ethanporcaro/eric-fulltext-meta huggingface dataset:
Bibliometric Analysis of the Research on Seamless Learning
Author: Talan, Tarik
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,Publications,Bibliometrics,Educational Technology,Electronic Learning,Citations (References),Authors,Foreign Countries,International Cooperation,Institutions

Seamless learning has a significance that has been increasing in recent years, and an increasing number of studies on the subject in the literature draws attention. This study aimed to examine the research on seamless learning between 1996 and 2020 with the bibliometric analysis method. The Scopus database was used in the collection of the data. After various screening processes, a total of 389 publications were included in the analysis. Descriptive analysis and bibliometric analysis were used in the analysis of the data. The distribution of publications by years, types of publications, sources, and languages were analyzed in the research. Additionally, visual maps were created with analyses of co-author, cocitation, and co-word. At the end of the study, it was seen that there has been an increase in the number of publications from the past to the present, articles and papers were predominant, and that most of the studies were carried out in English. As a result of bibliometric analysis, it was concluded that the most efficient countries in seamless learning were the United Kingdom, the United States, and Singapore. Also, it has been determined that the National Institute of Education, Center for International Education and Exchange, and Kyushu University institutions are dominant. The most frequently mentioned authors cited in studies in many different fields are M. Sharples, L.-H. Wong, and H. Ogata. According to the co-word analysis, the keywords seamless learning, mobile learning, ubiquitous learning, and mobile-assisted language learning stand out in the field of seamless learning.
Digital Humanities and Virtual Reality: A Review of Theories and Best Practices for Art History
Author: Hutson, James
Date: 2021-00-00
Type: Journal Articles
Subjects: Art History,Computer Simulation,Humanities,Computer Uses in Education,History Instruction,Educational Theories,Best Practices,Art Education,Educational Practices

The technology of virtual reality (VR) has had proven educational benefits over the last three decades. Yet, most research conducted on these benefits has been confined to the sciences, especially in Computer Science. The application of VR technology for the Digital Humanities is only now beginning to receive attention, but more study needs to be conducted on its uses within various humanistic disciplines. In order to expand on the research at a pivotal time in education when modalities expand to incorporate more hybrid, distance education, and online learning, this study reviews the literature and theories behind the educational use of VR as a tool to reinforce learning outcomes in the field of art history. Through the review, theories and best practices are presented for practical adoption at various level of instruction at other institutions, as well as a list of recommendations for integrating VR technology specifically within art history instruction.
Views on the Usage of Social Media Tools in School-Family Communication
Author: Kaban, Abdullatif
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Parents,Parent Attitudes,Teacher Attitudes,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Family School Relationship,Communication Strategies,Privacy,Affordances,Barriers,Time Management,Information Dissemination

This study, it was aimed to reveal the views of parents and teachers about the usage of social media tools in school-family communication. In this study, which was carried out with the phenomenological method, which is one of the qualitative research methods, the data were collected using a semi-structured interview form. As a result of the content analysis conducted on the data obtained, it was concluded that social media tools, especially WhatsApp, are widely used in school-family communication. It has been found that the advantages of these tools are free, fast, and easy to use, and they prevent waste of time and workload by sending mass messages. The disadvantages were determined to be used out of purpose and timeless, causing misunderstanding and violation of privacy. Participants suggested that while using these tools, they should not deviate from their purpose, some restrictions in terms of time and content should be introduced and their use should be expanded. The results obtained are expected to contribute significantly to the studies to be done to increase family participation in education and the practices to be developed in this sense.
Creating Greater Awareness of the Australian Professional Standards for Teachers in Initial Teacher Education
Author: Cain, Melissa
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,Standards,Professionalism,Portfolios (Background Materials),Accountability,Accreditation (Institutions),Teacher Education Programs,Information Technology,Computer Software,Student Attitudes,Alignment (Education),Indexing

Throughout their initial teacher education training in Australia, students are informed about the Australian Professional Standards for Teachers (APST) and the necessity of gathering evidence to achieve these for teacher registration. Whilst the use of digital technologies as tools for reflection has become increasingly popular, there remains a paucity of research around the types of digital technologies that students use to document their ability to achieve accreditation requirements. This study presents details of how PebblePad, a specialised ePortfolio platform, can assist teacher education students to gain increased awareness about the 37 APST descriptors through the use of tagging. Results demonstrate that students found tagging an invaluable practice and that they recognised the importance of using this ePortfolio platform after graduation to build on their growth as educators in alignment with the APST. In this way, the study addresses a significant gap in teacher education literature in this era of accountability.
How Teachers Use Formative Assessment Strategies during Teaching: Evidence from the Classroom
Author: Dayal, Hem Chand
Date: 2021-07-00
Type: Journal Articles
Subjects: Formative Evaluation,Portfolio Assessment,Assessment Literacy,Constructivism (Learning),Mathematics Instruction,Mathematics Teachers,Secondary School Students,Adolescents,Grade 9,Learner Engagement,Intention,Classroom Techniques,Teacher Attitudes,Feedback (Response),Foreign Countries

Using lesson observations, the study reported in this article explores how two practising secondary mathematics teachers implemented formative assessment actions in their classroom teaching. The study also investigated whether teachers' beliefs about teaching and assessment could be mapped onto their classroom practices. In particular, while the two teachers were implementing student portfolio assessment in their own Year 9 mathematics lessons, the classroom observations focused on how they utilised formative assessment actions such as clarifying and sharing learning criteria intentions and criteria for success; activating students as instructional resources; and, providing feedback that moves learners forward. The findings suggest that one of the teachers made better use of formative assessment or assessment for learning actions while the other showed an emerging understanding of such ideas. A holistic analysis of teachers' actions point to possible links to their beliefs about teaching and assessment. These findings imply that some teachers may hold productive beliefs about teaching and assessment that support the use formative assessment actions more readily. Such productive beliefs provide a useful platform for enacting better assessments inside secondary classrooms, given that there is paucity of research that deals with how secondary teachers make use of formative assessments. The findings implicitly confirm that better use of formative assessment strategies tend to result in more interactive lessons.
Learning to Teach in Place: Transforming Pre-Service Teacher Perceptions of Science Teaching through Place Pedagogies
Author: Ma, Hongming
Date: 2021-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Student Attitudes,Attitude Change,Knowledge Level,Place Based Education,Outdoor Education,Ecology,Elementary School Science,Elementary School Students,Children,Methods Courses,College School Cooperation,Foreign Countries

Although teaching science outdoors is well established in global circles, its pedagogical value in Australia is less understood. This paper addresses this gap through its investigation of outdoor science teaching in a science method course in a teacher education program at an Australian regional university. As part of their coursework, pre-service teachers designed and delivered science lessons to primary school-aged children in small teaching groups in a wetland setting and wrote reflective essays about the experience. Data collection methods included document analysis of the essays as well as follow-up semi-structured interviews with pre-service teachers. Findings suggest that the outdoor science teaching experience improved pre-service teachers' general science teaching skills, and significantly contributed to their capacity to teach science outdoors. Considerations regarding how teacher education curriculum and pedagogy can be reconfigured to better equip graduating teachers with the relevant science skills, knowledge and confidence are discussed.
Information, Media and Technology Skills in Terms of Curricula, Process and Product in Middle and High Schools
Author: Hazar, Esin
Date: 2021-00-00
Type: Journal Articles
Subjects: Information Literacy,Media Literacy,Technological Literacy,Technology Integration,Skill Development,21st Century Skills,Instructional Effectiveness,Secondary School Curriculum,Middle School Students,Middle School Teachers,High School Students,High School Teachers,Teacher Attitudes,Competence,Self Efficacy,Problem Solving,Foreign Countries

The aim of this study is to examine how middle and high school curricula and practices support students to acquire information, media and technology skills. In the qualitative dimension of the study which was designed according to the mixed method, document analysis, observation and interview were used. The 23-itemed Information, Media and Technology Skills Competency Scale was used for the quantitative dimension of the study. Content analysis was performed for analysing the curricula, data obtained through observations and interviews. In the analysis of the data obtained from the scale, frequency, percentage, arithmetic mean and standard deviation values were used in the central and prevalence measurements. The results of the curricula analysis show that problem solving and information and data literacy skills were outnumbered in all analysed curricula. The activities carried out in the classroom during the observation and interview process were mostly related to information and media literacy and problem solving. According to the results of the scale; middle and high school students considered themselves to be relatively moderate in their information, media and technology skills. While the highest score of the students was of information and data literacy; programming skills were the weakest dimension.
Investigation of University Students&apos; Smartphone Usage Levels and Effects
Author: Kaysi, Feyzi
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Telecommunications,Handheld Devices,Computer Use,Addictive Behavior,Time Management,Attention,Physical Health,Learning Processes,Public Colleges,Foreign Countries

Smartphones are among the most used devices. Considering the high rate of usage by university students, these devices' intended usage is a matter of curiosity. The purpose of this study is to determine the smartphones usage duration and purpose of using for university students. The study was carried out with a qualitative design. In the first stage of the study, smartphones' usage duration were obtained from 29 participants via a smartphone application. Considering these data, in the second stage, data were collected from seven participants via semi-structured interview form. Among the study results, it was determined that smartphones and smartphone applications were used extensively. Although this intensive usage causes on students' physical problems, there is no change in use intensity. According to the results, it was determined that the level of use of smartphones for following the educational processes or for improving learning is in the last place. Besides, problems were identified in students' participation in learning processes and focusing on lessons. The most used application types are messaging, social networks, video watching and editing, and game applications. Among the study's suggestions, reducing students' intensively usage and guiding students for using smartphone applications that support learning processes are stated.
Structural Relationships between Coping Strategies, Self-Efficacy, and Fear of Losing One&apos;s Self-Esteem in Science Class
Author: Mete, Pelin
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Coping,Self Efficacy,Fear,Self Esteem,Secondary School Students,Science Instruction,Student Attitudes,Predictor Variables,Foreign Countries

This study aimed to investigate the relationship between coping strategies (positive coping, projective coping, non-coping and denial coping), self-efficacy, and fear of losing one's self-esteem among secondary school students in science course. The study group consisted of 381 students studying in a large city located in the eastern part of Turkey. The data of the study were obtained using Academic Coping, Self-efficacy, Fear of losing one's self-esteem scales. Data were analyzed with the structural equality model using the Amos program, and the proposed relationships between variables were tested. According to the results obtained from the research, it was found that the positive coping and projective coping strategy predicted positively and the non-coping strategy negatively on self-efficacy. Self-efficacy negatively predicted the fear of losing one's self-esteem. Additionally, positive coping, denial coping, and non-coping strategies were observed to positively predict the fear of losing one's self-esteem. Additionally, positive coping, projective coping, non-coping, and denial coping strategies variables together explained 28% of the variance in self-efficacy. The self-efficacy and all of the coping strategies explained 48% of the variance in fear of losing one's self-esteem.
Moving beyond First Year: An Exploration of Staff and Student Experience
Author: Birbeck, David
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Undergraduate Students,Teaching Methods,Educational Experience,Student Adjustment,Metropolitan Areas,Urban Universities,Withdrawal (Education),Dropouts,Student Attitudes,Teacher Attitudes,Student Surveys,Feedback (Response),Foreign Countries,Barriers,Curriculum Design,School Holding Power,Academic Persistence,Academic Achievement

Transition pedagogy has had a major impact on the first year experience for higher education students in Australia. Similarly, there has been a significant focus on transitioning students from their final year of study to employment. Considerably fewer studies have sought to understand the &quot;middle child&quot;; the years in between the first and final year of study. Staff at a metropolitan Australian university noticed an increase in students struggling with university life after the first year of their program, with students purposefully withdrawing from courses or their program entirely. This article reports on focus groups held with staff and feedback via a student survey. Findings suggest the challenges faced by students in second year are multi-faceted, and curriculum and delivery should be intentionally designed to support students through a series of transitions throughout the university journey.
Negative Affect and Performance on Exam Day in College Students: The Role of Self-Regulation
Author: Russell, Alissa
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Adjustment,Metacognition,Stress Variables,Correlation,Affective Behavior,Test Anxiety,Role,College Freshmen,Well Being,Academic Achievement,Scores,Time Management

In the U.S., college transition grows increasingly difficult, with students experiencing rising levels of stress and anxiety. Such challenges may arise as students face normative but novice stressors while working towards professional goals. Students' ability to engage in successful self-regulation may be especially important in response to these challenges. The goals of the present study were to assess a) the mediating role of self-regulatory behaviors on the relationship between trait emotion regulation and negative affect (NA) on the day of a first major college exam; and b) the mediating role of exam-day NA on the relationship between self-regulatory behaviors and exam performance. Results show that trait-level challenges in emotion regulation are associated with increased procrastination behaviors in the days before the exam, which in turn is associated with higher NA on exam day. Implications are discussed for well-being and success of students, particularly for students who struggle with self-regulation.
English Language Teaching in Saudi Arabia in Response to the COVID-19 Pandemic: Challenges and Positive Outcomes
Author: Al-Samiri, Reem A.
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,English (Second Language),Second Language Instruction,Barriers,Higher Education,School Closing,Online Courses,Educational Technology,Electronic Learning,Student Motivation,Technological Literacy,Educational Environment,Mental Health,College Students,College Faculty

The pandemic of 2020 was a watershed moment for all educators worldwide as schools and universities were forced to close their doors to avoid the spread of COVID-19. Thus, a new movement towards widespread e-learning emerged with unknown consequences for learners and educators alike. The situation in Saudi Arabia was no exception. The purpose of this study is to explore how English as a foreign language (EFL) teaching and learning at the tertiary level in Saudi Arabia was impacted negatively and positively by the move to online learning. It reviews research published since the onset of the pandemic, with a specific focus on English language teaching at Saudi universities, to analyze the challenges faced by Saudi EFL teachers and learners since the shift to e-learning. One of the biggest challenges observed was students' lack of motivation, which upon further review was found to be linked to other contributing factors, such as technological issues, inapt learning environments, and students' mental health. This paper also examines the unforeseen positive outcomes resulting from the digital transformation, including the benefits of the flexibility of place and time and promotion of particular language skills. The current research synthesis will help contribute to the knowledge of online English teaching in the Saudi context.
Innovative Practices in Instructor E-Feedback: A Case Study of E-Feedback Given in Three Linguistic Courses during the COVID 19 Pandemic
Author: AbuSa'aleek, Atef O.
Date: 2021-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Feedback (Response),Second Language Instruction,Computer Mediated Communication,Social Media,Online Courses,Educational Technology,Technology Uses in Education,College Faculty,Foreign Countries,English (Second Language),School Closing,Integrated Learning Systems,Teacher Attitudes,Preferences

This study aimed to investigate the instructor's electronic feedback practices during the COVID 19 pandemic in terms of the nature of the content of e-feedback, the formulation, the challenges, and the multimodal nature of the instructor's e-feedback. This study used a qualitative case study to obtain data from the instructor's e-feedback in three linguistic courses as delivered, practiced by the single English language instructor. The instructor's e-feedback via Blackboard and WhatsApp platform and the follow-up interview were analyzed qualitatively. The findings indicate that: (1) the highest number of instructor's e-feedback focused on global issues as compared to local issues; (2) the instructor composed his e-feedback in the form of eight main categories: explanations, suggestions, clarifications, questioning, repetitions, statements, praises, and commands; and (3) the instructor used more screencasts for providing e-feedback, followed by written and audio modes respectively. The thematic analysis (4) revealed the instructor's positive impression on providing e-feedback through these interactive modes (written, audio, and screencast) and a range of challenging issues such as students' preference issues, technical issues, timing issues, financial and areal issues. This study is significant because it provides us with a comprehensive picture of the patterns of the feedback content, the formulation of the e-feedback, the multimodality of the instructor's e-feedback, and the significant issues that emerged from the instructor's e-feedback practices. However, further research should include a relative group of instructors to determine the impact of e-feedback on learners.
Investigating the EFL Courses Shift into Moodle during the Pandemic of COVID-19: The Case of MA Language and Communication at Mostaganem University
Author: Sarnou, Hanane
Date: 2021-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Educational Change,Online Courses,Pandemics,COVID-19,Graduate Students,Foreign Countries,College Faculty,Teaching Methods,Student Attitudes,Social Media

The ongoing pandemic of COVID-19 has affected all countries worldwide in all sectors, mainly in the education sector. Schools and universities were closed. Teaching and learning were transformed from face to face environments to online platforms. In light of the latter, a pivotal query in this study was to investigate the shift of English as a foreign language (EFL) learning and teaching into Moodle online learning platform and how the delivery of online EFL courses was (un-)beneficial for students to end up the academic year. This research paper sets out to deconstruct recent calls for integrating several E-learning platforms or apps into the Algerian university. To carry out this study, we used an interview with six Algerian university teachers as a first research tool to cover all issues that arose regarding the use of MOODLE e-learning platform imposed by the Ministry of Higher Education. Another target in this paper is to uncover the main difficulties our colleagues have faced during the confinement. The second research tool we used in this survey was an online class observation followed by six questions on Moodle, the Google Meet app, and a closed Facebook group. We chose 24 MA Language and communication students from the English language department of Mostaganem University to reveal the obstacles they faced throughout the COVID-19 pandemic. The results showed that both teachers and students are ready to access various online platforms or apps as alternatives such as Zoom, Google Meet and Facebook closed groups to continue teaching and learning English.