ethanporcaro/eric-fulltext-meta huggingface dataset:
Implications of Fail-Forward in an Online Environment under Alternative Grading Schemes
Author: Patron, Hilde
Date: 2011-01-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Grading,Teaching Methods,Student Motivation,Error Correction,Scores,Evaluation Methods,Student Evaluation,Academic Ability,Incentives,Introductory Courses,Business Education,Statistics

The concept of fail-forward can be used as a teaching technique to motivate students to learn from their mistakes. For example, when students are allowed to re-work incorrect responses on a test for a partial grade they are failing-forward. In this paper we look at the effects of failing-forward on student effort in online learning environments. We consider two alternative grading schemes with different levels of penalties for failure. Under the first grading scheme students are allowed to submit their work up to three times without being penalized. Under the alternative grading scheme students are penalized every time that they answer questions incorrectly. We find that instructors may be able to use the "average of all scores" grading scheme to increase the level of preparation of students even with differences in students' innate ability. However, the benefits are less pronounced in fully online classes where there is no face-to-face instruction time. (Contains 4 footnotes, 4 tables, and 2 figures.)
Motivational Factors Affecting the Integration of a Learning Management System by Faculty
Author: Gautreau, Cynthia
Date: 2011-01-00
Type: Journal Articles
Subjects: Management Systems,Tenure,Needs Assessment,Online Courses,Faculty Development,College Faculty,Teaching Methods,Higher Education,Technology Integration,Colleges,Educational Technology,Models,Cooperation

Online courses taught using a learning management system are common in higher education. Teaching online requires a new set of skills, knowledge, and professional growth. Faculty development programs often overlook factors that promote or inhibit the use of technologies among professors. This study identified the motivation factors that faculty consider relevant to their personal decision to adopt a learning management system. A needs assessment evaluation methodology was applied to investigate two research questions. The first question analyzed the demographics of the participants in this study including gender, age, tenure status, department, and years of experience using a technology and using an LMS. The second research question investigated the intrinsic and extrinsic factors that motivate faculty to adopt a learning management system in their instruction. Participants (N = 42) were tenured and tenure track faculty instructing at a four year public university in California. (Contains 2 tables.)
A Comparison of Organizational Structure and Pedagogical Approach: Online versus Face-to-Face
Author: McFarlane, Donovan A.
Date: 2011-01-00
Type: Journal Articles
Subjects: Electronic Learning,Teaching Methods,Class Size,Synchronous Communication,Asynchronous Communication,Web Based Instruction,Administrative Organization,Comparative Analysis,Educational Technology,Learning Processes,Colleges,Technology Integration,Technology,Internet,Computer Mediated Communication,Organizational Culture,Models,Educational Facilities

This paper examines online versus face-to-face organizational structure and pedagogy in terms of education and the teaching and learning process. The author distinguishes several important terms related to distance/online/e-learning, virtual learning and brick-and-mortar learning interactions and concepts such as asynchronous and synchronous interactions, etc, before deliberating on perceived differences in organizational structure and pedagogical approaches of virtual and brick-and-mortar schools by examining organizational structure, knowledge and pedagogical theories, ideas, and constructs. The roles of mission, vision, and other considerations that contribute to differences between virtual and brick-and-mortar schools are examined. The appropriateness of structure and pedagogy as related to variables such as class size, span of control, and several other factors is discussed. The benefits and drawbacks of both virtual and brick-and-mortar schools are assessed in terms of perceived effectiveness and relation to perceived organizational structural and pedagogical differences before the author presents an informed response to the major thesis of this paper based on pertinent literature and the foregone discussion. After recognizing prevailing practices with regard to organizational structure and pedagogy, and given the pertinent role of technology and several influencing factors such as leadership, and curriculum, among other factors in virtual and brick-and-mortar schools, several recommendations are presented for improving the teaching-learning process. (Contains 1 table and 2 figures.)
Unpacking Faculty Engagement: The Types of Activities Faculty Members Report as Publicly Engaged Scholarship during Promotion and Tenure
Author: Glass, Chris R.
Date: 2011-03-00
Type: Journal Articles
Subjects: College Faculty,Faculty Development,Scholarship,Intellectual Disciplines,Academic Rank (Professional),Content Analysis,Tenure,Demography,School Community Relationship

While a growing body of scholarship has focused on the personal, professional, and organizational factors that influence faculty members' involvement in publicly engaged scholarship, the nature and scope of faculty publicly engaged scholarship itself has remained largely unexplored. What types of activities are faculty members involved in as publicly engaged scholarship? How does their involvement vary by demographic, type of faculty appointment, or college grouping? To explore these questions, researchers conducted a quantitative content analysis of 173 promotion and tenure documents from a research intensive, land-grant, Carnegie Classified Community Engagement university and found statistically significant differences for the variables age, number of years at the institution, faculty rank, Extension appointment, joint appointment, and college grouping. Recommendations for future research are discussed as well as implications for institutional leadership, faculty development programming, and the structuring of academic  appointments. (Contains 2 tables.)
Striving for Authentic Community Engagement: A Process Model from Urban Teacher Education
Author: Noel, Jana
Date: 2011-03-00
Type: Journal Articles
Subjects: Urban Schools,Partnerships in Education,Higher Education,Urban Teaching,Urban Education,Models,Urban Universities,College Students,Administrators,Evaluation,Teacher Education,Citizen Participation,Focus Groups,Mentors,Tutoring,Elementary School Students

This article presents an urban teacher education center as a process model of how a university can cultivate authentic community engagement. Tree essential steps of the process model are identified: (1) being physically located at the school or community site in order to build trust and become integrated into the life of the school or community, (2) conducting community studies in order to learn about and understand the lives of community members, and (3) becoming involved in community engagement activities. (Contains 1 endnote and 1 table.)
Supporting the K-12 Classroom through University Outreach
Author: Moskal, Barbara
Date: 2011-03-00
Type: Journal Articles
Subjects: Graduate Students,Elementary Secondary Education,Outreach Programs,College Faculty,College School Cooperation,Educational Improvement,STEM Education,Models,Educational Indicators,Program Descriptions,Professional Development,Program Content,Change Strategies,Improvement Programs,Program Effectiveness

This article provides a field-based example of a series of outreach programs that have been designed in response to current recommendations found in the K-12 outreach literature. These programs begin with university mathematics and science faculty members teaching a 10-day summer workshop to elementary and middle school teachers. Following this workshop, a graduate student provides direct classroom support for 15 hours each week throughout the academic year to the participating teachers. At the high school level, graduate students offer after-school mathematics and science enrichment clubs to students. Early findings indicate a positive impact on teacher understanding of mathematics and science as measured by summer workshop pre and post assessments and participating students' development of mathematical knowledge as measured by a standardized test. Additionally, there has been a recent increase in faculty members' willingness to participate in these outreach programs. (Contains 2 tables and 1 figure.)
The Influence of Juggling on Mental Rotation Performance in Children
Author: Jansen, Petra
Date: 2011-00-00
Type: Journal Articles
Subjects: Reaction Time,Females,Spatial Ability,Children,Psychomotor Skills,Early Adolescents,Comparative Analysis,Muscular Strength,Training,Cognitive Processes,Outcomes of Treatment,Foreign Countries

Study aim: To assess the influence of juggling training on mental rotation performance in children. Material and methods: Two groups of girls aged 6-14 years were studied: experimental (EG; n = 26) and control (CG; n = 24). All girls solved a mental rotation task with 3-D block figures on computer screen (pre-test). After the initial test, EG girls participated in juggling training for 3 months; the CG girls participated in light strength training with theraband stretch bands. After 3 months, all girls solved the mental rotation task again (post-test). The post-pre differences in the mental rotation performance were recorded. Results: Children who learned juggling performed the mental rotation task significantly (p less than 0.05-0.01) faster, in terms of reaction time, at non-zero angular disparity than their mates who were strength-trained. Conclusions: Since mental rotation skills enhance spatial imagination, problem solving and mathematical skills, it may be assumed that juggling training enhances also other cognitive domains and is worth implementing in the education process. (Contains 2 figures and 2 tables.)
The Prevalence of Injuries in Professional Turkish Soccer Players
Author: Yamaner, Faruk
Date: 2011-00-00
Type: Journal Articles
Subjects: Team Sports,Incidence,Injuries,Foreign Countries,Anatomy,Human Body,Males,Questionnaires,At Risk Persons

Study aim: To assess the prevalence and anatomical sites of injuries in professional soccer players in one game season. Material and methods: A cohort of 510 professional male soccer players consisting of 48 goalkeepers, 194 defence players, 189 mid-field players and 79 forward players of the 1st and 2nd Turkish Professional Soccer Leagues in 2005-2006 season were requested to submit questionnaire reports on all injuries they experienced. Results: About 60% of all injuries pertained to lower extremities, another 25% to upper extremities, the most frequent being skin abrasions (about 24%). The percentage of players who sustained injuries was lowest among mid-field players (about 47%) compared with other categories (nearly 70%) but the average number of injuries per player was highest among them (8.1 vs. about 4.5). The risk of sustaining injury when playing a match amounted to 9.8% for mid-field players; that was significantly (p less than 0.01) lower (11.7-13.0%) than for other categories of players. Conclusions: Football injuries are the major factor affecting players' performance. Thus, appropriate strategies, aimed at reducing injuries, ought to be implemented. (Contains 6 tables.)
Blended Environments: Learning Effectiveness and Student Satisfaction at a Small College in Transition
Author: Banerjee, Gouri
Date: 2011-02-00
Type: Journal Articles
Subjects: Small Colleges,Liberal Arts,Course Evaluation,Electronic Learning,Blended Learning,Instructional Design,Integrated Learning Systems,Comparative Analysis,College Students,Student Surveys,Student Attitudes,Instructional Effectiveness,Curriculum Implementation,Urban Schools,Computer Mediated Communication,Internet,Social Networks,Computer Uses in Education,Distance Education

As higher education moves increasingly to blended and fully online environments, smaller institutions often ask whether this is a desirable trend. They face many challenges in transforming their largely face- to-face didactic teaching traditions to the technology mediated learning environments. Learning effectiveness and student satisfaction are seen to be decisive in whether blended environments are a positive development or not. Using survey data from a liberal arts and sciences institution, we show that student satisfaction with blended learning depends largely on the challenges presented by the subject matter, the degree to which self-directed learning and problem solving are required, and the effectiveness of the chosen pedagogies by which face-to-face and online methods are combined. Blended environments that provide multiple modalities for learning, significant interactivity, familiar technologies, and sustained connections with teachers and peers are preferred by increasing numbers of students in this institution. Although many students and faculty remain skeptical about blended learning, there are others who are very satisfied learners. (Contains 4 tables.)
Transitioning to Blended Learning: Understanding Student and Faculty Perceptions
Author: Napier, Nannette P.
Date: 2011-02-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Blended Learning,Computer Literacy,Computer Science Education,Comparative Analysis,College Students,College Faculty,Student Surveys,Student Attitudes,Teacher Attitudes,Instructional Effectiveness,Conventional Instruction,Introductory Courses,Liberal Arts,Curriculum Implementation

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format. (Contains 6 figures.)
Content vs. Learning: An Old Dichotomy in Science Courses
Author: Bergtrom, Gerald
Date: 2011-02-00
Type: Journal Articles
Subjects: Active Learning,Cytology,Biology,Science Curriculum,Student Evaluation,Evaluation Methods,College Instruction,Science Instruction,Electronic Learning,Online Courses,Blended Learning,Instructional Design,Instructional Effectiveness,Curriculum Implementation,Program Descriptions,Program Effectiveness,Course Content,Formative Evaluation,Classroom Techniques,Student Surveys,Student Attitudes

The principles of course redesign that were applied to a gateway Cell Biology course at the University of Wisconsin-Milwaukee are applicable to courses large and small, and to institutions of any size. The challenge was to design a content-rich science course that kept pace with present and future content and at the same time use principles of active learning to model how science is done, from deduction and inference to the articulation and testing of hypotheses and the interpretation of experimental data. Redesign began with recognition that active learners achieve deeper understanding than passive learners. Key features of the resulting blended course include (a) online delivery of all basic content; (b) greater responsibility of students for their own learning; (c) student-centered activities with specific learning objectives; (d) a new balance of summative and low- stakes progressive assessment of student achievement of learning objectives. In the final version of the blended course, there are no F2F lectures. Freed from the anxieties of content coverage, the instructor facilitates student engagement with content and with each other in assessed activities that support broadly defined &quot;essential learning outcomes&quot;. Samples of integrated online and F2F interactive, collaborative learning activities are included with preliminary data indicating a positive impact of blended learning in Cell Biology. (Contains 1 table and 4 figures.)
Adopting a Blended Learning Approach: Challenges Encountered and Lessons Learned in an Action Research Study
Author: Kenney, Jane
Date: 2011-02-00
Type: Journal Articles
Subjects: Teacher Education Programs,Educational Strategies,Action Research,Student Participation,Adoption (Ideas),Teaching Methods,Pilot Projects,Large Group Instruction,Education Courses,Barriers,Electronic Learning,Blended Learning,Comparative Analysis,College Students,Instructional Effectiveness,Curriculum Implementation,Control Groups,Experimental Groups,Instructional Design,Integrated Learning Systems

Adopting a new teaching approach is often a daunting task especially if one is an early adopter in a limited-resource environment. This article describes the challenges encountered and the strategies used in pilot testing a blended instructional method in a large size class within the college of education at a medium-sized university. The main reasons for using the hybrid method were to improve student participation, preparation, and understanding as well as to encourage a more active rather than passive approach to learning which can be particularly difficult in large-sized, undergraduate courses. An action research study was used to document the adoption process and to measure the impact of the blended approach. The results of the action research study and the issues and barriers encountered when implementing a new instructional strategy are discussed as well as ideas for motivating and helping faculty when there is limited funding, training, and support available.
Blending at Small Colleges: Challenges and Solutions
Author: Liu, Ying-Hsiu
Date: 2011-02-00
Type: Journal Articles
Subjects: Small Colleges,Private Colleges,Acceleration (Education),Adult Education,Adult Students,Continuing Education,Electronic Learning,Blended Learning,Instructional Design,Integrated Learning Systems,Curriculum Implementation,Technical Support,Synchronous Communication,Program Development

Implementing blended accelerated learning programs or courses requires a systematic approach, not just the addition of new technologies. Small colleges face challenges when they move toward blended learning because of already-constrained resources. In this article, we will survey issues faced by small colleges in moving to blended learning, document a case on how a small private college (student enrollment less than 3,000) implemented a blended accelerated learning program, and provide recommendations for small colleges looking to move toward a similar direction. (Contains 1 table.)
Designed Learner Interactions in Blended Course Delivery
Author: Lee, Reba-Anna
Date: 2011-02-00
Type: Journal Articles
Subjects: Instructional Design,Teacher Surveys,Program Descriptions,Interaction,Models,Electronic Learning,Blended Learning,College Faculty,Teacher Attitudes,Curriculum Implementation,Instructional Innovation,Faculty Development

In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology &amp; eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.
Faculty Development: A Stage Model Matched to Blended Learning Maturation
Author: Fetters, Michael L.
Date: 2011-02-00
Type: Journal Articles
Subjects: Innovation,Faculty Development,Models,Program Implementation,Business Administration Education,Adoption (Ideas),Electronic Learning,Blended Learning,Instructional Design,College Faculty,Curriculum Development,Curriculum Implementation,Case Studies

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.
Blending in the Bronx: The Dimensions of Hybrid Course Development at Bronx Community College
Author: Wach, Howard
Date: 2011-02-00
Type: Journal Articles
Subjects: Educational Technology,Faculty Development,Faculty Recruitment,Workshops,Mentors,Tutoring,Student Role,Program Evaluation,Electronic Learning,Blended Learning,College Faculty,Program Descriptions,Program Effectiveness

To support the growth of its blended courses, Bronx Community College (BCC), a unit of the City University of New York (CUNY), participated in a CUNY-sponsored initiative to increase blended learning options for students. The initiative allowed BCC to expand its existing faculty development program. This paper describes major aspects of the program, including strategies for faculty recruitment, face-to-face and online workshop activities, faculty peer mentoring, recruitment and utilization of students as Instructional Technology Tutors, and the documentation created in order to evaluate program activities.
Cloud-Based Technologies: Faculty Development, Support, and Implementation
Author: Diaz, Veronica
Date: 2011-02-00
Type: Journal Articles
Subjects: Electronic Learning,Higher Education,Faculty Development,Federal Legislation,Web Based Instruction,Educational Technology,Internet,Computer Software,Computers,Users (Information),Information Technology,Information Management,Delivery Systems

The number of instructional offerings in higher education that are online, blended, or web-enhanced, including courses and programs, continues to grow exponentially. Alongside the growth of e-learning, higher education has witnessed the explosion of cloud-based or Web 2.0 technologies, a term that refers to the vast array of socially oriented, free or nearly free, web-based tools, has represented a transition from institutionally-provided to freely available technology tools. This paper addresses the numerous teaching and learning opportunities and challenges that institutions face in adopting and implementing cloud-based technologies into their eLearning programs and provides a guide for forming implementation decisions. (Contains 3 tables.)