ethanporcaro/eric-fulltext-meta huggingface dataset:
Secrets in a Pandemic: Finding Unexpected Contentment in Stressful Times
Author: Goenner, Emily Carlson
Date: 2021-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Teaching Methods,Anxiety Disorders,Caring,Teacher Student Relationship

The 2019 coronavirus disease (COVID-19) pandemic has created a vast array of challenges and some benefits that must not be overlooked. Describing the experience of teaching with social anxiety and pulling upon pedagogy about caring instructors, this reflective essay explains how teaching through the pandemic led to the author finding enjoyment in teaching. Suggestions for effective online teaching and recognition of the value of online teaching to some people are discussed.
Switching from Face-to-Face to Online Instruction Midsemester: Implications for Student Learning
Author: Herold, Debora S.
Date: 2021-04-00
Type: Journal Articles
Subjects: Educational Change,Conventional Instruction,Web Based Instruction,COVID-19,Pandemics,Distance Education,Undergraduate Students,Psychology,Psychological Patterns,Student Responsibility,Academic Achievement

The 2019 coronavirus disease pandemic disrupted higher education during spring 2020 by forcing all face-to-face classes to unexpectedly transition to online learning. To better understand how switching to remote learning affected students and the factors that impacted their ability to successfully complete classes, we asked 168 undergraduate students in three different psychology classes (six sections total) in the last week of the semester about their experiences from before and after the switch. Students reported some decreased access to technology, changes in work responsibilities, some amount of physical illness, and the need to care for others who were physically ill. Notably, students consistently reported increased stress and decreased ability to focus. Students varied in how much they prioritized classes after the switch, which predicted their performance in the class, measured by exam grades, overall grades, and completion of attendance before and after the switch. Importantly, survey respondents significantly differed from 173 nonrespondents in their class performance, which suggests that results from voluntary surveys may capture a limited perspective and possibly underestimate the detrimental effects of the shift to online instruction. Implications for planning for future online classes in a global pandemic are discussed.
Teaching and Learning in COVID Times: A Reflective Critique of a Pedagogical Seminar Course
Author: Abas, Suriati
Date: 2021-04-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Teacher Educators,Teaching Methods,Teacher Workshops,Seminars,COVID-19,Pandemics,Educational Change,Communities of Practice,Online Courses,Blended Learning,Learning Processes,Distance Education

Teaching pedagogical seminar courses require interactive, hands-on sessions. However, as schools across the United States pivoted online on very short notice amid the coronavirus disease 2019 pandemic, several adjustments had to be made, including to the delivery of lessons and forms of communication. In this article, I provide visual narratives of my experience teaching 12 preservice teachers at a liberal arts college in upstate New York. To reflect on my pedagogical moves, I employed the community of inquiry (CoI) framework, a social constructivist model for creating deep and meaningful learning in online and blended environments. Although this framework, which comprises three dimensions, teaching presence, social presence, and cognitive presence, was not developed for examining learning processes in pandemic times, it was helpful for thinking about my instructional approaches. Hence, the purpose of articulating my thoughts guided by CoI is to offer a reflective critique for thinking about reconstructing a pedagogy during a global crisis.
Highlighting the Relevance of Mathematics to Secondary School Students -- Why and How
Author: Fitzmaurice, Olivia
Date: 2021-00-00
Type: Journal Articles
Subjects: Relevance (Education),Mathematics Education,Secondary School Students,Learner Engagement,Foreign Countries,Textbooks,Textbook Evaluation,Career Education,Student Attitudes,Teacher Attitudes

A lack of knowledge and appreciation of the prominence of mathematics in different careers can have a negative impact on a student's engagement with the subject. A perceived lack of relevance can result in disinterest, and even disengagement with mathematics entirely. This can lead to more serious consequences for the economy of a country who requires a consistent flow of well-educated science, technology, and mathematics graduates to ensure economic and social development. Research shows that the textbook is the most commonly used resource in Irish classrooms. Textbooks impact significantly on teaching and learning as they dictate what will be taught, in what order, and how. For this reason, this research commenced with an analysis of local textbooks to evaluate how well they highlight the relevance of mathematics within careers. This textbook analysis, in conjunction with interviews conducted with secondary school mathematics teachers, indicate a distinct lack of resources and support for teachers who want to highlight the relevance of mathematics within a range of careers as a means of enhancing student motivation and engagement with the subject. These findings motivated the conception of a pilot study designed to support secondary school mathematics teachers to fill this gap in teaching resources.
Mobile Learning Technology Readiness and Acceptance among Pre-Service Teachers in Pakistan during the COVID-19 Pandemic
Author: Asghar, Muhammad Zaheer
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Preservice Teachers,Preservice Teacher Education,COVID-19,Pandemics,School Closing,Student Attitudes,Internet,Access to Computers,Intention,Readiness,Correlation,Online Courses

Accessibility in education during the COVID-19 pandemic is a big challenge around the world. This study aimed to investigate pre-service teachers' accessibility, acceptability, and readiness with respect to mobile learning (M-learning) technology and the relationships between M-learning acceptance and readiness. The questionnaires adopted the Unified Theory of Acceptance and Use of Technology. The survey was conducted with 429 preservice teachers from public and private universities in Pakistan. It was found that mobile phones and the Internet are easily accessible to pre-service teachers. The results reveal that personal innovation, quality of services, and social influence have a significant direct impact on behavioral intention to use M-learning technology. Personal innovation and quality of services have an indirect effect on M-learning readiness. On the contrary, the study found a direct effect of effort expectancy, performance expectancy, personal innovation, quality of services, and behavioral intentions on M-learning readiness. The implications of the findings are also discussed.
The Development and Evaluation of a Tool to Determine the Characteristics of STEM Activities
Author: Okulu, Hasan Zuhtu
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,STEM Education,Learning Activities,Curriculum Evaluation,Curriculum Implementation,Integrated Activities,Grade 3,Elementary School Teachers,Preservice Teachers,Foreign Countries

STEM activities integrate various disciplines and are organized around domain-specific concepts and skills. What is achieved in terms of learning is related to how well the important STEM education characteristics are reflected in the implemented and integrated activities. This study aims to develop and evaluate a measurement tool for determining the characteristics of STEM activities by using a case study method. The STEM Activity Evaluation Form was developed based upon a literature review and experts' opinions. The observation-based form was applied to 21 different STEM activities, grouped in four categories: curiosity arousing activities, encouraging and upskilling activities, research and design projects, and one science fair. Students in science education partook in the activities in an eight-month period. The evaluation form has four categories: STEM learning environment, activitation of students, STEM content and practices, and connecting STEM. Application of the form revealed that the tool is useful to determine the appropriateness of activities with respect to the nature of STEM education.
Addressing the Academic Support Needs of International Medical Students in a Modern Medical Education Curriculum
Author: Chinnah, Tudor I.
Date: 2020-08-00
Type: Journal Articles
Subjects: Foreign Students,Medical Students,Foreign Countries,Medical Education,Academic Support Services,Student Needs,Medical Schools

With increasing globalisation and internationalisation, student mobility, and a need for income generation, most universities in the UK and other parts of the world now seek to attract greater numbers of international students. Non-traditional approaches to teaching and learning delivery have been incorporated into modern medical education curricula. These pose additional challenges to the international medical students compared to their home student counterparts. Evidence suggests that international medical students underperform compared with home students, with odds of failure about 2.5 times higher. It has been proposed that far more guidance and support are required, but little attention has been given to the students' specific academic support challenges. This paper explores ways to address the academic support needs of this group of students.
Immunology Stories: How Storytelling Can Help Us to Make Sense of Complex Topics
Author: Giuliani, Jennifer
Date: 2020-08-00
Type: Journal Articles
Subjects: Story Telling,Physiology,Anatomy,College Instruction,Thematic Approach

The immune response is a wonderfully complex aspect of our physiology that can sometimes confound students and instructors alike. How do we wade through the layers of detail to help our students develop an understanding of immunology? In this article, I will share some of the stories about immunology research that helped me strengthen my own understanding and improve my approach to helping students learn and understand this topic. In addition, we will explore some of the research on the power of storytelling, and how learning through stories might be a defining characteristic of what it means to be human.
Teaching in the Far-Right Lane
Author: Turpin, Ruth Savidge
Date: 2021-04-00
Type: Journal Articles
Subjects: College Instruction,Humanities Instruction,College Faculty,Teacher Role,Influence of Technology,Technology Uses in Education,COVID-19,Pandemics,Web Based Instruction,Online Courses,Equal Education,Access to Education,Outcomes of Education,Open Universities

This essay focuses on the role of humanities faculty in the modern university and the impact of technology on that role.
Teaching in the Time of COVID-19: Reconceptualizing Faculty Identities in a Global Pandemic
Author: Kurz, Lisa
Date: 2021-04-00
Type: Journal Articles
Subjects: College Faculty,Professional Identity,COVID-19,Pandemics,Electronic Learning,Online Courses,Student Evaluation,Evaluation Methods,Teacher Student Relationship,Educational Change,Integrated Learning Systems,Videoconferencing,Blended Learning,Teaching Methods

This essay reflects on the experiences of faculty members at a large public university as they responded to the demand for online learning caused by the 2019 coronavirus disease pandemic. It explores themes of course delivery, assessment methods, and faculty-student interactions and how these themes inform faculty identity. The authors suggest that the disruption to faculty identity created by the pandemic may be a fortuitous opportunity to examine deeply held beliefs about what it means to be a college professor
Teaching Techniques to Facilitate Time Management in Remote and Online Teaching
Author: Heath, Sarah
Date: 2021-04-00
Type: Journal Articles
Subjects: Teaching Methods,Time Management,Distance Education,Web Based Instruction,Blended Learning,Online Courses,Electronic Learning,COVID-19,Pandemics,Asynchronous Communication

The 2019 coronavirus disease (COVID-19) pandemic has caused a host of personal and professional complications for faculty across academia, as well as the students they teach. While the severity of these complications vary at the individual level and look different for everyone, one area COVID-19 has presented enormous challenges in academia is time management. Both faculty and students have been forced to adjust their schedules due to consequences of the pandemic (this includes school and university closures, employment issues, and even the virus itself). Such changes create major challenges for both groups, particularly those converting traditional daytime face-to-face courses into online and hybrid formats. This paper offers three specific techniques to facilitate time management: asynchronous teaching, chunking, and micro-learning. Research findings have led to the support for each of these techniques. The authors explain how each technique facilitates time management via remote and online teaching and make suggestions about each technique in their own courses to contextualize their usage. Recommendations are also noted with the goal of enabling faculty to preserve one of their and their students' resources during and after a pandemic: time.
Conversations for Change: The Impact of Service-Learning Dialogues with Incarcerated Men on Social Work Students
Author: Eaton-Stull, Yvonne
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Social Work,Service Learning,Correctional Institutions,Institutionalized Persons,Males,Empathy,Advocacy,Social Justice,Partnerships in Education,Reflection,Substance Abuse,Mental Health,Recidivism,Student Attitudes,Attitude Change

This article explores a course-linked service-learning project that facilitated social-problem focused dialogues between students and men who were incarcerated in a prison. Student reflections were life-changing; listening with both their hearts and minds enhanced student learning, increasing empathy, fueling a sense of advocacy, and fostering a plan for action and change. Conversing with the men challenged old assumptions and invited students to solidify goals and infuse their career paths with civic values and social justice concerns.
Fair Trade Learning Evaluation of a Global Partnership
Author: Amerson, Roxanne
Date: 2021-00-00
Type: Journal Articles
Subjects: Service Learning,Global Approach,School Community Relationship,Partnerships in Education,Program Evaluation,Scoring Rubrics,Higher Education,International Programs,Foreign Countries,Allied Health Occupations Education

Traditionally, evaluation of global service-learning (SL) programs has been highly focused on student outcomes, rather than community impact. Less documentation exists regarding the impact of SL on the partnerships between the community and higher education. The purposes of this case study are to present the concept of Fair Trade Learning (FTL) as it relates to global SL and demonstrate how the FTL Rubric can be used to evaluate a new global partnership.
Pivoting during a Pandemic: Creating Presence for All Students
Author: Dietz, Beth
Date: 2021-04-00
Type: Journal Articles
Subjects: Pandemics,COVID-19,Peer Relationship,Web Based Instruction,Distance Education,Communities of Practice,Cognitive Processes,Teacher Student Relationship,Educational Change

The 2019 coronavirus disease pandemic prompted faculty across the country to pivot their in-person courses to ones that could be offered virtually. Some faculty learned quickly that economically challenged students had difficulty accessing resources that suddenly became remote. In this reflective essay, we highlight the experiences of five social scientists working to transform courses from in-person to remote delivery, attending to each of the &quot;presences&quot; in the community of inquiry framework, while also addressing the economic challenges of students on two regional Midwestern campuses. We end with several &quot;lessons learned&quot; and suggestions for remote delivery as we move forward.
Quantitative Analysis of the Evolving Student Experience during the Transition to Online Learning: Second-Language STEM Students
Author: Jones, Simon
Date: 2021-04-00
Type: Journal Articles
Subjects: STEM Education,Language of Instruction,Engineering Education,Handheld Devices,Telecommunications,Computer Software,Online Courses,COVID-19,Pandemics,Synchronous Communication,Integrated Learning Systems,Pharmaceutical Education,Medical Education,Second Language Learning,English (Second Language),Educational Quality,Quality Assurance,Instructional Materials

The National University of Science Technology is an English-language institution in the Middle East offering degrees in Medicine, Pharmacy, and Engineering. We present the results of our studies of the evolving student learning experience during the 2019 coronavirus disease (COVID-19) lockdown restrictions. There was a discernible preference for synchronous, interactive learning. Mobile technology was more frequently used by our students than larger form factors. Platforms such as WhatsApp delivered much greater student engagement than our existing Learning Management System. Students learned at a slower rate using online material than we had anticipated with implications for assessment and progression.
Recreating Cultural Immersion in an Online Environment
Author: Kolovou, Tatiana A.
Date: 2021-04-00
Type: Journal Articles
Subjects: Study Abroad,Cultural Awareness,Web Based Instruction,COVID-19,Pandemics,Cultural Education,Educational Change,Undergraduate Students,Learning Experience

The 2019 coronavirus disease (COVID-19) pandemic threw a curve ball into everyone's spring teaching schedule. But for those of us who were a week away from taking their students overseas, it was a game changer. How do you create make-up material for one and a half credit hours while staying true to the course objective of &quot;understanding another culture through immersion and interaction?&quot; My course (usiness Culture of Greece) is a three-credit hour course which includes an inclassroom eight week component, followed by a weeklong trip in Athens during spring break. Faculty will discover how to incorporate activities that inform and engage students even when they cannot travel. Ideas shared can apply to domestic travel and are irrelevant to country-specific content. This submission includes a list of activities faculty can use to replicate in-country experiences designed to meet learning outcomes. Activities such as, expert question and answer discussions that normally occur face to face; meetings with local students of the same age to discuss current topics; watching a native language film and debriefing with a film expert; and a final presentation of their course project to their local business client that occurred on Zoom. Preparation discussion questions, student highlight quotes, and lessons learned will be used to help faculty plan for future courses.
From Micro to Macro: Widening the Investigation of Diversity in the Transition to Higher Education
Author: De Clercq, Mikaël
Date: 2021-00-00
Type: Journal Articles
Subjects: College Freshmen,Student Diversity,Student Adjustment,Secondary Education,Academic Achievement,Stress Variables,Student Characteristics,Educational Environment

Transition into higher education (HE) remains at the forefront of policy and practice in education worldwide (Gale &amp; Parker, 2014). Transition as a process (Nicholson, 1990) in which individuals move from one stage to another may cause stress and discomfort that possibly lead to negative outcomes. Transition into HE is a particularly challenging process for the student due to a large variety of difficulties and requirements which could impede study success (Trautwein &amp; Bosse, 2017). Moreover, increasing student numbers and diversity in European HE have reinforced concerns about study success in general and the successful transition to university in particular (Abbott-Chapmann, 2006, 2011; Vossensteyn et al., 2015; Wolter, 2013). Consequently, it is important to further develop our understanding of factors that can contribute to a successful and less stressful transitions into higher education for a diverse student body. In this special issue, the authors go beyond considering individual factors, such as student characteristics (micro level). In addition to student diversity, the authors investigate the impact of the learning environment/ institution (meso level) and national educational policies (macro level). Each study contributes to this endeavour by connecting two of the three levels of higher education. To overcome the limitations of the existing literature in the field of HE, this special issue aims at entering a novel pathway to investigate diversity to HE by: (1) further investigating the role of diversity at different levels of HE; (2) connecting previously unconnected investigations of diversity in the transition into HE at micro, meso and macro level; and (3) developing methodological designs that can tackle this broadened perspective of diversity in the transition into HE.
How Different Diversity Factors Affect the Perception of First-Year Requirements in Higher Education
Author: Bohndick, Carla
Date: 2021-00-00
Type: Journal Articles
Subjects: College Freshmen,Foreign Countries,Equal Education,Diversity,Degree Requirements,Self Efficacy,Student Motivation

In the light of growing university entry rates, higher education institutions not only serve larger numbers of students, but also seek to meet first-year students' ever more diverse needs. Yet to inform universities how to support the transition to higher education, research only offers limited insights. Current studies tend to either focus on the individual factors that affect student success or they highlight students' social background and their educational biography in order to examine the achievement of selected, nontraditional groups of students. Both lines of research appear to lack integration and often fail to take organisational diversity into account, such as different types of higher education institutions or degree programmes. For a more comprehensive understanding of student diversity, the present study includes individual, social and organisational factors. To gain insights into their role for the transition to higher education, we examine how the different factors affect the students' perception of the formal and informal requirements of the first year as more or less difficult to cope with. As the perceived requirements result from both the characteristics of the students and the institutional context, they allow to investigate transition at the interface of the micro and the meso level of higher education. Latent profile analyses revealed that there are no profiles with complex patterns of perception of the first-year requirements, but the identified groups rather differ in the overall level of perceived challenges. Moreover, SEM indicates that the differences in the perception largely depend on the individual factors self-efficacy and volition.