ethanporcaro/eric-fulltext-meta huggingface dataset:
The Changing Legal Landscape for LGBTQIA Students in Higher Education: Title IX, Religious Freedom of Expression, and the Special Relationship Doctrine
Author: Jarvis, Judy F.
Date: 2023-00-00
Type: Journal Articles
Subjects: LGBTQ People,College Students,Court Litigation,Student Personnel Workers,Student Experience,Student Rights,Higher Education,Legal Responsibility,Equal Education,Educational Discrimination,Religious Discrimination,Freedom of Speech,Intellectual Freedom,Mental Health,Educational Legislation,Federal Legislation,Sexual Orientation,Sexual Identity,Suicide

LGBTQIA students are an important stakeholder group on college and university campuses, especially as both their visibility and expectations for support and empowerment on campus increase. But how ready is the field of higher education for litigation related to LGBTQIA issues, and how should student affairs practitioners prepare to address LGBTQIA students' possible negative campus experiences proactively? By reviewing details of cases that have set an important precedent and signal what might be coming with respect to LGBTQIA students' rights and experiences in higher education, this article seeks to provide detail and analysis of important legal areas that student affairs practitioners should be attuned to as they continue to educate thousands of LGBTQIA students each year. I explore how Title IX may be increasingly a route of redress for LGBTQIA students who have experienced discrimination; how rulings on religious freedom of expression may erode some of LGBTQIA students' rights on college and universities campuses; and the special relationship doctrine and how it may be applied to LGBTQIA students in mental health crisis.
Effects of Post-Task Anticipation during Online Collaborative Writing in L2
Author: Charoenchaikorn, Vararin
Date: 2022-00-00
Type: Journal Articles
Subjects: Collaborative Writing,English (Second Language),Second Language Learning,Second Language Instruction,Comparative Analysis,Accuracy,Student Attitudes,Online Courses,Undergraduate Students,Task Analysis,Foreign Countries,Learner Engagement,Teaching Methods,Outcomes of Education,Writing Evaluation,Writing Skills

This study was motivated by Skehan's (1996, 1998) hypothesis about the potential of post-task anticipation to direct learners' attention towards form and previous online L2 collaborative writing research that found prioritization of meaning in this context. It investigated the effects of post-task anticipation on text length, accuracy and complexity, and learners' perceived effects of anticipation, in online collaborative writing. Ninety-eight Thai EFL learners of English on an online university course were divided into control and experimental groups. The control group performed the main online collaborative writing task without foreknowledge of a post-task, while the experimental group anticipated a peer language evaluation post-task. Texts written during the main task and questionnaire responses were assessed. Overall, statistical analyses revealed that post-task anticipation did not lead to increased attention to form. Independent-sample t-tests did not detect significant effects of post-task anticipation on text length or accuracy, and significantly more complex language was observed in the control group. Possible reasons for these findings are discussed. Despite the lack of positive outcomes for performance, questionnaire responses indicated that post-task anticipation might promote engagement during the main task.
Formative Multimodal E-Feedback in Second Language Writing Virtual Learning Spaces
Author: Kulprasit, Watcharee
Date: 2022-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Computer Mediated Communication,Feedback (Response),Second Language Learning,Writing Instruction,Electronic Learning,COVID-19,Pandemics,College Students,Teaching Methods

In the digital era, writing experience usually comes in the form of digital writing in virtual spaces. Social network sites are the ubiquitous platforms where authentic communication makes writing meaningful in our daily life. In addition, the outbreak of the COVID-19 pandemic encouraged all human activities to be done online. In the academic realm, particularly second language writing pedagogy, digital tools have been used to support digital learning and improve students' writing performance online. Moreover, as feedback is a crucial learning tool in writing pedagogy to help enhance students' writing development in campus-based settings, e-feedback takes on this role in virtual learning environments (VLE) in second language writing pedagogy. This article aims to introduce multimodal e-feedback that can be formatively employed in the writing process in second language writing virtual learning environments. Some practical pedagogical implications are also presented.
Effect of Homework on Academic Achievement: On-Line Compared to Traditional Pen and Paper
Author: Kirkham, Ross
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Homework,Electronic Learning,Written Language,Academic Achievement,Retention (Psychology),Sex,Age,Grade Point Average

This is a longitudinal study to investigate whether there is a correlation between the methods for completion of homework and the incentive levels with academic achievement. The method adopted in this study is the t-test statistical analysis to assess the relationship between the use of compulsory homework on achievement and the influence of intervening and moderating variables. The findings are as follows -- Cohort 1 which completed homework in the traditional pen and paper style (with a mean of 13.278) performed better than the Cohort 2 which completed homework online They also performed better than Cohort 2 which completed homework online (with a mean of 11.851). Cohort 3 that had no incentive and subsequently no compulsion to do the homework (with a mean of 11.851) performed better than Cohort 2 which completed homework online (with a mean of 9.658).
A Conceptual Framework for Informatics
Author: Ringelstein, Damian
Date: 2023-00-00
Type: Journal Articles
Subjects: Information Science,Models,Curriculum Development,Concept Formation

The purpose of this paper was to briefly address the need for a conceptual framework for informatics and develop a preliminary conceptual framework. The review of the literature on informatics and the approaches to a conceptual framework tend to be linked to discussion concerning designing curriculum rather than attaining a better understanding of the principles and concepts underlying informatics. A conceptual framework for informatics was developed based on an alternative perspective which entailed borrowing from the Conceptual Framework for Financial Accounting.
A Student-Centered Approach to Teaching: A Study of the Use of Workshops and the Reflective Journal
Author: Laing, C. Linda
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Learning Processes,Teaching Methods,Journal Writing,Reflection,Undergraduate Students,Capstone Experiences,Experiential Learning,Student Attitudes,Human Resources,Units of Study,Workshops,Student Adjustment,Educational Change,Feedback (Response)

The purpose of this paper is to provide a critical reflection on the use of experiential learning in the form of the reflective journal and its ability to contribute to student learning. Three questionnaires were administered over the semester to track the responses of the students undertaking an undergraduate capstone unit in the Human Resource discipline. The questionnaires were designed to elicit feedback regarding the use of the workshop approach to teaching and to promote the use of reflective practices to enhance the learning process. The findings are that students were unfamiliar with the use of reflective journals and had difficulty adjusting to a learning environment that differed from the traditional structured approach which they had come to accept and expect. The use of the workshop designed to provide a student-centered learning environment was initially resisted by the students and debriefing sessions were required to reinforce the value of the reflective journal as part of the learning process.
Impact of Game-Based Learning on STEM Learning and Motivation: Two Case Studies in Europe
Author: El Mawas, Nour
Date: 2022-12-00
Type: Journal Articles
Subjects: STEM Education,Game Based Learning,Computer Games,Student Motivation,Student Interests,Cultural Differences,Program Effectiveness,Knowledge Level,Foreign Countries,Educational Games,Educational Technology,Elementary School Students,Student Attitudes

The number of science, technology, engineering, and mathematics (STEM)-related jobs is increasing all around the world and especially in Europe. However, teachers face many difficulties in making STEM related classes more attractive and motivating the students to learn. This paper presents two case studies involving 116 students from two European countries (Slovakia and Ireland). The studies investigated the impact of a new educational computer game called Final Frontier on learning process and students' motivation. We found that there are no significant differences between the two countries in terms of students' interest in STEM, although the students in Slovakia achieved slightly better grades than those in Ireland. We also found that in both countries, the students using the Final Frontier game outperformed those not using the game in improving their subject knowledge after the study. Furthermore, the impact of game-based learning on students' motivation for STEM differed in the two countries.
Investigating a Blended Learning Context That Incorporates Two-Stage Quizzes and Peer Formative Feedback in STEM Education
Author: Bazelais, Paul
Date: 2022-12-00
Type: Journal Articles
Subjects: STEM Education,Blended Learning,Science Education,Energy,Magnets,Physics,Optics,Tests,Peer Evaluation,Formative Evaluation,Lecture Method,Feedback (Response),Homework,Educational Technology,Science Achievement,Program Effectiveness,Secondary School Students,Foreign Countries

Researchers have expressed concern about the state of STEM education. To improve this situation, new pedagogies, such as blended learning, have been proposed and tested. The last decade has seen an increase in the use of blended learning to support learning; however, the effect of blended learning on learning remains unclear and often mixed. The two studies in this paper draw on data from pre-university science students in the following courses: (1) Electricity and Magnetism (E&amp;M) and (2) Waves, Optics &amp; Modern Physics (Waves). In study 1, the treatment group (blended learning coupled with two-stage quizzes &amp; peer formative feedback) performed significantly higher than the control group (lecture format with online homework &amp; instant feedback) in the standardized final exam. In contrast, in study 2, there was a non-significant main effect of groups, indicating that the treatment group (blended learning with online homework &amp; instant feedback) and the control group (lecture format with online homework &amp; instant feedback) performed similarly in the standardized final exam. The finding of study 1 suggests that the effect of an instructional pedagogical framework embedded in a blended learning context improves performance in STEM education. Whereas the finding of study 2 suggests that a blended learning context without incorporating any instructional framework or support for cognition other than the lecture is comparable to a traditional face-to-face course.
Novice-Teacher Challenges in Materials Selection, Development, and Use
Author: Mukundan, Jayakaran
Date: 2022-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Language Teachers,Second Language Learning,Second Language Instruction,Instructional Materials,Media Selection,Teacher Attitudes,Teacher Education Programs,Researchers,Teacher Role,Needs Assessment,Decision Making,Teaching Experience,Creativity,Teaching Methods,Mentors,Interpersonal Relationship,English (Second Language),Lesson Plans,Teacher Evaluation,Classroom Observation Techniques,Foreign Countries

This study investigated the factors that lead the Novice Teacher (NT) towards selection, development, and use of learning-teaching materials for classroom use. The participant in this study was a teacher trainee who had completed four years of the teacher training program in the university. She was randomly selected. The researcher (supervisor, evaluator, and mentor) was a participant in this qualitative study. The study first aimed to evaluate NT's role as critical and creative needs analyst, materials developer, and monitor and assessor of student learning. Then the study went on to examine if criticality and creativity were evident in the decisions of the novice teacher during preparation and teaching. The study concluded that while NT fulfilled most of her teacher-roles admirably, one factor; experience, let her down on crucial decisions. Likewise, the lack of experience and factors such as the mix-up between disciplinary knowledge and classroom practice expectations affected the effectiveness of creativity and criticality in decision-making.
Reading Portfolio and Video-Mediated Reflection Tasks: University Students' Engagement in Dialogic Reading
Author: Kusumaningputri, Reni
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,Task Analysis,Video Technology,Computer Mediated Communication,Dialogs (Language),Ethnography,Student Attitudes,Diaries,Portfolios (Background Materials),Foreign Countries,Discourse Analysis,Reflection,Peer Relationship,Reading Processes,Reading Comprehension,Social Media,Undergraduate Students,English Literature,Second Language Learning,Second Language Instruction,English (Second Language),Reading Instruction

This article reports on a single case study investigating the adoption of reading portfolio and video-mediated reflection tasks so as to promote Indonesian university students' engagement in dialogic reading. Nested in a classroom ethnography design, data were collected through multiple interviews, teaching journals, and students' Facebook-mediated interaction records. Drawing on thematic and discursive analysis, the findings showed that the reading portfolio and video-assisted reflection tasks encouraged the students to invest their time and energy into and engage in dialogic reading where collective meaning making practices took place. As the students were engaged in the reading portfolio and video-assisted reflection tasks, they perceived their peers as co-meaning makers who viewed reading as a social and dialogical process in which they had the opportunity to negotiate meaning.
A Review of Two Decades of Research on the Application of Multicriteria Decision Making Techniques to Evaluate e-Learning&apos;s Effectiveness
Author: Hii, Puong Koh
Date: 2022-12-00
Type: Journal Articles
Subjects: Electronic Learning,Instructional Effectiveness,Decision Making,Evaluation,Models,Evaluation Methods

Multicriteria decision-making (MCDM) techniques have been widely adopted to evaluate the effectiveness of e-learning. However, the literature review has not kept pace with the rapid accumulation of knowledge in this field. This study systematically reviews the MCDM techniques applied in e-learning issues. In total, we reviewed 77 published studies selected from the Web of Science and Scopus databases. We classified the selected studies by the publication year, the authors' nationality, and the type of MCDM techniques examined. We further discovered that the majority of previous studies adopted Information System Success Model (D&amp;M model) which was proposed by Delone and McLean in 1992. Due to limited features that were provided by the e-learning system back in the mid-2000, the original D&amp;M model might not consider some significant factors such as students' characteristics, instructors' characteristics, user interface and learning community. The goals of this systematic literature review are to understand if the original D&amp;M model is addressed in modern e-learning and to determine if new factors have emerged to evaluate e-learning's effectiveness but not captured by the original D&amp;M model. This review contributes three new theoretical perspectives. First, reclassification of the D&amp;M model is conducted to include learners' characteristics, instructors' characteristics, user interface, and learning community. Second, this study discovers that there is a need to perform reclassification of overlapping subfactors. Third, this review also identifies that the dependencies among the factors in the D&amp;M model are inadequately examined in previous studies. Researchers can utilize the findings of this study as a foundation to formulate their research frameworks, and practitioners can integrate the significant factors identified in this study into their decision-making processes when developing e-learning at their institutions.
Continuance Intention of IT Professionals to Telecommute Post Pandemic: A Modified Expectation Confirmation Model Perspective
Author: Anthonysamy, Lilian
Date: 2022-12-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teleworking,Professional Personnel,Employees,Intention,Information Technology,Value Judgment,Satisfaction,Expectation,Family Work Relationship,Foreign Countries

This study investigates employees' intentions to telecommute post-pandemic based on IT employees' present work experiences. Perceived utility, contentment, and confirmation of expectations are proposed as factors of continuing intention to telecommute, according to the expectation-confirmation theory. The integration of work-life balance into the expectation confirmation theory was investigated to see if work-life balance influences employees' continued intention to telecommute. Data from 131 Malaysian IT workers was used to test the hypothesised model. The findings backed up the theory that perceived usefulness, satisfaction, confirmation of expectations, and work-life balance all play a role in employees' desire to continue telecommuting post-pandemic. Work-life balance was also found to be a significant mediator of the effect of expectation confirmation on job satisfaction. As a result, this research adds to the idea by including work-life balance literature to demonstrate that the behaviour of IT professionals is associated with their quality of work-life harmony. This study can assist businesses that plan to transition to hybrid work environments. With the needs of the emerging workplace still being uncharted territory for everyone, hybrid work models can be built and customized based on the findings of this study. This is imperative to fit the needs of employees and help organisations sustain their businesses.
Superintendents and School Boards Collaborate to Narrow Achievement Gaps: A Suburban New York Multisite Case Study
Author: Gonzalez, Lara
Date: 2022-00-00
Type: Journal Articles
Subjects: Superintendents,Boards of Education,Trustees,Cooperation,Achievement Gap,Suburban Schools,Educational Strategies,Barriers,Board of Education Policy,Partnerships in Education,Budgeting,Teacher Selection

This study explored the role of school superintendents and board of education trustees in closing the achievement gap, which can be defined as &quot;the disparity in academic performance between groups of students&quot; (Muhammad, 2015, p. 14). District leaders (superintendents and school boards) set the priorities and policies in their school systems and have the power to promote or thwart educational equity (Skrla et al., 2009). The purpose of this qualitative study was to highlight effective practices of superintendents and school boards that have prioritized closing achievement gaps and have succeeded in narrowing them. This study involved four case studies and made use of interviews, observations, and document review. The data revealed that the most formidable challenges to closing achievement gaps were increasingly diverse student needs, stakeholders' deficit-thinking about students, lack of family engagement, and financial obstacles. To overcome those challenges, the researcher found that superintendents used various strategies, including setting a vision for equity at the district level, using data to drive decision-making, hiring quality teachers and leaders, using district funds resourcefully, providing rigorous curricula for students, and creating innovative academic and non-academic programs for students. Although there is academic literature on the challenges that school superintendents face in closing achievement gaps and the strategies that they have used to overcome them, there is a lack of research on how superintendents and their school boards collaborate to narrow achievement gaps. The aim of the study was to address that gap in the literature. Data revealed that district leaders collaborated to narrow gaps by setting district visions, goals, and policies, sharing information, and partnering on the budgeting and hiring processes.
Demystifying the Effectiveness of Emergency Remote Teaching during Global Pandemic: Evidence from India
Author: Elangovan, Rajesh
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Distance Education,Higher Education,Program Effectiveness,Academic Achievement,Social Media,Educational Technology,Course Content,Teacher Student Relationship,Expectation,Correlation,Student Attitudes,Student Satisfaction

Given the adverse impacts of the global pandemic COVID-19 on higher educational institutions worldwide, this study aims to examine the effectiveness of emergency remote teaching (ERT), especially in the developing country context, India. In addition, this study investigates the antecedents and consequences of academic performance and explores social media use as a moderator in these relationships. A carefully crafted survey instrument was distributed. Data was collected from 719 respondents from the affiliated arts and science college of a renowned university in southern India. After checking the psychometric properties of the constructs using the Smart Partial Least Squares (Smart-PLS) of structural equation modelling, and hierarchical regression was used to test the hypothesized relationships. The results of this research indicate that course content, instructor-learner interaction, and student expectation are positively associated with academic performance; social media use moderate the relationship between (i) course content and academic performance, (ii) student expectation and academic performance, and (iii) learning platforms and academic performance. The results also support the positive relationship between academic performance and students' satisfaction with ERT.