ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting Literacy with Accessibility: Virtual School Course Designers&apos; Planning for Students with Disabilities
Author: Rice, Mary F.
Date: 2018-12-00
Type: Journal Articles
Subjects: Literacy Education,Disabilities,Virtual Classrooms,Educational Technology,Technology Uses in Education,Program Design,Educational Objectives,Individualized Instruction,Elementary Secondary Education,Online Courses,Instructional Design,Access to Education,Algebra

As more K-12 students with disabilities enroll in online courses, virtual schools and programs are working to make courses accessible through stronger course design. When course designers approach the issue of accessibility, they must comply with legal requirements and mitigate the challenges many students with disabilities face for literacy and learning. These challenges include a lack of vocabulary support and complex text in online course materials. This study describes qualitative research that sought to uncover strategies course designers used to meet accessibility standards and promote literacies online for all students, especially students with disabilities. Three strategies emerged as findings: (1) composing clear articulations of learning objectives, (2) promoting personalized and contextualized learning, and (3) planning for visual and audio representation of concepts. While the course designers displayed emerging understandings of accessibility, they were less adept at addressing the interplay between literacies that promote access and accessibility features that promote literacies.
The Effect of a Multifactor Orientation on Student Performance: Organizational Skills, Goal Setting, Orientation to Classroom, and Academic Support
Author: McKenna, Barbara
Date: 2018-12-00
Type: Journal Articles
Subjects: Academic Achievement,Goal Orientation,Academic Support Services,Experimental Groups,Control Groups,Online Courses,Self Management,Time Management,College Students,Electronic Learning,Classroom Environment

This quantitative study examined the effects of an online synchronous orientation on the final grade of students enrolled in a first-term online class. The multifactor orientation focused on several factors which are thought to contribute to online student success, including organizational skills, goal setting, orientation to the online classroom, and academic support. Six course sections (three treatment and three control) were included in the study. In each of the three treatment sections, students had the option of participating in the orientation during the second week of the term; about half in each section did so. Controlling for course performance at the second week, students who attended the orientation earned significantly higher end-of-term grades, compared to either control students (who were not offered the option of the orientation) or to students who were offered the extra seminar but did not attend it.
A National Study of Online Learning Leaders in U.S. Community Colleges
Author: Fredericksen, Eric E.
Date: 2018-12-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Leadership,Expertise,Community Colleges,Work Experience,Educational History,College Faculty,Teacher Characteristics,Faculty Development,Organizational Objectives,Organizations (Groups),Tuition,Instructional Design,Educational Research,Information Technology

Online learning has become a major endeavor in U.S. higher education. A 2016 national study of leadership for online learning explored a new leadership role that presidents and provosts at U.S. universities have established to coordinate and direct their efforts in this vital area. A significant portion of online education is offered by two-year schools, however. This systematic national study of online learning leaders at our community colleges, which reached out to 752 individuals and received 226 responses, will complement the first study and contribute to our understanding of this vital academic initiative in those institutions.
Exploring the Impact of Small-Group Synchronous Discourse Sessions in Online Math Learning
Author: Choi, Jinnie
Date: 2018-12-00
Type: Journal Articles
Subjects: Cooperative Learning,Synchronous Communication,Academic Discourse,Electronic Learning,Virtual Classrooms,Educational Environment,Facilitators (Individuals),Mathematics Instruction,Elementary School Mathematics,Student Participation,Problem Solving,Mathematics Skills,Self Efficacy,Student Development,Performance Factors,Online Courses,Mathematical Logic,Elementary School Students,Small Group Instruction

Students in a fully online learning environment have limited opportunities to talk about math problem solving. While discourse is an effective pedagogical model, less is known about how it translates to online math learning. We analyzed online platform data from two fully online virtual elementary schools in the United States to address the following research questions: (a) Is participation in math discourse about reasoning and problem solving related to students' math confidence, self-efficacy toward math, and math mindset in an online learning environment? (b) Is participation in math discourse related to math performance? The study design involved school-level voluntary student participation and a retrospective analysis of online platform data. The results showed that repeated participation in discourse sessions in a course was not directly related to changes in math confidence, self-efficacy toward math, and math mindset. However, student participation in higher numbers of sessions was associated with higher final math course score and math state assessment performance, after controlling for prior performance and confidence, self-efficacy, and mindset scores. This study has important implications for the future design and implementation of online math instruction as well as the training and development of fully online math teachers.
Examining Construct Validity of the Student Online Learning Readiness (SOLR) Instrument Using Confirmatory Factor Analysis
Author: Yu, Taeho
Date: 2018-12-00
Type: Journal Articles
Subjects: Online Courses,Learning Readiness,Construct Validity,Measures (Individuals),Undergraduate Students,Factor Analysis,Goodness of Fit,Interpersonal Competence,Communication Skills,Technological Literacy,Computer Mediated Communication,Teacher Student Relationship

This study examines the construct validity of the Student Online Learning Readiness (SOLR) instrument. The SOLR instrument consists of 20 items to evaluate social competencies, communication competencies, and technical competencies in online learning. A large midwestern university was selected to test the construct validity of the SOLR instrument. A total of 347 undergraduate students participated in this study. The confirmatory factor modeling approach was used to assess the construct validity of the SOLR instrument for this study. As a result of confirmatory factor analysis (CFA), the hypothesized model of 20-item structure of the SOLR instrument was verified as an acceptable fit for the data.
Quiet Participation: Investigating Non-Posting Activities in Online Learning
Author: Wilton, Lesley
Date: 2018-12-00
Type: Journal Articles
Subjects: Online Courses,Technology Uses in Education,Student Participation,Graduate Students,Reading,Writing (Composition),Learning Activities,Reading Habits,Foreign Countries,Student Behavior,Discussion (Teaching Technique)

Despite the growth in online learning offerings in K-12 and higher education, limited research has been undertaken to better understand less visible online learning activities. Reading and rereading are not typically valued as important indicators of learning since the number or frequency of entries, words, or key phrases are usually visible and easily tracked. This article reports on a mixed-methods study addressing the reading, writing, and revisiting activities of graduate students attending one of eight online graduate courses taking place over a four-year period. Students were grouped by clusters of reading and writing activities to identify patterns related to rereading. Participant perceptions of the value of rereading entries in online learning are discussed. The findings highlight the importance of a more nuanced understanding of the different roles reading and rereading play in online learning discussions. This research informs our understanding of the importance of non-posting behaviors to student learning. Instructionally, these results may encourage the valuing of different &quot;paths&quot; to online learning success beyond the criterion of written entries.
Determining Ways of Thinking and Understanding Related to Generalization of Eighth Graders
Author: Oflaz, Gülçin
Date: 2018-12-00
Type: Journal Articles
Subjects: Thinking Skills,Generalization,Grade 8,Mathematics Instruction,Algebra,Middle School Students,Foreign Countries,Mathematics Teachers,Taxonomy,Student Attitudes

The main purpose of this study is to determine ways of thinking and understanding of eight graders related to generalizing act. To carry out this aim, a DNR based teaching experiment was developed and applied to 9 eight graders. The design of the study consists of three stages; preparation process in which teaching experiment is prepared, teaching process in which teaching experiment is applied, and analysis process in which continuous and retrospective analyses are carried out. Analysing the data, it was found that students' ways of thinking could be determined as relating, searching, and extending. Ways of understanding belonging to generalizing act could be determined as identification, definition, and influence. It was recommended to add two new categories &quot;relating with an authority&quot; and &quot;searching the same piece&quot; to the generalization taxonomy.
Examination of the Students&apos; Mistakes of Oral Reading
Author: Basar, Murat
Date: 2018-12-00
Type: Journal Articles
Subjects: Oral Reading,Error Patterns,Young Children,Elementary School Students,Grade 3,Syllables,Translation,Emotional Problems,Reading Skills,Foreign Countries,Age Differences

In this study, it is aimed to examine the level of oral reading of the students studying on their 3rd degree, who are at the age range of 60-66 months, and the students who completed their 72nd month and started primary school. The sample of the study is constituted of 100 students in the 3rd grade who study in primary schools Usak city center. 51 of the students are between the age range of 60-66 months. 49 of the students were recorded to be 72-months old. As a result of the study, it has been identified that the students who started primary school between the age range of 60-66 months made the mistake of oral reading by omitting the syllable and adding the syllable rather than the students who had completed their 72nd month. The students did not make the translation of the words at all. The students made the mistake of contemplating most at the level of concern. It was observed that starting the process of reading with open syllables decreased the mistakes of oral reading. It was determined that time dependent reading and emotional problems increase the mistakes of oral reading.
Predicting Sense of Presence and Sense of Community in Immersive Online Learning Environments
Author: McClannon, Terry W.
Date: 2018-12-00
Type: Journal Articles
Subjects: Sense of Community,Online Courses,Factor Analysis,Graduate Students,Learner Engagement,Prediction,Student Attitudes,Inquiry,Distance Education,Management Systems,Computer Mediated Communication,Measures (Individuals)

This exploratory study is based on survey research conducted between 2010 and 2017, involving 1,053 graduate students using immersive online learning environments for their coursework. Investigators used course structural factors and student engagement factors to predict students' perceptions of community and presence in the online immersive space. Utilizing the Sense of Community II index (SCI-2) and the Community of Inquiry (CoI) survey median scores as cutoff scores for predicted outcomes, researchers demonstrated that purely online environments which encouraged student engagement in the online immersive space can enhance sense of presence and sense of community. In addition, students in graduate programs that used online immersive delivery methods longer developed a stronger sense of community. Both dependent measures proved to have stable subscale structures for this inquiry based on a confirmatory factor analysis.
Studying Cultural Relevance in Online Courses: A Thematic Inquiry
Author: Adams, Megan
Date: 2018-12-00
Type: Journal Articles
Subjects: Online Courses,Cultural Relevance,Undergraduate Students,Graduate Students,Course Descriptions,Teaching Methods,Course Evaluation,Cultural Awareness,Assignments,Scoring Rubrics,Self Concept,College Faculty,Adjunct Faculty,Part Time Faculty,Student Evaluation,Course Objectives,Educational Change

This study investigated a set of online reading courses at the undergraduate and graduate levels in a university's college of education. The courses were thought to integrate culturally relevant pedagogy (CRP), and the study's intent was to determine the extent to which they actually did so. The goals of the study were to determine whether CRP was emphasized in course descriptions, informational materials, activities, assessments, and rubrics, and to determine whether there was alignment between CRP-related descriptions, activities, assessments, and rubrics. Findings indicate that CRP was not strongly emphasized or well aligned in most courses. Indeed, across most or all courses, we found the following: a lack of emphasis on democratic classrooms; a lack of alignment between CRP objectives, assignments, and rubrics; a lack of evidence that depth of CRP knowledge was required across courses; problems with course design; and a lack of emphasis on identity and cultural competence. The study's findings highlight the importance of a fully developed syllabus for adjunct/part-time faculty who rely heavily on the syllabus; emphasize the importance of strong syllabi for curriculum and course integrity (particularly when programs move fully online); and indicate that alignment between assessment and objectives and a detailed syllabus are critical in creating culturally relevant online courses. This study also introduces a tool for evaluating the extent to which CRP is emphasized in a course, which may be valuable to colleges wishing to implement CRP more deeply and consistently. In addition, the study's evaluation process demonstrates that faculty working in teams increases the success of program revision.
Synchronous and Asynchronous Discussions: Effects on Cooperation, Belonging, and Affect
Author: Peterson, Amy T.
Date: 2018-12-00
Type: Journal Articles
Subjects: Synchronous Communication,Asynchronous Communication,Peer Relationship,Cooperative Learning,Online Courses,Educational Technology,Cooperation,Affective Behavior,Cognitive Processes,Student Participation,Undergraduate Students,Preservice Teachers

Supporting productive peer-to-peer interaction is a central challenge in online courses. Although cooperative learning is a well-established method for eliciting productive interaction (Johnson &amp; Johnson, 1989), online modes of cooperative learning have provided mixed results. To explore the factors underlying these mixed results, we used a quasi-experimental design to examine the effects of synchrony on students' sense of cooperation, belonging, affect, and cognitive processes in online small-group, discussion-based cooperative learning. Fifty-two undergraduate students were assigned to synchronous and asynchronous interaction conditions in an online course. The findings support prior research that asynchronous communication interferes with the relationship between cooperative goals and the outcomes of cooperation. The results extend the literature by indicating that synchrony positively affects students' perceptions of belonging, positive affect, and cognitive processes. Results inform theory and practice by showing that asynchronous cooperative learning may not work as designed due to students' lack of perceptions of interdependence.
Troubling the Master Narrative of &quot;Grit&quot;: Counterstories of Black and Latinx Students with Dis/Abilities during an Era of &quot;High-Stakes&quot; Testing
Author: Tefera, Adai A.
Date: 2019-01-07
Type: Journal Articles
Subjects: Resilience (Psychology),African American Students,Hispanic American Students,High Stakes Tests,Student Experience,Student Attitudes,Disabilities,Exit Examinations,High School Students,Educational Policy,Special Education,Equal Education,Urban Schools,Well Being

In this study we trouble the notion of &quot;grit&quot; and &quot;high-stakes&quot; testing by focusing on the experiences and perspectives of Black and Latinx students labeled with dis/abilities with the California High School Exit Exam (CAHSEE). Through interviews, focus groups, and classroom observations with 15 Black and Latinx students labeled with dis/abilities, we utilize the power of student voice and counterstories to problematize the master narrative of a &quot;grit&quot;/no &quot;grit&quot; binary in education policy discourse. This binary has contributed to an educational culture that reinforces victim blaming, reifies inequities for Black and Latinx students with dis/abilities, and undermines students' emotional wellbeing. Harnessing the power of the students' experiences and perspectives, we conclude with recommendations for policy and practice.
Navigating Assigned Roles for Asynchronous Online Discussions: Examining Participants&apos; Orientation Using Conversation Analysis
Author: Warren, Amber N.
Date: 2018-12-00
Type: Journal Articles
Subjects: Discourse Analysis,Asynchronous Communication,Online Courses,Computer Mediated Communication,Teaching Methods,Higher Education,Graduate Students,Teacher Education Programs,Group Discussion,Student Role,Course Content,Distance Education

Asynchronous computer-mediated communication (CMC) tools, such as asynchronous online discussions (AODs), are widely used in higher education. The organization of AODs is of pedagogical importance, particularly for online-only classes, as these discussions are one of the major opportunities for participants to develop understanding of course content. This study examines participant orientation to a common AOD practice, assigning roles. The data were gathered from a graduate-level teacher education course that used forum discussion module included in Sakai. Using a conversation analytic perspective, data were examined to understand patterns in participants' uptake of Discussion Starter and Devil's Advocate roles in the forum. The findings demonstrate how assigning roles established a frame for participants' understanding of course content and delimited possibilities for participation. Further, patterns of engagement related to these roles encouraged participants to distance themselves epistemically from the content of their posts. Specifically, students took up the Devil's Advocate role in both expected and unexpected ways. While students did use this role as an opportunity to disagree with others in the forum, they also took up the role of Devil's Advocate to pose non-critical questions. Pedagogical insights and the usefulness of conversation analysis as an analytical approach are discussed.
Nontraditional Women Students&apos; Experiences of Identity Recognition and Marginalization during Advising
Author: Auguste, Elizabeth
Date: 2018-00-00
Type: Journal Articles
Subjects: Nontraditional Students,Females,Student Experience,Academic Advising,Faculty Advisers,College Students,Identification,Recognition (Psychology),Single Sex Colleges

Nontraditional women students, defined as older than 24 years, parents, or veterans, compose a fast-growing higher education population. Many face identity-related challenges when interacting with advisors. From 2 northeastern U.S. women's colleges, 42 nontraditional women students participated in phenomenological interviews focused on their advising experiences, including the way advisors engaged with their identities. We classified 6 themes, 3 positive (guidance, identity recognition, advocacy) and 3 negative (indifference, identity marginalization, gatekeeping), that underscored the centrality of advisor engagement with identity for advisee-defined experiences. Advisors encouraged nontraditional women when recognizing intersectional identities as assets but also marginalized students through stereotyping or communicating low expectations. We highlight implications for future research and practice in this domain.
Faculty Development to Promote Effective Instructional Technology Integration: A Qualitative Examination of Reflections in an Online Community
Author: Sullivan, Roberta
Date: 2018-12-00
Type: Journal Articles
Subjects: Faculty Development,Educational Technology,Technology Uses in Education,Lifelong Learning,Program Effectiveness,Technology Integration,Communities of Practice,Peer Relationship,Social Media,Online Courses,College Faculty,Teacher Attitudes,Large Group Instruction

The State University of New York's &quot;Tools of Engagement Project (TOEP)&quot; is an online professional development model that encourages faculty and instructional support staff to explore and reflect on innovative and creative uses of emerging technologies through hands-on Discovery Learning Activities. &quot;TOEP&quot; is focused on creating peer-learning communities by providing a venue to experiment with the evolving landscape of social media and the latest web-based technology tools. The concept of lifelong learning and how it relates to technology change serves as a guiding principle of this project. This research examines the reflective summary posts shared by participants in the project's online community to understand their perspectives about their experiences with &quot;TOEP.&quot; Our findings show that participants felt that they gained knowledge from the experiences of peers in the community. Many faculty stated that they integrated technology into their courses while they were participating in the project, or they expressed explicit plans to do so in the future. Many participants also expressed a desire to continue to learn about emerging technologies after their formal participation concluded.
Application of Clinical Judgment Models to the Development of Academic Advisors
Author: Mann, Nichole
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Advising,Clinical Diagnosis,Critical Thinking,Faculty Development,Training,Thinking Skills,Competence,Medical Evaluation,Novices,Nurses,Nursing Education,Models

The critical thinking process of professional reasoning underlies academic advising practice. Although an essential component to effective advising, professional reasoning is rarely explicitly taught. Tenets of clinical judgment models routinely applied to the development of reasoning in health professionals, specifically clinical competence and clinical judgment, align with the development of professional reasoning in academic advisors and can be applied to advisor training and development. Clinical judgment models can inform those tasked with training advisors to articulate the expectations for professional reasoning, in part, because they can help account for differences between advisors in the various stages of reasoning development.