ethanporcaro/eric-fulltext-meta huggingface dataset:
A Method of Selecting Computer Science Students for the IT Market Based on Their Predispositions Resulting from Multiple Intelligence
Author: Wilinski, Antoni
Date: 2022-00-00
Type: Journal Articles
Subjects: Admission Criteria,Computer Science Education,Information Technology,Multiple Intelligences,Personality,Profiles,Aptitude,Labor Market,Employment Potential,Foreign Countries

The aim of this study was to determine the predispositions of the studied groups of students to work in the IT sector. The basis for predisposition assessment was their voluntary self-assessment of certain preferences, which are related to the theory of multiple intelligences of Professor Gardner. The study was conducted on a reference group of IT sector employees, assuming that they will be the model, to which the results of the study will be related. The method used to obtain data about the students' predispositions was a test carried out in an auditorium mode or online. More than 500 students from several countries were surveyed and interesting statistical material was obtained allowing for comparison between groups. The most important result was to find a way to sort the students into groups in order from most similar in their aptitude to the market pattern to least. This made it possible to determine the boundary beyond which students could be considered selected for a job in the IT sector. Statistical hypotheses about the similarity of the student groups to the reference group were verified. The results were both positive, confirming that a large percentage of students have predispositions to work in the IT market, and less promising. The authors are convinced that the method can be applied all over the world, as they examined groups in very diverse countries, taking into account, for example, location, education system, culture or religion.
A Valid and Reliable Scale for Education 4.0 Competency Determination (E4CD)
Author: Turan-Güntepe, Ebru
Date: 2022-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Test Validity,Test Reliability,Test Construction,Factor Analysis,Preservice Teachers,Foreign Countries,Student Attitudes,Information Literacy,Technological Literacy

The purpose of this study is to develop a valid and reliable &quot;Education 4.0 Competency Determination&quot; scale. The study was conducted in two sessions: In the first session, exploratory factor analysis was applied to 308 students, and then a confirmatory factor analysis was applied to another group and conducted with 172 students. As a result, a scale consisting of 21 items and three- factors was obtained. The internal consistency coefficient of the first factor, which is mastery of digital technology, was [alpha] = 0.925 using the Cronbach's Alpha formula and 0.921 using the Guttman's Split-half method; the internal consistency coefficient of the second factor, which is information management, was [alpha] = 0.880 and 0.884 according to Guttman's Split-half method while the internal consistency coefficient of the third factor, which is active participation in the process, was [alpha] = 0.802 according to the Cronbach's Alpha formula and 0.783 according to the Guttman's Split-half method.
Teachers&apos; Materials Use in L2 Classroom Discourse: Interface between Stated and Enacted Beliefs about Textbooks
Author: Pourhaji, Mostafa
Date: 2023-01-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Instructional Materials,Correlation,Classroom Communication,Teaching Methods,Language Teachers,Textbooks,English (Second Language),Foreign Countries,Language Usage,Video Technology,Discourse Analysis

Although studying the actual use of L2 materials has gained momentum over the past few years, little is known about its synergy with teachers' beliefs. This study addressed this gap by exploring teachers' stated and enacted beliefs about (effective) materials use in L2 classroom discourse. To this effect, naturally-occurring interactions within 10 Iranian EFL classes were videotaped for three consecutive sessions. Then, the teachers were interviewed where they reflected on their transformations of textbooks. The data were analysed through document analysis of the textbooks, discourse analysis of the classroom interactions, and content analysis of the interviews. The findings showed that sheer convergence between what teachers think about materials (use) and what they actually do in the classrooms cannot guarantee the attainment of the intended and emergent goals of the lessons and/or activities. In-depth analyses indicated that there exist complex interrelationships between teachers' stated and enacted beliefs. Teachers' levels of understanding of their talk were found to mediate this interplay in classroom discourse. The findings can inform teaching process and teacher education programs by raising teachers' awareness about their actual use of materials and students' engagement in L2 classroom discourse.
Qualitative Data Coding and Analysis: A Systematic Review of the Papers Published in the &quot;Journal of Second Language Writing&quot;
Author: Riazi, A. Mahdi
Date: 2023-01-00
Type: Journal Articles
Subjects: Periodicals,Second Language Learning,Second Language Instruction,Journal Articles,Research Reports,Writing Research,Writing Instruction,Qualitative Research,Coding,Writing (Composition),Guidelines

A challenging step in any qualitative research project is data coding and analysis. If the data coding is done appropriately, it will lead the researchers to develop patterns or themes and to make final inferences about the research problem. As such, qualitative researchers are supposed to take systematically informed steps and procedures to perform qualitative data coding and analysis. However, this is not as easy as it might be thought, and even published articles might fall short of providing a thorough explanation of their methods and procedures, making it difficult for other researchers, especially early career researchers, to aim for replication of the study. This article presents a review of the methods and data coding and analysis procedures in the field of L2 writing as a case in point. We scrutinized and analyzed all 168 articles with a qualitative orientation published in the &quot;Journal of Second Language Writing&quot; (JSLW) over its lifecycle. We present the results and discuss some articles to illustrate how L2 writing researchers handled qualitative data coding and analysis and showcase problematic areas. The outcomes of the review and analysis, including the showcase articles, provide some tips and guidelines for prospective L2 writing researchers and other stakeholders more broadly.
Mixed Methods Research in Applied Linguistics: The Status Quo of the Current Issues and Practices
Author: Afshar, Hassan Soodmand
Date: 2023-01-00
Type: Journal Articles
Subjects: Mixed Methods Research,Applied Linguistics,Research Reports,Sampling,Inferences,Research Design,Periodicals

The quality of mixing methods has been widely debated in the field of applied linguistics (AL) and the integration of data from both quantitative and qualitative research paradigms has always been open to controversy. The present study was aimed at recognizing the status quo of MMR in AL, investigating the nature of various sections of MMR studies, and specifying the way the pattern of employing MMR has changed over the past few years. From a total of 1,314 articles in seven peer-reviewed accredited AL journals, 220 articles were finally identified to be mixed in method which were subsequently scrutinized based on already established frameworks regarding their research questions, research designs, sampling designs, and inference quality to explore the status quo of mixed methods research (MMR) in AL. We went through two phases of screening to identify the articles which met the principles of MMR and analyzed the selected articles qualitatively based on a coding scheme. The findings revealed (a) only a few research questions were hybrid, (b) both concurrent research designs and concurrent sampling designs were employed more frequently than their sequential counterparts, and (c) only a few articles made their inferences mixed in a principled manner. The findings of several extracts and an open-ended questionnaire showed a growing interest in MMR and the challenges and problems of conducting MMR, respectively. The results might imply that the new paradigms of research favor mixing methods and that the researchers employ it more due to its strengths.
Gamification Design Patterns for User Engagement
Author: Triantafyllou, Serafeim A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Gamification,Design,Computer Software,Business,Usability,Workplace Learning

The rapid development of technology in today's times make business' survival a rather complex task. It is therefore necessary for the specialized organization and administration of each company to differentiate and strengthen its competitive advantages. Gamification is an established practice in many business domains and can enforce employees to engage in business processes and change aspects of their behavior. Even though numerous gamification patterns that are described in literature have been used so far by businesses to various working environments, the outcomes were not the best possible that we would expect in terms of their right utilization to business non-game contexts. Thus, there is need for concise gamification patterns that can offer right guidance to game designers in business. Gamification design patterns can provide a distilled knowledge of techniques of how to design object-oriented software. This paper aims to address this gap in existing literature by describing new gamification design patterns, classifying them according to specific criteria and providing new information to this research domain. Our study is a descriptive literature review and is based on review of previous works. This descriptive literature review tries to give a better understanding by proposing new gamification design patterns in the continuously evolving research domain of gamification design patterns.
Designing a Master Course on Architectures for Big Data: A Collaboration between University and Industry
Author: Condorelli, Andrea
Date: 2022-00-00
Type: Journal Articles
Subjects: School Business Relationship,Feedback (Response),Work Environment,Learning Activities,Student Attitudes,Education Work Relationship,Masters Programs,Graduate Students,Tests,Scores,Foreign Countries,Course Content,Teaching Methods,Instructional Design,Computer Science Education,Barriers,Workshops,Course Descriptions

We describe a collaboration between Marelli and Università degli Studi di Milano that allowed the latter to add a course on «Architectures for Big Data» in its Master programme of Computer Science, with the aim of providing a teaching approach characterized by an intertwined exposition of discipline, methodology and practical tools. We were motivated by the need of filling, at least in part, the gap between the expectation of employers and the competences acquired by students. Indeed, several big-data-related tools and patterns of widespread use in working environments are seldom taught in the academic context. The course also allowed to expose students to company-related processes and topics. So far, the course has been taught for two editions, and a third one is currently ongoing. Using both a quantitative and a qualitative approach, we show that students appreciated this new form of learning activities, in terms of enrollments, exam marks, and activated external theses. We also exploited the received feedback in order to slightly modify the content and the structure of the course.
Integrating Open Challenges in the Curriculum: Lessons Learned from an Experience with NASA
Author: Vincenti, Giovanni
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Active Learning,Student Projects,Problem Solving,Space Exploration,Capstone Experiences,Simulation,Database Design,Programming,Troubleshooting

Preparing students for the workforce is a balancing act that involves theory, practice, and assessment. As students navigate an educational experience that is, however, often distant from real-world needs, it is imperative that academia finds a novel way to bridge the gap. As many organizations utilize open challenges to attract ideas and talent, academia can easily create such bridge, leading to greater engagement, greater student preparation, and a potential employment pipeline. This paper describes the experience of our students and faculty advisors who participated to the NASA SUITS (Spacesuit User Interface Technologies for Students) Design Challenge. In particular, we review the pedagogical value of the solution that they created and the changes that were implemented in the curriculum of an undergraduate degree program in Information Technology. This open-source, multi-year project is also a flexible platform that can be utilized for engagement in K-12 education as well as graduate research projects.
Pedagogical Strategies Based on Socio-Affective Scenarios: An Outlook Based on Personalized Teaching in a Virtual Learning Environment
Author: Akazaki, Jacqueline Mayumi
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Technology,Distance Education,Foreign Countries,College Students,Blended Learning,In Person Learning,Student Attitudes,Program Effectiveness,Affective Behavior,Student Behavior,Interaction,Electronic Learning,Interpersonal Relationship,Learner Engagement

The objective of this article is to present the creation process of Pedagogical Strategies (PS) based on Socio-affective Scenarios mapped in a Virtual Learning Environment (VLE). Every year, enterprises are looking for new technologies that can improve the skills of their collaborators, bringing VLE resources to e-training formations. The PSs are actions carried out by professors or manager in their practice, both for e-learning and e-training. In order to develop a PS, it is important to consider the socio-affective profile. For data inference were used: Social and Affective Map. Using these two tools, 38 Socio-affective Scenarios were mapped and their strategies were developed. This study utilizes an applied qualitative approach. As a result, a total of 228 PSs based on Socio-affective Scenarios were developed by 15 specialist professors. Its main contribution is the creation of PS based on criteria that can be adapted to be applied in the industry context.
The Symbiotic Interaction between Industry and Academia in Tertiary Education: A Case Study on Internships
Author: Busuttil, Leonard
Date: 2022-00-00
Type: Journal Articles
Subjects: Case Studies,School Business Relationship,Internship Programs,Barriers,College Faculty,Mentors,Student Placement,Familiarity,Information Technology,Teacher Attitudes,Workplace Learning,Foreign Countries,Curriculum Development,College Students,Apprenticeships

The misalignment between the skills learned in tertiary education and the skills demanded by industry is well documented. One of the ways this misalignment can be reduced is through the introduction of an internship phase in degrees. This article identifies the perceived benefits and challenges that internship programmes offer academic staff in a tertiary educational facility. It also determines how feedback from the industry helps shape the curriculum of the degree. A qualitative case study is employed through interviews with various staff working at a tertiary education institution. The data generated is analysed using a thematic approach. The results show that internships not only place value on soft skills but also build a communication channel between the mentors that visit students whilst out on placement and the industry staff that oversee the students during the work-based phase. This mutually beneficial interaction between the industry and the education institution helps the mentors maintain familiarity with the latest technologies adopted in the industry and allows the industry to influence the curriculum of the degrees. Internships were shown to offer a means of advertising the skills gained in academia to the audience that would eventually employ the graduates.
Peer Feedback Accuracy in Synchronous and Asynchronous Computer-Mediated Conditions in an EFL Context
Author: Mehrpour, Saeed
Date: 2023-01-00
Type: Journal Articles
Subjects: English Language Learners,Peer Evaluation,Feedback (Response),Accuracy,Synchronous Communication,Asynchronous Communication,Computer Mediated Communication,Adults

The present study examined peer feedback accuracy in synchronous and asynchronous peer feedback conditions. Employing a counterbalanced repeated-measures design, the researchers examined the accuracy of 2327 comments provided by 96 intermediate EFL (English as a Foreign Language) learners in synchronous and asynchronous computer-mediated conditions. In the synchronous condition, the learners exchanged comments using the desktop version of WhatsApp, and the participants in the asynchronous condition created weblogs and provided feedback in the comment box. All students provided peer feedback in both conditions, and the accuracy of their comments in these computer-mediated environments was compared. Findings showed that the asynchronous condition yielded significantly more accurate comments and fewer missed erroneous items. The data analysis also indicated that low-intermediate students provided more accurate comments in the asynchronous condition. Further, the findings revealed that EFL learners provided comments supported by references to external sources, including textbooks, online sources, teachers' lectures (referentially-justified peer feedback), which were significantly more accurate than those comments not accompanied by references. The findings of this study suggest that when the accuracy of peer feedback is of paramount importance, asynchronous peer feedback design should be implemented.
Better Remedies for Bad Exams: Correcting for Difficult Questions in a Fair and Systematic Way
Author: Camenares, Devin
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Student Evaluation,Tests,Test Items,Difficulty Level,Testing Problems,Item Analysis,Scores,Item Response Theory

Balancing assessment of learning outcomes with the expectations of students is a perennial challenge in education. Difficult exams, in which many students perform poorly, exacerbate this problem and can inspire a wide variety of interventions, such as a grading curve. However, addressing poor performance can sometimes distort or inflate grades and demotivate students. Here, I review this problem and propose solutions which are fair and based upon item analysis of an assessment. To correct for exams with questions that were more difficult than intended, item score and discrimination is used to determine a bonus value in a way that is limited and continuous. Educators that utilize item analysis to improve exams for future iterations can easily use this approach to retroactively lessen the burden of some questions. This solution expands the repertoire of tools for achieving a transparent, fair, and equitable means of assessment.
Empathy in Education: A Critical Review
Author: Zhou, Ziqian
Date: 2022-00-00
Type: Journal Articles
Subjects: Empathy,Literature Reviews,Educational Research,Comparative Analysis,Definitions,Values,Instructional Effectiveness,College Faculty,Attitudes,Caring

This paper offers a systematic review of the literature on the nature of empathy in educational research. This synthesis of the literature will reveal four salient themes that SoTL authors have used to understand the concept of empathy. The value of empathy, according to SoTL researchers, will also receive a summarized treatment in this paper. Findings from this first part of the paper promote more accurate interpretations and comparisons of publications about empathy. Relatedly, a less ambiguous definition of empathy allows researchers and practitioners to design more precise studies that attempt to measure empathy in tutors or students, and to implement more precise educational policies involving empathy. The second goal of this paper is to raise a sceptical challenge to advocates of empathy in teaching--this will be done by drawing from the disciplines of psychology and social neuroscience. This paper concludes with a sketch of some pedagogical implications for tertiary educators in light of the worry that was raised against empathy in teaching.
Design Case for an Adaptable and Sustainable In-Service Training Course Template
Author: Dönmez, Haci Mustafa
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Design,Models,Public Colleges,Online Courses,Inservice Education,COVID-19,Pandemics,Learning Management Systems,College Faculty,College Administration,Instructional Materials,Video Technology,Learning Modules,Professional Development

The purpose of this design case is to report on the design of a course template to be used for institutional training at a public university in Turkey and to be published on the in-house learning management system of the university. Following a detailed description of the design context, the step-by-step design process is explained in detail with supplementary visualizations. Although several limitations such as the need for improving the characteristics of the design for more interactive activities and for formative and process-oriented assessment, and a more detailed external evaluation are still apparent in the design, this design case highlights the critical role of collaboration both within the design team and with the authorized institutional bodies to ensure a practical training course template design. Finally, results from this design case suggest that providing the tool and the content would not be sufficient alone if not accompanied by the support and collaboration of all parties involved in the process.
The Influence of Discussion Prompts on Fostering Student Teachers&apos; Competence in Knowledge of English Instruction
Author: Chien, Chin-Wen
Date: 2022-00-00
Type: Journal Articles
Subjects: Discussion,Cues,Student Teachers,Teacher Competencies,Knowledge Level,English (Second Language),Second Language Instruction,Foreign Countries,Elementary School Teachers,Practicums,Student Teacher Attitudes,Pedagogical Content Knowledge

This study analyzed questionnaire, pre-test, post-test, and online posts to explore influence of discussion prompts on the competence in English instruction of seven student teachers of elementary school EFL (English as a Foreign Language) in a practicum in Taiwan. This study reached the following conclusions. First, student teachers had good perceptions of the discussion prompts, particularly their effects on reflection on and relevance of English instruction. Secondly, student teachers had good perceptions of discussion prompts because of their clarity; however, they were not satisfied with inactive discussions among participants. Finally, participants' education background and teaching experience affected their perceptions and learning via discussion prompts. A conceptual framework on effective implementations of discussion prompts was suggested.