ethanporcaro/eric-fulltext-meta huggingface dataset:
A Descriptive Study of Adult Student Preferences for Technology-Enabled Learner Support amid the COVID-19 Pandemic
Author: Marx, Johan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Students,College Students,Academic Support Services,Educational Technology,Distance Education,Computer Mediated Communication,Preferences,Multimedia Instruction,In Person Learning,COVID-19,Pandemics,Student Attitudes,Access to Computers,Computer Literacy,Student Experience,Video Technology

Although online distance education provides adult learners with an opportunity for lifelong learning, technology-enabled learner support remains a challenge. The COVID-19 pandemic introduced additional complications. The purpose of the current study was to determine which form of technology-enabled academic learner support students would prefer, and to assess their readiness for information and communications technology (ICT), be that under normal conditions or amid the pandemic. The study collected data using an online survey among fourth-level students enrolled in a research proposal module. The respondents indicated that, under normal, healthy conditions, they would prefer webinars to face-to-face learner support. Under COVID-19 conditions, respondents still ranked webinars first, online question and answer (Q&amp;A) sessions second, vodcasts third, and lecturer-recorded videos made available via YouTube, fourth. The remainder indicated a preference for other forms of learner support. The respondents indicated their timing preference as a month before each of the assignment due dates or alternatively a week prior to the due date, with the remainder preferring more frequent online learner support. The practical implications of the study are that webinars, online Q and A sessions, and vodcasts should be actively considered for use instead of face-to-face classes for students at the University of South Africa (UNISA).
Students&apos; Usage of WhatsApp Instant Messenger as a Supporting Tool for Learning in Kaduna State, Nigeria
Author: Usman, Yunusa Dangara
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Mediated Communication,Technology Uses in Education,College Students,Student Attitudes,Computer Oriented Programs,Handheld Devices,Social Media

The study was carried out to examine the extent of Students' Usage of WhatsApp Instant Messenger as a Supporting Tool for Learning in Kaduna State, Nigeria. A survey research design was adopted in the study. Five tertiary institutions were randomly selected based on security guarantee for the study. All final year students in tertiary institutions in Kaduna State formed the population of the study, and the stratified random sampling method was used to select a sample of 598 students in exit classes for the study. Five research questions were used as a guide in the study. A structured questionnaire titled; Impact of WhatsApp Instant Messenger on Learning Questionnaire (IWIMOLQ) was used to elicit information from the respondents. 598 copies of the research instrument were administered with the support of five research assistants (who were students in the institutions). The questionnaires were completed and returned within ten weeks. The information collected was coded accordingly into statistical data and analyzed using Mean (M) and Standard Deviation (SD) statistical tools. Mean scores of 2.5 and above ([greater than or equal to]2.5) were accepted while mean scores below 2.5 (&lt; 2.5) were rejected. The major finding of the study is that students are already familiar with and are using the different WhatsApp features for different purposes, thus making its acceptance and integration as a support tool for learning a seamless process. The study concludes that the usage of WhatsApp and other social networking platforms by teachers and students should be encouraged in learning institutions. The study, therefore, recommends inter alia, developing user friendly WhatsApp functionalities with affordable mobile Internet services.
The Level of Student Engagement in Online Courses during the COVID-19 Pandemic at the ILT Department
Author: Mohammed, Atsloom Zabanoot
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Learner Engagement,Electronic Learning,College Students,College Faculty,Student Attitudes,Teacher Attitudes,Online Courses

This study aimed to investigate the level of student engagement in online courses in the Instructional and Learning Technologies Department (ILT) at the Sluat Sultan Qaboos University (SQU) during the COVID-19 pandemic. The study also explored the challenges that impeded student engagement in online courses. The study followed a descriptive design using a purposive sample of 111 students and five instructors. Mixed methods were used for gathering the data of the study. The level of student engagement was measured through the survey of student engagement and the analysis of Moodle reports. Moreover, semi-structured interviews were conducted with six students and five instructors to investigate the challenges that hindered student engagement. Although, the study revealed some challenges that impeded student engagement in online courses such as, heavy workload on students, students' inability to manage their study time, low-level of class participation, and increase of instructors' burdens, the findings of the study indicated that the ILT students still showed a high level of engagement. Thus, the revealed challenges would help educators to plan for better strategies for student engagement. The study presents some recommendations and avenues for further research.
Evaluating Blended Learning of a Systems Analysis and Design Course in an MBA Class
Author: Bada, Joseph Kizito
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Educational Technology,Technology Uses in Education,Electronic Learning,Business Administration Education,Learning Management Systems,Technology Integration,Online Courses,Student Attitudes,Course Evaluation,Learner Engagement,Teaching Methods,Access to Computers,Barriers,Usability,Graduate Students

The blended learning approach for course delivery using the Moodle Learning Management System (LMS) is used for online course delivery at Makerere University Business School (MUBS). The study establishes learner views about e-learning and presents a blended learning approach with online assignment and discussion forum for a systems analysis and design course. The course was administered using the Moodle open source learning management system. Questionnaires were administered to a class of 39 students to conduct course evaluation after introducing students for the first time to e-learning. The evaluation results showed that students strongly recommended the e-learning approach for postgraduate studies with an acceptance rate of 80%. Students expressed a number of benefits from online classes, including: easy provision of lecture materials; ease of coursework administration; efficient and effective way of teaching; user friendly learning environment; cost-effective way of studying; useful interactive discussions; flexibility in learning; and a good avenue of learning computerized system. The students mentioned some challenges that should be addressed by institutions for effective e-learning to take place. These include: accessible Internet; availability of computer equipment and e-learning integration in other courses. Future research is needed to experiment with e-learning implementation in a large class of 200 students or more.
Problem Based Learning and Online Education in Developing Countries: Experiences of Indian B-School Graduates&apos; Participation in Online Case Discussion: An Exploratory Study
Author: Dikkatwar, Ramkrishna Uttamrao
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Business Administration Education,Graduate Students,Online Courses,Asynchronous Communication,Discussion (Teaching Technique),Case Method (Teaching Technique),Problem Solving,Student Participation,Student Attitudes,Access to Computers,Barriers,Peer Groups,Cooperation,Student Experience,Negative Attitudes,Teacher Student Relationship

As the world has witnessed an unprecedented pandemic in the living memory, the year 2020 defied all human wisdom in every walk of life. As the scientific community scrambled to search for answers, in the meantime, the world came to a standstill. Physical activity stalled and virtual became the new reality. Education had to embrace virtual classes where all stakeholders were learning to get accustomed to the new normal. Some parts of classroom delivery seamlessly shifted to online methods, while other parts were forced to adopt. Problem based learning in general and case method, was top in the list of delivery methods that had to adopt online classes. This study aims at exploring the experiences of management graduate students regarding online case method. The focus group discussion technique was adopted to understand the experiences of management students from a top tier B-School in India. Findings suggest that the students had a disconnect with the online case discussions due to various reasons ranging from technical glitches and snags to case preparation and discussion, to peer-learning and faculty interactions.
Teachers&apos; Perspectives of the Drivers and Constraints of ICT Integration into Mathematics Education: A Study of Private Secondary Schools in Five Cities in the Niger Delta
Author: Kiapene, Areye
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Educational Technology,Technology Integration,Mathematics Education,Private Schools,Secondary School Teachers,Teaching Methods,Educational Policy,Student Centered Learning,Electronic Learning,Class Size,Barriers,Technological Literacy,Teacher Competencies

This study reports on teachers' perspectives of the drivers and constraints of ICT integration into Mathematics Education in 50 private secondary schools in five cities in the Niger Delta region. The study employed a descriptive survey design to obtain the data. The sample or respondents for the study were two hundred mathematics teachers who were drawn through a random sampling technique. The sample represents four Mathematics teachers per school. The instrument for data collection was a structured questionnaire, which was administered and retrieved by research assistants. The instrument was validated for content and construct. The reliability coefficient was obtained using Cronbach's alpha. The study employed the use of descriptive statistics such as mean and standard deviation in analysing the data. From the results, it was discovered that the major drivers of computer integration into the teaching and learning of mathematics were changes in pedagogical practices, school, and national policy to meet global standards, ease of teachers' jobs and saved time due to students' enrolment and overcrowded classrooms, and the need to promote a student-centred approach to learning through the digital classroom. It was also revealed that mathematics teachers in private secondary schools used ICT, although superficially, in the teaching and learning of mathematics. It was also revealed that ICT contributed insignificantly to the teaching and learning of the subject due to the daunting impediments, primarily, lack of access, lack of support by management to access Internet services, lack of power supply, theft and vandalization, and inadequate training and skills of teachers to use ICT, which were all major constraints. Based on the findings, it was recommended that teachers be encouraged to use ICT by training them for ICT literacy and competency, and government should create an enabling environment that would reduce anti-social vices and the cost of access to Internet services.
Using Assemblage Theory to Analyse WhatsApp Use among First-Year Students: Case of a South African University
Author: Makoza, Frank
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,College Freshmen,Foreign Countries,Content Analysis,Telecommunications,Handheld Devices,Technology Uses in Education,Use Studies

In this paper we analysed the use of WhatsApp among first-year students at the University of Technology in the context of South Africa. Drawing on Deleuze and Guattari's Assemblage Theory, the study analysed postings on a WhatsApp group and secondary data using content analysis. The findings showed that first-year students used WhatsApp for communication, sharing content and information related to issues affecting their studies. Further, WhatsApp was useful in the process of becoming first-year students in the new educational environment and in the creation of knowledge from multiple sources that was not confined to the lectures and classroom experiences. This study offers insights that can be useful when developing strategies for integrating Mobile Instant Messaging platforms in the context of higher education.
Electronic Flipped Classrooms as a Solution to Educational Problems Caused by COVID-19: A Case Study of a Research Course in Iran Higher Education
Author: Mortaza Mardiha, Sayyed
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Flipped Classroom,Educational Technology,COVID-19,Pandemics,Graduate Students,Electronic Learning,Program Effectiveness,Video Technology,Research Methodology

A review of the related literature shows that flipped learning has greatly affected the students' academic progress. However, despite a large number of studies on different forms of electronic learning, electronic flipped classrooms and traditional electronic(virtual) learning have not been compared to date. This study was an attempt to investigate the impact of traditional electronic, text flipped, and video flipped learning on improving the graduate students' theory and practical knowledge of research methodology. To meet the goal, the researchers employed a quasi-experimental research method, which is quantitative. The researcher selected three intact classes consisting of 48 postgraduate students majoring in social sciences and communication sciences and exposed each class to one form of electronic learning. The findings showed that flipped classrooms were more effective than traditional electronic learning, and text flipped learning was more effective than video flipped classes. The findings can be used by universities as well as university teachers to use electronic flipped classes as an alternative form of electronic learning It can be concluded that the universities need to encourage flipped classrooms in graduate and postgraduate courses as far as the universities can offer face-to-face classes.
Information Technology Capability (ITC) Framework to Improve Learning Experience and Academic Achievement of Mathematics in Malaysia
Author: Ling, Lew Sook
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Tests,Secondary School Students,International Assessment,Elementary Secondary Education,Mathematics Achievement,Mathematics Tests,Information Technology,Learning Experience,Multimedia Instruction,Mathematics Instruction,Student Attitudes

Poor mathematics performance was generally reported from international assessments such as Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) among Malaysian students. Malaysia is ranked 52nd and 48th in the assessments for 2012 and 2018 respectively, while Singapore, Japan, South Korea, and even Vietnam have consistently performed well and held the top spots among the 78 countries evaluated in the PISA. Although numerous new technologies have been introduced, developed and implemented for education, incorporation of IT capability (ITC) to teach and learn Mathematics where still lacking commonly. Additionally, learning Mathematics in the traditional teaching contents could not accomplish desired learning outcomes because of dry contents and dull teachers. Therefore, this study is to design an appropriate ITC framework for improving learning experience and academic achievement of learning Mathematics. This study has adopted the development model of Analysis, Design, Development, Implementation and Evaluation (ADDIE) and Mayer (2010)'s cognitive theory for multimedia instructional content design. This study developed a new Multimedia Probability and Statistics system (MMPASS) for a subject of Probability and Statistics. The developed topics were concepts of discrete random variables and probability distribution function which were puzzled by students from preliminary study. An experiment was conducted with both control and experimental groups. The developed MMPASS blended multiple influential multimedia elements in the learning contents. A quantitative method and proportional stratified sampling were used to collect data. The blended topics were used by the experimental group whilst the control group was solely learning using the existing learning contents. Questionnaires were distributed to both groups after the lessons. 66 students participated in this survey. The collected data was then analysed and an ITC model was formed. Results of this study show that Perceived System Quality, Perceived Information Content Quality and Perceived System Performance as independent variables significantly improved learning experience. The findings also reveal that the performances of the experimental group have a higher mean score (9.65/10.00) compared to the control group (8.03/10.00), indicating the use of MMPASS improved students' learning performance in subjects that involve understanding of concepts. While there is a lack of established ITC framework and IT application for Mathematics education in Malaysia, this study has verified the use of ITC improving performance of learning Mathematics in Malaysia.
Proposing a Seamless Learning Experience Design (SLED) Framework Based on International Perspectives of Educators from Five Higher Education Institutions
Author: Hambrock, Helga
Date: 2023-00-00
Type: Journal Articles
Subjects: Learning Experience,Higher Education,College Faculty,Teacher Attitudes,Instructional Design,Instructional Innovation,Quality Assurance,Electronic Learning,Foreign Countries

Since seamless learning (SL) is still a rather unknown concept in higher education many educators classify it under the same categories as mobile, blended, online or hybrid learning. The purpose of this study is firstly to clarify the historical evolvement of the seamless learning concept over the past decades and, to position the seamless learning concept as it is understood today. Secondly, to find the most important concepts which can be proposed for a useful seamless learning experience design framework to assist educators with their course design. Considering this context, the research question for this study is formulated as follows: &quot;Which concepts constitute a seamless learning experience design framework for students in higher education?&quot; To answer this question, an inductive qualitative research analysis was conducted by collecting data from educators from countries on five continents on their views on this topic. Following a thematic coding approach of the combined dataset, five emerging themes crystallised, and are presented as part of a proposed Seamless Learning Experience Design (SLED) framework. They include core, positive, practical, human and design concepts -- including sub-themes. The framework contributes to quality assurance processes in e-learning practices by providing a guide for developing seamless learning experiences for students.
Can Higher Education Transition to Serve Diversity, Equity, Justice, and Inclusion Missions without Sacrificing Fiscal Standing?
Author: Chicas-Mosier, Ana M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Higher Education,Diversity,Equal Education,Social Justice,Inclusion,School Holding Power,Educational Finance,Endowment Funds,Tuition,Educational Equity (Finance),Athletics,Research,Innovation

There is social and collaborative value in a diverse student body, faculty, and staff. Despite this, universities are slow to establish evidence-based fiscal initiatives to increase representation and retention. We review inequitable financial practices in American higher education, including in endowments, tuition and annual giving, athletics, and research and innovation. We discuss fiscal initiatives that promote diversity, equity, justice, and inclusion (DEJI) while maintaining or increasing return on investment. Historical inequities are discussed in the context of institutional standards and methods of restructuring for DEJI success. A case-study of two Very High Research Activity Institutions in Alabama is used to demonstrate areas of improvement. Restructuring for an equitable, fiscally responsible, sustainable university system is feasible but requires changes to current standards.
The Red and Blue Effect: Predicting New International Students by 2016 U.S. Presidential Election Outcomes
Author: Bicak, Ibrahim
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Students,Enrollment Trends,Political Attitudes,Political Influences,Elections,Political Campaigns,Predictor Variables,Politics,Counties,Relationship,Voting,College Students,Declining Enrollment

For the first time in U.S. higher education history, new international student enrollment at four-year U.S. institutions declined for the second consecutive academic year in 2017-2018. Many studies have investigated why international students choose to pursue U.S. higher education. However, scant research has explored how U.S. politics affects the number of new international students studying in the U.S. We explore whether there was a &quot;red effect&quot; (Republican counties) or a &quot;blue effect&quot; (Democratic counties) experiencing declines in international student enrollment. Using institutional-level fixed effects approaches, new international student enrollment declined at many institutions in Republican-voting counties, while new international student enrollment remained steady or increased at institutions in Democratic-voting counties. Implications for research, practice, and international education are addressed.