ethanporcaro/eric-fulltext-meta huggingface dataset:
With a Little Help from Our Friends: Teaching Collectives as Lifelines in Troublesome Times
Author: Jettpace, Lynn
Date: 2021-04-00
Type: Journal Articles
Subjects: College Faculty,Communities of Practice,Online Courses,Distance Education,COVID-19,Pandemics,School Closing,Teacher Collaboration,Videoconferencing,Adjustment (to Environment),Teacher Competencies

Faculty members often lack support structures in which they can support each other in crisis. The authors recently discovered that sharing ideas with a community of colleagues has made them more resilient. The Civility Community of Practice (CoP) at IUPUI transitioned to a weekly online teaching and support seminar in response to the university's unexpected move to online course delivery on account of the pandemic. This reflective essay will examine the transformative possibilities of a teaching collective in the face of crisis. It will include reflections by each of the five community members about how their CoP Zoom meetings helped them navigate and adapt to their personal and professional lives during the pandemic. The authors will discuss how moving their courses online challenged their teaching practices, motivated their experimentation with Zoom, and transformed their online classroom to impact the student learning experience. The essay concludes with an outline of the conditions that create successful learning communities.
ZOOMing into a Community: Exploring Various Teaching Practices to Help Foster Sense of Community and Engagement in Emergency Remote Teaching
Author: Bakir, Nesrin
Date: 2021-04-00
Type: Journal Articles
Subjects: Videoconferencing,Sense of Community,Teaching Methods,Learner Engagement,Distance Education,Web Based Instruction,COVID-19,Pandemics,Educational Change,Communities of Practice,Class Activities

Educators across the world have been forced to shift their courses online due to the COVID19 pandemic. As face-to-face courses become online courses during this unprecedented time, instructors are thrown into emergency remote teaching (ERT). Where online learning involves &quot;experiences that are planned from the beginning and designed to be online, emergency remote teaching (ERT) is a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances…[which], will return to that [original] format once the crisis or emergency has abated&quot; (Hodges, Moore, Lockee, Trust, &amp; Bond, 2020). The instructional demands of ERT can be overwhelming in that many instructors are trying to navigate new online teaching approaches to ensure their students have a sense of community (SoC), that is a sense of belonging and interactivity, and are still engaged, motivated, and involved in the course. Zoom, a cloud-based video conferencing platform, has boomed in popularity, becoming the go-to tool many instructors use to host and facilitate their courses, as well as to ensure a SoC is fostered and maintained. Guided by the social constructivism theory and community of inquiry (CoI) model, this quick hits piece aims to answer the question: In what ways might Zoom foster and sustain a SoC community in ERT?
Eating Smart and Moving More for Head Start: A Pilot Study
Author: Stage, Virginia C.
Date: 2021-03-00
Type: Journal Articles
Subjects: Extension Education,Health Behavior,Early Intervention,Preschool Teachers,Nutrition Instruction,Eating Habits,Physical Activity Level,Self Efficacy,Program Effectiveness,Health Promotion,Faculty Development,Food,Teacher Behavior,Teacher Attitudes,Barriers,Behavior Change

Our study examined the relationship between improved personal health behaviors of Head Start teachers and the promotion of positive health behaviors in their classrooms. Thirty-three Head Start teachers across seven centers received six 30-min nutrition education lessons. Dietary intake, physical activity, and self-efficacy for promoting positive health behaviors in the classroom were measured at baseline and following intervention. Significant improvements were observed for dietary intake and physical activity. Self-efficacy for promoting health behaviors in the classroom did not significantly improve. Additional education is needed to improve health promotion practices. Lessons learned contributed to program refinement. Implications for Extension are discussed.
Young Cattle Producers Conference Develops Leaders in Idaho
Author: Willmore, Carmen J.
Date: 2021-03-00
Type: Journal Articles
Subjects: Agricultural Occupations,Youth Leaders,Extension Education,Late Adolescents,Young Adults,Industry,Conferences (Gatherings),Leadership Training,Program Effectiveness

The need for young leadership in the beef industry has become a rising concern as the average age of primary operators increases. Extension educators developed a leadership conference for beef producers with the primary objective to educate and develop leadership qualities in young cattle producers. To achieve the objective participants, age 18-40 years old, had opportunities to learn all aspects of the industry through presentations, hands-on learning and industry tours. A post-conference survey revealed that participants planned to utilize what they learned and had a better understanding of the beef industry at the conclusion of the program.
Faculty Perceptions of Teaching Online during the COVID-19 University Transition of Courses to an Online Format
Author: Sims, Shantia Kerr
Date: 2021-04-00
Type: Journal Articles
Subjects: Teacher Attitudes,Satisfaction,College Faculty,Electronic Learning,Online Courses,COVID-19,Pandemics,Distance Education,Emergency Programs,Learner Engagement,Educational Quality,Teaching Experience,Age Differences,Gender Differences,Tenure

As a result of the 2019 coronavirus disease pandemic, many universities were required to make quick decisions to accommodate social-distancing guidelines. Cherished university events such as commencement and spring convocations were postponed or canceled. Such decisions were made in an effort to curb the number of people infected with the virus. Institutions were also forced to consider how to continue educating students in the midst of a pandemic. In many instances, faculty were required to transition their face-to-face courses to an online format. Some instructors were familiar with the instructional strategies and technological tools needed for effective online teaching, whereas other, novice faculty were hesitant or even resistant to the idea of online teaching and learning. This case study at a Midwestern master's level university examines the perceptions of faculty (N = 183) regarding the quick transition of their courses to an online medium during the spring 2020 semester. We administered a web-based survey instrument consisting of two sections. Section I had 20 demographic questions and Section II had 28 statements rated on a 7-point Likert-type scale ranging from 1 (&quot;strongly disagree&quot;) to 7 (&quot;strongly agree&quot;). Section II assessed perceptions and attitudes about the quick transition to online, perceptions of students' engagement in the courses before and after the transition, and professors' level of satisfaction with the transition. The data were analyzed using frequency, mean, and analysis of covariance. Findings reveal that generally faculty felt that course quality remained the same, that students' engagement and performance declined during the pandemic, and that satisfaction levels with the transition were low.
Fostering Posttraumatic Growth in College Classrooms during COVID-19
Author: Kutza, Dawn
Date: 2021-04-00
Type: Journal Articles
Subjects: College Students,Posttraumatic Stress Disorder,Trauma,Stress Variables,COVID-19,Pandemics,Transformative Learning,Emotional Response,Student Reaction,Resilience (Psychology),Student Attitudes

So much has changed. Aside from losing social connections, academic support structures, and enrichment opportunities, students face new anxieties about health, loved ones, and financial security within an uncertain economy. The sudden loss of control and unanswered questions about the future may leave many feeling helpless, fearful, angry, or grieving. In the middle of this global crisis, do classroom learning and traditional curricula suddenly feel less relevant? With attention on more salient problems and a complexity of emotions students can't begin to process, where will the motivation and focus to learn come from? How can faculty account for this in their teaching? Feeling at a loss, I was delighted when a former student reached out to discuss these topics. Through a series of individual personal reflections and conversations, we explored ways of interpreting this adversity and ultimately cocreated meaning in ways we hope will benefit both students and faculty, whether future learning is conducted virtually or face-to-face. We found great value in illustrating our experiences using a a well-known conceptualization of posttraumatic growth, which entails positive psychological change experienced as a result of the struggle to make sense of a highly challenging life circumstance--one such as the 2019 coronavirus disease (COVID-19)--which can shatter our worldview, shake us from our ordinary perceptions, and force us to rebuild ourselves and find deeper meaning. Specifically, we discussed what choices students have in responding to the current situation and how faculty can support positive growth choices; what posttraumatic growth might look like during the COVID-19 pandemic; what deliberative cognitive exploration is, how it can foster growth, and how faculty can encourage it in their classrooms; and what types of growth &quot;outcomes&quot; might not only give us purpose and meaning in this time but also build resilience, and perhaps make us even better than before.
Hey Friend, Can You Spare Me Some Time? How Converting Classes Takes &quot;More&quot; Time
Author: Lion, Margaret
Date: 2021-04-00
Type: Journal Articles
Subjects: Online Courses,Instructional Design,COVID-19,Pandemics,School Closing,Adjustment (to Environment),Coping,Change Strategies,Planning

Transitioning from a face-to-face to a fully online class was a huge, time-consuming challenge. I would now like to share with you what I learned, how I did it, and how to find yourself some time.
Instructional Designers as &quot;First Responders&quot; Helping Faculty Teach in the Coronavirus Crisis
Author: Abramenka-Lachheb, Victoria
Date: 2021-04-00
Type: Journal Articles
Subjects: Instructional Design,College Faculty,COVID-19,Pandemics,College Instruction,Web Based Instruction,Distance Education,Instructional Effectiveness,Integrated Learning Systems,Learning Modules

The spring of 2020 brought a necessary pivot to emergency remote teaching for all faculty. As a team of instructional designers at the Indiana University School of Public Health, we developed a rapid response protocol to analyze faculty's instructional design needs and provide effective and efficient support strategies. In this reflective essay, we share the innovative strategies and practices we used to respond efficiently and effectively to the faculty's identified needs. We provide a detailed account of a toolkit and the methods used to support faculty members, so they could quickly pivot to emergency remote teaching. We conclude with insights on how the pandemic challenged our current instructional design practices.
Factors Affecting Competitiveness in University Ranking Exercises: Lessons from Brazil
Author: Hewitt, W. E.
Date: 2021-05-00
Type: Journal Articles
Subjects: Foreign Countries,Reputation,Institutional Characteristics,Integrity,Evaluation Methods,Corporations,Geographic Location,Educational Resources,Universities,Educational Quality,Enrollment Trends,Evaluation Criteria

In recent years, international and national university ranking exercises have become commonplace, serving a host of stakeholders and beneficiaries including students, institutions, and governments. As such, they have drawn increasing scrutiny from academics and other observers, many of whom have called into question the integrity of the methodologies employed, and thus the outcomes of the process. By contrast, relatively little attention has been paid to largely external factors that can affect a given institution's ability to compete within a given ranking exercise, such as their corporate status, geographic location, and/or access to resources. Building on previous work examining the impact of such &quot;extraneous&quot; factors, this study undertakes a quantitative analysis of the best-known university ranking exercise in Brazil to better understand the impact of such variables, both within other national contexts and well beyond.
Level of Academic Performance among Faculty Members in the Context of Nepali Higher Educational Institution
Author: Paudel, Krishna Prasad
Date: 2021-05-00
Type: Journal Articles
Subjects: College Faculty,Job Performance,Faculty Publishing,Scholarship,Research,Educational Innovation,Capacity Building,Electronic Learning,Technology Uses in Education,Organizational Culture,Organizational Climate,Individual Differences,Foreign Countries

Academic performance is taken as the process of carrying out academic activities and discourses by faculty members to enhance their academic activities and discourses. The purpose of this research was to identify the faculty member's level of academic performance in higher educational institutions. To conduct this research, a quantitative methodology was employed. The tools to measure the academic performance of faculty members were developed using Delphi method. The data were collected with 445 sampled respondents from four universities. The factor analysis was used to explore the dimensions of academic performance. The factor analysis identified four factors of academic performance i.e., research and publication, innovation, interactive learning, and capacity building. To analyze the level of academic performance, mean and the standard deviation was used. It was found that individual differences and the organizational environment, culture, and technological infrastructure were crucial to influence the pace and level academic performance in academia.
Mission Statements of Japanese Civil Society Organizations Supporting International Students in the Kansai Area: Critical Discourse Analysis
Author: Ivanova, Polina
Date: 2021-05-00
Type: Journal Articles
Subjects: Position Papers,Foreign Countries,Discourse Analysis,Foreign Students,Organizations (Groups),Language Usage,Vocabulary,Audiences,Attitude Change,Semantics,Immigration

This study is applying critical discourse analysis (CDA) to mission statements of civil society organizations (CSOs) in the Kansai area of Japan to examine how those texts may be reflecting their views on migration and impacting their practices related to international students. The analysis shows similarities across CSO types in choosing organizational names, using vague and bureaucratic vocabulary for formulating their mission statements, as well as confusing and contradictory style of some statements and event announcements that may be misleading or discouraging for potential members. At the same time, diversity of vocabulary referring to their target audience demonstrates shifting perspectives of CSOs on international students and more generally, on foreigners living in Japan.
Newly Arrived South Asian Students&apos; Experience with the Canadian Healthcare System
Author: Khunkhun, Inderpreet Kaur
Date: 2021-05-00
Type: Journal Articles
Subjects: Student Experience,Asians,Foreign Countries,Health Services,Foreign Students,Undergraduate Students,Graduate Students,Barriers,Student Attitudes,Personality Traits,School Orientation,Social Support Groups,Knowledge Level

In this article, we report on the experiences of newly arrived South Asian international students (undergraduate and graduate levels) with accessing healthcare services in a small town setting in British Columbia, Canada. The objective of the study was to better understand the barriers and facilitators of accessing healthcare services. We used a qualitative design with an exploratory approach and conducted 8 semi-structured interviews with South Asians students that had newly arrived in the city of Kamloops and had been enrolled at Thompson Rivers University (TRU) for less than 12 months. Findings included barriers such as needing more information during on campus orientation, inefficiencies of the healthcare system, and accessing healthcare service. Facilitators of accessing healthcare services included attending campus orientation, having a curiosity, and a social support system. These findings provide new knowledge regarding the barriers and facilitators of accessing healthcare in Canada. In order to better meet the needs of international students programs and services must be tailored to this unique group of students.
Situated Learning -- Foreign Sites as Learning Contexts
Author: Chang, Bo
Date: 2021-05-00
Type: Journal Articles
Subjects: Situated Learning,Authentic Learning,Study Abroad,Travel,Global Approach,Place Based Education,Sensory Experience,College Students,College Faculty,Public Colleges,Research Universities,Perspective Taking,Cues,World Views,Emotional Response,Foreign Countries,Context Effect

As part of the globalization effort, study abroad has been researched in the fields of education, business, language, etc. However, what is not well-discussed is how foreign sites in study abroad programs can function as learning contexts to promote in-depth learning in various subject areas, which was the purpose of this study. Twelve participants from one public research university involved in study abroad programs were interviewed. Documents such as syllabi and travel plans relevant to participants' trips were also collected. The data were analyzed inductively. The findings show that foreign sites serve as learning context to support students' learning by (a) providing cues to understand new knowledge from different perspectives; (b) providing a context to understand the meaning behind words; (c) providing minute details tying facts towards abstract knowledge; and (d) creating a space for stimulating emotional attachments.
Tensions, Transformations and Travel: Comparative Narratives of &apos;Becoming&apos; a Cosmopolitan Educator through an Overseas Study Tour in Singapore
Author: Soong, Hannah
Date: 2021-05-00
Type: Journal Articles
Subjects: Study Abroad,Travel,Cultural Awareness,Intercultural Programs,Global Approach,Teacher Educators,Preservice Teachers,Faculty Development,Self Concept,Professional Identity,English (Second Language),Transformative Learning,Foreign Countries,World Views

This paper discusses the dynamic and complex dimensions of 'becoming' a cosmopolitan teacher educator through an overseas study tour. It employs autobiography as a research method to interpret the experiences of an overseas study tour, and how it has engaged the teacher educators in self-reflexivity of their negotiation of multiple identities: academic, personal and cultural. Our self-narratives reveal how becoming cosmopolitan educators is not only intimately linked to the process of re-construction of oneself as a reflexive person. The process can also be conflicting and unsettling because of how we were positioned by our pre-service teachers. It concludes by highlighting the conditions in which our multiple identities come into existence and how they shape our ways of becoming, and the need for teacher educators to engage in a continual process of professional development as cosmopolitan teacher educators.
Theoretical Perspectives on International Student Identity
Author: Tavares, Vander
Date: 2021-05-00
Type: Journal Articles
Subjects: Foreign Students,Self Concept,Cultural Differences,Higher Education,College Students,Case Studies,Theories,Multilingualism,Undergraduate Students,Graduate Students,Foreign Countries,Ethnicity,English (Second Language),Second Language Learning,Student Attitudes,Social Networks

Interest in international student identity has grown considerably over the last few years. In the context of international education, the emphasis on identity and the individual student may also be seen as an emerging response to the tendency of discussing international students and their identity-related experiences in homogenising ways. While there is considerable discussion about how international students' sense of self is affected by cultural differences in higher education, a theory of identity is not always in place. The purpose of this paper is to bring together three theoretical perspectives on identity that are designed to account for specific cultural, social, and linguistic influences on identity construction. These perspectives are examined with examples from data-based case studies. This paper identifies the unique affordances of each perspective while also highlighting their mutual role in challenging broad discourses that have unfavourably defined international student identity.
Analysing Students&apos; Cognitive Engagement in E-Learning Discussion Forums through Content Analysis
Author: Kew, Si Na
Date: 2021-03-00
Type: Journal Articles
Subjects: Learner Engagement,Electronic Learning,Discussion Groups,Discussion (Teaching Technique),Integrated Learning Systems,Content Analysis,Learning Analytics,Cognitive Processes,Gender Differences,Student Participation,Undergraduate Students,Foreign Countries

Discussion forums provide students with accessible platforms for group discussions in e-learning environments. They also help lecturers to track and check student discussions. To improve student learning, it is important for lecturers to identify students' cognitive engagement in discussion forums. Therefore, this study aims to investigate students' cognitive engagement in e-learning through content analysis of forum posts. A total of 267 forum posts created by students during one semester were collected for analysis. Inferential statistics were applied to explore the relationship between students' cognitive engagement and their gender and the number of posts in forums. The results revealed that about half of the students gave their posts without any explanations, which reflected a low level of cognitive engagement. A large number of posts made little contribution to a high level of cognitive engagement. The results also showed no relationship between gender and the level of cognitive engagement. The limitations and implications of this study are also discussed.
A Review of Empirical Research on ICT Applications in Teacher Professional Development and Teaching Practice
Author: Hu, Dongpin
Date: 2021-03-00
Type: Journal Articles
Subjects: Teaching Methods,Faculty Development,Learning Processes,Journal Articles,Information Technology,Technology Uses in Education,Videoconferencing,Web 2.0 Technologies,Communities of Practice,Handheld Devices,Telecommunications,Elementary Secondary Education,Computer Games,Multimedia Instruction,Computer Software,Online Courses

The rapid development of information and communication technology (ICT) has been increasingly changing the ways of teaching and learning and teacher development. While the literature shows a proliferation of studies exploring various issues of applying ICT in teacher development and teaching practice, there is a lack of overview of the literature in this field. This study aimed to address the gap by reviewing the literature in two themes: (1) ICT in teacher professional development (TPD), and (2) ICT in teaching practice. Six journals of a high impact in the field of teaching and teacher education were selected, from which 85 articles involving ICT applications and published from 2013 to 2019 were identified. Among them, 18 empirical articles highly relevant to the two themes were analysed. The content analysis of these publications identified a set of specific ICT applications in TPD and in teaching practice. Moreover, the analysis revealed the key features of these ICT applications in terms of their functions, their effects on teaching and teacher development, the factors influencing their applications, and the problems in existing applications.