ethanporcaro/eric-fulltext-meta huggingface dataset:
&apos;Changing of Parents&apos; Perception in Educating Female Students in Nigerian Science
Author: Muhammad, Tukur
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Females,Gender Bias,Science Education,Student Projects,Homework,Student Attitudes,Science Projects,Cultural Influences,Religious Factors,Daughters

Parents are considered as the most vital influence for the education of female students, there has been a vast area of research on how science education is perceived by parents and society in general. In Nigeria, the parents' mindset about the education of female students is not encouraging Thus, this paper presents the results of impact of carrying out science home projects by five female students on their parents' perception of their daughters' science learning. The home project is part of a science module in a bigger study. Data were collected from interviews with the female students and their parents and observation during the implementation of the home projects. The interview was done after the home project. The interview data was transcribed and analysed using thematic analysis. The data was triangulated with the observation field notes. The result reveals that the parents' mindsets are positively changed. We also point out the implication of the of this study and the future researches about the education of female students is suggested. The home projects were found to be helpful to makes parents to see the importance of learning science by their female daughters so that they can change their thought and enroll more of their daughters to secondary school to learn science and further their studies at higher institution.
Association between Depression, Anxiety, Stress, Social Support, Resilience and Internet Addiction: A Structural Equation Modelling
Author: Tas, Ibrahim
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Depression (Psychology),Anxiety,Stress Variables,Social Support Groups,Resilience (Psychology),Internet,Addictive Behavior,Structural Equation Models,Predictor Variables,College Students

The objective of this study is to test whether depression, anxiety, stress, social support and resilience have a significant effect on predicting internet addiction in university students. For this purpose, the pattern of the associations between the variables was examined. The study was conducted on 349 students attending two different universities during the 2018-2019 Academic Year. In the study, Personal Information Form, Depression, Anxiety Stress Scale, Internet Addiction Scale, Perceived Social Support Scale and Resilience Scale were used to collect data. First of all, whether the data were normally distributed was tested. The data, which were found to be normally distributed, were analyzed with correlation and structural equation modelling and SPSS 25 and AMOS 25 programs were used to analyze data. Significant negative association was found between internet addiction and depression, anxiety and stress. Significant negative association was found between internet addiction and social support and resilience. Significant positive association was found between social support and resilience. Fit indices, regression coefficients and variance values of the model were found to be significant. The variables were found to explain 25% of the variance in internet addiction. It was found that the proposed theoretical model to explain internet addiction was confirmed and the results obtained were in parallel with the literature.
Determining Dimensions of Perception on Reflective Journal Writing: Practical Application of Importance-Performance Analysis
Author: Haji Seyed Abolghasem, Fatemeh
Date: 2019-07-00
Type: Journal Articles
Subjects: Reflection,Student Journals,Journal Writing,Nursing Students,Nursing Education,Student Attitudes,Student Satisfaction,Performance Based Assessment,Foreign Countries

Although reflective journal writing (RJW) has become a popular way to evaluate learning, little is known about participants' perceptions upon this educational activity. The purpose of this research paper was to utilize Importance-Performance Analysis (IPA) to determine the dimension of pre-registered student nurses' perception on reflective journal writing. A total of thirty conveniently selected participants contributed to the study. Data was collected based on an adapted survey questionnaire. Data was analyzed through SPSS (V. 24) as well as importance-performance matrix. By using IPA matrix, participants rated the importance attribute in the &quot;ideal&quot; reflective journal writing and how satisfied they were with their performance in the actual setting. With a two-dimensional grid of importance and performance, the location of these attributes would determine what the participants' ideas were regarding RJW and how the educators would take necessary action accordingly. For the most parts, the results indicated that participants were satisfied with the academic practice. IPA proved to be a useful evaluation tool enabling curriculum and syllabus designers to identify the strength and weaknesses of RJW as perceived by participants.
Degree of Senior High School Accounting Curriculum Implementation in Ghana: Relevant and Problematic Topics
Author: Tufuor Kwarteng, Joseph
Date: 2019-07-00
Type: Journal Articles
Subjects: High School Students,Accounting,Secondary School Curriculum,Curriculum Implementation,Foreign Countries,High School Teachers,Learner Engagement,Teacher Attitudes

This study explored the extent to which senior high school accounting curriculum was completed in a school year and the factors that accounted for the noncompletion of desirable portions of the curriculum. Also, topics students and teachers perceived as difficult were examined as teachers indicated their perception of the overall relevance of the curriculum for students' development. Overall, 27 teachers and 321 students were drawn at random from the population of senior high school accounting teachers and students in the Central Region of Ghana. The respondents completed two different sets of questionnaires (one for accounting teachers; the other for accounting students) which contained open-ended and closed-ended items. Data was analysed into themes and frequencies and percentages. The study found that teachers perceived senior high school accounting curriculum to be relevant for students' development and a high degree of the curriculum was completed in a school year. However, limited school time, inadequate teaching and learning resources, overloaded syllabus, and students' engagement in numerous co-curricular activities impeded the completion of the curriculum. Furthermore, teachers had difficulty in teaching some topics for reasons of abstraction, complexity and technicality in those topics. Students' difficulty in learning some topics were attributed to teachers' inability to meet students' needs and understanding. It is recommended that the Ghana Education Service (GES) organises appropriate continuous professional development programmes to capacitate teachers to competently teach all topics in the curriculum.
Exploring Undergraduates&apos; Digital Citizenship Levels: Adaptation of the Digital Citizenship Scale to Turkish
Author: Erdem, Cahit
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Computer Literacy,Citizenship,Measures (Individuals),Construct Validity,Test Reliability,Age Differences,Gender Differences,Computer Use,Handheld Devices,Self Evaluation (Individuals),Internet,Activism,College Faculty,Outcomes of Education

This study reports the results of two successive studies on digital citizenship. 'Study I' aims to adapt the Digital Citizenship Scale, developed by Choi, Glassman and Cristol (2017), into Turkish context, and 'Study II' examines undergraduates' levels of digital citizenship with respect to the variables of age, faculty, gender, amount of daily computer use, amount of daily smartphone use, and self-evaluations as to their skills levels of digital technology use. In Study I, the adaptation process of the scale, and validity and reliability analyses are provided based on data obtained from 272 undergraduates from 8 different universities in Turkey. A valid and reliable 18-item adapted form of Digital Citizenship Scale is offered in this part. In Study II, a survey design study, data were obtained from 220 undergraduates from a state university in Turkey and their digital citizenship levels were examined with respect to various variables. It was found out that the participating undergraduates had a medium level of digital citizenship, and they had the lowest mean in Internet Political Activism and the highest mean in Technical Skills. A significant difference between the undergraduates' levels of digital citizenship was found only for self-evaluations as to their skills levels of digital technology use but not for the variables of age, faculty, gender, amount of daily computer use, and amount of daily smartphone use. Results are discussed, and implications are suggested.
Effects of Designing LEGO Robotics Instructional Practices on the Prospective Science Teachers&apos; Resistive Behaviors towards Technology Supported Instruction
Author: Yavus Konokman, Gamze
Date: 2019-00-00
Type: Journal Articles
Subjects: Robotics,Student Attitudes,Science Teachers,Preservice Teachers,Educational Technology,Technology Uses in Education,Teaching Methods,Student Behavior,Resistance (Psychology),Foreign Countries

The study was conducted to determine the effects of designing LEGO robotics instructional practices (LRIP) on the prospective science teachers' resistive behaviors towards technology supported instruction (TSI) and their views on these instructions. Mixed method research was used. The study group was selected taking into account the criteria of one of the purposive sampling methods. The study group was made by 18 prospective teachers trained in the Science Education Department. The data were gathered with the help of data collection tools such as the resistive behavior scale and the questionnaire on resistance towards TSI. Data were collected using data collection tools such as a questionnaire on resistive behavior scale and resistance to TSI. Quantitative data were analyzed by t-test for dependent samples using SPSS, and qualitative data were analyzed by inductive content analysis method using Nvivo. Findings indicated that participants who designed LRIP participated more voluntarily in the TSI. Moreover, it was inferred from qualitative data that LRIP led to overcome the prospective science teachers' resistive behaviors to TSI. As a result of the study, it can be said that the prospective science teachers had positive opinions and perceptions on TSI after their experience of designing LRIP and integrated into the learning and teaching process.
The Mediator Role of Authenticity in the Relation between Submissive Behaviors and Internet Addiction
Author: Anli, Gazanfer
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Addictive Behavior,Internet,Student Behavior,Secondary School Students,Correlation,Psychological Patterns,Personality Traits,Student Characteristics

The aim of this research is to examine the mediator role of the authenticity in the relation between submissive behaviors and internet addiction. The research population was composed of 384 students in two secondary school located in Istanbul. The data were obtained by using the Authenticity Scale, Submissive Behavior Scale and Internet Addiction Scale. The frequency, arithmetical mean, standard deviation, Pearson correlation coefficient, regression and sobel test were used in analysis of the data. Correlation analysis showed that submissive behaviors is correlated positively with internet addiction and negatively with authenticity. The first step of the multiple regression analysis results showed that internet addiction significantly influenced the authenticity ([beta] = -0.26, t = -6.5, p &lt;0.00). In regression analysis in the second step, authenticity was statistically significant in predicting submissive behaviors ([beta] = -0.44, t = -14.43, p &lt;0.00). Regression analysis performed in the third stage showed that internet addiction was a significant predictor of submissive behaviors ([beta] = 0.40, t = 8.66, p &lt;0.00). Finally, authenticity was included in the last model to determine its' mediating role between internet addiction and submissive behaviors. In this model, internet addiction and authenticity both entered the equation and the effect of the internet addiction on submissive behaviors decreased ([beta] = 0.24, t = 5.75, p &lt;0.00). The sobel test was calculated if this decrease was significant and it was found that the authenticity had a partial mediator role in the relationship between submissive behaviors and internet addiction (z= 7.51, p&lt;0.001).
The Relationship between Self-Esteem and Social Network Loneliness: A Study of Trainee School Counsellors
Author: Ibili, Emin
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Esteem,Psychological Patterns,Counselor Training,College Students,Correlation,Gender Differences,Age Differences,Instructional Program Divisions,Internet,Social Media,Self Concept Measures

In this study, the relationship was investigated between self-esteem and loneliness in social networks among students in a guidance and psychological counselling teaching department. The study was conducted during the 2017-2018 academic year with 312 trainee school counsellors from Turkey. In terms of data collection, the Social Network Loneliness Scale, and the Self-esteem Scale were employed, and a statistical analysis of the data was conducted. We found a negative relationship between self-esteem and loneliness as experienced in social networks, although neither differs according to sex, age and class level. It was also found that those who use the Internet for communication purposes have high levels of loneliness and self-esteem in social networks. While self-esteem levels among users of the Internet are high, those who use it to read about or watch the news have high levels of loneliness. No relationship was found between self-esteem and social network loneliness levels and among those who use the Internet for playing games. Regular sporting habits were found to have a positive effect on self-esteem, but no effect on the level of loneliness in social networks.
Embracing Dropouts in MOOCs: Exploring Potentials of Invisible Learners
Author: Dalsgaard, Christian
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Learning Activities,Outcomes of Education,Self Management,Relevance (Education),Open Education,Student Educational Objectives,Foreign Countries,Instructional Design,Educational Technology,Masters Programs

The objective of the paper is to examine how and what the non-completing participants of MOOCs learn. In this paper we term them &quot;invisible learners&quot;. The paper presents a qualitative study of learning activities and outcomes of invisible learners. The study consists of 11 interviews with MOOC participants and a survey answered by 51 participants. The results of the study show that invisible learners learn by (1) reading and watching, (2) following and being part of, (3) networking, (4) reflecting and (5) applying. Further, the study shows that the learning outcomes of the invisible learners can be described as (1) inspiration, (2) update, and (3) input for practice. Invisible learners show signs of self-governance by choosing what is relevant to them, and initiating their own learning activities in relation to their own practice. The paper concludes that there are educational potentials of the activities of invisible learners. The study shows that the course format may not be suitable for invisible learners that do not wish to do assignments and follow specific learning objectives. Rather, the educational potential is to provide invisible learners with relevant input to their own practices. To accommodate invisible learners, the challenge is to design courses that provide input and inspiration to learners' own practices without prescribing what they will learn.
Balancing Old and New: Integrating Competency-Based Learning into CALL Teacher Education
Author: Egbert, Joy Lynn
Date: 2019-00-00
Type: Journal Articles
Subjects: Competency Based Teacher Education,Computer Assisted Instruction,English (Second Language),Second Language Instruction,English Teachers,Mastery Learning

The idea of competency-based, or mastery, learning has been around for decades, but it has recently been receiving more global attention as a foundation for English language teaching and learning. Because technology use can be integral to the attainment of competency, language teachers who use computer-assisted language learning (CALL) in their classrooms should be aware of the principles and practices that can lead to competency. This paper argues that, for this to happen, CALL teacher educators and other professional development providers need to use a competency approach to make sure that the teachers in their classrooms are as prepared as they can be to engage their English language learners (ELLs) actively in mastering language, content, and technology. After presenting this position, the paper provides a detailed definition and description of competency-based learning and suggests ways that it can be integrated into CALL teacher education. An outline of some of the benefits and challenges of this approach in teacher education completes the discussion in this paper.
Leadership Self-Efficacy, Change Oriented Behavior and Organizational Citizenship Behavior: The Moderating Effect of Experience
Author: Adewale, Adebayo Saheed
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Efficacy,Behavior Change,Leadership Effectiveness,Higher Education,Foreign Countries,Transformational Leadership,College Faculty,Institutional Characteristics,Citizenship,Industrial Psychology,Employment Experience,Organizational Development

Knowledge is an essential factor in human existence. Education has been found responsible for social, economic, cultural and technological development of human society. Higher education institutions are responsible for producing required skilled human capital needed to enhance sustainable development. For these institutions to meet up with numerous demand of the society and function effectively leadership is an essential factor to be considered. This study examined the effect of leadership self-efficacy, change oriented behavior on staff organizational citizenship behavior in higher education institutions focusing on the moderating effect of experience. A total of 420 staff from 10 different higher education institutions in Lagos State, Nigeria were sampled. Structural Equation Modeling was used to access the moderating effect of experience on these variables. It was found that experience moderates the relationship between leadership self-efficacy, change oriented behavior, change policy and organizational citizenship behavior. Therefore, experience must be considered as a vital factor in higher education management and development.
Impact of Organizational Culture, Organizational Communication and Supervisor Support on the Job Satisfaction of Employees Working in Online IT Based Distance Learning Institutions of Pakistan
Author: Usman, Khalid
Date: 2019-00-00
Type: Journal Articles
Subjects: Distance Education,Organizational Culture,Job Satisfaction,Educational Technology,Technology Uses in Education,Foreign Countries,Supervisors,Employees,Communication Strategies

Distance education particularly the IT based distance learning is a fast growing concept in the academic world. The employees working in such distance learning institutions have certain issues that need to be investigated. One important such issue the job satisfaction of employees. Job satisfaction of employees can be investigated through several variables. Job satisfaction is equally important in all the organizations including the face to face and distance learning organizations. Distance learning organizations differ from face to face as the supervisor and the employees happen to be seated hundreds of miles away from each other. They do not even have a facial know how or interaction with each other. This distance create certain differences in the culture and the facial anonymity also has an impact on the supervisor support and other issues as well. This study intended to analyze the impact of organizational culture, organizational communication and supervisor support on the job satisfaction of the employees working in the IT based distance learning institutions of Pakistan. These variables are so selected because the employees working in such organizations happen to be seated away from supervisor and one another as well. A survey was conducted for this purpose in which data was collected through online questionnaire and data processed through regression analysis. Findings of the study revealed that all the three variables including organizational culture, organizational communication and supervisor support has a positive impact on the job satisfaction of employees working in the IT based distance learning organizations.
Embedding and Sustaining Inclusive Practice to Support Disabled Students in Online and Blended Learning
Author: Pearson, Victoria
Date: 2019-00-00
Type: Journal Articles
Subjects: Inclusion,Students with Disabilities,Electronic Learning,Blended Learning,Sustainability,STEM Education,Foreign Countries,Distance Education,Barriers,Student Needs,Curriculum Design,Accessibility (for Disabled),Institutional Cooperation,Open Universities,Self Efficacy

UK higher education data has shown persistent differences in degree outcomes for specific student groups. Consequently, the Office for Students (the UK government's higher education regulator) are funding 17 projects to address these inequalities. Building on its expertise, our institution is leading the IncSTEM project alongside colleagues from two other universities, to evaluate, scale up and promote inclusive teaching and learning practice within Science, Technology, Engineering and Mathematics (STEM) disciplines in higher education. There are challenges with inclusive distance learning, many of which are emphasised in STEM through the prevalence of practical and field activities, the widespread use of groupwork, and the use of text that is rich in symbolic notation. Online and blended learning approaches, including access to digital learning resources, bring opportunities for more inclusive practice, but can also lead to unforeseen and unquantified barriers for students. Integrating an inclusive approach to teaching and learning requires universities to embed and sustain practices that consider the diverse needs of students throughout curriculum design and delivery, bringing benefits to all students. In this paper, we present data on staff perceptions and practices regarding accessibility and inclusion for disabled students, explore examples of inclusive practice, and discuss how these can be applied by practitioners in order to create a higher education environment in which students of all backgrounds and characteristics are able to succeed.