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Educ. Sci., Volume 13, Issue 2 (February 2023) – 124 articles

Cover Story (view full-size image): A review article critiques the validity and feasibility of “profound autism” and subtypes of autism. It also critiques functioning labels: 1) developmental gains (“profound autism” has less reliability than autism), 2) within-person variability (functioning fluctuations), 3) uneven skills, 4) social context, and 5) need for support. It addresses competencies in non-speaking autistics, who need i) responsive communication from social partners; ii) educational inclusion (benefits not affected by variables such as IQ); iii) augmentative and alternative communication; and iv) untimed, adapted strength-based nonverbal IQ testing. The article calls for a) recognizing autistic people’s self-advocacy, which does not require language; b) a unified autism diagnosis; and c) cross-disability system change supporting inclusion and self-determination. View this paper
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15 pages, 2160 KiB  
Review
Online and Hybrid Teaching Effects on Graduate Attributes: Opportunity or Cause for Concern?
by Kelum A. A. Gamage, Kerlin Jeyachandran, Shyama C. P. Dehideniya, Chris G. Lambert and Allan E. W. Rennie
Educ. Sci. 2023, 13(2), 221; https://doi.org/10.3390/educsci13020221 - 20 Feb 2023
Cited by 7 | Viewed by 4057
Abstract
The opportunity to develop graduate attributes beyond disciplinary expertise is an essential component of any degree programme, and students should develop these during their time within higher education. Graduate attributes can be considered as high-level skills and qualities beyond technical knowledge, which enable [...] Read more.
The opportunity to develop graduate attributes beyond disciplinary expertise is an essential component of any degree programme, and students should develop these during their time within higher education. Graduate attributes can be considered as high-level skills and qualities beyond technical knowledge, which enable higher education institutions to produce more employable graduates. However, there are significant challenges in developing such skills and qualities, where remote teaching and learning complicate this further. Online teaching does not wholly derail the opportunities for students to achieve existing graduate attributes—in contrast, it also creates opportunities for innovation and shapes graduates in preparation to be the next-generation workforce. In this paper, we aim to study and synthesise existing knowledge on the effect of online hybrid teaching on graduate attributes. A systematic literature survey was completed revealing that educational institutions continue using online or hybrid instructional modes, affecting graduate attributes positively and negatively. Therefore, to effectively develop graduate attributes, there is a requirement for fundamental changes in instructional strategies, teaching–learning behaviours, upgrading of facilities and curriculum adaptations. We review graduate attributes in the higher education literature, including the impacts resulting from remote teaching and learning. The paper also identifies the general challenges to developing graduate attributes, as well as more specific challenges as a result of hybrid and online teaching and learning. Full article
(This article belongs to the Section Higher Education)
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22 pages, 1742 KiB  
Systematic Review
Social–Emotional Skills Correlate with Reading Ability among Typically Developing Readers: A Meta-Analysis
by Liyan Yu, Jane Jie Yu and Xiuhong Tong
Educ. Sci. 2023, 13(2), 220; https://doi.org/10.3390/educsci13020220 - 20 Feb 2023
Cited by 4 | Viewed by 6761
Abstract
This meta-analysis examined the correlation between social–emotional skills and reading ability and identified possible moderators by synthesizing 285 correlations from 37 studies among 38 samples with 28,404 participants. Results showed a significantly positive correlation between social–emotional skills and reading ability among typically developing [...] Read more.
This meta-analysis examined the correlation between social–emotional skills and reading ability and identified possible moderators by synthesizing 285 correlations from 37 studies among 38 samples with 28,404 participants. Results showed a significantly positive correlation between social–emotional skills and reading ability among typically developing readers, r = 0.23, 95% CI [0.19, 0.28]. The moderation analysis revealed that, after controlling for types of social–emotional skills and grade level, the correlation between social–emotional skills and reading ability was moderated by the levels of reading (i.e., word reading vs. reading comprehension), β = 0.07, 95% CI [0.02, 0.11], t = 5.03, p < 0.05. Specifically, social–emotional skills had a significantly stronger correlation with reading comprehension than it with word reading. This work provides support for the lattice model of reading, suggesting that future research efforts are needed to examine the underlying mechanisms between social–emotional skills and reading ability. Full article
(This article belongs to the Special Issue Students’ Emotions in Learning Contexts)
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16 pages, 2229 KiB  
Article
Digital University: A Study of Students’ Experiences and Expectations in the Post-COVID Era
by Katarzyna Chodak, Piotr Ciesielski, Dominika Grysztar, Amelia Kurasińska, Olga Makeeva, Paulina Prygiel and Michał Żabicki
Educ. Sci. 2023, 13(2), 219; https://doi.org/10.3390/educsci13020219 - 20 Feb 2023
Cited by 2 | Viewed by 2072
Abstract
In 2020, the education process at universities started to be redefined, parting with the traditional face-to-face form. The article presents the conclusions of exploratory study conducted at the Jagiellonian University in Kraków (Poland) on the students’ experiences of remote education as well as [...] Read more.
In 2020, the education process at universities started to be redefined, parting with the traditional face-to-face form. The article presents the conclusions of exploratory study conducted at the Jagiellonian University in Kraków (Poland) on the students’ experiences of remote education as well as their expectations for the future. The study was conducted in the form of an online survey addressed to the entire population of science recipients at the Jagiellonian University, around 800 respondents completed the questionnaire. The obtained results show that most students rate remote education relatively high, although there are statistically significant differences in specific questions (e.g., theoretical classes are more suitable for online learning than practical classes). The authors paid special attention to the differences in the attitudes of students depending on their characteristics, the approach to remote education differs, in particular, depending on the gender and field of study. Students of social and humanist faculties view remote education most positively, and science students opinions are mostly negative. It has also been observed that some students are uncritically satisfied with most aspects of distance learning (the so-called “Tiggers”), while others are strong supporters of face-to-face education, reluctant to accept any changes (so-called “Eeyores”), so regardless of the scope of pro-quality activities undertaken, both criticism and praise of remote education can be expected. The obtained results open the field for further studies that would allow to confirm the covariance of multidimensional characteristics of students and their attitudes towards the digital university, and on the other hand would allow planning activities aimed at different and perhaps mutually contradictory expectations of the recipients of education. Full article
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19 pages, 501 KiB  
Article
Is Distributed Leadership Universal? A Cross-Cultural, Comparative Approach across 40 Countries: An Alignment Optimisation Approach
by Nurullah Eryilmaz and Andres Sandoval-Hernandez
Educ. Sci. 2023, 13(2), 218; https://doi.org/10.3390/educsci13020218 - 20 Feb 2023
Cited by 4 | Viewed by 3500
Abstract
Distributed leadership (DL) is defined as the degree of contact and involvement of various people in making choices or carrying out responsibilities, and is an increasingly used concept among researchers, policymakers, and educationalists worldwide. However, few studies have investigated the cross-cultural comparability of [...] Read more.
Distributed leadership (DL) is defined as the degree of contact and involvement of various people in making choices or carrying out responsibilities, and is an increasingly used concept among researchers, policymakers, and educationalists worldwide. However, few studies have investigated the cross-cultural comparability of the distributed leadership scale for school principals, and few have ranked countries according to their levels of distributed leadership. This study employs an innovative alignment optimisation approach to compare the latent means of distributed leadership, as perceived by school principals, across 40 countries, using data from the OECD Teaching and Learning International Survey (TALIS, 2018). We found that South Korea, Colombia, Shanghai (China), and Lithuania had the highest levels of distributed leadership in school decisions, from the perspective of school principals. In contrast, the Netherlands, Belgium, Argentina, and Japan had the lowest levels. Our findings may serve as guidance for education stakeholders over which nations they could learn from in order to enhance school principal distributed leadership. Full article
(This article belongs to the Topic Psychometric Methods: Theory and Practice)
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12 pages, 910 KiB  
Article
Using Word Reading Fluency Curriculum-Based Measurements to Monitor Students’ Reading Progress in Grade 2
by Mayson Abdel Sabour Mahfouz and Ahmed Hassan Hemdan Mohamed
Educ. Sci. 2023, 13(2), 217; https://doi.org/10.3390/educsci13020217 - 20 Feb 2023
Cited by 1 | Viewed by 2417
Abstract
The researchers in this study examined the applicability of using an Arabic version of the curriculum-based measurement of word reading fluency (CBM WRF). A sample of 70 second-grade students, 45 average readers and 25 poor readers from a private school in Al Ain, [...] Read more.
The researchers in this study examined the applicability of using an Arabic version of the curriculum-based measurement of word reading fluency (CBM WRF). A sample of 70 second-grade students, 45 average readers and 25 poor readers from a private school in Al Ain, UAE, were randomly selected to participate in this study. A 12-week trial demonstrated the effectiveness of using Arabic CBM WRF in monitoring the reading progress of second-grade students. In addition, Arabic CBM WRF was a good predictor of grade point average in the native language. Moreover, students who were struggling with reading scored significantly lower on CBM WRF probes than did average readers. Results suggest that the Arabic CBM WRF measure may be useful for evaluating and predicting reading performance in Arabic. Full article
(This article belongs to the Section Curriculum and Instruction)
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19 pages, 798 KiB  
Review
A Literature Review Comparing Experts’ and Non-Experts’ Visual Processing of Graphs during Problem-Solving and Learning
by Verena Ruf, Anna Horrer, Markus Berndt, Sarah Isabelle Hofer, Frank Fischer, Martin R. Fischer, Jan M. Zottmann, Jochen Kuhn and Stefan Küchemann
Educ. Sci. 2023, 13(2), 216; https://doi.org/10.3390/educsci13020216 - 19 Feb 2023
Cited by 6 | Viewed by 3718
Abstract
The interpretation of graphs plays a pivotal role in education because it is relevant for understanding and representing data and comprehending concepts in various domains. Accordingly, many studies examine students’ gaze behavior by comparing different levels of expertise when interpreting graphs. This literature [...] Read more.
The interpretation of graphs plays a pivotal role in education because it is relevant for understanding and representing data and comprehending concepts in various domains. Accordingly, many studies examine students’ gaze behavior by comparing different levels of expertise when interpreting graphs. This literature review presents an overview of 32 articles comparing the gaze behavior of experts and non-experts during problem-solving and learning with graphs up to January 2022. Most studies analyzed students’ dwell time, fixation duration, and fixation count on macro- and meso-, as well as on micro-level areas of interest. Experts seemed to pay more attention to relevant parts of the graph and less to irrelevant parts of a graph, in line with the information-reduction hypothesis. Experts also made more integrative eye movements within a graph in terms of dynamic metrics. However, the determination of expertise is inconsistent. Therefore, we recommend four factors that will help to better determine expertise. This review gives an overview of evaluation strategies for different types of graphs and across various domains, which could facilitate instructing students in evaluating graphs. Full article
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16 pages, 834 KiB  
Article
Learnings Networks and Professional Development in Building Energy Management Systems Industry
by Ali Soleymani, Paula van den Brom, Samir Ahmed, Maaike Konings, Ellen Sjoer, Laure Itard, Wim Zeiler, Maarten De Laat and Marcus Specht
Educ. Sci. 2023, 13(2), 215; https://doi.org/10.3390/educsci13020215 - 18 Feb 2023
Cited by 1 | Viewed by 1945
Abstract
The energy management systems industry in the built environment is currently an important topic. Buildings use about 40% of the total global energy worldwide. Therefore, the energy management system’s sector is one of the most influential sectors to realize changes and transformation of [...] Read more.
The energy management systems industry in the built environment is currently an important topic. Buildings use about 40% of the total global energy worldwide. Therefore, the energy management system’s sector is one of the most influential sectors to realize changes and transformation of energy use. New data science technologies used in building energy management systems might not only bring many technical challenges, but also they raise significant educational challenges for professionals who work in the field of energy management systems. Learning and educational issues are mainly due to the transformation of professional practices and networks, emerging technologies, and a big shift in how people work, communicate, and share their knowledge across the professional and academic sectors. In this study, we have investigated three different companies active in the building services sector to identify the main motivation and barriers to knowledge adoption, transfer, and exchange between different professionals in the energy management sector and explore the technologies that have been used in this field using the boundary-crossing framework. The results of our study show the importance of understanding professional learning networks in the building services sector. Additionally, the role of learning culture, incentive structure, and technologies behind the educational system of each organization are explained. Boundary-crossing helps to analyze the barriers and challenges in the educational setting and how new educational technologies can be embedded. Based on our results, future studies with a bigger sample and deeper analysis of technologies are needed to have a better understanding of current educational problems. Full article
12 pages, 722 KiB  
Article
Web-Conferencing Systems (WCS): Individual, Group or Full-Class Teacher Education Format?
by Roman Sergeevich Nagovitsyn, Roza Alexeevna Valeeva and Liliia Agzamovna Latypova
Educ. Sci. 2023, 13(2), 214; https://doi.org/10.3390/educsci13020214 - 18 Feb 2023
Viewed by 1621
Abstract
Web-conferencing systems (WCS) are gaining momentum in the implementation of distance learning for young people, especially during and after the spread of COVID-19. In this regard, it seems urgent to identify technologies for distance learning education that correspond to modern teacher education to [...] Read more.
Web-conferencing systems (WCS) are gaining momentum in the implementation of distance learning for young people, especially during and after the spread of COVID-19. In this regard, it seems urgent to identify technologies for distance learning education that correspond to modern teacher education to the fullest and are effective, user-friendly and convenient for all subjects of the educational process. This experiment revealed the most popular formats of communication for long-distance students in the implementation of future teachers’ professional training by means of video conferencing on the Zoom platform. The analysis of the implementation of various formats of interaction based on the questionnaire of research participants demonstrated a positive trend in the level of user expectations from educational interaction, technical preferences and students’ attitude to distance learning by means of web-conferencing. The implementation of distance learning using web-conferencing in group and full-class formats of interaction made it possible to increase social presence through the interactive cooperation of the students with each other and with the teacher in the educational and social context. These formats enhance social and cognitive interaction, thus developing key competencies in future teachers related to the ability to implement effective communication when working in a teaching team. It causes an increase in educational efficiency level and is critical, since it allows information to be obtained through interaction with each other and with the content presented on the screen. Thereby, educational distance communication with the help of web-conferencing should be considered as a new form of social and educational communication in the implementation of professional training rather than as a technical non-traditional tool for teacher education. Full article
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23 pages, 269 KiB  
Article
Mentoring Postsecondary Students with Intellectual Disabilities: Faculty and Staff Mentor Perspectives
by Laura M. Heron, Rumi Agarwal and Shanna L. Burke
Educ. Sci. 2023, 13(2), 213; https://doi.org/10.3390/educsci13020213 - 17 Feb 2023
Cited by 1 | Viewed by 1987
Abstract
As the number of inclusive postsecondary education (IPSE) programs in the United States increases, a greater number of young adults with an intellectual disability (ID) are attending college. To ensure students with IDs have the same opportunity to succeed in the postsecondary education [...] Read more.
As the number of inclusive postsecondary education (IPSE) programs in the United States increases, a greater number of young adults with an intellectual disability (ID) are attending college. To ensure students with IDs have the same opportunity to succeed in the postsecondary education environment as their peers without disabilities, it is critical that research is conducted to explore the support mechanisms that contribute to successful outcomes for this population. To address existing gaps in the literature, the present study involved a qualitative investigation of the experiences of faculty and staff mentors who formally mentored students with ID over the course of one academic year. Four themes provided unique insights into (1) the activities that were undertaken by faculty and staff mentors to help students meet their academic, employment, independent living, and personal development goals; (2) common challenge areas related to the mentoring program and dyad partnerships; (3) areas of student growth; and, finally, (4) how impactful the mentoring experience was for faculty and staff mentors. By providing a timely and novel contribution to the mentoring literature, the findings from this study can inform the development of mentoring programs within IPSE settings that will promote positive postsecondary outcomes for students with IDs. Full article
(This article belongs to the Special Issue Inclusive Education and Practices for Students with Disabilities)
25 pages, 1629 KiB  
Article
Self-Efficacy Beliefs as well as Perceived Advantages and Challenges of Interdisciplinary Science Teaching from a Longitudinal Perspective
by Kevin Handtke and Susanne Bögeholz
Educ. Sci. 2023, 13(2), 212; https://doi.org/10.3390/educsci13020212 - 17 Feb 2023
Cited by 1 | Viewed by 1981
Abstract
The advantages and challenges of interdisciplinary science teaching and the respective qualification of teachers are an ongoing topic of discussion, especially in countries with no or only partly interdisciplinary science teaching in secondary education. For example, German secondary science teacher education is almost [...] Read more.
The advantages and challenges of interdisciplinary science teaching and the respective qualification of teachers are an ongoing topic of discussion, especially in countries with no or only partly interdisciplinary science teaching in secondary education. For example, German secondary science teacher education is almost exclusively discipline-specific. Up to now, research does not focus on the effect of German teacher education qualifying for interdisciplinary science teaching in secondary education from a longitudinal perspective. Thus, we were interested in the influence of current German science teacher education over time: Do (prospective) teachers believe they are capable of interdisciplinary science teaching (i.e., self-efficacy beliefs)? How do their beliefs develop during teacher education? Which advantages and challenges do they perceive regarding interdisciplinary science teaching? Do their perceptions change over time? We surveyed 271 (prospective) biology, chemistry, and physics teachers in 2019, 2020, and 2021. Examining the absolute stability (i.e., the change in the mean) of the self-efficacy beliefs showed no significant changes. Analyzing the relative stability (i.e., the change in the rank order) of the self-efficacy beliefs showed middle and positive correlations between the measurements of neighboring time points. The prospective teachers agreed in majority (>50%) with nine out of seventeen advantages and seven out of seventeen challenges of interdisciplinary science teaching. Three advantages reached over 70% approval: Cross-linking content, Addressing key problems, and Promoting interest in science. Four challenges reached over 70% approval: Lack of teacher education, Out-of-field teaching, Lack of depth in content, and Low motivation of teachers due to low affinity to and education in the subject. Neither do the perceptions change strongly between the time points (absolute and relative stability) nor are they very stable. Moreover, it seems that the (prospective) teachers realize the complexity of interdisciplinary science teaching, e.g., regarding experimentation or missing material, with progressing teacher education. The results, rather including no positive effect of two years of teacher education on self-efficacy beliefs, reveal obstacles for teacher education as well as starting points to support (prospective) teachers regarding interdisciplinary science teaching. Full article
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15 pages, 2801 KiB  
Article
Optimising Early Childhood Educational Settings for Health Using Nature-Based Solutions: The Microbiome Aspect
by Jake M. Robinson and Alexia Barrable
Educ. Sci. 2023, 13(2), 211; https://doi.org/10.3390/educsci13020211 - 16 Feb 2023
Cited by 6 | Viewed by 5787
Abstract
Early childhood is a time of rapid physiological, cognitive, and social development, affected by various environmental factors. The physical environment, including the environmental microbiome (the entire consortium of microorganisms and their theatre of activity in a given environment), plays an essential role in [...] Read more.
Early childhood is a time of rapid physiological, cognitive, and social development, affected by various environmental factors. The physical environment, including the environmental microbiome (the entire consortium of microorganisms and their theatre of activity in a given environment), plays an essential role in childhood development and can be shaped in ways to support health and wellbeing. In this Perspective article, we present considerations for early childhood education settings that wish to shape their outdoor and indoor environments to optimise human and ecosystem health. This is done in line with the latest evidence base on optimising health-supporting interactions between humans and environmental microbiota, but also in pedagogically and developmentally appropriate ways. Based on the Microbiome-Inspired Green Infrastructure (MIGI) principles, the considerations presented here not only support health through human–nature interactions and a healthier natural environment, but also promote a closer, reciprocal relationship between children and their natural environments. Full article
(This article belongs to the Special Issue Learning Space and Environment of Early Childhood Education)
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29 pages, 10969 KiB  
Article
Using Educational Robotics in Pre-Service Teacher Training: Orchestration between an Exploration Guide and Teacher Role
by Ricardo Silva, Fernando Martins, José Cravino, Paulo Martins, Cecília Costa and J. Bernardino Lopes
Educ. Sci. 2023, 13(2), 210; https://doi.org/10.3390/educsci13020210 - 16 Feb 2023
Cited by 3 | Viewed by 2676
Abstract
The proper integration of technology in teaching and learning processes must consider the role of teachers and students, as well as the design of tasks and the context in which they are implemented. Teachers’ perceived self-efficacy significantly influences their willingness to integrate educational [...] Read more.
The proper integration of technology in teaching and learning processes must consider the role of teachers and students, as well as the design of tasks and the context in which they are implemented. Teachers’ perceived self-efficacy significantly influences their willingness to integrate educational robotics (ER) into their practice, so initial teacher training should provide opportunities for teachers to participate in structured activities that integrate ER. In this study, a class of pre-service teachers from an initial teacher training programme were provided with their first contact with an ER platform through the use of a simulator. We present the design process of a student exploration guide and teacher guide, developed over three iterative cycles of implementation, assessment and redesign. The analysis of the data collected allowed for improvements in the design of the tasks, the graphic component of the student exploration guide, and more precise indications for the teacher’s actions. The main contribution of this study is the chain orchestration between the simulator, student exploration guide and teacher guide, which allowed pre-service teachers to solve a set of challenges of increasing complexity, thereby progressively decreasing their difficulties and contributing to an adequate integration of ER in their future teaching practices. Full article
(This article belongs to the Special Issue Robot Programming in Early Childhood and Primary Education)
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18 pages, 957 KiB  
Article
A Dialogical Exploration of Student Teacher Reflections: From Notions of Insideness and Outsideness to Pedagogical Alongsideness
by Josephine Moate
Educ. Sci. 2023, 13(2), 209; https://doi.org/10.3390/educsci13020209 - 16 Feb 2023
Cited by 1 | Viewed by 2118
Abstract
This article offers a dialogical exploration of student teachers’ reflections on notions of insideness and outsideness, the focal themes of an Erasmus+ ten-day intensive programme (IP). The arts-based, interdisciplinary IP involved 32 student participants and twelve members of staff from eight European universities [...] Read more.
This article offers a dialogical exploration of student teachers’ reflections on notions of insideness and outsideness, the focal themes of an Erasmus+ ten-day intensive programme (IP). The arts-based, interdisciplinary IP involved 32 student participants and twelve members of staff from eight European universities hosted by the University of Jyväskylä, Finland. The data for this paper are based on the final written essays of student participants as they reflected on their understanding of outsideness and insideness at the end of the IP. The dialogic approach used in the analysis allows for a careful exploration of how the students attended to different experiences, surmised the meaning of insideness and outsideness, and used these reflections to develop their pedagogical response. The findings highlight how the participants drew on their own experiences and relationships within and beyond the IP to navigate and negotiate their pedagogical understanding. This study offers useful insights into the formation of pedagogical understanding as well as the role and responsibilities of teacher education in guiding this formative process, all the more important in times of emergencies. Full article
(This article belongs to the Special Issue Re-thinking Global Education during the Times of Emergencies)
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13 pages, 1287 KiB  
Article
Implementation of the Critical Thinking Blended Apprenticeship Curricula and Findings per Discipline: Foreign Language Teaching
by Ovidiu Ivancu, Roma Kriaučiūnienė and Svetozar Poštič
Educ. Sci. 2023, 13(2), 208; https://doi.org/10.3390/educsci13020208 - 16 Feb 2023
Cited by 4 | Viewed by 2470
Abstract
Critical thinking is a central element in higher education, designed to respond to authentic challenges that our society currently faces: the emergence and spread of fake news, disinformation, and manipulation. There is a consensus regarding CT’s importance and role in higher education. Nevertheless, [...] Read more.
Critical thinking is a central element in higher education, designed to respond to authentic challenges that our society currently faces: the emergence and spread of fake news, disinformation, and manipulation. There is a consensus regarding CT’s importance and role in higher education. Nevertheless, CT skills are often implicitly mentioned and only occasionally included in university curricula explicitly. The present paper aims at analysing how CT can be measured and tested in higher education, and it proposes specific tasks designed to increase the use of CT within the theoretical framework defined by Peter Facione and Paul Elder. Updated course descriptions were tested, and students’ feedback was analysed and discussed. CT was measured by pre-questionnaires, mid-questionnaires, and post-questionnaires to establish the effectiveness of coherently implementing CT into the course descriptions. The survey includes answers to open questions to determine the suitability of the tasks proposed. The present research is part of the international Erasmus project “Critical Thinking for Successful Jobs”. Full article
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13 pages, 1060 KiB  
Article
Talking Together: The Effects of Traditional Māori Pedagogy on Children’s Early Literacy Development
by Melissa Derby
Educ. Sci. 2023, 13(2), 207; https://doi.org/10.3390/educsci13020207 - 15 Feb 2023
Cited by 2 | Viewed by 3019
Abstract
This article presents findings from a project that sought to determine the effects of a home-based literacy intervention on bilingual (English and Te Reo Māori) preschool children’s early literacy skills. The culturally responsive intervention, which was adapted from Tender Shoots, incorporated traditional Māori [...] Read more.
This article presents findings from a project that sought to determine the effects of a home-based literacy intervention on bilingual (English and Te Reo Māori) preschool children’s early literacy skills. The culturally responsive intervention, which was adapted from Tender Shoots, incorporated traditional Māori teaching and learning approaches, such as the use of storytelling, songs, games, and reminiscing about the past, as practices for supporting key cognitive skills crucial to foundational literacy, specifically phonological awareness and vocabulary knowledge. Over a 12-week period, during which the intervention was conducted, data were gathered from eight Māori preschool children and their families. The study utilised a crossover design. Four children and their families participated in the Rich Reading and Reminiscing (RRR) component of the intervention, which ran for six weeks, followed by the Strengthening Sound Sensitivity (SSS) portion of the intervention. The remaining four children completed the intervention in the reverse order of delivery. The crossover approach established a control in the study and allowed the effects of each part of the intervention on the aforementioned cognitive skills to be more clearly revealed. Overall, the data indicate that traditional Māori pedagogical practices helped to strengthen the early literacy skills of the children participating in the study. Full article
(This article belongs to the Special Issue The Role of the Arts in Early Language and Literacy Development)
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11 pages, 387 KiB  
Article
Australian Primary School Students’ Knowledge of the Agricultural Industry
by Amy Cosby, Eloise S. Fogarty and Jaime Manning
Educ. Sci. 2023, 13(2), 206; https://doi.org/10.3390/educsci13020206 - 15 Feb 2023
Cited by 1 | Viewed by 2242
Abstract
The teaching of agriculture is critical to ensure students understand where their food and fibre originate, as well as the industry’s contribution to the economy. This research examines the agricultural knowledge of Australian primary school students. Grade 4–6 students (n = 2392) from [...] Read more.
The teaching of agriculture is critical to ensure students understand where their food and fibre originate, as well as the industry’s contribution to the economy. This research examines the agricultural knowledge of Australian primary school students. Grade 4–6 students (n = 2392) from 75 schools were surveyed in 2021. The students’ mean knowledge score was 8.7 out of 13 (SD = 2.1). The students exhibited a reasonable understanding of animal-derived products compared to plant-derived products, particularly when the plant product has undergone substantial processing. However, the students lacked an understanding of modern animal production systems, including the use of technologies on farms. This research identifies the gap in students’ agricultural knowledge and provides insight to the industry to design and implement programs to improve their understanding. Full article
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17 pages, 3707 KiB  
Article
From Digital Collection to Open Access: A Preliminary Study on the Use of Digital Models of Local Culture
by Chia-Ling Chang, Chin-Lon Lin, Chi-Hsien Hsu and Yikang Sun
Educ. Sci. 2023, 13(2), 205; https://doi.org/10.3390/educsci13020205 - 15 Feb 2023
Cited by 3 | Viewed by 2108
Abstract
In the past, most cultural content was in a passive state of protection. In recent years, with the popularity of digital printing and the emergence of the concept of open-source sharing, it provides a new idea for cultural preservation. Using cultural elements from [...] Read more.
In the past, most cultural content was in a passive state of protection. In recent years, with the popularity of digital printing and the emergence of the concept of open-source sharing, it provides a new idea for cultural preservation. Using cultural elements from the Taitung region as a sample, this study established an open-source database, and completed the production of 60 digital models and the archiving of related materials. Based on the concept of open-source sharing, our research hopes that this database can be applied in more places. Through surveys, it could be concluded that, when the models are designed in parts and are easy to print and display, it is more conductive for the models to be used in promotions and applications. It is expected that each township will have its own localized 3D model database. Through the open-source localized digital model’s unrestricted and free features, under the influence of COVID-19, it can also allow people from all over the world who cannot visit these places in person to print the local cultural content remotely, so as to have a three-dimensional under-standing of Taiwanese cultural objects. It is expected that the localized 3D model databases will help promote local cultural improvement and move towards local innovation. Full article
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26 pages, 1008 KiB  
Article
Awareness and Adoption of Evidence-Based Instructional Practices by STEM Faculty in the UAE and USA
by Melinda Joy Biggs Albuquerque, Dina Mustafa Mohammad Awadalla, Francisco Daniel Benicio de Albuquerque and Ashraf Aly Hassan
Educ. Sci. 2023, 13(2), 204; https://doi.org/10.3390/educsci13020204 - 15 Feb 2023
Cited by 2 | Viewed by 2180
Abstract
There has been a widespread call for improvement in undergraduate STEM education, leading to what are known as evidence-based instructional practices (EBIPs). However, EBIP usage in STEM is a more recent phenomenon in the United Arab Emirates, which is historically known for its [...] Read more.
There has been a widespread call for improvement in undergraduate STEM education, leading to what are known as evidence-based instructional practices (EBIPs). However, EBIP usage in STEM is a more recent phenomenon in the United Arab Emirates, which is historically known for its passive teaching practices but is now taking strides to transform its educational system. This study sought to assess (i) STEM faculty EBIP awareness, adoption, and ease-of-implementation perceptions from STEM faculty at a leading university in the United Arab Emirates and the demographic factors correlated with faculty responses, and (ii) the contextual factors that influence faculty EBIP adoption. Data was compared to that of STEM faculty at a top-tier research and teaching university in the United States of America. Finally, this study sought to provide a snapshot of current STEM faculty teaching practices when both a leader (United States of America) and a newcomer (United Arab Emirates) in STEM EBIPs were considered. A survey containing 16 teaching practices—3 traditional, 13 EBIPs—along with 20 contextual factors was developed and completed by faculty. EBIP awareness and usage were positively affected by time spent on teaching, teaching experience, and teaching workshop participation, and negatively affected by more class time spent lecturing. Significant contextual factors point to potential factors for consideration in efforts to improve EBIP adoption. Full article
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11 pages, 487 KiB  
Article
Requirements of Modern Russian Agricultural Production for Digital Competencies of an Agricultural Specialist
by Elena Khudyakova, Alexandra Shitikova, Marina Nikolaevna Stepantsevich and Anastasia Grecheneva
Educ. Sci. 2023, 13(2), 203; https://doi.org/10.3390/educsci13020203 - 15 Feb 2023
Cited by 3 | Viewed by 1856
Abstract
The purpose of the study is to determine the needs of modern Russian agriculture for specialists with certain, most-in-demand, digital competencies. The research methodology is based on the application of the expert assessments method, the method of random statistical selection of experts, and [...] Read more.
The purpose of the study is to determine the needs of modern Russian agriculture for specialists with certain, most-in-demand, digital competencies. The research methodology is based on the application of the expert assessments method, the method of random statistical selection of experts, and the scientific generalization method. The field of the research is modern digital technologies in agriculture, as well as the corresponding competencies of Russian agricultural university graduates. The study period is 2021–2022. Having acquired competencies of a modern agricultural specialist at the university should help graduates to integrate into the production process as quickly as possible, the latter undergoing qualitative changes due to the transition to a new technological order based on the use of digital technologies. The study of the current curricula of Russian agricultural universities has shown their lack of adequacy regarding the modern requirements of agricultural production. It indicates the need to examine the curricula. Taking into account the fact that digital technologies are rapidly improving and being introduced into agricultural production, further research in this area should be conducted annually in order to increase the compliance of training at universities according to modern requirements of agricultural production. Full article
(This article belongs to the Topic Education and Digital Societies for a Sustainable World)
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21 pages, 1036 KiB  
Article
Present and Future Undergraduate Students’ Well-Being: Role of Time Perspective, Self-Efficacy, Self-Regulation and Intention to Drop-Out
by Maria Lidia Mascia, Mirian Agus, Cristina Cabras, Diego Bellini, Roberta Renati and Maria Pietronilla Penna
Educ. Sci. 2023, 13(2), 202; https://doi.org/10.3390/educsci13020202 - 15 Feb 2023
Cited by 7 | Viewed by 3376
Abstract
Well-being is a multidimensional construct that affects various areas of a person’s life. In the university context, a student’s well-being can influence not only their academic and professional success but also the future development of society. This study aimed to evaluate how the [...] Read more.
Well-being is a multidimensional construct that affects various areas of a person’s life. In the university context, a student’s well-being can influence not only their academic and professional success but also the future development of society. This study aimed to evaluate how the interactions of time perspective (assessed by the Stanford Time Perspective Inventory—Short Form), self-efficacy (assessed by the General Self-efficacy Scale), self-regulation (assessed by the Self-regulated Knowledge Scale—University), and drop-out intention (assessed by the Intention to Drop-Out Scale) affect students’ perceptions of current and future well-being (assessed by the I COPPE Scale). Using a cross-sectional design, 192 students attending the University of Cagliari (Italy) were evaluated. A partial least squares structural equation modelling (PLS-SEM) analysis was performed to examine the relationships among well-being and all the variables examined herein. The empirical findings highlighted the direct and indirect effects of the studied variables on students’ current and future well-being. Full article
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16 pages, 1619 KiB  
Article
A Complementary View to Computational Thinking and Its Interplay with Systems Thinking
by Ali Hamidi, Anita Mirijamdotter and Marcelo Milrad
Educ. Sci. 2023, 13(2), 201; https://doi.org/10.3390/educsci13020201 - 13 Feb 2023
Cited by 1 | Viewed by 2624
Abstract
Computational Thinking (CT) pervasively shares its methods, practices, and dispositions across other disciplines as a new way of thinking about problem-solving. Few studies have been carried out studying CT from an Information Systems (IS) perspective. This study elaborates on how systems thinking (ST), [...] Read more.
Computational Thinking (CT) pervasively shares its methods, practices, and dispositions across other disciplines as a new way of thinking about problem-solving. Few studies have been carried out studying CT from an Information Systems (IS) perspective. This study elaborates on how systems thinking (ST), an acknowledged theory in the IS field, bonds to CT to address some well-known common issues related to CT such as reductionism and dogmatism, and to supplement the computing nature of CT with behavioral and societal facets involved in its implications. We studied how ST is applied to CT research in the literature. To do so, two primary approaches have been identified that link ST and CT. First, ST is embedded in CT practices meaning that ST is considered as a component of CT. Second, ST and CT are parallelly studied, and ST is considered as a supplementary concept to CT. Correspondingly, we propose a complementary approach that looks at CT from the ST lenses to provide a clearer picture of CT in an educational context. Moreover, we expect this new perspective can help to broaden the development of educational CT concepts and scenarios by including new notions such as framework, interpretation, norms, paradigm, and context. Full article
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24 pages, 939 KiB  
Article
Online Mode of Teaching and Learning Process in Engineering Discipline: Teacher Perspective on Challenges Faced and Recommendations
by Saleem Akhtar, Muhammad Nadeem, Mostafa Rashdan, Bashir Hussain, Ejaz Ahmad Ansari and Mian Hassan Aslam
Educ. Sci. 2023, 13(2), 200; https://doi.org/10.3390/educsci13020200 - 13 Feb 2023
Cited by 6 | Viewed by 2791
Abstract
The COVID-19 pandemic has affected people from almost every walk of life in general and academia in particular. It had a huge impact on teaching and learning resulting in a sudden shift from classroom and face-to-face teaching to distance and online teaching and [...] Read more.
The COVID-19 pandemic has affected people from almost every walk of life in general and academia in particular. It had a huge impact on teaching and learning resulting in a sudden shift from classroom and face-to-face teaching to distance and online teaching and learning. This sudden shift created a lot of ruckuses in the teaching of engineering disciplines. This study is pertinent to the examination of faculty perceptions of online teaching in Pakistani universities and the obstacles they face in teaching engineering students through the online mode during this pandemic. The research takes a quantitative and sample survey approach. A Google form questionnaire was used to collect the data from a sample of 91 faculty members from the engineering discipline of different universities in Pakistan during 2022. According to the study’s findings, faculty generally have a favorable opinion of virtual teaching in the context of COVID-19 for closing the achievement gap and guiding students’ futures in difficult times. However, they ran into a number of challenges when teaching online, including technological difficulties, problems with student participation, challenges with online tests and assessments, etc. The results of this study will urge educational institutions and policymakers to use the most up-to-date instructional methodologies and offer teachers ongoing professional development in order to improve the quality of online teaching, learning, and assessment in universities. Previous studies discussed a number of obstacles faced by students in virtual teaching in higher education, overlooking the perception and challenges faced by the engineering faculty. The present study replenishes this gap. Full article
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17 pages, 2933 KiB  
Article
Design and Assessment of Survey in a 360-Degree Feedback Environment for Student Satisfaction Analysis Applied to Industrial Engineering Degrees in Spain
by Francisco-Javier Granados-Ortiz, Ana Isabel Gómez-Merino, Jesús Javier Jiménez-Galea, Isidro María Santos-Ráez, Juan Jesús Fernandez-Lozano, Jesús Manuel Gómez-de-Gabriel and Joaquín Ortega-Casanova
Educ. Sci. 2023, 13(2), 199; https://doi.org/10.3390/educsci13020199 - 13 Feb 2023
Cited by 1 | Viewed by 2012
Abstract
The number of students enrolled in engineering studies in Spain is in decline, mainly due to the difficulty in passing the subjects, whose factors may be linked to the science-related content of the subject, a very demanding evaluation system or a lack of [...] Read more.
The number of students enrolled in engineering studies in Spain is in decline, mainly due to the difficulty in passing the subjects, whose factors may be linked to the science-related content of the subject, a very demanding evaluation system or a lack of active participation of students. The main objective of this study is to provide the student with a 360-degree feedback tool and a survey, from which lecturers can extract the degree of satisfaction of students in its application in a standardized way in scientific-technological activities of BSc/MSc in industrial engineering to quantify learning and motivation. The involvement of students in the assessment process was carried out in three phases: peer-assessment (among students), self-assessment (student himself) and hetero-assessment (teaching staff). After that, a survey was designed, which was validated through confirmatory factor analysis. Ninety-nine percent of the students valued this evaluation experience very positively with respect to the objectivity of the criteria used in the methodology and the material provided by the teaching staff. The fact that only 37.5% of the students considered this experience very favorable for their learning and self-training shows the importance of the teaching staff in their learning process and suggests a need to find complementary improvements to this evaluation system in industrial engineering degrees. Full article
(This article belongs to the Special Issue Contemporary Trends and Issues in Engineering Education)
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14 pages, 607 KiB  
Article
Job Satisfaction and Teacher Education: Correlational Study in Postgraduate Graduates in Education
by Carlos Alfredo Pérez Fuentes, Annie Julieth Alvarez Maestre, Angela María Cardona Rivas, Andrea Johanna Aguilar Barreto and Ruth Katherine Sanabria Alarcón
Educ. Sci. 2023, 13(2), 198; https://doi.org/10.3390/educsci13020198 - 13 Feb 2023
Cited by 3 | Viewed by 4437
Abstract
Teacher education is recognized as the process of improving teaching practices. During their postgraduate studies, aspiring teachers are encouraged to improve both their teaching practice and their working conditions. Therefore, an expectation for their Masters’ degrees is that upon graduation, they can achieve [...] Read more.
Teacher education is recognized as the process of improving teaching practices. During their postgraduate studies, aspiring teachers are encouraged to improve both their teaching practice and their working conditions. Therefore, an expectation for their Masters’ degrees is that upon graduation, they can achieve job satisfaction. This study had a quantitative approach with a cross-sectional and correlational non-experimental research design. Its objective was to analyze the level of job satisfaction of working teachers after graduating with a Master’s degree in Education, and with this, to correlate sociodemographic variables with the level of job satisfaction. As an information-collection technique, the Job Satisfaction Scale for Teachers (ESLA) was used, which has reliability for internal consistency of 0.88 in Cronbach’s alpha. The results show that teachers graduating with a Master’s degree in Education score significant levels of job satisfaction, ranging between high and moderate, confirming that, as in other studies, with greater possibilities of qualification and teacher preparation, job satisfaction is maintained or generated. The statistical hypothesis testing method of inferential statistics confirmed that moderate and high levels of job satisfaction can be maintained in working teachers after graduating from postgraduate training, without implying relationships with gender, the type of hiring, doctoral degrees, type of contracts or the type of educational institution where they work. Full article
(This article belongs to the Special Issue Teachers' Professional Learning from Education Practices)
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9 pages, 515 KiB  
Brief Report
Personality, Preferences, Satisfaction, and Achievement in a Biostatistics Course: Traditional versus Flipped Classrooms in Nursing Education
by Aina M. Yañez, Daniel Adrover-Roig and Miquel Bennasar-Veny
Educ. Sci. 2023, 13(2), 197; https://doi.org/10.3390/educsci13020197 - 13 Feb 2023
Cited by 2 | Viewed by 2172
Abstract
Background: In higher education, there is a lack of knowledge about how individual factors influence personal preferences for teaching methodology and academic outcomes in biostatistics among nursing students. This study sought to evaluate the associations between personality traits and preferences for the flipped [...] Read more.
Background: In higher education, there is a lack of knowledge about how individual factors influence personal preferences for teaching methodology and academic outcomes in biostatistics among nursing students. This study sought to evaluate the associations between personality traits and preferences for the flipped classroom or traditional lessons, satisfaction, and achievement in a biostatistics course in nursing education. Methods: The cross-sectional study included data collection at two time points. During the 2018–2019 academic course, the flipped classroom approach was implemented into a biostatistics course of the nursing degree at the University of the Balearic Islands (Spain). Students responded to an online questionnaire including sociodemographic data, personality traits, locus of control, satisfaction, teaching quality, student involvement, and effort. After the final examination, students’ achievements were collected. Results: A total of 137/161 (85.1%) students were included in the study. Most students preferred a flipped classroom to traditional lectures. Students who scored high in neuroticism preferred the traditional class (p < 0.001). Furthermore, personality was associated with satisfaction: high levels of responsibility and internal locus of control were significantly associated with higher satisfaction (p < 0.05). The percentage of students who did not pass the biostatistics exam was reduced by 50% with the flipped classroom methodology (33% vs. 15%; p < 0.001). Conclusions: A flipped classroom is adequate for the biostatistics course. Teachers should reconsider possible reservations about new teaching methods, which can be related to student personality. Full article
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17 pages, 1103 KiB  
Article
Comparing Contact Education and Digital Distant Pedagogy Strategies: Lockdown Lessons Learnt for University-Level Teacher Education
by Hannu Salmi, Ninja Hienonen, Laura Nyman, Arja Kaasinen and Helena Thuneberg
Educ. Sci. 2023, 13(2), 196; https://doi.org/10.3390/educsci13020196 - 13 Feb 2023
Cited by 1 | Viewed by 3161
Abstract
Teaching and learning experienced a rapid change in spring 2020, and the learning environments for university students changed almost overnight. An integrative science centre education informal learning course for Finnish teaching students has been arranged for over 20 years with latest technologies and [...] Read more.
Teaching and learning experienced a rapid change in spring 2020, and the learning environments for university students changed almost overnight. An integrative science centre education informal learning course for Finnish teaching students has been arranged for over 20 years with latest technologies and innovations. This cross-sectional study compared survey data of teaching students between four time points: in 2019 (n = 108), in 2020 (n = 115), in 2021 (n = 110), and in 2022 (n = 90). The course content was the same, only the implementation differed. In the spring of 2019 and 2022 the course was implemented as contact-teaching, but during the critical phase of the pandemic in 2020 and 2021 as distant teaching. Data were analysed by using ANOVA and the prediction of possible effects of the contact/distance learning by the structural equation path model (SEM). The analysis showed that the results favoured the first contact instruction course in 2019: their confidence of integrating the learned contents of the science centre into practical school matters differed from all the other groups. This group also appreciated the usefulness of the course more than the other groups. In turn, the first distant course had a more negative opinion of the usability of the course than all the other groups. Despite that the distant group in 2020 and even more so the other distant group in 2021 felt more confidence in the direct integration of the course content into future teaching based on the path analysis. Gender had two kinds of effects, one in the distance learning group in 2020: being a female directly predicted the future use of science centre type pedagogy, and the other in the contact learning group in 2022: being a female predicted the appreciation of the science centre course. As a limitation of the study, more students’ prior experience and attitudes with online learning is needed from future research. The preliminary results and best practises of this study are utilised internationally in several EU-Erasmus+ projects. Full article
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24 pages, 5654 KiB  
Review
How Constructivist Environment Changes Perception of Learning: Physics Is Fun
by Grzegorz P. Karwasz and Katarzyna Wyborska
Educ. Sci. 2023, 13(2), 195; https://doi.org/10.3390/educsci13020195 - 12 Feb 2023
Cited by 3 | Viewed by 4278
Abstract
The global availability of information makes its selection difficult, but at the same time it allows for the construction of teaching without the particular prior knowledge of students. However, it requires teachers to learn new abilities, such as developing a much broader coverage [...] Read more.
The global availability of information makes its selection difficult, but at the same time it allows for the construction of teaching without the particular prior knowledge of students. However, it requires teachers to learn new abilities, such as developing a much broader coverage of the subject, explanations of illy solutions, and knowledge of different ways of thinking and the mental needs of pupils (pedagogical knowledge contents). We show examples of such teaching in physics in several quite different environments: from school classes to workshops for 3–4-year-old children, interactive lectures for children’s universities, ad hoc explanations in science museums for secondary school students, to public lectures in didactics at international congresses. Every specific environment requires different approaches, but the contents may remain similar: innovative, constructivist, and interactive approaches assure a successful outcome in any didactical situation. Full article
(This article belongs to the Special Issue Effects of Learning Environments on Student Outcomes)
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15 pages, 1793 KiB  
Article
Educational Innovation Faced with COVID-19: Deep Learning for Online Exam Cheating Detection
by Intan Nurma Yulita, Fauzan Akmal Hariz, Ino Suryana and Anton Satria Prabuwono
Educ. Sci. 2023, 13(2), 194; https://doi.org/10.3390/educsci13020194 - 12 Feb 2023
Cited by 12 | Viewed by 3451
Abstract
Because the COVID-19 epidemic has limited human activities, it has touched almost every sector. Education is one of the most affected areas. To prevent physical touch between students, schools and campuses must adapt their complete learning system to an online environment. The difficulty [...] Read more.
Because the COVID-19 epidemic has limited human activities, it has touched almost every sector. Education is one of the most affected areas. To prevent physical touch between students, schools and campuses must adapt their complete learning system to an online environment. The difficulty with this technique arises when the teachers or lecturers administer exams. It is difficult to oversee pupils one by one online. This research proposes the development of a computer program to aid in this effort. By applying deep learning models, this program can detect a person’s activities during an online exam based on a web camera. The reliability of this system is 84.52% based on the parameter F1-score. This study built an Indonesian-language web-based application. Teachers and lecturers in Indonesia can use this tool to evaluate whether students are cheating on online exams. Unquestionably, this application is a tool that may be utilized to develop distance learning educational technology in Indonesia. Full article
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14 pages, 604 KiB  
Article
Investigating Students’ Perception of Online Assessment as a Result of the Interaction among the Extrinsic Assessment Factors on Students Psychological Characteristics
by Marioara Pascu, Diana Corina Petculescu and Ileana Pătru Stupariu
Educ. Sci. 2023, 13(2), 193; https://doi.org/10.3390/educsci13020193 - 12 Feb 2023
Cited by 3 | Viewed by 1956
Abstract
Since April 2020 all schools and universities have been running online classes on e-learning platforms and teachers have gradually integrated various educational software into the teaching-learning process. Our target group consists of 114 students of the faculty and college. We wanted to find [...] Read more.
Since April 2020 all schools and universities have been running online classes on e-learning platforms and teachers have gradually integrated various educational software into the teaching-learning process. Our target group consists of 114 students of the faculty and college. We wanted to find out their opinions about the geography online assessment, identifying the factors that influenced this process and any differences that occurred between the two categories of subjects. The results of the study showed that students at technical college adapted very well to online evaluation and the numerous chi-square associations with technological factors show the importance students attached to them over pedagogical and social factors. Students felt the need for digitisation of the learning process as most of the associations are between psychological learning factors and technological ones. The university students, unlike students from college, did not respond under the impact of emotions, and appreciated the software design of Kahoot and Google Forms by associating a positive, stimulating connotation with psychological features (motivation, memory, comprehension, relaxation). We conclude that both technical college and university students appreciated the benefits of online assessment through the use of Kahoot and Google Forms tools on both psychological and pedagogical levels. Full article
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16 pages, 3336 KiB  
Article
Creating Meaningful Learning Opportunities through Incorporating Local Research into Chemistry Classroom Activities
by Nicole States, Elizabeth Stone and Renee Cole
Educ. Sci. 2023, 13(2), 192; https://doi.org/10.3390/educsci13020192 - 11 Feb 2023
Cited by 5 | Viewed by 4776
Abstract
Incorporating real-life context through connections to research early in the curriculum can create meaningful learning opportunities that encourage students to engage deeply with classroom content to construct chemistry knowledge. Course-based undergraduate research experiences have been successful at integrating real-life context, but are often [...] Read more.
Incorporating real-life context through connections to research early in the curriculum can create meaningful learning opportunities that encourage students to engage deeply with classroom content to construct chemistry knowledge. Course-based undergraduate research experiences have been successful at integrating real-life context, but are often only incorporated into upper-level courses. To provide an additional pathway to foster interaction with research, four activities from an introductory chemistry discussion class were created to incorporate authentic research connections. Care was taken to incorporate metacognitive questions designed to help students make connections between their preexisting knowledge and course content. Marzano’s taxonomy was used to analyze the cognitive complexity of tasks, which increased in the revised activities, allowing for more opportunities for knowledge construction. Audio and written work of student groups as they worked through activities was collected. Qualitative analysis of student engagement revealed that control over the content of activities to incorporate opportunities for knowledge construction is not enough to facilitate students consciously engaging in meaningful learning. If instructors wish to promote students integrating chemistry knowledge into their existing framework, course instructors, including graduate teaching assistants, need to be trained on how to properly facilitate classroom experiences to increase the likelihood of success. Full article
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