ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Project-Based Learning Successes and Challenges of Mathematics Preservice Teachers in a Teacher Residency Program: Learning by Doing
Author: Lee, Jean Sangmin
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Preservice Teachers,Preservice Teacher Education,Experiential Learning,Secondary School Teachers,Curriculum Development,Curriculum Implementation,Active Learning,Student Projects,Teaching Experience,Student Attitudes

This phenomenological study describes how secondary mathematics preservice teachers (PSTs) in a teacher residency program designed and implemented project-based learning (PBL) units. The Six A's, a framework used to evaluate the rigor and relevance of PBL units, helped capture the research question: What are the successes and challenges PSTs experience as they implement PBL units for the first time? This qualitative study illustrates how PSTs engaged students in relevant learning, wrestled with sustaining the rigor, and included the community to be partners in the projects. Findings indicate that high-quality implementation of PBL instruction requires involving the community, facilitating mathematical learning, and transforming the learning environment. PSTs recognized that a PBL approach requires a shift from traditional teaching practices and reconceptualizing both what it means for teachers to teach mathematics and for students to learn mathematics. This study contributes to the scarce body of knowledge on how teacher residency programs can utilize PBL as an instructional model to prepare PSTs for PBL environments.
The Risks and Threats of Digital Educational Technologies and Products
Author: Sorokoumova, Elena A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Risk,Addictive Behavior,Adolescents,Secondary School Students,Time Management,Prevention,Internet,Handheld Devices,Physical Health,Mental Health,Interpersonal Competence

Modern research is paying much attention to the issue of digital addiction of students in recent times since it can lead students to pay less attention to their academics. This article intends to discuss the possible threats and risks of the formation of digital dependence among teenagers from the use of gadgets. As a research method, the questionnaire method was used. The participants consisted of 13 specialists and 508 teenagers aged 11 to 14, studying in the 5th-8th grades of secondary schools. From the study, digital education increased the time spent of digital devices and technology. The authors also found that when students are learning with digital devices, they waste time on non-educational contents. The authors of the article propose psychological and pedagogical measures aimed at preventing digital addiction of students.
Understanding the Emotional Intelligence Discourse on Social Media: Insights from the Analysis of Twitter
Author: Shankar, Shardul
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Social Media,Discourse Analysis,Psychological Patterns,Content Analysis,Network Analysis

Social networks have created an information diffusion corpus that provides users with an environment where they can express their views, form a community, and discuss topics of similar or dissimilar interests. Even though there has been an increasingly rising demand for conducting an emotional analysis of the users on social media platforms, the field of emotional intelligence (EI) has been rather slow in exploiting the enormous potential that social media can play in the research and practice of the framework. This study, thus, tried to examine the role that the microblogging platform Twitter plays in enhancing the understanding of the EI community by building on the Twitter Analytics framework of Natural Language Processing to further develop the insights of EI research and practice. An analysis was conducted on 53,361 tweets extracted using the hashtag emotional intelligence through descriptive analytics (DA), content analytics (CA), and network analytics (NA). The findings indicated that emotional intelligence tweets are used mostly by speakers, psychologists (or other medical professionals), and business organizations, among others. They use it for information dissemination, communication with stakeholders, and hiring. These tweets carry strong positive sentiments and sparse connectedness. The findings present insights into the use of social media for understanding emotional intelligence.
Using Problem-Based Tasks to Promote Higher-Order Thinking Skills for TESOL MA Students in Vietnam
Author: Tâm, Nguy?n Th? Minh
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Thinking Skills,English (Second Language),Second Language Learning,Graduate Students,Foreign Countries,Action Research,Linguistics,Student Motivation,Learning Activities,Critical Thinking,Problem Solving,Intervention

This paper denotes the findings from an action research project, which applied problem-based learning (PBL) in linguistics courses in an MA TESOL program in Vietnam. The project aimed to study the extent to which the use of problem-based tasks in semantic courses could promote students' employment of higher-order thinking skills in their learning. It was found that the PBL approach was specifically appropriate in promoting higher-order thinking skills for students with passive learning habits in such Confucian heritage cultures as Vietnam. With well-designed problem-based tasks and adequate tutoring, students learned how to use higher-order thinking skills to facilitate their learning; how to stay more focused on the completion process of problem-based tasks; and how to be motivated to engage in learning activities. In addition, some students were encouraged to follow the same PBL approach in their own teaching practice. Problem-based tasks which took place at a fixed time during class seemed to cause students to lose interest. In addition, a lack of adequate job experience might also have limited the effectiveness and overall success of the problem-based tasks.
Using Extension as a Vehicle to Reduce Elementary Student Food Waste
Author: Koetz, Rebecca
Date: 2021-00-00
Type: Journal Articles
Subjects: Extension Education,Elementary School Students,Food,Sustainable Development,Environmental Education,Program Development,Program Evaluation,Program Implementation,Grade 5,Student Attitudes

Extension can play a key role in providing food waste education nation-wide. This study is the first to evaluate the effects of environmentally focused lesson plans on elementary student knowledge and perceptions regarding food waste. Herein we provide suggestions on concepts to teach students for the greatest impact on food waste reduction. We also provide avenues to incorporate food waste education into existing Extension programming. We hope the study can inspire and inform further food waste program development, assessment, and implementation through Extension.
Project Risk Assessment of Higher Education Online Learning Project during the COVID-19 Crisis
Author: Catyanadika, Putra Endi
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,COVID-19,Pandemics,Online Courses,School Closing,Higher Education,College Faculty,Teacher Attitudes,Risk,Access to Computers,Internet,Barriers,Foreign Countries,College Students,Teaching Conditions

This research aims to identify and assess the project risks of online teaching in Indonesian higher education institutions during the COVID-19 crisis. Two analyses have been conducted using the project risk management approach. First, a triangulation analysis based on interviews with 35 online teaching stakeholders was implemented in order to construct a risk breakdown structure to identify major registered risks. Second, a risk assessment calculating the severity score of each registered risk was conducted using an online survey with 125 online teaching participants. The results of these analyses concluded that there were 11 registered risks, with the highest risk exposure in the technological area. In terms of risk criticality, inadequate Internet connection and an inconducive learning environment were selected as the most critical risks with the highest severity scores. These results imply the importance of focussing on the technological risk mitigation and strategy policies to prepare for future online learning projects after the COVID-19 crisis in Indonesia.
Transporting Problem-Based Learning to the Gulf Cooperation Council Countries (GCC): Using Cultural Scripts to Analyze Cultural Complexities
Author: Romanowski, Michael H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Educational Change,Cultural Context,Program Implementation,Educational Practices,Student Centered Learning,Critical Thinking,Reflection,Foreign Countries,Fidelity,Arabs

The globalization of education has increased large-scale education reforms worldwide. Over the past 15 years, Gulf Cooperation Council Countries (GCC) have invested significant resources in reforming their education systems. This has led to extensive borrowing of pedagogical approaches to initiate and implement educational change. This article evokes several cultural learning scripts to identify the challenges that arise when pedagogical approaches are adopted and implemented. Specifically, problem-based learning (PBL) is examined against the backdrop of these cultural scripts to examine the cultural complexities of PBL in a GCC context. Discussion is provided that addresses several fundamental concerns that should be considered in order to reduce the cultural challenges and improve the implementation of PBL in GCC contexts. trends towards collaborative tools, while also describing opportunities and challenges with digital literacy. Finally, teachers described strategic approaches to assessment in light of the ill-structured problems posed by PBL. Implications for practice and theory are discussed.
Synchronous Collaborative Writing Instruction in a University EFL Context: Challenges and Solutions
Author: Chanwaiwit, Panachanok
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Teaching Methods,Synchronous Communication,Educational Technology,Online Courses,Writing Instruction,Collaborative Writing,College Faculty,Teacher Competencies,Technological Literacy,Teaching Skills,Foreign Countries,Self Efficacy

This study explored EFL instructors' perceptions and practices to identify challenges of teaching synchronous collaborative writing (SCW) and then proposed solutions to the problems. The instructor survey of practices in online English writing instruction was sent to 52 instructors from 15 regional universities in Thailand; 51 responded to the survey and, after selection, 24 participants were included. Data also included classroom observations and interviews. The participants felt unprepared to teach SCW because of insufficient online pedagogical skills in engaging students in the classroom and a lack of technology skills in managing online classrooms, facilitating real-time collaborative writing and giving objective formative assessments. The findings suggest that EFL instructors improve their teaching quality regarding student engagement, goals, content, tools, classroom management strategies, instructor and student roles, SCW activities and assessment. These discoveries enable educators to develop contextualised guidelines for SCW practices and suggest initial preparation for EFL cyber education.
Teachers&apos; Views on the Level of Cultural Heritage Knowledge That Can Be Improved through Innovative Technologies
Author: Zhabykbayeva, Dinara
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Elementary School Students,Student Attitudes,Definitions,Concept Formation,Cultural Background,Heritage Education,Cultural Maintenance,Knowledge Level,Technology Integration,Electronic Learning,Foreign Countries

The purpose of this research is to determine primary school students' perceptions of cultural heritage and to evaluate student and teacher views on the level of cultural heritage knowledge that can be improved through innovative technologies. The research was carried out with 20 primary school students and 10 primary school teachers who were educated in the city of Almaty, Kazakhstan in the 2020-2021 academic year. The research was designed in the case study pattern, which is one of the qualitative research methods. The data collection tools of the research were developed by the researcher. Semistructured student interview form and semi-structured teacher interview form were used to collect data in the research. The analysis of the data was carried out using the content analysis method. The results of the research reveal that the students have a good grasp of some concepts related to the definition of cultural heritage and they partially know the tangible cultural heritage and intangible cultural heritage items. While the teachers did not find the cultural heritage education sufficient, they stated that an education through innovative technologies would increase the level of student knowledge and made suggestions regarding this. Research findings reveal the necessity of using innovative technologies in cultural heritage education and accordingly the need for new regulations in education programs.
How K-12 Teachers Adapt Problem-Based Learning
Author: Tawfik, Andrew A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,High School Teachers,Middle School Teachers,Experienced Teachers,Problem Based Learning,Curriculum Implementation,Reflective Teaching,Instructional Design,Attitude Change,Problem Solving,Cooperative Learning,Technology Integration,Technological Literacy

Teachers adapt their instructional strategies over time based on a variety of contextual constraints. In response to these challenges, teachers often have to make changes to their PBL approaches. While the literature has documented generally positive results of initial PBL implementations, less is known about the degree to which teachers adapt their usage of PBL over time. Some adaptations include a refined approach to teaching strategies, while others include significant diversions from the original PBL model. A better understanding of the changes teachers enact provides important insight as to fidelity and thus the expected learning outcomes of PBL. To address this gap, this research conducted semi-structured interviews with experienced K-12 educators who employed PBL over multiple years. In terms of preparing for PBL, themes that emerged from the interviews included more emphasis on reimagining the problem scope and design thinking. During classroom time, teachers described shifting perspectives in terms of the following: problem-solving skills over content knowledge, student control and teacher facilitation, and embracing failure. Relating to technology, teachers described more adoption trends towards collaborative tools, while also describing opportunities and challenges with digital literacy. Finally, teachers described strategic approaches to assessment in light of the ill-structured problems posed by PBL. Implications for practice and theory are discussed.
Policy Failures with Learner-Centered Pedagogy: Case Studies from the Zimbabwean Experiment on Project-Based Learning
Author: Chimbi, Godsend Tawanda
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Policy,Failure,Student Centered Learning,Active Learning,Student Projects,21st Century Skills,Thinking Skills,Problem Solving,Curriculum Implementation,Barriers,Secondary School Teachers,Teacher Attitudes,History Instruction,Foreign Countries

Globally, policy reform in education has recommended learner-centered pedagogy for more than a century, but its practical implementation remains an illusion in many classrooms. This study describes history teachers' experiences while experimenting on project-based learning (PjBL) in Zimbabwe's current curriculum reform initiative. Project-based learning has gained acceptance as an indispensable approach in developing learners' 21st century skills of creativity, critical thinking, research, and problem-solving. Using a qualitative multiple-case study, four history teachers were observed and interviewed while implementing PjBL at four secondary schools in Zimbabwe. Results indicate policy failures with learner-centered pedagogy. Where some participants and their students had made significant progress, others had done very little at the time the policy reformers withdrew the projects. Feasibility studies could have circumvented some of the pitfalls experienced while enacting PjBL.
The Active Role of Students, Teachers, and Stakeholders in Managing Economic and Cultural Value, Urban and Built Heritage
Author: Curto, Rocco
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Stakeholders,Student Role,Teacher Role,Architectural Education,Cultural Background,Sustainability,Urban Areas,Learning Experience,Problem Solving

Innovation in architecture education is increasingly oriented towards the analysis of real problems considered in their complexity and multi-dimensionality and the active involvement of the stakeholders. The aim of this paper is to highlight how the active role of stakeholders can improve the economic and cultural value of enhancement projects developed in architecture and planning schools, focusing on the potentialities of the problem-based learning (PBL) approach. A three-step educational procedure based on the PBL approach, applied at the atelier &quot;Heritage Preservation and Enhancement&quot; of the Politecnico di Torino, is presented. The results showed how a continuous interaction and dialogue with teachers and stakeholders can effectively support students in addressing real problems and in developing sustainable and feasible enhancement projects able to integrate heritage preservation and economic-financial issues.
Tracking the Evolution of the Knowledge Base on Problem-Based Learning: A Bibliometric Review, 1972-2019
Author: Hallinger, Philip
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Teaching Methods,Interdisciplinary Approach,Self Efficacy,Independent Study,Outcomes of Education,Bibliometrics,Research Reports,Educational Trends,Trend Analysis,Critical Thinking,Cooperative Learning,Cultural Context,Student Attitudes

The current review employed bibliometric review methods to analyze 14,130 Scopus-indexed documents on problem-based learning published from 1972 through the end of 2019. The goals of the review were to describe the landscape and analyze the evolution of topical foci of interdisciplinary research on PBL over the past five decades. The review identified the accumulation of a substantial interdisciplinary corpus of research on PBL that is significantly larger than the literature on other approaches to active learning. The growth trajectory of the literature on PBL started out &quot;low and flat&quot; during the 1970s and 1980s but steadily gained momentum in subsequent decades, with 58% of the PBL literature published between 2010 and 2019. PBL has achieved an impressive scope of global research over the past 45 years, with a significant number of studies published from emerging regions of the world, especially during the past decade. While a long-term body of research has accumulated on the learning outcomes of PBL, the research front has begun to shift towards the study of self-directed learning, student satisfaction, self-efficacy, critical thinking, and cooperation. Research and practice challenges identified in the review focus on establishing the scope of use and efficacy of PBL across different cultural contexts and more systematically summarizing and synthesizing the use of PBL outside of the health professions.
Fostering Performance in Hands-On Laboratory Work with the Use of Mobile Augmented Reality (AR) Glasses
Author: Södervik, Ilona
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Hands on Science,Telecommunications,Handheld Devices,Science Laboratories,Computer Simulation,Pharmaceutical Education,Program Effectiveness,Knowledge Level,College Students,Foreign Countries

The learning of laboratory skills is essential in science education, but students often get too little individual guidance in this area. Augmented reality (AR) technologies are a promising tool to tackle this challenge and promote students' high-level learning and performance in science laboratories. Thus, the purpose of this study was (1) to design an AR-assisted learning environment to support individual knowledge construction, (2) to investigate students' learning processes and learning outcomes and (3) to examine the usability of the system. Pharmacy students (n = 16) were assigned to experimental (n = 10) and control (n = 6) groups and performed the same laboratory work together with pre- and post-tests. The experimental group worked with AR glasses that provided additional support and timely guidance during the work with additional info-screens, questions related to choosing correct reagents and laboratory tools and think-aloud questions, whereas the control group worked in a traditional laboratory context. The results showed that AR was more effective in fostering performance in the science laboratory compared to traditional laboratory instruction and prevented most of the mistakes. The AR group considered the guidance and feedback provided by AR to be beneficial for their learning. However, no apparent differences were found in tasks measuring students' understanding of the content knowledge. Thus, an AR environment embedded with supportive tools could partly replace the teacher in science teaching laboratories by providing individual and timely guidance for the students.
Digital Competence of University Teachers of Social and Legal Sciences from a Gender Perspective
Author: Cored Bandrés, Sergio
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Technological Literacy,Teacher Competencies,Gender Differences,Technology Uses in Education,Educational Technology,Foreign Countries,Social Sciences,Self Efficacy,21st Century Skills,Teacher Attitudes,Instructional Effectiveness,Legal Education (Professions)

Higher Education institutions must respond to the major challenges posed by the technological transformations of recent years. For this, one of the key aspects is that the teachers working in them are trained to incorporate these technologies in teaching-learning processes, which requires them to be digitally competent. To analyse how gender relates to the level of competence of teachers, the types of ICT tools that they use, and their attitudes towards their implementation in teaching-learning processes, this quantitative research was carried out with the participation of 121 university teachers from the Autonomous Community of Aragon, all of them from the area of Social and Legal Sciences. The results show a differentiated profile between men and women in terms of their attitudes, beliefs, and self-perception regarding their management skills and effectiveness.