ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study in Analyzing Effectiveness of Undergraduate Course Delivery: Classroom, Online and Video Conference from a Student and Faculty Perspective
Author: Koenig, Robert J.
Date: 2010-10-00
Type: Journal Articles
Subjects: Undergraduate Study,Online Courses,Conventional Instruction,Videoconferencing,Student Attitudes,College Students,Teacher Attitudes,College Faculty,Instructional Effectiveness,Questionnaires,Satisfaction,Statistical Analysis,Teacher Characteristics,Student Characteristics,Teaching Methods,Educational Environment

Higher education students can and do take courses delivered in a variety of ways. But, to date, little research has been done on the effectiveness of different delivery modes. This study sought to fill that void by comparing the effectiveness of three undergraduate course delivery modes: classroom, online, and video conference at a technical institute in a mid-Atlantic state. Students (N = 1,206) and faculty (N = 160) completed questionnaires on effectiveness, in terms of satisfaction, for each mode. The questionnaire response rates were 74% for students and 86% for faculty. In terms of student satisfaction, the results revealed that classroom delivery was more effective than technologically delivery with online being slightly more effective than video conference. The same results were found for faculty satisfaction. The results of this research should assist leaders in higher education to understand the benefits associated with different undergraduate course delivery modes. In addition, by developing and testing a framework that can be used for estimating effectiveness of different delivery methods, the study provides leaders with a useful tool for securing and applying this type of information when making decisions about the modes best suited to serve their academic communities.
Roadmap for a Successful Transition to an Online Environment
Author: Borrego, Jesús
Date: 2010-05-00
Type: Journal Articles
Subjects: Web Based Instruction,Electronic Learning,Online Courses,Program Implementation,Delivery Systems,Instructional Design,Asynchronous Communication,Online Systems,Virtual Classrooms,Higher Education,Planning

Tighter budgets and lower enrollment are changing traditional higher education. The popularity of the World Wide Web (WWW) coupled with faster access to information provides an opportunity for Colleges and Universities to offer online programs. In most cases, traditional universities are not well prepared for the transition to online format and many challenges prevent a successful implementation. A common mistake made by early adopters is assuming that the migration involves two steps, namely selecting the virtual learning environment, and then porting the current classroom-based courses to the online environment. That approach often leads to failure and disappointment, not to mention lower student and faculty satisfaction. Traditional delivery of course materials is done face-to-face with students present and the student/faculty interaction promotes learning. In the online environment, learning is done in an asynchronous mode and course design has to compensate for the interaction that happens in real time during traditional courses. To properly implement online courses, an adequate technical environment must be available. If the environment is available, careful planning is essential in order to proceed. Traditional course modules require revision as they are migrated to cyberspace and should take into account the interaction among students and faculty in order to promote a quality learning process. A typical approach is to include student participation in discussion forae, but this may lead to trivial postings and students responses. In this paper, we present preconditions for a migration to online education and a roadmap to transition traditional courses to cyberspace. We also discuss methods of assessing both quantity and quality of student interaction, since this is a requirement for learning in cyberspace.
Heads or Tails (Success or Failure)? Using Logit Modeling to Predict Student Retention and Progression
Author: Budden, Michael C.
Date: 2010-05-00
Type: Journal Articles
Subjects: Regression (Statistics),College Students,Models,Probability,Academic Persistence,Grade Point Average,Grades (Scholastic),High School Graduates,Correlation,College Freshmen

Using a sample of 2,137 university students and applying the logit model, we find that the probability for students to return in fall 2008 is higher with a higher cumulative GPA, a higher grade for SE 101, and a returning status in the previous semester. Several other explanatory variables are tested and have insignificant coefficients. A few variables such as the Board of Regent's core requirements (CORE) and high school graduating GPA (HSGPA) have the expected signs and z-statistics closer to one, suggesting that the correlation coefficient may rise if the sample size were larger. The findings suggest that the cumulative GPA is a dominant factor and that the large number of failures in SE 101 may need to be examined in order to fulfill its described purpose: &quot;a course designed to ensure first-year student success.&quot;
An Examination of New Counselor Mentor Programs
Author: Bass, Erin
Date: 2013-11-00
Type: Journal Articles
Subjects: School Counselors,Mentors,Program Effectiveness,Literature Reviews,Counselor Role,Goal Orientation,Feedback (Response),Counselor Training,Counselor Qualifications

An analysis of current new counselor mentor programs reveals the need for such programs, but information regarding established programs is limited. A review of the literature addresses program characteristics and data obtained from existing mentor program participants. An overview of four programs explaining the framework outlined for mentoring new counselors is provided. Each counselor mentor program uses various strategies to implement their framework. This analysis highlights the benefits of participation in new counselor mentor programs.
Job Satisfaction and Gender Factor of Administrative Staff in South West Nigeria Universities
Author: Olorunsola, E. O.
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Job Satisfaction,Gender Differences,Administrators,Surveys,Labor Turnover,College Administration,School Policy,Hypothesis Testing,Questionnaires,Statistical Analysis

The study investigated the level of job satisfaction of male and female administrative staff in South West Nigeria Universities. The research design used was a descriptive survey type. The population consisted of all the senior administrative staff in the universities, out of which a sample of 400 respondents made up of 100 respondents from each of the state and federal universities. Two research questions were raised while one hypothesis was generated and tested at 0.05 level of significance, using t-test statistical method. The result of the analysis showed that the level of job satisfaction of administrative staff in both federal and state universities was high. It was also revealed that there was no significant difference in the job satisfaction of administrative staff in the universities. It was revealed that there was significant difference in the job satisfaction of male and female administrative staff in the universities. Based on this findings, it was recommended that the university management should provide more motivational factors that would sustain the tempo of the workers. Also, the university management should design a programme that would make the female workers satisfied value and their work like their male counterparts. So that educational goals would be achieved.
Virtual Teaching and Strategies: Transitioning from Teaching Traditional Classes to Online Classes
Author: Barrett, Bob
Date: 2010-12-00
Type: Journal Articles
Subjects: Conventional Instruction,Online Courses,Teaching Skills,Communities of Practice,Teaching Methods,Student Diversity,Student Needs,Teacher Selection,Teacher Recruitment,Educational Change,Universities,Teacher Education,Experienced Teachers,College Faculty

As more technology has become available in many parts of the globe, a new type of student population has emerged. The traditional student image of higher learning has been somewhat limited in many countries, but given the impact of the Internet, this traditional &quot;student body&quot; has changed. Rather than being limited to regional demographics, the student body for educational institutions offering online courses has changed drastically. In fact, these online courses have started yet another chapter in the history of education, known as virtual learning communities. While online instructors may start out teaching students from local areas, this particular opportunity has been changing over the past decade. In fact, many online instructors have noted an increase in a more diversified student population in their classes. Further, they have realized the need to update their teaching skills, practices and strategies in order to accommodate the changing needs of the learners in the classroom, as well as updating their own teaching portfolio. This paper will provide a brief overview of current recruitment and hiring methods used in the traditional hiring versus online hiring of educators. Also, this paper will address the growing concerns of current traditional teachers as they approach the decision to transition over to online learning and how to obtain proper online instruction. Finally, this paper will overview how one online university has approached online teacher training for both experienced instructors, as well as new teaching recruits as they prepare to transition from traditional classrooms over to virtual classes.
The Potential to Learn: Pre-Service Teachers? Proposed Use of Instructional Strategies for Students with a Learning Disability
Author: Woodcock, Stuart
Date: 2010-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Educational Strategies,Teaching Methods,Learning Disabilities,Inclusion,Special Needs Students,Student Teacher Attitudes,Attitudes toward Disabilities,Preferences,Foreign Countries,Student Centered Curriculum,Comparative Analysis,Statistical Analysis

Over recent years, moves toward the inclusion of students with special needs in mainstream classrooms has brought about increasing attention to the way general education teachers perceive these students. Commensurate with this has been a growing interest in what may constitute educational success for children with special needs in mainstream classrooms, plus the ability of general education teachers to provide effective and appropriate instruction for them. It is known that teachers form beliefs about the process of teaching during their pre-service training and also that once a belief has been held for a long time, it becomes extremely difficult to change (Bandura, 1977, and Liljedahl, 2005). With learning disabilities being one of the most common disabilities in the classroom (Clark, 1997, and Clark &amp; Artiles, 2000), it was considered that the need to further explore pre-service teachers' perceived use of instructional strategies in relation to students who have what is termed learning disabilities, is indeed critical. This study looked at the instructional strategies Australian pre-service teachers reported they would use for students with a learning disability compared to students without a learning disability. The findings show that pre-service teachers favour more direct teacher-centred instructional strategies for students with a learning disability and more learner-centred instructional strategies for students without a learning disability. The greatest discrepancy in strategy use between the two groups of students was the higher cognitive level instructional strategies within a learner-centred environment. Pre-service teachers would use these strategies more frequently with students who do not have a learning disability. Implications for future practice and recommendations for future research are presented.
Academic Performance, School Desertion and Emotional Paradigm in University Students
Author: Sosa, Emma Rosa Cruz
Date: 2010-07-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Academic Persistence,Academic Achievement,Accounting,Business Administration Education,Questionnaires,Potential Dropouts,Student Attitudes,Influences,Family Influence,Economic Factors,Social Influences,Parent Child Relationship,Stress Variables,Attention,Learner Engagement,Majors (Students),Career Choice,Scheduling,Paying for College,Low Income

The present work aims to describe academic performance, school desertion and the emotional paradigm of the university students of the accounting school of the Benemérita Universidad Autónoma de Puebla (FCPBUAP). We have found that low academic performance is related to students' economic deficiency, which affects their concentration on their studies, as well as the realization of works and tasks assigned. Schedules offered by university cause conflict with their paid work schedules, provoking difficulty in planning and organizing their scholastic and labor activities. The low wages of the students and their parents cover neither personal nor academic needs (books, materials, computer). Other factors which affect academic performance and school desertion are: pregnancy, depression, family disintegration, stress, distrust, lack of communication, addiction, domestic violence, lack of respect, lack of communication, etc. therefore it is very common for students to be sad, unmotivated, frustrated, or to feel like leaving college; In addition, many of them did not choose their career by self-conviction, but by influence, family tradition or fashion. Furthermore, the lack of understanding of educational authorities discourages students.
Online Teacher Education--What Are the Results
Author: Faulk, Neil
Date: 2010-11-00
Type: Journal Articles
Subjects: Teacher Education,Web Based Instruction,Electronic Learning,Administrator Attitudes,Superintendents,Principals,Likert Scales,Online Surveys,Public Schools,Negative Attitudes,Classroom Techniques,Student Diversity,Special Needs Students,Teaching Methods,Interpersonal Competence,Teacher Selection

This study examined Louisiana public school administrator perceptions of online teacher education. Of primary concern were superintendent and principal perceptions of online teacher education as it exists today. Data for the study were collected through the use of a survey questionnaire. The survey consisted of nine items where participants were asked to respond to a Likert scale format and one open-ended question in which respondents were asked to provide comments or suggestions regarding online teacher education. The researcher used regular and electronic mail to survey all of the sixty-nine superintendents of public school districts of Louisiana. Electronic mail was used to survey a randomly chosen sample of one-hundred-fifty public school principals of Louisiana. Forty-eight superintendents responded to the survey which represented a response rate of sixty-nine percent. Eighty-eight principals responded to the survey which represented a response rate of fifty-eight percent. Based on the limitations of the study the following conclusions were made: 1) Administrator perceptions of online teacher education appear to be much more negative than positive; 2) Administrator perceptions of online teacher education are negative in terms of teacher preparation for the areas of classroom management, student diversity and special needs, the social aspects of teaching, and teacher methodology/pedagogy; 3) Administrator perceptions of online teacher education appear to be positive in terms of preparing teachers for the theories of teaching and learning; 4) A large majority of administrators have moderate to strong reservations in hiring teachers that have been primarily trained online. Louisiana public school administrators appear to be open-minded to this new methodology but appear to be unconvinced that it will prepare teachers for the challenges that teachers now face. Results agree with earlier results in another region of the country.
Getting to Finished: Strategies to Ensure Completion of the Doctoral Dissertation
Author: Holmes, Barbara D.
Date: 2010-07-00
Type: Journal Articles
Subjects: Graduate Students,Doctoral Programs,Doctoral Dissertations,Instructional Leadership,Academic Persistence,Cooperation,Learning Strategies,Self Management,Focus Groups

This paper reports the results of focus group conversations with thirty-four doctoral students enrolled in an educational leadership program. Doctoral students were asked to provide suggestions and strategies used to complete the doctoral dissertation. The results of these conversations reinforce the value of the collaborative cohort and the proactive interdependence students experienced as a result of working together. These findings highlight the need to examine how doctoral students experience the university context particularly as it relates to the dissertation phase of study.
Can We Have Fries with That, Please? Nutrition and Physical Activities among College Students
Author: Monteiro, Andreia C.
Date: 2010-11-00
Type: Journal Articles
Subjects: College Students,Nutrition Instruction,Nutrition,Physical Activities,Obesity,Body Weight,Health Behavior,Exercise,Well Being,Ethnicity,Gender Differences,Eating Habits,Knowledge Level,Hypothesis Testing,Correlation,Statistical Analysis

Obesity is a growing health and socioeconomic issue in the United States. College students are an important part of the alarming statistics involving weight gain. This study investigated how nutrition behaviors and physical activity modified students' perceptions of body weight and nutrition knowledge. Furthermore, the study assessed gender and ethnicity as modifiers of nutrition behaviors, self-perception of body weight, and exercising habits among college students.
Collaborative Team Testing to Support Individual Learning: Can Teamwork Motivate Learning?
Author: Stelzer, Leigh
Date: 2010-12-00
Type: Journal Articles
Subjects: Teamwork,Learning Motivation,Cooperative Learning,Tests,Hypothesis Testing,Achievement Gains,Student Improvement,Scores,Group Dynamics

A challenge in the contemporary classroom is that many students do not prepare for class. While technology is a boon in the classroom it can often be an apathy-fostering distraction. To encourage greater student preparation a course was designed with 4 quizzes to be taken first as individuals and then as members of predetermined teams. We reasoned that students knowing they would be quizzed on the chapter material would be motivated to prepare for the quiz on the assigned day. It was hypothesized that team spirit would lead students to higher levels of performance. We reasoned that students, believing other members of the team were depending on them, would be motivated to prepare for the quiz. While a majority showed no improvement, a minority who expressed team spirit did show gains.
Evaluative Study of M.A. Education Programmes of Teacher Education at Higher Education Level in Pakistan
Author: Fatima, Jabeen
Date: 2010-12-00
Type: Journal Articles
Subjects: Foreign Countries,Program Evaluation,Masters Programs,Teacher Education Programs,Comparative Analysis,Teacher Educators,Teacher Attitudes,Administrator Attitudes,Preservice Teachers,Student Attitudes,Questionnaires,Statistical Analysis,Teaching Methods,Admission Criteria,Curriculum Development,Time to Degree,Educational Practices,Preferences,Semester System,Theory Practice Relationship

The study was aimed at evaluating the MA Education Programme of teacher education in Pakistan. Post-graduate teacher's training institutes in Pakistan grant the Master of Education (MA/M.Ed.), Master of Philosophy (M.Phil) and Doctor of Philosophy (Ph.D) post-graduate degrees in the field of education to enhance the careers and accelerate the professional development of educators. The population of the study was all heads and teachers of education departments of public sector universities and government colleges of education and prospective teachers enrolled in public sector universities and government colleges where the Master degree of Education (MA Education) programme was offered. The sample of 20 heads of public sector universities and government colleges of education, 56 teacher educators of 10 public sector universities and 10 government colleges of education, and 200 prospective teachers enrolled in public sector universities and government colleges of education departments, where the Master degree of Education (M.A./M.Ed.) was offered in Pakistan, was selected through cluster random sampling. For the collection of data, three questionnaires--one each for heads of institutions, teacher educators and prospective teachers--were developed. For analysis, chi-square as the contingency test, was applied for identifying the trends from the frequency of responses of each questionnaire item. It was concluded that the teaching faculty of the MA education programme was using a variety of teaching methods according to the nature of objectives, content and students. Evaluation systems for students of the MA education programme were found satisfactory. It is recommended that required changes be introduced in admission criteria, curriculum, duration of degree programme, teaching-practice, research work, rewards and incentives of existing MA Education Programme in Pakistan.
Student Housing: Trends, Preferences and Needs
Author: La Roche, Claire Reeves
Date: 2010-10-00
Type: Journal Articles
Subjects: College Housing,Dormitories,Trend Analysis,Preferences,Student Needs,Student Surveys,Undergraduate Students,Expectation,Construction (Process),School Construction,Costs

To attract and retain students, universities are confronted with increased demand to provide housing options that meet the new expectations of the millennial generation. Recent trends and housing preferences are examined. The results of surveys detailing some of these new demands and how universities are attempting to address these demands are discussed. Additionally, universities are under pressure to efficiently use their limited resources and, as government support for higher education declines, public universities are seeking other sources of funding for major projects. Suggestions are made for unique partnering and financing options.