ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation of National Examination Based on Computer Based Test at Vocational School 1 North Sangatta
Author: Dwiyono, Yudo
Date: 2021-00-00
Type: Journal Articles
Subjects: National Competency Tests,Computer Assisted Testing,Vocational Schools,Program Implementation,Barriers,Supervision,Technical Support,Educational Facilities Improvement,Foreign Countries

This research aims to describe national examination based on CBT methods that looked at human resources, infrastructures, students, strategies, and national examination weakness based on CBT implementation at Vocational School 1 North Sangatta. This research is a descriptive study with a qualitative approach. Data collection techniques can be done through observation, interviews, questionnaires, and documentation. This research was conducted at Vocational School 1 North Sangatta. The results show that: (1) national examination based on Computer Based Test implementation methods clearly: preparation step, planning step and the implementation step. (2) the weakness of national study based on Computer Based Test implementation methods are technique and non-technique problems. This problem is solved by (a) increase electricity supply, (b) hold and repair hardware of computer which not suitable with qualifications, (c) register for the remedial test. Non-technique problems are solved by training the students to prepare for the national examination.
Exploring Grade R Teachers&apos; Mathematics Curriculum Practices and Strategies for Improvement: Implications for Physics Teaching
Author: Baloyi-Mothibeli, Seipati L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Mathematics Teachers,Elementary School Teachers,Curriculum Development,Teacher Improvement,Faculty Development,Physics,Scientific Concepts

This study sought strategies to improve teachers' professional curriculum practices in a Grade R mathematics class. A phenomenological research design was employed to generate data for the study using a sample of fifteen participants. A semi-structured interview guide was used to collect the data for the study. In this regard, the interview guide was properly validated, and trial tested. Data collected for this study were analysed using a thematic analysis. The findings of the study showed that the strategies for improving teachers' professional curriculum practice in a Grade R mathematics class include: employing adequately qualified Grade R teachers; making available teaching and learning resources; encouraging sufficient parental involvement; encouraging support by authorities; and, using adequate language for teaching and learning. It was therefore concluded that for Grade R teachers to engage learners in Professional Curriculum Practices (PCP), they need to have access to teacher development programmes. This finding implicates physics teaching in the sense that proficiency in mathematics teaching is imperative for physics teaching. Thus, a practical approach to mathematics teaching can as well be deployed in the teaching of physics concepts due to the abstract nature of the subjects (Mathematics and Physics). In order words these identified strategies for mathematics teaching can be used for physics teaching at a higher education level. Thus, it was recommended that the integrated teacher development programme should be implemented to enable teachers to be fully engaged in Grade R mathematics classes.
Students&apos; Extraneous Cognitive Load in Cell Biology Lectures
Author: Juanengsih, Nengsih
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,College Science,Cytology,Cognitive Processes,Difficulty Level,Comprehension,Scientific Concepts,Learning Modalities,Cognitive Style

This study aims to analyse students' extraneous cognitive load (ECL) in cell biology lectures. Participants in the study were 31 students of the Biology Education Department who attended the Cell Biology course from a university in Jakarta, Indonesia. The Cell Biology lectures include fours topics. The data of ECL were measured using questionnaires with a semantically differential scale, containing statements about students' mental efforts in understanding the information received in the lectures. The data obtained were then tabulated, categorised according to the mental effort rubric, and made into percentage for each step of the VARK (Visual, Aural, Read/write, Kinaesthetic) approach. The results of the data analysis show that students' mental effort (ECL) in understanding each concept in Cell Biology lectures through the VARK approach is generally in the lower category. This is indicated by the very high percentage in the low category for visual, aural, read/write, and kinaesthetic steps.
The Relationship between Achievement Motivation, Metacognitive Awareness, Attitudes and Problem-Solving Abilities in Students
Author: Yunus, Muhammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,Student Motivation,Metacognition,Student Attitudes,Problem Solving,College Students,Citizenship Education,Foreign Countries,Predictor Variables

Achievement motivation, metacognitive awareness, and students' attitudes related to problem-solving abilities are less sensitive due to the limited effect of civic education in higher education. Therefore, the purpose of this research is to determine the relationship between the above-mentioned variables in students. The correlational method is used to determine the relationship between variables with data obtained from 148 students from three universities in Indonesia. The instruments used were questionnaires and test descriptions. The data obtained were analysed using the multiple regression analysis. The results showed that problem-solving abilities had a positive relationship with the following aspects: achievement motivation, metacognitive awareness, students' attitudes towards learning, and simultaneously, achievement motivation, metacognitive awareness and attitudes. This research confirms that civic education lecturers need to pay attention to achievement motivation, metacognitive awareness and attitudes of students related to learning strategies in improving the ability to solve problems. It is recommended that lecturers examine other variables that might affect the problem-solving ability, including collaborative learning models, and other models that demand student participation.
Can You Predict the Money Laundering Cases?
Author: McCarthy, Richard V.
Date: 2021-02-00
Type: Journal Articles
Subjects: Business Administration Education,Data Analysis,Prediction,Crime,Predictive Measurement,Hypothesis Testing,Problem Solving,Models,Case Method (Teaching Technique)

This case is designed to be used in business analytics courses; particularly those that emphasize predictive analytics. Students are given background information on money laundering and data from People's United Bank, a regional bank in the northeast United States. The students must develop their hypothesis, analyze the data, develop and optimize predictive models, and then score the models. Students are challenged to develop a better baseline model than what is currently being used by People's United Bank.
GlobePort Faces a &quot;Knowledge Gap&quot; in Its Business Process Outsourcing
Author: Ghosh, Biswadip
Date: 2021-02-00
Type: Journal Articles
Subjects: Knowledge Management,Outsourcing,Vendors,Employees,Health Insurance,Audits (Verification),Cooperation

GlobePort, a nationwide adult-care business, offers its employees health insurance benefits using a variety of vendors. Each vendor has different medical/dental/life insurance plans with different application formalities. Two years back, GlobePort found it difficult to support all of these variations and decided to pursue business process outsourcing (BPO) of their benefits verification process and information systems updates. Recently there have been multiple complaints about issues faced by employees due to procedural and technological problems as a result of the outsourcing. Analysis of these complaints suggest that a knowledge sharing gap exists between GlobePort, its employees, the BPO provider and the insurance vendors. GlobePort needs to close this gap by adopting suitable knowledge management systems. Additionally, GlobePort is expanding its outsourcing arrangements to include several of their core business processes such as specialized adult-care tasks utilizing multiple vendors. This case asks the reader to select a set of knowledge management practices and collaboration technologies that can help GlobePort address their current employee complaints and support the challenges from the future expansion of outsourcing of their core adult-care processes.
TheatreWorks of Southern Indiana: A Database Design Case
Author: Harris, Ranida
Date: 2021-02-00
Type: Journal Articles
Subjects: Theater Arts,Community Programs,Theaters,Database Design,Databases,Database Management Systems,Stakeholders,Information Dissemination,Financial Support,Employees,Volunteers,Programming,Case Method (Teaching Technique)

Case studies allow for in-depth exploration of multi-faceted issues found in real world information system development projects. The TheatreWorks of Southern Indiana case examines the requirements of a local community theatre group as it strives to incorporate and leverage database technology in a unique non-profit performing arts setting.
Viral Scalability - Coping with Sudden Demand Swings
Author: Witman, Paul D.
Date: 2021-02-00
Type: Journal Articles
Subjects: Information Systems,COVID-19,Pandemics,Internet,Videoconferencing,Physical Fitness,Business Administration,Voting,Federal Aid,Banking,Churches,Insurance,Unemployment,Interpersonal Relationship,Immunization Programs,Efficiency

The rapid emergence of the novel coronavirus and its impact on human behavior provoked dramatic increases in human usage of a variety of systems. These increases had the potential to stress the scalability of the systems, testing whether the system owners had designed and built those systems to cope with sudden changes in demand. This case invites students to study a variety of different types of systems, and to analyze the means by which they can or did achieve scalability, and efficiently serve their customers.
Learner Personality and Response to Oral Corrective Feedback in an English for Academic Purposes Context
Author: Lemak, Alina
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Personality Traits,Error Correction,Class Activities,Feedback (Response),Teaching Methods,Instructional Effectiveness,Individual Differences,Personality Measures,Video Technology,Audio Equipment,Recall (Psychology),English for Academic Purposes,Second Language Learning,Second Language Instruction,College Preparation,Foreign Students,College Students,Foreign Countries,Oral Language,Task Analysis,Student Characteristics,Scores

Corrective feedback (CF) is an important part of effective instruction, and a rich body of research has investigated how best to implement various CF strategies and approaches. Researchers have increasingly become aware of individual differences that have an impact on the effect and effectiveness of CF. One area of individual difference that has been shown to influence learning outcomes is personality; yet, findings have been inconsistent, and the influence of learners' personality traits on oral CF effectiveness has largely been neglected. This study aimed to fill this gap by investigating how learners with different personalities experience and benefit from different types of oral CF. Situated in an intact class of adult language-learners in an academic context, data collection included a Five Factor Model (FFM) personality test, video and audio recordings of classroom activities, and individual interviews/stimulated-recall sessions. The findings of this study suggest that personality traits do appear to play a role in how students experience CF. Relationships between global FFM personality traits and CF response emerged: competitiveness and perfectionism characteristics appeared influential, and a possible interaction between agreeableness and neuroticism is discussed. Pedagogical implications are suggested.
The Accessible IT for the Courses on the Special Education Undergraduate Program
Author: Sartinah, Endang Pudjiastuti
Date: 2021-00-00
Type: Journal Articles
Subjects: Assistive Technology,Electronic Learning,Accessibility (for Disabled),Students with Disabilities,Physical Disabilities,Special Education,Undergraduate Students,Instructional Materials,Instructional Effectiveness,Material Development,Validity,Usability,Foreign Countries

Students can learn through printed teaching materials, audio and video programs, weblogs, and or other media based on ICT (Information and Communication Technology). Yet, educators still play an essential role in designing every learning activity. This research aims to produce a prototype of the product development of accessible IT teaching materials for Special Education undergraduate program students. This research applied the ADDEM design model (Analyze, Design, Develop, Deliver, Evaluate, and Maintenance). Results were gathered by examining the feasibility on aspects of efficacy and practicality of the developed product. Data were analyzed quantitatively by looking at the results of the validity and practicality test. The results of the validity test from the validators showed that all of the assessment items got a good rating of 3.0, in contrast the results of the practicality test, which was done by undergraduate students showed that there was an improvement on the score of the end-of-term test compared to the score of the mid-term test.
Metacognitive Instruction and Interactional Feedback in a Computer-Mediated Environment
Author: Ziegler, Nicole
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Training Methods,Workshops,Video Technology,Peer Evaluation,Error Correction,Feedback (Response),Instructional Effectiveness,Interaction,Synchronous Communication,Computer Mediated Communication,Second Language Learning,Second Language Instruction,English (Second Language),Positive Attitudes,Adults,College Students

Multiple theoretical frameworks support the notion of interactional feedback as facilitative of second language (L2) development. However, research demonstrates that learners often avoid providing feedback during peer collaborative work, thus failing to take advantage of key opportunities for language learning and development. Recent studies have examined how metacognitive instruction (MI) may be used to explicitly train learners in the provision of interactional feedback, with results showing increased instances of feedback (Fujii et al., 2016) and improved L2 outcomes (e.g., Sato &amp; Loewen, 2018; Sippel, 2019). Building on this work, this exploratory study investigated the effects of MI on intermediate L2 English learners' (n = 26) provision of interactional features in synchronous computer-mediated communication. Using a pretest-treatment-posttest design, all learners completed three decision-consensus tasks, with learners in the treatment group receiving direct instruction on the benefits of interaction via an instructional video, a practice task, and subsequent whole-class debriefing. The control group completed the tasks without MI. Results demonstrate that learners' provision of interactional feedback and language-related episodes increased following MI, with qualitative measures indicating learners had positive perceptions of the training and improved awareness of the potential benefits of interactional feedback in computer-mediated communication.
Perspectives on Using Automated Writing Evaluation Systems to Provide Written Corrective Feedback in the ESL Classroom
Author: Woodworth, Johanathan
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Evaluation,Feedback (Response),Error Correction,Second Language Instruction,Second Language Learning,Computer Software,Writing Instruction,Accuracy,Error Patterns,Teacher Role,English (Second Language),Educational Benefits,Language Teachers,Student Motivation,Computer Assisted Instruction

While feedback is widely considered essential for second language (L2) writing development (Bitchener &amp; Ferris, 2012), teachers may not always be able to provide their learners with immediate and frequent corrective feedback. Automated writing evaluation (AWE) systems can help respond to this challenge by providing L2 learners with written corrective feedback (WCF) instantaneously and as frequently as needed both inside and outside the ESL classroom. Proponents of the use of AWE systems argue that these systems can facilitate more writing practice, increase learner motivation and accuracy, and promote learner autonomy. Critics argue that AWE systems cannot give individualized feedback, are prone to errors, can diminish the role of the teacher, and warp students' notions of good writing. As a compromise, it is recommended to use feedback from AWE systems to complement, rather than replace, teacher WCF. In this perspectives paper, we discuss the main benefits and drawbacks of using AWE to provide WCF in the ESL classroom. We conclude by arguing that, when used judiciously and effectively to complement teacher feedback, WCF from AWE systems can support teachers' work and enhance learners' writing motivation and development in the ESL classroom.
Second Language Learners&apos; and Teachers&apos; Perceptions of Delayed Immediate Corrective Feedback in an Asynchronous Online Setting: An Exploratory Study
Author: Canals, Laia
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teacher Attitudes,Student Attitudes,College Students,Virtual Classrooms,Video Technology,Asynchronous Communication,Computer Mediated Communication,Error Correction,Feedback (Response),Time Factors (Learning),Teacher Student Relationship,Instructional Effectiveness,Foreign Countries

Online language courses that rely on asynchronous teacher-learner communication face a practical problem when it comes to the provision of immediate corrective feedback by the teacher in oral interaction tasks. In this learning context, learners can still communicate synchronously and record their interaction without the teacher being present, but feedback by the teacher will be delayed in time. Research indicates that the effectiveness of feedback decreases as the time between the error and the correction increases and that immediate feedback is more effective (Arroyo &amp; Yilmaz, 2018; Shintani &amp; Aubrey, 2016). In this exploratory study conducted at an online university, we implemented a novel type of feedback we referred to as delayed immediate corrective feedback (DICF) and analyzed second language learners' and teachers' perceptions regarding its effectiveness and usefulness. Our goal was to assess the feasibility of implementing this type of feedback in our context and, ultimately, in other contexts where communication between teachers and learners takes place asynchronously. DICF was provided by teachers orally via screencast video. Learners and teachers' perceptions were collected via two separate questionnaires. The results showed that teachers and learners responded positively to DICF and several potential benefits were identified.
An Investigation of the Questions Mathematics Teachers Use on Exams
Author: Güler, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Mathematics Teachers,Middle School Mathematics,Mathematics Tests,Test Format,Preferences,Test Items,Mathematics Skills,Difficulty Level,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students

The extent to which the targeted outcomes in education are achieved can be determined by the educational assessment process. Although various alternative ways of assessment have arisen in recent decades, written examinations are still widely used by teachers. This study aims to determine the quality of the questions used by middle school mathematics teachers on exams. Program for International Student Assessment (PISA) proficiency levels framework constitutes the theoretical framework of the study, in which the document analysis method is adopted. In this study, where a total of 1252 written questions were examined, it was observed that teachers mostly preferred open-ended questions in terms of question types. The analysis of the questions in terms of proficiency level showed that teachers mostly preferred the questions at Level 1 and Level 2 at low cognitive level. Level 5 and Level 6 questions were never encountered at all grade levels. In the light of results, some suggestions are made for further research.
Exploring the Relationships between L2 Vocabulary Knowledge, Lexical Segmentation, and L2 Listening Comprehension
Author: Lange, Kriss
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Language Tests,Listening Comprehension,Scores,Linguistic Input,Correlation,Foreign Countries,Undergraduate Students,Capacity Building,Prediction,Comparative Analysis

The capacity to perceive and meaningfully process foreign or second language (L2) words from the aural modality is a fundamentally important aspect of successful L2 listening. Despite this, the relationships between L2 listening and learners' capacity to process aural input at the lexical level has received relatively little research focus. This study explores the relationships between measures of aural vocabulary, lexical segmentation and two measures of L2 listening comprehension (i.e., TOEIC &amp; Eiken Pre-2) among a cohort of 130 tertiary level English as a foreign language (EFL) Japanese learners. Multiple regression modelling indicated that in combination, aural knowledge of vocabulary at the first 1,000-word level and lexical segmentation ability could predict 34% and 38% of total variance observed in TOEIC listening and Eiken Pre-2 listening scores respectively. The findings are used to provide some preliminary recommendations for building the capacity of EFL learners to process aural input at the lexical level.
On the Fractal Nature of Complex Syntax and the Timescale Problem
Author: Evans, D. Reid
Date: 2020-00-00
Type: Journal Articles
Subjects: Syntax,Systems Approach,Second Language Learning,Second Language Instruction,English (Second Language),Language Usage,Physiology,College Faculty,Foreign Nationals,French,Language Teachers,Adult Learning,Dialogs (Language),Time Factors (Learning),Learning Processes,Linguistic Theory

Fundamental to complex dynamic systems theory is the assumption that the recursive behavior of complex systems results in the generation of physical forms and dynamic processes that are self-similar and scale-invariant. Such fractal-like structures and the organismic benefit that they engender has been widely noted in physiology, biology, and medicine, yet discussions of the fractal-like nature of language have remained at the level of metaphor in applied linguistics. Motivated by the lack of empirical evidence supporting this assumption, the present study examines the extent to which the use and development of complex syntax in a learner of English as a second language demonstrate the characteristics of self-similarity and scale invariance at nested timescales. Findings suggest that the use and development of syntactic complexity are governed by fractal scaling as the dynamic relationship among the subconstructs of syntax maintain their complexity and variability across multiple temporal scales. Overall, fractal analysis appears to be a fruitful analytic tool when attempting to discern the dynamic relationships among the multiple component parts of complex systems as they interact over time.