ethanporcaro/eric-fulltext-meta huggingface dataset:
Identifying a Gap in the Project Management Approach of the Online Program Management and University Partnership Business Model
Author: Ramani, Swati
Date: 2022-03-00
Type: Journal Articles
Subjects: Instructional Design,Partnerships in Education,School Business Relationship,Online Courses,College Faculty,Teacher Attitudes,Program Administration,Higher Education,Electronic Learning,Masters Programs

As the number of online courses increase in higher education, many higher education institutions outsource online course development to an Online Program Management (OPM) provider because of a lack of budget, staff, and technology. Current research indicates that OPM providers often do not have instructional design (ID) services tailored to a specific university. This research uses a case study to analyze a business partnership between a research university and an OPM provider. The Activity Theory conceptual framework was used to direct inquiry and analysis. Results show a miss of the &quot;Empathize&quot; (first stage of Design Thinking) phase in the project management approach from the OPM provider side, which made the process appear more like a start-up company and caused some faculty to lose motivation about the instructional design process. A complete Design Thinking approach from the OPM provider and the university partner are very important to reap the most benefits from this relationship.
Fostering Self-Directed Learning in MOOCs: Motivation, Learning Strategies, and Instruction
Author: Zhu, Meina
Date: 2022-03-00
Type: Journal Articles
Subjects: Online Courses,Independent Study,Student Motivation,Learning Strategies,Incentives,Self Management,Educational Practices,Foreign Countries

Given the increasing number of learners in massive open online courses (MOOCs), students' self-directed learning (SDL) skills are necessary for their success. The purpose of this study was to explore learners' motivation for enrolling in MOOCs and their SDL strategies, as well as instructional elements that support SDL from learners' perspectives. This qualitative study adopted a phenomenological research design. The data source was semi-structured interviews with 15 learners from three MOOCs. The data were analyzed using thematic analysis. The researchers found that the motivation for enrolling in MOOCs included intrinsic motivation (e.g., curiosity, improving personal knowledge, and personal interest) and extrinsic motivation (e.g., supporting formal education and career development). The learning strategies used by MOOC learners were task strategies, self-monitoring, and self-management strategies. The task strategies included taking notes, reading texts or subtitles, watching videos, and conducting further research. The self-monitoring strategies included self-assessment, self-reflection, progress indicators, final projects, and authentic tasks. Learners' self-management strategies (e.g., time management and resource management) varied depending on their diverse motivations. In addition, the instructional elements that support SDL were self-assessment and discussion forums, instructor feedback, flexibility, clearly stated learning goals, the authenticity of the content, and small learning units. The implications of the study are discussed in the paper.
Navigating Linguistic Identities: ESL Teaching Contexts in Quebec
Author: Riches, Caroline
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Concept,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Multilingualism,Teacher Attitudes,Preservice Teachers,Student Attitudes,French,Professional Identity,Communities of Practice,Foreign Countries,Native Language,History,Official Languages,Language Attitudes

Linguistic identity is deeply embedded in how individuals identify within groups and cultures (Gee, 2000; Sachs, 2005). The contexts of English as a second language (ESL) teaching in Quebec and ESL teachers' range of linguistic repertoires provide an interesting landscape for considering issues of identity, equity, and acceptance (De Costa &amp; Norton, 2017; Norton, 2014). Through surveys, interviews and focus groups with pre- and in-service ESL teachers, we explore how language and professional identities develop through the lens of French/English identity intersections and acceptance in these teaching contexts. Our findings show a pattern that is unique to the ESL Quebec context: In French-language schools it is often how an ESL teacher's linguistic identity is seen, rather than how they self-identity that appears to be essential to their success in integrating into teaching communities. Our research has important implications for our understanding of the ways ESL teachers' linguistic identities are performed and accepted within plurilingual contexts of teaching.
Promoting ESL Students&apos; Critical Thinking Skills through a Transitivity Analysis of Authentic Materials
Author: Velasco, Ender
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Thinking Skills,Critical Thinking,Language Teachers,Adult Students,Newspapers,Instructional Materials,Cultural Influences,Language Usage,Grammar,Interpersonal Communication

Using authentic materials in the English as a second language (ESL) classroom can develop students' critical thinking (CT) skills, expose them to more realistic English, and support their motivation. Carrying out text analyses of authentic materials in the ESL classroom can also help students become more critical in their approach to reading. Grounded in systemic functional linguistics (SFL) concepts, this paper puts forward a series of text analysis tasks, so ESL teachers can introduce their adult students to the concepts of transitivity and intentionality found in opposing newspaper articles dealing with conflict. Overall, these analyses show how the active voice can highlight the semantic value of intentionality via material processes, and how writers use strategies such as passivization and fronting of items in clauses to emphasize the responsibility for wrongdoing when reporting news. The analyses also show that context is important in determining degrees of intentionality, and intentionality can be attributed to the material processes of human actors portrayed as non-human actors. Understanding these concepts can help adult ESL students become better critical readers/thinkers.
Sustaining an Occupation-Specific Language Assessment for the Canadian Healthcare Field
Author: Stewart, Gail
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Tests,English for Special Purposes,Benchmarking,Nurses,Licensing Examinations (Professions),Foreign Countries,Language Proficiency,Standards,Test Use,Educational Attainment,Nursing Education,English (Second Language),Second Language Learning,Test Items,Difficulty Level

Since its implementation in 2004, the Canadian English Language Benchmark Assessment for Nurses (CELBAN) has been accepted as evidence of language ability for licensure of internationally educated nurses (IENs) in Canada. This article focuses on the complexities of sustaining an occupation-specific assessment over time. The authors reference the seminal work of Epp and Lewis, who developed the original CELBAN test forms and aligned the test results with the Canadian Language Benchmarks (CLB), and then go on to describe a research and development project that was carried out under the direction of Touchstone Institute and overseen by the Centre for Canadian Language Benchmarks (CCLB) to renew the test model and develop additional content. This is followed by a discussion of the maintenance strategies required to sustain a secure assessment within the evolving Canadian context.
Written Languaging and Engagement with Written Corrective Feedback: The Results of Reflective Teaching
Author: Falhasiri, Mohammad
Date: 2022-00-00
Type: Journal Articles
Subjects: Written Language,Feedback (Response),Error Correction,Cognitive Processes,Second Language Learning,Second Language Instruction,Interlanguage,Accuracy,Writing Improvement,Journal Writing,Teaching Methods,Learner Engagement,Language Usage,Reflection,Writing Processes,Languages for Special Purposes,Electronic Mail,Immigrants,Adult Education,Teacher Student Relationship

For corrective feedback (CF) to contribute to second language (L2) development, some cognitive processes need to be completed. Learners need to notice and comprehend the CF, reflect on and deeply process it, and finally integrate it into their interlanguage (Gass, 1997). Written languaging (WL), which requires learners to explicitly explain to themselves why they have received CF, has been proposed as a technique which can stimulate deep cognitive processing of the written CF. In an effort to improve learners' writing accuracy, I adopted WL, whereby upon receiving online direct corrections, learners typed their self-explanations regarding the underlying reasons for their writing mistakes. Then, I engaged in systematic reflection and journaling during a 10-week semester to critically analyze the affordances and limitations of WL. The conclusion, drawn from my perceptions of the usefulness of WL originating from my journal writing, is that WL has the potential to not only facilitate learning for students but also can provide teachers with a rich description of learners' cognitive and affective engagement with CF. Some recommendations are made for better implementation of this instructional technique.
Teachers&apos; Takes on Supporting Multilingual Learners in K-12 Classrooms in Ontario
Author: Kerekes, Julie
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Student Diversity,Multilingualism,Language of Instruction,Student Needs,Barriers,Teacher Education Programs,Educational Policy,Teacher Competencies,Teaching Methods,Elementary Secondary Education,Second Language Learning,English Language Learners,Cultural Awareness,Social Influences,Student Characteristics,Parent Participation,Community Involvement,Faculty Development,English (Second Language)

Supporting Ontario's diverse multilingual learners (MLs) requires more than &quot;just good teaching&quot; (de Jong &amp; Harper, 2005, p. 102). MLs' success is tied to specific teacher knowledge, attitudes, and pedagogical moves based on linguistically responsive teaching (Lucas &amp; Villegas, 2013). This study investigated the perspectives of teachers, curriculum leaders, and consultants regarding how MLs can best be supported, their challenges and successes in working with MLs, and what needs to change in teacher education to achieve the goal of supporting MLs across their curricula. Semi-structured interviews were conducted with 11 teachers currently working with MLs in Ontario, organized around their personal and professional backgrounds and experiences, issues faced in supporting MLs, perspectives on how Ontario's policies impact their work, and opinions about how to enable future teachers to develop necessary skills to support MLs. Findings from an inductive thematic analysis of the interviews suggest the need for teachers to connect with MLs through shared language learning experiences, use asset-based, linguistically responsive and translanguaging approaches, and involve parents and communities. The findings also highlight issues around policy accessibility, the lack of specialized training, and inadequate resources. Finally, the study makes recommendations for preparing future teachers with practical strategies to support MLs in K-12 classrooms.
Manifestations of Cognitive Presence in Blended Learning Classes of the Philippine K-12 System
Author: Villanueva, Juliet Aleta R.
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,Blended Learning,Interaction,Student Attitudes,Teacher Attitudes,Interpersonal Relationship,Cooperation,Self Management,Metacognition,Public Schools,Urban Schools

Through an exploratory case study, this research sought to determine the applicability of the Community of Inquiry in the K-12 setting. There are research gaps to leverage support for blended learning and flexible learning options to benefit Filipino youth and school-leavers under the Alternative Delivery Mode of the Philippine K-12 system. This study was driven by the following research questions: How is cognitive presence manifested in the blended learning interactions? In what ways do the interactions of cognitive presence with the other presences characterize learning community building? Three blended learning classes were examined based on data collected through surveys, student focus group discussions, teacher interviews, class observations and archived data. Through constant comparison analysis and descriptive statistics, evidence revealed cognitive presence across its categories in the form of connectedness, collaborative work, trust and reciprocation, and shared views on technology by K-12 teachers and learners. The analysis affirmed &quot;regulating learning&quot; as the intersection of cognitive presence and teaching presence. Implications for practice and recommendations for further research are discussed through the study's proposed modifications on the cognitive presence categories, indicators, and the survey instrument for the K-12 setting where teacher-directed pedagogies or collaborative inquiry processes have not been thoroughly co-opted.
Perceived and Actual Cognitive Presence: A Case Study of an Intentionally-Designed Asynchronous Online Course
Author: Ozogul, Gamze
Date: 2022-03-00
Type: Journal Articles
Subjects: Group Discussion,Computer Mediated Communication,Predictor Variables,Instructional Design,Computational Linguistics,Online Courses,Asynchronous Communication,Communities of Practice,Case Studies,Graduate Students,Computer Software,Student Attitudes,Teacher Student Relationship,College Faculty,Video Technology,Feedback (Response),Assignments,Teaching Methods,Learner Engagement,State Universities,Teacher Education Programs

Online instructional design and how to engage students cognitively in online asynchronous courses have been an ongoing question. This case study presents an intentional design of an asynchronous online graduate course to foster cognitive presence. The research questions investigate students' cognitive presence (CP) captured by two measures: Community of Inquiry (CoI) survey (for self-report) and Linguistic Inquiry and Word Count (LIWC) software (for actual behaviors) in this online course. Additionally, it also addresses how cognitive presence is related to other presences and how the online course design elements were perceived by students. Results showed that students perceived high levels of cognitive presence and they showed high cognitive presence in their discussion board acts. There was a relationship between three presences; and findings showed that teacher and social presence were strong predictors of perceived cognitive presence. Although students in the study rated themselves high on the CoI instrument and scored high on the LIWC for cognitive presence, self-presentation bias still emerged. Strategies that helped students to stay cognitively present in this asynchronous online course included: instructor responsiveness in discussion posts and creating dialogue, creating course assignments as online hands-on project, interviewing guest speakers on specific course topics, weekly recap and orientation videos, feedback, case-based discussions, and other elements.
Student Engagement and Learning Outcomes in the Model United Nations
Author: Jesuit, David K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Outcomes of Education,Political Science,Simulation,International Organizations,Role Playing,Conferences (Gatherings),Peer Relationship,Student Participation,Experiential Learning,International Relations,Females,Gender Differences,Attitudes,Students,Faculty Advisers

This article explores the effect of student engagement on learning outcomes associated with students' participation in Model United Nations. We developed an objective assessment of learning outcomes by fielding a survey to conference participants and measuring their general knowledge of the United Nations. We follow-up the survey by asking faculty advisors to report on student outcomes and on the level of activity of Model UN student groups. As predicted by previous research, expectations established by a supportive peer group provide a powerful incentive for student learning, even exceeding the influence of formal instruction in a dedicated credit-bearing course.
Teamwork-Performance Prediction by Using Soft Skills and Technological Savvy Skills
Author: Lin, Hoi Yan
Date: 2021-00-00
Type: Journal Articles
Subjects: Soft Skills,Technological Literacy,Prediction,Teamwork,Performance Factors,Undergraduate Students,Student Projects,Assignments

In today's connected world, forming teams of people to execute projects is seen as a challenge in government agencies and public and private organisations alike. For large enterprises, a small group of thoughtful and committed people performing different roles could essentially change the world. At the same time, however, it is hard to select an effective team with appropriate skills who can work collaboratively. In this project, as a starting point, the study's objectives required formulating skillset models and designing the theoretical framework to investigate project members' capabilities. This study used three undergraduate courses' data as input to find the skill features required in team project assignments. Additionally, possessing soft skills and Technological Savvy skills can help minimize member underperformance. Our case study of Predicting Teamwork Performance (PTPA) system also discovered some attributes that directly influence team projects and evaluating the results pointed out team members' strengths and weaknesses. Therefore, this theoretical framework can help team leaders recognize the skillsets necessary for project management.
The Mental Wellbeing of Optometry and Pharmacy Students in New Zealand during COVID-19
Author: Turnbull, Philip R. K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Well Being,Medical Students,Optometry,Pharmaceutical Education,Foreign Countries,COVID-19,Pandemics,Depression (Psychology),Anxiety,Undergraduate Students,Bachelors Degrees,Stress Variables,Academic Achievement,Teaching Methods,Alternative Assessment

At a time of transition into adulthood, tertiary study places additional stresses on the mental wellbeing of students. The continual assessment, long teaching hours, and expectation of professionalism that is expected from students within clinical programmes places even more burden on these students. Then in 2020, with the COVID-19 lockdown, there were significant changes to how these programs were delivered. We surveyed the mental wellbeing of our undergraduate students in the Bachelor of Optometry and Bachelor of Pharmacy programmes at the University of Auckland in 2019 and 2020. Using validated screening questionnaires, we found a high level of anxiety and depression in both years, however, in 2020 following the lockdown, anxiety levels in our students decreased. We found that the leading stressor was academic stress, and levels of anxiety were inversely correlated with perceived academic success. Therefore, we believe the lockdown, which provided both a break from clinical stresses and a change in teaching modality to online delivery, provided a period of relief, despite the potential stressful environment regarding COVID-19. To help alleviate the high level of distress in our students, lessons could be learned to decrease the stress levels in our students by continuing with alternative teaching and assessment styles.
Transversal Competency Development in Healthcare Professionals: A Scoping Literature Review to Identify Effective Educational Paradigms, Principles and Strategies
Author: Low, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Competence,Interpersonal Competence,Critical Thinking,Citizenship,Competency Based Education,Adult Education,Allied Health Occupations Education,Independent Study,Self Management,Problem Solving,Transformative Learning,Adult Learning,Humanism,Andragogy,Teaching Methods,Cultural Awareness

Transversal Competencies (TCs) (interpersonal, intrapersonal, critical thinking and global citizenship skills) are essential skills, knowledge and behaviours for work and life success. Limited literature exists on methods to develop TC for adult education. This scoping review explores how TCs are being embedded into health professional learning and strategies to deliver training for the self-directed learner.
Learning about Students&apos; Receiving Special Educational Support Experiences of Qualification, Socialization and Subjectification in Finnish Vocational Education and Training: A Narrative Approach
Author: Ryökkynen, Sanna
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,At Risk Students,Socialization,Inclusion,Job Skills,Equal Education,Students with Disabilities,Postsecondary Education,Identification (Psychology),Student Attitudes

This paper airs the experiences of eighteen students with special educational needs completing their studies at a Finnish vocational institution, which has a mandate to provide intensive special support for the students. It contributes to the national and international discussion of education's purposes and elaborates on students' descriptions. The study frames a research question: To what extent are Biesta's domains of good education--qualification, socialization, and subjectification--audible in the narratives of Finland's VET special educational needs students? The paper adopts a narrative approach and uses narrative positioning analysis as a methodical tool to drill down into the themes produced in deductive content analysis. According to our analysis, subjectification and socialization were the most important domains of VET. The qualification domain of education did not appear as professional self-confidence in students' narratives, but it served as subjectification and socialization. VET must be an inclusive process that provides all students with the opportunity to become balanced and civilized citizens and assist them in entering the world. To this end, instead of emphasizing measurable outcomes such as qualifications and employment rates, more attention should be paid on the social and subjective domains of VET.
An Integrative Multi-Dimensional Model of Culturally Relevant Academic Evaluation for the 21st Century
Author: Finkelstein, Idit
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Evaluation,Evaluation Methods,Models,Culturally Relevant Education,Higher Education,Academic Achievement,Curriculum,Cultural Pluralism,Technology,Literacy,Technology Uses in Education,Electronic Learning,Active Learning,Student Projects,Foreign Countries,Learning Processes,Computer Assisted Testing

Due to COVID-19, the world has encountered new challenges regarding pedagogy, learning, assessment, and evaluation. In meeting these challenges, there have been rapid changes in learning, and the gap between pedagogy and evaluation has grown. The purpose of this paper is to develop a new evaluative model suitable for the technologically enhanced, multicultural environment of the 21st century. In this article, we develop a unique multidimensional model of Culturally Relevant Academic Evaluation (CRAE) that fills a gap in the scientific literature on evaluation in higher education. The model depicts evaluation as an integrated process of four dimensions: two of them based on the well-established dimensions of learning and curriculum, and two based on the novel dimensions of inclusive multiculturalism and technology. We consider evaluation in its broad context in higher education, and we analyze the interrelations between the four dimensions of the evaluation process, discussing their contribution to the enhancement of evaluation in higher education.