ethanporcaro/eric-fulltext-meta huggingface dataset:
Peace Education and Learning on Marine Law in Social Conflict Handling
Author: Winarwati, Indien
Date: 2021-00-00
Type: Journal Articles
Subjects: Peace,Teaching Methods,Conflict Resolution,Laws,Marine Biology,Governance,Content Analysis,Conflict,Foreign Countries,Animals,Occupations,Local Government,Power Structure,Law Enforcement,Armed Forces,Violence,Public Policy,Justice,Social Values,Prevention

The purpose of this research is to learn about the division of authority in the management of marine resources and the handling of social conflicts that occur between fishermen in terms of peace education in national law. This study uses a normative juridical research methodology by conducting a comprehensive study of theoretical aspects, legal rules and legal principles that focus on the authority of sea management and handling social conflicts through peace education on Madura Island, East Java Province, Indonesia. The main data sources are secondary data obtained from primary legal materials, documentation, and relevant research studies. The data analysis technique uses content analysis which is intended to describe the characteristics and draw inferences from the research conducted. The results showed two main points. First, since the enactment of Law Number 23 of 2014, the authority for marine management by the district government has been abolished and taken over by the provincial government. As a result, the district government can only receive reports from the community about conflicts between fishermen and no longer have the authority to manage the sea. On the positive side, it minimizes the abuse of power, but from the negative side, the community is getting further away from the district/city authorities who are supposed to handle conflicts between fishermen in their area. More deeply, the Provincial Government streamlines the formation and development of Community Supervisory Groups (Pokmaswas) as a form of cooperation in the supervision of marine and fishery resources by security forces and law enforcement as well as the community. Second, the law related to handling social conflicts is an effort to implement peace education because it is carried out in the context of dealing with conflicts without violence for the sake of harmony, unity, and peace by involving all parties involved in conflicts between fishermen. The conclusion is that the formation of Pokmaswas and laws and regulations are not sufficient for handling conflicts between fishermen, they need to be supported by district/city regional policies as owners of management places/areas for equitable distribution of welfare and justice. Local governments need to instill peace values as mandated in the National Law, Pancasila, and the Preamble to the 1945 Constitution in various peace education and training programs by focusing on anti-violance training.
The Effect of Blended Learning on the Degree of Students&apos; Acquisition of Geography Skills for the Eleventh Level at the Secondary Stage in Kuwait
Author: Alajmi, Maadi Mahdi
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Geography,Grade 11,Teaching Methods,Educational Technology,Technology Uses in Education,Skill Development,Instructional Effectiveness,Academic Achievement,Conventional Instruction,High School Students

The present study aimed to investigate the effect of using a blended learning instructional strategy on the degree of acquisition of geography skills by eleventh-level students during the first semester of the 2021/2022 academic year. The study sample consisted of 65 eleventh grade students divided into two groups, an experimental group and a control group. For the purpose of this study, a six-week teaching program was designed to cover the main task and geography objective. Both groups completed a pre-test and post-test, which were analyzed statistically using the Statistical Package for the Social Sciences (SPSS) program. The result revealed the superiority of blended learning in terms of the high degree of learners' acquisition of geography skills in favor of the experimental group. In addition, the effect size of using blended learning was large. Furthermore, the findings showed that there were statistically significant differences between the mean post-test scores of the two groups in geography facts, concepts, and skills in favor of the experimental group. The study concludes with recommendations related to employing blended learning in geography teaching to increase student achievement.
Impact Evaluation of a Grant Program for Postgraduate Studies Undertaken Abroad: Analysis of the Ecuadorian Case
Author: Ponce, Juan
Date: 2021-00-00
Type: Journal Articles
Subjects: Study Abroad,Grants,Educational Policy,Graduate Students,Graduate Study,Policy Analysis,Income,Outcomes of Education,Educational Attainment,Employment Opportunities,Salaries,Program Effectiveness,Females,Gender Differences,Low Income Students,Foreign Countries

The National Secretary for Higher Education, Science, Technology and Innovation in Ecuador (locally SENESCYT) started an ambitious grants program in 2011. The main objective of the program was to send Ecuadorian students to undertake postgraduate studies at universities overseas. This article evaluates the impact of this grant policy on the labor income of the beneficiaries after they have completed their studies abroad and returned to Ecuador. Using a fixed-effects with lagged dependent variable model combined with a propensity score matching, we find a negative impact on the income of the grant holders during the first year following their return to the country. For the second year, the effect is non-significant. During the third year, the impact becomes significant and positive. The grant holders who returned having completed their postgraduate program abroad had a 9% higher employment income in the third year than those who did their postgraduate studies in Ecuador. The program's effect concentrates on women, the low-income group, and on those beneficiaries that studied in the USA.
Interaction Effect of Gender on Academic Procrastination and Achievement Orientation among In-School Adolescents
Author: Amoke, Chijioke Virgilus
Date: 2021-00-00
Type: Journal Articles
Subjects: Gender Differences,Adolescents,Student Behavior,Academic Achievement,Foreign Countries,Psychological Patterns,Secondary School Students,Student Motivation,Program Effectiveness,Cognitive Restructuring,Behavior Change,Intervention

The study investigated the interaction effect gender on academic procrastination and achievement orientation among in-school adolescents. The study adopted a pretest posttest non-equivalent control group quasi-experimental design with a population of 804 SS II students (518 female and 286 males). The sample size of 129 SS II students from Udenu Local Government Area of Enugu State was drawn through purposive sampling technique. Procrastination Assessment Scale for Students (PASS) and Achievement Orientation Questionnaire (AOQ) were used for data collection. Confirmatory factor analysis was used to validate the measures. Internal consistency reliability coefficients of 0.69 and 0.87 for PASS and AOQ were estimated through Cronbach alpha. Mean and standard deviation were used to answer the research questions while ANCOVA and t-test were used to test the hypotheses at 0.05 level of significance. It was found that gender does not significantly have effect on in-school adolescents' academic procrastination and achievement orientation. The researchers recommended that among others that the government at all levels should employ competent educational psychologists/psychotherapists and provide enabling environment and facilities for regular cognitive behavioural change programme for in-school adolescents who may be facing problems with academic procrastination. More so, government agencies and professional bodies whose responsibility is to design and revise curriculum for secondary schools should incorporate and emphasize the use of rational emotive behavioural therapy in secondary schools.
The Values of Perfect Human Beings in the Dignity Seven of &quot;Insan Kamil&quot;
Author: Sumanta
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Values,Religious Factors,Religious Cultural Groups,Role of Religion,Religious Education,Moral Development,Cognitive Development,Spiritual Development,Birth,Death,Muslims,Islam,Human Dignity,Individual Development

This paper investigates the role of religion in developing human beings in the form of a Sufism-based education, one that is based on the pursuit for the perfect human. This investigation aimed to demonstrate that a human being is an &quot;insan kamil,&quot; a person with seven levels of mental and moral development. Religion and spirituality play a critical role in maintaining mental and physical health according to recent studies. This study claims that natural perfection--which culminates in bodily rebirth, resurrection, and union with God--and the cultivation of one's soul are two forms of perfection pursued by humans. A person's free will determines the sort of existence that develops in the physical process between birth and death, and this is marked by the first stage of life. Sufis refer to people on this path of self-cultivation as &quot;insan kamil&quot; (flawless people). They are those on the route to God and a return to the real human condition. As a Muslim, you are considered &quot;insan kamil&quot; if you have understood that your inner essence is that of Allah. Such people are said to be a true human being, a manifestation of the attributes of Allah.
The Problem-Based Learning Process with a Cloud Learning Environment to Enhance Analysis Thinking
Author: Phunaploy, Sathiya
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Problem Solving,Educational Technology,Information Storage,Thinking Skills,Educational Objectives,Research Methodology,Evaluative Thinking,Academic Achievement,Student Satisfaction,Feedback (Response),Learning Processes,Undergraduate Students

This study, is aimed at 1) synthesizing the conceptual framework of the problem-based learning process with a cloud learning environment (PBL-CLE process), 2) developing the PBL-CLE process, and 3) studying the result of the development of the PBL-CLE process. The research instruments include 1) the conceptual framework, 2) the PBL-CLE process to enhance analysis thinking, 3) learning achievement, and 4) analysis thinking assessment form. The statistics used in this research are 1) mean, 2) standard deviation, and 3) t-test. The findings reveal that 1) the PBL-CLE process consists of four components: (1) Input includes learning objectives, content, learners, teacher and cloud learning, (2) PBL-CLE process includes problem posing, problem analysis, problem understanding, research procedure, knowledge synthesis, conclusion and evaluation, presentation, and assignment assessment, (3) Output includes analysis thinking, learning achievement, and satisfaction, and (4) Feedback includes analysis thinking and learning achievement; 2) The result of suitability assessment of the PBL-CLE process to enhance analysis thinking is at the highest level; 3) The students' learning achievement after the implementation of the PBL-CLE process to enhance analysis thinking is significantly higher than that before the implementation at a 0.01 level of statistical significance; and 4) The result of analysis thinking assessment after the learning process through the PBL-CLE process to enhance analysis thinking is at the very good level.
Formation of Singing Skills of Future Music Teachers through Digital Resources
Author: Serikbol, Shynybaev
Date: 2022-00-00
Type: Journal Articles
Subjects: Music Education,Preservice Teachers,Music Teachers,Singing,Foreign Countries,Electronic Learning,Music Techniques,Distance Education,Technology Uses in Education,Videoconferencing,Handheld Devices

The purpose of this study is to investigate the determination of the formation of singing skills of future music teachers through digital resources. The quantitative research method was used in the study, and the research was conducted in the fall semester of 2021-2022. 376 volunteer music teachers who continue their studies in Kazakhstan participated in the study. In the study, 4 weeks of online training was provided to music teachers. In the study, the 'digital music platform' measurement tool developed by the researchers and compiled by experts in the field was used. The measurement tool was delivered and collected by the online method of music teachers. The analysis of the data was carried out using the SPSS programme; frequency analysis was carried out using the t-test; and the results obtained were added to the study accompanied by tables. According to the survey results, in live lessons, music teachers use the songs with the formation and this takes place where digital content is also very low. In the event of very frequent use, it was seen that by projecting courses in distance education systems the music rates are quite high.
Formation of Speech Activity of Primary School Students in Foreign Language Teaching through Technology Integration
Author: Zhanar, Abilgaziyeva
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Technology Integration,Foreign Countries,Online Courses,Telecommunications,Handheld Devices,Teaching Methods,Technology Uses in Education,Student Attitudes,Gender Differences,Instructional Program Divisions

The aim of this study is to create an activity by means of technology integration in the foreign language learning of primary school students. A quantitative research method was used in the study. The research was conducted in the fall semester of 2021-2022. A total of 248 voluntary primary school students who continued their education in Kazakhstan participated in the study. In the study, 3 weeks of online education, English education and mobile technology education were provided to elementary school students. In the study, the 'technology in education' measurement tool developed by the researchers and compiled by experts in the field was used. The measurement tool was delivered and collected by online method to primary school students. The analysis of the data was carried out using the SPSS programme; frequency analysis was carried out with t-test; and the results obtained were added to the study accompanied by tables. According to the results of the research, it was concluded that the technology and foreign language learning status of primary school students was high and the technology status was high at the same time in their English education.
Games for Science Education: Is This Technique Effective for Developing Students&apos; Creativity and Scientific Competence?
Author: Daniyarova, Akmaral
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Games,Creativity,Teaching Methods,Cognitive Processes,Imagination,Educational Technology,Technology Uses in Education,College Students,Foreign Countries,Thinking Skills,Science Education

The authors examine the pros and cons of games in the context of increasing students' creativity and scientific competence. Research materials and methods consisted of two tests. The first included the use of 7 pedagogical methods that are valid for the mental diagnosis of students: speed of thinking; method of thinking flexibility; method of determining the level of imagination and others. After the first testing, the training program included techniques for playing chess (in the classroom and online) and sand animation (in the classroom). Re-testing was carried out to assess the effectiveness of the programs. The study results showed that play activities improve the quality of student learning both in the classroom and online and enhance the functioning of many processes, including the speed and flexibility of thinking, memory capacity and attentiveness. This study demonstrates that play activities used in the educational process can play a positive role in teaching students. Further research needs to focus on studying the role of age, gender and race in play activities and determine how these factors affect performance.
A Case Study of Learners&apos; Engagement in Mobile Learning Applications
Author: Liu, Chenxi
Date: 2021-12-00
Type: Journal Articles
Subjects: Electronic Learning,Computer Oriented Programs,Learner Engagement,Lifelong Learning,Self Determination,Online Courses,Usability,Interaction,Interpersonal Relationship,Instructional Design

Although mobile learning applications play a crucial role in today's education and can support learning, the low retention rate is a prevalent challenge in mobile learning. Existing studies have found that interpersonal interaction, high expectations, and supportive environment (from an educational perspective) as well as compatibility, interactivity, and usability (from a marketing perspective) can impact learners' engagement in learning activities and customers' engagement in mobile applications. However, comprehensive studies investigating learners' engagement in mobile learning applications from educational and marketing perspectives are rare. To fill the research gap, we analyzed learners' reviews on five top-ranked lifelong learning applications (Udemy, LinkedIn Learning, Coursera, edX, and Skillshare). Inductive coding was used to identify critical factors impacting learners' engagement in mobile learning applications, such as usability, availability of learning experiences, features to facilitate learning, interpersonal interaction, and incentives for completion. We further explored specific engagement strategies displayed in the analyzed applications through an analytical evaluation. Besides, this study expands Hew's model of learners' engagement and suggests new conceptual relationships between critical factors impacting learners' engagement, self-determination theory, and learners' engagement.
Advancing Sociotechnical-Pedagogical Heuristics for the Usability Evaluation of Online Courses for Adult Learners
Author: Jahnke, Isa
Date: 2021-12-00
Type: Journal Articles
Subjects: Heuristics,Usability,Online Courses,Course Evaluation,Instructional Design,Adult Students,Student Experience,Computer Interfaces,Electronic Learning

Online courses often include interface designs that do not support a positive learner experience. Literature shows a variety of heuristics to detect issues of online courses. While heuristic-based inspection of usability is a dominant method for evaluating digital systems, these methods cannot be easily transferred to online courses. To close this gap, we identified an initial set of social, technical, and pedagogical related items (STP) heuristics based on literature. Next, we analyzed this set using empirical data from two online courses. In total, we analyzed 195 problems with the goal to substantiate a final set of 14 STP heuristics. This new set allows for efficiently evaluating online courses by supporting evaluators and instructional designers in uncovering the most crucial issues and improving the learner experience. Finally, based on this work, we discuss a definition of learner experience for the emerging field of learner experience design and research.
Coaching from a Distance: Exploring Video-Based Online Coaching
Author: Carson, Cynthia
Date: 2021-12-00
Type: Journal Articles
Subjects: Coaching (Performance),Video Technology,Distance Education,Electronic Learning,Mathematics Teachers,Faculty Development,Lesson Plans,Middle School Teachers,Rural Schools,Teacher Attitudes,Documentation

This study explored an innovative coaching model termed &quot;video-based online video coaching.&quot; The innovation builds from affordances of robot-enabled videorecording of lessons, accompanied by built-in uploading and annotation features. While in-person coaching has proven effective for providing sustained support for teachers to take up challenging instructional practices, there are constraints. Both logistical and human capacity constraints make in-person coaching difficult to implement, particularly in rural contexts. As part of an NSF-funded project, we studied nine mathematics coaches over four years as they engaged in video-based coaching with teachers from geographically distant, rural contexts. We adapted a content-focused coaching model that involved a collaborative plan-teach-reflection cycle with synchronous and asynchronous components. The planning and debriefing sessions were done synchronously via Zoom, while the teaching and initial video reflection on teaching via annotations were done asynchronously. We focused on the coaches' practices in each part of the coaching cycle by analyzing interviews, surveys, annotations of the video, and transcripts of the planning and debriefing sessions. We found that: features of the online environment enabled the coach-teacher pairs to collaboratively discuss the mathematics and how students engaged with the mathematics; the coach used video and annotations to help teachers reflect on specific aspects of their practice; and the coach-teacher pairs formed trusting and productive relationships despite not having met in-person during the duration of their work together. Our findings showed that the online platform is not only an effective implementation for coaching, but also affords new opportunities for teacher reflection and evidence-based discussions.
Building Assistive Communities: The Potential of Liberating Structures for In-Class Peer Mentorship
Author: Robinson, Oral
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Influence,Mentors,Program Effectiveness,Active Learning,Sociology,Student Attitudes,Learner Engagement,Reflection,Foreign Countries,Communities of Practice,Cooperative Learning,Barriers

Peer mentorship programs have mostly emphasized formal structures, wherein a more experienced student guides a less experienced student. However, these practices are hierarchical and require substantive resources to organize and implement. Searching for alternatives, we research the effectiveness of an informal teaching technique that facilitates active learning and peer-mentorship from everyday classroom settings and processes. Drawing on formative feedback from students enrolled in a lower-level Sociology course over a term, this paper analyzes how a &quot;Liberating Structures&quot; (LS) technique called Five Whys (an adaptation of the Nine Whys of LS) can promote in-class collaboration, peer mentorship, and increased engagement without training and the need to design a formal peer-mentorship program. Students identified many benefits, including that Five Whys promoted community, reflective learning, and deepened engagement with course content. However, the structuring of interactions was seen to be stifling to natural group processes. Broader implications for LS and in-class mentorship are discussed. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
Co-Teaching as Mentors: Maximizing Instructor and Librarian Collaboration for Teaching Information Literacy Skills
Author: Bene, Rose E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Team Teaching,Mentors,Librarian Teacher Cooperation,Information Literacy,College Faculty,College Instruction,Library Instruction

This article describes a co-teaching collaboration between an instructor and an academic librarian, working together to deliver an innovative, inquiry-based course offered to first- and second-year university students. The authors describe the context for this relationship and the methods that were used to ensure that this collaboration intentionally and purposefully met the course objectives and students' needs. The interaction between the instructor and librarian could best be described as a co-teaching mentorship in which both were responsible for teaching and working with the students as well as reflecting on the learning benefits that this opportunity provided for students as well as for each other. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]