ethanporcaro/eric-fulltext-meta huggingface dataset:
New Jersey 4-H Junior Explorers Virtual Short-Term Exploratory Program (STEP)
Author: Newman, Matthew
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Youth Programs,Extension Education,Program Length,COVID-19,Pandemics,Preadolescents,Intercultural Programs,Foreign Countries,Cultural Awareness,Program Evaluation

During the worldwide pandemic, youth were isolated from each other. In response, New Jersey 4-H, a part of Rutgers Cooperative Extension, created the Junior Explorers, a virtual exchange program bringing together 4-H members with youth from other countries. This program provides youth ages 10-13 with access to international exchange opportunities that would otherwise be sparse for this age group. This program has demonstrated that Extension professionals can successfully adapt exchanges to a virtual platform. With youth the world over learning virtually, Extension professionals have a unique opportunity to learn from and collaborate with international partners to enhance existing programs.
Nutrition Education in Food Pantries: Perceptions of Pantry Personnel towards Implementation
Author: Allison, Chelsea
Date: 2022-00-00
Type: Journal Articles
Subjects: Nutrition Instruction,Food,Hunger,Employee Attitudes,Program Implementation,Extension Education,Welfare Services,Nonprofit Organizations

Extension programming can be effective at delivering nutrition education to food pantry clients. This study aimed to understand the perceptions of food pantry personnel towards nutrition education. A mixed methods survey was administered to food pantry personnel (n=53). Most (62.3%) reported their food pantry was church-affiliated, and few (22.6%) reported any Extension collaboration. Qualitative themes included perceptions that nutrition education was resource intensive, clients were not interested in nutrition education, and differing attitudes towards nutrition education. When working with food pantries, Extension should educate personnel about the importance of nutrition education, offer resources, and facilitate programming.
Causal Inference and Bias in Learning Analytics: A Primer on Pitfalls Using Directed Acyclic Graphs
Author: Weidlich, Joshua
Date: 2022-00-00
Type: Journal Articles
Subjects: Causal Models,Inferences,Learning Analytics,Comparative Analysis,Evaluation Methods,Validity,Graphs,Research Problems,Research Design,MOOCs,Student Behavior,Learning Management Systems

As a research field geared toward understanding and improving learning, Learning Analytics (LA) must be able to provide empirical support for causal claims. However, as a highly applied field, tightly controlled randomized experiments are not always feasible nor desirable. Instead, researchers often rely on observational data, based on which they may be reluctant to draw causal inferences. The past decades have seen much progress concerning causal inference in the absence of experimental data. This paper introduces directed acyclic graphs (DAGs), an increasingly popular tool to visually determine the validity of causal claims. Based on this, three basic pitfalls are outlined: confounding bias, overcontrol bias, and collider bias. Further, the paper shows how these pitfalls may be present in the published LA literature alongside possible remedies. Finally, this approach is discussed in light of practical constraints and the need for theoretical development.
Developing a Stealth Assessment System Using a Continuous Conjunctive Model
Author: Yu, Jiaqi
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Analytics,Student Evaluation,Educational Games,Computer Games,Game Based Learning,Data Collection,Mathematics Education,Models,Mastery Learning,Scaffolding (Teaching Technique),Expertise,Elementary School Students

Integrating learning analytics in digital game-based learning has gained popularity in recent decades. The interactive nature of educational games creates an ideal environment for learning analytics data collection. However, past research has limited success in producing accessible and effective assessments using game learning analytics. In this study, a mathematics educational game called The Nomads was designed and developed to train learners' adaptive expertise in rational number arithmetic. Players' game log data were captured and fitted to a cognitive diagnostic model (CDM)--CCM (continuous conjunctive model). CCM lends itself well to the complex and dynamic nature of game learning analytics. Unlike traditional CDMs, CCM generates parameters at an attribute level and offers more parsimonious diagnoses using continuous variables. The findings suggest that learners' attribute mastery improved during the gameplay and that learners benefit from using the scaffolds for three of the attributes instructed by the game. This study presents the application of a powerful new tool for game learning analytics. Future studies can benefit from more generalized analytics models and more specified learning attributes and game tasks.
A Student Perspective on the Effectiveness of PASS in Seminar Courses: A Mixed-Method Study
Author: Szeto, Wai Man
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Instructional Effectiveness,Core Curriculum,General Education,College Students,Foreign Countries,Cooperative Learning,Peer Teaching,Knowledge Level,Student Motivation,Academic Achievement,Self Esteem

The General Education Foundation (GEF) Programme, consisting of two seminar courses, namely &quot;In Dialogue with Humanity&quot; and &quot;In Dialogue with Nature,&quot; has been a common core requirement of The Chinese University of Hong Kong since 2012. Aided by selected classics, students from all faculties engage in dialogues with their teachers and each other to reflect on what it means to have a good life, what an ideal society is, and the nature of intellectual pursuit in the sciences. Reading classics and discussing serious questions in class, however, can be challenging for some students. To help students meet these challenges, Peer Assisted Study Sessions (PASS) were introduced in the pilot stage of GEF in 2010 and, with subsequent refinements, continue to this day. The seminar-style and interdisciplinary nature of GEF makes it an atypical case for PASS. This paper will examine and evaluate how PASS can improve student learning in seminar-style courses like GEF with a mixed-method study from a student perspective. According to evidence from online surveys and focus group interviews, PASS successfully (1) improves students' understanding of the course content at a cognitive level; (2) assists and motivates them to prepare better for seminar discussions, effecting a behavioural change; and (3) facilitates affective learning outcomes in terms of confidence and motivation. Major challenges--including students' misperceptions about PASS, differences in leaders' approaches and organisational difficulties--are identified. Proposed solutions to these challenges will also be discussed.
Enabling the Enablers: Professional Development for Peer Leaders to Enhance the Learning Experience of Enabling Education Students
Author: Pham, Min
Date: 2022-00-00
Type: Journal Articles
Subjects: Professional Development,Peer Teaching,Learner Engagement,Leadership,Foreign Countries,College Students,Academic Support Services,Workshops,Student Attitudes,Program Evaluation,Program Effectiveness

This paper discusses the impact of a series of professional development workshops for peer leaders to enhance the student learning experience at an Australian enabling education institution over the period of three years (2019-2021). It reports the impact of these workshops on peer leaders' professional development and, more importantly, on enhancing the learning experience of students participating in Peer Assisted Study Sessions (PASS). The paper also highlights the effect of this initiative on curricular and teaching practices. The insights for this report are drawn from a wide range of data including student and peer leader surveys, reflections, and teacher commentaries. Via the use of NVivo, qualitative data was coded and organised into themes while quantitative data was used as a reference for the discussion of the identified themes. The findings directly support the recommendation that sufficient and contextualised professional development training be provided to promote peer leaders' impacts on student learning experience and to provide an important source of reference for curricular and teaching practices.
Exploring the Reactions of Peer Learners to a New Model of Peer-Assisted Simulation-Based Learning Clinical Placement
Author: Dennis, Diane
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Reaction,Peer Teaching,Cooperative Learning,Simulation,Clinical Experience,Foreign Countries,COVID-19,Pandemics,Student Attitudes,Allied Health Occupations Education,Student Evaluation of Teacher Performance,College Students

In response to the paucity of clinical placements available in 2020 due to the COVID-19 pandemic, alternate options for prelicensure students were necessary in order for them to complete the fieldwork required for graduation. In response, Curtin University replaced a faculty-led fully-simulated placement with a peer-assisted learning model. This incorporated final-year students acting as peer teachers to penultimate-year students, thus creating new learning and teaching placements for the final-year students. To our knowledge, this had never been done on such a scale before. Considering the importance of meeting learner expectations in the tertiary setting, the perceptions of peer learners around the innovation were important but unknown. This study used a prospective qualitative observational design that utilized feedback from peer learners relating to learning using the peer-assisted model. Peer learners provided written reflections that were analysed thematically. During November and December 2020, 171 penultimate-year physiotherapy students participated in one of two three-week placements, and 170 consented to participate in data collection. Qualitative data reflected several enablers and barriers to learning during the experience. These related to the peer teacher attributes, the provision of performance feedback, the learning environment, and the facilitation of clinical reasoning. Peer learners enjoyed the peer-assisted model, found peer teachers able to facilitate learning, and provided useful insights that will shape future placements. The success of the model supports repeating it in the future. This will maintain a bilateral exchange of peer-led clinical learning and teaching with diminished faculty supervisory workload.
Peer-Assisted Learning Online: Peer Leader Motivations and Experiences
Author: Rawson, Rebecca
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Electronic Learning,Student Leadership,Student Motivation,Student Experience,Peer Teaching,Foreign Countries,Transfer of Training,Pilot Projects,Program Evaluation,Program Improvement,Student Attitudes,College Students

This research explores the different types of motivation that inspired students to engage in an online peer-assisted learning (PAL) leader role. An interdisciplinary online PAL pilot programme at a university in the United Kingdom was reviewed to investigate the experience and perceptions of voluntary online PAL leaders. The purpose of the study was to address a paucity in knowledge about the motivations for this role, specifically from an online perspective, and to guide future online PAL leader recruitment. A thematic analysis of in-depth qualitative semi-structured interviews was used to determine emerging and relevant themes. Three research questions guided the interviews, and findings are presented in response to these questions. Findings indicate that different types of intrinsic and extrinsic motivation were key reasons for engaging in the online PAL leader role. The participants expressed an altruistic and empathic approach towards volunteering. Potential personal benefits motivated their participation, including improved study skills, transferable skills, and the possibility of an award. These motivations fell into two significant themes: the awareness of personal gain and the emergence of a desired version of self. Recommendations are made for the recruitment and training of online PAL leaders and the logistics of the scheme to ensure it is well advertised, accessible, endorsed by academic staff, and combines synchronous and asynchronous modes. It is hoped that this research will be valuable given the shift to online study and blended learning in response to and as an outcome of the COVID-19 pandemic and the value placed on interactive virtual spaces to minimise isolation.
Higher Education Institutions&apos; Roles in Strengthening Local Capacity for Community Development: An Analytical Framework
Author: Sugawara, Carmen Luca
Date: 2022-00-00
Type: Journal Articles
Subjects: Community Development,Higher Education,Institutional Role,Social Change,Citizen Participation,Democracy,School Community Relationship

Responding to an ongoing disconnect between higher education institutions (HEIs) and contemporary challenges communities face worldwide, universities can become a driving force to strengthen communities' capacity toward innovative solutions to the challenges they face. This article introduces an analytical framework that provides a roadmap to design, examine, and measure the potential contributions of community-engaged university education in strengthening local capacity for community development (LCCD). The framework proposes three pillars of analysis: community assets, functioning capacity, and transformational capacity. Better understanding the contribution of community-engaged university programs in strengthening LCCD can create the conditions for local communities to leverage their power to foster positive social change while universities reexamine the way they engage communities. Finally, the article discusses implications for social development actors involved in promoting local capacity development to strengthen democracy and civic engagement and the benefits of involving HEIs as key stakeholders for social development.
Perceived Gains of Peer Educators in Campus Learning Centers: Academic Performance and Learning, Nonacademic Skillsets, and Self-Confidence and Fulfillment
Author: Cofer, Rebecca
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Teaching,Academic Support Services,Academic Achievement,Soft Skills,Self Esteem,Tutors,College Students,Student Attitudes,Student Experience

This study explored the peer tutor and Supplemental Instruction (SI) Leader experiences in campus learning centers as seen through the perceived gains in three subcategories: (1) academic performance and learning; (2) non-academic skillsets; and (3) self-confidence and fulfillment. The peer tutors and SI Leaders surveyed in this study had experience in one or both of these roles and came from institutions across the nation and from several international institutions. In this quantitative study, participants completed a researcher-created survey. The major findings showed a significant difference in the peer educators' perceived gains based on their roles, with tutors reporting greater perceived gains. Additionally, the study found that these peer educators perceived the most gains in non-academic skillsets, specifically related to increases in their communication and listening skills as well as skills for future careers. When examining the perceived gains in relation to the role and the length of time in that role, the peer tutor role was found to be significant in all three subcategories, whereas the length of time in that role did not present significant differences. Implications for practice support the need for increased resource allocation, showing that learning centers impact more than the students the peer educators serve.
Examining the Interplay between Self-Regulated Learning Activities and Types of Knowledge within a Computer-Simulated Environment
Author: Li, Shan
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Metacognition,Task Analysis,Difficulty Level,Learning Analytics,Computer Simulation,Learning Activities,Medical Students,Network Analysis,Comparative Analysis,Medical Education,Epistemology,Patients,Classification

This study examines the temporal co-occurrences of self-regulated learning (SRL) activities and three types of knowledge (i.e., task information, domain knowledge, and metacognitive knowledge) of 34 medical students who solved two tasks of varying complexity in a computer-simulated environment. Specifically, we explored how task complexity affected the use of SRL activities, types of knowledge, and their interplays using epistemic network analysis (ENA). We also compared the differences between high and low performers. The results showed that the use of SRL activities, especially planning and monitoring, was more intensive in a difficult task compared to an easy task. Students also used more domain knowledge to solve the difficult task. For both tasks, domain knowledge and metacognitive knowledge co-occurred most frequently, followed by domain knowledge and planning. Nevertheless, the interplay of SRL activities and types of knowledge is generally different between the two tasks. Moreover, we found that high performers used significantly more metacognitive knowledge than low performers in the easy task. However, no significant differences were found between high and low performers in both tasks. This study helps shift the focus from solely examining SRL strategies or the use of knowledge to exploring the interplay of various SRL components. Moreover, this study lays the foundation for rethinking SRL competency in clinical reasoning and redesigning instructional models that highlight the acquisition of both knowledge and skills.
Measuring Cognitive and Social-Emotional Development in Faculty Preparing for Service-Learning Facilitation
Author: Derreth, R. Tyler
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Service Learning,Faculty Development,College Faculty,School Community Relationship,Teacher Attitudes,Self Esteem

The ongoing proliferation of service-learning as an institutionalized pedagogy in higher education has made effective faculty development essential. This study offers a conceptual framework, based in sociocultural theory, that establishes the importance of cognitive and social-emotional development to prepare faculty for service-learning facilitation. Through a longitudinal quantitative analysis of self-reported progress, 35 faculty over seven cohorts who matriculated through a service-learning faculty development program reveal their perceived confidence and capability to facilitate service-learning courses prior to implementation. The study finds that improved cognitive and social-emotional development increases faculty members' confidence in their ability to facilitate courses. Further, the pre/posttest can act as a formative assessment to identify faculty who need further support in their development before engaging with community partners and historically marginalized populations. Ultimately, this measure provides a valuable tool in avoiding the entrenchment of damaged university-community relationships from ineffective instructor facilitation.
The Experiences and Attitudes of Student Tutors to Peer Tutoring in the Class Time of the Gynecology and Infertility Course
Author: Safari, Mitra
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Experience,Student Attitudes,Peer Teaching,Gynecology,Pregnancy,Obstetrics,Allied Health Occupations Education,Undergraduate Students,Foreign Countries,Skill Development,Interpersonal Communication,Interaction,Barriers,Teaching Skills,Motivation

This study was conducted to examine experiences and attitudes of midwifery student tutors during scheduled class time. Sixty-one students from 2016 to 2019, who passed the gynecology and infertility course, participated in this study as student tutors and tutees. Students' experiences were investigated with a five-point Likert-type rating scale questionnaire including 17 items in six domains. The average score, frequency, and percentage of positive and negative attitude were calculated in each domain. All participants were female with an average age of 26.3 years. Average student experiences were favorable, and their attitudes towards peer teaching were overwhelmingly positive in all domains. Class-time peer tutoring programs where students change their roles as teacher and student may be regarded as an alternative to traditional peer tutoring programs.
Game Learning Analytics: Blending Visual and Data Mining Techniques to Improve Serious Games and to Better Understand Player Learning
Author: Alonso-Fernández, Cristina
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Games,Learning Analytics,Data Collection,Educational Improvement,Game Based Learning,Visualization,Student Evaluation,Evidence Based Practice

Game learning analytics (GLA) comprise the collection, analysis, and visualization of player interactions with serious games. The information gathered from these analytics can help us improve serious games and better understand player actions and strategies, as well as improve player assessment. However, the application of analytics is a complex and costly process that is not yet generalized in serious games. Using a standard data format to collect player interactions is essential: the standardization allows us to simplify and systematize every step in developing tools and processes compatible with multiple games. In this paper, we explore a combination of 1) an exploratory visualization tool that analyzes player interactions in the game and provides an overview of their actions, and 2) an assessment approach, based on the collection of interaction data for player assessment. We describe some of the different opportunities offered by analytics in game-based learning, the relevance of systematizing the process by using standards and game-independent analyses and visualizations, and the different techniques (visualizations, data mining models) that can be applied to yield meaningful information to better understand learners' actions and results in serious games.
A Framework to Understand and Address Barriers to Community-Engaged Scholarship and Public Engagement in Appointment, Promotion, and Tenure across Higher Education
Author: Sdvizhkov, Helen
Date: 2022-00-00
Type: Journal Articles
Subjects: Tenure,Higher Education,Community Involvement,Reports,College Faculty,Faculty Promotion,Institutional Mission,Diversity,Equal Education,Inclusion,Justice,Barriers,Guidelines,Organizational Change,School Community Relationship,Financial Support,Rewards,Evaluation Methods,Standards,Strategic Planning,Intervention,Faculty Development,Faculty Evaluation,Universities,Colleges

Scholarship addressing public and community engagement in tenure and promotion often invokes Ernest Boyer's landmark 1990 report, &quot;Scholarship Reconsidered: Priorities of the Professoriate,&quot; and goes on to lament the lack of progress made in the three decades that have followed. This review intervenes: We synthesize extant scholarship on community-engaged scholarship and public engagement (CES&amp;PE) in appointment, tenure, and promotion (APT); lay out three central challenges to the advancement of CES&amp;PE; review the strategies institutions and individuals have leveraged to advance more equitable and effective processes; and caution against potential inadvertent, damaging consequences of reforms focused solely on CES&amp;PE. We argue not only that recognition for CES&amp;PE in APT is essential for fulfilling the institutional missions of universities for the public good, but also that it is essential to advancing diversity, equity, inclusion, and justice on college and university campuses.