ethanporcaro/eric-fulltext-meta huggingface dataset:
Lessons Learned from Introducing Social Media Use in Undergraduate Economics Research
Author: O'Brien, Martin
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Economics Education,Technological Literacy,Undergraduate Students,Teaching Methods,Active Learning,Blended Learning,Student Surveys,Student Attitudes,Barriers,Student Research,Foreign Countries,Scoring Rubrics,College Faculty,Teacher Attitudes,Electronic Publishing,Semi Structured Interviews,Qualitative Research

The research process and associated literacy requirements are often unfamiliar and daunting obstacles for undergraduate students. The use of social media has the potential to assist research training and encourage active learning, social inclusion and student engagement. This paper documents the lessons learned from developing a blended learning model for undergraduate economics research incorporating social media blogging at a regional university in Australia. Student surveys, interviews with colleagues and students, in addition to a review of higher education literature highlight key issues associated with the choice of social media platform, need for clarity in assessment design, and assumptions of student proficiency with social media. The process of applying these findings to the design of a new subject are documented, highlighting a number of unanticipated institutional obstacles. It is hope that our findings will be practical and useful for instructors to consider when contemplating the introduction of social media to their teaching and learning practices.
Toward an Online Master of Public Health Degree in Kenya: Moi University&apos;s Path
Author: Koskei, Peter
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Masters Degrees,Masters Programs,Public Health,Distance Education,Electronic Learning,Program Development,Skill Development,Information Technology,Readiness,Educational Change,Instructional Design,Barriers,Educational Planning

As higher education institutions around the world strive to ensure they remain relevant by meeting the needs of today's digitally-focused students, the number of online courses and degree programs is increasing dramatically. Not surprisingly, given this trend, in recent years the School of Public Health at Moi University, in Eldoret, Kenya, has received inquiries from students across Kenya and the neighboring countries of Rwanda, Zambia, and Malawi about the availability of online courses. Recognizing the benefits to both potential students and the institution, SPH set a goal to join the trend to offer online courses. This article details SPH's path toward that end. It discusses the rationale for this decision, examines the state of ICT in Africa in general and Kenya more specifically, the activities undertaken by SPH, resources that have been devoted to the effort, progress made, challenges faced, and the status of the work to date.
Understanding Factors Affecting Primary School Teachers&apos; Use of ICT for Student-Centered Education in Mongolia
Author: Li, Shengru
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Educational Technology,Information Technology,Student Centered Learning,Inservice Teacher Education,Teacher Attitudes,Educational Change,Multiple Regression Analysis,Focus Groups,Teacher Competencies,Educational Benefits,Factor Analysis,Teacher Surveys,Qualitative Research,Statistical Analysis

The past two decades witnessed continuous uptake of ICT in education, and the importance of teachers' beliefs for adopting ICT in education was revealed in the context of educational change. In recent years, the Mongolian educational system has placed more emphasis on student-centered education and the use of ICT in teaching and learning. Teacher training has become a local responsibility under the Education Master Plan (Government of Mongolia, 2006), New Education Standard and Core Curriculum which focus on the introduction of ICT into education and the implementation of student-centered education (Asian Development Bank, 2008; Ministry of Culture Education and Science, 2014). Despite the growing interest in using ICT for student-centered education, a limited number of studies exist in Mongolia to understand primary school teachers' perception on use of ICT for student-centered education. This study aims to understand the factors affecting teachers' perceptions on use of ICT for student-centered education. Based on Fullan's educational change theory, the analysis through multiple linear regression and focus group discussion was conducted on 838 primary school teachers in Mongolia which found that teachers' professional competency and perceived benefits on use of ICT are significant factors affecting teachers' perceptions on use of ICT tool for student-centered education. Furthermore, teachers' professional competency, perceived benefits on use of ICT and teacher cooperation are affecting teachers' perceptions on use of digital contents for student-centered education.
The Development of an Innovative Resonance Experiment Using Smartphones with Free Mobile Software Applications for Tertiary Education
Author: Abidin, Nurul Aina Syakirah Zainal
Date: 2018-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,College Science,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Hands on Science,Computer Software,Teaching Methods,Design,Science Laboratories,Science Experiments,Laboratory Experiments,Scientific Concepts

The purpose of this research was to design and develop hands-on practical physics activity for the determination of relationship between the fundamental frequency and wavelength of standing waves using open or closed resonance tubes. In this study, an innovative use of smartphone device for the hands-on practical activity was developed with the purpose to obtain the real experimental data and the plot graph automatically. Furthermore, this study was based on the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional model. It incorporates a free mobile software application (mobile app) that can be easily downloaded from the Google Play Store to perform an innovative resonance experiment. This package can be used by lecturers and students in laboratory exercises and demonstration kits for the learning and teaching process.
Examining the Value Aspiring Principals Place on Various Instructional Strategies in Principal Preparation
Author: Oliver, John
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Graduate Students,Masters Programs,Administrator Education,Student Surveys,Group Discussion,Discussion (Teaching Technique),Teaching Methods,Class Activities,Problem Solving,Simulation,Assignments,Reflection,Interviews,Observation,Leadership Training,Case Studies,Reading Materials,Journal Articles,College Faculty,Teacher Characteristics,Experiential Learning,Innovation,Statistical Analysis

This article reports on a study of the value master's students in a principal preparation program placed on a variety of instructional strategies. The aspiring principals completed a survey with fixed-response and open-ended items. The students' most valued class discussions were about how their personal experiences related to the class topic and how to apply the topic to practice. The class activities they valued the most highly were problem solving, simulations, small-group discussions, and whole-group discussions. The highest rated out-of-class assignments included writing reflective papers, conducting interviews and observations, and performing leadership activities in schools. The types of readings the master's students most appreciated were case studies and journal articles. In describing their &quot;outstanding professor,&quot; the aspiring principals focused on the professor's personal qualities, creation of a positive learning environment, and constructivist teaching.
Factors Affecting Asynchronous E-Learning Quality in Developing Countries. A Qualitative Pre-Study of JKUAT University
Author: Hadullo, Kennedy
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Asynchronous Communication,Educational Technology,Technology Uses in Education,Developing Nations,Qualitative Research,College Students,Higher Education,Integrated Learning Systems,Teacher Characteristics,Student Characteristics,Instructional Design,Course Content,Institutional Characteristics,Interviews,College Faculty

The purpose of the present study was to identify the influencing factors of asynchronous e-learning system quality particular in developing countries via a review of current literature and a qualitative pre-study conducted at Jomo Kenyatta University of Agriculture and Technology (JKUAT). Despite the perceived benefits of these systems to overcome challenges facing education sector in the region, studies show that the majority of them have not been successful. After a thorough review of existing literature on developing countries and a qualitative pre-study conducted at JKUAT University, the study identified the factors that influence quality of e-learning systems as: Course Design, Content support, social support, and Student Characteristics, Instructor Characteristics, Technician Characteristics, Course Assessment and Institutional factors. It is hoped that the findings of this study will help those who are involved in the implementation of Learning Management System (LMS) assisted Asynchronous e-learning in developing countries prepare corrective measures and strategies based on these factors to avoid future system failures.
Feasibility of Cloud Computing Implementation for eLearning in Secondary Schools in Tanzania
Author: Mwakisole, Kennedy F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Internet,Educational Technology,Technology Uses in Education,Computer Software,Information Management,Foreign Countries,Secondary Schools,Questionnaires,Documentation,Access to Computers,Student Surveys,Telecommunications,Handheld Devices,Costs,Secondary School Students

This article assessed the feasibility of implementing eLearning systems in a cloud-based infrastructure for secondary schools in Tanzania. The study adopted questionnaire and document reviews as data collection tools. A total of 820 students successfully returned the questionnaire from seven secondary schools in Tanzania. The study found that 11% of government secondary schools had computer labs with 20.1% of them connected to the Internet. Moreover, more than half of surveyed students (56.6%) had access to mobile phones at home with 53.5% using the phones to access the Internet. However, the study found that the cost of the Internet had remained unaffordable to many students. This study shows that eLearning implementation in the cloud for secondary schools in Tanzania is feasible. This research will serve as a base for future studies that plan to implement eLearning systems to enhance teaching and learning in secondary schools in Tanzania.
Can a High School Coach Make an Impact Mentoring High School Students?
Author: Hinojosa, Juan M.
Date: 2018-05-00
Type: Journal Articles
Subjects: Athletic Coaches,Role,Mentors,High School Students,Extracurricular Activities,Qualitative Research,Dropout Prevention,Structured Interviews,Program Effectiveness,Family Influence,Environmental Influences,Teacher Influence

Students attending suburban and rural schools face obstacles that make dropping out of school a viable option for them. The need for schools to find strategies that will keep students in school is critical. One strategy that is successful in keeping student interested in school is participation in sports. As the leaders of sports' teams, coaches provide the necessary mentoring that can positively guide a student's decision to stay in school. In this qualitative naturalistic inquiry, three coaches were interviewed. Each of the respondents were significantly influenced by their families and certain &quot;mentors&quot; that they had as they were in school; crediting them for molding their professional philosophy. The respondents used their life experiences as a guide in their professional careers to relate with their students and athletes.
For-Profit Career College Adjunct Faculty and Their Affiliation Needs and Experiences
Author: Pyram, Marie J.
Date: 2018-05-00
Type: Journal Articles
Subjects: Proprietary Schools,Adjunct Faculty,Qualitative Research,Case Studies,Constructivism (Learning),Psychological Needs,Work Environment,Faculty Development,Semi Structured Interviews,Focus Groups

A qualitative single case study design encompassing constructivist theory was used to explore the affiliation need of nine career college adjuncts and the influence that their working conditions have on their professional growth, motivation, commitment, sense of loyalty, and connectivity to the institutions they serve. Also examined were the psychological influence of the working conditions of adjuncts regarding their affiliation and connection to their institutions and the types of professional support programs or activities adjuncts perceived to be beneficial for their needs for affiliation and teaching performance. Findings indicated that regardless of the lack of fellowship, interaction, and participation in professional development activities, adjuncts remain loyal to their students and motivated to teach. Participants acknowledged both their need to be affiliated with their institutions and strategies to increase their senses of loyalty, commitment, and motivation.
Internet Trolling Victimization: An Empirical Examination of Incidence in Undergraduate Business Students
Author: Case, Carl J.
Date: 2018-05-00
Type: Journal Articles
Subjects: Internet,Incidence,Undergraduate Students,Business Administration Education,Social Media,Antisocial Behavior,Computer Mediated Communication,Bullying,Victims,Behavior Problems,Aggression,Synchronous Communication,Computer Oriented Programs,Personality Traits,Student Surveys

Internet trolling has been found to be a source of frustration and problematic for social media site users. Given that there have been few, if any, research studies examining the incidence and behavior of business undergraduates, the social media users and leaders of the future, this study was conducted. Findings suggest that students are active users and utilize a variety of social media providers. Importantly, gender and time spent at social media sites were found to be factors with regard to trolling volume victimization. Academic class, which could be used as a proxy for age, was not found to be significantly correlated with trolling. Results further imply that the undergraduate student troll victim is different than the general population victim.
The Role of Academic Entitlement in College Cheating: A Comparison between China and the United States
Author: Stiles, Beverly L.
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Ethics,Cheating,Cross Cultural Studies,Cultural Differences,Predictor Variables,Student Attitudes,Self Concept,Undergraduate Students,Student Surveys,Correlation,Student Characteristics,Age Differences,Gender Differences,Statistical Analysis,Regression (Statistics)

The purpose of this study was to provide a cross-cultural comparison between China and the United States of neutralization and academic entitlement on academic dishonesty, often referred to as college cheating. The sample consisted of 434 American Students and 180 Chinese students. Neutralization was a predictor of cheating in college for both the Chinese and American students, although Chinese students engaged in more neutralization than did the American students. While academic entitlement was found to be a predictor of college cheating among American students, it was not a predictor of cheating among Chinese students, even though Chinese students exhibited higher levels of academic entitlement. For American students, cheating was highest on class assignments, but for Chinese students the highest percentage of cheating was for copying an internet document. Explanations for cross-cultural differences and similarities are suggested.
Undergraduates&apos; Perceived Interest and Factors Affecting Participation in Selected High-Impact Experiences
Author: Bielecki, Christopher
Date: 2018-05-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Experience,Student Interests,Internship Programs,Service Learning,Gender Differences,Questionnaires,Online Surveys,Student Participation,Performance Factors,Communities of Practice,Cooperative Learning,Student Research,Study Abroad,Writing Exercises,Learning Experience,Statistical Analysis

Students can increase their likelihood of academic success if they participate in at least two high-impact experiences during their undergraduate program. High-impact experiences have multiple forms, but whether students choose to participate may depend on perceptions of the high-impact experience structure, intensity, and additive nature to their education. The authors examined students' levels of interest and factors affecting their participation in selected high impact experiences. The authors found significant differences in levels of interest for internships and service learning courses when analyzed by gender. Females had significantly higher levels of interest for those high-impact experiences than did males. National levels for participating in service learning high-impact experiences are high, but the authors found low interest levels in service learning high-impact experiences. Low awareness levels of high-impact experiences and/or their benefits indicates that Texas A&amp;M University needs special efforts to increase high impact experience awareness. The authors propose gender-specific initiatives, especially attuned to males' needs, to increase participation rates across all types of high-impact experiences.
A Study of Early College High School Students&apos; Persistence towards Attaining a Bachelor&apos;s Degree
Author: Garcia, Narciso
Date: 2018-05-00
Type: Journal Articles
Subjects: High School Students,College Bound Students,Academic Persistence,Mixed Methods Research,Student Records,Time Factors (Learning),Grades (Scholastic),Hypothesis Testing,Semi Structured Interviews,Educational Attainment,Bachelors Degrees,Predictor Variables,Predictive Validity,College Credits

This mixed methods study involved a two phase analysis of how Early College High Schools influence students who graduate with &lt;19 college credit hours, 20-39 college credit hours, or &gt;40 college credit hours in obtaining a Bachelor's Degree. The research incorporated an explanatory sequential mixed methods design that involved collecting quantitative data, then explaining the results with in-depth qualitative data. In the quantitative phase of the study, data from the National Student Clearinghouse (NSC) was examined to determine whether or not Early College High School students graduating with &lt;19 college credit hours, 20-39 college credit hours, or &gt;40 college credit hours are persisting in college or the university. This data was collected on ECHS graduates from an ECHS District in the Lower Rio Grande Valley (LRGV). Results indicated that students completing less than (19) hours of ECHS were less likely to complete college. Conversely, those completing more than (19) hours of ECHS coursework were more likely to complete college. Qualitative analysis involving in-depth interviews with (6) students identified six themes related to college completion for ECHS students. Those six themes were: relationships, family, service to others, college ready, persistence and support. This research will assist educational leaders by providing them with planning data that will assist them in scaling up college opportunities for all students, especially those who might not be provided the opportunity to enroll in a college class due to being a student of color, an English Language Learner, At-Risk, Economically Disadvantaged and a First Generation College student.
The Grand Question: Do Entrance Examinations Determine Graduate Student Academic Success?
Author: Fedynich, LaVonne
Date: 2017-11-00
Type: Journal Articles
Subjects: Graduate Students,Academic Achievement,College Entrance Examinations,Graduate Study,Predictor Variables,Grade Point Average,Masters Programs,Doctoral Programs

This article discussed the accuracy of nationally normed entrance examinations such as the Millers Analogy Test and the Graduate Record Examination at predicting graduate student academic success in Master's and Doctoral programs. Academic success was defined as maintaining the required minimum or higher graduate program grade point average and completion of the graduate program. Kuncel, Hezlett, and Ones (2004) study had mixed outcomes as to the effectiveness of these entrance examinations foreseeing graduate student academic success. More specifically, the study pointed to the shortcomings of these tests not being able to predict specific abilities that are needed to succeed in graduate school such as creative ability and practical ability. Students admitted to graduate programs with no entrance examination scores were shown to attain a slightly higher-grade point averages as opposed to the students that took the entrance examinations; therefore, &quot;the need for greater flexibility in what is required in an admissions application&quot; should be considered (Gibson, Leavitt, Lombard &amp; Morris, 2007, p. 1). Other studies found entrance examinations to be a moderate forecaster of the grades students could earn within their first semester of attendance (Moneta-Koehler, Brown, Petrie, Evans &amp; Chalkley, 2017). The overall consensus in the majority of the studies advised admission committees to contemplate reducing the dependence on entrance examination scores as a predictor as to how graduate students would fare in graduate school.
Forex Trading Game in an Online Classroom with Heterogeneous Student Background
Author: Wang, Huabing
Date: 2018-05-00
Type: Journal Articles
Subjects: Heterogeneous Grouping,Computer Games,Teaching Methods,International Trade,Majors (Students),Nonmajors,Online Courses,Curriculum Implementation,Undergraduate Students,Educational Games,Educational Practices

This article presents a teaching exercise using real-time trading platform in an online international finance course with both finance and non-finance majors. The authors discuss their approach to accommodate to the on-line environment with the emphasis on preparation and flexibility, and present a statistical comparison of performance between online and on-campus students, which does not indicate significant differences.
Meeting the Needs of Students with Disabilities at Southern Texas University from a Faculty Perspective
Author: De Los Santos, Stephanie Bain
Date: 2018-05-00
Type: Journal Articles
Subjects: Disabilities,Student Needs,Higher Education,Qualitative Research,Teacher Attitudes,Student Personnel Services,Student Motivation,Tutoring,Mentors,School Counseling,Educational Legislation,Equal Education,College Faculty,Semi Structured Interviews

The lack of self-advocacy for students with disabilities in higher education is a concern (Becker &amp; Palladino, 2016). A recent influx of students with disabilities has prompted higher education institutions to take a closer look at their previous practices in an effort to reach these students. This qualitative research study examines faculty perspectives with regard to best meeting the needs of these students. Findings reveal that students with disabilities need student support services and student motivation, tutors and mentors, and a counseling support system that is specifically designed to meet their needs.