ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors Contributing to Poor Learner Performance in Mathematics: A Case of Selected Schools in Mpumalanga Province, South Africa
Author: Mabena, Nomsa
Date: 2021-00-00
Type: Journal Articles
Subjects: Performance Factors,Mathematics Achievement,Low Achievement,Barriers,Grade 9,Student Attitudes,Student Characteristics,Language of Instruction,Teacher Characteristics,Pedagogical Content Knowledge,Knowledge Level,Teacher Motivation,Developing Nations,Foreign Countries

Learners' mathematics performance globally and locally has been a major concern. Learners are generally not performing well in mathematics. This is also true of learners in Kwagga West Circuit, Nkangala district in Mpumalanga province of South Africa. Performing badly in the subject negatively affects them, preventing them from progressing to the next grades. This research employed a qualitative case study design with observation and semi-structured interviews with a sample of three school management team (SMT) members, six teachers, nine learners, and three parent component members of the school governing body (SGB) to determine factors affecting learner performance in mathematics in the senior phase. The results showed that numerous factors influenced learners' confidence and performance. The factors found to have an impact on mathematics performance were learner related, such as ill-discipline, language barriers and learner attitudes. Teachers' factors included lack of pedagogical content knowledge and skill, and lack of appropriate professional training. Finally, the study offers suggestions for further research and recommendations regarding learners, teachers, schools, school management teams, the parents, as well as for the national education ministry.
Teachers&apos; Views on Student Misbehaviors during Online Courses
Author: Akkas Baysal, Emine
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Behavior,Behavior Problems,Online Courses,Distance Education,Videoconferencing,Computer Mediated Communication,Classroom Techniques,Elementary Secondary Education

Student misbehaviors in the classroom both disrupt students' attention and affect negatively teaching and learning process. With the increase of online courses after Covid-19 pandemic, the type of student misbehaviors changed a lot. The aim of research was to examine student misbehaviors encountered during online courses, to identify the most common and disruptive student misbehaviors from teachers' perspective and to put forth teachers' suggestions about proper behaviors. The research was a phenomenological study. Data were gathered from 71 teachers teaching different courses and working at various levels. For data collection, a semi-structured interview form developed by the researchers was used. It was assessed through descriptive analysis. According to findings, a list containing 27 different student misbehaviors was generated. Results showed that the most common misbehaviors were indifference to course, not attending course, turning off webcam and slanging. The most disruptive misbehaviors were making noise, absenteeism, and distractibility. Findings revealed that teachers had some ideas to overcome these misbehaviors such as taking attendance, getting family support, encouraging students to turn on webcam, creating intrinsic motivation and organizing parent meetings. It can be concluded that some unwanted student behaviors can be seen during online courses; however, it can be overcome with the help of some precautions taken by teachers.
Role of Knowledge Networks in Distance Learning
Author: Zaheer, Muhammad
Date: 2020-00-00
Type: Journal Articles
Subjects: Distance Education,Educational Technology,Technology Uses in Education,College Students,Computer Mediated Communication,Interaction,Telecommunications,Handheld Devices,Electronic Mail,Social Media,Web Sites,Electronic Publishing,Foreign Countries,Online Courses,Virtual Universities

This study is aimed at exploring the knowledge sharing methods adopted by the students in distance learning mode. Students studying in distance learning do not have formal/regular classes where they can go and have academic discussions. Though, this convenience of not attending the classes facilitates many but at the same time poses certain challenges as burden of knowledge acquisition shifts towards the student alone. This was a qualitative study using grounded theory methodology to know how students in distance learning share their academic problems and seek solution. A sample of twenty students was selected, through purposive sampling, from three universities of Pakistan. For data collection, semi-structured interviews were conducted. It was found that students create online groups/communities to help each other and overcome the absence of face to face interactions. Students opt for virtual interactions in order to share knowledge and information. Cell phones, emails, Facebook and student created websites/blogs were found to be the most frequently used Information and Communication Technology (ICT) media for knowledge sharing.
Willingness to Knowledge Sharing; Intervention of Work Culture and Organizational Commitment
Author: Kausar, Samina
Date: 2020-00-00
Type: Journal Articles
Subjects: Work Environment,Organizational Culture,Collegiality,Knowledge Management,Communication Strategies,Sharing Behavior,Barriers,College Faculty,Public Colleges,Teacher Attitudes,Foreign Countries

This study highlighted the willingness of knowledge sharing practices of university teachers. It also identified the intervening role of work culture and organizational commitment on the willingness of knowledge sharing of faculty. It was a quantitative study with survey research design. The sample of the study was selected through simple random sampling technique. Data were collected from 1130 faculty members of 13 public sector universities of Punjab. Tools of the study were two in numbers, i.e., open ended questionnaire and a five-point Likert scale. Data were collected about three variables: knowledge sharing, work culture and organizational commitment. Collected data were analyzed and presented in the form of different tables, graphs and charts. It was concluded from the analysis of data that university faculty involve themselves in knowledge sharing practices and their willingness for knowledge sharing was affected by work culture and organizational commitment. A friendly, cooperative and motivated environment may facilitate to boost the organizational commitment and the culture of knowledge sharing for the faculty members at university level.
From Global to Glocal: An Investigation of Pakistan Military Academy Students&apos; Perspective on Cultural Aspects in English Language Pedagogy
Author: Sultan, Amjad
Date: 2020-00-00
Type: Journal Articles
Subjects: Military Schools,Military Training,Military Personnel,Second Language Learning,Second Language Instruction,English (Second Language),Cultural Awareness,Textbooks,Foreign Countries,Global Approach,Teaching Methods,Cultural Context,Learning Processes,Content Analysis,Student Attitudes,Local Issues

In response to the inculcation of global culture, behaviour of glocalization was shaped and disseminated into various fields of life including education and English language pedagogy across various countries. The current study focused on providing an insight into this glocalization with special orientation to learning and teaching English language in Pakistani context with particular focus on military academia. The research aimed to inquire the active participants of the learning process i.e. the students, with respect to their perspectives regarding inculcation of glocalization in their ELT curriculum. The research was primarily a survey based research which was conducted at Pakistan Military Academy (PMA), Kakul and 189 cadets are the respondents of this survey. Analytical framework of Byrem (1997, 2001) and Byrem &amp; Feng (2006) is adapted and utilized. The study reveals that ELT contents at PMA are more embedded with culture of UK and lack local culture of the cadets. Moreover, the cadets are found positive towards the suggestion of including culture of various parts of national and military culture in their English textbooks. The current study recommended reappraisal of English language rehearsals at PMA with special orientation towards glocalization element which appreciates a mixture of cultural elements from local to global context.
Innovative Financing of Outmoded Educational Practices through Dubious Pecuniary Machinations
Author: Douse, Mike
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Finance,Innovation,Economics,Educational Change,Influence of Technology,Costs,Banking,Financial Support,Educational Assessment,Technology Uses in Education,COVID-19,Pandemics,Global Approach

Innovative Financing for Education (IFE) is examined in the light of public and private practices and responsibilities, of the dangerous irrelevance of economics to education, of the essentially unmeasurable nature of learning outcomes, of the challenges created and the responses made possible by contemporary technology, of the forthcoming and fundamental transformation of 'the school', and of the nature and rituals of bi- and multi-lateral donors and development banks. Evidence of significant and sustainable benefits attributable to IFE was far less in evidence than were its negative social as well as educational risks and consequences, in respect of which governments may neither delegate nor evade their responsibilities. Given the largely non-material objectives of education, rate-of-return and similar analyses were seen as, at best, misleading. Clearly, Information and Communication Technology (ICT) and Artificial Intelligence (AI) have much potential in enabling (secondary and above) education to be learner-directed and as means of achieving universal participation, equity and enjoyment--yet this should not involve high (or developed world directed) expenditure. Wealthy countries and individuals, taking full account of the provenances of their riches, should, it is concluded, cede the definition and direction of international support to the beneficiary nations. This might be regarded as a provisional arrangement pending the replacement of conditional grants and loans by enabling, through substantial transfers of wealth and knowledge, those recipient countries to emerge soon from education sector aid-dependence, thereby going some way towards righting colossal age-old wrongs. Commencing with a consideration of Innovative Financing for Education (IFE), this paper proceeds to explore whether the dismal science of economics may usefully be applied to the joyful art of education. It addresses the extent to which, if at all, educational outcomes may be measured, leading on to a discussion of the transformed nature of education made necessary and possible through contemporary technology, and perhaps given impetus by the consequences of COVID-19. Attention is then afforded to the cost and other implications of universal digital age education, and to how development partners and banks now do--and soon should--operate in that scenario, leading to some reflections upon the underlying donor/beneficiary relationship. Finally, arising from the discussion, some general conclusions are offered as bases for hopefully heated discussion.
The Principal&apos;s Role in Planning Essential Supports for School-Based Professional Learning Communities
Author: Thessin, Rebecca A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Principals,Administrator Role,Communities of Practice,Expectation,Teamwork,Teacher Collaboration,Leadership Responsibility,Elementary Schools,Middle Schools,Institutional Characteristics,Faculty Development,School Culture

The purpose of this study was to explore teachers' perceptions of the key supports principals provided that contributed to the development of high-functioning professional learning communities (PLCs). This study used a qualitative case study approach to learn from three schools in one mid-city district. Findings revealed three specific supports provided by school leaders: (1) the communication of clear expectations for PLC work; (2) the provision of school-based professional learning; and (3) a school culture focused on learning and collaboration. Implications for practice at the district and school level, for policy, and for further research are considered.
A Comparative Study of Allama Iqbal Open University (AIOU) and University of Terbuka, Indonesia to Utilize MOOCs for the Professional Development of University Teachers
Author: Sultana, Naveed
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,College Faculty,Online Courses,Educational Technology,Technology Uses in Education,Open Education,Access to Education,Teacher Attitudes,Administrator Attitudes,Technological Literacy,Knowledge Level,Barriers,Readiness,Program Effectiveness

Advent of digital technologies and open learning spaces have superbly influenced higher education worldwide both in the formal and open universities. Open education is emerged as contemporary approach to learning and teaching. Teachers' professional development in open education is a recognized and stimulating research area. MOOCs are innovative way of professional development of university teachers to prepare them via open education. MOOCs are generally provided free to all participants who seek to share their experiences and knowledge for personalized or collaborative learning. This study was proposed to bring innovation in teacher education by transforming professional development of university teachers through MOOCs. Followed by the positivist paradigm, the study was descriptive in nature by using quantitative and qualitative research methods. The population of the study comprised all the regular faculty members of one university in Pakistan and one university in Indonesia. Survey questionnaire and interview were used to analyze the perceptions of faculty members and heads of departments/programs of both universities for analyzing awareness about MOOCs, digital competencies, utilization of MOOCs in professional trainings, challenges for using MOOCs, and readiness &amp; attitude towards using MOOCs for training courses. Data were analyzed by using mean score, t-test and transcribing the data. MOOCs-based training is to be provided to the teachers for its effective use.
Assessing Learning Experiences of Senior Secondary Schools Students in Visual Arts through Web-Based Instruction
Author: Odewumi, Michael Olubunmi
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Art Education,Visual Arts,Web Based Instruction,Instructional Effectiveness,Academic Achievement,Private Schools,Performance Factors,Foreign Countries

Web, an internet platform, is accessible through technology devices for given information, but its role has been shifted towards the instructional delivery system. However, its usefulness, utilisation, and importance to learning is yet to be explored. Therefore, the present study investigated the effectiveness of web-based instruction package on the learners' academics performances in visual arts in Nigerian Senior Secondary School. Pre and post-test group were adopted for 60 Senior Secondary Schools, of class two (SSS II) learners from three co-educational and recognised non-governmental schools in Ogbomoso, Oyo State. Nigeria. Research questions and null hypotheses are formulated for the study at 0.05 level of significance. Visual Arts Web-Based Performance Test (VAWPT) consisted of 50 validated items, from NECO and WASSCE visual arts past examination. The data were analyzed with ANCOVA, t-test, and ANOVA for three hypotheses. The study revealed that learners taught under WBI Package performed well and there was no significant difference between the mean scores of both male and female visual arts learners exposed to Web-Based Instruction (WBI) Package. Although there were significant differences in performances in the school. In this study, WBI was further suggested for handling the visual arts learners.
A Study of Communication Barriers in Open Distance Learning System of Education
Author: Anjum, Samra
Date: 2020-00-00
Type: Journal Articles
Subjects: Communication Problems,Barriers,Open Universities,Open Education,Distance Education,Academic Achievement,Graduate Students,Teacher Educators,Tutors,Academic Support Services,Study Centers,Internet,Social Media,Access to Computers,Feedback (Response),Group Activities,Correlation,Foreign Countries

Communication transmits information, ideas and feelings from one person to another. But there are certain barriers which restrict the people's expression. These are social barriers, cultural barriers, temporal barriers, technical barriers, psychological barriers, contextual barriers and collaboration barriers. Therefore, present study was designed (i) to explore the communication barriers faced by learner in distance education and (ii) to find out the effects of these communication barriers on achievement of distance learners. Stratified random sampling technique was used to select 380 M.Ed students from the five main regions of Allama Iqbal Open University. All the Academia of Faculty of Education, all the Regional Heads and 300 tutors of M.Ed program were included in the sample. Four questionnaires based on five-point Likert scale were used for data collection. Data were analyzed through mean score and standard deviation. It was concluded that distance learners faced challenges in communication which affect the achievements of distance learner. It was recommended to provide better communication facilitates to the distance learner through digital support services. Quality students support services can improve the communication process. Accessibility of internet and social media networking should be ensured at least in study centers. Moreover, group interaction through tutorial and social media should be established.
Examination of Digital Parenting Awareness of the Primary School Students&apos; Parents during the COVID-19 Pandemic
Author: Nayci, Ömer
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Parent Attitudes,COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education,Gender Differences,Age Differences,Occupations,Family Structure,Instructional Program Divisions,Knowledge Level,Parent Role,Foreign Countries

In this study, it was aimed to examine the digital parenting awareness of the primary school students' parents. The research was designed in descriptive survey model. The sample of the study consisted of 406 parents whose children attend primary school in Sirnak city center in the 2020-2021 academic year. The data of the study were collected using the &quot;Digital Parenting Awareness Scale&quot; developed by Manap and Durmus (2020) and &quot;Personal Information Form&quot; developed by the researcher. The data obtained were analyzed through unpaired t-test, one-way analysis of variance ANOVA and descriptive statistics. The results revealed that the digital parenting awareness of the primary school students' parents was high, digital parenting awareness level of primary school students' parents differed significantly according to gender, age, child's gender, profession; and did not differ significantly according to the number of children, the grade level of the child, and the years of digital tool usage.
Extending Indonesia Government Policy for E-Learning and Social Media Usage
Author: Salehudin, Mohammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Educational Technology,Electronic Learning,Social Media,Online Courses,School Closing,Distance Education,Educational Policy,Teacher Competencies,Technological Literacy,Elementary School Teachers

The impact of the coronavirus (COVID-19) is extensive and has become a global health problem. Student interactions with teachers are carried out face-to-face in the classroom, especially in schools. However, now teachers are required to be able to teach from home through online learning, although with limited distance learning tools and facilities, this is supported by the Indonesian government policy, namely learning directly from home or learning from home. The study aims to prove the effectiveness of the Indonesian government policy of teaching from home to teacher competence in the use of e-learning and social media. The research method utilizes a quantitative approach with SEM statistical analysis with smart pls. There were 198 participants from elementary school teachers in East Kalimantan province, Indonesia. The results of this study are that government policy has a significant influence on the competence in mastering e-learning of teachers, and this policy also has a positive effect on the competence of teachers' use of social media.
Exploring E-Leadership Practices in Implementing Learning Management System in Private Schools of Pakistan
Author: Akram, Muhammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Integrated Learning Systems,Private Schools,Technology Uses in Education,Educational Technology,Educational Administration,Principals,Decision Making,Interpersonal Communication,Computer Mediated Communication

The use of Learning Management Systems (LMS) in school management has quickly increased in 21st century due to its efficiency and effectiveness. LMS used in this study can provide principals, supervisors, and subject teachers with the information for informed planning, policymaking, and evaluation through tools of monitoring, communication and decision making. The current study explores the e-leadership by school principals through an LMS provided by 3-P Learning Organization Australia. This LMS is implemented in more than fifty private schools in Pakistan. This study was conducted under the interpretive paradigm and phenomenology design was used to explore the phenomena of the Learning Management System. Semi-structured interviews were conducted with six participants, coordinators and LMS supervisors and teachers. The results of this investigation showed that decision making, monitoring and communication in this LMS give broad help to school principals in dealing with their associations and dynamic support of educators thus increment the viability of E-leadership. Information based basic leadership is the result of the observing, and correspondence among the instructors, understudies, and guardians. So as to improve e-initiative, I suggest school principal ought to extend the utilization of refreshed information of instructing and gain from educators, understudies, and guardians derived through LMS.