learning performance. The results showed that time spend in experimental implementation, gaming the system in experimental design and reflection, the number of trials and materials tried in experimental implementation, comparative experimental design and context consistency, and revision behavior in all stages was significantly correlated with the outcome variables. The regression analysis further indicated that revision behavior in experimental design was the most prominent predictor for the performance outcomes. The three kinds of features and the importance of feedback were further discussed.
Enacting E-Portfolios in Online English-Speaking Courses: Speaking Performance and Self-Efficacy
Author: Kusuma, I Putu Indra
Date: 2023-01-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Portfolio Assessment,Alternative Assessment,Online Courses,School Closing,COVID-19,Pandemics,College Students,Educational Technology,Self Efficacy,Speech Communication,English (Second Language),Second Language Instruction,Language Skills,Foreign Countries,Video Technology,Student Attitudes

Due to the spread of COVID-19, all face-to-face speaking courses were discontinued for a while, which inevitably impaired assessment results. E-portfolios are typically an appropriate evaluation technique for universities that implement fully synchronous online learning in pandemic situations. However, little is known about how this alternative assessment technique influences student speaking performance and self-efficacy. As a response, this study explored the impacts of e-portfolios on students' speaking performance and self-efficacy when studying from home, owing to the COVID-19 pandemic. A mixed-methods experimental design was used, with 55 university students (experimental = 28, control = 27) aged 18-20 years. Data were gathered via pre- and post-speaking tests, pre- and post-self-efficacy questionnaires, and an interview guide. The statistical analysis revealed that the experimental group outperformed the control group regarding speaking performance and self-efficacy. Furthermore, the interview findings indicated that the activities in e-portfolios were crucial for these improvements. This article suggests innovative approaches for teaching online speaking courses with e-portfolios.
Professional Development for Virtual Environment: Designing Assistive-Technology Infused Inquiry-Based Learning Experience for Online Teaching
Author: Du, Xiaoxue
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,COVID-19,Pandemics,Online Courses,Students with Disabilities,Assistive Technology,Inquiry,Educational Technology,Program Effectiveness,Special Education Teachers,Teacher Competencies,Special Education,Self Contained Classrooms,Urban Schools

COVID-19 has presented new challenges for all teachers, especially teachers of students with special needs. Students have struggled with online learning environments with limited opportunities for social interaction and resources for these disruptive times. The study examined the effect of a professional development (PD) intervention, guided by the inquiry-based learning framework (IBL) to prepare special education teachers to engage students with disabilities for online teaching. This PD intervention used assistive technology (AT) as a catalyst for helping teachers to develop competencies in designing inquiry-based learning experience for online teaching. The research study utilized the sequential mixed methods approach to collect both quantitative and qualitative data. Findings showed that the structure and content of PD supported development of special education teachers' competency in designing AT-infused inquiry-based experience for students with disabilities. The study also indicated that development of AT competency was a non-linear process that was moderated by various contextual and personal factors.
Social Engagement in Distance, Remote, and Hybrid Learning
Author: Bergdahl, Nina
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,Social Behavior,Distance Education,Blended Learning,Electronic Learning,Teacher Student Relationship,Intervention,Teaching Methods,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Adult Educators,Teacher Attitudes

A growing interest has been directed toward including a fourth dimension in the engagement construct: the social dimension. The aim of this study is twofold: first, to explore how teachers talk about the social dimension of student engagement in online learning, and second, to explore the possibilities of using computational methods for interview data analysis. A longitudinal intervention (interview-diary-interview) was conducted with teachers who actively teach online classes in hybrid, remote, and distance modes of delivery. Natural language processing methods, more specifically topic modelling, were used to extract and analyse topics discussed in the data. Analysis of topic overlap and distinctions were made. Key results reveal that co-creation and shared cognition are core concepts when teachers talk about social engagement. However, results also show that individual engagement is critical for social engagement, and that teacher-student interaction can, potentially, be viewed as a separate component. Interestingly, the teachers' talk also reflected phases in learning such as process and product-based focuses. Following the results, we suggest that computational methods can be combined with traditional (human) analysis to contribute to a richer and more nuanced understanding of abstract topics. Understanding social engagement may inform theory development and is vital for researchers, practitioners, and decision-makers.
Using a Motivational Typology to Understand and Respond to Disruptive Behaviour
Author: Birch, Heather J. S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,High School Students,Student Behavior,Behavior Problems,Student Motivation,Psychological Needs,Change,Incentives,Behavior Patterns,Personality Traits,Classification,Student Needs,Electronic Learning,Distance Education,Educational Environment,Instructional Design

This case study is about understanding disruptive students who are motivated by a psychological need to invoke change in a learning space. Marczewski's User Types Test, a typology for classifying both intrinsic and extrinsic motivational tendencies, and based on Self-Determination Theory, was administered to 14 participants, aged 9 through 15, to determine their User Type profile; one participant emerged as a Disruptor. The semiotic signs created by the Disruptor in an online learning platform were collected and analyzed to determine the unique behaviour patterns of a Disruptor, in contrast with Marczewski's other User Types, including Philanthropist, Achiever, Socializer, Free Spirit, and Explorer. Implications for online instructors include understanding why Disruptors interrupt, interrogate, and intimidate, and possible strategies for responding, including nudging toward positive disruption, designing for Disruptors, and acknowledging and celebrating disruption in cases where it may facilitate (and not hinder) learning.