ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; and Teachers&apos; Perceptions and Experiences of Course Scheduling in Undergraduate Sports Sciences Program: An Ethiopian Case Study
Author: Edo, Beshir
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Teacher Attitudes,Courses,Scheduling,Undergraduate Study,Physical Education,Undergraduate Students,College Faculty,Semester System,Block Scheduling,Program Implementation,Barriers,Educational Benefits,Educational Quality,Teacher Effectiveness,Grade Point Average

Flexibility in course scheduling is an integral part of institutional strategies used to increase student engagement and success, yet little research exists that examines scheduling as a key factor that determines students' experiences and educational outcomes. This study explored the undergraduate sport science students and their teachers at Jimma University, Ethiopia, regarding their experiences in semester-based and block scheduling formats as well as their reflections and perspectives on the effectiveness of these scheduling formats for teaching and learning. For this, the study used an exploratory mixed-methods design consisting of individual interviews with six teachers and focus group interviews with undergraduate sports sciences student sample (n = 40), and institutional archives of the sampled students' cumulative grade point averages (GPAs). The study findings indicate divergent views regarding their perceptions and mixed experiences with the semester-based and block scheduled courses. Irrespective of these, the majority of participants reported that teachers' missing scheduled classes, tending not to teach the full time of the class session, continual lecturing, and scarcity of instructional resources are the major challenges surrounding the implementation of both semester-based and block teaching. We discuss the implications of these findings for future research, implementation, and intervention design.
Examination of Exercise Dependency Levels and State of Loneliness in Students of Sports Sciences Faculty
Author: Güvendi, Burcu
Date: 2019-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Addictive Behavior,Personality Traits,Exercise,Physical Education,Young Adults,Gender Differences,Physical Activity Level,Social Isolation,Foreign Countries,Age Differences,College Students,Certification,Psychological Needs,Student Athletes,At Risk Persons

The aim of this study is to investigate the dependence levels and loneliness status of students studying in sports sciences. The study group of the study consisted of 204 sports science students, 68 women and 136 men with an average age of 20.75 [plus or minus] 2.47. For the purpose of collecting data, &quot;Exercise Dependancy Scale&quot; developed by Tekkursun-Demir, Hazar and Cicioglu (2018) and the&quot;Loneliness Scale&quot; Turkish adaptation of the scale was made by Demir (1989) were used. Descriptive statistics such as frequency and percentage and Mann Whitney U, Kruskall Wallis and Spearman Correlation analysis were used for data analysis. According to the findings of the study, it was observed that students were in the dependent group rarely experienced loneliness. A significant difference was found in the loneliness score of the students according to gender. Significant differences were found in the postponement of exercise dependence scale, individual and social needs and conflict sub-dimension according to students' were being licensed. According to the frequency of participation in the exercise, there was a significant difference between the postponement of individual and social needs of the exercise dependence scale and the development of the conflict, tolerance and passion. In the correlation analysis of the scales, no significant relationship was found between loneliness and exercise dependence. As a result, in our study, although it was seen that the loneliness levels of the students studying in sports sciences were low, it was concluded that male students were lonelier than female students. In addition, it can be said that students are included in the exercise dependent group, because of the fact that these students are kneaded with sports and due to their sports background, they can adjust the dose and duration of the exercise correctly, and thus they do not postpone their social and individual needs as a part of their lives.
Assessment of Instructors&apos; Technology Competency to Be Used in the Settings of Formal and Non-Formal Education
Author: Vovk, Myroslava P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Teacher Competencies,Technological Literacy,Nonformal Education,Lifelong Learning,Faculty Development,Teacher Motivation,Educational Technology,Teacher Education,Foreign Countries,Adult Education,Teacher Attitudes,Reflection,Technology Integration,Educational Innovation,Personality Traits,Teacher Educators

The purpose of this study was to test the model of diagnostic assessment of the level of formedness of the competency of pedagogical staff to use teaching technologies when applied in the settings of formal and non-formal education and to see whether the model creates opportunities for designing a strategy for professional lifelong development of teaching staff. A convergent (computer-oriented and traditional) methodology was used in this study including: the methodology for examination of the motivation drivers of professional activity (K. Zamfir); &quot;Square of Values&quot; methodology by O. Murzina; methodology of self-assessment of vocational and pedagogical motivation, Bass's questionnaire on orientations entitled &quot;Personality orientations&quot;, Henning's methodology called &quot;Structure of Interests&quot;, Criteria Cognitive Aptitude Test. It has been proved that the majority of teaching staff demonstrated the imitative and reproductive level of formedness of the professional competency consistent with all criteria. It seems that educators strive for self-improvement and self-development in using teaching technology in formal and non-formal education settings. This study results can be well used either to develop the structure and content of the professional development or post-graduation programs for the teaching personnel at the instructional institutions or to assess of the level of formedness of the professional competence of pedagogical staff to use teaching technologies in the settings of formal and non-formal education. The study attempts for the first time ever to assess professionalism-related competency in using teaching technology in formal and non-formal education settings and to specify the value orientations, motives, needs, spectrum of knowledge, skills, and abilities comprising the level of proficiency in this area as it is viewed through the needs of the labour market.
crsra: A Learning Analytics Tool for Understanding Student Behaviour in Massive Open Online Courses
Author: Hadavand, Aboozar
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Analytics,Student Behavior,Online Courses,Large Group Instruction,Class Size,Educational Research,Research Methodology,Computer Software,Programming Languages,Grades (Scholastic),Employment,Academic Achievement,Electronic Learning,Costs

Due to the fundamental differences between traditional education and massive open online courses (MOOCs), and because of the ever-increasing popularity of the latter, more research is needed to understand current and future trends in MOOCs. Although research in the field has grown rapidly in recent years, one of the main challenges facing researchers remains the complexity and messiness of the data. Therefore, it is imperative to provide tools that pave the way for more research on this new subject. This paper introduces a package called crsra based on the statistical software R to help tidy and perform preliminary analysis on massive loads of data provided by Coursera. The advantages of the package are as follows: (a) faster loading and organizing of data for analysis, (b) an efficient method for combining data from multiple courses and even from across institutions, and (c) provision of a set of functions for analyzing student behaviours.
Designing in Context: Reaching beyond Usability in Learning Analytics Dashboard Design
Author: Ahn, June
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Analytics,Usability,Man Machine Systems,Interaction,Design,Database Management Systems,Middle School Teachers,Mathematics Teachers,Instructional Improvement

Researchers and developers of learning analytics (LA) systems are increasingly adopting human-centred design (HCD) approaches, with growing need to understand how to apply design practice in different educational settings. In this paper, we present a design narrative of our experience developing dashboards to support middle school mathematics teachers' pedagogical practices, in a multi-university, multi-school district, improvement science initiative in the United States. Through documentation of our design experience, we offer ways to adapt common HCD methods -- contextual design and design tensions -- when developing visual analytics systems for educators. We also illuminate how adopting these design methods within the context of improvement science and research-practice partnerships fundamentally influences the design choices we make and the focal questions we undertake. The results of this design process flow naturally from the appropriation and repurposing of tools by district partners and directly inform improvement goals.
Redefining Career Communities in Higher Education
Author: Lee, June Y.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Career Guidance,Communities of Practice,Student Attitudes,Community Characteristics,Definitions

This study aims to revisit the understudied concept of career communities in higher education. Using mixed methods, this study assesses how university students define and characterize career communities compared to general communities. Based on our interviews (N=25) and survey (N=123), we define a career community more narrowly as a group of individuals who share similar career interests or aspirations and where one can receive direct or indirect customized benefits through the exchange of knowledge, expertise, and resources. Theoretical and practical implications with future research opportunities have been recommended for researchers and practitioners in higher education.
Does Cooperative Learning Increase Students&apos; Motivation in Learning?
Author: Tran, Van Dat
Date: 2019-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Learning Motivation,College Students,Foreign Countries,Small Group Instruction,Methods Courses,Outcomes of Education,Experimental Groups,Control Groups,Teaching Methods

The present study examines the impacts of cooperative learning on the motivation for 72 second-year Vietnamese higher education students in the Research Methods in Education over the nine-week course. Seventy-two students were allocated into two smaller groups of 36 students. The same lecturer was assigned to teach these two groups of students. Cooperative learning was applied for the experimental group, while lecture-based teaching was utilized in the control group for the whole course. The study outcome demonstrated significant higher learning motivation in the experimental group than that in the control group. Implications for innovation in teaching methods and further research are suggested to popularize more cooperative learning for better learning outcomes.
Co-Designing a Real-Time Classroom Orchestration Tool to Support Teacher-AI Complementarity
Author: Holstein, Kenneth
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Analytics,Technology Uses in Education,Artificial Intelligence,Stakeholders,Design,Elementary Secondary Education,Middle School Teachers,Teacher Participation

Involving stakeholders throughout the creation of new educational technologies can help ensure their usefulness and usability in real-world contexts. However, given the complexity of learning analytics (LA) systems, it can be challenging to meaningfully involve non-technical stakeholders throughout their design and development. This article presents a detailed case study of the iterative co-design of Lumilo, a wearable, real-time learning analytics tool for teachers working in AI-enhanced K-12 classrooms. In the process, we argue that the co-design of LA systems requires &quot;new kinds of prototyping methods.&quot; We introduce one of our own prototyping methods, REs, to address unique challenges of co-prototyping data-driven algorithmic systems such as LA tools. This work presents the first end-to-end demonstration in the literature of how non-technical stakeholders can participate throughout the whole design process for a complex LA system -- from early generative phases to the selection and tuning of analytics to evaluation in real-world contexts. We conclude with a summary of methodological recommendations for future LA co-design efforts.
Engaging Faculty in Learning Analytics: Agents of Institutional Culture Change
Author: Rehrey, George
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Analytics,Change Agents,School Culture,Technology Integration,Barriers,Academic Achievement,Program Effectiveness,Data Use,Fellowships,Student Records,Institutional Mission,Departments,Teacher Role,Research Design,Scholarship,College Faculty,Program Implementation

To successfully implement Learning Analytics (LA) systems within higher education, we need to engage administrators, faculty, and staff alike. This paper is by and primarily for practitioners. We suggest implementation strategies that consider the human factor in adopting new technologies by analyzing the viability of our Learning Analytics Fellows Program (LAFP), where faculty are empowered as agents of institutional change. This program directly addresses known barriers to the use of LA, dealing with culture management, adoption, and sustainability. The Fellows program engages faculty in inquiry about student success, providing them with a view of the student experience through institutional data. Faculty, with their knowledge of students and programs as well as their research expertise, are well-positioned to advance LA efforts on our campuses. In our case, faculty are also the end users of their findings, and are able to provide input into the design of the analytical tools created for them. Expanding on a paper presented at the LAK 18 conference (Rehrey, Groth, Fiorini, Hostetter, &amp; Shepard, 2018), we describe the rationale for the implementation strategy, reflect on the effectiveness of this strategy by analyzing self-reports from our LAFP, and consider the broader impacts of this approach for the future.
Teacher Preparedness: A Comparison of Alternatively and Traditionally Certified Technology and Engineering Education Teachers
Author: Bowen, Bradley
Date: 2019-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Technology Education,Engineering Education,Secondary School Teachers,Teacher Effectiveness,Vocational Education,Beginning Teachers,National Surveys,Elementary Secondary Education,Teacher Attitudes,Classroom Techniques,Student Behavior,Teacher Education Programs

There is a national conversation about a secondary teacher shortage and the lack of qualified teachers in the classroom. Over recent years, there has been a rise in the number of alternatively certified teachers to fill these positions. This is particularly true in the field of career and technical education. However, there is a debate on whether an alternatively certified teacher is as effective as a traditionally certified teacher. The level of preparedness has been identified as a critical factor in teacher effectiveness. This study looks at the differences in perceived preparedness of early career technology and engineering education teachers to determine if there is a difference between alternatively and traditionally certified teachers. The Schools and Staffing Survey Teacher Questionnaire was used as a generalizable national dataset. The results show that there is no statistically significant difference in the level of perceived preparedness of early career alternatively and traditionally certified technology and engineering education teachers. One construct within preparedness, behavior management, was statistically significant for traditionally certified teachers. By better understanding the nature of teachers in regard to preparedness and certification type, further research can be conducted to better prepare teachers in the field of technology and engineering education.
Theory-Practice Gap: Challenges Experienced by Nursing Students at the Satellite Campus of a Higher Education Institution in Namibia
Author: Kerthu, Hatupopi Saara
Date: 2019-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Nursing Education,Foreign Countries,Multicampus Colleges,Student Experience,Undergraduate Students,Clinical Experience,Honors Curriculum,Communication Problems,Supervision,Public Colleges,Negative Attitudes,Educational Resources,Health Personnel

Theory practice gap is the discrepancies found between what students learn in the formal classroom setting and what they experience in the clinical settings. Observations reveal that nursing as practised is task-centred and students rarely get involved in anything approaching the total care of individual patients, thus leading to theory-practice gap. This study explored and described the challenges faced by Bachelor of Nursing (clinical) honours students when integrating theory into practice in the clinical settings. The study, which was granted ethical clearances from two institutions, drew on an exploratory phenomenology methodology to gather data from ten nursing students registered at a satellite campus. The participants were purposively selected with data collected via focus group interviews. Thereafter, data were transcribed verbatim and analysed using content analysis. The study data collection and analysis adhered to ethical principles and quality measures in order to ensure credibility, transferability, dependability and confirmability. Nursing students experience challenges in integrating theory and practice. These challenges are grouped into four themes; theory verses practice, limited resources in clinical settings, discriminatory attitudes and communication barriers. Nursing students appreciated accompaniment and supervision by nurse educators. However, the accompaniment's impact on learning may be undermined through the students' limited exposure to clinical cases. Therefore, long-term strategies are recommended for effective integration of theory with practice.
A Comparison of the Types of Heuristics Used by Experts and Novices in Engineering Design Ideation
Author: Dixon, Raymond A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Specialists,Novices,Engineering,Engineering Education,Heuristics,Protocol Analysis,Professional Personnel,Problem Solving,Brainstorming,Teaching Methods,Skill Development,Creativity,Innovation,Technology Education,Undergraduate Students,Task Analysis

This study explored the use of heuristics in the design space by novice and expert engineers in the initial ideation of a design solution. Verbal protocol analyses were conducted with four engineering students and four professional engineers as they generated ideas to solve a design problem. Overall, both experts and novices used various types of heuristics. Although novices' heuristics tend to focus on improving the function of the design, experts' heuristics tend to focus on improving both function and form. The implication is that the deliberate teaching of design heuristics, along with other strategies, will help in the development of generative skills of students, stimulating more creative and innovative designs. Validated design heuristics can be integrated within engineering design content at appropriate grade levels to aid in building the repertoire of heuristics used by engineering and technology education students.
An Infrastructure for Workplace Learning Analytics: Tracing Knowledge Creation with the Social Semantic Server
Author: Ruiz-Calleja, Adolfo
Date: 2019-00-00
Type: Journal Articles
Subjects: Workplace Learning,Learning Analytics,Data Processing,Data Collection,Computer System Design,Inservice Teacher Education,Researchers,Health Personnel,Foreign Countries,Program Effectiveness

In this paper, we propose the Social Semantic Server (SSS) as a service-based infrastructure for workplace and professional learning analytics (LA). The design and development of the SSS have evolved over eight years, starting with an analysis of workplace learning inspired by knowledge creation theories and their application in different contexts. The SSS collects data from workplace learning tools, integrates it into a common data model based on a semantically enriched artifact-actor network, and offers it back for LA applications to exploit the data. Further, the SSS design's flexibility enables it to be adapted to different workplace learning situations. This paper contributes by systematically deriving requirements for the SSS according to knowledge creation theories, and by offering support across a number of different learning tools and LA applications integrated into the SSS. We also show evidence for the usefulness of the SSS extracted from 4 authentic workplace learning situations involving 57 participants. The evaluation results indicate that the SSS satisfactorily supports decision making in diverse workplace learning situations and allow us to reflect on the importance of knowledge creation theories for this analysis.
Using Instruction-Embedded Formative Assessment to Predict State Summative Test Scores and Achievement Levels in Mathematics
Author: Zheng, Guoguo
Date: 2019-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Predictor Variables,Summative Evaluation,Scores,Mathematics Instruction,Accountability,Models,Intelligent Tutoring Systems,Mathematics Achievement,Grade 6,Grade 7,Grade 8,Public Schools,Achievement Tests,Standardized Tests,State Standards

If we wish to embed assessment for accountability within instruction, we need to better understand the relative contribution of different types of learner data to statistical models that predict scores and discrete achievement levels on assessments used for accountability purposes. The present work scales up and extends predictive models of math test scores and achievement levels from existing literature and specifies six categories of models that incorporate information about student prior knowledge, demographics, and performance within the MATHia intelligent tutoring system. Linear regression, ordinal logistic regression, and random forest regression and classification models are learned within each category and generalized over a sample of 23,000+ learners in Grades 6, 7, and 8 over three academic years in Miami-Dade County Public Schools. After briefly exploring hierarchical models of this data, we discuss a variety of technical and practical applications, limitations, and open questions related to this work, especially concerning to the potential use of instructional platforms like MATHia as a replacement for time-consuming standardized tests.