ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining of the Smartphone Cyberloafing in the Class: Relationship with the Attitude towards Learning and Prevention of Cyberloafing
Author: Alanoglu, Müslim
Date: 2021-00-00
Type: Journal Articles
Subjects: Handheld Devices,Student Attitudes,Attention Control,Foreign Countries,Addictive Behavior,Student Behavior,Prevention,College Students

The purpose of the present study is to determine the relationship between students' smartphone cyberloafing and their attitudes towards learning and also to reveal their opinions about what teachers can do to prevent smartphone cyberloafing. Within the scope of the study, data was collected from 676 students at the education faculty at Firat University in Elazig. In the study, a mixed research pattern was used. The correlation analysis was used to determine the relationship between smartphone cyberloafing and attitudes towards learning. Descriptive analysis and content analysis were used to analyze of views of participants. As a result of the study, it was seen that the smartphone cyberloafing in the class does not have any significant relationship with the nature of learning, but it has negative relations with openness to learning and expectations about learning and positive relations with concerns about learning. It was observed that while attitude towards learning has no significant relationship with browsing-related cyberloafing and interactive cyberloafing, there is a significant and negative relationship between attitude towards learning and entertainment cyberloafing. Also, the benefit or harm of learning usage smartphones varies according to the purpose of usage, and the entertainment cyberloafing in the courses is more harmful than other types of cyberloafing.
Online Collaborative Learning: Analyzing the Process through Living the Experience
Author: Altowairiki, Noha
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Cooperative Learning,Graduate Students,Student Experience,Sense of Community,Trust (Psychology),Teacher Role,Facilitators (Individuals),Formative Evaluation,Summative Evaluation,Scaffolding (Teaching Technique),Expectation,Group Dynamics,Foreign Countries

Online collaborative learning is a complex process as it requires thoughtful and pedagogical considerations regarding the design, implementation, and assessment. To understand online collaborative learning, it is critical to involve stakeholders' perspectives of their lived experiences. A qualitative case study was selected to carry out the investigation. Two online graduate courses were purposefully involved in the study. Data were collected from semi-structured interviews and online observations of students and instructors. The collected data were analyzed using a constant comparative analysis method. The results revealed that multiple proactive supports (i.e., social, pedagogical, and technical support) play critical roles in fostering meaningful collaboration. Instructor presence is an essential factor that enables collaboration to occur as desired through setting the stage, modeling desired expectations, and guiding students to reach expected outcomes. Assessments also have an impact on students' level of engagement; therefore, incorporating both formative and summative assessments for both the product and the process of collaboration is recommended. The findings of this study have implications for online collaboration scaffolding and implementation to support online instructors.
Readiness Levels of Music Teachers for Online Learning during the COVID-19 Pandemic
Author: Kibici, Volkan Burak
Date: 2021-00-00
Type: Journal Articles
Subjects: Readiness,Music Teachers,Web Based Instruction,COVID-19,Pandemics,Secondary School Teachers,High School Teachers,Foreign Countries,Gender Differences,Teaching Experience,Differences,Institutional Characteristics,Individual Differences

The COVID-19 pandemic has led to many fundamental changes in all education systems. Without adequate preparation and necessary infrastructure qualifications, many educational institutions started to implement online-based distance education systems. The benefits of online learning for music education depend on certain variables that affect the quality of online learning. One of these variables is readiness for online learning. In this context, on the basis of the causal-comparative model, the readiness of music teachers for online learning was examined by comparing them according to the variables of gender, professional seniority and type of school. The research was conducted on 203 teachers at secondary and high schools in Konya, Aksaray and Karaman using The &quot;Readiness for Online Learning&quot; Scale as a data collection tool. As a result of the analysis of the research data, significant differences were found in the levels of music teachers' readiness for online learning according to the variables of gender, professional seniority and the school they work at. According to participant opinions, the level of readiness for online learning of male music teachers, participants with low professional seniority and working in private schools was found to be significantly higher.
Teachers&apos; Utilization of Computer-Based Technology in Science Instruction
Author: Paje, Yesha M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Integration,Secondary School Teachers,Science Instruction,Secondary School Science,Barriers,Technological Literacy,Internet,Energy,Costs,Technology Uses in Education,Teacher Characteristics,Teacher Attitudes

With the onset of Education 4.0 and the VUCAD world, the use of technology in instruction has been fully maximized. This study aimed to determine the teachers' utilization of computer-based technology in science instruction. The study used descriptive survey research using the Computer-Based Technology Inventory Survey Questionnaire (CBTI-SQ). A total of 41 science teachers in two state-owned secondary schools in Zambales, Philippines served as respondents in the study. Based on the findings, the computer-based technology (CBT) in science instruction is a trend in the 21st-century learning. Teachers utilized CBT in instruction to improve their teaching that significantly uplifts students' learning interests and concept understanding. However, teachers encounter difficulties due to low ICT literacy, unstable internet connection, power interruption, and sometimes they find it too expensive to use the CBT. The study recommends ICT training-workshop and encourages teachers to utilize appropriate CBT instruction based on the context of the students. The findings have important implications to policy development and curriculum enhancement.
Celebrating STEM Virtually: The Bay Area Science Festival during the COVID-19 Pandemic
Author: Jeske, Sabine
Date: 2021-08-00
Type: Journal Articles
Subjects: STEM Education,COVID-19,Pandemics,Science Fairs,Science Activities,Hands on Science,Program Development,Teleconferencing,Web Sites,Community Programs,Audiences,Diversity,Program Effectiveness,Satisfaction,Inclusion

Founded in 2011, the Bay Area Science Festival (BASF), led by the Science and Health Education Partnership (SEP) at UC San Francisco, brings together academic, scientific, corporate and civic groups to develop and lead STEM (science, technology, engineering, and mathematics) events for all ages. From 2011-2019, the Festival hosted over 50 events each year, reaching tens of thousands of people. In 2020, in response to the COVID-19 pandemic, the Festival pivoted to a virtual format, offering nearly 150 virtual events over five days. Events included hands-on science experiments, STEM storytimes, live interviews with scientists, demonstrations, behind-the-scenes tours and more. Nearly 19,000 unique users from over 35 countries have logged 82,100 views of Festival events to date. In a post-Festival survey, attendees rated their experience similarly to previous years and over 60% of attendees are interested in attending virtual events even when in-person events are again possible. Like many aspects of our lives, the Bay Area Science Festival will look different in future years as a result of the pandemic: a hybrid Festival made up of virtual and in-person events. While there are great benefits to in-person events, we have also come to better understand the benefits of virtual ones.
Effectively Adapting and Implementing In-Person Teacher Professional Development to a Virtual Format
Author: Chandran, Katie Busch
Date: 2021-08-00
Type: Journal Articles
Subjects: Asynchronous Communication,Virtual Classrooms,Electronic Learning,COVID-19,Pandemics,Inservice Teacher Education,Teacher Workshops,Professional Development,Experiential Learning,Active Learning,Inquiry,STEM Education,Summer Programs,Program Implementation,Program Effectiveness,Elementary School Teachers,Middle School Teachers,Value Judgment

A year of COVID-19 quarantine required educators to switch from in-person to virtual learning platforms, causing a dramatic reimagining of their daily praxis. Their experiences are likely to influence new norms for K-12 education. While virtual learning can be effective, student engagement, student retention, and student attention can be challenging. This paper discusses how we adapted a materials-heavy, hands-on, annual summer teacher professional development (PD) program from an in-person to a virtual platform in the initial months of the pandemic. We successfully maintained effective and hands-on components, giving authentic learning experiences to the participants. The 2020 virtual version of the program effectively engaged in-service teachers with high daily participation and retention rates. Nearly all participants rated the workshops as very good or excellent, and an assessment of participants' learning outcomes was comparable to that of the highly-rated in-person 2018 version of the program. Following the PD session, teachers reported feeling more prepared to facilitate their students' learning, increased inquiry-based science teaching knowledge and skills, and their enthusiasm for utilizing workshop strategies. While there are challenges to implementing virtual learning, virtual teacher PD can be widely adaptable and replicable for many institutions, especially in situations in which distance or finances deter in-person participation.
Sustaining Student Engagement -- Successes and Challenges of a Virtual STEM Program for High School Students
Author: Qua, Kelli
Date: 2021-08-00
Type: Journal Articles
Subjects: Learner Engagement,Student Interests,High School Students,Minority Group Students,Disproportionate Representation,Adolescents,Participant Satisfaction,Program Effectiveness,College School Cooperation,Outreach Programs,STEM Education,Biomedicine,Virtual Classrooms,Videoconferencing,COVID-19,Pandemics,Mentors,Interaction,Discussion (Teaching Technique),Barriers,Knowledge Level,Science Careers,Career Exploration

Case Western Reserve University's School of Medicine and Comprehensive Cancer Center coordinate in-depth research immersion STEM programs to engage high school students in biomedical research and encourage pursuit of careers in health-related research and clinical care. Due to COVID-19, the 2020 programs were delivered entirely virtually. Student and faculty perceptions of the virtual experience were evaluated using surveys and focus groups. Ninety percent of students felt the virtual program met expectations. Student rankings for programmatic components that could remain virtual in future years showed a preference for highly interactive activities, especially mentorship and dialogue-based activities like discussions of science in the news. Ninety-seven percent of faculty agreed students' scientific knowledge improved. Faculty commented that certain research projects (e.g., data analysis, literature reviews) were highly appropriate for a virtual program, but that the lack of hands-on laboratory activities was challenging. Increased individual attention, flexibility, and independence were hailed as strengths of the virtual program. These findings identify activities that sustain student interest in biomedical, healthcare, and cancer related research using a virtual medium and indicate mentorship and interactive discussion-based activities enhance virtual education. Moreover, the results support incorporation of interactive online pedagogical approaches to enhance student engagement virtually and in-person.
Flipgrid: Students&apos; Perceptions of Its Advantages and Disadvantages in the Language Classroom
Author: Mango, Oraib
Date: 2021-00-00
Type: Journal Articles
Subjects: Video Technology,Educational Technology,Student Attitudes,Second Language Learning,Teaching Methods,Semitic Languages,Student Experience,Self Esteem,Speech Skills,Listening Skills,Attitude Change

The purpose of this study was to investigate students' perceptions of the effects of using Flipgrid (FG) on their learning experiences and their perceptions of the advantages and disadvantages of its use in the Arabic as a foreign/world language (AWL) classroom. Thirty students participated in this study and completed a survey composed of an 18-item, 5-point Likert-type questionnaire and open-ended questions. Results indicated that even though students were skeptical about using FG in the beginning, they developed positive attitudes towards its use by the end of the semester. FG provided students with a safe, low-stress platform for language practice while allowing them to track their progress, which in turn helped learners gain more confidence in their listening and speaking skills. Students enjoyed using FG and perceived it as having a positive influence on their language learning as well as on their social and cognitive engagement in the classroom. The main disadvantage listed by 27% of the participants was the lack of immediate feedback on their recorded Flipgrid.
Examining the Impact of Case Studies on Student Learning, Interest, Motivation, and Belonging in Undergraduate Human Physiology
Author: Pekary, M. M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Student Motivation,Sense of Community,Undergraduate Students,Physiology,Human Body,Instructional Effectiveness,Active Learning,Disproportionate Representation,Minority Group Students

Human physiology is a foundational course for future health practitioners. Previous research suggests case studies may improve students' critical thinking and comprehension, but little is known about how case studies affect student interest, motivation, and belonging. The current quasi-experiment investigates the impact of integrating case studies into an otherwise lecture-based human physiology course, compared to traditional lecture-based teaching. We hypothesized that case studies would improve all student outcomes, especially for students from underrepresented groups. Results showed that students in the case study section received higher overall grades and scores for related questions on three exams, combined higher level Bloom's questions on those exams, interest, motivation, and belonging to the course when compared to at least one, and in most cases both, of the comparison sections. We found few significant interactions between course section and student demographic groups, though improvements in final grades appear to be driven by improved grades for women.
The Benefits of Multimodal Interactive Case Studies
Author: Soon, Zoë
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Learning Modalities,Visual Learning,Kinesthetic Methods,Experiential Learning,Active Learning,Physiology,Pathology,Nursing Education,Allied Health Occupations Education,Nursing Students,College Students,Student Satisfaction,Instructional Effectiveness

It is hypothesized that creating case studies that are visually and kinesthetically interactive will encourage experiential and active learning, as well as enhance student engagement and a sense of enjoyment in learning. The case studies in this study were designed to incorporate reading, visual imagery, as well as auditory and hands-on activities for the students. Specifically, each question created has an experiential and/or active component as well as immediate electronic auto-feedback. It was expected that students would find the incorporated images, video clips, interactive websites, as well as hands-on plastic models appealing as well as helpful in their learning. Additionally, it was anticipated that the case studies would assist with remembering key aspects of pathophysiology for the final exam. The four case study topics focus on peptic ulcers, cardiovascular diseases, diabetes, and bone fractures coupled with osteoporosis and sciatica. In addition, each case study begins with reflective questions that are designed to add a metacognitive component to each lesson. Surveys were given after each case study to gauge student satisfaction. In addition, final exam questions responses were analyzed for signs of improvement.
Use of iLearning in an Introductory Human Anatomy and Physiology Course
Author: Huisman, Michael C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Introductory Courses,Anatomy,Human Body,Physiology,Handheld Devices,College Students,Student Attitudes,Learner Engagement

The incorporation of mobile learning methods (iLearning) into human anatomy and physiology classrooms has been debated with regard to its effectiveness in higher education. This study aimed to understand how iLearning affects college-aged students' perception of learning and engagement in an introductory human anatomy and physiology course using a survey established by Rossing and coworkers (2012). Perceived learning was not significantly different from start to end of the semester while perceived engagement was significantly different in a negative direction. Mean scores were high for both dimensions at both time points which may have diminished meaningful interpretation. Nevertheless, the present study demonstrates that iLearning can be successfully implemented into higher education classroom settings while maintaining traditional classroom teaching and learning techniques.
A Survey of STEM Outreach Programs during the COVID-19 Pandemic
Author: Ufnar, Jennifer
Date: 2021-07-00
Type: Journal Articles
Subjects: STEM Education,Outreach Programs,COVID-19,Pandemics,School Closing,Elementary Secondary Education,Educational Technology,Technology Uses in Education,Higher Education,College School Cooperation,Program Effectiveness,Curriculum Development,Hands on Science,Science Laboratories,Barriers

The recent COVID-19 pandemic required schools around the country to shut their doors to student and teacher learning, impacting both formal and informal education. STEM outreach programs scrambled to revise their programming to reach the &quot;new normal&quot; needs of teachers and students. STEM Outreach directors from Vanderbilt University and West Virginia University developed and implemented a survey to determine the impact of the COVID-19 pandemic on STEM outreach programming around the country. Sixty-one programs responded to the survey, describing a total of 115 outreach projects in partnership with K-12 schools. Each Principal Investigator (PI) provided a description of their programs, and indicated the impact of the pandemic as well as the adaptability of the programs to a virtual platform. PIs also noted new programs that they had started as a result of the pandemic, challenges that they had to overcome, and innovative strategies that might enhance the use of technology in future STEM outreach partnerships. More than 80% of the PIs indicated that they had made changes to move completely to virtual approaches. Results from this survey strongly suggest that although the pandemic has been an ongoing challenge for many STEM outreach programs, many have risen to the challenge and created virtual and hybrid programs that can be a model of change for the future.
Developing Pandemic Comics for Youth Audiences
Author: Diamond, Judy
Date: 2021-07-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Cartoons,Science Education,Information Dissemination,High School Students,Student Attitudes,Indigenous Populations,Animals,Social Influences

In spring 2020 our team received funding from the Rapid Response Research program of the National Science Foundation to develop comics that would help youth understand the COVID-19 pandemic. Our project built on a decade of expertise creating comics about the biology of viruses. In collaboration with virologists and artists, we developed three comic stories about COVID-19 during the pandemic and posted them on-line during the last half of 2020. The fictional narratives address fundamental issues in biology, virology, and network science, in order to help readers understand the complexities of living through a viral pandemic. The stories focus on three themes: the biology and social context of the COVID-19 virus; the relationship of wild animals, particularly bats, to the pandemic; and the impact of the pandemic on Tribal communities. We describe the challenges of comic development during the pandemic and the feedback from youth on whether the comics were appealing, interesting, and understandable. The stories were posted on worldofviruses.unl.edu and are published by the University of Nebraska Press as the book, C'RONA Pandemic Comics, with essays for youth about the virus and the pandemic.
Digital Technologies and Artificial Intelligence Technologies in Education
Author: Barakina, Elena Y.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Artificial Intelligence,Robotics,Teaching Methods,Foreign Countries,Technology Integration,Research,Training,Secondary Education,Higher Education,Barriers,College Students

The current stage of society development is very closely related to the digitalization of all spheres of public life without exception. Education in this regard should become the starting point or the basis for the competent and conscious application of Artificial Intelligence (AI) technologies, neural networks, and other cyber-physical systems based on AI, as well as robots and robotics objects. Digitalization in education is promoted by economic, social and structural prerequisites. The introduction of these technologies provides new opportunities to improve the educational process, but at the same time the application of these technologies faces some risks, the identification of negative consequences of which is delayed. The aim of the article is to provide the ways for the development of legal regulation of AI, robots and robotics objects in education. The study considers the experience of different countries in the implementation of AI technologies in the educational process, provides the opinions of international UNESCO experts, Russian and foreign researchers. According to the results of the research, three main directions of the relationship between the development of AI technologies and education are identified: 1) training with the help of AI technologies; 2) scientific and practical research of AI and its technologies; 3) training qualified specialists to work with AI in the process of obtaining secondary and higher education. The factors that hinder the implementation of these technologies, as well as the risks of negative consequences of their use in the form of violations of the students' rights are revealed. Findings and proposals for each of the identified areas are formulated.