ethanporcaro/eric-fulltext-meta huggingface dataset:
University Students&apos; Perception on the Usefulness of Learning Management System Features in Promoting Self-Regulated Learning in Online Learning
Author: Araka, Eric
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Undergraduate Students,Value Judgment,Student Attitudes,Integrated Learning Systems,Online Courses,Open Education,Distance Education,Self Management,Time Management,Self Evaluation (Individuals),Help Seeking,Barriers,Internet,Feedback (Response),Teacher Student Relationship,Peer Relationship,Foreign Countries

Online learning has increasingly been adopted by most institutions of higher learning to facilitate teaching and learning as a continuum to the traditional face-to-face approach. Most of these institutions utilize Learning Management Systems which contain features that are intended to make students active participants not only by delivering learning resources to learners but also providing the environment for effective interaction in the learning process. Our examination of the literature reveals that there is limited empirical evidence that addresses how these features are being utilized by students in promoting Self-Regulated learning. To realize the usefulness of the features of Learning Management Systems in promoting Self-Regulated Learning, a structured survey was carried out among University students in Kenya. The findings reveal that the features of Learning Management Systems are underutilized by students. The qualitative results of the study illustrate that students face several challenges that obstruct them from being actively involved in online learning. There is lack of individualized feedback on students' learning habits, lack of instructor guidance, lack of interaction with course instructors, lack of peer interaction and lack of automation tools. This study provides insights for educators and researchers on the areas of focus that can be prioritized towards offering support to students in improving their Self-Regulated learning in online learning environments.
Effect of Service Quality and Motivation on the Consumption Behavior of Students in the Academic Services
Author: Kuswanto
Date: 2021-03-00
Type: Journal Articles
Subjects: Educational Quality,Use Studies,Student Motivation,Foreign Countries,Academic Support Services,Student Satisfaction,College Students,Predictor Variables

This study aimed to determine the effect of service quality and motivation to the consumption behavior of students in utilizing academic services. This research involved 87 students of Economic Education Study Program in University of Jambi, Indonesia. The data were analyzed using structural equation modeling with partial least squares technique (SEM-PLS). Student consumption behavior is an illustration of the level of satisfaction in utilizing academic services provided by universities. Satisfaction with academic services is a measure of the success of higher education performance in providing education. A good indicator of consumer behavior variables, namely making the University of Jambi academic services the best choice and choosing them as institutions of higher education to meet learning needs on an ongoing basis. The quality of academic services is shown by indicators of the reliability of officers in providing academic services, accuracy in the delivery of information, responsiveness in responding to complaints and student requests and harmonization of service relationships between officers and students. While consumption motivation is indicated by an indicator of trust in the services consumed it will facilitate the completion of academic affairs and the existence of attractive offers from higher education institutions. The quality of academic services has a significant effect on consumer behavior of students. Moreover, the consumption motivation variable is proven to be a significant mediator on the effect of service quality on student's consumption behavior.
Anatomy of a Peace Educator: Her Work and Workplace
Author: Gursel-Bilgin, Gulistan
Date: 2020-10-00
Type: Journal Articles
Subjects: Case Studies,Peace,Teaching Methods,Interdisciplinary Approach,Teacher Student Relationship,Dialogs (Language),Grade 5,Grade 6,Private Schools,Teacher Characteristics,Political Influences,Integrated Curriculum,Teacher Attitudes,Elementary School Teachers,Critical Theory

This article reports a case study that examined the peace education practice of a 5th and 6th grade teacher at an independent, non-profit school in the Mid-western United States. The study used Paulo Freire's (1970) conception of dialogue as its conceptual framework. After describing the study's context and methods, we present data focusing on the teacher's background and development as a peace educator, her teaching practices, and her relationships with her students, school and local community. We discuss Michelle's interdisciplinary approach to peace education linked with her personal background and her use of dialogue as dynamic, fluid, and relational. Our analyses also prompted emergent themes for which we used curriculum theory to capture forms of integration between the personal and political dimensions of peace education, based on which, we propose an &quot;integrated peace education.&quot;
Investigating the Different Dimensions of Preservice Mathematics Teachers&apos; Understanding -- The Case of Factorisation
Author: Fitzmaurice, Olivia
Date: 2020-10-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Teacher Education Programs,Guidelines,Secondary School Teachers,Preservice Teachers,Pedagogical Content Knowledge,Mathematics Teachers,Mathematical Concepts,Teacher Educators,Algebra,Graduate Students,Undergraduate Students,Physical Education Teachers

This paper reports on a study designed to investigate preservice teachers' understanding of factorisation, a topic not explicitly taught within their teacher education programme, but one they will be required to teach when they graduate. We query if the knowledge they bring from secondary school, prepares them sufficiently to teach their future students for understanding. 83 preservice secondary school mathematics teachers' procedural and conceptual understanding of quadratic factorisation were assessed using Usiskin's Framework for understanding mathematics (2012) which identifies several dimensions of understanding. The study provides evidence that the preservice mathematics teachers have a strong procedural understanding, and while some conceptual understanding does exist, there was very limited conceptual understanding within most of the dimensions of the framework (Usiskin, 2012). We conclude the paper by considering how teacher educators can address the issues of preservice teacher knowledge and understanding of content not formally covered within their teacher education programmes.
The Role of Psychological Skills (Basic, Cognitive and Psychosomatic) in Reducing Traumatic Student Injury at the University of Trabzon
Author: Sajedi, Heidar
Date: 2020-08-00
Type: Journal Articles
Subjects: Thinking Skills,Psychological Characteristics,Injuries,Prevention,Student Athletes,College Students,Human Body,Trauma,Self Efficacy,Goal Orientation,Stress Management,Attention Control,Visualization,Foreign Countries

Sports injuries are caused by physical activity that is done to spend leisure time or a more specialized purpose. The aim of this study was to investigate the role of psychological skills (basic, cognitive and psychosomatic) in reducing traumatic student injury at the University of Trabzon. The method of this research is descriptive and correlational. The statistical population includes all Trabzon University athletic students, which is equal to 320 people. To determine the sample size, the Cochran's sample size estimation formula was used and the number of samples was 175, which were selected by gender by stratified random sampling method. First, to report sports injuries to describe the extent of injuries in the limbs (upper limbs, lower limbs and trunk) and various parts of the body (joints, muscles and bones), the report form of sports injuries was used and to measure athletes' mental skills, the OMSAT-3, psychological skills questionnaire was used. Data were analyzed using SPSS software. Due to the normality of the data in psychological tests and the occurrence of sports injuries, logistic regression was used. The research findings show that the total score of the Omest-3 test (OR = 0.66, P = 0.03) affects the occurrence of player injuries, as well as the score of basic psychological skills (OR = 0.82, P = 0.04) on the occurrence of player injuries and ultimately the score of psychosomatic skills (OR = 1.17, P = 0.002) affects the occurrence of player injuries. But in the case of cognitive skills, the effect of this variable and its dimensions on player damage is not significant. As a result, it can be said that basic psychological skills and psychosomatic skills of athletic students reduce the harm to these athletes.
The Impact of Enabling School Structure on Academic Optimism: Mediating Role of Altruistic Behaviors
Author: Boz, Abdulvehap
Date: 2021-00-00
Type: Journal Articles
Subjects: Altruism,Correlation,Psychological Patterns,Teacher Behavior,Elementary School Teachers,Institutional Characteristics,Foreign Countries,Educational Environment,Administrative Organization,Teacher Attitudes,Positive Attitudes

This quantitative study aims to examine the relationships between enabling school structure, academic optimism and altruistic behaviours as well as to find out whether altruistic behaviours serve as a mediator between enabling school structure and academic optimism. A scale was applied to teachers from primary- schools in Turkey via random sampling. There were 707 teachers participating in this study. Three existing scales, which are enabling school structure, academic optimism, and teachers' altruistic behaviours scales, were used to collect data from teachers. Descriptive statistics and bivariate correlations were calculated in the study to investigate correlations among all the variables and reliabilities of the measures. Structural Equation Modelling investigated the effects of Enabling School Structure on School Academic Optimism through Teachers' Altruistic Behaviours. The results confirmed a positive relationship between all variables of the study. The findings also revealed the mediator effect of TAB on the relationship between ESS and SAO. Finally, some recommendations were given based on results.
The Perceived Benefit of a 3D Anatomy Application (App) in Anatomy Occupational Therapy Courses
Author: Rosario, Martín G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Anatomy,Occupational Therapy,Teaching Methods,Educational Technology,Technology Uses in Education,Student Attitudes,Computer Software,Program Effectiveness,Computer Simulation,Graduate Students,Laboratories

Conventional teaching methods, such as 2-dimensional PowerPoint presentations, are among the most common anatomy teaching tools. However, these methods do not allow depth perception of anatomical structures. Therefore, the purpose of this article is to report the incorporation and student's perception of a 3D anatomy app to an Occupational Therapy class as an enhanced anatomical learning technique. For methods, the Complete 3D Anatomy app was used to teach the upper extremity structures. The students used the Likert scale to answer a survey regarding the different anatomical teaching tools that were integrated into the course. The results indicated that 85% of the students reported the anatomy app was very helpful (85%-39/46), helpful (9%-4/46) or good (2%-1/46) in aiding their comprehension of complex anatomical structures. Similarly, 100% of the students considered the anatomy app to be beneficial. Therefore, we conclude that using the 3D anatomy app was a tool for the comprehensive learning of human anatomy. The selection of the 3D app demonstrates this by graduate students as the second-best teaching tool to learn anatomy. For future courses, we will incorporate and explore the benefits of a personal tablet/iPad with 3D apps for each student, along with a virtual dissection table for the human cadaver laboratory.
The Effect of Programming with Scratch Course on Reflective Thinking Skills of Students towards Problem Solving
Author: Budak, Esra Çoban
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Programming Languages,Computer Science Education,Reflection,Problem Solving,Thinking Skills,Skill Development,Student Projects,Active Learning,Cooperative Learning,Undergraduate Students,Humanities,Story Telling,Multimedia Materials,Design,Foreign Countries

With the development of information and communication technologies, access to information is becoming easier every day. Consequently, individuals' abilities to interpret information that especially exists in the learning processes, to produce new knowledge and to use the information produced have gained more importance day by day. The aim of this study is to determine the effect of digital story design made by students working on project in groups using Scratch program on their reflective thinking skills towards problem solving. The sample of the study consisted of 82 students who attended Basic Computer Sciences (Social) course and studied in the verbal departments such as History, Archaeology and Philosophy of Faculty of Arts and Sciences of Kocaeli University in the 2018-2019 academic year. In this study, single-group pretest-posttest experimental design was used and data were collected by &quot;Reflective Thinking Skill Towards Problem Solving Scale&quot;. According to the findings, it was determined that teaching of Scratch programming has a positive effect on reflective thinking skills of the students studying in the departments of Archelogy, Philosophy and History and is mostly effective in sub-dimension of questioning. In future studies, students' reflective thinking skills towards problem solving can be measured through project-based, observational applications and achievement tests. [Note: The year (2019) shown on the PDF is incorrect. The correct year is 2021.]
The Views of Turkish Language Teachers on Distance Education and Digital Literacy during COVID-19 Pandemic
Author: Aydin, Erkan
Date: 2021-01-00
Type: Journal Articles
Subjects: Turkish,Language Teachers,Middle School Teachers,Teacher Attitudes,Distance Education,Online Courses,Synchronous Communication,Educational Technology,Instructional Effectiveness,Technological Literacy,Internet,Student Participation,Barriers,COVID-19,Pandemics,Language Skills,Foreign Countries

Distance education, which provides flexibility in the learning environment, is an important learning model that complements face-to-face education. However, during the unanticipated COVID-19 pandemic, the distance education model was employed as an alternative instruction model, albeit temporarily, and certain problems were experienced in this process. In this context, the views of the Turkish language teachers on distance education and digital literacy in Turkey, where average population is quite young and the impact of the pandemic was substantial, was investigated in the present study. The study was conducted with the phenomenological design, a qualitative research method, and the study group included middle school Turkish language teachers who conducted distance education during the four months of the pandemic process. In the study, a semi-structured interview form, developed by the authors, was employed as the data collection instrument, and the collected data were analyzed with content analysis. The study findings revealed problems such as student attendance; digital problems such as Internet connectivity, infrastructure, and system; interaction, interest and commitment; literacy problems such as inability of distance education to improve written expression skills of the students; inadequate synchronous/online class count and duration, and poor parent-student-teacher cooperation. Based on these findings, it was recommended to design multimedia material that allow bidirectional interaction and improve inter-institutional cooperation to solve digital problems.
Academics&apos; Professional Development Needs and Gains during COVID-19 Distance Education Emergency Transition in Turkey
Author: Elçi, Alev
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,College Faculty,Distance Education,Electronic Learning,Online Courses,School Closing,Pandemics,COVID-19,Teacher Competencies,Teaching Methods,Technological Literacy,Teacher Attitudes

The higher education institutions' mandatory transition to distance education during the COVID-19 outbreak led to restructuring of teaching and learning processes in Turkey. The aim of this research is determining the gains and needs of faculty members in academic activities in Turkey context. A qualitative research method was used and data was collected from 364 faculty members from different demographics, using an open-ended, semi-structured online survey. Three main themes and a total of 40 sub-themes were determined using the content analysis method. Findings showed that faculty broadened their knowledge and experience in distance learning, citing the need to improve their academic and professional development. Some faculty stated very intensive gain of digital literacy skills and competencies and online course materials; while others stated further improvement was needed in these subjects. These findings are important as a means to take the necessary precautions to improve academician's professional development and students' learning during the continuation of emergency process.
Turkish as a Foreign Language Teachers&apos; Attitudes towards Assessment and Evaluation
Author: Boylu, Emrah
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Second Language Instruction,Language Teachers,Teacher Attitudes,Student Evaluation,Evaluation Methods,Teaching Experience,Faculty Development,Test Validity,Teacher Competencies,Colleges,Language Tests,Teacher Characteristics,Institutional Characteristics

The aim of this research is to determine teachers' attitude levels towards assessment and evaluation who teach Turkish as a foreign language and to examine them in terms of various variables. Survey method, one of the quantitative research methods, was used in the research. Teachers (n=233) who teach Turkish in various institutions participated in the research. &quot;Personal Information Form&quot; prepared by researchers and &quot;Assessment and Evaluation Attitude Scale for Teachers&quot; developed by Tezci (2019) were used as data collection tools in the research. As a result of the research, it was determined that on average the Turkish teachers' attitude scores towards assessment and evaluation is at a &quot;high&quot; level with 4.11. In addition, a significant difference was found between the Turkish teachers' attitudes towards assessment and evaluation and the variables such as professional experience, receiving training for assessment and evaluation in language teaching, analising of prepared exams in terms of assessment and evaluation and evaluation and perceiving themselves as literate in assessment and evaluation. No significant difference was found between the attitudes of those who teach Turkish towards assessment in terms of the faculty they graduated from, the institutions where they were employed, regular exam preparation status, the hardest skill to assess, and the hardest skill to evaluate. Although attitudes of teachers towards assessment and evaluation are found at a &quot;high&quot; level in the research, taking into consideration the fact that there are many deficiencies in terms of assessment and evaluation in teaching Turkish as a foreign language and 46% of the teachers in this study consider themselves moderately literate in terms of assessment and evaluation, suggestions were made that it is necessary to work on what other factors affect teachers' assessment and evaluation literacy.
Attitudes of Student Teachers towards Distance Education within the Context of COVID-19 Pandemic
Author: Halitoglu, Vedat
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Teachers,Distance Education,COVID-19,Pandemics,Foreign Countries,Attitude Measures

This study aimed to determine the distance education-oriented attitudes of student teachers during the COVID-19 Pandemic. The study adopted a survey method, one of the qualitative research designs. The participants of the study were determined randomly on a voluntary basis, and consisted of a total of 236 student teachers; 140 females and 96 males in five different departments of Faculty of Education in a state university in the south of Turkey. These departments comprised Turkish Language, Elementary School Mathematics, Science, Physical Education and Sports, Psychological Counseling and Guidance. The data were obtained in 2019-2020 academic year via two instruments; (a) A data form including six question items focusing on whether the participants had previously received computer trainings on any area, whether they possessed computers or laptops, the regions of residence, the places of residence, and their department; and (b) The &quot;Distance Education-Oriented Attitude Scale&quot; developed by Kisla (2016). The form and the scale were provided for the participants online through a link. The data obtained were analyzed through the SPSS 25.0 software. For the data analysis, the independent samples T-test was employed for independent variables with two sub-levels, while the one-way ANOVA was used for variables with more than two sub-levels. As a consequence, the attitudes of the participants were found to be high in general (=3.63; SS=0.68). It was also observed that the attitude scores did not create any significant differences based on the gender of the students, whether they had previously been trained on computers, whether they possessed equipment, such as smart phones, tablets, computers, etc., or the area of residence. Considering the distance education-oriented attitude scores by departments, however, significant differences were determined in favor of the departments of Turkish Language Teaching, and Psychological Counseling and Guidance.