ethanporcaro/eric-fulltext-meta huggingface dataset:
Perspectives of University Students on the Efficiency of Synchronous and Asynchronous Learning
Author: Kayalar, Murat Tolga
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Students,Instructional Effectiveness,Synchronous Communication,Asynchronous Communication,Electronic Learning,Distance Education,Geography,Educational Technology,COVID-19,Pandemics

With the development of the technological equipments, distance education technologies are developing rapidly. This development has made distance education a powerful alternative to the traditional education. While Asynchronous Model provides students with complete freedom of time and place, Synchronous Model is offering online learning platform where instructors and participants come together in the same or different places in a virtual environment. In this study, the efficiency of Asynchronous and Synchronous Learning Models in Geography Course were explored. The sample of the study consists of 56 students taking the course asynchronously and 52 students synchronously. Qualitative Research Model was used in the study. Four open-ended questions were asked to the participants as in two groups which include Asynchronous group and Synchronous group. It was concluded that the most of the students were not in favor of Asynchronous and Synchronous Learning Models as they are not efficient for geography courses. Particularly, in geography courses, several educational models and techniques such as cooperative learning, brain-based iearning, laboratory studies, drama method, material usage, concept analysis, gestalt theory, programmed teaching, creative writing, geographical inquiry skill, concept map and concept network were found to be more effective then others.
Pakistani English Stories for Children: Linguistic and Technical Analysis
Author: Fareed, Muhammad
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Proofreading,Writing (Composition),Linguistic Input,Literary Criticism,Authors,Foreign Nationals,Reading Materials,Error Analysis (Language),Childrens Literature,Spelling,Language Usage,Native Language,Comparative Analysis

The quality of language produced is greatly influenced by the quality of language input. Reading is a major source of language and knowledge input. In Pakistan, two types of books written in the English language are available for the reader. The first type includes the books written and published in Pakistan and the second type is of the books written by foreign authors published in or outside Pakistan. The purpose of this study was to analyze 5 storybooks written and published in Pakistan. The linguistic analysis and technical analysis of the books were carried out to explore the kind of material which is being produced locally and is readily available to Pakistani children. The focus of the study was on the English language and technical components of the storybooks. The findings of the study reveal that the storybooks contain several language-related problems and technical deficiencies in story writing elements. Hence it is concluded that proofreading for language and technical refinement for the storybooks can help improve the work quality.
The Impact of Work-Family Conflict on Job and Life Satisfaction for Female Executive MBA Students
Author: Khalid, Urfi
Date: 2021-06-00
Type: Journal Articles
Subjects: Females,Employed Women,Womens Education,College Students,Business Administration Education,Foreign Countries,Conflict,Job Satisfaction,Family Work Relationship,Life Satisfaction,Correlation

The Work-Family Conflict (WFC) is an established phenomenon of modern economies and has become more intense for the female labor force which has to perform multiple roles in society. This study has been conducted to answer research questions regarding the impact of WFC on job satisfaction and its effect on life satisfaction of female executive students who are working as well as studying. The study's purpose is to identify areas of conflict for female students to enhance their qualification as future labor force and examine the association between WFC, job satisfaction, and life satisfaction. The study worked on three hypotheses along with data collected from a sample of 200 female Executive MBA students from four business universities in Karachi. The survey also included demographic questions information regarding age and marital status. The survey results report a negative correlation between WFC, job satisfaction, and life satisfaction.
Profiles of Academic Procrastination in Higher Education: A Cross-Cultural Study Using Latent Profile Analysis
Author: Özberk, Eren Halil
Date: 2021-00-00
Type: Journal Articles
Subjects: Profiles,Time Management,Cross Cultural Studies,Foreign Countries,Foreign Students,Undergraduate Students

Procrastination behaviour occurs when the person is obligated to do an activity, even they are not motivated to carry out the activity within the expected time frame. Literature studies define four types of procrastination: academic, decisional, life routines, and neurotic. This study focuses on academic procrastination in higher education. Academic procrastination is mainly related to delaying academic tasks such as handing in assignments and term papers or preparing for the exams at the last moment. This study compares Turkish and international students' academic and general procrastination profiles using latent profile analysis. For this purpose, latent profiles were estimated to reveal how students from different cultures are grouped according to academic and general procrastination behaviour. A total of 691 undergraduate students, 52.4% (361) Turkish and 47.6% (330) of international students registered for an academic program in higher education participated in the study. Results indicated that while Turkish students for three latent profiles defined as Tending to enjoyable Works, Neither Lessons nor Other Works and Ambition for Academic Success. On the other hand, International students only fit two latent profiles, which are defined as Academic Procrastination Tending to Enjoyable Works and Prioritizing Academic Tasks.
Evaluating an English Preparatory Program Using CIPP Model and Exploring the Motivational Beliefs for Learning
Author: Erdogan, Görkem
Date: 2021-06-00
Type: Journal Articles
Subjects: English (Second Language),College Second Language Programs,Program Evaluation,Student Motivation,College Students,College Faculty,Learning Strategies,Questionnaires,Program Effectiveness,Student Attitudes,Teacher Attitudes,Foreign Countries

The purpose of the present study was to evaluate the English Preparatory School Language Program in a Turkish state university. Specifically, the perceptions of students and instructors for Stuffleabeam's Context Input Process Product (CIPP) model were investigated and the motivational beliefs of students for learning were examined. To meet these objectives, Stufflebeam's (1971) CIPP evaluation model was used to find out the perceptions of the two groups of participants about the current program as well as the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich et al., (1993) was administered to the students to discover their motivational beliefs for learning. The quantitative data were obtained through questionnaires administered to 54 students and 33 instructors and the qualitative data were gathered via semi-structured interviews carried out with 10 students and 5 instructors. The findings of the study revealed that although the participants were content with materials, assessment, and the teaching methods, there was a need to develop speaking and listening skills. Additionally, among the motivational beliefs of the students, control beliefs, task value, and intrinsic goal orientation were perceived to be crucial for the students. Finally, the perceptions of the students and instructors reported some strengths and weaknesses that need to be addressed in the program.
The Effect of School Culture on Teachers&apos; Organizational Commitment
Author: Cimili Gök, Ebru Burcu
Date: 2021-00-00
Type: Journal Articles
Subjects: School Culture,School Administration,Teacher Attitudes,Teacher Persistence,Organizational Climate,Administrative Organization,Success,Goal Orientation,Correlation,Gender Differences,Teaching Experience,Sense of Community,Foreign Countries

The aim of this research is to reveal the relations between the school culture and the teachers' organizational commitment in terms of some demographic variables. Correlational survey and descriptive models were used in the study. The population of the research consists of teachers working in the central districts of Antalya in the 2020-2021 academic year. Its sampling consists of 198 teachers determined with purposive sampling methods. In the study, the &quot;Organizational Commitment Scale&quot; developed by Meyer and Allen (1996) and the &quot;Organizational Culture Scale&quot; developed by Terzi (2005) were used as data collection tools. The data collection tool used to determine the level of organizational commitment is a 5-point Likert- type scale consisting of 18 items in 3 subdimensions [Affective (6 items, Continuance (6 items) and Normative (6 items)]. The data collection tool used to determine school culture is a 5-point Likert scale consisting of 29 items in 4 sub-dimensions [Support (8 items), Success (6 items), Bureaucratic (9 items) and Duty (6 items)]. In this study, the Cronbach alpha reliability coefficient for the whole organizational commitment scale was calculated as .84; The Cronbach alpha reliability coefficient for the whole school culture scale was calculated as .89. For the analysis of data, frequency, percentage, arithmetic mean, standard deviation, unpaired t test, ANOVA, Pearson correlation and hierarchical multiple linear regression analysis were applied. As a result of the research, it has been observed that the average of women of the school culture in all dimensions is higher than that of men. It has been concluded that male teachers show higher commitment than female teachers in normative commitment, which is one of the dimensions of organizational commitment. It has been concluded that teachers with more than 11 working years have higher commitment than teachers with 0-5 working years in the affective commitment dimension, which is one of the organizational commitment dimensions. It has also been concluded that the dimensions of success, duty and bureaucracy culture are important predictors of affective commitment, bureaucratic culture dimension is an important predictor of continuance and success culture dimension is an important predictor of normative commitment.
Values Education in Foreign Language Curriculum through the Eyes of Pre-Service Teachers
Author: Kirkgöz, Yasemin
Date: 2021-00-00
Type: Journal Articles
Subjects: Values Education,English (Second Language),Preservice Teachers,Student Attitudes,Second Language Instruction,Foreign Countries

Values education aims to internalize societal norms in individuals to help them display acceptable social behaviors. This study uses the phenomenological method to investigate Turkish pre-service English teachers' views about values education in English as a foreign language (EFL) curriculum. Qualitative data obtained through survey and interviews was subjected to descriptive analysis. The findings revealed that pre-service teachers held positive opinions about incorporating values into the EFL curriculum. They considered values such as friendship, respect, kindness, love, justice and honesty important for primary children to acquire. They also expressed willingness to facilitate children's acquisition of such values in their future profession.
Iqbal and Modern Islamic Educationists Part 2: The Perceived Objectives of Education and Practices on The Ground -- A Comparative Analysis
Author: Ali, Muhammad Abid
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Islam,Educational Objectives,Educational Practices,Educational Philosophy,Religious Education,Western Civilization,Muslims,Individual Development,Teacher Attitudes

Nations design their education systems to prepare youth for achieving national goals and objectives as perceived by that nation. The education system reflects nations' epistemological, ontological and axiological assumptions. Accordingly, the secular west has designed its educational intervention based on their assumptions and is diametrically opposite to Islamic belief and culture (Asad, 2005). Our contemporary education system is largely developed by the west on secular assumptions of life and as such is leading our children to develop the Western secular perceptual framework. Iqbal explicates that a dynamic education system based on Islamic percepts is a prerequisite for developing an Islamic individual as well as an effective Islamic ummah. The first part of this research article, Iqbal and modern Islamic educationists, part 1: Perceived Aims and Objectives of education -- a comparative analysis, focused on the comparative analysis of aims and objectives of education from an Islamic perspective as perceived by Islamic educationists in Pakistan with that of Iqbal's, as drawn from his two Persian anthologies of Asrar I khudi (Secrets of the Self), and Ramooz I bikhudi (Mysteries of Selflessness). In the second part, the practices or modus operandi of these Islamic educationists to achieve their perceived aims and objectives of education from an Islamic perspective have been analyzed in the light of Iqbal's educational philosophy. The findings show that though to some extent the aims and objectives comply with Iqbal's prescribed aims and objectives of education, but on the ground, the practices which the Islamic educators have adopted, largely from the western approach of education, act as inhibitors to the spirit of those aims and this is not being realized by these educators. [For &quot;Iqbal and Modern Islamic Educationists, Part 1: The Perceived Aims and Objectives of Education -- A Comparative Analysis,&quot; see EJ1286564.]
Preparation for Emergency Remote Teaching: A Personal Reflection
Author: Saqlain, Nadeem
Date: 2021-06-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Online Courses,Synchronous Communication,Asynchronous Communication,Teacher Competencies,Faculty Development,Foreign Countries,Program Design,Program Implementation,Interaction,Teacher Student Relationship,Higher Education

Due to COVID-19, almost all educational institutions were temporarily closed across the globe. As a result, many educators have focused on delivering courses through emergency remote teaching. Preparation for remote teaching was itself a great challenge. In this reflective paper, I have presented my own experience of preparation for emergency remote teaching for one my courses in one of the Canadian universities. I have mentioned in the paper the factors that were helpful in the preparation for remote teaching such as my own background knowledge of online learning, training for remote teaching, designing and developing the course, using synchronous and asynchronous, engaging students, and presences.
Augmented Reality: Historical Development and Area of Usage
Author: Sünger, Ibrahim
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Simulation,Technological Advancement,Databases,Research Reports,Computer Peripherals,Computer Software,Technology Uses in Education,Teaching Methods,History,Health,Medical Education,Advertising,Maintenance,Architecture,Interior Design,Innovation

Technological developments bring along lots of innovations. One of the innovations that have become widespread in recent years is the concept of augmented reality. In current scientific literature there are a lot of studies in literature about augmented reality which can be defined as the combination of real and virtual worlds, experienced by humans in a unified view. Aim of this study is to present the historical development and area of usage of augmented reality. This study will hopefully provide a timely insight into the current state of research on the use of augmented reality.
Scale of Attitude towards Garden-Based Learning Approach: The Study of Validity and Reliability
Author: Tasçi, Gülsah
Date: 2021-00-00
Type: Journal Articles
Subjects: Attitude Measures,Test Construction,Test Validity,Test Reliability,Elementary School Teachers,Secondary School Teachers,Teaching Methods,Gardening,Instructional Effectiveness,Interdisciplinary Approach,Teacher Attitudes,Foreign Countries

The garden-based learning approach is becoming more popular as mediums where students can learn in an interdisciplinary manner. Garden-based learning is one of the important approaches and the teacher's attitude towards garden-based programs is very important for the success of the program. Therefore, in the present study, it was aimed to develop a scale to determine teachers' attitudes towards garden-based learning, which is titled &quot;Teachers' Attitude Scale Towards Garden-Based Learning Approach&quot;. After a 42-item scale trial form was created according to expert opinions, it was applied to teachers working in different parts of Turkey. Results of the multi-step EFA analysis conducted invalidity studies showed that the 20-item scale was collected in 3 dimensions as a result of the load values of the items belonging to each dimension of the 42-item scale. As a result of the analysis, it is seen that the dimensions in which the 20-item scale is gathered under three dimensions, explain 37.11%, 12.46%, and 12.19% of the total variance and 61.76% of the total variance, respectively. Reliability coefficients were calculated as Cronbach's alpha 0.94 for the first dimension, 0.79 for the second dimension, and 0.70 for the third dimension. The Cronbach's alpha value for the whole scale was found to be 0.91. As a result of the study, it was revealed that the &quot;Attitude Scale of Teachers towards Garden-Based Learning Approach&quot; is a valid and reliable scale measuring teachers' attitudes towards garden-based learning.
Evaluation of the Effectiveness of Science, Technology, Engineering and Mathematics (STEM) Curriculum Designed and Implemented for Undergraduate Programs of Faculty of Education
Author: Türk, Nilay
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Preservice Teacher Education,Preservice Teachers,Undergraduate Students,Student Attitudes,Instructional Effectiveness,Teacher Competencies,Knowledge Level,Skill Development,Curriculum Development,Curriculum Implementation,Science Education,Chemistry,Foreign Countries

The aim of this study was to evaluate the effectiveness of STEM Curriculum designed and implemented for undergraduate programs of faculties of education. The research model is experimental. The design is a single group pre-test post-test experimental design. The study group consisted of 18 pre-service teachers studying in the Department of Science Education. In order to determine the effectiveness of STEM Curriculum, two data collection tools were prepared: &quot;Education Module Evaluation Form&quot; and &quot;Interview Form&quot;. The Wilcoxon Signed Ranks Test was used to analyze the quantitative data and the content analysis was used to analyze the qualitative data. According to the findings, it was concluded that the STEM curriculum applied positively influenced the development of the competency of pre-service teachers to prepare education module (lesson plans, work sheets, measurement-evaluation tools) according to STEM education approach. It was concluded that the STEM curriculum contributed to the knowledge and skills, professional competencies and awareness of preservice teachers about preparing educational material according to STEM education approach.
Development of Social Justice Awareness Scale: Exploratory (EFA) and Confirmatory (CFA) Factor Analysis
Author: Tarhan, Özge
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Social Justice,Consciousness Raising,Factor Analysis,Secondary School Students,Grade 8,Test Validity,Test Reliability,Foreign Countries

In this study, it was aimed to develop a measurement tool that measures the level of importance and value that secondary school students attach to social justice. Accordingly, 352 participants, consisting of eighth-grade students, received a draft scale consisting of 47 items and a personal information form. The data obtained were checked for Cronbach-alpha reliability, item-total correlation, and exploratory factor analysis. Data obtained as a result of factor analyses show that the scale consists of a single factor. The variance percentage of the single-factor scale was calculated as 58.87%. The scale and personal information form prepared after EFA analyzes were applied to 438 students for confirmatory factor analysis (CFA) procedures. The fit indices obtained as a result of the confirmatory factor analysis showed that there was a fit between the model and the data and that the proposed model was at an acceptable level. In the final form of the scale, the Cronbach Alpha internal consistency reliability coefficient was determined as 0.782. As a result of the analysis, a 39-point social justice awareness scale was developed in 4-point Likert type. According to the results obtained, it was determined that the social justice awareness scale is a valid and reliable measurement tool.
Attached or Not Attached: Does Different Learning Styles Exist among Students with or without Sense of Belonging amidst COVID-19?
Author: Mahama, Inuusah
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Style,Sense of Community,COVID-19,Pandemics,Peer Relationship,Attachment Behavior,Undergraduate Students,Predictor Variables,Anxiety,Foreign Countries

This study was about peer attachment and learning styles being moderated by a sense of belonging among students during the COVID-19 era. Using an analytical cross-sectional survey design, 284 final-year undergraduates were selected through stratified-proportionate and convenient sampling procedures. Data was gathered from the respondents using Learning Preference Scale (Owens &amp; Straton, 1980), Adolescent Friendship Attachment Scale (Wilkinson, 2008) and Psychological Sense of School Membership (Goodenow, 1993). The data was analysed using descriptive (Frequencies and Percentages) and inferential statistics (Multivariate Multiple Regression, Simple Moderation with Hayes Process Macro and Multivariate Analysis of Variance).The study revealed that most students engaged in less peer attachment, felt less sense of belonging while secure attachment predicted the individual learning style of students. Furthermore, secure attachment and anxious attachments predicted the cooperative learning style of students while anxious attachment and avoidant attachment predicted the competitive learning style of students. Further, a sense of belonging moderated not peer attachment and learning styles of students, while no significant differences were found between male and female students in terms of peer attachment, learning styles, and sense of belonging. Therefore, it was recommended that students should practice individual learning styles most often but could collaborate with a few colleagues in some academic situations during this period of COVID-19. This is to help foster closeness and belongingness among the students.