ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing a Personalised Learning Model Based on Interactive Novels to Improve the Quality of Mathematics Education
Author: Soboleva, Elena V.
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Novels,Mathematics Skills,Educational Quality,Problem Solving,Learning Processes,Models,Foreign Countries,Computer Software,Correlation,Individualized Instruction,Comparative Analysis,Elementary School Students,Computer Assisted Instruction,Cross Cultural Studies

The lack of sufficiently developed methodological basis before graduation adversely affects the mathematical competency of future experts that are required by the modern economy. The study aims to investigate the features of the development of a personalized model of teaching mathematics by means of interactive novels to improve the quality of educational results. The main methods of research were the generalization of pedagogical experience and science literature, modelling, observation, analysis of results in AXMA Story Research methods. The chosen methods made it possible to justify the necessity of using interactive novels to personalize teaching mathematics and to confirm the qualitative improvements in the pedagogical system. Fisher's criterion was used to evaluate the results. 121 schoolchildren from Russian and Uzbek schools participated in the experiment. Individual educational routes supporting the studying of mathematical theory, problem solving in the interactive space AXMA Story Maker were developed. The peculiarities to be considered when designing a personalized model of mathematics learning by means of interactive novelties were formulated. These are the correlation between the didactic goal and the result of educational and research work in a nonlinear environment, the selection of the plot for a visual novel, the elaboration of the text component and the personalized learning track, etc. According to ANCOVA test results, the post-score of the experimental group is statistically higher than the control group. The results of the article can be used to develop ideas for personalising of learning in the digital school, as well as justification for the need for inclusion of digital interactive tools in mathematics education at all levels of education and training.
Teachers&apos; Perceptions of Using Technology to Teach Mathematics during COVID-19 Remote Learning
Author: Amedu, Jerome
Date: 2022-02-00
Type: Journal Articles
Subjects: High School Teachers,Mathematics Teachers,Mathematics Instruction,Technology Uses in Education,Distance Education,COVID-19,Pandemics,Faculty Development,Educational Quality,Scheduling,Online Courses,Curriculum Implementation,Student Evaluation,Feedback (Response),Equal Education,Access to Education,Privacy,Electronic Learning,Barriers

There are concerns that current remote learning efforts in response to COVID19 may not be measuring up to the quality of classroom-based instruction. This study investigated two high school teachers' perceptions of the issues surrounding teaching mathematics remotely and factors that contributed to their use of technology while teaching online. The results show that both teachers found teaching mathematics online more difficult compared to classroom-based instruction. The main concerns expressed by these teachers focused on challenges related to receiving feedback from students and limited student interaction. This made it difficult to assess students' understanding during lessons. They also expressed concerns about the difficulty of implementing aspects of a task-based curriculum that relies heavily on classroom discourse and interaction; and the challenge of finding quality and usable resources for remote instruction. This study also identified several factors that influenced teachers' use of technology during COVID-19 remote learning. Implications for teacher professional development, online instruction, and policy are discussed.
&quot;An Overwhelming Cloud of Inertia&quot;: Evaluating the Impact of Course Design Changes Following the COVID-19 Pandemic
Author: Olson, Joann S.
Date: 2021-12-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Graduate Students,Program Design,Online Courses,School Closing,Educational Technology,Technology Uses in Education,Asynchronous Communication,Higher Education,Time Management,Academic Persistence,Instructional Design,Student Attitudes,Barriers,Educational Change,Coping,Stress Management

In the wake of the COVID-19 pandemic, beginning in March 2020, educators at all levels faced the challenge of responding to student needs and utilizing technology for instruction. While much of the emerging research highlights the experiences of students and instructors as they shifted from face-to-face to remote learning, this study explored the experiences of students in a fully online graduate program as the scope of the pandemic was growing. What is the best way to maintain a community of inquiry when so much is changing? This case study explored the impact of a variety of course design changes that sought to help students meet learning objectives while also seeking to alleviate the unanticipated pressures created by external forces. Ultimately, the findings suggest that increased flexibility with due dates and access to course materials were the most helpful strategy for helping students deal with the disruptive events of the semester. In addition, managing the disruptions and finding a sense of balance were important for both instructors and students.
Should I Start at MATH 101? Content Repetition as an Academic Strategy in Elective Curriculums
Author: Harrison, Monique H.
Date: 2022-04-00
Type: Journal Articles
Subjects: Mathematics Education,Repetition,Elective Courses,Undergraduate Students,Decision Making,Course Selection (Students),Social Differences,Prior Learning,Student Attitudes,College Mathematics,Mathematics Achievement

How do undergraduates make their first course decisions, and are these decisions fateful? Drawing on serial interviews (N = 200) of 53 students at an admissions-selective university, we show that incoming students with disparate precollege experiences differ in their orientations toward and strategies for considering first college math courses. &quot;Content repeaters&quot; opt for courses that repeat material covered in prior coursework, whereas &quot;novices&quot; opt for courses covering material new to them. Content repeaters receive high grades and report confidence in their math ability, whereas novices in the same classes receive lower grades and report invidious comparisons with classmates. These strategies vary with students' socioeconomic background and prior exposure to institutions of higher education, suggesting the role of content repetition in maintaining class disparities in science, technology, engineering, and mathematics (STEM) pathways. Findings encourage researchers to resist equating content repetition with remediation, attend to the agentic and social-psychological dimensions of academic progress, and recognize that elective curriculums create conditions for the performative reproduction of academic and socioeconomic inequalities.
Comparing the Outcomes of the Different Teaching Modes: All-In-Person, Hybrid, and Online, for Different Student Demographic Groups in a Business School
Author: Moodie, Douglas R.
Date: 2021-12-00
Type: Journal Articles
Subjects: Business Education,Student Characteristics,Academic Achievement,Teaching Methods,Regression (Statistics),Gender Differences,Higher Education,Intellectual Disciplines,Ethnicity,Outcomes of Education

The concept of hybrid mode education is spreading. Little research compares hybrid teaching modes to online and all in person (AIP) teaching modes. Nearly all this research assumes that there is no difference in the students entering AIP, hybrid, or online sections of a course. This study used data from four years of all the courses in the Coles College of Business at Kennesaw State University. The data set, which included individual student and course section outcomes, included full student demographics and the student's university GPA at the start of the course. The results showed that for all demographics, students in hybrid course sections earned higher final course grades than those in online sections, which in turn, earned better final grades than those in AIP sections.
Examining Higher Education Instructor Perceptions of Roles and Competencies in Online Teaching
Author: Martin, Florence
Date: 2021-12-00
Type: Journal Articles
Subjects: Online Courses,Teacher Role,Teacher Competencies,College Faculty,Faculty Development,Instructional Design,Cooperative Planning,Knowledge Level,Expertise,Facilitators (Individuals),Faculty Advisers,Mentors,Evaluators,Lifelong Learning

Online instructors adopt various roles and perform various competencies in the design and delivery of online courses. In this study, online instructor roles are categorized into eight types including Subject Matter Expert, Course Designer and Developer, Course Facilitator, Course Manager, Advisor/Mentor, Assessor/Evaluator, Technology Expert, and Lifelong Learner. Through survey-based research with 141 online instructors, this study examines competencies that online instructors perform based on various roles. When rating competencies, overall categorical means for all the roles were rated above 4.00, which showed that they used all these roles. The highest rated items and lowest rated items are discussed in addition to the connection between research and practice in online teaching. Online instructors who participate in training and who collaborate with instructional designers rated the frequency with which they perform the competencies to be higher. This study has implications for online instructors, instructional designers, and administrators who design and deliver online learning and offer professional development for online instructors.
Learning Presence and the Reconceptualization of Language and Literacy Teachers&apos; Online Professional Development
Author: Pawan, Faridah
Date: 2021-12-00
Type: Journal Articles
Subjects: Language Teachers,Literacy Education,Teacher Attitudes,Faculty Development,Second Language Learning,Second Language Instruction,Teaching Methods,Online Courses,Learning Experience,Doctoral Programs,Content Analysis,Learning Strategies,Peer Relationship,Professionalism

Besides teaching the way they were taught, teachers teach the way they learned (Oleson &amp; Hora, 2014). Thus, if teachers are to be guided to teach online effectively, their learning experiences and the ways they learn online need to be understood. This study focused on second/foreign language and literacy teachers' (LLTs) Learning Presence (LP) as they engaged online to update their teaching expertise in a formal, doctoral-level professional development program (PD). LP is defined as individuals' self- and co-regulation of their behaviors in online environments in order to be effective learners (Shea et al., 2014). We undertook a mixed-method study involving a content analysis of 9 weeks of online seminar discussions, a 27-question survey that corresponded to Shea et al.'s (2014) LP framework and interviews with the LLTs. The prevalent patterns in the LLTs' online engagement that emerged were in the Strategy Use and Monitoring LP categories. They demonstrated the nature of the engagement amongst LLTs, including peer-to-peer and heterarchical learning. The findings also provided evidence that when supported by the affordances of the online medium, the LLTs' straddled &quot;professionalization and professionalism&quot; goals. In terms of the implications, the findings suggested a reconceptualization of three existing teacher PD models, including that of Darling-Hammond et al.'s (2017). The research's limitations were also identified, pertaining to the way the study was structured, its instruments and their implementation, as well as the constraints of the LP framework itself. Finally, the study concluded with the next steps in research to address the limitations.
Reflecting on Best Practices for Online Learning in a Post-COVID-19 World
Author: Schrenk, Nathan
Date: 2021-12-00
Type: Journal Articles
Subjects: Best Practices,Online Courses,Electronic Learning,COVID-19,Pandemics,Educational Strategies,Asynchronous Communication,Barriers,Low Income,Access to Computers,Computer Assisted Testing,Video Technology,Teaching Methods,Technology Uses in Education

When the novel coronavirus 2019 caused many schools to immediately go online in March 2020, many instructors had significant training and experience teaching residentially but little to no experience teaching online courses. All classes were immediately converted to online, and some schools are still uncertain as to when they will return to full traditional classroom settings. Regardless of online experience, all instructors were needed to learn to adapt to online teaching immediately. This change created a need for all faculty members to receive the training and support necessary to make the online process as smooth and effective as possible. In this Best Practices perspective, we identified useful and successful practices to help students learn in the online courses. With the knowledge of data driven support and awareness of effective online teaching strategies, instructors can make the most of online teaching sessions.
Student Participation and Interaction in Online Case-Based Discussions: Comparing Expert and Novice Facilitation
Author: Long, Yishi
Date: 2021-12-00
Type: Journal Articles
Subjects: Student Participation,Interaction,Computer Mediated Communication,Case Method (Teaching Technique),Facilitators (Individuals),Novices,Expertise,Social Networks,Network Analysis,Content Analysis,Graduate Students

Discussion is an essential component in case-based learning (CBL), as it offers students the opportunity to consider diverse perspectives, clarify confusion, and construct understanding. As a facilitator bears most of the responsibility for the overall success of CBL, understanding how facilitation strategies influence interactions during discussions is worthwhile. However, previous CBL facilitation research has primarily considered student perspectives during case discussions, without examining relationships between facilitator experience and student interaction and participation. This study combined social network analysis and content analysis to compare the structure of expert and novice instructors' discussion posts and to consider their relationship to student participation and interaction in online case discussions. Results showed that both the expert and novice instructors used facilitation strategies involving social congruence, cognitive congruence, and content expertise frequently in the discussions; however, when and how they used a combination of these strategies was noticeably different. These differences influenced student interaction. More specifically, students tended to interact with others more actively and densely as a result of questions initiated by the expert facilitator. Suggestions are provided for novice facilitators.
What We Learned When We Compared Discussion Posts from One MOOC Hosted on Two Platforms
Author: Quintana, Rebecca M.
Date: 2021-12-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Computer Mediated Communication,Prompting,Content Analysis,Usability,Computer Interfaces,Computer System Design,College Students

We compared discussion posts from a data science ethics MOOC that was hosted on two platforms. We characterized one platform as &quot;open&quot; because learners can respond to discussion prompts while viewing and responding to others. We characterized the other platform as &quot;locked&quot; because learners must respond to a discussion prompt before they can view and respond to others. Our objective is to determine whether these platform differences are consequential and have the potential to impact learning. We analyzed direct responses to two discussion prompts from two modules located in modules two and six of an eight module course. We used conventional content analysis to derive codes directly from the data. Posts on the &quot;open&quot; platform were characterized by failure to completely address the prompt and showed evidence of persuasion tactics and reflective activity. Posts on the &quot;locked&quot; platform were characterized by an apparent intent to complete the task and an assertive tone. Posts on the &quot;locked&quot; platform also showed a diversity of ideas through the corpus of responses. Our findings show that MOOC platform interfaces can lead to qualitative differences in discussion posts in ways that have the potential to impact learning. Our study provides insight into how &quot;open&quot; and &quot;locked&quot; platform designs have the potential to shape ways that learners respond to discussion prompts in MOOCs. Our study offers guidance for instructors making decisions on MOOC platform choice and activities situated within a learning experience.
Interdisciplinarity in Mathematics Education: From Semiotic to Educational Processes
Author: Capone, Roberto
Date: 2022-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Mathematics Education,Semiotics,Educational Sociology,Psychology,Educational Practices,Educational Objectives,Diversity,Anthropology,Cultural Influences,Intellectual Disciplines,Educational Philosophy,21st Century Skills,Educational Benefits

In this theoretical essay, we find inspiration in Lotman's semiotics, in Morìn's sociology of education, the studies of cultural psychology and psychoanalysis of Valsiner and De Luca Picione, and other cultural stimuli coming from the didactics of mathematics. The notion of boundary and liminality was developed and discussed to grasp a relationship between some psychological processes and some transformative aspects of educational processes. Our idea is that an interdisciplinarity education could help orient disciplinary resources towards common educational goals and acquire the skills necessary for each student to be a citizen of the glocal community.
The Causes of Anxiety in Highly Anxious Students in Japanese Communicative EFL Classes
Author: Inada, Takako
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Anxiety,Likert Scales,Teaching Methods,Communicative Competence (Languages),Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Teacher Attitudes,Classroom Communication,Comparative Analysis,Classroom Environment,Language Usage,Language Proficiency,Undergraduate Students

The purpose of this study was to identify the causes of speaking anxiety in highly anxious students, of which their teachers might not have been aware, and solutions to alleviate the problem. Sixteen students from a Japanese language-oriented university participated in an interview survey. The participants' anxiety levels were measured using a five-point Likert scale questionnaire that included five items related to foreign language classroom anxiety. The results were compared to the results of interviews with their teachers, and interesting responses from the student interviews that their teachers did not raise were highlighted. The main causes of anxiety were an unpleasant classroom environment, peer pressure, and non-ideal class types. Students argued for several strategies to reduce the anxiety associated with speaking practice, increase their use of English, and improve their proficiency. To achieve these strategies, teachers need to take into account the opinions of students they did not previously focus on.
The Effects of Writing Strategy Instruction on EFL Learners&apos; Writing Development
Author: Chen, Ai-hua
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Strategies,Writing Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Comparative Analysis,Teaching Methods,Writing Skills,Writing Tests,Journal Writing,Metacognition,Writing Improvement,College Freshmen,Majors (Students)

This study examined the effects of integrating writing strategy training into EFL writing instruction on learners' strategy use and writing performance. Two classes of EFL adult learners participated in this study. The experimental group were instructed with the writing strategy training in their EFL writing class for 14 weeks, whereas the control group received the same EFL writing program without any explicit strategy training. Mixed methods were applied in collecting data. The quantitative instruments included the writing strategy questionnaires and writing performance tests, which were both pre-tested and post-tested in the both groups. The qualitative instruments of reflective journals were also conducted in the experimental group to probe deeper insights into learners' strategy changes. The findings showed that there were significantly positive differences in learners' using writing strategies and in writing proficiency favoring the experimental group. The findings of this study indicate that writing strategy training can be integrated in the EFL writing instruction, and can bring to positive impacts for learners' strategic awareness and writing strategy use as well as their writing performance. The paper suggested the strong need to the process-based writing instruction, and writing strategy training holds promise in this regard.
The Effects of Task-Based Instruction Using Online Language Games in a Flipped Learning Environment (TGF) on English Oral Communication Ability of Thai Secondary Students
Author: Muntrikaeo, Kuntida
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Flipped Classroom,Comparative Analysis,Oral Language,Educational Games,Teaching Methods,Student Attitudes,Scores,Task Analysis,Game Based Learning,Instructional Effectiveness,Grade 9,Computer Games

The purposes of this study were to investigate the effects of task-based instruction using online language games in a flipped learning environment (TGF) in developing the English oral communication ability of Thai secondary students and examine the students' opinions of the task-based instruction using online language games in a flipped learning environment. The present study employed a mixed-method approach. The two-group pre-test and post-test design was used. The participants were 80 students studying in Mathayomsuksa 3 (grade 9) at a secondary school in Maha Sarakham province in Thailand. Forty students were in the experimental group where the TGF was given as the treatment, and 40 students were in the control group where all instruction was taught only in class. Pre- and post-tests were used to collect the quantitative data. A semi-structured interview was used to collect the qualitative data from the students' opinions. The findings revealed that the students in the experimental group outperformed those in the control group after the TGF. The different mean score of the experimental group was statistically significantly higher than the control group (p &lt; 0.05), demonstrating that the TGF was effective in improving the students' English oral communication ability. It appears that combining task-based language instruction, flipped learning, and game-based language learning could help the students improve their oral communication skills in English.