ethanporcaro/eric-fulltext-meta huggingface dataset:
Translating Face-to-Face Experiential Learning to Video for a Web-Based Communication Program
Author: Nelles, Laura Jayne
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Medical Graduates,Experiential Learning,Video Technology,Simulation,Web Based Instruction,Electronic Learning,Synchronous Communication,Communication Skills,Feedback (Response),Scaffolding (Teaching Technique),Professional Continuing Education

The cultural, legal and ethical aspects of medical practice in Canada can be problematic for International Medical Graduates (IMGs) to access and learn. The professional behaviours that depend on effective communication often challenge IMGs as they attempt to enter the Canadian medical system. The Communication and Cultural Competence Program provides a complex interactive web-based environment in which IMGs can learn and practice skills required to navigate these specific elements of medical practice. The educational design of this web site is based on the theory of knowledge building (Scardamalia &amp; Bereiter, 2003). This paper examines how video simulation is used on the web site to support this design. Experiential simulation pedagogy, typically used in high-fidelity face-to-face encounters, is analyzed. Strategies to translate this pedagogy to an e-learning format to operationalize authentic knowledge building are described. Commentaries replace live facilitation and a communication tool, the Observation Guide, allows learners to participate in the simulation. This examination provides insight into the complexity involved in creating on-line resources that extend beyond clinical content repositories, illustrating the potential for web-based programs to provide reflective and recursive learning. A wide skill set with a broad base of support was necessary to create a virtual environment with depth and authenticity. Translating the process from live simulation to a mid-fidelity digital video format allowed for deeper understanding of how the unique skills of experienced simulators impact the educational process. This multi-dimensional e-learning platform has potential for teaching complex skills in medical programs. (Contains 2 footnotes.)
Evaluating the Outcomes of a Peer-Mentoring Program for Students Transitioning to Postsecondary Education
Author: Goff, Lori
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Attitudes,Biology,Foreign Countries,Mentors,Science Instruction,Program Effectiveness,Program Evaluation,Student Surveys,Transitional Programs,Higher Education,Undergraduate Students,Academic Achievement,Statistical Analysis

A peer-mentoring program was developed for students in an introductory biology course at a university in Ontario, Canada. Students could attend up to five peer-mentoring sessions during their first semester. Quantitative-survey, participation, and academic data spanning from 2003 through 2007 were reviewed for the purpose of evaluating the program. An objectives-oriented approach was used to determine if the program was meeting its goals to improve students' introductory biology grades, facilitate transitioning experiences, and encourage students to pursue studies in biology. Data analysis revealed that students who participated in the program felt that it was a valuable experience. Students attending three or more sessions performed significantly better in their introductory biology courses, measured by final grades achieved, than those attending fewer sessions. There were no indications that the peer-mentoring program had any impact on students' perceptions of transitioning to university or on their program selection preferences. Recommendations are made to improve the peer-mentoring program to better align its components and objectives. (Contains 2 tables.)
Inquiry Learning: Instructor Perspectives
Author: Vajoczki, Susan
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching Methods,Content Analysis,Undergraduate Students,College Freshmen,Inquiry,Qualitative Research,Interviews,College Faculty,Teacher Attitudes,Colleges,Curriculum Design,Facilitators (Individuals),Technology Uses in Education,Class Size

The rise of the research intensive university has led some critics to argue that teaching has been discounted in favour of research, and thus the academy has &quot;failed...their undergraduate populations&quot; (Boyer Commission, 1998, p .5). This paper examines instructor perceptions of inquiry at an institution with a significant history of providing inquiry learning opportunities to undergraduate students. Inquiry learning is typically seen as a pedagogical approach, both a method and a process, delivered in small class settings. Qualitative data were collected through interviews (n=16) with instructors who used inquiry in their teaching to elicit instructor perceptions of inquiry teaching. Content analysis was performed on the interviews to extract themes. Results suggest that instructors approached their inquiry teaching differently--some adopting an intentional and some an unintentional approach. There was general consensus that teaching and learning academic skills is valuable, inquiry instructors are facilitators, technology has only a modest place in the inquiry classroom, and larger classes inhibit inquiry. Responses were mixed about the importance of stand-alone inquiry courses. Teaching such courses appears to change the instructor's perspective about inquiry. (Contains 4 footnotes.)
Examination of the Quality of Multiple-Choice Items on Classroom Tests
Author: DiBattista, David
Date: 2011-00-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Item Analysis,Student Evaluation,Testing,Foreign Countries,College Students,College Faculty

Because multiple-choice testing is so widespread in higher education, we assessed the quality of items used on classroom tests by carrying out a statistical item analysis. We examined undergraduates' responses to 1198 multiple-choice items on sixteen classroom tests in various disciplines. The mean item discrimination coefficient was +0.25, with more than 30% of items having unsatisfactory coefficients less than +0.20. Of the 3819 distractors, 45% were flawed either because less than 5% of examinees selected them or because their selection was positively rather than negatively correlated with test scores. In three tests, more than 40% of the items had an unsatisfactory discrimination coefficient, and in six tests, more than half of the distractors were flawed. Discriminatory power suffered dramatically when the selection of one or more distractors was positively correlated with test scores, but it was only minimally affected by the presence of distractors that were selected by less than 5% of examinees. Our findings indicate that there is considerable room for improvement in the quality of many multiple-choice tests. We suggest that instructors consider improving the quality of their multiple-choice tests by conducting an item analysis and by modifying distractors that impair the discriminatory power of items. (Contains 5 figures and 4 tables.)
Writing Helpful Feedback: The Influence of Feedback Type on Students' Perceptions and Writing Performance
Author: McGrath, April L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Attitudes,Feedback (Response),Teaching Assistants,Foreign Countries,Questionnaires,Introductory Courses,Psychology,College Students,Writing Improvement

Written feedback on students' assignments is a common method that instructors and teaching assistants use to inform students about their performance or guide revisions. Despite its frequency of use, written feedback often lacks sufficient detail to be beneficial to students, and additional empirical research should examine its effectiveness as a teaching tool. The current study examined the effectiveness of two different types of feedback, developed and undeveloped, in terms of its influence on students' subsequent writing performance and students' perceptions of the feedback. Results demonstrated that the type of feedback significantly affected students' perceptions, with developed feedback related to higher ratings of fairness and helpfulness; however, this feedback did not have a significant positive effect on students' written performance.
Adjusting Curricular Design to "CREATE" a Culture of Self-Regulation
Author: Egan, Rylan
Date: 2011-00-00
Type: Journal Articles
Subjects: Learning Strategies,Rewards,Educational Psychology,Self Control,Formative Evaluation,Student Evaluation,Educational Objectives,Goal Orientation,Student Motivation,Decision Making,Attribution Theory

Developing learners' ability to self-regulate their own learning has been an ideal sought after by researchers and practitioners alike. Over the past 40 years a plethora of educational psychology research on self-regulated learning (SRL) has flooded the literature. In this article I attempt to consolidate key theories from this literature base and propose a 6-point strategy to CREATE a culture of SRL. I will argue that instructors must "communicate" proximal and long-term goals that have been negotiated by a community of learners, substantially "reward" all positive aspects of the learning process, judge and reward the learning process by assigning "elaborative" learning assessments, realistically "attribute" success and failure to appropriate processes, and "tune" ineffective strategies and goals to allow the curriculum to "evolve" in accordance with learner difficulty and success. (Contains 1 figure and 1 table.)
Reflection: A Key Component to Thinking Critically
Author: Colley, Binta M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Objectives,Critical Thinking,Fundamental Concepts,Reflection,Student Writing Models,Cognitive Style,Taxonomy,Action Research,Cognitive Ability,Inquiry,Classroom Environment,Writing Assignments,Content Area Writing,Metacognition

The ability to think critically is an important trait of all members of society. With today's multinational, multicultural, complex issues, citizens must be able to sift through large amounts of various data to make intelligent decisions. Thinking critically must be a focus of higher education in order to provide the intellectual training for its students to participate in this world. This qualitative study examined critical reflection through student writing as seen in three different college settings. Structured reflections were analyzed using Marzano's New Taxonomy of Educational Objectives (2001).
Students' Perceptions of the Effectiveness of Assessment Feedback as a Learning Tool in an Introductory Problem-Solving Course
Author: Randall, Lynn
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Evaluation,Student Attitudes,Feedback (Response),Constructivism (Learning),Teaching Methods,Introductory Courses,Problem Solving,Evaluation Methods,Summative Evaluation,Formative Evaluation,Education Work Relationship,Foreign Countries

There have been calls in the literature for reforms to assessment to enhance student learning (Shepard, 2000). In many instances, this refers to the need to move from traditional assessment procedures that are characterized as content-heavy, summative, and norm-referenced approaches to more constructivist and student-centred approaches, often characterized as more &quot;...flexible, integrative, contextualized, process oriented, criteria referenced and formative&quot; (Ellery, 2008, p. 421). Whereas summative assessment techniques rarely allow students to act on the feedback provided, formative feedback provided throughout the learning process can be used to improve future work and promote learning (Ellery, 2008; Higgins, Hartley &amp; Skelton, 2002) by providing students an opportunity to learn from mistakes. Allowing students to learn from their mistakes makes good pedagogical sense. To date there has been little research examining students' use of feedback (Higgins, Hartley, and Skelton, 2002). In an effort to begin to add to the literature in this area, this paper describes a study that explored the effectiveness of oral and written formative feedback when students were provided the opportunity to use it. The paper begins by reviewing literature related to assessment and how assessment relates to feedback in general. It then presents what the research has found in relation to students' perspectives of effective feedback and how they use it. The paper ends by presenting the results and discussion. (Contains 1 table.)
Patterns and Rates of Learning in Two Problem-Based Learning Courses Using Outcome Based Assessment and Elaboration Theory
Author: Kuruganti, Usha
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Theories,Problem Based Learning,Courses,Outcomes of Education,Learning,Sequential Approach,Problem Solving,Difficulty Level,Outcome Based Education,Undergraduate Students,Mathematics,Economics,Forestry,Foreign Countries

The concept of &quot;practice makes perfect&quot; was examined in this work in the context of effective learning. Specifically, we wanted to know how much practice was needed for students to demonstrate mastery of learning outcomes. Student learning patterns in two different university courses that use a similar education approach involving problem based learning, outcomes based assessment, and problem sequencing based on elaboration theory were examined. Learning outcomes for each course were explicitly defined and students were repeatedly assessed through sequential assignments. The cumulative proportion of criteria successfully demonstrated for each problem-solving attempt was determined using data retrospectively obtained from instructor grading records. Learning followed a typical growth pattern--it increased rapidly at first and more slowly with succeeding attempts. The precise shape of the learning curve differed between the two courses and is thought to be the result of problem difficulty and problem sequencing. Depending on these two factors, at least one more attempt than the number of times criteria need to be demonstrated is required and often more are needed to demonstrate mastery. This paper presents class-level data and future work should investigate individual performance and particularly why some students learn more quickly than others. Two additional issues for future consideration are the effect of the number of attempts on long-term retention and on the transferability of the learning to other problems. (Contains 4 tables and 2 figures.)
Evaluation of an Internship Assessment Grid for Francophone Physical and Health Education Student Interns
Author: Alem, Jaouad
Date: 2012-00-00
Type: Journal Articles
Subjects: Validity,Health Education,Criteria,Internship Programs,Student Evaluation,Physical Education,College Students,Teacher Effectiveness,Reliability,Correlation,French Canadians,Foreign Countries

The objective of the present study is to analyze four metric qualities of an assessment grid for internship placements used by professionals to evaluate a sample of 110 Franco-Ontarian student interns registered between 2006 and 2009 at Laurentian University in the School of Human Kinetics. The evaluation grid was composed of 26 criteria. The four metric qualities that were analyzed were: the degree of difficulty, the degree of discrimination, the internal consistency, and the concurrent validity. Each intern's performance was assessed by three individuals: the professional supervisor, the intern (self-assessment) and the university professor who coordinates the internship placement. The analysis of the three assessments based on the Education Testing Service Method indicates that the assessment of the professional supervisors and intern self-assessment are too high (difficulty index, p[subscript i] = 20) and produced a discrimination power of zero between the interns (discrimination index, D[subscript i] = 0). The analysis of the internal consistency of the criteria indicates that a number are too highly interrelated (Cronbach's alpha = 0.97) and that ten criteria can be removed from the evaluation grid, as they are redundant. Concurrent validity, determined by calculating three correlations between the three dimensions of the evaluation grid (before, during, and after the teaching session) and the overall rating of the intern, was demonstrated insofar as the lowest correlation between the assessment of the intern's performance and the measurement criterion (overall rating of the intern's performance) was significant (r (106) = 0.76, p less than 0.001). (Contains 10 tables.)
Fostering Scholarship Capacity: The Experience of Nurse Educators
Author: Cash, Penelope A.
Date: 2012-00-00
Type: Journal Articles
Subjects: College Faculty,Feedback (Response),Ideology,Nursing,Nurses,Nursing Education,Scholarship,Qualitative Research,Statistical Analysis,Capacity Building,Competition,Foreign Countries,Questionnaires,Interviews,Educational Innovation,Research

In a milieu where traditional views of scholarship are embedded in the culture of educational institutions, and nursing programs in particular, this paper reports on a research project designed to support nurse educators' capacity to engage in scholarly activities. Rogers' (2003, 2004) &quot;Diffusion of Innovation&quot; model provided a theoretical vantage point from which to consider the ways scholarly inquiry in and across the nursing programs could be promoted. The project was evaluated between 2004 and 2007 using both quantitative and qualitative methods. In this paper we highlight some of the meanings emerging from the qualitative information collected because this data best illustrates Rogers' (2003) model. Although significant progress was made towards building scholarship capacity with nursing faculty there remains ongoing work to be undertaken. Continuing to support a broader view of scholarship and intentional scholarship capacity building, particularly the scholarship of teaching and learning is becoming increasingly difficult given existing cultural and structural contradictions such as traditional ideologies associated with research; the competitiveness associated with the valuing of individual research; lack of infrastructure supports; and time for research in contexts where there are decreasing numbers of faculty. The authors think it is important to pay attention to this feedback as advances in scholarship of teaching and learning may be at risk. (Contains 1 table and 2 footnotes.)
Learning about the Endangered Librarian
Author: Bromley, Karen
Date: 2011-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Reading Interests,Library Facilities,Interviews,Literature Appreciation,Elementary Schools,Academic Achievement

This article describes interviews with 40 elementary school librarians conducted by pre-service and in-service teachers. The purpose of the interviews was for education students to understand the responsibilities of the librarian, how the librarian might support them as teachers, and the future of the position in today's schools. Results suggest that librarians primarily support classroom instruction and student learning, manage library facilities while offering technology instruction, and promote students' reading interests and enjoyment. The interviews revealed feelings of isolation and under-appreciation, increased responsibilities, declining budgets, and the uncertain future of their positions. Ideas are offered for librarians who want to avoid becoming "endangered."
Do You Jing? How Screencasting Can Enrich Classroom Teaching and Learning
Author: Gormely, Kay
Date: 2011-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Media Literacy,Audiovisual Instruction,Technology Integration,Information Technology,Influence of Technology,Educational Technology,Technology Uses in Education,Story Telling

Teachers K-16 need to integrate the new digital literacies into their teaching. Screencasting is one of these new literacies, and we believe it offers special appeal for engaging and motivating students in learning. This paper provides a rationale for integrating the new digital literacies into classroom teaching, discusses how the new literacies differ from conventional ways of reading and writing, provides examples of screencasts that our own students and their pupils have authored, and concludes with step-by-step procedures for creating screencasts. Throughout the paper we argue that all teachers need to be teachers of the new digital literacies, and these literacies must be integrated with conventional ways of reading and writing. (Contains 1 figure.)
On Line Instruction: An Opportunity to Re-Examine and Re-Invent Pedagogy
Author: Rosenthal, Irene
Date: 2011-00-00
Type: Journal Articles
Subjects: Distance Education,Online Courses,Electronic Learning,Discourse Analysis,Thinking Skills,Educational Technology,Graduate Students,Higher Education

One of the reasons the author agreed to teach a hybrid, on-line course last summer was specifically to either challenge or confirm her negative perceptions about on-line instruction. In order to continue to be an outspoken critic whenever administrators encouraged developing on-line courses for what she assumed were pecuniary considerations, she needed to understand on-line instruction from the inside out. The course, an elective in a Literacy masters' level program, was designed to introduce students to the range of materials available to teach K-6 language arts and to show them how to establish criteria in selecting and using such materials. The author is pleased to report that her experience in teaching this course confirmed her original perception; it was nothing like the instructional model she had been practicing for many years. What she could not predict based on her old schema was that effective on-line instruction is something brand new. In doing the research to prepare for the course, she began to realize that if she had tried to replicate the in-class formula, the course would have probably been as dismal as she feared it would be. The opportunity to review pedagogical issues that she had taken for granted through the years was the first of many unexpected benefits she encountered through this venture. The author became a proponent of on-line instruction. In this article, she shares 10 discoveries she made about on-line instruction that were beyond her field of vision when she viewed it through her in-class lens. The first four points reflect discoveries she made by reviewing the research before she taught the course and were reflected in the course design. The last six points reflect discoveries she made by assessing the course both during and after its implementation.
Playing for Keeps: Using Nabokov to Teach Composition
Author: Moser, Janet
Date: 2011-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing (Composition),Experiments,Imagination,Literature,Academic Discourse,College English,English Instruction,Higher Education,Freshman Composition,Rhetoric,Fiction

If I can show my literature students how Nabokov can take them from familiar representations of experience to representations of less familiar experiences, from a knowledge of the given world to an understanding of the world of the imagination, then, it seems to me, I ought to be able find some way of showing my composition students how to do it the other way around. I ought to be able to reverse-engineer what I do in my literature classes and come up with a way to use Nabokov's distancing techniques in my composition classes as a means of probing the limitations of familiar models of representation, of helping students come to an understanding of the ways in which too great an adherence to convention can betray the sense of what they hope to convey in their writing. (Contains 7 notes.)