ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Exergame Education on Balance in Children
Author: Demir, Abdurrahman
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Game Based Learning,Exercise,Psychomotor Skills,Motor Development,Children,Foreign Countries,Secondary School Students,Training Methods,Video Games

The purpose of this study was to investigate the effects of exergame training which can be conducted on stable floor; at school with smart board and at home with TV screen, on students' balance improvement. 53 students with age average of 10,25[plus or minus]0.504 were voluntarily participated to this research. In this experimental research, pretest-posttest with control group model was used as a testing model. Participant students were divided into exergame group and control group by using random sampling method. While balance training with 'nintendo wii' game console was applied to exergame group three days a week during eight weeks, control group didn't take any application. For both of the groups, pretest-posttest was evaluated through static balance measurement with 'balance error scoring system (BESS)' and dynamic balance with 'techno-body measuring device'. Furthermore, development level between these two groups was observed. Pretest results comparison was conducted with unpaired t-test. In the analysis of development level between groups, for pretest-posttest values repetitive measurement, two-way anova analysis was used. In pretest measurements, It was not observed any difference between control and exergames applied groups dynamic and static balance ability (p&gt;,05).By the way, in static and dynamic posttest measurement, It was observed significant differences between groups in favor of exergame group (p&lt;,05). In this study, It was considered that balance training with exergame dramatically improves both static and dynamic balance abilities. As a result, It can be suggested that exergame should be used for improving the balance in children as an alternative training method both in the schools and houses.
Colores de Latinoamérica: Teaching Latin American Art in London (Ontario, Canada)
Author: Robin, Alena
Date: 2020-06-11
Type: Journal Articles
Subjects: Latin Americans,Art Education,Teaching Methods,Experiential Learning,Essays,Second Language Learning,Latin American Culture,College Faculty,Course Descriptions,Exhibits,Museums,Spanish,Language of Instruction,Interdisciplinary Approach,Second Language Instruction,Foreign Countries,Active Learning,Undergraduate Students

This article is a reflection as a teaching scholar of Latin American art in London, Ontario, a city, as many others in Canada, where there is no major Latin American collection for students to visit. The experiences narrated are related to a specific course taught in the Fall of 2016 at Western University and to two exhibitions that took place during that time in London, &quot;TransAMERICAS: A Sign, a Situation, a Concept&quot; at Museum London and &quot;Mountains &amp; Rivers Without End&quot; at the Artlab Gallery of the John Labatt Visual Arts Centre at Western University. It is furthermore informed by the experience of teaching Latin American visual culture to non-art history students in Spanish for many years. This essay dialogues with practices of active and experiential learning, specifically for language learners. It offers the voices and insights of the students, detailing how the exhibitions were perceived and experienced by them, through their written essays and in-class discussions.
Knowledge on Mole Concept: The Structure of Memory Network
Author: Ramesh, Adlin Premla Vincent
Date: 2020-07-00
Type: Journal Articles
Subjects: Scientific Concepts,Chemistry,Brain,Cognitive Structures,Memory,Science Teachers,Secondary School Students,Science Instruction,Secondary School Science,Foreign Countries

Over the past few decades, researchers have focused on the lack of conceptual understanding of mole concept because it is considered to be difficult for students globally. Due to its abstract and mathematical nature, chemistry teachers tend to use algorithmic teaching strategies to provide learning experiences for students, resulting in superficial understanding of the concept. Past researchers have focused more on teaching strategies and learning experiences in the classroom for the topic but relatively less on students' mental processes. The knowledge embedded in the mind of learners is the result of the learning experiences they are subjected to by their teachers. The objective of this study is to investigate how knowledge on mole concept is organised in the brain of learners using the Connectivity Model of Semantic Processing (CMSP). This theory explains that knowledge is structured in the form of memory networks in the brain, either in the form of hierarchical memory network (HMN) or interconnected memory network (IMN). The mind maps generated by research participants on this concept were analysed based on CMSP as the representation of their memory networks. Then it was compared with their learning experiences in the classroom. The findings show that those who had IMN were able to inter-relate concepts as they were given more emphasis on thinking process during the lesson and the concepts were taught simultaneously. On the contrary, those who learnt one concept after another, separately, had HMN and were not able to relate concepts.
Evaluation of 2017 Information Technology and Software Course Curriculum According to Teachers&apos; Views: The Case of Eskisehir
Author: Gündüz, Gülten Feryal
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Technology,Computer Software,Curriculum Evaluation,Teacher Attitudes,Foreign Countries,National Standards,Middle School Teachers,Grade 5,Grade 6,Academic Standards

The purpose of the study designed with the concurrent transformative design of the mixed method is to evaluate the 2017 secondary school ITS [Information Technologies and Software] course curriculum based on the Provus' Discrepancy model approach. The participants consists of 39 ITS teachers who have worked in 2018-2019 academic year in public secondary schools in central districts of Eskisehir. The quantitative data were collected with &quot;2017 ITS Curriculum Evaluation Teacher Scale&quot;, while the qualitative data were collected through a semi-structured interview form. Findings reveal that teachers' opinions about the curriculum in general and input, process and product stages are generally positive. The least positively mentioned opinions about the input stage are that the course materials were up-to-date and the learning activities are suitable for students with different learning styles. Teachers state that the most difference between the standards and the performance regarding process stage is the time allocated to the teaching of all units, while in the product stage, the most negatively mentioned opinions are about the competencies identified in the framework of the Turkish National Qualifications. The most positive opinions regarding input stage are that the curriculum's acquisitions are related to the subject area, in accordance with class level and clear and comprehensible; process stage is that the methods and techniques ensure the active participation of students; and product stage is that the basic skills and competencies mostly related to the use of IT. Findings also reveal that teachers' opinions do not differ according to their gender, department of graduation and participation of VIT [voluntary in-service training].
The Art of Imitation: How to Use Outlines to Teach Rhetorical Prosody and Structure
Author: Schaefer, Vance
Date: 2020-00-00
Type: Journal Articles
Subjects: Imitation,Intonation,Suprasegmentals,Grammar,Second Language Learning,Second Language Instruction,English (Second Language),Speech Communication,Phonology,Pronunciation,Language Rhythm,Academic Language,Writing (Composition),Punctuation,Writing Instruction,Teaching Methods,Language Teachers,High School Students,College Students,Rhetoric

Nonnative speakers of a language are often at a disadvantage in producing extended speech, as they have differing native (L1) phonological systems and rhetorical traditions or little experience in giving talks. Prosody in the form of stress, rhythm, and intonation is a difficult but crucial area needed to master extended speech because prosody interacts with structure to play a key role in conveying meaning (i.e., intelligibility) and easing understanding (i.e., comprehensibility). However, second-language (L2) speakers of English might not effectively produce this rhetorical prosody. While the mechanics of academic writing and grammar are taught to L2 English learners, the rhetorical elements of prosody do not appear to be commonly taught. This article serves as a primer for practitioners of English as a second or foreign language (ESL/EFL), describing how to use outlines as an effective technique to teach rhetorical prosody and structure to learners at the level of high school, university, and beyond.
Bilingualism and Biliteracy for All: Celebrating Our Linguistic Strengths
Author: Lü, Chan
Date: 2020-00-00
Type: Journal Articles
Subjects: Bilingualism,Literacy,Multilingualism,English (Second Language),Second Language Learning,Disadvantaged,Cognitive Development,Educational Trends,Democracy,United States History,Family Environment,Monolingualism,Language Usage,Metalinguistics,Phonological Awareness,Native Language,Spanish,Phonemes,Educational Games,Children,Parent Child Relationship,School Policy,Teaching Methods

About one-third of children under age 8 in the United States have at least one parent who speaks a language other than English at home. And as of 2016, 9.6 percent of all U.S. public school students were identified as English language learners. It is obvious that the American student population is becoming increasingly multilingual. This trend is often widely celebrated in other countries. But as scholars who have focused on an array of issues related to borders and democracy have noted, the United States has a complex history with bilingualism. In this article, the author addresses the following questions that relate to school policies and teaching practices: (1) Do bilingual children suffer from cognitive and linguistic disadvantages, or do they enjoy advantages unavailable to monolingual speakers? (2) Is it detrimental to learning English at school if a child speaks, reads, and writes in a different language at home? (3) What are some of the strategies teachers can use to help bilingual students and families? While across-the-board answers are impossible, the author briefly summarizes relevant studies and connects them with the U.S. school context. In the end, suggestions are offered for classroom teachers.
Is English Salvific? Myth-Busting &quot;God&apos;s Language&quot;
Author: Harries, Jim
Date: 2020-06-00
Type: Journal Articles
Subjects: Language Variation,Second Language Learning,Second Language Instruction,English (Second Language),Native Speakers,Standard Spoken Usage,Foreign Policy,Language Role,Biblical Literature,Religious Factors,Language Attitudes,Global Approach,Student Attitudes,Language Planning,Christianity,Language Usage,Language of Instruction,African Languages,Foreign Countries

From intercultural experience, and following scholarly analysis, this article blows the whistle on the supposed advantages of the development of diverse &quot;World Englishes.&quot; While native-speaker English is rooted in biblical faith, global Englishes may not represent either good theology, or good sense. The ongoing popularity of native-speaker English as standard amongst Englishes reflects the inadequacy of prior understandings that all languages are neutral, equally functional, and extra-contextual. Native-agency of colonised people historically having raised English's profile, does not excuse the West from responsibility for subsidising its language globally. English nowadays spreads in a supposedly secular world &quot;as if&quot; it is itself divine, displacing the Gospel of Jesus from its rightful ascendance.
Building Knowledge: What an Elementary School Curriculum Should Do
Author: Wexler, Natalie
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Curriculum,Role of Education,Low Achievement,Scores,Achievement Gap,Vocabulary Development,Disadvantaged,Low Income Students,At Risk Students,Family Environment,Learning Processes,Short Term Memory,Schemata (Cognition),Poverty

Despite billions of dollars and massive efforts on the part of thousands of highly dedicated and intelligent people over the past 25 years, the size of the test-score gap between the wealthiest and the poorest students has not changed. These problems do not end at high school. Studies suggest that students with low test scores are less likely to pursue higher education, obtain and keep jobs, provide for their families, exercise their civic rights and responsibilities, and lead fulfilling lives. Education is supposed to enable everyone to do those things. It represents the best hope for breaking the cycle of multigenerational poverty. [This article is an excerpt from the author's book, &quot;The Knowledge Gap: The Hidden Cause of America's Broken Education System--and How to Fix It.&quot;]
Culture, Identity and Learning: A Mediation Model in the Context of Blogging in Teacher Education
Author: Biberman-Shalev, Liat
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Cross Cultural Studies,Self Concept,Correlation,Cultural Influences,Learning Processes,Foreign Countries,Teacher Education Programs,Models,Management Systems,Independent Study,Cooperative Learning,Graduate Students,Undergraduate Students,Student Teachers,Student Teacher Attitudes

National culture has been an influential framework for comparative and international research. However, current theories suggest that people and societies are rather more complex constructs than their cultural layer. This work is based on a previous study in which, when students from Spain were compared to German students, the former showed higher levels of identity with their blogs and learning impact. The current study is a step forward as it presents the differences in identity and learning impact in blogging between Spanish and Israeli student teachers and offers a mediation model in which the relationship between culture and learning is mediated by the identity factor. The results show that Spanish student teachers feel more identified with their blogs and thus perceive a greater learning impact. Accordingly, this work suggests that blogging could act as learning spaces that may raise students' identity with their learning products and their self-perceived learning impact.
Design of a Chatbot as a Distance Learning Assistant
Author: Tamayo, Pedro Antonio
Date: 2020-00-00
Type: Journal Articles
Subjects: Design,Computer Mediated Communication,Educational Technology,Distance Education,Robotics,Electronic Learning,Artificial Intelligence,Technology Uses in Education,College Students,Introductory Courses,Economics Education,Foreign Countries

Within the process of progressive digitization of materials and tools for teaching and distance learning of a subject of introduction to Microeconomics (quarterly, in year three of the Degree in Social Work), taught by the authors at the National University of Distance Education (UNED), a virtual assistant in the form of &quot;chatbot,&quot; or conversational robot, called EconBot, has been designed and made available to students from 2017. This paper presents the reasons that led to its adoption, the process of its development, differentiating two phases, its characteristics and functions, the assessment of its usefulness and the role of teachers in the implementation of this type of technological innovation.
Digital Technologies for Learning at Allama Iqbal Open University (AIOU): Investigating Needs and Challenges
Author: Noreen, Sidra
Date: 2020-00-00
Type: Journal Articles
Subjects: Open Universities,Distance Education,Foreign Countries,Student Attitudes,Program Implementation,Barriers,Access to Education,Graduate Students,Educational Needs,Teacher Education,Workshops,Computer Assisted Testing,Electronic Learning,Expertise,Instructional Materials,Internet,Costs

The present study investigated the need of digital technologies for the distance learners of AIOU (Allama Iqbal Open University), and the challenges in its implementation. Within mixed-method approach, an explanatory sequential design was employed to conduct this study. Quantitative data was collected through questionnaires from 963 students to find out the needs for digital technologies. Later 3 administrators and 1 library in-charge were interviewed to find out the challenges in its implementation. Quantitative data was analyzed using descriptive statistics. For qualitative data analysis, inductive analysis was done. Most of the students said that digital technologies were needed for increasing accessibility and flexibility of learning. The challenges for its implementation were in the requirement of diverse online learning resources, access, cost and lack of expertise. The paper recommended that there should be provision of portable devices to students with Wi-Fi, and guidance about its use. Annual need-assessment system was also suggested.
Developing a Framework for Managing the Quality Use of Podcasts in Open Distance and E-Learning Environments
Author: Makina, Antonia
Date: 2020-00-00
Type: Journal Articles
Subjects: Nonprint Media,Distance Education,Electronic Learning,Higher Education,Open Education,Educational Quality,Educational Technology,Instructional Materials,Guidelines

The integration of podcasts in an open distance e-learning environment can play a crucial role in reducing transactional distance through providing quality educational opportunities and access to information through any digital devise. However, technology does not improve teaching, unless if there is a well-conceived educational process taking place. The question therefore is how lecturers can be guided towards the quality use of podcasts in order to achieve most of the learning objectives. Therefore, this paper aims to design and develop a framework that manages the quality use of podcasts for teaching and learning in ODeL environments. Using literature review, a developmental qualitative research design was used to develop a framework. McGarr's (2009) and the revised Bloom's taxonomy (Anderson et al., 2001) were used as domain specific guiders in the development of the framework. Results provided a framework to guide academic developers, learning technologists and course designers interested in quality in online environments.
Faculty Members&apos; Lived Experiences with Choosing Open Educational Resources
Author: Martin, Troy
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Open Educational Resources,Research Universities,Adoption (Ideas),Cost Effectiveness,Teacher Motivation,Barriers,Sustainability,Knowledge Level,Teacher Developed Materials,Textbook Content,Selection Criteria,Media Adaptation,Copyrights,Time Management,Financial Support,Online Searching

The cost of textbooks has continued to increase with significant financial effects on students in higher education. Although many faculty express a desire and willingness to adopt and create open textbooks (and OER generally), few actually do. To better understand this gap between attitudes and practices, this phenomenological study builds upon the findings of a survey of faculty members at a large, nationally-ranked, high-research-activity university in the U.S. and uses in-depth interviews to understand faculty members' lived experiences with OER adoption and creation. Results indicated that though faculty might be motivated to use and create OER to reduce cost and improve pedagogy, they are regularly stymied by quality considerations, copyright fears, technical difficulties, and sustainability concerns. We explore each of these issues in some depth and provide discussion and suggestions on how similar institutions (e.g., high-research-activity) should respond to help support OER adoption and creation.
Open Education Faculty and Distance Education Students&apos; Dropout Reasons: The Case of a Turkish State University
Author: Gündüz, Münevver
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,College Students,Student Attitudes,Distance Education,Dropouts,Educational Technology,Tuition,Fees,Teaching Methods,Textbooks,Tests,Occupational Aspiration,Academic Failure,Probability,Environmental Influences,Foreign Countries,Student Characteristics,Institutional Characteristics

This study aimed to investigate open education faculty and distance education students' dropout reasons. By implementing the use of a case study as a qualitative research method, this study investigated why students dropped out for their distance education programs. The study group was composed of 25 students who had dropped out of distance education and open education faculty programmes. The study group was formed by using a stratified random sampling method. The research included a data collection tool based on a semi-structured interview form that was generated on the basis of interviews with experts and an evaluation of theories, models, and studies concerning dropout. The data from the interviews were analyzed through content analysis and involved distinguishing between codes, categories, and themes. This study found the following main factors as responsible for students dropping out of these programmes: students' difficulty in paying the tuition fees, their maladjustment to the form of education offered on the Internet, their need for printed books, and technical problems encountered in examinations. Students' lack of personal career objectives and their worries about failure were also among the most important factors that increased the possibility of dropping out. Additional reasons for dropping out included issues related to environmental circumstances and conditions as well as individual responsibilities. In conclusion, it was found that programmes and other environmental factors were influential in instances of dropout.
Opening Futures for Nigerian Education -- Integrating Educational Technologies with Indigenous Knowledge and Practices
Author: Adeyeye, Biliamin Adekunle
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Trends,Futures (of Society),Educational Technology,Indigenous Knowledge,Foreign Countries,African Culture,Postcolonialism,Open Education,Distance Education,Open Educational Resources,Access to Education,Social Values,Sustainable Development,Higher Education,Integrated Curriculum

This paper highlights some key historical perspectives and antecedents of African Indigenous knowledge (AIK) and practices while identifying 'open' futures and opportunities for the application of digital technologies for educational opportunities that build on this cultural base. The role and negative impact of colonialism in the under-development of AIK is examined in this context together with the impact of post-colonial and contemporary corruption in further undermining the value of Indigenous knowledge systems. Two key concepts are identified as a counterpoint to this: the &quot;resilience&quot; of AIK and 'local wisdom' and the &quot;openness&quot; underpinning much of the ongoing digital revolution. This natural alignment can help guide the integration of Indigenous-based knowledge and practices and the deployment of open and distance learning in the re-birth of African Indigenous Knowledge Systems (AIKS). Openness is a pivotal concept here for it is integral to both the architecture of the Web and in its ongoing evolution. Given the identified opportunities associated with digital technology, and despite the challenges, it is argued that there is an unequivocal need for AIKS to explore the advantages of open education resources and practices in promoting this rebirth that is also consistent with modern science and technologies in Africa and beyond.