ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Social Media on University Students&apos; Perceptions of the Beef Industry
Author: Howard, Michelle
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,College Students,Agricultural Occupations,Educational Technology,Technology Uses in Education,Student Attitudes,Food,Safety,Student Surveys,Industry

Social media is known for having the ability to rapidly disseminate information and university students now receive the majority of information about agriculture through social media platforms rather than through first-hand experience. In order to understand the impact of social media on university students related to the beef industry, a study of 300 students at the University of Tennessee were selected to participate. The purpose of this study was to describe media usage and impacts on students at the University of Tennessee. Results showed students perceived social media platforms, Facebook and Twitter, to be relatively trustworthy, agreed that the beef industry supplied safe products to consumers but they are very concerned with food safety and relatively concerned to very concerned with having access to information about the beef supply. One recommendation made was industry communicators should consider current industry representation on social media and identify ways to proactively supply information to university students.
Undergraduate Knowledge Legitimation Strategies: Metacognition and Epistemological Development
Author: Gordon, Jessica E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Knowledge Level,Epistemology,Metacognition,Agricultural Education,Information Sources,Cognitive Style,Evaluation Criteria,Qualitative Research,Case Studies,Constructivism (Learning),Grounded Theory,Credibility,Student Development,Transformative Learning,Semi Structured Interviews

Undergraduate epistemology typically transitions from an absolute perspective with a reliance on external knowledge authority to a more open epistemology that utilizes metacognition to evaluate knowledge claims. In the undergraduate agricultural classroom, student epistemic development, combined with deeply embedded agricultural beliefs and values, can lead to rigid perspectives that may inhibit effective communication and collaboration between diverse students, and thwart epistemic development necessary for students to entertain and synthesize widely divergent knowledge claims. This research sought to explore the characteristics and sources of knowledge undergraduates considered legitimate, and the internal processes undergraduate agricultural students used to assess the legitimacy of knowledge claims. Findings from this qualitative, multiple case study revealed students utilized specific metacognitive processes to assess the validity of conflicting agricultural knowledge claims. In addition, findings indicated students implemented specific legitimation criteria when assessing professors as credible sources of agricultural knowledge. These findings suggest educators should recognize and validate students' prior experience, social affiliations, and implement pedagogies that facilitate student learning through dialogue involving students holding diverse agricultural perspectives.
The Mentoring Experience: Leadership Development Program Perspectives
Author: Lamm, Kevan W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Semi Structured Interviews,Mentors,Leadership Training,Agricultural Education,Biological Sciences,Interpersonal Relationship,Qualitative Research,College Faculty,Student Development,Attitude Measures,Content Analysis

Using a semi-structured interview approach, ten mentors from a leadership development program focused on building leaders in Colleges of Agriculture and Life Sciences across the nation provided insights regarding their mentoring method, process, and experiences. Mentors interviewed agreed the mentoring process was beneficial for themselves as well as their mentee. However, clear thematic differences were evident depending on whether a previously existing relationship was in place between mentor and mentee. Specifically, mentoring relationships that were extensions of previous relationships tended to have less formal structures and more subjective outcomes than newly established mentoring relationship counterparts. Nevertheless, both categories of mentoring relationships indicated a desire for a formal set of mentoring expectations as well as access to program curriculum to help guide and inform the process.
What Motivates Introductory Geology Students to Study for an Exam?
Author: Lukes, Laura A.
Date: 2014-11-00
Type: Journal Articles
Subjects: Geology,Science Instruction,Student Motivation,Study Habits,Science Tests,STEM Education,Student Attitudes,Earth Science,College Students,Semi Structured Interviews,Grounded Theory,Goal Orientation,Emotional Response,Grades (Scholastic),Mastery Learning,Science Achievement

There is a need to understand why some students succeed and persist in STEM fields and others do not. While numerous studies have focused on the positive results of using empirically validated teaching methods in introductory science, technology, engineering, and math (STEM) courses, little data has been collected about the student experience in STEM courses. The aim of this study was to capture and characterize the student perception of their motivation to study for an exam in a geoscience class. Students enrolled in introductory physical geology courses (n = 42) at 5 different institutions (seven instructors at two research universities and three community colleges) were interviewed using a semistructured protocol. The interview data were analyzed using a grounded theory approach. The resulting emergent themes included goal orientation and emotion. All students report a performance component to their motivation, where a learning task is a means to an end, such as earning a grade. However, most high performing students (70%) also reported their motivation was also oriented towards a mastery goal, where a learning task itself serves as an end, such as satisfying curiosity, more frequently than low performing students (18%). The majority of students (81%) also described an emotional component to their motivation. Contrary to existing models, most students indicated they were motivated to engage in exam preparation as a way to avoid experiencing negative emotions. These resulting insights to student motivation have implications both for course design and instructional practices in similar introductory courses.
Best Practices Framework for Online Faculty Professional Development: A Delphi Study
Author: Mohr, Sandra Coswatte
Date: 2017-12-00
Type: Journal Articles
Subjects: Best Practices,College Faculty,Web Based Instruction,Online Courses,Faculty Development,Delphi Technique,Electronic Learning,Questionnaires,Statistical Analysis,Qualitative Research

Online learning is now a common practice in higher education. Because of the continued online enrollment growth, higher educational institutions must prepare faculty throughout their teaching career for learning theory, technical expertise, and pedagogical shifts for teaching in the online environment. This study presents best practices for professional development for faculty teaching online. In this study, the Delphi Method was used to gain consensus from a panel of experts on the essentiality of professional development items to help faculty prepare for teaching in the online environment. After four survey rounds to develop consensus, best practices were identified consisting of essential professional development and institutional/organizational strategies for supporting faculty teaching online. These results are significant for planning new or improving existing faculty development programs that enhance teaching and learning in the online classroom.
Examining Distance Learners in Hybrid Synchronous Instruction: Successes and Challenges
Author: Romero-Hall, Enilda
Date: 2017-12-00
Type: Journal Articles
Subjects: Synchronous Communication,Distance Education,Blended Learning,Case Studies,Graduate Students,Interviews,Focus Groups,Study Habits,Usability,Barriers,Interaction,Interpersonal Communication,Multimedia Instruction,Qualitative Research,Educational Technology,Equal Education

This paper reports on a case study investigating distance learners participating in graduate-level hybrid synchronous instruction. This research helps inform the design of hybrid synchronous instruction in which face-to-face and distance learners engage in class sessions. Data were collected using electronic journals, individual interviews, and a focus group. The results of the data analysis provide evidence that in this case, hybrid synchronous instruction improved the study habits of distance learners. On the other hand, the case study results also revealed that there are challenging pedogogical aspects which the distance learners had to overcome during hybrid synchronous instruction. Among such challenges were the interactions, relationships, and communication exchanges between distance learners, their face-to-face counterparts, and the instructor.
How Much Does Student Engagement with Videos and Forums in a MOOC Affect Their Achievement?
Author: Bonafini, Fernanda Cesar
Date: 2017-12-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Video Technology,Academic Achievement,Qualitative Research,Content Analysis,Computer Mediated Communication,Statistical Analysis,Teaching Methods,Discussion (Teaching Technique),Learner Engagement,Student Evaluation,College Students,Student Surveys,Online Surveys

Engagement in Massive Open Online Courses (MOOCs) is based on students who self-organize their participation according to their own goals and interests. Visual materials such as videos and discussion forums are basic ways of engaging students in MOOCs. Student achievement in MOOCs is typically measured using assessments distributed throughout the course. Although there is research on the basic forms of student's engagement and assessment in MOOCs, little is known about their effect on students' achievement in the form of students completing a MOOC. Using binomial logistic regression models, this paper addresses this gap in the literature by presenting the degree to which student engagement with videos and forum posts can predict students' probability of achievement in a MOOC. It also explores the extent to which participation behaviors and their intention to receive the course certification can be used to predict achievement in MOOCs. Using qualitative content analysis, this paper discusses the quality of the forum posts exchanged by participants in this MOOC. The findings from quantitative analysis support MOOC's pedagogical assumptions, showing that students' engagement in forums and with videos increases the probability of course achievement. It also shows that intention to certify plays a moderator effect on the number of videos watched, enhancing achievement in MOOCs. The findings from qualitative analysis reveal that most students' posts in forums display more information acquisition than critical thinking. Implications for practice suggest MOOC designers and MOOC instructors foster engagement in forums by implementing discussion prompts that foster interactions about deep meaning of concepts or application of concepts covered in the MOOC. In regard to videos, implications for practice suggest the creation of interactive videos that promote students' engagement and control such as inserting guiding questions and segmenting the video content. Future research comprising multiple MOOC cohorts is suggested to validate the empirical model presented in this study.
Integrating iPad Technology in Earth Science K-12 Outreach Courses: Field and Classroom Applications
Author: Wallace, Davin J.
Date: 2013-11-00
Type: Journal Articles
Subjects: Handheld Devices,Technology Uses in Education,Earth Science,Elementary Secondary Education,Outreach Programs,Technology Integration,Inservice Teacher Education,Pretests Posttests,Science Teachers,Field Instruction,Graduate Students,Student Surveys,Course Objectives,Student Attitudes,Technological Literacy,Productivity

Incorporating technology into courses is becoming a common practice in universities. However, in the geosciences, it is difficult to find technology that can easily be transferred between classroom- and field-based settings. The iPad is ideally suited to bridge this gap. Here, we fully integrate the iPad as an educational tool into two graduate-level K-12 in-service teacher outreach classes, one classroom-based course and one field-based course. We describe our field and classroom course objectives, and the integration of iPads into both settings. We assess the impact of the iPad in these courses through the use of pre- and posttests and surveys. Most participants enthusiastically use iPads once the initial learning curve is overcome. They tend to spend roughly the same amount of time using technology, but they substitute iPad use for laptop use once they become proficient with the iPad. Additionally, when equipped with an iPad, there is a possible increase in overall productivity as the participants spend more time preparing both for their university outreach classes and the classes they teach. However, they do spend more time on certain noneducational activities (i.e., picture/music/movies), but they appear to be more efficient and spend less time browsing the internet and conducting research for their classes. Interestingly, having participants work with iPads appears to increase confidence in general technology use, including laptops, as well as increasing confidence in the iPad as a teaching tool for their own classrooms. Pre- and posttest data suggest that there is no link to increased content knowledge by integrating iPads versus traditional teaching methods.
Geological Fieldwork: A Study Carried out with Portuguese Secondary School Students
Author: Esteves, Helena
Date: 2013-08-00
Type: Journal Articles
Subjects: Secondary School Students,Mixed Methods Research,Foreign Countries,Learning Processes,Earth Science,Geology,Course Content,Environmental Education,Field Trips,Concept Formation,Learning Motivation,Curriculum Design,Science Curriculum,Teaching Methods,Outcomes of Education,Geographic Regions,Questionnaires,Student Attitudes,Student Evaluation

Recognizing the relevance that fieldwork and field trips have in the teaching of geosciences and related learning processes, this study presents two geological fieldwork studies that were established with Portuguese secondary school students. Both studies were focused on geoscience content knowledge, and attempted to increase environmental awareness and highlight geoheritage values. Following the Orion model (1993), the fieldwork was established in three stages (the preparatory unit, field trip, and summary unit), which facilitated its implementation and subsequent assessment. Both studies took place in regions in the north of Portugal. One field trip was undertaken at the coastal area of Vila do Conde and the other on the left bank of the Minho River, in Moncao. Since a mixed methods research design was applied, different data types were collected and triangulated. Results indicate that the fieldwork was effective in terms of facilitating the development of conceptual knowledge, motivation, and diverse competencies. These results contribute to the recognition of fieldwork as an important strategy in geoscience education and geoscience awareness. The study also highlights that the relevance of fieldwork should be recognized by Portuguese curriculum designers and should be incorporated in the Portuguese science curriculum.
Relationship between NCE III Business Education Students Computational Skill and Their Cumulative Grade Point Average (CGPA) in Colleges of Education in Bauchi and Gombe States
Author: Chadi, Aishatu Muhammad
Date: 2017-00-00
Type: Journal Articles
Subjects: Schools of Education,Business Schools,Business Administration Education,Grade Point Average,Computation,Foreign Countries,Prediction,Academic Achievement,Student Surveys

The study aimed at establishing the relationship and prediction power of Business Education students' computational skill (CPS) on their academic performance (CGPA) at college of education level. Two research questions and two hypotheses were formulated for the study. The design of the study was a correlational survey design. The population of the study were 408 NCEIII business education students and stratified random sampling was employed in selecting the research sample. Data collected from a CPS test and analysed using Microsoft Excel (2007). The results of relationship between CPS and CGPA received. 226 which is a low but positive, with a prediction power of 25.57% showing low relationship but strong predicting paper. It was therefore recommended that Business education departments should strive hard to create students awareness on the relevance of Computational skill to their field of study and to device means of improving students' computational skill for an enhanced performance.
Postsecondary Transition Programs for Underprepared Writers
Author: Antonetti, Christine M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Transitional Programs,Remedial Instruction,Writing (Composition),Writing Difficulties,Writing Skills,Qualitative Research,College Freshmen,Freshman Composition,Writing Improvement,Outcomes of Education,Error Patterns,Hypothesis Testing,Essays,Student Placement

There is a large population of students who enter postsecondary institutions underprepared in the area of writing, which can negatively affect their academic success in various disciplines. Lack of alignment between secondary and postsecondary education writing curricula is a common cause of why students are underprepared in writing. Identifying gaps in writing when transitioning from secondary to postsecondary institutions is critical in creating appropriate writing support programs which better prepare students for academic success. Moreover, in order to facilitate successful postsecondary writing outcomes, proactive writing interventions (transition programs) between secondary and postsecondary institutions can be implemented to generate a positive impact on students' ability to write, thereby leading to greater academic success.
The Major Minor Curriculum Application in Preparing the Communication Science and Community Development Graduates to the World of Work: Graduates Perception (Case Study in Bogor Agricultural University, West Java, Indonesia)
Author: Khairunnisa
Date: 2017-00-00
Type: Journal Articles
Subjects: Community Development,Case Studies,Foreign Countries,Employment Opportunities,Higher Education,Curriculum Development,College Graduates,Attitudes,Communications,Qualitative Research,Statistical Analysis,Questionnaires

The gap between numbers of job seeker and employment opportunity had triggered HEIs in developing the best curriculum in equipping their graduates with relevant skills to face the competitive and challenging world of employment. Graduate Tracer Studies are essential as a way of understanding the relevance and quality of programs offered by the universities as well as the labor market. The study aims are: (1). to analyze the employment opportunity which can be filled by the SKPM Department graduates; (2). to analyze the curriculum quality in education process of SKPM Department; (3).Analyzing the relevance between MAMI curriculum with the employment opportunity of graduates. The study is categorized as qualitative descriptive using the survey method. The samples are graduates and academic staff selected through snow ball technique. Gap SERVQUAL Analysis used to measure the university quality service and determine the gap between level of importance and level of performance. Cartesian Diagram used to analyze the position of each attributes of all five dimensions in students' perception. Based on the study result, concludes graduates' importance degree towards education service quality given by SKPM Department still needs to be improved because it shows a negative gap value for every attribute of service quality. Majority of SKPM graduates absorbed by job market (86,5%) with an average 5.5 months waiting period after graduation. As much as 34% of SKPM graduates stated that minor courses were irrelevant with their current occupations.
Building Extension Partnerships with Government to Further Water Conservation Efforts
Author: McKee, Brandon
Date: 2017-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Water,Conservation (Environment),Rural Extension,Online Surveys,Government Role,Community Surveys,Community Study,Community Attitudes,Political Affiliation,Likert Scales,Intention,Political Attitudes,Public Policy

Extension, being a local, state and federally funded program has a natural partnership with government agencies at all three levels, however these partnerships could be built upon and targeted at specific audiences for greater effect if more is known about how government influences public perception. The government has recognized the need for increased public engagement in water conservation to ensure the sustainability of water resources for future generations and taken action through incentive programs and regulations. Political affiliation is known to influence public perception of government initiatives, which may impact levels of intention and engagement in water conservation. This study explored how US residents responded to positive and negative governmental influences on water conservation practices using an online survey. The findings revealed significant differences in the water conservation activities respondents are currently engaged in, as well as future intentions, depend upon political affiliation. Additionally, intention can be predicted by political affiliation and positive government perceptions. By examining the dissonance created by respondents' engagement and intention to take water conservation action, guidance can be provided to extension educators on how to collaborate with government agencies to develop and implement programs and policies that encourage or enforce engagement in water conservation behaviors.
Enhancing Student Teacher Supervision through Hybridization: Adding E-Supervision to the Mix
Author: Paulsen, Thomas H.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Teacher Supervisors,Supervisory Methods,Computer Mediated Communication,Preservice Teacher Education,Preservice Teachers,Clinical Supervision (of Teachers),Student Teacher Attitudes,Blended Learning,Focus Groups,Interviews,Interpersonal Communication,Incidence,Scheduling,Technology Uses in Education

Student teaching is a critical component of the preservice teacher preparation program which has a major role in preparing novices to teach. This capstone experience has been frequently examined and the subject of numerous reform measures. Clinical experiences for preservice teachers have recently seen new recommendations for increased supervisor observational visits to meet accreditation standards. In this study, we sought to determine Iowa State University student teachers' perceptions of a hybridized supervision approach which included an electronic supervision component. Student teachers participated in one of two focus group sessions held during the final on-campus student teacher professional development session. A researcher not involved with the supervision or grading of the student teachers facilitated the interviews. Interviews were later transcribed and analyzed. Three major themes emerged: Benefits to Student Teachers, Improving the e-Supervision Process, and Benefits to the Teacher Education Program. We conclude that e-supervision has the potential to improve the quality of the student teacher experience and the teacher education program. Recommendations for implementation and further research are provided.