Educational Process International Journal最新文献

{"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}

{"title":"Education for the cultivation of emotions through textbooks: the example of Croatian high school history textbooks","authors":"Rona Bušljeta Kardum, Katarina Dadić, M. Horvat","doi":"10.22521/EDUPIJ.2021.102.2","DOIUrl":"https://doi.org/10.22521/EDUPIJ.2021.102.2","url":null,"abstract":"Background/purpose – Contemporary teaching focuses on the students’ active role in the acquisition of knowledge and largely neglects the role of emotions. Given the importance of empathy when it comes to the emotional development of the individual, and the opportunities offered by history as a subject with regard to encouraging empathy, the main purpose of research is to analyze the extent to which history textbooks contribute to empathy as one of key competencies of today’s world. Materials/methods – In the research, qualitative and quantitative content analysis was used. The analysis includes only one didacticmethodical toolkit of the textbook questions and tasks by the formulation of which it is possible to identify in which direction the teaching process “moves” and to what extent it encourages the cultivation of emotions. Results – The results suggest that high school history textbooks overemphasize the cognitive aspect of the learning process while simultaneously inadequately putting students in a position that would also allow them to be more emotionally engaged with the historical events and to thereby develop empathy. Conclusion – It is necessary to develop detailed guidelines with clear instructions on how to encourage students’ emotional engagement in individual subjects and teaching units.","PeriodicalId":30989,"journal":{"name":"Educational Process International Journal","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42072952","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}