ethanporcaro/eric-fulltext-meta huggingface dataset:
Service-Learning in Indian Higher Education: Experiences of Adaptation to the COVID-19 Pandemic
Author: Kodancha, Preeti
Date: 2020-12-00
Type: Journal Articles
Subjects: Service Learning,Higher Education,Foreign Countries,Undergraduate Students,COVID-19,Pandemics,Experiential Learning,Barriers,School Closing,Online Courses,Educational Technology,Interpersonal Communication,Administrator Role,Stress Variables,Teacher Participation,Access to Computers,Technological Literacy,Internet,Computer Mediated Communication,Coping

Service-learning is a pedagogy that allows students to apply theoretical knowledge in practical settings, while serving the needs of their communities. It is a recent introduction in Indian education and has faced multidimensional obstacles in the face of the COVID-19 pandemic. However, by innovatively adapting the pedagogy to suit the needs of the time students have ensured that the service-learning activities do not halt completely. The current study aimed to explore the subjective experiences of undergraduate students who engage in service-learning in an Indian educational institution during the pandemic. Data was collected via in-depth, personal interviews from six undergraduate students who are involved in the central planning and execution committee for service-learning. The transcribed data was analyzed through thematic analysis, and various sub-themes and themes were obtained were obtained under the domains of the various challenges faced while engaging in service-learning during the pandemic, the adaptational strategies employed to overcome them, and also the personal challenges and development of the students while engaging in service-learning. The results of the study allow for a better understanding of the experience of service-learning in the pandemic, paving way for institutional policies that can better equip students and allow for greater preparedness.
Notions of Spiritual Capital -- A Matter of Extinction for Social Education?
Author: Lucey, Thomas A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Religious Factors,Social Studies,Public Colleges,Undergraduate Students,Graduate Students,Teacher Education,Business Administration Education,Economics,Social Values,Moral Values,Student Attitudes,Citizenship,Majors (Students)

This paper describes the results of a study that examined College of Business and College of Education students' conceptions of the term &quot;Spiritual Capital.&quot; Participants (N = 56) consisted of students at a public Midwestern university in the United States. Results found that almost half of the participants considered spiritual capital to represent a concept related to spirituality. Participants also mentioned values, religion, economics, or broader society in their definitions, though other participants acknowledged their uncertainty regarding the term. Results of Chi-Square tests and Fisher's exact test indicated no significant relationship between participants' major and any of the coding categories used.
Out of Many, One People: Jamaican Teachers&apos; Perspectives of Global Learning
Author: Mathews, Sarah A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Teaching Methods,Global Education,Elementary Secondary Education,Cultural Awareness,Diversity,Religious Education

15 teachers from across Jamaica participated in interviews that articulated ideas about, and methods of fostering global learning. This study explores Jamaican teachers' perceptions of global learning, as well as their thoughts of how to implement this into the K-12 classroom. The researchers applied various western definitions of the global learning process. According to these frameworks, all 15 teachers offered examples of global awareness that they incorporate into their classrooms. Some described global awareness as a mechanism for developing a global perspective. Teachers also noted that their students lacked exposure to diverse people and places, when diversity was interpreted as ethnic or cultural difference. Religious education served as a space where students could encounter diverse others. These results problematize the practice of applying Western conceptualizations of global learning in international contexts and highlight the importance of learning from the Global South when thinking through the goals and processes of global education.
The Effect of a Principal&apos;s Instructional Supervisory Practice on Teacher Satisfaction in the Religious Ministry Schools of Semarang, Indonesia
Author: Mustaqim
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Leadership Effectiveness,Teacher Supervision,Supervision,Administrator Behavior,Teacher Characteristics,Work Attitudes,Job Satisfaction,Job Performance,Elementary School Teachers,Secondary School Teachers,Religious Schools,Islam,Correlation,Foreign Countries

In this empirical analysis, teachers' understandings of this activity examined the effect of the instructional supervisory praxis of a teacher's satisfaction. It also examined whether other demographic factors affect teacher's work comfortable, e.g. school category, gender, lesson to teach, and work duration. This research used a correlational survey design that applied a quantitative approach. Instrinsic variables included instructional supervision and teacher satisfaction, which emerged as the first and second variables. This study assigned 374 teachers as respondents and 72 schools, all of which are Islamic elementary schools with the school names ranging from Islamic Elementary School 50, Junior Islamic School 12, and Islamic Senior School 10. The research instrument used in this study was a questionnaire on supervision. Teachers' total satisfaction and level of job satisfaction were found to be statistically significant correlates of their teaching performance, suggesting that instructional supervisory style is an important determinant of how teachers perform. The determination coefficient shows that principals' supervisory activities lead to 93.7 percent of the total difference in the managerial satisfaction of students. Furthermore, the Pearson correlation coefficient for this relationship was positive and reasonably high (R = 0.968), and the supervisory activities of principals were statistically important measures of the executive satisfaction of teachers. The ANOVA analysis revealed that only a certain school has a positive influence on work satisfaction, gender, and lesson whereas length of experience has no significant effect.
Undergraduates&apos; Perspectives and Challenges of Online Learning during the COVID-19 Pandemic: A Case from the University of Jordan
Author: Jaradat, Suhair
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Barriers,Affordances,Electronic Learning,Online Courses,COVID-19,Pandemics,Internet,Mental Health,Technological Literacy,Time Management,Educational Environment,Foreign Countries

The COVID-19 pandemic has affected many countries and has had a serious impact on education around the globe. Jordan has followed strict nationwide procedures to stop the spread of the virus, one of which has been school closures and a shift to online learning. The purpose of this study was to investigate students' perspectives of online learning at the University of Jordan and determine the challenges they experienced as a result of shifting from face-to-face learning to a fully online learning environment. The study took a quantitative approach, using a web-based questionnaire to collect data from 398 undergraduate students enrolled at the School of Educational Science at the University of Jordan. The data were analyzed using descriptive statistics. The results revealed that students preferred an online learning environment to face-to-face learning and perceived the former as being very useful. However, students encountered some challenges, such as mental health issues (anxiety and stress), unreliable internet connections, slow e-learning platforms and services, a lack of information and communication technology skills, poor time management skills, and distractions. These findings highlight the importance of providing students with counseling services for mental health, technical support, and training in time management skills to improve their online learning experiences.
Disclosing the Undisclosed? Perceptions of Dutch Higher Education Students on Disclosing Their Disabilities
Author: Bakker, Minne
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Disclosure (Individuals),Students with Disabilities,Student Attitudes,College Students,Decision Making,Peer Relationship,Teacher Student Relationship,Social Bias

Research has shown that students with disabilities who do use accommodations are more successful in terms of final degree classification compared to those who do not. However, in Dutch universities, access to accommodations must be requested at different levels, meaning that disclosure of ones' disability is inevitable. The official numbers of Dutch students with disabilities registered differ greatly from self-stated numbers (9.4% vs 30%) (Steenkamp, 2015; Van den Broek et al., 2013). This implies that not all students disclose their disabilities at university. Little is known about how and why students choose (not) to disclose their disabilities. This paper describes the results of a qualitative cross-disability study regarding the disclosure strategies of students in higher education by reporting how Dutch university students deal with the disclosure of their disabilities to the university, teachers, and fellow students.
Awareness of Turkish Pre-Service Teachers about the Risks of Electromagnetic Radiation in Daily Life Cases
Author: Ürek, Handan
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Knowledge Level,Misconceptions,Scientific Concepts,Science Education,Radiation,Health Personnel,Hospitals,Telecommunications,Handheld Devices,Health,Risk,Correlation,Public Colleges,Foreign Countries

This study aimed to investigate Turkish pre-service teachers' awareness about electromagnetic radiation risks, which stem from diagnostic imaging at the hospitals and cell phone use in daily life. The study was based on survey research. A total of 138 education faculty students from the fields of Science Teaching [ST], Classroom Teaching [CT], and English Language Teaching [ELT] participated in the study. Data were collected with the help of a questionnaire involving five cases. Both qualitative and quantitative approaches were utilized in data analysis. The results showed that most of the participants agreed on the hazardousness of the cases. However, their risk awareness varied from case to case. Most ST and CT students were determined to possess acceptable responses in addition to partially acceptable responses. On the other hand, ELT students were determined to favor unacceptable responses. Besides, the participants held several misconceptions. To conclude, the participants' awareness levels were found to be significantly related to their educational field for all cases except the first case. Addressing such popular subjects in the elective courses for all undergraduate students during university education is expected to provide beneficial results.
Comparative Effects of Argumentation and Laboratory Experiments on Metacognition, Attitudes, and Science Process Skills of Primary School Children
Author: Kalemkus, Jale
Date: 2021-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Laboratory Experiments,Science Instruction,Instructional Effectiveness,Metacognition,Student Attitudes,Elementary School Students,Grade 4,Public Schools,Science Process Skills,Skill Development,Foreign Countries

The purpose of this study is to investigate and compare the effects of laboratory experiments and argumentation-based science teaching on science process skills, metacognitive awareness levels, and attitudes towards the science of 4th-grade elementary school students. In this study conducted according to the quantitative research method, a pre-test and post-test quasi-experimental design was used with two experimental groups and a control group. Students from three classes of an elementary school participated in the study (N = 98). &quot;Science Process Skills Test,&quot; &quot;What Do I Really Think about Science Scale,&quot; and &quot;Metacognitive Awareness Scale&quot; were employed to collect data for the research. The study results showed that the science process skills of the 4th-grade students improved significantly in both experimental groups, which were taught by employing experiments and argumentation. Students' metacognitive awareness levels and attitudes towards science developed in all three groups. However, it was observed that the development was higher in the groups in which science teaching based on experiments and argumentation-based science teaching was performed, compared to the control group.
The Effect of Inquiry-Based Collaborative Learning and Inquiry-Based Online Collaborative Learning on Success and Permanent Learning of Students
Author: Korkman, Nurullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Cooperative Learning,Electronic Learning,Instructional Effectiveness,Science Instruction,Chemistry,Science Achievement,Retention (Psychology),Grade 7,Secondary School Students,Foreign Countries

This study aims to specify the effect of inquiry-based collaborative learning and inquiry-based online collaborative learning methods on students' success and permanent learning. In this quantitative study, a pre-test post-test non-equalized control group model of quasi-experimental design has been used. The study's sample comprises 64 students, 32 in the experimental and 32 in the control group, determined by the stratified sampling method. The research has taken place in four stages. Firstly, an achievement test for chemical bonds subject has been applied as a pre-test to both experimental and control groups. The researchers have developed the test; it consists of 33 questions. Secondly, chemical bonds have been taught to control groups with inquiry-based collaborative learning methods and experimental groups with inquiry-based online collaborative learning methods. The achievement test has been applied to both groups as a post-test in the third stage. The same test has been applied as a retention test six weeks later. In the analysis of tests, dependent and independent samples t-test have been used in p=0.05 significance level. The research results show that the inquiry-based online collaborative learning method is more effective on students' success and permanent learning than other methods.
Android-Based Animation for Chemical Elements and Experiments as an Interactive Learning Media
Author: Saputra, Dedi
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Educational Technology,Technology Uses in Education,Chemistry,Telecommunications,Handheld Devices,Animation,Scientific Concepts,Concept Formation,Teaching Methods,High School Students,Secondary School Science,Foreign Countries

The use of smartphone technology with various operating system platforms and Android is also widely used in education. Various types of applications were created to support the learning process at school and outside of school. The purpose of this research is to create an alternative learning media in the form of an interactive animation application that utilizes smartphone technology on material or topic discussion of elements and chemical experiments in the eyes of chemistry lessons. This android-based interactive animation application is focused on periodic table material that provides necessary information about elements and chemical experiments that include PH solutions, electrolyte solutions, and synthetic reactions in them. The application is designed using the Construct 2 application software, HTML 5 programming language, the Intel XDK compiler with the waterfall software development method, and BlackBox testing as a software testing method. This study's results are in the form of an Android-based learning application to test chemical elements hoped that this application could be implemented for chemistry subjects. Especially for high school students, as an attractive alternative learning media to make it easier to understand chemistry.
Comparison of the 7th Grade Students&apos; Accomplishments in Skill and Acquisition Based Assessment-Evaluation
Author: Kolomuc, Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Grade 7,Skill Development,Student Evaluation,Evaluation Methods,Science Achievement,Achievement Tests,International Assessment,Foreign Countries,Secondary School Students,Science Tests,Student Attitudes

This study compares the successes of numbers 94 7th grade students in science education with assessment-evaluation questions based on skill and acquisition. Assessment-evaluation achievement tests based on skill and acquisition were developed by researchers towards the measurement of force and acquisitions in friction units taking place in the 7th-grade curriculum. While skill-based questions are being prepared, High School Entrance Exam (HSEE) and international exams such as Programme for International Student Assessment (PISA) were developed due to inspiration from Trends in International Mathematics and Science Study (TIMSS) exam questions and acquisition-based assessment and evaluation questions were taken from pre-exam books. It was found that the reliability coefficient for the traditional test is 0.70 and for the skill-based test is 0.72. At the same time, students' opinions were taken to detect students' perspectives against skill and acquisition-based questions after application. According to the statistical results gathered from research, the academic achievements of students who are prepared with the same acquisitions and applied with skill and acquisition-based assessment-evaluation questions were analyzed. It was determined that despite the lack in solving skill-based questions, students were successful in acquisition-based assessment-evaluation. The students' average success in the acquisition-based test was 76 out of a hundred, and the average score in the skill-based test was 44. Besides, it can be considered to extend skill-based questions for Turkey to go beyond successes.
Helping International Students Identify Themselves: Social Media Usage and Organizational Attachment
Author: Paez, Gustavo Valdez
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,College Students,Student Characteristics,Personality Traits,Social Media,Computer Use,Student College Relationship,Identification (Psychology),State Universities,Language Proficiency,English (Second Language),Correlation,Personality Measures

The relationship between social media usage and personality has received increased scrutiny recently. The current study studies international students' organizational attachment through the exploration of their personality and usage of university social media. Participants were 51 international students from a Midwest State University and 49 domestic (U.S.) students for comparison purposes. Results showed some differences in the structure of personality, level of social media usage, and level of organizational attachment comparing international students and domestic students. Results also supported the complementary purpose of using social media for international students, where agreeableness and openness to experience are negatively associated with social media usage. Moreover, the relationship was stronger when students' English proficiency is lower. An overall model demonstrated the relationship among international students' personalities, university social media usage, and organizational attachment.
A Comparison of Success Trajectories among Nontraditional Students with Varying Abilities
Author: Jones, David R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Nontraditional Students,Students with Disabilities,Graduate Students,Academic Achievement,Personal Autonomy,Student Experience,Comparative Analysis,Electronic Learning,Help Seeking,Interpersonal Relationship,Time,Ability,Fear,Drug Therapy

Graduate students with impairments achieve at lower rates than peers without impairments. A social model of disability perspective suggests that the disparity results from interactions between individual and situational traits rather than individual characteristics alone. This inquiry compared and contrasted experiences of overcoming academic disqualification among nontraditional post-baccalaureate participants with and without impairments. Comparisons occur within and across dyads: three participants with impairments were matched to participants without impairments and comparisons were made within their experiences and then across other dyads. Participants, regardless of impairments, wrestled with online learning and postponed assistance seeking, and relied on relationships as a source of support and learned to manage their time as a strategy for success. Those with learning needs used prescribed medication strategically and managed identity to avoid stigma or explore autonomy. The findings prioritize support for the agency of nontraditional graduate students for achieving degree completion.
Enhancing Students&apos; Scientific Literacy Using Virtual Lab Activity with Inquiry-Based Learning
Author: Putri, Liandha Arieska
Date: 2021-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Virtual Classrooms,Electronic Learning,Active Learning,Inquiry,Science Activities,Science Instruction,Instructional Effectiveness,Hands on Science,Light,Optics,Laboratory Experiments,Grade 8,Junior High School Students,Early Adolescents,Achievement Tests,Foreign Countries,International Assessment

Laboratory activity is closely related and yet is essential in the process of science teaching-learning. The hands-on laboratory experiment is the one normally used in school. Particularly with the state of online schooling, it is quite challenging to perform a hands-on laboratory activity. The combination of inquiry-based learning with virtual lab activity can be an alternative to developing a more alluring yet meaningful learning process within online learning. This research aims to analyze virtual lab activity with inquiry-based learning on students' scientific literacy in light and optics topics. Participants were taken from junior high school students in the 8th-grade in Bandung, Indonesia. It includes 40 students with 14 males and 26 females with ages range 13-14 years old who have not yet studied light and optics. A pre-experimental research method with a one-group pre- the post-test design was used. The finding indicates that students' scientific literacy was significantly increased with a medium category (N-Gain score 0.441). Based on this research, virtual-lab activity with inquiry-based learning could be considered an alternative to conducting a meaningful online learning activity, especially in science education.