ethanporcaro/eric-fulltext-meta huggingface dataset:
Studying Learner&apos;s Perception of Attaining Graduate Attributes in Capstone Project Units Using Online Flipped Classroom
Author: Memon, Tayab D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Graduate Students,Undergraduate Students,Student Development,Capstone Experiences,Student Projects,Employment Potential,Work Environment,Distance Education,Virtual Classrooms,Flipped Classroom,COVID-19,Pandemics,Active Learning,Problem Based Learning,Educational Objectives,Foreign Countries

This article describes an empirical study to evaluate how the flipped learning (FL) approach has impacted a learner's perception in attaining the graduate attributes (GAs) of five capstone project units offered at Melbourne Institute of Technology in Australia, where the authors are affiliated. The subjects include one undergraduate and one postgraduate business unit, and one undergraduate and two postgraduate units in networking. Our study is distinguished from previous research in two novel aspects. First, the subject matter concerns capstone project units which are taken by students in the final year of their degree. In these units, students are expected to apply a variety of knowledge and skills that they have acquired thus far in carrying out an industry-based project of substantial complexity. The learning outcomes (LOs) require students to apply skills and knowledge that they have learned across completed units and connect them with real-world problems. Second, the FL approach has been applied wholly in an online virtual classroom setting due to the social distancing restrictions enforced by local authorities in response to the COVID-19 pandemic. Our hypothesis is that FL has positively influenced the perception of learners in their attaining the GAs. We tested this hypothesis by using data collected by an online survey administered to the student cohorts of the five chosen units at the end of Trimester 1 of 2021. The survey, which comprised 14 questions, assesses a student's perception of achieving the LOs through developments in three dimensions, including cognitive, affective, and behavioural, acquired in a real-world client setting. Statistical analyses of the survey data reveal that the FL approach resulted in a positive perception by students of their attaining the GAs through achieving the LOs of the capstone project units, which in turn is supported by the responses to the three measured dimensions.
Interdisciplinary Class Observation in Higher Education: Lessons Learned from the Professional Development Experience of Four Teachers
Author: Miranda, Joana P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Higher Education,Feedback (Response),Peer Evaluation,Veterinary Medicine,Social Work,Counselor Training,College Faculty,Teacher Attitudes,Teaching Methods,Learning Processes,Educational Quality,Best Practices,Pharmaceutical Education,Comparative Analysis,Teacher Educators,Peer Relationship,Sharing Behavior,Educational Improvement,Teaching Styles,Faculty Development,Foreign Countries

Peer observation of teaching has been adopted as a method to improve the quality of teaching. It involves observers providing descriptive feedback to their peers on learning and teaching practices. However, although extensively described in the literature in the education field, its use as a tool for development beyond teaching skills has not been explored deeply, nor the best practices described. Therefore, the objective of this study was to compare quantitative with qualitative peer observation, as well as to investigate the role of interdisciplinarity in the observation process. The present study results from experimental observation work carried out by four professors of higher education. Veterinary science, social work, pharmaceutical sciences, and education, the disciplinary areas of origin of the teachers, were the ecosystems in which the initial observation techniques were explored and applied, and the intention was to share good practices and pedagogical improvements through peer support. This study reports the experience of building an observation grid and its application, as well as the lessons learned during the observation experience. The aim was to evaluate whether the constructive criticism was focused on the pedagogical practices rather than on the content, which can be useful in understanding if the learning objectives are being attained, from the teacher's point of view. As such, we employed and assessed peer observation as a constructive, developmental process for higher education teachers from different fields of knowledge. The study concludes that feedback by peers is essential for the development of professional practice in higher education teaching, with the experience of qualitative observation being a fundamental path for teacher self-reflection in the search for their own authenticity. It further supports the notion that interdisciplinary differences, methodologies, styles, contexts, and practices can be used in a constructive way to improve course content and delivery, and, ultimately, to reinforce good teaching.
A Case Study Investigating Mental Wellbeing of University Academics during the COVID-19 Pandemic
Author: Dinu, Larisa M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mental Health,Well Being,College Faculty,Faculty College Relationship,COVID-19,Pandemics,Teacher Characteristics,Predictor Variables,Self Efficacy,Technological Literacy,Electronic Learning,Work Environment,Family Work Relationship,Faculty Workload,Professional Identity,Access to Computers,Academic Rank (Professional),Foreign Countries

COVID-19 has impacted Higher Education worldwide. While several studies have examined the effects of the pandemic on students, few have addressed its impact on academic staff. Here, we present both survey (n = 89) and interview (n = 12) data highlighting the pandemic-induced effects on academics from various disciplines and career stages. Data was collected between May and September 2020, aiming to capture and understand the immediate effects of the U.K. lockdown on the academics examining demographic and employment factors, digital abilities and confidence, and mental wellbeing. Analyses revealed that most academics were satisfied with the support they received from the university and colleagues, and they had adequate equipment and space at home to work. However, half incurred additional financial costs to maintain access to technology and many felt an altered relationship with the university. There were discrepancies in digital abilities and confidence according to employment status, age, faculty, and social identity as an academic. Teaching workload did not increase across the board, rather seniority predicted increases. Levels of wellbeing were low but were not significantly predicted by workload increase or abilities and confidence in working digitally as might have been expected. Stronger social identity as an academic may predict higher mental wellbeing with qualitative data suggesting teamwork and collegiate activities helped. Furthermore, interviewees identified several positive aspects to working remotely. These findings suggest universities should consider carefully how to support all staff to work digitally and consider flexible working post-pandemic.
Rethinking the Curriculum in the Context of Education for Sustainability: Lessons from the COVID-19 Pandemic
Author: Hadzigeorgiou, Yannis
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Development,Environmental Education,Sustainable Development,COVID-19,Pandemics,World Problems,Global Approach,Systems Approach,Consciousness Raising,Educational Objectives,Positive Attitudes,Ecological Factors,Decision Making,Scientific Principles,Futures (of Society)

In considering the current COVID-19 pandemic as a moment of reflection on a wide variety of issues, this paper discusses the need to rethink the curriculum, in regard to its priorities and in the context of education for sustainability. It does so by revisiting some ideas that have received, or have begun to receive, attention in the field of education. More specifically, the paper focuses on the development of global awareness as an educational goal, the notion of hope and the future dimension of the curriculum, the value of systems and ecological thinking, as well as the value of decision making and the role that knowledge of the nature of science can play in decision making. Given that the world will most likely face in the future complex global issues and problems, just like the COVID-19 pandemic, all the aforementioned ideas deserve particular attention, especially if the curriculum is to promote and foster the idea of sustainability.
Teachers&apos; Insights into the Role of Teamwork among Students in Public Schools
Author: Khanfar, Asmaa Radi
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teamwork,Public School Teachers,Cooperative Learning,Foreign Countries,Single Sex Schools,Females,Academic Achievement

Despite the fact that establishing a culture of teamwork among students is one of the most important functions and duties of the school, very few studies have addressed this issue in Saudi Arabia. This study investigates the role of all-female schools in the Kingdom of Saudi Arabia in promoting a culture of teamwork among its students from the point of view of teachers. The study followed the descriptive-analytical approach: a random sample of teacher participants were selected to represent the public school community. A questionnaire was distributed among all teacher participants for data collection, and the SPSS software was used to analyze the data. The study's results revealed that all areas regarding the culture of teamwork received high approval ratings. Further, the study recommends involving teachers and students in drafting the school's vision by providing all means of communication between departments, especially electronic platforms, including recognition of outstanding teamwork.
The Contribution of Psychological Barriers in Predicting the Cognitive Load among the University Students&apos; Users of Blackboard System
Author: Abdellatif, Mohamed Sayed
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Barriers,Cognitive Processes,Difficulty Level,College Students,Integrated Learning Systems,Electronic Learning,Gender Differences,Intellectual Disciplines,Individual Differences,Foreign Countries

Psychological barriers are one of the most common problems facing individuals nowadays due to everyday life pressures. The current research aimed at identifying the extent to which psychological barriers contribute to predicting the perceived cognitive load of blackboard e-learning management system users. The research sample comprised (240) male and female among the University Students. The descriptive-analytical approach, specifically the predictive correlative research method was utilized to reveal the relationship between the research variables. The research main results revealed that there was a statistically significant correlative positive relationship between the psychological barriers and the cognitive load (intrinsic, extraneous, and the overall degree), and there was no statistically correlative relationship between psychological barriers and the Germane cognitive load. Besides, results concluded that the external psychological barriers were better at predicting the overall degree of the perceived cognitive load. Psychological barriers and cognitive load must be considered within the e-learning settings through making use of the results of the current study in developing training and counseling programs to reduce the students' psychological barriers and cognitive load levels.
Media Trends and Prospects in Educational Activities and Techniques for Online Learning and Teaching through Television Content: Technological and Digital Socio-Cultural Environment, Generations, and Audiovisual Media Communications in Education
Author: Nicolaou, Constantinos
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Teaching Methods,Television Viewing,Mass Media Use,Foreign Countries,Adult Education,Adult Students

The purpose of this article is to provide information and data that will contribute to the enhancement of teaching methodologies for online learning and teaching at all educational levels and disciplines (including adult education). More specifically, it attempts to shed light on media trends and prospects as educational activities and techniques, as well as on the utmost importance of the use of television content as audiovisual educational content. This venture focuses on the cases of Cyprus and Greece following literature materials and reviews, research results, and findings of previous numerous studies and research papers from and through the Internet that were considered as background. The aforementioned were applied in a pilot case study with adult educators as adult learners (18 years and older), providing literature data and historical elements as a source of further study. The findings from the pilot case study revealed that the television content can also shape (adult) learners' perceptions on how they understand and learn in an online environment in regard to the generational cohort they belong. Furthermore, the results disclosed that an online educational process utilizing audiovisual media technologies and audiovisual content (audiovisual media communications) may support technology-enhanced learning through non-verbal communication in the new streamlined digital era in which we live. An important conclusion of this article is that the (inter)national genealogical characteristics and habits, the inherent and special characteristics, and the socio-cultural identity of learners, as well as the various (inter)national social-phenomena (e.g., media socio-phenomenon, Internet phenomenon, revival phenomenon, etc.) of the past and present, should always be taken into account by education administrators and educators, in order to maintain a quality and sustainable future education.
Exploring Primary School Teachers&apos; Intention to Use E-Learning Tools during the COVID-19 Pandemic
Author: Aivazidi, Marina
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Intention,Electronic Learning,Educational Technology,COVID-19,Pandemics,Teaching Skills,Teacher Attitudes,Use Studies

It is commonly accepted that the COVID-19 pandemic has had a crucial effect on many aspects of people's lives. The limitations placed on human relations have also affected education. The mandatory implementation of e-learning and the use of the information and communication technology tools in the teaching process have been the most important changes at all educational levels. However, the teaching staff plays a key role in every educational change. In this study, we examined the intention of elementary school teachers to use an e-learning platform. Our findings are consistent with those of previous studies, which have found that teaching skills, teachers' beliefs, and the appropriate infrastructure are all critical factors for the successful implementation of information technology in the educational process.
Stories and Theatre for Teaching Physics at Primary School
Author: Giliberti, Marco
Date: 2021-00-00
Type: Journal Articles
Subjects: Theater Arts,Physics,Elementary School Students,Science Instruction,Story Telling,Grade 1,Grade 5,Grade 3,Grade 4,Foreign Countries

The paper contains progress reports supported by data about two short activities aimed at introducing physics themes in primary school. The first is a formal storytelling intervention named &quot;Mommy Comet&quot; carried out in first- and fifth-grade classes and concerning motion in the absence of forces in the Solar System broad context. The second is an informal work with third-, fourth- and fifth-degree students to investigate what physics is about. The results obtained by analyzing questionnaires and conducting interviews show how these narrative tools can offer wide potentialities and prove great effectiveness in introducing young students to physics.
Quantum Physics Education Research over the Last Two Decades: A Bibliometric Analysis
Author: Bitzenbauer, Philipp
Date: 2021-00-00
Type: Journal Articles
Subjects: Quantum Mechanics,Physics,Science Education,Bibliometrics,Scientific Research,Research Reports,Journal Articles,Educational Research,Teaching Methods,Learning Processes,Relevance (Education)

Quantum physics is an essential field of science education research, which reflects the high relevance of research on quantum physics and its technologies all around the globe. In this paper, we report on a bibliometric analysis of the science education research community's scientific output in the area of quantum physics in the period from 2000 to 2021. A total of 1520 articles published in peer-reviewed physics and science education journals were retrieved from Web of Science and Scopus databases to conduct bibliometric analysis. This study aims to provide an overview of quantum physics education research in terms of scientific production, preferred publication venues, most involved researchers and countries (including collaborations), and research topics. The main findings point to a continuous increase in research output in the field of quantum physics education over the last two decades. Furthermore, they indicate a shift regarding the research foci. While formerly mainly papers on the teaching of quantum physics content were published, recently, an increase in the relevancy of empirical studies on the teaching and learning of quantum physics can be observed.
Most People Hate Physical Education and Most Drop out of Physical Activity: In Search of Credible Curriculum Alternatives
Author: Griggs, Gerald
Date: 2021-00-00
Type: Journal Articles
Subjects: Physical Education,Physical Activities,Foreign Countries,Educational Change,Athletics,Elementary Secondary Education

High quality Physical Education should instigate and support all learners to develop into a lifelong participant in a way which upkeeps their own health, fitness, and well-being. There are, however, an ever-increasing number of children who drop out of participating in physical activities at the earliest opportunity, leading to an increase in sedentary lifestyles and a rise in childhood obesity. It is evidence such as this which indicates Physical Education, specifically in England, is not currently appropriate for all and requires change. To attempt to make the subject a more positive experience for all and to inspire lifelong involvement, varying the curriculum and including alternative activities for pupils might tap into useful wider cultures. This paper discusses the emergence of alternative sports, the challenges and synergies of implementation, and focuses on what could work and why.
Student Leadership at the University: An Explanatory Model
Author: Cáceres-Reche, María Pilar
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Leadership,Universities,College Students,Leadership Role,Profiles,Student Characteristics,Scores,Gender Differences,Age Differences,Case Studies,Instructional Leadership,Foreign Countries

The exercise of leadership in the educational area and its diverse forms of being reflected in practice continue to arouse interest at the time of designing and developing research that reveals the characteristics that a leader must have in order to be considered a competent university leader, that is, a college student who carries out activities and a leadership position on his or her campus. In this sense, the present work aims to analyze the profile of the student leader to generate an explanatory model, being answered by means of a series of questions. Next, a cross-sectional study of university students at the University of Santo Tomás is carried out, obtaining statistical-descriptive data that indicate the mean scores in relation to each of the dimensions of the sociodemographic factors of this research. In addition, gender and age are identified as study factors that coincide with other research, as well as the qualities, expectations and formation of the student leader. In the present study, female gender is significant in relation to leadership practice, and age does not show significant differences between the groups. Finally, it is concluded by determining as key the role of students who exercise leadership in the University. In addition, it should be noted that the present research is derived from the Doctoral Thesis entitled: &quot;Student leadership at the University Santo Tomás de Bucaramanga: Pedagogical proposal&quot;, defended at the University of Granada, Spain. Funded by Proyecto de investigación, Colombia. Code: 2008/12058.
Assessment and Evaluation in Active Learning Implementations: Introducing the Engineering Education Active Learning Maturity Model
Author: Arruda, Humberto
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Engineering Education,Models,Curriculum Implementation,Curriculum Evaluation

With the technological changes experienced in the world in recent decades, society has changed as a whole, due to the speed and availability of information that exists today. As student attention decreases, critical thinking and Active Learning, which places the student at the center of the learning process, have gained prominence. Considering the growing popularity of these techniques, this article proposes the Engineering Education Active Learning Maturity Model (E[superscript 2]ALM[superscript 2]), a framework that allows practitioners to assess the current maturity of Active Learning implementation in a program or a course. E[superscript 2]ALM[superscript 2] was built from a literature review of key success factors (KSF) for Active Learning implementations, which were divided into dimensions. Each KSF is composed of constructs, which are detailed with variables. Each variable has a proposed measurement method and an estimated uncertainty level. The framework can support diagnosis and practical improvements in real settings.
A Bourdieusian Analysis of Good Practice Partnerships: Implications for Private, Voluntary and Independent Early Childcare Leaders
Author: McMahon, Samantha
Date: 2021-00-00
Type: Journal Articles
Subjects: Intervention,Leadership Styles,Partnerships in Education,Teaching Methods,Educational Theories,Power Structure,Preschool Teachers,Educational Improvement,Teacher Attitudes,Consortia,Child Caregivers,Child Care,Foreign Countries

This article applies the theoretical lens of Bourdieu to explore leadership and the distribution of power between teachers and early childhood practitioners in the private voluntary and independent (PVI) sector in a good practice partnership. It questions the effectiveness of such partnerships in bringing about sustained improvements to practice in this sector. Data were collected in three focus groups with practitioners from 10 settings that were recruited by a consortium of schools to the partnership to take part in a 10-week intervention. The findings showed that the power imbalance between teachers and early childhood practitioners cancelled out collaborative pedagogical models of leadership intended to underpin the good practice partnership. Furthermore, this power imbalance contributed to the lack of sustainability of the intervention. In conclusion, leadership practices need to be more closely aligned between early childhood practitioners and teachers by drawing on ideas of moral leadership elicited from a symbolic frame. The article has relevance for leaders operating in collaborative contexts where existing power imbalances are evident.