ethanporcaro/eric-fulltext-meta huggingface dataset:
Lessons Learned from Implementing Remotely Invigilated Online Exams
Author: Cramp, Joshua
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Supervision,Observation,Program Implementation,Online Courses,Foreign Countries,College Students,Cognitive Processes,Difficulty Level,Educational Benefits,Student Attitudes,Navigation,Test Items,Comprehension,Test Construction,Affordances

This paper outlines the key issues of remotely invigilated online exams (RIOEs) and presents ways to avoid and resolve the issues for educators who are considering implementing them. The purpose of this paper is to share the lessons learned during the process of implementing and evaluating RIOEs and highlight the key considerations required to conduct RIOEs more seamlessly, whilst minimising students' cognitive load. With the continued growth, and future importance of online tertiary education, this paper provides an important contribution to the understanding of the best methods and practices by which to conduct online examinations and provides a foundation for continued research and enhancement of effective RIOEs. The paper follows an extensive Action Learning process to develop and present a case study that was conducted across nine fully online business courses in a start-up venture for the University of South Australia. Cognitive load theory underpins the case study, which enabled the researchers to gain profound understanding into the RIOE process, identify issues and offer resolutions. RIOEs require more systematic and effective design compared to traditional paper-based exams and should be supplemented by early and clear communication with students. Educators should enable and encourage students to rehearse the exam service access procedures prior to their exams and students should be provided with real-time responsive technical support for any ad hoc issues that may present during the exam. These factors play a critical role in ensuring the successful implementation of RIOEs.
Negotiating Pedagogical Challenges in the Shift from Face-to-Face to Fully Online Learning: A Case Study of Collaborative Design Solutions by Learning Designers and Subject Matter Experts
Author: Davey, Belinda
Date: 2019-00-00
Type: Journal Articles
Subjects: Synchronous Communication,Electronic Learning,Instructional Design,Online Courses,Foreign Countries,Professional Education,Continuing Education,Expertise,Teamwork,Psychiatry,Pedagogical Content Knowledge,Technological Literacy,Educational Quality,Elective Courses,Vignettes,Scaffolding (Teaching Technique),College Faculty,Masters Programs,Graphic Arts,Video Technology,Tutors,Educational Technology

With the increasing number of students enrolled in fully online programs and subjects across different Australian universities, online education has become a popular higher education alternative. The University of Melbourne has responded to this challenge by establishing the &quot;Melbourne School of Professional and Continuing Education&quot; (MSPACE), where the learning designers (LDs), project managers, educational technologists, graphic designers and video producers work collaboratively with subject matter experts (SMEs) from across the university to create high-quality fully online graduate subjects. The case study presented in this article examines how MSPACE used this team-based approach to design and develop &quot;Psychodynamic Psychiatry,&quot; a six-week elective in the Master of Psychiatry. This paper examines a number of pedagogical challenges that arise when converting a pre-existing face-to-face subject to a fully online subject, as well as some relatively unique aspects in the design and development process utilised by MSPACE. While the approach provided by MSPACE currently focuses on supporting SMEs by providing access to third-space professionals, it is hoped that this will act as a conduit through which the SMEs are enculturated into the ways of design thinking for effective online teaching and learning practice.
Plan, Prepare and Connect: How Investing in Understanding and Tracking the Evolving Needs of Online Students Informs the Development of Targeted Programs for Transition and Success
Author: Horvath, Deanna
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,School Orientation,Electronic Learning,Foreign Countries,Online Courses,College Readiness,Best Practices,Evidence Based Practice,Student Attitudes,Student Personnel Services,Expectation,Time Management,Sense of Community

Growth in online higher education offerings has been significant in recent years, with many Australian Universities launching programs to extend into new markets and meet the student demand for greater flexibility in delivery modes. Further, it is well understood that good support is an essential component to student success, satisfaction and retention. Despite this, orientation, including non-academic support, is often overlooked in online education systems. Therefore, the current study aimed to develop an orientation program to increase student preparedness and facilitate ongoing support, in addition to developing evidence-based best-practice strategies to support academic's when developing new online courses.
Re-Envisioning the Role of Academic Librarians for the Digital Learning Environment: The Case of UniSA Online
Author: Ciccone, Adriana
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Libraries,Librarians,Role,Foreign Countries,Electronic Learning,Barriers,Curriculum Development,Job Skills,College Instruction

Academic librarians cannot escape the implications of the knowledge economy and the pervasion of technology which effects everything that we do. Similarly, we must be prepared to teach our students how to cope in this knowledge society and how to develop the necessary information and digital literacy skills to be productive members of society in a digital environment. This article explores the first eighteen months of our experience as digital curriculum librarians in a large project at the University of South Australia (UniSA), UniSA Online. We have taken this opportunity to critically reflect on being embedded librarians within such a strategic and unique project. We examine the key cultural, pedagogical and technological challenges we have faced in delivering resources, support and services to the project team. The solutions we have adopted to overcome these challenges within an intensive course development environment are also outlined. The importance of building good relationships both within the project team, academics and with other library staff to deliver positive outcomes is discussed. We examine the pedagogical imperatives we have followed and the technological challenges we have faced to provide an active learning experience for our students in a digital learning environment. Our role as digital curriculum librarians is still evolving, however, we can observe some emerging trends within academic librarianship and comment on them, as we believe that the imperatives of the knowledge society will only become more prevalent into the future. We conclude by outlining which professional skills we need as academic librarians to evolve our roles and be successful in the digital world.
Beyond Lecture Capture: Creating Digital Video Content for Online Learning -- A Case Study
Author: Dinmore, Stuart
Date: 2019-00-00
Type: Journal Articles
Subjects: Lecture Method,Video Technology,Online Courses,Multimedia Instruction,Higher Education,Blended Learning,Teaching Methods,Course Content,Units of Study,Instructional Design,Educational Benefits,Educational Quality,Students with Disabilities,Case Studies,Undergraduate Students,Student Attitudes,Access to Education

Use of multimedia for teaching and learning, particularly digital video, has become ubiquitous in higher education. This is driven in part by the growth in blended pedagogies and an increase in students learning solely or partly online. It is also influenced by relatively inexpensive media production equipment, faster internet speeds, student access to mobile devices and a rise in media production skill sets. Where students are studying solely online, this content becomes essential as it replaces the traditional lecture in the design of the course (&quot;course&quot; refers to individual course, subject or unit of study). Digital video can be an extremely effective way to reach students with course content. One of the main benefits is the flexibility it affords. Students can view the course material when and where they like, on multiple devices. They can rewind, slow down or speed it up -- they can revisit particular videos prior to assessments. There have been two primary drivers of the development process of this content. Firstly, a focus on high quality, and secondly, a focus on accessibility. Videos have the potential to be more inclusive as they are accessible to students with a range of disabilities. We have included subtitles with all videos as a minimum requirement. What follows is a case study on the creation and distribution of a large volume (around 6000 items) of digital content designed to support teaching and learning in a newly created suite of completely online undergraduate degrees. This case study will outline the various challenges which are presented by creating and supporting this volume of material and is informed by the results of a survey of students, detailing their usage patterns and habits.
An Empirical Exploration of the Perceived Effectiveness of a &apos;Flipped Classroom&apos; in a Business Communication Course
Author: Pérez, Andrea
Date: 2019-03-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Business Communication,Causal Models,Student Satisfaction,Learner Engagement,Educational Technology,Homework,Technology Uses in Education,Teaching Methods,College Students,Business Administration Education,Foreign Countries,Learning Motivation,Knowledge Level,Skills,Structural Equation Models

This paper explores a causal model, using Structural Equation Modelling (SEM), in order to understand how the perceived effectiveness of the 'flipped classroom' and students' satisfaction with this technique can be affected by students' engagement in the 'flipped classroom' activities as well as the complexity and task orientation of such activities. The findings of the study confirm that the perceived effectiveness of the 'flipped classroom' can be calculated by its contribution to the improvement of students' general skills, knowledge and learning motivation. Students' engagement in the 'flipped classroom' activities is the key factor influencing perceived effectiveness and students' satisfaction, while the complexity and task orientation of the 'flipped classroom' also play a role in determining perceived effectiveness and satisfaction, although indirect and always mediated by engagement.
Achieving Inclusive Field-Based Education: Results and Recommendations from an Accessible Geoscience Field Trip
Author: Feig, Anthony D.
Date: 2019-03-00
Type: Journal Articles
Subjects: Inclusion,Earth Science,Field Trips,College Faculty,Field Experience Programs,Students with Disabilities,Academic Accommodations (Disabilities),Barriers,Undergraduate Students,Graduate Students,Foreign Countries

Learners with disabilities are often denied field-based learning experiences in naturalistic disciplines. Geology can present substantial barriers due to rugged terrain in difficult-to-reach locations. In 2014, a field trip was executed with the dual purpose of 1) designing inclusion in field learning and 2) demonstrating to college faculty an accessible field experience. Direct observations of participants on the trip, as well as pre- and post-trip focus groups, illuminate the student and faculty field learning experience. Geoscience faculty have little guidance or support in understanding what disability is, how to reconcile accommodation with field-geology learning goals, and they cited instances where disability service providers acted as gatekeepers. The net effect of these ontologies is to reduce faculty empathy with, and thus their ability to be inclusive of, students with disabilities in field settings. Recommendations for instructors include taking campus disability-services administrators on field trips, opening and maintaining communications with disability service providers, and designing pedagogically sound field trips that align as much as possible to principles of universal design. An advocacy approach is described, which focuses on the students and the educational process, instead of on institutional compliance. Finally, geoscience faculty should conceptualize disability service providers as accessibility service providers. Keywords: field trips, Earth science, accessibility, inclusive, disabilities.
Design and Facilitation Strategies Used in Asynchronous Online Discussions
Author: Ergulec, Funda
Date: 2019-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Instructional Design,Computer Mediated Communication,Group Discussion,Educational Technology,Distance Education,Online Courses,Electronic Learning,Student Participation,Interaction,College Faculty

This study employed interviews and document analysis to achieve a better understanding of the design and facilitation strategies used by online instructors in a department of educational technology at a large university in the U.S. Some distinctions were found with the literature about what strategies and activities can be used in online asynchronous discussions. Some of the suggestions such as facilitating online collaborative teams, considering self-regulation strategies, creating a discussion rubric that evaluate cognitive, teaching, and social presence, having optimal level of instructor presence in the discussion forum, and setting specified time parameters still need consideration, as they were not implemented in some of courses examined in this study. These areas may be studied more to generate better understanding of their effects on student participation and to provide clear suggestions to online instructors on their use.
Developing Students&apos; Critical Thinking through Asynchronous Online Discussions: A Literature Review
Author: Foo, Soon Yen
Date: 2019-00-00
Type: Journal Articles
Subjects: Critical Thinking,Asynchronous Communication,Instructional Design,Computer Mediated Communication,Group Discussion,Academic Achievement,Educational Technology,Foreign Countries,21st Century Skills,Thinking Skills

Critical thinking (CT) is being recognized as an essential skill for students to master in the 21st century. Previous studies have suggested that teaching CT through asynchronous online discussions (AODs) can be one of the effective ways to equip students with such 21st skill in the educational settings. The purpose of this article is to review of the empirical literature related to the use of AOD forums for development of CT. Forty-seven articles published from 2000 to the present day are included in the review. The content of the individual study was analysed through the lens of revised Community of Inquiry framework in order to get an up-to-date understanding of the issues pertaining to using AODs as a method for developing CT. By drawing on the review of the existing literature, the research on how social presence could serve a critical role in affecting the development of students' CT is relatively few as compared to teaching presence. Therefore, the dearth of empirical evidence needs more research to make the social presence more dominant in the future studies. This article closes with a discussion on current research gaps and possible areas for future research in this field of study.
Investigation of Science Teacher Candidates&apos; Opinions towards Science, Technology, Engineering and Math (STEM) Teaching
Author: Dogan, Tuba
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Teachers,Student Attitudes,Opinions,STEM Education,Science Instruction,Gender Differences,Grade Point Average,Positive Attitudes

In the present research, its aim was to investigate the opinions of prospective science teachers regarding science, technology, mathematics, and engineering teaching orientations. The research group of the study was constituted of 205 teacher candidates who were studying in the 1st, 2nd, 3rd and 4th grade at university' science education department in the academic year of 2017-2018. Integrated STEM teaching orientation scale was used as data collection tool in the study. In the analysis of the data, t-test and one-way analysis of variance were used for independent samples. As a result of the study, it was determined that the science teachers' opinions about the knowledge, value, attitude, subjective criterion, perceived behaviour control, and behavioural orientation on the integrated STEM teaching orientation scale were positive. It was found that there was a meaningful difference according to the grade level and grade average that teacher candidates did not differ according to gender variable.
Elementary Mathematics Teachers&apos; Specialized Content Knowledge Related to Division by Zero
Author: Karakus, Fatih
Date: 2019-04-00
Type: Journal Articles
Subjects: Elementary School Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Mathematics Instruction,Teaching Methods,Mathematical Concepts,Correlation,Multiplication,Division,Case Studies,Logical Thinking,Foreign Countries

Division by zero is often unclear and confusing, and teachers at various grade levels may encounter difficulties in conveying this concept to their students. The concept of dividing by zero plays a crucial role in developing an understanding of certain mathematical concepts, such as rational numbers and the relationship between multiplication and division. Therefore, in order to provide students with a strong conceptual understanding about division by zero, it is important to examine the in-service teachers' knowledge. The aim of this study was to explore the in-service teachers' specialized content knowledge concerning division by zero, as well as the effects of variables which are years of service and education status on teachers' specialized content knowledge. The study consisted of a case-study and was carried out with 82 in-service teachers of elementary mathematics at Afyonkarahisar in Turkey. To determine the in-service teachers' specialized content knowledge, a written questionnaire was used. Data were analyzed by using inductive and deductive analysis. Analysis of the results revealed that although most of the in-service teachers gave correct answers related to division by zero, few of them provided conceptual explanations. Rather, those who gave correct explanations mainly responded with rule-based statements.
Mathematical Competencies Required by Mathematical Literacy Problems
Author: Güler, Hatice Kübra
Date: 2019-04-00
Type: Journal Articles
Subjects: Mathematics Skills,Numeracy,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Mathematics Teachers,Teacher Attitudes,Preservice Teachers,Secondary School Mathematics,Mathematical Applications,Teacher Competencies,Assessment Literacy,Teacher Education,Problem Based Learning

Mathematical literacy problems used in PISA consists of real life context. In order to solve the problems of these contexts, there are various mathematical processes that students have to pass through. These problems are intended to measure the various competencies that are intended to be taught to students. It is also important that the teachers who will use such real context problems should be aware of the skills and competencies required by the problem. The aim of this research is to determine the awareness of prospective mathematics teachers about the mathematical processes and competencies required by mathematical literacy problems. This study is a case study carried out with 63 high school prospective mathematics teachers. Five mathematical literacy problems were directed to participants in written form. They are asked to solve these problems and then asked to determine mathematical processes and the competencies to be met for the solution of problems. The data collected were analyzed by using descriptive analysis method. As a result of the research, it has been determined that the prospective mathematics teachers cannot fully understand the difference between competency and process, and it has been determined that they have difficulty in making a distinction between these two concepts.
Preparation and Validation of an Integrated STEM Instructional Material for Genetic Instruction among Year 11 Science Students
Author: Angwal, Yaki Akawo
Date: 2019-04-00
Type: Journal Articles
Subjects: Genetics,Science Instruction,Secondary School Students,STEM Education,Teaching Methods,Specialists,Science Education,Instructional Materials,Science Tests,Achievement Tests,Content Validity,Scores,Reliability,Science Teachers,Guides,Student Projects,Active Learning

Integrated STEM education holds the promise for students' meaningful science instruction. However, the implementation of integrated STEM-based approaches for science learning might be difficult for teachers due to the lack of expertise and instructional materials. Therefore, this study focused on the preparation and validation of an integrated STEM instructional material (iSTEMim) for genetic instruction among Year 11 science students. The study employed a mixed method design. Five stages of ADDIE which consisted of Analysis, Design, Develop, Implement and Evaluate were adopted to prepare the iSTEMim. Ten (10) science education experts participated in the validation of iSTEMim, and thirty students participated in determining its reliability. A quasi-experimental design was adopted to determine the effects of the prepared iSTEMim. Two secondary schools were randomly assigned to the iSTEMim and traditional group. The two groups were made up of 30 and 32 students respectively. Data were collected using questionnaires and genetic achievement test. The data were analysed using descriptive and t-test statistics. The findings show that iSTEMim has good content validity and its reliability was acceptable. Moreover, the results revealed higher achievement scores for students using the iSTEMim when compared to the traditional method. Consequently, the findings of the study could contribute to the current literature on STEM education research. The iSTEMim could serve as a guide for science educators to implement STEM-based instruction in the classroom.
Cultivating a Process Approach to Writing: Student Experiences in a Developmental Course
Author: Pacello, James
Date: 2019-03-00
Type: Journal Articles
Subjects: College Students,Basic Writing,Student Attitudes,Writing Skills,Skill Development,Writing Instruction,Teaching Methods,Writing Assignments,Metacognition,Process Approach (Writing)

Many developmental writing courses in colleges focus on teaching students isolated skills, with little emphasis on how such skills are applicable to the actual process of writing. This article focuses on capturing the perspectives of students enrolled in a developmental writing course designed around an explicit process-oriented pedagogy. The instructor assigned metacognitive tasks and aimed to be transparent with students about the purpose of all course activities and assignments. The findings point to the various ways students can learn to value and use a process approach when writing. The paper concludes with recommendations for helping both instructors and institutions foster a process-oriented writing culture in college classrooms. It also points to future research possibilities.