ethanporcaro/eric-fulltext-meta huggingface dataset:
Quality Indicators and Models for Online Learning Quality Assurance in Higher Education
Author: Hafeez, Muhammad
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Quality Assurance,Higher Education,Educational Quality,Models,Teacher Student Relationship,Active Learning,Feedback (Response),COVID-19,Pandemics

In the scenario of COVID-19, the online learning capacity has increased much more than the face to face or traditional learning. Due to the increased capacity of online learning in higher education, the quality of online learning has serious concerns. To achieve the minimum requirements of quality in online learning for sustainable development, it is important to review the quality assurance principles and strategies. A brief review of the literature was conducted to define the quality of online learning, presented some quality assurance indicators for online learning, and discussed some online learning models by selecting 27 published articles through inclusion and exclusion criteria for performing a systematic review of the literature. The review showed that learner-teacher interaction, learner's prompt feedback, learner's support service, applying appropriate media, tools for online learning, and planned documented technology application for the assurance of quality in online learning are important quality indicators. Some quality assurance models for online learning are also presented in this study for the implication of these models according to the learning requirement to ensure the online learning quality.
Assuring Quality in Online Learning
Author: Cheek, Dennis
Date: 2021-00-00
Type: Journal Articles
Subjects: Quality Assurance,Online Courses,Educational Quality,Higher Education,Measurement Techniques,Foreign Countries,Electronic Learning,Professional Associations,Teacher Competencies,Program Evaluation,Academic Achievement

The pervasive nature of online learning worldwide necessitates the creation, administration, and improvement of quality assurance mechanisms for higher education institutions. This article delineates a number of principles regarding features of high quality online learning systems and principles related to assessment of student learning, teacher quality measurements, and course and program evaluations. An overview of select world-leading online learning universities, leading standards for online learning systems, some important players providing services regarding online learning and quality assurance, and an extensive further reading list are provided.
The Effect of Gender and STEM/Non-STEM Disciplines on Remote Learning: A National Study of Undergraduates in Qatar
Author: Newsome, Mary L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,STEM Education,Intellectual Disciplines,Distance Education,Undergraduate Students,COVID-19,Pandemics,School Closing,Higher Education,In Person Learning,Online Courses,Blended Learning,Student Attitudes,Program Design,Student Evaluation,Student Behavior,Teacher Behavior,Educational Technology,Student Satisfaction

The sudden and prolonged disruption to learning caused by the COVID-19 pandemic has exposed the vulnerabilities of traditional higher education and revealed the need for a rapid transformation. Lessons from the pandemic have made it clear that the future of higher education will rely heavily on e-learning and the agility of institutions to seamlessly transition between face-to-face, blended/hybrid, and fully online learning. As institutions begin their post-pandemic planning, the online experiences of different groups of learners during the pandemic offer valuable insight into what is working and what isn't. Consequently, this study explored the effect of gender and discipline (STEM/non-STEM) on students' perceptions of (1) course design, (2) assessment, (3) student behavior, (4) instructor behavior, and (5) tools and technologies during forced online learning. Additionally, the researchers investigated the effect of gender and discipline on students' overall satisfaction with remote learning and explored the influence of students' perceptions on satisfaction. Study participants were 1,825 undergraduates at eight universities in Qatar. Using the QLT evaluation rubric, the researchers adapted a 27-item survey to measure students' perceptions of key aspects of quality online teaching and learning and to gauge overall satisfaction. Using a SEM approach, study results showed that (1) male students had more positive perceptions of instructor behavior, assessment, and tools and technologies compared to females, (2) males were more satisfied overall with their remote learning experiences, (3) students in STEM disciplines had significantly more negative perceptions of all the aspects of online learning explored in the study, (4) students in STEM disciplines were significantly less satisfied overall with remote learning, and (5) students' perceptions of tools and technologies, assessment, and course design most influenced their overall satisfaction. This study also considers the unique cultural context in Qatar when interpreting results, particularly in regards to women. These findings have important implications for faculty development and post-pandemic planning in higher education in general and the Gulf in particular.
A Systematic Review of Educational Suggestions on Generation Z in the Context of Distance Education
Author: Duzenli, Hülya
Date: 2021-00-00
Type: Journal Articles
Subjects: Age Groups,Generational Differences,Distance Education,Open Education,Student Motivation,Course Content,Educational Environment,Active Learning,Feedback (Response),Personal Autonomy,Social Sciences,Computer Science,Teaching Methods,Educational Technology,Technology Uses in Education

Gen Z stands out as a new age learner group in the context of open and distance learning. Research shows that Gen Z has different needs and expectations form their predecessors; therefore, new educational interventions are required. The purpose of this study is to examine the suggestions of the scientific articles on Gen Z to draw educational conclusions. This systematic review includes educational suggestions (n = 77) of 59 articles selected from search results on Scopus, Google Scholar and ULAKBIM. The suggestions were coded and themed. Then, percentage and frequency analyses were made with the codes obtained. The main categories that emerged were speed, motivation, content, learning environment and active learning. Highlights of these suggestion categories are: rapid delivery of student feedback under the speed category, job-oriented education under the motivation category, use of student-produced content under the content category, paying attention to updating and following the digital contents under the learning environment category, learning autonomy acquisition practices under the active learning category. These educational suggestions are thought to help researchers and educational specialists who try to understand the generational differences and especially the features of Gen Z.
Determination of Science Teaching Students Learning of Several Concepts of Radyoactivity Subject Taught with Emergency Remote Education and Students&apos; Opinions on Emergency Remote Education
Author: Dolu, Gamze
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Service Learning,School Closing,Distance Education,Student Attitudes,Science Instruction,Foreign Countries,Undergraduate Students,Nuclear Physics,Chemistry,Educational Technology,Scientific Concepts,Misconceptions

With the negative impact of COVID-19 on educational activities, face-to-face education was suspended at universities and distance education was replaced with it. The aim of this study is to determine whether the students learned some concepts related to the subject of &quot;radioactivity&quot; taught by emergency remote education (ERE) and to reveal the students' opinions on both ERE and teaching of this subject by ERE. To this end, a qualitative study was conducted by asking five open-ended questions (29) to the students studying in the 1st year of Science Teaching Department in a public university in the spring semester of the 2020-2021 academic years. The data were collected through an online questionnaire and were analysed by content analysis. According to the results; it was determined that the students mostly learned the concepts taught by ERE and although they mostly had positive-negative views about ERE (52%), they reported more positive opinions (79%) about the subject &quot;radioactivity&quot; taught by ERE. The results obtained from this study is considered to contribute to the literature in terms of revealing both the learning of some concepts related to the subject and students' feedbacks from a broad perspective.
The Influence of Policy Formulation Contextual Factors on Implementation: South African White Paper 7 as a Case in Point
Author: Tshimanika, Kabeya
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Formation,Program Implementation,Foreign Countries,Electronic Learning,Active Learning,Politics of Education,Technology Integration,Information Technology,Social Influences,Economic Climate,Public Policy,Discourse Analysis

Using a qualitative historical research approach, this paper examines the contextual influences, including the formulation motive and their possible impact on policy implementation, of the South African (SA) e-Education White Paper 7 (WP7). A critical discourse analysis (CDA) was conducted on the policy and data was collected through semi-structured interviews (SSI) with purposefully selected participants. Findings of the study reveal tacit contradictions and tensions depicting a policy in contradiction with itself, carrying the hallmark of a symbolic policy. That is, a policy characterised by lack of direction, contradictions in its motive of formulation, no dedicated resources for its implementation, distorted communication resulting from the validity tests, and lack of &quot;material consequences&quot; (Rivzi and Lingard, 2009, p.8). The circumstantial context (socioeconomic and political) of its formulation, dictated to by the prescripts of the negotiated political settlement (NPS), that ushered in the new democratic South Africa (SA), is found to have taken precedence. It further overshadowed critical analysis on the educational needs, which would have informed a better strategic integration of Information and Communication Technology (ICTs) in education. The circumstantial context resulted in a lack of a common goal between policy actors and interest groups. This, to the extent that the former thought of capitalising on the donations of the latter for their own political interests, while the latter saw in the formulation of such policy a way of imposing Government spending in favour of their businesses. These circumstances may have contributed to the policy's failure to reach its set textual objectives and goal by 2013.
Opinions and Suggestions of Classroom Teachers in Online Mathematics Education during the COVID-19 Pandemic
Author: Toptas, Veli
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Mathematics Teachers,Teacher Attitudes,COVID-19,Pandemics,In Person Learning,Teaching Methods,Phenomenology,Constructivism (Learning),Educational Change,Foreign Countries

This research was conducted to determine classroom teachers' positive and negative experiences, opinions, and suggestions regarding online education and mathematics teaching during COVID-19. A phenomenographic research method was used in the study to achieve this aim. The sample group of the study consisted of 14 classroom teachers. This research was conducted online using the semi-constructivist interview technique. In this study, the answers to &quot;How to teach mathematics with online education?&quot;, &quot;What are the positive and negative effects of online education on mathematics teaching?&quot; and &quot;What can teachers, students, and parents do with mathematics education in this process?&quot; were sought. It was observed that during the COVID-19 pandemic, classroom teachers entered a new process in online education and mathematics teaching. As a result of the study, it was determined that students had difficulties while studying mathematics. In addition, it was observed that classroom teachers make more effort to teach mathematics in online education than in face-to-face teaching. Classroom teachers also made various suggestions about successful mathematics education with online education to students and parents.
Prospective English Language Teachers&apos; Perceptions of Online and Face-to-Face Education on Knowledge, Skills, and Competencies
Author: Koban Koç, Didem
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Electronic Learning,In Person Learning,Preservice Teachers,Student Attitudes,Foreign Countries,Knowledge Level,Skill Development,Teacher Competencies

The present study, which was conducted during the COVID-19 pandemic, aims to investigate college students' opinions regarding online and face-to-face education. The study, which is based on an explanatory sequential mixed-method approach included quantitative and qualitative data. The data were collected from 85 prospective English language teachers enrolled in a teacher-training program at a government university in Turkey. They were ranged in age from 18 to 47. The participants responded to an online two-part questionnaire. In the first part, the participants provided socio-demographic information regarding their gender and age. In the second part, they stated their previous experiences about online education, how they accessed their courses, and their frequency of participation in the courses. Additionally, they expressed their opinions about the advantages and disadvantages of both online and face-to-face learning as well as the effects of both learning platforms on their educational knowledge, skills, and social competencies. A thematic analysis approach was also used in the form of semi-structured interviews to explain the quantitative results. Interviews were conducted with six participants. Descriptive statistics was used to analyze the quantitative data. According to the results, the participants favored online lessons because of their accessibility even after their regular scheduled time but disfavored the lessons due to the fact that they had to look at a screen for a long time, had technical problems such as Internet connection, insufficient interaction with the course instructor and classmates. Moreover, the participants reported that they benefited more from face-to-face learning than online learning in terms of gaining new knowledge, skills, and competencies. To solve the issues that arise in online education, they suggested prolonging the duration of the exams but shortening the duration of the lessons due to connection problems.
Psycho-Social and Educational Dimension of the COVID-19 Lockdown for Elementary School Students
Author: Taskiran, Ayse
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,COVID-19,Pandemics,Student Experience,Psychological Patterns,Anxiety,Social Life,Foreign Countries,School Closing,Electronic Learning,Well Being

The aim of this study is to investigate psycho-social status and online education experiences of elementary school students during COVID-19 lockdown process. Constructed as a mixed methods research, this study follows a sequential explanatory design. Quantitative data was gathered through snowball sampling technique by using The Screen for Child Anxiety Related Emotional Disorders (SCARED) Scale, and qualitative data was gathered through one-to-one interviews with volunteer participants. Descriptive statistics of the SCARED revealed the presence of an Anxiety Disorder in general. Separation Anxiety Disorder factor stood out among others with the highest score. Content analysis revealed that students were dissatisfied with the online education applications conducted during the lockdown. Based on the findings, implications related to the social and educational dimensions of the lockdown period for young learners were discussed. Suggestions for designing online educational applications that aim to meet target learners' age-specific needs and characteristics were made.
Does Innovativeness Matter in Technology Adoption? Addressing Pre-Service Teachers&apos; Intention to Use ITs
Author: Sahin, Ferhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Integration,Preservice Teachers,Student Attitudes,Social Influences,Anxiety,Resistance to Change,Personality Traits

This study aims to identify the factors influencing pre-service teachers' use of information technologies in educational settings and to validate a technology acceptance model that is extended by employing variables related to innovativeness. The data were collected from 1819 pre-service teachers studying in 12 different teacher education programs of a state university. For the analysis, PLS-SEM technique was employed. The results showed that the most influential construct on intention was the perceived usefulness, and the strongest relationship was found between social influence and perceived usefulness. In addition, the relationships between openness and the core technology acceptance constructs were found to be significant. These findings suggest that the openness to change trait is crucial for instructors and the opinions of people who are important to pre-service teachers and social pressure are the primary factors influencing their views in performance increase they can achieve by using technology. Accordingly, social norms, motivational-emotional factors and personality traits regarding innovativeness may have a vital role in technology adoption both theoretically and practically.
Designing during the Pandemic: Understanding Teachers&apos; Challenges in eTwinning Projects
Author: Delen, Ibrahim
Date: 2021-12-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Elementary School Teachers,Interdisciplinary Approach,Design,Grade 2,Grade 3,Student Projects,Teacher Attitudes,Foreign Countries,Educational Planning,Teacher Collaboration,Electronic Learning,Educational Technology,Interaction

eTwinning projects support teachers and students from different countries to engage with each other through online learning. In 2020, the world started to battle with the pandemic and this shifted educational practices from face to face to online learning. In this study, we tried to understand how the pandemic influenced the activity planning, design process, teacher connections, and in-class interactions from the teachers' viewpoint. To achieve this goal, we worked with a core group of eight elementary teachers who conducted eTwinning projects before and during the pandemic. These elementary teachers started developing eTwinning projects in 2019 by using a book designed to support interdisciplinary thinking with an emphasis on design with second grade students. When we examined the activities developed by these teachers, their emphasis on design and interdisciplinary connections continued during the pandemic with the same group of students when they were in third grade. While the mindset did not change for activity planning, the complete shift to online learning created several challenges for teachers. Teachers stated that their support for the design decreased during the pandemic and they were more comfortable with assisting their students in face-to-face classes. The pandemic also reduced the connections among teachers and supporting group work became a challenge. When these aspects were combined, students had to complete an individual design experience during the pandemic and this resulted in several students missing the interdisciplinary connections in their design products.
Dual Delivery Design Studios: Exploring Design Learning for Hybrid Cohorts
Author: Thompson, James
Date: 2021-12-00
Type: Journal Articles
Subjects: Design,Studio Art,Learning Activities,Teacher Attitudes,Distance Education,Teaching Methods,Higher Education,Online Courses,In Person Learning,COVID-19,Pandemics,Educational Change,Student Attitudes,Peer Relationship,Equal Education,Access to Education,Universities,Architectural Education,Foreign Countries,Delivery Systems,Blended Learning,Undergraduate Students

In the wake of 2020's move to remote learning and teaching, institutions of higher education began experimenting with approaches that combine face-to-face and online learning. This article reviews one learning and teaching group's development of guidance for &quot;dual delivery&quot; and reports on focus group conversations with staff coordinating dual delivery design studios. It highlights key considerations identified by the group--learner equity and access, cohort building, and staff and student perceptions--and reports on efforts to address these through the design and coordination of studio subjects. This marks the first known study exploring hybrid/dual delivery in the design studio context. Findings suggest that treating the hybrid split-cohort mode of 2021 as an amalgamation of online and blended learning approaches is to ignore its unique learning design challenges, and to underestimate the implications of dual delivery for studio teaching. In addition to specific strategies for the design of studio learning activities, teachers' &quot;on-the-ground&quot; reflections offer additional insights for studio coordination--on distributed, place-based learning; on peer-to-peer interaction around student work; and on approaching learning design on the premise of &quot;contingency&quot;. The article encourages testing of new pedagogic forms that can combine learning modes across space, and engagement with activities over time, in support of rich design learning for emerging hybrid cohorts.
Everyday Routines and Material Practices in the Design Studio: Why Informal Pedagogy Matters
Author: Corazzo, James
Date: 2021-12-00
Type: Journal Articles
Subjects: Design,Informal Education,Teaching Methods,Learning Activities,Distance Education,Peer Relationship,Self Concept,Student Attitudes,Pandemics,COVID-19,Studio Art,Student Projects,Creativity,Socialization,Maps,Space Utilization,Undergraduate Students,Proximity,Ethnography,Foreign Countries

This study aims to improve understanding of the design studio as a setting where formal and informal pedagogies intersect. We argue that the informal dimension of learning has an essential but under-acknowledged role in contributing to the development of design students. Our research focuses on students' everyday routines and their associated material practices in both a proximate studio setting (physical), -- such as making tea, speaking to peers, doing work -- and in a distance (online) setting. We frame these activities as &quot;informal pedagogy&quot; that supports design learning and the development of designerly identities. While this study focuses on students' accounts of their everyday use of the physical studio (pre-pandemic), it is augmented with students' accounts of distance design education (during the pandemic). The disruption to studio practices, and the subsequent use of alternative environments to learn design, provided an opportunity to reconsider everyday routines and material practices at both proximate and distance settings. Supported by the infrastructure of the physical studio, we identify five 'functions' of informal pedagogy and use this to observe how these functions operated in distance settings. To understand the intersection between formal and informal pedagogy, we argue that binary terms are unhelpful and instead argue for an axis that runs from formal to structured informal to unstructured informal to social.