ethanporcaro/eric-fulltext-meta huggingface dataset:
International Doctoral Student Research Self-Efficacy Scandal: A Case Study of Chinese University
Author: Khalid, Sabika
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,Doctoral Students,Research Skills,Skill Development,Student Attitudes,Self Efficacy,Knowledge Level,Foreign Countries

The internationalization of Chinese higher education glimmers the hope for globalization and opened the doors for countries to exchange academics treasures and cultural exchange. The euphonious and mellifluous agenda behind the internationalization led the nations towards the silver lining of collaboration, interaction, and human resources exchange. However, a large volume of literature claimed the poor academic performance of international students and weak academic communication between international students and Chinese faculty members. So the study sought to explore the phenomena through doctoral. Student experience regarding their research self-efficacy development in a Chinese university. Thus, we took one Chinese university as a case due to its high accessibility of international students with broad and deep experience of being an international student in China. Our participants were international doctoral students from Asian and African countries with significant financial desperation. The findings shed light on the intention of international to pursue a doctoral degree in Chinese higher education and how it significantly delayed their research self-efficacy development.
Enhancing Multicultural Awareness: Understanding the Effect of Community Immersion Assignments in an Online Counseling Skills Course
Author: Couture, Valerie G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Online Courses,Counselor Training,Counseling Techniques,Experiential Learning,Social Bias,Comparative Analysis,Teaching Methods,Empathy,Counselor Client Relationship,Student Attitudes,Learning Theories,Advocacy,Anxiety,Minority Groups,Graduate Students,Masters Programs

Counselor education programs provide counselors-in-training (CITs) with courses focused on counseling skill development to increase the CITs' interpersonal counseling abilities and increase multicultural awareness. The research study presents findings from the author's exploration of online students' experiences in an experiential community immersion assignment. For analysis, the data was divided into three timeframes: (a) pre-experience, (b) active-experience, and (c) post-experience. In the pre-experience timeframe two themes emerged: (a) overwhelming nervousness and (b) judgmental thoughts. In the active-experience timeframe two themes emerged: (a) welcoming environment and (b) normalization of the minority population. During the post-experience reflections three common themes emerged: (a) similarities between groups, (b) motivation to create relationships, and (c) increased empathy. The study concluded the participants reported an overall increase in multicultural awareness through their community immersion experiences.
Lights, Camera, Action: Instructor-Made Videos (IMVS) Transforming Diagnostic Audiology Teaching
Author: Jervis, Keran L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Developed Materials,Video Technology,Technology Integration,Audiology,Health Sciences,Teaching Methods,Clinical Diagnosis,Cognitive Style,Instructional Effectiveness,Graduate Students

This study investigated the effects of the application of instructor-made videos (IMVs) on a population of first-year master's in audiology students. The investigation sampled 10 students and investigated both their perception of IMVs as a tool and the empirical effects of the tool. This study examined how IMVs can be applied specifically in conjunction with traditional lecturing techniques. The methodology included surveys and interviews before and after exams. The findings demonstrated that the effect of IMVs is largely positive, particularly as indicated by students and, to a lesser degree, by the increase in grades. Wider research from external sources is consistent with this conclusion. Suggestions for further research, including expansion to subjects outside the field of audiology and an investigation into continued and refreshed post-education learning are made.
Work-Life Balance and Role Conflict among Academic Staff in the Middle East: A Review of Literature
Author: Asfahani, Ahmed M.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Family Work Relationship,Role Conflict,Working Hours,Work Environment,Marital Status,Interpersonal Relationship,Family Size,Family Environment,Age Differences,Gender Differences,Geographic Location,Research Reports,Foreign Countries

Family and work are fundamental aspects of life, and an individual must find a balance between both. Prioritizing one over the other can cause distress in one's life. Every individual plays an important role in their work and non-work/personal life with the aim of fulfilling their needs, but it's not always easy to find a balance, which may cause a conflict. The reasons behind this conflict vary according to different professional constraints such as working hours, work environment, nature of job, and interpersonal relations. Non-work and personal factors such as: marital status, number of children, home environment, age, gender, and location may also contribute. This paper aims to study the importance of work-life balance in reducing role conflict among academic staff in the Middle Eastern region.
Decolonising Teacher Education Curriculum in South African Higher Education
Author: Ajani, Oluwatoyin A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Theory,Race,Foreign Countries,Foreign Policy,Activism,Higher Education,Educational Philosophy,Learning Experience,Preservice Teachers,Conferences (Gatherings),Teacher Education Programs,Social Change,Ethnocentrism,Transformative Learning

Calls for the decolonisation of higher education in South Africa gained prominence after the #Rhodesmustfall, #Feesmustfall and series of 2015-2016 students' protests in South African higher institutions. Visible in the demands of the students during these protests was the need for the decolonisation of higher education curriculum to ensure reflection of diverse realities in South Africa. This led to various conferences in different parts of the Republic. However, while some scholars are clamouring for the need for decolonisation, others consider the desire for decoloniality and glocalization. Thus, the subject of decolonisation remains a debate in South African society. Meanwhile, decolonisation is still very much crucial. Seemingly, in the words of Steve Biko, decolonization should begin from the mind. Hence, this discursive study explores how pre-service teachers' minds can be decolonised for realities in transforming South African higher education. The study adopts Critical Race Theory as a lens for this phenomenon. South African higher education curriculum has predominantly been Eurocentric and epistemic, reflecting Western dominance in post-apartheid South Africa. The study argues why and how South African higher education institutions can place teacher education at the centre of learning experiences, for students to adapt and maximize the realities in their contexts, and for responsive lived experiences. Thus, adding voices to a curriculum that promotes total rethink, reflections and reconstruction of students' minds in integrating the existing Eurocentrism and epistemic knowledge with African philosophy in higher education institutions.
Examining English Language Learning Apps from a Second Language Acquisition Perspective
Author: Almousawi, Sayed Ahmad
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Computer Oriented Programs,Textbooks,Educational Technology,Technology Uses in Education,Teaching Methods,Communication Skills,Telecommunications,Handheld Devices,Behaviorism,Cognitive Processes,Comprehension,Interaction,Constructivism (Learning),Language Skills,Scaffolding (Teaching Technique),Cooperative Learning

This study set out to explore dedicated language learning apps pedagogically while focusing mainly on aspects of second language acquisition. A total of 20 English language learning apps were collected for analysis. The study took one model of analysing course book materials and another, computer-assisted language learning model and combined them into one analytical framework with bespoke criteria, ensuring the analysis was most suitable for our case. The analytical framework which was developed reached a number of conclusions about dedicated language learning apps (DLLAs). The findings revealed that DLLAs tend to provide mechanical forms-focused practice without facilitating collaborative learning nor focusing on developing users' communicative competence, which suggests that DLLAs reflect a behaviouristic view of language learning. The conclusion offers some suggestions to improve DLLAs and proposes that, for the time being, educators should look beyond DLLAs and instead investigate how can apps that are not designed for language learning (generic apps) be used in the manner of DLLAs to avoid the issues that this paper identifies with them.
An Effective Instructional Strategies Approach in Higher Education: A Pilot Investigation
Author: Ahmod, Ujjal
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teaching Methods,Higher Education,Pilot Projects,College Students,College Instruction,Educational Research

Teaching is one of the major fundamentals in educational planning, which is the most important reason for educational management. The primary strategy of higher education should focus on student's self-determination activities, the institution's system a practical and experimental study, where students have a specific intention of studies and they can determine which areas would be studying comfortably. The paper aimed to visualize the usefulness of several potential research and teaching mode practices for instructing students at higher education level and to develop a puzzling concept. In the face of the significance of better teaching, the effect is far from the norm. This study has been used qualitative research methods and data (e.g. interview, online survey, groups focus, observation, and content) analyzed through a relevant field of literature. The results of the study emphasize and highlight the necessity for potential teaching strategies. Finally, teaching activities for the progress of applicable factors are discussed in the discussion and recommendation part.
A Preservice Teacher&apos;s Reflections on Education for Sustainable Development in Multiple-Deprived Science Classrooms
Author: Tsakeni, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Sustainable Development,Science Instruction,Preservice Teachers,Science Teachers,Student Teaching,Preservice Teacher Education,Social Justice,Science Education,Poverty,Low Income Groups,Equal Education,Disadvantaged,Citizenship Education,Conservation (Environment),Socioeconomic Influences,Educational Resources,Teaching Methods,Teacher Competencies

In the wake of the United Nations' Agenda 2030 on sustainability, this study problematizes how conditions in multiple-deprived science classrooms are intricately connected to the sustainable development goals (SDGs). This narrative inquiry design research consisting of one participant, describes how the conditions of multiple-deprivation in science classrooms are influenced by, and in turn influence the achievement of, some of the SDGs. The narratives were contained in the reflections documented by a Bachelor of Education (BEd) preservice physical sciences teacher of his third- and fourth-year teaching practice experiences whilst conducting observations and teaching in multiple-deprived classrooms. The study was undergirded by education for sustainable development (ESD) and the SDGs as conceptual frameworks. The data collected were analysed through narrative data analysis techniques, revealing forms of deprivation in the science classroom which were driven by the SDGs related to poverty elimination, quality education, reduction of inequalities and social injustice, promotion of sustainable communities, and establishment of partnerships for goal attainment. The study findings show how the teaching and learning in multiple-deprived classrooms may pose as a challenge to the attainment of the SDGs, pointing out to some implications for practice.
A Review of Social Studies Course Books Regarding Digital Literacy and Media Literacy
Author: Erol, Hüseyin
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Media Literacy,Outcomes of Education,Technological Literacy,21st Century Skills,Grade 4,Grade 5,Grade 6,Grade 7,Textbooks,Content Analysis,Foreign Countries,Course Content

This study investigated the extent to which digital literacy and media literacy among the 21st century skills are included in the social studies curriculum of the 4th, 5th, 6th and 7th grades in Turkey. Among qualitative research methods, the document analysis was used in the study. Since the data were collected from printed and digital materials, this method was believed to be appropriate. The study is limited to social studies course books that re taught to the 4th, 5th, 6th and 7th grade students in Adiyaman province of Turkey in the 2020-2021 academic year. The study found that among the skills included in the social studies curriculum, digital literacy and media literacy skills are included. Four learning outcomes in the curriculum (no: 5.4.1, 5.4.2, 5.4.3. and 7.5.6.) are associated with digital literacy and 3 learning outcomes (no: 5.4.2, 6.7.4, 7.1.3.) are associated with media literacy. Among all learning outcomes in the curriculum (127 learning outcomes), the digital literacy and media literacy are included at a rate of 5.51%. The contents on digital literacy and media literacy were not distributed balancedly in the social studies course books and the contents that could be associated with digital literacy and media literacy in the social studies course books of the 5th and 7th grades were included. Of the contents in the 5th and 7th grade social studies course books, 6.6% were related to digital literacy and 6.24% were related to media literacy. However, there were no content in the 4th and 6th grade social studies course books that could be associated with digital literacy or media literacy. On the other hand, the contents related to digital literacy and media literacy in the social studies course books were consistent with the learning outcomes in the curriculum. The number of learning outcomes regarding these two literacy types can be increased in the curriculum. The number of contents about digital literacy and media literacy can be increased in the social studies course books to be published. The contents on digital literacy and media literacy at every class level (4th, 5th, 6th and 7th grade) provided with social studies course can be distributed equally.
Utilising Online Gamification to Promote Student Success and Retention in Tertiary Settings
Author: Harrington, Ingrid
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Students,Game Based Learning,Educational Games,Student Motivation,Academic Persistence,COVID-19,Pandemics,Technology Uses in Education,Information Storage,Recognition (Achievement),Group Discussion,Surveys

The role of gamification in Australian higher educational learning has gained increasing currency in recent years, with many proponents promoting its usefulness for improving the university student experience by increasing progression and lowering attrition, particularly among first year students (Charles, Charles, McNeill, Bustard, &amp; Black, 2011). However, some students express reservations that the inherently competitive nature of some gamified learning activities negatively impact their learning experience, especially when compared to classic instructional methods (Charles et al., 2011). This discussion and instructional paper undertakes a review of the gamification literature within the Australian higher education context, concurrently exploring what it means and how to use gamification to enhance student learning. The paper provides a short biographic summary of the positive impact selected popular gamified activities has had on improving student engagement, participation and retention in tertiary settings.
Academic Deanship in a Post Pandemic Institution
Author: Coll, Kenneth M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Deans,Higher Education,COVID-19,Pandemics,Educational Change,Administrator Attitudes

The challenges to higher education institutions resulting from the COVID-19 pandemic are placing new and demanding pressures on the academic deanship. A leadership role focusing on guiding teams of professionals toward meeting internally defined goals now requires critical examination. This study analyzes the impact of the pandemic on higher education institutions and particularly the academic deanship. A model for the deanship in a post pandemic institution is included.
Centering &quot;Ukama&quot; Ethic (Relatedness) in the COVID-19 Pandemic &apos;New Normal&apos; in African Higher Education
Author: Hungwe, Joseph Pardon
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,African Culture,Educational Change,Distance Education,Higher Education,Social Isolation,Individualism,Social Bias,Social Values,Caring,Foreign Countries,Educational Philosophy,Communities of Practice

This conceptual article examines the &quot;ukama&quot; ethic concerning the COVID-19 pandemic-induced 'new normal' in African higher education. In so doing, we endeavor to appropriate &quot;ukama&quot; which is a communally oriented value system to militate against socially isolated individualism in Remote Learning and an Ethic of Care that combats social prejudices occasioned by the COVID-19 pandemic in African higher education. Our central argument is that &quot;Ukama&quot; ethic is contextually appropriate in the COVID-19 pandemic-induced 'new normal in African higher education. This article does two important things. Firstly, in light of the demands for local thought traditions in African higher education, it advances the social values of relatedness that constitute &quot;Ukama&quot; ethic to normatively underline the Remote Learning and Ethics of Care. In this regard, a question that is important to us is; if not now in the 'new normal, then when can local thought traditions be fully incorporated into African higher education? Secondly, in the attempt to appropriate local thought traditions into African higher education, the article offers a critical reflection of &quot;Ukama.&quot; Despite its limitations, we conclude that the &quot;Ukama&quot; ethic is important in the COVID-19 pandemic induced 'new normal' in African higher education.
Emergency Remote Teaching in Higher Education during COVID-19: Challenges and Opportunities
Author: Jili, Nokukhanya N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Emergency Programs,School Closing,Electronic Learning,Technology Integration,Distance Education,Higher Education,Educational Research,COVID-19,Pandemics,Affordances,Barriers,Foreign Countries

The third quarter of 2020 marks the closure of on-campus face-to-face pedagogies in South Africa's institutions of higher learning due to Coronavirus disease (COVID-19). The need to maintain social distancing necessitated the transition to emergency remote teaching. A few institutions of higher learnings could move their classes effectively to online and distance education platforms because of their pre-existing experience and some grapple with managing the 'new normal'. This article reflects on the challenges and opportunities of an emergency remote teaching in institutions of higher learnings during the COVID-19 pandemic. The article adopted a qualitative approach through relevant literature and policy reviews to critically analyse emergency remote teaching during the era of COVID-19. The findings indicate that some staff and students experience challenges related to the lack of resources and exposure to remotely use information and communication technology. The article acclaims that institutions of higher learnings should acquire suitable information and communication technology equipment and develop the requisite facilities, implement rules and regulations for their availability, and adequate maintenance. This recommends promoting technologically compliant ethics within the institution, provide easy access to teaching and learning by both students and academic staff at an affordable and fixed (secure) cost in safe, conducive, and unrestricted environments for students.
Moving toward a Digital Competency-Based Approach in Applied Education: Developing a System Supported by Blockchain to Enhance Competency-Based Credentials
Author: Ghonim, Ahmed
Date: 2021-00-00
Type: Journal Articles
Subjects: Competency Based Education,Credentials,Electronic Publishing,Portfolios (Background Materials),Portfolio Assessment,Learning Experience,Outcome Based Education,Educational Technology

A competency-based approach to education (CBE) has emerged in recent years, fostering curriculum by tracking and indicting students' acquired skills and competencies. Since applied education is moving away from a theoretical approach to its application, employers are eager to be empowered with graduates' full e-profiles, which demonstrate candidates' competency-based strengths and weaknesses. This study considered a new digital system for competency-based learning, enhanced by Blockchain and badge technologies, to improve and indicate practical classes' quality in applied programs. Our core objectives were to promote the digitalization of competency-based education and students' e-portfolios as a proposed system in applied education. We also assessed its implementation, beginning with a learning gap analysis and moving on to discuss the digital CBE to support employers' ability to validate graduates' competency-based credentials acquired through their signature learning experience. We found that the digitalization of skills and competency-based credentials should be enhanced to foster knowing-by-doing and practical capabilities, which should be incorporated in applied education to achieve optimum CBE results and support recruitment and professional development processes. Further research and study are recommended to develop and unify standards adopted by the Higher Education Institutions (HEIs), that are recognized by the industries.
Postgraduate Certificate in Education Student Teachers&apos; Perceptions about Communities of Practice at Schools: Work Integrated Learning Reflections
Author: Msimanga, Mothofela Richard
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Experiential Learning,Teaching Skills,Communities of Practice,Student Attitudes,Skill Development,Program Effectiveness,Team Teaching,Teacher Collaboration,School Administration

Postgraduate Certificate in Education (PGCE) student teachers participate in work-integrated learning to develop their professional skills by critically reflecting on their school experience. This study examined how PGCE student teachers perceived Communities of Practice during their work-integrated learning. This study adopted a generic qualitative research design and involved a group of PGCE student teachers at a South African university. Data, which was thematically analysed, was generated by means of reflective group discussions and summaries. The study was underpinned by the Cultural Historical Activity Theory as the underlying theoretical framework. The study revealed that student teachers perceived Communities of Practice as a sustainable and collaborative means through which their professional practices can be enhanced. In addition, Communities of Practice are viewed as an effective catalyst to strengthen school management in its broadest sense. Contextually appropriate recommendations for strengthening initial pre-service teacher training within the broader South African context are provided.