ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding High School Teachers&apos; Perceived Discouragements to Use Social Media Communication Technologies as a Pedagogical Tool to Improve Future Technology Integration Initiatives
Author: Tozer, Brett C.
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Teachers,Social Media,Educational Technology,Technology Uses in Education,Barriers,Board of Education Policy,Difficulty Level,Usability,Value Judgment,Knowledge Level,Access to Computers,Internet,Technological Literacy,Social Influences,School Policy,Teaching Methods

Initiatives to integrate technology into teaching and learning often lack a long-term follow up to gauge if those same initiatives set the stage for teachers to easily adopt the next stage of learning technologies. Using the ten-year anniversary of the Commonwealth of Pennsylvania's Classroom for the Future grant, where $200 million were allocated for a statewide technology initiative to promote 21st century teaching and learning, this study's aim was to understand what type of barriers in-service teachers perceive regarding the use of social media communication technologies as a legitimate pedagogical tool. Participants were selected using a multi-stage cluster sampling method to ensure rural, town, suburban, and urban teachers were represented. Using the action areas suggested by Ashton et al. (1999) and Bonk et al. (2001), pedagogical, social, managerial, and technical; a typological analysis was done using the responses of 140 Pennsylvania secondary teachers' stated discouragements. During the analysis a fifth typology, internal school systems, emerged from the data. The most prominent categories were technological and managerial followed by social, internal school systems, and pedagogical. Ultimately, teachers feel that social media communication technologies are not viewed as legitimate teaching tools. To help teachers feel social media communication technologies are legitimate teaching tools policymakers and school leaders are encouraged to create an atmosphere that promotes administrative support, schedules that incorporate planning, and funds to provide ongoing training for teachers to stay current with technologies.
Impact of the COVID-19 Pandemic on the 2020-2021 Academic Year at Fianarantsoa University: The Use of Facebook as a Mode to Switch to Online Learning
Author: Zafitsara, Jocelyne
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Distance Education,Social Media,Electronic Mail,Educational Technology,Technology Uses in Education,Online Courses,Barriers,Undergraduate Students,Disease Control,Public Colleges,Costs,Access to Computers,Well Being,Student Attitudes

This study analyses the impacts of the COVID-19 on teaching and learning at Fianarantsoa University (FU) in Madagascar. Interview questionnaires with 50 participants were carried out at the university concerned. Results demonstrate that FU took care of its students during the lockdown by introducing various measures to prevent the spread of COVID-19 within the university. Distance learning via Gmail and Facebook, where teachers send course files to the mail group, was only found in certain parts of the colleges. Gmail was implemented to complete unfinished exams to avoid the White year. Controversial arguments were uncovered due to the complete cessation of teaching at the end of the distance exams without introducing alternatives to continue academic activities, though there are still three unfinished academic years. This study recommends the regular use of 'Facebook' as a device to shift to online teaching and learning, mainly if incidents occur that lead to academic disruption, such as the COVID-19 pandemic, national epidemic, natural catastrophe or others. Facebook is the most used platform in Madagascar, with 3.05 million users in early 2022.
Integrating MOOCs into Traditional Higher Education Modules: A MOOC-Based Blend Framework
Author: de Lima Guedes, Karla K.
Date: 2022-00-00
Type: Journal Articles
Subjects: MOOCs,Higher Education,Instructional Design,Guidelines,College Faculty,Blended Learning,In Person Learning,Teaching Experience,Alignment (Education),Teaching Methods,Foreign Countries

Online learning platforms, such as MOOCs (Massive Open Online Courses), continue to expand, and some academics are taking advantage of these resources by integrating them into their teaching. The literature shows that there are many different ways that MOOCS are being blended into on-campus university teaching, and it would be helpful to have a framework that demonstrates the relationship between the in-person and MOOC curricula content, and the Blended Learning models used in practice. This study investigated how some UK academics are blending MOOCs into their in-person teaching and whether the blends used had any impact on course design. Semi-structured interviews were conducted with six participants with MOOC blending experience, and data were analysed using an inductive approach to Thematic Analysis. Results from this study generated an understanding of: (1) what parts of MOOCs lecturers are using and how these resources are being blended into their in-person courses; (2) what kind of impact a MOOC-based blend can have on a course design; and (3) the MOOC-based blend framework -- a framework to assess the extent to which readily available MOOCs are integrated into lecture-based university modules in terms of curricular alignment and types of blend.
University Learners&apos; Utilisation of Online Videos in a General Chemistry Course
Author: Adanira, Gülgün Afacan
Date: 2022-00-00
Type: Journal Articles
Subjects: Use Studies,Video Technology,Chemistry,Foreign Countries,Instructional Effectiveness,Multimedia Instruction,Student Attitudes,Student Behavior,Self Concept,Electronic Learning,Undergraduate Students

The effectiveness of course videos needs to be analysed, and in doing so, it is important to consider the utilisation behaviours and opinions of learners. In this regard, this study was primarily conducted to analyse Kyrgyz learners' utilisation of videos in a general chemistry course provided at the university level. This study was conducted during the 2019-2020 spring term at a state university in the Kyrgyz Republic and was structured using a mixed-method approach. The total number of participants was 105 Kyrgyz learners studying at the undergraduate level. Quantitative data were collected through an online survey, which consisted of demographic questions and items related to the utilisation of chemistry videos. Qualitative data were obtained through in-depth interviews with 13 learners. It was demonstrated through the data that learners used chemistry videos for 1-2 h per week. Also, the learners' utilisation did not change with regard to their success from watching the videos. Learners' utilisation of the chemistry videos was based on five factors: intrinsic motivation, self-concept of ability, self-perception of conscientiousness, video use and expectations of an online video library. This study also provided results regarding Kyrgyz learners' problems and suggestions related to their utilisation of the videos.
Play and Write: A Guided-Play Writing Workshop in a South African Classroom
Author: Paxton, Kirsty
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Play,Writing Instruction,Writing Workshops,Teaching Methods,Elementary School Students,Grade 5,Grade 6,Teacher Role

The author examines guided play among students in a South African classroom using a play-and-write workshop constructed by her and her students. She determines that the workshop displays the characteristics of playful learning, lies on the playful learning spectrum, and fits the criteria for guided play. She concludes that, given the benefits of playful learning and guided play in particular, teaching involving construction with the students and allowing student-directed activity can prove valuable and should be put to service where possible beyond kindergarten. She adds that these methods should be employed in conjunction with other educational goals in South Africa and elsewhere in the developing world to help mitigate such problems as underfunding and large class sizes.
Exploring Links between Parent-Child Playground Behavior and HEXACO Personality Traits
Author: Franklin-Luther, Prarthana
Date: 2022-00-00
Type: Journal Articles
Subjects: Personality Traits,Parents,Children,Parent Child Relationship,Child Behavior,Influences,Play,Foreign Countries

The authors investigate the personality traits of parents and children and their significant influence on the behavior of the other. Using the HEXACO model of personality, the authors examine the behavior of one hundred parent-child dyads on a playground to understand broader parent-child relationships. Their analyses reveal two opposed types of parental behavior (engaged parents versus unengaged parents) and child behavior (introverted cautious play versus autonomous energetic play) on the playground. The authors assert their study demonstrates that the personality traits of both parents and children as measured by the HEXACO model play a significant role in parental and child behaviors during play and in broader interactions.
Curricular and Co-Curricular Activities Associated with Organizational Values as Identified by Members of Men&apos;s College Social Fraternities
Author: Tull, Ashley
Date: 2022-00-00
Type: Journal Articles
Subjects: Extracurricular Activities,Social Values,Holistic Approach,Fraternities,Undergraduate Students,Curriculum,Student Development,Outcomes of Education

This study sought to examine curricular and co-curricular activities associated with organizational values and their contribution to a holistic development process for fraternity men. Few previous studies have focused on this relationship for social fraternities. 423 undergraduate fraternity members examined the identification of curricular and co-curricular activities that were associated with their fraternity's values. This study examined the espoused and enacted values that fraternity members associate with curricular and co-curricular activities. Values were examined using four universal themes (openness to change, self-transcendence, conservation, and self-enhancement). A discussion is included based on findings related to values and associated activities. Implications for greater emphasis on values development through curricular and co-curricular activities and recommendations for further research, particularly for the openness to change value type, are included.
Defining and Addressing Professional Burnout in Campus Activities
Author: De Sawal, Danielle M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Burnout,Student Personnel Services,Fatigue (Biology),Self Efficacy,Career Pathways,Employee Attitudes,Stress Variables,Negative Attitudes,Promotion (Occupational),Job Training

Professional burnout is a growing concern in campus activities units. We have collected several anecdotal reflections from student affairs professionals, which we share to illustrate how the dimensions of exhaustion, cynicism, and a lack of self-efficacy can show up in our daily work. We will provide suggestions reexamining organization structures and professional practices to combat feelings of burnout and establish new and innovative career pathways for campus activities professionals.
Modeling Student&apos;s Interest in Mathematics: Role of History of Mathematics, Peer-Assisted Learning, and Student&apos;s Perception
Author: Arthur, Yarhands Dissou
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Interests,Mathematics,History,Peer Teaching,Secondary School Students,Foreign Countries,Teacher Education,Learner Engagement,Mediation Theory

The research was to ascertain the mediating effect of students' perception in the relationship between the history of mathematics, peer-assisted learning, and students' interest in mathematics. The study was based on 394 students from four selected secondary schools in the Ashanti region of Ghana. The study was a survey, adopting a structured questionnaire as the research instrument. Structural equation modelling was estimated using Amos (v.23) software, to test the hypothesized paths. History of mathematics had no direct effect on students' perception towards mathematics, thereby, students' perception acted as a full mediating variable. Peer-assisted learning had a direct effect on students' perception towards mathematics, thereby, students' perception acted as a partial mediating variable. It is recommended to the Ghana Education Service and the Ministry of Education to inculcate the use of history mathematics, as part of the courses in training mathematics teachers.
Students&apos; Performance in the Scientific Skills during Secondary Education
Author: Ayuso Fernández, Gabriel Enrique
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary Education,Science Education,Inquiry,Foreign Countries,Problem Solving,Scientific Methodology,Science Experiments,Teacher Improvement,Skill Development,Learning Problems

One of the goals of secondary science education is to help students develop skills related to scientific inquiry. However, the results of previous studies have shown that students have difficulties in identifying problems, formulating hypotheses, drawing conclusions, and designing experiments. The main objective of this contribution is to indicate the situation in the southeast of Spain in this regard, comparing progress throughout secondary education. Four instruments were designed based on specific problematic situations in biology that were solved by 260 students from three different educational levels (12, 14, and 16 years old). The results show that high school students learn very little in terms of the development of the aforementioned skills and have difficulty understanding their meaning in the science texts used in the classroom. In this paper, some of the reasons that could explain this situation are analyzed and suggestions are made as to how the teaching of the desired skills could be improved.
Analysing the Thai to English Translations of Tourism Discursive Elements in the Tourism Authority of Thailand&apos;s English Webpages
Author: Chueasuai, Pasakara
Date: 2022-00-00
Type: Journal Articles
Subjects: Thai,English,Translation,Tourism,Web Sites,Foreign Countries,Advertising,Discourse Analysis,Language Usage,Syntax

With its tourism industry becoming the main source of income of the country, Thailand has put an emphasis on promoting tourist destinations to foreign tourists via different channels including online resources. The Tourism Authority of Thailand (TAT), a state agency in charge of tourism promotion, provides useful information of attractions in Thai and other languages on their webpages. This paper attempts to analyse the tourism discursive elements as posited by Durán Muñoz (2012) and Dann (1996) in the English version of the TAT webpages on Bangkok and to analyse how these components are translated. The study found few uses of the tourism language characteristic in the translated version as the result of the moderate uses of these constituents and the exclusion of certain Thai texts in the translation. The investigation also found that these linguistic tools are both literally translated and adapted. While the original meaning is preserved by literal translation, adaptation tends to heighten the tourism discourse quality in the translated text yet alters the original meaning.
Integration of Technology during the COVID-19 Pandemic: Experience, Challenges and Needs of Thai EFL Teachers
Author: Boonmoh, Atipat
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Teachers,Second Language Instruction,Technology Integration,COVID-19,Pandemics,Electronic Learning,Educational Technology,Teacher Attitudes,College Faculty,Teaching Skills,Pedagogical Content Knowledge,Technological Literacy,Teacher Student Relationship

COVID-19 has led to an abrupt change from traditional classrooms and face-to-face learning to emergency online learning. The outbreak of COVID-19 in Thailand in early 2021 forced school closures and increased online learning. Students were not given a choice but to study at home. This study reports on the experience and challenges of language teachers from Thai universities who taught in emergency online settings. It examined their needs for future professional development courses. An online survey was completed by 120 EFL teachers from 52 universities across Thailand. Of these, six also participated in an online semi-structured interview. The survey findings revealed that 108 teachers (90%) had never taught online previously. ZOOM and Google Meet were among the most popular virtual meeting platforms. Support from their universities, as reported in the survey, included providing basic information and communications technology (ICT) skills workshops (75.8%), and providing workshops on integrating technology into classrooms (51.7%). The main challenges relating to online learning are the absence of a physical setting and a lack of interaction between students and teachers. In terms of future professional development needs, the data indicated that most teachers do not need courses in fundamental ICT skills or courses that expose them to a range of online technology tools. They do, however, need additional approaches to enhance their online teaching abilities, as well as certain teaching techniques to enable them to apply their pedagogical expertise while using specific technological tools or applications with which they are familiar. On the basis of these findings, pedagogical implications are discussed.
The Effect of the Activity-Based Approach on Grade 11 Learners&apos; Performance in Solving Two-Dimensional Trigonometric Problems
Author: Maphutha, Kgaladi
Date: 2022-00-00
Type: Journal Articles
Subjects: Experiential Learning,Grade 11,Academic Achievement,Trigonometry,Cooperation,Personal Autonomy,Communication Skills,Thinking Skills,Problem Solving

The study explored the effect of the activity-based approach (ABA) on grade 11 learners' performance in solving two-dimensional (2D) trigonometric problems. A sequential explanatory design was used, starting with the quantitative, followed by the qualitative method. The experimental group (EG) and the control group (CG) were facilitated using ABA, while CG was taught using traditional teaching approach. A 2D trigonometry test was used as a pre- and posttest to measure learners' performance. EG's experiences of using ABA were captured through focus group interviews. The study findings reveal significant differences between EG and CG posttests [t(100)=0.3. 95; p=0.05] with Cohen d=0.79. Also, ABA did not segregate between boys and girls. Despite ABA being time-consuming, learners in EG developed collaborative skills, trigonometry vocabulary, the ability to solve trigonometric problems, and learning autonomy, which improved their performance. The study recommends ABA to improve learners' performance.
Intercultural Communicative Competence in EFL Setting: A Systematic Review
Author: Iswandari, Yuseva Ariyani
Date: 2022-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Competence,English (Second Language),Language Teachers,Preservice Teachers,Educational Research,Metacognition,Evaluation Methods,Training,Language Skills,Cultural Influences

Intercultural communicative competence (ICC) is a paramount issue in EFL teaching and learning. This paper intends to systematically review the existing research on EFL teachers' and pre-service teachers' intercultural communicative competence (ICC). The authors reviewed a total of 19 peer-reviewed studies on teachers' and pre-service teachers' intercultural communicative competence in EFL settings published in 2011 to 2021. The results revealed five major themes emerging from the studies, namely teachers' cognition (attitudes/ beliefs/ perceptions/ understanding) of (the implementation of) ICC, ICC assessment, teacher development of ICC, ICC training, and ICC-related factors. Drawing on the findings, the writers discuss topics that need further explorations.
Exploring the Role of Reflective Diaries as a Formative Assessment Strategy in Promoting Self-Regulated Learning among ESL Students
Author: Alabidi, Suzan
Date: 2022-08-00
Type: Journal Articles
Subjects: Student Journals,Formative Evaluation,Learning Strategies,English (Second Language),English Language Learners,Foreign Countries,Metacognition,Student Motivation,Grade 6,Middle School Students,Reflection,Student Attitudes

This qualitative study was conducted in a private school in Abu Dhabi, the United Arab Emirates, to explore the role of reflective diaries as a form of formative assessment in promoting self-regulated learning (SRL) among English as a Second Language learners. Specifically, the study aimed to discover the impact of reflective diaries on students' cognition and metacognition as well as the role they play in increasing students' motivation. Data were collected via semi-structured interviews with six students from grade six and reflective diaries from twenty students. Zimmerman's cyclic model of self-regulated learning and Vygotsky's Social Constructive theory were used as frameworks for understanding the role of reflective diaries in promoting self-regulated learning. Using a thematic analysis, two categories of themes emerged as research questions one: what is the effect of a reflective diary on students' cognition/epistemological beliefs? (comprehension of knowledge and utilization of knowledge); and two categories of themes emerged as research question two: what is the effect of a reflective diary on students' metacognition? (awareness of knowledge and regulation of cognition); one theme emerged as research question three: what is the role of reflective diaries in increasing students' motivation? (attending to feelings). The study identifies its limitations and recommendations for future research.
Adaptation of the Children&apos;s Perceived Academic Self-Efficacy Scale: Validity and Reliability Study
Author: Ozyeter, Neslihan Tugce
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Efficacy,Academic Achievement,Foreign Countries,Secondary School Students,Grade Point Average,Student Improvement,Translation

Academic self-efficacy, which is the belief that the student can achieve an academic task, has a highly strong impact on the academic performance of students. It is known that students with high academic self-efficacy show high academic performance, see the academic difficulties they encounter as areas of development and continue to strive for success. The review of the related literature has identified no scale whose validity and reliability analyses have been carried out by following the necessary scientific procedures that can be used to measure this quality for the 9-13 age group. Therefore, in the current study, an adaptation study of the scale developed by Jinks and Morgan into the Turkish language and culture was performed. The study group consisted of secondary school students, and the data were collected in two separate sessions. Upon completion of the adaptation-based translation of the scale, its degree of validity was calculated based on the linguistic, content, construct and criterion approaches and its degree of reliability was calculated by Cronbach Alpha and Composite Reliability coefficient. The findings show that the adapted scale can be used to obtain valid and reliable results for the 9-13 age group.