ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Perception about the Use of an Educational Web Application during the COVID-19 Pandemic
Author: Salas-Rueda, Ricardo-Adán
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,COVID-19,Pandemics,Educational Technology,Distance Education,Mathematics Instruction,College Mathematics,College Faculty,College Students,Foreign Countries,Technology Uses in Education,Program Effectiveness,Student Satisfaction,Artificial Intelligence,Web Based Instruction

SARS-CoV-2 virus has caused universities to update their courses in the distance modality. The general aim of this mixed research was to build and analyse the use of a web application for the educational process about the t-test considering data science. In particular, the professor of the Teaching of Mathematics II course needed to update the school activities because of the new educational demands caused by the COVID-19 pandemic. To facilitate the educational process of math, this teacher decided to build a web application that presents the formulas and calculation of the mean, standard deviation and statistical error to understand the use of the t-test. This technological tool allows the personalisation of learning through the simulation of data. The participants were 42 students from a Mexican university. The results of machine learning indicated that the contents of the web application positively influenced the assimilation of knowledge, satisfaction during the learning process, development of mathematical skills and learning in the distance modality. The decision tree technique allows the construction of four (4) predictive models about the use of the web application for the educational process about the t-test. Finally, educators have the opportunity to improve the teaching-learning conditions during the SARSCoV-2 virus through the design and construction of web applications.
Tracer Study of 2017-2019 NAMCOL TVET Graduates
Author: Sichombe, Beatrice
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Employment Potential,College Graduates,Outcomes of Education,Education Work Relationship,Auto Mechanics,Welding,Metal Working,Plumbing,Office Occupations,Job Skills,Labor Market,Employment Patterns,Unemployment

This article focuses on the outcome of a tracer study of former NAMCOL TVET trainees who completed their training in 2017, 2018 and 2019 in the following trades: automotive mechanics, welding and metal fabrication, office administration and plumbing and pipe-fitting in terms of their employment profile, and opinions on the quality and effect of training they received in light of their employment experiences. The study adopted a mixed methods design, and it is based on Prosser's Theorems on vocational education. The study revealed that former trainees were well equipped with relevant knowledge and skills needed by the job market. However, the majority were unemployed, and among the employed, others were employed outside their specialisation. Furthermore, the study revealed some challenges that former trainees encountered while studying with NAMCOL, among others, inadequate equipment, lack of job attachment opportunities, financial constraints, and the delay of equipment and material supply. The study further made recommendations that could improve TVET quality and delivery at NAMCOL.
Introducing Interdisciplinary Curricula into Conservation Biology: Exploring Changes in Students&apos; Perceived Proenvironmental Attitudes and Behaviors
Author: Janes, Jasmine
Date: 2022-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Biology,Science Instruction,Conservation (Environment),Undergraduate Students,Student Attitudes,Program Effectiveness,Attitude Change,Knowledge Level,Foreign Countries,Consciousness Raising

Today, conserving the natural environment is paramount. Educators have been striving to develop pedagogical approaches that facilitate greater engagement in conservation behaviors. However, many of these reforms have been targeted at an institutional level, without necessarily testing whether changes in proenvironmental perceptions, attitudes, or behaviors occur for students. This step seems important when developing conservation biology courses that provide well-rounded education that may better prepare students for future challenges in biodiverse conservation contexts. Our objective was to assess the proenvironmental attitudes and conservation values of undergraduate students enrolled in an undergraduate conservation biology course before and after instruction to determine whether a multidisciplinary curriculum, in conjunction with traditional conservation biology content, would alter their perceptions. Students in both the control and intervention groups felt relatively neutral about a range of environmental and conservation topics. No statistical significance between curricula and impact on student perception was revealed. However, in the experimental course, shifts were found concerning students' understanding of the complexity of conservation. Results also highlight longstanding issues related to conservation education, such as a bias toward mammal conservation, and suggest that guest lectures are insufficient to bring about attitude change related to sustainability. Further research on incorporating cross-disciplinary pedagogy into STEM courses is recommended.
Improving Computer Programming Competency for First Semester Computer Science Students through Immersive Project-Based Learning
Author: Ubaidah, Ubaidah
Date: 2022-00-00
Type: Journal Articles
Subjects: Programming,Competence,Computer Science Education,College Freshmen,Student Projects,Active Learning,Curriculum Implementation,Student Satisfaction,Foreign Countries

The objective of this research is to describe the implementation of project-based learning (PJBL) in improving computer programming competency in a higher education setting. The method applied in this study is action research with a one-cycle framework with four phases of development: (a) planning, (b) action, (c) observing, and (d) reflection phases. This research tries to answer two questions: how to implement PJBL in a programming course to improve programming competency and how to ensure students' satisfaction in the learning process. The PJBL applied in this research consists of seven steps, including (a) a challenging problem or question; (b) sustained inquiry; (c) authenticity; (d) student voice &amp; choice; (e) reflection; (f) critique and revision; and (g) public product. We found that the PJBL implementation for the course, Introduction to Programming, supports the attainment of programming competence. We found that PJBL helps students retain programming knowledge and transfer the programming skills into real-life projects. The research also found that with the implementation of PJBL in Introduction to Programming, students' satisfaction with the learning experience increases. The result shows that PJBL is not only effective in improving computer programming competency, but also in increasing the student's engagement and passion for lifelong learning.
Improving a Culture of Knowledge Transfer in a School of Nursing
Author: Zanchetta, Margareth S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Transfer of Training,Nursing Education,Workshops,Program Implementation,Program Evaluation,Foreign Countries,College Students,College Faculty,Learner Engagement,Learning Activities,Knowledge Level,Student Attitudes,Teacher Attitudes,Attitude Change

Introduction: A series of 19 unfunded knowledge transfer hands-on workshops were implemented (2017-2019) and delivered by 22 facilitators from disciplines of nursing, business, communication, plastic arts, engineering, and community studies. The purpose of this paper is to report on the post-appraisal of the workshops' implementation; uncovering the attendees' new ideas and reflections on the content; and the process of expanding knowledge for practice. Methods: The qualitative program evaluation approach, using the standards of utility, feasibility, accuracy, and propriety of a given program, inspired the design of the immediate appraisal of the workshops delivered within a Canadian school of nursing located in a major urban center. Workshop participants (n = 267) included undergraduate and graduate nursing students, contract instructors, and nurses holding administrative positions. Results: Workshops with high attendance included: (a) Structuring Effective Teaching-Learning Encounters in Healthcare Education and Practice; (b) Cancer Pain; (c) Fetal Health Surveillance; and (d) Nurses as Educators in the Clinical Setting. Concerns were raised by the attendees' low attendance to the following workshops: (a) Mindfulness for Students; (b) Horizontal Violence; and (d) Self-Care for Nursing Students: Alleviating Anxiety. Workshops offered opportunities for attendees to reflect on content and process as related to their future incorporation of learned knowledge in their own education and practice. Conclusions: High engagement in hands-on exercises, spontaneous construction of context, and relaxed moments shared by the attendees indicate a promising culture of sharing and receiving knowledge. A culture of collective, pleasurable learning among attendees was effective in mobilizing powerful forms of nursing knowledge.
Compulsory Work-Integrated Learning: A Solution for Equity Degree Propositioning and Future Proofing
Author: Bracken, Liz
Date: 2022-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Required Courses,Job Placement,Job Skills,Employment Potential,Business Schools,Sustainability,Economically Disadvantaged,Social Discrimination,Equal Opportunities (Jobs),Accreditation (Institutions),Foreign Countries,COVID-19,Pandemics,Career Readiness

Work-integrated learning (WIL) placement is increasingly being prioritized in university course curricula as industry, students and government seek improved employability skills, work-ready graduates and stronger graduate employability outcomes. For disciplines such as business, without industry accreditation mandating WIL placement experiences WIL placement are typically non-compulsory and administered through competitive or self-selection approaches which favor higher grade point average (GPA) and socioeconomic status (SES) students at the expense of less advantaged students. Despite well-documented benefits to multiple stakeholders, business schools' reluctance to embrace compulsory WIL placement is underpinned by internal challenges of cost, supply, and implementation. The dynamics of business schools' future sustainability is under threat by market disruptions, pandemic induced income and enrolment losses, and performance driven funding. Potentially the introduction of compulsory WIL placement could decrease existing discriminatory WIL placement practices and enhance student equity while delivering a powerful value proposition to combat future sustainability challenges.
Enhancing Employment Outcomes for Psychology Graduates: Developing a Taxonomy of Work-Integrated Learning
Author: Neall, Annabelle M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,College Graduates,Employment Patterns,Outcomes of Education,Psychology,Work Experience Programs,Taxonomy,Career Readiness,Job Skills

Despite a growing demand for mental health/psychological support in the Australian community, there is a deficit of appropriately trained professionals, due in part to psychology graduates who are not afforded meaningful applied learning experiences during their degree. Systematic integration of authentic WIL into undergraduate psychology degrees may offset this lack of industry exposure, but such learning is scarcely implemented within current curricula. The proposed research sought to address this gap in the undergraduate curriculum by constructing a tangible framework of work-integrated learning (WIL) opportunities to enrich student education and preparedness for the workforce. Semi-structured interviews (n = 36) were conducted with four key stakeholder groups to elicit the current state of WIL in undergraduate psychology curricula and to generate industry specific WIL opportunities that will enhance the skillset and abilities of psychology undergraduates, heighten their psychological literacy, and endorse their transition to an increasingly diverse workforce.
Exploring Lecturers&apos; Perspectives on Inclusive Elementary School Mentoring Programs Based on University-School Collaborative Partnerships in Indonesia
Author: Rasmitadila
Date: 2022-00-00
Type: Journal Articles
Subjects: College School Cooperation,Mentors,Inclusion,Elementary Schools,Universities,Partnerships in Education,Foreign Countries,College Faculty,Teacher Attitudes

The purpose of this research was to explore lecturers' perspectives on the mentoring programs conducted by inclusive elementary schools based on university-school collaborative partnerships (USCP). The government has not fully addressed the problems faced in providing inclusive education in elementary schools in Indonesia. It is necessary to involve all parties, including universities, to help solve these problems. Universities should play an important role in the implementation of inclusive education through practical ventures such as continuous mentoring programs to enable positive outcomes in inclusive elementary school education. Data were collected using in-depth interviews with seven lecturers from universities in Indonesia that have teacher education faculties. The data were analyzed using thematic analysis. The results provided insight into three areas of interest, namely the forms of mentoring activities, collaboration with inclusive elementary schools and the benefits of mentoring. An inclusive elementary school mentoring program based on university-school collaborative partnership is one that should produce mutual benefits for both parties. Universities are seen to be in a position to help inclusive elementary schools solve problems and provide appropriate solutions so that the implementation of inclusive education in elementary schools can follow government regulations. The government as the policy maker can be actively involved in evaluating inclusive education programs so that more flexible regulations can be introduced.
Action-Research Approach: Building Capacity and Enhancing Work-Integrated Learning Curricula
Author: Young, Karen
Date: 2022-00-00
Type: Journal Articles
Subjects: Action Research,Capacity Building,Work Experience Programs,Career Education,Scaffolding (Teaching Technique),Employment Potential,Universities,Foreign Countries,Educational Strategies,Cultural Capital,Curriculum Development,STEM Education,Educational Change

This is the third of three articles investigating the renewal of a foundational work-integrated learning (WIL) subject offered by a faculty at an Australian university. This case study describes the project frame, the intended project deliverables, and the strategic outcomes relating to the renewal process. It reports on how the action-research project approach required the sharing of diverse expertise to enable subject reform and to also challenge and transform existing faculty-wide strategies and practices relating to career education. An accumulation of cultural capital enabled more than the re-design of the single subject, a vertical and horizontal scaffolding of Faculty-wide WIL curriculum enhancement began. The project outcomes demonstrate how a vision for a core STEM-centric foundation career education subject led to broader educational reform relating to student employability.
Creation of Innovative Teaching Spaces with Gamma Tutor: A Techno-Blended Model for Rural Mathematics Teaching
Author: Adelabu, Folake Modupe
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Mathematics Instruction,Educational Technology,Secondary School Mathematics,Student Teachers,Pedagogical Content Knowledge,Technological Literacy,Problem Solving,Technology Integration,Student Teacher Attitudes,Technology Uses in Education

Innovative techno-blended teaching methodologies are needed for 21st-century classrooms. This paper reports on the introduction of a techno-blended device for mathematics teaching in South African senior secondary classrooms. The research sample included 12 third-year mathematics education student teachers from a rural university. A qualitative case study design was employed. Participants were purposively selected. Data collection methods included non-participatory observation and in-depth individual interviews. The TPACK model and the Mathematical Knowledge for Teaching Framework guided the analysis of the data. The study found that the mathematics student teachers successfully implemented GammaTutor in their classrooms, thus demonstrating their proficiency and aptitude in utilising technology in the learning environment. The GammaTutor device also aided in teaching and learning mathematics by simplifying mathematical ideas for learners. Furthermore, it enabled the development of learner discourse as a crucial component for developing learners' problem-solving skills. Since the mathematics student teachers engaged the learners with a variety of mathematical exercises using the GammaTutor technology, the integration of GammaTutor in the mathematics classroom exhibited learner-centred provisioning. The study proposes a teaching model for creating innovative teaching spaces in rural schools in South Africa.
Changes in the Assessment of Work-Integrated Learning in Botswana for Vocational Education and Training Students as a Result of the COVID-19 Pandemic
Author: Hondonga, Jerald
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Vocational Education,Evaluation Methods,Experiential Learning,Work Experience Programs,Quality Assurance,Computer Assisted Testing,Documentation

The COVID-19 pandemic disrupted the continuity to Technical Vocational Education and Training (TVET) activities and work-integrated learning (WIL) assessments, thereby negatively affecting the progression of studies for many learners. Several institutions revisited their assessment methods and tools for WIL during such pandemics. This study investigated the assessment methods adopted by private TVET institutions in Botswana to assess WIL during the pandemic. This was a quantitative study which used online questionnaires to gather data. Purposive sampling was used to select research participants, amongst TVET lecturers and WIL coordinators in two private TVET colleges. Findings indicated that assessment of WIL practical skills online remains a challenge and most of the institutions attempted to continue with usual assessment practices.
Analyzing Ranking Strategies to Characterize Competition in the Co-Operative Education Job Market
Author: Chopra, Shivangi
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Education,Work Experience Programs,Job Placement,Competition,Undergraduate Students,Peer Evaluation,Algorithms,Employers,Evaluation Methods

Co-operative education is a form of work-integrated learning that includes academic study and paid work experience. This provides new learning opportunities for students and a talent pipeline for employers, but also requires participation in a competitive job market. This paper studies competition through a unique dataset from a large North American co-operative program, in which students and employers rank each other after a round of interviews, then a matching algorithm assigns students to jobs based on the ranks, and finally, they evaluate each other at the end of the work term. The results suggest that less experienced students and small employers are more strongly affected by competition and consider more options in their rankings, whereas senior students and large employers often only identify their top choice. Additionally, competition appears to affect satisfaction since students and employers give higher work term evaluations when matched with their top choice.
Clinical Placement Quality Survey-Student (CPQS-S): A Tool to Evaluate Allied Health Placement Quality
Author: Jones, Taryn
Date: 2022-00-00
Type: Journal Articles
Subjects: Clinical Experience,Student Placement,Allied Health Occupations Education,Student Attitudes,Educational Quality,Learning Experience,Best Practices,Surveys,Psychometrics,Factor Analysis,Construct Validity,Test Reliability,Educational Improvement,Graduate Students,Masters Programs,Speech Language Pathology,Physical Therapy,Nutrition,Dietetics,Foreign Countries

Driven by the need to understand placement quality indicators in action, the Clinical Placement Quality Survey--Student (CPQS-S) is a psychometrically robust survey designed to evaluate allied health students' perception of placement. The CPQS-S was developed and validity established through the consensus of an interprofessional expert panel (n = 9). To determine test-retest reliability and internal consistency, students (n = 39) completed the CPQS-S twice. Construct validity was then determined by factor analysis (n = 719). The factor analysis identified four discrete themes relating to the students' perception of what constitutes a quality clinical placement experience, furthermore, these quality indicators demonstrated excellent test-retest reliability. The CPQS-S is a valid and reliable tool for evaluating allied health students' perception of a quality clinical placement experience, underpinned by current best practice frameworks. The CPQS-S provides all stakeholders with an easily scalable and objective method for evaluating placement quality to engage in quality improvement processes.
Assessment of High School Students&apos; Learning and Development of Qualities and Competencies: A Case Study
Author: Hung, Tran Van
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Learning Processes,Academic Achievement,Grade 10,Competence,Formative Evaluation,Student Evaluation,Student Characteristics,Foreign Countries

This study aims to assess high school students' learning outcomes, their achievement of goals and fulfilling academic requirements and how the entire teaching and learning process takes place. The study, consisting of an experimental group and a control group was conducted for pre-test and post-test comparisons of the academic performance of 88 10th grade students. 44 students were selected as the experimental group that underwent a specific teaching strategy to monitor their development of qualities and competencies in one semester, and the remaining 44 students acted as the control group. The data collected after the tests were analyzed using SPSS software (V20). The results showed that the students in the experimental group had better academic results than those in the control group. The findings of this study have implications for policy, further research as well as approaches for the assessment of students' development of qualities and competencies in Vietnam.