ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Expanding Our Pedagogical Imagination&quot;: Faculty Experiences with Scholarly Digital Storytelling across Disciplines
Author: Schrum, Kelly
Date: 2023-00-00
Type: Journal Articles
Subjects: Story Telling,Learning Processes,Learner Engagement,Computer Assisted Testing,Technology Integration,Teaching Methods,College Faculty,Teacher Attitudes,Teacher Motivation,Barriers,Student Evaluation,Evaluation Methods,Intellectual Disciplines,Graduate Students,Undergraduate Students

Despite growing pressure to increase technology-enhanced assessment, research has repeatedly demonstrated a lack of widespread meaningful integration of technology in higher education. This is in part due to faculty reluctance which is compounded by lack of training and incentives. This qualitative research grounded in the scholarship of teaching and learning (SoTL) is based on in-depth interviews with 25 faculty internationally, across disciplines and teaching contexts, who integrated scholarly digital storytelling into their pedagogy. It examines their motivations for adopting this technology-enhanced assessment and their experiences implementing it, including increased engagement and student learning. It further explores challenges faced and lessons learned that may prove valuable in supporting the expansion of technology-enhanced assessment across disciplines.
Addressing the Elephant in the Room: What One Graduate Program Did to Preserve Program Quality When Converting a Face-to-Face Program to an Online, Asynchronous Degree Program
Author: Roseland, Denise
Date: 2023-03-00
Type: Journal Articles
Subjects: Graduate Study,Educational Quality,Educational Change,In Person Learning,Online Courses,Asynchronous Communication,Curriculum Design,Learning Management Systems,Inclusion,Classroom Environment,Graduate Students,Student Attitudes,Sense of Community,Educational Attitudes,Student Satisfaction,Teaching Models,Best Practices

This study examines whether applying purposeful course design that includes a standardized, easy-to-navigate learning management system (LMS), a focus on creating teacher presence, and the establishment of an environment that provides a feeling of community and inclusion among students can foster retention when a degree program shifts from face-to-face (FTF) to fully online. Using Rovai's Classroom Community Scale (CCS), this study examined student perceptions of the rigor of learning and the presence of community in a fully online asynchronous degree program. The results were mixed in the study. The study could not detect a significant presence of community among students in the program, but it confirmed students' perception that learning was rigorous. Findings highlight the challenges in building community online and the importance of deliberate, research-based online course design.
COVID-19 Resulted in Classrooms without Walls: What Can Pedagogical and Content Knowledge (PCK) Offer?
Author: Bedeker, Michelle
Date: 2023-03-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Pedagogical Content Knowledge,Social Justice,Online Courses,Educational Philosophy,Epistemology,Case Studies,Decision Making,Educational Change,Journal Writing,Feedback (Response),Student Attitudes,Independent Study,Learner Engagement,Instructional Design,Reflection,Cooperative Learning,Higher Education,Communities of Practice,Computer Mediated Communication,Constructivism (Learning),Sociocultural Patterns,Russian,Turkic Languages,Graduate Students,Scaffolding (Teaching Technique),Universities,Foreign Countries

The pandemic resulted in countless tips about how technology can replace face-to-face instruction. This paper illustrates how pedagogical philosophies can impact online course decisions and how a PCK frame offers a gateway for thinking about epistemological access and social justice during Emergency Online Teaching (EOT). This research followed an intrinsic case study design including multiple data sets that were analyzed through inductive, deductive, and axial coding before generalizing patterns across students' reflective journals, FlipGrid recordings, daily tasks, and end-of-course feedback. The results showed that a collaborative online community of practice, self-directed learning, and integrated assessment provided student access and encouraged voice and engagement. Thus, post-COVID-19 PCK holds potential for instructional design and emancipatory online pedagogies in higher education.
Stop, Collaborate, and Listen: A Faculty Learning Community Developed to Address Gaps in Pre-Service Education about Interdisciplinary Collaboration
Author: Hoeh, Emily
Date: 2023-00-00
Type: Journal Articles
Subjects: Communities of Practice,Preservice Teacher Education,Interdisciplinary Approach,Teacher Collaboration,College Faculty,Video Technology,Computer Simulation,Special Education,Case Method (Teaching Technique),Preservice Teachers,Cooperation,Individualized Education Programs

There is a notable lack of opportunity for students in pre-service professional training programs and faculty in higher education to collaborate and work together, across disciplines within a common area of professional expertise. In this case, a faculty learning community (FLC) was formed to create a set of video-based simulations based on relevant topics for Committee on Special Education (CSE) meetings, used to inform the development of an Individualized Education Program. These materials were made available across departments and universities, establishing a common language and set of CSE practices. Additionally, a structured three-level text reading and discussion provided faculty with an opportunity for professional development, networking, and scholarship. The project was completed following Cox's 16 Recommendations for a Faculty Learning Community as a guideline for the successful implementation of the project, the creation of course materials, and analysis of faculty learning outcomes. It is important to note that the FLC process applies to a wide range of disciplines as a means of engaging faculty in responsive and reflective teaching practices as well as professional development.
Deaf and Hard of Hearing Online Learners in Postsecondary Education: Part 1--Student Perspectives Pre-COVID-19
Author: Mallory, James R.
Date: 2023-03-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Students with Disabilities,College Students,COVID-19,Pandemics,Student Attitudes,Mainstreaming,Online Courses,Educational Technology,Accessibility (for Disabled),Academic Persistence,American Sign Language,Teacher Student Relationship,Teacher Role,Peer Relationship,Student Responsibility,Barriers,Time Management,Captions,Reading Skills,Writing Skills

Online course design and delivery rapidly expanded due to COVID-19. The impact on Deaf/Hard of hearing (D/HH) learners since the pandemic is unknown. In this prepandemic qualitative study, however, ninety-three (93) D/HH online students participated in a survey, from which nine (9) participated in a focus group interview to share their experiences in their online classes. The results describe both the positive influences and the challenges affecting this population in mainstream online classes. A forthcoming article will study postpandemic perspectives to further guide online course design and delivery for D/HH learners.
The Metaphorical Perceptions of Teacher Candidates on the Concept of Spelling
Author: Bulut, Mesut
Date: 2023-00-00
Type: Journal Articles
Subjects: Figurative Language,Preservice Teachers,Student Attitudes,Spelling,Foreign Countries,Language Usage

This research aims to determine teacher candidates' perceptions of the concept of spelling through metaphors. Phenomenology design, one of the qualitative research designs, was used in the research. The easily accessible sampling method, which is one of the purposive sampling methods, was used to form the study group of the research. The participants of the research are 88 teacher candidates studying at a university in Turkey. In the research, to determine the opinions of teacher candidates on the concept of spelling through metaphors, &quot;spelling…similar/like to; because…&quot; were provided to fill in the blanks in the open-ended question form with the metaphor they wanted. Content analysis was used in the analysis of the obtained data. As a result of the research, it was determined that 74 metaphors in 9 categories were produced by 88 teacher candidates. As a result of the analysis of the findings obtained from the research, the teacher candidates' concept of spelling; they defined as the rules that ensure the effective, correct, and beautiful use of the language, and enable it to be understood, facilitate the narration, eliminate the confusion of concepts, and which must be followed according to a certain standard in writing. As a result of the research, it was concluded that the teacher candidates' perceptions of the concept of spelling were positive and their awareness levels were high. In addition, it was determined that teacher candidates expressed the concept of spelling as a systematic, regular, and harmonious composition that adds color and flavor to life, develops intelligence and memory, and emerges as a result of regular studies.
Washback Effects of IELTS Test on Teachers&apos; Adoption of Teaching Materials in the Classroom in China
Author: Gu, Kali
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Tests,Second Language Learning,Testing Problems,College Faculty,Instructional Materials,Teaching Methods,Student Attitudes,High Stakes Tests,Scores,Test Preparation,Educational Policy,Second Language Instruction

This study investigates washback effects of IELTS test on university teachers' adoption of teaching materials in the classroom in China and see how a high-stake language exam affects their teaching practices and how they and their students perceive the effectiveness of the pedagogic adjustments. To this end, individual interview to five teacher participants was carried out and a questionnaire was administered to over 100 students. The results show a positive washback effect as, influenced by IETLS test and students' needs to achieve high scores in IELTS test, teachers sought to focus more on IELTS-related content in the textbooks and adopt extra IELTS-related teaching materials to help improve students' test performance. Also, students recognized teachers' arrangements on class practices and believed such practices were useful in enhancing their IELTS scores. Moreover, teachers' choices and modifications of teaching materials were not determined by washback effects of IELTS tests only but rather a result of coaction between various factors including the state's educational policies, personal research areas, teaching rationale and abilities to modify teaching materials.
Do Students Have Equal Perceptions of E-Learning during the COVID-19 Pandemic? A Cross-Sectional Study Investigated the Differences in Students&apos; Perceptions towards the Determinants That Influence Sole E-Learning Use
Author: Nassr, Rasheed Mohammad
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Educational Technology,Electronic Learning,Student Attitudes,College Students,Gender Differences,Student Characteristics,Age Differences,Geographic Location,Asynchronous Communication,Synchronous Communication,Program Effectiveness,Usability,Student Satisfaction,Intention,Barriers

Lockdowns due to the COVID-19 pandemic have forced universities to migrate entirely to eLearning to deliver classes. Students have found themselves using either synchronous, asynchronous, or mixed mode learning methods based on their universities' preferences. Many studies that investigated difficulties during the lockdown have been mainly concerned about technical difficulties. The reports lacked the investigation of differences among students' groups, with a few exceptions that highlighted differences among male and female students. Moreover, existing studies were found to focus on singular dimensions (TAM, IS success model, etc.). This study perceives that students, based on the various groups they belong to, can show different levels of perceptions towards determinants that influence the usage of eLearning. This study investigated differences among students in terms of determinants from TRI, TAM, and IS success model. A total of 915 participants from Malaysia and Saudi Arabia reported their perceptions. The findings reported in this study showed significant differences among participants, in particular, among groups of gender, age, country, and eLearning mode. It is noticeable that participants who used the asynchronous mode of eLearning gave more weight to information quality, system quality, service quality, perceived usefulness, perceived ease of use, innovation, optimism, satisfaction, and intention to use. Meanwhile, participants who used the synchronous mode experienced more discomfort. It could be said that the significant differences between the usage of synchronous and asynchronous modes should be considered for better quality of online learning.
Capacity Building for Organizational Resilience: Integrating Standards on Risk, Disruption and Continuity in the Curriculum
Author: Greenwood, Lisa L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Capacity Building,College Curriculum,Organizational Culture,Resistance (Psychology),Emergency Programs,COVID-19,Pandemics,Standards,Strategic Planning,Sustainable Development,Risk Management,Readiness,Resilience (Psychology),Evaluation Methods,Safety,Curriculum Development

Disruption is an inevitable factor in business and society, while inability to mitigate and manage risk can cause irreparable damage to business, the economy, and our ways of life. The COVID-19 pandemic has heightened interest in standards-based strategies for risk management and crisis preparedness to enhance organizational and societal resilience. University curricula that integrate national and international standards offer students a rich skill-set for effective performance in their careers. Moving forward, we must cultivate capable professionals who understand the challenges and risks facing society, and who grasp standards and systems for strategic planning, response, and recovery to promote organizational resilience and sustainable development. This paper focuses on the effectiveness of integrating risk management and continuity standards into university curricula, based on implementation at a large private university and regional community college in the Northeastern United States. We propose and evaluate a modular approach to introduce students to specific national and international standards, and teach them to identify and apply relevant standards based on the locally driven, whole community nature of disaster preparedness, response, and recovery. Education using standards-based curriculum and the competencies that result will be key to readiness for tomorrow's graduates.
Coping with a Year of Online Education in Lock-Down: Impact of Prolonged COVID-19 Stressors on Problematic Drinking in College Students
Author: Barton, Emily A.
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Student Behavior,Alcohol Abuse,Drinking,Stress Variables,Coping,Predictor Variables,Undergraduate Students,Student Characteristics,Gender Differences,Health Behavior

The COVID-19 pandemic brought about unprecedented stressors for college students. Early reports found the immediate onset of these stressors led to increased problematic drinking and psychological distress in university students. However, it has remained unclear what lasting effects the pandemic will have on drinking and coping mechanisms. The current study examined the impact of prolonged COVID-19 stressors on the drinking behavior of college students a year into the pandemic. College students (N = 377) completed an online survey in the spring of 2021 that assessed their drinking during the pandemic, coping styles, and level of stress on 8 COVID-19 specific stressors developed by the research team. Our results showed a large percentage of college students continued to report problematic and increased drinking a year into the pandemic. Stress concerning online education was the strongest predictor of increased drinking, problematic drinking, and using substances to cope. These results suggest that students may be sensitive to abrupt changes in learning modality, and many may turn to negative coping mechanisms. This is an important consideration for educators when making changes to their instructional plans and suggests helping students regain an internal locus of control concerning their academics could be beneficial.
Understanding Duolingo Discussion Boards as Social-Emotional Support during the COVID-19 Pandemic
Author: Neuschafer, Tom
Date: 2023-03-00
Type: Journal Articles
Subjects: Educational Technology,Discussion Groups,Social Emotional Learning,Social Support Groups,COVID-19,Pandemics,Second Language Learning,Informal Education,Anxiety,Community,Psychological Patterns,Vocabulary Development

Language learning programs had been affected by declining school budgets and state support well before COVID-19, but the pandemic exacerbated the already declining learning outcomes of students. Duolingo, a free language-learning app, provides a platform for users to learn language skills using activities and exercises for over 38 languages. Duolingo users are not limited to language-related topics and can often venture into topics that explore these socio-emotional spaces. This study examined how Duolingo discussion board users have been affected by factors related to the COVID-19 pandemic. This study used a netnography methodology within a qualitative study design to examine how the COVID-19 pandemic might be associated with perceptions about foreign language learning on Duolingo. The sample size of the current study was 20 discussion boards out of a total of 3,464 across a sample of 38 language courses available on the Duolingo platform. Examining Duolingo's asynchronous discussion boards, findings presented three themes among users, including community, generosity, and gratitude, as well as information-seeking about COVID-19-related vocabulary and phrases. The pandemic has affected language learners' emotional conditions, which motivates further research to examine ways in which learners can share their experiences, vent about their difficulties, and build community connections in a safe, virtual setting.
Personalised Learning Paths for Information Literacy Using Canvas MasteryPaths
Author: Dixon, Neil
Date: 2023-06-00
Type: Journal Articles
Subjects: Information Literacy,Learning Management Systems,Undergraduate Students,Formative Evaluation,Science Education,Student Attitudes,Mastery Learning,Online Courses,Independent Study,Learning Motivation,Active Learning,Academic Libraries,Foreign Countries

This project report describes using MasteryPaths in the Canvas Virtual Learning Environment as a method of helping improve the information literacy (IL) competence for undergraduate science students studying in their first year at university. The MasteryPaths incorporated a series of formative quiz assessments on referencing and finding and evaluating information, which depending on the students' initial score directed them to further enrichment or support materials. Four degree courses (Biology, Forensics, Biomedicine and Sport) each included the MasteryPaths in a first-year module in 2020/21, which were available in Canvas following face-to-face IL sessions. Focus groups were conducted with students, and interviews were carried out with two module leaders to explore perceptions of the MasteryPaths design and effectiveness for IL skills. The article provides insight into how online, self-paced, IL formative quiz assessments can be developed in a way to motivate and engage students in their learning.
Sharing in the Echo Chamber: Examining Instagram Users&apos; Engagement with Infographics through the Frame of Digital Literacy
Author: Burrows, Ella
Date: 2023-06-00
Type: Journal Articles
Subjects: Photography,Social Media,Visual Aids,Digital Literacy,Misinformation,Activism,Young Adults,Interpersonal Relationship

Social media platforms have had a tangible effect on how users share information and their digital literacy skills. Infographics are often shared on Instagram, but they harbour the potential for misinformation. Users do not always research posts before sharing, and the social nature of the site influences user behaviour. Current digital literacy theories highlight the need to integrate digital technologies into traditional information literacy theories, because technologies are increasingly central to everyday life and information consumption. In this article, I investigated digital literacy from a user perspective, examining how users' digital literacy skills interact with their sharing of infographics. I also examined how infographics are used for activism, and the social and visual affordances of Instagram, which helped to dictate the users' relationship with digital literacy. I conducted a qualitative study consisting of interviews with six participants. Participants were asked about their Instagram behaviour, infographic selection, and how they judge the reliability of an infographic before sharing. Participant responses were analysed using a grounded theory approach. Responses revealed that users are familiar with traditional concepts of information literacy, such as referencing sources, but often prioritise other areas, such as the social and personal contexts of an infographic when deciding what to share. Users also dialogue with online followers using visual imagery and activism. These sharing practices are contextualised within Instagram affordances and the behaviours the platform enables and constrains. The study is novel in examining digital literacy as enacted through Instagram, specifically the use of infographics, while also foregrounding the user perspective. The results emphasise the need to consider user perspectives in digital literacy whether conducting research or teaching.
&apos;STEAM Success Stories&apos;: Refocusing the Framework of Intersectionality
Author: Salehjee, Saima
Date: 2023-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Intersectionality,Females,Autobiographies,Culturally Relevant Education,Success

In this article, we first explore the metaphor of wearing culture, drawn from the work of Anne Phillips, which challenges some of the precepts underpinning theories of intersectionality. We then go on to celebrate successes rather than failures, a departure from the broad ethos of intersectionality and illustrate how wearing of STEAM culture can be enacted throughout women's 'STEAM lives', employing a pedagogy for success. We make use of phenomenographic approaches to gather and present women's 'STEAM success stories'. Autobioracy is the term we coin here, in contrast to autobiography, to describe our capture of these oral accounts. We use data from three cases -- Fatima, Su-Li and Anna-Maria -- to illustrate their adult re-engagement with elements of STEAM, having long since disengaged from early formal school-based science and technology. We finally resist a template process for the interpretation and presentation of their storied accounts and adopt, instead, a montage approach to place instances and descriptions side by side to illuminate their complex, often contradictory and unpredictable ways of knowing.