ethanporcaro/eric-fulltext-meta huggingface dataset:
The First Person
Author: Sword, Helen
Date: 2019-00-00
Type: Journal Articles
Subjects: Form Classes (Languages),Language Usage,Higher Education,Periodicals,Journal Articles,Language Patterns,Content Analysis,Authors,Academic Language

In this playful meditation on academic pronouns, I report on my research findings from three separate studies: a 2007 analysis of pronoun usage patterns in 50 higher education articles published 2006-2007; a 2017 analysis of the 70 articles published in &quot;Teaching &amp; Learning Inquiry&quot; since the journal was founded in 2013; and an updated analysis (2016-2017) of 50 articles from the same higher education journals examined a decade earlier. You may be surprised by the results. However, we are not inclined to reveal the whole story here in the abstract. It is the conviction of the author that the present article must be read in its entirety in order to be fully appreciated.
Development of the Academics&apos; e-Readiness Questionnaire (ARQ) for Medical Universities
Author: Zarifsanaiey, Nahid
Date: 2019-04-00
Type: Journal Articles
Subjects: Questionnaires,Readiness,Medical School Faculty,Medical Students,Employees,Medical Schools,Electronic Learning,Foreign Countries,Knowledge Level,Test Validity,Test Reliability,Computer Literacy,Educational Attitudes

The present study is conducted to implement the newly developed questionnaire to assess the readiness of academics for Implementation of e-learning programs. The questionnaire was developed and its validity and reliability were evaluated. Then a cross-sectional study was conducted including 907 academics in three categories (faculties, students, and employees) of Shiraz University of Medical Sciences. Data were analyzed in SPSS-16 using descriptive and inferential statistics. The results of the implementation of the questionnaire showed a significant relationship between e-learning knowledge and participants' position in the university, as the professors and students had higher levels of this knowledge compared to the university employees (P&lt;0.001). There was a significant relationship between e-learning knowledge and an academic degree in the study subjects (P=0.004). Skills and attitude were also significantly related to the variables of position, academic degree, and place of residence and hours of internet use. Skills, knowledge and attitude were all related to computer and internet access and language used on the internet.
Distance Education and Vocabulary Podcasting Tasks: Attitude in Focus
Author: Elekaei, Atefeh
Date: 2019-04-00
Type: Journal Articles
Subjects: Distance Education,Vocabulary,English (Second Language),Second Language Learning,Student Attitudes,Achievement Gains,Retention (Psychology),Foreign Countries,Computer Mediated Communication,Electronic Learning,College Students,Audiovisual Aids

Distance education is a development in teaching and learning. Learners work and learn on their own at a distance from teachers and instructors with a degree of independence. The most important problem confronted by EFL learners is that they do not have enough time to be present in classes and they want to be taught through distance language education. The present study is an investigation of the effect of Iranian EFL learners' attitude regarding their distance vocabulary gain and retention. 180 participants took part in the present study. Two separate one-way multivariate analysis of variance (one-way MANOVA) were run in order to answer the questions. Results revealed that attitude levels significantly affected Iranian EFL learners' vocabulary gain and retention. The participants who had higher attitude levels had higher levels of vocabulary gain as well as retention applying audio podcasts plus still pictures and audio podcasts plus animated pictures.
The Effectiveness of E-Learning Environment in Developing Academic Achievement and the Attitude to Learn English among Primary Students
Author: Aljaser, Afaf M.
Date: 2019-04-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Program Effectiveness,Academic Achievement,Elementary School Students,Student Attitudes,Grade 5,English (Second Language),Second Language Learning,Conventional Instruction,Teaching Methods,Elementary School Teachers

The present study aimed to identify the effectiveness of e-learning environment in developing academic achievement and the attitude towards learning English among the 5th grade primary students. To achieve this purpose, an e-learning environment is designed and an achievement test and a scale for measuring attitude towards learning English are prepared. The quasi-experimental approach was applied to a sample of the 5th grade students, divided into a control group taught through the traditional method and an experimental group taught through an e-learning environment. The achievement test and English learning attitude scale were applied pre- and post- teaching. The study concluded that there were statistically significant differences in favor of the experimental group in both the post-achievement test and English learning attitude scale.
Phenomenology as a Methodology for Scholarship of Teaching and Learning Research
Author: Webb, Andrea S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Phenomenology,Research Methodology,Scholarship,Instruction,Learning,Educational Research,Higher Education,College Faculty,Teaching Experience,Undergraduate Students,Student Experience,Affordances,Educational Benefits,Research Problems

The Scholarship of Teaching and Learning (SoTL) is a rich forum where scholars from different fields and philosophical orientations find space to share their research on teaching and learning in higher education. Within this article, we share our individual and collective experiences of why we perceive phenomenology as a methodology well suited for a broad range of SoTL purposes. Phenomenology is a research approach that focuses on describing the common meaning of the lived experience of several individuals about a particular phenomenon. We discuss how phenomenology has informed our own SoTL research projects, exploring the experiences of faculty and undergraduates in higher education. We highlight the challenges and affordances that emerged from our use of this methodology. Phenomenology has motivated us to tell our stories of SoTL research and within those, to share the stories that faculty and students shared.
The Evaluation of Learning Management Systems by Using Fuzzy AHP, Fuzzy TOPSIS and an Integrated Method: A Case Study
Author: Altun Turker, Yasemin
Date: 2019-04-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Distance Education,Computer Software Evaluation,Evaluation Methods,Evaluation Criteria,Decision Making,Computer Software Selection,Higher Education

Distance Education has become an important educational model with the development of information and communication technologies in the world. It has also become increasingly used model in Turkey. In our country, the number of universities and educational organizations offering distance education programs increase day by day. Distance education is performed by some special software called Learning Management System (LMS). There are both commercial LMSs and several open-source LMSs that have cost advantages. It is difficult to select an appropriate LMS for many institutions to meet their standards. The decision making and selection process is crucial, because LMS functions are different from each other, and they all have various features. Because of this, in this study, it is targeted to help and facilitate the decision-making process of LMS for institutions. In this study, Fuzzy AHP (Analytic Hierarchy Process), Fuzzy TOPSIS (Technique for Order Preference by Similarity to Ideal Solution) and an integrated method were used for evaluating criteria and deciding alternatives. To help accomplish this aim, questionnaire forms was designed and used for data collection. These methods were compared with each other. Results were evaluated. According to results among different criteria, the most important criteria for selecting LMS alternatives was found Content Management and Development (96.3%) and between the alternatives Moodle was found the best alternative with the degree of 36.3%.
Profile Analyses as Feedback by Evaluating the Balance in Exam Scores
Author: Vaheoja, Monika
Date: 2019-00-00
Type: Journal Articles
Subjects: Feedback (Response),Foreign Countries,Statistical Analysis,Scores,Mathematics Instruction,Algebra,Geometry,Secondary School Mathematics,Mathematics Tests,Test Items,Test Interpretation,Test Length,Item Response Theory,Statistics

In this article, the authors applied profile analysis to Maths exam data to demonstrate how different exam forms, differing in difficulty and length, can be reported and easily interpreted. The results were presented for different groups of participants and for different institutions in different Maths domains by evaluating the balance. Some significant unbalanced profiles were found on pre-education and institutions without ranking.
Comparative Study SPOC vs. MOOC for Socio-Technical Contents from Usability and User Satisfaction
Author: de Carvalho Junior, Giovani Lemos
Date: 2019-04-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Usability,Student Satisfaction,Dropout Rate,Small Group Instruction,Student Attitudes,Gender Differences,Place of Residence,Age Differences,Socioeconomic Status,Foreign Countries,Distance Education,Police Education

According to literature, usability and user satisfaction directly influence learning achievement. However, few studies address those elements in MOOCs (massive open online courses). Relevant questions such as &quot;Are drop-out rates similar between SPOCs (small private open courses) and MOOCs?&quot; and &quot;Are there significant usability and satisfaction differences between both formats?&quot; may help improve initiatives and dissemination policies regarding open knowledge. This study aims to upgrade guidelines for the conversion of SPOCs into MOOCs, by exploring usability and satisfaction in both formats. A quantitative research based on a questionnaire was designed, and the validated SUSE (Satisfaction and Usability of Software in Education) instrument was applied to 7 courses of each type, with the same contents, and 5,192 students. The results revealed validity and reliability, with higher satisfaction scores on the open platform. Genders, regions of residence, and age groups also provided interesting findings: students are predominantly male, young, and from diverse geographic locations. Women, the younger, and residents of economically disadvantaged regions evaluated their experiences more positively. Both formats present significantly lower dropout rates (47.50% in MOOCs and 36.94% in SPOCs) and higher completion rates (52.50% in MOOCs and 63.06% in SPOCs) compared to those generally observed in free enrollment courses.
The Digital Dilemma: Making Technology a Tool for Student Success--Not a Distraction
Author: Homayoun, Ana
Date: 2019-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Middle School Teachers,Administrators,Student Attitudes,Time Management,Assignments,Information Storage,Planning,Productivity,Technology Uses in Education,Homework,Secondary School Students,Study

Just as social media created a new language that causes a rift in understanding between many adults and adolescents, so too has the use of technology in classrooms. The author, Ana Homayoun, an educational consultant, spends much of her time helping young people harness the power of technology to improve their organization and time-management skills. Homayoun realized through her work with students and teachers that although teachers went to great lengths to make sure students knew how to use programs to help with note taking and information retention, such as Notability and Microsoft One Note, they had not done anything to help students come up with strategies for organizing files and managing workflow. This article discusses study and workflow strategies for helping students get more organized through the use of written planners and digital folders.
Do Personality Traits Matter? A Comparative Study of Student Preferences for Teaching and Learning Activities and Assessment Modes in Two Different Majors
Author: Fjelkner, Annika
Date: 2019-00-00
Type: Journal Articles
Subjects: Personality Traits,College Students,Majors (Students),Preschool Teachers,Preservice Teachers,Preservice Teacher Education,Preferences,Learning Motivation,Learning Strategies,Teaching Methods,Learning Activities,Student Evaluation,Foreign Countries,Evaluation Methods,Business Administration Education,Personality Measures,Questionnaires

What do we need to know about our students to better provide for more equitable outcomes? Who will succeed depends on many factors, and student personality traits constitute one factor that has received less attention in the engagement and teaching literature. The aim of the present study is to add to discussions on teaching in higher education by exploring how students differ on personality trait profiles (IPIP-NEO-PI test), approaches to learning (R-SPQ-2F test), and preferences for teaching and learning activities and assessment modes. The online survey study was carried out at a Swedish teaching university on students in a business (n=144) and preschool teacher education program (n=179). The findings revealed systematic differences between the types of assessment modes preferred and significant differences between the two majors regarding learning approaches, motives, and strategies. The findings are examined in relation to models of learning and disjuncture, discussions of educational relationships and risk, and concepts of teaching and learning regimes. Teachers and curriculum developers face two issues. First, teachers who are new or come from a different teaching and learning regime may run the risk of alienating students and causing them extreme anxiety if they use teaching and learning activities and assessment modes students are uncomfortable and unfamiliar with. Second, teachers and curriculum developers run the risk of not challenging students enough, thus depriving them of valuable learning experiences.
The Prospects and Constraints of Integrating Social Media into the Nigerian Higher Educational System: Students&apos; and Lecturers&apos; Perspectives
Author: Dogari, Kwase Andu
Date: 2019-04-00
Type: Journal Articles
Subjects: Social Media,Cooperative Learning,Foreign Countries,Teaching Methods,Student Attitudes,Teacher Attitudes,College Faculty,Information Security,Computer Networks,Addictive Behavior,Attention Control,Barriers,Graduate Students,Masters Programs,Communications,Technology Integration,Educational Benefits

The discussion and debate on integrating social media into the formal education remain largely speculative rather than well informed and certain. Only limited studies and mainly from developed nations attempted to describe specific learning gains and benefits of social media as a formal tool in the learning environment. Studies that attempt to understand students and lecturers' perspective regarding integrating social media in the formal educational setting are even in their embryonic phase. This paper reports students' and lecturers' perspectives on the formal integration of social media platforms into the Nigerian university educational system. The study took a qualitative approach based on online audience discussion with lecturers and students at a large public university in Eastern Nigeria. Results reveal that social media has become very popular among students and might be valuable instruments for teaching as they promote collaborative and cooperative learning among students and lecturers. Yet, issues of security, poor network, distractive tendencies, and addiction beyond academic walls pose challenges to social media use in higher education.
Exploring the Impact of a Positive Psychology Intervention with Latina/o Adolescents
Author: Vela, Javier Cavazos
Date: 2019-00-00
Type: Journal Articles
Subjects: Intervention,Hispanic American Students,Case Studies,Psychology,Middle School Students,Group Counseling,Outcomes of Treatment,Life Satisfaction,Psychological Patterns,Daily Living Skills,Student Attitudes,Adolescents,School Counselors,Counseling Techniques,Academic Achievement,Well Being,Self Efficacy,College Attendance,Academic Aspiration,Goal Orientation,At Risk Students

Latina/o adolescents may begin middle school with lower levels of life satisfaction, hope, and self-compassion. In the current study, a small-series (N = 5) single-case research design was implemented to evaluate the impact of a positive psychology group counseling experience to increase Latina/o adolescents' life satisfaction, hope, and self-compassion. Analysis of participants' scores on outcome measures yielded treatment effects indicating that the positive psychology group counseling experience may be effective for increasing hope, life satisfaction, and self-compassion. Given that the positive psychology approach was a promising approach for improving Latina/o adolescents' positive outcomes, implications for school counselors to integrate positive psychology into treatment processes are presented.
Advising High School Students for Admission to College Fine Arts Programs
Author: Cranmore, Jeff
Date: 2019-00-00
Type: Journal Articles
Subjects: School Counselors,School Counseling,Fine Arts,Higher Education,Counselor Role,College Admission,Admissions Counseling,Admission Criteria,Skill Development,College Readiness,Paying for College,Student Financial Aid,Interpersonal Relationship,Intellectual Disciplines

School counselors are a primary source of college and career information for students and families, including students interested in pursuing a degree in fine arts. The admission process to fine arts programs can be complex and involve multiple steps; however, providing this guidance is clearly in line with the role of school counselor, as defined by the American School Counselor Association (ASCA) model for school counseling. This article provides a guide for the fine arts admission process, including finding the right fit, academic requirements, financial assistance, and general strategies. Guidance for specific disciplines such as dance, music, theater, and visual arts are provided. The article includes two appendices of resources that counselors may share with students and families.
The Role of Social Networks in Supporting Collaborative E-Learning Based on Connectivism Theory among Students of PNU
Author: Alzain, Hanan A.
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Educational Technology,Learning Theories,Social Networks,Cooperative Learning,College Students,Barriers,Web Sites,Student Attitudes

The study aimed at identifying the role of social networks (Google and Edmodo) in supporting collaborative e-learning based on Connectivism Theory from the perspective of the students of Princess Nourah bint Abdulrahman University (PNU). A questionnaire was designed to identify the most important challenges of collaborative e-learning. Another questionnaire was designed to identify the role of social networks in supporting collaborative e-learning. The quasi-experimental approach was utilized on a sample of (251) students, who utilized social networks in the Educational Technology Course. The results showed that Google and Edmodo have positive impact on supporting collaborative e-learning.
The Utilization of Mobile Devices for Improving Access to Online Learning for Distance Education&apos;s Students
Author: Padmo, Dewi
Date: 2019-04-00
Type: Journal Articles
Subjects: Handheld Devices,Electronic Learning,Distance Education,Foreign Countries,Internet,College Students,Technology Uses in Education,Educational Technology,Telecommunications,Online Systems,Instructional Effectiveness,Student Satisfaction

Recent advances in mobile devices have opened up opportunities for every individual to be able to communicate and obtain information quicker. Users of mobile devices in Asia now account for 49% of mobile device users in the world. This growth is partly supported by the rapid development of the Internet use. Indonesia has a potentially huge market in the use of mobile devices and Internet. The extent of utilization of mobile devices by the students pursuing higher education, especially at Universitas Terbuka (UT), is an important component of this development. This study seeks to develop an understanding of the following issues: (1) the types of the mobile devices that are used by students, (2) the types of learning and information accessed through mobile devices, (3) the time used to access learning through mobile devices, (4) the degree of students' satisfaction in using the mobile devices for learning, and (5) the effectiveness of using mobile devices for learning. The data of this research were collected by using an online questionnaire containing 26 questions. The questionnaires were distributed to UT students from four faculties and the Graduate Programs from all UT's regional offices at 38 locations spread across Indonesia, including UT's regional office for overseas student. Overall, there were 767 respondents. The results of this research show that the utilization of mobile devices, especially in the use of smartphones to access UT's online learning, seems to have great potential.
LGBT Families and School Community Partnerships: A Critical Role for School Counselors
Author: Beck, Matthew J.
Date: 2019-00-00
Type: Journal Articles
Subjects: School Community Relationship,Outcomes of Education,Family School Relationship,LGBTQ People,School Counselors,Intervention,Counselor Role,Family Structure,Core Curriculum,Group Counseling,Counseling Services,School Districts,Counselor Teacher Cooperation,Advocacy,Elementary Secondary Education

School-family-community partnerships are associated with positive educational outcomes for students and families. However, there are limited interventions available to assist school counselors in building effective school-family-community relationships with lesbian, gay, bisexual, and transgender parents/guardians and their children. This article outlines strategies that school counselors can implement to enhance the partnerships between school communities and LGBT-headed families across the student, school, and community levels.
Lessons Learned from an Inner-City Boys Trauma Group
Author: Reynolds, Jason D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Urban Areas,Males,Urban Schools,Cognitive Restructuring,Behavior Modification,Counseling Techniques,School Counseling,Intervention,Middle School Students,Trauma,Therapy,School Counselors,Counselor Role,Resilience (Psychology),Interpersonal Competence,Aggression,Child Development,Victims,Environmental Influences,At Risk Students,Student Behavior,Minority Group Students

This article describes a study of two male clinicians' implementation of a 10-week, school-based integrated cognitive-behavioral group counseling intervention with psychodynamic process elements at a school in the Bronx, NY for inner-city middle school boys who have experienced complex trauma. The authors define complex trauma and describe the therapeutic concepts that framed their work with students over the course of an academic year. Through case study methodology, the authors offer lessons learned about a pilot intervention treating complex trauma in an underserved inner-city school through their observations, clinical notes, and clinical supervision. Suggestions are provided to counselors for cultivating a therapeutic space amid the often disruptive environment of middle school, with special emphasis on how counselors may develop trust and may increase resiliency for middle school boys within interpersonally aggressive academic environments and inner-city neighborhoods.