ethanporcaro/eric-fulltext-meta huggingface dataset:
Choice of International Branch Campus: A Case Study
Author: Yang, Hongqing
Date: 2023-00-00
Type: Journal Articles
Subjects: Multicampus Colleges,Foreign Countries,Global Approach,Higher Education,College Choice,Undergraduate Students,Study Abroad,Academic Achievement,Educational Resources,Institutional Characteristics,Socioeconomic Status,Cultural Capital,Parent Influence

International branch campuses (IBCs) are becoming an alternative to domestic higher education institutions. Through interviews with Chinese undergraduates at a British IBC in China, this article examines the choice of a British IBC, using a combined model as the conceptual framework. It finds that the factors both affecting college choice and impacting study abroad influence the choice to study at an IBC, because of the nature of IBCs as foreign presences in the host countries. Academic achievement and supply of resources are necessary but not sufficient conditions for the choice of IBC. Further, students choose IBCs over other universities with similar entry requirements because of their capital and habitus, represented by their socio-economic status. Both students and their parents hope to leverage their accumulated cultural capital to reproduce their cultural capital, or to convert their existing economic capital into cultural capital. Moreover, social capital affects the choice to study at an IBC, and its impacts depend on the volume, strength and quality of the social network. Parents are the most influential persons, impacting the choice of IBC with their capital. Last, institutional characteristics, particularly as a gateway to studying abroad, attract students to study at IBCs.
Ram Tone&apos;s Knowledge Preservation and Literacy Transmission in Mahasarakham Province, Thailand
Author: Seeyo, Warakorn
Date: 2023-00-00
Type: Journal Articles
Subjects: Drama,Cultural Traits,Geographic Regions,Dance,Intonation,Cultural Maintenance,Literacy,Accuracy,Indigenous Knowledge,Curriculum Development,Acoustics,Foreign Countries,Specialists,Musical Instruments,Clothing,Music,Cultural Education

Ram Tone is a traditional play that is unique to Thailand. It is a popular folk play in all regions of Thailand and has been popular since ancient times. Ram Tone is a band dance with male and female dancers dancing in a circle, accompanied by tone, cymbaling, and Krab. The objective of the present study is to learn more about Ram Tone's literacy preservation and knowledge transmission in Mahasarakham Province, Thailand. The information is offered by knowledgeable individuals, practitioners, and general informants through qualitative research methods, including preliminary surveys, interviews, and observations. The researchers assessed the data for accuracy, evaluated the data in relation to the desired objectives, and presented the study findings using descriptive analysis. The results of this study show that the Kantharawichai District and Mahasarakham Province have acquired knowledge and built on their indigenous wisdom through the development of the Ram Tone dancing stance and educational curriculum.
Technology Fatigue during the COVID-19 Pandemic: The Case of Distance Project-Based Learning Environments
Author: Al Mulhim, Ensaf Nasser
Date: 2023-01-00
Type: Journal Articles
Subjects: Educational Technology,Fatigue (Biology),COVID-19,Pandemics,Distance Education,Active Learning,Student Projects,Educational Environment,College Students,Electronic Learning,Foreign Countries

Technology has invaded all spheres of life, including education and providing a lot of facilities. It has played a great role in managing education during the coronavirus disease (COVID-19) crisis. However, technology might prove detrimental if there is too much of it which may negatively affect its users in some way. This study aimed to investigate final-year students' technology fatigue in distance project-based learning environments during the COVID-19 pandemic. The study employed an online survey approach to collect data from 86 final-year students. The results showed that technology does not highly fatigue final-year students in distance project-based learning environments. Still, the study reported some factors that contribute to increasing and decreasing final-year students' technology fatigue level, which may inform project supervisors and decisionmakers on the best practice for implementing distance project-based learning without putting students under great pressure and fatigue resulting from technology. This study adds to a limited yet growing body of literature on a very important topic, technology fatigue, that has recently arisen in the academic sector especially during the COVID-19 pandemic, when technology was the quickest and most ideal response to the global lockdown.
Investigation of Secondary School Students&apos; Opinions on Mathematics Lesson with Distance Education
Author: Hatunoglu, Ögrt. Üy. Bedri Yavuz
Date: 2023-01-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Mathematics Education,Distance Education,Electronic Learning,Grade 5,Grade 8,COVID-19,Pandemics,Siblings,Classroom Environment,Study Habits,Foreign Countries

The aim of this study is to examine the opinions of secondary school students about mathematics lessons taught with distance education. The research was carried out by taking the opinions of 286 secondary school students from one state school selected from each of the provinces (Manisa, Izmir, Mugla, Antalya, Sirnak, Bitlis). Quantitative and descriptive survey method was used in the study. According to the findings, it was seen that the opinions of female and male students were very close to each other, there was no significant difference according to the variables of the number of siblings and whether they had their own study room, and there was a significant difference between 5th grade students and 8th grade students. Students; It was seen that there was no difference in their views on understanding the lesson better and increasing their success, they did not have any problems in accessing the Mathematics lesson, but they had problems due to internet interruptions during the lesson, they did not have any problems in communicating with their teachers and delivering homework during the lesson, but they still preferred face-to-face education at a high rate. It was observed that the motivation of the 5th grade students during the lesson and their better understanding of the lesson were higher than the 8th grade students.
Influence of Social Media Addiction on Academic Achievement in Distance Learning: Intervening Role of Academic Procrastination
Author: Caratiquit, Kevin D.
Date: 2023-01-00
Type: Journal Articles
Subjects: Social Media,Addictive Behavior,Academic Achievement,Distance Education,Time Management,Foreign Countries,Secondary School Students

Using Partial Least Squares-Structural Equation Modeling with WarpPLS, this study examines the indirect effect of the relationship between learners' social media addiction and academic achievement in distance learning as mediated by academic procrastination. The study participants were 223 Filipino students at a secondary school in Cagayan, Philippines, who were chosen using convenience sampling. Sample sizes were calculated using the inverse square root and gamma-exponential methods. The findings indicated a positive and significant relationship between social media addiction and academic procrastination. There is also a negative and significant relationship between academic procrastination and learners' academic achievement. In terms of the indirect effects of the mediation model, the relationship between social media addiction and academic achievement is fully mediated by academic procrastination. This indicates that academic procrastination substantially impacts the strength of the correlation between social media addiction and academic achievement. The findings of the undertaking were discussed regarding their implications for institutions and future research.
The View of Prospective Social Studies Teachers on Blended Learning
Author: Bursa, Sercan
Date: 2023-01-00
Type: Journal Articles
Subjects: Social Studies,Blended Learning,Educational Technology,Preservice Teachers,Teacher Education,Outcomes of Education

With the effect of technology and the pandemic, different approaches have begun to come to the fore in the understanding of education. Blended learning, which is one of these approaches, is known as the combination of distance education and face-to-face education with the support of educational technologies. It is becoming more widespread. Therefore, teachers and prospective teachers are expected to be competent in blended learning. The aim of this study is to determine the views of social studies prospective teachers on blended learning. The data of this study, which was carried out in the basic qualitative research design, were obtained through semi-structured interviews. The data were analyzed inductively using the NVivo12 software. As a result of the research, it is seen that blended learning saves time and enables multidimensional learning. On the other hand, technological inadequacies and reduced socialization are seen as limitations of this approach. They state that there are many tools that can be used in this approach where the responsibilities of teachers and students increase. All of the participants say that they do not have sufficient knowledge about the application process and models of blended learning and they consider their undergraduate education insufficient in this regard. In line with the results of the study, it is recommended to include blended teaching practices in teacher education.
An Analysis of Personal Factors Affecting Learning Motivation: A Research on the Online Education Process during COVID-19 Period in Turkiye
Author: Isman, Aytekin
Date: 2023-01-00
Type: Journal Articles
Subjects: Learning Motivation,Distance Education,Electronic Learning,COVID-19,Pandemics,Foreign Countries,Student Needs

In 2019 COVID-19 appeared and spread quickly all over the world, affecting every structure of society, as well as the education system. One of the measures taken to prevent the further spread of the disease was mandatory online education at universities in Turkiye. This sudden change has significantly affected students' learning motivations for face-to-face education. In this context, this study aims to determine the factors of arousal, beliefs, goals, and needs that affect the students' learning motivations as personal factors during online education in Turkiye during the COVID-19 pandemic. For this aim, a semi-structured interview technique was used on a sample of 34 students. According to the findings, the internal factors on arousals were; mainly interest/curiosity/attention and the external factors on arousals were mainly; compulsory attendance requirements. Also, the internal factors on success beliefs were mainly; determination, and the external factors mainly include motivational speeches. Besides, the internal factors on goals were mainly; the need to learn for the future and the external factors on goals were mainly; homework and studies. Lastly, findings indicated that the internal needs of the students were mainly; success, and the external needs were mainly; communication.
At School or Home? Eight Graders&apos; First Practices with Online Geometry Lessons
Author: Sahin Dogruer, Sule
Date: 2023-01-00
Type: Journal Articles
Subjects: Grade 8,Electronic Learning,Geometry,COVID-19,Pandemics,Elementary School Students,Foreign Countries,Distance Education,Mathematics Achievement,Student Attitudes

Undoubtedly, one of the areas most affected by the COVID-19 pandemic process was educational activities. In this study, the 33 eighth graders of a public elementary school in Turkiye were observed for a six-week online learning period. The aim was to obtain whether any changes occur in their geometry attitudes during the process and to reveal their preferences between online distance learning (ODL) and regular face-to-face education. In this context, structured as a mixed study, a Geometry Attitude Scale (GAS) and a questionnaire about online distance learning was administered at the beginning; further GAS and learners' opinions in response to open-ended questions were administered at the end of the process. Quantitative results indicated that gender and mathematics achievement levels have no relationship with GAS and ODL. Still, the qualitative analysis provided that ODL does not cause any change in students' attitudes towards geometry lessons; moreover, students commonly prefer face-to-face education over ODL.
The Effect of Corrective Feedback via a Computerized Course on Omani EFL Learners&apos; Writing Performance
Author: Al Ghaithi, Ali
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Electronic Learning,Writing (Composition),Second Language Instruction,Error Correction,Writing Skills,Second Language Learning,Adult Students,Arabic,Writing Achievement,Student Attitudes,Feedback (Response)

The present research investigates the efficiency of corrective feedback on learners' writing performance through electronic platforms. 94 Omani English as a Foreign Language (EFL) learners were selected based on their assessment results. They were randomly assigned into one experimental group and one control group, including 47 students. Both groups were pretested by a writing test to collect the required data. The experimental group then received the treatment using corrective feedback, whereas the control group received only corrective input on the forms and structures of the final draft. A survey was distributed among the experimental group's participants to elicit the students' attitudes toward corrective feedback. The Mann-Whitney U test for comparing the control and experimental groups showed a significant difference between the mean scores of the two groups. Corrective feedback had a statistically significant effect on EFL learners' writing performance. Besides, the survey findings showed that participants emphasized the importance of receiving corrective feedback from their teachers. The current study results can have implications for teachers to implement more feedback sessions on students' writing tasks and other skills equally.
Analysis of International Students&apos; Math Course Achievement in Higher Education: The Case of Sakarya University of Applied Sciences
Author: Can, Engin
Date: 2023-01-00
Type: Journal Articles
Subjects: Foreign Students,Mathematics Achievement,College Students,Foreign Countries,Engineering Education,Academic Failure,Comparative Analysis

This study investigated the academic success of international students who took the course MAT 111 coded Mathematics 1 offered in the Fundamental Sciences of Engineering Departments of Sakarya University of Applied Sciences (SUBU) Faculty of Technology (TF), a state university in Turkey established in 2018, in the fall semester of 2021/22. The end-of-semester grades of all students from SUBU Student Affairs Office and data from SUBU International Student Center were used as data. In the final section, the success status of national and international students is discussed, and suggestions are made for possible failures of international students due to adjustment and mathematical literacy.
A Participatory Pedagogical Model for Online Distance Learning: Ideation and Implementation
Author: Goria, Cecilia
Date: 2023-01-00
Type: Journal Articles
Subjects: Models,Electronic Learning,Online Courses,Distance Education,Higher Education,Program Implementation,Foreign Countries,Instructional Design,COVID-19,Pandemics,Communities of Practice,Open Education,Access to Education,Multimedia Instruction,Individualized Instruction,Experiential Learning,Technology Uses in Education,Student Evaluation

In spite of its increasing popularity, distance education faces challenges -- levels of digital literacy, access to technology, workload and time management, students' feelings of isolation and disconnection -- that can have a significant impact on the experience of the learners. In addressing these issues, we propose a pedagogical model for distance learning which promotes the synergy of eight ingredients -- Community, Openness, Multimodality, Participation, Personalisation, Learning, Experience, Technological-Enhancement, with their initial letters generating the acronym COMP-PLETE -- for the shaping of a highly participatory online learning experience and the creation of an active and cohesive community characterised by a strong sense of commitment towards the learning of the individuals and that of the group. This paper presents the theoretical rationale for and implementation of COMP-PLETE. It also provides recommendations for researchers and practitioners interested in cultivating an online learning community which responds well to the aforementioned challenges posed by distance education.
Evaluation of Online Education in the Era of COVID-19 Pandemic: A Review from Students, Parents, and Teachers&apos; Perspectives
Author: Liang, Meng
Date: 2023-01-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Student Attitudes,Parent Attitudes,Teacher Attitudes,Program Effectiveness,Satisfaction,Access to Computers,Elementary Secondary Education,Postsecondary Education,Affordances,Barriers,Foreign Countries

Qualitative content analysis is used in this study to review related online education since the outbreak of COVID-19. The aim of this study was to summarize the impact of online teaching on the education industry during the pandemic, sum up the viewpoints of all kinds of people to draw conclusions, and conclude the practical countermeasures. Based on the result of the analysis, firstly, we think that students and teachers are satisfied with online education, but parents have expressed dissatisfaction with this kind of education. Secondly, this paper lists the advantages and common problems of online teaching during study at home from different aspects. According to deficits, we summarize the solutions from three aspects: network equipment, teaching, and self-adjustment. This research is of great significance. It is not only beneficial to the development of educational platforms and personalized teaching but also helps formulate education policy to reduce the burden of education.
Improving E-Assessment Based on University Students&apos; Experiences
Author: Almuhanna, Manal
Date: 2023-01-00
Type: Journal Articles
Subjects: Evaluation Methods,Educational Improvement,College Students,Student Experience,Electronic Learning,Student Attitudes,Foreign Countries,Computer Assisted Testing,Feedback (Response),Cheating

The application of electronic assessments (e-assessment) has become inevitable with the expansion of distance education, and learners' perceptions should be considered when designers improve the system to meet their needs and facilitate their acceptance of the system. This mixed descriptive study investigated university students' perceptions about e-assessment system. Data were collected from 308 students at King Saud University during the second semester of 2021, by using a questionnaire that consisted of 34 Likert scale items and two open-ended questions on students' opinions. The results showed the suitability of e-assessment to the university courses, and the importance of rendering guidance to students before the e-exam by providing a user manual, mock exam, and furnishing clear instructions; ensuring flexibility of use; supplying quick academic and technical support during the e-test; and providing immediate feedback to increase students' motivation and learning retention. The findings highlighted students' concerns regarding the type of exam questions, cheating, and techniques of monitoring and verifying their identities. These findings expected to guide administrators, decision makers, researchers, and system developers to design or customize some features of assessment systems for the achieving best practice of evaluation and measurement of higher education students.
Determinants of Distance Education Dropout: Evidence for Open University of Brazil/Federal University of Santa Maria Courses
Author: Mendes Vieira, Kelmara
Date: 2023-01-00
Type: Journal Articles
Subjects: Distance Education,Dropouts,Foreign Countries,College Students,Predictor Variables,Dropout Characteristics,Factor Analysis,Influences

This research seeks to understand the determinants of student dropout in the courses offered at the Open University of Brazil system at the Federal University of Santa Maria. The research used the following methods: survival function, factorial analysis, and logistic function. Results indicated that male students, with higher levels of income, who live a greater distance from the pole and who travel to it more frequently have a higher probability to drop out. Conversely, greater agreement with the adequacy of academic aspects and lower technological difficulties reduce the chance of dropout. Contrary to the evidence, the adequacy of the nonacademic aspects, which refer to the infrastructure, equipment, and functioning of the hubs, increases the likelihood of dropout. However, e variation in the dropout due to the non-academic aspects of the pole is much smaller than the distance and frequency of going to the pole. Therefore, we suggested that the increase in face-to-face activities has a greater impact on the probability of dropout than the physical conditions of the pole.
Institutional Adoption and Implementation of Blended Learning: Differences in Student Perceptions
Author: Ali, Ramiz
Date: 2023-01-00
Type: Journal Articles
Subjects: Blended Learning,Higher Education,College Students,Student Attitudes,Student Satisfaction,Barriers,Adoption (Ideas),Affordances,Intellectual Disciplines,Differences,Foreign Countries

Blended learning (BL) has been a popular mode of course delivery in higher education, aiming to provide students with better learning experiences by integrating face-to-face (f2f) instructions and affordances of digital technology. However, lack of knowledge about how students perceive BL cross-disciplines can make it difficult for teachers to provide consistent learning experiences to students, yielding inequity in learning experiences. This study aims to explore how university students perceive BL, and to compare differences in perceptions across subjects. Participants were 407 university students from eight subject disciplines. Data were collected through a questionnaire and were analyzed using SPSS. A one-way ANOVA was performed to compare the differences between the groups. Results showed, students were generally happy about the use of BL, despite facing multiple barriers in using the learning approach. Results further revealed that students studying tourism/hospitality, and business subjects were more negative about BL, while students in science, and Islamic studies faculties were more receptive to BL compared to the rest of the university.