Educational Process International Journal最新文献

{"title":"Apps to Promote Computational Thinking and Coding Skills to Young Age Children: A Pedagogical Challenge for the 21st Century Learners","authors":"Stamatios Papadakis","doi":"10.22521/edupij.2022.111.1","DOIUrl":"https://doi.org/10.22521/edupij.2022.111.1","url":null,"abstract":"Background / purpose – At the beginning of the 21st century, Computational Thinking (CT) and coding were typically considered part of secondary education programs, focusing on programming and algorithm development. The early childhood classroom was not expected to find students who developed coding skills. Nevertheless, as has been the case lately, CT and coding have been characterized as fundamental skills of the 21st century, not only for computer scientists but all for citizens. However, through developmentally appropriate technologies, the development of coding skills is increasingly possible, and the result may be the advancement of CT fluency or at least familiarity in young age children. Given the enormous success of smart mobile devices and accompanying mobile apps, the question is whether apps provide the children of preschool and pre-primary school age with opportunities to cultivate their basic coding and CT skills. This study is a review article that presents a brief literature review on the apps that promote themselves that can cultivate CT and coding skills of young students. Materials / methods – This paper presents a literature review of empirical studies on apps that promote themselves to support young children’s learning of CT and coding skills. Results – Despite the abundance of 'self-proclaimed educational' apps for children, there is a need for developmentally appropriate apps, specifically designed for young people to promote the development of CT concepts and coding skills in young children's life. Conclusion – This study contributes to a small but growing body of literature investigating how children process and learn fundamental coding skills from touchscreen devices. The findings of this study provide evidence that young age children can facilitate early STEM learning and foundational coding skills from developmentally appropriate playful learning experiences on smart mobile devices.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84073409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Anxiety in High School Adolescents by Gender: Friend Attachment, Ineffective Coping with Stress, and Gender in Predicting Anxiety","authors":"Öner Çelikkaleli, Sezai Demir","doi":"10.22521/edupij.2022.113.2","DOIUrl":"https://doi.org/10.22521/edupij.2022.113.2","url":null,"abstract":"","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"231 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85125462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Trends for the Segregation Practices of International Students: A Review of Higher Education in Turkey","authors":"Tugba Hosgorur, İler Aysel","doi":"10.22521/edupij.2022.111.6","DOIUrl":"https://doi.org/10.22521/edupij.2022.111.6","url":null,"abstract":"","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"97 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85749068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cocurricular Assessment: Aligning Service-Learning With General Education Goals","authors":"Ruth Boyd, G. Boyd, Taler Alexander","doi":"10.22521/edupij.2022.113.5","DOIUrl":"https://doi.org/10.22521/edupij.2022.113.5","url":null,"abstract":"","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"77 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77851536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating the Relationships between Preservice Teachers’ Teacher Readiness, Attitude towards Teaching Profession, and Organizational Attraction through Structural Equation Modeling","authors":"Hakan Polat","doi":"10.22521/edupij.2022.113.4","DOIUrl":"https://doi.org/10.22521/edupij.2022.113.4","url":null,"abstract":"","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89870521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Artificial intelligence and education: A pedagogical challenge for the 21st century","authors":"E. Vázquez-Cano","doi":"10.22521/edupij.2021.103.1","DOIUrl":"https://doi.org/10.22521/edupij.2021.103.1","url":null,"abstract":"","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"144 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80349218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Competence and competency in higher education, simple terms yet with complex meanings: Theoretical and practical issues for university teachers and assessors implementing Competency-Based Education (CBE)","authors":"Andrew G D Holmes, Marc Polman Tuin, Sophie Turner","doi":"10.22521/edupij.2021.103.3","DOIUrl":"https://doi.org/10.22521/edupij.2021.103.3","url":null,"abstract":"Background / purpose – British, European and American universities are increasingly adopting competency-based learning, yet, there are different and conflicting definitions of competence, competency, and competency-based learning. Consequently, multiple interpretations and understandings are held by educators in respect of what these terms mean, when applied to their own teaching and assessment practices. Therefore, unless informed and considered discussion has taken place amongst staff about their individual understandings and interpretations, any development of new, competency-based assessment processes and procedures, is necessarily problematic. The main purpose of the paper is to stimulate reflection and discussion, so that teaching staff can arrive at a common understanding and interpretation of what competency-based education is, so that they may develop appropriate, authentic and equitable assessment processes. Materials / methods – The methodology used was a systematic review of literature on competence, competency-based learning and the assessment of competency-based learning. Conclusion – This paper provides an overview of the main issues and tensions involved in clearly defining competency within higher education programmes and assessing competence, along with two clear recommendations for practice. The recommendations have significance for all higher education teaching staff involved in programmes of competency-based learning.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77699326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining first-grade teachers’ experiences and approaches regarding the impact of the COVID-19 pandemic on teaching and learning","authors":"E. Uzun, Eda Butun Kar, Y. Ozdemir","doi":"10.22521/EDUPIJ.2021.103.2","DOIUrl":"https://doi.org/10.22521/EDUPIJ.2021.103.2","url":null,"abstract":"Background/purpose – Elementary school first-grade is very important, particularly in Turkey where preschool education is not compulsory. For students who have not received preschool education or those with low levels of preparedness, starting elementary school can be very challenging process. These difficulties have increased with the implementation of emergency distance education due to the pandemic. This study aims to determine the difficulties that first-grade elementary school teachers have faced during the pandemic. Materials/methods – Phenomenological study, as one of the qualitative research methods, was applied in the current study. A semi-structured interview form was prepared as a data collection tool, and then interviews were conducted with 15 first-grade elementary school teachers. Results – The study analyzed problems experienced during the emergency distance education program under the categories of focusing, learning losses, homework, textbooks, curriculum, equipment problems, screen time, hardware deficiencies, Internet access, connectivity problems, absenteeism, communication problems, home conditions, expectations from the state, inadequate family support, and security problems. It also examined problems experienced during the face-to-face training process under the categories of facemasks, social distancing, hygiene, adaptation problems, socialization, and parents. Conclusion – The most significant problem that the participant teachers experienced during the emergency distance education was reported to be the learning losses of students. The other problems were determined to be the long periods of time students spent in front of a screen, educational materials not having been prepared for distance education, and not providing teachers with fundamental necessities for lessons such as Internet connectivity. In face-to-face education, the anxiety caused by fear of contracting the virus, and the difficulties of students to adapt to face-to-face education was seen to negatively affect the teachers. Copyright © 2021","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79866180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emergency remote teaching due to COVID-19 pandemic and potential risks for socioeconomically disadvantaged students in higher education","authors":"Turgut Karakose","doi":"10.22521/EDUPIJ.2021.103.4","DOIUrl":"https://doi.org/10.22521/EDUPIJ.2021.103.4","url":null,"abstract":"Background/purpose – Higher education institutions worldwide rapidly switched to emergency remote teaching with a sustainable quality education approach in response to the global health threat caused by the COVID-19 virus. The sudden and largely unprepared transition to emergency remote teaching placed serious pressures on not only students, but also academics, the families of both, and also other stakeholders as well. This study aims to discuss the potential effects of emergency remote teaching due to COVID-19 on disadvantaged students in higher education. Materials/methods – This study is a review article, which presents a brief literature review on the potential impact of emergency remote teaching due to COVID-19 on disadvantaged students in higher education. Practical implications – This study may help to provide researchers and practitioners with a roadmap for potential future work on the impact of emergency remote teaching in response to the COVID-19 pandemic on disadvantaged groups. From this perspective, the potential effect of emergency remote teaching on disadvantaged students in higher education is examined and recommendations put forwards for solutions aimed at educational administrators and decision-makers. Conclusion – The emergency remote teaching put in place due to the COVID-19 pandemic has led to the widening of the digital divide among higher education students. Therefore, integrating the digital and distance education approach into the higher education system correctly and effectively may both facilitate the achievement of instructional goals and also help to eliminate digital inequality in the higher education student population. Copyright © 2021","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88523081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The use of learning management systems in ESP to explore postgraduate students’ content knowledge about epidemiology and COVID-19: a mixed-methods study","authors":"M. El Messaoudi","doi":"10.22521/EDUPIJ.2021.102.4","DOIUrl":"https://doi.org/10.22521/EDUPIJ.2021.102.4","url":null,"abstract":"Background/purpose-This sequential explanatory mixed-methods study inspected the impact of an online ESP course on postgraduate students content knowledge development about epidemiology in general and COVID-19 in particular. The course was titled \"English for Pandemics\" and was administered via a Learning Management System (Edmodo). Materials/methods-Needs Analysis was (informally) deployed to trace participants needs, preferences, and wants in order to shape the landscape of the treatment. The researcher employed a quasi-experimental design (a one-group, pretest-posttest design). Participants were pretested prior to the treatment. The treatment consisted of online exposure to eight units (English for Pandemics), capitalizing on Edmodo in content delivery, receipt, mastery, and assessment. Following the treatment, after 8 weeks, the participants were post-Tested. Results-Quantitative results revealed a statistically significant difference in the participants content knowledge regarding epidemiology and COVID-19. Qualitative findings divulged that participants highly appreciated Edmodo interactive features (simplicity, functionality, control, communal learning, and real-Time feedback), and voiced their readiness to opt for Edmodo in future learning experiences. Conclusion-Based on empirical evidence, the current study argues that the Edmodo learning management system has the potential to push content delivery, receipt, mastery, and assessment in ESP courses to the next level. © 2021 Universitepark. All rights reserved.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"10 1","pages":"59-82"},"PeriodicalIF":0.0,"publicationDate":"2021-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44551788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}