ethanporcaro/eric-fulltext-meta huggingface dataset:
Hybrid Learning in Higher Education: The Potential of Teaching and Learning with Robot-Mediated Communication
Author: Gleason, Benjamin
Date: 2017-12-00
Type: Journal Articles
Subjects: Blended Learning,Higher Education,Robotics,Computer Mediated Communication,Universities,Educational Benefits,Videoconferencing,Comparative Analysis,Affordances,Sense of Community,Student Participation,Human Body,Educational Technology,Graduate Students,Interaction,Focus Groups,Seminars

Blended learning, which combines online and face-to-face pedagogy, is a fast-growing mode of instruction as universities strive for equitable and alternative pathways to course enrollment, retention, and educational attainment. However, challenges to successfully implementing blended instruction are that &quot;social presence,&quot; or students' ability to project their personal characteristics into the learning space, is reduced with potential negative effects on student engagement, persistence, and academic achievement. Instructors are experimenting with robotmediated communication (RMC) to address these challenges. Results from a study of RMC at a large public university suggest that it offers advantages over traditionally used videoconferencing, including affordances for fostering students' embodiment in the classroom, their feelings of belonging and trust, and their ability to contribute ideas in authentic ways.
Relationship between Grades Earned and Time in Online Courses
Author: Carver, Lin B.
Date: 2017-12-00
Type: Journal Articles
Subjects: Graduate Students,Correlation,Grades (Scholastic),Time on Task,Online Courses,Predictor Variables,Educational Research,Data Collection,Data Analysis,Graduate Study,Comparative Analysis,Instructional Leadership,Reading Instruction,Instructional Design,Special Education,Regression (Statistics),Synchronous Communication,Academic Achievement,Hypothesis Testing,Statistical Analysis

Online education is rapidly becoming a significant method of course delivery in higher education. Consequently, instructors analyze student performance in an attempt to better scaffold student learning. Learning analytics can provide insight into online students' course behaviors. Archival data from 167 graduate level education students enrolled in 4 different programs and 9 different online courses were analyzed to determine whether a relationship existed between grades earned and time spent in specific areas within the course: total course time, course modules, document repository, and synchronous online sessions. Time spent in each component did not predict a specific letter grade, but did predict whether or not an A would be achieved. The sample was composed of students from four different graduate education programs: Educational Leadership, Reading, Instructional Design, and Special Education. Variations found among programs did not significantly predict the grade earned in the course. A logistic regression revealed that of all the predictor variables, time spent in synchronous online sessions alone showed as a significant predictor of receiving an A in the course. This is important information for instructors when providing scaffolding for students.
Navigating Turn-Taking and Conversational Repair in an Online Synchronous Course
Author: Earnshaw, Yvonne
Date: 2017-12-00
Type: Journal Articles
Subjects: Graduate Students,Discourse Analysis,Computer Mediated Communication,Computer Software,Error Correction,Audio Equipment,Teacher Role,Troubleshooting,Online Courses,Blended Learning,Teaching Methods,Synchronous Communication

In face-to-face conversations, speaker transitions (or hand-offs) are typically seamless. In computer-mediated communication settings, speaker hand-offs can be a bit more challenging. This paper presents the results of a study of audio communication problems that occur in an online synchronous course, and how, and by whom, those problems are resolved. Data were collected from chat transcripts and audio transcripts from a graduate level discourse and conversation analysis course that used WebEx, an audio conferencing software application that also has a chat channel. Using a conversation analysis approach, data were analyzed to identify when speaker hand-offs occurred to determine related patterns of confirmation strategies and repair sequences. Findings showed several different approaches to smooth speaker hand-offs. In cases where handoffs were not smooth, participants attempted corrections by either fixing the problem or by moving on. There were also instances in which parties encountered technical difficulties with the audio or with Internet connectivity. Parties used the chat channel to indicate that they were having trouble. The instructor's role was to troubleshoot, call upon students, and move the discussion along. This study provides some insight on how chat can be used in a discussion-based, online synchronous course to identify technical difficulties when a speaker is called upon and how the difficulty is resolved.
Online Collaborative Learning Activities: The Perceptions of Culturally Diverse Graduate Students
Author: Kumi-Yeboah, Alex
Date: 2017-12-00
Type: Journal Articles
Subjects: Graduate Students,Minority Group Students,Student Attitudes,Electronic Learning,Online Courses,Cooperative Learning,Educational Technology,Special Education,Qualitative Research,Semi Structured Interviews,Focus Groups,Observation,Preferences,Small Group Instruction,Intercultural Communication,Cognitive Style,Interpersonal Communication,Cultural Differences,Cross Cultural Training,Multicultural Education,Inclusion,Course Content

This exploratory study examined the perceptions of minority graduate students toward online collaborative learning activities. The participants were 20 minority graduate students from diverse cultural backgrounds (10 African Americans, 5 Hispanics, and 5 international students from Africa) enrolled in online graduate instructional technology and special education program at a university located in the Northeastern United States. A qualitative research design using semistructured interviews, focus group interviews, and a non-participant observation were employed to collect the data for the study. The analysis of the data identified six themes on the perceptions of the minority graduate students toward online collaborative learning activities: (a) knowledge building and construction, (b) preference to work in small-group over whole-group activities, (c) opportunities to share and lead discussion in cross-cultural online environment, (d) collaborative activities help meet their learning and communication styles, (e) challenges of dealing with cultural differences, and (f) lack of multicultural inclusion in the curriculum/course content. The findings of the study suggest that instructors who are tasked to teach online courses should take into account the benefits, preferences, and challenges of students from diverse cultural backgrounds as they participate in online collaborative learning activities.
Live Synchronous Web Meetings in Asynchronous Online Courses: Reconceptualizing Virtual Office Hours
Author: Lowenthal, Patrick R.
Date: 2017-12-00
Type: Journal Articles
Subjects: Teleconferencing,Synchronous Communication,Asynchronous Communication,Computer Mediated Communication,Online Courses,Meetings,Instructional Design,Graduate Students,Teacher Student Relationship,Working Hours,Educational Technology,Student Attitudes,Attendance,Student Satisfaction

Most online courses rely solely on asynchronous text-based online communication. This type of communication can foster anytime, anywhere reflection, critical thinking, and deep learning. However, it can also frustrate participants because of the lack of spontaneity and visual cues and the time it takes for conversations to develop and feedback to be shared, as well as the self directedness and discipline it requires of participants to regularly check in and monitor discussions over time. Synchronous forms of online communication can address some of these constraints. However, online educators often avoid using synchronous forms of communication in their courses, because of its own constraints. In this paper, we describe how we integrated live synchronous web meetings into asynchronous online courses, collected student feedback, and made iterative changes and refinements based on student feedback over time. We conclude with implications for practice.
Leadership Learning Opportunities in Agriculture, Food, and Natural Resources Education: The Role of The Teacher
Author: McKim, Aaron J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Leadership Training,Agricultural Education,Food,Natural Resources,Behavior Theories,Teacher Role,Teacher Leadership,Teacher Attitudes,Structural Equation Models,Statistical Significance,Norms,Content Validity,Attitude Measures,Teacher Surveys,Statistical Analysis

Learning environments combining agriculture, food, natural resources, and leadership knowledge and skills are increasingly essential in preparing students for future success. School-based agricultural education offers a premier context in which to teach leadership within agriculture, food, and natural resources curriculum. However, providing students with learning experiences in agriculture, food, natural resources, and leadership requires willing and able teachers. In the current national study, the theory of planned behavior was operationalized to understand the role of school-based agriculture teachers in teaching leadership within agriculture, food, and natural resources curriculum. Teachers held a positive attitude toward the behavior, favorable subjective norms, confident perceptions of behavioral control, and knowledge of leadership. On average, school-based agricultural education teachers intended to teach leadership content in 28.49% of curriculum. Structural equation modeling was used to analyze a model of leadership teaching intentions in which attitude toward the behavior and subjective norms were statistically significant, positive predictors of intentions to teach leadership. Recommendations for research and application of findings are addressed.
Long-Term Impacts of a Faculty Development Program for the Internationalization of Curriculum in Higher Education
Author: Urban, Emily
Date: 2017-00-00
Type: Journal Articles
Subjects: Faculty Development,Higher Education,Global Approach,Program Effectiveness,Longitudinal Studies,Performance Factors,Qualitative Research,Semi Structured Interviews,Educational Environment,Learning Experience,Peer Relationship,Agricultural Education,Participant Satisfaction,Foreign Countries

Faculty development programs for internationalization of the curriculum in higher education are often evaluated for short- and medium-term outcomes, but more long-term assessments are needed to determine impact. This study examined the long-term (6 years) impacts on faculty from colleges of agriculture after participating in a one-year professional development program for internationalization, which included a two-week experience in Costa Rica with immersion in both pedagogical and global topics. The objectives of this study were to identify (1) the long-term impacts of the program and (2) the factors (program, personal, and environmental) that contribute to, or hinder, the success of internationalization efforts. Guided by social cognitive theory (Bandura, 1978), the researchers conducted semi-structured interviews with program participants (N = 8). Findings showed that perceived impacts varied considerably among participants and were highly dependent on their personal characteristics and their current environment, as predicted using social cognitive theory. Strengthened peer relationships was the most common and significant theme among participants, with sub-themes that included cross-departmental collaborations, a support group on campus, friendships/informal interactions, and validation of own scholarship. The other two themes included internationalization and new/broader perspectives.
Impacts of Personal Experience: Informing Water Conservation Extension Education
Author: Huang, Pei-wen
Date: 2017-00-00
Type: Journal Articles
Subjects: Rural Extension,Extension Education,Water Quality,Conservation (Environment),Water,Geographic Regions,Differences,Online Surveys,Public Opinion,Correlation,Experience,Citizen Participation,Likert Scales

Extension educators have diligently educated the general public about water conservation. Incorporating audiences' personal experience into educational programming is recommended as an approach to effectively enhance audiences' adoption of water conservation practices. To ensure the impact on the audiences and environment, understanding the differences in issues audiences are concerned and audiences' behavioral pattern is needed. This study examined the regional differences in how U.S. residents' experiences with water issues related to their engagement and intention to engage in water conservation in order to facilitate the development of Extension educational programming in different regions. An online survey was administered to collect responses from U.S. residents in this descriptive and correlational study. Respondents' water issues experience, water use behaviors, water conservation practice application, and willingness to act on water conservation were measured. Regional differences in how experience were associated with water use behaviors, water conservation practices application, and willingness to act were found. Extension educators should be aware of such regional differences when developing water conservation educational programs and provide recommendations tailored to regional audiences' needs and interests. By doing so, audiences' adoption of water conservation practices is expected to increase.
The Effects of an Experiential Approach to Learning on Student Motivation
Author: Baker, Marshall A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Motivation,Experiential Learning,Teaching Methods,Outcome Measures,Cognitive Style,Agricultural Education,Direct Instruction,Intermode Differences,Control Groups,Experimental Groups,Secondary School Students,Instructional Materials,Student Surveys,Intelligence Differences,Multivariate Analysis,Statistical Analysis,Multiple Regression Analysis

Student motivation is often an overlooked product of classroom instruction. Researchers have repeatedly called for broader measures to adequately assess and understand the effects of various instructional methods. This study sought to determine the effects of an experiential approach to learning on student motivation, as defined by Keller's (1987) ARCS model. Three research questions were established, and it was concluded that, (a) the type of instruction does not impact student motivation, (b) broad performance measures are not related to student motivation, and (c) learning style is related to student motivation. It was recommended that teachers vary their instruction to meet all learning styles, be purposeful in designing instruction as guided by Keller's (1987) process questions to embed motivation, be aware of preferred teaching roles to be mindful of meeting all learning modes, and include motivation as an educational outcome.
Student Actions and Community in Online Courses: The Roles Played by Course Length and Facilitation Method
Author: Epp, Carrie Demmans
Date: 2017-12-00
Type: Journal Articles
Subjects: Graduate Students,Online Courses,Time Factors (Learning),Program Length,Sense of Community,Teacher Role,Communities of Practice,Mixed Methods Research,Student Behavior,Questionnaires,Semi Structured Interviews,Statistical Analysis,Learning Activities,Peer Teaching,Educational Environment,Asynchronous Communication,Computer Mediated Communication

Fostering a strong sense of community among students within online courses is essential to supporting their learning experience. However, there is little consensus about how different facilitation methods influence students' sense of community or behaviors. This lack of understanding means instructors do not have the information they need to select an appropriate facilitation method when teaching online. This challenge is further complicated by a poor sense of how community building is influenced by the length of an online course. To better understand the relationship between these factors, we explored students' sense of community across four graduate-level online courses. Two of these courses employed an instructor-led form of facilitation and two employed a peer-led form of facilitation. For each facilitation method, one course lasted an entire term (12 weeks) and the other lasted half a term (6 weeks). This two-by-two between subjects design is augmented with interview data. This design enabled the study of both variables and possible interaction effects. The findings revealed students in instructor-facilitated courses experienced a stronger sense of community. Longer courses were also associated with a stronger sense of community, although the relationship was weaker than that of facilitation. No interaction effects were detected between facilitation method and course length. Follow-up analyses examined the relationship between facilitation style, course length, and a set of twelve student behaviors (e.g., note writing, note reading, and replying). The results revealed that both facilitation style and course length were associated with differences in students' note attributes including note length, the Flesch-Kincaid grade level of the text, and the frequency of their replies. Collectively, these findings offer evidence that both facilitation style and course length are related to students' sense of community and the behaviors they exhibit online.
Evaluation of an Annual Community-Focused Agricultural Literacy Event
Author: Sandlin, M'Randa R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Agricultural Education,Interaction,Exhibits,Feedback (Response),Attitude Measures,Satisfaction,Program Effectiveness,Community Programs,Audiences,Program Evaluation,Purchasing,Experience,Online Surveys,Rating Scales,Agriculture

Agricultural literacy programs are effective pathways to informally teach the public about agriculture through stakeholder (attendee and exhibitor) interaction. Such programs are generally evaluated using attendee feedback but fail to include exhibitors' experience. The purpose of this study was to evaluate a local community agricultural event by (a) exploring attendee agricultural literacy, purchasing behavior, and overall experience at the event, and (b) exploring exhibitor experiences at the same event. Attendees and exhibitors were given electronic surveys to provide quantitative and qualitative feedback as it pertained to the event's educational programming aspects. Attendees reported positive attitudes and perceptions of locally produced agricultural goods. Exhibitors reported satisfaction with the event and found the interactive digital scavenger hunt to be an effective way to interact with attendees and increase exposure to their business. Suggestions from attendees and exhibitors were concerned with pre-event communication and event logistics. The findings identify areas where education could be beneficial (e.g., nutritional information, impact of purchasing locally grown agricultural products, and where to find/purchase locally grown agricultural products). We recommend including attendee and exhibitor feedback to evaluate and improve similar agricultural literacy programs to guide marketing strategies and to better engage attendees and exhibitors with integrated learning activities.
Exploring Elementary Students&apos; Scientific Knowledge of Agriculture Using Evidence-Centered Design
Author: Brandt, Molly
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Students,Scientific Literacy,Agricultural Education,Evidence Based Practice,Student Educational Objectives,STEM Education,Agriculture,Knowledge Level,Mixed Methods Research,Semi Structured Interviews,Coding,Data Analysis,Grade 3,Grade 4,Grade 5

The public is more disconnected from agriculture than ever. Americans are now two to four generations removed from the farm with a majority of Americans having no direct experience in agriculture. As a result, the public lacks the knowledge and appreciation of the food, fuel, and fiber it demands. The National Agricultural Learning Objectives (NALOs) were recently developed to describe students' agricultural knowledge but have, as yet, not been used to guide research into students' agricultural literacy. The purpose of this project is to further understand students' agricultural literacy through NALO-based assessment of students' knowledge. This study focused on the NALOs in the areas of agriculture and the environment (AgE) and the STEM dimensions of agriculture (STEM) using a sequential exploratory mixed methods design. Thirty-five students participated in semi-structured interviews surrounding the NALOs. Interview data were coded and analyzed while using the evidence-centered design process to create empirically grounded assessments that were administered to a sample (n = 400) of elementary students. Results suggest that students are more knowledgeable about the STEM dimensions of agriculture than the agricultural and environmental topics. Recommendations are provided to guide future research and development around the NALOs.
Factors That Influence Engagement in Home Food Production: Perceptions of Citizens of Trinidad
Author: Warner, Laura A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Food,Agricultural Education,Barriers,Foreign Countries,Security (Psychology),Marketing,Nonprofit Organizations,Family Environment,Agricultural Production,Safety,Social Values,Weather,Well Being,Behavior Change,Gardening,Crime,Animals,Costs,Qualitative Research,Semi Structured Interviews

Home food production plays a critical role in food security for residents of Trinidad and Tobago and around the world. The purpose of this study was to examine barriers and benefits that influence residents' engagement in or rejection of home food production to inform social marketing programs. To address study objectives, interviews were conducted with 40 participants who represented five distinct Habitat for Humanity communities. Four subthemes emerged among the benefits associated with engaging in home food production: economic benefits, food safety, sharing and reciprocity, and personal well-being. Among the barriers, subthemes included: monetary expenses associated with start-up, lack of nonmonetary resources, lack of experience, generational disconnect, and barriers beyond human control such as the weather. While findings revealed many factors may hinder residents growing food around homes, there were high perceived social and financial values associated with this practice. Implications point to strategies that agricultural education professionals can use to encourage home food production among Trinidadians and in other locations.