ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Services for Intellectual Capital Growth or Transmission of Culture for Transfer of Knowledge--Consumer Satisfaction at St. Petersburg Universities
Author: Pokrovskaia, Nadezhda N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Transfer of Training,Foreign Countries,Higher Education,Satisfaction,Knowledge Economy,Labor Market,Human Capital,Consumer Economics,Universities,College Students,College Faculty,Employers

Higher education has complex roles in society, the economy, and politics; it helps to transmit culture, transfer knowledge, and develop the personality of citizens. This diversity of roles is confronted with the limited resources that are related to the sources of financing, that is, students and their families, the national government, and local authorities, among others. The discussions related to the role of universities concern the economy of knowledge and the digital tools influencing education. The specific case of St. Petersburg universities simultaneously represents the impact of the deep socio-political transition from Soviet society to the liberal principles of a market economy, including the perception of higher education institutions as service sector companies. The services allowed by universities include research and training; however, from the consumer point of view, universities should create specific value: the increase of the intellectual components of human capital. These complex functions are interconnected. During 2017--2018, a survey in St. Petersburg was organised to ascertain the opinion of students, professors, and employers on the quality of education. The results of the survey demonstrate the impact of the exaggerated implementation of the liberal principles on education, both positive and negative. The positive effect is the renewing of content and innovative training techniques due to competition among universities. The negative impacts include the preference for popular disciplines and the opportunistic behavior of students that lose their passion for acquiring knowledge and choose instead the passive attitude of consumers of a competitive service. They are less interested in the sphere of their studies, in searching for a job, in the interaction with other social and economic actors, and even in the research and education options presented by the universities.
Educing AI-Thinking in Science, Technology, Engineering, Arts, and Mathematics (STEAM) Education
Author: How, Meng-Leong
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Artificial Intelligence,Educational Technology,Technology Uses in Education,Bayesian Statistics,Teaching Methods

In science, technology, engineering, arts, and mathematics (STEAM) education, artificial intelligence (AI) analytics are useful as educational scaffolds to educe (draw out) the students' AI-Thinking skills in the form of AI-assisted human-centric reasoning for the development of knowledge and competencies. This paper demonstrates how STEAM learners, rather than computer scientists, can use AI to predictively simulate how concrete mixture inputs might affect the output of compressive strength under different conditions (e.g., lack of water and/or cement, or different concrete compressive strengths required for art creations). To help STEAM learners envision how AI can assist them in human-centric reasoning, two AI-based approaches will be illustrated: first, a Naïve Bayes approach for supervised machine-learning of the dataset, which assumes no direct relations between the mixture components; and second, a semi-supervised Bayesian approach to machine-learn the same dataset for possible relations between the mixture components. These AI-based approaches enable controlled experiments to be conducted in-silico, where selected parameters could be held constant, while others could be changed to simulate hypothetical &quot;what-if&quot; scenarios. In applying AI to think discursively, AI-Thinking can be educed from the STEAM learners, thereby improving their AI literacy, which in turn enables them to ask better questions to solve problems.
Writing and Deafness: State of the Evidence and Implications for Research and Practice
Author: Mayer, Connie
Date: 2019-00-00
Type: Journal Articles
Subjects: Deafness,Students with Disabilities,Writing Difficulties,Writing Instruction,Writing Achievement,Oral Language,Children,Age Differences,Assistive Technology,Writing Processes,Evidence

Although reading and writing play equally important roles in the literacy development of deaf individuals, far more attention has been paid to reading than to writing in both research and practice. This is concerning as outcomes in writing have remained poor despite changes in communication philosophies (e.g., spoken and/or signed) and pedagogical approaches. Although there are indications of a positive shift as the context for deaf education has been transformed with advances in hearing technologies, challenges are ongoing. In order to better understand why deaf learners struggle to achieve age-appropriate outcomes in written language, the goal of this paper will be to take stock of the available research evidence in writing and deafness, and interpret it in light of both the Simple View of Writing (SVW), in which ideation or text generation is linked to oral language, and current models of the composing process. Based on this overview and analysis, implications and directions for future research and practice will be discussed.
English Teachers&apos; Effectiveness and Students&apos; English Proficiency at Selected Colleges in Dili, East Timor: Input for Enhancement Programs
Author: Lumbanraja, Bogor
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,English Teachers,Teacher Effectiveness,Language Proficiency,Pedagogical Content Knowledge,Second Language Instruction,English (Second Language),Interpersonal Competence,College Students,Listening Skills,Writing Skills,Reading Skills,Speech Skills,Faculty Development

This research is designed to determine the relationship between English teachers' effectiveness and students' English proficiency at Selected Colleges in Dili, East Timor, as input for enhancement programs. The English teachers' effectiveness consist of three aspects namely (1) English Proficiency, (2) Pedagogical Knowledge, and (3) Socio-Affective Skills. Meanwhile, the students' English proficiency was measured in terms of the following aspects: (1) Listening, (2) Writing, (3) Reading, and (4) Speaking. The collected data is analyzed by using the Statistical Package for Social Sciences whereby charts, figures and tables were used to present the findings. The overall mean for English Teachers' Effectiveness is 3.64, interpreted as effective. This implies that English Teachers at Selected Colleges demonstrate the effectiveness required of them, but it is in Socio-Affective Skills that they are performing best. The overall mean for Student Respondents' Level of English Proficiency is 3.85, interpreted as good. Observing closely, the mean score of speaking which is 3.51 is close to &quot;Average&quot; (down) because in the Range of Mean Values of 2.51-3.50 is Average. The results of the Pearson Correlation showed that all independent variables on English teachers' effectiveness are correlated with the dependent variable on students' English proficiency. The correlation coefficient values are between of ± 0.50 to ± 0.74, which means &quot;High or Strong Relationship&quot;. Based on a reasonable output of this study, the researcher proposed training programs to enhance the English teachers' effectiveness and students' English proficiency in Selected Colleges in Dili, East Timor.
Machine-Assisted Learning in Highly-Interdisciplinary Media Fields: A Multimedia Guide on Modern Art
Author: Chatzara, Elena
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,Interdisciplinary Approach,Multimedia Materials,Art,Web Sites,Art Education,Artificial Intelligence

Art and technology have always been very tightly intertwined, presenting strong influences on each other. On the other hand, technological evolution led to today's digital media landscape, elaborating mediated communication tools, thus providing new creative means of expression (i.e., new-media art). Rich-media interaction can expedite the whole process into an augmented schooling experience though art cannot be easily enclosed in classical teaching procedures. The current work focuses on the deployment of a modern-art web-guide, aiming at enhancing traditional approaches with machine-assisted blended-learning. In this perspective, &quot;machine&quot; has a two-folded goal: to offer highly-interdisciplinary multimedia services for both in-class demonstration and self-training support, and to crowdsource users' feedback, as to train artificial intelligence systems on painting movements semantics. The paper presents the implementation of the &quot;Istoriart&quot; website through the main phases of Analysis, Design, Development, and Evaluation, while also answering typical questions regarding its impact on the targeted audience. Hence, elaborating on this constructive case study, initial hypotheses on the multidisciplinary usefulness, and contribution of the new digital services are put into test and verified.
Film Students&apos; Attitude toward Open Educational Resources (OERs) for Film Studies in Greece
Author: Georgiadou, Elissavet
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Film Study,Open Educational Resources,College Students,Student Attitudes,Educational Technology,Technology Uses in Education,Knowledge Level,Value Judgment

Open Educational Resources (OERs) have become a very useful medium in the fields of education, research, and training in recent decades, supported by governments and highly respected universities and institutions worldwide. Today's university students--in western societies mainly--have been born and raised in a digital world; consuming, providing, and sharing information over the internet 24/7. In that respect, it is interesting to examine whether OERs are a type/kind of information that they would like to &quot;consume, provide, and share&quot; throughout their studies in a formal university course. The paper focus on the attitude toward OERs of students enrolled in a film studies course, offered by the Aristotle University of Thessaloniki, Greece. The aim of the study is to provide film educators with evidence regarding their students' attitudes toward OERs that can be useful in designing teaching strategies to enhance the learning process. Findings suggest that film students want to use OERs in their studies but many of them are not aware that these resources exist and that they are offered from highly recognized institutions and universities worldwide. Therefore, university teachers should assist students to develop familiarity with OERs of high quality and educational value as a useful aid to their studies.
An Extended Constructive Alignment Model in Teaching Electromagnetism to Engineering Undergraduates
Author: Maxworth, Ashanthi
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,College Science,Science Instruction,Engineering Education,Electronics,Magnets,Alignment (Education),Models,Behavioral Objectives,Evaluation Methods,Scoring Rubrics,Student Surveys

Introducing abstract concepts to students from applied fields can be challenging. Electromagnetics is one of those courses where abstract concepts are introduced. This work presents a conceptual model which defines learning objectives in three levels for Engineering Electromagnetics. Each level is aligned with its own assessment and evaluation methods. The advantage is that the three-level learning objectives can be extended as student self-assess and instructor assessment rubrics, and a detailed implementation is presented here. This model gives students more accessibility to the learning objectives and increases the transparency of the learning and grading processes. The main goal of this conceptual model is to make students learn with the end in mind.
Self-Regulation as a Basic Element of the Professional Culture of Engineers
Author: Odinokaya, Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Engineering,Engineering Education,Self Management,Self Control,Occupational Aspiration,Goal Orientation,Learning Activities,Information Technology,Foreign Countries,Management Systems,Teaching Methods,Computer Software,Online Courses,Information Science Education,Undergraduate Students,Self Evaluation (Individuals),Comparative Analysis,Second Language Learning,Second Language Instruction,Case Studies,Questionnaires,Student Attitudes

This paper addresses the problem of the formation of the self-regulation of educational activities of students studying in a technical university. The purpose of this paper is to discuss the problem of the self-regulation of educational activities of students, presenting data from an experimental study of students' self-regulation. Special attention is paid to the distinction between the terms self-control and self-regulation. This paper presents data on the state of self-regulation among students studying technical specialties. The research methodology is based on the theoretical analysis of the results of scientific works, which present the main provisions on the formation of students' self-regulation. The research methods include questioning and a methodical experiment. The stages of the formation of students' self-regulation are highlighted, and the main directions of teachers' work on the formation of students' self-regulation are determined. The structure of self-regulation is described and the condition for its formation is justified using the technology of self-regulation formation. Based on the study, students' self-regulation is linked to the awareness of their professional and personal goals, as well as to the level of regulatory and reflective qualities. Personal and professional self-improvement in the process of vocational education depends on the level of the formation of regulatory and reflexive qualities.
&quot;I Didn&apos;t Understand, I&apos;m Really Not Very Smart&quot;--How Design of a Digital Tutee&apos;s Self-Efficacy Affects Conversation and Student Behavior in a Digital Math Game
Author: Tärning, Betty
Date: 2019-00-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Self Efficacy,Educational Games,Student Attitudes,Grade 4,Foreign Countries,Elementary School Students,Feedback (Response),Synchronous Communication,Mathematics Instruction

How should a pedagogical agent in educational software be designed to support student learning? This question is complex seeing as there are many types of pedagogical agents and design features, and the effect on different student groups can vary. In this paper we explore the effects of designing a pedagogical agent's self-efficacy in order to see what effects this has on students´ interaction with it. We have analyzed chat logs from an educational math game incorporating an agent, which acts as a digital tutee. The tutee expresses high or low self-efficacy through feedback given in the chat. This has been performed in relation to the students own self-efficacy. Our previous results indicated that it is more beneficial to design a digital tutee with low self-efficacy than one with high self-efficacy. In this paper, these results are further explored and explained in terms of an increase in the protégé effect and a reverse role modelling effect, whereby the students encourage digital tutees with low self-efficacy. However, there are indications of potential drawbacks that should be further investigated. Some students expressed frustration with the digital tutee with low self-efficacy. A future direction could be to look at more adaptive agents that change their self-efficacy over time as they learn.
Reading Development of Students Who Are Deaf and Hard of Hearing in Inclusive Education Classrooms
Author: Alasim, Khalid Nasser
Date: 2019-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Reading Instruction,Literacy Education,Inclusion,Reading Skills,Teacher Qualifications,Reading Achievement,Speech Communication,Phonology,Curriculum,Educational Legislation,Federal Legislation,Equal Education,Students with Disabilities,Communication Skills,Language Skills,Student Needs

The purpose of this article is to discuss the major research findings associated with the reading/literacy development of students who are d/Deaf and hard of hearing (d/Dhh) in inclusive education classrooms. The conditions for developing effective literacy skills are also described. A professional review approach was utilized, and relevant journal articles from 1985 to 2019, inclusive, were selected and analyzed. Other relevant publications including selected chapters and books were used to support the available salient findings. Results of the reviews, recommendations for future research and the limitations of the review process are also provided.
How Digital and Oral Peer Feedback Improves High School Students&apos; Written Argumentation--A Case Study Exploring the Effectiveness of Peer Feedback in Geography
Author: Morawski, Michael
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Geography Instruction,Feedback (Response),Persuasive Discourse,Writing Improvement,Content Area Writing,Peer Evaluation,Grade 9,Foreign Countries,Computer Uses in Education

This article approaches written argumentation as a concept of promoting geographical literacy. It is argued that student-centered peer feedback is an effective method with which to improve individual students' argumentative texts. This research uses a case-study design, which analyzed how high school students in different pairs improve their argumentation text under subject-specific criteria. For the feedback process, a subject-specific feedback sheet for students has been designed for them to review their partner's argumentative text. The findings mainly suggest two outcomes: Different kinds of feedback in terms of interaction, content and argumentative integration of text material lead to text improvement, and that there are varying complexities of feedback acceptance in terms of subject-specific criteria. The results provide a deeper insight into how students can be prepared and rewarded for producing qualitatively high and effective feedback on argumentative texts in socio-scientific contexts with a strong focus on the (linguistic) skills they need for these procedures.
The Culture of Professional Self-Realization as a Fundamental Factor of Students&apos; Internet Communication in the Modern Educational Environment of Higher Education
Author: Odinokaya, Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Identity,Internet,Computer Mediated Communication,College Students,Foreign Countries,Second Language Instruction,Interaction,Self Actualization,Independent Study,Vocational Education,English (Second Language),Higher Education,Classroom Environment,Vocabulary Development

This article deals with the problem of the culture of professional self-realization of Russian students in the process of university education at the present stage. The role of information and communications technologies is revealed, in particular the interactive technology of self-regulation developed by the authors, as a necessary pedagogical condition for the successful professional self-realization of students. The paper describes the interactive technology of self-regulation formation used in teaching a foreign language in order to improve the educational process. The paper provides an analysis of the current state of the classroom educational environment in teaching a foreign language in order to determine the possibilities of improving the educational process. The main goal of the interactive technology of self-regulation formation is to optimize and intensify the activities of students in the classroom and extracurricular activities. The interactive technology of self-regulation formation in a nonlinguistic university was applied in the proposed work. Special attention was paid to the problem of structuring and the algorithmization of independent work. Ways for increasing interactivity are revealed, and an algorithm for teaching and speech actions in interactive mode was developed. It was established that the introduction of structured algorithmization using the interactive technology of self-regulation formation could be effectively used for teaching poorly prepared students. It has been established that the culture of professional self-actualization for modern students is directly dependent on the quality of online interaction with a university teacher. It was revealed that it is the student's awareness of the objectives of learning interaction and ways for its implementation that allow him to competently perform his academic work, which in turn contributes to the actualization of personal professional qualities that are required by a university graduate for successful implementation in the future.
Technology-Enhanced Learning and Teaching Methodologies through Audiovisual Media
Author: Nicolaou, Constantinos
Date: 2019-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Teaching Methods,Audiovisual Aids,Information Technology,Media Research,Computers,Printed Materials,Projection Equipment,Video Technology,Social Media,Educational Benefits

Contemporary rapid advancements in science and technology have brought about and continue to convey change in all sectors of everyday life. Education as one of the institutions of utmost importance is directly and indirectly affected by these changes and needs to redefine its role to keep pace. Nowadays, information and communications technologies (ICTs), in which audiovisual media technologies are encompassed, are omnipresent in all educational levels and disciplines, including media studies. New approaches in traditional teaching methodologies, which demand many skills and abilities by the educators, are reformulated through utilization of audiovisual media technologies, aiming at administering enriched outcomes that support the objectives that are set, especially in the field of media studies, where audiovisual media technologies are an integral part and even inherent in many of the courses (journalism, radio, television, social media, public relations, communication). The purpose of this paper is to summarize, through a theory and bibliographic review, the various implementations of audiovisual media as the educational techniques and tools that will provide technology-enhanced learning. As this paper is an investigation of the effects of audiovisual media in technology-enhanced learning and teaching methodologies, the contribution to the discipline of media studies is straightforward.