ethanporcaro/eric-fulltext-meta huggingface dataset:
SLOAN: Social Learning Optimization Analysis of Networks
Author: Lemay, David John
Date: 2022-11-00
Type: Journal Articles
Subjects: Socialization,Social Networks,Network Analysis,Computer Mediated Communication,Social Cognition,Information Theory,Educational Technology,MOOCs,Algorithms

Online discussion research has mainly been conducted using case methods. This article proposes a method for comparative analysis based on network metrics such as information entropy and global network efficiency as more holistic measures characterizing social learning group dynamics. We applied social learning optimization analysis of networks (SLOAN) to a data set consisting of Coursera courses from a range of disciplines. We examined the relationship of discussion forum uses and measures of network efficiency, characterized by the information flow through the network. Discussion forums vary greatly in size and in use. Courses with a greater prevalence of subject-related versus procedural talk differed significantly in seeking but not disseminating behaviors in massive open online course discussion forums. Subject-related talk was related to higher network efficiency and had higher seeking and disseminating scores overall. We discuss the value of SLOAN for social learning and argue for the experimental study of online discussion optimization using a discussion post recommendation system for maximizing social learning.
Technology Enabling the New Normal: How Students Respond to Classes
Author: Ullah, Muhammad Shariat
Date: 2022-11-00
Type: Journal Articles
Subjects: Technology Uses in Education,Electronic Learning,Online Courses,Undergraduate Students,Intention,Foreign Countries,Student Attitudes,Usability,COVID-19,Pandemics

This cross-sectional study investigates the online education intention of undergraduate students in the largest and oldest public university in Bangladesh during the COVID-19 pandemic. Under convenient sampling, 843 undergraduate students with rural and urban backgrounds participated in an online self-administered questionnaire. Partial least squares structural equation modelling (PLS-SEM) was employed to examine the hypothesized relationships. We found that students' online class intention is significantly influenced by their attitude towards online classes (AOC), perceived usefulness (PU), and facilitating conditions (FC). We further identified that external antecedents have significant indirect effects on the outcome variables. Our findings provide new insights and contribute to a learners' community on online classes during the COVID-19 pandemic. This study extends the technology acceptance model (TAM) and the theory of planned behavior (TPB) to depict the factors influencing undergraduate students' intention to attend online classes (IOC) during the COVID-19 pandemic.
Study of Happiness with Online Learning in COVID-19 among the Students at Suan Dusit University, Thailand
Author: Iamsen, Sittiporn
Date: 2022-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Electronic Learning,Technology Uses in Education,Distance Education,COVID-19,Pandemics,Foreign Countries,Undergraduate Students

This research examined happiness with online learning among 2,190 undergraduate students at Suan Dusit University (SDU), who studied online in the first semester of the 2021 academic year. The data were collected from online happiness assessment forms completed by the SDU students. Frequencies, percentages, means, and standard deviations were calculated, and t-tests and one-way ANOVA were performed to analyze the data. The results indicated that students' overall happiness with their online learning was at a moderate level. The students were also satisfied with their studies at a moderate level. They were also moderately proud of the university and were comfortable with online learning, especially regarding the instructors, online instruction, the instructional activities, and lesson content. Students of different genders all enjoyed learning with the online instructional system, as arranged by SDU, at the same level. However, students from different majors, different years, different faculties or schools, different learning campuses or centers, and with different average monthly allowances, enjoyed their online learning at SDU differently.
The Influence of Sense of Community and Satisfaction with E-Learning and Their Impact on Nursing Students&apos; Academic Achievement
Author: Innab, Adnan
Date: 2022-11-00
Type: Journal Articles
Subjects: Nursing Students,Electronic Learning,Distance Education,Sense of Community,Student Satisfaction,Academic Achievement,Cooperative Learning,Gender Differences,Educational Quality,Instructional Effectiveness,Educational Attainment,Foreign Countries,COVID-19,Pandemics

The COVID-19 pandemic has caused a sudden shift to distance learning. For many nursing students, distance learning is a new experience and an essential requirement if they hope to complete their programs. Two challenges that nursing students could face during e-learning are the lack of social presence and low satisfaction. This study aimed to assess students' sense of community and satisfaction during e-learning and determine their impacts on academic achievement. This cross-sectional descriptive study used convenience sampling to collect data via a student satisfaction survey and a classroom community scale. There was a positive and significant correlation between the sense of community, total satisfaction with elearning (p &lt; 0.001), and academic achievement (p &lt; 0.001). Academic achievement was positively and strongly correlated with satisfaction with teaching (p &lt; 0.001), assessment (p &lt; 0.001), generic skills and learning experiences (p &lt; 0.001), and total satisfaction with e-learning (p &lt; 0.001). Students who worked collaboratively with their classmates and were more engaged in their learning were more satisfied with elearning and had higher academic achievement (p &lt; 0.01). Female participants reported a strong sense of community and satisfaction with e-learning and greater academic achievement than males. Junior students perceived higher satisfaction scores and greater academic achievement (p &lt; 0.01) than senior students. The findings of this study suggest that failing to meet student expectations can lead to low levels of student involvement. Students' engagement and satisfaction are good indicators of the quality and effectiveness of online programs.
Using Low-Immersive Virtual Reality in Online Learning: Field Notes from Environmental Management Education
Author: Rawson, Rebecca
Date: 2022-11-00
Type: Journal Articles
Subjects: Computer Simulation,Technology Uses in Education,Electronic Learning,Environmental Education,Distance Education,Graduate Students,Computer Software,Student Attitudes

Recent research in the field of virtual reality (VR) education is dominated by the application, experience, and effectiveness of high-immersive environments. However, high-immersive VR may not be accessible to all learners, with online distance learning students in particular unable to fully engage without being supplied with appropriate accessories. These field notes shed light on the role of low-immersive VR as a desktop tool for online distance learning students, exploring student experience of using 360° virtual spaces to undertake a summative assessment. Primary data collection in the form of an anonymous online survey was employed to gather feedback from postgraduate environmental management students who used lowimmersive VR to undertake an environmental management system audit of a university campus. Quantitative results were analysed using descriptive statistics and qualitative responses using thematic analysis. Findings indicated that with guidance from the academic teaching staff and practice using the software, the majority of students felt both prepared and happy to undertake a summative assessment using VR spaces. Skills development and an appreciation of the effectiveness of the assessment approach were also highlighted as positive outcomes reinforcing findings from literature on the value of VR to improve learning outcomes particularly with practical tasks. Limitations of the assessment content and software were however noted by students, but both could be resolved with adaptations to the tool. It is hoped this research will be valuable to online education providers to demonstrate the value of using low-immersive VR within their programmes.
Parental Involvement in Nonformal Distance Education: Experiences from Lebanon
Author: Giacomazzi, Mauro
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Participation,Distance Education,Foreign Countries,COVID-19,Pandemics,Early Childhood Education,Reading,Mathematics,Parent Role,Caregiver Role,Internet,Access to Computers

The pandemic has abruptly compelled education systems to change and adapt to a new situation. Across different communities and contexts, the sudden and unplanned transition to distance learning induced by the pandemic has generated many challenges, but has simultaneously offered several opportunities. One of its most widely appreciated effects is the increased involvement of families in the school system. This study was conducted in a refugee community in Lebanon, addressing the needs of out-of-school Syrian children through a distance learning programme for early childhood education and basic literacy and numeracy. Through a phenomenological design, this study investigates the parents' or caregivers' role and the challenges they faced in facilitating the process of distance learning during the pandemic period. A total of 68 parents and caregivers participated in 07 focus group discussions. According to the findings, distance learning can be significantly hampered by the lack of a stable internet connection and a minimum level of digital devices. At the same time, the effectiveness of the process can be greatly affected by the caregivers' logistic and pedagogical readiness to support their children while they were enrolled in a distance learning programme. External support from schools or civil society organisations can improve the caregivers' readiness and positively affect the children's learning outcomes.
Context-Based Biology Motivations of Secondary School Students
Author: Karakaya, Ferhat
Date: 2022-00-00
Type: Journal Articles
Subjects: Biology,Student Motivation,Secondary School Students,Foreign Countries,Gender Differences,Age Differences,Institutional Characteristics,Student Experience

This study aimed to examine the motivation of secondary school students toward context-based biology in terms of variables. Motivations were examined in terms of gender, grade level, school type, project experience, and biology laboratory experience. The research was planned according to the 'Survey design.' The sample consisted of 545 students studying at different grade levels (9th, 10th, 11th, and 12th grades) of secondary education institutions in Turkey. The study data were collected through the 'Context-Based Biology Motivation Scale (CBBMS)' developed by Gül (2019). The measurement tool consists of 34 items in a five-point Likert type, and a total of three sub-factors: association and effect, participation and competence, and enjoyment and satisfaction. Cronbach's alpha reliability coefficient was determined ([alpha]= 0.943) for the entire measurement tool. For the sub-factors, it was [alpha] = 0.898 for association and effect, [alpha] = 0.914 for participation and competence, [alpha] = 0.846 and for enjoyment and satisfaction. For independent groups, the t-test, one-way analysis of variance (ANOVA), and Tukey test were used in the data analysis. According to the research results, secondary school students' motivations toward context-based biology differed significantly according to gender, school type, biology laboratory experience, and grade level. On the contrary, motivations did not differ significantly according to their project experiences. The data obtained from the research will contribute to the literature in determining the factors affecting the motivation of secondary school students toward context-based biology.
Improving Home Literacy Skills of Parents during the COVID-19 Pandemic
Author: Canbulat, Tuncay
Date: 2022-00-00
Type: Journal Articles
Subjects: Literacy,Parents,Reading Skills,COVID-19,Pandemics,Child Development,Family Environment,Parent Participation,Preschool Children,Elementary School Students,Parent Attitudes,Foreign Countries

The first years of human life are critical in all developmental areas. In these years, shared family experiences, social interaction, and safe, responsive, and nurturing environments provided to a child constitute the determining factor in their future life. The home environment is considered to be a place where the foundations of language and literacy skills are stimulated for many children. The COVID-19 pandemic, which affected the whole world, has caused non-formal education to be carried out remotely and via digital tools to an unprecedented extent. This situation has necessitated parents to be more aware of the possibilities of the home environment and its impact on children and to better understand the importance of taking responsibility. However, very few scholars in this pandemic situation have pointed out how language and literacy opportunities can be offered in the home environment, which is the first place of education for children. Therefore, this study aims to increase parents' home literacy skills and attitudes in order to develop opportunities and resources for children's participation in literacyrelated interactions. Over a semester, 11 preschool and 12 first-year elementary school parents participated in this action research from Buca district of Izmir province in Turkey. Before implementing the action plans, parental attitudes towards home literacy competencies were assessed using a semi-structured survey prepared by the researchers. After the action plan, the parents' developmental status and attitudes towards home literacy were again evaluated with a semi-structured survey, and all data were analyzed using descriptive, percentage, frequency, and Cramer V analysis methods. According to the results, the action plan steps had a positive impact on raising awareness of the home literacy environment, building language and literacy activities, and supporting extension skills in essential language development (listening/watching, speaking, reading, and writing).
Supporting Young Children&apos;s Mathematical Development: The Role of Parents
Author: Kyeremeh, Patrick
Date: 2022-00-00
Type: Journal Articles
Subjects: Young Children,Mathematics,Child Development,Foreign Countries,Curriculum Design,Mathematics Achievement,COVID-19,Pandemics,Junior High School Students,Parent Participation

Undeniably, parents remain one of the most important resources needed in children's mathematical development since children begin education from home. The part parents play in their children's math education are a largely untapped resource for improving the quality of mathematics education among Ghanaian children. In order to maximise this resource, there is the need for basic research on the nature of involvement of parents in their children's mathematical growth. In view of this, we employed case study design to explore ways by which parents involve themselves in their children's mathematical development and how these can be harnessed to improve students' mathematics achievement in Tano North Municipality. This study was guided by the Epstein's overlapping spheres of influence theory. A sample of 10 comprising 5 students and 5 parents was considered for the study. We employed a semi-structured interview to gather the required data which were analysed using inductive content analysis. Among the findings, it was revealed that some of the ways by which parents can help in the development of children's mathematical development is provision of learning resources and activity at home, helping with mathematics homework, encourage good study habits, monitor their school attendance, organize remedial classes, parents' participation in school activities, and teaching appropriate behaviour for academic success. Based on the findings of the study, we recommend the Tano North Municipal Directorate of Ghana Education Service to collaborate with headteachers at the basic schools to create family engagement programmes that highlight parents' role in the children's mathematics development and future success.
Teachers&apos; Opinions on Peer Relations between Students with Special Needs in Primary Education
Author: Evlat, Amber
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Relationship,Teacher Attitudes,Special Needs Students,Elementary School Students,Special Education,Foreign Countries,Cognitive Development

Determining the factors affecting peer relations among students who need special education at the primary education level; peer relations have an important place in determining the problem situations encountered and in solving these problems. Therefore, this study aimed to determine the opinions of teachers about peer relations of students with special needs. For this purpose, the research was designed according to the qualitative research method. The research &quot;content analysis model,&quot; one of the qualitative research methods, was used as a research model. The study group of the research consisted of 17 teachers working in two special education schools at the primary education level in Famagusta district of the Northern Cyprus. Teachers' opinions were collected from semi-structured interview techniques. According to teachers' opinions, the main problems encountered in peer relations among students are the problem of adaptation to school and aggressive behaviors. It has been concluded that the peer relationships of students with special education needs are essential for their cognitive development, adaptation to school, and development of learning skills.
Special Education School Administrators&apos; Experiences Regarding Distance and Hybrid Education
Author: Yazçayir, Gülcihan
Date: 2022-00-00
Type: Journal Articles
Subjects: Special Education,School Administration,Distance Education,Blended Learning,COVID-19,Pandemics,Foreign Countries,Synchronous Communication

This study aims to investigate the experiences of administrators working at special education schools about distance and hybrid education during the coronavirus (COVID-19). Employing the phenomenology design, this study was conducted with participants determined through criterion sampling, one of the purposive sampling methods. The participants consist of 15 school administrators working in special education schools in Turkey. Data have been collected through semi-structured interviews, one of the qualitative data collection techniques. The results have indicated that coordination in special education schools is achieved through face-to-face communication among school administrators whilst it is established via digital platforms between teachers and students. It has also been determined that special education school administrators, teachers, and parents have various needs such as technological tools and internet support during the COVID-19 process. In addition, the results have revealed that the COVID-19 process has some benefits for school administrators such as affordability, experience in crisis management, opportunities to get to know the parents closely and to organize parent training programs, and effective participation of parents in their children's education. The study has concluded that distance education practices are not efficient in special education.
Crochet: Engaging Secondary School Girls in Art for STEAM&apos;s Sake
Author: York, Portia
Date: 2022-00-00
Type: Journal Articles
Subjects: Art Education,STEM Education,Females,Sense of Community,Creativity,Well Being,Secondary School Students,Student Attitudes,Handicrafts,Art Activities,Constructivism (Learning),Summer Programs

Recent STEAM programs have made accomplishments in recruiting K-12 girl students to participate in STEAM activities. Educational researchers have called for studies of how STEM programs engage girls. However, little research has embedded STEM education with girl education such as their emotional needs, identity, and self-expression. This study examined how crochet that was embedded in a STEM summer camp impacted their sense of belonging (SoBL), creativity, well-being, and STEAM learning. For this qualitative study, surveys were conducted with 37 student participants and Discord was used as part of the data sources. Findings indicated that crocheting enhanced students' SoBL, creativity, and well-being, as well as STEM learning. This study contributes to the STEM learning program design for girls in secondary schools with two closely related theories: Constructivist learning environment theory and SoBL theory. This study added new knowledge to the research of crochet in girl education and STEM program design.
Enhancing Grade 10 Physical Sciences Teachers&apos; Self-Directedness in Implementing Blended Problem-Based Learning
Author: Sebatana, Motlhale Judicial
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 10,Physical Sciences,Science Teachers,Blended Learning,Problem Based Learning,Foreign Countries,Educational Technology,Faculty Development,Independent Study,Secondary School Teachers,Teacher Attitudes,Computer Simulation,Technology Uses in Education

The concept of self-directedness is a missing link in South African science classrooms, and as a result, science teachers are often not self-directed in employing innovative teaching and learning strategies such as blended problem-based learning (BPBL) that might enhance self-directed learning. The literature is replete with studies showing that science teachers in the United States, Indonesia, and South Africa, to name a few, lack the necessary technological skills to utilize simulations in the teaching and learning of physical sciences. This intervention-based explanatory mixed methods study was conducted in one of the nine education provinces of South Africa. Quantitative data were generated using a self-directed learning instrument (SDLI), the Physics Education Technology interactive simulations questionnaire, and a PBL questionnaire. Forty participants were sampled using both cluster and systematic random sampling techniques. Qualitative data were generated through a BPBL scenario, a reflective portfolio, and semi-structured interviews with two purposively selected participants. The quantitative data were analyzed using descriptive and parametric statistics. The reflective portfolio was analyzed using performance standards scoring rubric adopted from Smith et al. (2001). The BPBL Scenario Evaluation Schedule and interviews were analyzed using Saldaña's (2013) code-to-theory analytical model. It was concluded that there was a significant difference in participants' perceptions of PBL, self-directedness, and interactive simulations after attending a teacher professional development intervention (TPDI) and implementing BPBL. The findings show that the utilization of interactive simulations and PBL in physical sciences classrooms was unknown to teachers -- suggesting that teachers were not self-directed in implementing BPBL. This study presents a model for designing BPBL activities and an evaluation schedule for assessing those activities for self-directedness in educational practices.