ethanporcaro/eric-fulltext-meta huggingface dataset:
Educator Identity Development for International Graduate Teaching Assistants
Author: Gish-Lieberman, Jaclyn
Date: 2023-00-00
Type: Journal Articles
Subjects: Professional Identity,Teaching Assistants,Graduate Students,Foreign Students,English (Second Language),Writing (Composition),Communities of Practice,Intersectionality,Individual Development,Electronic Learning,Land Grant Universities,Teacher Orientation,Program Design,Writing Teachers

The purpose of this design case was to document rigorously the process and decisions made during the development of a five-day, pre-semester virtual orientation for International Graduation Teaching Assistants (IGTAs) and their domestic counterparts, teaching in an English as a Second Language Composition (ESLC) Program of a large land-grant university. The design was grounded in a front-end analysis as well as a theoretical framework comprising Crenshaw's (1989) Intersectionality and Wenger's (1998) Virtual Community of Practice (VCoP) theory. These theories were leveraged to focus the design on IGTAs' educator identity development and their linguistic and cultural marginalization. VCoP theory provided a practical architecture for the virtual learning environment with its three modes of belonging (i.e., &quot;engagement,&quot; &quot;imagination,&quot; and &quot;alignment&quot;) as well as several enabling structures (i.e., &quot;support,&quot; &quot;sponsorship,&quot; and &quot;recognition&quot;). The design intended to purposefully engage IGTAs in social practices and dialogue that would support their sense of belonging and educator identity. While significance can be extracted from the pre-planned, explicit alignment of certain design elements with the modes of belonging, precedent can also be derived from elements that emerged during the design process.
Mentoring Programs in Organizations: An Online Graduate-Level Course Design Case
Author: Giacumo, Lisa A.
Date: 2023-00-00
Type: Journal Articles
Subjects: Mentors,Online Courses,Graduate Study,Instructional Design,Professional Education,Masters Programs,Curriculum Design

In this article, I present the design case of a fully online graduate-level course intended to prepare instructional designers and human performance improvement practitioners with an introduction to the knowledge and skills that are foundational for the design and implementation of mentoring systems to improve individuals' and organizational performance. In addition, the course design case provides an opportunity for instructional designers and faculty instructors to observe how learners can engage in an organizational mentoring systems feasibility study and as mentees in a mentoring relationship, in a fully asynchronous online course. The purpose of these two projects is to provide learners with an experience to reflect upon their personal mentoring systems experiences thereby becoming better informed for future engagement in the design, development, implementation, and maintenance, of an organizational mentoring system that would deliver desired results. Further, the political environment in which the design case took place, the theoretical framework, and instructional sequencing, are made transparent so that other professional instructional designers and instructors can &quot;observe&quot; the decision inputs and immediate outcomes of the design to add to their store of design knowledge.
Q Pedagogy: Bringing Students&apos; Subjectivity into the Design of Instruction
Author: Rieber, Lloyd P.
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Design,Student Centered Learning,Q Methodology,Student Attitudes,Class Activities,College Instruction

Q pedagogy is a teaching approach that values the subjective viewpoints of students and incorporates them into the design of instruction. Q pedagogy is an instructional adaption of Q methodology, a research methodology first developed in the 1930s by Dr. William Stephenson to study people's subjectivity. Q methodology uses a special data collection technique called a Q sort to capture a snapshot of a person's subjectivity toward a given topic. The Q sort data of class participants are then factor analyzed to reveal groupings or clusters (i.e., factors) of students who share similar viewpoints. Next, the instructor designs a follow-up classroom activity, such as small- and large-group discussions, to help students understand and appreciate the different points of view held by their classmates and to support the goals of the lesson. A fictional design story is presented in this article to introduce Q pedagogy and explain how to implement it.
Characterizing First-Year Biology Majors&apos; Motivations and Perceptions of the Discipline
Author: Hsu, Jeremy L.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Freshmen,Biology,Majors (Students),Student Motivation,Student Attitudes,Decision Making

Understanding why students choose to major in biology provides important insight into the motivations of biology majors. It is similarly important to investigate how biology majors perceive the discipline, including associated activities, such as independent research, which can influence students' interests in the field and likelihood to persist in science, engineering, technology, and math. However, there has been little work done examining biology student motivations and perceptions, particularly at non-research-intensive universities or after the COVID-19 pandemic started. To address this gap, we surveyed the first-year cohort of biology majors at a private, comprehensive university. We found that students largely reported choosing the major because of interest in the field and/or the fact that the major would prepare them for specific careers. We also found that students had skewed conceptions of several major subdisciplines of biology (ecology and evolution; cell and molecular biology; and anatomy and physiology). Finally, most students reported not knowing what independent research is or presented naive conceptions of research. Our work offers a characterization of how first-year students at our university perceive the discipline, and we conclude by discussing changes that our program has made to address these results as well as implications for instructors and biology administrators.
Building Connections to Biology and Community through Service-Learning and Research Experiences
Author: Kulesza, Amy E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Service Learning,Undergraduate Students,Research Training,Learning Motivation,Scientific Literacy,Student Attitudes

Service-learning and undergraduate research experiences are high-impact practices that have become more common in the sciences, but the benefits of short-term experiences have not been thoroughly investigated. The purpose of this study was to compare within-semester gains for students in a short-term service-learning (SL) or short-term research project (RP) in terms of students' (i) motivation to learn biology, (ii) scientific literacy, (iii) perception of the relevance of biology to their lives, and (iv) learning gains associated with course learning outcomes. The impacts of brief service-learning and research project experiences were compared using direct and indirect assessments, including qualitative coding of open-ended response questions and quantitative analysis of exams and Likert-type items. We found few differences between students in the two projects regarding their changes in motivation (both slightly negative), scientific literacy (both gains), and their ability to connect biology to their lives (both gains). Emergent themes revealed that both projects influenced students' plans for future research and service-learning. Both projects helped students build relationships; however, RP students built relationships with classmates, while SL students built relationships with community members. The positive experiences highlight the need for engaging science students through service-learning in addition to research.
Gains in Scientific Identity, Scientific Self-Efficacy, and Career Intent Distinguish Upper-Level CUREs from Traditional Experiences in the Classroom
Author: Newella, MiKayla J.
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Careers,Career Pathways,Science Education,Science Interests,Scientists,Professional Identity,STEM Education,Social Influences,Mentors,Undergraduate Study,Research Training,Self Efficacy,Models,Academic Persistence,Academic Achievement,Student Diversity,Comparative Analysis,Career Choice,Student Attitudes,Measures (Individuals)

Attrition from the science, technology, engineering, and math (STEM) pipeline limits the number of graduates needed to meet STEM workforce demand and impedes efforts to diversify the workforce. Identifying factors that underlie academic success and STEM persistence is an important component to increasing the number of STEM graduates. The current study utilizes the social influence process indicators of the Tripartite Integration Model of Social Influence to investigate effects of course-based undergraduate research experience (CURE) participation and to predict career intent in a diverse population. CURE participants experienced significant gains in scientific self-efficacy, scientific identity, and career intent, while students in control courses did not. Between-groups analysis showed that scientific self-efficacy and scientific identity increased significantly more for CURE participants than for non-CURE participants. Regression analysis revealed that scientific identity was the only significant predictor of a student's career intent. This work underscores the central importance of prioritizing scientific identity in STEM curricula to improve throughput in the STEM pipeline and illustrates the usefulness of CUREs as viable interventions to positively influence factors that promote STEM career intent.
Chatbot Gamified and Automated Management of L2 Learning Process Using Smart Sender Platform
Author: Nozhovnik, Oleh
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Artificial Intelligence,Computer Assisted Instruction,Teaching Methods,Learning Management Systems,Student Motivation,English (Second Language),Language Proficiency,Language Usage,Comparative Analysis,Instructional Effectiveness,Student Attitudes,Reading Comprehension,Language Tests,Test Preparation,Game Based Learning,Foreign Countries

The purpose of this study was to examine the potential impact of integrating the Smart Sender platform to gamify and automate L2 e-classes on students' motivation, English language proficiency in reading and language use, engagement, and attitudes towards the platform. This experimental research employed a quasi-experimental design, specifically a non-equivalent control group design of a pre-test-post-test type. The study found that the use of chatbot-driven e-classes on the Smart Sender platform increased student motivation, improved their English language proficiency in reading and language usage, and enhanced their engagement within L2 e-classes. Students expressed their appreciation for the ease of use and usefulness of this chatbot-based tool for improving their English language skills. The findings showed that the scores for motivation, engagement, and English language proficiency increased for both the experimental and control groups from pre-test to post-test, with a large effect size observed for the experimental group and a medium effect size observed for the control group. The statistically significant difference in the mean scores between the experimental and control groups indicates the positive impact of incorporating gamified chatbot-driven sessions within L2 e-classes on the Smart Sender platform.
Collaborative E-Portfolios Use in Higher Education during the COVID-19 Pandemic: A Co-Design Strategy
Author: Zhang, Peng
Date: 2023-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Electronic Publishing,Portfolios (Background Materials),College Students,COVID-19,Pandemics,Distance Education,Electronic Learning,Communities of Practice,Inquiry,Literature Reviews

As the globe gradually entered the post-pandemic phase, electronic portfolio practises during the COVID-19 pandemic should be examined for future implementation. During the lockdown, electronic portfolio use was observed in higher education institutions by urging the provision of teaching and learning in a virtual mode. Under these conditions, the study analyses empirical e-portfolio practices and proposes a co-design model for effective e-portfolio implementation. This study is based on a systematic review, which included searching for and retrieving 221 papers from academic paper databases in English, Chinese, and Spanish; systematic screening using the Rayyan tool and the PRISMA model; and finally, extracting 12 publications, which were analysed by VOS Viewer and Nvivo, focusing on collaboration. The data collected allows for gathering several patterns of collaboration in eportfolio practice. Based on the results obtained, a co-design strategy is suggested, which includes collaborative frameworks in e-portfolio implementation processes such as the community of inquiry (CoI) and community of practice (CoP). The co-design strategy provides the formulation of implementation recommendations related to collaborative e-portfolio. Conclusions reflect on utilising e-portfolios collaboratively in higher education settings by presenting a co-design strategy that is supported by the CoI and CoP frameworks.
Determinant Factors of Smart Risk-Taking Behavior: An Empirical Analysis of Indonesian High School Students&apos; Chemistry Learning
Author: Djago Djoa, Dominikus
Date: 2023-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Learning Processes,High School Students,Foreign Countries,Correlation,Risk,Psychological Patterns,Self Esteem,Student Attitudes,Learning Strategies,Information Technology

This article aims to identify the psychological factors of students that correlate with the smart risk-taking behavior of high school students in Indonesia. The data in this study were distributed to 227 students from 3 (three) regions in Indonesia and evaluated using the Partial Least Square Structural Equation Modeling (PLS-SEM) analysis technique. This study found that students' self-confidence was the biggest factor influencing the increase in smart risk-taking behavior, followed by the intention to learn chemistry and teacher support responses. These three factors were found to positively and significantly influence smart risk-taking behavior. However, we found that the smart risk-taking behavior of high school students in Indonesia is still poor. Therefore, it is necessary to have a learning strategy to utilize information technology in chemistry learning. We made several contributions, such as (a) developing a conceptual framework of psychological factors that can increase students' smart risk-taking behavior in chemistry learning that has not been extensively researched and developed by previous researchers; and (b) mapping out how the three psychological factors of students can be maximized to increase smart risk-taking behavior. For this reason, this research is expected to provide practical and academic contributions that can be used as a reference for bank management and further research.
Investigation of Special Education Teachers&apos; Technology Integration Self-Efficacy Levels
Author: Vosough Matin, Mehrossâdat
Date: 2023-00-00
Type: Journal Articles
Subjects: Technology Integration,Self Efficacy,Special Education Teachers,Gender Differences,Academic Rank (Professional),Inservice Teacher Education,Graduate Study,Foreign Countries

The aim of this study is to determine the technology integration self-efficacy of special education teachers. Within the scope of the study, it was examined whether the technology integration self-efficacy of special education teachers varies according to gender, professional seniority, in-service training and postgraduate education variables. Two measurement tools, technology integration self-efficacy scale and personal information form, were used in the study. The study was conducted with 206 special education teachers working in public and private special education institutions in different cities in Turkey. The results show that special education teachers' technology integration self-efficacy is at a moderate level. When it was examined whether the technology integration self-efficacy of special education teachers differed according to gender and professional seniority, no significant difference was found in the self-efficacy of the participants according to these two variables. Male special education teachers and those with low professional seniority had high technology integration self-efficacy scores. Finally, in-service training and post-graduate education of teachers appear to be an important factor in their technology integration competencies. Teachers who received in-service training or postgraduate education were found to have a very high level of technology integration self-efficacy perception.
Neuroaffirmative Approaches to Extended Reality: Empowering Individuals with Autism Spectrum Condition through Immersive Learning Environments
Author: Hutson, James
Date: 2023-00-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Computer Simulation,Educational Technology,Perceptual Impairments,Students with Disabilities,Symptoms (Individual Disorders),Interaction,Interpersonal Communication

Traditional teaching and working environments often prioritize extroverted qualities, disadvantaging individuals with conditions that impact social engagement, such as autism spectrum condition (ASC). These individuals usually thrive in calmer, low-key learning environments but face challenges in lecturestyle classes, and traditional office environments leading to marginalization in academic and professional settings. This study explores the neuroaffirming potential of extended reality (XR) in creating immersive learning and working environments tailored to the unique needs of individuals with ASC. By focusing on four key factors--indirect social engagement, digital communication preferences, sensory sensitivity, and avatar-based communication--XR technologies can provide a supportive and accommodating environment for those with sensory processing disorders (SPD). As the metaverse and virtual reality (VR) technology advances, education and industry can harness social VR to prepare students for a future of work defined by virtual collaboration. This research investigates the transformative role of XR and the metaverse in promoting a more inclusive educational and professional landscape by adapting environments to empower individuals with ASC, enabling them to reach their full potential in a neuroaffirmative manner.
Flexibility and Predictability: Change, Furniture Arrangements and Pedagogical Communication
Author: Kivelä, Mikael
Date: 2023-00-00
Type: Journal Articles
Subjects: Furniture,Space Utilization,Universities,Foreign Countries,Change,Educational Facilities Design,Educational Environment

Non-traditional learning spaces have been a trending topic and investment opportunity during the last decade. Ostensibly their novel material settings promote active and flexible learning. This article traces the furniture layouts utilized in curricular teaching during three semesters across the first five years of use of an 80-seat non-traditional learning space in University of Helsinki, Finland. We examine space and pedagogical communication as a deleuzoguattarian arrangement; we present a tension between social, organic, and physiochemical predictability and a limited, yet observable drive to change furniture layouts to promote particular kinds of pedagogical communication in curricular teaching.
A Comparison of Online and In-Person Evolution Instruction That Includes Religious Cultural Competence
Author: Bowen, Chloe D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Electronic Learning,In Person Learning,Evolution,Science Instruction,Religious Factors,Cultural Awareness,Biology,Undergraduate Students,Introductory Courses,Culturally Relevant Education

Evolution is one of the most important concepts in biology, but it is rejected by a substantial percentage of religious students due to a perceived conflict with their religious beliefs. The use of religious cultural competence in evolution education (ReCCEE) has been shown to effectively increase evolution acceptance among religious students during in-person instruction, but there is no research that we know of that indicates the effectiveness of these practices during online instruction. In this study, we explored the efficacy of online culturally competent practices for religious students on students' evolution understanding, evolution acceptance, and comfort learning evolution at a religious university. Before and after evolution instruction, we surveyed 178 students in online introductory biology courses and compared these student outcomes to 201 students in the same instructor's in-person introductory biology courses. We found that evolution acceptance and understanding increased in online classes with culturally competent practices, and these gains were similar to those observed in the in-person courses. Despite these similarities, we found that students were more comfortable learning evolution in person than online, but this difference was small. Our findings suggest that the use of culturally competent practices online can be as effective as their use for in-person instruction for improving students' attitudes toward evolution, but in-person instruction may be more effective for cultivating students' comfort while learning evolution.
Impact of a STEM Living Learning Community on First-Year Science and Technology Students&apos; Success at a Historically Black College and University
Author: Lee-Paul, Shawna N.
Date: 2023-00-00
Type: Journal Articles
Subjects: STEM Education,Black Colleges,Communities of Practice,African American Students,Educational Environment,Living Learning Centers,Program Effectiveness,Academic Persistence,School Holding Power,Majors (Students),College Freshmen

Student retention and lack of encouragement are post-secondary institutional barriers that play a critical part in why African Americans are represented in small numbers in science, technology, engineering, and math (STEM) (National Science Foundation, 2017). Historically Black Colleges and Universities (HBCUs) have always promoted a supportive learning atmosphere for African American students. Living learning communities (LLC) were created to improve academic outcomes and to encourage social engagement. The findings of this study suggest that an LLC at an HBCU plays an integral role in sustaining programmatic retention of STEM majors and improving the academic as well as in social outcomes of first-year science and technology students.
Instructor Perceptions of Teaching in a New Active Learning Building
Author: Nelson, David
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,College Faculty,Teaching Methods,Active Learning,Faculty Development,Barriers,Teacher Participation,Educational Benefits,Research Universities,Educational Technology

This study analyzes instructor attitudes toward 26 collaborative spaces at a large, R1 university in the United States. The authors conducted 151 interviews with instructors, identifying elements of classroom spaces that helped or hindered teaching and student learning. Approximately 44% of the instructors (n=67) had participated in a professional development program designed to encourage and enhance student collaboration and active learning in courses. A comparison between that group and all other instructors in this study (n=84) showed instructors who had participated in the development program stated fewer hindrances to their teaching.