ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Undergraduate Research Journals on the Scholarly World: Present but Small
Author: Gavey, Rosa
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Periodicals,Writing for Publication,Citations (References),Bibliometrics,Scholarship,Outcomes of Education,Journal Articles,Citation Analysis

Background: Undergraduate research journals are a popular mechanism for inducting students into research, communication, and publication facets of academia. A thematic review of 17 review papers found little evidence for journal impact. Methods: A scoping review identified 91 journals. A systematic search identified the journal website, its International Standard Serial Number (if any), its citation rate on Google Scholar, its start year and end year (if applicable). Results: Seventy-five journals had both a Google Scholar h-index and a discoverable start year. Sixty-eight had been cited one or more times. The median h-index was 2, mode was h = 1, and the average h-index = 4.38. Correlation with start year was not statistically significant, neither was content field of journals. Conclusions: Surprisingly, almost all currently published journals have been cited at least once, showing that undergraduate research journals have some impact on the scholarly world. Further analyses are suggested to examine career impact of publication on students and faculty.
Writing and Implementing an Open Textbook in World Regional Geography: A Case Study
Author: Finlayson, Caitlin
Date: 2020-11-00
Type: Journal Articles
Subjects: Textbook Publication,Teacher Developed Materials,Textbooks,Open Educational Resources,Curriculum Implementation,World Geography,Geography Instruction,College Faculty,Faculty Publishing,Scholarship,Authors,Writing Processes,Faculty Development

As the rising cost of college textbooks has outpaced both inflation and increases in tuition fees, this expense has created a significant barrier to student learning. Some instructors have adopted or created open educational resources, meaning materials which are freely and openly available. While the most obvious benefit of open course content might be cost savings, the fact that these materials can be freely adapted and changed can have substantial impact on the learning experience itself and enable an instructor to completely change the structure and outcomes of a course. This paper provides a case study on writing an open textbook for a course called World Regional Geography and details the writing process and platform options. I also offer practical guidance for faculty interested in authoring open materials and insight into how writing open materials might be framed in terms of a faculty member's larger portfolio of professional activity.
Recommender Systems for MOOCs: A Systematic Literature Survey (January 1, 2012-July 12, 2019)
Author: Khalid, Asra
Date: 2020-11-00
Type: Journal Articles
Subjects: Online Courses,Artificial Intelligence,Educational Research,Information Systems,Higher Education,Educational Trends

In recent years, massive open online courses (MOOCs) have gained popularity with learners and providers, and thus MOOC providers have started to further enhance the use of MOOCs through recommender systems. This paper is a systematic literature review on the use of recommender systems for MOOCs, examining works published between January 1, 2012 and July 12, 2019 and, to the best of our knowledge, it is the first of its kind. We used Google Scholar, five academic databases (IEEE, ACM, Springer, ScienceDirect, and ERIC) and a reference chaining technique for this research. Through quantitative analysis, we identified the types and trends of research carried out in this field. The research falls into three major categories: (a) the need for recommender systems, (b) proposed recommender systems, and (c) implemented recommender systems. From the literature, we found that research has been conducted in seven areas of MOOCs: courses, threads, peers, learning elements, MOOC provider/teacher recommender, student performance recommender, and others. To date, the research has mostly focused on the implementation of recommender systems, particularly course recommender systems. Areas for future research and implementation include design of practical and scalable online recommender systems, design of a recommender system for MOOC provider and teacher, and usefulness of recommender systems.
Teachers&apos; Use of Education Dashboards and Professional Growth
Author: Michaeli, Shiran
Date: 2020-11-00
Type: Journal Articles
Subjects: Learning Analytics,Visual Aids,Decision Making,Elementary School Teachers,Faculty Development,Teacher Attitudes,Foreign Countries,Information Management,Educational Technology

Education dashboards are a means to present various stakeholders with information about learners, most commonly regarding the learners' activity in online learning environments. Typically, an education dashboard for teachers will include some type of visual aids that encourage teachers to reflect upon learner behavior patterns and to act in accordance to it. In practice, this tool can assist teachers to make data-driven decisions, thus supporting their professional growth, however, so far, the use of education dashboards by teachers has been greatly understudied. In this research we report on two studies related to the associations between the use of education dashboards by elementary school teachers and the teachers' professional growth. We used the framework defined by the International Society for Technology in Education's (ISTE) Standards for Educators. In the first study, we took a quantitative approach (N=52 teachers), using an online self-report questionnaire, and found that the use of dashboards is positively associated with professional growth in the dimensions of facilitator, analyst, designer, and citizen. In the second study, we took a qualitative approach (N=9 teachers), using semi-structured interviews, to shed light on the mechanisms through which teachers benefit from the use of education dashboards.
Breakthrough or Breakdown? School Accountability in Flux
Author: Domaleski, Chris
Date: 2020-09-00
Type: Journal Articles
Subjects: Accountability,Educational Change,Educational Policy,State Boards of Education,Educational Improvement,Educational Assessment,Equal Education,Educational Legislation,Elementary Secondary Education,Federal Legislation

Already under fire before spring 2020, the dominance of federally mandated test-based accountability in American education had led many educators and policymakers to decry the system as largely out of balance and to suggest that this imbalance has stifled productive local efforts toward meaningful, lasting improvements in student learning. It is not too early to conclude that all these cumulative factors will--and should--change assessment and accountability systems. But what kind of change is appropriate, and how can state boards of education support such changes? In this article, the author argues that accountability systems can play a role in an overall plan to promote student success, but they are not a &quot;treatment&quot; and far from a holistic prescription for education reform. Domaleski describes three key factors that are essential for leveraging the promise of accountability to improve schools: principled design, balanced and coherent structures, and reciprocal support.
An Analysis of Urban School Leaders&apos; Role in Community Support and Involvement
Author: Boudreaux, Mary Keller
Date: 2017-00-00
Type: Journal Articles
Subjects: Urban Schools,Community Involvement,School Community Relationship,Community Support,Administrator Role,Teacher Attitudes,Elementary School Teachers,Middle School Teachers,High School Teachers

While school systems have the arduous task of educating a plethora of diverse students from different backgrounds and social economic status, the task is multifaceted. Epstein (1995) argued that to successfully meet the goal of improving education for all children, there must be considerably more involvement from parents, the community, and other stakeholders working together to promote the success of all students. To meet the needs of such diverse students, their families, other administrators, and faculty (i.e., school community), school leaders, according to Green (2013, p. 14), must engage in several processes: (1) have knowledge of the emerging issues and trends that can potentially impact the school community; (2) be able to recognize the need to involve stakeholders in school decision-making; (3) assess whether they are highly visible; (4) assess whether they are actively involved; (5) assess their effectiveness in communicating with the larger community; (6) assess whether they give credence to individuals and groups whose values and opinions may conflict with theirs; and (7) assess whether they are recognizing and valuing diversity. While much is known about the necessity for parental and community involvement in schools, very little research explores teachers' views of their school leader's role in developing and maintaining school and community relations. Since it is well documented that collaborative and participatory leadership is critical in the success of an organization and the culture of such organization (see Green, 2013), it is presumably just as critical to explore such dispositions of those individuals directly involved in the day to day structure of the school and the teaching and learning processes of students and faculty. In short, there are few research studies directed towards teachers' perceptions of their urban school leaders' roles in creating and sustaining partnerships with community, stakeholders and families. Considering the importance of community involvement and support in the success of student achievement, it is critical that other denominating factors are explored and not delineated from the overall establishment of the professional learning community. Therefore, the purpose of this study is to understand teachers' dispositions regarding their school leaders' role in community involvement and support within their urban schools. That is, skills that contribute to the organization's &quot;success in building positive relationships, developing a supportive culture, and effectively communicating with all stakeholders&quot; (Green, 2013, p. 232).
Elementary Teachers&apos; Initiatives in Engaging Families of English Learners
Author: Protacio, Selena
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Family Involvement,English Language Learners,Educational Practices,Personal Autonomy,English (Second Language),Second Language Learning,Culturally Relevant Education,Parent Participation,Family Programs,Home Visits

This report from the field showcases authentic examples of initiatives targeting increased family engagement of English learners (ELs) in several culturally and linguistically diverse school districts in the Midwest. The authors use a framework wherein family engagement spans a continuum starting with traditional notions of school involvement to family engagement wherein families have agency on how they can support their child's learning. This article shares specific initiatives that teachers implemented in their classrooms or school settings such as bilingual game nights, cultural celebrations, creating family books, and conducting home visits. Recommendations are shared to assist educators and school leaders in maximizing engagement with their EL families.
What Potential Entrepreneurs from Generation Y and Z Lack--IEO and the Role of EE
Author: Wasilczuk, Julita Eleonora
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Entrepreneurship,Age Groups,Generational Differences,Risk,Innovation,Business Education

This paper addresses the issue of individual entrepreneurship orientation (IEO) and entrepreneurship education (EE), which are both important for modern economic development. Intergenerational differences in these areas were discussed, especially characteristics of Generations Y and Z. The results of research conducted among 757 Polish students showing their IEO are presented. 80% of respondents displayed high levels of proactivity (primarily directed at meeting their own needs), whilst only 56% exhibited innovativeness and only 47% risk-taking. On the basis of the research results, the authors formulated recommendations for entrepreneurship education, aimed at strengthening IEO among representatives of Generations Y and Z.
Student-Centered and ICT-Enabled Learning Models in Veterinarian Programs: What Changed with COVID-19?
Author: Gonçalves, Eva
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Technology,Technology Uses in Education,Veterinary Medicine,College Faculty,College Students,Adjustment (to Environment),Student Centered Learning,Online Courses,Foreign Countries,School Closing,Teaching Methods,Experiential Learning,Integrated Learning Systems,Teacher Attitudes,Student Attitudes,Barriers

COVID-19 highlighted higher education's resistance to implementing the student-centered and ICT (information and communication technology)-enabled learning practices as incentivized by the Bologna Declaration. ICTs were crucial to keep the students in educational programs during the outbreak; however, some students were left out, increasing socioeconomic differences, and many teachers needed the training to provide online lectures effectively. Despite those barriers, the current context could be an opportunity to invest in new teaching and learning practices. The main goal of this research is to analyze how teachers and students from veterinary programs in Portugal adapted to the digital environment, and perceive whether this change imposed by COVID-19 could provide teachers and higher institutions with new solutions to implement effective student-centered and ICT-enabled learning models. Results show that veterinary programs are based on student-centered practices by nature, but that the use of ICTs is still incipient. Teachers, students, and members from the Professional Order claim that the worst change brought by COVID-19 was the cancellation of hands-on sessions, impoverishing the students' education during the time of mandatory confinement. Actors say that it is important to invest in innovative teaching and learning practices enabled by ICTs in the future.
Upgrading a Learning Context: Evaluation of Sintra&apos;s Educational Project
Author: Querido, Lara
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Environment,Program Descriptions,Faculty Development,Academic Failure,Prevention,Learning Processes,Counties,Teaching Methods,Foreign Countries,Administrator Attitudes,Professional Autonomy,Conflict Resolution,Cooperation,School Culture,Educational Policy,School Districts,Educational Innovation

The changes observed in the school context demand new practices and impose new challenges to the operational assistants that, due to their relevant role in the educational environment, must be prepared and endowed with knowledge and skills to conduct their profession in a fully useful way. This is only possible through the promotion of their training and capacitation in a real work context. Through the European project entitled &quot;Innovative Plans to Combat School Failure&quot; which was implemented in Portugal, we assess the impacts of a training-capacitation action directed to operational assistants and explore the dynamics and influences underlying the learning process put in practice in the schools of the county of Sintra. This assessment conducted by a higher education institution (Iscte-University Institute of Lisbon) mobilized a mixed methodology-survey and focus groups with operational assistants and interviews conducted to school directors. We verified that a training activity conducted in the real working context potentiates the performance of these professionals, namely in terms of autonomy and adaptation to different contexts and duties, conflict management and cooperation, whose effects reflected on the organizational dynamics of the school institutions of the county of Sintra.
AR-LabOr: Design and Assessment of an Augmented Reality Application for Lab Orientation
Author: Nadeem, Muhammad
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Simulation,College Students,Science Laboratories,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Multimedia Materials,Student Attitudes,Laboratory Equipment,Orientation,Student Interests,Engineering Education,Program Effectiveness,Foreign Countries

Lab orientation is a vital part of learning for new students entering the university, as it provides the students with all the necessary and important information about the lab. The current orientation is manual, tedious, suffers from logistical constraints, lacks engagement, and provides no way to assess that outcomes have been achieved. This is also supported by the results of a student survey which revealed students' dissatisfaction with current process of orientation. This study presents the design and development of a sample augmented reality mobile application, AR-LabOr, for the lab orientation that helps students in a quick and easy adaptation to the lab environment by familiarizing them with the lab equipment, staff, and safety rules in a fun and interactive manner. This application makes use of marker-less augmented reality technology and a blend of multimedia information such as sound, text, images, and videos that are superimposed on real-world contents. An experiment with 56 students showed that they found the novel method of orientation using the application more engaging than the traditional instructor-led method. Students also found the application to be more supportive, motivating, and that it helped them in better understanding the lab equipment.
Zones of Agency: Understanding Online Faculty Experiences of Presence
Author: Samuel, Anita
Date: 2020-11-00
Type: Journal Articles
Subjects: College Faculty,Online Courses,Teacher Student Relationship,Teaching Experience,Professional Autonomy,Public Colleges,Computer Attitudes,Course Content,Educational Strategies,Student Role,College Students,Technical Support

As instructors are forced to move their courses online, they are confronted by a sense of isolation and distance from their learners. Research has shown that feelings of loneliness are mitigated when &quot;presence&quot; is created in the online environment. An interpretive phenomenological analysis was conducted at a public university in the United States to answer the question: What are the determinants of presence for instructors in online teaching? Twenty-five online instructors from various disciplines, with diverse levels of experience teaching online, were recruited for the study. Interviews, analysis of course syllabi, and observations of course sites revealed five determinants of presence for online instructors: content, format, strategies, technology, and students. The crucial factor in deciding an instructor's experience of presence was the degree of agency instructors had over these determinants. This paper introduces the Zones of Agency for Online Instructors model and describes how the model can be used to enhance instructors' experiences of presence.
A Learning Analytics Theoretical Framework for STEM Education Virtual Reality Applications
Author: Christopoulos, Athanasios
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Analytics,STEM Education,Computer Simulation,Instructional Design,Data Interpretation

While virtual reality has attracted educators' interest by providing new opportunities to the learning process and assessment in different science, technology, engineering and mathematics (STEM) subjects, the results from previous studies indicate that there is still much work to be done when large data collection and analysis is considered. At the same time, learning analytics emerged with the promise to revolutionise the traditional practices by introducing new ways to systematically assess and improve the effectiveness of instruction. However, the collection of 'big' educational data is mostly associated with web-based platforms (i.e., learning management systems) as they offer direct access to students' data with minimal effort. Thence, in the context of this work, we present a four-dimensional theoretical framework for virtual reality-supported instruction and propose a set of structural elements that can be utilised in conjunction with a learning analytics prototype system. The outcomes of this work are expected to support practitioners on how to maximise the potential of their interventions and provide further inspiration for the development of new ones.
Predicting Behavioural Intention of Manufacturing Engineers in Malaysia to Use E-Learning in the Workplace
Author: Teoh, Ai Ping
Date: 2020-11-00
Type: Journal Articles
Subjects: Foreign Countries,Manufacturing Industry,Behavior,Intention,Electronic Learning,Educational Technology,Workplace Learning,Engineering,Technical Occupations,Professional Personnel,Difficulty Level,Value Judgment,Self Efficacy,Technological Literacy,Prior Learning,Correlation

This study aims to understand factors that affect the behavioural intention of manufacturing engineers in Malaysia to use e-learning in the workplace. Two hundred usable online questionnaires were collected from respondents who were engineers in Malaysian manufacturing companies. The data were analyzed using SPSS and Smart PLS version 3.2.6. Results supported all direct relationships except for the influence of prior experience in perceived ease of use. Interestingly, perceived usefulness and perceived ease of use fully mediated between computer self-efficacy and behavioural intention to adopt. The study provides theoretical implication to the technology acceptance model by confirming the mediating role of perceived ease of use and perceived usefulness in the context of a manufacturing setting in an emerging market. In practical terms, the study provides insights to guide organizations in designing e-learning systems that are well-received by employees at the workplace.