ethanporcaro/eric-fulltext-meta huggingface dataset:
Does Mode of Access Make a Difference? Mobile Learning and Online Student Engagement
Author: Nichter, Sarah
Date: 2021-09-00
Type: Journal Articles
Subjects: Electronic Learning,Handheld Devices,Learner Engagement,Online Courses,Academic Achievement,Self Control,Time Management,Technology Uses in Education,Undergraduate Students

Even though student use of mobile devices for educational purposes has increased in recent years, the research on the possible impact on student success or engagement has been minimal. This study investigated the impact of mobile device use on student engagement and student success in online courses. The theory of Self-Regulated Learning (SRL) was a foundation for understanding and measuring engagement behaviors of online students. The Online Self-Regulated Learning Questionnaire (OSLQ) was the basis of the survey instrument. Participants were categorized into three groups of mobile device use (low, moderate, high). These three groups were used for comparison in each of the research questions. The research questions ask what impacts mobile learning has on student engagement, as measured with SRL; what impact mobile learning has on the SRL constructs of environment structuring, task management, and time management; and what associations mobile learning might have with student success and persistence. The ANOVA showed that mobile learning had a moderate impact on engagement for students in the high group. Students in each group engaged in environment structuring behaviors more than task strategies or time management behaviors. Students in the moderate and high groups engaged in task strategies more than the low group. Students in the high group engaged in time management behaviors more than the other groups. The Crosstab analysis did not show an association between levels of mobile learning and course grade or persistence. These findings have positive implications for online pedagogy and course design.
Supporting Student-Initiated Mobile Device Use in Online Learning
Author: Milheim, Karen L.
Date: 2021-09-00
Type: Journal Articles
Subjects: Online Courses,Handheld Devices,Telecommunications,Learning Activities,Learning Experience,Student Attitudes,Usability,Technology Uses in Education,Distance Education,Course Content,Communities of Practice,Computer Mediated Communication,Graduate Students,Undergraduate Students,Barriers,Instructional Design

Understanding the experiences of students who self-initiate mobile device use for online courses or course-related activities provides institutions with valuable insights. In this study, we report how students enrolled in online courses in higher education voluntarily used mobile devices for their coursework and course-related activities, the challenges in using these devices, and how they managed those challenges. We surveyed 103 college students enrolled in one or more fully online courses regarding their habits in using mobile devices for online learning. Findings reveal most participants use mobile devices for convenience, portability, and overall ease of use. The way the devices are used for course-related activities varies, however, with reasons ranging from taking notes and reading course materials, to downloading those materials, communicating, socializing, and other purposes. Challenges when using these devices often relate to access issues and overall limitations of the technology. Yet, despite these limitations, some reported that, depending on the task, even though using a mobile device often took longer compared to a laptop or PC, the convenience of using it was a greater benefit. Participants were surveyed about their experiences prior to the COVID-19 pandemic, providing additional perspectives for possible future research focused on emergency circumstances to remote teaching or alternative forms of instruction. Additionally, this study provides a foundation of how and why students choose to use mobile devices for coursework and in what ways they may need support from their institutions related to their use.
Effect of Quizzes on Anxiety and Performance in Mathematics at Middle Level
Author: Naseem, Afshan
Date: 2021-04-00
Type: Journal Articles
Subjects: Mathematics Tests,Mathematics Anxiety,Grade 7,Mathematics Instruction,Mathematics Achievement,Scores,Females,High School Students,Foreign Countries

The purpose of the study was to see the effect of quizzes on anxiety and performance in mathematics at middle-level students. Seventy-two participants from a public sector high school were chosen carefully. In experimental designs, the Pretest Posttest Non-equivalent Control Group Design was selected for the study. The instruments for measuring anxiety and mathematics performance were developed by the researcher. A pilot study on another group of the student was conducted. Validity of the instruments were ensured by experts' opinion. Table of Specification was constructed. Factor analysis was applied to find out that the statements in the instrument were clear and not misleading. Collected data were analyzed by independent samples t-test. A significant effect of quizzes was found on the performance of grade VII mathematics students. The significant outcome for anxiety in mathematics was also found when the overall effect was measured.
Development and Testing of a Roleplaying Gamification Module to Enhance Deeper Learning of Case Studies in an Accelerated Online Management Theory Course
Author: Pereira, Audrey S.
Date: 2021-09-00
Type: Journal Articles
Subjects: Role Playing,Game Based Learning,Cooperative Learning,Online Courses,Learning Modules,Case Method (Teaching Technique),Case Studies,Learning Processes,Acceleration (Education),Business Administration Education,Total Quality Management,Graduate Students,Student Satisfaction,Learner Engagement,Soft Skills,State Universities,Simulation

Research has established that &quot;cognitive rehearsal,&quot; (CR) or the visualization of application of a behavioral response to a situation, can increase self-efficacy through vicarious experience, but is challenging to induce online. Online higher education curricula can include collaborative game-based learning (GBL) in the form or roleplaying, which can facilitate CR. The purpose of this study was to develop an online GBL module to facilitate CR in online business graduate students learning management theory case studies, and to evaluate its ability to induce CR. A convenience sample of students voluntarily participated in a proof-of-conduct study using a mixed-methods design to gauge whether use of the module facilitated CR, a descriptive and thematic analysis was conducted. Data were collected from 106 students within two course sections in an online Master of Business Administration (MBA) program. The module was used as an optional supplement to a management case study assignment and approximately 50% of students used it. Scores on the assignment were compared between students who used the module and students who did not, and those who did scored statistically significantly higher (p = 0.0003). Students reported in a survey that the module induced CR about applying management theory. Students also expressed satisfaction with the module and provided feedback for its improvement in the areas of format and content. Our findings suggest that collaborative roleplaying GBL and other methods to induce CR in online higher education should be explored and formally studied.
The Story Is in the Structure: A Multi-Case Study of Instructional Design Teams
Author: Drysdale, Jason
Date: 2021-09-00
Type: Journal Articles
Subjects: Case Studies,Instructional Design,Teamwork,College Faculty,Online Courses,Administrator Attitudes,Teacher Attitudes,Universities,Comparative Analysis,Instructional Leadership,Role Perception,Technical Support,Information Technology,Organizational Culture,Governance,Barriers,Advocacy,Misconceptions

Although instructional designers are experienced and positioned to be leaders in online learning, it was not previously known how organizational structures influenced their ability to act as leaders in their institutions. This problem warranted a deep exploration of the organizational structures for instructional design teams in higher education. This qualitative, multi-case study consisted of three individual universities each with a different organizational structure profile. Data were collected through semi-structured interviews and document analysis with participants in three key roles at each institution: dedicated instructional designer, online faculty member, and online learning administrator. The research culminated in within-case analyses of each institution and a comparative case analysis of all three studied institutions. The results of the study revealed that the organizational structure that most positively influenced instructional design leadership was a centralized instructional design team with academic reporting lines. Decentralized instructional designers experienced significant disempowerment, role misperception, and challenges in advocacy and leadership, while instructional designers with administrative reporting lines experienced a high level of role misperception specifically related to technology support. Positional parity between dedicated instructional designers and faculty, in conjunction with implementation of the recommended organizational structure, was found to be critical to empowering designers to be partners and leaders.
Troublesome Knowledge: Identifying Barriers to Innovate for Breakthroughs in Learning to Teach Online
Author: Gonzalez, Lorna
Date: 2021-09-00
Type: Journal Articles
Subjects: Barriers,Online Courses,Educational Technology,Technology Uses in Education,Technological Literacy,Teacher Competencies,Knowledge Level,Faculty Development,Blended Learning,Higher Education,Concept Formation

Embedded within advice for starting simple with online, blended, or technology-enhanced teaching are practices that can be troublesome for some faculty who are learning to teach this way. For example, embedded within the principle of a clear, organized, navigable course can be the &quot;concept&quot; of chunking content into modules, the &quot;skills&quot; associated with screen casting and posting a course tour, and the &quot;practice&quot; of socializing students to the course organization through demonstration, explanation, and reinforcement. This empirical-qualitative study collected 123 cases of troublesome knowledge from 41 participants and analyzed them through Perkins' troublesome knowledge framework. Results include subcategories and common themes across cases of inert, ritual, conceptually difficult, tacit, and foreign/alien knowledge. From these results, we recommend that faculty development approaches should take specific aspects and cases of troublesome knowledge into consideration for online teaching preparation.
Emotional Intelligence of University Students: Gender Based Comparison
Author: Ali, Asghar
Date: 2021-04-00
Type: Journal Articles
Subjects: Emotional Intelligence,Undergraduate Students,Foreign Countries,Gender Differences,Self Control,Self Concept,Interpersonal Competence,Student Characteristics

Study on emotional intelligence is developing as an important construct in the education field. This construct influences the performance of students. It is a matter of common observation that some persons are less intelligent and they succeed in life better than those who are highly intelligent. Here the construct of emotional intelligence arises. This research study aimed to explore the difference in emotional intelligence on gender basis. A survey research design was used. The population of research consisted of all the students of University of Malakand studying in BS (Hons.) classes. 180 university students BS (Hons.) were selected out of whom 67 were female and 113 were male. Six departments were selected randomly from all departments in university. Thirty subjects were selected from every department randomly from BS classes hence it was a multi stage random sampling. The questionnaire, Self-Report Measure of Emotional Intelligence (SRMEI) was used as data collection tool. Data were analyzed through SPSS. The test applied for data analysis was independent samples t-test. The result of the study showed that male students were highly emotionally intelligent than female studies. Male students were also more intelligent on factors emotional self-regulation and emotional self-awareness than female while there was no significant difference on the subscale of interpersonal skills.
Hybrid Flexible Instruction: Exploring Faculty Preparedness
Author: Romero-Hall, Enilda
Date: 2021-09-00
Type: Journal Articles
Subjects: Teacher Attitudes,Web Based Instruction,College Faculty,Instructional Development,Teaching Methods,Synchronous Communication,Electronic Learning,Readiness,Faculty Development

The aim of this investigation was to survey faculty members on their perceived level of preparedness to design and implement hybrid flexible (HyFlex) instruction. Participants included 121 full- and part-time faculty. Using an electronic survey, faculty members: a) rated their preparedness to engage on different HyFlex instruction competencies, b) shared which pedagogical strategies they felt prepared to use in this instructional modality, and c) listed the resources and support that they felt were needed to successfully implement their course. The results indicated that faculty members felt prepared to successfully engage in competencies related to HyFlex instruction that were significantly similar to competencies required for in-person instruction. However, they admitted to feeling less prepared to manage the intricacies that are unique to the HyFlex modality. Also, instructors believe a variety of pedagogical strategies can be integrated into HyFlex instruction; however, for those unfamiliar with this instructional modality, significant support and resources are needed before designing and implementing a course.
How Can We Improve Online Learning at Community Colleges? Voices from Online Instructors and Students
Author: Li, Qiujie
Date: 2021-09-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Instructional Effectiveness,Instructional Improvement,Educational Strategies,Learner Engagement,Synchronous Communication,Computer Mediated Communication,Discussion Groups,Two Year College Students,College Faculty,Teacher Attitudes,Student Attitudes,Expectation,Feedback (Response),Attendance

With the rapid growth of online learning at community colleges and the low course completion and performance associated with it, there has been increasing need to identify effective ways to address the challenges in online teaching and learning at this setting. Based on open-ended survey responses from 105 instructors and 365 students from multiple community colleges in a state, this study examined instructors' and students' perceptions of effective and ineffective instructional practices and changes needed in online coursework. By combining structural topic modelling techniques with human coding, we identified instructional practices that were perceived by both instructors and students as effective in supporting online learning as well as ineffective and needing improvement. Moreover, we identified a handful of misalignments between instructors and students in their perceptions of online teaching, including course workload and effective ways to communicate.
Student Self-Disclosure and Faculty Compassion in Online Classrooms
Author: Lindecker, Colleen Ann
Date: 2021-09-00
Type: Journal Articles
Subjects: Self Disclosure (Individuals),College Students,College Faculty,Teacher Student Relationship,Social Support Groups,Empathy,Altruism,Online Courses,Computer Mediated Communication,Mental Health,Teacher Burnout,Fatigue (Biology),Correlation,Age Differences,Gender Differences,Teaching Experience,Incidence

Compassion fatigue is well documented among professionals working in social service fields such as healthcare, emergency response, social work, and education. In higher education, there is a growing demand for faculty led student mental health support and life coaching services to support student retention and success. Students in online settings tend to disclose personally traumatic experiences and circumstances more openly in communications with faculty to seek support and extensions. In this study, we surveyed faculty to explore the relationship between student self-disclosure and faculty compassion fatigue in online classrooms. We hypothesized that student self-disclosure of personal challenges is common and may be related to faculty compassion fatigue and burnout. Results supported the hypothesis that student self-disclosure of personal challenges and trauma was common, experienced by 96% of surveyed faculty. Most faculty had low to average compassion fatigue scores; however, demographic and professional factors were associated with faculty compassion fatigue and burnout. Younger faculty, less experienced faculty, and female faculty had higher levels of compassion fatigue and burnout than older faculty, more experienced faculty, and male faculty. This study provides insight into the personal challenges and trauma students self-disclose to faculty, faculty variables that are associated with disclosure, and the impact student disclosure may have on faculty.
The Effects of E-Learning on Students&apos; Motivation to Learn in Higher Education
Author: Elshareif, Elgilani
Date: 2021-09-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Student Motivation,College Students,Instructional Materials,Discussion (Teaching Technique),Computer Mediated Communication,Integrated Learning Systems,Student Evaluation,Feedback (Response),Grades (Scholastic),Business Administration Education,Engineering Education,Foreign Countries

The recent COVID-19 pandemic has forced educational institutions worldwide to adopt e-learning. UAE higher education institutions have implemented e-learning systems and programs to cope with this unprecedented situation. This paper measured the strength of association between key aspects of e-learning systems and programs and students' motivation to learn in Ajman University (AU). Cronbach's coefficient alpha was used to test the internal consistency reliability of key aspects of e-learning (EL-8) and students' motivation to learn (SML-16). Exploratory factor analysis was used to test the validity of, and coherence of patterns in, the data. Parametric and nonparametric methods were used to investigate the strength of association between key aspects of e-learning and students' motivation to learn in AU. The results indicated that motivation variables were more strongly correlated with both e-teaching materials and e-assessments key aspects relative to others such as e-discussion, and e-grade checking and feedback.
Student Performance in Online Classes at a Hispanic-Serving Institution: A Study of the Impact of Student Characteristics in Online Learning
Author: Cottrell, Rebecca S.
Date: 2021-09-00
Type: Journal Articles
Subjects: Academic Achievement,Performance Factors,Grade Point Average,Withdrawal (Education),Correlation,Student Characteristics,Hispanic American Students,Minority Serving Institutions,Online Courses,Electronic Learning,Synchronous Communication,Undergraduate Students,Public Colleges

As online enrollment increases in the United States, it is important to understand the impact of course modality on student outcomes. In particular, there has been limited research on the effect of course enrollment at Hispanic-serving institutions (HSI). The current study evaluated the effect of online course enrollment on student grades and on student withdrawal rates by comparing outcomes in online and face-to-face classes. The main innovation of this study is to use propensity score analysis to control for 15 different student characteristics as a way to control for the selection bias introduced when students self-select into different course modalities. The study used data from a large, public, HSI in the mountain west during the 2017-2018 and 2018-2019 academic years. Baseline results on a two-sample t-test indicated that online students have significantly higher course grades, and non-significantly different withdrawal rates before controlling for student characteristics. The study used a propensity score analysis (PSA) to control for 15 confounding covariates after testing three different PSA models: near-neighbor matching, Mahalanobis' metric, and optimal matching. After evaluating each model for validity and sensitivity, a near-neighbor 1:2 matching PSA shows a non-significant difference in student grades, and higher withdrawal rates in online classes than face-to-face classes. Given these results, institutions should ensure that they are providing adequate academic support for online students to improve retention and success rates for online students.
Student Initiative Empowers Engagement for Learning Online
Author: Heflin, Houston
Date: 2021-09-00
Type: Journal Articles
Subjects: Student Motivation,Learner Engagement,Electronic Learning,Distance Education,Online Courses,Summer Programs,Student Attitudes,Student Experience,College Students

Assessing the degree to which students engage and learn from their online courses will be important as online courses are becoming more ubiquitous. This study sought to capture student perceptions of their independence as learners, their level of engagement, their effort exerted, and the amount of information they learned in online courses. The study was conducted over three years with 455 students who completed a self-assessment at the end of an intensive summer online course. Results showed an equal number of students agreeing and disagreeing that online courses help students learn the same amount of information encountered in a face-to-face course. The majority of students reported they were more independent (84.4%), were more engaged (54.5%) and exerted more effort (57.4%), in their online course than a typical face-to-face class. Recommendations are made for faculty creating online courses who have the opportunity to coach students on how to succeed in the online learning environment.
Parents&apos; Use of Digital Literacies to Support Their Children with Disabilities in Online Learning Environments
Author: Rice, Mary Frances
Date: 2021-09-00
Type: Journal Articles
Subjects: Mothers,Parent Participation,Parent Role,Parent Student Relationship,Parent School Relationship,Students with Disabilities,Technological Literacy,Information Literacy,Electronic Learning,Virtual Classrooms,COVID-19,Pandemics

An emerging research base has highlighted various roles and responsibilities that parents of students with disabilities accept when they enroll their children in online schools. Since finding and using online texts and using various programs and applications that require search and evaluation skills to do work are typical for online learning, it follows that part of parent responsibilities in many families might involve using basic technological literacies or even more advanced digital ones. To focus on the range of technological literacies that parents employ, researchers gathered self-report data from parents about how they engage with online education technologies while working with their children with disabilities. Interviews with (n = 32) parents across six states in the West, Midwest, and Southern United States revealed that parents employ various skills with a specific set of purposes in mind. Literacies were used to (a) perform basic technological computing tasks, (b) evaluate information to supplement existing instructional materials, and (c) communicate with the school about children's needs. Reported purposes for using these skills emerged as (a) instructing, (b) monitoring, (c) advocating, and (d) learning school expectations. Implications of this study include the potential for literacy-based approaches to parent preparation for supporting vulnerable children in online settings.