ethanporcaro/eric-fulltext-meta huggingface dataset:
The Choices That Connect Uncertainty and Sustainability: Student-Centred Agile Decision-Making Approaches Used by Universities in Australia and the UK during the COVID-19 Pandemic
Author: Varga-Atkins, Tünde
Date: 2021-00-00
Type: Journal Articles
Subjects: Decision Making,Student Centered Learning,College Students,COVID-19,Pandemics,Foreign Countries,Leadership,Educational Technology,Leadership Styles,Distance Education,Electronic Learning,Student Needs,College Administration

Given that universities have significant choices to make about what is retained from our emergency measures, the authors set out to use the record of our biweekly meetings to examine the choices that we have made during the pandemic and how we have made them. In this collaborative reflective article from authors from five different institutions in the UK and Australia, we demonstrate that student-centred decision making emerged unanimously as the core value driving our decision making during the pandemic. In our reflections, supported by our diary notes, we explore and document our decision-making processes relating to educational technology through the lens of agile values and principles in the context of crisis leadership during the COVID-19 pandemic. We discuss four prominent drivers for student-centred decision making: (a) collecting and rapidly sharing student voice data, (b) offering more choice in anticipation of diverse needs, (c) giving a high priority to equalising access to technology and (d) taking responsibility for students in difficult circumstances. In addition, we discuss five emerging data-driven themes -- leadership, operational continuity, student welfare, pedagogy and technology infrastructure -- and offer insights into student-driven decision making with examples from our respective institutions. The ultimate aim for our reflection is to establish approaches that we value in higher education leadership that we should sustain and to formulate principles for student-centred agile leadership for university education which can serve us during the pandemic and beyond.
A Pedagogical Reflection on Counseling Skills in Asynchronous Learning Environments
Author: Kaufmann, Daniel
Date: 2021-00-00
Type: Journal Articles
Subjects: Counselor Training,Asynchronous Communication,Educational Environment,Electronic Learning,Online Courses,Technology Integration,Job Skills,Skill Development,Best Practices,COVID-19,Pandemics,Graduate Students,Cognitive Style,Feedback (Response),Counselor Educators

The online environment provides a unique opportunity for students from wide-ranging locations to participate in academic activities to develop collegial abilities or vocational skills. The training process for working in the counseling field consists of graduate level learning pertaining to mental health issues, self-exploration, ethical and moral development, and reviewing contemporary research topics affecting diverse populations of people. Perhaps most importantly, it also involves developing the skill to be able to translate knowledge into a new counselor's skills and dispositional presentation. Since online courses are typically delivered in synchronous, asynchronous, or hybrid formats, it is reasonable to reflect on the differences experienced by students in skills-based courses and consider possible impacts the varied online learning environments could have on their development towards becoming counseling professionals. This reflection seeks to blend research and publication findings for counselor education in skills courses through the experiences of faculty and students exposed to varied learning environments utilizing the online format.
Group Dynamics in a Cadaveric Laboratory: A Case Study for Instructional Practices
Author: Heise, Natascha
Date: 2021-00-00
Type: Journal Articles
Subjects: Group Dynamics,Human Body,Anatomy,Teaching Methods,Cooperative Learning,Undergraduate Students,Graduate Students,Student Development

This study investigated small and large student group dynamics, personal development, dissecting experience, and learning approaches in cadaveric laboratories at Colorado State University and Rocky Vista University. Student interviews (n = 20) and a case study with thematic analysis were performed in conjunction with Forsyth's conceptual framework on group dynamics. Results indicated that both group sizes offer unique benefits and implications. The majority of participants were pleased with their group members in both the small and the large groups but preferred not to study (n = 13) or spend their free time together (n = 15). All the students in the small groups (n = 14) stated that they underwent a change in their development as a group member and many modified their learning strategies. Overall, students from both groups appreciated a smaller student-to-cadaver ratio as it provided more time to dissect and greater opportunities to engage with the material. This study generated findings critical for the understanding of how group work and the selection of group size in the cadaveric laboratory affect students in their learning approach, dissecting experience, and personal development. It offers a critical lens for restructuring curricula and incorporating effective methods into the scientific classroom. Educators teaching in any group setting should consider these effects to evaluate which group size will generate the desired results for their corresponding curriculum.
&quot;Honest Answers to Honest Questions&quot;: The Francis and Edith Schaeffer Approach to the Education of Adults
Author: Rasmussen, Adam J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Young Adults,Learning Processes,Inquiry,Nontraditional Education,Educational History,Living Learning Centers,Group Discussion,World Views,Christianity,Religious Factors

The teaching strategies of Francis and Edith Schaeffer helped young adults construct meaning in their lives. During several seasons of tumultuous social unrest, the Schaeffers consistently gave shelter to many confused, searching, and hurting adults. Their educational motto was &quot;honest answers to honest questions.&quot; For nearly thirty years, from 1955 to 1984, Francis and Edith taught at L'Abri, a unique living-learning community they founded in the Swiss Alps. Until now no formal study has researched the educational aspect of Francis Schaeffer at L'Abri. This recent mixed-methods study has defined the educational emphases and methods of the Schaeffer approach at L'Abri. All the participants in the study (n = 30) were students of Francis Schaeffer at L'Abri. Their interviews yielded rich and deeply nuanced descriptions of the teaching-learning process there. In summary, they identified three vital components and five valuable expressions of the L'Abri phenomenon. Significantly, every participant (100%) indicated that Francis Schaeffer's use of questions was helpful to their overall learning experience. The article concludes with several iterative teaching strategies from the Schaeffer approach to apply in 21st century educational settings.
The Role of Activeness for Potentiating Learning in LMOOCs for Vulnerable Groups
Author: Read, Timothy
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Student Participation,Spanish,Program Effectiveness,At Risk Students,Teaching Methods,Language Skills,Educational Technology,Technology Uses in Education,Inclusion,Student Behavior,Immigrants,Second Language Instruction,Refugees

In this article the authors present a new concept, activeness, as a dynamic psychological and cognitive state of effective engaged language learning. It is defined in terms of &quot;investment,&quot; &quot;integration&quot; and &quot;performance,&quot; and empowers vulnerable students to exercise control of their learning and progress based on their needs and desired outcomes. It is argued that activeness has a double didactic and linguistic dimension, implemented as a design feature in course materials and activities, and more importantly, promoted in forum communication. Therefore, participating in a strategically designed and scaffolded inclusive LMOOC can serve the triple purpose of enabling more effective target language learning, empowering vulnerable learners, and developing student potential to become engaged members of the language learning community. This engagement is arguably an important step towards doing the same in the real world. A study is presented of the second edition of an LMOOC on Spanish for immediate needs for vulnerable groups to explore the ways in which activeness was incorporated into the course and the effects it had. This research was conducted following a mixed-method approach which involved the platform's analytics, forum messages, pre- and post-questionnaires, and course observation. Evidence is provided of the progressive presence of activeness across different linguistic levels and the effect it had on students' satisfaction, course completion, and linguistic interaction. The results from this LMOOC provide evidence that it is possible to create a supportive online environment that meets the learning needs of vulnerable groups.
Let&apos;s Collaborate! Course Content Collaboration: Global Business and Servant Leadership
Author: Pedersen, Merri
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Institutional Cooperation,Leadership Training,Leadership Styles,Religious Colleges,Christianity,21st Century Skills,Business Administration Education,Global Approach,Undergraduate Students,Learning Activities

Faculty commonly engage students in collaborative efforts within both the online and face-to-face classroom settings. From a teaching best practice perspective, it is valuable to consider other collaboration opportunities. Based on this idea, two faculty from a private Christian University conducted a cross-course collaboration between students in a Global Business course and students in a Servant Leadership course. The cross-course collaboration was examined through the lens of Bandura's Social Learning theory. The key takeaways of the study include potential teaching best practices that can be implemented through cross-course collaboration. Such a collaboration may enhance 21st-century leadership skills, specifically in the areas of presentation, problem solving, and communication skills.
Mindfulness in Education: Utilizing Mindfulness as a Tool to Cultivate Stress Coping Skills in K-12 Teachers through a Mindfulness Virtual Online Course (MVOC)
Author: Pinthong, Uraipanyawan
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Stress Management,Coping,Well Being,Teacher Burnout,Elementary School Teachers,Secondary School Teachers,Public School Teachers,Intervention,Program Effectiveness,Virtual Classrooms,Online Courses,Job Satisfaction,Self Efficacy,Self Motivation

This study investigated how to decrease teacher stress and burnout by a virtual online mindfulness practice intervention with cognitive apprenticeship, self-determination, and self-efficacy theory as the frameworks. My research project examined instruction and training in mindfulness practice as a tool to cultivate stress coping skills in K-12 teachers through a six-week mindfulness virtual online course (MVOC). This study involved five participants and employed an explanatory sequential mixed-methods approach comprised of quantitative data collection with pre- and post-surveys followed by three qualitative interviews over six weeks to facilitate a case study consideration. The results exhibited reduced stress in participants following an increase in awareness from developing a personal mindfulness practice. Furthermore, the MVOC intervention helped the participants build a daily personalized mindfulness practice that improved their stress coping skills and was beneficial in specific ways. Teachers who practice routine mindfulness will cultivate progressively effective stress coping skills and K-12 teachers can enjoy increased job satisfaction and decreased burnout.
Exploring Relationships between Self-Efficacy and Self-Regulated Learning Strategies of English Language Learners in a College Setting
Author: Lee, Daeyeoul
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Self Efficacy,Self Management,Learning Strategies,English Language Learners,Second Language Learning,Foreign Students,Undergraduate Students,Asians,Young Adults,Social Cognition,Metacognition,Critical Thinking,Time Management,Questionnaires

This study investigated the relationships between self-efficacy and self-regulated learning (SRL) strategies of English language learners (ELLs) in a college setting from a social cognitive perspective in order to understand how to better support international. Participants in this study were 117 ELL college students who enrolled in an English language course at a Midwestern university. The results of simple linear regression analysis showed that ELL college students' self-efficacy significantly predicted their use of SRL strategies. In addition, the results of a one-way ANOVA indicated a statistically significant difference in the use of SRL strategies between ELL college students who had high self-efficacy and those who had low self-efficacy. Based on study results, implications and future research directions are discussed.
Peaks and Valleys: The Lived Experiences of International Students within an English Immersion Program Using the Integrated Skills Approach
Author: Stegall, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Phenomenology,Foreign Students,Immersion Programs,English (Second Language),Second Language Instruction,Intensive Language Courses,Sociocultural Patterns,Linguistic Theory,Learning Processes,Student Attitudes,Teacher Student Relationship,Language Teachers,Educational Experience,College Students,Universities,Cultural Awareness,Social Integration,Personal Narratives,Learning Theories

This qualitative phenomenological study examined how 11 international students experienced learning English within an intensive English immersion program, which used an integrated skills approach for language learning. Participants included seven males and four females from Africa, Asia, Central America, Middle East, and South America. Drawing on sociocultural and sociolinguistic theories, data analysis suggested that the participants experienced a range of competing emotions and relied on instructors for support and guidance throughout the learning process. In addition, participant testimonies demonstrated that successful language learning occurred when instructors met their social needs (e.g., provided a sense of belonging) and respected their cultural mores (e.g., supported a family-orientation in class). Implications from this study offer insights for university-based immersion programs in the United States.
Walking on Gender Tightrope with Multiple Marginalities: Asian International Female Students in STEM Graduate Programs
Author: Lim, Jae Hoon
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,Asians,Females,Coping,Racial Differences,Ethnicity,Graduate Students,STEM Education,Gender Bias,Power Structure,College Faculty,Culturally Relevant Education,Cultural Influences,Minority Group Students,Gender Differences,Student Attitudes,Success,Student Experience,Equal Education

This phenomenological research explored how Asian female international students (AFISs) understand the role of gender in their program experiences and how they cope with the challenges derived from their multiple marginalities-- gender, foreign nationality, and race/ethnicity. Based on in-depth interviews with 21 Asian female international graduate students enrolled in various science, technology, engineering, and mathematics (STEM) disciplines, we analyzed the ideological undercurrents embedded in their genderblind perspectives and examined their coping strategies in the context of STEM disciplines. Our thematic findings illustrate the participants' multiple marginalities as manifested in the concept of &quot;gender advantage,&quot; and the precarious power dynamics and ironic coping strategies that they adopt in undergraduate teaching contexts. This study suggests that STEM educators in higher education understand the multifaceted struggles of AFISs who inevitably embody multiple marginalities in their graduate programs and provide culturally relevant support and advocacy-based professional mentoring.
Padlet: The Multipurpose Web 2.0 Tool
Author: Waltemeyer, Shaunna
Date: 2021-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Educational Technology,Technology Integration,Business Schools,College Faculty,College Students,Private Colleges,Best Practices,Electronic Learning,Virtual Classrooms,Learner Engagement,Conferences (Gatherings),Communities of Practice

For many faculty, Padlet has become an important Web 2.0 tool in face-to-face and online instruction. In this paper, faculty in the College of Business at a large private university located in the Southwestern United States examined best practices in the use of Padlet in the online classroom and explored other ways this Web tool can be used. While integrating this resource to augment classroom instruction is its primary application, we identified additional ways to engage and collaborate with Padlet and recommend using it for student resources, instructor collaboration, student collaboration, practitioner starter kits, faculty starter kits, and conference resources. We also provide applications and suggestions for each.
Person-Centered Pedagogy in an Asynchronous Online Environment: Elements of a Person-Centered Instructor
Author: Johnson, Anna M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Educational Technology,Technology Uses in Education,Online Courses,Learner Engagement,Grading,College Faculty,College Students,Empathy,Teacher Student Relationship,Asynchronous Communication,Biblical Literature

There are several academic resources to help an instructor navigate the asynchronous online classroom. Teaching in the current collegiate environment presents some different strategic and pedagogical considerations, among them student engagement within the classroom. Student engagement seems to be the golden key to unlocking the door of success in the online environment. How do we get the unmotivated student involved? What do we have to do to reach the student struggling to understand the content of the course? Why do some students grasp the concepts we are teaching easier than others? While there are several researchers that have given credence to student engagement and the challenges represented in these questions, this article will focus on the importance of person-centered pedagogical considerations with respect to student engagement, grading, and instructor involvement to enhance the learning environment of the online classroom. Knowing the difference between student-centered and person-centered pedagogy is key to increasing student online participation and engagement.
Project Management Tools in the Classroom: Using the Atlassian Tool Suite in the Classroom
Author: Reha, Mark
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Administration,Computer Software,Educational Technology,Student Projects,Capstone Experiences,Undergraduate Students,Student Attitudes,Teacher Attitudes,Educational Benefits,Technology Integration

Students are pressed for time, struggle to manage their time, and often do not have the training and tools to help them out. Are there some cost-effective tools that could be used by both faculty and students to help solve this problem? This paper documents the results of analyzing one such tool that could be used in the classroom to help students solve this problem especially for complex and lengthy courses. The Atlassian Tool Suite is analyzed as a project management tool to help students complete their Senior Capstone Project in an undergraduate program in Software Design and Development at a major university in the United States. Both the student perspective and the instructor perspective on using the Atlassian Tool Suite are explored. The benefits of using the Atlassian Tool Suite for students and the university are presented and recommendations for integrating the Atlassian Tool Suite into the classroom are given at the end.
Strategic Empathy in Virtual Learning and Instruction: A Contemplative Essay about Teacher-Student Rapport during Times of Crisis
Author: Cartee, James
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,College Students,College Faculty,Conventional Instruction,Teacher Student Relationship,Grades (Scholastic),Assignments,Well Being,Empathy,COVID-19,Pandemics,Altruism

This paper introduces the issue and perception that instructors treat online college students differently than traditional in-person students regarding grades, late assignments, or general well-being. Without tangibly interacting with a physical presence through virtual formats, some faculty members lack the ability and know-how to practice empathy effectively in times of crisis. A review of the current literature explores this crucial topic and provides valuable insights on empathy by defining the term and demonstrating how practitioners can successfully show empathy in today's online learning environment. In hopes of helping current practitioners in higher education, the text then presents tips and advice from personal narratives on how to implement the strategy of active empathy positively and proactively in the online classroom. The text ends with a storytelling approach where empathy was necessary to achieve professional outcomes. The paper stresses the presence of empathy and compassion through intentional engagement with college students in all major times of crisis, including but not limited to the present COVID-19 pandemic.
&quot;Zooming&quot; into Engagement: Increasing Engagement in the Online Classroom
Author: Berges, Sonya
Date: 2021-00-00
Type: Journal Articles
Subjects: Videoconferencing,Learner Engagement,Electronic Learning,Teaching Methods,Online Courses,Computer Mediated Communication,Learning Activities

Engagement strategies for classroom instruction are now more important than ever because many schools utilize remote learning options. Classroom engagement allows teachers to keep students focused on the lesson, create a classroom community, and monitor students' progress. However, many teachers have struggled with incorporating engagement strategies into the online platform. Several traditional classroom engagement strategies can be modified to fit the online learning modality. In this article, we describe several classroom engagement strategies, including Quick, Draw!, One Word Splash, Think-Pair-Share, Secret Answer, and Response Cards, and discuss our personal experience with incorporating these strategies into the online modality. Some modifications for the online classroom include utilizing features in Zoom or other video conferencing websites, including breakout rooms, chat features, emojis, and whiteboards. These strategies can increase engagement for students of all grade levels, kindergarten through collegiate. Incorporating these strategies can assist teachers in increasing student engagement and therefore increasing student self-efficacy and success rates.