ethanporcaro/eric-fulltext-meta huggingface dataset:
The Factors Predicting Students&apos; Participation in Online English Courses
Author: Kaya, Suat
Date: 2021-00-00
Type: Journal Articles
Subjects: Predictor Variables,Student Participation,Online Courses,Electronic Learning,Learning Readiness,Learning Motivation,Distance Education,English (Second Language),Second Language Instruction,Second Language Learning,Undergraduate Students,Student Characteristics,Departments,Prior Learning,Computer Use,Internet,Self Efficacy,Public Colleges,Foreign Countries

Purpose: Due to the COVID-19 pandemic, which restricted face to face instruction, most of the educational institutions have been obliged to continue their education through distance education without examining the conditions necessary for effective online learning. The researcher who offered more than 100 class hours of English instruction realized that the students did not participate in online courses as much as expected. Therefore, this study aimed to examine the level of students' online learning readiness (OLR) and the factors predicting their participation in online English courses. Method: The study employed a correlational research design to discover the relationship between variables. The sample included 177 students selected from the Departments of Civil Aviation and Translation and Interpreting. Data were collected using a validated and reliable OLR scale. This instrument was conducted as an online form, which included an additional part to obtain information about some characteristics of the sample, which were used to examine relationships. Data were analyzed using descriptive statistics and binary logistic regression. Findings: The findings revealed that the students had an average level of OLR. The results of logistic regression analysis indicated that students' department type, previous experience in online courses, computer ownership, computer/internet self-efficacy (CIS) and motivation for learning (ML) influenced students' participation in online courses, while internet limit, self-directed learning (SDL), learner control (LC) and online communication self-efficacy (OCS) were not significant variables influencing their participation frequency. Implications for Research and Practice: Further research was suggested to examine the relationship between different predictors and the outcome variable. It was suggested to take actions to maximize students' participation for more learning gains.
The Relationship between Decision-Making and Intolerance to Uncertainty, Cognitive Flexibility and Happiness
Author: Yildiz, Meltem
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Decision Making,Self Esteem,College Students,Cognitive Ability,Student Attitudes,Cognitive Style,Psychological Patterns,Measures (Individuals),Prediction,Age Differences,Emotional Response,Foreign Countries

Purpose: In this study, the relationship between university students' self-esteem in decision-making and decision-making styles and intolerance to uncertainty, cognitive flexibility and the level of happiness were investigated. Research Methods: The study was conducted on 349 university students (69% female, 31% male) between the ages of 17-25 (average age 20.42). In this study, the Melbourne Decision Scale, the Intolerance to Uncertainty Scale, the Cognitive Flexibility Inventory and the Oxford Happiness Scale-Short Form were used to measure self-esteem in decision-making and decision-making styles and intolerance to uncertainty, cognitive flexibility and the level of happiness. Findings: Calculated correlations showed that there were significant relationships between university students' self-esteem in decision-making and decision-making styles and intolerance to uncertainty, cognitive flexibility and the level of happiness and were significantly predicted by the variables of intolerance to uncertainty, cognitive flexibility and happiness. Implications for Research and Practice: Suggestions for researchers are as follows: it is possible to say that the following themes can be further studied: the decision-making styles and self-esteem in decision-making concepts in different age groups and education levels; and identifying different variables related to these concepts and increasing the number of studies conducted with experimental arrangements involving different decision-making situations. For practitioners, seminars can be organized on this issue within the youth counseling centers working on the university campuses, organizing psycho-education programs for the development of young people's decision-making skills and emphasizing the importance of cognition in decision-making in these programs, as well as emphasizing emotions and uncertainty.
Informing Canadian Innovation Policy through a Decolonizing Lens on Indigenous Entrepreneurship and Innovation
Author: Tamtik, Merli
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Indigenous Knowledge,Innovation,Entrepreneurship,Land Settlement,Public Policy,Government Role,Federal Government,Cultural Influences,Higher Education,Training,Cultural Maintenance,Self Determination,Social Justice,College Role,Economic Development,Civil Rights

While Indigenous entrepreneurship is associated with significant economic promise, Indigenous innovation continues to be invisible in Canadian policy contexts. This article examines how Indigenous entrepreneurial activities are framed in government policy, potentially leading to another wave of active exploitation of Indigenous lands, peoples, and knowledges. The article first discusses the concepts of Indigenous entrepreneurship and innovation through a decolonizing lens, drawing links to education. Then, it provides a set of rationales for why governments need to re-think and prioritize Indigenous entrepreneurship. Next, it maps the current federal government initiatives in this policy sector. Drawing from the Indigenous entrepreneurship ecosystem approach (Dell &amp; Houkamau, 2016; Dell et al., 2017), the article argues that a more comprehensive policy perspective guiding Indigenous entrepreneurship programs should inform Canadian innovation policy. Individual voices from 13 Indigenous entrepreneurs in Manitoba point to three core issues: (a) relationships with the land and the community; (b) the relevance of (higher) education and training; and (c) the importance of cultural survival and self-determination. The article makes an argument for a systemic decolonizing change in how Indigenous innovation is approached in government policy and programs, supported by the work of higher education institutions.
Power, Politics, and Education: Canadian Universities and International Education in an Era of New Geopolitics
Author: Trilokekar, Roopa Desai
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Power Structure,Politics of Education,Universities,International Education,International Relations,Conflict,Government School Relationship,Educational Policy,Foreign Policy,Risk,National Security,Economic Development,Global Approach

This paper focuses on the recent political spars between Canada and Saudi Arabia as well as China and their impact on Canadian universities. It asks three questions: (1) What key issues did Canada's political strains with Saudi Arabia and China raise for Canadian universities' international education (IE) initiatives and what issues were absent? (2) What do these key issues suggest about Canada's approaches to IE in an era of new geopolitics? and (3) What implications can be drawn from these cases about Canadian university-government relations in the context of new geopolitics? Given the powerful role media plays in education policy, a systematic study was conducted across three main media sources to identify 74 articles and news releases between August 2018 and November 2019. Three dominant themes are identified and analyzed, each vividly illustrating the close ties between global politics, government foreign policy and IE within Canadian Universities. On the one hand, the narratives speak to concerns about IE as a risk to national security and, on the other, as a vehicle for Canada's economic prosperity. However, what the media has not achieved is a broader discussion on how Canada needs to revisit its IE objectives and approaches in light of broader geopolitical shifts. Using the theoretical framework of soft power, the paper speaks to the limitations and short-sightedness of Canada's approach to IE as soft power in this era of new geopolitics and concludes with three recommendations for Canada.
A Program of Their Own: The Design and Evolution of an Undergraduate Degree Program for Police Officers in Ontario
Author: Deckha, Nitin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Development,Undergraduate Students,Police Education,Police,Professionalism,Prior Learning,Educational Change,Adult Learning,Partnerships in Education

In the late 1990s and early 2000s, the Toronto Police Service was exploring how to increase access to higher education to its officers. The service saw higher education as salient to its organizational imperatives of professionalization, increased public legitimacy and credibility, and enhanced academic recognition of police professional learning. To realize this mission, the Toronto Police Service entered into a higher education partnership with the University of Guelph and Humber Institute of Technology and Advanced Learning under its then-new joint venture, the University of Guelph-Humber. The University of Guelph-Humber designed an accredited higher education pathway for Toronto Police personnel that also gave academic credit for past professional learning and increased educational access by offering blended course delivery. Based on semi-structured interviews with key educational administrators at the University of Guelph-Humber, Humber Institute of Technology and Advanced Learning, and the Toronto Police Service, this article narrates the origins of this higher education pathway--a Bachelor of Applied Arts in Justice Studies. In addition, it describes how this pathway evolved to include non-uniform Toronto police personnel, other police services, and expanded further to include learners from the larger justice and public safety fields. The exploration is situated in a larger discussion about the relationship between higher education, professionalization and legitimacy, and the potential of partnerships between higher educational institutions and professions in Canada.
Credit Transfer, Articulation &amp; the Future of Work: Towards a Federal Strategy
Author: Milian, Roger Pizarro
Date: 2020-00-00
Type: Journal Articles
Subjects: Postsecondary Education,College Credits,Transfer Policy,Articulation (Education),Educational Change,Incentives,Federal Government,Futures (of Society),Employment,Education Work Relationship,Foreign Countries,Prior Learning,College Transfer Students,Skill Development,Government Role

Some analysts foresee that the rise of automation--triggered by advances in artificial intelligence, robotics, and other novel technologies--will soon unsettle sizable sections of our labour market, prompting the need for mass upskilling and re-skilling. Continuous learning is perceived as the new norm within the future of work. Many believe that solutions to future surges in training demand will require a degree of dexterity not exhibited by traditional postsecondary education (PSE) organizations, and advocate for radical alternatives. However, we outline how basic reforms leading to a more robust articulation and credit transfer system could also improve our PSE system's ability to handle augmented training demands. In turn, we explore how the Canadian federal government can facilitate these reforms by (a) providing additional incentives for domestic colleges and universities to engage in seamless transfer, and (b) supporting the production of knowledge to inform more strategic forms of pathway articulation.
Using Peer Assisted Learning to Improve Academic Engagement and Progression of First Year Online Law Students
Author: Crowley-Cyr, Lynda
Date: 2021-00-00
Type: Journal Articles
Subjects: Peer Teaching,Learner Engagement,Academic Achievement,Electronic Learning,Discussion Groups,Videoconferencing,Program Effectiveness,Skill Development,Sense of Community,Progress Monitoring,Learning Analytics,Problem Based Learning,Legal Education (Professions),Law Students,Academic Support Services,Foreign Countries

The University of Southern Queensland's online study environment continues to grow with over 16,000 students studying online. Pre-Covid-19, online enrolments typically represent around 67% of all students studying at USQ. This article usefully analyses quantitative data in order to evaluate the effectiveness of the pilot of an online peer-assisted learning program for first-year Law students. The article asks whether a customised online Meet-Up program can objectively enhance student engagement and academic performance in a first-year law course. Results from the pilot were positive and are a productive contribution to the literature on online peer-assisted learning.
When the Guardian Locks the Gate
Author: Dickie, Marianne
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Migration,Professional Personnel,Higher Education,Legal Education (Professions),Employment Qualifications,Accreditation (Institutions),Achievement Tests

There are many examples of the regulatory guardian standing at the entry gate of professional life. None have infiltrated so expansively into the education and entry of a profession as the Office of the Migration Agent Registration Authority (OMARA). Since 2006 the OMARA has dictated the course content requirements for the prescribed qualification of migration agents, determined and regulated the exams to be taken by students within each university, and consistently imposed a competency-based education framework that stifles the education and preparation agents need for practice. Australian migration agents fall into a unique space within legal work. They are not lawyers, nor are they clerks; instead, section 276 of the &quot;Migration Act&quot; 1958 (Cth) gives them the authority to provide immigration assistance to prospective migrants, migrants moving to permanency and citizenship, migrants who have compliance concerns, and asylum seekers, refugees, and those with no legal status. The &quot;Migration Act&quot; draws a line between migration agents' work and that of lawyers who provide legal assistance regarding immigration. Both lawyers and graduates with the prescribed qualification can register as migration agents. In 2017 the prescribed qualification for migration agents was changed to a Graduate Diploma to be undertaken at specific universities that had been awarded a government tender to provide the course. In addition, the OMARA designated a stand-alone pre-registration exam to be taken by graduates within a year of the completion of their Graduate Certificate. This exam is currently delivered by one university that is prevented by the OMARA from discussing the course work or exam with the university providers. The exam has been held three times since the change to the qualification was made in 2017. One hundred and thirty-one graduates have sat the exam during that time, and 13 have passed. The extraordinary fail rate of 87% has called into question both the exam and the efficacy of the universities' teaching. Graduates have considered taking class actions against the provider of the exam, and universities have sought government intervention to assist their students. This article examines the role the OMARA, as the regulator, has played in the education and regulation of migration agents and considers the impact politicisation has had on the development of the education regime.
Work-Integrated Learning: The New Professional Apprenticeship?
Author: Ashman, Kate
Date: 2021-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Apprenticeships,College Students,Rural Areas,Employment Potential,Legal Education (Professions),Accounting,Job Skills,Student Participation,Foreign Countries,Models

This article considers the intersection between two major themes in university policy: the improvement of participation by rural and regional communities and the dimension of graduate employability. It argues that work-integrated learning has the potential to address both themes, but that the development of an apprenticeship model for prestige degrees such as law may deliver additional benefits to rural and regional student engagement. It considers a radical approach to employability by the reintroduction of the apprenticeship approach in disciplines of law and accounting specifically to assist scaffolding of learning for rural and regional students. It considers the modern context of university education and the implications of an expanded university system for delivering employability skills. The expansion of university education has not delivered consistent improvements in participation among rural and regional populations, and it is hypothesised that the visible integration of work-integrated learning has the capacity to address this deficit. However, it is argued that these measures should be supplemented by an innovative program of modern apprenticeships in prestige degrees; such a program could address both participation and employability outcomes. The article contributes to the literature by making explicit the links between the visibility of prestige occupational pathways to rural and regional students, the affective concerns of potential students making the choice to undertake higher education, and the scaffolding of skills and knowledge. It recommends further research in the form of a pilot integration of an apprenticeship model within a university program, but notes the current funding, discipline, and systemic barriers to this process in the current university system in Australia.
The Emperor&apos;s New Clothes: &quot;Maclean&apos;s,&quot; NSSE, and the Inappropriate Ranking of Canadian Universities
Author: Grayson, J. Paul
Date: 2020-00-00
Type: Journal Articles
Subjects: Reputation,Periodicals,Institutional Evaluation,Educational Quality,Scores,Foreign Countries,National Surveys,Learner Engagement,Student Attitudes,Universities,College Freshmen,College Students,Comparative Analysis,Institutional Characteristics,Student Surveys

Most Canadian universities participate in the US-based National Survey of Student Engagement (NSSE) that measures various aspects of &quot;student engagement.&quot; The higher the level of engagement, the greater the probability of positive outcomes and the better the quality of the school. &quot;Maclean's&quot; magazine publishes some of the results of these surveys. Institutions are ranked in terms of their scores on 10 engagement categories and four outcomes. The outcomes considered are how students in the first and senior years evaluate their overall experiences (satisfaction) and whether or not students would return to their campuses. Universities frequently use their scores on measures reported by &quot;Maclean's&quot; in a self-congratulatory way. In this article, I deal with levels of satisfaction provided by &quot;Maclean's.&quot; Based on multiple regression, I show that of the 10 engagement variables regarded as important by NSSE, at the institutional level, only one explains most of the variance in first-year student satisfaction. The others are of limited consequence. I also demonstrate, via a cluster analysis, that, rather than there being a hierarchy of Canadian institutions as suggested by the way in which &quot;Maclean's&quot; presents NSSE findings, Canadian universities can most adequately be divided into a limited number of different satisfaction clusters. Findings such as these might serve as a caution to parents and students who consider &quot;Maclean's&quot; satisfaction rankings when assessing the merits of different universities. Overall, in terms of first-year satisfaction, the findings suggest more similarities than differences between and among Canadian universities.
Effects of Four-Day School Weeks on School Finance and Achievement: Evidence from Oklahoma
Author: Morton, Emily
Date: 2021-00-00
Type: Journal Articles
Subjects: School Schedules,Educational Finance,Academic Achievement,Educational Policy,Elementary Secondary Education,Public Schools

Motivated by potential financial savings, 4-day school weeks have proliferated across the United States in recent years, reaching public schools in 24 states as of 2019. The consequences of the 4-day school week for students, schools, and communities are largely unknown. This article uses district-level panel data from Oklahoma and a difference-in-differences research design to examine the causal effect of the 4-day schedule on school district finance and academic achievement. Results indicate that 4-day weeks decrease districts' federal revenues and their noninstructional and support services expenditures. Decreases are concentrated specifically in operations, transportation, and food services expenditures and amount to approximately 2.03% of the average 4-day district's budget. There is no detectable effect of the 4-day week on academic achievement.
Digital Storytelling: Developing 21st Century Skills in Science Education
Author: Gürsoy, Gülden
Date: 2021-00-00
Type: Journal Articles
Subjects: Story Telling,Technology Uses in Education,Educational Technology,Skill Development,21st Century Skills,Science Education,Preservice Teachers,Student Attitudes,Educational Benefits

The present study aimed to provide a digital story development experience for pre-service science teachers in the &quot;instructional technologies and material development&quot; course and to determine the impact of these experiences on their views on digital storytelling. Simultaneous parallel design, one of the mixed methods in which both quantitative and qualitative data were collected, was used in the study. Quantitative and qualitative findings are presented in different sections and both were interpreted in the discussion section. The quantitative study data were collected from 50 pre-service teachers, while the qualitative data were collected from 16 pre-service teachers. Quantitative data were collected by a survey and the qualitative data were collected in interviews. Descriptive/inferential statistics were employed in the analysis of the survey data. The steps of the analysis, coding, and categorization were adopted in the study for qualitative data. The positive effect of digital storytelling on the 21st-century skills of pre-service teachers was revealed by both quantitative and qualitative data. Furthermore, it was determined that pre-service teachers considered digital storytelling as advantageous since it provided meaningful and permanent learning, was fun and motivational; however, it also had disadvantages since it was time-consuming and required technological knowledge. It was revealed that they experienced certain difficulties in scriptwriting, finding the related images/videos and photographs, and finalizing the recording, and they considered that most, if not all, topics in the science course were suitable for digital storytelling. For pre-service teachers to acquire 21st-century skills, digital storytelling should be employed in several courses including the teaching practice course, and pre-service teachers should gain experience in preparing the students for digital storytelling.