ethanporcaro/eric-fulltext-meta huggingface dataset:
Dare to Care and Be Aware
Author: Tabios, Heather
Date: 2019-00-00
Type: Journal Articles
Subjects: Males,Juvenile Justice,Delinquency,Intervention,Adolescents,Young Adults,Crime,Access to Education,High Schools,Violence,Prevention,At Risk Persons,Individual Characteristics,Program Implementation,Program Effectiveness,Mentors,Certification,Recidivism,Institutionalized Persons,Correctional Institutions,Attendance,Participation,Persistence,Barriers,Social Development,Emotional Development,Job Skills

In order to define her educational philosophy, the author created the following action research project. Through it, she became aware of how all interactions and experiences each one has, no matter at what stage in life, impacts the way one thinks, feels, and acts differently. She challenged herself to create an environment for the children to feel safe to question and provide experiences that would allow them to explore the world around them. She hoped to establish a foundation that would drive each child to want to care and become more aware of themselves, others, and everything around them based on who the child is as an individual at that point in their educational journey. However what she did not realize is how this experience would make her take a step back and reflect on the way she thinks, feels, and acts in response to others.
Modelling and Using Response Times in Online Courses
Author: Rushkin, Ilia
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Response Style (Tests),Models,Learner Engagement,Grades (Scholastic),Pacing,Learning Analytics,Predictor Variables,Outcomes of Education

Each time a learner in a self-paced online course seeks to answer an assessment question, it takes some time for the student to read the question and arrive at an answer to submit. If multiple attempts are allowed, and the first answer is incorrect, it takes some time to provide a second answer. Here we study the distribution of such &quot;response times.&quot; We find that the log-normal statistical model for such times, previously suggested in the literature, holds for online courses. Users who, according to this model, tend to take longer on submits are more likely to complete the course, have a higher level of engagement, and achieve a higher grade. This finding can be the basis for designing interventions in online courses, such as MOOCs, which would encourage &quot;fast&quot; users to slow down.
Monolith, Multiplicity, or Multivocality: What Do We Stand for and Where Do We Go from Here?
Author: Rose, Carolyn Penstein
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Analytics,Values,Futures (of Society),Educational Trends,Statistical Analysis,Data Use,Decision Making

This contribution offers a commentary on Neil Selwyn's write up of his keynote talk from the Learning Analytics and Knowledge Conference in 2018 (Selwyn, this issue). The article has three main sections, namely an account of what Learning Analytics has done, an account of the values behind Learning Analytics, and some ideas for moving forward. Thus, this reflection will also address aspects of each of these.
RiPPLE: A Crowdsourced Adaptive Platform for Recommendation of Learning Activities
Author: Khosravi, Hassan
Date: 2019-00-00
Type: Journal Articles
Subjects: Data Analysis,Learning Activities,Management Systems,Foreign Countries,Computer Software,Peer Teaching,Standards,Introductory Courses,Undergraduate Students,Teaching Methods

This paper presents a platform called RiPPLE (Recommendation in Personalised Peer-Learning Environments) that recommends personalized learning activities to students based on their knowledge state from a pool of crowdsourced learning activities that are generated by educators and the students themselves. RiPPLE integrates insights from crowdsourcing, learning sciences, and adaptive learning, aiming to narrow the gap between these large bodies of research while providing a practical platform-based implementation that instructors can easily use in their courses. This paper provides a design overview of RiPPLE, which can be employed as a standalone tool or embedded into any learning management system (LMS) or online platform that supports the Learning Tools Interoperability (LTI) standard. The platform has been evaluated based on a pilot in an introductory course with 453 students at The University of Queensland. Initial results suggest that the use of the RiPPLE platform led to measurable learning gains and that students perceived the platform as beneficially supporting their learning.
Generalization Strategy of Linear Patterns from Field-Dependent Cognitive Style
Author: Setiawan, Yayan Eryk
Date: 2020-01-00
Type: Journal Articles
Subjects: Cognitive Style,Mathematical Concepts,Thinking Skills,Concept Formation,Junior High School Students,Teaching Methods,Generalization,Learning Strategies,Difficulty Level,Geometric Concepts,Scores,Student Attitudes,Problem Solving,Case Studies,Mathematics Instruction

Linear pattern is the primary material in learning number patterns in junior high schools, but there are still many students who fail to generalize the linear pattern. The students' failure in generalizing the pattern occurred when the students ended to view the problems globally without breaking them into the constructors' components such as the experience of field-dependent type students. For this reason, this study was carried out to explore the thinking process of students who fail and investigate the thinking processes of students who succeed in generalizing linear patterns. The results of this study provide an effective learning strategy solution for field-dependent students in generalizing linear patterns. This study employed a qualitative approach with a case study design to junior high school students. The results indicated that students in the field-dependent cognitive style looked at pattern questions represented in the form of geometric images globally without looking at the structure of the image. Two strategies for generalizing linear patterns used by field-dependent students were examined, namely recursive and different strategies.
Prospective Mathematics Teachers&apos; Cognitive Competencies on Realistic Mathematics Education
Author: Yilmaz, Rezan
Date: 2020-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Education,Student Attitudes,Knowledge Level,Teaching Skills,Relevance (Education),Teaching Methods,Cognitive Ability,Comprehension,Preservice Teacher Education,Foreign Countries

Realistic Mathematics Education (RME) is based on the idea that mathematics is a human activity; and its main principle is to ensure the transition from informal knowledge to formal knowledge through contextual problems. This study aims at revealing how RME is configured in the minds of prospective mathematics teachers and their cognitive competency in that sense. For that purpose, at the end of the process, in which the approaches used in mathematical education including RME are examined and interpreted, 32 prospective teachers were asked various open-ended questions. Moreover, they were expected to pose contextual problems that could be used in RME. After analysing the obtained data via qualitative research techniques, it is seen that the majority of the prospective teachers possesses theoretical knowledge on RME. However, it is also observed that their ability to present its differences and similarities with other approaches and to pose contextual problems suitable to RME has been decreased.
Connecting Learning Analytics and Problem-Based Learning -- Potentials and Challenges
Author: Kilinska, Daria
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Data Analysis,21st Century Skills,Constructivism (Learning),Independent Study,Academic Achievement,Reflection,Cooperative Learning,Barriers,Futures (of Society),Holistic Approach,Learning Processes,Teaching Methods,Feedback (Response),Online Courses

Learning analytics (LA) are a young but fast-growing field, which, according to some authors, holds big promises for education. Some claim that LA solutions can help measure and support constructivist classrooms and 21st century skills, thus creating a potential of making an alignment between LA and PBL principles and practices. Despite this argument, LA have not yet gained much interest among the Problem-Based Learning (PBL) practitioners and researchers and the possible connections between PBL and LA have not yet been properly explored. The purpose of this paper is, therefore, to investigate how LA can potentially be used to support and inform PBL practice. We do this by identifying central themes that remain constant across various orchestrations of PBL (collaboration, self-directed learning, and reflection) and present examples of LA tools and concepts that have been developed within LA and neighbouring fields (e.g. CSCL) in connection to those themes. This selection of LA solutions is later used as a basis for discussing wider potentials, challenges and recommendations for making connections between PBL and LA.
Geometry Representation to Develop Algebraic Thinking: A Recommendation for a Pattern Investigation in Pre-Algebra Class
Author: Apsari, Ratih Ayu
Date: 2020-01-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Mathematics,Grade 5,Geometry,Algebra,Foreign Countries,Pattern Recognition,Mathematics Education,Visualization,Problem Solving,Mathematical Logic

The present study is a part of design research in local instructional theory in a pre-algebraic lesson using the Realistic Mathematics Education (RME) approach. The article will focus on recommendations for the type of pre-algebra class that supports elementary school students' algebraic thinking. As design research study, it followed the three steps of preliminary studies, teaching experiment and retrospective analysis. The subject of the study is 32 fifth grade students of MIN 2 Palembang during the teaching experiment phase. The data were gathered from students' worksheets, lesson observation and interviews with the students. Data analysis was done using a constant comparative qualitative method. The results from the study indicate that pattern investigation in pre-algebra class that visualized geometrically supports the students to identify the form of the pattern and construct generalization.
Individual Reflection Paper -- Supporting Students&apos; Learning in the Critical Phase of Self-Directed Learning in PBL
Author: Johansson, Madelaine
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Learning Processes,Reflection,Student Attitudes,Information Literacy,Environmental Education,Foreign Countries,Independent Study,Tutorial Programs,Group Dynamics,Time on Task,Tutors,Writing (Composition),College Students,Program Implementation

Supporting and assessment of students' preparation and learning process in problem-based learning (PBL) tutorials has long been a challenge. We present a modified PBL model focussing on the specific critical phase in the PBL process, the self-directed learning phase in between tutorial meetings. The modified seven step PBL model including an Individual reflection paper (IRP) is presented as well as students' perspectives on the implementation of IRP and information literacy, knowledge gathering, and PBL tutorial work. The assessment of PBL work is complex, and the ways in which IRPs support the tutor's role as an examiner is beyond the scope of the current study. However, it seems that the students experienced assessment of the IRPs as part of their as a positive driving force in their learning process.
The Best That I Can Be: A Case for a Strengths-Based Approach during the First-Year Experience
Author: Mason, Henry D.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Freshmen,Stress Management,Foreign Countries,Program Effectiveness,Late Adolescents,Student Welfare,Positive Attitudes,Student Development,Student Experience,Resilience (Psychology),Student Personnel Services

More South African research is needed that examines the application of positive psychology to assist students in navigating the stressful first-year experience by identifying, developing and applying signature strengths. This article reports on a mixed methods study that investigated the efficacy of a strengths-based development programme presented to a sample of 55 first-year university students (mean age=19.77, SD=1.50, female=60%). Quantitative data were collected in a pre- and post-intervention manner using the Personal Growth Initiative Scale, the Subjective Happiness Scale, the Satisfaction with Life Scale and the Strengths Use and Deficit Improvement Questionnaire. Qualitative data were collected in individual semi-structured interviews (n=12, age range=18-22). Significant changes between the pre- and post-test scores emerged when comparing the quantitative data. The qualitative analysis pointed to aspects that participants regarded as beneficial to the efficacy of the strengths-based programme. Collectively, the data integration suggested that the intervention had a positive impact on participants' sense of well-being and contributed to enhancing the first-year experience. Limitations and areas for further research conclude the discussion.
Residence Heads as Intentional Role-Players in Promoting Student Success
Author: Groenewald, Johan
Date: 2019-00-00
Type: Journal Articles
Subjects: Role Playing,Academic Achievement,Dormitories,Correlation,Resident Advisers,Higher Education,Access to Education,College Housing,Foreign Countries,Administrator Role,College Students

Research evidence suggests that approaches to promote student success in higher education are becoming more holistic and integrated in nature. This implies that not only classrooms and laboratories, but also residences, as informal out-of-class learning environments, can potentially contribute significantly to promoting student success. The research question we sought to answer is: what is the preferred role and skill sets of residence heads that will enable them to promote student success? In order to answer this question, the study proposes a student success framework with five levels, and the role of the future residence head is explicated in terms of this framework. The findings of the study are significant as they suggest a practical skill set, underpinned by sound theory, for residence heads to contribute to student success.
The Relationships between First-Year Students&apos; Sense of Purpose and Meaning in Life, Mental Health and Academic Performance
Author: van der Walt, Corneli
Date: 2019-00-00
Type: Journal Articles
Subjects: College Freshmen,Student Attitudes,World Views,Self Concept,Mental Health,Academic Achievement,Student Development,Gender Differences,Symptoms (Individual Disorders),Depression (Psychology),Posttraumatic Stress Disorder,Anxiety Disorders,Substance Abuse,Coping,Intervention,Foreign Countries

The research explored the relationships that exist between first-year students' sense of purpose and meaning in life, mental health and academic performance enrolled for courses with at-risk subjects at a higher education institution. Empirical data was obtained from 269 participants (18-22 years=60.97%, female=55.80%) who completed the Purpose in Life test and Mental Health Screening Questionnaire that assessed their sense of purpose and meaning in life and mental health. The average mark in four subjects during their mid-year examination denoted their academic performance. The results suggested that students were still exploring the nature of their sense of purpose and meaning in life (M=109.21, SD=21.05) and that small, significant relationships existed between their sense of purpose and meaning in life and mental health. These findings suggested that student practitioners should consider developing interventions to enhance first-year students' identification of their purpose and meaning in life that may inherently also aid their identity development. Likewise, practitioners should consider strengthening and/or developing interventions in critical mental health areas like depression, anxiety, post-traumatic stress and alcohol use behaviour.
The Role of Student Housing in Student Success: An Ethnographic Account
Author: Xulu-Gama, Nomkhosi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,College Housing,Student Experience,Success,Social Integration,Student Development

The role of university student housing in the lives of undergraduate students has changed. While student housing used to be understood only as a space to accommodate students who primarily come from out of town, now universities have started using student housing strategically to advance the success of the students. Student housing is now used to build sustainable living and learning student environments in the interests of promotion of student access and success. Through an ethnographic account, where the researcher spent two consecutive semesters living in an undergraduate university residence which accommodates 577 students, the article provides an 'insider-outsider' interpretation of students' context for success from one of the South African university student residences. This article uses Tinto's theory of student integration model to frame an understanding of students' experiences and perceptions of success. It further highlights socioeconomic hardships as well as stories of caring and partnerships that students experience in their journeys towards success. These student experiences are very relevant to their integration into the university culture and systems and are critically important to the success of the student. This article concludes that the role of student housing is key to student success as it provides various opportunities for support from fellow students and staff.
Problem-Based Learning in a Box: Lessons Learned from an Educational Design Experiment
Author: Davidsen, Jacob
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Instructional Design,Educational Experiments,Sense of Community,College Students,Foreign Countries,Cooperative Learning,Learning Activities,Skill Development

In this study, we present an educational design experiment seeking to promote interaction and knowledge sharing in groups and to establish a sense of community among students during a semester at Aalborg University, Denmark. The experiment is materialised as a tangible artefact in the form of a colourful box with materials and texts. Some of the materials are oriented towards supporting the collaborative activities taking place in the group, while others are intended to support individual groups in displaying a visual identity and the public historical trajectory of their problem-based learning process to other groups or peers. The lessons learned from the experiment highlight that educational designs are difficult to implement in practice if it is not mandatory for the students, teachers and supervisors to take part. Furthermore, we imagined the box as a toolbox to support process-related aspects of problem-based learning, such as collaborative interaction, problem formulation and the collaborative learning process itself, whereas the students requested specific 'how to' materials for certain project activities -- focusing more on the semester product and the outcome of problem-based learning.
Project-Based Learning for Teaching Transmedia Communication
Author: Bron, Maximiliano
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Multimedia Instruction,Multimedia Materials,Film Production,Documentaries,Foreign Countries,Story Telling,High School Students,Student Projects

This case narrates the experience and shows the results of research study conducted at the National University of La Rioja (Argentina) where Project-Based Learning (PBL) strategies were implemented for the making of a transmedia documentary which was central to the students training in a particular class, which is part of the last year of the Social Communication Programme.
Lived Disablers to Academic Success of the Visually Impaired at the University of Zambia, Sub-Saharan Africa
Author: Simui, Francis
Date: 2019-00-00
Type: Journal Articles
Subjects: Visual Impairments,Students with Disabilities,Academic Achievement,Hermeneutics,Phenomenology,College Students,Universities,Student Attitudes,Educational Experience,Negative Attitudes,Access to Education,Foreign Countries,Assistive Technology,College Faculty

The World Health Organization's (WHO) benchmark of persons with disability in every population is 15.6 per cent. However, the University of Zambia is way below that benchmark as it is home to less than 0.1 per cent of students classified as 'disabled'. Within the 0.1 per cent, students with visual impairment are the majority, estimated at 70 per cent. The purpose of this study was to explore disablers (also known as barriers) to academic success faced by students with visual impairment at the University of Zambia. A Hermeneutic Phenomenological approach directed the research process. Seven purposively sampled participants volunteered to voice their lived experiences and a cluster of themes emerged thereafter. Emerging from their lived experiences are thirteen disablers that impede the learning experiences at University and key amongst them are: (i) negative attitudes; (ii) policypractice disjuncture; (iii) staff unreadiness and unpreparedness; (iv) inaccessible buildings; and (v) rigid curricula.
A Holistic and Multifaceted Model for Ill-Structured Experiential Problem-Based Learning: Enhancing Student Critical Thinking and Communication Skills
Author: Miner-Romanoff, Karen
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Experiential Learning,Critical Thinking,Communication Skills,Instructional Design,Evidence Based Practice,Transfer of Training,College Students,Teaching Models

Educators have observed that our college graduates are not equipped with the complex problem-solving skills to contribute to the many challenges of industry and other professional contexts. This paper describes an experiential problem-based multifaceted instructional design and teaching model at the New York University School of Professional Studies, developed by instructional design and technological experts. The model combines traditional instructional design, evidence-based strategies, and learning theories for development of student critical thinkers who can transfer their new knowledge and capabilities to industry and various other professional contexts. This model includes unique faculty and student orientations and guides, students as active contributors, instructors as facilitators, and collaborative projects. Student surveys of four cohorts (68 students) over four academic quarters indicated strong positive results. Students practiced through experiential problem-based learning and thereby learned critical and creative thinking that increased their communication skills. The program, to continue through New York University, can also be adapted for professionally-oriented education degrees, certifications, and lifelong learning courses.