ethanporcaro/eric-fulltext-meta huggingface dataset:
Into the Wild Experiential Learning Yonder: Community Café Participant Hypotheses on What&apos;s Next for Experiential Learning
Author: Braun, Rachel
Date: 2020-00-00
Type: Journal Articles
Subjects: Experiential Learning,Foreign Countries,Postsecondary Education,Scholarship,Educational Research,Curriculum Design,Values,Role of Education,Curriculum Development,Skill Development,Educational Change,Educational Benefits

In this 25-minute conversation café, participants synthesized the findings of Braun, Kaipainen &amp; Usman's (2018) environmental scan of experiential learning (EL) at the University of Calgary with their conference learning to create an experience and evidence-informed hypothesis of the next strengths, challenges, and required supports on the EL horizon. This paper summarizes participants' conversations and discusses what their hypotheses illuminate about the current EL postsecondary landscape, as well as emerging and recurrent features that may be of interest to explore in one's role, scholarship, or teaching practice. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
Into the Storm
Author: Gill, Robert
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Justice,Inclusion,Authentic Learning,Altruism,Honors Curriculum,Teaching Methods,College Faculty

Many colleges profess a deep commitment to teaching the values of social justice by simply following laws and then using compliance as evidence of building inclusive community. This essay considers practical outcomes for the authentic and compassionate teaching of social justice issues by presenting two (2018 and 2019) seven-week honors offerings that examine minimally stipulated laws and the ways they are enacted by encouraging students to engage in contemporary and historical discourses on the subject. Challenging honors educators to reexamine legal philosophies, historical precedence, and their role in the academy, the author argues for the moral obligation of honors to lead institutions through paradigmatic shifts in teaching social justice and activism. A description of curriculum is presented.
On the Value of Being in the Moment in Honors Education
Author: Coleman, Lisa L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Metacognition,Attention Control,Well Being,Cognitive Ability,Relaxation Training,College Students,Exercise,Holistic Approach

Recent scholarship demonstrates a direct correlation between the body and brain in academic performance and general wellbeing. This essay considers mindfulness practice as an integrative discipline in honors education. While exercise offers many benefits to college students, the authors maintain that the mindfulness practices of yoga, qi gong, and meditation are uniquely suited to mediate stresses on mental health and improve focus, presence, and cognitive ability. Honors practitioners are encouraged to incorporate mindfulness practice into curricula and classrooms. A review of literature in mindful awareness and meditation practice is presented.
Putting the &quot;Human&quot; into the Humanities
Author: Guzy, Annmarie
Date: 2020-00-00
Type: Journal Articles
Subjects: Humanities,Honors Curriculum,Altruism,Teacher Student Relationship,COVID-19,Pandemics,Psychological Patterns,College Students

A recent (2020) report by the Modern Language Association addresses the ethical treatment of graduate students in the humanities, and the author considers this in the context of honors students and faculty. Lamenting missed opportunities for in-person group presentations, student-led Socratic circles, and final individual presentations during the coronavirus pandemic, the author reflects on ways of experiencing joy and practicing compassion in teaching. Students and faculty mutually benefit from exploring and honoring each other's humanity.
The Danger Room
Author: Dickinson, Laura
Date: 2020-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Public Speaking,Listening Skills,Social Justice,Rhetoric,Speech Communication,Teaching Methods

This essay describes how an honors classroom introduces public speaking and active listening to encourage heroism and social justice among students. Asserting that people often look for a hero in times of crises, the author suggests that honors programs can become safe places where students learn the skills necessary to advocate for those in need and demonstrably help their communities. By cultivating essential skills in rhetoric and oral presentation, honors students identify with heroic, altruistic aspects of themselves and others.
The Development of Equating Application for Computer Based Test in Physics HOTS Category
Author: Supriyati, Yetti
Date: 2021-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Teaching Methods,Equated Scores,Computer Assisted Testing,Thinking Skills,Science Process Skills,Test Items,Science Tests,Test Construction,Item Analysis,Research and Development,High School Students,Foreign Countries

This study aims to develop a score equating application for computer-based school exams using parallel test kits with 25% anchor items. The items are arranged according to HOTS (High Order Thinking Skill) category, and use a scientific approach according to the physics lessons characteristics. Therefore, the questions were made using stimulus, options, logical and systematic. This study used Research and Development (R&amp;D) method, which began with an analysis of the current school needs, and takes advantage of technological developments that make it easier for schools to organize. Furthermore, it continues in the literature study to design a school exam model with its devices. The instrument items were analyzed using the RASCH model. In addition, the principle of equating used in application development was the linear equating method.
Facilitating Effective Student Learning on Subject Matter &quot;Simple Colloids&quot; through Demonstrative Educational Videos
Author: Thysiadou, Anna
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Science Instruction,Chemistry,Scientific Concepts,Concept Formation,Misconceptions,Difficulty Level,Teaching Methods,Instructional Films,Video Technology,Science Experiments,Color,Demonstrations (Educational),College Students,Foreign Countries

The introduction of the computer into the educational process is a fact. The educational use of new technologies creates a new, more appealing and enjoyable learning environment. The introduction of new technologies into school differentiates the role of the professor by giving him/her a guiding character in a process of experiential approach to knowledge. In the present paper a proposal for the teaching of the chemistry module &quot;Simple Colloids&quot; is presented, with the contribution of video recorded educational experiments. Complete experiments on the subject of &quot;Simple Colloids&quot; and their properties are presented, aiming at familiarizing students with this theory
High-Temperature Heat Pump Simulator (HeatPack) for Application in Computer Laboratory Sessions for Engineering Students
Author: Mota-Babiloni, Adrián
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Laboratories,Engineering Education,Energy,Heat,Equipment,Industry,Computer Uses in Education,Thermodynamics,Educational Technology,College Students,Computer Software,Energy Conservation

A significant amount of energy in the form of heat is lost in industrial processes once it is used in specific processes. Among different technologies, high-temperature heat pumps (HTHP) are a valuable method of recovering low-temperature waste heat in the industry in a very efficient way that can be activated using clean electricity. As a recently investigated technology, they are not yet spread in industrial processes, where traditional technologies are preferred. Therefore, this work shows an HTHP computer program (named HeatPack) to be used as a simulator by the university or technical students of courses included in applied thermodynamics engineering. This interactive and user-friendly platform allows the modification of different operating and design parameters and the working fluid. As outputs, the program provides the rest of the operating parameters and the energy performance of the cycle (quantified by the coefficient of performance, COP). The proposed HTHP and a gas boiler are compared by the program and the energetic, carbon footprint, and economic savings are displayed. Students, as the main target of users of the program, can observe how this technology can provide benefits. For instance, emission reductions in comparison with fossil fuel-based boilers, under which situation the energy performance of the HTHP is higher, and which alternative low global warming potential (GWP) refrigerants can provide more advantages. In addition to the educational use, this software can be used to design and study the integration of HTHPs in existing industrial needs to evaluate the feasibility.
How Students of Primary School Understand Large Scale Energy Systems: The Case of Thermal Power Plant
Author: Sissamperi, Niki
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Knowledge Level,Energy Education,Facilities,Grade 6,Intervention,Constructivism (Learning),Science Instruction

The aim of this study is to investigate the impact of a constructivist teaching intervention on 6th grade students' cognitive progress on large-scale Energy Generation Systems (EGS), specifically on a Thermal Power Plant (TPP). This intervention was designed according to the constructivist approach for teaching and learning science, and it can be described as an autonomous teaching module appropriate for an elementary science curriculum. With the application of this intervention in real classroom settings, the majority of students were able to construct sufficient technological and scientific knowledge in order to describe and explain the operation of a TPP in qualitative energy terms, as our research data ascertained.
Transcending Disciplines: Engaging College Students in Interdisciplinary Research, Integrated STEM, and Partnerships
Author: Kilty, Trina
Date: 2021-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,STEM Education,Undergraduate Students,Preservice Teachers,Partnerships in Education,Teamwork,Authentic Learning,Problem Based Learning,Student Projects,Student Research,Experiments,Active Learning,Inquiry,Cooperative Learning,Elementary Secondary Education,Lesson Plans,Outreach Programs

An authentic, interdisciplinary, research and problem-based integrated science, technology, engineering, and mathematics (STEM) project may be ideal for encouraging scientific inquiry and developing teamwork among undergraduate students, but it also presents challenges. The authors describe how two interdisciplinary teams (n=6) of undergraduate college students built integrated STEM projects in a research based internship setting, and then collaboratively brought the project to fruition to include designing lessons and activities shared with K-12 students in a classroom setting. Each three person undergraduate team consisted of two STEM majors and one Education major. The Education majors are a special focus for this study. Interviews, field observations, and lesson plan artifacts collected from the undergraduate college students were analyzed according to authenticity factors, the authentic scientific inquiry instrument, and an integrated STEM instrument. The authors highlight areas of strength and weakness for both teams and explore how preservice teachers contributed to integrated STEM products and lessons. Teacher educators might apply recommendations for teacher preparation and professional development when facilitating authentic scientific inquiry and integrated STEM topics with both STEM and non-STEM educators. Undergraduate college students were challenged to fully integrate the STEM disciplines, transitions between them, and the spaces between them where multiple disciplines existed. By describing the challenges of integrating the spaces between STEM, the authors offer a description of the undergraduate college students' experiences in an effort to expand the common message beyond a flat approach of try this activity because it works, to a more robust message of try this type of engagement and purposefully organize for maximum results.
Flipped Classroom for Teaching Digestive System to High School Students: Performance, Perception and Inquiry Competence Level
Author: Reinoso Tapia, Roberto
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Flipped Classroom,Teaching Methods,Inquiry,Physiology,Human Body,Instructional Effectiveness,Competence,Student Attitudes,Foreign Countries,Anatomy,Knowledge Level

This article presents an educational experience with 30 high school students based on the flipped classroom methodology and inquiry-based learning on aspects related to the pathophysiology of the digestive system during the 2017/2018 academic year. The main goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach at this educational level. This study was also used to assess the level of inquiry competence that high school students present when they have to carry out a research project and the main difficulties encountered in carrying it out. The results of the study show that the experience was clearly positive, since there was not only a significant improvement in student learning but also greater autonomy for students to work with the content, prepare for classes and actively participate in the tasks or practical activities that take place in the classroom, demonstrating its applicability in high school classrooms. The results also indicate that the students perceived advantages in their learning after experiencing the flipped classroom pedagogical model. Most of the students presented serious difficulties in carrying out their research work, probably due to a lack of experience when facing each of the stages that make up the process of inquiry.
Why Students Use Social Networks for Education: Extension of UTAUT2
Author: Gharrah, Ala'a salameh Abu
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Networks,Social Media,College Students,Intention,Technology Integration,Public Colleges,Teacher Student Relationship,Peer Relationship,Social Influences,Habit Formation,Expectation,Usability,Predictor Variables,Adoption (Ideas),Foreign Countries

Social networks sites have a considerable impact on all our life aspects, especially the educational sector. This study aims at identifying the factors affecting students' actual usage of social networks sites for educational purposes in Jordanian universities. The proposed model consists of factors of the Unified Theory of Acceptance and Use of Technology UTAUT2 theory (Effort expectancy, Performance expectancy, Social influence, Facilitating condition, Habit, Hedonic motivation) which is extended by adding two external factors (lecturer support, and student-related factors) as an extension. The study was conducted in (6) Jordanian universities, where (411) questionnaires were returned from the study sample with (380) responses are acceptable for data analysis (a response rate of 93%) from the total questionnaires that were distributed online. The statistical package for social sciences (SPSS 23.0) was used to determine the factors affecting the students' actual use of s for educational purposes. Results: The results showed that (Performance expectancy, Social influence, Effort expectancy, Habit, lecturer support, and student-related factors) have a positive impact on the actual usage of social networks sites for educational purposes in Jordanian universities, while the factors (Facilitating condition and Hedonic motivation) don't support their hypotheses). Based on the results, the researcher introduced a number of recommendations for the decision makers in the higher education that could be positively reflected on increasing the adoption of SNS for educational process in public Jordanian Universities.
Blended Instruction in Symbolic Logic
Author: Graham, Kevin M.
Date: 2021-06-00
Type: Journal Articles
Subjects: Blended Learning,Logical Thinking,Action Research,Undergraduate Students,Philosophy,Outcomes of Education,Instructional Effectiveness,Academic Achievement

This study examines through action research whether blended instruction in an upper-level philosophy course in introductory symbolic logic can help undergraduate philosophy students to achieve better learning outcomes than undergraduate philosophy students in a traditional, face-to-face version of the same course. The authors conclude that the change from traditional instruction to blended instruction did have a positive and significant effect on student learning as measured in course grades and student assessment scores for one course learning objective, as well as a positive but non-significant effect on student assessment scores for two additional course learning objectives.
Course Redesign: Implementing Project-Based Learning to Improve Students&apos; Self-Efficacy
Author: Krsmanovic, Masha
Date: 2021-06-00
Type: Journal Articles
Subjects: Curriculum Development,Active Learning,Student Projects,Self Efficacy,Curriculum Implementation,First Year Seminars,Instructional Effectiveness,Outcomes of Education,Student Motivation,Goal Orientation,Decision Making

This research examined the effects of a first-year seminar course redesign on promoting students' self-efficacy. By implementing a project-based approach in the course curriculum, the study investigated if, and to what extent, did such redesign improve student belief in their ability to master course-related outcomes. Two-tailed independent samples t-test at an alpha level of .01 were conducted to answer the research question and compare self-efficacy of students who completed the course under the traditional curriculum (n = 821) and students who completed the course under the new curriculum (n = 881). The results revealed statistically significant differences in students' responses for all learning outcomes before and after the curriculum redesign.
Factors Influencing the Preference of Distance Learners to Study through Online during COVID-19 Pandemic
Author: Gaba, Ashok K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preferences,Distance Education,Electronic Learning,COVID-19,Pandemics,College Students,Technological Literacy,Access to Computers,Internet,Computer Mediated Communication,Vocational Education,Open Universities,Prior Learning,Foreign Countries

The teaching-learning system in India changed significantly during the COVID 19 pandemic situation. Educational institutions adopted blended learning approaches for effective teaching and used digital technologies to deliver academic programs. Online learning during pandemic situations helps learners learn the necessary skills to meet the need for future jobs conveniently and quickly. Graduates of vocational programs will have to play a crucial role in economic recovery. The study's objectives were to examine to what extent the open and distance learning students of IGNOU had prior digital skills, preferred, used digital platforms for study through online mode during the lockdown. A survey of vocational students studying through distance mode from Indira Gandhi National Open University (IGNOU), India was conducted to identify the reasons for their preferences to study through online mode rather than traditional distance learning mode during the lockdown. Researchers identified nine reasons based on the literature review for students' preferences to learn through online mode. The responses to nine sub-questions were on a five-point scale, i.e., Strongly agree (1), agree (2), can't say (3), disagree (4), and strongly disagree (5). The study was limited to vocational distance learners. Descriptive statistical methods like ANOVA, Chi-square, and t-test were applied to test the hypothesis. The results of ANOVA and Chi-square revealed that they value all the reasons equally, thereby rejecting the null hypothesis. The implication of the study is to adopt a blended learning approach for offering future distance learning programs.
Higher Education Students&apos; Media Usage: A Longitudinal Analysis
Author: Dolch, Carina
Date: 2021-00-00
Type: Journal Articles
Subjects: Access to Computers,Educational Technology,Electronic Learning,Technology Integration,Handheld Devices,Computer Use,Behavior Patterns,Internet,College Students,Student Attitudes,Value Judgment,Distance Education,COVID-19,Pandemics,Social Media,Foreign Countries

Responding to the lack of longitudinal analyses on media usage in higher education, this study explores the changes of higher education students' access to and use of technology for learning in 2012, 2015 and 2018. Using an online questionnaire, a total of 5,572 German higher education students participated. Via descriptive and inferential analysis, the data show a clear trend towards using flexible, location-independent devices, accompanied by a rapid increase in the use of instant messaging. This is in line with an increasing demand for digital and flexible learning opportunities such as web-based training and lectures as podcasts or vodcasts, which is not met by higher education institutions. On that basis, improvements in development and application of these digital tools seem crucial for German higher education institutions and should be considered by educational technologists and decision makers. Of particular relevance against the background of the COVID-19 pandemic that started in Spring 2020, this longitudinal analysis provides a framework for the ongoing development and implementation of digital media in teaching and learning at higher education institutions.
Shaping the Teaching and Learning of Intercultural Communication through Virtual Mobility
Author: Catalano, Theresa
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Intercultural Communication,Second Language Learning,Second Language Instruction,Teacher Education Programs,Student Mobility,Virtual Classrooms,Computer Software,Teacher Educators,Teacher Attitudes,Cross Cultural Studies,COVID-19,Pandemics,Exchange Programs,Cultural Awareness,Foreign Countries,College Students,Program Descriptions,Spanish,English (Second Language),Language Teachers,Elementary School Teachers

The globally mobile reality of today's world has made the field of intercultural communication increasingly relevant as people more often find themselves in intercultural situations. As a result, language teachers must be more prepared to work in intercultural contexts, and to teach their own students how to communicate across differences in intercultural situations both physically and virtually. The present paper examines this special issue's topic of physical and virtual mobility and intercultural competence through the lens of teacher education. Using narrative inquiry, two teacher educators in very different geographic and socio-economic contexts (US and Colombia) explore their own attempts at developing intercultural communication in teacher learners through a WhatsApp pen pal exchange project in their intercultural communication classes before and during the COVID-19 pandemic. Findings reveal different ways in which virtual mobility and other affordances of WhatsApp can be harnessed to achieve various aims of intercultural education, but also how activities such as the pen pal exchange can be improved in order to align more with current theories of intercultural communication.