ethanporcaro/eric-fulltext-meta huggingface dataset:
Collaborative Writing in EFL Classroom: Comparison on Group, Pair, and Individual Writing Activities in Argumentative Tasks
Author: Moonma, Jitlada
Date: 2021-00-00
Type: Journal Articles
Subjects: Collaborative Writing,English (Second Language),Second Language Learning,Cooperative Learning,Teaching Methods,Persuasive Discourse,Writing Assignments,Writing Skills,Foreign Countries,Critical Thinking,College Students

This study focused on comparing the effects on 32 students' argumentative writing qualities when they worked alone or collaborated in pairs and groups and explored the students' opinions towards critical thinking across different writing activities. The 32 students were divided into groups of four (n=8), pairs (n=16) and individuals (n=32). Their papers were rated in terms of content, language use, and organization by three raters. The research employed argumentative writing rubrics, semi-structured interview, and observation. From the total of 15 points, the novice learners gained the highest scores when writing in groups ([X-bar] = 11.22), followed by pairs ([X-bar] = 10.19) and individuals ([X-bar] = 8.98). The intermediate learners also gained the highest scores in group work ([X-bar] = 11.50), followed by pairs ([X-bar] = 10.32), and individual work ([X-bar] = 9.04), respectively. Similar to the advanced level, they had the highest scores when working in groups ([X-bar] = 11.95), followed by pairs ([X-bar] = 10.45), and individuals ([X-bar] = 9.45). The findings indicated that group work led to the highest scores in all proficiency levels and in groups, the students' critical thinking improved regarding analyzing, evaluating and creating information when they brainstormed, shared and discussed all information. In pairs, the students also demonstrated that their critical thinking developed but only in analyzing from sharing information with a partner. In individuals, all proficiency levels reported that critical thinking was not developed as no interaction with peers.
Examining the Individual Innovativeness and Online Learning Attitudes of Academic Staff in Institutions Providing Sports Training at the Level of Bachelor Degree
Author: Kurudirek, Alparslan Muharrem
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Innovation,Teacher Attitudes,Online Courses,College Faculty,Foreign Countries,Undergraduate Study,Physical Education

The purpose of this study was to examine the individual innovativeness and online learning attitudes of academic staff carrying out duty in institutions providing education at the level of bachelor degree in Turkey. The study was conducted online across Turkey via the correlational survey model between September 2020 and November 2020. The population of the study comprised academic staff carrying out duty in faculties of sports sciences in state universities in Turkey. The sample group consisted of 104 academicians who carry out duty in faculties of sports sciences in state universities chosen randomly from the seven regions in Turkey and agreed to participate in the study. The data of the study were collected using the &quot;Personal Information Form&quot;, &quot;Individual Innovativeness Scale (IIS)&quot; and &quot;Online Learning Attitude Scale (OLAS)&quot;. The findings of the study showed that the participants obtained medium mean scores from the general acceptance subscale of online learning attitude scale, lower mean scores from the individual awareness subscale, medium mean scores from the perceived usefulness and application effectiveness subscale, and medium mean scores from the overall online learning attitude scale. On the other hand, the individual innovativeness scale mean scores of the participants were evaluated in the innovator category. As a consequence, it was observed that there was a statistically significant, positive, and high correlation between the online learning attitude and individual innovativeness levels of the participants. Accordingly, as the individual innovativeness levels of the participants increased, their online learning attitude levels increased.
The Effect of Leisure Benefits on Loneliness of University Students
Author: Ertekin, Alpaslan Baki
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Leisure Time,College Students,Foreign Countries,Age Differences,Gender Differences,Recreational Activities,Physical Health,Mental Health,Interpersonal Relationship

The study aimed to determine the differences between loneliness levels and leisure benefits according to the variables of university students and the effect of leisure benefits on loneliness. In the research, scanning model, which is one of the quantitative research methods, was used. The study group of the research consisted of 255 students, 148 males (58.0%) and 107 females (42.0%), studying at the School of Physical Education and Sports of Istanbul Gelisim University, and formed by voluntary participation. In addition to the personal information form, the UCLA Loneliness Scale (ULS) developed by Russell, Peplau, and Ferguson (1978) and adapted to Turkish by Demir (1989), and Leisure Benefit Scale (LBS) developed by Ho (2008) and adapted to Turkish by Akgül, Ertüzün, and Karakucuk (2018), were used. After the data showed normal distribution, t-test, ANOVA and Pearson Correlation Test were used in the analysis. According to the research results, a difference was found between the individuals' loneliness according to the age groups and the leisure benefits according to their gender. As a result of the research, it was concluded that as the leisure benefits of the individuals increased, their loneliness decreased.
Vertical Articulation and Content Relevance of the Senior High School Economics Curriculum: Case of Ghana
Author: Acquah, Bernard Yaw Sekyi
Date: 2021-00-00
Type: Journal Articles
Subjects: Articulation (Education),Alignment (Education),Relevance (Education),Economics Education,Economic Climate,High School Students,Secondary School Curriculum,Curriculum Development,Postsecondary Education,Educational Attainment,Course Descriptions,Foreign Countries

The school curriculum is often the formal document designed for teachers to treat topics that allow for the impartation of knowledge and the development of competencies that prepare students for further studies. Achieving this depends mainly on its content structure and sequencing. The aim of this study is two-fold: to find the extent of vertical articulation of topics in the economics syllabus that makes it possible for the syllabus to achieve its purpose of preparing students for further studies; and to explore the extent to which the syllabus is up-to-date and relevant in dealing with current economic issues. Document analysis was used to analyse the syllabus, while eight (8) service teachers purposively selected were interviewed. The study found that the SHS economics curriculum lacked vertical content articulation regarding the learning competencies for Forms 1 to 3. Also, the interviews revealed that the curriculum is not up-to-date though relevant since many evolving economic concepts have not been captured. The study supports the call for curriculum change and alignment of content to improve its vertical articulation and coherence and its currency and relevance in helping to equip students with the requisite knowledge and fundamental economic tools for their daily survival.
Velocity Approaches for Scales in Classical Guitar Education
Author: Oztutgan, Kaan
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Education,Musical Instruments,Human Body,Teaching Methods,Memorization,Music Techniques

The aim of this research is to contribute to students, trainers and performers by examining the materials prepared for the effective and fast performance of the scales. As a descriptive study, literature review and document analysis were used in the analysis of the data. The results of this study revealed that guitarists should determine a sitting position suitable for their physical characteristics in order to perform a fast passage at a desired tempo and a comfortable way. In addition, they should provide their fingers the ability to make minimum movement, and file their nails smoothly at the appropriate length and angle. Another finding was that guitarists should conduct systematic studies on coordination and synchronization. Similarly, they should memorize parts of the piece and accelerate in a controlled way starting from a very slow tempo, accompanied by a metronome. Lastly, they should do velocity exercises for the right and left hands; vocalize the scales with various rhythmic variations, and conduct studies on i-m (m-i)/i-a (a-i), p-i (i-p)/p-m (m-p), a-m-i (m-i-a, i-a-m) ve p-m-i (m-i-p, i-p-m) finger combinations.
Evaluating the Effectiveness of Training Program Developed for Teachers Working with Dyslexic Students on Their Competencies
Author: Kizilkaya, Hasan
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Teacher Education Programs,Elementary School Teachers,Teacher Competencies,Knowledge Level,Self Efficacy,Coping,Inclusion,Students with Disabilities,Dyslexia,Classroom Environment,Foreign Countries

In Turkey, the number of studies determining the competence level of classroom teachers working with dyslexic students is limited. It is thought that a dyslexia training program, which will be developed based on teacher needs, will meet the training needs of teachers. In this study expletory sequential mixed method was adopted and, qualitative research method was used in the first stage and quantitative research method in the second stage. In the first stage, the teacher training program was developed in the light of the data obtained by semi-structured interview technique. Pre-test post-test control group experimental design was preferred in the process of evaluating the effectiveness of the program. The study group consists of 46 teachers working in primary schools of Karaman province. The independent samples t-test analysis between the two groups and the dependent group t-test analysis between the pre-test post-test scores revealed a significant difference between the means of the groups. As a result, teachers who consider themselves competent and receive the necessary training will both support their students with dyslexia more comprehensively and display a more positive attitude.
Effectiveness of the Reinforcement Parent Education Program Designed for Parents of Children with Autism Spectrum Disorder on Supporting Positive Behaviours
Author: Kizilkaya, Ahsen Ela
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Education,Children,Autism,Pervasive Developmental Disorders,Child Behavior,Parent Attitudes,Program Effectiveness,Positive Reinforcement,Behavior Problems,Parenting Skills

This study aims to examine the effect of the Effective Reinforcement Use Parent Education Program, which was developed for parents with children with autism spectrum disorder. The program was based on scientific-based practices and developed to ensure that children exhibit positive behaviors, increase and generalize these behaviors. The exploratory sequential mixed method, which is one of the mixed methods, was used. The study first started with a qualitative method. After taking the opinions of the participants, the data were analyzed and then the quantitative phase started. In the qualitative phase, interviews were conducted with 10 parents using the semi-structured interview form. In the quantitative phase of the study, an experimental design with a pre-test post-test control group was adopted. The sample of the quantitative phase consists of 24 parents with children with Autism Spectrum Disorder (ASD). Research data were analyzed in two stages. Descriptive analysis was used for the analysis of qualitative data. To determine the effectiveness of the Effective Reinforcement Use Parent Education Program developed to increase the positive behavior of students with ASD, the achievement test developed within the scope of the research was applied to the experimental and control groups as pretest and post-test. Considering the sample size and normality distribution test results, the Mann-Whitney U test and Wilcoxon test conducted to test the significance between the pre-test and post-test scores. In the light of the findings and effect size analysis, the program may be regarded as an effective parent education program.
Visionary Leadership for Digital Transformation: In a Time When Learners Take Ownership of Their Learning
Author: Ossiannilsson, Ebba
Date: 2018-00-00
Type: Journal Articles
Subjects: Leadership,Open Education,Lifelong Learning,Influence of Technology,Computer Use,Higher Education,Sustainability,School Culture,Educational Change

The rethinking of leadership at all levels is required to reach the goals of learning and education in 2030 when learners will take the lead in orchestrating the process and manner of their own learning and in choosing their personal learning journeys. The style and focus of leadership must change in order to prepare learners for a dynamic world that is socially connected by digital technology. To prepare for this change, leaders at all levels can foster sustainable open education activities and initiatives through both top-down and bottom-up transparent approaches. They can pave the way for creating openness by inspiring and empowering people to be lifelong learners. Leaders and managers can enable the cultural change brought by digital transformation within their organizations. The cultivation of the culture of quality is critical, and it must be in everyone's interest; however, it must be empowered and encouraged by leaders. Hence, there is a need for people who have the knowledge, abilities, competences, and attitudes to lead this process and to analyze and evaluate digital work environments.
A Framework for Making Most out of Online Communities of Practice Tools for Reforms in Distance Learning
Author: Ramachandran, Venkatesan
Date: 2018-00-00
Type: Journal Articles
Subjects: Distance Education,Educational Technology,Technology Uses in Education,Teacher Student Relationship,Social Networks,Social Media,College Faculty,College Students,Communities of Practice

Distance education has become one of the popular choices among the student's community. More and more students are enrolling into various distance education courses. Technology advancements have created a new avenue in distance education. ICT has helped the universities and colleges in reducing the distance between the students and faculty members. Many of these ICT technologies replicate the physical classroom setup in an online environment. The adoption of social networking sites (SNS) such as LinkedIn, Facebook is increasing rapidly at a much faster phase among the student's community. An increasing number of faculty members in the higher education space have been using these social networking tools in combination with other tools for education delivery and knowledge sharing. Social networking tools are used for building a community of practice among the students enrolled in the program and the faculty members. There is not much research around maximizing the benefits of the use of these social networking platforms and improving the effectiveness of learning. This study aimed to find out the attributes which are vital for making most of these online communities of practice tools and come up with a framework. The researcher performed qualitative research. A carefully designed online questionnaire was sent to a sample set 2000 users and responses were received from 410 users. The researcher used PLS-SEM Model for this research. The outcome of the study revealed that Quality of the Platform and Quality of the content are the critical factors for making most of the COP/SNS platforms. Easy of Navigation and language used for making the content scored high when compared to other attributes.
Ecologies of Openness: Reformations through Open Pedagogy
Author: Ossiannilsson, Ebba
Date: 2018-00-00
Type: Journal Articles
Subjects: Open Education,Open Educational Resources,Educational Change,Educational Trends,Global Approach,Educational Quality,21st Century Skills,Universities,Inclusion,Sustainable Development

Ecologies of openness--inclusion, intersections, and interstices--raises questions about the concepts of open, openness, opened, and opening, throughout educational contexts. The rise of openness and open pedagogy has impacts on educational paradigm shifts and university reforms in open and flexible learning. The focus of this article is to present an overview of different current frameworks for open education that will serve to introduce readers to contemporary open education frameworks and to present different dimensions of open. The literature includes current reports by the European Commission, scientific journals, and blog posts by scholars since 2015 to the present. Reports by UNESCO and those related to the fourth industrial revolution are examined. In addition, the article builds on the authors previous research in the field, which also includes leadership and quality related to openness. To set the scene the following section briefly introduces current global trends and challenges in education in the 21st century. After that open pedagogy are presented; the open education framework by the European Commission, and ecologies of open pedagogy. The article ends with conclusions and recommendations.
Determining the Teacher Education Needs for the Treatment of the Problem Behaviors of Students with Autism Spectrum Disorder
Author: Kocak, Fatih
Date: 2021-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Behavior Problems,Behavior Modification,Intervention,Faculty Development,Students with Disabilities,Educational Needs,Teacher Competencies,Self Efficacy,Foreign Countries,Special Education,Teacher Attitudes

This study was carried out to test the effect of the training program developed for teachers who are involved in the education of students with ASD to enable them to provide quality education in the education and training process. To determine the teacher training needs for the treatment of problem behaviors that occur in students with Autism Spectrum Disorder (ASD) is the aim of this study. For this purpose, inter-views under four sub-headings were conducted. These titles are the determination of behavior, programming, program implementation, and Program Evaluation. In the research, a qualitative case study design was preferred. The data were obtained from 22 teachers working with ASD students through face-to-face interviews, audio and video recordings using semi-structured interview forms. The analysis of the data was done through the descriptive analysis technique. As a result of the research, most of the teachers stated that they did not find themselves sufficient regarding the problem behaviors and treatment of students with ASD. The in-depth results of the study were discussed in line with the teacher needs, relevant qualitative research, and implications for future research and applications were suggested.
English Teachers&apos; Views on the Use of Web 2.0 Tools in Educational Environments
Author: Arabaci, Imam Bakir
Date: 2021-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Educational Technology,Technology Integration,English (Second Language),Second Language Instruction,Second Language Learning,Teacher Attitudes,Language Teachers,Elementary School Teachers,Secondary School Teachers,Educational Environment,Classroom Techniques,Student Development,Professional Development,Instructional Effectiveness,Foreign Countries

New practices that support the use of technology in education are developed in order to create a modern education-training process within the framework of quality and efficiency standards throughout the world. Web 2.0 tools that help to make the most of technology in educational environments are one of these applications. It has been proven that Web 2.0 tools, which were used in education in Turkey in 2009, increase the motivation of students and increase their academic success. Teachers' professional development accelerates by producing new materials with these tools, and cooperation, communication and coordination among colleagues increase. The aim of the study is to reveal the opinions of English teachers working in Elazig about the use of Web 2.0 tools in educational environments. The study is based on the situation analysis technique, which is one of the qualitative research methods. The interview form developed by the researchers was used as the data collection tool. The working group consists of 30 English teachers working in Elazig province of Turkey. The responses of the participants to the questions in the interview form were subjected to content analysis, categories were created, and frequencies and percentages were determined. According to the results of the research, teachers generally have positive perceptions of Web 2.0 tools, they generally use these tools for content development, Web 2.0 tools provide positive contributions to classroom management and student development.
Flipping the Classroom with a LMS: Designing a Technology-Based Learning Model
Author: Zainuddin, Zamzami
Date: 2019-08-00
Type: Journal Articles
Subjects: Flipped Classroom,Integrated Learning Systems,Technology Uses in Education,Islam,Religious Education,College Students,Foreign Countries,Teaching Methods

This study proposes to present a sample design of a flipped learning instructional model for teaching Islamic Studies course at an Indonesian higher education institution. A bottom-up flipped learning model was developed in this study, based on Bloom's taxonomy of educational objectives. A Learning Management System (LMS), Schoology, was employed as a platform to share pre-class video lectures for student learning activities outside-of-class. Three main activities proposed by the researchers outside of the class activities, namely, Watching, Summarizing, and Notetaking (WSN), whereas give and take conversation is the main class activity. This study implies that the bottom-up flipped learning model could potentially be implemented for teaching Islamic studies course in Indonesian higher education institutions, with the aim of fostering students' highest level of cognitive domains and independent learning skills. This study has implications for the Ministry of Research, Technology, and Higher Education and the Ministry of Religious Affairs of the Republic of Indonesia or policymakers to consider the flipped classroom as a contemporary teaching model for teaching Islamic studies course and other subjects at any in Indonesian higher education institutions.