ethanporcaro/eric-fulltext-meta huggingface dataset:
MOOCs Readiness: The Scenario in Malaysia
Author: Subramaniam, Thirumeni T.
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Readiness,Online Courses,Nontraditional Students,Adults,Technological Literacy,Interpersonal Competence,Communication Skills,Self Efficacy,Self Management,Student Characteristics,Open Education,Correlation,College Students

This study seeks to investigate the readiness levels of adult students studying in Malaysian higher education institutions. The online questionnaire used in this study consists of 18 demographic variables and 43 items based on six constructs: technical competencies, communication competencies, social competencies, selfefficacy, self-directedness, and readiness. With a sample of 413 respondents, the constructs were evaluated using measures based on students' self-identification with each item. Descriptive statistics depict competency, demographic profile of students, and level of readiness. The statistical analyses used for this study were Pearson correlation, multivariate analysis of variance, and structural equation modelling. All six constructs were reliable with Cronbach's alpha (a) above 0.7. Findings indicate that self-efficacy was significant for massive open online course readiness, and additional factors that could influence this readiness are explored. The findings from this study provide important input towards designing effective massive open online courses.
Online Course Design: A Review of the Canvas Course Evaluation Checklist
Author: Baldwin, Sally
Date: 2019-07-00
Type: Journal Articles
Subjects: Online Courses,Course Evaluation,Curriculum Design,Check Lists,Integrated Learning Systems,Distance Education,Evaluation Methods,Educational Quality,Guidelines

The evaluation of online courses is an important step in providing quality online courses. There are a variety of national and statewide evaluation tools used to help guide instructors and course designers of online courses (e.g., Quality Matters, OSCQR). This paper discusses a newly released course evaluation instrument from Canvas, the second largest learning management system (LMS) used by higher education institutions in the United States. The characteristics and unique features of the Canvas Course Evaluation Checklist (CCEC) are discussed. The CCEC is also compared to established national and statewide evaluation instruments. This review is helpful for those interested in online course design and developments in the field of online education.
Examining Online Health Sciences Graduate Programs in Canada
Author: Colley, Paige
Date: 2019-07-00
Type: Journal Articles
Subjects: Electronic Learning,Health Sciences,Graduate Study,Foreign Countries,Universities,Continuing Education,Allied Health Personnel,Online Courses,Blended Learning

Approximately one in 10 employed Canadians worked in health care and social services in 2016. Health professionals perceive life-long learning as an important element of professional life and value flexibility in their continuing education activities. Online learning is ideally suited to meet this need for flexible health sciences continuing education. The present study sought to identify and characterize online graduate programs in health sciences offered by Canadian universities. All Canadian (non-technical) university websites were hand searched for online graduate programs in health and related fields. Each identified program was characterized by 10 features: province, university, flexibility (i.e., fully online or blended), subject area, curriculum (e.g., coursework, thesis or project, practicum), duration and timing options (i.e., full-time, part-time), admission requirements, class size and acceptance rates, and employment outcomes. The search identified 171 Canadian university online graduate programs in health and related fields. Across Canada, the greatest numbers of programs are offered in Ontario and British Columbia. Most programs are master's and graduate certificate programs, with graduate diploma and PhD programs being less common. While the majority of programs require an undergraduate degree for admission, some programs base entry requirements on previous work experience. Most programs offer a blended learning experience, with fewer being fully online. The most common content areas include nursing, public health, occupational health, and occupational therapy. These findings highlight opportunities to advance fully online, health continuing education in novel subject areas.
Effect of Using Reflective Diaries in Teaching Turkish on Bilingual Students&apos; Academic Achievement and Writing Skills
Author: Can, Cansu
Date: 2019-00-00
Type: Journal Articles
Subjects: Reflection,Turkish,Bilingual Students,Academic Achievement,Writing Skills,Grade 4,Elementary School Students,Writing Improvement,Pretests Posttests,Gender Differences,Instructional Effectiveness,Native Language,Student Journals,Achievement Gains,Foreign Countries

Purpose: This study aimed to identify the effect of using reflective diaries in 4th grade Turkish classes on bilingual students' academic achievement and writing skills. Research Methods: A one-group pretest-posttest design was employed with a study group of 4th graders identified according to convenience sampling method. Data were collected by utilizing the Academic Achievement Test for Turkish Course for measuring students' academic achievement in Turkish classes in addition to the Writing Skills Scoring Rubric for evaluating students' written work and writing skills. Both the test and the rubric were developed by the researcher. During the intervention phase of the research, students were asked to write their daily achievements in their reflective diaries for 13 months. Feedback and corrections were provided for these reflective diaries and the effect of reflective diaries on writing skills were explored. Findings: Findings revealed significant relationships between students' academic achievement and writing skills. There were no significant differences in students' academic achievement and writing skills in terms of gender. Implications for Research and Practice: Results of the research indicate that using reflective diaries increased bilingual students' academic success and improved their writing skills irrespective of gender.
Factors Influencing Students&apos; Research Self-Efficacy: A Case Study of University Students in Malaysia
Author: Poh, Racheal
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Self Efficacy,Research Skills,Doctoral Students,Doctoral Programs,Correlation,Research Training,Mentors,Tests,Student Interests,Required Courses,Decision Making,Research Methodology,Foreign Countries

Purpose: The main aim of the study was to investigate the relationship between research self-efficacy and the perception of the research training environment, interest in research, research mentoring experience, and research knowledge within a sample of Ph.D. students (N=120) at a local university in Malaysia. Method: Correlation and regression analysis were employed to investigate the impact of research mentoring, research training environment, interest in research and research knowledge on research self-efficacy. Self-reported questionnaires and a research knowledge test were distributed to the Ph.D. students in the university to collect the data. Findings: An apparent correlation was found between research self-efficacy, research training environment, interest in research and research mentoring while research self-efficacy was not correlated with research knowledge. Research training environment and interest in research contributed to 26 percent of the variance of change in research self-efficacy. Implications for research and practice: Conducive environment in the institution fosters higher levels of research self-efficacy and encourage Ph.D. students' research skills and development. Furthermore, the incorporation of research methodology as a compulsory course in the Ph.D. study serves to improve students' research interest and knowledge. The self-efficacy theory helps to assist decision making in identifying future researchers in the institution.
Evaluation Model for Evaluating Vocational Skills Programs on Local Content Curriculum in Indonesia: Impact of Educational System in Indonesia
Author: Hadi, Samsul
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Evaluation,Vocational Education,Evaluation Methods,Interviews,Questionnaires,Readability,Guides,Curriculum Implementation,Teacher Education,Educational Facilities,Program Effectiveness

Purpose: The impact of decentralization on education systems requires the local government to develop local content curriculum to preserve regional characteristics and local uniqueness through education. Practice in the field revealed problems in terms of implementation so that the development of an evaluation model in accordance with the characteristics of the region is necessary. The purpose of this study was to produce an evaluation model for evaluating vocational skills programs on the local content curriculum. Method: This was a developmental study consisting of three phases: 1) The initial investigative phase was conducted by interviewing vice-principals and vocational skills programs teachers; 2) The design phase was carried out by making an instrument, evaluation guide, evaluation procedure and the effectiveness of the model assessment sheet; 3) The trial phases were carried out by performing readability test, small-scale trial, and large-scale trial. Results: The results of the readability test indicated that evaluation instrument, evaluation guide, and evaluation procedure were feasible to use, and according to experts the model was very effective to evaluate vocational skills programs on the local content curriculum. The result of the small-scale trial showed that the 24 items developed were valid and reliable. Large-scale trial results indicated that the instrument had acceptable validity and reliability of the construct. Implications for Research and Practice: Evaluation models that have been developed, validated by experts, validated by practitioners and trials on the small and large-scale can contribute to improving vocational skills programs on the local content curriculum developed by local governments throughout Indonesia and even other countries.
Examining the Relationship of Teacher Perception of Accountability and Assessment Policies on Teacher Turnover during NCLB
Author: Wronowski, Meredith L.
Date: 2019-07-29
Type: Journal Articles
Subjects: Federal Legislation,Educational Legislation,Accountability,Educational Policy,Educational Assessment,Teacher Attitudes,Faculty Mobility,Work Attitudes,Elementary Secondary Education,National Surveys,Teacher Morale,Anxiety,Teachers

The purpose of this study is to determine the relationship between teachers' perception of their work, their intent to leave their current position, and their realized turnover at the height of the federal accountability policy era in the United States. The study uses a framework of teacher de-professionalization and demoralization operationalized by teacher responses to the Schools and Staffing Surveys and Teacher Follow-up Surveys from the National Center for Education Statistics. We tested the relationship of de-professionalization and demoralization to turnover with two competing structural equation models for teachers who cited accountability policies as a factor in their employment decision, and those who did not. We find that teacher worry and stress associated with demoralization is a significant predictor of intent to leave in both groups of teachers. However, teacher worry and stress is only a significant predictor of teachers. leaving the profession and moving schools in teachers who cite accountability policies as a factor in their employment decision. These findings demonstrate a relationship between teachers' perceptions of accountability policies, perception of their working conditions, and turnover. These results have important implications for policy makers and educational leaders as the U.S. transitions from the No Child Left Behind era to the implementation of the Every Student Succeeds Act.
Gratitude, Hope, Optimism and Life Satisfaction as Predictors of Psychological Well-Being
Author: Kardas, Ferhat
Date: 2019-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Well Being,Life Satisfaction,Correlation,Mental Health,Psychology,Prediction,College Faculty,Student Attitudes,Intervention,Foreign Countries,Measures (Individuals)

Purpose: The mainstream psychology has mostly focused on the negative factors that threaten human mental health. With the emergence of positive psychology approach, the human strengths have started to be studied and the number of studies on the issue of happiness and well-being has increased. The aim of this research is to reveal the level of prediction for psychological well-being by the variables of gratitude, hope, optimism and life satisfaction. Method: Research sample consisted of 510 students from various faculties and departments of four different universities. The study group consisted of 359 female (70.4%) and 151 male (29.6%) university students. The age range of participants varied between 17 and 30. Findings: All the variables discussed in the study were positively related to each other, and the variables of gratitude, optimism, hope, and life satisfaction all together accounted for about 51% of the variance of psychological well-being. Gratitude was determined as the most predictive variable for well-being and it was followed by the variables; hope, optimism, and life satisfaction, respectively. Accordingly; gratitude predicted 35.4% of the variance in well-being alone; gratitude and hope predicted 45.4% together; gratitude, hope, and optimism predicted 48.8% together; while gratitude, hope, optimism, and life satisfaction predicted 50.7% percent altogether. Implications for Research and Practice: These findings are thought to be important in terms of revealing variables that predict well-being with a high level of variance. It is thought that these findings can be used in the field of mental health especially by the researchers and practitioners using intervention studies. Especially, since the gratitude level accounts for 35.4% of the variance in well-being alone, gratitude interventions can effectively be used to improve well-being level.
Goal Setting and MOOC Completion: A Study on the Role of Self-Regulated Learning in Student Performance in Massive Open Online Courses
Author: Handoko, Erwin
Date: 2019-07-00
Type: Journal Articles
Subjects: Goal Orientation,Educational Objectives,Online Courses,Large Group Instruction,Independent Study,Academic Achievement,Time Management,Self Efficacy,Attribution Theory

Despite providing advanced coursework online to learners around the world, massive open online courses (MOOCs) have had notoriously low completion rates. Self-regulated learning (SRL) frames strategies that students can use to enhance motivation and promote their engagement, persistence, and performance selfmonitoring. Understanding which SRL subprocesses are most relevant to the MOOC learning context can guide course designers and instructors on how to incorporate key SRL aspects into the design and delivery of MOOCs. Through surveying 643 MOOC students using the Online Self-Regulated Learning Questionnaire (OSLQ), the present study sought to understand the differences in the use of SRL between those who completed their course and those who did not. MOOC completers were found to have significantly higher applications of one SRL specific subprocess, namely goal setting. Additional SRL subprocesses of task interest/values, causal attribution, time management, self-efficacy, and goalorientation also emerged from an analysis of open-ended responses as key contributors to course completion. The findings from this study provide further support regarding the role of SRL in MOOC student performance and offer insight into learners' perceptions on the importance of SRL subprocesses in reaching course completion.
A Comparison of Kernel Equating Methods Based on Neat Design
Author: Akin Arikan, Cigdem
Date: 2019-00-00
Type: Journal Articles
Subjects: Equated Scores,Foreign Countries,Achievement Tests,International Assessment,Science Achievement,Science Tests,Grade 8,Statistical Analysis

Problem Statement: Equating can be defined as a statistical process that allows modifying the differences between test forms with similar content and difficulty so that the scores obtained from these forms can be used interchangeably. In the literature, there are many equating methods, one of which is Kernel equating. Trends in International Mathematics and Science Study (TIMSS) aims to find out the knowledge and skills gained by the fourth and eighth-grade students in the fields of mathematics and science. TIMSS have different test forms, and these forms are equated through common items. Purpose of the Study: This research aimed to compare the equated score results of the Kernel equating (KE) methods, which are chained, and poststratification equipercentile and linear equating methods under NEAT design. Methodology: TIMMS Science data were used in this study. The study sample consisted of 865 eighth-grade examinees who were given the Booklets 1 and 14 during the TIMSS application in Turkey. There were 39 items in Booklet 1, and 38 items in Booklet 14. Firstly, descriptive statistics were calculated and then the two Booklets were equated according to NEAT design based on Kernel chained, Kernel post-stratification equipercentile, and linear equating methods. Secondly, the equating methods were evaluated according to some criteria such as DTM, PRE, SEE, SEED, and RMSD. Findings and Results: It was seen that results based on equipercentile and linear equating methods were consistent with each other, except for a high range of the score scale. PRE values demonstrated that KE equipercentile equating methods better matched with the discrete target distribution Y, and distribution of SEED revealed that KE equipercentile and linear methods were not significantly different from each other according to DTM. [This study was presented at the International Congress on Measurement and Evaluation in Education and Psychology (6th, Prizren-Kosovo, Sep 5-8, 2018).]
Direct and Indirect Effects of Learning Strategies and Reading Enjoyment on PISA 2009 Reading Performance
Author: Tavsancil, Ezel
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Attitudes,Reading Achievement,Performance Factors,Learning Strategies,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Literature Appreciation,Reading Comprehension,Scores,Memorization,Adolescents,Reading Tests

Purpose: The aim of the study was to investigate the extent students' learning strategies and reading enjoyment variables predicted PISA 2009 reading achievement, and to examine whether reading enjoyment had a mediator effect in the relationship between reading achievement and learning strategies. Methods: In this correlational study, Turkey PISA 2009 reading comprehension cognitive test and student questionnaires were used for data collection. Learning strategies and reading pleasure which was related to students' reading comprehension achievement were identified as predictive variables and index values of these variables were used. The data were analysed using hierarchical linear models (HLM). Findings: The results of the HLM analysis showed that the students who used control strategies more frequently had higher reading scores. Memorization was negatively associated with reading literacy and the elaboration strategies had no effect on achievement. Reading enjoyment was identified as a variable that improved students' reading performance. It was found out that control and elaboration strategies directly affected student's reading enjoyment whereas memorisation did not have such a direct effect. The results related to the indirect effect between variables showed that reading enjoyment had a partial mediator effect for the control strategy and had a full mediating effect for elaboration. Implications for Research and Practice: Teachers are encouraged to use deep learning strategies instead of surface learning strategies. Teachers can inform their students about what deep learning strategies are, why they are more effective than others, and how to use them. The think aloud technique can be used to show how this strategy can be used in daily life.
Approach to M-Learning Acceptance among University Students: An Integrated Model of TPB and TAM
Author: Gómez-Ramirez, Isabel
Date: 2019-07-00
Type: Journal Articles
Subjects: Undergraduate Students,Foreign Countries,Electronic Learning,Computer Attitudes,Positive Attitudes,Student Attitudes,Adoption (Ideas),Technology Integration,Models,Educational Technology,Behavior Theories

A growing number of higher education institutions have adopted tools to promote mobile learning. However, studies into the driving factors of its adoption are insufficient. This article identifies the aspects that have an effect on the adoption of mobile learning (m-learning) among university students. The theory of planned behavior (TPB) and technology acceptance model (TAM) have been shown to be valid and powerful models in the research on the adoption of learning technologies. Based on TPB and TAM, we propose a model to explain how perceptions influence m-learning adoption among Colombian university students. To confirm the acceptability of the model, a self-administered questionnaire was applied to 878 undergraduate university students from the Instituto Tecnológico Metropolitano (ITM), a higher education institution in Colombia. The results suggest that all of the constructs of TPB and TAM have a moderate impact on the intention to adopt m-learning. Specifically, perceived usefulness and attitude have a significant influence on students' acceptance of m-learning. These results can stimulate future research and promote an effective diffusion of m-learning in developing countries.