ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Work-Integrated Learning through South-North Collaboration: A Comparative Contextual Analysis
Author: Winberg, Christine
Date: 2022-00-00
Type: Journal Articles
Subjects: Work Experience Programs,International Cooperation,Educational Cooperation,Foreign Countries,Job Placement,Internship Programs,Comparative Education,Case Studies,Student Characteristics,Educational Quality,Employment Potential,Admission Criteria

This study contributes a perspective on work-integrated learning (WIL) through the lens of South-North collaboration. The research question was: How might sharing experiences of WIL in different contexts enhance WIL practice in a local context? The purposive sample of twelve case studies; South Africa (n=6) and Ireland (n=6), represented business, engineering, biopharma and health sciences disciplines. Activity theory was drawn on to analyze data on program content, mechanisms and processes, and outcomes and challenges across the case studies. Key findings include: student support requirements, curricular modalities and assessment practices, levels at which WIL is offered, resourcing for WIL and understandings of WIL as enhancing students' employability and as a societal contribution. The data revealed similarities and differences in WIL practices within and across the two countries. Partners developed insights into their own and one another's practices, showing the potential of international collaboration to enhance learning and practice in local contexts.
Postgraduate Work-Integrated Learning: Using Diversity to Prepare Graduates for a Messy and Uncertain World
Author: Lyons, Kristen
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Work Experience Programs,Career Readiness,Career Development,Foreign Countries,Education Work Relationship,Employment Potential,Masters Programs

Work-integrated learning (WIL) is a teaching and learning approach widely adopted across Australian universities. With inclusion across a wide range of programs and courses, WIL is championed as providing authentic and transformative learning environments that may equip graduates for the world of work. Despite a rapid expansion in WIL scholarship, there remains scant attention at the postgraduate level, including its specific contributions in preparing students for life after completion of postgraduate studies. This paper contributes to nascent literature in this space. Taking the case of the University of Queensland's Master of Development Practice, this paper argues there are challenges in ensuring postgraduate WIL prepares graduates for careers in a volatile, uncertain, complex and ambiguous world. The paper concludes that a diverse approach to WIL is vital to provide relevant pedagogical practices that prepare postgraduates for uncertain, and unknowable futures.
Exploring Localized Learning during a Short-Term Health Student Placement
Author: Green, Elyce
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Placement,Rural Areas,Situated Learning,Work Experience Programs,Undergraduate Students,Workplace Learning,Allied Health Occupations Education,Authentic Learning,Clinical Experience,Supervision

High-quality student placements in rural areas can provide students with the opportunity to learn about, and become immersed in, a rural community and associated health service delivery. As long-term placements are often resource-intensive, the learning potential of short-term placements in rural areas deserves greater examination. This research examined the learning afforded to students during a short-term, rural, work-integrated learning experience and the attributes and practices that facilitated students' learning. Undergraduate students from three health disciplines who attended the placement participated in two focus groups at the end of their placement. Thematic analysis of the data was inductively informed by a situated learning approach. The results demonstrate several localized learning opportunities afforded by this short-term placement and the design elements that enabled that learning. These findings demonstrate the value of offering short-term placements to health students.
Impact of Differentiated Instruction on the Mathematical Thinking Processes of Gifted and Talented Students
Author: Kamarulzaman, Mohd Hasrul
Date: 2022-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Mathematics Skills,Cognitive Processes,Thinking Skills,Academically Gifted,Foreign Countries,Mathematics Activities,Secondary School Students

The aim of this study is to examine if differentiated instruction benefits the mathematical thinking process of gifted and talented students in Malaysia. Differentiated instruction is a student-centered technique in which instructors act as facilitators. It is doubtful, however, if differentiated instruction has a beneficial effect on the overall process of mathematical thinking. A disciplined approach to learning mathematics is deemed essential. In this study, a questionnaire was designed to assess students' motivation towards learning using differentiated instruction in mathematics, and a mathematics test was devised to assess students' mathematical thinking process. The study included 400 students who were identified as gifted and talented students; the data were analyzed using the SPSS software. The results suggest that statistically differentiated instruction has a significant effect on gifted and talented students' mathematical thinking processes. However, additional research is needed to discover which activities directly impact students' mathematical thinking processes positively and which should be avoided.
A Study on Parents&apos; Emotion Regulation Skills, Self-Awareness, and Cognitive Flexibility Levels
Author: Dogan, Betul Gokcen
Date: 2022-12-00
Type: Journal Articles
Subjects: Parents,Emotional Response,Self Management,Metacognition,Cognitive Processes,Relationship,Adjustment (to Environment)

Individuals' cognitive flexibility, their capacity to regulate their emotions, and their ability to be aware of the present moment will positively influence the way they behave toward themselves and their environment. It is considered that parents with these characteristics will exhibit behaviors that influence future generations largely in a positive way. The research aims to test a hypothetical model developed based on the literature to determine the factors affecting the cognitive flexibility of parents. The study group for the research consists of 351 parents with children in various age groups who are attending preschool, primary school, secondary school, or high school. The Cognitive Flexibility Inventory, Emotion Regulation Questionnaire, and Interpersonal Mindfulness in Parenting Scale were utilized as data collection tools in this study. The research was carried out with the relational screening model. Structural equation-modeling was used for the analysis of the data. In the model, where cognitive flexibility was accepted as a predicted variable, emotion regulation skills and mindfulness demonstrated a positive relationship. Besides, mindfulness displays a positive relationship with cognitive flexibility.
More than Mandatory Work Placements: The Role of Work-Integrated Learning in Preparing Financial Planning Graduates for the Professional Year
Author: de Zwaan, Laura
Date: 2022-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Money Management,Service Learning,Foreign Countries,Employment Potential,Well Being,Required Courses,Job Placement,Universities

The financial planning profession has undergone significant change in recent years, where the focus has shifted from disclosure and consumer protection, to quality and education requirements. In Australia, there has been an increasing focus on the role that work-integrated learning (WIL) can play in financial planning education and preparing graduates for their professional year and subsequent registration as a financial planner. Emphasizing the centrality of student wellbeing, this paper identifies key considerations for, and potential alternatives to, incorporating extended work placements as a mandated WIL activity in financial planning education. It raises concerns regarding the potential for participation to negatively impact student wellbeing, identifies the equity challenges associated with placements, and discusses the need to ensure workplaces and students are adequately prepared for the placement. Finally, service learning is proposed as a practical alternative as it overcomes many of the disadvantages of traditional placements.
Investigation of Preferred Teaching Pedagogies of Preservice Science Teachers through Individual and Team Studies
Author: Inaltekin, Tufan
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Science Teachers,Teamwork,Cooperative Learning,Preferences,Inquiry,Problem Solving,Knowledge Level,Direct Instruction,College Faculty,Teaching Methods

The purpose of this research is to examine how working individually and as a team in solving pedagogical scenarios for teaching science subjects is reflected in the teaching preferences of preservice science teachers. This interpretive case study was conducted with 69 preservice science teachers studying at a university in eastern Turkey. The data of the study were collected using the teaching pedagogy preference form. The data analysis included descriptive analysis based on four instructional pedagogies: direct instruction, direct active, guided inquiry, and open inquiry. The research results revealed that preservice teachers did not sufficiently turn to inquiry-based teaching pedagogy for solving problem scenarios in both individual and teamwork. In addition, the results indicated that preservice science teachers' professional knowledge of teaching various science subjects is largely based on traditional teaching pedagogy. Based on these results, it is recommended that science educators use problem scenarios to reveal preservice teachers' inquiry-based teaching preferences.
Examining of University Students&apos; Assertiveness Levels and Attitudes towards Physical Education Course
Author: Toktas, Sermet
Date: 2022-10-00
Type: Journal Articles
Subjects: College Students,Assertiveness,Physical Education,Student Attitudes,Foreign Countries,Correlation,Gender Differences,Academic Achievement

The purpose of the study is to research the assertiveness levels of university students and their attitudes toward physical education course in terms of gender, doing regular sports and academic achievement. The design of the research is descriptive. The sample of the study consists of university students who take physical education and sport course in the first aid and emergency department of Artvin Coruh University in the 2018-2019 academic year. A total of 116 university students with a mean age of 20.64 participated in the study as voluntarily. Physical Education and Sport Attitude Scale was used to measure students' attitudes and the Rathus Assertiveness Inventory was used to measure assertiveness levels. In the study, the Kolmogorov-Smirnov test was used to determine the distribution of normality, the Pearson correlation test was used to examine the relationship between students' attitudes towards physical education and sport and assertiveness levels, the independent sample t-test in parametric distributions, the Mann Whitney U test was used in non-parametric distributions. Kruskal Wallis test was used in more than two groups because the distributions are not normal. According to the findings, there was a negative correlation between the assertiveness levels of students and their attitudes toward physical education course. There was a significant difference between the attitudes towards physical education course in terms of gender, on the contrary, there was no significant difference between assertiveness levels in terms of gender. There was no significant difference between assertiveness levels and the attitudes towards physical education course in terms of doing regular sports and there was no significant difference between assertiveness levels and the attitudes towards physical education course in terms of academic achievement. As a result, although there was a negative relationship between attitudes of university students towards physical education and sports course and assertiveness levels, it was observed that attitudes towards the course are more positive in favor of male students. There were no significant differences between the levels of assertiveness and attitudes towards physical education and sports courses in terms of doing regular sports and academic achievement levels.
A Comparison of the Use of Three Vocabulary Learning Methods by Pre-Service English Language Teachers
Author: Salihoglu, Umut M.
Date: 2022-12-00
Type: Journal Articles
Subjects: Comparative Analysis,Vocabulary Development,Teaching Methods,Preservice Teachers,Language Teachers,English (Second Language),Rote Learning,Semantics,Grade 3,Elementary School Teachers,Retention (Psychology),Instructional Effectiveness

The present study aimed to construct the piloting phase of a more extensive investigation on the effectiveness of the keyword technique, rote memorisation and semantic mapping as vocabulary learning methods in word retention rates of 16 third-grade pre-service teachers studying at English Language Teaching Department of a large Turkish university. The effectiveness of the methods for vocabulary learning was tested using three experimental learning conditions; the conditions were administered to all the participants for their learning of carefully selected 24 low-frequency English words. The results from the immediate post-tests indicated that the keyword technique provided the highest success in recalling the target words. Besides, the rote memorisation method was as successful as the keyword technique. However, the semantic mapping technique has created moderately lower scores both in immediate and delayed post-tests. After an interval of seven weeks, no significant differences were observed between methods. The study yielded suggestions for future larger-scale studies regarding the sample group's size, the field of study, and variety in the target language.
Study of the Relationship between Digital Citizenship and Basic Technology Qualification Levels of Social Studies Teachers
Author: Hakdar, Emre
Date: 2022-12-00
Type: Journal Articles
Subjects: Citizenship,Technological Literacy,Social Studies,Public School Teachers,Predictor Variables,Foreign Countries,Gender Differences,Social Media

The main purpose of this research is to determine whether digital citizenship and basic technology proficiency levels of social studies teachers are predictors of each other by examining it in terms of various variables. The research group of the study consists of 94 social studies teachers working in public schools of the central district of Afyonkarahisar province between 2021 and 2022. In the study, the screening method was used among quantitative research methods. To determine the digital citizenship levels of teachers &quot;Digital Citizenship&quot; and to specify the basic technology proficiency levels, &quot;Basic Technology Proficiency for Educators&quot; was used. At the end of the study, it was concluded that the digital citizenship levels of social studies teachers were intermediate. It has been observed that there is a significant difference between the digital citizenship levels of social studies teachers and the gender and social network usage variables. There has been no significant difference between the age variable and digital citizenship level. Basic technology proficiency levels of social studies teachers were determined to be intermediate. It has been concluded that there is a significant difference between the basic technology proficiency levels of social studies teachers and the gender variable. There was no significant difference between age and social network usage variables and the level of basic technology proficiency. In the correlation analysis to determine the relationship between the digital citizenship levels of social studies teachers and the basic technology proficiency levels, it was found that there was a moderate, positive and statistically significant relationship.
Teaching Methods Used by Geography Teachers in Libya: Qualitative Analysis
Author: Al-lasaqa, Fatma Mahmoud
Date: 2022-11-00
Type: Journal Articles
Subjects: Teaching Methods,Geography Instruction,Foreign Countries,Instructional Effectiveness,Decision Making,Technology Uses in Education

One of the important elements of the teaching process is the teaching methods and the other is the teachers who determine these methods and put them into practice. While determining the teaching methods, various factors such as the general or specific objectives of the course, the characteristics of the subject to be taught, the characteristics of the student group, the material and the cost are effective, but especially the competence of the teachers in the teaching method is also an important issue. Because the planning and implementation of the teaching process in the classroom environment are directly related to the characteristics of the teacher. Based on what has been stated, in this study, the teaching methods used by geography teachers in Libya in teaching geography are discussed. The study aims to determine the opinions of teachers about the teaching methods used in geography teaching in Libyan schools. The research was carried out using the data obtained by the focus group interview method with 10 teachers working in educational institutions in Libya. According to the data obtained in the study, it was determined that geography teachers in Libyan schools mostly used traditional teaching methods and the education they received during university education had a significant effect on their choice of method. The geography teachers who participated in the study emphasized that the lack of auxiliary materials played an important role in determining the teaching method regarding the subject. Geography teachers stated that the problems related to the use of information and communication technology in schools and the realization of out-of-class learning activities are effective in determining the teaching methods.
A Case Study on How Distance Education May Inform Post-Pandemic University Teaching
Author: Mavroudi, Anna
Date: 2022-11-00
Type: Journal Articles
Subjects: Higher Education,Distance Education,COVID-19,Pandemics,Online Courses,College Faculty,Conventional Instruction,Foreign Countries,Lecture Method,Interpersonal Communication,Student Centered Learning

Higher education recently found itself in the unprecedented situation of being forced to rapidly switch to online education as a demand of the COVID-19 pandemic. The aim of this article is to compare and contrast the experiences of university tutors who teach in two distance education universities with those who teach in a traditional university concerning their online lessons during lockdown. Forty university tutors participated in a survey to capture their teaching experiences. The survey was based on the transactional distance theory. Both qualitative and quantitative data were collected from both groups. Analysis of the quantitative data indicates no significant differences between the two groups in scores regarding course structure flexibility and the degree of student autonomy; however, significant difference with a high effect size was found regarding instructional dialogue, in favor of the distance tutors' group. Thematically analyzing the qualitative data allowed the researchers to group the data into three main themes focused on how the instructional dialogue was manifested in the classes of both groups: (a) the learning design approach adopted, (b) the tutor-led interaction for student support, and (b) learner-to-learner communication and the sense of an online community. Ensuing recommendations involve adopting social-constructivist approaches that can sustain high-quality instructional dialogue in online learning settings and creating distance education faculty development programs in traditional universities that will help tutors support dialogical forms of online pedagogy.
Online Teaching: A Pleasure or Pressure for Higher Secondary School Teachers--A Case Study
Author: Beulahbel Bency, P. B.
Date: 2022-12-00
Type: Journal Articles
Subjects: Electronic Learning,Foreign Countries,Virtual Classrooms,Technology Uses in Education,High School Teachers,COVID-19,Pandemics,Anxiety,Teacher Attitudes,Barriers,Stress Variables,Grade 11,Grade 12,Distance Education

The shutting down of educational institutions not only in India, but all over the world has forced them to adapt to a new normal of online teaching through digital platforms. The sudden transition has caused a chaos in the education sector in India. Many studies have been conducted on the issues faced by the students in online classes but not teachers. The higher secondary school teachers are a group who has to adapt immediately to the digital classrooms and resources since their students are at a stage of their prospective career choosing. The present study analyses the issues of teachers during online teaching who are suddenly pushed in to the digital environment. The case study method was adopted for the study with the support of a structured interview schedule. The sample of the study consisted of 50 higher secondary teachers in different disciplines and different schools across Kerala, India. Due to the pandemic restrictions the sample size has to be kept a minimum number. The study mainly focused on the problems faced by the higher secondary teachers during the online teaching. The findings of the study showed that the online teaching is a pressure for them rather than a pleasure experience. Major issues faced by the teachers are the lack of computer competency, technical issues such as lack of internet connectivity, students' access to the digital devices and the occupational stress due to the disruption of work- life balance. Based on the findings, practical and social implications are analyzed and discussed.