ethanporcaro/eric-fulltext-meta huggingface dataset:
Imitation in Undergraduate Teaching and Learning
Author: Zhou, Jiangyuan
Date: 2016-00-00
Type: Journal Articles
Subjects: Imitation,Graduate Students,Undergraduate Students,Teaching Methods,Instructional Effectiveness,Cultural Differences,Questionnaires,Student Attitudes,Asians,Gender Differences,Intellectual Disciplines,Learning Processes,Foreign Countries,International Education,Multivariate Analysis

Research in developmental psychology and neuroscience has demonstrated the critical role of imitation in human learning. Self-report questionnaires collected from 456 undergraduate students in two U.S. institutions and one Chinese institution demonstrated that undergraduate students from both U.S. and Chinese cultures used various imitations in learning, and most undergraduate students perceived those imitations to have positive effects on their learning. Gender, grade-level, disciplinary, and especially, cultural differences of undergraduate students' uses of imitation and their perceptions of the usefulness of those imitations varied in ways that suggest the significance of broad norms using imitation in teaching and learning in higher education. This study contributed to a better understanding of the significance of imitation in undergraduate student learning across cultures, provided implications for teachers and students in using imitation as an effective teaching and learning tool, and offered important avenues for future research on the topic.
Integrating the Intangibles into Asynchronous Online Instruction: Strategies for Improving Interaction and Social Presence
Author: McGuire, Beverley Foulks
Date: 2016-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Electronic Learning,Interaction,Computer Mediated Communication,Interpersonal Communication,Online Courses,Synchronous Communication,Case Studies,Semi Structured Interviews,Grounded Theory,Universities,College Faculty,Observation,Qualitative Research,Philosophy,College Students,Teacher Student Relationship,Religious Education,Feedback (Response)

This paper considers how instructors of asynchronous online courses in the Humanities might integrate intangibles associated with face-to-face instruction into their online environments. It presents a case study of asynchronous online instruction in a philosophy and religion department at a midsize public university in the southeastern United States. Based on interviews with instructors and observations of course shells, it presents five strategies for improving interaction and social presence in asynchronous online environments: establishing an online community that is comfortable--yet structured, humanizing the course whenever possible, making feedback a priority, establishing clear expectations, then monitoring discussions, and making the course relevant to learners.
The Knowledge Café: A Unique Teaching Experience
Author: Baim, Susan A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Teaching Experience,Adult Students,Social Media,Technology Uses in Education,School Community Relationship,Community Involvement,Service Learning,Extension Education,Cooperative Learning,Universities,Group Dynamics

Teaching adult learners in a community-based educational setting differs in many ways from applying typical campus-based or online instructional best practices. Adult learners show tremendous diversity in their backgrounds, approach learning in a myriad of different ways, and rely heavily on their past experiences to help guide their future knowledge acquisition. Teaching a thoroughly engaged and eclectic group of adult learners in an &quot;off-campus&quot; setting can be rewarding and challenging at the same time. This paper describes a collaborative partnership, known as The Knowledge Café, between a local community foundation and a regional campus of a major university to provide business owners with advanced knowledge on professional social media technologies. Details regarding how the partnership was established are presented, along with teaching insights from the inaugural year of operation. Suggested future work and activities provide an overview of how The Knowledge Café may evolve as the campus-community partnership continues to grow.
Teaching Presence in Online Courses: Practical Applications, Co-Facilitation, and Technology Integration
Author: Budhai, Stephanie Smith
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Technology Integration,Case Studies,Research Methodology,Electronic Learning,Distance Education,Instructional Design,Educational Technology,Best Practices,College Students,College Faculty,Teacher Effectiveness,Information Literacy,Methods Courses

The number of online courses being offered at the postsecondary level has constantly increased. However, online instructors are still investigating ways to translate their pedagogical instruction into the online forum, while maintaining a strong presence instructionally. This paper aims to address how to build teaching presence in online courses. An example of how teaching presence was increased in an online graduate research methods course is shared focusing on the constructs of designing organization, facilitating dis-course, and direct instruction. This paper concludes with implications and best practices for applying a similar model to build teaching presence in other online courses.
Digital Storytelling: A Method for Engaging Students and Increasing Cultural Competency
Author: Grant, Natalie S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Story Telling,Learner Engagement,Media Literacy,Undergraduate Students,Surveys,Technology Uses in Education,Cultural Awareness,Likert Scales,Personal Narratives,Qualitative Research,Social Work,Cultural Pluralism,Educational Technology,Video Technology,Teaching Methods,Statistical Analysis

Digital storytelling is explored as a method of engaging students in the development of media literacy and cultural competency. This paper describes the perceptions and experiences of 96 undergraduate students at a large Midwestern university, after completing a digital storytelling project in a semester-long diversity course. Digital storytelling was introduced in the course as a pedagogy for engaging students with technology to develop cultural competency. Data were collected from an end of semester survey. Results found that the use of digital storytelling enhanced the learning environment through greater student engagement around technology and diversity issues. By bridging course content and pedagogy around diversity and cultural competency, students were able to gain competency, and experience the use of technology in academic/workplace settings, and create awareness/discourse around social issues.
Mathematical Modelling Research in Turkey: A Content Analysis Study
Author: Çelik, H. Coskun
Date: 2017-01-10
Type: Journal Articles
Subjects: Mathematical Models,Foreign Countries,Content Analysis,Qualitative Research,Statistical Analysis,Research Methodology,Mathematics Instruction,Mathematical Concepts,Higher Education,College Mathematics,Problem Solving,Data Collection,Data Analysis,College Students,Sampling

The aim of the present study was to examine the mathematical modelling studies done between 2004 and 2015 in Turkey and to reveal their tendencies. Forty-nine studies were selected using purposeful sampling based on the term, &quot;mathematical modelling&quot; with Higher Education Academic Search Engine. They were analyzed with content analysis. Publication Classification Form (PCF) was used as data collection tool. The studies were evaluated based on publication year, research model, sampling method, sampling size, sampling group, data collection tools, number of data analyses methods and subject areas. Descriptive statistical calculations like frequency and percentages were used for data analysis and the findings are shown in tables. From the findings of this study, the followings were observed: the studies are generally qualitative research model, purposeful sampling method is prominently used as a data collection tool, university students were taken more in the sampling, the sampling size ranged from 1 to 30 and data analysis method was preferred more. Besides, &quot;the effect of modelling method on modelling ability&quot; variable is the area mostly treated in the subjects studied. In this research, applying mostly quantitative and combined research methods in mathematical modelling and using other student groups apart from university students as sample group in these studies are suggested.
The Role of Flipped Learning in Managing the Cognitive Load of a Threshold Concept in Physiology
Author: Akkaraju, Shylaja
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Blended Learning,Cognitive Processes,Difficulty Level,Fundamental Concepts,Scientific Concepts,Science Instruction,Physiology,Anatomy,Formative Evaluation,Student Motivation,Learner Engagement,Academic Achievement,Retention (Psychology),Benchmarking,Time Factors (Learning),Problem Solving,Independent Study,Mastery Learning,High Stakes Tests,Comparative Analysis,Community Colleges,Two Year College Students,Knowledge Level

To help students master challenging, threshold concepts in physiology, I used the flipped learning model in a human anatomy and physiology course with very encouraging results in terms of student motivation, preparedness, engagement, and performance. The flipped learning model was enhanced by pre-training and formative assessments that provided opportunities for retrieval practice. Students in flipped learning sections had much higher retention and pass rates than those in non-flipped learning sections. Students also achieved preset benchmarks for factual and procedural knowledge while falling slightly short for conceptual knowledge. I found that the flipped learning model effectively addresses the cognitive load involved in learning physiology, which typically has a high cognitive load. By lowering extraneous cognitive load via intentional content, managing intrinsic cognitive load via pre-training and retrieval practice, and increasing germane cognitive load via the extended class time reserved for problem solving, the flipped learning model offers a very supportive learning environment with numerous opportunities for self-regulated learning for students struggling to master this threshold concept. In future semesters, the increased available class time afforded by the flipped learning format will be used to emphasize conceptual understanding in the problem sets.
An Investigation of Turkish Elementary Social Studies Textbooks in Terms of Social Emotional Learning
Author: Usakli, Hakan
Date: 2017-01-10
Type: Journal Articles
Subjects: Social Studies,Textbooks,Foreign Countries,Social Development,Emotional Development,Qualitative Research,Preservice Teachers,Elementary Education,Textbook Content

Social emotional learning (SEL) is very important to the well-being of students and their academic achievement in school. The purpose of this study was to search any relation between social studies text books [SSTB] and social emotional learning. This study was conducted as a qualitative study. 9 SSTBs were investigated by 21 fourth grade pre-service teachers from Faulty of Elementary Education in the last semester from Sinop Education Faculty in Turkey. University students have common knowledge that SSTB contains SEL content. Physical feature, content and applicability are the three main themes found in this study. The research method has high validity and reliability. Future studies should be conducted on the intensity, number of activity and distribution of skills of SEL in SSTB. Do the activities in SSTB affect SEL of students? How do the teachers teach the activities of SEL? Besides teachers' teaching strategies, how parents and peers at home and school are occupied with SSTB activities on SEL are the other issues that should be born in mind in future studies.
The Effects of Family Leadership Orientation on Social Entrepreneurship, Generativity and Academic Success of College Students
Author: Baloglu, Nuri
Date: 2017-01-10
Type: Journal Articles
Subjects: Leadership,Entrepreneurship,Academic Achievement,College Students,Family Involvement,Regression (Statistics),Structural Equation Models,Higher Education,Foreign Countries,Grade 3,Grade 4,Grade Point Average,Questionnaires,Statistical Analysis,Correlation,Data Analysis,Data Collection

In this study, the effects of family leadership orientation on social entrepreneurship, generativity and academic education success were examined with the views of college students. The study was conducted at a state university in Central Anatolia in Turkey. 402 college students who attending at three different colleges voluntarily participated in this study. Data were collected by the utilization of &quot;Family Leadership Orientation Scale, Social Entrepreneurship Scale, Generativity Scale and Grade Points of Average (GPA) of the students.&quot; Data were analyzed by quantitative analysis techniques. The findings showed that college students were pretty under the influence of economic family leadership with 4.52 average score. Social entrepreneurship (3.71), generativity (3.61) and academic achievement (3.03) were evaluated by the students as good level. There were statistically significant differences in terms of gender and academic achievement for economic and social family leadership orientation. The results of regression analyses showed that the family leadership orientation explains 27% of social entrepreneurship; 16% of generativity and 5% of academic achievement. The family leadership perception, which constitutes three dimensions, namely social, cultural and economic, affects the students' social entrepreneurship and this consequently influences their generativity and academic achievement. This theory was verified by means of structured equation model test. Model fit indices were CMIN/df = 1.60; NFI = 0.99; RFI = 0.95; IFI = 0.99; TLI = 0.98; CFI = 0.99 and RMSEA = 0.04. The findings were discussed on the basis of relevant literature.
A Comparative Analysis of General Culture Courses within the Scope of Knowledge Categories in Undergraduate Teacher Education Programs &quot;Turkey and the USA&quot;
Author: Hayirsever, Fahriye
Date: 2017-01-10
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,General Education,Undergraduate Study,Teacher Education Programs,Content Analysis,Required Courses,Elective Courses,Curriculum Development,Knowledge Base for Teaching,Intellectual Disciplines,Elementary Education,Cultural Education,Teacher Education Curriculum

In this study, general culture and general education courses within the scope of knowledge categories in undergraduate teacher education programs in Turkey and the USA are comparatively analyzed. The study is a comparative education study and uses a descriptive model. In the study, the general culture - general education courses taught in the elementary teacher education curriculum at the education faculties of Gazi, Ankara, Hacettepe, Anadolu and Marmara Universities in Turkey and Central Florida, Delaware, Utah State and Indiana Universities in the USA were examined. In the study, the document review method was used and the data were analyzed through the document analysis technique. The results of the study reveal that the general culture courses that are compulsory in Turkey were determined by The Council of Higher Education (YÖK) and they are applied in all of the undergraduate programs at education faculties. Yet, there are no explanations about what criteria are taken into consideration while determining these nine compulsory general culture courses. While YÖK puts emphasis on a teacher candidate being trained in a sophisticated manner, the results of the study ascertain that these compulsory courses within undergraduate teacher education programs are not diverse enough to serve the intended purposes. On the other hand, some universities suggest some elective general culture courses within knowledge categories; however, some of these are professional teaching knowledge and major courses. The compulsory courses within the category of general education in the USA are determined by the universities themselves whereas this is done centrally by The Council of Higher Education (YÖK) in Turkey, and the compulsory courses of each university vary in terms of content and number. However, the elective courses are grouped under certain themes and these themes are related to certain disciplines. It is compulsory for students to elect certain amounts of courses within each theme. This blocks electing similar courses under the same themes and directs the students to elect different courses.
Vocal Emotion Expressions Effects on Cooperation Behavior
Author: Caballero Meneses, Jonathan Azael
Date: 2017-00-00
Type: Journal Articles
Subjects: Emotional Response,Psychological Patterns,Cooperation,Decision Making,Cues,Role,Task Analysis,Behavior Patterns,Intention,Games,Undergraduate Students,Spanish Speaking,Audio Equipment,Auditory Stimuli,Measurement Techniques,Statistical Analysis

Emotional expressions have been proposed to be important for regulating social interaction as they can serve as cues for behavioral intentions. The issue has been mainly addressed analyzing the effects of facial emotional expressions in cooperation behavior, but there are contradictory results regarding the impact of emotional expressions on that behavior, particularly regarding the effects of joy expressions. In the present study, we extend research on the influence of emotional expressions on cooperation using vocal emotional expressions and address methodological shortcomings of previous studies. Forty-eight participants were exposed to joy, anger, and neutral emotional expressions before taking part in the &quot;Assurance Dilemma&quot; task, where behavioral and judgment measures were obtained. Behavioral results constitute the first evidence that non-facial emotional expressions influence cooperation behavior in experimental games and suggest that specific emotional expressions may have different effects on cooperation. Judgment measures suggest that experience, in addition to emotional expressions, may also play a role in this context. Theoretical and methodological implications are discussed.
Does the Position of Response Options in Multiple-Choice Tests Matter?
Author: Hohensinn, Christine
Date: 2017-00-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Test Format,Test Items,Difficulty Level,High Stakes Tests,College Entrance Examinations,Foreign Countries,Item Response Theory

In large scale multiple-choice (MC) tests alternate forms of a test may be developed to prevent cheating by changing the order of items or by changing the position of the response options. The assumption is that since the content of the test forms are the same the order of items or the positions of the response options do not have any effect on item difficulty and other psychometric characteristics of the test. The purpose of the present investigation is to model the difficulty of the options' positions (&quot;a,&quot; &quot;b,&quot; &quot;c,&quot; and &quot;d&quot;) in a high-stakes MC test using the linear logistic test model (Fischer, 1973). Findings revealed that options' positions have very slight differences in difficulty and as the position of the correct option moves toward the end of the set of response options it becomes slightly more difficult.
Clustering Words to Match Conditions: An Algorithm for Stimuli Selection in Factorial Designs
Author: Guasch, Marc
Date: 2017-00-00
Type: Journal Articles
Subjects: Factor Analysis,Language Processing,Design,Cluster Grouping,Word Frequency,Stimuli,Mathematics,Computation,Syntax,Psycholinguistics,Evaluation Methods,Multivariate Analysis,Statistical Analysis

With the increasing refinement of language processing models and the new discoveries about which variables can modulate these processes, stimuli selection for experiments with a factorial design is becoming a tough task. Selecting sets of words that differ in one variable, while matching these same words into dozens of other confounding variables is time consuming and error prone. To assist experimenters in this thankless task, we present a simple method to perform it with little effort. The method is based on K-means clustering as a way to detect small and tight clusters of words that match in the desired variables. We have formalized the procedure into an algorithmic format, that is, a series of easy-to-follow steps. In addition, we also provide an SPSS syntax that helps in choosing the correct size of the clustering. After reviewing the theory, we present a worked example that will guide the reader through the complete procedure. The dataset of the worked example is available as a supplementary material to this paper.
False Recognition in DRM Lists with Low Association: A Normative Study
Author: Cadavid, Sara
Date: 2017-00-00
Type: Journal Articles
Subjects: Recognition (Psychology),Word Lists,Spanish,Undergraduate Students,Association (Psychology),Norms,Statistical Analysis

A wide array of studies have explored memory distortions with the Deese/Roediger-McDermott (DRM) paradigm, where participants study lists of words (e.g., &quot;door,&quot; &quot;glass,&quot; &quot;pane,&quot; &quot;shade,&quot; &quot;ledge,&quot; etc.) that are associated to another nonpresented critical word (e.g., WINDOW). On a subsequent memory test, the critical word is often falsely recalled and recognized, even though the critical word was not studied. The present normative study provided false recognition indexes for 48 DRM lists in Spanish with three critical words per list. Lists were constructed with low levels of backward associative strength (BAS), never examined before. Results showed that, even with low association, DRM lists were able to produce false recognition (M = 34%). Also, and despite the low level of association, results showed that there was a wide variability in false recognition per list (e.g., 10% in List 24: ANIMAL [ANIMAL], GATO [CAT], PERRO [DOG], celo [heat], cola [tail], manso [docile], peludo [furry], zarpa [claw], presa [prey]; 62% in List 05: DOLOR [PAIN], MUERTE [DEATH], TRISTEZA [SADNESS], odio [hatred], hambre [hunger], inanición [starvation], morir [to die], huérfano [orphan], consolado [consoled]), replicating previous findings. These new DRM lists will allow researchers to explore false memory effects when words are weakly associated among them.