ethanporcaro/eric-fulltext-meta huggingface dataset:
An Issue of Scale: The Challenge of &quot;Time,&quot; &quot;Space&quot; and &quot;Multitude&quot; in Sustainability and Geography Education
Author: Skarstein, Frode
Date: 2020-00-00
Type: Journal Articles
Subjects: Geography Instruction,Environmental Education,Sustainable Development,Misconceptions,Teaching Methods,Schemata (Cognition),Climate,Time,Scientific Concepts,Spatial Ability,Information Literacy,Futures (of Society),Thinking Skills,Educational Technology

The field of geography is important for any sustainability education. The aim of geography education is to enable students to understand the environment, its influence on human activity, and how humans influence the environment. In this article we present a study on how the interplay between the three pillars of sustainability thinking (environment, society and economy) play out on smaller and larger scales of &quot;time,&quot; &quot;space&quot; and &quot;multitude&quot; in geography education. In this paper, we argue that central issues in high quality sustainability education in geography relates to students' deeper grasp of how to shift between magnitudes of time, space and multitude patterns. We show how an appreciation of many core issues in sustainability education require students to understand and traverse different magnitudes of the scalable concepts of time, space and multitude. Furthermore, we argue and exemplify how common sustainability misconceptions arise due to an inability to make the cognitive shift between relevant magnitudes on these scalable concepts. Finally, we briefly discuss useful educational approaches to mediating this problem, including the use of digital tools in order to allow geography teachers to facilitate the students' better understanding of different magnitudes of slow, fast, small and large scale entities and processes.
University Student Satisfaction and Skill Acquisition: Evidence from the Undergraduate Dissertation
Author: Martínez-Roget, Fidel
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Skill Development,Student Satisfaction,Theses,Foreign Countries,Economics Education,Personality Traits,Student Motivation,Tutors,Employment Potential,Value Judgment

One of the main objectives of the Undergraduate Dissertation is to evaluate the skills associated with a degree. Student satisfaction with the training and skills acquired can be an indicator of the quality of higher education. This paper aims to analyse student satisfaction with Undergraduate Dissertation at the Faculty of Economics of the University of Santiago de Compostela (Spain). Based on a survey conducted among 130 students (75.7% of a total of 172 students who presented their UD during the academic year 2013-2014), structural equation modelling was applied to analyse the influence on satisfaction of aspects related to intellectual curiosity and the perception of acquired skills. The results show that the perception of the skills acquired play a crucial role in students' satisfaction with Undergraduate Satisfaction, conditioned by their perceived future usefulness and backed by personality and motivation elements that encourage their acquisition. The results confirm the significant role played by the tutor, who emerges as an element that boosts the central relations of the model.
Between Social and Semantic Networks: A Case Study on Classroom Complexity
Author: Rodrigues, Ernani
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Networks,Network Analysis,Semantics,High School Students,Science Education,Physics,Sociometric Techniques,Foreign Countries,Student Attitudes,Interpersonal Relationship

Classrooms are complex in their real sets. To understand such sets and their emergent patterns, network approach provides useful theoretical and methodological tools. In this work, we used network approach to explore two domains of complexity in a classroom: the interpersonal domain, via social networks; and the representational domain, through collective semantic networks. This work is grounded in both Social Network Analyses and Social Representation Theory for gathering information from interpersonal and representational domains. We investigated a physics high school classroom by proceeding sociometric tests and by using words freely evoked by students to explore relations between students' dyad's weights, in social networks, and emerging consensus in semantic networks. Our findings showed closer relations between social ties' weight and consensus formed on intra-school representational objects, while consensus on extra-school representational objects is less dependent on the classroom interpersonal ties' strength.
Children&apos;s Interest in Learning English through Picture Books in an EFL Context: The Effects of Parent-Child Interaction and Digital Pen Use
Author: Choi, Naya
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Picture Books,Parent Child Relationship,Korean,Native Language,Mothers,Comparative Analysis,Educational Technology,Teaching Methods,Second Language Instruction,Learning Motivation,Foreign Countries

In recent years, the ways in which to read English picture books to young children has become diverse in English as a foreign language (EFL) context. The present study examined the effect of parent-child interactions and digital pen use during English picture book reading in the child's interest in learning English. A total of 320 Korean mothers of three to five year old preschool children participated in the study. The results revealed the following. First, children's interest in learning English was higher when they used digital pens and engaged in frequent parent-child interactions during English picture book reading. Second, parent-child interaction was a more significant variable in children's interest in learning English compared to digital pen use. Third, the moderator effect of digital pen use in the relation between parent-children interaction and children's interest in learning English was insignificant. In other words, parent-child interaction was important in increasing children's interest in learning English, regardless of digital pen use. While rapid advances in technology enhanced teaching pedagogy, parent-child interaction in foreign language learning still remains as a crucial factor. Further implications and future directions are discussed.
Stimulation and Development of Intellectual Abilities in Preschool-Age Children
Author: Valovicová, L'ubomíra
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Children,Intelligence,Cognitive Ability,Physics,Science Instruction,Stimulation,Cognitive Development,Test Validity,School Readiness,Maturity (Individuals),Program Effectiveness,Natural Sciences,Foreign Countries

The paper is focused on the investigation of impact of created experimental natural scientific programme for preschool-age children. Our programme concentrates on physics teaching adapted for preschool age in which children have possibilities to make experiments themselves--empirical cognition. Its innovation with respect to other stimulation programmes implemented in the past consists of including connection and thus developing a wide spectrum of intellectual abilities. Primarily, we are focusing on the impact of stimulation programme research on selected psychological variables, specifically intellectual abilities-intellectual maturity. Its second aim is to compare and test the validity of drawing tests designed for intellectual-level investigation of preschool-age children, school maturity, and school readiness. The obtained results do not provide evidence in support of the stimulation programme on developing intellectual/conceptual maturity. The results of the second part of the research (i.e., drawing) shows that the indicative level of intellect, perception, and motor maturity are closely related.
Bioinformatics-Based Adaptive System towards Real-Time Dynamic E-Learning Content Personalization
Author: Mwambe, Othmar Othmar
Date: 2020-00-00
Type: Journal Articles
Subjects: Biology,Information Science,Technology Uses in Education,Hypermedia,Multimedia Instruction,Student Needs,Preferences,Cognitive Processes,Resource Units,Electronic Learning,Prior Learning,Synchronous Communication,Program Effectiveness,Foreign Countries,College Students,Computer Science Education

Adaptive Educational Hypermedia Systems (AEHS) play a crucial role in supporting adaptive learning and immensely outperform learner-control based systems. AEHS' page indexing and hyperspace rely mostly on navigation supports which provide the learners with a user-friendly interactive learning environment. Such AEHS features provide the systems with a unique ability to adapt learners' preferences. However, obtaining timely and accurate information for their adaptive decision-making process is still a challenge due to the dynamic understanding of individual learner. This causes a spontaneous changing of learners' learning styles that makes hard for system developers to integrate learning objects with learning styles on real-time basis. Thus, in previous research studies, multiple levels navigation supports have been applied to solve this problem. However, this approach destroys their learning motivation because of imposing time and work overload on learners. To address such a challenge, this study proposes a bioinformatics-based adaptive navigation support that was initiated by the alternation of learners' motivation states on a real-time basis. EyeTracking sensor and adaptive time-locked Learning Objects (LOs) were used. Hence, learners' pupil size dilation and reading and reaction time were used for the adaption process and evaluation. The results show that the proposed approach improved the AEHS adaptive process and increased learners' performance up to 78%.
Measuring Characteristics of Explanations with Element Maps
Author: Wagner, Steffen
Date: 2020-00-00
Type: Journal Articles
Subjects: Concept Formation,Knowledge Level,Maps,College Students,Writing (Composition),Concept Mapping,Networks

What are the structural characteristics of written scientific explanations that make them good? This is often difficult to measure. One approach to describing and analyzing structures is to employ network theory. With this research, we aim to describe the elementary structure of written explanations, their qualities, and the differences between those made by experts and students. We do this by converting written explanations into networks called element maps and measure their characteristics: size, the ratio of diameter to size, and betweenness centrality. Our results indicate that experts give longer explanations with more intertwinement, organized around a few central key elements. Students' explanations vary widely in size, are less intertwined, and often lack a focus around key elements. We have successfully identified and quantified the characteristics that can be a starting point for guiding students towards generating expert-like written explanations.
Students&apos; Perceptions of an EFL Vocabulary Learning Mobile Application
Author: Klimova, Blanka
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Vocabulary Development,English (Second Language),Electronic Learning,Handheld Devices,Computer Software,Telecommunications,College Students,Foreign Countries,Instructional Effectiveness

Mobile devices have penetrated all spheres of human activities, including education. Previous research has shown that smartphones are becoming widely used in learning as they can improve knowledge retention and increase student engagement. The purpose of this study was to discuss students' perception of the use of a mobile application aimed at learning new English vocabulary and phrases and describe its strengths and weaknesses as perceived by the students. In total, 28 university students answered a pen and paper questionnaire survey after experiencing the app during one semester. Overall, the students' agreement to the positive aspects displayed in the questionnaire prevailed over their disagreement or neutral opinions. The mobile app helped students prepare for the final achievement test, learning was accessible from anywhere and at any time, students appreciated the corrective feedback and would opt for the implementation of the mobile app in other courses taught at the faculty. On the other hand, as the findings indicate, the students reported that the app was not very supportive regarding communication performance; they did not find the teachers' notifications encouraging and they did not use the pronunciation support much, which was caused by various factors, such as offering students words and phrases without context or not testing all the items in the final credit test. The findings of this study contribute to the existing knowledge of students' perceptions of the use of mobile apps for learning purposes.
&quot;My Teacher Doesn&apos;t Like Me&quot;: Perceptions of Teacher Discrimination and School Discipline among African-American and Caribbean Black Adolescent Girls
Author: Butler-Barnes, Sheretta T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,African American Students,Blacks,Adolescents,Females,Teacher Attitudes,Racial Bias,Social Bias,Gender Bias,Discipline,Family Income,Student School Relationship,Age Differences,Cultural Differences,Racial Discrimination

This study examined the impact of perceived teacher discrimination on the school discipline of African-American and Caribbean Black adolescent girls. The findings are drawn from a nationally representative sample of (n = 410) African-American and (n = 193) Caribbean Black adolescent girls age 13 to 17 (M[subscript age] = 15). Results indicate that perceiving discrimination from teachers was associated with higher school discipline (e.g., &quot;suspension,&quot; &quot;expulsion,&quot; and &quot;spending time in a jail, detention center&quot;) for African-American girls. For Caribbean Black girls, higher household income and school bonding was associated with lower school discipline. Older Caribbean Black girls were also more likely to receive higher school discipline. However, perceiving discrimination from teachers was not associated with school discipline for Caribbean Black girls. The developmental significance and implications for future research are discussed.
An Engineering-Problem-Based Short Experiment Project on Finite Element Method for Undergraduate Students
Author: Guo, Yanjie
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Computer Assisted Design,Outcome Based Education,Mechanics (Process),Student Projects,Student Evaluation,Problem Solving

How to cultivate students' engineering practice ability in the digital manufacturing period is a difficult problem. This paper presents a finite element analysis experiment project for undergraduate students. The goals of implementing finite element modeling in this project are to enhance students' understanding of theoretical mechanics and to introduce computational methods to undergraduate students at an early stage during their undergraduate education. The students are required to use different methods to analyze the stress state of a typical engineering structure and seek the optimal design. Then, the experiment score is divided into two parts according to the course objectives. We analyzed the score distribution to find the limitations of teaching. The feedback from the students demonstrate that the experiment case from the engineering project can increase their interest in learning and applying the acquired knowledge. After comparisons, our conclusion is that outcome-based education (OBE) can effectively improve the quality of classroom teaching, and this experimental project can improve students' engineering practice ability and obtain satisfactory teaching results.
The Determinants of the Online Banking Adoption Behavior by the Theory of Trying in Developing Countries: The Case of Pakistani Banks
Author: Malik, Sidra
Date: 2019-06-00
Type: Journal Articles
Subjects: Internet,Banking,Developing Nations,Self Esteem,Psychological Patterns,Foreign Countries,Behavior Patterns,Structural Equation Models,Individual Characteristics,Telecommunications,Handheld Devices,Attitudes

The theory of trying postulates that in the less technologically advanced developing countries, online banking adoption behavior is a function of three attitudes rather a single attitude. These three attitudes are attitudes towards successes, failure, and learning that are expected to determine online banking adoption. These three attitudes, in turn, are dependent upon two crucial individual traits, overall self-confidence, and cynicism. However, the previous literature has not provided conclusive empirical evidence about this issue particularly in the less technologically advanced context of South Asia. Consequently, the purpose of this study was to test the role of these three attitudes and two traits as the determinants of the online banking adoption behavior. The data was collected from 215 customers who were already using the online banking in the District Attock, Pakistan. Structural equation modeling with partial least squares was applied for hypotheses testing. The results point that in the developing context of Pakistan, all the factors - attitudes and traits - are significant predictors of online banking adoption behavior.
The Effects of Perceived Usefulness, Confirmation and Satisfaction on Continuance Intention in Using Massive Open Online Course (MOOC)
Author: Daneji, Aisha Aminu
Date: 2019-06-00
Type: Journal Articles
Subjects: Online Courses,Student Satisfaction,Intention,Academic Persistence,Electronic Learning,Undergraduate Students,Value Judgment,Public Colleges,Foreign Countries,Young Adults

Massive Open Online Course (MOOC) has been playing an important role in the latest e-learning initiative and has obtained a widespread popularity in many universities. However, the low course completion rates of students have become an outstanding issue that should not be neglected. Based on the Expectation-Confirmation Model (ECM), this study examines the effects of students' perceived usefulness, confirmation and satisfaction on MOOC continuance intention. Structural Equation Modeling (SEM) was used to validate the proposed model and hypotheses. Participants were 368 undergraduate students enrolled in a MOOC platform. The study's result revealed that confirmation has significant effects on students' perceived usefulness and satisfaction. Perceived usefulness and satisfaction have significant effects on students' continuance intention while perceived usefulness has no significant effects on students' satisfaction. This study will help to outspread our understanding of what influence students to continue using MOOC.
Protective Factors among Postsecondary Students Enrolled in a First-Generation Program
Author: Austin, Ashley L.
Date: 2018-12-00
Type: Journal Articles
Subjects: First Generation College Students,Socioeconomic Status,Low Income Students,Land Grant Universities,Program Effectiveness,College Programs,Resilience (Psychology),Student Attitudes,Academic Support Services,Student Adjustment

For generations, researchers have examined attributes that contribute to the adaptability of low socioeconomic youth. Attributes that help one become resilient are known as protective factors. The purpose of this descriptive study was to explore the protective factor(s) that contributed to the enrollment of first-generation, low-socioeconomic status (SES) students at a southern land-grant university. The population consisted of postsecondary students in a First Scholars program during the 2015-2016 academic year. The authors examine the existing literature on the effects of low SES on postsecondary education in order to explore what assists these students in maintaining a steadfast behavior. Recommendations are made for the recruitment of students who display a higher resiliency to be successful at the postsecondary level and for the First Scholars program on how to further enhance the program.
Continuous-Learning Work Environment: A Study with Developers in Software Development Organizations
Author: Rodrigues da Fonseca, Letícia
Date: 2019-09-00
Type: Journal Articles
Subjects: Computer Software,Work Environment,Lifelong Learning,Innovation,Competition,Rewards,Recognition (Achievement),Leadership Responsibility,Peer Influence,Models,Business,Foreign Countries

In today's economy of knowledge, knowledge is considered as the most important element in the processes related to products and services in most organizations including software development organizations (SDOs). It is essential for SDOs to create a work environment that supports continuous learning in order to deal with the challenges of the new economy and remain competitive in the market. This study aims to perceive how the work environment in SDOs supports continuous learning in multiple ways. The specific objectives are to understand and describe the characteristics of the SDOs' work environment which demonstrate the occurrence of continuous learning and to understand how developers apply the resources and structures available in this environment for their learning. Semi-structured interviews were used to collect data from the subjects involved in the software development process. Seven common characteristics were identified in all the participants' organizations, which are also typical in a work environment conducive to continuous learning: continuous learning as a responsibility and a competitive advantage; emphasis on innovation and competition; an open and error tolerant environment; supporting structures and resources; reward and recognition systems; leader support and peer support. Based on the result, this paper proposes a continuous learning model in software development environments. [This paper was translated by Maria-Clara M. Rego.]
How Should Chemistry Educators Respond to the Next Generation of Technology Change?
Author: Pence, Harry E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Chemistry,Educational Technology,Telecommunications,Handheld Devices,Classroom Environment,Information Storage,Artificial Intelligence,Learning Analytics,Computer Simulation,Printing,Learning Activities,Individualized Instruction,College Faculty,Science Teachers,Influence of Technology

Chemical educators are facing a new generation of instructional technologies that impact classroom teaching. New technologies, like smartphones, cloud computing and artificial intelligence take learning beyond the classroom; 3D printing, virtual reality, and augmented reality provide new ways to teach the virtualization skills that are important for chemists. These technologies cause students to become more isolated, so students may not develop the social skills that they will need for today's workplace. Individualized learning may be beneficial to many students, but it will create challenges for faculty. Although this article focuses on chemistry education, it should be apparent that a similar argument could be made for other sciences, like physics and biology.