ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning Analytics Methods, Benefits, and Challenges in Higher Education: A Systematic Literature Review
Author: Avella, John T.
Date: 2016-06-00
Type: Journal Articles
Subjects: Higher Education,Literature Reviews,Data Collection,Data Analysis,Social Networks,Network Analysis,Curriculum Development,Technological Advancement,Integrated Learning Systems,Open Source Technology,Online Courses,Electronic Learning,Stakeholders,Educational Research,Predictor Variables,Multivariate Analysis,Technology Uses in Education

Higher education for the 21st century continues to promote discoveries in the field through learning analytics (LA). The problem is that the rapid embrace of of LA diverts educators' attention from clearly identifying requirements and implications of using LA in higher education. LA is a promising emerging field, yet higher education stakeholders need to become further familiar with issues related to the use of LA in higher education. Few studies have synthesized previous studies to provide an overview of LA issues in higher education. To address the problem, a systemic literature review was conducted to provide an overview of methods, benefits, and challenges of using LA in higher education. The literature review revealed that LA uses various methods including visual data analysis techniques, social network analysis, semantic, and educational data mining including prediction, clustering, relationship mining, discovery with models, and separation of data for human judgment to analyze data. The benefits include targeted course offerings, curriculum development, student learning outcomes, behavior and process, personalized learning, improved instructor performance, post-educational employment opportunities, and enhanced research in the field of education. Challenges include issues related to data tracking, collection, evaluation, analysis; lack of connection to learning sciences; optimizing learning environments, and ethical and privacy issues. Such a comprehensive overview provides an integrative report for faculty, course developers, and administrators about methods, benefits, and challenges of LA so that they may apply LA more effectively to improve teaching and learning in higher education.
Christian Higher Education: The Gospel in the Context of Terrorism and Persecution
Author: Agang, Sunday Bobai
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Christianity,Terrorism,Social Justice,Safety,Educational Objectives,Educational Benefits,Theological Education,African Studies,Role of Education,Teacher Role,Course Content,Biblical Literature,Foreign Countries

Education is central to any society's civilization, growth, development, security, stability, and sustainability. That is why all progressive societies give it priority. Christian higher education meets these needs and beyond. It is rooted in God's moral vision and perspective. Its primary aim is to inculcate moral and ethical values and knowledge, which can guarantee societal security and stability as well as foster skills and opportunities that are of benefit to the Gospel of the kingdom of God and human flourishing. This paper, therefore, primarily focuses attention on the issue of Christian higher education in the context of insecurity and instability.
Solving Adolescent Verbal Aggressions through Transactional Analysis Counseling Approach
Author: Netrawati
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Vocational Education,Vocational Schools,Student Behavior,Aggression,Verbal Communication,Psychotherapy,Counseling Techniques,School Counselors,Majors (Students),Engineering Education,Guides,Research and Development,Counseling Effectiveness,Outcomes of Treatment,Adolescent Development,Pretests Posttests,Experimental Groups,Control Groups,Statistical Analysis,Group Counseling,Interviews,Surveys

This study aimed at helping school counselors in solving issues related to adolescent verbal aggressions through implementing Transactional Analysis (TA) counseling, which was particularly given to the students in public vocational schools (SMKs) in Padang city who were majoring in engineering. Recent phenomena in Padang had revealed that among the critical problems at most secondary schools were those associated with students' aggressive behaviors. Aggressive behaviors are acts which cause other people's suffering, either through verbally or physically abuses, or in another word, actions which bring harm to someone else. However, verbal aggressions were mostly identified ones. Therefore, this study focused on two things: first, to identify kinds of verbal aggressions that these students committed, such as, criticizing, ranting, insulting and threatening others; second, to produce a transactional analysis (TA) counseling guide to overcome those identified verbal aggression issues, by means of analyzing the students' ego state, transactions, and life script. The design of this study was research &amp; development, that attempted to produce a final product which took a mode of transactional analysis (TA) counseling guide. Experimental method was used to test the effectiveness of the transactional analysis (TA) counseling analysis to solve the identified students' verbal aggressions. The results of the empirical tests to transactional analysis (TA) counseling showed that specific transactional analysis group counseling seemed effective in reducing the adolescent students' verbal aggressions.
Pedagogic Barriers in Cameroon Inclusive Classrooms: The Impact of Curriculum, Teachers' Attitudes and Classroom Infrastructures
Author: Tanyi, Maureen Ebanga
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Disabilities,Regular and Special Education Relationship,Teacher Attitudes,Curriculum,Educational Environment,Barriers,Hypothesis Testing,Elementary School Teachers,Questionnaires,Statistical Analysis,Teacher Competencies,Teacher Education,Teacher Characteristics

This study sought to examine if the curriculum, infrastructures and teachers' attitudes may influence school exclusion amongst disabled pupils. Three hypotheses were formulated based on the three variables: curriculum (teaching programmes), infrastructures and teachers' attitudes. 150 public primary school personnel from 12 primary schools in Yaounde, Mfoundi IV Sub-Division of the Centre Region of Cameroon were involved in this survey. A questionnaire was used for data collection. Both descriptive and inferential statistics were used to analyse the data. The results show that there was a significant impact of curriculum and teachers' attitudes on inclusive classroom but there was no significant impact with respect to the infrastructure variable. Considering that infrastructure variables have no impact, we still recommend that good quality and relevant infrastructure be put in place and also teachers' programme and training be revised to enhance the pedagogic skills that may include handing individual pupils' differences in inclusive classrooms.
Let's Talk Learning Analytics: A Framework for Implementation in Relation to Student Retention
Author: West, Deborah
Date: 2016-06-00
Type: Journal Articles
Subjects: School Holding Power,Models,Higher Education,Mixed Methods Research,Feedback (Response),Educational Research,Data Collection,Data Analysis,Foreign Countries,Electronic Learning,Semi Structured Interviews,Surveys,Academic Achievement,Program Implementation

This paper presents a dialogical tool for the advancement of learning analytics implementation for student retention in Higher Education institutions. The framework was developed as an outcome of a project commissioned and funded by the Australian Government's &quot;Office for Learning and Teaching&quot;. The project took a mixed-method approach including a survey at the institutional level (n = 24), a survey of individual teaching staff and other academics with an interest in student retention (n = 353), and a series of interviews (n = 23). Following the collection and analysis of these data an initial version of the framework was developed and presented at a National Forum attended by 148 colleagues from 43 different institutions. Participants at the forum were invited to provide commentary on the usefulness and composition of the framework which was subsequently updated to reflect this feedback. Ultimately, it is envisaged that such a framework might offer institutions an accessible and concise tool to structure and systematize discussion about how learning analytics might be implemented for student retention in their own context.
Retention, Progression and the Taking of Online Courses
Author: James, Scott
Date: 2016-06-00
Type: Journal Articles
Subjects: Online Courses,Undergraduate Students,Two Year College Students,School Holding Power,Academic Persistence,Comparative Analysis,Electronic Learning,Two Year Colleges,Blended Learning,Grants,Federal Aid,Proprietary Schools,Public Colleges,Regression (Statistics),Nontraditional Students

Online learning continues to grow at post-secondary institutions across the United States, but many question its efficacy, especially for students most at-risk for failure. This paper engages that issue. It examines recent research on the success of community college students who take online classes and explores similar comparisons using 656,258 student records collected through the Predictive Analytics Reporting (PAR) Framework. In particular, the research investigated retention rates for students in three delivery mode groups--students taking only onground courses, students taking only online courses, and students taking some courses onground and some courses online at five primarily onground community colleges, five primarily onground four-year universities, and four primarily online institutions. Results revealed that taking some online courses did not result in lower retention rates for students enrolled in primarily onground community colleges participating in the PAR Framework. Moreover, although retention rates were lower for such students taking only online courses than for similar students taking only onground or blending their courses, much of the difference could be explained by extraneous factors. Essentially no differences in retention between delivery mode groups were found for students enrolled in primarily onground four-year universities participating in the PAR Framework, while at participating primarily online institutions, students blending their courses had slightly better odds of being retained than students taking exclusively onground or exclusively online courses. No differences between the latter groups were found at these institutions. Patterns of retention were similar regardless of gender across institutional categories, and were mostly similar regardless of Pell grant status with the exception of fully online students at traditional community colleges. Age, however, did differentially affect delivery mode effects. Older students taking only online courses were retained at higher rates than younger students taking only online courses at both primarily onground community colleges and primarily online institutions. The results suggest that, despite media reports to the contrary, taking online courses is not necessarily harmful to students' chances of being retained, and may provide course-taking opportunities that otherwise might not be available, especially for nontraditional students.
Assessment of Learning in Digital Interactive Social Networks: A Learning Analytics Approach
Author: Wilson, Mark
Date: 2016-06-00
Type: Journal Articles
Subjects: Data Collection,Data Analysis,Technological Literacy,Social Networks,Foreign Countries,Educational Technology,Technology Uses in Education,Evaluation Methods,Educational Research,Models,Human Capital,Information Systems,Vignettes

This paper summarizes initial field-test results from data analytics used in the work of the Assessment and Teaching of 21st Century Skills (ATC21S) project, on the &quot;ICT Literacy--Learning in digital networks&quot; learning progression. This project, sponsored by Cisco, Intel and Microsoft, aims to help educators around the world enable students with the skills to succeed in future career and college goals. The paper begins with describing some expansions to a common definition of learning analytics, then includes a review of the literature on ICT literacy, including the specific development that led to the ATC21S effort. This is followed by a description of the development of a &quot;learning progression&quot; for this project, as well as the logic behind the instrument construction and data analytics, along with examples of each. Data were collected in a demonstration digital environment in four countries: Australia, Finland, Singapore and the U.S. The results indicate that the new constructs developed by the project, and the novel item forms and analytics that were employed, are indeed capable of being employed in a large-scale digital environment. The paper concludes with a discussion of the next steps for this effort.
Study on Providing Professors with Efficient Service Based on Time Management Strategy
Author: Li, Chunlin
Date: 2016-00-00
Type: Journal Articles
Subjects: College Faculty,Time Management,Efficiency,Teacher Response,Teacher Effectiveness,Delivery Systems,Program Administration,Educational Quality

Time management is the study to use time scientifically by deploying skills, techniques and means, and maximizing time value to help individuals or organizations efficiently complete tasks and achieve goals. University professor as a body is an important force in teaching and research. In order to ensure high-quality teaching, productive research, we should establish appropriate service systems to help professors save time and improve efficiency. Time management is the main point of penetration in this research. The responsibilities and missions of professors in universities are the main points of concern. The responsibilities for universities to improve the quality of time management for professors were analyzed. Suggestions and counter measures used to economize time and to improve efficiency for professors with better service were proposed. Through introducing the concept and methods of time management for professor-service into the system, one can greatly improve the service quality, optimize professors' time allocation, increase work efficiency.
Using Community College Prior Academic Performance to Predict Re-Enrollment at a Four-Year Online University
Author: Nadasen, Denise
Date: 2016-06-00
Type: Journal Articles
Subjects: Community Colleges,Prior Learning,Academic Achievement,Prediction,Enrollment,College Freshmen,Predictor Variables,School Holding Power,Academic Persistence,Transfer Students,Student Characteristics,Course Selection (Students),Grade Point Average,Virtual Universities,Regression (Statistics),Demography,Online Courses,Nontraditional Students,Age Differences,Racial Differences,Efficiency

Students' re-enrollment in the subsequent semester after their first semester at a four-year institution is a strong predictor of retention and graduation. This is especially true for students who transfer from a community college to a four-year institution because of the many external or non-academic factors influencing a student's decision to re-enroll. This research study examines student learner characteristics and course-taking behaviors at the community college and first-term GPA at a four-year institution to predict the likelihood of re-enrollment for 8,200 students from two community colleges who transferred to an online, public, four-year institution. The logistic regression models showed that gender, age, and first-term GPA at the four-year institution were significant predictors of re-enrollment. These findings contribute to the growing literature on transfer students and may provide researchers and practitioners a greater understanding of how community college factors influence the progression and success for transfer students at four-year institutions.
Preschool Literacy and the Common Core: A Professional Development Model
Author: Wake, Donna G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Preschool Education,Emergent Literacy,Common Core State Standards,Professional Development,Models,Alignment (Education),Program Implementation,Kindergarten,Preschool Curriculum,Curriculum Development,Statistical Analysis,Teacher Surveys,Instructional Effectiveness

Many states have adopted the Common Core Standards for literacy and math and have begun enacting these standards in school curriculum. In states where these standards have been adopted, professional educators working in K-12 contexts have been working to create transition plans from existing state-based standards to the Common Core standards. A part of this process has included re-aligning professional development models to support implementation of these new standards. While K-12 professional educators have been hard at work in this changeover, little attention has been paid to early childhood contexts and the need of pre-school curriculum to support learners in moving toward new kindergarten goals in the Common Core. This study examines the alignment between an existent professional development model for preschool literacy widely employed in one Southern state and the new Common Core Standards. The researcher's goal was to examine the existent professional development model to determine if the offered curriculum supported teachers in supporting learners' knowledge and skills expected in a kindergarten classroom preparing students for the common core. The researchers sought to determine where the curriculum supported learners in this new standards environment as well as to recommend revising the professional development content as necessary in light of the new standards. The overarching goal of the study was to support preschool teachers' abilities to prepare their students for the new expectations for school-based literacy.
The Mediation Role of Intrinsic and Extrinsic Motivation in the Relationship between Creative Educational Environment and Metacognitive Self-Regulation
Author: Maralani, Farnaz Mehdipour
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Motivation,Educational Environment,Metacognition,Females,College Students,Learning Strategies,Questionnaires,Learning Motivation,Structural Equation Models,Creativity,Factor Analysis

This study investigated the mediation role of intrinsic and extrinsic motivation in the relationship between creative educational environment and metacognitive self-regulation. Participants were 300 girls, selected randomly from the girl hostel in university of Tehran. Participants completed Akoal's creative educational environment questionnaire, AMS academic motivation questionnaire and self-regulated learning strategies questionnaire MSLQ. To examine reliability of measures, Cronbach alpha coefficient and to determine validity factor analysis were used. The path diagram of hypothetical model was tested. Findings revealed the relationship between the models variables. So, teachers who want their students have a high intrinsic motivation in addition to create a conditions for free choice, should be confide the students, support ideas and give time to the idea, consider duties that are challengeable, teach debate, conflict and risk to their students and also with regard to the vitality, joy, dynamism and humor, create education environment for the development of their creativity. By creating such an environment, intrinsic motivation and using meta-cognitive self regulation becomes more. Implications and suggestions for future studies are discussed.
Exploring the Relationships between Facilitation Methods, Students' Sense of Community, and Their Online Behaviors
Author: Phirangee, Krystle
Date: 2016-06-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Student Behavior,Communities of Practice,Teacher Role,Peer Teaching,Comparative Analysis,Mixed Methods Research,Questionnaires,Semi Structured Interviews,Graduate Students,Foreign Countries,Learning Activities

The popularity of online learning has boomed over the last few years, pushing instructors to consider the best ways to design their courses to support student learning needs and participation. Prior research suggests the need for instructor facilitation to provide this guidance and support, whereas other studies have suggested peer facilitation would be better because students might feel more comfortable learning and challenging each other. Our research compared these two facilitation methods and discovered that students participated more in instructor-facilitated online courses where they wrote more notes, edited and reread notes more, and created more connections to other notes than students in peer-facilitated online courses. We identified student activity patterns and described differences in how those patterns manifest themselves based on the facilitation method that was used. Our findings also show that instructor-facilitated online courses had a stronger sense of community than peer-facilitated online courses.
What Motivates and Engages Students in the Education Process--An Examination of Qatari Students' Mindset and Attitudes toward Going to School, Learning, and Future Aspirations
Author: Lee, Seungah
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Grade 7,Grade 8,Student Attitudes,Educational Attitudes,Student Motivation,Learner Engagement,Academic Aspiration,Student Surveys,Gender Differences,Hypothesis Testing,Learning Experience,Educational Environment,Likert Scales,Multiple Regression Analysis,Comparative Education

This paper examines student attitudes towards school and learning among students in Qatar's public schools. Drawing upon student surveys administered to 1091 grade 7 and 8 students in 11 independent preparatory schools, the paper observes patterns of attitudes and behavior towards learning, school, and future aspirations. Findings show that student articulation of importance of education, finding learning in the classroom as useful, demonstration of learning behavior in and outside the classroom, and future aspirations to enroll in university are positively associated with attitudes toward going to school. Moreover, findings reveal that gender and nationality gaps exist when it comes to school engagement. Boys and Qatari students appear to have less positive attitudes toward going to school compared to girls and non-Qatari students. Once the Qatari and non-Qatari comparison groups are further disaggregated by gender, findings suggest that Qatari boys least value education. Student survey results further indicate that although overall teaching and classroom environment does not appear to have a significant influence on student attitudes toward going to school, fostering a positive culture and learning environment corresponds positively with higher attitudes toward going to schools for boys. Provided that Qatar's national vision places importance in national human capital development through education and has identified student motivation as a challenge, the paper discusses implications for policy, programs, and practice to improve student engagement and learning.