ethanporcaro/eric-fulltext-meta huggingface dataset:
Tools to Make Online Students and Community Partners in a Service Learning Project More &quot;AT-EASE&quot;--Evidence from a Finance Class
Author: Butchey, Deanne
Date: 2014-00-00
Type: Journal Articles
Subjects: Service Learning,Business Schools,Business Administration Education,Online Courses,College Students,Money Management,Competence,Motivation

The impact of service learning as a pedagogy to ensure efficient and effective experiential learning is well recognized, but in business schools, there is a perception that a steep learning curve exists for the students, faculty, and community. We use a tool to motivate and build competence in participants of a service learning project undertaken in an online finance class for juniors to help them become comfortable or &quot;AT-EASE&quot;.
Incivility among Group Mates in English Classes at a Japanese Women's University
Author: Jacobs, George M.
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Females,Womens Education,Student Behavior,Antisocial Behavior,Behavior Problems,Group Activities,English (Second Language),Behavior Rating Scales,Correlation,Peer Relationship,Student Attitudes

Incivilities are words and actions that may be perceived as impolite. This article reports a study of perceptions of and experiences with incivilities during group activities in English class. Participants were 119 students at a women's university in Japan. They completed the Pair/Groupwork Incivility Scale, a Japanese-language instrument, which asked participants to rate 17 behaviors as to how uncivil the behaviors are and how frequently they had experienced the behaviors. The results suggested that the average severity of uncivil behaviors was significantly negatively correlated with the reported average frequency of these uncivil behaviors. Limitations of the current study and suggestions for future research are discussed.
Business Unusual: Transforming Business School Curricula through Community Engagement
Author: Ehrich, Kristine
Date: 2014-00-00
Type: Journal Articles
Subjects: Business Administration Education,College Curriculum,Service Learning,School Community Relationship,College Faculty,Student Projects,Partnerships in Education,School Business Relationship

As part of a Community Service-Learning Faculty Scholars Program, University of San Diego business faculty members created community engagement projects that connected students with the local community, exposed them to the realities of a global business world and showed the inherent value of community engagement. By utilizing service-learning and community engagement, these faculty members are creating a new vision for higher education while actively demonstrating the importance of partnering with local business.
Four Social Neuroscience On-Going Requisites for Effective Collaborative Learning and the Altruistic Turn
Author: Murphey, Tim
Date: 2016-02-00
Type: Journal Articles
Subjects: Neurosciences,Cooperative Learning,Altruism,Social Cognition,English (Second Language),Second Language Learning,Peer Teaching,Second Language Instruction,Teaching Methods,Foreign Countries

Understandings from the field of social neuroscience can help educators cultivate collaborative students who get excited about learning from one another. To facilitate a collaborative atmosphere, educators first need to be able to show concern for their students beyond the subject matter. They also can help students understand how being social works in their favor and teach students skills that they can immediately use to have more effective collaborations. At the same time, for efficient second language acquisition, teachers need to provide students with multiple extended discourse opportunities (MEDOs), or lengthy conversational opportunities. This article proposes that by helping peers and others in their social networks, students actually help themselves become better learners and achieve a healthier mental outlook. Several examples are given to ground each aspect of these ideas from neuroscience into pedagogy (Murphey, 2013d).
Education for All or Profit for Few? Analyzing the Behavior of College-Going Students Attending For-Profit Colleges
Author: Rodriguez, Bryan Adan
Date: 2014-00-00
Type: Journal Articles
Subjects: College Students,Proprietary Schools,Technical Institutes,Employment,College Choice,Qualitative Research,Student Surveys,Observation,Semi Structured Interviews,Content Analysis,Urban Schools,Technical Education,Enrollment Influences,Two Year College Students

Under proposed gainful employment regulations, for-profit career colleges must disclose admissions information to prospective students regarding program costs, loan default rates, and completion rates. This study investigates whether students at for-profit colleges consider gainful employment criteria when making a decision to enroll in school. Findings from the study suggest that students in the sample had limited knowledge of gainful employment and were often misinformed by &quot;Madison College&quot; (a pseudonym) representatives regarding admissions information.
Practicing What We Preach: Teacher Reflection Groups on Cooperative Learning
Author: Farrell, Thomas S. C.
Date: 2016-02-00
Type: Journal Articles
Subjects: Reflective Teaching,Communities of Practice,Cooperative Learning,English (Second Language),Second Language Instruction,English Teachers,Teacher Attitudes,Heterogeneous Grouping,Group Dynamics,Peer Relationship,Interaction,Teacher Participation,Accountability,Teacher Collaboration

This article discusses the use of teacher reflection groups to aid teachers in their efforts to facilitate cooperative learning among their students. It is argued that these teacher reflection groups function best when they are organized with reference to eight cooperative learning principles. Furthermore, it is suggested that these reflective groups enable teachers to learn about cooperative learning and to consider how cooperative learning fits with their beliefs about education and society. Additionally, the article argues that when teachers experience successful peer interaction with their fellow teachers guided by the literature on teacher reflection and the literature on cooperative learning, they will be more likely to want their own students to experience the advantages of well-organized interaction with the students' own peers, their fellow students.
Useful Expressions for Implementing Cooperative Learning in English
Author: Asakawa, Machiko
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Cooperative Learning,Teaching Methods,Language Usage,Single Sex Schools,Secondary School Students,Females,Private Schools,Interaction,Student Motivation,Grade 9,Questionnaires

With the Ministry of Education, Sports, Science and Technology calling for junior and senior high school English classes in Japan to be more communicative and taught in English, teachers need effective tools to help make their classrooms more interactive. Cooperative learning activities have the potential to increase interaction among students and to work well in creating a communicative learning environment. In this paper, we review some basic concepts of cooperative learning and present a list of useful English expressions that we have developed to aid students as they engage in cooperative learning activities. Findings are given after using the list for 22 months in a private, all-girls secondary school in Japan which suggest that the list contributed to smoother interactions amongst students, as well as increased student motivation and confidence.
Students' Navigational Pattern and Performance in an E-Learning Environment: A Case from UP Open University, Philippines
Author: Bagarinao, Ricardo T.
Date: 2015-01-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Information,Open Universities,Electronic Learning,Distance Education,Online Courses,Navigation (Information Systems),Ecology,Motion,Undergraduate Study,Undergraduate Students,Science and Society,Technology,Correlation,Science Education,Technology Education,Higher Education

The study analyzed the navigational patterns of learners in an online course in Science, Technology, and Society using movement ecological concept. The course site consists of five important pages, namely: home page, resource page, user page, forum page, forum discussion page, and forum add post page. About 11,413 logged data were mined and analyzed for the learners' mean number of visits (NOV) in each page. The computed mean NOV was correlated with the learners' performance, which was measured through their final grades. Results indicate that learners had visited more frequently the pages that contained information they need to accomplish the course requirements: home page (mean NOV = 87.38); resource page (mean NOV = 40.33); and discussion forum page (mean NOV = 56.29). Those who had visited the resource page were more likely to visit the discussion forum page, participate in the on-going discussion, and/or create a new thread of discussion. These patterns show that learners seek information that is necessary in their learning transactions. The patterns of navigation however did not show a significant relationship with learners' performance (p&gt;0.05). Other factors may have contributed to their performance, and they must be identified as well to create a virtual environment that can maximize the learners' learning experience.
The Implementation of a Flipped Classroom in Foreign Language Teaching
Author: Basal, Ahmet
Date: 2015-10-00
Type: Journal Articles
Subjects: Second Language Instruction,Blended Learning,Technology Uses in Education,Video Technology,Language Teachers,English (Second Language),Qualitative Research,Questionnaires,Preservice Teachers,Student Attitudes,Integrated Learning Systems,Web 2.0 Technologies,Homework,Foreign Countries

Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and students since classroom time can be applied to more interactive tasks. By extending classroom hours in this way, language teachers can focus on successfully addressing all subjects in the curriculum. The aim of this study is (a) to gain insights into the perceptions of prospective English language teachers at a state university in Turkey on flipped classrooms and (b) to introduce the implementation of a flipped classroom into an English language class. A total of 47 prospective English teachers participated in the study. Qualitative research design was used and data were collected via an open-ended question. Findings of the study indicated that pre-service English teachers had positive perceptions towards the use of the flipped classroom as an integral part of face-to-face courses. It can be concluded that flipped classroom was beneficial in terms of 4 categories based on the content analysis of the responses: learning at one's own pace, advance student preparation, overcoming the limitations of class time, increasing the participation in the classroom. The study also provides recommendations towards LMS integration into courses in other English language teaching departments and for implementing flipped classrooms in language teaching.
From Active Lurkers to Community Leader: Who They Are and What They Do
Author: Alakurt, Turgay
Date: 2016-01-00
Type: Journal Articles
Subjects: Communities of Practice,Electronic Mail,Computer Mediated Communication,Content Analysis,Mathematics Teachers,Teacher Participation,Group Dynamics,Coding

In this study, an email-based community supporting a community of practice (CoP) of mathematic teachers was investigated. Public messages members send were examined in order to determine what activities that were conducted by the members and what their level of participation is. Data was gathered via a &quot;Media Records Evaluation Form&quot;. A content analysis of these messages revealed that the most frequent activity was views/chat, followed by appreciation and knowledge sharing. Findings also indicate that the least activities were apology, administrative and congratulations. In a CoP, membership is a personal matter and members represent different aspects of participation. In this sense, members' level of participation were determined by using clustering analysis. The results show that there are five different types of participation defined as community leader, core members, active members, peripheral members and active lurkers. However, research findings also point at a sixth group who never participate in knowledge sharing and exchange.
Potentiality of Disaster Management Education through Open and Distance Learning System in Bangladesh Open University
Author: Ahmad, Saima
Date: 2015-01-00
Type: Journal Articles
Subjects: Foreign Countries,Open Universities,Natural Disasters,Emergency Programs,Risk Management,Geographic Location,Sustainability,Distance Education,Open Education,Training,Training Methods,Geography Instruction,Environmental Education

Bangladesh Open University (BOU) is the only public educational institution in Bangladesh, where, a dual-mode method of learning system has been introduced. Established in 21st October, 1992, the University now accommodates 174,459 learners in 2012. The wide range networking of this university provides it a great prospect to execute a broad spectrum of activities to accomplish its social responsibilities. Despite the aims of BOU at continuous quantitative improvement and greater equity in the society, like most of the ODL method universities in the world, BOU framed a limited objective to create awareness and preparedness about the contemporary global disaster proneness among its learners. Bangladesh for its geographical location, experiences several natural disasters like annual flood, heavy rainfall, cyclone and tidal surge, earth quake, river bank erosion, drought, etc. Lack of awareness of the sustainable use of the natural resources, and the consequences of the heedless consumption of them by the inhabitants enhanced the degree and frequency of these natural disasters during the last decades. The present study emphasizes on the role of Bangladesh Open University in creating awareness among its learners about the causes and pattern of disasters, pre and post disaster management strategies, etc. The study proves that BOU is a unique educational institution which, through the ODL method of teaching, using various educational medium like, tutorial support, printed study materials, electronic media, internet, and cellular phone, etc. can provided a wide range of knowledge about the disaster vulnerability, risk reduction and management strategies to its learners.
Developing the 21st-Century Social Studies Skills through Technology Integration
Author: Farisi, Mohammad Imam
Date: 2016-01-00
Type: Journal Articles
Subjects: Social Studies,Technology Integration,Skill Development,Innovation,Information Literacy,Media Literacy,Technological Literacy,Teacher Competencies,Teacher Education Curriculum,Definitions,Pedagogical Content Knowledge,Science and Society

Recently, technology has become an educational necessity in global-digital era. Facing these phenomena, social studies (SS) should make innovations related to changes of 21st-century skills and learning paradigm, which is characterized by the principles of disclosure of information, computing, automation, and communication. Technology integration into SS learning is one of the learning innovations in the global-digital era, and powerfully supports the National Council for Social Studies (NCSS) as stated in their visions: meaningful, powerful, value-based, challenging, and active. It also strongly supports the development of three core skills of the 21st-century, including learning and innovation skills; information, media and technology skills; life and career skills that developed in partnership with the Partnership Forum for 21st-Century Skills (P21). This paper examines and describes academics evolution toward a commitment and further developments in research; 21st-century skills map for the SS; and the implications for developing teachers' competences and teachers' education curriculum.
Factors Motivating Preservice Teachers for Online Learning within the Context of ARCS Motivation Model
Author: Izmirli, Serkan
Date: 2015-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education,Student Motivation,Models,Individual Differences,Computer Science,Educational Technology,Departments,Questionnaires,Foreign Countries,Phenomenology,Relevance (Education),Information Technology,Student Attitudes

The purpose of this study was to determine the factors motivating pre-service teachers for online learning within the context of ARCS motivation model. The study, in which the phenomenology model was used, was carried out with 52 pre-service teachers attending the department of Computer Education and Instructional Technologies at the Education Faculty of Çanakkale Onsekiz Mart University in Turkey. The participants were experienced in online learning. In the study, the data were collected with an open-ended questionnaire within the framework of the ARCS motivation model. The research data were analyzed with descriptive analysis and examined fewer than four themes (attention, relevance, confidence and satisfaction). Also, for each theme, sub-themes were obtained. The most frequent factor motivating for online learning was &quot;relevance to individual differences&quot; found under the theme of &quot;confidence&quot;. As for the least frequent motivating one, it was &quot;flexibility&quot; found under the theme of &quot;relevance&quot;.
Engaging the Homeless through Technology and Information Literacy
Author: Cox, Fannie M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Homeless People,Academic Libraries,Outreach Programs,Information Literacy,Partnerships in Education,School Community Relationship,Technological Literacy,Emergency Shelters,Community Education

The University of Louisville (U of L) Libraries' outreach mission is to encourage the development of information literacy (IL) and critical thinking in individuals. In March 2010, a community engagement partnership began between Ekstrom Library and the Wayside Christian Mission for the libraries to provide a basic computer skills class to its clients (referred to as students), many of whom had never used a computer. Now in its fourth iteration, the class named Wayside 100 provides students an opportunity to develop skills that may assist them with increasing their educational level, succeeding in college, as well as overcoming homelessness.
Developing Writing Abilities of EFL Students through Blogging
Author: Kitchakarn, Orachorn
Date: 2014-10-00
Type: Journal Articles
Subjects: Writing Ability,Skill Development,Writing Instruction,English (Second Language),Web Based Instruction,Web 2.0 Technologies,Electronic Journals,Student Journals,Pretests Posttests,College Freshmen,Writing Tests,Student Surveys,Questionnaires,Rating Scales,Learning Experience,Writing Attitudes,Creative Thinking,Critical Thinking,Writing Assignments,Peer Evaluation,Editing,Revision (Written Composition),Cooperative Learning,Collaborative Writing,Foreign Countries

Due to a rapid development and expansion of technology and, as a result, Web 2.0 technologies are providing both teachers and learners with new solutions to the limitations of traditional method in the field of language teaching and learning. The research compared students' writing ability before and after they were taught through blog, a new medium or tool for written communication and interaction in many different languages around the world. The research design is a kind of one group pretest posttest. Participants were 35 first-year students. They were divided into eight groups. Four or five students in each group created a blog, www.blogger.com, and they worked together for twelve weeks to produce six pieces of writing assignments. Each member in the group worked through providing comments, editing and revising on the blog until the group got a final writing and submitted that to the teacher for grading. The instruments used in this study were: (1) two writing tests; (2) a questionnaire surveying students' attitude toward learning through blogs; and (3) postings on blogs to reflect their learning experiences. The results revealed that after the students worked together on weblogs, their English writing mean score of the posttest was higher than that of the pretest, and they had positive attitudes towards using weblogs in learning. Regarding cooperative learning experiences through using weblogs, most students thought that it was interesting, a new experience to work with their friends on the weblogs.
Envisioning a Literacy Partnership: The University of Nebraska at Omaha's Criss Library and Girls Inc.
Author: Neujahr, Joyce
Date: 2013-00-00
Type: Journal Articles
Subjects: Academic Libraries,Literacy,Partnerships in Education,Service Learning,Library Education,Library Role,Nonprofit Organizations,Library Services

The history of academic library involvement in service learning is varied. This paper provides an overview of service learning and the literature on academic libraries' participation in service-learning activities. A vision of service-learning participation is described, as well as the implementation of service-learning activities in two library science courses. Strategies for future library contributions to service learning are also presented to encourage more widespread involvement across the profession.
Views of Freshmen Students on Foreign Language Courses Delivered via E-Learning
Author: Ozudogru, Fatma
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Second Language Instruction,Online Courses,Educational Technology,Student Attitudes,Age Differences,Gender Differences,Student Surveys,Institutional Characteristics,Time,Statistical Analysis

With the increasing number of foreign language courses via e-learning in higher education institutions, it is important to investigate whether the quality of e-learning is up to the standard. This study aimed at finding out the views of freshmen students on foreign language courses delivered via e-learning and revealing whether there were any statistically significant differences between students' views in terms of age, gender, time spent on using e-learning system and the faculty they studied at. This research was designed using the survey model. The sample of the research consisted of 478 freshmen students who were studying at four faculties and one vocational college in a state university in Turkey. The research data were collected through a scale, proposing a six-dimensional assessment of e-learning systems, which was developed by Ozkan and Koseler (2009) and tested for its reliability by the researchers. Data were analyzed using frequencies, mean, standard deviation, independent samples t-test and one-way Anova. The results indicated that the students' views on foreign language courses delivered via e-learning were negative with an 'overall' part mean score of 2,14 (Std=1,17). Also, the students disagreed &quot;learners' perspective&quot; dimension (x-bar = 2,24) and partially agreed &quot;instructor attitudes&quot;, &quot;system quality&quot;, &quot;information content quality&quot;, &quot;service quality&quot; and &quot;supportive issues&quot; dimensions. Furthermore, it was revealed that there were no significant correlations between students' views and age and the time spent on using e-learning. However, statistically significant differences were found between students' views and gender and the faculty students were studying at (p&lt;0.05). The e-learning system should be developed in order for students to have valuable e-learning experiences and benefit from e-learning more.