ethanporcaro/eric-fulltext-meta huggingface dataset:
Continuous Intention to Use Online Learning during COVID-19 Pandemic Based on Three Different Theoretical Models (TAM, SVT, TOE)
Author: Masadeh, Shaden
Date: 2023-04-00
Type: Journal Articles
Subjects: Electronic Learning,COVID-19,Pandemics,College Students,Intention,Foreign Countries,Adoption (Ideas),Technology Uses in Education,Values,Theories,Student Attitudes

The novel COVID-19 pandemic has impacted educational systems in almost all countries worldwide. Traditional classes have been canceled or shifted to online mode through the affected countries. Resuming traditional face-to-face instruction might be delayed. This unexpectedly fast and mandatory shifting to online education, along with the significant challenges that face learners and instructors, has led to uncertainty regarding its future. This study aims to inspect students' continuous intention (CI) towards online education during COVID-19, by incorporating different constructs from three theoretical models: first, conservation values (Security (SEC), Conformity (CON)) of Schwartz Value Theory (SVT), organizational support factors (Training (TR), Top management support (TS)) in Technology-Organizational-Environmental (TOE), and the Technology acceptance model (TAM) main factors (perceived usefulness (PU), perceived ease of use (PEU)). To achieve the research goal, a research model was developed referring to previous strong literature. The data was gathered from 310 students from Imam Abdulrahman Bin Faisal university (IAU) in Saudi Arabia, and analyzed with Structural Equation Modelling SEM-PLS. Findings show that TAM factors (PU, PEU), conservation values factors (SEC, CON), and organizational support factors (TR, TS) are important determinants for online learning adoption during COVID-19 pandemic. The study provides directions for designers and developers to establish a more effective online learning environment, which is more suited for the new digitized generation during unexpected conditions.
Development of Learning Models in Web Programming Courses with Computer-Based Learning Tutorials
Author: Multazam, Muhammad
Date: 2023-04-00
Type: Journal Articles
Subjects: Computer Science Education,Programming,Models,Practicums,Tutorial Programs,Electronic Learning,College Instruction,Foreign Countries

Web programming courses are practical courses that can only run with the help of computer devices. The content or learning content in web programming courses is in program code directly created with a computer. The models developed include conceptual models, procedural models, and physical models. The research method used is Research and Development (R&amp;D) using the Dick &amp; Carey instructional system design model combined with the Hannafin &amp; Peck model. The learning model was tested for feasibility and effectiveness before being implemented. The learning model developed has four components: syntax, reaction principle, social system, and support system. The feasibility of the model is seen from the percentage of the results of the one-to-one evaluation, which is 91.47%, the small group evaluation is 94.88% and the field trial evaluation is 92%. The effectiveness test results can be seen from the increase in the post-test score with the pre-test reaching 68.7% and the percentage of the success rate of student studies who have carried out learning with the tutorial learning model reaching 83%. The result of this research is a web programming learning model computer-based learning tutorial that is effective for improving student learning outcomes in web programming courses.
Dishonesty in Online Learning: Distance Learning Perspectives during Pandemic
Author: Putra, Pasca Dwi
Date: 2023-04-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Ethics,Integrity,College Students,Economics Education,Business Administration Education,Student Satisfaction,Foreign Countries,Interaction

Academic dishonesty has become a serious concern, particularly during the COVID-19 pandemic era, where online learning is left as a single option in almost all academic activities. Lack of graduate ethics has an impact on attitudes in the workplace. Therefore, it is important to introduce academic integrity to students in higher education to foster an attitude of honesty in the world of work, especially ethics. Online lectures encourage students to violate academic integrity due to the lack of direct interaction and administration. This study aims to see the level of academic dishonesty that occurs during online lectures. The research was conducted by the Faculty of Economics and Business, public and private universities. The number of samples is 431 students of economics and business. We examine the effect of lecture administration, lecturer-student interaction, and learning satisfaction on the impact of academic dishonesty. The results showed that clear administration and good interaction between lecturers and students would increase student learning satisfaction and reduce academic dishonesty. But the satisfaction that students want to achieve does not have a significant effect on the level of academic dishonesty. Implications for practice are discussed and future research directions are offered.
Distance Learners&apos; Emotional Intelligence and Perceptions of Their Situational Barriers in Learning English
Author: Teoh, George Boon Sai
Date: 2023-04-00
Type: Journal Articles
Subjects: Distance Education,English (Second Language),Second Language Learning,Emotional Intelligence,Student Attitudes,Barriers,Foreign Countries,Undergraduate Students,Adult Students,Adult Learning

Students face various barriers in learning English via distance education. The purpose of this explanatory mixed methods study was to collect quantitative and qualitative data regarding students' emotional intelligence (EI) and the situational barriers (SB) they faced in learning English via distance education. In phase one, 238 students voluntarily submitted their questionnaires containing Schutte's Self-Report Inventory Emotional Intelligence scale. The mean EI score of the distance learners was 130. Based on the EI scores, three subgroups of respondents; HighEI, MidEI, and LowEI were identified. In phase two, 18 participants chosen based on their EI scores were interviewed. The interviews were transcribed and analyzed using content analysis. The qualitative data revealed eight major situational barriers. Out of these, SB1 Job, SB2 Family and Home, and SB4 Time were most frequently cited. The study also found that distance learners' EI was significantly related to their perceptions of the situational barriers to learning English through distance education. Studies affirmed higher EI students are better at moderating the negative effects of challenging circumstances and achieving their goals. Thus, it is crucial to fortify students' EI through training, mentoring, and counselling programs to empower them to moderate their barriers, persevere, communicate with others, and make informed decisions to achieve academic success.
Examining University Students&apos; Behavioural Intention to Distance Learning during COVID-19: An Extended TAM Model
Author: Sayginer, Can
Date: 2023-04-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Intention,Distance Education,COVID-19,Pandemics,Educational Technology,Anxiety,Self Efficacy,Student Experience,Psychological Patterns,Usability,Foreign Countries

Learning was obliged to be transformed to distance learning due to the long-lasting COVID-19 lockdown period. This situation has brought to investigate the critical factors influencing students' intention and actual use of distance learning tools. In this context, this study aims to evaluate the effects of distance learning, deriving independent variables adopted from ETAM. Data was gathered from 92 undergraduate students enrolled in five and other courses in Turkiye. Data were investigated via SmartPLS 3.0 through Structural Equation Modelling (SEM). Results indicate that Computer Anxiety had a negative impact on Self-efficacy. Self-efficacy had a positive influence on Experience. Experience and Enjoyment had positive effects on Perceived Ease of Use. Enjoyment had a positive influence on Perceived Usefulness. The proposed model explained 87.7% of the variance of the actual use of distance learning tools. Computer anxiety and self-efficacy, which were proposed to measure experience, made this study unique and valuable. This contributes to acknowledging higher education institutions and lecturers to understand the benefits and barriers of distance learning tools for students used during the unpredicted pandemics in the future.
Factors Contributing to Vietnamese University Lecturers&apos; Burnout in Online Emergency Classrooms amidst the COVID-19 Pandemic
Author: Nguyen, Thuan Minh Hoang
Date: 2023-04-00
Type: Journal Articles
Subjects: Teacher Burnout,Online Courses,School Closing,COVID-19,Pandemics,College Faculty,Anxiety,Resources,Pedagogical Content Knowledge,Technological Literacy,Foreign Countries,Teacher Characteristics,Gender Differences,Place of Residence

This large-scale study aimed to investigate the impacts of underlying factors on lecturers' burnout in emergency online classrooms during the outbreak of the COVID-19 pandemic. The study attracted the participation of 399 lecturers conducting online emergency classrooms from 30 universities and colleges across Vietnam. Data analyses with EFA, CFA, and SEM indicated that such factors as support resources, anxiety towards emergency online teaching and Coronavirus, lecturer's technological and pedagogical content, and knowledge significantly impacted their burnout levels. In contrast, no significant difference in burnout states was found between lecturers with different demographic features, genders, and residences. The results from this study also suggested critical pedagogical implications for higher education leaders and administrators to prepare emergency online classes for sustained education in times of crisis.
Life Satisfaction of Open Education High School Students Regarding Various Demographic
Author: Demirbilek, Mesut
Date: 2023-04-00
Type: Journal Articles
Subjects: Open Education,High School Students,Life Satisfaction,Student Attitudes,Student Characteristics,Age Differences,Family Income,School Choice,Females,Parent Background,Migrants,Distance Education,Foreign Countries

In the present study, the descriptive demographic characteristics, life satisfaction levels, and differentiation status of open education high school students according to various variables were revealed. The research was carried out with a sample of five hundred open education high school students via a survey model by means of convenience sampling. The findings obtained indicate that the life satisfaction levels of open education high school students were low. In addition, life satisfaction differed according to the variables age, families' monthly income, and the reason for choosing open education high school. When the demographic characteristics of the open education high school students were examined, it was seen that the following information applied to the majority of them: (1) Most were female students; (2) between the ages of 15 and 20; (3) whose parents had primary school level or below education; (4) whose parents mostly did not work or only their fathers worked; (5) with an average monthly family income of five thousand TRY and below; (6) had mostly migrated from the Black Sea and Eastern Anatolia Regions to Istanbul; and (7) they chose open education high school mostly because of job requirements.
Long Distance Lab Affairs: Physics Achievement and Metacognition Effects of Distance Laboratories in a Senior High School in the Philippines
Author: Padios, Alfredo C., Jr.
Date: 2023-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Physics,Science Instruction,Science Achievement,Distance Education,Science Laboratories,High School Students,Educational Technology,Computer Simulation,Secondary School Science,Foreign Countries,Learning Modules,Gender Differences,Metacognition

Due to the necessity to continue learning even during the pandemic, schools opened utilizing distance learning modalities. However, there is a dearth of evidence on the effectivity of this modalities in physics. In this study, we investigated the effects of three physics distance learning modes; the module-only (MO), virtual lab plus module (VLM), and the physical lab plus module (PLM) classes in physics achievement and metacognition employing the pretest-posttest and repeated measures research designs. All learning modules used were in digital formats sent through free messaging platforms. Analysis of data includes paired samples t-test, one-way ANOVA, repeated measures ANOVA, and independent samples t-test. Results revealed that all three distance learning modes have significantly higher post-test than pre-test scores. Further analysis showed, however, that only VLM had significantly higher gain scores than MO. Initially, at pre-MO and post-MO administrations, male students had significantly higher metacognition but this diminished after they perform both virtual and physical labs. It was in post-PLM where students have significantly better metacognition than pre-MO and post-MO. This study showed that not only do physical and virtual labs supplement distance modular learning, they are also complementary that both must be used in distance learning.
New Learners&apos; Satisfaction with Online Education: A Longitudinal Study
Author: Rehman, Saif Ur
Date: 2023-04-00
Type: Journal Articles
Subjects: Online Courses,Teacher Student Relationship,Electronic Learning,Student Satisfaction,Peer Relationship,Interaction,College Students,Foreign Countries,COVID-19,Pandemics

With recent advancements in IT, internet systems and and the need for IT-driven society, particularly during COVID-19, online education (online learning, or e-learning) has become inevitable to achieve the multiple objectives (such as cost-effective, time-efficient, quality enhancement, etc.) both for educator and learner. Keeping in view the importance of online education, the current study focuses on pedagogy of how to increase the efficiency of a learner. Therefore, this study is aiming to explore how these two dimensions of online learning style are used to measure new learners' satisfaction with online education, for which this study focuses on identifying the role of a student-teacher-contact (STC) in exploring the degree of learners' satisfaction with online education, and also applying the moderating effect of student-student contact (SSC). A total of 340 target respondents were surveyed in three phases. The results showed that STC interaction was insignificant during phase-I, whereas both interactions were found significant during phase-II &amp; III. The research emphasizes that SSC in the presence of moderators has a significant determinant of the degree of new learners' satisfaction with online education. In addition, the management of online learning institutions will realize that SSC is essential for achieving new learners' satisfaction with online education. Since there is no sufficient literature on the moderating role of STC, this study is a valuable contribution to the existing body of knowledge.
Online Discussion: Effects of Identity versus Anonymity and Interaction with Pedagogical Agents
Author: Smith, Glenn
Date: 2023-04-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Elementary School Students,Distance Education,Grade 4,Foreign Countries,Synchronous Communication,Group Discussion,Artificial Intelligence,Privacy,Electronic Learning,Blended Learning,Outcomes of Education,Games

This study investigated: (a) how the task relevance of postings differed between anonymous versus identified online discussions in elementary school, and (b) how game-like conversations with story characters impacted the task relevance of postings. A total of 342 fourth graders in Slovenia participated in the study. During one and a half-hour, synchronous online sessions, students read short web-based eBooks with small group online discussions and game-like conservations with characters. We employed a mixed-method approach, combining both qualitative and quantitative research data. All discussion postings were qualitatively coded in terms of discussion relevance, and other functionalities. The frequencies of the qualitative codes were computed statistically. The results revealed that students in name-identified group discussions were significantly more on-task than those in anonymous discussions. Furthermore, students who engaged in game-like interactions with story characters were also significantly more on task than those who did not. The effective design of small-group synchronous online discussions within an interactive eBook has great potential in promoting engagement in reading, and making reading more social, in times of pandemic-caused remote education, or at any time.
Quasi-Professional Educational Environment in the Professional Training of Future Teachers
Author: Alieksieieva, Hanna
Date: 2023-04-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Distance Education,COVID-19,Pandemics,Practicums,Experiential Learning,Professional Development,Models,Foreign Countries,Readiness

During the distance education process caused by COVID-19, students do not have sufficient opportunity to do pedagogical practice, which requires strengthening their practice-oriented component of learning in other forms. This article substantiates the relevance of quasi-professional educational environment in the system of professional training of future teachers, which implies the creating conditions at the university as close as possible to the realities of the teacher's work. The conditions which allowed to improve the graduates' readiness to do their professional duties were developed and experimentally proven. The peculiarities of quasi-professional tasks based on imitation of real work situations, where student has no rules or samples for the completing, are revealed. In this way, they independently develop possible models for their behavior in similar situations, based on theoretical and methodological knowledge and skills. The effectiveness of the author's system of quasi-professional tasks aimed at the development of students' pedagogical thinking and their mastery of the experience of modeling lessons is presented and examined. They are represented by three groups: didactic, methodological and technological, each of which has a specific purpose. It allows to cover all the spheres of professional development of higher education students: motivational, cognitive-operational and reflexive.
Helping Teacher Leadership Teams: Enhancing Teaming by Focusing Knowledge Integration
Author: Choi, Hyunjin
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Teamwork,Teacher Collaboration,Urban Schools,Student Diversity,Cognitive Structures,Communities of Practice,Faculty Development,Cultural Influences

Teacher Leadership Teams (TLTs) are cross-functional teams, and thus knowledge integration is central to their teaming. Importantly, the existing literature maintains that cross-functional teams apply the traverse or transcend approach differently to integrate divergent knowledge, but few studies have directly focused on it within the context of TLTs. Studies on leadership teams in schools have highlighted political and/or cultural perspectives and mainly stressed team/organizational conditions that might influence the TLT process of using two knowledge integration approaches. Therefore, our research analyzed how one TLT employed two knowledge integration approaches in consideration of team/organizational conditions. More specifically, we conducted qualitative research using the Cultural-Historical Activity Theory as an analytic lens. We identified that the TLT used traverse, transcend, and mixed approaches, and that its context influenced the team's hybrid use by determining when the team utilized each approach. We believe that our findings contribute to revealing TLTs' actual knowledge integration process by empirically examining one TLT's use of knowledge integration approaches. Our findings also contribute to developing a more comprehensive framework to understand TLT knowledge integration by addressing existing research from political and cultural perspectives and suggesting further areas of focus (i.e., functional conditions) for future research.
School-Based Management Perspectives: Exploring Top-Down Policy Execution at the Grassroots Level
Author: Dones, Miguel D., Jr.
Date: 2023-00-00
Type: Journal Articles
Subjects: School Based Management,Accountability,Governance,Educational Improvement,Educational Facilities Improvement,Barriers,Program Implementation

The highlighted local and international perspectives of school-based management (SBM) offer logical findings on its efficacy at the grassroots level. Despite some hindering factors, its impact along leadership and governance, curriculum and learning, accountability and continuous improvement, and resource management are commendable. After methodical scrutiny of data, this paper concludes that the improvements in schools triggered by SBM are responsiveness to the needs and challenges of schools; contextualization of curriculum; improvement of physical facilities and linkages; and stakeholders' awareness and involvement to school's programs, projects and activities (PPAs). Principals likewise implemented SBM in their respective schools by holding SBM planning with its stakeholders. In fact, the different programs and projects implemented in schools include SBM crafting and planning; implementation, monitoring, and documentation of student learning activities; and clean-up drive and transparency board installation. Researchers, therefore, recommend that responsiveness of SBM to the needs and challenges of schools; contextualization of curriculum; improvement of physical facilities and linkages; and stakeholders' awareness and involvement to school PPA be extensively maximized. Eventually, sound partnerships between schools and external stakeholders be cultivated.
Students&apos; Discourses during the Online Distance Learning in the First Wave of the COVID-19 Pandemic: An Action Research with Students as Co-Researchers
Author: Sipitanos, Konstantinos
Date: 2023-04-00
Type: Journal Articles
Subjects: Academic Language,Distance Education,COVID-19,Pandemics,Researchers,Technology Uses in Education,Foreign Countries,Junior High Schools

The COVID-19 pandemic affected education communities by turning students and teachers abruptly to online teaching. This imposition of digital education is being investigated by various researchers all over the world since it has changed the way we conceive of the use of technology in classrooms and in our lives in general. Nevertheless, the students' voice is being neglected and not taken seriously into account. In this paper an action research is presented with the teacher acting as researcher and the students as co-researchers. This action research took place during the first wave of the pandemic (March 2020-May 2020) in Crete, Greece. The students, after investigating the online education in general and after various discussions, in their final accounts reflected upon (a) the changes in their role as students, (b) the changes in the role of the teacher, (c) they proposed the role that a teacher should have today. The teacher-researcher analyzed these three categories with Critical Discourse Analysis to identify the discourses the students promoted or silenced. The findings showed that online education is not a success story as promoted by researchers, policymakers, and other stakeholders; rather it lacks human elements like humor, psychological support, and instant interaction.