ethanporcaro/eric-fulltext-meta huggingface dataset:
Balancing the COVID-19 Disruption to Undergraduate Learning and Assessment with an Academic Student Support Package: Implications for Student Achievement and Engagement
Author: Lloyd, Natalie
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Undergraduate Students,Student Evaluation,Academic Support Services,Academic Achievement,Learner Engagement,Foreign Countries,Program Effectiveness,Distance Education,Withdrawal (Education)

In response to the COVID-19 pandemic-induced emergency pivot to online teaching and assessment, an Academic Safety Net was implemented at a regional Australian university to provide academic student support. Bayesian hierarchical models were used to compare student performance between 2019 and 2020. More students withdrew from subjects in 2020, while fewer students remained enrolled but failed. While there was no overall year effect for overall student achievement, exam achievement increased and on-course assessment achievement decreased in 2020. When achievement was analysed according to an assessment task change, a year effect emerged, with the magnitude and direction of the effect dependent on the task changes. The results indicate that the enrolment component of the Academic Safety Net was an effective equity measure that enabled students an extended opportunity to self-withdraw in response to general impacts of the pandemic; while the results component protected the integrity of results awarded during the emergency pivot.
Learning, Unlearning, and Relearning Together: Unmasking Power in a Students as Partners Program Using Collaborative Autoethnography
Author: Alhadad, Sakinah S. J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Participation,Teacher Student Relationship,Cooperation,Power Structure,Student Diversity,Student Empowerment,Student Attitudes,Partnerships in Education,Social Justice,Foreign Countries,College Faculty,College Students,Ethnography,Personal Narratives,Student Experience,Extracurricular Activities,Learning Strategies

We interrogated a students as partners (SaP), co-curricular program that focuses on supporting student learning. To center power and equity in SaP, the program was grounded in social design-based experiment methodology. We considered the manifestation of power and equity beyond higher education, to that of broader socio-political contexts. Collaborative autoethnography (CAE) was used to garner a richer understanding of student-staff experiences of the program. Through CAE, &quot;power&quot; emerged as central to our collective experiences, and a recognition that power asymmetry in students as partners programs is complex and multi-layered. We found that to address power imbalances in these programs requires considered strategies and intentional designs. Further, CAE, in and of itself, can be a powerful way to foster self-awareness, mutual trust, respect, and the acknowledgement of others in student-staff partnerships. We conclude by recommending the importance of deliberate design for equity and power towards consequential learning and transformational change.
Does Course Specific Nudging Enhance Student Engagement, Experience and Success?: A Data-Driven Longitudinal Tale
Author: Lawrence, Jill
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Intervention,Online Courses,Learning Analytics,Foreign Countries,College Students,Student Surveys,Interviews,Student Evaluation of Teacher Performance,College Faculty,Program Effectiveness

Low levels of online student engagement impact negatively on student success and adversely affect attrition. Course learning analytics data (CLAD), combined with nudging initiatives, have emerged as strategies for engaging online students. This article presents a mixed method case study involving a staged intervention strategy focussing on the employment of timely, strategic communication interventions conducted across 19 courses and six disciplines. The research methodology utilised CLAD, online surveys, student interviews and student evaluations of teaching. The findings substantiate benefits for both academics and students. Academics benefitted from the provision of a relatively simple, accessible and proactive intervention for increasing students' capacities to be more in control and engaged in their learning. Students benefitted as the intervention accentuated critical resources to assist them to better address assessment requirements, align their expectations more realistically with those of the course, and more readily demonstrate their learning obligations and responsibilities.
PECS: An Evidence-Based Orientation Event Framework for Enhancing Students&apos; Sense of Belonging
Author: Cooper, Rhys
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,School Orientation,Sense of Community,Evidence Based Practice,Design,Student School Relationship,Outcomes of Education,Expectation,Learning Activities,Videoconferencing

In 2020, staff at Griffith University, Australia used a best practice and evidence-informed orientation event framework to create the University's first series of fully online, university-wide orientation sessions. The PECS design framework was created to ensure that orientation events at Griffith focused on developing students' sense of belonging at their institution. For the first time, this framework was used as the foundation of the new &quot;Griffith Welcome Sessions&quot;. This study uses established qualitative methods to analyse 572 student surveys about the Griffith Welcome Sessions. It finds that the use of a PECS orientation design framework improved students' orientation experience and helped them to develop a sense of connection at university. This study also establishes that the PECS-based orientation sessions remained a key driver for many students' continued sense of belonging five weeks after the sessions were delivered. [This first page of the PDF is incorrectly numbered, one (1). The correct page number for the first page of this article is 51.]
&quot;Shining a Light&quot; on Mature-Aged Students in, and from, Regional and Remote Australia
Author: Crawford, Nicole
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Nontraditional Students,Adult Students,Gender Differences,Age Differences,Geographic Regions,Socioeconomic Status,Pacific Islanders,Racial Differences,Ethnicity,Student Diversity,Barriers,Rural Areas,Undergraduate Students,Student Characteristics,Low Income Students,Minority Group Students,Metropolitan Areas

This article shines a light on a little-known cohort of higher education participants, mature-aged students in, and from, regional and remote Australia -- the focus of a National Centre for Student Equity in Higher Education mixed-methods study. Notable patterns were found in the quantitative data; for instance, compared to their metropolitan counterparts, higher proportions of regional and remote students were older, female, from low socio-economic status areas, Aboriginal and Torres Strait Islander, and studied online and/or part-time. The presentation of four vignettes from the interviews uncovers the stories behind the numbers, revealing students' diverse and complex circumstances; two of the students shared experiences of facing systemic obstacles, while the other two described receiving invaluable institutional support. The obstacles can be attributed to systems designed for &quot;ideal&quot;, &quot;implied&quot; and &quot;traditional&quot; students, and entrenched attitudes that privilege some &quot;types&quot; of students over others and limit the aim of full participation for all students.
Teachers&apos; Science Camp Experiences in Southern Chile: Strengthening Teacher Identity and Continuing Education
Author: Silva, Marta
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Science Education,Teacher Attitudes,Teacher Collaboration,Change Agents,Professional Identity,Diaries,Personal Narratives,Teacher Characteristics,Foreign Countries,Camps,Pedagogical Content Knowledge,Kindergarten,Elementary Secondary Education

Science camps for teachers have been held in Chile for several years and are recognized as important opportunities for continuing education, but they have been largely ignored as instances for impactful reflection on teacher self-assessment and identity. This article presents the analysis of teacher experiences at a science camp held in southern Chile called &quot;Explora Va!&quot;, which was designed not just as an instance for continuing education for teachers in scientific contents but also for individual and collaborative reflection aimed at strengthening educators' skills as agents of change in their institutions. The question of this study was: how do the participants represent their teacher identities based on their experiences at the &quot;Explora Va!&quot; Camp? Using a qualitative approach, the results of the analysis of narratives from teachers' camp journals are reported here. The narratives from these journals provide an account of two dimensions, personal and contextual, where the importance of the teaching profession and science teaching were explored beyond conventional disciplinary limits. Collaboration, innovation, and personal and professional growth at the camp served to signify and resignify professional identities based on common elements but attending to the particular circumstances and unique backgrounds of each teacher.
The Effects of School Location on Students&apos; Academic Achievement in Senior Secondary Physics Based on the 5E Learning Cycle in Delta State, Nigeria
Author: Abamba, Ikechuku
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Geographic Location,Physics,Science Achievement,Rural Urban Differences,Learner Engagement,Inquiry,Concept Formation,Skill Development,Science Process Skills,Student Evaluation,Teaching Methods,Science Instruction

This study examined the effects of school location on secondary school students' academic achievement in Physics based on the 5E learning cycle. The design of the study was a non-randomized pre-test, post-test control group quasi-experimental design. The population of the study was 66,345. Two hundred and forty-three students were sampled from six schools. Four hypotheses were tested at 0.05 level of significance. The hypotheses state that there is no significant difference in mean achievement scores in Physics between urban and rural students taught using 5E learning cycle among others. The statistical tools used were mean, standard deviation and Analysis of Covariance (ANCOVA) were used in testing the hypotheses formulated. The result amongst others showed there is no significant difference between rural and urban students' achievement taught using 5E learning circle (Fcal. (113) = F crit (0.005), p&gt;0.05). Based on the findings, it was recommended among others, that 5E learning cycle be adopted in Nigeria secondary schools as a teaching method and that faculties of education in various schools of higher learning should ensure that 5E learning cycle is included as a method of teaching Physics.
The Effects of Using Social Biographical Texts of Scientists on Students&apos; Attitudes in Science Courses: A Qualitative Study
Author: Salar, Riza
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Instructional Effectiveness,Science Education,Biographies,Science Teachers,Foreign Countries,Teacher Attitudes,Scientific Attitudes

Biographies of scientists are often used in the teaching environment, both in textbooks and in course contents - sections from the lives of scientists are often included to encourage students to pursue and enjoy science. This research investigated the effect of social content biographical texts of scientists on students' attitudes towards science courses. The research was a mixed-method study and consisted of 51 science teachers. The participants were determined according to a convenience sampling method. Focus group interviews, repertory grid technique, and individual interviews were used to collect data in the study. Through focus group interviews with teachers, it was discussed what kind of changes biographical texts might make to students' attitudes to science. Later, 51 teachers explained the social biographical texts to their students and observed the changes in the students. Based on their observations, they scored the repertory grids. Finally, an individual interview was held with fifteen teachers. As a result, it has been determined that social biographical texts were able to increase students' interest, motivation and questioning skills, while able to decrease their anxiety.
Using a Triad Based Structure to Peer Review Assessment Rubrics in Business
Author: Grainger, Peter
Date: 2021-12-00
Type: Journal Articles
Subjects: Peer Evaluation,Scoring Rubrics,Business Administration Education,Foreign Countries,Student Evaluation,Communities of Practice,College Students,Student Attitudes,Cooperative Learning

Assessment is a key driver for engagement and a widely criticised aspect of the tertiary student experience. In regard to assessment, in particular, feedback, rubrics and peer review have been major focuses for researchers in recent years. This research utilised an innovative peer review process in a triad structure to evaluate and improve assessment rubrics in a business course at a regional university in Australia. Data from interviews with academics and students was analysed using a recognised 10 question framework to evaluate the quality of the rubrics used in the course. The results indicated the 10 question framework was a useful tool to evaluate the quality of the rubrics. In addition, the process of peer review of assessment artefacts, in a triad structure improved assessment literacies of the participating academics, improved accountability evidence, and led to greater staff and student satisfaction due to improved assessment experiences. This research contributes to new knowledge due to its focuses on assessment rubrics, the efficacy of the 10 question framework as a reviewing mechanism and the use of academic triads to review assessment and not teaching performance.
Attitudes of Non-Accounting Majors toward an Introductory Accounting Course: Results from Student Interviews
Author: Knight, Eric
Date: 2021-12-00
Type: Journal Articles
Subjects: Student Attitudes,Nonmajors,Accounting,Required Courses,Business Administration Education,Student Experience,College Freshmen

Purpose: The purpose of this research is to provide insights into the antecedents of student attitudes toward the first required accounting course by examining five related research questions. Design/Method/Approach: Interviews were conducted and open coding, as opposed to priori coding, was used to analyse the responses using the NVivo software. Results: Results indicate that student attitudes are generally positive but are based largely on assumptions rather than first-hand knowledge. Positive associations exist with respect to accounting's importance to business and as a discipline. Negative associations tend to be toward math and its application in part-time employment settings. The implication is that increasing professional interaction early in the first course could have an impact on student attitudes toward the discipline and profession.
Examining Self-Directed Learning Readiness and Performance of Business Students
Author: Clark, Cheryl
Date: 2021-12-00
Type: Journal Articles
Subjects: Independent Study,Learning Readiness,Academic Achievement,Business Administration Education,College Students,Electronic Learning,Self Management,Distance Education,COVID-19,Pandemics,Blended Learning

This study investigates student readiness for self-directed learning and its impact on academic performance. Changes in course delivery and modality have been widespread due to governmental mandates. Courses that were traditional face-to-face or blended learning moved to online learning. In this study, survey data from 350 upper-level business students at an AACSB accredited institution were collected prior to and after the online teaching mandates. This data measured students' level of self-directed learning readiness compared to their final grade percentage. An analysis of overall self-directed learning readiness, the sub-scales of self-management, desire to learn, and self-regulation, course content, and course modality was conducted. The results showed a significant correlation between the self-management sub-scale score and the final grade percentage. No significant differences were found for the other comparisons or demographic data. The results may allow students and faculty to improve self-management behaviours before or early in the course semester to improve learning and academic performance.
Learning Styles and Cognitive Traits in an On-Line Learning System
Author: Trifirò, Catherine Elizabeth Vucetic
Date: 2021-12-00
Type: Journal Articles
Subjects: Cognitive Style,Electronic Learning,Integrated Learning Systems,Teaching Methods,Personality Traits,Learning Strategies,Measures (Individuals),Short Term Memory

Purpose: The purpose of this paper is to examine the various models concerned with identifying learning styles and cognitive traits of students as a means to adapt teaching methods. With attention to the applicability of the models to on-line teaching strategies and requirements. Design/Method/Approach: The approach adopted in this paper is one of reviewing the prior research on models for learning styles and cognitive traits as applied to on-line learning. Practical Social Implications: This review provides some direction for future research in light of the growing use of on-line learning.
Examining Student Satisfaction with the Quality of Education Provided: A Case Study
Author: Le, Doan Hong
Date: 2021-12-00
Type: Journal Articles
Subjects: Student Satisfaction,Educational Quality,College Students,Foreign Countries,Program Effectiveness,Course Content,Educational Facilities,College Faculty,Student Needs,College Role,College Environment,Teacher Role,Teacher Characteristics,Services,College Administration,Majors (Students),Business Administration Education

This study focuses on the factors that impact on assessment of student satisfaction with the quality of training services at the College of Commerce in the period from 2014 to 2019. A survey questionnaire was sent to 249 student respondents. The survey period was from April 2019 to the end of May 2019. The research results show that there are 7 elements: Trust, Empathy, Tangible medium, Response, Service capacity. Based on the research results, recommendations for personnel policies have been proposed to improve student satisfaction with the quality of training services at the Da Nang Commercial College in the 2019-2030 periods. [Starting on p. 59 the headers and footers are incorrect.]
Access to School Counseling and the Connection to Postsecondary STEM Outcomes
Author: Brookover, Dana L.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counseling,College Readiness,STEM Education,School Counselors,Academic Persistence,Educational Attainment,Student Characteristics,First Generation College Students,Racial Differences,Ethnicity,Gender Differences,Socioeconomic Status,Self Efficacy,Grade Point Average,High School Students

Access to school counseling services leads to access to college-readiness counseling initiatives, including science, technology, engineering, and mathematics (STEM) education-focused counseling for students. School counselor caseload and percentage of time spent on college-readiness counseling were analyzed in relation to longitudinal STEM postsecondary outcomes of students in a nationally representative sample. Access to school counselors who spend 21% or more of their time on college-readiness counseling predicted persistence and attainment of a STEM postsecondary degree. The current results offer implications for school counselors, counselor educators, and future researchers, including the need for STEM self-efficacy interventions, unbiased curriculum, and professional development on STEM counseling for school counselors; and the call for a more nuanced understanding of this topic.
Addressing Anxiety: Practitioners&apos; Examination of Mindfulness in Constructivist Supervision
Author: Watkinson, Jennifer Scaturo
Date: 2021-00-00
Type: Journal Articles
Subjects: Anxiety,Stress Management,Counselor Training,Practicums,Supervision,Student Experience,Reflection,Self Management,School Counseling,College Students,Seminars,Learning Experience

It is widely documented that practicum students experience anxiety as a natural part of their counselor development. Within constructivist supervision, mindfulness exercises are used to help counselors-in-training (CITs) work with their anxiety by having them focus on their internal experiences. To inform and strengthen our practice, we engaged in a practitioner inquiry study to understand how practicum students experienced mindfulness as a central part of supervision. We analyzed 25 sandtray reflections and compared them to transcripts from two focus groups to uncover three major themes related to the student experience: (1) openness to the process; (2) reflection and self-care; and (3) attention to the doing. One key lesson learned was the importance of balancing mindfulness exercises to highlight the internal experiences related to anxiety while providing adequate opportunities for CITs to share stories and hear from peers during group supervision.
Experience of Graduate Counseling Students during COVID-19: Application for Group Counseling Training
Author: Urkmez, Bilal
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Experience,Graduate Students,Counselor Training,COVID-19,Pandemics,Group Counseling,Experiential Learning,Distance Education,Electronic Learning,Student Attitudes

The COVID-19 pandemic resulted in many universities moving abruptly from face-to-face to online instruction. One group of students involved in this transition was master's-level counseling students. Their experiential group counseling training (EGCT) program started in a face-to-face format and abruptly transitioned to an online format because of COVID-19. In this phenomenological study, we examined these students' experiences of participating and leading in six face-to-face and four online EGCT groups. Two focus groups were conducted, and three major themes emerged: positive participation attributes, participation-inhibiting attributes, and suggestions for group counseling training. The findings point to additional learning and skill development through the online group experience as well as its utility as a safe space to process the novel experience brought about by COVID-19.
Core Advanced Writing: Rhetoric of Storytelling
Author: Medina, Cruz
Date: 2021-00-00
Type: Journal Articles
Subjects: Rhetoric,Story Telling,Writing Instruction,College Students,Course Objectives,Persuasive Discourse,Reflection,Required Courses,Writing (Composition)

This article discusses &quot;Rhetoric of Storytelling,&quot; a course that looks at the purposes of storytelling across different rhetorical traditions, beginning with Ancient Greek and Roman traditions and traversing African American, Indigenous Latin American, American Indian, feminist, and Latinx rhetorical traditions. The course operates from the assumption that storytelling is an epistemic practice, and that storytelling and narration serve similar, if not the same, purpose as academic writing, drawing on the lived experiences of the writer. In fulfilling the course's goals, the students are to: (1) formulate and articulate the significance, role and purpose of storytelling based on course material; (2) participate actively and responsibly as a member of a small learning community to build knowledge on writing, rhetoric, and storytelling; (3) effectively analyze, interpret, and evaluate literary, critical, and theoretical texts; (4) recognize commonplace arguments about storytelling and articulate counterarguments; and (5) design and complete a substantial and original research or writing project.