ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors Influencing Student Persistence in Online Courses during the Pandemic: A Mixed-Methods Study
Author: Swartzwelder, Kay
Date: 2023-03-00
Type: Journal Articles
Subjects: Online Courses,Academic Persistence,COVID-19,Pandemics,Access to Computers,Internet,Student Attitudes,Success,Resilience (Psychology),Persistence,Individual Characteristics,Graduate Students,Anxiety

The sudden onset of the Pandemic due to COVID-19 required universities to quickly transfer face-to-face courses to the online learning environment. Many students found this new learning environment stressful and struggled to successfully complete course work. To identify factors that may have allowed students to succeed, a research study was conducted using a mixed methods design to elicit both quantitative and qualitative data with a focus on impact of the pandemic, impact of broadband access, perceived stress and persistence of students, and grit scores. The findings from this study may help guide future online course development.
F2F Versus Online: Student Perceptions of Foreign Language Learning in the Time of COVID-19
Author: Adelson, Leah
Date: 2023-03-00
Type: Journal Articles
Subjects: In Person Learning,Electronic Learning,COVID-19,Pandemics,Student Attitudes,College Students,Second Language Instruction,Second Language Learning,French,Italian,Portuguese,Spanish,Language Skills,Learner Engagement,Learning Experience

The abrupt transition from face-to-face (F2F) to online learning during the COVID-19 pandemic impacted students' learning experiences in many ways. This survey-based study investigated the perceptions of 117 university students enrolled in beginner, intermediate, and advanced foreign language courses (French, Italian, Portuguese, Spanish) of their learning experiences in the F2F mode relative to the online mode. Quantitative and qualitative data were collected through a questionnaire with Likert-scale and open-ended questions that related to four language skills (listening, reading, speaking, and writing), student engagement (participation, comfort asking questions, and peer interactions), and overall learning experience. The results revealed significant differences in participants' perceptions across all dimensions and may be used to inform future foreign language curriculum development and teaching in any instructional mode.
Exploring Technology Education Students&apos; Perception on the Use of Emergency Remote Learning amid COVID-19 Pandemic
Author: Legg-Jack, Dagogo William
Date: 2023-03-00
Type: Journal Articles
Subjects: Technology Education,College Students,Electronic Learning,Student Attitudes,COVID-19,Pandemics,Educational Technology,Foreign Countries,Distance Education,Access to Computers,Internet

The global outburst of the Coronavirus (COVID-19) pandemic according to Burgess and Sievertsen (2020) impeded activities within the confines of many organisations and institutions around the world, thereby making it difficult to manage their traditional programmes. In a bid to keep the academic year open, and considering the unpredictable length of the pandemic, there was a massive adoption of emergency remote learning (ERL) through online learning platforms to replace most, if not all, traditional (contact or face-to-face) theoretical and practical lessons by educational institutions around the world (Aristovnik et al., 2020; Legg-Jack, 2020; Murphy, 2020; Shim &amp; Lee, 2020; Moser et al. 2021). This study focuses on technology students' perception on the use of emergency remote learning during the COVID-19 pandemic. To achieve the objective of the study, the research is premised on the Technology Acceptance Model (TAM). The research involves students' use of online learning, and this is the major principle captured in TAM. Hence, the purpose is to explore technology students' perceived usefulness and ease of use for emergency remote learning during the COVID-19 pandemic at a university in South Africa.
The Critical Information Literacy of Social Workers: Information Literacy as Interpersonal Practice
Author: Sharun, Sara
Date: 2023-06-00
Type: Journal Articles
Subjects: Critical Literacy,Information Literacy,Context Effect,Social Work,Caseworkers,Theory Practice Relationship,Social Systems,Foreign Countries,Access to Information,Information Seeking

The aim of this study is to contribute to a pragmatic understanding of critical information literacy (CIL) by positioning it as a context-specific interpersonal practice. Using phenomenography to explore how information work is experienced by social workers in social and health care settings, this paper provides an example of critical information practice that can be used to operationalise and activate CIL as a theory and inform approaches to critical pedagogy. CIL as a concept is generally theorised, practiced, and taught in academic contexts, and relatively few examples of how theory can be defined and put into practice outside a classroom setting are available. This study builds on our understanding of CIL by exploring professional information practice and suggests a model for teaching to engage learners in connecting information to action in social systems.
Information Literacy in the Age of Internet Conspiracism
Author: Hannah, Matthew N.
Date: 2023-06-00
Type: Journal Articles
Subjects: Information Literacy,Beliefs,Deception,Misinformation,Critical Theory,Politics,Information Seeking,Inquiry,Search Strategies

The 21st century has been riven by information challenges, from mis/disinformation campaigns, fake news, and propaganda to online conspiracy theories. At a time when more people are literate than perhaps at any other time in history, we still see the rise and viral global spread of unhinged conspiracy theories across the web. The existence of such crowd-sourced conspiracy theories presents unique challenges for scholars and teachers of information literacy (IL), who face intractable challenges in inculcating healthy information practices. This is especially visible when we compare current IL frameworks with principles espoused within these conspiratorial movements. The online conspiracy theory QAnon demonstrates a particularly thorny problem for IL efforts because QAnon operates according to many of the same principles espoused in literacy frameworks. Since its inception in 2017, QAnon has become one of the most complex online conspiracy theories precisely because it relies on a complex set of informational practices enacted by thousands of followers known as anons. In this article, I argue that internet conspiracies such as QAnon weaponise IL through incitement to &quot;do your own research&quot;. I apply a qualitative approach to compare established principles advocated by the Association of College and Research Libraries (ACRL) to social media posts by Q and his anons to demonstrate the striking similarity in orientation toward questions of authority, context, literacy and research. In my analysis, we need new models for IL to combat conspiracism through a better understanding of the political contours of information ecosystems precisely because these similarities preclude effective engagement, and I conclude by gesturing toward future interventions.
Information Literacy and Its Link to Evidence-Informed Policymaking in Zimbabwe
Author: Munatsi, Ronald
Date: 2023-06-00
Type: Journal Articles
Subjects: Information Literacy,Educational Policy,Foreign Countries,Decision Making,Content Analysis,Socioeconomic Influences,Political Influences,Policy Formation,Public Agencies,Evidence

This paper explored the link between information literacy (IL) and other factors that enable or inhibit the utilisation of research evidence in policymaking in Zimbabwe. The study assumes that if policymakers possess appropriate IL skills to access, assess, synthesise, and apply research evidence, they will naturally use the evidence to inform their policy decisions. Face-to-face interviews with 26 policymakers -- technocrats selected from the Parliament of Zimbabwe and two ministries, Industry and Commerce, and Youth, Sport, and Recreation -- produced evidence to inform the findings and conclusions. Data synthesis using thematic content analysis confirmed the findings. The results show that while IL skills are critical in enabling policymakers' use of research evidence, multiple other factors also influence the use of research evidence in policymaking due to the complexity of the process. The political and socioeconomic context plays a profound role because of the intricate and nonlinear nature of the policymaking process. Therefore, enhancing evidence use in policymaking revolves around strengthening IL skills at the individual level, including institutional and the broader policy ecosystem, by acknowledging and leveraging personal and institutional relationships. This insight illuminates the need to reorient IL programmes to link them to these other factors.
Developing Black Feminist Researcher Identities: A Youth-Engaged Wikipedia Case Study in Information Activism
Author: Silva, Elise
Date: 2023-06-00
Type: Journal Articles
Subjects: African American Students,High School Students,After School Programs,Editing,Collaborative Writing,Encyclopedias,Electronic Publishing,Digital Literacy,Activism,Females,Disproportionate Representation,Social Justice,Brainstorming,Reflection,Feminism,Critical Literacy

This project report describes a community-engaged, extra-institutional, out-of-school Wikipedia editing project focused on the digital literacies of Black girls. The project was located in a systemically under-resourced neighbourhood of Pittsburgh, PA, USA. Given the under representation of Black women editing Wikipedia, and continued concerns about gaps in Wikipedia's content, this project made a critical intervention towards information justice. We report on the project's process in brainstorming, community engagement, set up, digital and analogue interactions, and reflection. Our approach was heavily informed by Black feminist pedagogy and critical information literacy.
Dialectical Roots and Praxis Routes: A Contribution to Critical Information Literacy from Hegel, Marx and Bloch
Author: Schneider, Marco
Date: 2023-06-00
Type: Journal Articles
Subjects: Critical Literacy,Information Literacy,Social Class,Race,Postmodernism,Power Structure,Social Systems,Deception,Neoliberalism,Information Sources,Information Science,Intellectual Disciplines,Language Role,Critical Thinking

The &quot;critical&quot; element present in many critical information literacy (CIL) studies shows a commitment to the practical challenge of the power structures that shape current information regimes. In this article, we argue that it is necessary to analyse how such power structures, organised under a capitalist social order with neoliberal contours, benefit from disinformation, scientific denialism and class, race and gender oppression. In addition to discussing how philosophical notions of language and postmodern relativism appear in the present time, our main theoretical objective is to highlight some thoughts of Hegel, Marx and Bloch on the notions of dialectics, praxis and concrete utopia, aiming to contribute to strengthen the critical element that names and distinguishes CIL as a field of inquiry in library and information studies.
Approaches to Information Literacy Conceptualisation in Primary, Secondary, and Higher Education Contexts: A Review of Current Scholarly Literature
Author: Taylor, Caitlin
Date: 2023-06-00
Type: Journal Articles
Subjects: Information Literacy,Elementary Education,Secondary Education,Higher Education,Educational Practices,Models,Stakeholders,Intellectual Disciplines,Educational Principles,Advocacy

The information landscape of the 21st century demands that students are prepared to be responsible information users and creators, which requires information literacy (IL) proficiency. Underlying conceptualisations of IL influence instructional practices and students' learning of these skills within primary, secondary, and higher education contexts. Responsive to the variation in approaches to conceptualisations of IL in the digital age, this article examines contemporary scholarly articles that conceptualise IL in these formal learning environments. Through a qualitative systematic literature review, 38 articles were examined with an inductive analytical method to understand how current conceptualisations of IL are approached within these educational settings. Analysis of results yielded five primary approaches to IL conceptualisation: (1) developing contextual frameworks, (2) comparing recognised models, (3) evaluating stakeholders' perceptions, (4) considering academic disciplines' information principles, and (5) advocating for information practice to inform frameworks. Collectively, this study points to an evident but necessary dynamism of IL conceptualisation.
Online Information Literacies of Chinese International Students in the United States during the COVID-19 Pandemic
Author: Gao, Huan
Date: 2023-06-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Information Literacy,COVID-19,Pandemics,Decision Making,Information Seeking,Credibility,Study Abroad

Using a transnational lens, this narrative study examines the online information literacies of six Chinese international graduate students in the United States during the COVID-19 pandemic. The data of the study were collected from phenomenological interviewing, weekly information-seeking dairies, and focus group discussions. This study illuminates Chinese international students' transnational information literacies in navigating the pandemic online information environment. These students stayed attuned with the pandemic conditions and relevant regulations in order to inform their important decision-making concerning health, safety, visa issues, and international travel. The study also highlights participants' cultural ways of information seeking and pragmatic approaches to information credibility assessment. Results from the study show the importance of understanding and empowering the information literacy of international students, especially during a global health emergency.
A Corpus-Driven Approach on Learning near Synonyms of Pain in Indonesian
Author: Leo, Haniva Yunita
Date: 2023-00-00
Type: Journal Articles
Subjects: Pain,Computational Linguistics,Cross Cultural Studies,Indonesian,Second Language Learning,Second Language Instruction,Language Usage,Hypothesis Testing,Dictionaries,Instructional Design

Pain is human-universal since it is experienced by people across the world. However, since it is related to personal feelings, different people may feel it in a different way and rely on language to communicate. This paper presents a cross-cultural comparison of the study of the emotion of pain in Indonesian by examining the usage of two near-synonyms: &quot;sakit&quot; and &quot;nyeri.&quot; This study aims to provide a new insight for L2 learners of Indonesian regarding the study of emotion. A corpus-driven method by using the usage-feature analysis (Glynn, 2010b) is employed to test the hypothesis on the semasiological structure of pain from Indonesian dictionary. The corpus data of Indonesian News 2020 with a total of 15,206,710 tokens were extracted from the Leipzig Corpora Data Collection of Indonesian (Goldhahn et al., 2012). A total of 400 examples of &quot;sakit&quot; and &quot;nyeri&quot; were extracted from the corpus data using AntConc version 4.1.2 (Laurence, 2022) for manual annotation. The manual coding of the lexemes was conducted based on cross-linguistic dimensions of pain proposed by Wierzbicka (2016). After manual annotation, two statistical analyses were conducted in R (R Core Team, 2022), namely Binary Correspondence Analysis (Glynn, 2014) and Binomial Regression Analysis (Levshina, 2015). The result of exploratory analysis shows that &quot;sakit&quot; and &quot;nyeri&quot; can be distinguished by bodily focus and intensity. However, the confirmatory analysis confirms bodily focus as the significant predictor. It means &quot;nyeri&quot; is strongly associated with pain on the part of body relative to &quot;sakit.&quot; The finding of the current study may have an implication for the possibility of combining cross-cultural competence with L2 vocabulary learning by making use of corpora in L2 learning design.
Changing the &quot;Mindset&quot; of Saudi MA Students: From Native-Speakerism to Global Englishes
Author: Alruwaili, Areej Radhi
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Graduate Students,Program Effectiveness,Language Proficiency,Student Attitudes,Masters Programs,Student Characteristics,Pronunciation,Vocabulary,Interpersonal Communication

English is an international language with diverse varieties around the world that are referred to as Global Englishes (GE). Numerous studies demonstrate the importance and effectiveness of integrating GE-informed materials in English Language Teaching (ELT) practices but in the context of the Gulf countries, particularly in Saudi Arabia, such studies are relatively rare. Furthermore, ELT in the Saudi setting is heavily predicated on native-speakerism, with few courses adopting materials informed by GE, which in any case are also limited. This study addresses this gap by exploring the impact of a course delivered on English as a World Language to Saudi postgraduate students using a critical pedagogical approach. The study assesses how such a course can contribute to students' awareness of their own English as well as GE in general. This qualitative research study investigated the perceptions of Saudi students taking the optional course as part of their Master's English degree at Jouf University in Saudi Arabia. Data collection methods included semi-structured interviews and reflective journals. The findings revealed positive attitudes towards incorporating GE into English learning and teaching and an improved understanding of linguistic diversity after taking the course. The pedagogical implications of the findings are discussed, and recommendations are given for integrating GE into current ELT practices. The study explores whether incorporating a critical pedagogical approach can not only enhance students' awareness of English varieties, but also improve their attitudes towards such diverse forms of English as well as their own English variety.
An Analysis of Undergraduate EFL Students&apos; Perceptions of Intercultural Sensitivity
Author: Nguyen, Huyen-Thanh
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,English (Second Language),Second Language Learning,Student Attitudes,Cultural Awareness,Intercultural Communication,Psychological Patterns,Cultural Differences,Foreign Countries,Self Evaluation (Individuals)

Intercultural sensitivity, which is seen as an affective component of intercultural competence, is crucial to cultivating one's favorable emotions about cultural differences experienced in intercultural communication. This qualitative study was conducted to find out how undergraduate English as a foreign language (EFL) students in Vietnam perceived intercultural sensitivity. The results showed that although the majority of students had not previously heard the phrase &quot;intercultural sensitivity&quot; before taking part in the survey, their intuitive understanding of the term was rather close to that of the literature. The participants were well aware of the evaluation of their intercultural sensitivity level. EFL students had different strategies for improvement of intercultural sensitivity depending on their study level and intercultural awareness. All participants, especially those who were learning a second language, believed that intercultural awareness is crucial. The study findings point to the recommendation that educators strive to further integrate intercultural sensitivity instruction and learning to improve EFL students' capacity for intercultural communication.
A Systematic Literature Review on Multi-Criteria Decision Making in Higher Education
Author: Yuksel, Fatma Seyma
Date: 2023-00-00
Type: Journal Articles
Subjects: Decision Making,Higher Education,Information Retrieval,Taxonomy,Information Technology,Educational Change,Global Approach,Evaluation Methods,Research Reports,Network Analysis,Electronic Learning

The three components that form the basis of the educational process are the teacher, the learner, and the environment. These three components are affected by the developing and changing technology as a result of globalization considerably. Teaching and learning techniques should be updated and connected with these developments; new tools are therefore needed to make the necessary updates. Determination and application of the new tools include many decisions. Decision-makers can make more effective decisions using Multi-Criteria Decision-Making Techniques (MCDM), a complex decision-making tool that includes both quantitative and qualitative factors at present time. This study aimed to determine which MCDM methods are used in studies conducted in higher education, which is one of the most important development level indicators of countries, and to present a systematic literature review of MCDM method applications. The study was conducted in three stages: first, known electronics were searched until the end of 2021 using keywords; then, all studies were listed in a systematic taxonomy, and in the last stage, Thematic Network Analysis was used to evaluate the development of MCDM studies in the higher education area. It is determined that the Analytical Hierarchy Process (AHP) method is the most widely used method in higher education in MCDM applications. It was observed that the most common use of MCDM applications in higher education is e-learning as well. This study aims to be a guide for all researchers and practitioners who will study in both higher education and the MCDM areas.
Reliability and Validity of the Turkish Version of the Teachers&apos; Basic ICT Competence Beliefs Scale
Author: Korukluoglu, Pinar
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Test Reliability,Test Validity,Technological Literacy,Teacher Attitudes,Teacher Competencies,Translation,Elementary Secondary Education,Gender Differences,Age Differences,Intellectual Disciplines

The present study seeks to adapt the Teachers' Basic Information Communication Technology (ICT) Competence Beliefs Scale, developed by Rubach and Lazarides (2021), into Turkish and test the adapted scale's validity and reliability. The initial step involved conducting a linguistic equivalence of the scale from English to Turkish with 62 English language teachers in a pre-test. Subsequently, the Turkish version of the scale was administered to 356 teachers (69.7% female, 30.3% male) in Turkey to assess its validity and reliability. Participating teachers were from different subjects (e.g., 9.8% science, 7.9% mathematics, 3.7% social science) and school types (27.5% primary school, 55.3% secondary school, 17.1% others). Results of confirmatory factor analysis indicated the original six-factor structure with three first-order and three second-order factors that best fitted the data. The same competence dimensions were indicated in the Turkish contexts as in the original instrument, i.e., information and data literacy; communication and collaboration; digital content creation; safety and security; problem-solving; analyzing and reflecting. The correlations between all six first-order factors were between 0.58 [greater than or equal to] r [greater than or equal to] 0.79. All factors showed good reliability indices, i.e., [alpha] &gt; 0.83, [omega] &gt; 0.83 and CR &gt; 0.72. The adapted instrument was found to be invariant across gender. Mean-level differences among gender groups point to one difference with male teachers reporting higher competence beliefs for digital content creation compared to female teachers. In conclusion, the results of this replication study support the cross-cultural transferability of the original Teachers' Basic ICT Competence Beliefs instrument developed by Rubach and Lazarides (2019).