ethanporcaro/eric-fulltext-meta huggingface dataset:
Technology Supported Facilitation and Assessment of Small Group Collaborative Inquiry Learning in Large First-Year Classes
Author: Lawrie, Gwendolyn A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Inquiry,Active Learning,College Freshmen,College Science,Group Activities,Science Instruction,Computer Uses in Education,Peer Evaluation,Questionnaires,Interviews,Chemistry,Foreign Countries

Collaborative learning activities offer the potential to support mutual knowledge construction and shared understanding amongst students. Introducing collaborative tasks into large first-year undergraduate science classes to create learning environments that foster student engagement and enhance communication skills is appealing. However, implementing group work in classes of over 1000 students presents challenges for instructors in terms of task design, group management and assessment. Interdisciplinary scenario-inquiry tasks have been designed for small group work in a large science cohort, informed by literature and current pedagogical practices relating to the integration of collaborative and active learning strategies. Facilitation and assessment of these tasks was perceived as too complex and time consuming for a single instructor to complete manually, so a web-based task management technology was developed. Evaluation of the technology supported collaborative group activities, including peer assessment, was conducted through questionnaires, student interviews and analysis of the artefacts of the learning process. The capabilities and limitations of the technology, and the insights into group learning gained through its use are presented. In general, students felt supported through the task. Evidence of resource interdependence was found between students in functional groups.
Exploring the Issue of Failure to Fail in Professional Education Programs: A Multidisciplinary Study
Author: Luhanga, Florence L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Academic Failure,Professional Education,College Faculty,Qualitative Research,Field Experience Programs,Clinical Experience,College Seniors,Student Evaluation,Preservice Teacher Education,Nursing Education,Social Work,Semi Structured Interviews,Focus Groups,Teacher Attitudes,Foreign Countries

There is a universal demand for well-prepared professionals in all disciplines, and society has entrusted professional schools with the task of preparing such individuals (Ralph, Walker, and Wimmer, 2008). Within this context, field or clinical instructors and university faculty have an academic and professional responsibility to teach, supervise, and evaluate students' field or clinical experience to ensure that each graduate of their program is competent. However, there is evidence that some instructors and university faculty experience difficulty in identifying and making decisions to fail students who display incompetent or unsatisfactory practice (Bogo, Regehr, Power, and Regehr, 2007; Brown, Neudorf, Poitras, and Rodgers, 2007; Hawe, 2003). A qualitative descriptive design was used to explore the issue of &quot;failure to fail&quot; in professional programs including Nursing, Education, and Social Work. Results indicate that: (a) failing a student is a difficult process; (b) both academic and emotional support are required for students and field instructors/ preceptors/ faculty advisors; (c) there are consequences for programs, faculty, and students when a student has failed a placement; (d) at times, personal, professional, and structural reasons exist for failing to fail a student; and (e) the reputation of the professional program can be diminished as a result of failing to fail a student. Recommendations for improving the quality of field or clinical experiences and support for students and field instructors/preceptors and will thus improve the quality of our programs and graduates are presented.
Features of Engaging and Empowering Experiential Learning Programs for College Students
Author: Perrin, Jeffrey
Date: 2014-00-00
Type: Journal Articles
Subjects: College Programs,Learner Engagement,Internship Programs,Service Learning,Experiential Learning,Student Empowerment,Semi Structured Interviews,College Students,Personal Autonomy,Accountability,Case Studies,Qualitative Research

This study describes three collegiate programs that have a high interest in creating engaging learning environments outside of the classroom. The three settings in this study are a three-year degree granting college focusing on internship-based learning, a nationally recognized service-learning program at a private university, and a small private college emphasizing work and service. Research was guided by two exploratory questions: (1) How can students, faculty, administrators, and community partners&apos; work together to create engaging learning experiences? (2) How can students feel empowered through experiential learning programs? Three themes emerged as important aspects of experiential programs that foster engagement and empowerment: learner autonomy, accountability, and peer support. These features are discussed and presented as important components to experiential learning programs.
Challenges in a Physics Course: Introducing Student-Centred Activities for Increased Learning
Author: Hernandez, Carola
Date: 2014-00-00
Type: Journal Articles
Subjects: Science Instruction,Undergraduate Study,Physics,Foreign Countries,Student Centered Curriculum,Educational Change,Teaching Methods,Learner Controlled Instruction,Biology,Medical Education,Cooperative Planning,Graduate Students,Focus Groups

This article identifies and analyses some of the challenges that arose in a development process of changing from a content-based teaching environment to a student-centred environment in an undergraduate physics course for medicine and biology students at Universidad de los Andes. Through the use of the Critical Research model proposed by Skovsmose and Borba, the development process was formed as a close cooperation between academics and researchers in both the construction of pedagogical changes and the responses to particular educational problems during the process. The analyses of the development process highlight a number of difficulties in relation to the introduction of specific student-centred approaches in relation to both the structure of the course and the conception of the content of the course.
Teaching Business Law to Non-Law Students, Culturally and Linguistically Diverse (&quot;CaLD&quot;) Students, and Large Classes
Author: Kariyawasam, Kanchana
Date: 2014-00-00
Type: Journal Articles
Subjects: Business Administration Education,Law Related Education,Large Group Instruction,College Instruction,Student Diversity,Foreign Countries,Undergraduate Students,Barriers,Teaching Methods

This paper is largely based on the experience of teaching law to students with non-legal background in business schools, with a focus on internationalisation and the large class lecture format. Business schools often consist of large classes which include a significant proportion of Culturally and Linguistically Diverse (CaLD) students. Teaching a difficult and demanding subject to a large cohort of students from increasingly diverse backgrounds can be an onerous task. The existence of these conditions present different teaching challenges and requires a re-examination of teachers' approaches to student learning. In this article, the experience of teaching law in business schools is approached through an examination of the challenges and problems arising from (a) teaching law to non-law students (b) teaching CaLD students (c) teaching large classes. At each stage, the writers explore effective solutions and strategies to deal with these issues.
Strengthening the Intersections between Secondary and Tertiary Education in Australia: Building Cultural Capital
Author: Hughes, Katie
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Postsecondary Education,Cultural Capital,Educational Objectives,Disadvantaged Environment,Disadvantaged Youth,Partnerships in Education,Social Integration,College Preparation,Program Effectiveness,Socioeconomic Status,Comparative Analysis,Teacher Recruitment,Educational Environment,Instructional Leadership,Learning Strategies,Parent School Relationship,School Community Relationship,Access to Education

This paper begins by outlining the &quot;education revolution&quot; policy direction of the Australian federal government, and the ways in which it envisages meeting its goal of having a 40% of the population between 25 and 34 with a Bachelor's degree by 2025, and ensuring that 20% of tertiary students come form LSES backgrounds. This is contrasted with the achievements of the UK government's &quot;Widening Participation&quot; strategy. It then discusses the institutional and policy challenges which broad social inclusion goals generate for secondary and tertiary sectors--challenges which are likely to fundamentally reshape both sectors whilst also forcing them to become partners in a national educational mission. The article then examines a framework from the OECD designed to strengthen schools in disadvantaged areas, with disadvantaged students in order that they complete secondary schooling and proceed to tertiary education. In response to the OECD's recommendations, the paper then focuses on one example of a program in which both sectors are collaborating--for mutual benefit--to increase the numbers of LSES students aspiring to and accessing tertiary education and achieving success in tertiary studies, and makes predictions about its future success. This US initiative (AVID) has had significant success for over thirty years and is currently being trialed in a number of Australian schools and universities. It concludes by advocating that schools and universities partner more closely, and that AVID may well be a useful means of achieving this, whilst also enriching schools' cultures and facilitating greater academic success at both university and school, for disadvantaged students.
Learning about the Quality of Work That Teachers Expect: Students' Perceptions of Exemplar Marking versus Teacher Explanation
Author: Hendry, Graham D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Student Evaluation,Evidence,Teacher Expectations of Students,Models,Mixed Methods Research,Tests,Undergraduate Students,Graduate Students,Nutrition Instruction,Emotional Response,Academic Achievement,Grading,Academic Standards,Focus Groups,Questionnaires,Student Attitudes

Assessment is an important element of university curricula for both teachers and students. It provides evidence that students have learned what their teachers expected them to learn. There is good evidence that teachers' use of exemplars in a dedicated marking class held before an assessment task helps students understand what is expected of them in regards to standards of work; the level of students' assessment task performance is consequently enhanced. However it is unclear whether students' process of marking exemplars, or a teacher's explanation of the quality of exemplars, contributes more to students' understanding of expectations. In this small-scale mixed methods study involving exam answer exemplars, we found that undergraduate and postgraduate Nutrition students value both marking and the teacher's explanation for different reasons, and overall perceive the teacher's explanation as being most beneficial for their learning. An important factor to also consider is students' emotional reactions to the marking class and the potential implications of this on learning and exam preparation. We recommend that teachers be supported in implementing an interactive exemplar-based approach to help students learn about what is expected of them in assessment tasks, including exams.
Introducing Case-Based Peer-Assisted Learning in a Professional Course
Author: Hodgson, Yvonne
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Biology,Science Instruction,Case Method (Teaching Technique),Peer Teaching,Instructional Effectiveness,Student Evaluation,Undergraduate Students,Undergraduate Study,Peer Evaluation,Teaching Methods,Statistical Analysis,Questionnaires,Focus Groups,Interdisciplinary Approach

This paper describes students' experience of participating in a case-based peer-assisted learning (PAL) program in order to examine whether the approach is pedagogically effective and likely to contribute to students' professional development. It presents the findings of a study which examined the integration of PAL and case-based learning (CBL) in a multidisciplinary radiologic biology unit as part of an undergraduate degree program in Radiography and Medical Imaging. The study indicated the value of students working together in small groups to prepare and offer a case-based tutorial for their peers, with the cases offering a focus for their research and teaching in the multidisciplinary context. Working in groups and peer teaching were the most beneficial aspects of the program for enhancing student learning. The program involved three episodes of peer assessment (assessing teaching, assessing learning and assessing contributions to group work), with the first of these contributing most to the program, though further development and exploration of the latter two aspects are needed. The integration of PAL with CBL provided a &quot;real world&quot; context for teaching and learning. Students recognised that interacting with peers would be an important aspect of their professional lives and that the program offered them opportunities to prepare for this. Implementation and evaluation of this approach with other groups of students in vocational and non-vocational courses would determine its broader pedagogical effectiveness.
The Challenges of Blended Learning Using a Media Annotation Tool
Author: Douglas, Kathy A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Postsecondary Education,Video Technology,Multimedia Materials,College Students,Graduate Students,Doctoral Programs,Legal Education (Professions),College Faculty,Mixed Methods Research,Curriculum Design,Education Majors,Medical Students,Student Surveys,Interviews

Blended learning has been evolving as an important approach to learning and teaching in tertiary education. This approach incorporates learning in both online and face-to-face modes and promotes deep learning by incorporating the best of both approaches. An innovation in blended learning is the use of an online media annotation tool (MAT) in combination with face-to-face classes. This tool allows students to annotate their own or teacher-uploaded video adding to their understanding of professional skills in various disciplines in tertiary education. Examination of MAT occurred in 2011 and included nine cohorts of students using the tool. This article canvasses selected data relating to MAT including insights into the use of blended learning focussing on the challenges of combining face-to-face and online learning using a relatively new online tool.
Does Tracing Worked Examples Enhance Geometry Learning?
Author: Hu, Fang-Tzu
Date: 2014-00-00
Type: Journal Articles
Subjects: Geometry,Cognitive Processes,Difficulty Level,Short Term Memory,Perceptual Motor Learning,Instructional Effectiveness,Elementary School Mathematics,Elementary School Students,Mathematics Instruction,Foreign Countries

Cognitive load theory seeks to generate novel instructional designs through a focus on human cognitive architecture including a limited working memory; however, the potential for enhancing learning through non-visual or non-auditory working memory channels is yet to be evaluated. This exploratory experiment tested whether explicit instructions to trace out elements of geometry worked examples with the index finger would enhance learning, as measured by error rates and problems solved. Compared to a non-tracing condition, students in the tracing condition correctly solved more practice problems, and made fewer errors on a subsequent test. Recommendations for subsequent more sensitive experiments are made.
Enhancing Reading Skills and Reading Self-Concept of Children with Reading Difficulties: Adopting a Dual Approach Intervention
Author: Hornery, Samantha
Date: 2014-00-00
Type: Journal Articles
Subjects: Reading Skills,Reading Difficulties,Self Concept,Children,Reading Instruction,Teaching Methods,Reading Programs,Intervention,Volunteers,Teamwork,Needs Assessment,Holistic Approach,Interpersonal Relationship,Sight Vocabulary,Phonological Awareness,Transfer of Training,Generalization,Foreign Countries,Elementary School Students

This article describes the need for, and the structure and contents of, a reading program to help support children disadvantaged by reading difficulties. The program, delivered by trained and supported volunteers, lasts for 15 weeks. It uses a novel dual approach which aims to improve students' reading skills and simultaneously enhance their reading-related self-concepts. As there is scant literature available on how to implement such a program, this article aims to address that limitation by demonstrating to educators how such a dual approach to enhancing reading skills and reading self-concept can be operationalized.
&quot;Because Teaching Is Like a Plantation of 'Dakwah'&quot;: Understanding Complexities in Choosing to Be a Teacher in Indonesia
Author: Afrianto
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Career Choice,Preservice Teachers,Professional Identity,English Teachers,Student Teaching,Interviews,Qualitative Research,Focus Groups,Altruism,Religious Factors,Values,Secondary Education

This paper reports on findings from an ongoing research project involving pre-service English teachers' identity formation during teaching practicum at Riau University, Indonesia. It explores the motivations behind participants' decisions to become English teachers. Qualitative data were gathered during pre- and post-teaching practicum periods utilising in-depth one-on-one interviews of a small number of pre-service English teachers during placement in secondary schools in Indonesia. Additionally a focus group discussion was also conducted. Findings showed that motives to be English teachers were varied. They included altruism, religious values, the special status of English, and a suitable profession for females. Data also revealed that these motivations originated from childhood, schooling, and the familial experiences of participants. Yet, unlike what is widely believed by policy makers in Indonesia, factors such as remuneration (double incentive) scheme within current Indonesian Teacher's Certification Program did not appear to have any significant effect in their choices in profession. This indicates how young teachers often tend to value idealistic principles over financial rewards.
Measuring Social Capital: The Development of the Social Capital and Cohesion Scale and the Associations between Social Capital and Mental Health
Author: Magson, Natasha R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Capital,Mental Health,Measures (Individuals),Test Construction,Disadvantaged Youth,Trust (Psychology),Test Validity,Factor Analysis,Test Reliability,Correlation,Depression (Psychology),Anxiety,Secondary School Students,Factor Structure,Foreign Countries

Over the last two decades, social capital has received increasing attention in the international literature. Despite the popularity of the construct, problems concerning definition, theoretical conceptualisation, and measurement continue to plague research and policy in this area. This investigation aimed to address this gap by developing a new social capital instrument to test the theorised nature of the construct. Utilising a sample of 1371 young Australians living in disadvantaged communities, the newly developed Social Capital and Cohesion Scale (SCCS) combined the commonalities in the current theoretical conceptualisations of social capital defining it as a multi-level, multidimensional construct consisting of trust and reciprocity across family, peer, neighbour, and institutional networks. To test the convergent validity of the scale, relations with mental health were also examined. Confirmatory factor analysis results demonstrated that the SCCS was a valid and reliable multidimensional scale, which was invariant across both regional and gender groups. Correlational analysis demonstrated that associations with depression, anxiety, and stress were consistent with past research thereby strengthening the validity of the SCCS measure
The Effect of Karate Practice on Self-Esteem in Young Adults with Visual Impairment: A Case Study
Author: Qasim, Samir
Date: 2014-00-00
Type: Journal Articles
Subjects: Physical Activities,Self Esteem,Case Studies,Measures (Individuals),Self Efficacy,Questionnaires,Undergraduate Students,Graduate Students,Foreign Countries,Visual Impairments,Intervention,Models,Exercise,Correlation,Student Attitudes

Previous research has not examined the potential relationship between physical activity interventions and psychological domains of young adults with visual impairment (VI). This study aimed to investigate whether karate practice improves the self-esteem of young adults with VI. A secondary aim of this study was to explore the exercise and self-esteem model (EXSEM) on young adults with VI. Following a non-concurrent multiple baseline approach, four males and one female (age range 19-40 years) with VI participated in this study. Four undergraduate students completed the Self-Perception Profile for College Students and one postgraduate student completed the Adult Self-Perception Profile. All participants completed the Physical Self- Perception Profile and the Exercise Self-Efficacy Scale. When the score stability was attained the intervention was introduced. Each participant attended a 60-minute karate session twice a week for 10 weeks at the University of Edinburgh. The students completed all questionnaires every two weeks during the karate program and a visual inspection approach was used for data analysis. Visual inspection showed that four participants improved their global self-esteem. Self-efficacy was improved in three participants whereas the other two had high self-efficacy before participation in the karate program. Most of the physical self-perception domains were improved for all five participants while one participant did not improve one domain of the physical self-perception. Findings suggest that karate practice may improve self-esteem, physical self-perception, and exercise self-efficacy in young adults with VI.