ethanporcaro/eric-fulltext-meta huggingface dataset:
Inclusion and Belonging in Higher Education: A Scoping Study of Contexts, Barriers, and Facilitators
Author: Taff, Steven D.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Minority Group Students,Students with Disabilities,First Generation College Students,Disproportionate Representation,Inclusion,Group Membership,LGBTQ People,Interpersonal Relationship,Barriers,Influences,Affordances

A sense of inclusion and belonging are critical for students? learning and personal development in higher education institutions. Learners who identify as non-majority identities (racial/ethnic minority, LGTBQ+, disability, and first generation) are at greater risk of feeling isolated and unwelcome. Lack of belonging and inclusion among individuals from marginalized identity groups is a contributor to increased stress as a chronic response to racism, stigmatization, discrimination, and exclusion. Conversely, a sense of inclusion and belonging contributes to better academic outcomes and enhanced physical and mental health. A systematic search of the literature initially yielded 2,914 articles with 68 eventually included for full-text analysis. Basic content analysis resulted in multiple categories including institutional context, barriers to inclusion and belonging, and facilitators of inclusion and belonging. The most commonly evoked institutional contexts were faculty and peer interaction; policies, procedures, and infrastructure; and classroom or clinical instruction. Barriers to inclusion and belonging included social exclusion, lack of accessibility, and microaggressions or other instances of discrimination and bias. Facilitators of inclusion and belonging included receptivity, availability of support services, accessible spaces, and inclusive policies and procedures. Lack of discussion regarding specifics of curriculum, instruction, and assessment indicate the need for future research to outline inclusive teaching best practices.
International Students? Perception of a Post-92 University Registration Process
Author: Timiyo, A. J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Characteristics,Age Differences,Gender Differences,School Registration,Foreign Countries,Student Attitudes,Validity,Factor Analysis,Majors (Students),Educational Quality,College Administration,Educational Change,Management Systems,Total Quality Management,Graduate Students,Undergraduate Students

This study analyses variances among four demographic characteristics -- age, gender, continent, and program of study on international students' perception of a Post-1992 UK university's registration process. Analysis was done with respect to six structured survey questions (dependent variables), which serve as dimensions for measuring students' perception. Theoretical assumptions were equally drawn from total quality management and lean synchronization as suggested improvement techniques for achieving quality service objectives of higher education institutions. Primary data was randomly collected through a well-structured questionnaire, after authenticating its validity. The data was obtained from one hundred and nine international students, while a two-way factor analysis of variance was used in testing six main hypotheses formulated with respect to the students' age, gender, continent, and program of study. Results show that no variances exist among students' perception of the registration process with respect to their age, gender, and program of study. However, their perception varies with respect to their continents. Implication of the study to higher education management were also discussed. Even though the sample is not representative of the entire international students' population of study, the study reveals aspects of universities? service operations that requires on-going improvement.
Process of Local Wisdom Transfer to Promote Good Relationship between the Elderly and New Generations
Author: Ueangchokchai, Choosak
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Generational Differences,Older Adults,Conflict,Interpersonal Relationship,Indigenous Knowledge,Communication Strategies,Sharing Behavior,Adolescents,Young Adults,Age Differences,Emotional Intelligence,Knowledge Level,Lifelong Learning,Metacognition

Thai society is undergoing conflicts in the relationship between new generations and the elderly caused of the different frameworks of beliefs. The wisdom transfer process, an approach used in old times, is a solution to such conflicts. However, currently, it is used as a support mechanism. This research aims to develop a wisdom transfer process to ensure a good relationship between new generations and the elderly and study its efficacy. The process was applied to the elderly and new generations in Thung Samo Community, Phanom Thuan District, Kanchanaburi Province. The wisdom transfer process consists of 5 steps, namely Step 1: Agreement of local wisdom learning between the elderly and new generations, Step 2: Learning the background of local wisdom, Step 3: Learning by doing, Step 4: Local wisdom creation based on the ideas of young generations, and Step 5: Publicising the learned local wisdom achievements could boost the relationship between the two age groups, with a higher mean in the post-process. More outstanding communication between the two age groups was the key to better understanding between new generations and the elderly.
Recommended Improvements for Online Learning Platforms Based on Users&apos; Experience in the Sultanate of Oman
Author: Alkubaisi, Ghaith Abdulsattar A. Jabbar
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Videoconferencing,Barriers,Electronic Learning,College Faculty,College Students,COVID-19,Pandemics,Teacher Attitudes,Student Attitudes,Public Colleges,Private Colleges,Internet

The COVID-19 pandemic has seen an increasing use of video conferencing software as e-learning platforms. Students and faculty members face many challenges in using these platforms as part of the teaching and learning process, including technical problems. This paper reviews these challenges and offers solutions to improve the experience. A descriptive-analytical approach was used, with the researchers collecting data from the literature and from questionnaires distributed to 32 faculty members and to 104 students of higher education institutions in the Sultanate of Oman. This paper suggests improvements to enhance the experience of e-learning platforms, from the user perspective in the higher Education Institutions-Sultanate of Oman.
A Value Co-Creation Perspective on Faculty Staffing
Author: Pavlov, Oleg V.
Date: 2022-00-00
Type: Journal Articles
Subjects: Temporary Employment,Nontenured Faculty,Undergraduate Study,Foreign Countries,Differentiated Staffs,Employment Practices,Business Administration Education

Colleges and universities increasingly employ temporary instructors. Researchers in higher education have voiced strong concerns about this trend because of its impact on educational outcomes, operations of academic institutions, and the composition of academic workforce. To enhance our understanding of this employment practice, this article makes three contributions to the research on the growing non-tenured employment in academia. First, we advance the theory by arguing that the &quot;value co-creation framework,&quot; also referred to as &quot;service science,&quot; is an appropriate theoretical lens for studying higher education, including faculty employment. Second, we use this framework to analyze operations of a selective undergraduate program in Finland that has been functioning for over 30 years without permanent teaching faculty. Housed at a premier business school, the program relies on an expansive international network of instructors who travel to teach on short-term contracts. Third, we demonstrate that the staffing model used by this Finnish program is distinct from other forms of temporary academic employment, and therefore we label it &quot;a networked faculty staffing model.&quot; To the best of our knowledge, this is the first time the &quot;value co-creation framework&quot; is used as a theoretical lens to study employment in higher education. Moreover, this is the first time &quot;a networked faculty staffing model&quot; is explicitly identified and described. Besides researchers, this article might be of interest to the diverse international audience who are involved in management and policy setting in higher education.
Interactive Augmented Reality Technology via Blended Instruction Lesson on Cloud
Author: Soutthaboualy, Thongkhane
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Simulation,Blended Learning,Educational Technology,Undergraduate Students,Foreign Countries,Student Satisfaction,Internet,Technological Literacy,Interaction

The study aims to study the processes of the interactive augmented reality technology via blended instruction lesson on cloud, to design the interactive augmented reality technology via blended instruction lesson on cloud, to develop the interactive augmented reality technology via blended instruction lesson on cloud and to study the results of the development of interactive augmented reality technology via blended instruction lesson on cloud. The study's sample was selected using purposive sampling, i.e., 5 people from various higher education institutions and 30 people from undergraduate students in the first year of social sciences division in Pakse Teacher Training College, Lao PDR. The results showed the following: 1) the results of the quality assessment of developed blended instruction lesson on cloud had an overall very high level (mean = 4.51, SD = 0.57); 2) the results of the developed blended instruction lesson on cloud summarised that the results of the post-test achieved a score higher than the pre-test, which is statistically significant at 0.01; 3) the results of the assessment of the digital literacy of students after studying had a good level (mean = 40.73, SD = 2.18); and 4) the results of the student satisfaction to study with the developed blended instruction lesson on cloud were found to have a high level of satisfaction (mean = 4.31, SD = 0.55).
The Influence of Error Learning Orientation on Intrinsic Motivation for Visual Programming in STEM Education
Author: Schmid, Rahel
Date: 2022-00-00
Type: Journal Articles
Subjects: Error Patterns,Student Motivation,Programming,Visual Aids,STEM Education,Secondary School Students,Self Efficacy,Foreign Countries,Psychological Patterns,Learning Strategies

Secondary school students often lack the necessary motivation to program visually. The present study aims to analyse the effects of error learning orientation on students' intrinsic motivation for visual programming. According to the control-value theory of Pekrun (2006), we posit that the influence of error learning orientation on intrinsic motivation is mediated by self-efficacy for visual programming as well as by error-related achievement emotions. A sample of 269 Swiss secondary school students (grades 7 to 9), who were beginners in visual programming, filled out a questionnaire as part of a course on visual programming. A structural equation model was established to illustrate the expected relationships between students' attitudes and their impacts. As expected, the results point to the need of paying more attention to errors in STEM education and indicate that students' error learning orientation had a low but significant effect on their intrinsic motivation for visual programming. The findings confirmed the effects of error learning orientation on intrinsic motivation for visual programming, which are mediated by self-efficacy but not by error related achievement emotions in the context of coding activities.
Are Technology and Engineering Educator Programs Really Declining? Reexamining the Status and Characteristics of Programs in the United States
Author: Love, Tyler S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Education,Engineering Education,Teacher Education Programs,Vocational Education,Industrial Arts,Educational Trends,Program Descriptions,Teacher Supply and Demand,Teacher Shortage,Undergraduate Study,Certification,Educational Quality,Enrollment Trends,Graduate Study,Academic Degrees,In Person Learning,Online Courses,Blended Learning

Decades of research have reported declining trends in undergraduate industrial arts, industrial technology education, technology education, and technology and engineering (T&amp;E) teacher preparation programs (TPPs) (Love et al., 2016; Moye, 2017; Scott &amp; Buffer, 1995; Volk, 1993, 1997, 2000, 2019). Numerous reasons have been cited for this declining trajectory, such as steep costs associated with program materials and equipment, not replacing faculty upon retirement, political action by education departments, lucrative competing industry employment options, negative perceptions of teaching as a career, and other outside factors (Volk, 2000, 2019). However, there are several certification, degree, and coursework pathways preparing T&amp;E educators beyond traditional undergraduate TPPs. Past studies have not accounted for these other preparation pathways and programs. Therefore, this study used content analyses and descriptive statistics to identify active programs offering certification coursework or degrees related to T&amp;E education in the United States (U.S.). Additionally, this study examined various characteristics of those programs. The findings revealed more T&amp;E educator-related undergraduate and graduate programs than reported in previous studies, and there was an increase in the number of bachelor's degrees conferred. The study also found a noticeable difference among program characteristics in areas such as title and focus. This study provides implications for higher education institutions, state departments of education, teacher educators, and researchers to reevaluate the supply of T&amp;E teachers in the U.S. while also reflecting on the focus and characteristics of T&amp;E educator programs.
Model of Development of Learning Activities to Promote Mental Health among the Older Adults at Senior Citizens School
Author: Rupavijetra, Phetcharee
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mental Health,Older Adults,Freehand Drawing,Painting (Visual Arts),Learning Activities,Self Esteem,Psychological Patterns,Satisfaction,Lifelong Learning,Art Activities

This research aimed to develop learning activities in drawing and painting to promote mental health among older adults and to study the results and the satisfaction of the older adults towards learning activities in drawing and painting. The qualitative and quantitative research methods were conducted. The samples consisted of 200 older people, who were members of the senior citizens school in the community, as well as 12 school administrators and related staff who were involved with the activities designed. Quantitative data were analyzed using frequency and percentage, and qualitative data were analyzed by using content analysis. The findings revealed that the process of designing learning activities included three main activities: 1) preparing before learning through hand massage; 2) drawing by using exercise sheets and 3) painting or coloring on designed sheets. The observation results showed most of the older adults showed confidence in drawing and painting, and most of them had fun during drawing and painting activities. The older adults were satisfied with the overall program at the highest level (97%). The experience of learning from the activities indicated that they were happy with the designed learning activities. The outcomes of the designed learning activities support the older adults in terms of potential, value awareness, and self-efficacy.
Exploring the Usability of Virtual Robotics Programming Curriculum for Robotics Programming Teaching
Author: Kiliç, Servet
Date: 2022-00-00
Type: Journal Articles
Subjects: Usability,Robotics,Virtual Classrooms,Programming,Preservice Teachers,Computer Science Education,Experiential Learning,Science Activities,Curriculum Design,Science Curriculum,Distance Education,COVID-19,Pandemics,Foreign Countries

This study aims to explore the usability of the virtual robotics programming curriculum (VRP-C) for robotics programming teaching. Pre-service computer science (CS) teachers were trained for robotics programming teaching by using VRP-C in a scientific education activity. After training, views of the participants were revealed by using a scale and an evaluation form consisting of open-ended questions. Results show that VRP-C is compatible with the curriculum for robotics programming teaching in schools, and pre-service CS teachers tend to use VRP-C in their courses. They think that VRP-C will be beneficial for robotics programming teaching in terms of content, functionality, and cost. Compatibility, visual design, feedback, time management, fiction, gamification, and cost are the characteristics that increase the usability of VRP-C. VRP-C can be used as an online tool for robotics programming training due to the necessity of transition to distance education because of the COVID-19 pandemic.
Course Quality Improvement in Design Education
Author: Mentzer, Nathan
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Quality,Educational Improvement,Design,Student Motivation,Student Attitudes,Teaching Methods,Technology Education,Engineering Education,Educational Experience,Course Evaluation,Educational Change,Scores,Research Universities,Active Learning,Teacher Evaluation,College Faculty,Undergraduate Students

Teaching design in technology and engineering education is one of the key &quot;Standards for Technological and Engineering Literacy&quot; (International Technology and Engineering Educators Association, 2021). Still, it can be challenging to provide a high-quality educational experience aligned with the standards required in introductory technology and engineering courses. Even after thorough preparation and delivering valuable content to students, students may feel the course was of low quality because it was required or not interesting. Our study investigated how improving the design thinking in technology courses based on the Expectancy Value Theory of motivation can impact students' perceived course quality, as evidenced by course and instructor ratings. This study included nearly 1000 students in 25 sections. Quantitative analysis was completed using a t-test to measure differences in end-of-course evaluation scores for each section, and qualitative analysis of student evaluation responses was done through thematic analysis method. Our study showed that after making changes to a course based on Expectancy Value Theory, students' ratings of both the course and instructor increased significantly. Expectancy Value Theory focuses the instructors' course improvement efforts on three aspects which were manageable and resulted in significant improvement.
The Influence of Piaget in the Field of Learning Science
Author: Zhang, Jianing
Date: 2022-00-00
Type: Journal Articles
Subjects: Piagetian Theory,Developmental Stages,Learning Theories,Sociocultural Patterns,Computer Use,Constructivism (Learning),Comparative Analysis,Child Development,Concept Formation,Criticism,Groups

As the most influential figure in the field of learning science, Piaget's research on children's concepts and consciousness, his concept of 'Piagetian education', his contribution to constructivism have been greatly adopted in education. However, the weaknesses of his work have been criticised by many scholars. This paper illustrates how Piaget's work has challenged traditional educational approach regarded as instructionism and the differences between Piaget's and Vygotsky's theories. This paper also discusses and compares the theories proposed by a number of other researchers based on Piaget's constructivism, including Papert's constructionism and his theory of children's use of computers; Lave's situated learning, and Wells' theory of group learning.
The Development of a Scientific Creativity Test in Science for High School Students of Northeastern Princess Chulabhorn Science High Schools
Author: Saenna, Watcharaporn
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,High School Students,Creativity,Secondary School Science,Benchmarking,Test Reliability,Test Validity,Science Tests,Thinking Skills,Test Items,Difficulty Level,Problem Solving

The purposes of the research were to: (1) create a scientific creativity measure for high school students; (2) examine the quality of the science creativity scale of the created test; (3) establish a benchmark for scientific creativity scores for high school students; and (4) study a scientific creativity level of students in the senior high school of the three Northeastern Princess Chulabhorn Science High schools. Data were collected in three phases. The first test was implemented with a sample of 96 students to determine the appropriate time to complete a scientific creativity measurement. The second stage, the test was used with a sample of 96 students to find out the Index of difficulty (P), Discrimination(r), and Reliability of the whole scientific creativity scale. For the last phase of the study, a sample of 360 students was tested to create the norms of the science creativity scale for high school students and to study their scientific creativity. The results of this research were as follows: 1) the scientific creativity test for high school students consists of 8 questions. The measurement covers 3 areas: originality, flexible thinking, and scientific imagination. The optimal measurement time is at 7 minutes. It was found that the created test had the Index of Congruence (IOC) ranging from 0.60 - 0.82; 2) the Index difficulty (P) was from 0.387 to 0.677, the discrimination (r) was from 0.208 to 0.448, and the confidence (a) of the conceptual aspects: originality, flexibility, and scientific imagination were 0.747, 0.704, and 0.786 respectively; 3) the normalized T-score of scientific creativity for upper secondary school students had 5 levels of creativity: very high, high, moderate, low, and very low; 4) the study of scientific creativity level of students in the upper secondary level of 360 students from three Northeastern Princess Chulabhorn Science High Schools indicated that the students' scientific creativity was at a low, moderate, high, very low and very high level (30.56, 29.45, 26.94, 8.61 and 4.44 percentage respectively).