ethanporcaro/eric-fulltext-meta huggingface dataset:
Theoretical Perspectives of How Digital Natives Learn
Author: Kivunja, Charles
Date: 2014-00-00
Type: Journal Articles
Subjects: Information Technology,Computer Literacy,Learning Theories,Educational Theories,Educational Practices,Educational Strategies,Instructional Effectiveness,Constructivism (Learning),Computer Mediated Communication,Models,Behaviorism,Scaffolding (Teaching Technique),Cognitive Development,Literature Reviews

Marck Prensky, an authority on teaching and learning especially with the aid of Information and Communication Technologies, has referred to 21st century children born after 1980 as &quot;Digital Natives&quot;. This paper reviews literature of leaders in the field to shed some light on theoretical perspectives of how Digital Natives learn and how we can use that knowledge to facilitate learning by Digital Natives. To locate this understanding within the context of general Educational Theory, the paper first presents a brief historical review of the foundational educational theories on how people learn. It then discusses some of the contemporary theories on how Digital Natives learn. Out of these two bodies of knowledge the paper synthesizes an understanding of principles, strategies and practices that we could use to effectively teach Digital Natives and facilitate their learning. It is my hope that this review will help readers develop a deeper understanding of how learners of the digital generation learn and how we can design our pedagogical principles and practices to better meet the needs of the digital learners in our teaching contexts today.
Current Trends in Malaysian Higher Education and the Effect on Education Policy and Practice: An Overview
Author: Grapragasem, Selvaraj
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Trends,Higher Education,Educational Policy,Educational Practices,Knowledge Economy,Global Approach,Developing Nations,Educational Improvement,Governance,Employment Potential,Quality Assurance,English (Second Language),Language Proficiency,Educational Change

Malaysia has evolved from a production-based to knowledge-based economy in order to stay relevant and compete in the global marketplace. Thus, the purpose of this article is to discuss current trends in Malaysian higher education and how these affect education policies and practices. Four main trends are discussed in this study: Globalization, Teaching and Learning, Governance, and the Knowledge-Based Society. These are followed by four elements that affect education policy and practices: Employability, Quality Assurance, Academia, and English Language Competency. The transformation that has taken place will surely contribute to the success of Malaysia's Vision 2020 policy of becoming a fully developed nation in the near future.
Curricular Goals and Personal Goals in Master's Thesis Projects: Dutch Student-Supervisor Dyads
Author: de Kleijn, Renske A. M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Theses,Goal Orientation,Supervisors,Graduate Students,Student Attitudes,Teacher Attitudes,Interviews,Alignment (Education),Curriculum

To be effective, feedback should be goal-related. In order to better understand goal-related feedback in Master's thesis projects, the present study explores the goals of supervisors and students in supervision dyads and similarities and differences within and between these dyads. Twelve supervisors and students were interviewed, and their goals were categorized using a curricular perspective and personal goals perspective. Results indicated that most students and supervisors pursue both curricular and personal goals, which is explained with the transitional phase from being a student to becoming a professional. Within dyads goals of supervisors and students vary greatly and supervisors recognize students' curricular goals better than students' personal goals. The findings suggest that goal-related feedback in Master's thesis supervision can be complex, as students and supervisors (1) can pursue different goals and (2) do not always correctly perceive each other's goals.
Promoting Collaboration in Health Care Teams through Interprofessional Education: A Simulation Case Study
Author: Ekmekci, Ozgur
Date: 2013-00-00
Type: Journal Articles
Subjects: Simulation,Case Studies,Curriculum Design,Curriculum Development,Health Personnel,Interdisciplinary Approach,Physicians,Nurses,Physical Therapy,Allied Health Personnel,Professional Education,College Students,Cooperation,Stereotypes,Models,Graphs

This simulation study explores how the integration of interprofessional components into health care curriculum may impact professional stereotyping and collaborative behavior in care delivery teams comprised of a physician, a registered nurse, a physician's assistant, a physical therapist, and a radiation therapist. As part of the agent-based modeling simulation, 500 students completed a curriculum with no IPE component and another 500 completed the same curriculum in which 25% of the courses being offered had IPE components embedded. The 500 students completing the non-IPE curriculum were asked to randomly form 100 health care delivery teams consisting of a member from each of the five professions examined in the study (i.e., MD, RN, PA, PT, and RT). The same was asked of the 500 students completing the IPE curriculum. The 100 teams in each group (constituting a total of 200 teams) were then asked to treat a patient over the course of a week. Findings indicate that the tendency for stereotyping was significantly lower (p&lt;0.001) for students attending curriculum containing IPE components, as compared to students attending curriculum without an IPE component. The individual and team mean scores for collaborative behavior--as represented by the number of links formed between team members throughout the seven-day period, during which the teams provided care to their patients--were significantly higher (p&lt;0.001).
Measuring Educational Sustainability
Author: Selvanathan, Rani G.
Date: 2013-00-00
Type: Journal Articles
Subjects: Sustainability,Educational Development,Educational Change,Models,Measurement Techniques,Measurement Objectives,Educational History,Educational Trends,Educational Improvement,Lecture Method,Creative Activities,Cooperative Learning,Teaching Methods,Delivery Systems,Monte Carlo Methods,Simulation,Scores,Cohort Analysis

There are many definitions that are attributable to the meaning of sustainability. Sustainability can be viewed as long-lasting, effective result of a project, venture, action, or investment without consuming additional future resources. Because of the wide nature of its applicability, a universal measure of sustainability is hard to come by. This paper proposes that in addition to the often explored four types of economic, financial, social, and environmental sustainability the need exists for a fifth aspect of sustainability viz. educational. The fifth aspect proposed in this paper is extremely important to educational institutions which form the future workforce. The paper proposes a universal model to measure educational sustainability and continues with simulating sustainability as a function of several factors.
Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning
Author: Hayes, Suzanne
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Metacognition,Communities of Practice,Role,Teaching Methods,Teacher Student Relationship,Interrater Reliability,Content Analysis,Computer Mediated Communication,Coding,Nursing Education,Student Attitudes,Self Management,Statistical Analysis,Qualitative Research

As the pivotal role of self-regulation has been widely accepted in online learning literature, much interest is focused on identifying pedagogical strategies to help foster regulatory behaviors in online learners. The authors of this article argue that the learning presence (LP) construct, a recently proposed addition to the Community of Inquiry (CoI) theoretical framework of online learning, needs to be included in these conversations. To this end, they re-articulate and clarify the underlying structure of LP by drawing on the theoretical models of self-regulation, co-regulation, and socially shared regulation. They further present examples to illustrate how LP can manifest itself in learners' discourse in the online learning environment. Finally, they conclude by outlining strategies online instructors can use to help learners execute regulatory behaviors and thus demonstrate LP in online courses.
Being and Becoming Cosmopolitan: Higher Education and the Cosmopolitan Self
Author: Papastephanou, Marianna
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Teacher Education,Cultural Pluralism,Global Approach,Self Concept,Educational Philosophy

Much higher education (and teacher education in particular) aims to cultivate and promote cosmopolitan identity either through direct modular provisions or through student exchanges and other cultural encounters. The aim is to help students become cosmopolitan by organizing education in a way that is conducive to a specific conception of what counts as &quot;cosmopolitan&quot;. However, the declarative element that is often present in such discourses and becomes most evident in one's relevant self-proclamation, i.e. &quot;I am a cosmopolitan&quot; or &quot;we, cosmopolitans&quot; has, justifiably and very pertinently, invited some important criticisms (e.g. by David Hansen). In this paper, I discuss those criticisms and register a possible way out of centripetal approaches to cosmopolitanism. To do so, I first explore the declarative element and its operations in Diogenes, M. Nussbaum, J. Waldron and K. A. Appiah's texts. Then, I turn to an alternative (and more ancient than the Diogenic) formulation of the cosmopolitan that allows, or so I hope, to escape the implications of self-indulgence, complacency and narrowness that are associated with fashionable self-idealizations of who the cosmopolitan might be.
Between the Fears and Hopes for a Different Future for the Nation-States: Scholarship Programs in Saudi Arabia and United Arab Emirates from a Public Policy Standpoint
Author: Hilal, Kholoud T.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Scholarships,College Students,Student Attitudes,Context Effect,Comparative Analysis,Universities,Interviews,Study Abroad

As Bereday (1964) once said, comparative education research, in its most rudimentary form, begins with juxtaposition. When juxtaposing contemporary trends concerning higher education in Saudi Arabia and the United Arab Emirates--both of which currently provide substantial support to improve their higher education systems--differences abound in terms of approach, strategic &quot;cultural&quot; foresight, openness, and outreach. What do Saudi Arabia and United Arab Emirates aim to achieve via overseas scholarship programs? How do overseas Saudi and Emirati students evaluate the scholarship programs in terms of its negative and positive impacts on Saudi Arabia and United Arab Emirates? Among other things, this research highlights some of the similarities and differences between Saudi and Emirati students regarding their evaluation of Saudi Arabia's and United Arab Emirates' scholarship programs. This research has been conducted by a Saudi-PhD-sponsored by King Abdullah Scholarship Program; therefore, more emphasis will be placed on Saudi Arabia. While, in some parts, the study compares Saudi and Emiratis students, Emiratis and/or United Arab Emirates has been chosen in order to set KSA higher education in the context of another major Arab state.
Examining Demographic Factors Related to Cigarette Smoking among Undergraduate Students at a Turkish University
Author: Oktay, Erkan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Smoking,Incidence,Risk,Demography,Undergraduate Students,Regression (Statistics),Questionnaires,Gender Differences,Geographic Regions,Parents,Place of Residence,Occupations,Satisfaction,Student Surveys,Predictor Variables

Cigarette smoking is the leading global preventable health risk, and it is associated with well-known health risks such as morbidity, mortality, cancer, cardiovascular disease, and nicotine addiction. When analyzed by age group, cigarette smoking in Turkey is the most prevalent among younger adult populations. The college years appear to be a time of increased risk for smoking initiation and movement into regular patterns of use, although college smokers are more likely to be non-daily smokers, meaning that they smoke more in social situations. This paper aims to identify the demographic factors related to cigarette smoking of undergraduate students in Erzurum, Atatürk University; to interpret these factors, and to assist in informing alternatives for taking more effective action than the typical cessation campaigns. Using logistic regression analysis with cross-sectional data obtained using the questionnaire; the factors affecting cigarette smoking in this context were identified. There were significant effects for the demographic factors including gender, geographical region, parents' residence, father's profession, family members, occupation status, and general satisfaction, p &lt; 0.05; faculty and present residence, p &lt; 0.10. The survey and logistic regression results of this paper also showed marked similarities with recent studies in the reviewed literature and recent policies.
Does Teaching Practice Effectively Prepare Student-Teachers to Teach Creative and Performing Arts? The Case of Botswana
Author: Mannathoko, Magdeline C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Creative Activities,Theater Arts,Preservice Teachers,Preservice Teacher Education,Student Teaching,Program Effectiveness,Teaching Skills,Teacher Competencies,Capacity Building,Qualitative Research,Elementary School Curriculum,Semi Structured Interviews,Inservice Teacher Education,Readiness,Scaffolding (Teaching Technique),Teaching Experience,Case Studies

Teacher Education involves the policies and procedures designed to equip teachers with the knowledge and skills they require to teach effectively. Teaching practice (TP) is an integral part in teacher education because it allows student-teachers to apply the theories into practice. Effective preparation of student-teachers in practical subjects could help them teach the arts efficiently. As a result, promoting learners' skills specifically; creative and practical skills support healthy development. This qualitative study explored the extent to which teaching practice in primary Colleges of Education prepared student-teachers to teach Creative and Performing Arts (CAPA) subjects in primary schools. The study was conducted in three Colleges of Education located in the South East, Central and Francistown districts of Botswana. The participants were third year student-teachers and students who completed in colleges six to two years ago. The findings revealed that student-teachers in the three Colleges of Education were introduced to the general pedagogy skills of teaching in primary schools by their tutors who in most cases were not arts specialists. There were concerns from student-teachers that lecturers rarely assessed the arts during teaching practice and therefore, trainees did not get any assistance to prepare them to teach the CAPA subjects.
Entitlement Attitudes Predict Students' Poor Performance in Challenging Academic Conditions
Author: Anderson, Donna
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Higher Education,Student Attitudes,Student Motivation,Academic Achievement,Tests,Predictor Variables,Student Responsibility,Locus of Control,Psychological Patterns,Emotional Response,Business Administration Education,Multiple Regression Analysis

Excessive entitlement--an exaggerated or unrealistic belief about what one deserves--has been associated with a variety of maladaptive behaviors, including a decline in motivation and effort. In the context of tertiary education, we reasoned that if students expend less effort to obtain positive outcomes to which they feel entitled, this should have negative implications for academic performance. We tested this hypothesis in a naturalistic experiment in a large course, in which students' self-reported entitlement attitudes (measured at the beginning of the semester), the idiosyncratic difficulty of the class, and several other individual difference variables associated with academic achievement (personal responsibility, frustration intolerance, and locus of control) were used to predict final exam performance. As expected, greater entitlement was associated with poorer final exam marks, particularly among students for whom the class was objectively challenging. Although no other personality variable qualified the interaction, the extent to which students accepted responsibility for their performance mediated the main effect of entitlement, while external locus of control independently predicted poor exam performance.
Student Metacognitive Monitoring: Predicting Test Achievement from Judgment Accuracy
Author: Valdez, Alfred
Date: 2013-00-00
Type: Journal Articles
Subjects: Metacognition,Accuracy,Correlation,Validity,Predictive Validity,Error Patterns,Scores,Undergraduate Students,Test Items,Multiple Choice Tests,Statistical Analysis,Communication Disorders,Language Acquisition

Metacognitive monitoring processes have been shown to be critical determinants of human learning. Metacognitive monitoring consist of various knowledge estimates that enable learners to engage in self-regulatory processes important for both the acquisition of knowledge and the monitoring of one's knowledge when engaged in assessment. This study investigated the reliability and the predictive validity of one measure of metacognitive monitoring, &quot;absolute accuracy.&quot; &quot;Absolute accuracy&quot; pertains to how accurately students judge their knowledge relative to their actual performance on a test. Students show poor &quot;absolute accuracy&quot; if they judge their knowledge as correct when in fact it is in error, or if they judge their knowledge in error when in fact it is correct. Contrary to previous studies, this study revealed that &quot;absolute accuracy&quot; indices may be reliably measured in an authentic setting. The study also showed that &quot;absolute accuracy&quot; was significantly correlated with concurrent and final exam performance.
Mechanizing People and Pedagogy: Establishing Social Presence in the Online Classroom
Author: Cunningham, Jennifer M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Teaching Methods,Writing Instruction,Web 2.0 Technologies,Instructional Effectiveness,Learner Engagement,Student Attitudes,Asynchronous Communication,Community Colleges,College Students,Surveys,Reliability,Feedback (Response),Cooperative Learning,Grounded Theory,Content Analysis

This research addresses the affordances of using Voki avatars to create a sense of social presence in an asynchronous online writing classroom setting. Digital media afford online educators the opportunity to harness different technologies and new ways of being in a digital classroom that can enhance student engagement in ways similar to yet unlike face-to-face instruction, but this current research questions the effectiveness of these technologies. Original data was obtained from forty students in an online writing course who responded to open-ended questions about their perception of social presence. This study reiterates the importance of establishing social presence in an online course, but suggests students may find specific Web 2.0 technology less effective than other pedagogical methods.
New International Academics' Narratives of Cross-Cultural Transition
Author: Thomas, Sharon L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Acculturation,Faculty Mobility,Foreign Countries,Focus Groups,Professional Identity,College Faculty,Foreign Nationals,Universities,Educational Policy,Educational Practices,Collegiality,Neoliberalism,Ideology,Faculty Workload,Workshops,Professional Development,Social Support Groups,Family (Sociological Unit),Semi Structured Interviews

Increasing numbers of academics world-wide are migrating as higher education institutions internationalise. Yet academics' experiences of cross-cultural transition remain underexplored, especially in comparison with students. This small-scale narrative study, employing focus group interviews, aimed to explore the cross-cultural transition experiences of international academics at one multi-campus university in regional Australia. This research was not institutionally driven. Rather, it was instigated by the researchers out of concern for the welfare of new international academics at their institution. The findings are compelling, some of which underscore existing research findings of other migrating groups--for example, the complex, challenging, highly individualised nature of cross-cultural transition experiences. Some findings, however, are unique to this group of academics--for example, the &quot;culture of silence&quot; that permeated most aspects of their professional lives as well as the challenges inherent in developing a professional identity in a small, isolated, parochial community. These latter findings are disquieting as they highlight a gap between policy and practice within the university. More disturbingly, they are resonant of the neoliberalist ideology currently dominating higher education where hyperindividualism and survival-of-the-fittest mentalities erode collegiality. There are salutary messages for the myriad groups who work in higher education institutions about the &quot;cost&quot; associated with an absence of comprehensive, systematic institutional transition support for international academics. Recommendations specifically aimed at new international academics include: a revision of workload models; general and pedagogically-specific induction workshops; professional learning (cross-cultural transition) workshops for support staff and senior management; and the establishment of support groups for the academics and their families.
Comparing Asynchronous and Synchronous Video vs. Text Based Discussions in an Online Teacher Education Course
Author: Clark, Cynthia
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Preservice Teachers,Teacher Education,Online Courses,Asynchronous Communication,Synchronous Communication,Video Technology,Computer Mediated Communication,Group Discussion,Comparative Analysis,Interviews,Student Surveys,Student Attitudes,Interpersonal Relationship,Mixed Methods Research,Measures (Individuals),Teacher Student Relationship,College Faculty,Interpersonal Competence,Action Research

The purpose of this study was to investigate whether asynchronous video posts and synchronous videoconferencing would create higher levels of teaching and social presence within an online course when compared with the university's current text-based discussion platform. Undergraduate students in an online teacher education course were randomly assigned to either the text-based discussion platform or the video-based discussion platform. A switched replications design was used and halfway through the semester students switched platforms. Analysis of student interviews and surveys administered at the end of the semester indicated self-reported perceptions of social and teaching presence were significantly higher when using the video-enabled discussion site. Implications of the added value of video, both in synchronous and asynchronous contexts, are discussed and recommendations for further study are provided.