ethanporcaro/eric-fulltext-meta huggingface dataset:
Cognification in Learning, Teaching, and Training
Author: Kumar, Vivekanandan
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Cognitive Processes,Artificial Intelligence,Educational Technology,Blended Learning,Data Analysis,Educational Change,Educational Trends,Models,Democracy,Lifelong Learning,Ethics,Decision Making

Over the past decade, opportunities for online learning have dramatically increased. Learners around the world now have digital access to a wide array of corporate trainings, certifications, comprehensive academic degree programs, and other educational and training options. Some organizations are blending traditional instruction methods with online technologies. Blended learning generates large volumes of data about both the content (quality and usage) and the learners (study habits and learning outcomes). Correspondingly, the need to properly process voluminous, continuous, and often disparate data has prompted the advent of cognification. Cognification techniques design complex data analytic models that allow natural intelligence to engage artificial smartness in ways that can enhance the learning experience. Cognification is the approach to make something increasingly, ethically, and regulatably smarter. This article highlights how emerging trends in cognification could disrupt online education.
Analysis of the Status and Influencing Factors of Online Learning
Author: He, Jiaju
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Elementary School Students,High School Students,Intention,Barriers,Interaction,Attention,Learning Motivation,Age Differences,Online Courses,Independent Study,Preferences,Usability,Student Satisfaction,Learning Problems,COVID-19,Pandemics,Foreign Countries

During the COVID-19 prevention and control period, large-scale online education was the largest digital transformation practice in education in human history. This study launched a questionnaire survey on primary and high school students. The survey was conducted from four aspects: demographics, online learning preparation, the online learning situations, and online learning experience. This study thoroughly investigated the status and problems of students' online learning and analysed the characteristics of students' online learning and the differences amongst grades. The study found that students have high adaptability and continuance intention to online learning. This study found that students also had some learning difficulties in the process of online learning, mainly manifested by lack of interaction, difficulty in concentration, and lack of learning initiative. There were significant differences among different grades. The overall situation of junior high school students' online learning is better than that of primary school students and senior high school students.
Adults&apos; Use of Subtraction by Addition and Its Association with Executive Functions
Author: Van Der Auwera, Stijn
Date: 2022-00-00
Type: Journal Articles
Subjects: Subtraction,Executive Function,Addition,Undergraduate Students,Foreign Countries,Mental Computation,Mathematics Achievement

This study examined adults' frequent, efficient and adaptive use of direct subtraction (DS) and subtraction by addition (SBA) in mental multi-digit subtraction with the choice/no-choice method. Participants were offered subtractions in one choice condition (choice between DS and SBA) and two no-choice conditions (mandatory use of either DS or SBA). SBA was used as frequently as DS in the choice condition. DS was most accurate on subtractions with a large difference (e.g., 502 - 18), while SBA was fastest on subtractions with a small difference (e.g., 903 - 886). In general, participants were adaptive for task characteristics and their personal speed characteristics. We further analyzed task-based adaptivity on an individual level via a Latent Class Analysis. Results showed that two-thirds of the participants were adaptive to task characteristics, and that these adaptive participants were the most proficient in accuracy and speed in the choice condition. We further examined whether executive functions (updating, inhibition, shifting) were related to individual differences in strategy efficiency and task-based adaptivity. In line with our hypothesis, updating was related to strategy efficiency, such that participants with higher updating skills were more accurate. In contrast to our expectations, inhibition and shifting were not related to task-based strategy adaptivity. This study highlights adults' efficient and adaptive use of arithmetic strategies, and its association with their proficiency and executive functions.
Student Webcam Behaviors and Beliefs: Emergent Norms, Student Performance, and Cultural Differences
Author: Dennen, Vanessa P.
Date: 2022-12-00
Type: Journal Articles
Subjects: Video Technology,Student Behavior,Student Attitudes,Norms,Academic Achievement,Cultural Differences,College Students,Foreign Countries,Preferences,Synchronous Communication,Individual Differences

This study presents findings from a survey of 2298 university students from three countries (South Korea, Turkey, United States) focused on their use of and beliefs about webcams to support synchronous learning, including behaviors such as turning cameras on and multitasking. Additionally, it explores differences due to national culture, school achievement, and classroom seating preferences. As expected, findings show synchronous learning use increased during the pandemic. Student preferences for passive viewing behaviors are strong, along with preferences for keeping cameras off. Differences based on classroom seating preferences suggest that students who sit at the front are more likely than their peers to make decisions about webcam use based on involvement, attention, and preparedness. Cultural differences suggest different pedagogical expectations. Multitasking proved to be a complex behavior and is not always linked to poor achievement outcomes. This study has implications both for future research directions on synchronous learning, student webcam practices, and achievement and for how instructors design synchronous classes.
Teachers&apos; Self-Directed Online Learning Strategies and Experiences: A Longitudinal Study
Author: Beach, Pamela
Date: 2022-12-00
Type: Journal Articles
Subjects: Independent Study,Protocol Analysis,Learning Experience,Elementary School Teachers,Learning Strategies,Teacher Attitudes,Informal Education,Computer Software,Literacy,Longitudinal Studies,Videoconferencing,Foreign Countries,Metacognition,Self Efficacy

This study examines the strategies used by teachers during a series of self-directed online learning (SDOL) experiences. Over a period of four months, the authors met with 12 practicing elementary teachers three separate times. During the meetings, the teacher participants informally used the internet for their professional learning in literacy. Their online navigations were captured using screen-recording software. Immediately following their navigations, a virtual revisit think aloud was conducted where participants verbalized their thoughts aloud while viewing a screen-recording of their navigation. Semi-structured interviews with each participant were conducted following the three meetings. Data were analyzed both qualitatively and quantitatively. Findings relate to the cognitive and behavioral strategies in which participants engaged during their SDOL experiences.
The Community of Inquiry Perspective on Teachers&apos; Role and Students&apos; Evaluations of Online Project-Based Learning
Author: Guo, Pengyue
Date: 2022-12-00
Type: Journal Articles
Subjects: Communities of Practice,Teacher Role,Student Attitudes,Electronic Learning,Student Projects,Active Learning,Online Courses,Course Evaluation,Graduate Students,Masters Programs,Legal Education (Professions),Foreign Countries

The role of teachers is an important element of online project-based learning courses. Based on the Community of Inquiry framework, this study examined how students' perceptions of teaching presence, through social presence and cognitive presence, were related to their evaluations of online project-based learning. A 16-week online project-based legal education course was implemented. During the course, students engaged in two small group activities and created two final products. Survey data were collected twice from 38 and 41 students in two course phases. Results from partial least squares analyses revealed that teaching presence was directly related to students' evaluations in the early stage of the course and indirectly related to students' evaluations, through the effects of social presence, in the entire course. Practical implications for teachers and suggestions for further studies are provided.
The Impact of Multimodal Communication on Learners&apos; Experience in a Synchronous Online Environment: A Mixed-Methods Study
Author: Cai, Ying
Date: 2022-12-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Student Experience,Synchronous Communication,Educational Environment,Nonverbal Communication,Verbal Communication,Written Language,Electronic Learning,Teacher Student Relationship,Student Attitudes,Undergraduate Students,COVID-19,Pandemics,Foreign Countries,Distance Education

During the COVID-19 pandemic, from early 2020 onwards, the adoption of synchronous online learning increased rapidly. It offers students a unique learning experience, utilizing communication modes from both in-person and asynchronous online classes. This mixed-methods study examined the impact of modes of communication (visual, bodily behaviors, spoken language, and written language) found in synchronous online contexts on students' learning experiences from the perspective of social presence and teaching presence, as well as their satisfaction with synchronous online learning experience. An online survey was distributed first to collect quantitative data. The survey results indicated that four different modes influenced students' communication to a different extent, with written and spoken language being the most effective modes of online communication. These modes were also significantly positively correlated with social presence, teaching presence, and student satisfaction; however, only spoken language was a significant predictor of student satisfaction. In the qualitative phase, semi-structured interviews were conducted to examine students' perceptions of how multimodality affects social presence, teaching presence, and satisfaction with online learning. This led to five major themes and highlighted how multiple modes of communication supports social presence, thereby helping teachers scaffold students. In addition, the online learning context impacts type of instruction, and the reduced distance between teachers and students improves teaching presence; however, the students felt a lack of affective belonging in their online classes. This study also provided implications for course instructors and designers to help them effectively adopt different modes in synchronous online environments and promote social and teaching presence.
Systematic Mapping of the Social Construction of Learning (2015-2020): Challenges for Online Learning Environments
Author: Minga-Vallejo, Ruth-Elizabeth
Date: 2022-12-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Electronic Learning,Interaction,Interpersonal Relationship,Social Influences,Higher Education,Periodicals,Educational Research,Geographic Location,Teaching Methods,Communities of Practice,Foreign Countries,Elementary Secondary Education

The purpose of this study is to identify and characterize the state of social construction of learning in virtual communities within online learning environments and to identify the advances and research challenges of social learning. The method was a systematic mapping to analyze the evidence published on the topic in 2015-2020. We automatically searched the Scopus and Web of Science databases, applying inclusion and exclusion criteria to obtain the maximum relevant information. The pre-designed search strategy resulted in 187 articles. The main research topic addressed in most of these is learning as a social construction in training contexts, primarily virtual communities. In higher education, the United States is the country with the most active researchers on this topic. In addition, the most significant findings show that in a virtual learning community, social and cognitive interactions with teaching presence are crucial for students to build knowledge and achieve a higher level of learning. This study describes challenges related to the various methodologies, geographical scope, and types of social construction learning in virtual learning communities. This research is intended to be of value to teachers, decision-makers, designers of research and researchers interested in the social construction of learning in online learning environments.
The Role of Prior Online Learning Experience on Student Community of Inquiry, Engagement, and Satisfaction Scores
Author: Duha, Mohammad Shams Ud
Date: 2022-12-00
Type: Journal Articles
Subjects: Online Courses,Student Experience,Prior Learning,Student Attitudes,College Students,Learner Engagement,Student Satisfaction,Interpersonal Relationship,Emotional Response,Cooperation,COVID-19,Pandemics

The increase in online education creates a need to explore how learning outcomes, student satisfaction, and student perceptions about online courses are affected by prior online learning experiences. This study examined the role of prior online learning experience on students' perceived cognitive presence, social presence, teaching presence, engagement, and satisfaction. The archival data of online learners at a large midwestern university (a total n=878), including survey responses related to Community of Inquiry (CoI), engagement, and satisfaction, were utilized to conduct statistical analyses to determine whether student responses differed by the number of online courses taken previously. We found that only social presence scores (CoI subscale) and emotional engagement scores (engagement sub-scale) differed by the number of the online courses taken. However, the effect size was small. We concluded that student satisfaction, engagement, and perceptions of cognitive and teaching presence are not related to prior online course experiences. Implications are discussed.
Classroom Community and Time: Comparing Students&apos; Perceptions of Classroom Community in Traditional vs. Accelerated Online Courses
Author: Lowenthal, Patrick R.
Date: 2022-12-00
Type: Journal Articles
Subjects: Online Courses,Student Attitudes,Educational Environment,Acceleration (Education),Interpersonal Relationship,Graduate Students,Student Participation,Teacher Role,Interaction

Online educators regularly experiment with ways to create a sense of classroom community in the online courses they design and teach. They do this in part to battle feelings of isolation and loneliness but also to align with prevailing theories of learning (e.g., social constructivism) as well as to mimic idealized in-person face-to-face learning experiences. However, little is known about how well a sense of community is developed in accelerated online courses. Given this, we investigated students' perceptions of classroom community in traditional length online courses (e.g., 15-week courses) and accelerated online courses (e.g., 7-week courses) taught by the same instructors. The results showed that there was not a statistically significant difference in students' perceptions of classroom community between the 15-week and 7-week courses. Students in this study rated the accelerated 7-week courses as having a higher sense of classroom community. In this paper, we present the results of our inquiry. We conclude with the implications of our research on research and practice.
Teaching Immigration Issues in Elementary School Classrooms on the US/Mexico Border: Transborder Pedagogy and Its Significance
Author: Cashman, Timothy G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Refugees,Elementary Education,Grade 6,Controversial Issues (Course Content),Public Education,Geographic Regions,Economically Disadvantaged,Teacher Attitudes,Minority Group Teachers,Hispanic Americans,Administrators,Minority Group Students,Social Studies,Attitudes,Language Arts,Discussion (Teaching Technique),Teaching Methods,Barriers,Reflection,Time Factors (Learning),Social Problems

This case study uncovers how controversial issues such as the recent influx of refugees and immigrants were being addressed in upper elementary classrooms on the United States (US) side of the US/Mexico border. Public school administrators and sixth-grade teachers from two school sites participated. Transborder pedagogy contextualized the findings of the research. With the COVID-19 pandemic, classroom discussions of border issues have been superseded with other concerns. This research underscores the immediacy of transborder pedagogy during times of uncertainty.
Learning How to Teach Languages Online: Voices from the Field
Author: Meskill, Carla
Date: 2022-12-00
Type: Journal Articles
Subjects: Online Courses,Blended Learning,Second Language Instruction,Program Effectiveness,College Faculty,Language Teachers,Expertise,Faculty Development,Teacher Competencies,Teacher Collaboration,Experiential Learning,Conventional Instruction,Workshops,Courses,Modeling (Psychology),Feedback (Response)

At this moment, fully online language courses are being taught all around the globe. In addition, blended courses offer an integration of online and live instructional experiences. This study examines who is instructing online language courses and what they point to as additive and advantageous to their online language teaching development. We set out to survey higher education faculty as to how they developed their knowledge and practices. Through an online survey and follow-up synchronous interviews, we asked practicing online language educators about the sources of their expertise. The resulting dataset has much to inform professional development and instructional support generally, as well as broader research and educator communities regarding the ongoing, open-ended, peer-supported, and social nature of this kind of educator learning. As more language educators move their instruction online, the question of how to maximize the pedagogical potential of the new medium can best be addressed by those who have successfully made and embraced this move.
Confirmatory Structural Model of a Collaborative Network in Central Mexico during the COVID-19 Era
Author: Lirios, Cruz García
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Public Colleges,Educational Cooperation,Organizational Climate,Foreign Countries,Structural Equation Models

The objective of this work was to confirm the factorial structure of collaborative networks in a university in central Mexico during the pandemic. A cross-sectional, psychometric, and confirmatory study was carried out with a sample of 300 administrators, teachers, and students from a public university in central Mexico. From a structural model, the results show that there is a dependent relationship between organizational climate and collaboration. Based on these findings, research lines related to trust as a determinant of knowledge networks and organizational collaboration.
Doctoral Training Programs as Transdisciplinary Research Models for Knowledge Co-Production
Author: Mumuni, Eliasu
Date: 2022-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Interdisciplinary Approach,Communication (Thought Transfer),Networks,Doctoral Students,Researchers,Models,Financial Support

Doctoral training programs and centers (DTP/C) serve as the nexus of research and teaching through networking, training, business, and industrial engagements. This paper used systematic reviews on selected searched phrases from Google Scholar, University of Nottingham Library, Research Gate and SCOPUS, and many other credible and indexed journal sites for relevant literature. The study revealed musingly that DTP/C is an advanced transdisciplinary platform of coproducing knowledge to address complex problems. This paper recommends that using a transparent communication process, setting up clear goals and targets with students with noncoercive consent, and strengthening the formal and institutional structures that take care of and address every actor's need and requirement are critical.
Exploring Self-Perceived Employability and Ambition of Student Veterans in a Higher Education Institution in the United States
Author: Niu, Yuanlu
Date: 2022-00-00
Type: Journal Articles
Subjects: Veterans,Student Attitudes,Employment Potential,Comparative Analysis,Undergraduate Students,Peer Groups,Age Differences,Gender Differences,Grade Point Average,Career Development,Occupational Aspiration,Military Personnel,Nontraditional Students,Self Concept,Educational Background,Family Relationship,Work Experience,Federal Legislation,Ethnicity,Graduate Students

In this study, we explore the perceived employability and ambition of student veterans, compare the perceived employability and ambition of student veterans and civilian students, and examine the impact of other variables (e.g., age, gender, GPA, etc.) on student veterans' perceived employability and ambition. An online survey was conducted among 85 students, including 37 veterans and 48 civilian students. The results show that most of the investigated student veterans were confident in their employability and future career success. In addition, student veterans had slightly lower perceived employability and ambition than either active military members or civilian students. The result of descriptive analysis showed clues that explained how other variables impacted the perceived employability and ambition of student veterans.
How Online Learning Readiness Can Predict Online Learning Emotional States and Expected Academic Outcomes: Testing a Theoretically Based Mediation Model
Author: Chien, Hsiang-Yu
Date: 2022-12-00
Type: Journal Articles
Subjects: Electronic Learning,Learning Readiness,Prediction,Psychological Patterns,Academic Achievement,College Students,COVID-19,Pandemics,Student Satisfaction,Expectation,Profiles

During the pandemic, online courses became the major delivery format for most institutions of higher learning across the United States and around the world. However, many students experienced emotional distress as a result and have struggled to adapt to remote learning. To explore how emotional distress relatesto other aspects of online learning, including online learning readiness and academic outcome, we asked a sample of 80 college students to participate in an online survey in the fall semester of 2020. Two distinct online learning readiness patterns were found using k-means cluster analysis. Online learning-ready learners showed statistically significant differences from the not-ready online learners on anxiety, boredom, and satisfaction. Moreover, a three-path mediation model based on a theoretical relationship between online learning readiness, emotional state, and expectation of learning outcome was tested using structural equation modeling (SEM). Results showed that readiness positively predicted satisfaction; furthermore, only satisfaction predicted learning expectation and expected grade. The implications of these findings and limitations of the study are discussed.