ethanporcaro/eric-fulltext-meta huggingface dataset:
To the End of the World and Back: A Primer for International Study Trips
Author: Fox, Terry L.
Date: 2014-10-00
Type: Journal Articles
Subjects: Educational Planning,Check Lists,Guidelines,Program Design,Program Development,Cultural Differences,International Educational Exchange,Strategic Planning,Study Abroad

Global engagement is a move by many colleges and universities to broaden the perspectives of their students. Often, this is manifest in the form of short or longer-term study abroad trips. There is considerable excitement associated with traveling abroad on the part of both the students and the faculty sponsors, but one thing that must be understood--it is no vacation. From a pedagogical perspective there are a plethora of advantages to encouraging global engagement, but from a practical perspective there are a number of pitfalls to (try to) avoid. There is an enormous amount of detailed planning that must precede a trip of this nature, often over a period of many months. The purpose of this paper is to provide guidance to faculty members planning a study abroad trip and offer several shared experiences from a number of these endeavors.
Designing an Online In-House Major Field Learning Test
Author: Gilda, Agacer
Date: 2014-10-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Achievement Tests,Outcome Measures,Retention (Psychology),Test Construction,Majors (Students),Design Requirements,Test Reliability,Test Validity,Educational Practices,Online Courses,Guidelines,College Programs

Our paper provides some critical attributes of an online homegrown assessment test, which we labelled Major Field Learning Test (MFLT). These attributes are also valid for departmental tests, directly connected to coursework which makes up the MFLT. The paper provides helpful recommendations for online assessment of learning as well as retention of learning. Our motivation was to assist other schools endeavoring to develop online in-house tests and add to the forum of exchange of ideas of assessing learning as well as retention of learning.
South Texas Teachers' and Leaders' Perceptions of Multicultural Education
Author: Jimenez, Monica Rosalina Medina
Date: 2014-10-00
Type: Journal Articles
Subjects: Multicultural Education,Educational Attitudes,Teacher Attitudes,Administrator Attitudes,Definitions,Program Implementation,Educational Needs,Educational Benefits,Student Diversity,Educational Practices,Culturally Relevant Education,Semi Structured Interviews,Elementary Secondary Education

There is a large body of literature that suggests that the increase of cultural diversity in schools should be understood as a call for new teaching approaches that promote multicultural awareness among students and where educators and school leaders exhibit culturally responsive organizational practices, behaviors and attitudes (Assaf, Garza, &amp; Battle, 2010; Madhlangobe &amp; Gordon, 2012; Sleeter, 2001). This naturalistic inquiry explores data from three South Texas educators and leaders with regard to their perceptions of multicultural education. Four key themes are shared: 1. General perceptions and definition of Multicultural Education, 2. Implementation of Multicultural Education, 3. Multicultural Education as a need, and, 4. Benefits of Multicultural Education.
Designing for Educational Technology to Enhance the Experience of Learners in Distance Education: How Open Educational Resources, Learning Design and MOOCs Are Influencing Learning
Author: Scanlon, Eileen
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Technology,Distance Education,Learning Experience,Instructional Design,Educational Resources,Open Source Technology,Influence of Technology,Technology Uses in Education,Context Effect,Online Courses,Electronic Learning,Open Universities,Computer System Design,Usability,Teaching Methods,Educational Practices,Learning Strategies,Foreign Countries

The area of learning has a justifiable claim to be a special case in how it can be enhanced or supported by technology. In areas such as commerce and web design the aim is usually to ensure efficiency and support specific actions such as purchasing or accessing information as quickly and easily as possible. Working with technology for the purpose of learning, the user is expected to spend time facing challenges, struggling through them and in almost every case the interaction with the technology is only one of many influences in achieving success. This does not mean that computing and the Internet has not had a major impact on how we learn and the choices available to learners. On the contrary, the area of formal learning is undergoing a period of rapid change, and the barriers between formal and informal learning are showing signs of falling away, in part due to the changes in the access to information or alternative modes of delivery. The influence of technology on pedagogy (the manner or structure of teaching) is complex. There is relatively little direct research on the ways that technological possibilities and the pedagogical response to these operate to benefit the lifelong learner. In this article we are bringing together the evidence from strands of research based on work in online and distance learning in formal settings, and also on open and free online education, which is often less formal. This research sheds light on several factors relevant to the outcomes of instruction: the often unpredictable motivations of learners, the trajectories they take through courses, and the indicators for success in formal and informal learning, in terms of both pedagogy and technology. We present the outcomes of practical endeavours to widen access to education using technology which indicate that open education is offering alternative ways of supporting learners. These suggest a focus on design decisions that can help integrate the process of learning more closely with ways in which online systems currently support learning and the data that can be used to interpret how well those designs are working.
Using a Modelling Language for Supporting University Students' Orienting Activity When Studying Research Methods
Author: Kosonen, Kari
Date: 2015-00-00
Type: Journal Articles
Subjects: Research Methodology,Methods Courses,College Students,Concept Mapping,Investigations,Electronic Learning,Mixed Methods Research,Qualitative Research,Behavior Patterns,Virtual Classrooms,Educational Research,Seminars,Educational Practices,Teaching Methods,Reflection,Case Studies,Foreign Countries

The present study focuses on examining how digitally guided conceptual mapping can be used in orienting students in higher education to learn complex domain content and practices. The outcomes of conceptual mapping were investigated as the orienting bases created by the students that used digitalized conceptual tools to construct an external representation of domain content and related practices. The orienting bases by the students were considered to inform their further domain-specific activity and corresponding learning goals. The educational setting investigated was targeted at doctoral students in the behavioral sciences who were learning qualitative and mixed methods in their own research activities. The students were found to implement the digital guidelines in various ways, depending on their previous knowledge and current knowledge-driven needs. The orienting bases by the students allowed the teacher to tailor her guidance according to the domain specific challenges that the students encountered in studying the principles and practices of research methods.
Chinese Learning Styles: Blending Confucian and Western Theories
Author: Corcoran, Charles
Date: 2014-02-00
Type: Journal Articles
Subjects: Cognitive Style,Confucianism,Foreign Countries,Humanism,Asians,Western Civilization,Philosophy,Labor Force,Learning Theories,Values

The multitude of philosophies that currently exists in workforce education in China makes it difficult to decide on a singular theoretical foundation. Therefore, it seems most prudent to begin with those theories that align with Confucian values as well as include humanistic, pragmatist, behaviorist, and other elements. Such a theoretical base, even though it is clearly Western in origin, can still serve as a launching pad for Chinese scholars.
Bridging the Generation Gap: &quot;Growing Golf&quot; through an Action Learning Activity
Author: Elbert, Norb
Date: 2014-02-00
Type: Journal Articles
Subjects: Generational Differences,Experiential Learning,Learning Activities,Simulation,Program Descriptions,Business Administration Education,Athletics,Administrator Education,Program Administration,Intergenerational Programs,Interpersonal Competence,Interpersonal Relationship,Business Skills,Feedback (Response),Teaching Methods,Educational Practices,College Programs

This paper describes an action learning simulation designed for a Professional Golf Management (PGM) program housed in a College of Business of a public university. The PGA Golf Management University Program, a 4.5- to 5-year college curriculum for aspiring PGA Professionals is offered at 19 PGA accredited universities nationwide. The program provides students the opportunity to acquire the knowledge and skills necessary for success in the golf industry through extensive business studies and internship experience. The action learning activity is titled &quot;D Player Challenge.&quot; The purpose of the activity is to bridge the generation gap in terms of building customer relationships via effective communication, coaching and teaching, decision making and leadership skills. The experience is designed to make learning interesting, relevant to real world business management and marketing practices, and memorable to students and outside participants in a personally satisfying manner. The &quot;D Player Challenge&quot; provides an opportunity to match two generations, millennials and boomers, in an experiential activity taking place on a golf course.
Teaching beyond the Classroom Walls: The Pros and Cons of Cyber Learning
Author: Fedynich, La Vonne
Date: 2013-02-00
Type: Journal Articles
Subjects: Teaching Methods,Online Courses,Educational Technology,Technology Uses in Education,Literature Reviews,Distance Education,Barriers,Student Attitudes,Teacher Attitudes,Student Participation,Blended Learning,Cost Effectiveness,Computer Literacy,Access to Computers,Instructional Design,Teacher Student Relationship

This article discussed some of the advantages and disadvantages of online learning. Although much has been written about the growing presence of online learning, this author's position is consideration must be given to the rewards and drawbacks of cyber learning. Reviews of both sides of the issues via in-depth literature reviews, personal conversations with individuals experienced in distance learning along with studies from universities guided the discussion of the article. Based upon the information discussed in this commentary, there are many valid concerns to be considered. Being aware of the both sides allows better preparation to embrace the new experiences that online learning has to offer (University of Illinois, 2007).
Modelling Continuing Load at Disaggregated Levels
Author: Seidel, Ewa
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Finance,Financial Support,Resource Allocation,Higher Education,Computation,Planning,Student Characteristics,Prediction,Enrollment Trends,Grade Point Average,Age,Gender Differences,Regression (Statistics),Models,Full Time Students,Full Time Equivalency

The current methodology of estimating load in the following year at Flinders University has achieved reasonable accuracy in the previous capped funding environment, particularly at the university level, due largely to our university having stable intakes and student profiles. While historically within reasonable limits, variation in estimates at the course level is increasing due to the removal of the capped environment, increased competitiveness across universities, and changing student composition, profiles, and study patterns. This translates to uncertainty in funding and how it is distributed across courses. It is now necessary to predict load in a way that accommodates the changing higher education landscape, with greater accuracy at the course level. This article compares the current method of estimating continuing load in the following year with an alternative method developed by the Planning Services Unit. The current method creates one estimate per course and utilises the previous year's continuation rate unless exogenous information suggests otherwise. The proposed alternative method disaggregates courses according to student academic characteristics that are associated with continuation rates. The method uses a generalised linear statistical model, derived from varying amounts of historic data, to estimate continuing load separately within each course cross-classification. This article will describe the logistics associated with, and the benefits of, applying the new method when predicting continuing load in Funding Group 1 (Commonwealth supported load) in 2013.
The Graduate Outcome Project: Using Data from the Integrated Data Infrastructure Project
Author: Rees, Malcolm
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Data Collection,Data Analysis,Data Processing,Academic Achievement,Enrollment,Student Records,Graduation,Postsecondary Education,Statistical Data,College Outcomes Assessment,Public Policy,Clearinghouses,Information Management,Access to Information,Educational Attainment,Salary Wage Differentials

This paper reports on progress to date with a project underway in New Zealand involving the extraction of data from multiple government agencies that is then combined into one comprehensive longitudinal integrated dataset and made available to trial participants in a way never previously thought possible. The dataset includes school leaver achievement data, enrolments and completions data from the tertiary education sector, with earnings data in the years after graduation from the Inland Revenue Department, government assistance through benefit dependency data from the Ministry of Social Development, and border-crossings data from Customs. This dataset allows us to track the destinations and earnings of graduates over a number of years after they have lost contact with the institution. This is authoritative population level data on some of the variables we all measure in other ways that is presented in one simple table and tracked over the years. In the first instance, analysis of the data has focused on young graduates as this is a priority group in New Zealand. Through Massey University's participation, however, and because of our interest in data for our slightly different student demographic, we have been able to extend the analysis and utility to include data for all age groups and thus make use of a very comprehensive set of information. This article describes the data governance through Statistics New Zealand, analysis via the Ministry of Education, and the potential utility of the data for one participating tertiary provider.
Bi-Relational Design: A Brief Introduction and Illustration
Author: Adam, Raoul
Date: 2015-00-00
Type: Journal Articles
Subjects: Problem Solving,Epistemology,Design,Preservice Teachers,Literacy,Thinking Skills,Scoring Rubrics,Experiments

This paper introduces and illustrates Bi-relational Design (BD) as a general approach to (re)solving wicked problems. BD theorises oppositional, equipositional and para-positional approaches to problem-specific dyads (e.g., subjective/objective) based on a general consensus of research on epistemological development. These epistemic positions are used to inform a design process that includes six iterative and emergent phases: (1) identification, (2) organisation, (3) analysis, (4) evaluation, (5) synthesis and (6) experimentation. The paper illustrates these phases with the design of an interactive rubric to support pre-service teachers' academic literacy during the transition to university. The paper concludes with a consideration of the applications of bi-relational design for problem (re)solution and resource development in contested or complex spaces.
Role Perceptions of Science Academics Who Teach to First-Year Students: The Influence of Gender
Author: Jacobs, Melanie
Date: 2014-07-00
Type: Journal Articles
Subjects: Role Perception,Nontraditional Students,Likert Scales,Questionnaires,Academic Achievement,College Faculty,Surveys,Teacher Attitudes,Teacher Role,State Universities,Foreign Countries,Gender Differences,Science Education,Capacity Building,Teacher Behavior,Faculty Development,Instructional Design,College Freshmen

A marked increase in student enrolments in South African public universities over the last two decades have admitted substantially more 'non-traditional' students to the sector. These students typically have unsatisfactory levels of school performance, lack communication skills (especially in English) and mostly have first-generation status. The Faculty of Science at the University of Johannesburg established its First Year Academy (FYA) in 2007. The FYA, a community of practice for first-year lecturers, promotes an optimal learning environment for students, and expects lecturers to adjust their usual facilitation of learning strategies. Not much is known (research-wise) about role adaptions that academics (in science environments) are expected (forced?) to make in such circumstances. However, appropriate behaviours and expected competencies have to be interrogated if the faculty wants to continually enhance academic student success. A literature-validated Likert-type questionnaire involved 53 first-year lecturers (60% females). The survey gained perceptions in respect of eight possible roles that lecturers (could or should) play when dealing with first-year students, as well as their competence in fulfilling these roles. The Mann-Whitney U test revealed significant differences between perceived role importance and competence of males and females in respect of certain roles. Gender was found to significantly influence opinions and behaviours of science academics who teach to first-year students at University of Johannesburg (UJ). Capacity building geared at the more proficient execution of the roles of &quot;course designer&quot;, &quot;teacher&quot;, &quot;course manager&quot; and &quot;student consultant&quot; is regarded as vital and a tailor-made professional development program is planned for 2014.
A Principles-Based Approach to Teaching International Financial Reporting Standards (IFRS)
Author: Persons, Obeua
Date: 2014-02-00
Type: Journal Articles
Subjects: Standards,Educational Practices,Educational Principles,Teaching Methods,International Trade,Disclosure,Accounting,Financial Services,Measurement Techniques,Measurement Objectives,Financial Audits,Comparative Analysis,Comparative Education

This article discusses the principles-based approach that emphasizes a &quot;why&quot; question by using the International Accounting Standards Board (IASB) &quot;Conceptual Framework for Financial Reporting&quot; to question and understand the basis for specific differences between IFRS and U.S. generally accepted accounting principles (U.S. GAAP) requirements, and to identify weaknesses of these requirements. It also provides detailed ready-for-use teaching notes of this approach concerning five accounting topics: inventories; property, plant, and equipment; intangibles; impairment of assets; and statement of cash flows. These principlesbased/framework-based teaching notes, that are appropriate for an intermediate accounting class and an international accounting course, should help stimulate classroom discussion, sharpen student critical thinking skill and develop professional judgment among students.
The Impact of Higher Secondary Assessment Systems on the Tertiary-Level Academic Performance: An Empirical Study
Author: Mir, Monir
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,High School Students,Grade 12,Academic Achievement,Postsecondary Education,Business Administration Education,Comparative Analysis,Evaluation Methods,Statistical Analysis,Cohort Analysis,Regression (Statistics),Statistical Significance

In Australia there is no centrally administered nationwide assessment system for students who complete their final year (Year 12) of high school. Each state and territory uses its own Year 12 assessment system. Apart from Queensland and the Australian Capital Territory, all states and territories use externally set competitive examinations. The Queensland and Australian Capital Territory systems focus on continuous assessment that commences when students begin Year 11. Hence, policymakers at the state, territory and federal levels in Australia are debating over which of the Year 12 systems is superior, that is, an externally set competitive examination or a school/college-based continuous assessment system? If one of the assessment systems is superior to the other, then it is expected that the superiority should be reflected by the students' subsequent academic performances at their tertiary-level studies. In this article we specifically addressed this issue and compared the academic performances of these two groups of students at an Australian university in their first year of a business degree. We found no difference in their academic performances in the subjects studied. The empirical evidence provided in the article does not, therefore, support the claim that one system is superior to the other. Essentially, both systems have their inherent merits and demerits. The merits of one system are offset by the merits of the other system and vice versa.
Bringing Marketing Research to Life via Secret Shopping
Author: Geissler, Gary L.
Date: 2014-02-00
Type: Journal Articles
Subjects: Marketing,Research Methodology,Investigations,Student Projects,Student Research,Naturalistic Observation,Online Surveys,Student Interests,Teaching Methods,Behavioral Objectives,Instructional Effectiveness,College Students,Educational Practices

A key challenge in marketing courses is to stimulate student curiosity and interest in marketing research. Depending on how the material is presented, student perceptions are often favorably or unfavorably polarized on this subject. That is, research can be perceived as either intriguing and intellectually stimulating or uninteresting and uninspiring. Understanding and appreciating marketing research is an essential part of learning about consumer behavior, service quality, market segmentation, targeting, and positioning, marketing strategy, and other important marketing concepts. Many of today's marketing managers appreciate the inherent value of quality research in making better decisions. Students also need to understand the critical role that marketing research plays in the decision-making process. To help students gain a greater understanding and appreciation of marketing research methods, the author has effectively utilized students as secret shoppers in numerous client-based, class projects. This observational research method is a great way to involve students in the subject matter. It also ensures a high level of student participation throughout the course. An online survey was conducted among 102 students who participated in secret shopping research in two different marketing courses. Key results reveal that the secret shopping method increased students' interest in marketing research. The students found the research to be fun and relatively easy to conduct. Most importantly, using this observational research technique increased students' understanding of marketing research.