ethanporcaro/eric-fulltext-meta huggingface dataset:
Engaging Computer Mediated Communication in a Virtual Learning Environment
Author: Morris, Nicole
Date: 2023-03-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Distance Education,Virtual Classrooms,College Students,Learner Engagement,Communication (Thought Transfer),Asynchronous Communication,Active Learning,Synchronous Communication,Blended Learning,Hispanic American Students,Minority Serving Institutions

Higher education students are attending online classes more now than ever in history. Many institutions have temporarily converted their traditional face-to-face to online classroom settings. This raises many challenges as it relates to having to rely on Computer Mediated Communication (CMC). A virtual learning survey was sent out to all First Time in College (FTIC) students at a university in South Texas in Fall 2020, the results of which assessed levels of engagement and communication with recommendations on how to improve virtual classroom experiences. Three types of student engagement were measured based on CMC: student-to-student, student-to-instructor, and student-to-content. This study explored a new frontier for many institutions revealing that FTIC students in higher education feel a greater connection to instructors and content while not with their classmates. This research can be used to help higher education better understand and determine students' needs in an online classroom setting and CMC.
Registering for Accommodations among College Students with Psychological Disorders
Author: Barnard-Brak, Lucy
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Mental Disorders,Academic Accommodations (Disabilities),Attention Deficit Hyperactivity Disorder,Eating Disorders,Autism Spectrum Disorders,Negative Attitudes,Social Bias,Self Disclosure (Individuals),Students with Disabilities

The results of the current study present a nationally-representative examination of which college students with psychological disorders register for accommodations at their institutions of higher education. Results indicate that students with psychological disorders already receiving treatment via medication and/ or therapy were more likely to register for accommodations at their institution. Results also indicated that students with ADHD, bipolar, eating disorder, personality disorder, and other psychological disorders were all significantly less likely to register for accommodations as compared to students without these disorders. Students with neurodevelopmental disorders such as Autism Spectrum Disorder (ASD) were significantly more likely to register for accommodations as compared to students without ASD, which may be the result of less perceived stigma or less concern of individuals with ASD with perceived stigma.
Intelligent Enough? Artificial Intelligence for Online Learners
Author: Yu, Eunjyu
Date: 2023-01-00
Type: Journal Articles
Subjects: Artificial Intelligence,Feedback (Response),Electronic Learning,Cognitive Style,Cognitive Ability,College Students,Technical Writing,Asynchronous Communication,Student Attitudes,Writing Evaluation,Writing Assignments,Technology Uses in Education,Computer Software,Error Correction

Artificial intelligence (AI) is increasingly being used as a cost-effective assistant to human instructors to generate performance feedback for online learners. This study found that AI-generated feedback had a positive impact on students' writing practice in an online learning space. Underperforming students stated that they wanted AI to further assist them with their content development skills and use of sources. Although most AI feedback was text-based, the students with different learning styles concurred that AI-generated feedback helped improve their writing skills, metacognitive skills, and self-confidence, but not their creativity. Student-driven suggestions reflect their desire for AI assistants to provide meaningful feedback to online learners that is personalized to meet their needs and to help them develop ownership of their learning.
A Job Analysis of Accessibility Services Administrators in Higher Education
Author: Dukes, Lyman L., III
Date: 2022-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Accessibility (for Disabled),Expertise,Occupational Information,Job Skills,Administration,Job Analysis,Delphi Technique,Student Development,Administrator Role

The identification and understanding of essential roles and functions in a profession, through the application of job analysis methods, can serve as a guide to develop and hone professional competency. The last such analysis of accessibility services administrators in postsecondary education was published in 1997. A variety of changes in the field over the past 25 years warrant an updated examination of these duties. This study presents the results of a Delphi study conducted with 18 experts in postsecondary accessibility services. They were asked to review and rate the prior job duties as well as an array of duties reflected in the current professional literature. The study resulted in a set of accessibility administrator responsibilities that can be used to guide job activities and professional development going forward.
Engagement of Student Interns to Address Disability-Related Issues in Informal Learning Opportunities and Academic Courses (Practice Brief)
Author: Bellman, Scott
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Internship Programs,STEM Education,Student Centered Learning,Transformative Learning,Social Justice,Diversity,Intersectionality,Access to Education,Graduate Students,Program Development,College Programs,Informal Education,Students with Disabilities,Skill Development,Instructional Design

The University of Washington's (UW) &quot;Access to Informal STEM Learning (AccessISL)&quot; project employs a student-centered approach and potentially transformative practices that embrace the social model of disability, social justice education, disability as a diversity issue, intersectionality, and universal design. A leadership team of interns--each member a UW student with a disability or a museology graduate student--along with project staff engage with the UW Museology program to identify and implement strategies for making ISL activities and courses more welcoming and accessible to individuals with disabilities. Initial outcomes of &quot;AccessISL&quot; intern engagement include specific changes within ISL programs, increased awareness and implementation of universal design principles in the Museology graduate program, and expanded skills about the accessible/universal design of informal learning within future professionals who served as interns in &quot;AccessISL.&quot;
Service-Connected Disability: Belongingness, Access, and Quality of Life for Student Veterans
Author: Albanesi, Heather Powers
Date: 2022-00-00
Type: Journal Articles
Subjects: Veterans Education,Students with Disabilities,Severity (of Disability),Higher Education,Injuries,Student School Relationship,Quality of Life,Student Personnel Services,Symptoms (Individual Disorders),Posttraumatic Stress Disorder,Program Effectiveness,Student Attitudes,Attitudes toward Disabilities,Racial Differences,Ethnicity

This study provides a deeper understanding of the experiences of student veterans with disabilities through examination of type and severity of service-connected disability and impacts on transition to higher education. Through quantitative survey research (n=328 respondents) at a medium sized regional research university in the West, we investigated the role of injury type and visibility as it relates to sense of belongingness on campus, impacts on quality of life, and perceptions of university disability services. Students with invisible disabilities reported stronger impacts of their injuries on belongingness and quality of life, and a significant proportion of students (46%) reported their injuries as severe and worsening over time. Student veterans with posttraumatic stress (PTS) or sensory injuries had higher odds of reporting their experiences with university disability services as &quot;helpful.&quot; Comparatively, student veterans with physical injuries or traumatic brain injury (TBI) had lower odds of finding disability services helpful. Through exploring relationships between injury severity, type, and perception of injuries, we provide insight into disability services delivery and belongingness for student veterans on campus.
A Case Study on Flexible Design: Eliminating Documentation Requirements for Academic Adjustments on a Test (Practice Brief)
Author: Norris, Meghan E.
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Students with Disabilities,Academic Accommodations (Disabilities),Testing Accommodations,Documentation,Standards,Test Construction,Access to Education,Attendance Patterns,Learner Engagement

Obtaining and submitting documentation related to disabilities to instructors is a known barrier to students accessing necessary accommodations. We assessed whether the implementation of a universal course design procedure, an automatic re-weight for students who missed a midterm exam without requiring documentation, was associated with differences in midterm examination attendance relative to a previous course offering when documentation was required for such an absence. In 2018, a large (n = 1897) first-year course introduced a fall midterm examination that required documentation for assessment reweights resulting from a missed exam, and in 2019 (n = 1795) assessments were automatically (i.e., no documentation required) re-weighted for students who missed the exam. We expected that the midterm attendance rate for the 2019 (no documentation required) exam would be significantly lower than the 2018 fall midterm exam attendance rate. However, our results revealed that removing the requirement for documentation was not associated with an increase in exam absences. These findings indicate that flexible practices can be effective in promoting accessibility while not significantly affecting student engagement and completion of summative assessments. However, we did not assess for any differences in learning because of this missed testing practice, and there are limitations such that these findings may not generalize to other student populations. We call for further discussion and research with respect to the learning-related consequences of re-weighting assessments.
Scaffolding Self-Regulation in an Online English Language Course: Utility of Contract Learning
Author: Mohammadi, Sima
Date: 2023-02-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Independent Study,English (Second Language),Second Language Learning,Second Language Instruction,Pandemics,COVID-19,Metacognition,Intervention,Online Courses,At Risk Students,Dropouts,Individualized Instruction,Nontraditional Students,Student Motivation,Goal Orientation,Strategic Planning,Academic Persistence,Time Management,Teacher Student Relationship,Contracts,Graduate Students,Masters Programs,Marketing,English for Special Purposes,Computer Software,Computer Mediated Communication,Student Attitudes,Teacher Attitudes,Language Teachers,Attribution Theory,Self Efficacy

As students' achievement is correlated with self-regulation, finding interventions promoting self-regulated learning (SRL) in online courses is a current focus of research. However, few studies have explored the potential of contract learning in scaffolding and developing SRL in non-traditional learners who have work and family and are at risk of dropout. Here, we investigate the utility of contract learning as an individualized learning approach in developing self-regulation in non-traditional learners during the COVID-19 pandemic. Using a qualitative approach, we collected data from the experience of one teacher and seven non-traditional learners in an online English for Specific Purposes (ESP) course. The data were collected from teacher logs over eight months and semi-structured interviews with the students. The results of deductive thematic analysis of the data indicate that contract learning positively affected the forethought, performance, and self-reflection phases. Further, despite the cognitive, emotional, external, motivational, and behavioral challenges aggravated by the pandemic, the teacher's efforts to implement contract learning affected the persistence and effort, goal setting, strategic planning, and time management of most learners (N = 4). Possible reasons for the learners' success and failure and the implications for developing SRL skills in students at risk of dropout in online English courses are discussed.
The Effects of Oral Incidental Focus on Form on Developing Vocabulary Knowledge
Author: Pouresmaeil, Amin
Date: 2023-02-00
Type: Journal Articles
Subjects: Grammar,Vocabulary Development,English (Second Language),Second Language Learning,Second Language Instruction,Discussion (Teaching Technique),Oral Language,Incidental Learning,Retention (Psychology),Cues,Writing (Composition),Receptive Language,Expressive Language,Multiple Choice Tests,Language Tests,Turkish,Native Language,Indo European Languages,Undergraduate Students,Scores,Guidelines,Rating Scales,Language Proficiency

Previous studies on lexical focus on form (FonF) have mostly centred on FonF in reading with a few pre-selected lexical items. This study investigated the contribution of oral incidental FonF to developing learners' lexical knowledge in a free discussion EFL class. Incidental FonF was provided to 15 upper-intermediate learners who participated in 10 sessions of a meaning-oriented class. To gauge the retention rate of the lexical focus on form episodes (FFEs), two individualized multiple-choice achievement tests based on the lexical FFEs the learners reported to have no previous knowledge of in their uptake sheets were administered every five sessions, and two delayed posttests were given five weeks following each immediate posttest. Moreover, the participants were asked to compose two prompt-based writings on topics selected out of the covered themes in the posttests. Thematically relevant lexical FFEs extracted from each learner's uptake sheets made up the tailored prompts per learner. Results indicated rather high effectiveness of oral incidental FonF in developing learners' receptive and productive lexical knowledge in both short and long terms. The findings also revealed that learners fail to develop knowledge of the grammatical aspects of some lexical FFEs if their attention is merely drawn to their meaning aspects.
Disability Awareness &amp; Inclusive Teaching Online Training Videos for College Instructors Featuring Students with Disabilities
Author: Tarconish, Emily
Date: 2023-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Video Technology,Inclusion,Faculty Development,College Faculty,Consciousness Raising,Student Participation,Teacher Attitudes,Program Effectiveness,Online Courses,Knowledge Level,Self Efficacy,Teaching Methods

Students with disabilities are a rapidly growing population in postsecondary education, estimated to be approximately 19.4% of undergraduate students (U.S. Department of Education, 2019). However, many postsecondary faculty members are unaware of the issues that students with disabilities experience and are not confident in how to teach diverse learners. While researchers have designed disability awareness and inclusive teaching trainings for postsecondary faculty, these trainings do not always include the voices of students with disabilities as the primary content. In this study, we demonstrate the importance of using student voice in postsecondary faculty disability awareness trainings. We highlight a mixed methods study that evaluates instructor perceptions of a Disability Awareness &amp; Inclusive Teaching Video Training that uses student voice as its primary teaching tool.
Effect of PEERS® Class on Conversational Skills of Adults with Autism in College
Author: Howorth, Sarah K.
Date: 2023-00-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Interpersonal Communication,Communication Skills,Young Adults,Intervention,Rural Schools,Program Effectiveness,Interpersonal Competence,Undergraduate Students,Skill Development

Using a single-case multiple baseline (MBL) across behaviors design, the purpose of this study was to investigate the effects of the PEERS® for Young Adults manualized intervention on the acquisition of introductory conversational skills by five adults on the autism spectrum. Five participants attended the PEERS® group in a classroom at a rural state university campus. Visual analysis of level and trend as well as Non-overlap of All Pairs (NAP) and TAU-U measures of effect demonstrated that the PEERS® intervention were indicative of a strong effect on the participants' acquisition of conversational behaviors and general knowledge related to starting, entering, and exiting conversations. Implications for practitioners, higher education faculty, and adult service providers are discussed.
Executive Functioning and College Adjustment in Students with and without Autistic Traits
Author: Davidson, Denise
Date: 2023-00-00
Type: Journal Articles
Subjects: Executive Function,College Students,Students with Disabilities,Autism Spectrum Disorders,Student Adjustment,Interpersonal Competence,Emotional Response,Symptoms (Individual Disorders),Predictor Variables,Academic Achievement,Metacognition,Student Behavior

Although individuals with autism spectrum disorder (ASD) are attending college at higher rates, students with ASD continue to struggle with adjusting to the college environment and successfully completing their degrees. Thus, the present study compared executive functioning (EF) and academic outcomes (i.e., performance, adjustment) among students with and without ASD traits, as well as examined associations among these variables. Findings revealed greater executive dysfunction and lower levels of both social and personal-emotional adjustment among students with ASD traits. Additionally, ASD symptomatology predicted social and personal-emotional adjustment among students, above and beyond the influence of EF. Results suggest that cognitive, social, and emotional supports may all be important to improve college adjustment among individuals with ASD.
An Examination of the History and Development of Heluo Dagu in Henan Province, China
Author: Cao, Yanyan
Date: 2023-00-00
Type: Journal Articles
Subjects: Geographic Regions,Music,Asian Culture,History,Singing,Musical Instruments,Musicians,Foreign Countries,Surveys,Researchers,Folk Culture,Music Education,Cultural Maintenance

This study used a qualitative and descriptive methodology to classify and examine the large amount of information that was collected through field research. The research objective was to examine the history and development of Heluo Dagu in Henan Province, China. Field investigation, a questionnaire survey, literature research, a case analysis, and comparative induction were all parts of the study. The interviews were divided into three with key informants and two with general informants. The study's results are as expected, as the history of Heluo Dagu is rooted in ancient Chinese rap music, dating back more than 3,000 years to the Zhou Dynasty. In the early stage, rap music has gone through such musical forms as &quot;advocating you,&quot; &quot;Gu Meng,&quot; &quot;Chengxiangzhou,&quot; &quot;talking,&quot; &quot;changing Wen,&quot; &quot;Zhugong Diao,&quot; &quot;Guzi Ci,&quot; &quot;Singing and Earning,&quot; &quot;Ci Ci,&quot; and &quot;Tao Zhen,&quot; which laid a solid historical foundation for the formation of Heluo Dagu. The early forms of Heluo Dagu after its formation include &quot;three-string Hingzi Shu,&quot; &quot;Luoyang Qinshu,&quot; &quot;Dagu Shu,&quot; and &quot;single Dagu.&quot; The development of Heluo Dagu has experienced: the first stage in 1905 AD, &quot;drum touch string,&quot; &quot;Dagu Jingqiang&quot;; the second stage of the &quot;Three Imperial Meetings&quot;; the third stage, &quot;Baishan Huang,&quot; and &quot;Heyang Dagu.&quot; At present, the development of Heluo Dagu has been inherited by six generations of artists.
Housing Insecurity among Disabled Students during the COVID-19 Pandemic
Author: Soria, Krista M.
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Housing,Students with Disabilities,Symptoms (Individual Disorders),Student Characteristics,Homeless People,COVID-19,Pandemics,At Risk Students,Student Employment,Low Income Students

The purpose of this paper is to examine rates of college students' housing insecurity from September to November 2020 during the COVID-19 pandemic, with a focus on whether there are differences in disabled and nondisabled students' housing insecurity controlling for additional demographic variables and pandemic-related experiences. Using a large sample of 70,210 students enrolled at 130 community and technical colleges and 72 four-year colleges, we discovered that students with chronic illnesses, physical disabilities, psychological disorders, and multiple disabilities had significantly greater odds of experiencing housing insecurity compared to their peers. Students with cognitive, learning, or neurological disorders or disabilities and those who had no disabilities or medical conditions had significantly lower odds of experiencing housing insecurity compared to other students.
Mediation Effects of Academic Advising Behaviors for First-Year Students with Learning Disabilities and Mental Health Disorders
Author: Zilvinskis, John
Date: 2023-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Academic Advising,Learning Disabilities,Mental Disorders,College Freshmen,Learner Engagement,Teacher Student Relationship,Interpersonal Relationship,Interaction,Grades (Scholastic),Behavior,Faculty Advisers

Using survey data from 6,242 first-year students with disabilities that completed the National Survey of Student Engagement and the academic advising topical module, the purpose of the current study was to explore the aspects of academic advising behaviors that mediated overall self-reported grades and student engagement. Findings indicate academic advising is positively related to grades and engagement among students with disabilities; however, some advising practices were more beneficial for students with certain disabilities than others.
An Investigation of Hua&apos;er Song Development in Gansu and Ningxia, China
Author: Wang, Xufeng
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Folk Culture,Singing,Ethnic Groups,Field Studies,Cultural Differences,Regional Characteristics,Cultural Influences,Intercultural Communication,Religious Factors

This study used a qualitative research methodology to classify and examine the large amount of information which was collected through field research. The research objective was to (1) An investigation of Hua'er song development in Gansu and Ningxia, China; and (2) Examine the characteristics of Hua'er song in Gansu and Ningxia, China. The research designed the interview and observation forms related to the interviews and observations. The interviews were divided into 3 groups: expert informant, inheritance, and the masses. The study's findings are as follows: (1) Gansu Hezheng and Ningxia Haiyuan are both ethnic minority enclaves containing more than fifty percent of the Hui ethnicity. All faith is isism. Share similar ethnic taboos. Due to the geographical and cultural differences between the two places, the transmission of Hua'er song has changed; and (2) The Hui nationality performs a crucial, irreplaceable function in the process of Hua'er's spread, which cannot be played by any other ethnicity. Directly linked with the material interactions and activities of humanity. Not only does the Hui spirit penetrate the transmission process of Hua'er song, but it also permeates the literature of Hua'er song.