ethanporcaro/eric-fulltext-meta huggingface dataset:
Timetracker Capabilities in Student Project Activities
Author: Sorokina, Olga A.
Date: 2021-01-00
Type: Journal Articles
Subjects: Time Management,College Students,Student Projects,Technology Uses in Education

The purpose of the work is to consider the possibilities of time trackers in the design activities of students. The article presents an analysis of modern time trackers that contribute to the selforganization of students to achieve educational goals. In the context of an increase in the share of independent training in universities and the expansion of distance learning, there is a need for students to master time management, which allows them to conduct activities most productively. Time management involves the use of electronic tools that promote the development of the discipline, self-organization and student planning for the rapid achievement of goals. The article discusses both trackers for large-scale professional activities, control and accounting of working hours, as well as simpler versions of trackers suitable for personal use by students. Time management ensures timely implementation of the project, allows you to evaluate the contribution of each student to the work, and adjust the activities of students. The use of time trackers in performing various tasks, including the implementation of projects, contributes to high-quality visualization of the number of hours spent on the task and, as a result, the development of discipline and self-organization of students.
Introspectiveness of Higher Education Students: Study and Development
Author: Rerke, Viktoriya I.
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Characteristics,Personality Traits,Student Development,Higher Education

The change in strategic guidelines in Russian education is associated with a revision of the goals of teaching and upbringing. However, the emphasis of reforms has shifted towards the formation of the required professional competences at this stage in the development of the education system of the Russian Federation. We think that it is possible to achieve the set goal of higher education through the development of the introspectiveness as a quality of the personality of students. The formation of the introspectiveness in a future specialist will have an effect on the successful mastery, expansion and transformation of social experience, as well as the internal plan of action. Thus, demonstrating the formed introspectiveness as a personality trait, the student is able to organize his educational activities independently, activities to cognize the surrounding reality and his inner world, as well as self-determine in various life situations, including the development of general cultural and professional competences. In this regard, the emphasis in the issue of developing the introspectiveness of students is made on specifying the conditions that must be created at a higher education institution for the manifestation and formation of this personality quality. The purpose of the article is to study the level of the introspectiveness of university students and develop psychological and pedagogical conditions that develop this personality quality. The leading techniques for the study of this problem were the following: Q-sort Technique; the technique for diagnostics of an individual measure of the introspectiveness degree. At the stage of the ascertaining experiment, the levels of the introspectiveness of university students were revealed. The results of the ascertaining experiment convincingly demonstrated the need to organize special work to develop the introspectiveness of students. The authors substantiated that the success of developing students' introspectiveness is ensured by the created psychological and pedagogical conditions. A model of developing the introspectiveness as a personality quality of a future professional has been developed and tested. The results of this study create opportunities for further development of the problem in the context of the organization of lectures in the learning process for students of different courses and types of specialization. The article is intended for psychologists, tutors, education managers.
Adjusting the &quot;L&quot; Statistic When Self-Transitions Are Excluded in Affect Dynamics
Author: Matayoshi, Jeffrey
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Student Adjustment,Statistics,Data Analysis,High School Students,Virtual Classrooms

Affect dynamics, the investigation of how student affect transitions from one state to another, is a popular area of research in adaptive learning environments. Recently, the commonly used transition metric &quot;L&quot; has come under critical examination when applied to data that exclude self-transitions (i.e., transitions where a student remains in the same affective state on consecutive observations); in this situation, recent work has shown that &quot;L&quot; potentially overestimates the significance of certain transitions. In order to deal with the unintended side effects of removing self-transitions, a solution was proposed that shifts the chance value of &quot;L&quot; from zero to a positive value that varies based on the number of affective states in the study. Although this treatment compensates for the aforementioned issues, it could lead to misinterpretation of the results due to the counterintuitive nonzero chance value. Motivated by these issues, in this work we study a modified version of the &quot;L&quot; statistic, which we refer to as &quot;L*&quot; , with an aim to shift the chance value back to zero when self-transitions are removed. We begin by studying the mathematical and statistical properties of &quot;L*,&quot; and we also compare these properties to those of the &quot;L&quot; statistic. After analyzing the theoretical attributes of &quot;L*,&quot; we then evaluate its performance when applied to data. In our first evaluation, we compute &quot;L*&quot; values on simulated sequences of affective states, where the base rates of the states vary from being uniform to highly non-uniform. The results provide evidence that the &quot;L*&quot; values at chance are not sensitive to unequal base rates, as the computed values from our experiments are centered closely around zero. Our second evaluation applies &quot;L*&quot; to actual student data generated from students working in a digital learning environment; in this case, the use of &quot;L*&quot; seemingly gives a more coherent picture in comparison to the values returned by the &quot;L&quot; statistic. Finally, along with these analyses, we also outline a recommended procedure for applying &quot;L*&quot; to sequences of affective states.
Organization of Virtual Interaction in the Context of the Coronavirus Pandemic
Author: Voronova, Elena M.
Date: 2021-01-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Electronic Learning,College Students,Student Attitudes

The organization of the educational process should be carried out taking into account the epidemiological situation and following the requirements that are due to quarantine measures. The leadership of vocational schools is looking for ways to conduct classes in a safe environment, assessing the potential risks for teachers and students. Higher schools implement the possibilities of electronic technologies as a factor in ensuring the safety of subjects of the educational process for communication between students and teachers at a distance. The purpose of the article is to review the experience of organizing virtual interaction between students and teachers within the framework of e-learning during the spread of coronavirus infection. The article reveals the possibilities of electronic technologies that allow communicating at a remote distance. The preparation of students in critical conditions is carried out using various electronic means that promote active interaction. The results of the study reflect the opinion of students of higher educational institutions about the use of virtual interaction tools. The results obtained using the Likert scale allow us to say that the majority of the respondents are active participants in virtual interaction and are ready to continue to communicate using the presented means despite the existing difficulties.
Practice-Oriented Technologies as a Means of Forming Students&apos; Communicative Competence
Author: Tatarnitseva, Svetlana N.
Date: 2021-01-00
Type: Journal Articles
Subjects: Communication Skills,Active Learning,Student Projects,Case Method (Teaching Technique),Skill Development,College Students,Instructional Effectiveness

One of the most important features of professional activity is the ability to build a dialogue, organize business communication. The possession of communicative competencies provides the student with the opportunity to quickly achieve their goals through the implementation of speech turnovers and constructions that comply with the principles and standards of speech etiquette, affecting the establishment and maintenance of the psychological climate in the process of interaction. The purpose of the article is to review the experience of forming communicative competencies with the help of practice-oriented technologies. Requirements for the formation of communicative competencies are reflected in regulatory documents. The competencies under consideration represent the student's ability to build productive professional interaction using various communication methods. We reveal the motivational, cognitive, and active components of communicative competencies, reflecting the desire for interpersonal communication and support for established interaction, the student's understanding of the value of communicative competencies in future professional activities, and the ability to organize effective cooperation. Practice-oriented technologies, including case studies and design, contribute to solving professional problems through group discussions and situation analysis. The study revealed the impact of practice-oriented technologies implemented in higher education institutions on the formation of students' communicative competence.
Pre-Service English Teachers&apos; Perceptions of Their Online Teaching Practice during Pandemic Times
Author: Aguilar-Cruz, Paola Julie
Date: 2021-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Second Language Instruction,Student Attitudes,Web Based Instruction,COVID-19,Pandemics,Game Based Learning,Curriculum Development,Foreign Countries,Technology Uses in Education

This paper investigates pre-service English teachers' perceptions on their online teaching practice during pandemic times, focusing on issues related to technology, materials development and gamification. Accordingly, a qualitative narrative research approach was implemented to deeply inquiry pre-service English teachers through interviews and artifacts. It is concluded that even though pre-service English teachers had to face different concerns related to their online teaching practice, such as students' lack of commitment, low motivation and connectivity issues because of the pandemic, still they were capable of understanding and reflecting upon their role as teachers and used technology and gamified activities to overcome their concerns.
The Main Types of Mental Information Processing: A Systematic Structural Method
Author: Elena, Tsupikova
Date: 2021-01-00
Type: Journal Articles
Subjects: Cognitive Processes,Information Theory,Semantics,Learning

The article describes the main types of mental information processing in the context of a systematic structural method. The author analyses the semantic theories of information. The author reviews the mechanisms of information processing and its qualitative properties. The article describes the mechanism of textual presupposition accommodation.
The Formation of Bachelors&apos; Digital Competencies at the University
Author: Tsarapkina, Julia M.
Date: 2021-01-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Motivation,Technological Literacy,Competency Based Education,Technology Uses in Education,Information Technology,Computer Software,Computer Mediated Communication,Knowledge Level,Electronic Learning

The development of modern information and communication technologies leads to the emergence of new requirements for the preparation of bachelors of higher educational institutions. These requirements justify the need for digital competencies. The process of their formation in the conditions of informatization of vocational education is of high importance. Digital competencies contribute to the creativity of thinking, an initiative in achieving goals, the formation of cognitive skills, including a focus on self-development and achieving high results, increasing the competitiveness of the bachelor in the labor market. The purpose of the article is to analyze the experience of the formation of digital competencies of bachelors by higher educational institutions. These competencies represent the ability and willingness to use electronic educational resources for educational and professional activities. Digital competencies are based on computer literacy and the independence of digital tools. Digital competencies reflect the use of digital teaching aids -- a set of methods and technologies used in digital didactics. New electronic tools were introduced into the educational process, which was used by students in carrying out professional activities. Electronic technologies were used as the main and additional educational materials in the organization of individual and group work.
Examination of Studies Aimed at Developing Map Skills in Secondary School Students: A Meta-Analysis
Author: Yalçinkaya, Elvan
Date: 2021-03-00
Type: Journal Articles
Subjects: Educational Research,Map Skills,Skill Development,Multiple Literacies,Secondary School Students,Academic Achievement,Geography Instruction,Social Studies,Correlation,Foreign Countries

In this study, it was aimed to determine the effect of map skills studies conducted for secondary school students on students' academic success and to synthesize research findings. For this purpose, the results of the experimental studies were analyzed in the research by meta-analysis method. Studies within the scope of the research were survey with the main keywords such as map, secondary school, map skill, map literacy and obtained from the database of the National Thesis Center of the Council of Higher Education. In the collection of data, the coding form prepared by the researchers in accordance with the inclusion criteria was used. As a result of the literature, 10 studies were reached on the subject, including 7 master's and 3 doctoral theses that meet the inclusion criteria. The studies were analyzed by transferring them to the CMA 3 (Comprehensive Meta-Analysis) program. In the data analysis, standard deviation, arithmetic mean and sample size values were used from the pretest-posttest measurements of the experimental and control group of the related studies. In the study, the effect size was calculated using the random effects model due to the fact that heterogeneity was observed among the studies included in the meta-analysis. The effect size of the study was interpreted according to Thalheimer and Cook (2002), and the effect size of the study was very broad, and the studies covered by the research had a positive effect on improving academic success. The results obtained in the study showed that studies aimed at improving map skills in the teaching process increased student success.
How Geogames Can Support Geographical Education?
Author: Adanali, Rukiye
Date: 2021-03-00
Type: Journal Articles
Subjects: Educational Games,Computer Games,Game Based Learning,Geographic Information Systems,Geography Instruction,Instructional Effectiveness,Handheld Devices,Skill Development,Thinking Skills,Spatial Ability,Map Skills,Inquiry,Learning Motivation,Cooperative Learning,Problem Solving,Elementary Secondary Education,Higher Education

Knowledge of geography is one of the main elements in solving problems such as urbanization, socio-economic inequalities, disease, migration, natural disasters. It is also seen that importance is given to the acquisition of geographical skills in educational programs. The spatial thinking skill that provides geospatial information is a geographic skill needed in the analysis and interpretation of place. Geographical inquiry skill focuses on solving a problem in line with certain research processes. Geographic information systems are the basic spatial technology used in the development of spatial thinking and geographic inquiry skills. These three elements are effective tools for solving real-life problems and have become even more important today with the development of location-based mobile applications. It is believed that Geogames from digital games can be an effective new teaching technology in learning these elements within the framework of motivational sources and learning needs in the learning environments of generation Z, which was born into digital technology. Geogames are mobile, location-based, and location- aware games for devices such as smartphones and tablets. In the literature, some types of geogame can also be classified as serious game or pervasive game. Geogame is separated from these games by its focus on solving a spatial problem with its stakeholders, mainly using GIS technology, and is closely related to the science of geography. This review is intended to question how Geogames can support geographical education. For this purpose, &quot;Youplaceit! Geocaching on the Moon,&quot; &quot;Neocartographer,&quot; &quot;Ingress,&quot; &quot;OriGami,&quot; &quot;SimCity,&quot; &quot;Project Lily Pad,&quot; &quot;Minecraft-Urban Planning,&quot; and &quot;FindeVielfalt Simulation&quot; geogame applications have been studied in terms of current learning outcomes and features. According to the results, these games can be used in the teaching of physical and human geography topics such as environmental education, urban planning, space geography, tourism geography; can be effective in teaching map skills, spatial thinking, and geographic inquiry skills; can increase collaborative work and motivation. It has been determined that there is a need for research that will provide concrete data in this new academic discipline, and some research questions have been put forward for geography educators and researchers.
Impact of Activity-Based Map Literacy Skills Teaching on Academic Achievement Levels of Secondary School Students in Kazakhstan
Author: Kaldybekova, Raziya
Date: 2021-03-00
Type: Journal Articles
Subjects: Map Skills,Multiple Literacies,Learning Activities,Geography Instruction,Instructional Effectiveness,Academic Achievement,Difficulty Level,Test Items,Scores,Secondary School Students,Grade 7,Early Adolescents,Foreign Countries

The aim of this research is to determine the impact of activity-based teaching on students' map literacy academic achievements in teaching secondary school seventh grade map skills subjects. The research was carried out in a semi-experimental design model with a pretest-posttest control group. The academic achievement test, consisting of a total of 12 items at three different difficulty levels, was used as a data collection tool in the study. The developed measurement tools were applied to 61 people from seventh grade students studying in thirteen different secondary schools located in Talgar district in Almaty region of Kazakhstan. Directional variance analysis (repeated measures) technique was used for repeated measurements on a single factor to solve the sub-problems of the study. According to the results of the research, easy, medium difficulty, difficult questions and total test scores of the experimental group students who applied the activity-based learning model and the control group students who applied the program-based learning were found to be similar according to the group variable. In contrast, easy, medium difficulty, difficult questions and total test scores related to map skill subjects of experimental group students and control group students were found to be significant in favor of experimental group according to the measurement variable and the common effect of group measurement factors. In other words, activity-based map skills teaching applied to the experimental group is more effective in increasing the academic success of secondary school seventh graders in map skills than program-based teaching applied to the control group. Accordingly, it is recommended that secondary school students acquire map skills while enriching these skills with activities.
Integrating Geography Skills in the Middle Grades: Instructional Change in South Carolina, USA
Author: Mewborne, Michael
Date: 2021-03-00
Type: Journal Articles
Subjects: Geography Instruction,Geographic Concepts,Skill Development,Social Studies,State Standards,Curriculum Development,Curriculum Implementation,Barriers,Coordinators,Teacher Attitudes,Grade 3,Grade 7,Grade 9

In 2019, the State of South Carolina (USA) adopted new social studies standards with an emphasis on disciplinary skills in addition to content throughout the social studies areas of history, geography, civics, and economics. These skills were introduced for all grades, kindergarten through grade 12. Geography courses were added in grades 3 and 7. The standards specify and deconstruct six geography skills to be taught in these classrooms. These skills include Mapping; Models and Representations; Gather Evidence and Communicate Findings; Conditions, Connections, and Regions; Scale; and Distribution and Pattern. Social studies coordinators at the school district level were interviewed on the successes and obstacles teachers are experiencing, and on what future actions were being considered to address these skills in teaching.
Development Model for Environment-Based Learning to Improve Junior High School Students&apos; Geographical Skills
Author: Hamid, Nur
Date: 2021-00-00
Type: Journal Articles
Subjects: Junior High School Students,Early Adolescents,Grade 7,Geography Instruction,Instructional Effectiveness,Teaching Methods,Situated Learning,Problem Based Learning,Social Environment,Natural Resources,Critical Thinking,Skill Development,Conservation (Environment),Foreign Countries

In this study, an obstacle unlikely faced by teachers is the lack of innovation in the learning model employed. The teachers are still being the center of learning resources so that they are made to correct the perception by creating a learning model that students prefer. This study aims to provide a new design in environment-based-learning (EBL) to improve geographical skills and to encourage students to think critically, innovatively and to come up with solutions. This research was development study of environment-based-learning in geography teaching. Learning media used covered syllabus, lesson plans, student modules and EBL teaching materials. Samples consisted of 32 students aged 13- 14 years who were purposively selected. Data collection techniques were a compilation of observation, interviews, questionnaires documentation, and test. Data were analyzed from the syllabus, study plan, and student module validation along with instructional media, teacher and student response questionnaire, teacher and student interviews, student observation sheets, and students' learning outcomes. EBL model design consisted of 5 steps, encountering the problem, problem analysis, discovery and reporting, presentation, and review and evaluation. The students' learning outcome that asses by a test base on geographical skill indicator revealed that students' geographical skills increase. The indication are the students able on thinking critically about changes taken place in their environment, so they could present environmentally friendly measures. Besides, students preferred the new design of EBL as they were welcomed to think in a critical, innovative, and solvable way of solving problems in their environment to improve their geographical skills. Those provided students a belief in loving geography education from an early age.