ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Online Cheating in Higher Education Using Traditional Classroom Cheating as a Guide
Author: Adzima, Kerry
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Higher Education,Cheating,Ethics,Plagiarism,Online Courses,Educational Technology,Distance Education,Student Characteristics,Environmental Influences,Cultural Influences,Knowledge Level,Misconceptions,Teacher Attitudes,Student Attitudes,Incidence,Educational Environment,Supervision

Academic dishonesty in higher education is a perverse problem affecting institutions of learning in many countries across the globe. More alarmingly, numerous studies have pointed to increasing rates of cheating and plagiarism over the past few decades offering a wide array of explanations and theories for this trend. A relatively new feature of both higher education and the discussion of academic dishonesty involves the growing market for online education. Within the last decade, online education has become a permanent fixture increasing its reach in education markets throughout the world. The trend of online education is seen as bringing with it a new set of opportunities and challenges related to academic dishonesty. With high rates of cheating already a well-documented problem in the traditional (face-to-face) learning environment, it is important to analyze how online education factors into this scenario. The goal of this paper is to provide the reader with a critical analysis of the current literature on academic dishonesty in online education and to propose areas for future research where gaps in the literature exist.
The Mobile Learning Adoption Model Tailored to the Needs of a Private University
Author: Rataj, Malgorzata
Date: 2020-00-00
Type: Journal Articles
Subjects: Private Colleges,Telecommunications,Handheld Devices,21st Century Skills,Undergraduate Students,Student Attitudes,Technology Integration,Internet,Futures (of Society),Technological Literacy,Material Development,Instructional Materials,Foreign Countries,Information Technology

The mission of today's universities is to prepare the students properly to live and work in the 21st century. International research demonstrates the positive impact of using iPads in teaching. Successful deploying of mobile learning (m-learning) is not a matter of accident, but depends on users' acceptance of the technology. The purpose of this article is to create a mobile learning adoption pre-model tailored to the needs of a private university. To achieve this goal, valued adoption models were analyzed and, on their basis, the new model was created. The pre-model has been tested with a questionnaire. A paper-based survey was conducted among 640 students representing 25 countries. The questionnaire was grouped into sections: specifications of mobile devices owned by students and mobile internet access, expectation from mobile education application and attitudes towards current and future use of mobile devices in education. We computed all data with The Statistical Package for the Social Sciences -- IBM SPSS Statistics version 25. The results of the research showed that the students from a central-eastern European University are technologically ready for mobile learning. Moreover, there appears to be no cause for concern regarding students from post-Soviet countries with respect to their competency to meet the demands of modern teaching in the form of mobile learning. Students have shown that they have clearly defined expectations for educational materials for mobile devices, which will be a challenge for the university when creating m-learning materials. Furthermore, students must feel the university's support in using mobile applications. That is why the teachers face a serious task: teachers must be prepared to show students the benefits of mobile learning, so they not only need to be trained but also convinced that it is worth using mobile learning.
Building Creative Critical Online Learning Communities through Digital Moments
Author: Barber, Wendy
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Thinking,Online Courses,Communities of Practice,Teaching Methods,Student Attitudes,Learner Engagement,Synchronous Communication,Graduate Students,Student Participation,Problem Based Learning,Cooperative Learning

This paper is a mixed methods case study measuring student perceptions of a pedagogical strategy called &quot;Digital Moments&quot; (DM) for developing creative interactive online learning communities. The theoretical framework within which this resides is the Fully Online Learning Community (FOLC) model (vanOostveen et al, 2016), based on a foundation of problem-based learning, cognitive and social presence, and learner-centred pedagogies. The article reviews a specific teaching strategy for increasing social presence and student engagement through the use of creative and artistic expression in problem-based learning spaces. Using &quot;Digital Moments&quot; as a way to build inclusion in two synchronous graduate online courses, the author describes how the teaching strategy increased student participation, developed student ownership of learning, and encouraged collaborative processes between participants. This teaching strategy makes a significant contribution to digital pedagogy. Although the growth of online learning is quite substantial, our ability to develop online communities that inspire critical and creative thinking has not kept pace. Traditional teacher-centred learning environments do not meet the needs of students in today's Fourth Industrial Revolution. As such, the FOLC model provides an online learning community model that removes traditional teacher-learner roles, allows the instructor to act as a facilitator and challenges learners to co-design and co-create the learning process. Within this digital space, collaborative disruption is encouraged, and, in fact necessary for the types of critical and creative thinking to emerge that are central to the FOLC model. Digital Moments, is one example of a pedagogical strategy that enables learners to co-create and own the digital learning space, within a fully online learning community.
The Level of ICT Infrastructure as a Factor of ICT Integration in Greek High School Science Teaching
Author: Apostolou, Charalampos
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,High School Students,Secondary School Science,Science Instruction,Access to Computers,Internet,Technology Integration,Physics,Program Effectiveness,Teaching Methods,Student Attitudes

This paper examines the extent to which the level of technological equipment affects the integration of the Information and Communication Technologies (ICT) in Greek high school science teaching. The limited ICT infrastructure environment, with only one computer-projector system available and access to the internet (&quot;PC-VP&quot; environment), is compared to the high level ICT environment (&quot;1:1&quot; environment) where, in addition to the computer-projector system, each student has access to a computer and the internet. It is a study relying on a relatively small dataset derived from student answers to a questionnaire aiming to determine the degree to which some of the &quot;expected&quot; ICT benefits reach the students. The level of ICT integration is judged by the degree to which the ICT benefits reach the students. That is, the more the ICT benefits reach the students, the better -- or the greater -- the ICT integration is. The participants were eighty-nine, 14-year-old students who belonged in four different classes and the teacher who taught Physics in those classes. The SPSS non-parametric &quot;Man-Whitney U Test&quot; test was used to compare the statistical distributions of student answers. The results show that, when the applied teaching approach is used, the ICT integration is equally successful in both environments. This questions the idea of investing in &quot;1:1&quot; environments in the Greek public schools where less student centered and inquiry oriented teaching approaches are the norm. It also highlights the importance of the specific teaching approach as an ICT integration tool in &quot;PC-VP&quot; environments that still exist in most Greek schools.
Students&apos; Creativity in Virtual vs. Classroom Courses on the Basis of Their Personality Traits: A Prediction Study
Author: Abedini, Yasamin
Date: 2020-00-00
Type: Journal Articles
Subjects: Creativity,Personality Traits,Undergraduate Students,Student Characteristics,Gender Differences,Online Courses,Virtual Classrooms,Classroom Environment,Synchronous Communication,Predictor Variables,Technology Integration,Foreign Countries

The present study aims to compare the creativity of students in virtual and classroom courses at University of Isfahan and study its prediction based on the personality traits of these students. The statistical population of the study consisted of all faculty members and students at University of Isfahan in academic year 2017-2018. Among them, 150 subjects were selected using Morgan Table and random sampling method. The data collection was done through Abedi's Creativity Questionnaire (1993) and Costa and McCrae Personality Questionnaire (1992). Data were analyzed by T-test for independent groups, Pearson correlation coefficient and multiple regression analysis. Results show that there is a significant difference in creativity scores of students attending virtual courses and those attending classroom courses, as well as between female and male students. However, the relationship between personality traits and creativity was significantly stronger among classroom students than the virtual students, and these traits were better predictors of creativity in classroom students than in virtual students. Based on findings, it can be concluded that more usage of the information and communication technologies such as internet, wireless networks, cell phone, etc.(ICTs) by virtual students not only increases their creativity, but also, as an important environmental and intrapersonal factor, affects the relationship between personality traits and creativity among these students and weakens it. This finding shows the great role of acquisitive-digital factors in students' creativity.
Applying the Community of Inquiry e-Learning Model to Improve the Learning Design of an Online Course for In-Service Teachers in Norway
Author: Krzyszkowska, Krystyna
Date: 2020-00-00
Type: Journal Articles
Subjects: Communities of Practice,Electronic Learning,Online Courses,Distance Education,Active Learning,Inquiry,Constructivism (Learning),Instructional Design,Inservice Teacher Education,Professional Continuing Education,Foreign Countries,Teacher Attitudes,Cooperative Learning

Education authorities in Norway endorse online courses for in-service teachers to raise education standards and to promote digital competence. Naturally, these offerings present teachers with opportunities to integrate new theoretical perspectives and their professional experience in an online learning community. The inquiry into one's professional practice, enhanced by critical reflection in a group of fellow professionals, is considered essential for a lifelong learning practitioner, however, the emerging examples of instructional design tend to prioritise content delivery rather than professional discourse. In this paper, we demonstrate how the Community of Inquiry (CoI) framework could be adopted to transform learning design, which prioritises the delivery of individual assignments, into a more collaborative learning experience. Using the CoI instructional design principles and the associated questionnaire, we have investigated student perceptions of learning via an online course and formulated recommendations about how the course design can be refined to promote learning in the community. Despite the modest evidence, this investigation can serve as an example of how a concrete learning design can be improved based on this validated e-learning model.
Spaces of Joint Inquiry through Visual Facilitation and Representations in Higher Education: An Exploratory Case Study
Author: Hautopp, Heidi
Date: 2020-00-00
Type: Journal Articles
Subjects: Visual Aids,Visualization,Video Technology,Film Production,Peer Evaluation,Feedback (Response),Educational Games,Web Based Instruction,Online Courses,Design,Electronic Learning,College Students,Foreign Countries,Problem Based Learning,Game Theory,Inquiry

This study investigates how the use of visual facilitation and representations, e.g. visualisations and video productions, combined with peer-feedback sessions can create exploratory approaches to game design in online teaching. The article analyses an iterative game development process in an online learning context. The empirical data is primarily based on an explorative case study of &quot;Games for change&quot;; a course held in 2018 in which master students from the international Nordic Visual Studies and Art Education (NoVA) design games that address issues in society. Throughout the course, the students from universities in Finland, Sweden and Denmark engaged in a cross-cultural collaboration across campuses. The purpose of the study was to explore how to establish an online space for joint design inquiry in the context of 'games for change' across time and space as well as cultural and professional barriers. The data used for analysis includes teaching observations, videos of play sessions, photos and visual representations, students' reflection papers and students' written and oral evaluations after completion of the course. The analysis is based on different problem-based learning (PBL) activities; lectures, video instructions, presentation- and feedback sessions, reflexive exercises and students' self-directed design and learning processes in groups. As part of the game course, teachers presented game theory and exercises through videos and visualisations to support the students' iterative game design processes. The analysis of the PBL activities shows that teachers' video instructions relating theoretical game concepts to the students' actual group work supported the introduction to the game field as well as their design processes. The balance between the value of video instructions with specific feedback and teachers' time for preparation is a relevant issue for further exploration in online teaching. Moreover, findings show that the students' visualisations and video productions exemplifying game situations created a visible reference point for further discussions in feedback sessions across campuses, which guided game development. Thus, the combination of inquiry approaches, critical game theory and design processes combined with students' visualisations and video productions provides interesting connections for bridging gaps between cultures and professions, e.g. in art and games. By the rich and visual descriptions of PBL activities, student work and reflective evaluations, the exploratory case study can function as inspiration for applying similar approaches to new local contexts in higher education.
Accelerating the Energy Transition through Serious Gaming: Testing Effects on Awareness, Knowledge and Efficacy Beliefs
Author: Ouariachi, Tania
Date: 2020-00-00
Type: Journal Articles
Subjects: Energy Conservation,Educational Games,Game Based Learning,Instructional Effectiveness,Knowledge Level,Consciousness Raising,Self Efficacy,Beliefs,Undergraduate Students,Foreign Students,Young Adults,Foreign Countries,Environmental Education

To have sustainable societies, we need to accelerate the energy transition towards clean energy solutions, however, awareness and understanding of the process as well as intentions to change behaviors are still limited, especially among young people. An optimal balance considering the point of view from all parties involved is out of sight without a focus on social structures and a dialogue among all parties. In this context, universities have a critical role to play: these institutions build capacity through the development of new knowledge, new understanding and new insights, and can therefore provide effective solutions to complex societal challenges. In search of innovative approaches to reach young people, whose communicative paradigm has become more interactive and participatory, the use of serious gaming in formal education is gaining attention among scholars and practitioners: they can foster skills and abilities, contribute to content development of complex issues by integrating insights from different disciplines, and permit learning experiences that are not possible in real life. In this paper, we introduce &quot;We-Energy Game&quot;, a serious game that address the urgency and complexities in the provision of affordable energy from renewable sources for an entire town. During the game, players negotiate, from their respective roles, which energy source they want to employ and on which location, with the goal to make a village or city energy neutral. Then, we present findings from a pretest and posttest completed by a hundred university students in The Netherlands to analyze the effects of the game on players awareness, understanding and efficacy beliefs. Results reveal positive outcomes on all variables.
Exploring Leadership Learning in an Undergraduate Kinesiology Course
Author: Laidlaw, Liam
Date: 2020-09-00
Type: Journal Articles
Subjects: Undergraduate Students,Kinesiology,Leadership Training,Learning Experience,Socialization,Learning Activities,Student Attitudes,Evidence Based Practice,Course Descriptions,Instructional Design,College Faculty,Teacher Behavior,Peer Relationship,Educational Improvement,Student Projects,Active Learning,Personal Autonomy,Teaching Methods,Transformational Leadership,Foreign Countries

The purpose of this study was to explore and evaluate learning in an undergraduate leadership course in a kinesiology faculty. The research question driving this study was: What do students feel influences learning in this evidence-informed leadership course? We collected and analyzed 12 students' perspectives on their learning experiences over one semester by conducting focus groups at the end of term. Reflexive thematic analysis was used to interpret and analyze responses. The influences on student learning shared by participants in this research included course design and learning activities, instructor behaviours, peers, project work, and student agency. The course was described as a valuable social learning space. Findings may be applied to improve leadership learning in kinesiology and similar disciplines in higher education.
How Are Professional Programs from Diverse Disciplines Approaching the Development and Assessment of Competence at a Mid-Sized Canadian University?
Author: Rich, Jessica
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Education,Competency Based Education,Student Evaluation,Achievement Tests,Public Colleges,College Faculty,School Personnel,Business Administration Education,Engineering Education,Legal Education (Professions),Regional Planning,Urban Planning,Clinical Psychology,Nursing Education,Occupational Therapy,Allied Health Occupations Education,Medical Education,Teacher Education,Postdoctoral Education,Academic Freedom

Time-honoured university policies, such as the credit-hour and academic freedom, present challenges for professional education programs tasked with operationalizing entry-to-practice competence frameworks for professional accreditation. A single embedded case study was used to explore how professional programs from one mid-sized Canadian university are approaching and perhaps problematizing the development and assessment of competence. Semi-structured interviews were conducted with educational leaders (faculty and staff, n=21) from a sample of nine programs. Following a grounded theory approach to qualitative analysis, the constant comparative method was used to inductively discern similarities and differences across programs, and to begin building theory about approaches to operationalization. While limited in scope given the use of a single university, our findings highlight: (a) diversity in approaches to operationalization across programs, (b) common attributes which can be used to classify the manner in which these programs operationalize competence, and (c) challenges with supporting faculty to buy in to competency-informed pedagogy and assessment. Given these findings, it is recommended that professional accrediting bodies and education programs spend time to consider the role university-based programs play in determining competence for entry-to-practice, as well their intents for implementing a competence framework, to ensure sufficiency in the approaches being used.
Adoption and Use of Educational Technology Tools by Marketing Students
Author: Magano, José
Date: 2020-00-00
Type: Journal Articles
Subjects: Technology Integration,Technology Uses in Education,Educational Technology,Marketing,Business Administration Education,College Students,Integrated Learning Systems,Teaching Methods

Changing trends in educational technology are one of the driving forces behind many of the new educational strategies Higher Education Institutions are introducing. These changes are frequently justified with the &quot;digital native&quot; nature of the current generation of students who have been surrounded by digital technology from the moment they were born and are expected to also feel comfortable to use and adopt technological tools for their learning purposes. There have been many studies trying to assess the veracity of this assumption, but we still do not have enough data to confirm or deny this willingness and aptitude or even assess if students benefit from a technologically supported approach to learning. More studies are therefore necessary, in particular in subject areas that are not so connected to the technology, like humanities, economics, and social sciences, where students cannot be expected to be so proficient in the use of those tools and therefore their technology adoption process might be dependent of other variables. This article intends to contribute to this effort by presenting a study that uses the UTAUT model to assess which variables influence the use and adoption of educational technologies' tools by Higher Education Marketing students. The result showed that, for these students, Social Influence (or Social Factors) was the most relevant variable to determine their Behavioural Intention.