ethanporcaro/eric-fulltext-meta huggingface dataset:
A Resource for E-Moderators on Fostering Participatory Engagement within Discussion Boards for Online Students in Higher Education. &quot;A Practice Report&quot;
Author: Payne, Ameena L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Participation,Learner Engagement,College Students,Discussion Groups,College Faculty,Foreign Countries,Best Practices,Electronic Learning

Through the lens of the Community of Inquiry education experience (Vaughan &amp; Garrison, 2006), this practice report provides guidance and examples for online instructors to engage students within discussion boards in the digital realm. Five elements will be discussed: embedding multi-media, affiliative humour and storytelling, Socratic questioning, &quot;reframes&quot; and, summarising and &quot;weaving&quot;. Based on the lived experience of one eLearning Advisor, or online instructor/e-moderator, at Swinburne Online, this practice report offers useful strategies to build engaging, sustainable learning conversations within discussion forums that are abundant with collaborative inquiry, dialogue and sharing of personal learning experiences for online students in higher education.
Block Mode Study: Opportunities and Challenges for a New Generation of Learners in an Australian University
Author: Samarawickrema, Gayani
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Teaching Methods,Undergraduate Students,First Generation College Students,Low Income Students,English Language Learners,School Schedules,Academic Achievement,Curriculum Evaluation

This article is an update on a university-wide overhaul of its pedagogy, curriculum and delivery to support the expanding non-traditional, new generation learners while enhancing opportunity and success for traditional learners. The Block Model developed by Victoria University (VU), Australia for its undergraduate cohort, was a bold response to support all students including its high proportion of First-in-family (FiF), low socio-economic status (LSES), and non-English-speaking background (NESB) students. In this radical new hybrid Block model, students study one unit/subject at a time over four weeks. The article reports on preliminary results after two years of implementing the VU Block Model. While both traditional and new-generation cohorts significantly improved their performance, there was a higher improvement in the pass rates of LSES, NESB and FiF students, compared to the improvements in the traditional cohorts of students. These initial results confirm the value of the institution-wide strategy to expand opportunity and enhance success for all.
&quot;I&apos;m Not a Number, I&apos;m Someone to Them&quot;: Supporting Commencing University Students&apos; through Technology-Mediated Personalised Communication
Author: Lewis, Sally
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Educational Technology,Technology Uses in Education,Electronic Mail,Feedback (Response),Learner Engagement,College Freshmen,Program Effectiveness,Foreign Countries,Intervention,Grades (Scholastic),Psychology,Communications

As universities offer more flexible delivery options there are parallel concerns about increasing levels of engagement. Withdrawal and disconnection from study is most common during the first year of university as students experience social, cultural and financial adjustments and attempt to understand the nuances of academic learning. This article reports on the impact of a technology-enabled support system delivering timely, personalised and actionable feedback on online activity and support emails at critical periods in two courses. Learning analytics data was used to identify appropriate engagement metrics for personalising feedback to students with results indicating an improvement in course grades. While the learning analytics approach provides a technology-mediated means for scaling personalised feedback and communicating with large cohorts of learners, the qualitative results indicated that students felt they were noticed as individual learners, were more willing to contact educators for support, and more motivated to engage with the online course learning materials.
Personalised Emails in First-Year Mathematics: Exploring a Scalable Strategy for Improving Student Experiences and Outcomes
Author: Dart, Sarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Electronic Mail,Comparative Analysis,Mathematics Achievement,Outcomes of Education,Student Adjustment,Learner Engagement,Intervention,Educational Practices,Student Attitudes,Positive Attitudes,Educational Experience,Undergraduate Students,Algebra,Introductory Courses,Metropolitan Areas,Urban Universities,Learning Analytics,Foreign Countries,Calculus,Integrated Learning Systems,Student Surveys,Course Evaluation

Widening participation initiatives in higher education have grown overall student numbers while also increasing the diversity of student cohorts. Consequently, enhancing student experiences and outcomes has become increasingly challenging. This study implemented personalised emails in two first-year mathematics courses as a scalable strategy for supporting students with diverse needs. Impact on student experience and outcomes was assessed through surveying and statistical comparisons to previous cohorts. It was found that students perceived the personalised emails favourably and believed the intervention would contribute to them achieving better grades. This translated to a statistically significant improvement in both student experience and academic performance in one of the courses. The results imply that personalised emails are well-suited to courses taken in students' first semesters of university study, aiding those transitioning to the higher education environment by fostering feelings of belonging, supporting effective engagement, and easing navigation of university systems and processes.
EFL Teachers&apos; Attitudes toward Commercial Textbooks in EFL Programs
Author: Alhamami, Munassir
Date: 2018-12-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Attitudes,Negative Attitudes,English (Second Language),Second Language Instruction,Second Language Learning,Textbooks,Textbook Content,Instructional Effectiveness,Course Objectives,Alignment (Education),Undergraduate Students,Males,Culturally Relevant Education,Language Proficiency,Media Adaptation,Foreign Countries

The perception of the English as Foreign Language (EFL) teachers in Kingdom of Saudi Arabia (KSA) is extremely crucial since their perceived views regarding the commercial English learning textbooks plays a major role in framing their attitudes towards such textbooks. These textbooks are published by different international publishers and used extensively in EFL programs around the globe. Moreover, attitudes do influence language learning. This paper aims to investigate teachers' attitudes toward the commercial textbooks used in (EFL) programs. In this quantitative research, forty-three EFL instructors were surveyed through a Likert scale questionnaire. The results reveal, in general, the negative attitudes of the teacher towards commercial English textbooks since for them such textbooks are found insufficient in meeting the courses' aims and objectives, students language proficiency level, their cultural sensitiveness, and their academic backgrounds. The study found teachers opinion vis-à-vis textbooks inappropriate content, a mismatch in learners' needs and not in agreement with teaching methodologies. The paper offers a few recommendations to the EFL instructors as well as to the instructional designers to adapt and customize commercial textbooks in line with learners' needs. It suggests teachers to use teaching material to suit the purpose, in addition to advising curriculum designers and content developers to take into account the specific needs of the students and the objectives of the course.
Engaging Saudi EFL Students in Online Peer Review in a Saudi University Context
Author: Daweli, Talal Waleed
Date: 2018-12-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Peer Evaluation,Editing,Writing Improvement,Writing Instruction,College Seniors,Males,Student Experience,Positive Attitudes,Feedback (Response),Error Correction,Cooperative Learning,Classroom Environment,Electronic Learning,Foreign Countries

This study focuses on a Saudi English as a foreign language (EFL) context. It employs Google Docs as an educational tool to engage Saudi EFL students in online peer review to address some challenges faced instructors when they implement peer review in class. The main goals of the study are examining what kinds of corrective feedback that Saudi EFL students provide when they edit their peers' texts in Google Docs, how they can improve their texts based on the collaborative online peer review, and what their attitudes are toward using Google Docs as an online peer review tool. The study utilizes Google Docs, an online questionnaire, and an interview as research tools; after thematic analysis, the results show that Saudi EFL students focus on local and global writing issues and provide different types of corrective feedback that aid them to improve their writing. They have positive attitudes toward using Google Docs in peer review. This tool allows them to engage in an online social environment outside the classroom, feel as critical editors, adjust their writing, and avoid embarrassment. The results also suggest that hierarchical power in the classroom and students' prior beliefs and experiences can impact their responses to the given feedback from teachers and peers. This study recommends instructors to integrate online peer review as a genre and move beyond low-stakes genre in EFL writing courses at the university level.
Student Nurse Perceptions of Video Simulation and Critical Reflection for Developing Clinical-Reasoning Skills: A Cross Cohort Study
Author: Macartney, Michael J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Nursing Students,Bachelors Degrees,Acceleration (Education),Student Satisfaction,Self Efficacy,Video Technology,Simulation,Case Method (Teaching Technique),Reflection,Critical Thinking,Thinking Skills,Skill Development,Clinical Experience,Technology Integration,Foreign Countries

Clinical-reasoning (CR) provides a framework for higher-order critical thinking that fosters a nurse's ability to assess, process and remedy clinical encounters and is considered essential for the provision of quality healthcare. This study aimed to determine whether student nurses regard the inclusion of video-simulation with critical-reflection as a valuable opportunity to develop their CR skills. An existing case-based assessment was redesigned to include short video-simulations where deliberate but subtle CR flaws were included, requiring students to identify strengths and weaknesses of their own CR process. Following completion of the assessment a modified student satisfaction and self-confidence Likert scale survey with open-ended questions was conducted to identify perceptions towards the assessment task. Incorporating video-simulation and critical-reflection was perceived as a useful opportunity to develop CR skills by student nurses. Albeit, students studying in a traditional three year Bachelor of Nursing cohort were more positive of the opportunity than their peers in a two year fast-track cohort.
Students&apos; Views of the Promoters and Barriers to First Year College Persistence in Ireland: A Partnership Study
Author: Daniels, Natasha
Date: 2021-00-00
Type: Journal Articles
Subjects: Barriers,Undergraduate Students,College Freshmen,Student Attitudes,Student Needs,Student Motivation,Student Adjustment,Academic Persistence,Academic Support Services,School Counselors,Course Selection (Students),Friendship,Time Management,Social Support Groups,Stress Variables,College Preparation,Foreign Countries

Navigating the transition to college and persisting is crucial to student college success. This research aims to explore the promoters and barriers to first year persistence, the student support needs in relation to these promoters and barriers, who students need the support from and when support is particularly needed. A participatory methodological approach was central to the study, carried out through a partnership with a cohort of 28 second year students to retrospectively explore the first year college experience in Ireland. Participatory workshops conducted with the students identified persistence promoters, including being on the right course, gaining independence, academic supports, and connection to home. Barriers included being on the wrong course, anxiety, and lack of motivation to first-year student persistence. These factors were further developed by the students to identify support solutions, personnel they need support from, and a three-pronged delivery solution, beginning in post-primary school through preparation for the transition to college. While confirming previous international studies, the research adds a novel understanding of the first-year student experience towards persistence and highlights the value and importance of giving students the space to share their original and detailed perspective of first year, as a student perspective supporting solutions for better higher educational outcomes.
Indonesian Freshmen&apos;s Challenges in Collaborative Learning during COVID-19 Pandemic: A Reflection of a Procedural Writing Class
Author: Listyani
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,English (Second Language),Second Language Instruction,College Freshmen,Writing Instruction,Cooperative Learning,Student Attitudes,Teaching Methods

One of the impacts of the COVID-19 pandemic in the world of education is the implementation of online learning. Almost all teaching/learning activities must be changed and adjusted with the virtual classes. One among other activities commonly done in an English language education program is group work or collaborative work between or among students. Due to the pandemic situation, this particular activity should also be done online. This study aims to describe freshmen's perspectives on collaborative work done in a Procedural Writing class. The teacher of the writing class randomly paired the students to work collaboratively. There is only one research question in this study: What challenges do Procedural Writing students experience in doing collaborative learning during the pandemic COVID 19? Data were derived from reflections that fourteen (14) Procedural Writing students at an English Language Education Program (ELEP), UKSW, Indonesia, wrote in the sixth week of Semester II/ 2020-2021 academic year, and from interviews with two participants who said that they were not happy with collaborative learning. Findings showed that in general, the freshmen felt that collaborative work helped them write better, they got more ideas, helped in their grammar, and exchanged knowledge. Only two students felt unhappy due to misunderstanding and ideas which were not delivered successfully. This study will hopefully be useful for writing teachers, practitioners in education, as well as students so that they will have a wider horizon of what writing students feel and experience in collaborative learning during this pandemic era.
Means of Foreign Language Teaching during COVID-19 Pandemic in Ukraine
Author: Venzhynovych, Nataliia
Date: 2021-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,COVID-19,Pandemics,Teaching Methods,Higher Education,Distance Education,School Closing,Educational Technology,Technology Uses in Education,Integrated Learning Systems

The article deals with the description and analysis of the most important methods of foreign language teaching. The authors describe teaching English in Ukraine during the global pandemic caused by the spread of coronavirus disease COVID-19 in early spring 2020. The study aims at reviewing the most important works of Ukrainian and foreign scholars. They describe the most modern methods of teaching English in higher educational institutions of Ukraine. The scholars pay particular attention to the description of the latest English teaching methods, which they use at Uzhhorod National University. The observation process allowed us to summarize information about the features of distance learning at Uzhhorod National University. Analysis and synthesis, induction and deduction, abstraction generalization, and the descriptive method are applied. The study found out the educational process has been reformed in Ukrainian universities by European quality requirements for education: informatization-globalization of academic space, integration of functions in modern education, establishing Ukrainian universities cooperation with European and Eastern educational institutions in the field of education and research as well as changes in the educational process associated with the rapid spread of COVID-19, which forced the entire civilized world to seek new types of learning, new methods, and tools. During the pandemic, it is vital to provide personality-oriented education. This knowledge provides optimal conditions for the harmonious development of each student. Further research into the latest computer technologies for foreign language teaching may be a prospect.
Tapping into Bloom Taxonomy&apos;s Higher-Order Cognitive Processes: The Case for Multiple Choice Questions as a Valid Assessment Tool in the ESP Classroom
Author: Lenchuk, Iryna
Date: 2021-04-00
Type: Journal Articles
Subjects: Taxonomy,Thinking Skills,Cognitive Processes,Multiple Choice Tests,Test Validity,Computer Assisted Testing,Student Evaluation,English for Special Purposes,Foreign Countries,COVID-19,Pandemics,Electronic Learning,Undergraduate Students,Engineering Education,Test Construction,Evaluation Methods

This article describes the results of Action Research conducted in an ESP classroom of Dhofar University located in Oman. Following the call of Oman Vision 2040 to emphasize educational practices that promote the development of higher-order cognitive processes, this study raises the following question: Can an online multiple choice question (MCQ) quiz tap into the higher-order cognitive skills of &quot;apply,&quot; &quot;analyze&quot; and &quot;evaluate?&quot; This question was also critical at the time of the COVID-19 pandemic when Omani universities switched to the online learning mode. The researchers administered an online MCQ quiz to 35 undergraduate students enrolled in an ESP course for Engineering and Sciences. The results showed that MCQ quizzes could be developed to tap into higher-order thinking skills when the stem of the MSQ is developed as a task or a scenario. The study also revealed that students performed better on MCQs that tap into low-level cognitive skills. This result can be attributed to the prevalent practice in Oman to develop assessment tools that tap only into a level of Bloom's taxonomy, which involves the cognitive process of retrieving memorized information. The significance of the study lies in its pedagogical applications. The study calls for the use of teaching and assessment practices that target the development of higher-order thinking skills, which is aligned with the country's strategic direction reflected in Oman vision 2040.
Examining the Effects of a Peer-Learning Research Community on the Development of Students&apos; Researcher Identity, Confidence, and STEM Interest and Engagement
Author: Koo, Bon W.
Date: 2021-07-00
Type: Journal Articles
Subjects: Peer Relationship,Communities of Practice,Sense of Community,Self Efficacy,Program Effectiveness,Summer Programs,High School Students,Adolescents,Researchers,Science Interests,Learner Engagement,Public Health,STEM Education,Outreach Programs,Urban Schools

While the impact of authentic research experiences in STEM on student engagement and interest in science has been documented, less is known about the role of peer communities in fostering this interest and engagement. This research explores the idea that a strong peer community can catalyze deep learning and engagement in scientific research among high school students. The program engaged 20 high school students in a year-long community-based participatory research project in public health each year. The study used a mixed methods approach, combining data from focus group discussions, observations, and surveys to describe the program's impact on participants. Analysis across three years reveals that (a) the program was associated with a statistically significant shift in students' identity as researchers, with a medium growth effect size (Cohen's d) for the second and third years, which moderated by the end of the program, and (b) the peer community played a central role in the participants' engagement in the program, on their identity as researchers, and strengthened their interest in STEM. These findings convey the importance of designing STEM experiences that build strong peer communities around science practices and how such communities can have profound impacts on students' identities in STEM.
A 10-Year Longitudinal Study of Social Media Use in Education
Author: Lampropoulos, Georgios
Date: 2021-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Social Media,Technology Integration,Educational Technology,College Faculty,College Students,Teaching Methods,Student Attitudes,Foreign Countries,Learner Engagement

Students, as digital natives, are fascinated by social media as they use it in their everyday lives. However, not only opportunities but also challenges for education have arisen with the new bottom-up approach of using social media for educational purposes. In order to investigate different aspects of social media adoption and use in higher educational learning environments, a longitudinal study starting in 2010 was conducted. This paper summarizes and analyzes our findings based on several studies with quantitative and qualitative data collected and presented in 16 different articles throughout the last decade. Based on our results, we reached the conclusion that when there is proper infrastructure, appropriate strategies are applied, security and privacy are of high priority and teachers become accustomed to using modern technologies, social media can be used as an effective educational tool which improves the overall educational process and learning outcomes. Specifically, by using social media in a creative and student-centered manner in educational settings, students' engagement, motivation, interactivity, soft skills, communication and collaboration are promoted and improved. Finally, social media can be used as a means to help create virtual communities in which students will be able to exchange ideas, opinions and knowledge in both academic and extracurricular environments, mature and flourish. The aim of this ongoing longitudinal study is to enhance teachers' comprehension of social media and its use as an educational tool to create interactive learning environments for students of various disciplines in geographically and culturally distributed environments.