ethanporcaro/eric-fulltext-meta huggingface dataset:
Beyond &quot;It Was Great&quot;? Not so Fast!
Author: Wong, E. David
Date: 2015-00-00
Type: Journal Articles
Subjects: Study Abroad,Program Effectiveness,Cultural Pluralism,Intercultural Communication,Intervention,Program Evaluation,College Students

The Forum on Education Abroad's Ninth Annual Conference in 2013 was organized around the provocative theme, &quot;Moving Beyond It Was Great.&quot; In the opening plenary speech, Lilli Engle warned the audience of study abroad researchers, leaders, administrators, and providers that study abroad programs were not as effective as they may want to believe. Studies were cited to show how pre-post program measures, particularly for changes in students' intercultural competence, often failed to support participants' claims that &quot;It was Great.&quot; After sounding the alarm, recommendations were made. Specifically, the key was to intervene in students' study abroad experience in ways that challenge and support their growth. This article is the author's response to the argument that study abroad results are disappointing and that intervention is necessary to promote students' intercultural competence.
Predictors of Preference for the Exported Campus Model of Study Abroad
Author: Goldstein, Susan B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Study Abroad,Predictor Variables,Preferences,Models,Undergraduate Students,Student Surveys,Student Attitudes,Self Efficacy,Personality Traits,Intercultural Communication,Anxiety,Ethnocentrism,Second Language Learning,Student Interests,Cultural Awareness,Self Concept Measures,Statistical Analysis,Correlation,Discriminant Analysis

Since the early 1960s, there has been a steady increase in the number of students enrolled in institutions of higher education outside of their home countries. This study contributes to the information available to study abroad professionals seeking to guide students in selecting programs that are best suited to their individual characteristics and needs. In addition, it identifies critical attitudes and skills to target for improvement in pre-departure and in-country training that may otherwise limit the culture learning of exported campus students. With better understanding of the traits, attitudes, and skills of students who prefer the exported campus model, these programs can better fulfill the important function of facilitating participants' successful encounters with the host culture. A total of 188 students signed up to participate in this study. Students with previous college level study abroad experience were dropped from the analysis, including five international students and nine domestic students. The remaining 174 respondents included 63 male and 111 female undergraduate students (83.4% first year, 10.7% sophomores, 5.3% juniors, and .6% seniors) whose participation fulfilled a research requirement. They ranged in age from 18 to 23 years (M = 18.63) and attended a small liberal arts university in Southern California. At this institution more than 50% of students participate in one of several study abroad options, including exported campus, direct enrollment, and hybrid programs. Students who signed up to participate in this study were contacted via e-mail and asked to voluntarily complete an anonymous, on-line survey. The questionnaire used in this study took approximately 20 minutes to complete and assessed basic demographic information, preferred model of study abroad, and potential predictors of model preference. Students who preferred the exported campus model scored significantly higher on ethnocentrism and lower on measures of adventurousness, language learning interest, motivational cultural intelligence (CQ), and metacognitive CQ than those who preferred the more immersive model. These students also scored higher on intercultural communication apprehension, and lower on tolerance of ambiguity, cognitive CQ, and behavioral CQ, although these differences only approached significance in the discriminant analysis. There was no significant difference between groups in general self-efficacy. Future research might investigate the role of domain specific forms of self-efficacy in preference for model of study abroad, such as self-efficacy in intercultural communication.
MOOCSs and the Claim of Education for All: A Disillusion by Empirical Data
Author: Rohs, Matthias
Date: 2015-11-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Technology Uses in Education,Educational Technology,Foreign Countries,Access to Education,Knowledge Level,Higher Education,Questionnaires,Online Surveys,Adult Education

MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
Flipping the Classroom: Turning an Instructional Methods Course Upside Down
Author: Marks, Diane B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education,Methods Courses,Technology Uses in Education,Video Technology,Homework,Blended Learning,Instructional Design,Elementary Education,Surveys,Instructional Effectiveness,Student Attitudes,Preservice Teachers

Higher education and teacher education in particular are entering a time of transformation. With major forces like shifting demographics, new technologies, and the move from an industrial to an information society, teacher educators need not only to prepare teachers for new ways of teaching, but also must adopt and model best practices for these new teaching methods. This study examines how several key strategies from Flipped Classroom theory can be adapted to an instructional methods course. Findings show that with careful curriculum design, both content and methods learning objectives can be taught and mastered with Flipped Classroom methods.
Student Motivation to Study Abroad and Their Intercultural Development
Author: Anderson, Philip H.
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Motivation,Study Abroad,Cultural Awareness,Pretests Posttests,Decision Making,College Students,Foreign Countries,Student Surveys,Student Attitudes,Student Characteristics,Hypothesis Testing,Questionnaires,Consciousness Raising,Career Development,Geographic Location,Scores,Individual Development,Gender Differences,Language of Instruction,Statistical Analysis

To date, student motivation for electing to study abroad has not been incorporated into study abroad research as a potential factor influencing intercultural development. The authors of this study hypothesize that a student's motivation for studying abroad plays an important role in influencing the program a student selects and in determining what that student gets out of the experience. It is unknown, however, what motivates students to study abroad or to choose a more challenging study abroad experience. Do student motivations influence the type of study abroad program (e.g., faculty-led, immersion vs. &quot;island&quot; programs) or the location of the program (e.g., English-speaking, Western Europe vs. Asia)? Knowing what students seek to gain from their study abroad experience and its influence on program selection should provide guidance on how to design study abroad programs to best facilitate a student's intercultural development. That is, programs in more challenging locations could be presented in a fashion that makes it easier for students to see how it meets their goals (motivations) for studying abroad. If students find a good match between their study abroad goals and the program they choose, the authors anticipate the opportunity for intercultural development is enhanced. It seems likely that if a student is comfortable with a program's features and location he or she will be more likely to seek deeper immersion into the culture. For this reason, student motivations were included in this study; the authors hoped to find relationships that could guide program providers and faculty in developing study abroad programs that can maximize the opportunity for student intercultural development. The study was conducted over two academic years (2012-13 and 2013-14) and employed a pre-post assessment of students participating in American Institute for Foreign Study (AIFS) programs. The goal of the study was to assess the relationship between why students chose to study abroad, their choice of a program, and their intercultural competence.
Revisions of Physical Geology Laboratory Courses to Increase the Level of Inquiry: Implications for Teaching and Learning
Author: Grissom, April N.
Date: 2015-11-00
Type: Journal Articles
Subjects: Inquiry,Geology,Science Instruction,Science Laboratories,Thinking Skills,Instructional Effectiveness,Control Groups,Experimental Groups,Comparative Analysis,Mineralogy,College Students,College Faculty,Science Achievement

The introductory physical geology laboratory courses taught at North Carolina State University aims to promote scientific thinking and learning through the use of scientific inquiry-based activities. A rubric describing five possible levels of inquiry was applied to characterize the laboratory activities in the course. Two rock and mineral laboratory classes and a geologic time laboratory class were found to contain a greater proportion of low-level inquiry activities than the other laboratory classes. Student exercises within these classes were modified by increasing the degree of student independence, exploration, and prediction required for several activities. Such modifications included students categorizing rock samples before instruction on rock types and predicting the placement of fossils along a geologic time line. Learning gains were measured and compared between students in the traditional lower-inquiry (control) and the revised higher-inquiry laboratory classes (treatment). In all three classes, the increase in inquiry level was found to positively influence student academic performance on postlaboratory assessments and related exam questions.
Failure to Fail in a Final Pre-Service Teaching Practicum
Author: Danyluk, Patricia J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Failure,Bachelors Degrees,Preservice Teacher Education,Practicums,Practicum Supervision,Teacher Educators,Teacher Attitudes,Student Evaluation,Emotional Response,Grading,Decision Making,Semi Structured Interviews,Data Analysis,Faculty Workload,Stress Variables,Reputation,Qualitative Research

This article presents a Canadian perspective on the issue of failure to fail in Bachelor of Education programs. The issue of failure to fail in Bachelor of Education programs is one that had not been explored in any great detail. What literature does exist focuses on the strain that a teacher experiences when s/he mentors a student teacher (Siebert, Clark, Kilbridge, &amp; Peterson, 2006) and the wide variety of situations that can result in failure (Sudzina &amp; Knowles, 1992). This study examines whether the issue of failure to fail in final pre-service practica exist and, if so, why? Twelve interviews were conducted at a mid-sized Canadian university in Ontario with university supervisors and associate teachers on the topic of teacher candidate failure during the final teaching practicum. All participants had experience with teacher candidates struggling during practicum. Faculty commented on their supervision of student teachers in Ontario, other provinces in Canada, and the United States. Results indicate that both university supervisors and associate teachers find the decision to fail a student teacher difficult, taking an emotional toll on both the supervisor and the student. University faculty report the decision to fail results in additional work for the faculty responsible; however, failure to fail an underperforming student teacher could diminish the reputation of professional programs. Associate teachers feel a sense of betrayal when their recommendations to fail an under-performing student are not followed by the university. These findings have implications for improving the quality of field experiences and support for students, associate teachers, and faculty in Bachelor of Education programs.
Discipline-Specific Language Instruction for International Students in Introductory Economics
Author: Nguyen, Trien T.
Date: 2015-00-00
Type: Journal Articles
Subjects: Intellectual Disciplines,Introductory Courses,Economics,Course Content,Second Language Instruction,Second Language Learning,English (Second Language),Foreign Students,Pretests Posttests,Interviews,Student Attitudes,Reading Skills,Language Proficiency,Vocabulary Development,Teaching Methods,Language Tests,Scores,Student Surveys,Foreign Countries,College Students,Academic Achievement,Economics Education

This paper explores student perceptions of the effects of pairing discipline-specific language instruction with the traditional method of course delivery in economics. Our research involved teaching content-based English as an additional language (EAL) tutorials to a small group of ten international students taking first-year introductory economics courses. These voluntary participants completed pre- and post-treatment assessments with exit interviews at the end of the project. Assessment results and interviews suggest that students perceive that discipline-specific language instruction such as our EAL tutorials assists in the development of increased content and language proficiency. They also believe that vocabulary development is one of the most critical activities to support these goals; reading skills are also important but require more time and commitment than students can afford to give. Despite the students' interest in the project, their heavy class schedules prevented many from participating; our group was limited to ten students which precludes any assurance of statistical significance. In spite of the limitations, we believe that the project can still contribute valuable qualitative lessons to the literature of content-based language instruction in which the discipline of economics has not been well represented.
A Systematic Assessment of &quot;None of the Above&quot; on Multiple Choice Tests in a First Year Psychology Classroom
Author: Pachai, Matthew V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Test Items,Introductory Courses,Psychology,Difficulty Level,Undergraduate Students,Foreign Countries,Statistical Analysis,Test Construction

Multiple choice writing guidelines are decidedly split on the use of &quot;none of the above&quot; (NOTA), with some authors discouraging and others advocating its use. Moreover, empirical studies of NOTA have produced mixed results. Generally, these studies have utilized NOTA as either the correct response or a distractor and assessed its effect on difficulty and discrimination. In these studies, NOTA commonly yields increased difficulty when it is used as the correct response, and no change in discrimination regardless of usage. However, when NOTA is implemented as a distractor, rarely is consideration given to the distractor that could have been written in its place. Here, we systematically replaced each distractor in a series of questions with NOTA across different versions of an Introductory Psychology examination. This approach allowed us to quantify the quality of each distractor based on its relative discrimination index and assess the effect of NOTA relative to the quality of distractor it replaced. Moreover, our use of large Introductory Psychology examinations afforded highly stable difficulty and discrimination estimates. We found that NOTA increased question difficulty only when it was the correct response, with no effect on difficulty of replacing any distractor type with NOTA. Moreover, we found that NOTA decreased discrimination when it replaced the most effective distractors, with no effect on discrimination of replacing either the correct response or lowest quality distractor with NOTA. These results replicate the common finding that inclusion of NOTA as the correct response increases question difficulty by equally luring high-performing and low-performing students toward distractors. Moreover, we have shown that including NOTA as a distractor can reduce discrimination if used in lieu of a well written alternative, suggesting that multiple choice authors should avoid using NOTA on multiple choice tests.
Case Study Methodology: Flexibility, Rigour, and Ethical Considerations for the Scholarship of Teaching and Learning
Author: Pearson, Marion L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Scholarship,Instruction,Learning,Ethics,Interdisciplinary Approach,Higher Education,Research Methodology,Pharmacy,Inquiry,Data Collection,Credibility,Generalization,Comparative Analysis,Action Research,Personal Narratives,Phenomenology,Grounded Theory,Ethnography,Experiments,Surveys

Individuals and teams engaging in the scholarship of teaching and learning (SoTL) in multidisciplinary higher education settings must make decisions regarding choice of research methodology and methods. These decisions are guided by the research context and the goals of the inquiry. With reference to our own recent experiences investigating pedagogical and curricular practices in a pharmacy program, we outline case study methodology as one of the many options available for SoTL inquiry. Case study methodology has the benefits of flexibility in terms of the types of research questions that can be addressed and the data collection methods that can be employed. Conducted with proper attention to the context of the case(s) selected, ethical treatment of participants, and data management, case studies also have the necessary rigour to be credible and generalizable. In the matter of generalization, however, we recommend that the readers of a case study draw their own conclusions about the applicability of the findings to other settings.
From Distraction to Contribution: A Preliminary Study on How Peers outside the Group Can Contribute to Students' Learning
Author: Chen, Victoria
Date: 2015-00-00
Type: Journal Articles
Subjects: Peer Influence,Classroom Environment,Active Learning,Cooperative Learning,Case Studies,Student Role,Ethnography,Observation,Student Surveys,Student Motivation,Student Attitudes,College Students,Foreign Countries

Active Learning Classrooms are new learning spaces that allow collaborative learning activities to take place easily over the traditional classroom. However, some features of these rooms could be viewed as &quot;distracting&quot; to students' learning such as the multiple interactive screens. The purpose of this paper is to begin the conversation on how subtle roles in the learning environment could impact learning. Using a case study approach, an activity from one course was chosen that exemplified how peers outside students' immediate group can influence their learning. Based on the preliminary findings, it is suggested that being aware of these subtle roles peers outside the group can have on students and making them explicit in the pedagogical design of the course can lead to maximizing the usage of the space to potentially foster greater learning.
Perceptions and Incidence of Test Anxiety
Author: Gerwing, Travis G.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Anxiety,College Students,Student Attitudes,Student Surveys,Incidence,Art Education,Science Education,Nursing Students,Negative Attitudes,Misconceptions,Help Seeking,Intervention,Educational Policy,Academic Persistence,Likert Scales

Test anxiety (TA) can lower student GPA and increase dropout rates in populations of university students. Despite numerous treatment options, many students still suffer from TA. The stigma attached to this type of anxiety and the incidence rates and perceptions of TA were quantified through surveys distributed to 1,099 students at a Canadian university. Results of this study indicated that 38.5% of students (30.0% of males, 46.3% of females) suffered from self-reported TA at some point over the course of their university career. The prevalence of TA varied by faculty, with the highest incidence among those students enrolled concurrently in Arts and Science, and Nursing students. While student perceptions varied by age, sex, and experience with TA, one third of students expressed negative and inaccurate views about TA. These negative perceptions may explain why 11.3% of surveyed students indicated they would not seek help for their TA as, for many, to do so would make them seem weak in the eyes of their colleagues. Further, 20.5% of students surveyed reported that they believe professors would be unable or unwilling to help. It may be the case that this negative perception towards TA makes it difficult for faculty and helping professionals to identify and intervene effectively. Faculty specific educational campaigns designed to educate students about TA, in particular about its prevalence and severity, are suggested as a method to circumvent the negative stigma surrounding this condition. Implementation of such educational policies will likely improve the educational experience and performance of students with TA, as well as improve student retention.
Team-Based Learning in the Humanities Classroom: &quot;Women's Environmental Writing&quot; as a Case Study
Author: Harde, Roxanne
Date: 2015-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Teamwork,Humanities Instruction,Case Studies,Females,Feminism,Environmental Education,Sustainable Development,Educational Strategies,Teaching Methods,Accountability,Peer Evaluation,Student Experience,Feedback (Response),Writing (Composition),Foreign Countries

This essay presents the adaptation of Team-Based Learning (TBL) for a course that uses ecofeminist approaches to environmental literature. Developed originally for use in professional programs, TBL's cornerstones are permanent learning teams, preparation, application, and timely assessment (Michaelsen, Knight, &amp; Fink, 2002). I wanted my students to examine literature about nature and sustainability in a way that would inform their ecological practice in the future. In this essay, I discuss the practice of using TBL in the environmental literature classroom, a strategy that has produced noticeable positive engagement from my students, engendering intellectual engagement with literature, the environment, and ecofeminist theory and criticism. I outline how TBL has proved an effective teaching strategy in the environmental literature classroom, showing the model's value in a Humanities setting. I begin by detailing the goals of a course on women's environmental literature and ecofeminist theory. Second, I explain how I applied TBL strategies of student and teacher accountability to the course by using Readiness Assessment Tests (RATs) and assigning permanent teams of five to eight students for regular discussion and peer evaluation. Third, I discuss ways in which a TBL approach to teaching women's environmental literature encourages collaborative learning among students, and reflects the communal attitude that should be a part of ecofeminist learning and application. I also present students' assessments of their experiences in the TBL classroom, along with my own evaluation, concluding that although the TBL method is initially labour intensive for both students and teachers, it is an ideal teaching method as it encourages accountability, regular feedback, and practical application of course material.