ethanporcaro/eric-fulltext-meta huggingface dataset:
Bump up the Energy: Engaging Students in Online Forums
Author: Cunnin, Betty
Date: 2011-00-00
Type: Journal Articles
Subjects: Learner Engagement,Critical Thinking,Asynchronous Communication,Computer Mediated Communication,College Students,Horticulture,Thinking Skills,Course Content,Interpersonal Relationship,Instructional Design,Transformative Learning,Technology Uses in Education,Student Participation,Group Discussion,Discussion (Teaching Technique)

Educators know that to engage learners in the enterprise of critical thinking, learner's need to care enough to pay attention, and feel safe enough to take intellectual risks. When interacting asynchronously in online forums, it can become even more challenging to create a space that encourages reflective, integrative, and higher order thinking. In this paper, we present four strategies we found effective to connect university horticulture students to the course content and to each other in online forums. By building relationships to foster a social presence, making certain the topics for discussion are temporal and connected to students lives, have meaning both in content and course value, and by providing students some choice about what conservations they engage in, instructors can support students to create meaningful dialogical conversations that surpass the shallow fact finding exchanges that online learner's habitually engage in.
A Team Approach to Supporting Pedagogical Change in University Elearning Environments
Author: Johnson, E. Marcia
Date: 2011-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Environment,Teamwork,Cooperative Planning,Qualitative Research,Case Studies,Postsecondary Education,Investigations,Educational Technology,Program Implementation,Instructional Innovation,Educational Change,Teaching Methods,Change Strategies,Interviews,Feedback (Response),Focus Groups,Online Surveys,Student Attitudes,Teacher Attitudes,Foreign Countries

In response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting eLearning as a way to engage and motivate students. This paper reports on the first of a two-year (2009-2010) qualitative case study research project in New Zealand. A snapshot of each of the four 2009 cases and some focused findings are provided, followed by a discussion of implications for researchers investigating technology implementation in tertiary settings.
Using Communities of Practice to Foster Faculty Development in Higher Education
Author: Teeter, Christopher
Date: 2011-00-00
Type: Journal Articles
Subjects: Communities of Practice,Faculty Development,Higher Education,Social Networks,Learning Experience,College Students,College Faculty,Educational Practices,Program Descriptions,Improvement Programs,Foreign Countries

Communities of practice are becoming more widespread within higher education, yet little research has explored how these social learning networks can enhance faculty development. The focus of this paper is to describe the first-year experience of a community of practice initiative at McMaster University that was designed to engage groups of faculty, staff, and students to share ideas and foster learning. Four communities were initiated: Teaching with Technology, Teaching Professors, Pedagogy, and First Year Instructors, all of which provided a forum of safety and support, encouraging new ideas and risk taking that in turn contributed to individual and collective learning. Though in its early days, we consider communities of practice an innovative way to regenerate current learning and surface teaching practices that can build dynamic academic communities to foster faculty and staff development. Communities of practice have enabled us to reach beyond formal structures (e.g., classrooms) to create connections amongst people from different disciplinary boundaries that generate learning and foster development.
Utilizing Science Outreach to Foster Professional Skills Development in University Students
Author: Eng, Edward
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Outreach Programs,Skill Development,College Students,Science Programs,Student Volunteers,Student Surveys,Employment Potential,Job Skills

Students seek unique experiences to obtain and enhance professional development skills and to prepare for future careers. Through the Let's Talk Science Partnership Program (LTSPP), a voluntary science outreach program at University of Toronto Scarborough, students are given the opportunity to continually improve on skills which include: the &quot;3 Cs&quot; (creativity, communication, cooperation), and leadership and organization skills through hands-on activities in classrooms and community centres across the city and in isolated rural communities. Volunteers serve as mentors, and frequently transfer knowledge related to their research and coursework to youth. Here, we present results from surveys on current and past volunteers (2004-2010). Volunteers were asked to evaluate the value of the skills they obtained through science outreach, and the relevance of those skills to obtaining current work and achieving long-term career goals. Respondents commented on the effectiveness of the skills they obtained and ranked the transferable skills. We show that volunteer work through LTSPP largely improves their communication and confidence skills. As well, students identified clear links between science outreach and professional goals, and highly recommended LTSPP to others.
Engaging Students in the Community as Part of Classroom Learning and for Future Benefits
Author: Thompson, Angela M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Service Learning,College Students,Children,Child Development,Health Education,Questionnaires,Graduate Surveys,Student Attitudes,Positive Attitudes,Theory Practice Relationship,Measures (Individuals)

This paper shares the survey results of students' perceptions of the benefits of their experiences with service learning. The service learning experiences were related to children and their physical growth and development and/or to children and their health education. An open-ended questionnaire was sent to 376 graduated students (representing 11 courses over six years) to gather their thoughts regarding the benefits of their service learning experiences several years after completion. Responses were overwhelmingly positive with the most prevalent themes relevant to educational and career goals: &quot;confirmation of future goals,&quot; &quot;practical skill development,&quot; and &quot;enhance my resume and/or application to a particular field of study/occupation.&quot; Given these findings, service learning should be included in post-secondary education not only for the practical experiences that link theory with reality, but also for the potential benefits to students' future career and education.
Linking Academic Integrity and Classroom Civility: Student Attitudes and Institutional Response
Author: Brooks, Troy
Date: 2011-00-00
Type: Journal Articles
Subjects: Integrity,Ethics,Cheating,Student Attitudes,Student Behavior,Intervention,Social Behavior,Behavior Standards,School Policy,Plagiarism,College Freshmen,High Schools,Questionnaires

This paper explores the notion that student behaviour regarding academic integrity and classroom civility are linked, and that intervention methods used to resolve classroom incivility may be used as a response to academic dishonesty. We advance the view that academic integrity and classroom civility refer to a student's willingness to respect the rules and regulations of the institution; and that, acts of academic dishonesty and incivility refer to student behaviour in breach of institutional policy and/or not consistent with the social norms of the institutional culture (e.g., inappropriate human interactions). The perceptions and attitudes of first-year students toward academic integrity as they transition from high school to university are examined. Two hundred and thirty-nine first-year students volunteered to participate in this study. The preliminary findings of the open ended response regarding their observations and experiences with cheating and plagiarism in high school and in university are reported with a view to offer suggestions regarding institutional intervention strategies.
The Impact of an Outdoor Orientation Program on First-Year Student Perceptions of Life Effectiveness and Campus Integration
Author: Lathrop, Anna H.
Date: 2012-00-00
Type: Journal Articles
Subjects: School Orientation,Outdoor Education,Student Attitudes,College Freshmen,Mixed Methods Research,Pretests Posttests,Surveys,Foreign Countries,Focus Groups,Adjustment (to Environment),Student Adjustment,Aquatic Sports,Program Effectiveness

Although outdoor orientation programs, as a special type of orientation designed to enhance student retention, are relatively commonplace in the United States - we are not aware of any such campuswide initiatives in Canada. Research indicates that outdoor orientation programs impact students in a positive way, enhancing academic success, personal development, and integration into campus life. This exploratory, mixed methods pilot study reports on the results of an investigation that administered three pre and post surveys that measured indicators of &quot;Life Effectiveness,&quot; &quot;Sense of Community,&quot; and &quot;Sense of Place&quot; on a group of seven, first-year students who participated on a five-day canoeing trip in the wilderness of Algonquin Park, Ontario, Canada. The program, entitled &quot;Brock BaseCamp,&quot; exposed students to a curriculum that included networking with student facilitators about campus life, in addition to acquiring technical skills of canoeing and outdoor living. Results indicated that students were positively influenced in all three measures and that the Brock BaseCamp experience enhanced their social integration into campus life.
A Post-Class Question Strategy That Provides Feedback and Connects In- and Out-of-Class Learning
Author: Flynn, Alison B.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Teaching Methods,Instructional Design,Introductory Courses,Organic Chemistry,Computer Mediated Communication,Learning Activities,Educational Objectives,Time on Task,Time Factors (Learning),Formative Evaluation,Program Evaluation,Student Participation,Student Surveys,Comparative Analysis,Outcomes of Education,Undergraduate Students

An instructional method is described that was used in a large, introductory organic chemistry course to ask online, post-class questions and to use the students' answers to design the lesson and learning activities for the following class. Additional goals of this method were to provide relevant, regular, and prompt feedback to students and the instructor, to emphasize the value of time on task (i.e., that learning takes time) and to connect in- and out-of-class learning. Herein, the results of formative project evaluation and preliminary results of an educational evaluation of the method are also described.
Participatory Pedagogy: A Compass for Transformative Learning?
Author: Simmons, Nicola
Date: 2011-00-00
Type: Journal Articles
Subjects: Transformative Learning,Teaching Methods,Graduate Study,Graduate Students,College Faculty,Course Descriptions,Student Participation,Course Content,Educational Philosophy,Critical Thinking,Risk,Conference Papers,Assignments,Student Attitudes

In the Fall 2009 term, we participated as students and instructor in a graduate education course modeled after participatory pedagogy. Siemens (2008) defines this approach as &quot;one that does not fully define all curricular needs in advance of interacting with learners...Multiple perspectives, opinions, and active creation on the part of learners all contribute to the final context of the learner experience.&quot; Since completing this course, we have continued our collaborative travel reflecting on our course experiences and how this learning has affected us beyond the course boundaries. In this synthesis of our journey we invite readers to join us in understanding the impact of this pedagogical approach and its transformative possibilities.
Considering the Use of Standardized Clients in Professional Social Work Education
Author: Carter, Irene
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Work,Caseworkers,Caseworker Approach,Counselor Training,Counselor Client Relationship,Client Characteristics (Human Services),Counseling Techniques,Skill Development,Simulation,Training Methods,Case Method (Teaching Technique)

Counselling professionals seek to preserve their success by demonstrating excellent communication skills. Prior to contact with clients, students become familiar with counselling skills that reflect the needs of vulnerable populations. This involves creating a therapeutic relationship with the client using counselling skills. One way to promote student confidence in counselling education is to consider the use of standardized clients. The authors discuss the effectiveness of using standardized clients in teaching counselling skills in social work education. The discussion considers the benefits and challenges of using standardized clients in social work education as well as other professions and the need for scholarly research on the effectiveness of this teaching tool.
Thinking outside the Blocks: Lego Day in a Pedagogy of Play
Author: Krug, Kate
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching Methods,Play,Manipulative Materials,Educational Principles,Cultural Awareness,Foreign Countries,College Students,Creative Teaching

Engaging students while providing them with the necessary linguistic and critical skills as a foundation for further exploration are the principle challenges for those of us who teach disciplinary introductory courses. My own response to this challenge has been to develop and implement what I refer to as the &quot;pedagogy of play.&quot; Informed by the work of bell hooks, G.H. Mead, and J. Huizinga, the pedagogy of play is grounded in the notion that an orientation toward &quot;play&quot; and &quot;playfulness&quot; provides the framework for developing curricula and teaching practices that emphasize learning as process rather than outcome. This paper outlines the principles of a pedagogy of play and describes one of the quintessential examples of this approach:&quot;Lego Day(s),&quot; a strategy I developed to provide students with a concrete context in which the abstract concepts &quot;culture&quot; and &quot;society&quot; could come to life.
Science Education and Education for Citizenship and Sustainable Development
Author: Johnston, Ronald
Date: 2011-00-00
Type: Journal Articles
Subjects: Science Education,Sustainable Development,Citizenship,Scientific Literacy,Decision Making,Science Instruction,Surveys,Student Attitudes,Role,Instructional Effectiveness,Foreign Countries,Cross Cultural Studies,Standards,Information Sources,Government Role,National Curriculum,Secondary School Students,College Students

In the United Kingdom (UK) and Europe, the need for education for sustainable development and global citizenship has recently been emphasised. This emphasis has arguably found its major home in the social studies in higher education. Concurrently, there has been a decline in interest in &quot;the sciences&quot; as evidenced by a reduction in the number of students undertaking science degrees. It is proposed that basic scientific literacy is essential for effective education and participation in society's decision making processes associated with many socio-scientific issues. This paper considers the challenges facing science teaching as an essential component of education for sustainable development and global citizenship. The results of a survey of students in Wales where this is compulsory and in France where it is optional are referred to as indicators of the effectiveness and challenges and the role of science teaching in this context.
Avatars: Usefulness in Collaborative Online Learning Environments
Author: Wilton, Lesley
Date: 2011-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Online Courses,Simulated Environment,Self Concept,Graduate Students,Pictorial Stimuli,Identification,Trust (Psychology),Interpersonal Communication

Digital technologies that enhance computer-mediated communications are provoking change in the way educators interact with learners. As online course offerings expand and enrollment numbers increase, the challenges of effective online learning call for innovation and creativity. It is beneficial to introduce activities which establish trust and engagement in online learning communities. This paper describes the positive effects of an avatar activity that engaged the authors and their peers during two graduate-level collaborative online classes.
Peer Review: Structured, Informal, Confidential, Helpful!
Author: Cassidy, Alice
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Evaluation,Workshops,Teacher Evaluation,Feedback (Response),Faculty Development,Experiential Learning,Conferences (Gatherings),Formative Evaluation,Higher Education

This paper describes an introductory workshop, Preparing to be a Peer Reviewer, presented at the University of British Columbia (UBC) to give hands-on practice to faculty members and others in order to provide formative peer review upon request. This workshop, which was designed at the request of a faculty member, is complemented by an Advanced Workshop for peer reviewers. We show the ways in which we actively involved Society for Teaching and Learning in Higher Education (STLHE) conference participants in a session to learn about the introductory workshop, and talk about peer review more generally. We briefly describe the Peer Teaching Network, created in the Faculty of Science, as an adaptation of the initial introductory workshop.
Applying Universal Instructional Design to Course Websites by Using Course Evaluations
Author: Carter, Irene
Date: 2012-00-00
Type: Journal Articles
Subjects: Instructional Design,Online Courses,Web Sites,Course Evaluation,Educational Strategies,Teaching Methods,Access to Education,Integrated Learning Systems,Undergraduate Students,Student Evaluation of Teacher Performance,Electronic Learning,Rating Scales,Usability

The authors explore their use of learner-centred teaching strategies and Universal Instructional Design (UID) on course websites. UID is based on universal design, the design of products and environments intended to be usable by all people to the greatest extent possible (Burgstahler &amp; Cory, 2008). UID applies universal design to instructional products and environments, including course websites. Seeking to assess and improve course website accessibility, faculty aimed to consider to what extent they employ UID as a means to promote inclusive practices and greater accessibility. Through the University of Windsor's university-wide learning management system (CLEW) Learning Community, faculty administered teaching evaluations to students in eight undergraduate courses. Although the evaluations indicated students considered website course delivery involved a fairly high level of accessibility, future studies are required to determine to what extent course websites reflect UID-based teaching strategies that promote accessibility.
Community-Based Research: Learning about Attitudes towards the Criminal Justice System
Author: Marche, Tammy A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Law Enforcement,Interviews,Student Research,Teaching Methods,Service Learning,Undergraduate Students,Psychology,Laws,Justice,Comparative Analysis,Community Organizations,Student Attitudes,Learning Experience,Positive Attitudes,Rating Scales,Attitude Measures,Courts,Ethics,Foreign Countries,Questionnaires

Research points to the pedagogical value of an engaged and community service-learning approach to developing understanding of course content (Astin, Vogelgesang, Ikeda, &amp; Yee, 2000). To help students achieve a better understanding of how the discipline of psychology contributes to the discipline of law, some students in a second year psychology class participated in a community-based research project, partnering with the Elizabeth Fry Society and the John Howard Society. The objective of the study was to determine whether there are differences in attitudes towards the criminal justice system between individuals who have, and have not, been in conflict with the law. The student-researchers interviewed men and women from the John Howard and Elizabeth Fry Societies, who had been in conflict with the law, regarding their attitudes toward the criminal justice system, and compared their responses to those given by undergraduate psychology students who did not participate as student-researchers in the project. Responses revealed some commonalities (e.g., recommendations to change sentencing practices) as well as differences (e.g., satisfaction with the justice system). The students wrote a research report describing the findings of the study as well as their reflections on their experience. In addition to the positive feedback received from the community organizations, the students participating in the project reported that they found it to be a positive, enriching, and rewarding experience.
An Internal Audit of a Virtual Learning Space to Facilitate Clinical Decision-Making in Nursing
Author: McEwan, Beryl
Date: 2012-00-00
Type: Journal Articles
Subjects: Clinical Experience,Decision Making,Feedback (Response),Nursing Education,Hospitals,Foreign Countries,Student Attitudes,Computer Simulation,Teaching Methods,Role,Communities of Practice,Learning Activities,Online Courses

In any nursing program, it is a challenge to foster an awareness of, and engagement with, the complexity and reality of nursing practice. During their studies, nursing students have to learn the relevant underpinning theoretical knowledge for practice as well as develop their understanding of the role and responsibilities of the registered nurse in clinical settings. At a regional Australian university the Bachelor of Nursing is offered externally with the student cohort predominantly off-campus. There are significant challenges in providing opportunities to enhance learning (Henderson, Twentyman, Heel, &amp; Lloyd, 2006) and to foster early professional engagement with the nursing community of practice (Andrew, McGuiness, Reid, &amp; Corcoran, 2009; Elliot, Efron, Wright, &amp; Martinelli, 2003; Morales-Mann &amp; Kaitell, 2001) in a context for learning nursing knowledge and inter-professional collaborative practice. This paper presents the results of a series of internal audits of students' feedback of the Charles Darwin Hospital (CDU) vHospital™ undertaken from 2008 to 2010, following integration into theory and clinical nursing subjects in the Bachelor of Nursing program. The feedback from students demonstrates the value students place on teaching and learning activities that provide realistic situated learning opportunities (Hercelinskyj &amp; McEwan, 2011).