ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Retention Factors and Student Success Online Utilizing the Community of Inquiry Framework&apos;s Instructor Presence Model
Author: Rosser-Majors, Michelle L.
Date: 2022-06-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Online Courses,Teacher Student Relationship,Teacher Influence,Success,Academic Persistence,Student Attrition,Learner Engagement,Dropout Rate,Models,Program Effectiveness,Communities of Practice

Considerable research on effective instruction in the virtual classroom exists. Yet very little is known about the extent to which instructor presence (IP) based on the Community of Inquiry model (CoI), are directly related to retention and student success. CoI includes three components of IP: teaching (TP), cognitive (CP), and social (SP). These IP engagement strategies have been suggested to improve outcomes if effectively applied in the virtual classroom. Attrition rates, retention, engagement, and student and instructor success rates are critical aspects of an effective virtual classroom and identifying practices that support these efforts is essential. This study suggests that CoI engagement strategies, when applied by instructors to the online classroom effectively, can improve factors associated with retention and success. To prepare instructors, we designed and utilized a series of seven self-paced interactive modules. With the training, the educators were able to engage with students more effectively by integrating best practices associated with IP. Course dropout rates and student success rates both significantly improved (p = 0.05; p &lt; 0.001 respectively) after these engagement strategies were more efficaciously integrated into the classroom by the trained instructors.
From Emergency Remote Teaching (ERT) to Sustained Remote Teaching (SRT): A Comparative Semester Analysis of Exchange Students&apos; Experiences and Perceptions of Learning Online during COVID-19
Author: Stewart, William H.
Date: 2022-06-00
Type: Journal Articles
Subjects: Emergency Programs,Distance Education,Web Based Instruction,Comparative Analysis,Student Experience,Student Attitudes,Electronic Learning,COVID-19,Pandemics,Foreign Countries,Foreign Students,College Students

The COVID-19 pandemic caused universities worldwide to close campuses, forcing millions of teachers and students to resort to Emergency Remote Teaching (ERT) and learning. Though necessary, the sudden move to remote delivery marked a significant departure from the standards and norms in distance education. In Korea, the pandemic coincided with the start of the 2020 academic year. Though ERT was new and unplanned during the first semester of the year, it became Sustained Remote Teaching (SRT) in the second. Through the lens of performance improvement theory, we sought to determine if students' experiences and perceptions with learning remotely via SRT would change over time as a result of institutional preparedness and faculty support/experience. In total, 140 (Spring) and 93 (Fall) exchange students rated their perceptions of &quot;Teaching and Learning Processes,&quot; &quot;Student Support,&quot; and &quot;Course Structure&quot; with their ERT/SRT learning experiences via an electronic survey. An independent-samples one-way ANOVA indicated several statistically significant benchmarks, though results are interpreted as minor real world improvement. Implications for ERT/SRT policy and future research in the context of specific student groups are discussed.
Face-to-Face vs. Online Asynchronous Teaching in a Conservation Biology Course
Author: Wells, Carrie N.
Date: 2022-06-00
Type: Journal Articles
Subjects: Conventional Instruction,Computer Mediated Communication,Online Courses,Electronic Learning,Conservation Education,Science Education,Biology,Instructional Effectiveness,Majors (Students),Undergraduate Students,Asynchronous Communication,Writing (Composition)

Effective, e-learning environments include a diverse range of pedagogical practices and should focus on active-learning and student-centered pedagogy. Therefore, it should not be the delivery medium, but rather the instructional methods that facilitate proper learning. Courses that incorporate effective instructional methods will support better learning than courses that do not use effective methods, regardless of the mode of delivery. We compared a traditionally taught face-to-face conservation biology course, Biol 4244/5244, for Biology majors to a fully online asynchronous e-learning course designed using essentially the same materials but varying course delivery. The Biol 4244/5244 course is designated by the University of North Carolina at Charlotte as a &quot;writing-intensive course,&quot; where communication is a significant part of the course learning experience. We found no significant differences in learning outcomes, regardless of the method of course delivery. Overall, we feel that this study indicates that online instruction in this type of writing-intensive and evolution-based course is a viable alternative to face-to-face instruction.
Community of Inquiry Framework: Research Trends between 2000-2020
Author: Olpak, Yusuf Ziya
Date: 2022-06-00
Type: Journal Articles
Subjects: Communities of Practice,Bibliometrics,Social Sciences,Research Methodology,Foreign Countries,Higher Education,Educational Research

The current study aimed to understand the trend in the community of inquiry that many researchers have been working on for over 20 years. Within the scope of this aim, 102 studies were reviewed with regards to some variables: most preferred keywords and words in abstract, year of publication, authors, journals, geographical distribution, academic disciplines, research methods, course delivery methods, participant type, and references. The findings demonstrate that the articles reviewed were from 216 authors in 20 countries. Most of the studies were from the Social Sciences field, and the continent with the most studies was North America. Quantitative research methods were mostly preferred in the studies, and the study group of a great of majority the studies were higher education students. Finally, various recommendations were made for future research after determining gaps that exist in the current literature.
Academic Performance in Distance Education: Quizzes as a Moderator Variable and Students&apos; Perception and Expectation through Linguistic Analysis
Author: Parte, Laura
Date: 2022-06-00
Type: Journal Articles
Subjects: Academic Achievement,Distance Education,Tests,Student Attitudes,Expectation,Structural Analysis (Linguistics),Computer Assisted Testing,Foreign Countries,College Students

This study sheds light on the relation between assessment modalities and student behavior through linguistics styles, and academic performance. First, we examine the effect of assessment modalities (self-evaluation quizzes and summative quizzes) on academic performance. Using two modalities of online quizzes, we mainly focus on the student participation, student behavior (the work pacing and time management), type of assessment, and student characteristics. Second, we analyze the student behavior through linguistic styles and third, we examine the levels of anxiety and the expectation of success during the course. Specifically, we compare the linguistic styles of high performing students and low performing students and changes in anxiety levels and expectation of success. Methodologically, this study includes a static and dynamic perspective and combines quantitative analysis with a qualitative approach. The participants are students enrolled in Managerial Accounting for Tourism course in the academic year 2019-2020. The results show that both quizzes modalities are positively associated with academic performance. The linguistic analysis shows differences in the language between high performing students and low performing students. Finally, a pattern of changes on the students' expectations of success and levels of anxiety are identified during the course.
An Overnight Educational Transformation: How Did the Pandemic Turn Early Childhood Education Upside Down?
Author: Aslan, Sinem
Date: 2022-06-00
Type: Journal Articles
Subjects: Early Childhood Education,COVID-19,Pandemics,Early Childhood Teachers,Electronic Learning,Public Schools,Private Schools,Educational Technology,Technology Uses in Education,Teaching Methods,Teaching Experience,Parent Participation

Since the spring of 2020, many early childhood education programs (pre-K, K, 1st, and 2nd grades) had to close as governments around the world took serious measures to slow down the transmission of COVID-19. As a result, the pandemic forced many early childhood teachers to start teaching online and continue supporting their students remotely. Unfortunately, there were few lessons that these teachers could learn from experience to cope with this change since online learning in early childhood settings had been scarce until the outbreak of the pandemic. In response, the goal of this interview study was to investigate how early childhood teachers in public and private schools implemented online learning during the pandemic, the challenges they encountered when teaching online, and their suggestions to address these challenges. The results showed that the teachers did not sit still and patiently wait for the re-opening of the schools. Instead, they took assorted initiatives to support their students' learning and development remotely. They faced several challenges on the way but also suggested various methods to address these challenges through developmentally appropriate technology use. The results of this study have implications for teachers when early childhood programs return to normal. The study creates opportunities for future research to gain greater understanding of the design and implementation of online learning activities with young learners.
Mapping Presence: An Exploration of Embodiment and Knowledge Transfers in Cyber-Mediated Classrooms
Author: Kahl, Kendra N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Technology Uses in Education,Virtual Classrooms,Computer Mediated Communication,Outcomes of Education,In Person Learning,Teacher Role,Student Role,Proximity,Human Body,Interpersonal Relationship

As teachers and students navigated the forced transition to online education, their physical and social interaction became possible only through technology. How did this mediated interaction affect learning outcomes, teacher presence, and their performance, in synchronous classroom spaces? What was lost in the translation of in-person instruction? What might this lost element tell us about the epistemology of embodiment, the transfer of knowledge in the classroom, and the roles of teachers and students within these knowledge frameworks? Through autoethnographical performative inquiry, this paper argues that embodiment--individual and collective--and multidimensional proximity construct sites of knowledge transfer.
Poetic and Visual Explorations in Pandemic Teaching
Author: DeHart, Jason D.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,College Faculty,Writing Instruction,Writing (Composition),Teaching Methods,Web Based Instruction,Creativity,Creative Writing,Videoconferencing,Poetry,Visual Aids

This article considers the experience of a literary professor working to maintain connections and creativity--as well as model pedagogy--in the context of Fall 2020. The author created invitations for undergraduate and graduate students to reflect on experiences and engage with texts/course readings, using poetic and visual choices for composing. This article includes examples of creations from this context, including mentor text work, as well as implications for creativity in online instruction.
Adolescents&apos; Perceptions of School Counselling in Ibadan, Nigeria
Author: Bella-Awusah, Tolulope
Date: 2022-06-00
Type: Journal Articles
Subjects: School Counseling,Foreign Countries,Adolescents,Secondary School Students,Student Attitudes,Counselor Role,Barriers,Interpersonal Relationship,Peer Relationship,Counselor Characteristics

This study explored adolescents' perceptions and experiences with school counselling in Ibadan, Southwest Nigeria. A total of 48 students between the ages of 14 and 19 years from public and private secondary schools participated in eight focus groups. Using a phenomenological approach, data was analyzed using thematic analysis. Participants described the role of a school counsellor as an adult support system, and accessed counselling services mostly for academic purposes. Negative beliefs and experiences with the counselling process, and preference for significant others were some barriers to seeking school counselling services. Personal counsellor attributes which facilitate supportive interpersonal relationships were desired. Participants also wanted peer involvement in the counselling process. There is an urgent need for national policies guiding the training and practice of school counsellors to ensure high quality and effective services in schools.
Can Nanotechnology Keep Us Dry in the Rain: An Inquiry-Based Activity to Help Students Improve Their Investigation Skills
Author: Arabacioglu, Sertaç
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology,Technology Uses in Education,Inquiry,Active Learning,Investigations,Inservice Teacher Education,Science Teachers,Science Instruction,Teaching Methods,Hands on Science,Science Activities

In scientific practices, students are frequently asked to conduct investigations to produce data that will serve as the basis for evidence that meets the goals of an investigation. But however, assisting in the formulation and implementation of students' investigations is often a difficult task for many teachers because authentic investigations include using multiple variables and further providing of evidence to support explanations or solutions. The purpose of this study was to gain a better understanding of the potential of a nanotechnology activity on encouraging the formulation and implementation of students' investigations. The &quot;Can Nanotechnology Keep Us Dry in the Rain?&quot; activity was developed as part of an in-service teacher training designed to assist science teachers in implementing inquiry-based science practices in their own classrooms. To discuss the potential of the activity, the author has provided the detailed analysis from the classroom visits of four case teachers in three governmental schools. The qualitative data was collected through video recordings, feedback of teacher trainers, and pre- and post-interviews. The results of this research provide supporting evidence that the nanoscale changes could be a powerful tool for four case teachers to provoke students for deeper inquiry. The present research, therefore, contributes to a growing body of evidence suggesting the direct demonstration of conducting hands-on experiments to formulate and implement the investigations of nanoscale phenomena. [This study was presented at the International Conference on Education in Mathematics, Science, and Technology (ICEMST 2022), March 24-27, 2022, Antalya, Turkey.]
A Mapping Global Research Trends on COVID-19 in Education: A Bibliometric Analysis
Author: Ekin, Cansu Cigdem
Date: 2022-00-00
Type: Journal Articles
Subjects: Trend Analysis,Educational Trends,COVID-19,Pandemics,Bibliometrics,Foreign Countries,Institutional Cooperation,Profiles,Research Reports,Databases,Information Retrieval,Online Courses,Distance Education,Periodicals,Authors,Networks,Higher Education

The study aims to reveal the studies' profile on COVID-19 in journals in the field of education. For this purpose, we scanned the global COVID-19-related educational literature officially published and included in the Scopus database. &quot;COVID&quot;, &quot;Coronavirus&quot;, and &quot;Corona&quot; were used as the keywords to reach the relevant publications. 3039 publications were identified. Bibliometric analysis has been used to analyze these publications indexed by the SCOPUS database between January 2020 and May 2021. Within the scope of bibliometric analysis, Co-authorship networks researching the impact of COVID-19 on education, country collaboration, keyword co-occurrence, and organization collaboration were analyzed. According to the keyword co-occurrence analysis, &quot;online learning&quot; was the most used keyword, followed by &quot;higher education&quot; and &quot;distance learning&quot;. The United States and the United Kingdom were leading countries in the number of publications and country co-authorship. The top-performing organization was the University of Hong Kong in terms of organizational collaboration.
Culturally Responsive Postsecondary Readiness Practices for Black Males: Practice and Policy Recommendations for School Counselors
Author: Hines, Erik M.
Date: 2022-06-00
Type: Journal Articles
Subjects: Blacks,Males,School Counselors,Culturally Relevant Education,College Readiness,Career Readiness,School Counseling,Engineering Education,School Business Relationship,Counselor Role,Cultural Influences,High School Students,Mentors,Advisory Committees

Postsecondary readiness is critical to broadening opportunities for educational and career options beyond high school. However, Black males are often at a disadvantage to gaining access to postsecondary preparation and school counselors who can respond to their academic needs. Therefore, the purpose of this study was to explore the experiences and culturally responsive practices of school stakeholders (who are predominantly Black) from an academy of engineering (career academy). The authors used a case study approach to examine culturally responsive practices school personnel utilize to enhance the college and career readiness of Black males. Findings emphasize the role of culturally responsive practices (e.g., Black male role models from business and industry in the engineering field and school counselors), cultural matching, and the role of the advisory board in ensuring the success of Black male students. Recommendations for practice, policy, and research for Black males and school counselors are discussed.
Trends and Changes in School Counselor CACREP Standards in the United States
Author: Akos, Patrick
Date: 2022-06-00
Type: Journal Articles
Subjects: School Counseling,School Counselors,Counselor Training,Competency Based Education,Standards,Accreditation (Institutions),Expectation,Professional Development,Counselor Role,Outcome Measures

Counseling and educational reform have been responsive to major societal change. This evolution is also reflected in counselor preparation. We examined changes in the Council for Accreditation of Counseling and Related Educational Programs (CACREP) school counselor preparation standards over four decades in the United States. Constant comparative analysis revealed substantial increases in school counselor preparation demands from 1982 to 2016. Data suggest persistent increases in the array and breadth of competency-based standards, including emergent foci (e.g., crisis response, addiction). Future considerations around school counselor identity, expectations and professional collaboration in school counselor preparation are considered.
Mental Health Disorder among Malaysian Universities Students during COVID-19 Pandemic
Author: Kumaran, Vikniswari Vija
Date: 2022-07-00
Type: Journal Articles
Subjects: Mental Disorders,Mental Health,Foreign Countries,College Students,COVID-19,Pandemics,Depression (Psychology),Anxiety,Factor Analysis

In Malaysia, the prevalence of mental diseases has risen dramatically over the last decade. University students tend to be particularly vulnerable to the harmful effects of quarantine when compared to the general population. Indeed, even before the COVID-19 pandemic, young adults' mental health was already a global concern. Young adults (aged 16-24 years) have been demonstrated to be especially vulnerable to mental health difficulties during prior lockdowns. Furthermore, increased public and clinician knowledge of mental health issues has likely resulted in improved reporting and identification of mental disorders. The study aims to evaluate Malaysian students' mental health, particularly from private universities during the COVID-19 pandemic. This study used a quantitative research approach. Descriptive analysis and Exploratory Factor Analysis (EFA) were used to analyze the data collected among university students in Malaysia. The results show that Malaysian university students were facing mental health issues due to high anxiety and depression. Furthermore, results of this study show that high level of depression, anxiety, and stress among Malaysian universities students incurred due to a drastic change in the education system especially in teaching delivery. Overall, this study will contribute to the advancement of research on the mental health and well-being of tertiary education students, particularly in Malaysia for their future growth and further development of the education system.
The Effectiveness of Educational - Learning Design According to the Progressive Inquiry Model in Mathematical Excellence Skills of Second-Grade Intermediate Students
Author: Jasim, Noor Mohammed
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Instructional Design,Mathematics Instruction,Comparative Analysis,Middle School Students,Secondary School Students,Males,Single Sex Schools,Mathematics Tests,Essay Tests,Test Results,Teaching Methods,Instructional Effectiveness,Foreign Countries,Inquiry

The aim of the research is to build an educational-learning design according to the progressive inquiry model and to know its effectiveness in the mathematical excellence skills of second-grade intermediate students. To achieve the research objectives, the two researchers followed the experimental research method, and they adopted a quasi-experimental design with two equal groups with a pre-post test to measure the mathematical excellence skills. To achieve the goal, the following null hypothesis was formulated: there is no statistically significant difference at the significance level (0.05) between the mean scores of the experimental group students who studied the material according to the educational-learning design and the students of the control group who studied the same material according to the usual method in the pre-post test of mathematical excellence skills. The research community was identified, which represents all the students of the second intermediate grade in the governmental middle and secondary day schools of the general directorate of education in Baghdad / Rusafa I. The sample consisted of (63) students from the second intermediate grade students, (32) students for the experimental group and (31) for the control group from Al-Harith Intermediate School for Boys. As the test in its final form consisted of (30) paragraphs of the essay and objective type, and the appropriate statistical analyzes were conducted, and by adopting the appropriate statistical tools to analyze the results, the results indicated the existence of a statistically significant difference in favor of the students of the experimental group. Those who studied the prescribed subject according to the educational-learning design and among the students of the control group who studied the subject according to the usual method, and that teaching according to the educational-learning design according to the progressive inquiry model is effective in the skills of mathematical excellence.