ethanporcaro/eric-fulltext-meta huggingface dataset:
Establishing Diagnostic Skills in Novice Bilingual Clinicians: A Scaffolded Approach
Author: Irizarry-Pérez, Carlos D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Bilingualism,Screening Tests,Accuracy,Data Collection,Difficulty Level,Cognitive Processes,Training,English,Spanish,Skill Development,Clinical Diagnosis,Allied Health Personnel,Speech Language Pathology,Language Skills,Bilingual Students,Scaffolding (Teaching Technique),Undergraduate Students,Supervisors,Feedback (Response)

This study sought to scaffold administration performance of a standardized bilingual screener to sufficient levels of accuracy for data collection using principles of Cognitive Load Theory by managing task complexity when training pre-service clinicians. Before training administration skills, two students were given copies of the manual for the Bilingual English Spanish Oral Screener (BESOS) and asked to administer the protocol independently. During the intervention phase, students were scaffolded through administration tasks of increasing complexity and given explicit instruction, which included tailored goals, modeling and feedback. Performance for four skills was assessed using a fidelity rubric and analyzed using visual analysis. Performance varied per skill but overall scores were higher during the intervention phases than during the baseline phase for both students. In addition, accuracy of performance maintained across client participants showing patterns of generalization. Although the data are limited, scaffolding training skills for pre-service clinicians appears supportive in training administration skills for bilingual tasks. The level of support may vary per skill and per language. Future research may seek to investigate other clinical skills and tasks.
Interprofessional Experience for Future Education Professionals: School Psychology and Speech-Language Pathology Students
Author: DeVeney, Shari L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Interprofessional Relationship,School Psychology,Speech Language Pathology,Allied Health Personnel,Student Attitudes,Assignments,Case Studies,Cooperative Learning,Teamwork,Likert Scales

Educational training programs are tasked with addressing potential barriers to interprofessional practice through experiences that promote interprofessional collaborations. The present study of interprofessional experiences (IPE) had both research and pedagogical purposes. The research purpose was to describe graduate student self-perceptions related to interprofessional teaming/collaboration before and after an IPE involving two educational training programs, school psychology and speech-language pathology. The pedagogical purpose was to convey a detailed description of a case-based IPE offered as a course assignment and offer implementation suggestions. Participants in this course-based IPE were 109 students in the school psychology and speech-language pathology graduate programs at a medium-sized midwestern university over a four-year period. Students in both programs engaged in the IPE as part of a graded class assignment involving case studies. Pre- and post-IPE surveys were used to determine changes in students' perceptions of their own profession and training, others' professions, and collaboration and teaming. Results indicated that the perception of students from both programs significantly improved following the IPE. Improved perceptions of collaboration, teaming, and one another's professions were sustained over four years of implementation. Implications for research, practice, and training are discussed.
Developing Networked Online Learning Designs and Its Effectiveness on the Works of Students in Higher Education: Case Studies in Indonesia
Author: Alfiriani, Adlia
Date: 2022-00-00
Type: Journal Articles
Subjects: Case Studies,Higher Education,Foreign Countries,Networks,Student Needs,Learning Processes,Needs Assessment,Instructional Design,Formative Evaluation,Positive Attitudes,Online Courses,Scores,Validity,Educational Change,Student Attitudes,Cooperative Learning,Course Content,Comparative Analysis,Engineering Education,Educational Technology,College Faculty,Curriculum Development,Undergraduate Students

This study aims to develop a network design to meet the connection and interaction needs of students during the online learning process. The research and development method used in this research is divided into four stages, namely needs analysis, design, formative evaluation and revision. The results of the formative evaluation showed the learning design developed has a validity value of 90 out of a maximum score of 115 with a very valid category. This showed the design has good integrity and is feasible to be applied in online learning in higher education. The design also received a practicality value of 83 from a maximum of 165 in the very practical category, and the students gave a positive perception because they thought that the design could be easily followed in their online learning. The effectiveness test also shows that the network design is very effective for student work in online learning. This is evidenced by the difference in the average score of student work in the group using the learning network design and those using content-based and collaborative design. Furthermore, there were significant differences between those that used the network design and those that used the content-based design. However, there was no significant difference in student work results between the group using the network design and those using collaborative.
Activity Implementation Intended for STEAM (STEM+Art) Education: Mirrors and Light
Author: Gülhan, Filiz
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Activities,STEM Education,Art Education,Grade 7,Middle School Students,Cooperative Learning,Curriculum Implementation,Foreign Countries

In this research, an activity based on 5E model for STEAM education was implemented. The activity plan was designed by researchers for the &quot;Reflection in the Mirror and Absorption of Light&quot; in the 7th grade science class. The research was implemented in a 7th grade group of 30 students in 2017-2018 academic year. Five STEAM focused activities were completed over 5 weeks (20 hours in total). The students performed the activities by applying the engineering design process with group work. Kaleidoscope, reflective sculpture, solar oven, spectroscope, and vehicle of light show designs were generated in the activities. As a result of the observations and interviews made in the research, positive results have been obtained that students made creative designs as much as possible and liked to work with the activities. The activities shared in the article are concrete examples of STEAM education in classroom for teachers and researchers.
Gamification and a Low-Cost Laboratory Equipment Aimed to Boost Vapor Compression Refrigeration Learning
Author: Aranguren, Patricia
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Game Based Learning,Educational Games,Educational Equipment,College Students,Engineering Education,Theory Practice Relationship,Teaching Methods,Scientific Concepts,Thermodynamics,Laboratory Equipment

The nowadays European educational framework boosts applying the learned theoretical concepts to real situations. Hence, practice sessions are key resources to present students direct applications of the theoretical concepts shown in class. Thus, developing new educational equipment and practice sessions oriented to bringing theoretical knowledge closer to practice should be one of the objectives of teachers. The present work describes a solution proposed by lectures of two Spanish universities looking to increase the knowledge of their engineering students. Along the years, these docents have noticed the lack of connection between the theoretical and practical knowledge among their students, drastically harming their learning procedure. Thus, in order to deepen into practical learning, a teaching methodology involving low-cost prototypes of vapor compression systems and a gamification method to help the students understand the concepts is proposed. The proposed methodology is expected to make a big positive impact on the results obtained by the students, taking into account the preliminary results reached.
Calculating the Shortest Path Using Dijkstra&apos;s Algorithm
Author: Cevizci, Bekir
Date: 2018-00-00
Type: Journal Articles
Subjects: Computation,Mathematics,Graphs,Mathematics Skills,Mathematics Activities,Mathematical Models,Problem Solving,Middle School Students

The Dijkstra's algorithm is an algorithm that determines the shortest paths needed to go from a starting node to any node in a graph. In this article, the process and results of an activity that included route formation among the provinces in the Aegean region using Dijkstra's algorithm are shared. The activity was designed based on a mathematical modeling process (real life problem, mathematical problem, mathematical solution, interpreting the solution). The activity was implemented with 15 middle school students attending a Science and Art Center. The students actively participated in the activity and throughout the lesson they tried to solve the problem. The students successfully implemented the algorithm and completed the problem solving process. Future applications of this activity can be planned by taking into account some student difficulties (e.g., simple erros, not drawing the route although the value of nodes are calculated correctly) observed in this application.
The Effect of Digital Literacy, Self-Awareness, and Career Planning on Engineering and Vocational Teacher Education Students&apos; Learning Achievement
Author: Soeprijanto, Soeprijanto
Date: 2022-00-00
Type: Journal Articles
Subjects: Technological Literacy,Metacognition,Career Planning,Engineering Education,Vocational Education,Academic Achievement,Preservice Teachers,Technical Education,Vocational Education Teachers,Career Readiness

This study aimed to determine the direct and indirect effects of digital literacy, self-awareness, career planning on student achievement of prospective teachers of education and technical and vocational training (TVET). This type of research is ex post facto with quantitative data. The method used was comparative causal differential with path analysis. The problems posed are (1) whether there is a direct effect of digital literacy, self-awareness, career planning on learning achievement, and (2) whether there is an indirect effect of digital literacy and self-awareness on learning achievement. The results showed that (1) Digital Literacy and Self-awareness directly affect Career Planning by 42.8%. Taken together, digital literacy, self-awareness, and career planning directly affect student learning achievement. The effect of these three variables to student achievement is 50.9%. (2) The direct effect of digital literacy and self-awareness on learning achievement tends to be dominant compared to the indirect effect through Career planning. The total effect of digital literacy on learning achievement is 0.33, with details of the direct effect of 0.263 and the indirect effect of 0.068 through career planning. The total effect of self-awareness on learning achievement is 0.4809, with further information of the direct effect of 0.345, and the indirect effect of career planning is 0.1359. Research recommendations need to be expanded by adding respondents and job literacy variables among prospective TVET teacher students as independent variables.
Assessment of Students&apos; Academic Achievements in Online and Face-to-Face Learning in Higher Education
Author: Hafeez, Muhammad
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Academic Achievement,Electronic Learning,Online Courses,Distance Education,Conventional Instruction,COVID-19,Pandemics,Instructional Effectiveness,Integrated Learning Systems,Instructional Design

During the current emergency of Pandemic disease of COVID-19, the importance of online learning strategy has much increased due to closure of schools, colleges and universities in most part of the globe. To evaluate the effectiveness of online learning, a statistical study has been conducted on the academic achievements of postgraduate students learned by online versus face-to-face learning modes. The statistical analysis of academic achievements of postgraduate students has been done by SPSS-20 statistical tool. The t-test analysis showed that the t-value was 0.549 and p-value was 0.583. The significance level for t-test analysis was 0.05. As, the p-value was more that 0.05 (p&gt;0.05) so, no significant relation has been found in the academic achievements of the students learned by online and face to face modes of learning. The null hypothesis (Ho) was proved true and the alternative hypothesis (H1) rejected. The reasons for no significant relation were abruptly shifting of learning modes from face to face to online, slow working of LMS accounts due to over burden, login and voice problems during the online classes. Overall, the students performed better in the online modes of learning. Some students performed good in face-to-face learning and performed poor in online modes of learning. So, to generalize, it is necessary to do more research on online modes of learning under regional context.
Sociocultural and Demographic Factors That Influence Academic Performance: The Pre-University Case of the Universidad Politécnica Estatal del Carchi
Author: Pozo-Burgos, Eduardo Javier
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Achievement,Universities,College Admission,Barriers,Admission Criteria,Undergraduate Students,Educational Needs,Program Evaluation,Sociocultural Patterns,College Preparation,Course Descriptions,Student Characteristics,Parent Background,Educational Attainment,College Entrance Examinations,Scores,Student Employment,Foreign Countries

The pre-university course established at the Universidad Politécnica Estatal del Carchi (UPEC) after the disappearance of the Sistema Nacional de Nivelación y Admisión (National Equalization and Admissions System, known by its Spanish acronym as the SNNA) posed new challenges for the organizational and academic structure of this university. To start with, the challenge began with the adaptation of a curricular structure according to the educational needs of the nine undergraduate degrees offered at the university. It was followed by the implementation of the program, and finally its evaluation. The present research was designed and carried out as part of the latter goal. Its main objective was to determine the sociocultural and demographic factors that influence the academic performance of the students in the course. For the purposes of this investigation, from a methodological perspective, academic performance was associated with the number of subjects passed by the student. Using multivariate dependency techniques, a logistic regression was performed, which determined the degree of incidence of sociocultural and demographics factors on academic success. After applying the model, the results indicated that the demographic factors in this case do not influence academic success, while variables such as the educational level of the student's parents, the student's grade on university entrance exams and work status are significant when it comes to establishing a cause and effect relationship in this case study.
The Attitude of Undergraduates towards E-Learning Considering Educational and Technical Challenges and Requirements in Kuwaiti Applied Colleges
Author: Alsahou, Hamed
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Electronic Learning,Undergraduate Students,Student Attitudes,Barriers,Foreign Countries,Student Characteristics,Technological Literacy,Interaction,Online Courses,COVID-19,Pandemics,School Closing,Distance Education

Digital learning has become one of the constituent elements of higher education in many countries. E-learning platforms provides remarkable opportunities to creatively overcome many problems of traditional learning approaches. Nevertheless, E-learning is not flawless, where there are many educational and technical difficulties of implementing online learning in higher education, especially when higher education stands on applied learning. The current study aims to explore undergraduates' attitudes towards E-learning in applied colleges. It also seeks to expose the most central educational and technical challenges of e-learning. Moreover, it drives to define the educational and technical requirements for ensuring quality e-learning. The research sample consisted of 1650 undergraduates and 37 interviewees who are drawn from five applied colleges in Kuwait (the College of Basic Education, the College of Technological Studies, the College of Business Studies, the College of Health Science, and the College of Nursing). The research design is based on mixed methods (questionnaire and focus groups). The findings revealed that students held neutral attitudes towards e-learning, while the educational and technical challenges are high concerns. Educational challenges and requirements highlighted several themes including instructional support, progress valuation, self-study skills, attention span, interactivity, and class size. Meanwhile, the technical challenges include poor internet connectivity, IT support, LMS interface, training courses. Then, the findings are discussed to draw recommendations and implications.
Elaboration and Validation of the Scale to Measure the Experience on Gamification in Education (EGAMEDU)
Author: Parra-González, María Elena
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Games,Game Based Learning,Test Construction,Test Validity,Questionnaires,Program Effectiveness,Attention,Creative Thinking,Psychological Patterns,Emotional Response,Barriers,Personal Autonomy,Socialization,Learning,Video Games,College Students,College Faculty

Nowadays, we talk about the use of gamification in education, an active methodology that consists of the use of mechanics, design or game structures in class. When this type of methodology is used, the effort is rewarded, and it is used as a motivating tool in class. However, there is no valid or well-structured instrument to measure gamification properly in education. Aim of this study is to develop and validate an instrument to measure the experience of gamification in educational contexts (EGAMEDU) as a valuable tool of diagnosis for the teaching staff to guide their teaching practices to include this methodology. A sample of 401 participants is used for the validation of the questionnaire related to education and gamified experiences. The results demonstrate good validity indices and a factorial structure according to the one proposed in the theory.
Exploratory Study on Didactic Aspects Used in Scientific-Technical (STEM) Dissemination Conferences for Students of Secondary Education
Author: Fuentes-del-Burgo, Joaquín
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Information Dissemination,Secondary Education,Secondary School Curriculum,Lecture Method,Conferences (Gatherings),Instructional Materials,College Faculty,Educational Objectives,Alignment (Education),Student Centered Learning

The connection between education and a country's economic and social development is unquestionable, and science and technology-related careers are of particular importance. Given the lack of vocations in these degrees, a number of mechanisms have been used to attract students, including science and technology conferences in secondary schools. Focusing on this type of lectures, this article aims to analyse the didactic aspects used by university lecturers who deliver this type of lectures. To this end, 16 teachers were interviewed using a structured interview. From the qualitative analysis of the interviews, we reached a series of results and conclusions, among which we would like to highlight the following: teachers see these lectures as a form of scientific dissemination which also helps to promote the degree courses they teach and serves as a support for attracting students; when choosing the content of the lecture, they mainly take into account the secondary school curriculum, including striking aspects and the results of their own research; the mediums used are mainly visual and supported by Do It Yourself (DIY) techniques; the content is normally presented through presentations or practical laboratory exercises; finally, the documentation provided to students depends on the teacher giving the lecture, and there is no consensus on this point.
Decolonizing Processes in Film Education
Author: Mistry, Jyoti
Date: 2021-00-00
Type: Journal Articles
Subjects: Film Study,Social Justice,Social Media,Access to Education,Democracy,Case Studies,Workshops,Films,Aesthetics,Social Change,Critical Theory,Social Problems

This paper considers what decolonizing film education might mean through a series of research initiatives undertaken across different cultures which explore social media platforms for creating moving image sequences. The paper attends to three factors in the current climate of education: the accessibility of the medium, its immediacy in dissemination, and the democratizing effect that these conditions have had on the medium of film. Working with these three conditions in contemporary film education, the case studies described include workshops that aimed to shift the curriculum from film canons to proposing the introduction of concepts. Furthermore, elided histories are explored through site-specific projects that show how decolonial processes allow these histories to be reclaimed in film practice, and for marginal subjectivities to be made visible. Finally, the proposal of decolonial processes seeks to work with creating opportunities for social and historical visibilities. The proposition is to work with film(ed) evidence as material connected to broader social justice issues that are expressed through aesthetic forms closely associated with decolonial processes and described as decolonial aesthesis.
Film Education in a Migration Society: A Conversation
Author: Bachmann, Alejandro
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Awareness,Educational Practices,Consciousness Raising,Institutional Cooperation,Social Change

In May 2020, during the lockdown in Germany and Austria due to the coronavirus pandemic, Manuel Zahn arranged to have an email conversation with Christine Kopf and Alejandro Bachmann. Since 2017, both have been a part of the project Intercultural Film Education, which is the central concern of the email exchange. Since the beginning of 2019, Manuel Zahn and his co-researcher Katja Lell have been involved with this project in the form of action research. The project has brought together people and institutions from the German-speaking field of film education, and it aims to foster an intercultural sensibility within that field. The conversation provides information about the history of the project and the project partners, as well as about the forms of work as a learning group. In addition, it discusses the central concepts (intercultural attitude, for example) and objectives of the project. This encompasses and touches upon ideas such as adopting an intercultural attitude as a teacher, the selection of films, the concrete form of seminars, the negotiation of normative concepts and the sustainable structural change of institutions in cultural education.