ethanporcaro/eric-fulltext-meta huggingface dataset:
A Review of Teaching Methods--Lecturing and Facilitation in Higher Education (HE): A Summary of the Published Evidence
Author: Regmi, Krishna
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Lecture Method,Facilitators (Individuals),Higher Education,Evidence,Literature Reviews,Criticism,Performance Factors,Best Practices,Instructional Effectiveness,Educational Practices

Several studies have documented that teaching methods in HE (generally involves work towards a university or college level education), are the most important aspect of a curriculum. This is because they serve as an interface between the learners and the philosophy of the curriculum. It is, however, difficult to define how knowledge is conceptualized and in what way it influences the choice of effective teaching methods in HE. A literature search using the major databases--Medline, PubMed, EMBASE, CINAHL, JSTOR, PsycINF, and Web of Science--was carried out. This research aimed to focus on two important dimensions: lecturing and facilitation, within the same learning and education process, rather than challenging and demanding it, concerning their roles in teaching and learning. This paper shows that in many areas of teaching and learning, the positivist notions of knowledge are not always sufficient or appropriate. The latter has been conceptualized as a &quot;banking&quot; model of learning, where the teacher is an expert and a storehouse of knowledge and this is transmitted (deposited) to the student over time who &quot;banks'' this knowledge. The same considerations apply to teaching and learning, with respect to many areas of &quot;academic&quot; courses, which require the students to explore values. This is where facilitation can be considered an important approach to learning. The context for much of this might be conveyed through a lecture, but to enable the students to develop a deeper understanding and to reflect on their own values, dialogical approaches to learning are needed. It will ensure that the issues are discussed and explored through interaction and the sharing of perspectives, views, and values through which new understandings (learning) can emerge.
Implementing Participatory, Constructivist Learning Experiences through Best Practices in Live Interactive Performance
Author: Kenny, Robert F.
Date: 2009-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Learning Experience,Best Practices,Interaction,Teacher Student Relationship,Participatory Research,Action Research,Teaching Methods,Transformative Learning,Learner Engagement,Participation,Group Dynamics,Empowerment,Role Playing

Research has shown that quality teacher-student interactions far outweigh all other considerations to produce positive learning outcomes. Although this may be inherently obvious, few teacher preparation programs dedicate much time to training teachers how to create positive interactive, constructivist learning environments. Much can be learned about how to develop participatory learning skills in their students from a review of the best practices utilized by live interactive performers whose ultimate success is determined by the quality of the interactions with their audiences. The techniques described in this article represent a recollection over a ten-year period of the techniques and tactics utilized by interactive performers and an analysis of these strategies by a researcher trained in instructional design.
Promoting Technology-Assisted Active Learning in Computer Science Education
Author: Gao, Jinzhu
Date: 2010-00-00
Type: Journal Articles
Subjects: Active Learning,Computer Science Education,Technology Uses in Education,Learning Strategies,Technology Integration,Teaching Methods,Creative Development,Student Centered Curriculum,Tutoring,Student Attitudes,Qualitative Research,Scoring Rubrics,Intermode Differences,College Programs

This paper describes specific active learning strategies for teaching computer science, integrating both instructional technologies and non-technology-based strategies shown to be effective in the literature. The theoretical learning components addressed include an intentional method to help students build metacognitive abilities, as well as improve on their self-efficacy, both inside their chosen discipline and connections to other interdisciplinary topics. The results indicate that students are very open and eager to embrace novel ways to become engaged in learning in the area of computer science.
Evaluating the Impact of Two Globalization Projects on College Students' Cultural Competence and Cultural Intelligence (CQ)
Author: Lopes-Murphy, Solange A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Global Education,Cultural Literacy,Cultural Awareness,Cultural Differences,Intercultural Programs,Achievement Gains,Program Effectiveness,Control Groups,Experimental Groups,Student Research,Service Learning,Student Surveys,Undergraduate Students,Pretests Posttests,Likert Scales,Class Activities,Predictor Variables,Student Attitudes

Cultural competence and CQ involve awareness of cultural similarities and differences, knowledge of differences in cultural values, and intercultural encounters. To assess college students' cultural competence and cultural intelligence gains, this experimental study evaluated the impact of two globalization projects on these two constructs. The control group conducted library research on aspects of cultural integration, whereas the treatment group participated in a community engagement experience. There was no increase in cul-tural competence and CQ as measured by the surveys for either of the two activities. Results also suggest that neither activity was more effective than the other. The study suggests the need for sustained infusion of activities that enhance students' cultural competence and CQ.
Student Perceptions of Cognitive and Social Learning in Global Virtual Teams: A Pilot Study
Author: Kohut, Gary F.
Date: 2013-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Distance Education,Electronic Learning,Cognitive Processes,Social Cognition,Teamwork,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Pilot Projects,Outcomes of Education,Educational Benefits,Barriers,Cooperative Learning,Case Studies,Comparative Education,Foreign Countries,Qualitative Research,Statistical Analysis,Student Surveys,Likert Scales

The global work environment requires graduates to have skills to work collaboratively over distance and time. This pilot study presents the findings of a survey of student perceptions concerning a global virtual team (GVT) experience that used both synchronous and asynchronous collaboration. Our findings revealed that while students experienced enhanced cognitive and social learning through the GVT experience, they found the activity to be frustrating and time consuming. However, students acknowledged that the experience was beneficial to their learning and should be incorporated in future course offerings.
Is It Incivility or Mental Illness? Understanding and Coping with Disruptive Student Behavior in the College Classroom
Author: McNaughton-Cassill, Mary E.
Date: 2013-00-00
Type: Journal Articles
Subjects: College Students,Student Behavior,Behavior Disorders,Antisocial Behavior,Mental Disorders,Emotional Disturbances,Coping,Classroom Techniques,Teacher Student Relationship,Stress Variables,Computer Mediated Communication,Symptoms (Individual Disorders),Veterans

Rising rates of incivility in the college classroom can generate stress for both faculty and students. However, incivility can take multiple forms, have different causes and require different management techniques. In some cases disruptive behavior is the result of student faculty interactions, and can be ameliorated by improved communication or behavioral strategies. In other cases the behavior is symptomatic of more serious forms of mental illness. This paper will focus on helping faculty to distinguish incivility from mental illness, and to develop effective strategies for coping with disturbing behavior.
Using Classroom Competitions to Prepare Students for the Competitive Business World
Author: Gibson, Fay Y.
Date: 2013-00-00
Type: Journal Articles
Subjects: Competition,Class Activities,Classroom Techniques,Active Learning,Teaching Methods,Teamwork,Learning Modules,Partnerships in Education,School Business Relationship,Curriculum Development,Instructional Innovation,Instructional Effectiveness,College Programs,Educational Strategies,Statistical Analysis

This paper describes how a university, collaborating with industry, integrated research with active learning (e.g., collaboration in teams and competitions) for fashion majors. The redesigned introductory course uses two strategies: team competitions and a genius bar to guide students, give ongoing feedback, and judge final competitions. Active learning brings reality to the classroom, guiding students to transform information into knowledge, and motivating students to apply textbook theories and practice skills in a real world business setting. The course is based on previous calls by academicians recommending students encounter real world work environments so they will not graduate inadequately prepared for work situations. The need for research skills and integrated thinking is reinforced by regional, national and international accrediting agencies (SACS, 2012).
Understanding How and Why College Students Engage in Learning
Author: Lukowiak, Twila
Date: 2013-00-00
Type: Journal Articles
Subjects: College Students,Learner Engagement,Student Attitudes,Educational Attitudes,Phenomenology,Pilot Projects,Educational Practices,Data Collection,Observation,Focus Groups,Coding,Learning Motivation,Attention,Student Participation,Thinking Skills,Assignments,Relevance (Education),Emotional Response,Teacher Student Relationship,Heuristics,Course Evaluation,Data Analysis,Active Learning

Part of a larger research project, this article presents a phenomenological self-study exploring the qualities of student engagement that occurred in one professors' college class-room over two semesters' time. The purpose of the study was to better understand college students' engagement in learning utilizing a reflective, data-based process. The study piloted a modified Instructional Practices Inventory (IPI) data collection process using a peer observation format. In addition to IPI codes and anecdotal notes, data collection included professor/investigators' written reflections, student course evaluations, and a student focus group. The study addressed two research questions: 1) How do college students engage in learning? and 2) Why do college students engage in learning? College students in the study engaged in learning most often when they paid attention, participated actively in discussion, and used higher order thinking to complete class assignments. They were motivated to engage in learning when they viewed information, activities, and assignments as relevant, felt emotionally connected to the course content, and experienced positive interactions with their professor.
Social Responsibility, Critical Analysis, and Literary Studies: Continuing Conversations about Service Learning
Author: Bourelle, Andrew
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Responsibility,Critical Thinking,Service Learning,United States Literature,Females,Teaching Methods,Models,College Students,Majors (Students),English Instruction,Natural Disasters

The use of service learning in university courses can be limited depending on the class and the subject matter. In this article, the authors provide examples of two teachers' experiences with service learning in literature courses, showing service learning can have a home in fields of study where it might not initially seem to belong. The authors encourage instructors, whether in literature or other academic disciplines, to consider ways in which a service-learning pedagogy can be used in their classes.
Preparing Teachers to Prepare Students for Post-Secondary Science: Observations from a Workshop about Evolution in the Classroom
Author: Schrein, Caitlin M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Workshops,College Science,High Schools,Middle Schools,Secondary School Teachers,Secondary School Science,Evolution,Public Schools,Faculty Development,Knowledge Base for Teaching,Legal Responsibility,Social Influences,Misconceptions,Teacher Attitudes,Theories,Inferences,Biology,Science Education,Teacher Surveys

This paper summarizes the content and results of a workshop about the teaching of evolution presented to public middle school and high school science teachers by individuals involved both in university education and the professional development of teachers. The goals of the workshop were to: (1) provide teachers with knowledge and resources to more effectively teach evolutionary theory, (2) increase teacher awareness of legal and cognitive issues associated with the teaching and learning of evolution, (3) address teacher misconceptions about evolutionary theory, (4) assess teachers' acceptance of evolutionary theory, and (5) make inferences about the preparedness of Arizona's public school students for a rigorous university life science curriculum that includes evolutionary biology. Participating teachers created concept maps about evolutionary theory, completed the Measure of Acceptance of the Theory of Evolution (MATE) survey at the beginning and end of the workshop, and responded to a survey the week following the workshop. The results of these measures indicate that some Arizona science teachers have misconceptions about evolutionary theory that may be passed on to their students, and these misconceptions, if not corrected, must be addressed in introductory-level science courses at the university level. Based on feedback from the follow-up survey, different teachers with varying levels of acceptance of evolution are all keen to learn from university educators and attend professional development workshops. Such workshops--and engagement between secondary and tertiary educators - can clearly have an effect on the conceptions of both teachers and students, and thus on the acceptance of evolution generally. We therefore strongly encourage the involvement of university educators in science education outreach that addresses evolutionary theory.
An Activity for Teaching the Effects of Nonverbal Communication
Author: Morgan, Whitney Botsford
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Activities,Nonverbal Communication,Females,Women Administrators,Leadership Training,Feedback (Response),Undergraduate Students,Leaders,Negative Attitudes,Pretests Posttests,Surveys,Gender Issues,Knowledge Level,Student Attitudes,Instructional Effectiveness

This article describes a novel teaching activity that allows students in diversity, leadership, and communication courses to observe the powerful effects of nonverbal communication. The nonverbal experiences female leaders may encounter as they rise through the ranks of organizations are simulated and consequences discussed. Two student volunteers give impromptu speeches acting as &quot;leaders,&quot; while the rest of the students in the class provide positive nonverbal feedback to the first leader and negative nonverbal feedback to the second leader. Data collected in undergraduate student courses demonstrated that, as expected, the leader in the negative nonverbal feedback condition expressed reduced interest in performing future leader-related tasks thereby demonstrating how negative nonverbal reactions to leader behavior have serious consequences. Pre- and post-demonstration surveys clearly indicated that the students' knowledge of gender, leadership, and nonverbal behaviors increased, and that students found the activity to be both effective and enjoyable. These findings suggest that this activity can be integrated into curricula with positive learning outcomes.
Doctoral Students' Reasons for Reading Empirical Research Articles: A Mixed Analysis
Author: Burgess, Melissa L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Reading Ability,Thematic Approach,Mixed Methods Research,Evidence Based Practice,Journal Articles,Reading Habits,Graduate Students,Research Reports,Reading Attitudes,Attribution Theory,Incidence,Reading Interests,Student Surveys

Little is known about reading ability among doctoral students. Thus, we used a fully mixed concurrent equal status design (Leech &amp; Onwuegbuzie, 2009) to examine 205 doctoral students in the College of Education and their reasons for reading research articles. A thematic analysis revealed 5 themes (subsumed by 2 meta-themes) explaining reasons for reading. A series of canonical correlation analyses revealed statistically significant multivariate relationships between reasons for reading empirical articles and (a) reading intensity (i.e., frequency of reading empirical research articles, number of empirical research articles read each month) and (b) reading ability (i.e., reading comprehension, reading vocabulary). The implications of these and other findings are discussed.
An Exploration of the Value of Service-Learning: Characteristics of Traditional and Honor Service-Learners
Author: Simons, Lori
Date: 2011-00-00
Type: Journal Articles
Subjects: Service Learning,Honors Curriculum,Conventional Instruction,Student Characteristics,Undergraduate Students,Quasiexperimental Design,Student Attitudes,Attitude Change,Skill Development,Educational Psychology,Preferences,Student Surveys,Questionnaires,Pretests Posttests,Partnerships in Education,Multivariate Analysis

This study explored the value of service for undergraduate students enrolled in an Honors and a non-Honors section of a service-learning course. A quasi-experimental study was conducted to identify if students who participated in an Honors (n = 18) section of a service-learning course show greater gains in attitudes and skills associated with community engagement over the semester than students who participated in a non-Honors (n = 28) course section. The results indicate that students improve their diversity and social justice attitudes, acquire competence and leadership skills, and increase their desire to make a difference through participation in short-term service projects by the end of the term, regardless of whether they were in the Honors or non-Honors course. Community partners also appraised both student groups as self-starters who exercise good judgment in their work with service recipients. The consistency of data from teacher and student reports suggests that service-learning is a useful pedagogical strategy for teaching students in both Honors and non-Honors courses.
Ten Things Every Professor Should Know about Assessment
Author: Wolf, Kenneth
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Assessment,Student Evaluation,Educational Practices,Outcomes of Education,Performance Based Assessment,Objective Tests,Portfolio Assessment,Scoring Rubrics,Formative Evaluation,Self Evaluation (Individuals),Grading,Computer Assisted Testing,Faculty Development,College Faculty,Essay Tests,Multiple Choice Tests

This article describes ten key assessment practices for advancing student learning that all professors should be familiar with and strategically incorporate in their classrooms and programs. Each practice or concept is explained with examples and guidance for putting it into practice. The ten are: learning outcomes, performance assessments, objective tests, essays, portfolios, rubrics, formative assessment, student self-assessment, grading, and assessment technologies. The audience is professors of all ranks, but particularly those new to the art of teaching, as well as faculty developers.
The Role of Intrinsic Goal Orientation, Self-Efficacy, and E-Learning Practice in Engineering Education
Author: Chyung, Seung Youn
Date: 2010-00-00
Type: Journal Articles
Subjects: Goal Orientation,Self Efficacy,Electronic Learning,Engineering Education,Learning Strategies,Motivation,Introductory Courses,College Students,Pretests Posttests,Questionnaires

Research on academic self-regulation suggests that students who are successful in academic settings tend to possess and use effective self-regulative learning characteristics such as intrinsic goal orientation and self-efficacy. Social-cognitive theories also emphasize that learning occurs through interactions between learners and the learning environment. For example, it is possible that students' learning is partially influenced by the interaction between their intrinsic motivation and self-efficacy levels and their performance in a self-paced e-learning environment. This study was conducted to explore the role that students' intrinsic goal orientation, self-efficacy, and e-learning practice have on learning in an introductory engineering class. The results showed that students significantly improved learning by the end of the course and that students' intrinsic goal orientation and e-learning practice made significant contributions to their learning. Implications of the results, limitations of the study, and recommendations for future research are discussed at the end.
Statistical Analysis of Cooperative Strategy Compared with Individualistic Strategy: An Application Study
Author: Saleh, Tawfik A.
Date: 2011-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teaching Methods,Science Achievement,Science Laboratories,Chemistry,Experimental Groups,Control Groups,Cooperative Learning,Comparative Analysis,Questionnaires,Student Attitudes,Hypothesis Testing,Reports,Science Tests,Observation,Interviews,College Science

The study investigates the effect of cooperative and individualistic learning strategies on the academic performance of students in the general chemistry laboratory. The samples of the study were divided into experimental and control groups. The hypotheses were first generated and, after collecting data, analyzed by an analysis of t-test at an a = 0.05 level of significance. The findings revealed that a cooperative learning strategy is more effective than an individualistic strategy; and, the students in the cooperative group performed significantly better. The mean difference of the final examination of 6.80, t = 6.10, p = 0.001 indicated that the difference of the results for control group and experimental group was significant at p&lt;0.05. Students of cooperative groups, at the end of the course, were given a questionnaire to reflect their perception. Their response was positive toward the cooperative learning strategy. 90% of the students would like to help, get help and mutually discuss the labs with their partners. A majority of them were in agreement that working as a group to conduct an experiment could improve their teamwork skills as well. This study adds to the global discussion about the role of the University in preparing students toward teamwork.
Enhancing Student Collaboration in Global Virtual Teams
Author: Kohut, Gary F.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teamwork,Global Approach,Virtual Classrooms,Teaching Methods,Computer Simulation,Cooperative Learning,Information Technology,Higher Education,Technology Integration,Computer Mediated Communication,Group Activities,Learning Experience,Technology Uses in Education

With the growth in the global economy and the rapid development of communication and information technologies, global virtual teams are quickly becoming the norm in the workplace. Research indicates, however, that many students have little or no experience working in such teams. Students who learn through these experiences benefit from higher task achievement, richer personal reflections, better social skills, increased cultural sensitivity, and greater psychological health. This paper discusses the challenges of integrating and managing global virtual teams (GVT) in the virtual classroom and strategies to help realize the unique opportunities they present in helping teach students the skills necessary for success in contemporary organizations.