ethanporcaro/eric-fulltext-meta huggingface dataset:
Does an Assessment Rubric Provide a Better Learning Experience for Undergraduates in Developing Transferable Skills?
Author: Pang, Toh Yen
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Evaluation,Scoring Rubrics,Undergraduate Students,Learning Experience,Transfer of Training,Feedback (Response),Teamwork,Evaluation Methods,Performance Based Assessment,Student Projects,Active Learning,Engineering Education,Design,Foreign Countries

There is ongoing interest in developing rigorous and accurate assessment methods in higher education, particularly in the use of assessment rubrics and in providing more useful feedback to students rather than a simple grade. However, there has been little used of reliable assessment rubrics that provide feedback to individual students on their teamwork participation and skills, and which assist academic staff in assessing teamwork among students. This paper reports on the second phase of a study that aimed to evaluate a rubric to assess skills and processes in teamwork, and whether a rubric facilitated a better learning experience than a simple marking scheme. The second phase focused on the implementation of a revised assessment rubric designed to assist students and staff in understanding what was expected in the assessment process, and in particular the creation of efficient tools and metrics to measure both teamwork and individual performance during collaborative team design projects. Findings from two surveys of students provided the dataset for this second phase of the study. The findings demonstrate that assessment rubrics provide an important adjunct in improving students' teamwork performance and their understanding of their learning activities. This study will also contribute to ongoing discussions on higher education assessment methods.
Digital Literacy of Pre-Service Teachers in the Period Time of COVID-19 Pandemic
Author: Prachagool, Veena
Date: 2022-00-00
Type: Journal Articles
Subjects: Digital Literacy,Preservice Teachers,Technology Uses in Education,COVID-19,Pandemics,Student Teacher Attitudes,Social Responsibility,Information Management

Digital literacy is an important thing for modern pre-service teachers, they are key element to deal with technology for education and motivate classroom with effective infortion technology. This study aims to explore digital literacy of pre-service teachers during time of COVID-19 pandemic. The respondents were 54 pre-service teachers, rated the digital literacy based on the framework of teacher digital literacy, which consisted of 5 components: (1) social responsibility, (2) team-based learning, (3) information management, (4) processing and information presentation, and (5) digital integrity. Result revealed that the level of digital literacy of pre-service teachers is at high level in all components. It indicated that they are ready to deal with technology for education, but digital literacy is still engaged into them and in-service science teachers.
Coping with COVID-19: An Exploratory Mixed-Methods Investigation of the Impact of John Henryism on Urban College Students&apos; Engagement in Schoolwork
Author: Torsney, Ben
Date: 2022-00-00
Type: Journal Articles
Subjects: Coping,COVID-19,Pandemics,Urban Schools,College Students,Learner Engagement,Predictor Variables,Minority Group Students,Disproportionate Representation,Distance Education,Electronic Learning,Student Characteristics,Student Experience

The current study examined how COVID-19 impacted urban college students' engagement in their schoolwork and whether John Henryism mediated the relationship among demographic variables and engagement. Results demonstrated that John Henryism is a significant predictor of all three engagement outcomes (absorption, dedication, and vigor) and mediated the relationship between historically underrepresented students (Black and Latinx) and their vigor for engaging in schoolwork. Three themes emerged from the qualitative analysis: intrapersonal, interpersonal, and contextual challenges. This study adds another dimension to the coping strategies urban college students are using to stay engaged in their schoolwork during the pandemic.
Assessment of Multiple Choice Question Exams Quality Using Graphical Methods
Author: Yousuf, Mustafa S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Testing,Test Reliability,Test Validity,Graphs,Error of Measurement,Medical Education,Discriminant Analysis,Medical Students,Student Evaluation

Exams should be valid, reliable, and discriminative. Multiple informative methods are used for exam analysis. Displaying analysis results numerically, however, may not be easily comprehended. Using graphical analysis tools could be better for the perception of analysis results. Two such methods were employed: standardized x-bar control charts with standard error of measurement as control limits and receiver operator characteristic curves. Exams of two medical classes were analyzed. For each exam, the mean, standard deviation, reliability, and standard error of measurement were calculated. The means were standardized and plotted against the reference lines of the control chart. The means were chosen as cut-off points to calculate sensitivity and specificity. The receiver operator characteristic curve was plotted and area under the curve determined. Standardized control charts allowed clear, simultaneous comparison of multiple exams. Calculating the control limits from the standard error of measurement created acceptable limits of variability in which the standard deviation and reliability were incorporated. The receiver operator characteristic curve graphically showed the discriminative power of the exam. Observations made with the graphical and classical methods were consistent. Using graphical methods to analyse exams could make their interpretation more accessible and the identification of exams that required further investigation easier.
Exploring the Expectations and Experiences of First Year Students Undergoing a Tailored Transition Initiative
Author: Harris-Reeves, Brooke
Date: 2022-00-00
Type: Journal Articles
Subjects: College Freshmen,Transitional Programs,Expectation,Student Experience,Time Perspective,Foreign Countries,Orientation,Career Readiness,Occupational Aspiration,Employment Potential,Skill Development

Successful transition for students commencing university is a focus of increasing institutional interest and resourcing to optimise student success and retention. Investigation of student expectations of university commencement and their lived experience provides an opportunity for identification of a potential mismatch which has received less scrutiny. The Bachelor of Sport Development has an integrated transition initiative with an employability and academic skill development focussed curriculum, designed to support students' successful transition into university. The transition initiative was informed by the Five Senses of Success and First Year Curriculum Principles. This article reports student expectations in week one and at the completion of the first semester after experiencing the transition initiative. Students reported changes in their expectations, assessment concerns, and the assistance they expected from lecturers over this period. Students' early exposure to employability-focused curriculum provided valuable insights into their future profession, consequently reinforcing their long-term goal of employment in the sport sector. Results highlight the effectiveness of the supportive, student focused strategies embedded within the tailored transition initiative in the first semester of study.
Modelling Transdisciplinary Pedagogy: A Method for Collaborative Curriculum Design
Author: Allinson, Mark E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Curriculum Design,Interdisciplinary Approach,Teacher Collaboration,Teacher Workshops,Communities of Practice,College Curriculum,Creative Thinking,Cultural Awareness,Relevance (Education),Constructivism (Learning),Student Educational Objectives

This article explores a transdisciplinary, collaborative, curriculum design project to promote institutional belonging as a driver of student engagement, and to equip graduates with the fluency to work across disciplines. It demonstrates a facilitated method, to construct learning outcomes that break with typical subject-based knowledge and associated hierarchies of expertise. After considering a small number of precedents, the authors use curriculum models to inform a design specification. Following the formation of a multidisciplinary design team, a development tool (Lego® Serious Play®) was selected for a design workshop. A qualitative analysis of the workshop transcript was then used to inform the learning outcomes for a common module to be taken by all first-year undergraduates. Finally, the article considers how the process provided a framework for collaborative design that has been implemented in further projects, and led to the creation of a growing community of practice. The project provides insights for others embarking on collaborative curriculum design initiatives, especially where transdisciplinary learning is an objective.
Is Blended Learning the Future of Education? Students Perspective Using Discrete Choice Experiment Analysis
Author: Ahmed, Adib
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,College Students,Student Attitudes,Preferences,Foreign Countries,Learning Strategies,Technology Uses in Education,Video Technology,Conventional Instruction,In Person Learning,Online Courses,COVID-19,Pandemics

This is the first study to use discrete choice experiment in exploring the stated choice preference of blended learning preference among the university students in the context of Bangladesh. As a prerequisite in developing student engagement learning strategies, we investigate the choice preference of university students towards different types of blended learning to explore relevant concerns and challenges in order to plan for successful implementation of this option. Around 306 responses from the students belonging to Bangladesh University of Professionals (BUP) and North South University (NSU) are considered representing both public and private universities in Bangladesh. Conditional logit model is used to explore the choice preference of the respondents based on the attributes. We find that university students explicitly dislike recorded videos as the primary mode of instruction as there is minimum human interaction using this method. Students with mobile internet also prefer offline classes to online classes, whereas students with broadband internet prefer the opposite choices. The policy implications of these findings hold global relevance in devising student engagement strategies towards blended learning such as for other developing economies in South Asia which were forced to transition to online learning as an adaptation response to the COVID-19 pandemic.
From Theory to Practice: A Case Study of Technology-Enhanced O2O Teaching
Author: Lai, Jinjing
Date: 2022-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Case Studies,Technology Uses in Education,Online Courses,Blended Learning,Teaching Models,Educational Trends,Information Technology,Precision Teaching,Homogeneous Grouping,MOOCs,Student Evaluation,Instructional Effectiveness,Scores,COVID-19,Pandemics,Foreign Countries

Stimulated by the isolation requirement of COVID-19 lockdown, online teaching method has been widely adopted by worldwide academic institutions and has been playing an essential role in accelerating education reform. While both traditional classroom teaching and pure online teaching have their drawbacks, an integrated online to offline (O2O) precision teaching model is considered to be the new trend. With the support of information technology, O2O precision teaching is capable of monitoring students' behavior closely and tailoring the curriculum for each student. This study designed a detailed platform-based O2O precision teaching model and applied it to the &quot;Chinese Business Culture&quot; course teaching. Traditional offline teaching was also conducted as a control. Both test scores and student feedback were collected and analyzed. Results show that the technology-enhanced O2O precision teaching model can improve students' test performance and various soft skills and has their high degree of satisfaction in the meantime, indicating that it can work as a promising new teaching model.
Flipped Classroom Assisted Autograph in Calculus Learning for Engineering Students: A Rasch Measurement Study
Author: Ramadhani, Rahmi
Date: 2022-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Engineering Education,Calculus,Mathematics Achievement,Achievement Gains,Student Attitudes,Computer Software,College Students,COVID-19,Pandemics

This project aims to investigate the Flipped Classroom Model Assisted Autograph can help engineering students improve their math skills. Many researchers have discussed how the Flipped Classroom Model has been proven successful for online learning usage, particularly during remote learning because of the COVID-19 pandemic's effects. However, the flipped classroom concept has yet to be implemented in conjunction with other supporting learning media. As a result, this project will combine the flipped classroom concept with Autograph media in calculus instruction. This study is an experimental study using a one-group pretest-posttest design. The data was gathered using essay test instruments and motivation questionnaires that were both valid and reliable. Rasch Model Measurement (Stacking Analysis) was employed as part of the data analysis, aided by the Winstep tool. The change in the logit value in each engineering student test results shows that engineering students' mathematics learning achievement improved. The result indicated that students gave positive feedback on the use of Autograph for mathematics after experiencing Flipped Classroom Model. Based on these findings, a Flipped Classroom Model based on Autograph can improve engineering students' mathematics learning achievement.
Flipped Classrooms: Designed and Implemented with Colleagues Collaboration
Author: Erol, Tugce
Date: 2022-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Curriculum Development,Curriculum Implementation,Teacher Collaboration,Chemistry,Organic Chemistry,Preservice Teachers,Science Teachers,Student Attitudes

The aim of this study is to investigate the results of the flipped classroom model, which was prepared and applied in collaboration with colleagues, on the academic success on stereochemistry one of the topic the organic chemistry course of pre-service chemistry teachers, the views of the pre-service chemistry teachers about the flipped classroom model and the views of the collaborating faculty member about the practice. The study was designed and carried out according to the participatory action research method. Seventeen pre-service chemistry teachers participated in the study. In the study, short videos were shot in which the instructor of the course explained the lessons and the researcher provided pedagogical and technical support in order to carry out the stereochemistry lesson with the flipped classroom model. Quantitative and qualitative data were collected. The quantitative, which was collected with data the achievement test, was analyzed with the non-parametric Wilcoxon Test. The qualitative data were analyzed with the content analysis method. Quantitative results showed that there was a significant difference between the pre-test and post-test achievement scores in favor of the post-test. As a result of the qualitative content analysis, it was determined that the pre-service teachers had positive views toward flipped classroom such as support learning, solving plenty of questions, watching the videos as often as desired, and being prepared for the lesson. The instructor who conducted the course also stated that he had positive thoughts about using the same method in his lessons and sharing the course material on online platforms.
The Investigation of Concept Image towards Derivative Representation: A Case Study of Prospective Mathematics Teachers
Author: Prihandhika, Aditya
Date: 2022-00-00
Type: Journal Articles
Subjects: Case Studies,Preservice Teachers,Foreign Countries,Mathematics Instruction,Mathematical Concepts,Concept Formation,Teacher Education Programs,Mathematics Teachers,Student Attitudes,Problem Solving,Teaching Methods,Instructional Design,Calculus,Pedagogical Content Knowledge

Derivative concept is one of the essential studies in calculus, which is studied in teaching mathematics. Prospective mathematics teachers who have completed their studies and later become teachers will teach derivative concepts to their students at school. Therefore, knowledge of derivative concepts is vital in transforming knowledge to students. This study aimed to investigate concept images of prospective mathematics teachers on derivative representations. The research design in this study used a qualitative with case study approach. The participants were prospective mathematics teachers at a university in West Java, Indonesia (N=29). The research data was obtained from the test and clinical interview. The findings of this study show that the concept image of all participants on the derivative concept is still limited in function representation. Concerning the meaning of the derivative concept, most participants only view the derivative concept as a tool to solve procedural problems. It concluded that the representation of participants still did not support conceptual understanding of the derivative concept. It is the impact of the teaching design that given. Based on these findings, educators are expected to be able to improve the quality of teaching derivative concepts in the future by using various contexts or representations so that the concept image formed is more comprehensive to support conceptual understanding in learning of derivative concepts.
The Viability of Play in Teaching Number Sense to Grade 3 Learners
Author: Angelinah, Selepe Mmakgabo
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 3,Elementary School Teachers,Play,Number Concepts,Teacher Attitudes,Teaching Methods

Play is one of the most widely used teaching strategies in Foundation Phase. Grade 3 is the exit grade off the Foundation Phase in the South African context. This paper is an output of a Masters' dissertation that explored the use of play when teaching number sense to Grade 3 learners. The dissertation findings encouraged the researchers to explore the viability of play when teaching number sense. The theoretical underpinning of this study was based on Vygotsky's theory of social development and Gardner's theory of multiple intelligence because they both emphasize the importance of play in enhancing social interaction between learners and educators. We used semi-structured interviews, document analysis and non-participant observation to collect data from six Grade 3 teachers from three primary schools in the Capricorn South District's Lebopo Circuit of Limpopo Province in South Africa. The results of this study show that educators lack clear guidelines on how to integrate play in number sense education, from planning to presentation to assessment. Educators need guidelines on how to use play to teach number sense and to be effective. They require curriculum workshops to show them how to use low-cost materials but high quality in lesson preparation. They can play Indigenous games since they require resources that are found in nature.
Fragile Material
Author: Micciche, Laura R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing (Composition),Writing Research,Educational History,Archives,Journal Articles,Publications

The author reflects on receiving the entire archival history of &quot;Composition Studies&quot; upon becoming editor of the journal in 2013. This caused the realization that the growth of the field and the livelihoods of those within it is not as stable as it would seem from the outside, and that it is heavily dependent on individuals to preserve history and share knowledge-making.
Differences within Difference: Everyday Praxis from Latinx Lived Experiences
Author: Chairez, Yvette
Date: 2022-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Student Experience,Racial Identification,Racism,Native Language,Spanish,Student Attitudes,Educational Attainment,Racial Differences,Culturally Relevant Education

Latinx bodies challenge conventional historical, ideological, and institutional narratives that seek to fix, define, and render legible racial identities. By foregrounding difference and specificity--&quot;differences within difference&quot;--the authors seek to illuminate the degree to which focusing on a single narrative erases and silences diversity. By so doing, they underscore contextual complications to undermine the racial logics and static narratives about Latinx educational experiences. The authors reflect on and augment &quot;everyday praxes,&quot; an approach in which anti-racist theory and practice interact to produce a cycle of action and reflection that both supports and stays true to an antiracist agenda, by foregrounding lived experiences of individuals who are complex assemblages of difference. This article shares their narratives of three sites of praxis: heritage language acquisition, journeys to educational attainment, and supporting differences in the classroom.
The Impact of Virtual Tools on EFL Learners&apos; Performance in Grammar at the Times of COVID-19 Pandemic
Author: Elbashir, Rasha Mohammed
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,English (Second Language),Second Language Instruction,Grammar,Educational Technology,Technology Uses in Education,Grades (Scholastic),Blended Learning,Learning Management Systems,Foreign Countries,Teaching Methods,In Person Learning,Program Effectiveness,College Students

The main objective of this study is to investigate the impact of virtual tools on EFL learners' performance in grammar courses during the COVID-19 pandemic. This experimental study compared a group of students who took a grammar course remotely via the Blackboard platform during the COVID-19 pandemic to a control group who took the same course in person prior to the pandemic. Each group of participants (n = 30) was given the same test. The grades of the two groups were then analysed using the SPSS programme. The results demonstrate that the experimental group test grades were higher than those of the control group grades. suggesting that teaching grammar remotely has a positive influence on EFL learners' performance, as compared to face-to-face instruction, which has been proven to have a lesser impact. As a result, the researchers would promote a hybrid of virtual and face-to-face teaching. As a result, the researchers would promote a hybrid of virtual and face-to-face teaching. More studies on the causes of lower grades in face-to-face classes, as well as suggestions for strategies to improve learners' performance in all aspects of the English language, not just grammar, are requested. Furthermore, each country has its own educational policy, so different results may arise in different contexts. Educators and policymakers may use this study as a reference for the effectiveness of virtual vs. face-to-face instruction, opening the doors for future research on similar topics within the same theme.