ethanporcaro/eric-fulltext-meta huggingface dataset:
Community of Inquiry Analysis of Alignment between Instructors&apos; Intentions and Students&apos; Perceptions in Online Courses
Author: Kim, Gi-cheol
Date: 2022-05-00
Type: Journal Articles
Subjects: Communities of Practice,Inquiry,Alignment (Education),Intention,Student Attitudes,Online Courses,College Faculty,College Students

According to the Community of Inquiry model, the online learning experience is optimized when instructors properly address three critical components throughout their teaching: teaching presence (TP), social presence (SP), and cognitive presence (CP). Considering these constructs, this study investigated the following questions: (a) What are instructors' intentions? (b) What are students' perceptions? and (c) What is the alignment between the instructor's intentions and the students' perceptions? Four instructors teaching five online courses with 44 students completed the CoI surveys. Results indicated that TP received the highest score among instructors (M = 4.05, SD = 0.32) and students (M = 4.01, SD = 0.65) whereas SP was the lowest among instructors (M = 2.64, SD = 0.69) and students (M = 3.60, SD = 0.59). Results also identified two courses with weaker alignments than the other courses. A discussion regarding the variations between traditional and distance learning from a different has merit. If enhancing the distance learning experience is a priority, online instructors should create effective social presence opportunities within their courses.
Developing an &quot;Inclusive Learning Tree&quot;: Reflections on Promoting a Sense of Community in Remote Instruction
Author: Speiser, Robert
Date: 2022-05-00
Type: Journal Articles
Subjects: Inclusion,Reflection,Sense of Community,Distance Education,Social Sciences,Curriculum Design,Teaching Methods,COVID-19,Pandemics,College Students

In this paper, we seek to understand how to foster an inclusive learning community in a social science remote course. Through student feedback, our retrospective reflections on our course design and teaching, and a literature review of effective strategies that promote inclusive learning environments, we highlight the importance of embedding meaningful interactions and carefully scaffolded motivation, engagement, and management strategies in online learning settings. We draw upon a tree metaphor to describe a process-oriented approach to fostering an inclusive learning community that illuminates the instructional conditions and practices necessary for a transformative learning experience in remote contexts.
Science Mapping for Nutrition Education in Sports Recovery Research: A Bibliometric Analysis
Author: Bahri, Samsul
Date: 2022-00-00
Type: Journal Articles
Subjects: Athletics,Nutrition,Athletes,Bibliometrics,Publications,Foreign Countries,Exercise,Metabolism,Citations (References),Educational Research,Rehabilitation,Word Frequency

This study aims to conduct a bibliometric analysis of the literature on sports nutrition as recovery published between 1964 and 2022. This study illustrates the structure and trends in sports nutrition publications by using scientific mapping and analyzing publication performance. This study identified the contributions of authors, journals, countries, and widely cited articles. While there was no massive expansion in the first year of publication, the results show that high growth emerged in the 2010s. Several countries have made significant contributions to recovery research in sports nutrition. European countries account for the majority of publications on this subject. Latin American and Asian countries are also keeping an eye on the study's growth. Another finding is that various multidisciplinary publishers publish articles about sports nutrition. The International Journal of Sports Nutrition and Exercise Metabolism, on the other hand, is the journal that publishes the most articles. Burke L.M. has established himself as a prolific writer in this field, producing many documents and total citations. Several keywords have large nodes associated with their frequency of occurrence. The keyword relationship provides information about the relationship between keywords frequently appearing in one study. Visualizations of research trends are presented to provide an up-to-date reference guide for academics, revealing critical research gaps and potential research avenues for future studies to advance the discipline's consolidation.
Investigating of Information and Communication Technology (ICT) Skills and Professionally-Based Competencies of Translator Candidates
Author: Aigerim, Baishymyrova
Date: 2022-00-00
Type: Journal Articles
Subjects: Information Technology,Technological Literacy,Competence,Translation,Foreign Countries,Competency Based Education,Second Language Learning,English (Second Language)

In this study, it is aimed to examine the professionally-based competencies and ICT skills of translator candidates with a relational approach. Relationships between professionally-based competencies and information communication technology (ICT) skills were examined. The sample of the study was conducted in Kazakhstan with 166 translator candidate participants. In the study, information communication technologies skills scale and Translator Professionally-Based Competence test were used to collect data from translators. Independent Samples t test, One Way ANOVA and Multiple Regression Analysis techniques were used in the analysis of the research data. According to the research findings, the professionally-based competencies of the participants were found to be high in general. However, it was observed that the participants had some problems in the domain/thematic sub-competence, Textual sub-competence, Research and technological sub-competence, Strategic sub-competence, Knowledge about translation sub-competence dimensions. On the other hand, professionally-based competencies show differences according to the class level and achievement perceptions of the participants. It was found that the general ICT tendencies and software usage skills of the translator candidates were at a medium level, their hardware knowledge was at a low level, while their access and communication skills in a virtual environment were at a high level. ICT skills differ according to the gender, class and achievement perceptions of the translator candidates. Finally, significant correlations were found between the professionally-based competencies and ICT skills of the translator candidates.
Resettlement Education Case Managers&apos; Roles Supporting Refugee Families with Children with Disabilities
Author: Adams, Nicole B.
Date: 2022-08-00
Type: Journal Articles
Subjects: Refugees,Special Education,Students with Disabilities,Access to Education,Caseworkers,Family School Relationship,School Community Relationship,Student Needs,Interpersonal Communication,Barriers,Community Services,Role,Disability Identification,Family Needs,Elementary Secondary Education

Refugees have been resettling in the United States for decades, but there has been little attention in the special education literature to this population. The existing literature notes numerous systemic barriers refugee families and professionals who work with them encounter but has not investigated the roles of professionals in refugee resettlement agencies in supporting families who have children with disabilities. In this study, we used semi-structured interviews to explore in resettlement education case managers (ECMs) the roles and experiences of assisting refugee families to access special education. Our findings revealed that ECMs provided intensive support to newly resettled families by educating them on the special education process, connecting them with supports, and sharing information about disability characteristics. Implications for research and practice are also provided.
Exploring Relations among Social-Emotional and Character Development Targets: Character Virtue, Social-Emotional Learning Skills, and Positive Purpose
Author: Hatchimonji, Danielle R.
Date: 2022-06-00
Type: Journal Articles
Subjects: Social Emotional Learning,Values Education,Intervention,Moral Development,Intellectual Development,Emotional Development,Gender Differences,Racial Differences,Bias,Quality of Life,Goal Orientation,Self Concept,World Views,Teacher Evaluation,Middle School Students

In the current study, we sought to understand relations among the key intervention targets of social-emotional and character development (SECD) interventions: character virtues, Positive Purpose, and social-emotional learning (SEL). Sixth, seventh, and eighth grade students (n = 1011, ages 11 to 16, M = 12.94, SD = 1.00) from five urban middle schools in the mid-Atlantic US completed self-report surveys containing measures of five supporting character virtues (diligence, gratitude, forgiveness, future-mindedness, and generosity) and Positive Purpose. Teachers rated students' social-emotional strengths. Hierarchical regressions found a constellation of five character virtues was associated with Purpose and SEL, thereby providing empirical support for the framework for SECD interventions. Exploratory analyses found higher student-reported virtues were associated with a steeper increase in teacher ratings of SEL for males and White students, compared to female students and students of color. The current study contributes to both SEL and character education research by demonstrating positive associations among SEL, character, and Positive Purpose in the context of mid-Atlantic US urban middle schools. Future directions for research include examining how these SECD intervention targets and relations among them develop over time, the ability of SECD interventions to cultivate these skills and virtues, and how differences in teacher ratings by student race/ethnicity and sex may occur.
A Systematic Review of the Principles of Co-Production in Relation to the Mental Health and Wellbeing of Care Leavers
Author: Pound, Megan
Date: 2022-06-00
Type: Journal Articles
Subjects: Foster Care,Mental Health,Well Being,Lifelong Learning,Expertise,Experience,Cooperation,Independent Living

This paper reviews prior applications of co-production principles and their potential impact on the mental health and wellbeing of care leavers. There is minimal research available on care leaver narratives of their experiences and consequent mental health and wellbeing needs. This paper explores the relevance of different, sometimes opposed, approaches to co-production, the knowledge which can be gained about the mental health and wellbeing needs of care leavers, and finally the potential for lifelong learning through co-production with care leavers. A systematic review was selected to draw conclusions about how the method of co-production could improve awareness of and provisions for care leaver mental health and wellbeing. This review included 14 sources with a total of 541 participants. Following a rigorous systematic review on these themes, conclusions were drawn suggesting that co-production involving care experienced individuals, whilst faced with a range of considerations to ensure success, can have largely positive impacts on care leaver mental health and wellbeing and is therefore a recommended methodology.
At Home or in Person? A Comparison of Informal Learning Environments for Secondary Students
Author: Baucum, Macie N.
Date: 2022-05-00
Type: Journal Articles
Subjects: Informal Education,In Person Learning,STEM Education,Electronic Learning,Educational Environment,Vocational Interests,Secondary School Students,Camps,Student Attitudes

Due to the sudden onset of the COVID-19 pandemic, the comparison of online versus traditional face-to-face (FTF) environments has now come under review. The research of online informal learning spaces for K-12 education in particular is underdeveloped and requires more investigation. The purpose for this paper is to report an analysis of the differences in students' career interest after an online and a FTF STEM camp. One group (n = 45) of participants attended a one-week STEM camp online while another group (n = 62) attended a one-week STEM camp in person. In this mixed methods study, pre and posttest scores of a STEM career interest survey were analyzed and semistructured interviews were conducted. For the quantitative portion, p-values from paired-sample t-tests are reported as well as Cohen's d effect sizes. Interviews were coded using the constant comparative method and were analyzed using thematic analysis. The quantitative results indicate that both the online and FTF camps may improve different aspects of a student's career interest. The qualitative results consist of four main themes: social connections, learning and teaching, preference, and opportunities. Aspects of an informal learning environment may work in person but may not translate to an online environment. Therefore, improvements should be made based on the specific learning environment, not on the general product of a course.
&quot;Dis-Connected University Students?&quot; Knowledge and Use of Digital Technologies among University Students
Author: García, Francisca Angélica Monroy
Date: 2022-05-00
Type: Journal Articles
Subjects: Information Technology,Educational Technology,College Students,Student Attitudes,Foreign Countries,Access to Computers,Internet,Intellectual Disciplines

This study identifies the knowledge and use of Information and Communications Technologies (ICT) among university students according to their fields of study and gender. The questionnaire was given to 757 students as a nonprobabilistic sample. The results show that no differences exist between the sexes regarding the knowledge or use of ICT, nor do they differ on account of age or the means of access to university education. The study evidences the need for a real integration of ICT into the teaching practice at universities.
Experiential Work in a Virtual World: Impactful and Socially Relevant Experiential Learning
Author: Kaminstein, Dana S.
Date: 2022-05-00
Type: Journal Articles
Subjects: Experiential Learning,Relevance (Education),Electronic Learning,Online Courses,Synchronous Communication,Group Dynamics,Competition,Cooperation,Class Activities

Learning designs that facilitate real-time, online experiential learning have, up to now, received sparse attention. This study scrutinized an online, experiential, synchronous classroom session that featured an exercise designed to highlight the dynamics of competition and collaboration, group-as-a-whole understanding, and psychodynamic processes. A naturally occurring experiential classroom experience was recorded and transcribed. This research indicates that provocative experiential learning exercises can be translated effectively to a synchronous virtual classroom environment. This research also found that group dynamic issues of competition-collaboration, establishing moral high-ground, and winning surfaced, even when group participants were interacting via small squares on a screen. This research views the issues that emerged in the study through the lens of a parallel process that reflects the issues occurring in the society at large.
Shifting to Remote Learning: Students&apos; Engagement and Anticipating Challenges--A Review Article
Author: Samawi, Fadi Soud
Date: 2022-05-00
Type: Journal Articles
Subjects: Distance Education,Learner Engagement,Barriers,Electronic Learning,Instructional Effectiveness,Teaching Methods

The present study seeks to provide an overview of online learning, the concerns of remote teaching, the challenges facing online teaching, and the strategies that might be adopted to enhance students' engagement in the educational process. The study found that effectiveness, quality, engagement, costs, and equity were the most reported concerns about remote teaching. In addition, the study showed that lack of funding, insufficient training, end-user difficulties, inaccessibility, hacking, and the impersonality of technology-mediated instructions were the most often encountered challenges with online learning. Finally, the study reported that building rapport with students, encouraging interactions within the online class, using multiple forms of media/technology, and making connections between course content and current cultural events were the most significant strategies to enhance students' engagement in online teaching.
Situational XR: Are There More than Absolutes?
Author: Dreger, Kelly C.
Date: 2022-05-00
Type: Journal Articles
Subjects: Computer Simulation,Technology Uses in Education,Theories,Educational Strategies,Situated Learning,Computer Software,Computer Games

The need for digital transformation is in high demand, and Extended Reality (XR) is increasing in popularity within education, business, healthcare, and entertainment. More clarification is needed on how XR can be used for meaningful experiences. In this typological article, we explain the various classifications inherent within XR environments and provide situational theory as a supportive framework for further exploration of XR. We describe definitive learning strategies and technological possibilities in light of these developments. Various strategies can be implemented to assist educators on how to use the technology under the situated learning paradigm. Situativity is relevant to life-changing digital experiences, but many question how to implement it in light of XR trends. Given the challenging climate that organizations face today, situated learning has been an essential perspective for future experiences with XR.
The Ethical Commitment of Virtual Education
Author: Rivera-Piragauta, Jose Alberto
Date: 2022-05-00
Type: Journal Articles
Subjects: Ethics,Electronic Learning,Educational Technology,College Students,College Faculty,Teaching Methods,Responsibility,Persistence,Interpersonal Relationship,Student Experience,Values,Foreign Countries,Teacher Attitudes,Student Attitudes,Self Esteem,Empathy,Time Management,Group Unity,Social Attitudes

This study focuses on the ethical foundations of learning in virtual environments and identifies the ethical values perceived by university students and faculty in the learning process. We analyzed 235 participants, including students from different Spanish-speaking countries and virtual education teachers, and employed a design-based research methodology using quantitative tools for empirical data collection. The analysis showed that: (a) the learning experience in virtual environments is ethical; (b) responsibility, commitment, respect, solidarity, and tolerance can be considered typical of learning in virtual learning environments; and (c) students and teachers have shared ethical experiences regarding the values considered most relevant in virtual education.
The Impact of Distance Learning on the Teaching-Learning Process of Mathematics in Higher Technical Education
Author: Pereira, Liliana
Date: 2022-05-00
Type: Journal Articles
Subjects: Distance Education,Mathematics Instruction,Online Courses,Student Attitudes,Teacher Attitudes,Higher Education,College Mathematics,Technical Education,Foreign Countries

This study evaluates the impact of distance learning in the teaching-learning process of mathematics in Higher Technical Professional courses. The results reveal that a positive evaluation of the functioning of the online support platform, as well as a positive attitude of teachers and students, has a positive impact on the evaluation of the functioning of mathematics classes. The functioning of the classes in the distance learning modality has a positive impact on the evaluation of the mathematics teaching-learning process. The evaluation of the platform and the students' attitude also indirectly influence the evaluation of the teaching-learning process.
The Online Course Lead-In: Reimagining the First Weeks of School
Author: Alford, Nicole
Date: 2022-05-00
Type: Journal Articles
Subjects: Online Courses,Instructional Design,Higher Education,College Students,Educational Practices,Best Practices,School Holding Power,College Preparation,Electronic Learning,Social Integration,Readiness,Check Lists

In Spring 2020, the traditional mode of content delivery in postsecondary education switched overnight from face-to-face to online. As a result, knowledge about best practices in online pedagogy became crucial. To address the challenging task of re-envisioning teaching practices and learning in a new medium, this article proposes a heightened focus on the beginning portion of the online course experience. At any level of education, maximizing the first weeks of a course can set the necessary foundation for student success. When a course is transitioned to an online environment, getting started can seem daunting, for both the students and the teachers. We propose using a course lead-in, a strategy that uses retention theories to consider potential student barriers and serve as a guide to prepare students for success in online learning. Sample items from the proposed course lead-in are also shared within the article.
Polanyi and the Revised Taxonomy: Teaching Technology for High-Level Creative Thinking and Risk Taking
Author: Vaux, Dana E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Risk,Creativity,Thinking Skills,Technology Integration,Teaching Methods,Teacher Student Relationship,Taxonomy,Mastery Learning,Learning Processes,Models,Problem Solving,Computer Assisted Instruction,Cognitive Processes,Learning Theories,Metacognition,Schemata (Cognition)

This paper presents a model for mastery learning. The framework for this model overlays the cognitive and knowledge dimensions from Krathwohl's revision of Bloom's Taxonomy, the Revised Taxonomy, with Polanyi's theory of personal knowledge. A simplified framework integrates Polanyi's concepts of subsidiary and focal awareness with the Revised Taxonomy levels of knowledge acquisition to form a new model consisting of two dynamic parts: base thought and elevated thought. The base/elevated thought framework serves as a model for mastery learning with regards to the usefulness, application, and integration of technology into the creative problem-solving process. Allocating base knowledge to other means of instruction (for example, online tutorials or flipped classroom techniques) frees up the instructor's time and allows the expert (teacher) to engage novices (students) in more direct student-instructor contextual learning requiring higher levels of cognitive thinking. While this paper proposes the use of the framework within the context of a technology-focused model, its application has potential for other learning scenarios.