ethanporcaro/eric-fulltext-meta huggingface dataset:
Redefining Academic Identity in an Evolving Higher Education Landscape
Author: Flecknoe, Sharon J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,College Faculty,Teacher Role,Professional Identity,Educational Change,Biological Sciences,Research Universities,Foreign Countries,Personal Narratives,Teacher Leadership

During a period of massive upheaval to the higher education sector, the traditional academic role has undergone considerable change. One element of these changes has been the broad introduction of Education-Focused (EF) or equivalent academic positions, which focus on educational excellence, with a requirement for high quality teaching and associated scholarly research. This paper reports on the reflections of a group of bioscience academics as they transitioned from a traditional teaching and research position to an EF academic position at a research-intensive Australian university. Through analysis of written narratives, the insights of these academics, including their concerns and potential opportunities, were explored. Given the global trend toward EF and similar positions, this study provides valuable insights into the evolving nature of academic identity, and in particular the role of EF academics in enhancing curricula and in providing educational leadership. Additionally, this study provides perspective for universities to plan optimally for future introduction of EF positions. Facilitating opportunities for support, mentorship and career progression of EF staff will promote best practice in teaching and learning.
Student Perceptions of the History Lecture: Does This Delivery Mode Have a Future in the Humanities?
Author: Buchanan, Thomas
Date: 2017-00-00
Type: Journal Articles
Subjects: History Instruction,Lecture Method,Student Attitudes,Undergraduate Students,Student Surveys,Foreign Countries

This article reports on a large survey of undergraduate history students, and reveals their attitude toward lecturing, particularly in the discipline of history. We argue that the evidence shows that students like lecturing and believe it aids their learning. In particular students value enthusiasm, organization, and an interesting analysis/argument in lecture presentations. We conclude that this suggests that historians should maintain the lecture when they are able to deliver lectures with these characteristics. Otherwise, they should adopt more interactive techniques.
Revisiting Sensemaking: The Case of the Digital Decision Network Application (Digital&quot;DNA&quot;)
Author: Archer, Elizabeth
Date: 2017-08-00
Type: Journal Articles
Subjects: Computer Networks,Data,Visual Aids,Databases,Higher Education,Foreign Countries,Navigation (Information Systems),Decision Making

During this age of data proliferation, heavy reliance is placed on data visualisation to support users in making sense of vast quantities of information. Informational Dashboards have become the must have accoutrement for Higher Education institutions with various stakeholders jostling for development priority. Due to the time pressure and user demands, the focus of development process is often on designing for each stakeholder and the visual and navigational aspects. Dashboards are designed to make data visually appealing and easy to relate and understand; unfortunately this may mask data issues and create an impression of rigour where it is not justified. This article proposes that the underlying logic behind current dashboard development is limited in the flexibility, scalability, and responsiveness required in the demanding landscape of Big Data and Analytics and explores an alternative approach to data visualisation and sense making. It suggests that the first step required to address these issues is the development of an enriched database which integrates key indicators from various data sources. The database is designed for problem exploration allowing users freedom in navigating between various data-levels, which can then be overlaid with any user interface for dashboard generation for a multitude of stakeholders. Dashboards merely become tools providing users and indication of types of data available for exploration. A Design Research approach is shown, along with a case study to illustrate the benefits, showcasing various views developed for diverse stakeholders employing this approach, specifically the the Digital Decision Network Application (Digital&quot;DNA&quot;) employed at Unisa.
The Effects of Extraneous Load on the Relationship between Self-Regulated Effort and Germane Load within an E-Learning Environment
Author: Lange, Chris
Date: 2017-08-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Online Courses,Student Surveys,College Students,Foreign Countries,Correlation,Self Management,Educational Quality,Difficulty Level,Cognitive Processes,Distance Education,Statistical Analysis,Learning Strategies,Questionnaires,Qualitative Research

Online instructors need to avoid unclear and confusing explanations of content, which can reduce the quality of learning. Extraneous load is reflective of poor instruction, in that it directs student effort towards processing information that does not contribute to learning. However, students may be able to manage poor instruction through effort regulation. Students who show high levels of effort have been shown to overcome poor instruction in some cases. This study analyzed survey responses from South Korean university students studying online (n = 1,575) to examine the relationship between self-regulated effort and germane load within varying extraneous load conditions. The experimental design separated extraneous load responses into three conditions (low, medium, high). Within each extraneous load condition, self-regulated effort responses were also separated (low, medium, high). The results showed that as extraneous load increased, self-regulated effort had a weaker relationship with germane load. It was also found that the use of effort regulation is effective only when dealing with low and mid-level extraneous load situations and that use of such strategies within high extraneous load situations was not effective. These results show the importance of improving instruction to reduce extraneous cognitive load, in that, not even high levels of effort can overcome poor quality instruction.
Supporting Capacity Building in Health Service Provision in Eritrea via Distance Learning Master&apos;s Programmes: The Challenges and Rewards
Author: Corlett, Joanne
Date: 2017-08-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Capacity Building,Health Services,Health Education,Distance Education,Graduate Students,Masters Programs,Qualitative Research,Medical Students,Electronic Learning,Focus Groups,Resilience (Psychology),Self Esteem,Skill Development,Lifelong Learning,Case Studies,Interpersonal Competence,Interviews

A qualitative study investigating the experiences and effects on practice of Eritrean healthcare professionals studying for a postgraduate degree by distance learning is reported. The programme is delivered via online learning together with in-country teaching visits. Two focus group discussions with 19 postgraduate students were conducted. Online learning is challenging due to intermittent connectivity and power cuts, but students have developed their own solutions to overcoming these difficulties. Thematic analysis generated four themes. Students who are embedded within the Eritrean context are experiencing a process of self-development, both academic and personal. This self-growth is facilitating the development of resilience and confidence building, enabling students to have a positive influence on health service provision, thus impacting on the Eritrean context. Students are developing life-long skills that will support the continuing development of healthcare systems in Eritrea long after they have completed their distance learning programme.
Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015)
Author: Bozkurt, Aras
Date: 2017-08-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Literature Reviews,Content Analysis,Discourse Analysis,Trend Analysis,Educational Research,Distance Education,Research Methodology

To fully understand the phenomenon of massive open online courses (MOOCs), it is important to identify and map trends and patterns in research on MOOCs. This study does so by reviewing 362 empirical articles published in peer-reviewed journals from 2008 to 2015. For the purpose of this study, content analysis and discourse analysis were employed to analyze the articles. Accordingly, the trend line showing the number of articles per year indicates that the extent of research on MOOCs is likely to increase in the coming years. In terms of research areas, the findings reveal an imbalance and three research areas out of fifteen constitute more than half of all research on MOOCs. With regard to types of MOOCs, related literature is dominated by research on xMOOCs. The discourse in MOOC articles takes a mostly neutral standpoint, articles with a positive outlook outweigh those that are negative, and there is an increase in a more critical discourse. Theoretical or conceptual studies are preferred by researchers, although MOOC research generally does not benefit from being viewed through theoretical or conceptual lenses.
Promoting Access to Common Core Mathematics for Students with Severe Disabilities through Mathematical Problem Solving
Author: Spooner, Fred
Date: 2017-09-00
Type: Journal Articles
Subjects: Severe Disabilities,Skill Development,Mathematics Skills,Problem Solving,Thinking Skills,Concept Formation,Mathematical Concepts,Evidence Based Practice,Technology Uses in Education,Teaching Methods,Models,Word Problems (Mathematics),Generalization,Common Core State Standards

There is a need to teach the pivotal skill of mathematical problem solving to students with severe disabilities, moving beyond basic skills like computation to higher level thinking skills. Problem solving is emphasized as a Standard for Mathematical Practice in the Common Core State Standards across grade levels. This article describes a conceptual model for teaching mathematical problem solving to students with severe disabilities based on research from a multiyear project. The model proposed incorporates schema-based instruction combined with evidence-based practices for teaching academics to this population, and includes technology supports and self-monitoring. The purpose is to teach students to recognize underlying problem structures in word problems for better generalizability to real-world situations. This article outlines the existing evidence for teaching problem solving to students with disabilities, the conceptual model for teaching mathematical problem solving to students with severe disabilities, and the implications of the model for practitioners and future researchers.
Using Learning Analytics for Preserving Academic Integrity
Author: Amigud, Alexander
Date: 2017-08-00
Type: Journal Articles
Subjects: Data Collection,Data Analysis,Integrity,Electronic Learning,Educational Technology,Language Usage,Identification (Psychology),Graduate Students,Writing Assignments,Online Courses,Large Group Instruction,Performance,Foreign Countries,Content Analysis

This paper presents the results of integrating learning analytics into the assessment process to enhance academic integrity in the e-learning environment. The goal of this research is to evaluate the computational-based approach to academic integrity. The machine-learning based framework learns students' patterns of language use from data, providing an accessible and non-invasive validation of student identities and student-produced content. To assess the performance of the proposed approach, we conducted a series of experiments using written assignments of graduate students. The proposed method yielded a mean accuracy of 93%, exceeding the baseline of human performance that yielded a mean accuracy rate of 12%. The results suggest a promising potential for developing automated tools that promote accountability and simplify the provision of academic integrity in the e-learning environment.
Extent of Head Teachers&apos; Utilization of Innovative Sources of Funding Primary Schools in Enugu State of Nigeria
Author: Amogechukwu, Eze Thecla
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Schools,Principals,Questionnaires,Financial Support,Elementary Education,Teacher Surveys,Statistical Analysis

The purpose of this study was to examine the extent Head teachers utilize innovative sources of funding primary schools in Enugu State of Nigeria. Descriptive survey design was employed to examine the extent head teachers utilize innovative sources of funding primary schools in Enugu State. Data were collected through a 14-item questionnaire titled; &quot;Extent of Utilization of Innovative Sources of Funding Primary Schools Questionnaire&quot; (EUISFPSQ). A reliability coefficient of 0.79 was obtained using Cronbach Alpha method. The instrument was administered to 409 head teachers and teachers. A total of 400 copies were retrieved, 200 from head teachers and 200 from teachers. Mean and standard deviation were used to collate scores that answered the research question while z-score was used to test the null hypothesis at 0.05 level of significance. Findings of the study revealed that all the head teachers agreed to high extent that they utilized the funds from identified innovative sources of funding. Although some teachers disagreed but judging from the grand mean score of 2.61, teachers agreed to a high extent that head teachers utilized money generated from innovative sources in funding primary schools. Also there were no differences between the mean scores of head teachers and teachers on the utilization of innovative sources of fund in financing primary schools. Based on the above, it was recommended that in view of the economic recession, head teachers should articulate more innovative sources of generating funds for sustaining the primary schools and be ready to use the money in funding primary education.
An Overview on Evaluation of E-Learning/Training Response Time Considering Artificial Neural Networks Modeling
Author: Mustafa, Hassan M. H.
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Learning,Reaction Time,Brain Hemisphere Functions,Learning Processes,Interdisciplinary Approach,Educational Psychology,Correlation,Learning Disabilities,Comparative Analysis,Models,Intelligence,Measurement,Simulation,Teaching Methods,Selection Criteria,Graphs,Networks

The objective of this piece of research is to interpret and investigate systematically an observed brain functional phenomenon which is associated with proceeding of e-learning processes. More specifically, this work addresses an interesting and challenging educational issue concerned with dynamical evaluation of elearning performance considering convergence (response) time. It is based on an interdisciplinary recent approach named as Artificial Neural Networks (ANNs) modeling. Which incorporate Neurophysiology, educational psychology, cognitive, and learning sciences. Herein, adopted application of neural modeling results in realistic dynamical measurements of e-learners' response time performance parameter. Initially, it considers time evolution of learners' experienced acquired intelligence level during proceeding of learning/training process. In the context of neurobiological details, the state of synaptic connectivity pattern (weight vector) inside e-learner's brain-at any time instant-supposed to be presented as timely varying dependent parameter. The varying modified synaptic state expected to lead to obtain stored experience spontaneously as learner's output (answer). Obviously, obtained responsive learner's output is a resulting action to any arbitrary external input stimulus (question). So, as the initial brain state of synaptic connectivity pattern (vector) considered as pre-intelligence level measured parameter. Actually, obtained elearner's answer is compatibly consistent with modified state of internal/stored experienced level of intelligence. In other words, dynamical changes of brain synaptic pattern (weight vector) modify adaptively convergence time of learning processes, so as to reach desired answer. Additionally, introduced research work is motivated by some obtained results for performance evaluation of some neural system models concerned with convergence time of learning process. Moreover, this paper considers interpretation of interrelations among some other interesting results obtained by a set of previously published educational models. The interpretational evaluation and analysis for introduced models results in some applicable studies at educational field as well as medically promising treatment of learning disabilities. Finally, an interesting comparative analogy between performances of ANNs modeling versus Ant Colony System (ACS) optimization is presented at the end of this paper.
An Engaging, yet Failed Flip
Author: Krahenbuhl, Kevin S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Quasiexperimental Design,Comparative Analysis,Lecture Method,Program Effectiveness,Higher Education,Homework,Video Technology,History Instruction,Pretests Posttests,Statistical Analysis,Hypothesis Testing,Blended Learning,Focus Groups

The flipped classroom is growing significantly as a model of learning in higher education. However, there are ample problems with the research on flipped classrooms, including where success is often defined by student perceptions and a lack of consistent, empirical research supporting improved academic learning. This quasi-experimental study describes a semester-long comparison of two of the same courses taught by the same instructor utilizing a primarily didactic lecture approach and a flipped classroom approach. The experiment found results in which students in the didactic lecture class had significantly higher end-of-course scores than those in the flipped classroom; however, with regards to a document-based analytic essay question there was no statistically significant difference.
Arts across the Disciplines: Using the Voices of the Oppressed and Vulnerable to Inspire Analytical Thinking in the Human Services Curricula
Author: Peters, Ardith A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Work,Human Services,At Risk Persons,Thinking Skills,Professional Education,Multiple Intelligences,Curriculum,Psychology,Counseling,Art Activities,Music,Poetry,Autobiographies,Films,Drama,Teaching Methods,Competence,Social Bias,Higher Education

This paper addresses how professors in a Social Work and Human Services Program in the Southeastern United States include voices of the oppressed and vulnerable through art forms to develop analytical thinking to prepare human service practitioners. This pedagogical practice is based on Gardner's discussion of Multiple Intelligences. The authors also offer examples, discuss outcome measures for each, cite student responses, and provide considerations for inclusion in course work. This article is focused on human services curricula, such as social work, psychology, clinical psychology, and counseling, but the concepts can be used in a variety of human services professional education settings.
Implementing Innovative Pedagogy and a Rainbow Curriculum to Expand Learning on Diversity
Author: Sumner, Steven W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Educational Improvement,Sexual Orientation,Sexual Identity,Homosexuality,Catholic Schools,Social Discrimination,Social Bias,Curriculum,Consciousness Raising,Cultural Awareness,Language Usage,Program Effectiveness,Minority Groups,Social Justice,College Environment,College Students,Scoring Rubrics,Empathy,Power Structure,Pretests Posttests,Essays,Questionnaires,Student Attitudes,Attitude Change

A mixed methods approach analysis examines the impact of incorporating diversity education focusing on sexual diversity at an independent, Roman Catholic university, a site where Lesbian, Gay, Bisexual, Transgender, Questioning/Queer (LGBTQ) individuals face discrimination, harassment, and homophobia. The analysis demonstrates the positive impact of incorporating the sexual diversity education implemented in a cluster-course approach using common learning experiences and outcomes. In comparison to the beginning of the semester, by the end of the semester students were better able to articulate and implement culturally sensitive language, express an understanding of marginalization of sexual minorities as well as discuss heterosexual privilege.
Futurology in the College Classroom
Author: Davidson, Skylar
Date: 2017-00-00
Type: Journal Articles
Subjects: Futures (of Society),College Environment,Outcomes of Education,Class Activities,Undergraduate Students,Student Surveys

There is little research on teaching futurology, which is surprising, given that instructors with a future-oriented perspective can encourage students to express constructive hope about controversial problems (e.g., climate change) rather than denying problems (Ojala, 2015). This study evaluates what learning outcomes can be accomplished through three different future-oriented in-class group activities: a future-oriented discussion, a future-oriented roleplay activity, and a backcasting activity. Analysis of student feedback suggests that these three activities encourage similar levels of student interest, understanding, and productive discussion while helping students practice both general college skills and skills specifically related to futurology. The main strength of future-oriented discussion is general understanding of both a topic and one's own perspective on it; of future-oriented roleplay, debate and emotional engagement; and of backcasting, evaluation of different potential futures and a sense of ownership over the future.
Making It All Count: A Cross-Disciplinary Collaboration Model Incorporating Scholarship, Creative Activity, and Student Engagement
Author: Dailey, Rocky
Date: 2017-00-00
Type: Journal Articles
Subjects: Grounded Theory,Case Studies,Interdisciplinary Approach,Research,Creativity,Scholarship,Feedback (Response),Mentors,Reflection,Cooperation,Partnerships in Education,Teacher Collaboration,Teamwork,College Students,College Faculty,Student Participation,Communities of Practice,Teacher Student Relationship

This study takes a grounded theory approach as a basis for a case study examining a cross-disciplinary artistic and academic collaborative project involving faculty from the areas of English, music, dance, theatre, design, and visual journalism resulting in the creation of research, scholarly, and creative activity that fosters student engagement with feedback, reflection, and mentorship. An emergent conceptual model of artistic and academic collaboration was developed featuring a combination of collaborative partnership, creative process, and product dissemination with feedback and reflection leading to greater collaborative partnership as well as a new community of practice for cross-disciplinary collaboration.