ethanporcaro/eric-fulltext-meta huggingface dataset:
Effective Pedagogical Strategies for STEM Education from Instructors&apos; Perspective: OER for Educators
Author: Zhu, Meina
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Effectiveness,STEM Education,Teacher Attitudes,Open Educational Resources,Online Courses,Active Learning,Individual Instruction,Learner Engagement,Feedback (Response),Formative Evaluation,Engineering Education,Computer Science Education,Evaluation Methods,College Faculty

The Massachusetts Institute of Technology (MIT) OpenCourseWare (OCW) was launched in 2001. It is one of the earliest Open Educational Resources (OER). MIT OCW has published more than 2,400 courses which are available at no cost, the majority of which are STEM related. The purpose of this exploratory study was to examine the pedagogical strategies through reviewing instructor insights of 15 MIT OCW STEM courses using thematic analysis. The most effective pedagogical strategies used found by instructors were active learning, personalizing instruction, engaging learners, providing feedback, building learning community, and clarifying learning objective. Instructors used in-class formative assessment, such as quizzes and oral exams, for just-in-time teaching and online automatic assessment environments for students' self-assessment. The primary summative assessments were final exams and projects. Instructors encountered challenges such as assessing students' learning and changing pedagogical beliefs. Implications for practice were discussed as well.
Examining E-Learners&apos; Preferences and Readiness Satisfaction: A Holistic Modelling Approach
Author: Ilgaz, Hale
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Preferences,Learning Readiness,Distance Education,Student Satisfaction,Holistic Approach,Individual Differences,Usability,Predictor Variables,Blended Learning,Virtual Classrooms,Undergraduate Students,Foreign Countries

Over the past several years, online learning has become an extremely popular research topic. Nevertheless, there continues to be a need for a holistic approach when examining online learning. To examine issues related to online learning as well as the effects caused to online learners; researchers in this study developed and tested a model that employed a holistic approach. The aim of this study was to investigate the effect of participants' learning preferences and readiness to participate in online learning had on their overall satisfaction. The researchers utilized structural equation modelling to determine the relationships that occurred between variables. It was revealed in the results that e-Learners preferences and readiness, which constituted the primary components of this research model, did predict their level of satisfaction with e-learning.
Current Trends in Education Technologies Research Worldwide: Meta-Analysis of Studies between 2015-2020
Author: Yildiz, Ezgi Pelin
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Trends,Trend Analysis,Educational Technology,Content Analysis,Databases,Research Reports,Foreign Countries,Educational Development

The interaction of education and technology affects the developments occurring in two areas and the development in education increases the speed of technological developments. Educational technology is the functionalization of the scientific knowledge produced in educational sciences and its application into practice. In this research, the content analysis of the studies conducted in Turkey and other countries in the last 5 years is presented in order to determine the current trends in Educational Technology Research Studies. Within the scope of the purposive sample, the studies published between 2015 and 2020 in the field of Educational Technology Research Studies and included in the databases and journals were examined and interpretations were made. Fifteen research criteria were determined within the context of content analysis. These criteria are as follows: index, country, university, department, year of publication, number of authors, research area, method, educational level, sample group, sample number, data collection method, number of bibliographies, analysis techniques and research trends. SPSS 24 program was used in the analysis of the data and the obtained data were presented in the related tables. The data were interpreted based on percentage and frequency. After making general explanations under the tables, the similarities and differences in the studies were analyzed in detail using a meta-analysis method. As a result, it was revealed that the most emphasized issue within the scope of the research area is the adequacy of using Educational Technologies.
What Drives Your Spirit and Commitment to Middle Level Education? Exploring a Middle School Mindset
Author: Ruppert, Nancy B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Teacher Attitudes,Teacher Persistence,World Views,Age Groups,Teacher Student Relationship,Teacher Collaboration,Psychological Patterns

Over the past two years, middle school advocates have been sharing their thoughts on the following prompt: &quot;What drives your spirit and commitment to middle level education?&quot; The purpose has been to capture 'the spirit' of middle school educators?' From these stories five characteristics emerged that can help us consider how to promote the next generation of middle school leaders. Perhaps using the findings from this exercise can help us advocate for the next generation of middle school leaders. For the purpose of this study, middle school refers to those who work with 10-15 year olds and includes intermediate schools, a K-8, middle schools, junior highs, or 9th grade academies.
A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education
Author: Doo, Min Young
Date: 2020-09-00
Type: Journal Articles
Subjects: Meta Analysis,Scaffolding (Teaching Technique),Electronic Learning,Online Courses,Higher Education,Outcomes of Education,Educational Environment,Effect Size,Metacognition,Affective Behavior,Cognitive Processes

The significance of scaffolding in education has received considerable attention. Many studies have examined the effects of scaffolding with diverse groups of participants, purposes, learning outcomes, and learning environments. The purpose of this research was to conduct a meta-analysis of the effects of scaffolding on learning outcomes in an online learning environment in higher education. This meta-analysis included studies with 64 effect sizes from 18 journal articles published in English, in eight countries, from 2010 to 2019. The meta-analysis revealed that scaffolding in an online learning environment has a large and statistically significant effect on learning outcomes. The meta-cognitive domain yielded a larger effect size than did the affective and cognitive domains. In terms of types of scaffolding activities, meta-cognitive scaffolding outnumbered other types of scaffolding. Computers as a scaffolding source in an online learning environment were also more prevalent than were human instructors. In addition, scholars in the United States have produced a large portion of the scaffolding research. Finally, the academic area of language and literature has adopted scaffolding most widely. Given that effective scaffolding can improve the quality of learning in an online environment, the current research is expected to contribute to online learning outcomes and learning experiences.
Cambodian Youth Perspectives on Social and Educational Barriers: An Exploratory Case Study in a Rural Border Region
Author: Tost, Jeremy
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Areas,Access to Education,Barriers,Poverty,Migrant Workers,Educational Attainment,Educational Needs,History,Public Schools,Student Attitudes,Nongovernmental Organizations,Private Schools,Preadolescents,Adolescents,Young Adults,Elementary Secondary Education,Educational Resources,Safety,Family Influence,Educational Environment,Costs,Teacher Student Relationship,School Role,Psychological Patterns

Life in Cambodia can be challenging and education is often seen as a key development intervention to address social and economic issues. However, rural Cambodian youth face a variety of barriers to education. The current case study examines these barriers using a questionnaire assessing youth's attitudes toward education (N = 50). Results indicate that poverty and the pressure to migrate for work are a significant barrier to educational attainment, despite the perceived benefits of education by youth and encouragement by families. Results also reveal that inter-educational issues persist. These findings can be used to better tailor development aid targeting educational measures, particularly encouraging a shift from convincing rural Cambodians to value education to targeting the contextual barriers that exist.
Creating Common Ground: A Process to Facilitate Interdisciplinary Conversation among University Faculty
Author: Goedereis, Eric A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Interprofessional Relationship,Collegiality,College Faculty,Goal Orientation,Social Structure,Faculty Evaluation,Workshops,Group Dynamics

This manuscript offers a framework for encouraging faculty from diverse disciplines to consider and evaluate their teaching, scholarship, and service in interdisciplinary ways. This process integrates Repko's (2008) criteria for interdisciplinarians, Doran, Miller, and Cunningham's (1981) conceptualization of S.M.A.R.T. goals, and McCoy and Gardner's (2012) five key social structural components, in order to further cultivate faculty members' identities as interdisciplinarians. We outline a process aimed at facilitating interdisciplinary conversation among university faculty and present resulting examples of faculty members' specific action plans for their own interdisciplinarity within their teaching, research, and service activities. This framework provides a roadmap for faculty and institutions interested in purposefully and meaningfully facilitating interdisciplinarity across a variety of academic settings.
How Interdisciplinarians Work
Author: Woodill, Sharon
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Epistemology,Theory Practice Relationship,Teaching Methods,Intellectual Disciplines,Educational Research,Educational Researchers,Mentors

This paper reports on a study of what interdisciplinarians do. Data was gathered by conducting semi-structured interviews with self-identified interdisciplinarians. Several themes emerged from this project. First, the principal approach to research by interdisciplinarians was broadly exploratory and messy contrary to the linear step-by-step approach often promoted. Most interdisciplinarians in this project paid little homage to disciplines or disciplinary structures and often explored disparate knowledge domains including domains outside the normal purview of academe. The role of mentorship and community was crucial for many in the development of the participants' identity and skills and despite best intentions, many conveyed a gap between what they do and what they teach. Closing this gap should improve IDS teaching and learning.
Research Trends in K-12 MOOCs: A Review of the Published Literature
Author: Koutsakas, Philippos
Date: 2020-09-00
Type: Journal Articles
Subjects: Educational Trends,Elementary Secondary Education,Online Courses,Electronic Learning,Literature Reviews,Educational Technology,Compulsory Education,Curriculum Implementation,Integrated Learning Systems,Intellectual Disciplines,Advanced Placement Programs,Curriculum Enrichment,Extracurricular Activities

Massive Open Online Courses (MOOCs) appeared in the area of educational technologies in 2008. Until 2013, academic research into MOOCs focused mainly on their application to adults as well as students or graduates of tertiary education. However, since 2013, the rising number of K-12 students enrolled in higher education MOOCs made MOOCs a &quot;de facto&quot; reality in pretertiary education and triggered universities, governments, and MOOC providers to: (1) develop MOOCs specifically designed for pretertiary education; and (2) research their potential and value in K-12 educational settings. This resulted in a notable number of K-12 MOOCs and pilot research works in the literature that focused on the potential of MOOCs in compulsory education settings, as well as on their ability to reshape and transform the current educational K-12 framework. This work seeks to: (1) trace, analyze, and review the existing literature on K-12 MOOCs; (2) identify representative MOOC implementations; (3) classify and organize research trends and patterns, and (4) reveal MOOCs' potential value and impact on K-12 settings. The research used a narrative literature review methodology in order to critically review and qualitatively analyze twenty-one research publications in a systematic manner. Analysis of relevant works demonstrated that MOOCs, under a set of prerequisites, can be effectively incorporated into and positively affect pretertiary education.
Revisiting Textbook Adaption through Open Educational Resources: An Inquiry into Students&apos; Emotions
Author: Zhang, Xiaodong
Date: 2020-09-00
Type: Journal Articles
Subjects: Textbooks,Open Educational Resources,Psychological Patterns,College Students,Foreign Countries,Knowledge Level

This qualitative study explored the emotional trajectories students experienced when faced with open educational resources (OER) that expanded the learning available from a required textbook. Data included students' reflections, group discussions, and interviews, along with field notes which were collected in a classroom at a Chinese university in one semester. The study showed that students' initial positive emotions arose from their understanding of their own learning needs. Their positive emotions toward the conjugated use of OER and a textbook fluctuated over the semester but were gradually enhanced through their involvement in classroom practices (e.g., knowledge building and teacher mediation). Through the process, students' positive and negative emotions respectively facilitated and hampered their learning practices; however, negative emotions were not always detrimental--they also facilitated students' learning. Students' emotions gradually stabilized in the direction of being positive, especially in tandem with: (1) achievement of sufficient knowledge gained through OER-based textbook use and teacher-mediated learning; and (2) their augmented confidence in proficiently using the new knowledge to navigate their practices.
Neuroimaging and Reading Comprehension
Author: Perkins, Kyle
Date: 2019-00-00
Type: Journal Articles
Subjects: Brain Hemisphere Functions,Diagnostic Tests,Correlation,Second Language Learning,Second Language Instruction,Reading Comprehension,Syntax,Cognitive Ability,Interdisciplinary Approach,Neurolinguistics,Reading Skills,Reading Difficulties,Dyslexia,Familiarity,Phrase Structure

In this paper, we first introduce functional magnetic resonance imaging (fMRI), followed by a review of three themes of neuroimaging research on the neural correlates of reading-related skills: (1) typical and struggling readers, including developmental dyslexics, (2) an inverted U-shaped function in second language reading that portrays an increased activation in the reading network during learning phases and a decrease in activation as participants were more familiar with the exercise, and (3) cognitive capacity and syntactic complexity. Our intent is to show that interdisciplinary work involving how language operates in the brain, including the neural basis of reading comprehension, can provide a deeper understanding of some of the mechanics, processes, and behavioral data associated with reading comprehension.
Looking for Pura Vida: Disgruntled Parents in Search of Educational Alternatives in Costa Rica
Author: Porter, Lisa
Date: 2019-00-00
Type: Journal Articles
Subjects: Parent Attitudes,School Choice,Immigrants,Community Schools,Progressive Education,Criticism,Educational Policy,Life Style,Foreign Countries,North Americans,Stress Variables,Ethnography,Immigration,Kindergarten,Elementary Secondary Education

Using a transnational theoretical framework, this study explores U.S. families expatriating to Guanacaste, Costa Rica in search of educational alternatives to U.S. schooling. In order to meet the needs of this influx of U.S. families to the region, schools such as La Paz Community School in Flamingo, Guanacaste have emerged. This qualitative inquiry explores emergent themes from 16 semi-structured interviews conducted with US parents whose children attend La Paz. Findings reveal participants' desire for a progressive educational alternative for their children that embraces a more collective vision of learning. For interviewees, frustrations with U.S. K-12 schools became symbolic of cultural criticism of US social norms and the desire to recreate a lifestyle removed from daily pressures in the United States.
Optimism Shapes Mindset: Understanding the Association of Optimism and Pessimism
Author: Dardick, William R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Positive Attitudes,Negative Attitudes,Correlation,Intelligence,Expectation,College Students,Psychometrics,Measures (Individuals),Student Development,Academic Persistence,Beliefs,Student Motivation,Academic Achievement

The present study investigated our hypothesis of an underlying relationship between optimism/pessimism and implicit theories of intelligence. We investigated the psychometric properties of optimism and mindset scales in our sample, compared confirmatory factor analysis models of the scales, examined the full measurement model to confirm quality measurement of the final structural phase of investigation, and finally conducted two competing structural equation models. We found that the direct pathway from optimism to growth mindset was significant, and the pathway from pessimism to fixed mindset was also significant. However, there were no significant direct effects of optimism on fixed mindset or pessimism on growth mindset. Measurement, research, and practice implications are discussed. [Note: The print ISSN 2162-3104 and online ISSN 2166-3750 shown on the PDF are incorrect. The correct print ISSN is 2166-2681, and the correct online ISSN is 2690-0408.]
Conscientiousness and Motivator Factors: Can They Contribute to Each Other among Teachers from Technical and Vocational Education and Training of Nepal?
Author: Shrestha, Milan
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocational Education,Technical Education,Case Studies,Social Capital,Correlation,Foreign Countries,Teacher Motivation,Teacher Characteristics,Teacher Attitudes,Personality Traits,Faculty Promotion,Professional Recognition,Work Environment

The conscientiousness and motivator factors are the fundamental concerns of the organizational behavior among Technical and Vocational Education and Training (TVET) school settings. Taking into account, this study intends to assess the level and examine the influences between conscientiousness and motivator factors among TVET teachers. For these purposes, this study employed the cross-sectional survey design and collected information via a questionnaire from 302 TVET teachers under different clusters. Then, the information was analyzed via descriptive and inferential (e.g. correlation and regression analysis) statistics and further discussed the obtained results by incorporating the social capital theory. This study explored the high conscientiousness and moderate level of motivator factors, and the positive correlation between them among teachers. Furthermore, this study confirms the relationship between conscientiousness and motivator factors as elucidated as in the theory of big five factors as its implication part in the context of TVET teachers in Nepal.
Teachers Conception, Attitude and Practices of Educational Technology
Author: Zaman, Amir
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teaching Methods,Educational Technology,Secondary School Teachers,Misconceptions,Technology Uses in Education,Foreign Countries,Gender Differences,Rural Urban Differences

Purpose of this study was to investigate teachers' conceptions, attitude and practices of educational technology. Mixed-methods approach was adapted for this study. Sample of the study was 300 secondary school teachers. Self-designed questionnaire containing 15 items was administered for quantitative data, while interview was conducted with ten teachers. The questionnaire was properly validated statistically. Content analysis was applied which shows that teachers have misconceptions about educational technology that revolves only around material things. t-test analysis shows that practice and attitude towards educational technology was also not satisfactory and most of the teachers were found with poor attitude towards technology. Result shows that male had better conception than their female counter parts. Similarly, interaction effect calculated using generalized linear model and results showed that effect was significant in the practices of using technology only where rural female had good score while the other two aspects were not significant. In-service training is therefore suggested for improvement of teachers' status in this particular area.
Viability of E-Learning Approach in the University of Khyber Pakhtunkhwa
Author: Hussain, Ishtaiq
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Electronic Learning,Higher Education,Readiness,Cultural Influences,Human Factors Engineering,Teaching Methods,College Faculty,Administrators,Technology Integration,Teacher Attitudes,Administrator Attitudes,Access to Computers,Motivation,Technological Literacy

The present study was aimed to find out viability of e-learning approach in the universities of Khyber Pakhtunkhwa so that problems faced during implementing e-learning approach may be addressed. It was made possible through highlighting the five factors during a survey. Results showed that readiness level was moderate to launch e-learning programme for the students of far flung areas, and especially those students who are job holder and wish to improve their education. Three factors i.e., Infrastructure, cultural and human factors were found low, and remaining two factors i.e., support and pedagogical were at moderate level. Ten basic strategies were found to be useful for the effectiveness of e-learning approach as it is based on the knowledge and different fields of research. Separate directorate has been suggested to run the elearning programmes and emphasis has been laid down on short courses at the initial stages for making people of Khyber Pakhtunkhwa aware about e-learning approach for the improvement of the study. A separate Institute with its independent funds has been suggested to monitor the elearning activities with the coordination of the IT department in all public and private universities of Khyber Pakhtunkhwa.