ethanporcaro/eric-fulltext-meta huggingface dataset:
Reflecting on Collaborative Research into the Sustainability of Mediterranean Agriculture: A Case Study Using a Systematization of Experiences Approach
Author: Guimarães, Helena
Date: 2017-00-00
Type: Journal Articles
Subjects: Cooperation,Research,Sustainability,Agriculture,Workshops,Questionnaires,Surveys,Focus Groups,Experience,Reflection,Sustainable Development,Science and Society,Foreign Countries,College Role,Case Studies,Active Learning,Researchers

This article describes how a research institute went about reviewing the relationship between its members and external research partners in engaging in collaborative research. A systematization of experiences (SE) process was implemented to enable such review and draw implications for the institute's strategy regarding research into the sustainability of Mediterranean agriculture. The SE exercise included four workshops attended by selected researchers, one questionnaire survey targeting the institute's research community, and three focus group discussions with external research partners. The rate of participation by researchers decreased during the process; however, those that followed through to the end of the SE exercise found it to be useful in clarifying both individual and institutional perspectives. Further, SE was seen as a vehicle for increasing the level of understanding between researchers and their willingness to engage in collaborative actions. However, the rapid pace of today's academic world and the dominant mode of evaluating scientific performance were identified as hindering the conditions needed to allow the necessary space and time for reflection and collaborative efforts. Therefore, the results highlight the current tension between the production of scientific knowledge according to existing patterns and the development of socially meaningful research.
Improving the K-12 Online Course Design Review Process: Experts Weigh in on iNACOL National Standards for Quality Online Courses
Author: Adelstein, David
Date: 2017-05-00
Type: Journal Articles
Subjects: Online Courses,Educational Improvement,Standards,Advocacy,Organizations (Groups),Instructional Design,Validity,Reliability,Educational Quality,Feedback (Response),Elementary Secondary Education,Kindergarten,Distance Education,Computer Simulation,Specialists,Course Evaluation

Within the K-12 online learning environment there are a variety of standards that designers can utilize when creating online courses. To date, the only research-based standards available are proprietary in manner. As such, many jurisdictions have begun adopting online course design standards from the leading advocacy organization, which that have yet to be validated from a research perspective. This article reports on the second phase of a three-stage study designed to examine the validity and reliability of the iNACOL &quot;National Standards for Quality Online Courses.&quot; Phase two utilizes two groups of expert reviewers to examine and provide feedback with goal of further refining these standards (after the standards had been scrutinized through the lens of the available K-12 online learning literature).
Talent Management Implementation at an Open Distance E-Learning Higher Educational Institution: The Views of Senior Line Managers
Author: Erasmus, Barney
Date: 2017-05-00
Type: Journal Articles
Subjects: Talent Development,Open Education,Distance Education,Higher Education,Administrator Attitudes,Human Capital,Student Recruitment,Educational Strategies,Interviews,Educational Policy,Program Implementation,Inclusion,Human Resources,Academic Persistence,Qualitative Research,Foreign Countries

The war for talent remains a challenge that many organisations face but more so for distance education institutions to deliver on its mandate to provide effective online academic offerings. The question that remains is: How can intellectual capital be managed effectively in order to recruit and retain talent that is necessary for success? This study was conducted at a mega open and distance learning institution, and this institution has identified talent management as one of the key strategic initiatives to ensure institutional strategic goal attainment and adopted an inclusive/developable talent approach as its framework. The aim of this article is to report on the perceptions of senior line managers regarding their experience with implementing the talent management strategy in their operational areas at the institution. This study adopted a qualitative approach and purposive sampling was used to select interviewees. The population group included chairpersons of 26 talent committees who are senior line managers and 11 of them were interviewed. Participants were of the opinion that policies and strategies do not always support the implementation of talent management in their respective environments. The findings show that although the university embraces the inclusive/developable talent approach in its strategy, the impact thereof is inhibited by a lack of methodological implementation, a lack of integration of supporting Human Resources policies with talent management, and insular line manager discernment.
Attitudes of Students Enrolled in the Pedagogical Formation Programs towards the Teaching Profession
Author: Özdemir, Yalçin
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Preservice Teachers,Preservice Teacher Education,Student Teacher Attitudes,Educational Attitudes,Teaching (Occupation),Attitude Measures,Statistical Analysis,Age Differences,Gender Differences,Comparative Analysis,Place of Residence,Urban Areas,Rural Areas,Institutional Characteristics,College Faculty,Parent Background,Family Income

This study was conducted to examine the attitudes of students enrolled in the pedagogical formation programs in order to become teachers towards the teaching profession. The students either graduated from faculties other than the education faculty or they were still enrolled in undergraduate programs of faculties other than the education faculty. The study group is made up of randomly selected 491 students enrolled in the pedagogical formation programs of Kafkas University and Ömer Halisdemir University during the 2016-2017 academic year between 6 and 15 January, 2017. To collect the study data, &quot;Attitude Scale towards Teaching Profession&quot; was used. Arithmetic mean, independent t-test, one-way analysis of variance (ANOVA) and LSD post hoc tests were conducted in the analysis and interpretation of data. In the study, it was determined that as the ages of students enrolled in the pedagogical formation programs increase, they showed more positive attitudes towards the teaching profession. Females had more positive attitudes than males, graduates more than students, Ömer Halisdemir University students more than Kafkas University students, and students who lived mostly in urban areas more than students who live in rural areas. Furthermore, according to the study results, teaching profession attitudes of students enrolled in pedagogical formation programs differ according to their faculty, mother and father's education and monthly family income.
Designing and Improving a Blended Synchronous Learning Environment: An Educational Design Research
Author: Wang, Qiyun
Date: 2017-05-00
Type: Journal Articles
Subjects: Blended Learning,Synchronous Communication,Graduate Students,Educational Technology,Technology Uses in Education,Teaching Methods,Online Courses,Distance Education,Program Implementation,Program Design,Program Improvement,Barriers,Videoconferencing,Computer Mediated Communication,Foreign Countries,Online Surveys,Student Attitudes,Statistical Analysis

In this study, a blended synchronous learning environment (BSLE) was created to support a group of graduate students when they were taking a course. Instruction was delivered to both face-to-face (F2F) and online students simultaneously. The purpose of this paper is to present how this BSLE was gradually designed, implemented, and improved by following the educational design research approach. Results showed that the BSLE environment had the capability to support online and classroom students at the same time and provide equivalent learning experiences for them, but challenges emerged in the process. Design principles were summarized to guide researchers or teachers when they design similar learning environments.
The Effect of Team-Based Learning on Conventional Pathology Education to Improve Students' Mastery of Pathology
Author: Du, Bin
Date: 2017-00-00
Type: Journal Articles
Subjects: Pathology,Teamwork,Medical Students,Problem Based Learning,Performance Based Assessment,Achievement Gains,Questionnaires,Teaching Methods,Conventional Instruction,Intermode Differences,Student Interests,Instructional Effectiveness,Foreign Countries,Statistical Analysis

In recent decades, traditional pathology education methodologies have been noticeably affected by new teaching approaches, including problem-based learning (PBL) and team-based learning (TBL). However, lack of outcome-based studies has hindered the extensive application of the TBL approach in the teaching of pathology in Chinese medical schools. In this study, a pilot TBL format on four topics in pathology was implemented in one session with medical students at Jinan University Medical School and the previous sessions of medical students were able to function as controls. The final exam scores of TBL participants were significantly higher than the scores for non-participants, indicating that the students demonstrated better academic performance at the end of the TBL class. In addition, the follow-up questionnaires revealed that the majority of the TBL participants spent more time studying and were actively and enthusiastically involved in TBL activities. The new teaching format also inspired teachers' desire to lead discussions and administer quizzes instead of repeating rote didactics. Overall, this pilot study reveals that a combination of the TBL approach and traditional pathology theory can improve pathology education.
Mobile-Assisted Seamless Learning Activities in Higher Distance Education
Author: Amhag, Lisbeth
Date: 2017-00-00
Type: Journal Articles
Subjects: Telecommunications,Technology Uses in Education,Handheld Devices,Educational Technology,Distance Education,Higher Education,Online Courses,Preservice Teachers,Internet,Seminars,Web Based Instruction,Teaching Methods,Vocational Education,Foreign Countries,Interviews,Student Attitudes

Among online learning factors stated in the research literature, it is argued that online activities is the strongest factor which contributes to online learning. This article illuminates mobile-assisted seamless learning activities by using laptops, tablets, or smart phones. Two conditions are compared, a) face-to-face (F2F) online webinars (web-based seminars or conferencing), b) the elements of part a, but complemented by teacher-recorded flipped classroom-videos (pre-lectures) before the F2F online webinars. Data collection consists of observations of 22 recorded F2F online webinars among 40 vocational student teachers divided into groups of 18 and 22 participants, and 12 interviews (six from each group, including both women and men). The study is theoretically within the research concept of mobile-assisted seamless learning: mediated learning anytime, anywhere, and in different contexts. The results raise some challenges and implications presented by using mobile digital devices to expand participation and motivation across different contexts for creation of ubiquitous knowledge access.
Understanding Learners' Motivation and Learning Strategies in MOOCs
Author: Alario-Hoyos, Carlos
Date: 2017-05-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Resource Units,Shared Resources and Services,Dropout Rate,Student Motivation,Learning Strategies,Questionnaires,Likert Scales,Programming,Self Management,Student Attitudes,Adult Learning

MOOCs (Massive Open Online Courses) have changed the way in which OER (Open Educational Resources) are bundled by teachers and consumed by learners. MOOCs represent an evolution towards the production and offering of structured quality OER. Many institutions that were initially reluctant to providing OER have, however, joined the MOOC wave. Nevertheless, MOOCs detractors strongly criticize their high dropout rates. The dropout rate is a commonly accepted metric of success for traditional education, but it may not be as suitable when dealing with OER, in general, and with MOOCs, in particular, since learners' motivations to take a course are very diverse, and certain self-regulated learning strategies are required to tackle the lack of personalized tutoring and keep pace in the course. This paper presents an empirical study on the motivation and learning strategies of MOOC learners. Six thousand three hundred and thirty-five learners from 160 countries answered a self-report 7-point Likert-type questionnaire based on the Motivated Strategies for Learning Questionnaire (MSLQ) as part of a MOOC titled &quot;Introduction to Programming with Java&quot;. Results indicate that learners were highly motivated and confident to do well in the course. Learning strategies, however, can be improved, especially regarding time management.
Approaches Reflected in Academic Writing MOOCs
Author: Kwak, Subeom
Date: 2017-05-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Academic Discourse,Writing (Composition),Writing Instruction,Educational Technology,Technology Uses in Education,Creative Writing,Writing Processes,Writing Skills,Social Influences,Cultural Influences,College Students,Video Technology,Writing Assignments,Course Descriptions,Conventional Instruction,Foreign Countries

Since it was first introduced in 2008, Massive Open Online Courses (MOOCs) have been attracting a lot of interest. Since then, MOOCs have emerged as powerful platforms for teaching and learning academic writing. However, there has been no detailed investigation of academic writing MOOCs. As a result, much uncertainty still exists about the differences of writing MOOCs compared with traditional types of writing instruction in the classroom. Drawing on historical emphases in writing instruction, five approaches are illustrated: skills, creative writing, process, social practice, and a socio-cultural perspective. This study uses data from six academic writing MOOCs to examine what approaches are revealed within their writing instructions. Focusing on a group of six academic writing MOOCs at college level, attributes and features of writing MOOCs were explored by analyzing syllabi, video lectures, and assignments. Overall, the study found that these academic writing MOOCs stick to a traditional model of teaching writing, &quot;writing as skills.&quot; These findings suggest that instructors who teach academic writing through online platforms showed that their immediate concerns were not a social practice or socio-cultural context. Rather, teaching and learning of grammatical accuracy and surface features of texts at college level appear to be best purpose of academic writing MOOCs.
Moving Technology-Enhanced-Learning Forward: Bridging Divides through Leadership
Author: Bälter, Olle
Date: 2017-05-00
Type: Journal Articles
Subjects: Educational Technology,Teaching Methods,Technology Integration,Individual Characteristics,College Faculty,Teacher Attitudes,Instructional Leadership,Teacher Collaboration,Incentives,Online Courses,Graduate Students,Student Attitudes,Distance Education,Barriers,Engineering Education,Foreign Countries,Case Studies,Intellectual Disciplines,Instructional Design

A study of academics and professional staff engaged in the emerging field of Technology Enhanced Learning (TEL) reveal three areas of significant difference in reference to perspectives about TEL. These differences rest on the following individual characteristics: 1) research areas and competencies, 2) academic level, and 3) attitudes towards teaching. While the number of respondents is small, the data set is rich due to a diverse group of respondents. Leadership strategy that rests on appreciative inquiry to draw these perspectives together could begin with implementation of five ways of working collaboratively: acknowledge unique skills different from one's own, understand driving forces from different vantage points, learn enough about other views to show respect, identify common goals and incentives for all, and include people from all relevant groups.
Adaptive or Transactional Leadership in Current Higher Education: A Brief Comparison
Author: Khan, Natalie
Date: 2017-05-00
Type: Journal Articles
Subjects: Higher Education,Comparative Analysis,Leadership Styles,Social Theories,Environmental Influences,Motivation,Change Strategies,College Administration

Higher education institutions operate in a complex environment that includes influence from external factors, new technologies for teaching and learning, globalization, and changing student demographics to name a few. Maneuvering such complexity and change requires a leadership strategy that is flexible and supportive. This paper reviews two leadership theories in reference to this need: adaptive leadership theory and transactional leadership theory. Three conceptual categories of environmental readiness, leadership complexity, and followers' motivation are used as points of comparison for each theory. A recommendation is made for leadership strategy in higher education institutions based on this comparison.
Academic Staff Turnover Intention in Madda Walabu University, Bale Zone, South-East Ethiopia
Author: Yimer, Ibrahim
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Labor Turnover,Teacher Persistence,College Faculty,Intention,Incidence,Influences,Questionnaires,Statistical Analysis,Interviews,Teacher Attitudes,Teaching Conditions,Leadership,Teacher Salaries

Turnover is a voluntary cessation of membership of an organization by an employee. Employee retention is one of the challenges facing several organizations in both the developed and developing countries of the world. It is profitable to proactively react for possible staff turnover intentions. This research was carried out to determine the prevalence of academic staff turnover intention and the factors contributing for it among Madda Walabu University academic staff. An institution based cross-sectional study involving both qualitative and quantitative data collection methods was employed. A structured self-administered questionnaire was used to collect the quantitative data from the respondents. A semi-structured questionnaire, guided by a trained interviewer was used to collect data from an in-depth interview. The interview was carried out on six purposively selected faculty members. The data obtained from both methods were triangulated in the discussion. Binary and multiple logistic regression analysis was used using SPSS version 16. A total of 217 academicians responded to the questionnaire. One hundred sixty four, (75.6%) respondents intended to leave Madda Walabu University and 24.4% of academic staff intended to retain their position or post. A bad work environment (lack of facilities like offices, chairs, internet and toilets) was the most frequently cited reason for leaving (71.3%) followed by 63.4% due to poor management and leadership and 63.4% due to inadequate salary. Academic staff who had worked five or more years in Madda Walabu University were 4.5 times more likely to leave their institution [AOR = 4.5, 95% CI: 1.37, 14.9]. The prevalence of academic staff intending to leave was found to be very high and as a result, Madda Walabu University will be in an alarming state of staff turnover. Before this happens, there should be staff retention mechanisms in place to improve the work environment, management and leadership and remuneration methods to retain senior and skilled academicians.
Investigate the &quot;Issues&quot; in Chinese Students' English Writing and Their &quot;Reasons&quot;: Revisiting the Recent Evidence in Chinese Academia
Author: Sang, Yuan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Undergraduate Students,College Second Language Programs,Writing Achievement,Performance Factors,Meta Analysis,Literature Reviews,Writing Skills,Writing Strategies,Curriculum Design,Course Descriptions,Relevance (Education),Standardized Tests,High Stakes Tests,Educational Quality,Interference (Language)

This research synthesis collected, compiled, and analyzed 29 academic research articles that were published in China in recent years. It addressed and explored the issues in Chinese undergraduate students' English writing and the possible reasons causing and/or explaining the issues. It was discovered that many Chinese undergraduate students have difficulties applying the taught and learned English knowledge in English writing and have limited writing skills and strategies to write in English due to the negative influence of the curriculum and syllabus, the high-stake standardized tests, and the language environment in many Chinese universities. Suggestions were made to reinforce the understanding of Chinese students' English writing practices in China and in the United States.
Personality Traits of Minority Arab Teachers in the Arab Educational System in Israel
Author: Abu Hussain, Jamal
Date: 2017-00-00
Type: Journal Articles
Subjects: Personality Traits,Minority Group Teachers,Arabs,Correlation,Foreign Countries,Knowledge Base for Teaching,Cognitive Style,Teacher Behavior,Social Change,Questionnaires,Teacher Attitudes,Statistical Analysis,Kindergarten,Elementary School Teachers,Preschool Teachers,Secondary School Teachers

The present research examined the personality traits prevalent among Arab teachers as a minority in the Arab educational system in Israel. Personality traits has much significance in the prediction of human behavior in various situations. Personality traits affect a person's behavior. Usually personality traits do not change, and they are reflected in a person's behavior in various situations. Teaching, like any other profession, requires specific traits, skills and personal abilities, a basis of extensive, professional knowledge and the appropriate perceptions and thinking. Teachers' personality traits play an important role in their work. There are correlations between people's personality traits and their behavior in various situations. Thinking styles constitute a central aspect of one's personality, whereas other researchers claim that personality traits and thinking styles overlap somewhat, but that each of them provides a unique contribution, with clear structures characterizing them. Personality traits explain a high percentage of the diversity in thinking styles and explain the variations in thinking styles in higher percentages. Personality traits among Arab teachers as members of a national minority in Israel have not attained research attention up to now, despite this society undergoing rapid processes of change in social, economic, political, cultural and family spheres. In light of this, it is vitally important to study the subject and examine what personality traits are prevalent among Arab teachers as a minority in the Arab educational system in Israel. 185 teachers from the Arab minority participated in this research. The teachers responded to a questionnaire on personality traits, where research questions made use of theoretical statistics with the statistical analysis program SPSS. The principle research findings revealed that the personality traits prevalent among Arab teachers in the Arab educational system in Israel are: extraversion, agreeableness and conscientiousness; despite this, traits of openness and emotional stability were less prevalent among them.