ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; and Teachers&apos; Perceptions of Using Electronic Textbooks in Educational Process
Author: Trishchuk, Olga
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Electronic Publishing,Textbooks,Foreign Countries,College Students,College Faculty,Multimedia Materials,Hypermedia

The research evaluates the effectiveness of using electronic textbooks in educational process compared to printed publications. The advantages and disadvantages of introducing e-textbooks in higher education institutions are determined. The problems that students face while working with e-textbooks are outlined. Based on the literature analysis, the authors claim that e-textbooks are more convenient and are being increasingly used in the educational process. A standardised questionnaire including 17 questions was developed by authors to determine students' and teachers' perceptions of using e- textbooks in educational process. Data analysis tools comprise the methods of mathematical and descriptive statistics. According to the survey, users want to get cheap but high-quality e-textbooks, with a high level of production, without errors, and with completeness of information. The price and the quality play a crucial role in decision making. Also, the criterion of e-textbooks friendliness is of great importance, including ease of search, the ability to navigate by hyperlinks, and adaptive layout for different devices. The problem of standardisation of e-textbooks may be the subject of further research and practical development.
Teaching English to Adult Learners within Extracurricular Activities at University: Barriers and Motivation Factors
Author: Alhasov, Yashar
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Adult Students,Extracurricular Activities,Readiness,Barriers,Student Motivation,Cooperative Learning,Foreign Countries

The article aims to conduct the experimental research of the adult learners' readiness to learn English, investigate adult learners' barriers to study English and develop the model of English teaching environment for adult learners within university extracurricular activity based on the collaborative teaching strategy. The hypothesis of the research is that motivation to study the English language among adult learners will be increased after the investigation of their learning barriers and work on their minimisation in the conditions of university extracurricular work within the collaborative learning strategy. In order to achieve the purpose of the research, a set of scientific methods was used: analysis, synthesis, complex analytical method, conceptual system method, factual method, descriptive method, questioning, testing, observing, interviewing and generalisation. Respondents were 52 adult learners (age range was from 40 to 55) who were the participants of the Ukraine-Norway project, who attended the course &quot;English for Business&quot;. The respondents were united into three age groups: 40-45 years; 45-50 years; 50-55 years. The majority of respondents (51%) showed a high level of a readiness to continue the English study process after completing the proposed course. The application of the suggested in the article model will minimise adult learners' barriers to study English, increase the level of adult learners' motivation to learn English, create a positive learning environment, engage adult learners into the English study process as active participants, promote collaboration and support within the peers.
Secure Internet Use in Information Technologies and Software Course Textbooks at Primary and Secondary Schools
Author: Kaban, Abdullatif
Date: 2021-02-00
Type: Journal Articles
Subjects: Internet,Information Security,Information Technology,Textbooks,Content Analysis,Elementary Schools,Secondary Schools,Ethics,Computer Software,Curriculum,Confidentiality,Courses,Safety,Foreign Countries,Social Cognition,Bullying

Do we care about the security on the internet environment the way we do in the daily life safety of our children? In order to answer this question, this study aims to reveal what kind of education is provided at school about using secure internet. In accordance with this purpose, Information Technologies and Software Course textbooks at primary and secondary schools are examined applying document analysis method and analyzed by content analysis method. According to the findings, in the textbooks, the most frequently mentioned topics related to the use of secure internet are &quot;protection of personal data&quot;, &quot;security measures that can be taken&quot; and &quot;digital footprint&quot;; and the most frequently mentioned topics related to the ethic are &quot;internet ethics&quot; and &quot;respect for others&quot;. In this study on the use of secure internet, suggestions have been made about the precautions to be taken. The results are expected to provide information and resources to the researchers who work on secure internet use, educational institutions and teachers.
Developing a Values Teaching Education Program for Preservice Teachers and Evaluating Its Effectiveness
Author: Pala, Aynur
Date: 2021-00-00
Type: Journal Articles
Subjects: Values Education,Preservice Teacher Education,Preservice Teachers,Student Satisfaction,Student Development,Expectation,Knowledge Level,Program Effectiveness,Moral Values,Social Values,Foreign Countries

The aim of this project was to develop an 8-week values education program and evaluate how well it raises preservice teachers' awareness of values education. This was an experimental and qualitative study conducted in April - May 2019 in eight 70-minute lectures at the Faculty of Education of Manisa Celal Bayar University. An 8-week values education program was developed, then, its effectiveness was evaluated using an experimental pretest-posttest control group design. The sample consisted of 47 students (35 females, 12 males) randomly assigned to two groups: Data were collected using a demographic characteristics form and the Schwartz Value Survey, which consists of 56 values. The values education program was based on eight values derived from the Schwartz Value Survey. A qualitative research method was also used. Data were collected through semi-structured interviews conducted by the researchers. Research results showed that The Values Teaching Educational Program-developed by researchers- had a positive effect on values such as responsibility, social justice, modesty, open-mindedness, protecting environment, honesty, and helpfulness. But it was not found statistically significant difference between control group and experimental group over &quot;successful&quot; value. The qualitative results also show that the values education program met participants' expectations and improved their perceptions and awareness of values and their motivation to put them in practice. Lastly, the values education program helped the experimental participants develop positive views of the program itself and its content, material, activities, duration and the group leader.
Evaluation of the Metaphoric Perceptions of the Faculty of Sports Sciences Students Regarding the Concept of Physical Education
Author: Kepoglu, Abdurrahman
Date: 2021-00-00
Type: Journal Articles
Subjects: Physical Education,Athletic Coaches,Undergraduate Students,Student Attitudes,Educational Attitudes,Individual Development,Concept Formation,Figurative Language,Foreign Countries

Physical education contributes greatly to the physical, psychological and intellectual development of individuals. The awareness of the students of the coaching department about the concept of physical education should basically be revealed. The aim of this study is to reveal the perceptions of students studying in the coaching department about physical education through metaphors. Phenomenology design, one of the qualitative research designs, has been used and the concept of &quot;Physical Education&quot; constitutes the phenomenon of the study. The study group of the research consisted of 112 students who were studying at the Department of Coaching in the Faculty of Sport Sciences of Usak University in the 2018-2019 Academic Year. Convenience sampling was used to determine the study group. As our knowledge of the concept of physical education increases, its volume will constantly expand. Therefore, the concept of physical education can be compared to a warehouse. It has a potential that cannot find its full expression in the language due to its storage feature. Our study did not change the nature of the concept of physical education after all. However, with the experimental work we have done on this subject, we can say that it contributes the content of the concept of physical education as &quot;an occupation that requires effort&quot;, &quot;an occupation that provides physical benefit&quot;, &quot;an occupation that increases performance&quot;, &quot;an occupation that enhances the appearance&quot;, &quot;an occupation with an element of harmony and balance&quot; and as an &quot;emotional benefit&quot;.
The Effect of History Teaching Supported by Dramatization Technique on Students&apos; Achievement and Permanence Level
Author: Karabag, S. Gulin
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,History Instruction,Teaching Methods,Dramatic Play,Student Centered Learning,Academic Achievement,Achievement Tests,Scores,Retention (Psychology),Knowledge Level,Vocational High Schools,High School Students,Grade 10,Foreign Countries

The aim of this study is to determine the effect of history teaching supported by dramatization technique on students' success and permanence in history education in comparison with the traditional teaching. In this research, the semi experimental method which was practiced by pretest, post-test and permanence test were used and it was studied on two different student groups. One of them is control group tested with lecture method and the other one is experimental group tested by dramatization technique. Tested group consists of 63 students who studying in classes 10-A and 10-B of a vocational high school of Kirikkale. This study is limited with units of &quot;From Principality to State&quot; in 10th grade students. During this experiment containing retention test were applied to experimental and control groups and the results were analyzed by the program SPSS 16.0. According to the findings obtained, in history lesson: there is a significant difference between the points of success and permanence of the group which is tested by dramatization technique and the group which is tested by teacher centered teaching. In other words, the dramatization technique, which actively involved students in the learning environment, was found to be more effective in the educational success of students and permanence of the information they learned compared to the teacher centered approach on the transfer of historical information to the students.
A Recursive Loop in Teacher Socialization: Extending and Improving Teacher Education Curriculum
Author: Rupenthal, Michelle
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Mentors,Socialization,Elementary Secondary Education,Preschool Education,Alumni,Preservice Teachers,Student Development,Faculty Development,Liberal Arts,Teacher Collaboration,Teacher Educators,Teacher Role,Beginning Teachers,College School Cooperation,Methods Courses,Professional Identity

This paper explores how a teacher preparation program in a liberal arts institution built upon the foundations of dialogic, relational pedagogy utilizes strong alumni connections to improve teacher education curriculum and support preservice, inservice, and teacher educators as they work to teach against the grain. Best visualized as an infinity symbol, we describe the ways our recursive mentoring loop supports ongoing, fluid collaborations between PK-12 schools and our teacher preparation program and discuss how maintaining and nurturing relationships with alumni experiencing new teacher socialization in many school contexts is mutually beneficial in supporting both preservice and inservice teacher development. We share three case studies of value-added experiences in which our alumni engaged as we reimagined the traditional temporal boundaries of teacher education. The recursive mentoring process invites each party to see how one's aspirational education philosophy can be maintained even when it might go against the grain in a given school context. These relational, dialogic spaces foster teacher agency and collaborative problem-solving in schools and spaces of higher education.
LATE to the Party: A New Theoretical Framework of Liberal Arts Teacher Education
Author: Peacock, Amber R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Liberal Arts,Preservice Teacher Education,Pedagogical Content Knowledge,Theory Practice Relationship,Family Work Relationship,Teacher Burnout,Social Emotional Learning,Teacher Educators,Teacher Attitudes,Methods Courses,Reflection

A theoretical framework is introduced that articulates the complex nature of what liberal arts teacher educators do, what teacher candidates learn, and the enduring tension inherent in that work. The researcher surveyed liberal arts teacher educators (n = 64) regarding beliefs about seven enduring tensions in education-content knowledge/pedagogical knowledge, leading/following, differentiation/standardization, theory/practice, individual needs/group needs, global issues/local issues, and professional needs/personal or social-emotional needs. The pairs consist of education topics that are potentially, but not necessarily, at odds. Participants indicated which concept in each pair they believe is more important or indicated that the concepts were equally important for teacher candidates to learn. Participants then reported which of the concepts in each pair received more time in their teacher preparation program or if the concepts received equal time. Data were analyzed to inform the development of the Liberal Arts Teacher Education (LATE) theoretical framework presented. The LATE framework includes traditional teacher knowledge (content and pedagogy) and the moral, ethical, cultural, and relational dimensions of teaching (pedagogical and professional discernment). Of the participants, 97.9% believed personal/social-emotional needs (i.e., facilitating work-life balance, strategies to avoid burnout) were as or more important for teacher candidates to learn as professional needs (i.e., licensure requirements). Yet, only 29.7% reported that the social-emotional needs of teachers got as much or more time in the program as professional needs. The LATE theoretical framework emphasizes teacher well-being and social-emotional learning. The author recommends embedding social-emotional learning skills for teacher candidates throughout the program so teacher candidates are equipped to navigate the enduring tensions of the profession productively, persist in the field, and love their work.
Development of Collaboration, Research and Mentoring Skills of Pre-Service Teachers Facilitating ICT Learning by Older Adults
Author: Grynova, Maryna
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Information Technology,Technology Education,Adult Learning,Older Adults,Problem Based Learning,Preservice Teacher Education,Mentors,Authentic Learning,Cooperation,Research Skills,Skill Development

The purpose of the article is to substantiate educational strategies of collaboration, research and mentoring skills development in preservice teachers facilitating older adults' learning of ICT with the use of problem-based practice-oriented adult learning activities. The study involved students of Ukrainian and Polish universities who were in the first year of Master degree programme for preservice teachers and older people enrolled in the non-formal educational programme &quot;The third age university&quot;. In order to identify the data on the initial levels of the target skills development in pre-service teachers, we used narrative interviews, a self-assessment questionnaire, and observations. At the stage of target skills development, we used the problem-based learning method which required the pre-service teachers to research the older adults' needs in ICT learning, provide mentoring and promote collaboration in the learning process. At the stage of evidence verification, we employed observation of pre-service teachers' behaviour and a self-assessment questionnaire and compared the results with the initial data. Our findings showed an increased level of the development of all the three skills of pre-service teachers, which confirmed the appropriateness of the use of the chosen learning method based on the authentic problem that was relevant to the pre-service teachers since they understood that its solution was important for the involvement of older citizens in active life of community and society undergoing digital transformation.
EFL Vocabulary Learning Strategies Used by Saudi Arabia University Students
Author: Alshammari, Sahal R.
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Vocabulary Development,College Students,Learning Strategies,Foreign Countries,Measures (Individuals)

Language skills depend on the meaning of words and the knowledge of the subject/context. The meanings of words that shape the true understanding of contexts are needed to experience language as a real-life activity. College students in Saudi Arabia struggle to develop desired proficiency in the English language that is required to further advance in their academic endeavours. It has been observed that even the minimum vocabulary level is far to be realised as reality, which consequently has posed a challenge for the various stakeholders to find the most effective strategies for Saudi learners. The present study tries to unfold the basic components which are needed to be in order first before considering the other related factors. In this study, a total of 85 male and female students were asked first appear for the vocabulary test, required to assess if they have achieved their desired levels. Their academic achievement in the specialised vocabulary course and their achievement in the standardised test have been compared with their strategies for language learning. The differences in the responses of the high achievers and the low achievers observed found that high achievers give importance to all the strategies equally well, whereas the low achievers just focus on &quot;meta-cognitive&quot; and &quot;memory strategies.&quot; The results open up new dimensions for the teachers as well as the learners to choose and implement the best practices suited as per their academic and non-academic needs. Besides this, the other stakeholders like material developers, curriculum designers, educators and trainers will also have a macro picture of inside and outside of classrooms so that they could narrow down on the associated elements (motivation, learners' autonomy, socio-cultural contexts etc.).
LectureCast as 360 Degree Video: What Impact Do Immersion and Presence Experience Have on Learning Performance?
Author: Hebbel-Seeger, Andreas
Date: 2021-02-00
Type: Journal Articles
Subjects: Video Technology,Lecture Method,Technology Uses in Education,Audiovisual Aids,Foreign Countries,College Instruction,Business Administration Education,Student Behavior,Academic Achievement,Instructional Effectiveness,College Freshmen

In times of PodCast and MOOCs, a rebirth of the &quot;classical&quot; academic lecture in the form of modern technology-mediated communication as video-conserve can be observed. Current technological developments in the field of audiovisual media reduce the distance between a recorded action and its reception. By using high immersive technologies presence experiences can introduce new qualities of communication. In a study undertaken with freshmen we first explored the everyday use of video technologies by students and their experiences and expectations with regard to their use in formal learning contexts. I addition we investigated the question whether and how learning abilities of the recipients are impacted by immersive technologies (360-degree video on Head Mounted Display/VR headset) compared to classical LectureCast technologies (16:9 Video via Desktop). All things considered, it can be stated that an immersive media format alone does not generate added value: there is no increase of attention that further enhances learning, which can be derived from the feeling (of presence) of sitting in a lecture room, even beyond the possibly initial distraction of the appeal of novelty. Furthermore, the teacher-centered mode is unsuitable for a spherical projection due to its spatial setting, where only one direction is being employed. In order to exploit possible media-specific values of 360-degree video in the context of LectureCasts, it is consequently necessary to work either with a modified concept of a teacher-centered lecture, using the entire space, or to set a focus on the content by combining the recorded lecture with additional visual elements.
Education for Life-Work: Integrating Hand, Head, and Heart
Author: Almond, Devon
Date: 2020-00-00
Type: Journal Articles
Subjects: Education Work Relationship,Competence,Human Body,Career Choice,Motivation,Aspiration,Work Attitudes,Psychological Patterns,Holistic Approach

Education optimally fulfills a significant role in creating a life worth living--&quot;and living well.&quot; This education properly integrates the realms of hand, head, and heart to reveal a hidden wholeness that is amplified through the eudaimonia of personal meaning as reflected in one's work in the world. However, overly instrumental educational orientations often miss this bigger picture that congruently connects education, life, and work. These conventional forms of education appear to favor developing the exterior of the self at the expense of the interior of the self. Consequently, the realms of hand, head, and heart are divorced from a larger, more encompassing hidden wholeness. In this article Devon Almond describes the different educational orientations to lifework. The first orientation is &quot;Taking Jobs,&quot; a job orientation &quot;informed by the competency of the hands.&quot; The second is &quot;Picking Careers,&quot; a career orientation &quot;influenced by the challenge of the head.&quot; The third is &quot;Calling Vocations,&quot; a calling orientation &quot;inspired by the courage of the heart.&quot; A fourth integrative orientation, which &quot;integrates with the character of wholeness,&quot; is presented near the conclusion of the article.