ethanporcaro/eric-fulltext-meta huggingface dataset:
Employability Attributes of Hospitality Graduates and Expectations of Hotel Managers
Author: Ngoepe, Lehlogonolo L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Housing,Hospitality Occupations,Administrators,Expectation,Employment Potential,Job Skills,Foreign Countries,Colleges,Private Colleges,College Graduates,Employment Qualifications

Employers worldwide place the responsibility of ensuring that graduates are employable on institutions of higher learning. This study was conducted to determine the employability attributes of hospitality management students from private Higher education institutions. The study adopted a qualitative research approach using semi-structured interviews. Purposive, judgement sampling was used to gather hotel managers' thoughts, knowledge and opinions. The findings suggest that hotel managers require eight knowledge sub-domains, and seven skill sub-domains, and a wide range of competencies from hospitality graduates from private Higher education institutions. However, private higher education institutions, hotel managers, hospitality graduates and human resources personnel have a great responsibility to ensure that graduates are competent, competitive and valuable and can make meaningful contributions to the hotel industry. Data was only gathered from hotel managers from 4 and 5-star hotels, therefore the findings cannot be generalised to all hotels in South Africa. Consequently, the findings cannot be generalised to all the tertiary institutions in South Africa. Suggestions are made that can assist higher education institutions, hotel managers, hospitality management graduates, students and future researchers, particularly now in this time of globalisation, knowledge economy, and rise of technological advancements.
Using Auxiliary Data to Boost Precision in the Analysis of A/B Tests on an Online Educational Platform: New Data and New Results
Author: Sales, Adam C.
Date: 2023-00-00
Type: Journal Articles
Subjects: Data Use,Research Methodology,Randomized Controlled Trials,Educational Technology,Electronic Learning,Intelligent Tutoring Systems,Sample Size,Data Collection,Privacy,Accuracy,Statistical Bias,Prediction

Randomized A/B tests within online learning platforms represent an exciting direction in learning sciences. With minimal assumptions, they allow causal effect estimation without confounding bias and exact statistical inference even in small samples. However, often experimental samples and/or treatment effects are small, A/B tests are underpowered, and effect estimates are overly imprecise. Recent methodological advances have shown that power and statistical precision can be substantially boosted by coupling design-based causal estimation to machine-learning models of rich log data from historical users who were not in the experiment. Estimates using these techniques remain unbiased and inference remains exact without any additional assumptions. This paper reviews those methods and applies them to a new dataset including over 250 randomized A/B comparisons conducted within ASSISTments, an online learning platform. We compare results across experiments using four novel deep-learning models of auxiliary data and show that incorporating auxiliary data into causal estimates is roughly equivalent to increasing the sample size by 20% on average, or as much as 50-80% in some cases, relative to t-tests, and by about 10% on average, or as much as 30-50%, compared to cutting-edge machine learning unbiased estimates that use only data from the experiments. We show that the gains can be even larger for estimating subgroup effects, hold even when the remnant is unrepresentative of the A/B test sample, and extend to post-stratification population effects estimators.
Students&apos; Career Capital Resource Needs for Employability in the Technology-Driven Work World
Author: Coetzee, Melinde
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Developing Nations,Information Needs,Information Technology,Education Work Relationship,Employment Potential,Career Development,Job Skills,Career Planning,Curriculum Development,Student Attitudes,Foreign Countries

The present study assessed the world of work awareness of a random sample of (N = 486) higher education undergraduate students from an emerging country. In addition, the study explored these students' needs for information they need from their studies about the technology-driven world of work. The needs were evaluated in terms specific career capital resources that should be addressed in the higher education curriculum to foster the employability of graduates in a rapid evolving digital-era workplace. A mixed methods concurrent triangulation design was employed to analyse quantitative (numeric descriptive statistics and correlations) and qualitative (text) data from the same sample. The quantitative descriptive findings suggested an open-mindedness toward new technology, being responsive to changing work conditions and a need for continuous upskilling opportunities. The participants exhibited sound awareness of the impact of technology on their future employability and careers. Predominantly, the qualitative findings indicated a strong need for 'knowing how' career capital resource development in the form of career planning and job search guidance and gaining deeper knowledge and understanding of the impact of technology on the job market, job and occupation opportunities and employability requirements. Participants expressed a need to understand the relevance of the qualification curriculum and content to the digital-era world of work and shifting employer expectations. The findings also revealed a need for 'knowing what', 'knowing why' and 'knowing whom' career capital resource development for employability as part of university studies. Recommendations are made for incurriculating career and employability development in university courses.
KT-Bi-GRU: Student Performance Prediction with a Bi-Directional Recurrent Knowledge Tracing Neural Network
Author: Delianidi, Marina
Date: 2023-00-00
Type: Journal Articles
Subjects: Academic Achievement,Prediction,Cognitive Measurement,Bayesian Statistics,Models,Learning Processes,Brain,Cognitive Processes

Student performance is affected by their knowledge which changes dynamically over time. Therefore, employing recurrent neural networks (RNN), which are known to be very good in dynamic time series prediction, can be a suitable approach for student performance prediction. We propose such a neural network architecture containing two modules: (i) a dynamic sub-network including a recurrent Bi-GRU layer used for knowledge state estimation, (ii) a non-dynamic, feed-forward sub-network for predicting answer correctness based on the current question and current student knowledge state. The model modifies our previously proposed architecture and is different from all other existing models because it estimates the student's knowledge state considering only their previous responses. Thus the dynamic sub-network generates more stable knowledge state vector representations since they are independent of the current question. We studied both single-skill and multi-skill question scenarios and employed embeddings to represent questions and responses. In the multi-skill case the initialization of the question embedding matrix with pretrained word-embeddings is found to improve model performance. The experimental results showed that our current KT-Bi-GRU model and the previous one have similar performance while both surpassed the performance of previous state-of-the-art knowledge tracing models for five out of seven datasets where in some cases, the difference is quite noticeable.
Less but Enough: Evaluation of Peer Reviews through Pseudo-Labeling with Less Annotated Data
Author: Liu, Chengyuan
Date: 2023-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Student Evaluation,Feedback (Response),Educational Quality,Supervision,Instructional Effectiveness,Identification,Classification,Program Evaluation

A peer-assessment system provides a structured learning process for students and allows them to write textual feedback on each other's assignments and projects. This helps instructors or teaching assistants perform a more comprehensive evaluation of students' work. However, the contribution of peer assessment to students' learning relies heavily on the quality of the review. Therefore, a thorough evaluation of the quality of peer assessment is essential to assuring that the process will benefit students' learning. Previous studies have focused on applying machine learning to evaluate peer assessment by identifying characteristics of reviews (e.g., Do they mention a problem, make a suggestion, or tell the students where to make a change?). Unfortunately, collecting ground-truth labels of the characteristics is an arbitrary, subjective, and labor-intensive task. Besides in most cases, those labels are assigned by students, not all of whom are reliable as a source of labeling. In this study, we propose a semi-supervised pseudo-labeling approach to build a robust peer assessment evaluation system to utilize large unlabeled datasets along with only a small amount of labeled data. We aim to evaluate the peer assessment from two angles: Detect a problem statement (Does the reviewer mention a problem with the work?) and suggestion (Does the reviewer give a suggestion to the author?)
Factors Affecting the Flipped Classroom in the Educational Context of Vietnam
Author: Xuan, Tran Thi Huong
Date: 2023-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Foreign Countries,Teacher Attitudes,Competence,Influences,Educational Facilities,Technological Literacy,Faculty Development,Readiness,Learning Management Systems,Elementary School Teachers,Secondary School Teachers,College Faculty

In the context of the implementation of the 2018 General Education Program, teachers are required to implement a teaching model oriented to the development of students' quality and competence. Teachers are encouraged to adapt the flipped classroom model of teaching in schools as its advantages are suitable for novel teaching strategies. This study focuses on analyzing factors affecting the application of this model in the teaching and learning process by collecting feedback from 351 teachers from various cities in Vietnam. The questionnaire included Likerttype questions analyzed by IBM SPSS Statistics version 20 for quantitative analysis and an open question for qualitative analysis with context and personal information. The research-oriented factors focus on the group of potential internal factors (perception, proficiency, desire and readiness of teachers) and the group of external factors (infrastructure, facilities and support resources, training programs). The results showed that those factors include the school's infrastructure and information communication technology (ICT) condition, the teacher's ICT competence as well as competence-related teaching and assessment methodologies and the students' internet access conditions. Finally, the study offers suggestions on how to apply this model in teaching practice to meet the requirements of educational innovation in Vietnam.
The Use of ePortfolio in Health Profession Education to Demonstrate Competency and Enhance Employability: A Scoping Review
Author: Hamilton, Anita
Date: 2023-00-00
Type: Journal Articles
Subjects: Allied Health Occupations Education,Competence,Employment Potential,Portfolios (Background Materials),Electronic Publishing,Technology Uses in Education,Higher Education,Curriculum,College Students,Social Work,Caseworkers,Learning Processes,Job Applicants,Lifelong Learning,Professional Identity

The use of an ePortfolio to support the education of health and social care professionals is increasing in higher education. ePortfolios support the educational journey of students; however, it is unclear how they are used to demonstrate competency or enhance employability. The aims of this study were to explore the literature to identify the use of ePortfolios in health and social care higher education curricula to demonstrate competency or improve employability. Three electronic databases were searched to identify papers using scoping review methodology. Studies that were published between 2001 and 2019 were included. A total of 1530 articles were initially identified after duplicates were removed. Nine studies were included in the final qualitative synthesis following a robust review. Data were synthesised into themes that describe the role of ePortfolios in demonstrating competencies in higher education or improving employability they were (1) Self-Directed Learning, (2) Deeper Learning, (3) Expanding Literacies, (4) Successful Implementation. These studies highlight that ePortfolio is both a product and a process. ePortfolios support students to gather artefacts that demonstrate professional competency which can be applied in the job-seeking process. The ePortfolio development process applies social constructionist approaches to learning which support lifelong learning and enhance employability. The findings also highlight the importance of providing students with clear expectations of the role of an ePortfolio in their professional learning journey.
Using Demographic Data as Predictor Variables: A Questionable Choice
Author: Baker, Ryan S.
Date: 2023-00-00
Type: Journal Articles
Subjects: Demography,Data Use,Prediction,Research Methodology,Predictor Variables,Justice,Outcomes of Education,Context Effect

Predictive analytics methods in education are seeing widespread use and are producing increasingly accurate predictions of students' outcomes. With the increased use of predictive analytics comes increasing concern about fairness for specific subgroups of the population. One approach that has been proposed to increase fairness is using demographic variables directly in models, as predictors. In this paper we explore issues of fairness in the use of demographic variables as predictors of long-term student outcomes, studying the arguments for and against this practice in the contexts where this literature has been published. We analyze arguments for the inclusion of demographic variables, specifically claims that this approach improves model performance and charges that excluding such variables amounts to a form of 'color-blind' racism. We also consider arguments against including demographic variables as predictors, including reduced actionability of predictions, risk of reinforcing bias, and limits of categorization. We then discuss how contextual factors of predictive models should influence case-specific decisions for the inclusion or exclusion of demographic variables and discuss the role of proxy variables. We conclude that, on balance, there are greater benefits to fairness if demographic variables are used to validate fairness rather than as predictors within models.
Efficacy of School-Based Career Guidance Interventions: A Review of Recent Research
Author: Sharapova, Nargiza
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Students,Middle School Students,High School Students,Career Guidance,Intervention,Program Effectiveness,Knowledge Level,Skills,Beliefs,Careers,Career Choice,Student Attitudes

This paper aims to examine the impacts of career guidance interventions on school students' career-related skills, knowledge and beliefs by combining relevant empirical studies conducted in the last 10 years. A random-effects meta-analytic technique was employed for this purpose. After screening, electronic databases using pre-defined eligibility criteria, nine studies involving a total of 1,433 participants were included in the final meta-analysis. The analysis yielded a weighted mean effect size of 0.42 (95% confidence interval = 0.19, 0.65; z = 3.61, p &lt; 0.01) which may be construed as a moderate-to-high effect size with a significant difference between the treatment and control conditions at post-treatment. As a result, post-test career-related outcomes in students who received career guidance were significantly higher than in non-guidance groups. The results suggest that career interventions may provide some modest developmental progression in school-age children and adolescents particularly through improving learners' career decidedness and attitudes such as future time perspective. These findings might have strategic implications for policy and practice. This paper extends past research on career guidance effectiveness by identifying the combined effect size of relevant career interventions.
Development of a Safety Education Program Using Simulator Fire Extinguishers in Korea: Focusing on Elementary School Students
Author: Jang, Deok-Jin
Date: 2023-00-00
Type: Journal Articles
Subjects: Safety Education,Curriculum Development,Simulation,Fire Protection,Foreign Countries,Elementary School Students,Experiential Learning,Knowledge Level,Problem Solving,Grade 5,Grade 6

Safety education aims to promote safe habits through experience-oriented education that combines knowledge, skills and attitudes. However, in situations where experience-oriented safety education is challenging, realistic content created through technological advancements can indirectly function as an excellent safety education tool that allows for individual safety experiences. This study conducted a safety education program for 34 elementary school students using the most commonly used realistic safety education content in Korea, the 'simulator fire extinguisher,' four times. Safety knowledge tests and safety problem-solving ability tests were used as measuring tools and statistical significance was verified through paired sample t-tests. This study demonstrated that the safety education program using the 'simulator fire extinguisher' was effective in improving safety knowledge and problem-solving abilities . The average score of elementary school students increased from 8.47 to 9.23 in safety knowledge tests and from 4.26 to 4.64 in safety problem-solving ability tests. These results were statistically significant (p &lt; 0.001).
Do Alumni Practise What You Teach? Impact of Science Master-Tracks: Preparation for Academic Careers versus Preparation for Societal-Oriented Careers
Author: Grooters, Saskia
Date: 2023-00-00
Type: Journal Articles
Subjects: Career Development,Alumni,Science Education,Masters Programs,Work Experience Programs,Career Pathways,Education Work Relationship,Foreign Countries,Job Satisfaction,Employment Level,Income

Career development of Science students seems dependent on more than disciplinary education, such as the nature and focus of career preparation. In this study we compare graduate outcomes of science students at the University of Groningen, completing two master-level program streams with different focal points, by using career progress surveys from alumni (n=242) with self-reported societal development data. The first program is a classical research-oriented master (ROM), that aims to prepare students for a career within academia. The second program, called Science, Business and Policy (SBP) focusses on a societal profile and aims to prepare for a career outside academia. SBP is different from ROM because it has a practical and multidisciplinary orientation (vs a theoretical and mono-disciplinary orientation in ROM) and it includes a long work-placement outside academia, a form of work based learning. The differences in the tracks translate to differences in career paths. Both profiles resulted in good but distinct career opportunities, corresponding to alumni's discipline and sector. Although ROM-alumni felt especially prepared for an academic career, only a quarter actually continued in academia and many we employed in education. In contrast, most SBP-alumni were employed in business or policy. Targeting specific job preparation seems more successful with a societal profile. Reflecting on skills, in both groups research-related skills decreased during careers while soft skills increased. Alumni were generally satisfied with their first job and also with their current job, with SBP-alumni scoring significantly higher on satisfaction with income, status, appreciation and perspective. It can be concluded that diversification in educational profiles changes the societal career paths of science students. [Note: The page range (119-121) and (104-135) shown on the PDF is incorrect. The correct page range is 119-135.]
Development of an Inquiry-Based Module with Scientific Equipment to Facilitate Primary School Students Learning the Force Concept
Author: Herwinarso
Date: 2023-00-00
Type: Journal Articles
Subjects: Curriculum Development,Inquiry,Active Learning,Science Equipment,Elementary School Students,Physics,Scientific Concepts,Foreign Countries,Science Education

Recently, science, technology, engineering and mathematics (STEM) applications have become more demanding, promoting students' interest in science from an early age. Science class in primary school needs more attention to attract students' interest. This study aims to develop an inquiry- based module with scientific equipment for the primary school level to optimize science learning at the primary school level. The development process used a 4-D (define, design, develop and disseminate) model. The developed module and equipment cover the topics of forces and include four experiments, i.e., exploring friction in inclined planes, exploring the mechanical advantage of a pulley, observing magnetic force and exploring static equilibrium in a lever. The modules and scientific equipment are distributed to some schools in Indonesia that lack practical work facilities. The inquiry-based modules and scientific equipment are implemented in classes at four primary schools in Indonesia. In this study, the students' response to the implementation of inquiry-based modules and scientific equipment in the class is also investigated. Overall, the average of the students' responses is 3.37 (out of 4.00). It means students respond positively to the learning activity and the supporting module. Active learning with an inquiry approach is feasible to attract students' interest in science.
Beliefs and Understandings of Assessment Theories and Terminologies by University Lecturers
Author: Taras, Maddalena
Date: 2023-00-00
Type: Journal Articles
Subjects: College Faculty,Beliefs,Teacher Attitudes,Student Evaluation,Summative Evaluation,Formative Evaluation,Foreign Countries,Theories,Vocabulary

This study investigated the beliefs and practices of university lecturers around assessment theories and their links with teaching practices. Given the discrepancies in the literature, the research explored the gap in theoretical understandings of summative and formative assessment and the relationship between them, as well as the relationship with lecturers' own practices. In total, 109 lecturers from a Colombian institution of higher education participated. An instrument consisting mainly of quantitative questions, with some qualitative questions, which was originally designed to investigate these beliefs and practices among higher education lecturers in England, was used. The translation, validation and reliability processes of the instrument were carried out. Thus, an exploratory factorial study was performed to establish the dimensions of the instrument, determining seven factors. The results indicate discrepancies between what lecturers understand by formative and summative assessment and their practices in the classroom. This coincides with the theoretical contradictions also found in the analysis of specialised literature. It is concluded that a detailed understanding of the discrepancies between beliefs and practices would be valuable in redesigning the ways in which the training of lecturers' assessment competencies is approached.