ethanporcaro/eric-fulltext-meta huggingface dataset:
Multimodal Learning Analytics to Inform Learning Design: Lessons Learned from Computing Education
Author: Mangaroska, Katerina
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Analytics,Data Collection,Instructional Design,Learning Modalities,Computer Science Education,Programming,Troubleshooting,Cognitive Processes,Difficulty Level,Eye Movements,Physiology,Metabolism,Arousal Patterns,Performance Factors,Nonverbal Communication,College Students,Foreign Countries

Programming is a complex learning activity that involves coordination of cognitive processes and affective states. These aspects are often considered individually in computing education research, demonstrating limited understanding of how and when students learn best. This issue confines researchers to contextualize evidence-driven outcomes when learning behaviour deviates from pedagogical intentions. Multimodal learning analytics (MMLA) captures data essential for measuring constructs (e.g., cognitive load, confusion) that are posited in the learning sciences as important for learning, and cannot effectively be measured solely with the use of programming process data (IDE-log data). Thus, we augmented IDE-log data with physiological data (e.g., gaze data) and participants' facial expressions, collected during a debugging learning activity. The findings emphasize the need for learning analytics that are consequential for learning, rather than easy and convenient to collect. In that regard, our paper aims to provoke productive reflections and conversations about the potential of MMLA to expand and advance the synergy of learning analytics and learning design among the community of educators from a post-evaluation design-aware process to a permanent monitoring process of adaptation.
The Positive Impact of Deliberate Writing Course Design on Student Learning Experience and Performance
Author: Lancaster, Alia
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Instruction,Instructional Design,Learning Analytics,Integrated Learning Systems,Learner Engagement,Writing (Composition),Undergraduate Students,Grades (Scholastic),Writing Achievement,Writing Teachers,Teacher Influence,Prediction

Learning management systems (LMSs) are ubiquitous components of the academic technology experience for learners across a wide variety of instructional contexts. Learners' interactions within an LMS are often contingent upon how instructors architect a module, course, or program of study. Patterns related to these learner interactions, often referred to as learning analytics implementation (LAI), can be represented by combining system-level LMS data with course-level design decisions to inform more granular insights into learner behaviour. The purpose of this paper is to use the LAI framework, specifically the principles of coordination and comparison (Wise &amp; Vytasek, 2017), to examine how learner interaction patterns associated with LMS-use variables correspond to deliberate learning design decisions and course outcomes for a group of courses in the same undergraduate writing program. Visualizations of learner activity exhibited similar patterns of learner engagement across courses, corroborating the observation that design decisions heavily influence learner behaviour. Predictive analyses demonstrated strong influence of LMS use on final grades while accounting for course instructor. That is, while page views were not related to final grade, the length of discussion entries was often predictive. These results suggest that students who practised writing more -- the main learning objective of this course -- had higher final grades, regardless of variations in instructor and semester.
Multicultural Education in Asia and the Role of Language Teaching: Focusing on South Korea
Author: Kim, Bo La
Date: 2020-00-00
Type: Journal Articles
Subjects: Multicultural Education,Second Language Instruction,Korean,Role of Education,Public Education,Inclusion,Student Diversity,Ethnic Diversity,Minority Group Students,Comparative Education,Educational History,Curriculum Development,Acculturation,Immigrants,Barriers,Language Role,Middle School Students,Foreign Countries

Asian countries have discussed for decades the necessity of implementing multicultural education as their societies are becoming more global. With the dramatically increasing number of foreign and multiracial/biracial populations in South Korea, public education has a great need for multicultural education and Korean language teaching. However, current assimilation-centered curriculums and a lack of understanding of multiethnic students, their cultures, and their histories have created numerous difficulties in the education practice for both teachers and multiethnic students such as dropping out of schools. Moreover, it hardly narrows the disparities between multiethnic students' academic gaps and daily life problems in Korea. This study examines general multicultural education in public education in Asian countries with the goal of building more sustainable and inclusive education systems for all learners in South Korea. First, the study focuses on three East Asian countries: South Korea, Japan, and Taiwan to compare the differences in multiculturalism and multicultural education. Then, the study summarizes their characteristics and approaches to multicultural education. The analysis shows that the three countries have common limitations such as building inclusive curriculums and granting the privilege of using a specific language. Next, this study reviews the critical role of language teaching and learning in multicultural education. Finally, the purpose of this study is to raise awareness about multicultural education and the importance of developing and implementing a better system based on language education.
Working Memory and Second Language Learning: A Review of the Past Twenty Years&apos; Research in China
Author: Shen, Wei
Date: 2020-00-00
Type: Journal Articles
Subjects: Short Term Memory,Second Language Learning,Second Language Instruction,English (Second Language),Correlation,Educational Research,Periodicals,Research Methodology,Research Problems,College Students,Language Proficiency,Language Skills,Foreign Countries

This paper systematically reviews the studies of working memory in second language learning in China over the past 20 years. A total of 140 studies that were published in 13 major foreign language journals during the past 20 years (2000-2019) were categorized and analyzed according to research method, educational level, and research content. For research method, two phases could be identified: from 2000 to 2006, more attention focused on introducing theory and reviewing literature regarding the association between working memory and second language learning; and from 2007 to 2019, there is a growing body of quantitative and qualitative research. For educational level of the 75 empirical studies, the majority were targeted at adult learners, whose L2 proficiency was assumed to be at or beyond intermediate level. For the research content, they were classified into three dimensions: L2 understanding, L2 output, and the integration of L2 understanding and output. These three dimensions were sub-divided into a total of seven aspects: vocabulary, grammar, listening, reading, speaking, writing, and interpretation. Considerable advances have been made in the knowledge of working memory and second language learning. Nevertheless, more research is needed to develop a deeper understanding of the interrelationships between working memory and different domains of second language learning.
The Significance of Adult Educators&apos; Mentoring in the Application of Experiential and Participatory Teaching Techniques
Author: Koutsoukos, Marios
Date: 2021-00-00
Type: Journal Articles
Subjects: Adult Educators,Mentors,Experiential Learning,Teaching Methods,Teacher Attitudes,Instructional Effectiveness,Foreign Countries

The main objective of this research is to investigate the significance of adult educators' mentoring in the application of experiential and participatory teaching techniques. Bearing in mind that teaching techniques play a major role in adult education, emphasis is given on examining whether adult educators need mentoring for a more effective implementation of these techniques. More specifically, the study focuses on researching a sample of 337 educators' opinions concerning the extent they need mentoring and in which particularly teaching techniques. According to participants in the research, mentoring process has a significant impact on the effective use of experiential and participatory teaching techniques. Thus, research findings indicate that mentoring can become a useful tool for enhancing their knowledge and skills helping them become &quot;better educators&quot;.
The Competences of Teaching Staff and Principals in the Context of Educational Innovation and School Development
Author: Gian, Ph?m Minh
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Principals,Educational Innovation,Educational Development,Foreign Countries,Teacher Behavior,Teacher Role

Since the beginning of 21st century, Vietnam has achieved significant educational achievements, especially in the improvement of general education network and teaching quality. The reality has showed that working effectiveness of a school totally depend on the competence of its principal and of the entire teaching staff. Once these two entities meet the required capacities in the context of innovation in education, leadership and management, they will surely make an important contribution to the development of the school, fulfilling the long-term national goal of comprehensive innovation of Vietnamese education in the current period. In the article, the authors give first an overview on the concept of competence and then the necessity for &quot;competence&quot; of the principal and teachers in view of their roles in school development with an aim to further improving the quality of school management and that of teaching and learning in response to the motional cause of education innovation.
Discovering America: Unpacking Popular Social Q&amp;A for Prospective Chinese International Students
Author: Teo, Hon Jie
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,Study Abroad,COVID-19,Pandemics,Online Courses,Virtual Classrooms,Information Seeking,Sharing Behavior,Content Analysis,Information Sources,Criticism,Foreign Countries,Cultural Differences,Computer Mediated Communication,Higher Education,Crime,Laws,Safety,College Admission,College Faculty,Research Training,Immigration,Life Style,Social Networks

The global pandemic and recent shift to online learning has heightened the need to better understand how to support international students, especially across online and virtual platforms. However, a review of literature reveals a paucity of studies dedicated to international student use of internet-based platforms and services for seeking information and sharing experiences. One avenue for further research is Social Question &amp; Answer Communities (SQACs), which are vast conduits of shared experiences and knowledge connecting hundreds of thousands of pre-application and pre-arrival students. In this study, content analysis was utilized to qualitatively observe the contents of the &quot;Overseas Studies in The United States&quot; section of Zhihu, and quantitatively count their features and characteristics. The study found that 58% of the questions and answers were devoted to Academic issues such as testing, admissions, learning and research, with another 13.0% on Crime, Law and Safety, and the remaining 29% of the questions were associated to a diverse array of topics associated with living and working in American society. The most popular answers were made up of mainly 4 main types: Sharing One's Experience (32.0%), Advice (26.0%), Opinion (22.0%) and Critique (15.0%). Content analysis of three main answer features, namely the use of Imagery, Digital Resources, and Social feature, indicated that the Advice and Critique answer types contain the richest variety of features and that question context, textual styles and use of digital resources are important factors for understanding the answer popularity in SQACs.
Educational Research Training in Teacher Training Programs: The Views of Future Teachers
Author: Perines, Haylen
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,Research Training,Teacher Education Programs,Preservice Teachers,Preschool Education,Elementary Education,Student Attitudes,Value Judgment,Criticism,Relevance (Education),Educational Improvement,Public Colleges,Foreign Countries

The objectives of this study were to explore teacher student's views on the research training they receive and know their suggestions for improving it. This was a qualitative study conducted on students in the teacher training programs of a Chilean public university who were distributed into nine focus groups. The findings showed that the students have a rather critical view about the training they receive, particularly due to the lack of continuity of research-related courses and their limited participation in research activities. Regarding how to improve their training, the students suggest providing one research-related course each year, having researchers as teachers, and giving greater visibility to the educational research produced within their university. The study concludes that it is important to promote participation in educational research and that university teacher educators and the entire university community must adopt a broad-ranging view on this subject.
The Association between Parent Participation in School Management and Student Achievement in Eight Countries and Economies
Author: Sakamoto, Jutaro
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Parent Participation,Parent Influence,Parent School Relationship,Partnerships in Education,School Based Management,Governance,Educational Quality,Accountability,Public Schools,Student Characteristics,Institutional Characteristics,Parent Background,Socioeconomic Status,Participative Decision Making,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students

Parent participation in school management has been promoted as a strategy for holding schools accountable for education quality and outcomes. However, the evidence has proven inconclusive and limited in explaining mechanisms to affect student achievement. By using public school student data derived from the Programme for International Student Assessment 2015, this study examines how 1) participation of a student's own parents in school management, which would affect their learning support at home and 2) participation of a group of parents, which would influence school decisions and thus affect the learning environment at school, are associated with student achievement in Croatia, Georgia, Portugal, the Dominican Republic, Mexico, Korea, Hong Kong, and Macao. I found no evidence that parent participation in school management contributed to improving student achievement. Instead, depending on the country, a negative association is derived from either individual-level or school-level parent participation. The associations are not moderated by parents' socioeconomic status but by school's openness to parental engagement in some of the countries, indicating that what matters might not be participation per se but the degree of engagement. The findings underscore the importance of understanding mechanisms and conditions in which parent participation affects student learning in context to design effective participatory school governance.
Examining the Predictive Levels of Academic Self-Efficacy and Some Demographic Characteristics of Professional Anxiety of Physical Education and Sports Teacher Candidates
Author: Arikan, Gökhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Prediction,Self Efficacy,Anxiety,Preservice Teachers,Student Attitudes,Physical Education,Physical Education Teachers,Student Characteristics,Measures (Individuals),Academic Achievement,Reliability,Validity,Turkish,Translation,Predictor Variables,Team Sports,Foreign Countries

This study aims to determine the levels of teacher and trainer candidates in the university education process, in line with the findings obtained in the dimensions of professional anxiety and self-efficacy and their sub-dimensions as a result of examining the professional anxiety and self-efficacy perceptions of teacher and trainer candidates. In this study in the screening model, the research group consisted of 311 trainer and physical education and sports teacher candidates, 135 women and 176 men, who studied at Harran University School of Physical Education and Sports in the fall semester 2017-2018. In line with the purpose of the study, the tests correlated to the teacher candidates' academic self-efficacy, the level of professional anxiety, some demographic characteristics of the teacher candidates, professional concerns, and academic self-efficacy were applied. The tools used for these tests are the &quot;Teacher Candidate Anxiety Scale&quot; adapted from Borich (1996) and developed by Saban, Korkmaz, and Akbas (2004) and the &quot;Academic self-efficacy scale&quot; developed by Jerusalem and Schwarzer (1981). The adaptation, reliability, and validity study of the scale into Turkish was also applied by Yilmaz et al. (2007). Descriptive statistics and multiple regression analyses were performed on the data file formed by transferring the data collected within the scope of the study to the SPSS 22.0 program. Simultaneously, simple linear regression analyzes were conducted in which academic self-efficacy was accepted as the independent variable, and occupational anxiety was considered the dependent variable. In the study, the average score of teacher candidates' academic self-efficacy was determined as 21.44 high. Together, these variables explain 4% of the change in student-centered anxiety. Academic self-efficacy reveals 9% of the self-centered anxiety dimension, 6% of the task-centered anxiety dimension, and 5% of the student-centered anxiety dimension. It can be said that self-efficacy perceptions are predictors of professional anxiety levels for teacher candidates. It is believed that determining the reason for teacher candidates' low self-efficacy and anxiety scores in programs that train them in the education process and studies to be conducted on these reasons will positively affect the academic self-efficacy and professional anxiety levels of Physical Education and Sports Teacher candidates.
Geography Teachers&apos; Opinions Regarding the Teaching Field Knowledge Test in the Public Personnel Selection Exam
Author: Türker, Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Geography Instruction,Teacher Attitudes,Teacher Selection,Teacher Competencies,Teacher Employment,Knowledge Level,Pedagogical Content Knowledge,Teacher Competency Testing,Undergraduate Study,Content Validity,Test Items,Test Preparation,Difficulty Level,Foreign Countries,Public School Teachers

The number of teacher candidates is increasing as a result of the excessive quotas given to departments that train teacher candidates and the right to teach different branches with pedagogical formation certificates. Therefore it becomes compulsory to hold selection exams in teacher appointments. The exams carried out during this selection process undergo changes over time both in number and content. While exams containing questions of general knowledge, general ability, and educational sciences were used in teacher appointments in Turkey since 2002, the field knowledge test has also been applied since 2013. Geography is also one of the branches in which the field knowledge exam is applied. This study aims to evaluate the field knowledge exam according to the views of geography teachers. The study conducted in a phenomenology pattern, one of the qualitative research methods, was carried out with 25 geography teachers determined by criterion sampling methods. The data collected through semi-structured interviews were analyzed by descriptive analysis method. Direct quotations are included to increase the reliability of the research. In line with the opinions of the geography teachers, it was determined that as it increases teacher competence, taking the field knowledge exam is important and necessary. The majority opinion is that increasing the number of questions in the field knowledge exam in 2019 increased the content validity of the exam. As it caused changes in the questions, the field knowledge exam duration was considered to be excessive by some participants. According to the views of the geography teachers, undergraduate education did not coincide with the scope of the field knowledge test. It was determined that most of the candidates went to the course in the exam preparation process in order to fill the deficiencies. As a result of the research, it is recommended that the number of questions in the field knowledge test, the content validity should increase further, and the effect of the field knowledge test on the scoring basis for appointment should be further increased.
Impacts of Metacognition Management System (MMS) Training Course on Metacognitive Competencies
Author: Dezhbankhan, Fariba
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Teaching Methods,Intervention,Competence,Definitions,Guidelines,Management Systems,Course Descriptions,Graduate Students,Foreign Countries,Universities,Goal Orientation

Metacognition is one of the vital competencies to seize the opportunities and overcome the challenges of twenty-first century; however, there is no precise definition of metacognition and it is a fuzzy concept. While classic, descriptive and procedural models try to describe the nature and ingredients of metacognition, theoretical clarity in terms of better definition and representation of its components is needed. This study by adopting theoretical models of metacognition through the Plan-Do-Check-Act principles (as a management instrument) proposes a conceptual framework, &quot;Metacognition Management System (MMS)&quot; that consolidates components, functions, and processes of metacognition in a single window. Then, impacts of a multidimensional intervention designed based on the MMS concept (MMS Training Course) provided in 12 hours, on 31 students' metacognitive competencies was investigated using quasi-experimental pre-test, post-test design. The large effect size (&quot;Partial n[superscript 2 = 0.939,&quot; 95% confidence interval) implied that MMS training course has a statistically significant impact on metacognitive competencies. This study has implications for further theoretical and experimental researches on the configuration and application of the MMS as well as designing multidimensional metacognitive intervention.