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2. Slate or Paper? The Slow Transformation of the School in Mexico, 1880-1920
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María Eugenia Chaoul
- Abstract
The transition to the use of paper in public elementary schools in Mexico was not easy. At the end of the nineteenth century, the use of slates had been questioned due to the health risk they represented since students often erased their writing with saliva and the material with which the slates were made did not always meet the necessary specifications. On the other hand, paper, from a hygienic, pedagogical and aesthetic point of view, was considered a superior material compared to the hardness of the slate, the shine of the surface and the lack of precision obtained in the tracing of the letters. Derived from this approach, the possibility of changing materials in official schools was seriously envisioned. However, the paper represented a very high cost. Only two paper mills could supply the schools and it was necessary to lower the price, and guarantee the supply by enhancing the distribution system. This article analyses the beginning of the conversion process of a technology for learning to write such as the slate for paper. I analyse the expense that it meant for the authorities and families, how the change was the result of a multiplicity of social, cultural, economic and political relations that intersected to give a new configuration of time, noise and established values in the classroom.
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- 2024
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3. Research-Based Teaching: Analyzing Science Teachers' Process of Understanding and Using Academic Papers to Teach Scientific Creativity
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Park, Jongwon, Yoon, Hye-Gyoung, and Lee, Insun
- Abstract
Postulating that academic papers can positively impact the actual teaching practices of science teachers, this study analysed the process of understanding and utilising academic papers by science teachers to teach scientific creativity in their schools. The 45--hour graduate course of three science teachers was explored to identify the difficulties teachers encountered in trying to understand academic papers and to discover how to solve these difficulties. Second, which aspects should be considered when developing teaching materials for scientific creativity to be used in schools were analysed. A transformation model of an academic paper was proposed to understand this process, and the results were organised accordingly. According to this model, it was emphasized to translate academic papers from a general and abstract state to a local and concrete state. Therefore, the role of science educators as knowledge translators was discussed for more practical and effective use of academic papers in school. This study is expected to contribute to research-based teaching by linking academic research with teaching practice.
- Published
- 2023
4. The Examination of Online and Paper-Pencil Test Scores of Students Engaged in Online Learning
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Necati Taskin and Kerem Erzurumlu
- Abstract
In this study, online test scores and paper-pencil test scores of students studying through online learning were examined. Causal-comparative research was used to determine the distribution of students' test scores and to examine the relationship between them. The participants of the research are freshman students studying in 12 faculties and 8 colleges of a state university in Türkiye. The distribution of students' test scores is depicted by means, standard deviation, percentage, and graphs. The correlation coefficient was examined to find and interpret the amount of relationship between the test scores of the students. According to the findings, it was seen that the online test scores of the students were higher than the paper-pencil test scores. At the same time, it was observed that the passing of the course rates in online test exams was higher than in the paper-pencil test exams. It was observed that the relationship between the paper-pencil test scores of the students and the online test scores was lower than the relationship between the paper-pencil test scores and the paper-pencil test scores. There is an inconsistency between students' paper-pencil test scores and online test scores. The rise in students' online test scores to un-proctored online exams as the reason for the inconsistency. Moving online exams to proctored exam environments, using computerized adaptive testing, or including online activities in the assessment may reduce this inconsistency.
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- 2023
5. Child Labor Activities and Schooling Decisions in Rural Côte D'ivoire. Working Paper
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University of Pennsylvania, Consortium for Policy Research in Education (CPRE), Samuel Kembou, Sharon Wolf, Kaja Jasinska, and Amy Ogan
- Abstract
We leverage data on 1,857 families in 140 rural cocoa-growing communities of Côte d'Ivoire to report on child work activities and schooling decisions. We distinguish between unpaid domestic labor and unpaid agricultural child labor activities reported by children in 2021 during the COVID-19 pandemic. We find that more than 80% of children participate in at least one household work activity and more than 50% in at least one agricultural work activity, with differences between boys and girls. Older boys performed more unpaid agricultural work activities, and girls performed more domestic work activities. Thirty-five percent of children were engaged in unpaid agricultural child labor, a rate similar to a national estimate of child labor in cocoa-growing communities of Côte d'Ivoire in 2018/19. Agricultural child labor and schooling are predicted by a child's age and gender, household factors such as parental age, family size, multidimensional poverty, and community factors, especially community-level child labor rates. Social protection and education programs targeting older boys could improve their schooling outcomes and reduce agricultural child labor. Likewise, addressing acute poverty with multifaceted programs reducing consumption-based poverty, poor parental education, and improving community infrastructures could reduce child labor.
- Published
- 2023
6. Challenges Facing Jordanian Undergraduates in Writing Graduation Research Paper
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Altikriti, Sahar
- Abstract
Writing a research paper as a graduation requisite by university students is an important part of university education. It is not a simple task for most university students who face several problems during writing the graduation project. Several kinds of research have been conducted onrecognising the challenges and problems that face students in academic writing, but to the researcher's best knowledge, no study has been conducted on the problems faced in writing a graduate research paper by Jordanian undergraduate students of the English Language and Literature major. Therefore, the present study aimed to investigate the academic writing challenges and difficulties encountered in writing graduation papers by EFL undergraduate students in the Department of English at Alzaytoonah University of Jordan (ZUJ). The data for the study was collected through distributing a questionnaire of three parameters: attitude about writing a research paper, methodology challenges, and background knowledge about research. The questionnaire is based on identifying the causes of the students' challenges in writing their graduation papers. The respondents were 45 undergraduate students of the English Language and Literature. The findings revealed that the most important problems were lack of an academic prerequisite of teaching the techniques of how to write a research paper, lack of knowledge of research paper writing process, lack of resources, lack of the methodology, etc. Thus, for these reasons, the present study attempts to present suggestions and recommendations to overcome such hurdles faced by graduate students in writing their graduation research papers.
- Published
- 2022
7. CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)
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Research-publishing.net (France), Zoghlami, Naouel, Brudermann, Cédric, Sarré, Cedric, Grosbois, Muriel, Bradley, Linda, Thouësny, Sylvie, Zoghlami, Naouel, Brudermann, Cédric, Sarré, Cedric, Grosbois, Muriel, Bradley, Linda, Thouësny, Sylvie, and Research-publishing.net (France)
- Abstract
The 2021 EUROCALL conference engaged just under 250 speakers from 40 different countries. Cnam Paris and Sorbonne Université joined forces to host and organise the event despite the challenging context due to the COVID-19 pandemic. Originally programmed to be held on site in the heart of Paris, France, the EUROCALL organising team and executive committee agreed to opt for a blended and then for a fully online conference. The theme of the 2021 EUROCALL conference was "CALL & Professionalisation". This volume, a selection of 54 short papers by some of the EUROCALL 2021 presenters, offers a combination of research studies as well as practical examples fairly representative of the theme of the conference. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
- Published
- 2021
8. Building the Future by Looking to the Past: The Evolution of Research Strands in Influential CALL Papers
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Choubsaz, Yazdan, Jalilifar, Alireza, and Boulton, Alex
- Abstract
To trace the evolution of research strands in published Computer Assisted Language Learning (CALL) papers over time, a corpus of 426 highly-cited papers in four major CALL journals ("ReCALL," "CALL," "LL&T," and "CALICO Journal") was compiled and coded using NVivo 12. All identified aspects of technology-mediated language learning and teaching were collected to produce a comprehensive list of 690 recurring research strands and then, by adopting a constant comparison method, were merged to form 119 unique research strands. The top 10 alone represent almost half of all research strands: Computer-Mediated Communication (CMC), writing, vocabulary, feedback, evaluation, learning environment, telecollaboration, design, speaking, and grammar. This paper provides the rationale for the study along with the methodology for data collection and analysis, with a particular focus on the dominant and intermediary strands to inform future CALL publications. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]
- Published
- 2022
9. Are Online and Paper Tests Comparable? Evidence from Statewide K-12 Tests
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Ben Backes and James Cowan
- Abstract
We investigate two research questions using a recent statewide transition from paper to computer-based testing: first, the extent to which test mode effects found in prior studies can be eliminated in large-scale administration; and second, the degree to which online and paper assessments offer different information about underlying student ability. In contrast to the first test transition in Massachusetts, we find very small mode effects for a more recent transition, which may be attributable to an additional step matching on observable characteristics in the equating process. Second, we investigate the predictive evidence of validity for paper and online tests for predictions of future test scores and grades. We generally find minimal differences for the extent to which scores on paper tests can differentially predict future online versus paper test scores. Finally, online and paper test scores are similarly predictive of future grade point average. We conclude that the online test penalty can vary substantially by test and that extreme care should be taken when administering online tests to some students and paper tests to others.
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- 2024
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10. Emotion, Cognitive Load and Learning Achievement of Students Using E-Textbooks with/without Emotional Design and Paper Textbooks
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Chi-Cheng Chang and Tseng-Chuan Chen
- Abstract
This study aims to explore how e-textbooks with emotional design affect students' emotion, cognitive load and learning achievement. There were 147 freshman students in total: the experimental group I, II and control group consisted of 49, 47 and 51 students, using e-textbooks with emotional design, without emotional design and traditional paper textbooks. The results reveal the following: Students' emotion after using e-textbooks with emotional design is more positive than those using e-textbooks without emotional design and paper textbooks. Students' cognitive load after using e-textbooks with emotional design is significantly lower than those using etextbooks without emotional design. Students' learning achievement after using two types of e-textbooks is better than after using paper textbooks. Comparing all types of textbooks altogether, emotion has a significantly positive correlation with learning achievement, and both emotion and learnng achievement are significantly and negatively correlated with cognitive load. For the three types of textbooks, the relationship between emotion and learning achievement all becomes not significantly correlated. For two types of e-textbooks, cognitive load and learning achievement become not significantly correlated, disturbed by the digitalization of textbooks. Instructors are suggested to firstly adopt e-textbooks with emotional design, those without emotional design secondly, and paper textbooks rank last.
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- 2024
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11. Quality Education through Writing: Aligning Learning Objectives in Learning Materials and Question Papers Using Bloom's Taxonomy
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Mrunal Chavda, Harsh Patel, and Hetav Bhatt
- Abstract
Purpose: This study aims to examine the effectiveness of the Central Board of Secondary Education (CBSE)-based English textbooks and question papers in developing second-language higher-order thinking skills (HOTS). Design/methodology/approach: Descriptive analysis establishes a causal relationship between learning objectives and second language (L2) writing proficiency. Content analysis is used to compare and analyze tabulated data for textbooks and question papers for the English language by the National Council of Educational Research and Training (NCERT) and CBSE. This method categorizes the materials and their assessments under HOTS and lower-order thinking skills to ascertain the relationship between learning objectives and L2 writing proficiency. Findings: The study highlights teaching material and assessment shortcomings and their alignment with learning outcomes to enhance students' writing skills. It underscores the need for HOTS-focused materials, discussing their impact on writing skills. The study also explores how textbook-question paper mismatch hampers Bloom's taxonomy-based cognitive skills. Practical implications: This research illuminates the efficacy of teaching and learning English as a second language (ESL) writing skills to improve the quality of education, which has real-world implications. The study highlights flaws in the educational system in India and suggests curricular and pedagogical changes. Originality/value: The research examines NCERT and CBSE ESL textbooks and question papers to align teaching and assessment methods. The results aim to improve education through ESL writers' HOTS.
- Published
- 2024
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12. Add-On Digital Cartoon Video versus Paper Based Counselling for Medication Adherence in Hypertensive Patients Followed at a Referral Hospital in Yaoundé (Cameroon): A Randomized Control Trial (e-Adherence Study)
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Rudy Arnaud Nana, Serge Clotaire Billong, Jérôme Boombhi, Francky Teddy Endomba, Hilaire Djantio, and Alain Menanga
- Abstract
Treatment adherence is one of the milestones in the care of hypertensive patients, with new information and communication technologies as potential educational tools. This study aimed to evaluate the add-on effect of a digital cartoon educative video on the therapeutic observance of patients followed up in the General Hospital Yaoundé compared to standard of care. We conducted a randomized simple blind clinical trial at the cardiology unit of the Yaoundé General Hospital over a 6-month period from 1st March to 30th August 2022. We enrolled 110 patients and randomized them in blocs of 4 creating two groups of 57 and 53, respectively, without (group 1) and with (group 2) intervention. Preintervention treatment adherence was assessed using the Morisky Medication Adherence Scale (MMAS). In the standard group (G1), we provided standard paper-based clinical counselling, including oral advice, and in the intervention group (G2), we did the same and added a digital cartoon video containing exactly the same message as images and audio. The primary outcome was medication adherence after three months. The mean age was 56.65 ± 10.98 years in group 1 (paper) and 56.42 ± 10.46 years in group 2 (paper + video), without any significant difference. The two groups were similar regarding the proportion of females (36.8% in G1 and 49.3% in G2) and educational levels. According to the Morisky medication adherence scale, before the intervention, the proportions of patients with good, medium and low treatment adherence in groups 1 and 2 were 7%, 25.6%, 67.4%, and 5.1%, 43.6%, 51.3%, respectively, without any significant difference. After interventions, the proportion of patients presenting a good observance moved from 7 to 11% in group 1 (paper) and 5.1 to 20% in group 2 (paper + video). The intragroup variation in treatment adherence in the intervention group (before-after) tended to be significant, with a p-value = 0.0572, while this p-value was 0.712 in the standard group. Our results provide insight into how digital cartoon videos can help to have an add-on effect on the treatment adherence of hypertensive patients, with clinical significance.
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- 2024
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13. Improvement of the Quality of Question Papers for Online Examinations toward Simultaneous Enhancement of Students' Learning
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Srikanth Allamsetty, M. V. S. S. Chandra, Neelima Madugula, and Byamakesh Nayak
- Abstract
The present study is related to the problem associated with student assessment with online examinations at higher educational institutes (HEIs). With the current COVID-19 outbreak, the majority of educational institutes are conducting online examinations to assess their students, where there would always be a chance that the students go for malpractice. It is difficult to set a question paper for any technical course with great novelty. Under these circumstances, safeguarding academic integrity has become a challenge for HEIs. This study is aimed at improving the quality of questions for online exams to increase the accountability of HEIs by proper evaluation of their students. A detailed procedure with suggestions for setting the questions for technical courses, in the format of assertion and reason, matching, multiple select types, etc., has been discussed with adequate examples. It deals with a strategy for ensuring that all the students are held to the standards that are reflected in their grades. The proposed evaluation method has been implemented on a test batch and presented the results along with a comparison with that of traditional question papers. It is witnessed that there is a simultaneous enhancement of students' learning as an additional benefit of implementing the proposed learning-oriented assessment method.
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- 2024
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14. Flipped Classroom with Gamified Technology and Paper-Based Method for Teaching Vocabulary
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Damar Isti Pratiwi, Sri Wuli Fitriati, Issy Yuliasri, and Budi Waluyo
- Abstract
While gamified technology integration in vocabulary instruction within a flipped classroom has yielded beneficial teaching outcomes, specific studies have raised concerns about potential adverse effects linked to this approach. As a result, conducting a comparative analysis between gamified technology and conventional paper-based methods within the flipped classroom framework has become essential. This analysis aims to foster the development of a targeted teaching approach that adeptly addresses the unique needs of students. This study employed a sequential explanatory research design to examine the effectiveness of flipped classroom with gamified technology and paper-based method in teaching vocabulary to students with different proficiency levels. Quantitative data was gathered from a pretest and a posttest, whilst qualitative data was collected through teachers' guided reflection. Using Academic Word List (300 target words), control groups employed a paper-based, while experimental groups applied gamified technology ("Quizlet," "Kahoot!," "Quizizz," "Socrative," and "Google Form"), which lasted 10 weeks. The participants were 144 non-English major students who took a general English course in the 2nd semester of 2023. Quantitative data analysis ran in SPSS 25 using "Paired Sample t-Test" and "One-way ANOVA." The qualitative data were analyzed using thematic progression. The results showed that gamified technology did not affect students' learning outcomes, while the paper-based method resulted conversely. It revealed that the paper-based method is more effective than gamified technology for students in general, with low proficiency and high-proficiency level. Further, teachers' beliefs admitted distinctive issues that gamified technology was more effective for high-proficiency learners, whereas paper-based was more effective for low-proficiency learners. The difference analysis of quantitative and qualitative data sheds light on discussing threats while implementing gamified technology and possible solutions.
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- 2024
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15. 'If We Can Do It, Anyone Can!': Evaluating a Virtual 'Paper Chase' Collaborative Writing Model for Rapid Research Dissemination
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Alicia A Dahl, Jessamyn Bowling, Lisa M Krinner, Candace S Brown, George Shaw, Janaka B Lewis, Trudy Moore-Harrison, Sandra M Clinton, and Scott R Gartlan
- Abstract
The Paper Chase model is a synchronous collaborative approach to manuscript development. Through a structured and team-based design, authors participate in a "marathon" of writing, editing, revising, and submitting their publications within a specified period. This active-learning approach is considered a high-impact practice by engaging students in research dissemination through a collaborative project. This study sought to evaluate the feasibility and acceptability of a virtual Paper Chase exercise. We conducted the Paper Chase with six teams led by multidisciplinary faculty (with 24 undergraduate students and four graduate students). All participants were given pre-and post-surveys, with both open- and closed-ended questions. Results indicated that the process increased cooperative and problem-solving components of group work attitudes, increased participants' confidence in writing skills, increased understanding of research processes and that participants appreciated putting their skills immediately into practice. Participants identified strengths as well as opportunities for improvement in online modules and facilitation. The process was effective in that half of the manuscripts were submitted to peer-reviewed outlets within 90 days of the event. The positive evidence for learning in the virtual Paper Chase model supports future applications and may strengthen the involvement of students in research dissemination. Additional research may expand upon the findings by assessing group work dynamics, quality of final products, and conducting the process in a hybrid model.
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- 2024
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16. The Defining Characteristics of Ethics Papers on Social Media Research: A Systematic Review of the Literature
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Md. Sayeed Al-Zaman, Ayushi Khemka, Andy Zhang, and Geoffrey Rockwell
- Abstract
The growing significance of social media in research demands new ethical standards and practices. Although a substantial body of literature on social media ethics exists, studies on the ethics of conducting research using social media are scarce. The emergence of new evidence sources, like social media, requires innovative methods and renewed consideration of research ethics. Therefore, we pose the following question: What are the defining characteristics of ethics papers on social media research? Following a modified version of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, we analyzed 34 publications based on ten variables: author gender, publication year, region, academic discipline, type, design, methodology, social media platform in focus, positionality statement, and ethical issues. Our findings suggest contemporary social media research ethics primarily reflects the ethical ideals of the Global North, with limited representation from the Global South. Women authors have published more papers than men authors. Previous studies have prioritized ethical concerns such as privacy, informed consent, and anonymity while overlooking researchers' risks and the ethics of social media sites. We particularly emphasized the lack of researchers' positionality statements in research. Our findings will pave the way to understanding social media ethics better, especially with the rapid growth of social media research in global scholarship.
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- 2024
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17. Are Online and Paper Tests Comparable? Evidence from Statewide K-12 Tests
- Author
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Ben Backes and James Cowan
- Abstract
We investigate two research questions using a recent statewide transition from paper to computer-based testing: first, the extent to which test mode effects found in prior studies can be eliminated; and second, the degree to which online and paper assessments offer different information about underlying student ability. We first find very small mode effects for a more recent transition in Massachusetts. Second, we investigate the predictive evidence of validity for paper and online tests for predictions of future test scores and grades. We generally find minimal differences for the extent to which scores on paper tests can differentially predict future online versus paper test scores. Finally, online and paper test scores are similarly predictive of future grade point average. We conclude that the online test penalty can vary substantially by test and that extreme care should be taken when administering online tests to some students and paper tests to others.
- Published
- 2024
- Full Text
- View/download PDF
18. Indigenous Pedagogies: Land, Water, and Kinship. Occasional Paper Series 49
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Bank Street College of Education, Boldt, Gail, Boldt, Gail, and Bank Street College of Education
- Abstract
Issue #49 of the Bank Street Occasional Paper Series, "Indigenous Pedagogies: Land, Water and Kinship," brings together Indigenous educators and researchers to demonstrate how Indigenous teaching and learning takes form across contexts. Indigenous knowledge systems, values, and ways of being are understood and enacted within socio-ecological systems grounded in reciprocal kin relations. This means that for Indigenous peoples, teaching, learning, living, and being in relation with human and more-than-human beings is central to their knowledge systems. The authors worry that forwarding Indigenous pedagogies for educators broadly could result in a romanticization or appropriation of indigeneity, but hope that it will contribute broadly to sustainable and just futures.
- Published
- 2023
19. A multi-dimensional analysis of usage counts, Mendeley readership, and citations for journal and conference papers
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Tian, Wencan, Fang, Zhichao, Wang, Xianwen, and Costas, Rodrigo
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Computer Science - Digital Libraries - Abstract
This study analyzed 16,799 journal papers and 98,773 conference papers published by IEEE Xplore in 2016 to investigate the relationships among usage counts, Mendeley readership, and citations through descriptive, regression, and mediation analyses. Differences in the relationship among these metrics between journal and conference papers are also studied. Results showed that there is no significant difference between journal and conference papers in the distribution patterns and accumulation rates of the three metrics. However, the correlation coefficients of the interrelationships between the three metrics were lower in conference papers compared to journal papers. Secondly, funding, international collaboration, and open access are positively associated with all three metrics, except for the case of funding on the usage metrics of conference papers. Furthermore, early Mendeley readership is a better predictor of citations than early usage counts and performs better for journal papers. Finally, we reveal that early Mendeley readership partially mediates between early usage counts and citation counts in the journal and conference papers. The main difference is that conference papers rely more on the direct effect of early usage counts on citations. This study contributes to expanding the existing knowledge on the relationships among usage counts, Mendeley readership, and citations in journal and conference papers, providing new insights into the relationship between the three metrics through mediation analysis., Comment: 23 pages, 7 figures
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- 2024
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20. Reliability of Computer-Based CBMs versus Paper/Pencil Administration for Fact and Complex Operations in Mathematics
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VanDerHeyden, Amanda M., Codding, Robin, and Solomon, Benjamin G.
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Computer-based curriculum-based measurement (CBM) is a relatively common practice, but surprisingly few studies have examined the reliability of computer-based CBM. This study sought to examine the reliability of CBM administered via paper/pencil versus the computer. Twenty-one of 25 students in two third-grade classes (N = 21) participated in two generalizability studies. The primary facet of interest, format of assessment, was examined for two measures, a fact operation (fact family measure) and a more complex operation (multidigit addition). Researchers administered four alternate forms of each measure under both computer and paper/pencil conditions. Results indicated ideal reliability of measurement within all conditions and results were consistent across assessment formats for the fact operation. However, assessment format explained a large proportion of variance for the more complex skill (multidigit addition). Results indicate a need to consider the reliability of transitioning assessment from paper/pencil to computer-based response on a measure-by-measure basis.
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- 2023
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21. Literary Reading on Paper and Screens: Associations between Reading Habits and Preferences and Experiencing Meaningfulness
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Frank Hakemulder and Anne Mangen
- Abstract
The increasing use of digital technologies has implications for reading. Online and on-screen reading often consist of engaging with multiple, short, multimedia snippets of information, whereas longform reading is in decline. Meta-analyses have identified a screen inferiority when reading informational texts, but not narrative texts. The mode effect is explained by reference to the Shallowing Hypothesis, postulating that increased screen reading leads to a propensity to skim and scan rather than carefully read, since digital reading material is typically composed of short, decontextualized snippets of multimedia content rather than long, linear, texts. Experiments have found support for the Shallowing Hypothesis when reading expository/informational texts, but the impact of increased habituation to screens on, specifically, literary reading, is largely unknown. It is plausible that shallow modes of reading, prompted by increased screen use, may compromise one's capacity to engage deeply with literary texts and, in turn, negatively affect readers' motivation and inclination to engage in slower, more reflective, and more effortful reading. This article presents the results from three experiments exploring associations between reading behavior, medium preferences, and the reading of a short literary text on paper versus screen. Although mixed, the results revealed an overall pattern for the role of medium: more frequent reading of short texts on screen predicted less inclination to muster the cognitive persistence required for reading a longer text, and engage in contemplation on the deeper and personally relevant meaning of the literary text. Educational implications of these findings are discussed.
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- 2024
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22. Training Executive Functions within the Mathematical Domain: A Pilot Study with an Integrated Digital-Paper Procedure in Primary Second-Grade
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Costanza Ruffini, Camilla Chini, Giulia Lombardi, Silvia Della Rocca, Annarita Monaco, Sara Campana, and Chiara Pecini
- Abstract
Interventions targeting cognitive control processes, such as Executive Functions (EF) have recently been experimented to enhance early math skills. This pilot study explored the feasibility and effectiveness of an intervention integrating EF activities into the mathematical domain among second-grade students. One hundred and four typically-developing-children were assigned to either a group that underwent the intervention (Trained Group; n = 58) or a group that continued with daily didactic activities (Control Group; n = 46). The training lasted for 8 weeks and included both home-based digital and school-based paper activities. According to teachers' feedback, the intervention was highly appreciated by children and compatible with classical school curricula. The Trained Group improved in behavioral self-regulation, math abilities and problem-solving in comparison to the Control Group. Notably, within the Trained Group, benefits of the training were higher in children with high working memory. This training offers a model to support math learning in primary school, considering inter-individual differences in EF.
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- 2024
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23. Single-Paper Meta-Analyses of the Effects of Spaced Retrieval Practice in Nine Introductory STEM Courses: Is the Glass Half Full or Half Empty?
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Campbell R. Bego, Keith B. Lyle, Patricia A. S. Ralston, Jason C. Immekus, Raymond J. Chastain, Lora D. Haynes, Lenore K. Hoyt, Rachel M. Pigg, Shira D. Rabin, Matthew W. Scobee, and Thomas L. Starr
- Abstract
Background: Undergraduate STEM instructors want to help students learn and retain knowledge for their future courses and careers. One promising evidence-based technique that is thought to increase long-term memory is spaced retrieval practice, or repeated testing over time. The beneficial effect of spacing has repeatedly been demonstrated in the laboratory as well as in undergraduate mathematics courses, but its generalizability across diverse STEM courses is unknown. We investigated the effect of spaced retrieval practice in nine introductory STEM courses. Retrieval practice opportunities were embedded in bi-weekly quizzes, either massed on a single quiz or spaced over multiple quizzes. Student performance on practice opportunities and a criterial test at the end of each course were examined as a function of massed or spaced practice. We also conducted a single-paper meta-analysis on criterial test scores to assess the generalizability of the effectiveness of spaced retrieval practice across introductory STEM courses. Results: Significant positive effects of spacing on the criterial test were found in only two courses (Calculus I for Engineers and Chemistry for Health Professionals), although small positive effect sizes were observed in two other courses (General Chemistry and Diversity of Life). Meta-analyses revealed a significant spacing effect when all courses were included, but not when calculus was excluded. The generalizability of the spacing effect across STEM courses therefore remains unclear. Conclusions: Although we could not clearly determine the generalizability of the benefits of spacing in STEM courses, our findings indicate that spaced retrieval practice could be a low-cost method of improving student performance in at least some STEM courses. More work is needed to determine when, how, and for whom spaced retrieval practice is most beneficial. The effect of spacing in classroom settings may depend on some design features such as the nature of retrieval practice activities (multiple-choice versus short answer) and/or feedback settings, as well as student actions (e.g., whether they look at feedback or study outside of practice opportunities). The evidence is promising, and further pragmatic research is encouraged.
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- 2024
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24. Palestinian EFL University Students' Problems with the Reading Sections of the TOEFL Internet-Based Test and the Revised TOEFL Paper-Delivered Test
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Hammad, Enas Abdullah
- Abstract
Despite Palestinian university students' problems with the Test of English as a Foreign Language Internet-based Test, no researchers approached this research area in the Palestinian English as a Foreign Language context. The present study attempted to answer a question focusing on Palestinian university students' problems with the reading sections of the Test of English as a Foreign Language Internet-based Test and the revised Test of English as a Foreign Language paper-delivered test. The participants were 65 fourth-year students studying English at Al-Aqsa University. The researcher employed four instruments: a test, a group semi-structured interview, and two individual semi-structured interviews. Results showed the students' problems with the reading sections of the two types of tests, such as the irrelevance of the topics of the tests to the students' content background knowledge, students' lack of exposure to lengthy passages, students' slow reading speed, and the students' lack of linguistic proficiency. Additionally, the study offered many recommendations for Educational Testing Service experts and Al-Aqsa university students and instructors.
- Published
- 2021
25. Is Artificial Intelligence Really the next Big Thing in Learning and Teaching in Higher Education? A Conceptual Paper
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O'Dea, Xianghan and O'Dea, Mike
- Abstract
Artificial Intelligence in higher education (AIED) is becoming a more important research area with increasing developments and application of AI within the wider society. However, as yet AI based tools have not been widely adopted in higher education. As a result there is a lack of sound evidence available on the pedagogical impact of AI for learning and teaching. This conceptual paper thus seeks to bridge the gap and addresses the following question: is artificial intelligence really the new big thing that will revolutionise learning and teaching in higher education? Adopting the technological pedagogical content knowledge (TPACK) framework and the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical foundations, we argue that Artificial Intelligence (AI) technologies, at least in their current state of development, do not afford any real new advances for pedagogy in higher education. This is mainly because there does not seem to be valid evidence as to how the use of AI technologies and applications has helped students improve learning, and/or helped tutors make effective pedagogical changes. In addition, the pedagogical affordances of AI have not yet been clearly defined. The challenges that the higher education sector is currently experiencing relating to AI adoption are discussed at three hierarchical levels, namely national, institutional and personal levels. The paper ends with recommendations with regard to accelerating AI use in universities. This includes developing dedicated AI adoption strategies at the institutional level, updating the existing technology infrastructure and upskilling academic tutors for AI.
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- 2023
26. Self-Regulatory Metacognitive Skill Use in Elementary Students During Computer and Paper Reading Assignments: A Qualitative Study
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Katerina Sergi, Anastasia Elder, Tianlan Wei, Kristin Javorsky, and Jianzhong Xu
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Self-regulated learning (SRL) and metacognitive processes are important in education because they contribute to effective learning and improved academic performance. Metacognitive SRL may be facilitated by the implementation of computer technology. This qualitative study examined the presence and use of metacognitive SLR processes among elementary school students as they completed computer- and paper-based reading assignments. Students in two after-school programs were recruited from a public school district in a southeastern region of the United States (U.S.). The participants consisted of 52 elementary students in Grades 2-5. Students participated in two, counterbalanced, conditions that involved computer- and a paper-based reading assignments. Observations and semi-structured interviews were conducted. The results indicated that students were more likely to apply metacognitive SRL skills when reading on paper than reading on a computer. Overall, students showed signs of planning more in the paper than in the computer condition but student behaviors and responses differed between grades. Monitoring practices appeared in both the computer- and the paper-based reading assignment, with monitoring connected with background knowledge in Grades 2 and 3 but reading content in Grades 4 and 5. Control processes such as retrying and representing graphically were more common in the computer- than in the paper-based reading across all grades. Students used their score in a reading assignment as an evaluation tool to assess performance in the computer- and paper-based reading condition. These findings suggest that the utilization of prior information, integration of multimedia and verbal signals, and comfort level with the reading medium all influenced students' SRL decision-making.
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- 2023
27. Bringing an Equity-Centered Framework to Research: Transforming the Researcher, Research Content, and Practice of Research. Occasional Paper. RTI Press Publication OP-0085-2301
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RTI International, Nitya Venkateswaran, Jay Feldman, Stephanie Hawkins, Megan A. Lewis, Janelle Armstrong-Brown, Megan Comfort, Ashley Lowe, and Daniela Pineda
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Since the mainstream racial awakening to pervasive and entrenched structural racism, many organizations have made commitments and adopted practices to increase workplace diversity, inclusion, and equity and embed these commitments in their organizational missions. A question often arises about how these concepts apply to research. This paper discusses how organizations can build on their specific commitments to diversity, inclusion, and equity by applying these principles in the research enterprise. RTI International's framework for conducting equity-centered transformative research highlights how incorporating principles of diversity, inclusion, and equity requires a departure from mainstream practice because of historical and intentional exclusion of these principles. Drawing on methodologies of culturally responsive evaluation, research, and pedagogy; feminist, Indigenous, and critical methodologies; community-based participatory research; and theories of social transformation, liberation, and racial justice, this organizing framework illustrates what this departure requires and how research can serve liberation and social justice by transforming the researcher, the research content, and the day-to-day practice of conducting research. Centering the work of seminal scholars and practitioners of color in the field, this paper provides a holistic framework that incorporates various research approaches and paradigms intended to shift power to minoritized and marginalized communities to achieve social transformation through research.
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- 2023
28. Measuring Scientific Reasoning of Fourth Graders: Validation of the Science-K Inventory in Paper-Based and Computer-Based Testing Environments
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Márió Tibor Nagy and Erzsébet Korom
- Abstract
Nowadays, the assessment of student performance has become increasingly technology-based, a trend that can also be observed in the evaluation of scientific reasoning, with more and more of the formerly paper-based assessment tools moving into the digital space. The study aimed to examine the reliability and validity of the paper-based and computer-based forms of the Science-K Inventory, which assesses children's scientific reasoning in three aspects: experimentation, data interpretation, and understanding of the nature of science. The pilot study involved 84 fourth-grade Hungarian students, with 39 students taking the paper-based test and 45 students taking the computer-based test. Rasch measurements and reliability tests have indicated that both the paper-based and computer-based test versions are equally valid for assessing the scientific reasoning skills of fourth graders. Students achieved high test scores in both mediums, and there were no significant differences between boys' and girls' scientific reasoning in either test type. The novelty of this research was that the Science-K Inventory had not yet been tested in a computer-based format. The results demonstrate that the Science-K Inventory can be effectively utilized in digital testing to provide teachers with rapid and valuable information for fostering the development of their students' scientific reasoning.
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- 2023
29. Reaching Pythagorian Theorem by Folding Patty Paper
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Sevin Demirci and Emine Gaye Çontay
- Abstract
In this study, a paper folding activity task, which involved reaching the Pythagorean Theorem with a series of steps was designed. The aim of the task is to reach the Pythagorean Theorem with folding activities by deductive reasoning and logical inference. The study aimed to examine the effectiveness of the task and to share the patty paper folding task with the teachers. The activity was used with 20 ninth grade students studying in a public school. The patty paper folding activity task was carried out for a total of 6 lesson hours for three weeks. The students did not have difficulty while folding; they generally had difficulties in performing algebraic operations and expressing the concepts mathematically. The students participated in the activity willingly and the patty paper folding task helped students understand why the theorem is true and contributed to meaningful learning in terms of being a explanatory proof.
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- 2023
30. Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)
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Research-publishing.net (France), Arnbjörnsdóttir, Birna, Bédi, Branislav, Bradley, Linda, Friðriksdóttir, Kolbrún, Garðarsdóttir, Hólmfríður, Thouësny, Sylvie, Whelpton, Matthew James, Arnbjörnsdóttir, Birna, Bédi, Branislav, Bradley, Linda, Friðriksdóttir, Kolbrún, Garðarsdóttir, Hólmfríður, Thouësny, Sylvie, Whelpton, Matthew James, and Research-publishing.net (France)
- Abstract
The 2022 EUROCALL conference was held in Reykjavik on 17-19 August 2022 as a fully online event hosted by the Vigdís Finnbogadóttir Institute for Foreign Languages, the University of Iceland, and the Árni Magnússon Institute for Icelandic Studies. The conference theme was "Intelligent CALL, granular systems and learner data." This theme reflects the newest developments in the field of technology for language learning. Subfields such as natural language processing and machine learning not only enable smoother spoken and written communication between human learners and computers, but also offer ways in which language learning can be tailored to the needs of individual learners. By adding components of automatic speech recognition, text-to-speech systems, automatic feedback mechanisms, and tracking systems monitoring learners' progress and their use of tools, applications are becoming better targeted. All of this is used to optimise the learning experience of individual learners. This volume includes 66 short papers by some of the EUROCALL 2022 presenters and it offers a combination of research studies and theoretical papers reflecting the subthemes of the conference. The articles are ordered alphabetically. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
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- 2022
31. Reply to Comment by Schilling on their paper 'Optimal and fast confidence intervals for hypergeometric successes'
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Bartroff, Jay, Lorden, Gary, and Wang, Lijia
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Statistics - Methodology - Abstract
A response to a letter to the editor by Schilling regarding Bartroff, Lorden, and Wang ("Optimal and fast confidence intervals for hypergeometric successes" 2022, arXiv:2109.05624)
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- 2024
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32. Reading Comprehension on Handheld Devices versus on Paper: A Narrative Review and Meta-Analysis of the Medium Effect and Its Moderators
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Ladislao Salmerón, Lidia Altamura, Pablo Delgado, Anastasia Karagiorgi, and Cristina Vargas
- Abstract
As handheld devices, such as tablets, become a common tool in schools, a critical and urgent question for the research community is to assess their potential impact on educational outcomes. Previous meta-analytic research has evidenced the "screen inferiority effect": Readers tend to understand texts slightly worse when reading on-screen than when reading the same text in print. Most primary studies from those meta-analyses used computers as on-screen reading devices. Accordingly, the extent to which handheld devices, which provide a reading experience closer to books than computers, are affected by the screen inferiority effect remains an open question. To address this issue, we reviewed relevant literature regarding potential moderating factors for the screen inferiority effect through the lenses of the reading for understanding framework. We then performed two meta-analyses aimed at examining the differences in reading comprehension when reading on handheld devices, as compared to print. Results from the two multilevel random-effect meta-analyses, which included primary studies that used either between-participant (k = 38, g = -0.113) or within-participant (k = 21, g = -0.103) designs, consistently showed a significant small size effect favoring print text comprehension. Moderator analyses helped to partially clarify the results, indicating in some cases a higher screen inferiority effect for undergraduate students (as compared to primary and secondary school students) and for participants who were assessed individually (as opposed to in groups). We discuss the need to continue fostering print reading in schools while developing effective ways to incorporate handheld devices for reading purposes.
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- 2024
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33. Comparing Syntactic Complexity: Research Papers Written by Undergraduate Researchers and Published Research Papers
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Zeng, Xiaofang
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This study compared syntactic complexity between undergraduate students' research papers and published research papers. A 2 (Groups: experts, students) × 4 (Sections: introduction, methods, results, discussions) mixed factorial analysis of variance (ANOVA) was conducted on each of the following variables: T-unit length, clause density, the frequencies of adverbial clauses, relative clauses, and nominal clauses. The analyses showed there were longer T-units and fewer adverbial clauses in the published papers than in the student papers. Section effects were robust. Qualitative analyses were further conducted to reveal how the student research paper is different from the published papers syntactically. Implications for education were discussed.
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- 2023
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34. Effect of Homework on Academic Achievement: On-Line Compared to Traditional Pen and Paper
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Kirkham, Ross and Laing, Gregory K.
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This is a longitudinal study to investigate whether there is a correlation between the methods for completion of homework and the incentive levels with academic achievement. The method adopted in this study is the t-test statistical analysis to assess the relationship between the use of compulsory homework on achievement and the influence of intervening and moderating variables. The findings are as follows -- Cohort 1 which completed homework in the traditional pen and paper style (with a mean of 13.278) performed better than the Cohort 2 which completed homework online They also performed better than Cohort 2 which completed homework online (with a mean of 11.851). Cohort 3 that had no incentive and subsequently no compulsion to do the homework (with a mean of 11.851) performed better than Cohort 2 which completed homework online (with a mean of 9.658).
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- 2023
35. Learning with Treescapes in Environmentally Endangered Times. Occasional Paper Series 50
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Bank Street College of Education, Samyia Ambreen, Kate Pahl, Samyia Ambreen, Kate Pahl, and Bank Street College of Education
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Issue #50 of the Bank Street Occasional Paper Series, "Learning With Treescapes in Environmentally Endangered Times Learning with Treescapes in Environmentally Endangered Times," is intended to be hopeful. Articles in this issue contribute to the envisioning of new practices and to an architecture of knowledge to waymark a more sustainable route into the future. Trees are vital for the present and future health of the planet, its inhabitants, and ecosystems. They store carbon and breathe out oxygen. Their leaves filter dangerous pollutants. Their branches provide shade and a shelter for a myriad of other beings, allowing diverse species to thrive. They provide cooling, control erosion, and filter water. Articles in this issue include stories from teachers and their students about learning with trees, and descriptions of how engagements with trees can transform research and ways of thinking, feeling, and being. Across multiple pieces, authors reflect on how connecting with trees facilitates greater connection among humans and between humans and the more-than-human occupants of our planet.
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- 2023
36. Paper-Based vs. Digitalized Glossaries in Laboratory Scripts
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Jenna Koenen, Lars Mariot, and Rüdiger Tiemann
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In the future, learning will be essentially characterized by the ability to regulate the learning process and monitor success independently from a teacher. The technical possibilities offer better access to learning contents, precise and more individualized feedback, and learning phases adapted precisely to the needs of the learner in terms of scope and pace. In this study, we investigate an important aspect of the digitization of teaching/learning processes using the example of laboratory scripts for chemistry students at university. The focus is on looking up terms and concepts in preparation for the lab internships, firstly in a paper-based glossary and secondly in a digital glossary. During a two-day study, a total of 16 students prepared for experiments on two topics with completely identical materials. We then studied the influence of content knowledge, motivation, and cognitive load. While all students show significant learning achievements, there are no significant differences between the groups. Furthermore, results show that pure digitization of information has no effect, despite the theoretically assumed advantages.
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- 2023
37. Differentiated Instruction in Multigrade Preprimary Classrooms in Kenya. Occasional Paper. RTI Press Publication OP-0084-2212
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RTI International, Sitabkhan, Yasmin, Jukes, Matthew C. H., Dombrowski, Eileen, and Munialo, Indrah
- Abstract
There is little evidence of how differentiated instruction is being implemented, if at all, in low- and middle-income contexts, which often have unique challenges such as availability of resources and large class sizes. In this paper, we present the results of a qualitative study in eight multigrade preprimary classrooms in Kenya. We used classroom observations and teacher interviews to understand how teachers approached differentiation during language and mathematics lessons, including understanding why teachers were making the moves we observed. All teachers differentiated instruction to some extent in our findings, and we provide detailed descriptions of the ways that teachers adapted content to fit the needs of their students. We also provide recommendations, including how to support teachers in creating activities that are appropriate for different abilities of students in the same classrooms, and suggest next steps for research in this area.
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- 2022
38. Let's Just Work Together! Paper, Laptop, and Tablet as Equally Effective Tools for Groupwork in College
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Kara Sage, Kayden Stockdale, and Larissa Mauer
- Abstract
Students often recruit digital devices to complete their classroom activities. To determine best practices for the classroom, the present study explored the use of tablets relative to laptops and paper in the understudied context of brief, in-person, small group academic tasks. One-hundred twenty small groups of two to three undergraduate students were randomly assigned to one device (paper, laptop, or tablet) and one set-up (a single shared device or multiple individual devices) in a 3 × 2 between-subjects design. Data were collected in 2019-2021. Students completed one group task that culminated in a knowledge quiz and a second group task that culminated in writing their own quiz together. They then individually rated group members as well as reported their perceptions of satisfaction, effort, and difficulty. Open-ended questions further assessed their perceptions of technology and the three devices in question. Results showed equivalency in group outcomes and individual perceptions across devices and set-ups, with very few exceptions. Quantitative and qualitative data supported that students found advantages and drawbacks to each device and believed that all were effective tools in such a context. Educators must consider the affordances of different technologies when encouraging their use in the classroom but should be open to students using their device of choice for groupwork.
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- 2023
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39. 'I Felt a New Connection between My Fingers and Brain': A Thematic Analysis of Student Reflections on the Use of Pen and Paper during Lectures
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van der Velden, Maja
- Abstract
This paper presents an analysis of a hundred and one handwritten essays by master students in Informatics. The students reflected on their experiences of working with pen and paper for reading and writing as a mandatory assignment for the duration of a five-week intensive course. Taking an inductive approach, reflexive thematic analysis was used to identify patterns of meaning across the full dataset. The essays elicited insightful student reflections on learning, knowing, and being. One overarching theme, New connections, and four sub-theses were identified: Handwriting as note making, Being present for learning, Freedom to think, and Materiality of reading and writing. This study contributes to an improved understanding of the affordances of paper and laptops in the lecture room, based on a student-centred approach, and reflects on how student perspectives can be implemented during lectures.
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- 2023
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40. Faculty Members' Use of Artificial Intelligence to Grade Student Papers: A Case of Implications
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Kumar, Rahul
- Abstract
This paper presents the case of an adjunct university professor to illustrate the dilemma of using artificial intelligence (AI) technology to grade student papers. The hypothetical case discusses the benefits of using a commercial AI service to grade student papers--including discretion, convenience, pedagogical merits of consistent feedback for students, and advances made in the field that yield high-quality work--all of which are achieved quickly. Arguments against using AI to grade student papers involve cost, privacy, legality, and ethics. The paper discusses career implications for faculty members in both situations and concludes with implications for researchers within the discourse on academic integrity.
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- 2023
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41. Learning within Socio-Political Landscapes: (Re)Imagining Children's Geographies. Occasional Paper Series 48
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Bank Street College of Education, Boldt, Gail, Boldt, Gail, and Bank Street College of Education
- Abstract
This issue of the Bank Street "Occasional Paper Series" brings together educators and researchers to (re)imagine what it means to teach and learn within the immediacy of the here and now, an orientation crucial to confronting contemporary threats to children's lives, democracy, and the planet. The papers seek to extend and broaden Bank Street College founder Lucy Sprague Mitchell's original conceptualizations by centering the past and future alongside the immediacies of the now, elevating Black, Indigenous, and People of Color (BIPOC) perspectives in children's geographies and exploring potentialities of mapping in analog as well as emerging digital forms. The authors also aim to carry forward her commitments to listening to children with curiosity and care, rooted in a belief that young people know a lot about the world already and that they are fully capable of delving deep into complex processes and problems. As such, this collection situates young peoples' here and now within sociopolitical landscapes, the wider nested systems and structures that constitute and reconstitute land, place, and children's geographies. The authors in this special issue extend, critique, and reimagine what it means to center young people's worlds and ways of knowing to make sense of the here and now.
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- 2022
42. 'They Just Signed and Stamped Papers': Understanding the Erasmus Student Experiences
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Nada, Cosmin, Ploner, Josef, and Esteki, Laleh
- Abstract
Erasmus mobility has become an important feature of higher education in Europe and beyond, with the potential to generate significant changes at individual, institutional and systemic levels. More than three decades after the foundation of this successful program, evaluations reveal that, despite notable progress, several aspects of the Erasmus student experience can be further improved. Based on the lived experiences of Erasmus alumni, in this article, we explore recurrent challenges that emerge in educational mobility and how they could be better addressed. Three key dimensions are identified in the qualitative accounts of former Erasmus students and analyzed in light of previous research: mobility preparation, institutional support for integration, and recognition of study abroad.
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- 2023
43. Qualitative Data Coding and Analysis: A Systematic Review of the Papers Published in the 'Journal of Second Language Writing'
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Riazi, A. Mahdi, Ghanbar, Hessameddin, and Rezvani, Reza
- Abstract
A challenging step in any qualitative research project is data coding and analysis. If the data coding is done appropriately, it will lead the researchers to develop patterns or themes and to make final inferences about the research problem. As such, qualitative researchers are supposed to take systematically informed steps and procedures to perform qualitative data coding and analysis. However, this is not as easy as it might be thought, and even published articles might fall short of providing a thorough explanation of their methods and procedures, making it difficult for other researchers, especially early career researchers, to aim for replication of the study. This article presents a review of the methods and data coding and analysis procedures in the field of L2 writing as a case in point. We scrutinized and analyzed all 168 articles with a qualitative orientation published in the "Journal of Second Language Writing" (JSLW) over its lifecycle. We present the results and discuss some articles to illustrate how L2 writing researchers handled qualitative data coding and analysis and showcase problematic areas. The outcomes of the review and analysis, including the showcase articles, provide some tips and guidelines for prospective L2 writing researchers and other stakeholders more broadly.
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- 2023
44. The Preschool Entitlement: A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. Occasional Paper. RTI Press Publication Op-0082-2301
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RTI International, Jan van Ravens, Luis Crouch, Katherine Merseth King, Elisa A. Hartwig, and Carlos Aggio
- Abstract
Only three out of five children are enrolled in preschool globally, and only one out of five in low-income countries, yet the expansion of preschool education came to a near standstill in 2020. To restart it, we propose a policy instrument called the Preschool Entitlement. It entails the right of every child to 600 hours of quality government-funded preschool education per year (3 hours per day, 5 days per week, 40 weeks per year). Existing preschool institutions and other organizations with legal status (public, private, faith- or community-based) can offer the child development program after a process of rigorous accreditation to ensure quality, inclusion, and safety. In other respects, they will have the freedom to shape the program according to local circumstances and local preferences. This makes it possible to supplement the daily 3 hours with additional hours of childcare that can be financed by families, local government, employers, national associations, faith-based organizations, ministries of social affairs, or others. In this manner, the Preschool Entitlement reconciles local autonomy with governmental responsibility for quality, access, and equity. In low- and middle-income countries, government costs would range from about 0.15 to 0.4 percent of GDP, and the benefits are likely to be significant.
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- 2023
45. A Testing Load: Investigating Test Mode Effects on Test Score, Cognitive Load and Scratch Paper Use with Secondary School Students
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Pengelley, James, Whipp, Peter R., and Rovis-Hermann, Nina
- Abstract
The aim of the present study is to reconcile previous findings (a) that testing mode has no effect on test outcomes or cognitive load (Comput Hum Behav 77:1-10, 2017) and (b) that younger learners' working memory processes are more sensitive to computer-based test formats (J Psychoeduc Assess 37(3):382-394, 2019). We addressed key methodological limitations in past cognitive load research by employing a repeated measures design with 263, year 9 (aged 13-14) science students in Western Australia. Question difficulty (intrinsic cognitive load) and test mode (extraneous cognitive load) were manipulated to measure changes in test performance, cognitive load and scratch paper use on equivalent paper and computer-based versions of an Ohm's Law revision quiz. Hierarchical linear modelling indicated significantly higher paper-based test performance on difficult questions in addition to greater cognitive load and scratch paper use for all paper questions. Testing mode effects on test score, as well as both measures of cognitive load, were not significant when controlling for working memory capacity, although the testing mode*question difficulty interaction remained significant. Together, these results contradict previous findings that computer-based testing can be implemented without consequence for all learners. With the increased use of computer-based testing in national and international-level assessments, these findings warrant further research into the effect of different testing modes on school-aged students.
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- 2023
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46. Precursors of Reading Text Comprehension from Paper and Screen in First Graders: A Longitudinal Study
- Author
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Florit, Elena, De Carli, Pietro, Rodà, Antonio, Domenicale, Samantha, and Mason, Lucia
- Abstract
Research on text comprehension in relation to the reading medium (paper or screen) has mainly involved undergraduate or high school students. To advance current knowledge on the effects of reading medium, this longitudinal study focused on beginner readers, specifically, the role of precursors in first graders' comprehension of narrative and expository linear texts from reading on paper and computer screen. Working memory and inference skills as cognitive precursors and basic digital skills were measured at the end of preschool (T1); reading text comprehension and word reading, as a control variable, were measured at the end of the first grade (T2). Sixty-three children participated in total. The first graders read four texts, one narrative and one expository, on both paper and computer screen, in a counterbalanced order. Results showed no main effects of the reading medium or text genre, but the interactive effect of these variables was significant. At T2, the children had higher comprehension scores after reading narrative than descriptive texts from paper. In addition, reading from the screen was preferred at post-test, after all texts were presented. As precursors, working memory and inference skills predicted both printed and digital text comprehension. In contrast, basic digital skills predicted only digital text comprehension after controlling for medium, text genre, and word reading.
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- 2023
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47. The Need for a Diverse Environmental Justice Workforce: Using Applied Research to Understand the Impacts of Harmful Environmental Exposures in Vulnerable and Underserved Communities. Occasional Paper. RTI Press Publication OP-0078-2209
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RTI International, Harrington, James M., Hawkins, Stephanie, Lang, Michelle, Bodnar, Wanda M., Alberico, Claudia, Rios-Colon, Leslimar, Levine, Keith E., Fernando, Reshan A., Niture, Suryakant, Terry, Tamara, and Kumar, Deepak
- Abstract
Protecting all people from the harmful effects of environmental exposures relies on the coordinated efforts of scientific researchers, regulatory agencies, legislators, and the public. Environmental justice addresses the disproportionate impact that harmful environmental exposures have on individuals and communities who are minoritized and marginalized. It has long been known that environmental problems disproportionately impact these groups; however, addressing these problems has been impeded by structural racism and other biases. Developing effective interventions to eliminate these disparities requires a more diverse and inclusive modern workforce produced by a bottom-up approach beginning with education and professional development of the next generation of researchers. The most effective approaches to addressing inequities rely on active input from impacted populations to ensure cultural and social acceptance and adoption of interventions. Credibly pursuing these efforts in a sustainable, inclusive manner will require a concerted shift in workforce demography. One potential strategy to address these workforce disparities features academic-industry partnerships with targeted professional development programs aimed at minoritized and underserved populations. [This paper was supported by strategic funds from the University Collaboration Office at RTI International and North Carolina Central University.]
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- 2022
48. Parent Teacher Home Visits: An Approach to Addressing Biased Mindsets and Practices to Support Student Success. Occasional Paper. RTI Press Publication OP-0077-2209
- Author
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RTI International, McKnight, Katherine, Venkateswaran, Nitya, Laird, Jennifer, Dilig, Rita, Robles, Jessica, and Shalev, Talia
- Abstract
Research has shown educators' implicit biases to be a key factor in creating and perpetuating disparities in students' experiences of schooling, learning, and longer-term outcomes, including job opportunities, wealth, and health. Current school reform and transformation efforts are aimed at addressing institutionalized racism in school policies, practices, and cultural systems by implementing implicit bias training for teachers and staff. In this paper, we explain how a school home visits program, Parent Teacher Home Visits (PTHV), is a promising intervention for counteracting implicit biases and improving outcomes for families and students. The PTHV "relational" home visit model focuses on promoting mutually supportive and accountable relationships between educators and families. We present data from a study examining the experiences of 107 educators and 68 family members who participated in PTHV, showing how educators shifted their deficit assumptions about families and students. Although the PTHV model was not created to address implicit biases, we found that the key components of these home visits align with strategies that psychological research has demonstrated effectively counteracting implicit biases and reducing discriminatory behaviors.
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- 2022
49. What Makes Problem-Solving Practice Effective? Comparing Paper and AI Tutoring
- Author
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Borchers, Conrad, Carvalho, Paulo F., Xia, Meng, Liu, Pinyang, Koedinger, Kenneth R., and Aleven, Vincent
- Abstract
In numerous studies, intelligent tutoring systems (ITSs) have proven effective in helping students learn mathematics. Prior work posits that their effectiveness derives from efficiently providing eventually-correct practice opportunities. Yet, there is little empirical evidence on how learning processes with ITSs compare to other forms of instruction. The current study compares problem-solving with an ITS versus solving the same problems on paper. We analyze the learning process and pre-post gain data from N = 97 middle school students practicing linear graphs in three curricular units. We find that (i) working with the ITS, students had more than twice the number of eventually-correct practice opportunities than when working on paper and (ii) omission errors on paper were associated with lower learning gains. Yet, contrary to our hypothesis, tutor practice did not yield greater learning gains, with tutor and paper comparing differently across curricular units. These findings align with tutoring allowing students to grapple with challenging steps through tutor assistance but not with eventually-correct opportunities driving learning gains. Gaming-the-system, lack of transfer to an unfamiliar test format, potentially ineffective tutor design, and learning affordances of paper can help explain this gap. This study provides first-of-its-kind quantitative evidence that ITSs yield more learning "opportunities" than equivalent paper-and-pencil practice and reveals that the relation between opportunities and learning gains emerges only when the instruction is effective.
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- 2023
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50. Numerical modelling of the lobes of radio galaxies -- Paper V: Universal Pressure Profile cluster atmospheres
- Author
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Stimpson, Michael, Hardcastle, Martin J., and Krause, Martin G. H.
- Subjects
Astrophysics - High Energy Astrophysical Phenomena ,Astrophysics - Astrophysics of Galaxies - Abstract
We present relativistic magnetohydrodynamic modelling of jets running into hydrostatic, spherically symmetric cluster atmospheres. For the first time in a numerical simulation, we present model cluster atmospheres based upon the Universal Pressure Profile (UPP), incorporating a temperature profile for a typical self-similar atmosphere described by only one parameter - $M_{500}$. We explore a comprehensive range of realistic atmospheres and jet powers and derive dynamic, energetic and polarimetric data which provide insight into what we should expect of future high-resolution studies of AGN outflows. From the simulated synchrotron emission maps which include Doppler beaming we find sidedness distributions that agree well with observations. We replicated a number of findings from our previous work, such as higher power jets inflating larger aspect-ratio lobes and the cluster environment impacting the distribution of energy between the lobe and shocked regions. Comparing UPP and $\beta$-profiles we find that the cluster model chosen results in a different morphology for the resultant lobes with the UPP more able to clear lobe material from the core; and that these different atmospheres influence the ratio between the various forms of energy in the fully developed lobes. This work also highlights the key role played by Kelvin-Helmholtz (KH) instabilities in the formation of realistic lobe aspect-ratios. Our simulations point to the need for additional lobe-widening mechanisms at high jet powers, for example jet precession. Given that the UPP is our most representative general cluster atmosphere, these numerical simulations represent the most realistic models yet for spherically symmetric atmospheres., Comment: 20 pages, 18 figures, 2 tables, accepted for publication in MNRAS, minor correction to references in section 4.2
- Published
- 2023
- Full Text
- View/download PDF
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