ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning to Use a Digital Workbench to Develop Competence-Based Tests in Vocational Education: Guided or Explorative?
Author: Buchner, Josef
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Competency Based Education,Vocational Education,Guided Pathways,Cognitive Processes,Difficulty Level,Positive Attitudes,Scaffolding (Teaching Technique),Vocational Education Teachers

This study arises from the question of how learners experience different learning arrangements while learning to develop competence-based tasks with a new digital workbench. The study compares a guided arrangement with worked examples to an exploratory learning scenario. Leading questions for the design of the study and analysis are as follows: Does the guided group develop more tasks? Does the explorative group test more functionalities of the digital workbench? Does the guided group report lower cognitive load and a more positive attitude toward the workbench? The analysis of the elements created within the workbench reveals that the guided group was able to develop more tasks, while there was no difference in quality. The data show that the explorative group was able to test more functionalities; however, the difference was not significant. The results of the questionnaire show that the overall cognitive load also did not differ significantly. There are differences in the scales, which are discussed more deeply in this article. Regarding the further use of the digital workbench , both groups report a positive attitude. It can be concluded that learning to use a new digital environment for developing examination tasks should be supported; however, the form of guidance can be subject to further investigation.
A Tagset for University Students&apos; Educational Goals
Author: Weber, Felix
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: College Students,Goal Orientation,Self Management,Learning Strategies,Student Motivation,Foreign Countries

Self-set educational goals are central to self-regulated learning and an observable manifestation of students' motivation. In this paper, we develop and trial a tagset for the characteristics of university students' self-set goals. The novelty of this approach consists in using data-driven, non-exclusive tags, rather than theory-derived, exclusive categories, on the basis of freely formulated goals in natural language. A 400-goal sample out of the 2,262 educational goals collected from 732 students at three universities was used to develop a tagset of six metatags and 28 tags. Six coders independently assigned tags to the collected goals. Based on these tag assignments (n = 376,458), Krippendorff's [alpha] was used to approximate intercoder reliability. Surprising intercoder agreement scores are discussed. Further, relative frequencies for each of the tags were calculated. These point to relevant aspects of students' motivations. The tagged dataset may serve as input for AI-powered study assistant systems, whilst the tagset itself may be used in future studies to gain further insights into university students' study motivations.
Because It Is Fun: Investigating Motives of Fake News Sharing with Exploratory Game Quests
Author: Jost, Patrick
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Misinformation,Game Based Learning,Learner Engagement,Learning Strategies,Teaching Methods,Educational Environment,Privacy,College Students,Intention,Information Dissemination,Foreign Countries,Decision Making

Exploratory learning has become a widely applied, pedagogical concept. One approach to encourage exploratory knowledge creation are situated game experiences. Putting learners in quest-based environments can thereby support engagement through exploration and at the same time, allow for a variety of supportive learning strategies. However, examination of progress and investigation of success or motivational factors remain challenging in exploratory pedagogy. Evaluation in learning quests can interrupt the flow experience that supports engaging and successful learning in exploratory environments. This paper presents an approach for unobtrusive dialogic investigation in quest-based learning environments. Building on the results of an existing exploratory game quest to raise privacy awareness, the study conducts a dual between-subjects investigation to identify the motives of sharing fake news. The study, therefore, extends a mini-quest with a character to build a dialogic investigation for evaluating the intentions behind sharing of fake headlines. Concurrently, the impact on perception of flow and the robustness of the suggested dialogic inquiry is assessed by comparison to the prior non-dialogic evaluation. The results of the experiment with participating educators and students (N = 92) from two European universities confirm students more likely share fake news than educators and suggests hedonic rather than pragmatic motives as drivers of the sharing decision. The dialogic investigation with the mini-quest shows that students perceive fake news headlines as significantly funnier than educators while also spending less time reflecting if they are real or fake. Flow experience did not improve significantly by changing to dialogic questioning. However, positive tendencies in all flow sub-measures indicate that adding a character and inquiring with dialogue rather supports than breaks the sense fluency in exploratory learning quests. Implications for the design of analytical mini-quests as well as further research directions are outlined conclusively.
On-Line Collaborative Knowledge Building in Higher Education: Testing a Quantitative Model
Author: McGowan, Ian S.
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Online Courses,Cooperative Learning,Computer Science Education,Computational Linguistics,Computer Mediated Communication,Models,Validity,Dialogs (Language),Persuasive Discourse,Discourse Analysis,Information Management,Database Management Systems,Computer Software,Foreign Countries,Undergraduate Students

Upto now, the knowledge building influence of the fundamental communicative functions during an on-line collaborative learning (OLCL) session, i.e. argumentative, responsive, elicitative, informative and imperative have been mainly based on results from qualitative studies, results that could have been strengthened by quantitative approaches. Starting from a literature review, we formulate a dual quantitative model of an on-line collaboration knowledge building (OCKB) that described these communicative functions, and aim to validate this model in a computer science topic related OCKB with a total of n=44 participants. Corpuses are collected for manual dialog act coding and communicative function variable calculations. A regression analysis failed to provide for the hypothesized model on seven of the eight tests on the basis of quantitative data. Findings suggest the imperative communication function best explain the assessment results statistically alone and in some significance in combination with some of the other communicative functions.
Digital Support for the Pre-Student Phase Is Successful
Author: Drews, Pia
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: College Bound Students,Program Effectiveness,Foreign Countries,High School Students,Grade 10,School Orientation,College Readiness,Course Selection (Students),Chemistry,Medicine,Medical Education,Grade 11,Grade 12,Mathematics Achievement,Science Achievement,Online Courses,Educational Technology

Juniorstudy is a concept of the University of Rostock, which can be used by school students before starting their time at the University. Thus, it is an instrument of supporting the choice of study direction. Moreover, we have been able to show in our last cohort, that using Juniorstudy courses also helps to significantly enhance the knowledge required to start the university study, thus our courses become an important tool for bridging the gap between school and University. In this paper we will show the results of our study which shows that our approach improves the students' knowledge and thus facilitates being successful in testes and exams in the basic courses in the first term.
Performance Effects of Structural and Behavioural Debriefings in Transparent Simulations
Author: Capelo, Carlos
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Simulation,Teaching Methods,Models,Business Education,Academic Achievement,Foreign Countries,Student Behavior

Simulation-based learning environments are used extensively to support learning in complex business systems. Nevertheless, studies show that subjects have great difficulty in understanding and managing dynamic systems, mainly due to cognitive processing difficulties. Previous research has addressed some aspects of model transparency and instructional strategy and produced inconclusive results about their impact on learning effectiveness. This study explores the learning and performance effects of using transparent simulations (that is, showing users the internal structure of models) and applying structural and behavioural debriefings focussed respectively on the critical variables and relations and on the relation between model structure, patterns of actions, and system behaviour. We present a set of hypotheses about the influence of the model transparency and debriefing conditions on participants' performance and comprehension of the system dynamics. In a simulation experiment, participants interacted with a system dynamics model, representing the growth of a business venture. Participants provided with the more transparent strategy and exposed to structure and behavioural debriefings achieved higher performance and demonstrated better comprehension of the model dynamics. However, our findings indicate that while these conditions are beneficial for understanding the business system dynamics, making only the simulator transparent, even combined with structural debriefing, is more limited in its effect. Three out of the six hypotheses were confirmed. Structural debriefing (in conjunction with model transparency) positively influences performance, behavioural debriefing (combined with model transparency) positively influences both model dynamics comprehension and performance.
Aspects on E-Learning during the COVID-19 Pandemic at the University
Author: Dragoi, Vlad
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,COVID-19,Pandemics,Student Attitudes,College Students,Educational Technology,Computer Science Education,Peer Teaching,Transformative Learning,Technology Uses in Education

The rapid developments in educational technologies and the conditions of pandemic period provoked the academic staff and students for assessing the value of different technologies, new or existing, and for deciding how or when these technologies make sense for them to use. Due to crisis, face-to-face learning process was changed with Emergency Remote Teaching. In this article we approached the case study for university education, on the use of learning platforms, to increase reflective learning, critical reflection and concrete action of students in real life which are clear elements of transformative learning and related to the new educational paradigm -- paragogy (peer-learning). In order to have a significant outcome of our proposed solutions, we proceed in two-steps. Firstly, we detail and test some of the existing e-learning tools (platforms), and secondly, based on a focus-group experience with groups of students enrolled in computer-science Bachelor degree, we propose adapted solutions for online learning and teaching for the next academic year.
AI Planning and Reasoning for a Social Assistive Robot
Author: Hoteit, Bilal
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Robotics,Artificial Intelligence,Man Machine Systems,Computer Software,Programming

Social robot in service is radically changing the ways of performing tasks and it becomes a distinct and valuable nascent. To achieve persist autonomy, robotic systems implement a closed-loop consisting of at least planning, reasoning and acting phases. From the continual loop perspective, this paper presents the ROSPlan framework, as a task planning and executing platform, and it introduces the integration of the ROSPlan framework in a service robotic system. Moreover, it discusses the planning, observing, monitoring, and executing processes in detail. A use case scenario is proposed which is suitable for the experiment requirements, and it presents a service robot accomplishing an assistant task in educational campus. Considering the implementation of the ROSPlan framework, TurtleBot3 robot using Gazebo simulates the execution phase of the proposed scenario.
Explore Foreign Language Learners&apos; Experiences under a Metacognitive Listening Website
Author: Pei, Tao
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,English Language Learners,English (Second Language),Student Experience,Listening,Web Sites,Metacognition,Listening Comprehension,Web Based Instruction

This study aimed to explore Chinese English as Foreign Language (EFL) learners' experiences in a metacognitive listening website based on a metacognitive approach. 40 Chinese low-intermediate EFL learners participated in the study and conducted the web-based metacognitive listening practice for 14 weeks. The UEQ and post-interview were used to detect their experiences and perceptions of the practice. The results indicated that these learners had good experiences with the metacognitive listening practice, especially in terms of dependability, novelty, and stimulation. The good experiences may be due to their perceived development of listening comprehension, listening strategies, and the involvement of video listening materials. However, learners' favouring test-based listening practice may affect their perceived efficiency of metacognitive listening practice. This study could provide a sample for further investigation of metacognitive intervention with CALL.
The Mediating Role of Optimism in Relation between Wisdom &amp; Knowledge Virtues and School Well-Being in Adolescence
Author: Prakoso, Bagus Hary
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Well Being,Positive Attitudes,Psychological Patterns,Cognitive Processes,Emotional Intelligence,Self Motivation,Social Cognition,Knowledge Level,Lifelong Learning,Metacognition,Creativity,Personality Traits,World Views,Beliefs,School Attitudes,Junior High School Students,High School Students

School well-being for adolescents is a condition that is expected to be one form of educational success. Many personal factors certainly play a role in producing the well-being include positive character of the student. This study aims to look at the role of optimism in mediating the influence of wisdom &amp; knowledge virtues consisting of the character of creativity, curiosity, open-mindedness, love of learning, and perspective on school well-being. The quantitative research design was used involving 339 respondents selected by non-probability sampling techniques. The results showed that optimism plays a significant role as a mediator of creativity, curiosity, open-minded, and love of learning for school well-being adolescents. While the strength of character curiosity, creativity, open-mindedness, and perspective become significant predictors that influence optimism itself. This study explains that the importance of developing these positive characters in daily activities at school.
Application Trends Survey: 2022 Summary Report. Market Intelligence
Author: Hazenbush, Matt
Date: 2022-00-00
Type: Reports - Research
Subjects: Business Administration Education,Educational Demand,Masters Programs,Graduate Students,College Applicants,College Admission,Business Schools,Enrollment,Foreign Countries,Foreign Students,Regional Characteristics,Differences,Gender Differences,Womens Education,Student Recruitment,Educational Trends,Enrollment Trends,Economic Factors

The annual Application Trends Survey from the Graduate Management Admission Council (GMAC) provides the world's graduate business schools with data and insights to understand current trends in applications sent to graduate management education (GME) programs. This year's summary report explores application volume trends by program type and world region; applicant pool composition by gender, citizenship, and work experience; and expected changes in enrollment rates, acceptance rates, and program size. The 2022 survey collected data on applications received by GME programs for the 2022-2023 academic year. Between June and August, 950 programs at 264 business schools worldwide provided responses. Participating programs are located in 33 countries, as well as 42 U.S. states and the District of Columbia, and reflect the growing diversity of global GME offerings. The total sample includes 453 MBA programs, 472 business master's programs, 5 postgraduate programs (PGP), and 20 doctoral programs. More details about this year's participating programs can be found in the participant profile section of this report. The 2022 report details the findings of this year's survey and uses data from past surveys to display trends over time. Select portions of the report also incorporate findings from other GMAC data sources to provide additional context and insight. In these instances, the data is sourced in footnotes. [The following individuals made significant contributions to the execution of the survey and preparation of this report: Alexandria Williams, Nicola Rampino, Kun Yuan, and Sabrina White. For the 2021 report, see ED623230.]
The Development and Validation of a Concept Mapping Emotions Scale (CM-ES) for University Students
Author: Li, Xinyuan
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Test Construction,Test Validity,Concept Mapping,Psychological Patterns,Measures (Individuals),College Freshmen,Factor Analysis,Test Reliability,Foreign Countries

Concept mapping is a practical approach to meaningful learning, and emotion is one of the most important factors that affect students' learning. However, few studies have focused on learners' emotions of concept mapping. This research aims to develop and verify a CM-ES and to investigate university students' emotions of concept mapping with the aid of this scale. A total of 88 freshmen participated in the study by attending a two-week thinking skills course provided by the researchers. The CM-ES translated and modified from the Academic Emotion Scale of Govaerts and Grégoire (2008) was used to collect the students' emotions of concept mapping. A five-dimensional scale, including &quot;frustration,&quot; &quot;anxiety,&quot; &quot;shame,&quot; &quot;enjoyment,&quot; and &quot;hope,&quot; was obtained through exploratory factor analysis, and Cronbach's reliability coefficient indicates good reliability and validity of CM-ES. The result shows that the emotion of the students' concept mapping is relatively positive. The development of the CM-ES provides the researchers and educators with an effective tool to measure the emotion of concept mapping and helps researchers understand students' emotions when using concept maps.
Design of the Time Management Skills Acquisition System Using Learning Analytics
Author: Watanabe, Hiroyuki
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Time Management,Learning Analytics,Skill Development,Self Management,College Students,Foreign Countries

Learning skills include abilities, habits, understanding, and attitudes which are utilized to achieve learning. Students will not achieve good grades unless they properly manage their limited study time. However, it is not easy for them to organize their own study time and learn how to use it efficiently. Notably, learning analytics has not been used in previous research for time management. Learning analytics provides students with accurate data that they can use to manage their study time. Therefore, in this study, we designed a system based on a learning analytics approach with functions that allow students to make their own learning schedules and reflect on their learning behaviors. The system has visualization, calendars, and reflection functions, which are used by both students and their instructors.
Problem-Based Projects: A Catalyst for Enhancing Students&apos; Self-Directed Learning in an Information Security Course
Author: Havenga, Marietjie
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Problem Based Learning,Independent Study,Graduate Students,Technology,Honors Curriculum,Elective Courses,Information Security,Teaching Methods,Student Attitudes,Teamwork,Instructional Effectiveness,Information Technology,Programming,Thinking Skills,Computer Science Education

Although postgraduate students are required to be self-directed, this is not always the case. The aims of this study were twofold. Firstly, we investigated whether the use of problem-based projects supported students in implementing different cryptography algorithms as part of a group assignment. Secondly, we determined to which extent the use of problem-based projects enhanced students' self-directed learning. A qualitative methodology was followed. A cohort of 21 honours students enrolled for this elective course in Information Security. Students worked mainly in small groups of two on a project. Data collection involved completion of open-ended questions regarding information security and students' previous experiences in problem-based environments, completion of project sheets and narrative reflections regarding their project work. The data were manually coded to identify certain patterns of meaning. Results showed that problem-based projects provided opportunities for learning 'useful things in life' and strengthened team members' knowledge and skills. Problem-based projects served as a catalyst for enhancing students' self-directed learning in this Information Security course, which is beneficial for addressing real-life scenarios in the Information Technology profession. Additionally, an integrated model for self-directed learning skill development in a problem-based context was proposed.
Students Engaging in Mathematical Problem-Solving through Computational Thinking and Programming Activities: A Synthesis of Two Opposite Experiences
Author: Hadjerrouit, Said
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Learner Engagement,Mathematics Education,Problem Solving,Computation,Thinking Skills,Programming,Learning Activities,College Freshmen

This paper aims at exploring students' experiences when engaging in mathematical problem-solving through computational thinking and programming by a combination of theoretically derived insights and task-based activities. The main method used is a semi-structured interview with two undergraduate students who were presented with a mathematical task to solve while responding to questions about the mathematical solving process. The results reveal two students' opposite experiences. While one struggled to get acquainted with the task and the associated programming activity, the other was able to handle and solve the task using computational thinking (CT) and programming skills very easily. Conclusions are drawn from the students' experiences to promote mathematical problem-solving through computational thinking and programming in mathematics education at the undergraduate level.