ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Intercultural Competency in a Public Health Study Abroad Program: What Does Cultural Learning Mean for Undergraduate Chinese Students?
Author: Bano, Sara
Date: 2022-00-00
Type: Journal Articles
Subjects: Public Health,Cultural Awareness,Study Abroad,Undergraduate Students,Asians,Student Attitudes,Learning Experience,Social Behavior,Social Attitudes,English (Second Language),Second Language Learning,Knowledge Level,Foreign Students,Outcomes of Education,Foreign Countries

In this study, we explored the notions of cultural learning from non-western perspectives by focusing on the experiences of Chinese undergraduate students from the field of Public Health in the United States of America. We used Weick's (1995) Sensemaking theory to understand how Chinese undergraduate students made sense of their experiences of learning about other cultures in both personal and professional spaces. We applied a qualitative research design and used interviews, a focus group, and reflection papers for data collection. We found that Chinese undergraduate students focused on social behaviors and attitudes. They used comparison as a tool to make sense of new experiences. Their sensemaking process shifted from simple to complex concepts, and guided learning helped them understand complex social issues related to public health in the U.S. They did not consider learning related to public health knowledge, English language, or life skills as cultural learning.
The Preference of the Use of Intuition over Other Methods of Problem Solving by Undergraduate Students
Author: Cai Shi, Melissa
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Intuition,Problem Solving,Majors (Students),Gender Differences,Instructional Program Divisions,Racial Differences,Ethnicity,Inferences,Affective Behavior

Intuition is one of the main factors that drive our everyday decision-making which happens quickly and unconsciously. Individuals often rely on the use of intuition to solve either simple or complex problems. The purpose of this research study is to further break down an individual's thinking processes by understanding how different groups of individuals utilize intuition to make effective decisions. Major, gender, college year of classification, and ethnicity were the main factors analyzed in the study to identify if these factors have a significant impact on the use of each intuition type. The data collected from a survey distributed to undergraduate students at Purdue University (n=1109) was used to build a regression model for each intuition type: inferential (p = 3.524x10[superscript -11]), affective (p = 2.200x10[superscript -16]), holistic big picture (p = 1.755x10[superscript -4]), and holistic abstract (p = 3.195x10[superscript -7]). The results showed that inferential intuition was influenced by gender and ethnicity, while all four studied factors major, gender, ethnicity, and college year of classification have an impact on affective intuition. The holistic big-picture intuition model indicated that only gender and college influenced the use of this intuition type. In addition, gender, major, and ethnicity were the main drivers for holistic abstract intuition usage. The study suggests that intuition usage is driven by all four factors with gender as the main factor that have an impact on all four of the types of intuition. These findings provide a deeper insight into the main factors that influence the use of intuition.
What the Yurt? Round Teaching and Architecture as Pedagogy
Author: Nolan, Carrie
Date: 2022-00-00
Type: Journal Articles
Subjects: Architectural Education,Action Research,Educational Environment,Teacher Student Relationship,Accountability,Experiential Learning,Building Design,Place Based Education,Foreign Countries,College Faculty,College Students,Facilitators (Individuals),Physical Environment,Learning Processes

Exploring built pedagogy, one college set out to disrupt structure and create a community of research by erecting a teaching lab yurt and inviting faculty to create a cohort of action researchers teaching in the yurt. The round shape of the yurt facilitated a more democratized learning environment where students found themselves a greater part of the learning and experienced their instructors to be positioned, literally, as facilitators of learning rather than keepers of the knowledge, where student accountability was inherent and an auditory/experiential connection to the world beyond the classroom created &quot;aliveness&quot; in learning.
Workshop-Style in a Graduate Classroom: Teaching Communication to Business Students
Author: Rahman, Asif Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Students,Business Administration Education,Teaching Methods,Masters Programs,Business Communication,Teamwork,Verbal Communication,Nonverbal Communication,Case Studies,Course Descriptions,Resumes (Personal),Foreign Countries,Workshops,Employment Interviews,Educational Philosophy,Personnel Selection,Publications

This article describes a four-month-long MBA course on business communication taught at NUST Business School, National University of Sciences and Technology, Pakistan. A workshop-style approach was adopted in the course that helped the students break their emotional glass ceiling and become comfortable in their skin. The course enabled the students to work in teams to learn the art of verbal and non-verbal communication through exercises and case studies spread throughout the semester. The system was also helpful in teaching the students to develop an impactful resumé and improve job interview skills (through mock interviews). The course ended with the development of business communication case studies written and taught by students. Some of the students published their case studies in a UK-based case publishing house. The article describes a unique pedagogical approach for preparing this course and the instructor's experiences during and at the end of the course.
Protective Factors and Burnout Risk of Teachers during the COVID-19 Pandemic -- A Two-Step Cluster Analysis
Author: Raducu, Camelia-Madalina
Date: 2022-06-00
Type: Journal Articles
Subjects: Teacher Burnout,COVID-19,Pandemics,Preschool Teachers,Elementary School Teachers,Well Being,Self Control,Positive Attitudes,Teaching Experience,Digital Literacy,Foreign Countries,Demography,Mental Health

Teacher burnout has been shown to be one of the most common negative consequences of the COVID-19 pandemic. This study aimed to identify distinct psychological resources and burnout risk profiles of teachers and examine their association with Kolb's educator roles and their professional experience. Methods: The survey data were collected from 330 preschool and primary school (84 males, M[subscript age] = 38.3, SD = 9.14) teachers using a convenience sampling method. Results: The two-step cluster analysis revealed two distinct profiles. The first profile, &quot;high psychological resources, no burnout risk,&quot; was characterized by absent symptoms of burnout and increased levels of well-being, self-control, and positive emotionality. The second profile, &quot;moderate psychological resources, mild burnout,&quot; was associated with medium levels of well-being, self-control, and positive emotionality accompanied by mild burnout. Our findings highlighted that cluster one had a significantly higher score for the facilitator role and cluster two for the expert and coach roles. Additionally, teachers with less professional experience were more likely to belong to cluster one, considering their adequate skills in digital literacy. Conclusions: These findings provide new insights into the explanation of teacher burnout and the design of intervention programs.
The Effect of Online Education on Children&apos;s Social Skills during the COVID-19 Pandemic
Author: Günindi, Yunus
Date: 2022-06-00
Type: Journal Articles
Subjects: Adjustment (to Environment),Personality Traits,Preschool Children,Interpersonal Competence,In Person Learning,Electronic Learning,Distance Education,COVID-19,Pandemics,Socioeconomic Background

This study aimed to determine whether there is any conspicuous difference in the social adaptation skills of five-year-old preschool children who did not attend any social skills intervention program besides the ongoing curriculum but continued their education process in different environments (face-to-face/online) because of the pandemic. Included in the study were 296 children enrolled in independent kindergartens, who were within the five-year-old age group and were from similar socioeconomic families. Among them, 159 attended face-to-face and 137 attended online classes. At the beginning of their formal education, the Social Adaptation Skills Scale (SASS) was administered to the children in both groups as a pre-test. At the end of the trimester, the SASS was repeated as a posttest. A significant difference was found between the face-to-face education group and the online education group, in favor of the former, in terms of the social adaptation sub-factor of the SASS. Furthermore, the social incompatibility sub-factor scores of the face-to-face education group were significantly lower than those of the children in the online education group.
Microsoft Teams Supports Authentic Assessment of Learning
Author: Evans, Nancy
Date: 2022-12-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Computer Software,Performance Based Assessment,Cooperative Learning,Undergraduate Students,Formative Evaluation,Summative Evaluation,Teamwork,Video Technology

In computer technology, statistics, and business courses that I have taught over the past decade, students have worked in groups/teams. I assumed students communicated with teammates within the Learning Management System (LMS). In 2017, I was surprised to discover students were using GroupMe. To help me understand the attraction, I signed up for a GroupMe account. I was underwhelmed with its purpose but understood the ease of the application. I was also learning more about Slack, thinking it was a much better tool for communication and collaboration, and realizing that communicating within the LMS was not ideal, even awkward, and not real world. However, Slack was not readily available for student use, so when our institution introduced Microsoft Teams in 2020, I began exploring using Microsoft Teams for teamwork/projects because it is a real-world tool that students will likely use/encounter after college. I have been using Microsoft Teams consistently since Fall 2020. Using Microsoft Teams moves students from conceptual to applicable knowledge related to teamwork, communication, and even leadership skills. Microsoft Teams can supplement any content/course project. Requiring students to use Microsoft Teams as it would be used in the workplace allows teams to choose when they meet to collaborate, manage their &quot;channel,&quot; and ultimately create their project. All the work leading up to the final deliverable is archived in one space accessible by instructor (manager) as would be in the real world. The assessment(s) takes on a level of authenticity that is missing with a traditional LMS. In this reflective essay, I will show how Microsoft Teams supports authentic assessment while engaging students in a real-world technology that adds to their post-undergraduate toolkit and future success.
A Flipped Classroom Experience in the Context of a Pandemic: Cooperative Learning as a Strategy for Meaningful Student Learning
Author: Fernández-Ferrer, Maite
Date: 2022-00-00
Type: Journal Articles
Subjects: Flipped Classroom,COVID-19,Pandemics,Teaching Methods,Cooperative Learning,Student Satisfaction,Student Motivation,Academic Achievement,Teamwork,Chemistry,College Students

Through an initial documentary analysis of the flipped classroom in the context of a pandemic and of the new pedagogical models based on active methodologies or pedagogies and cooperative learning, the experience presented below is part of an innovation project based on the design of cooperative activities focused on students to enhance their meaningful learning and with the aim of improving their satisfaction and motivation and thus, as a consequence, their academic performance. For the evaluation of this experience, in which 29 students from the theoretical-experimental subject of General Chemistry participated from the Technological Bases Engineering training plan of the Universidad Católica del Norte, three data collection instruments were administered based on the use of the questionnaire and the interview with the students during and at the end of the experience. The main results show high acceptance and satisfaction with the design of the innovation; an improvement in the development of teamwork competence; and a significant impact of the active methodologies and cooperative learning strategies implemented in increasing the academic performance of students.
Students&apos; Perception of Digital Tools Used with Online Teaching Methodologies in a Pandemic Context: A Case Study in Northern Chile
Author: Peceño-Capilla, Begoña
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Technology Uses in Education,Electronic Learning,Distance Education,Student Needs,Engineering,College Students,Handheld Devices,Telecommunications,Internet,Teaching Methods,Access to Education,Access to Computers,Foreign Countries,Equal Education

In 2020, in the context of the COVID-19 pandemic, it is of interest to understand how students perceived the access, use, and utility of digital tools in online teaching. This study provides an insight into the needs of students in adjusting to online teaching. This study presents the methodological design of the course &quot;Industrial Hygiene I,&quot; part of a technology-based engineering bachelor's degree from Universidad Católica del Norte (Chile). Once the theoretical framework was established, three surveys were designed throughout the course to measure students' perceptions of the access, use, and utility of digital tools used in online teaching during the pandemic. Thirty-five students participated in this quantitative study. Following a data analysis, it was observed that 46% of students use their cell phones to access virtual classes and more than 50% are dissatisfied with the internet connection; therefore, it was necessary to adapt the learning methodology. After that, more than 50% of the students said that they preferred a flipped classroom over traditional methodology. In addition, the quality of the course was not affected by using the internet (60%), and the methodology generates advantages in terms of learning (72%). These findings have several implications in both the design of different subjects in the engineering degree and the practice of different learning methods. Future hybrid teaching designs require taking up the challenges of both improving technology-supported teaching and assessing competence in the same context.
Authentic Assessments through the Lenses of Diversity, Equity, Inclusion, and Justice in a Fully Online Course
Author: Abramenka-Lachheb, Victoria
Date: 2022-12-00
Type: Journal Articles
Subjects: Performance Based Assessment,Diversity,Equal Education,Inclusion,Social Justice,Online Courses,Instructional Design,Electronic Learning,Educational Technology,Undergraduate Students,Public Health

The social isolation resulting from the 2020 global pandemic posed both challenges and opportunities in higher education. One of the greatest opportunities has been the chance to foreground the dimensions of diversity, equity, inclusion, and justice (DEIJ). As online course enrollments in postsecondary programs increase, educators, researchers, and learning design practitioners need to identify strategies to implement an inclusive learning environment in online learning programs. The purpose of this article is to describe how we, learning designers, conceptualized the DEIJ dimensions and reflected them in our design decisions with the use of technology. Using the DEIJ lenses, we focus on the design of authentic assessments with the use of technology, such as available features within the Canvas learning management system and external tools.
Critical Thinking Skills of Chemistry Education Students in Team Project-Based STEM-Metacognitive Skills Learning during the COVID-19 Pandemic
Author: Ijirana
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,COVID-19,Pandemics,Chemistry,Science Instruction,Teamwork,Active Learning,Student Projects,STEM Education,Metacognition,College Students,Group Activities,Foreign Countries

Critical thinking skills has to be sharpened particularly during the COVID-19 pandemic. This circumstance leads to the lack of student's passion to apply their thinking skills in doing something necessary. Therefore, it requires a learning improving critical thinking skills. This study aims to describe the critical thinking skills of chemistry education students taking part in the lecture of Team Project Based STEM-metacognitive skills. The method utilized is a Pre-Experimental Design One-Shot Case Study consists of 130 chemistry education students taking part in 3rd and 5th semester. The 3rd semester students attend lectures on the development of chemistry learning programs (P3K) and the 5th semester students attend lectures on the basics of analytical chemistry (DDKA). The instruments utilized in this research are learning scenarios, worksheets, critical thinking test instruments, critical thinking skill assessment rubrics, and project implementation feasibility observation sheets. There are three critical thinking skills very well demonstrated by students in P3K and DDKA subjects, consist of (1) strategies and tactics, (2) providing simple explanations, and (3) providing further explanations. Two other skills, namely concluding and building basic skills shown by students in the good category. The results of this study contribute to chemistry learning in the future, thus efforts are inevitably required to train critical thinking skills for prospective chemistry teachers in order to produce teachers having good thinking skills.
Examining University Students&apos; Social Desirability and Culture of Being Healthy
Author: Ayyildiz, Erdem
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Physical Activities,Physical Fitness,Culture,Health,Social Desirability,Gender Differences,Age Differences

Sport is an important tool in terms of the health, social, and well-being of the person. Especially the types of sports that are increasing in popularity, such as yoga and fitness, are considered important. This study aims to examine the health culture and social desirability levels of university students who do yoga and fitness. The quantitative method was used in the study. In the first part, as demographic information; There are questions about gender, age, the type of sport he does, and how many days a week he is involved in sports. In the second part, the culture of being healthy scale developed by Alfrey et al. (2019) and adapted into Turkish by Ugras et al. (2021) was used. In the third part, the social desirability scale developed by Erzen et al. (2021) was used. After the data were collected in the study, first of all, the skewness-kurtosis homogeneity test and the Cronbach alpha reliability test were performed. In the homogeneous data, an independent t-test for paired groups and anova test for groups of three or more were performed with the SPSS program. According to the results of the study; in the subdimension of criticism of individual actions; It is seen that being male, being between the ages of 18-23, and doing yoga have a significantly higher mean value than the others.
Leveraging Online Tutorials and Performance Assessment to Improve Information Literacy Instruction
Author: Kowalik, Eric
Date: 2022-12-00
Type: Journal Articles
Subjects: Learning Management Systems,Tutorial Programs,Web Based Instruction,Academic Libraries,Electronic Learning,Computer Software,Performance Based Assessment,Student Evaluation,Information Literacy,Literacy Education,Learning Analytics,College Freshmen,English Departments

Leveraging the campus learning management system and rapid e-learning development software such as Articulate Storyline allows educators to develop and deploy interactive tutorials for performance assessment of students' knowledge. This quick hit chronicles the development, deployment, and assessment of a suite of tutorials for information literacy instruction. Opportunities and challenges are highlighted as well as how working with a dashboarding tool such as Power BI can unlock hidden insights in the data and cultivate new collaborations. Visit the project GitHub (https://marquetterml.github.io/information-literacy-modules/) to utilize the tutorials at your own institution and add your input to the project.
Creating Authentic Assessments through Controversy
Author: Scherzinger, Lamia
Date: 2022-12-00
Type: Journal Articles
Subjects: Authentic Learning,Controversial Issues (Course Content),Misconceptions,Social Media,World Problems,Course Objectives,Technology Uses in Education,Assignments,Teaching Methods

We are surrounded by controversy--politics, religion, diets, and even science are all up for debate in our 24/7 world of social media and the internet. With this controversy comes a lot of misinformation and competition with what our students might otherwise be learning in our classrooms. I know this intimately, since I teach fitness and nutrition courses, two topics widely addressed by internet &quot;experts&quot; who continually contradict what I teach in my class. Whereas some may say this makes an instructor's job more difficult, I have decided to rise to the challenge and use controversy to enhance my students' learning. By using an assortment of technologies and platforms--web searches, Twitter, TikTok, and more--I have been able to move beyond the classroom to engage my students in real-world problems, a strategy that results in more authentic assessments.