ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Preferences in Using Affordable Learning Materials to Teach Research Methods Online
Author: Grant, Phillip D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preferences,Student Costs,Instructional Materials,Research Methodology,Courses,Electronic Learning,College Students,Teacher Developed Materials,Open Educational Resources,Student Attitudes

This basic qualitative study assessed students' perceptions of affordable learning materials in an asynchronous master's level research methods course at a regional university. Students preferred instructor-created mini-lectures (45%) more than required readings (39%), supplementary items concerning a specific topic (7%), sample studies (5%), CITI training modules (3%), and continuing education materials (2%). We found that students tended to prefer material that offered foundational information about research methods. Students also preferred material that &quot;translated&quot; academic language. Students preferred materials that were compatible with their perceived learning style. Finally, students preferred materials that related research methods to their own professional practice.
Eureka! An Early Career Designer&apos;s Insight on the Design Process
Author: Lunga, Makhosazana L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Video Technology,Instructional Design,Asynchronous Communication,Educational Technology,Higher Education,Educational Facilities,Access to Education,Training,Cognitive Processes,Difficulty Level

This design case presents an early career designer's reflection on the design and design narrative from an asynchronous video tutorial, reflecting on the unexpected obstacles of the process and unintended consequences of certain design decisions. The first author designed a tutorial for a non-academic department of a large southeastern university. The first author was an early career instructional designer at the time of this design. She shares insights that she gained through this design process, reflecting on developing communication strategies for working with the client and other stakeholders, as well as the critical moments where she might have avoided design failures. The second author mentored her and supported the design case's development. He has included reflection notes in the article in key locations where common challenges to writing the case appeared. This design case details how assumptions and infrequent communication, or communication that lacked vital details, impacted the design process. It offers readers pivotal discoveries that figured prominently in the final design and compelled the designer to reflect on how the design came to be as it was. The case aims to share the precedent embodied in the design (Howard et al., 2012). This case is presented not to generalize about all cases but rather to offer readers the opportunity to find their own utility in the narrative and reflections. We hope that sharing this experience of reflecting on design inspires creativity in overcoming challenges to communication and collaboration.
Students&apos; Experiences of Participation in a Research Team: Evaluation of a Research-Based Teaching Activity in Higher Education
Author: Carlson, Elisabeth
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Experience,Participation,Research Projects,Teaching Methods,College Students,Curriculum Evaluation,Foreign Countries,Student Attitudes

In Sweden as well as internationally the teaching and research nexus has been described as the defining characteristics of higher education promoting generic skills such as information analysis and critical reflection.Vertically Integrated Projects has been proposed as one educational strategy where research and teaching are linked by inviting students to take active part in actual research projects. The strategy is well aligned to Scholarship of teaching and learning enabling the transition from a teacher-centred accepted knowledge to a student-centred perspective where students are invited as producers of knowledge. The aim of the current study was to explore students' experiences of participation in a research-based learning activity with academia and industrial partners, designed as a qualitative explorative study using focus group interviews. Findings describe not only factors students find motivating for learning, but also their experience of being part of professional life with its benefits and challenges.
The Effects of a Syllabus on Students&apos; Perceptions of the Motivational Climate in a Course
Author: Jones, Brett D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Course Descriptions,Student Attitudes,Student Motivation,Language Usage,Course Organization,Undergraduate Students,Models,Student Empowerment,Difficulty Level

A course syllabus can affect students' perceptions of the motivational climate within a course. Yet, few researchers have conducted experimental studies of students' perceptions of syllabi in courses in which they were currently enrolled. The purpose of the present studies was to assess the extent to which syllabi language and organization affected students' motivation-related perceptions in hypothetical and real courses. In Study 1, undergraduate students reported their motivation-related perceptions for hypothetical syllabi statements about the course overview, late submissions, attendance, and use of electronics. Statistically significant differences in perceptions were documented between different types of syllabi statements. Study 2 was an experimental study in which students in a &quot;real&quot; course were randomly assigned either a regular syllabus or one that was designed to increase their motivation-related perceptions. No statistically significant differences were documented between the two groups for students' motivation-related perceptions. Implications for instructors and researchers are provided.
Informal Learning: The Design and Development of an Exhibition
Author: Martin, Daniel
Date: 2022-00-00
Type: Journal Articles
Subjects: Informal Education,Instructional Design,Exhibits,Museums,Independent Study,Media Selection,Interaction,Voting,Art Products,Graduate Students

This paper describes the development and execution of an exhibition in an academic museum setting. The exhibition is presented as a self-directed learning intervention. The development process included conceptual development, the selection of exhibition materials, the creation of didactic written materials, spatial arrangement of the materials, organizing the flow and interaction of the exhibition, and analysis of the results of the exhibition. We find that interactivity is a viable means to drive interest in the subject(s) of an exhibition and that crowds can make informed decisions about the perception of displayed objects. We propose that interactive didactic exhibitions such as this show potential for successful self-directed learning in a variety of contexts and that further study of the results of such exhibitions are necessary.
Orientation Online: The Surprising Benefits of Virtual New Faculty Orientation
Author: Herman, Kristin
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Orientation,Models,Distance Education,Educational Technology,Computer Assisted Instruction,Internet,COVID-19,Pandemics,Program Design,Asynchronous Communication,Synchronous Communication

This design case documents the reimagination of new faculty orientation for a mid-sized public university due to the COVID-19 global pandemic. This fully virtual iteration was facilitated during the summer of 2020 and is compared both to previous in-person iterations of new faculty orientation as well as a blended modality version of the orientation program offered in 2021. The redesign is explained using language from Puntedura's (2006) Substitution- Augmentation- Modification- Redefinition (SAMR) model of technology application in distributed learning. Such terminology provided a helpful common vocabulary for a design team pressured to determine which elements of orientation needed to be fully reimagined for successful virtual implementation and where simple substitution would suffice. A description of synchronous elements from the fully virtual orientation as well as artifacts from the asynchronous portions is included. A lack of formal evaluation for the reimagined new faculty orientation space is shared as an element of design failure. The informal evaluation uncovered attendee appreciation of both flexibility and recursiveness, feedback our design team used to combat criticism of a lack of attention during virtual events. The paper concludes with a reflection on the need for transparent communication between event attendees, event designers, and other key invested partners (such as university administration) if the benefits of virtual orientation programming are to be adopted for our institution beyond emergency modalities.
Designing Intensive Mode Science Subjects: Improving the Student and Teacher Experience
Author: Huber, Elaine
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,College Faculty,Undergraduate Students,Teacher Attitudes,Student Attitudes,Instructional Design,Science Achievement,Student Experience,Foreign Countries,Science Education

Intensive mode delivery (IMD) of subjects and courses offer a flexible option for today's diverse student body, many of whom juggle work and carer responsibilities alongside study. However, little focus has been placed on the detailed design of IMD for different teaching roles. Responding to a call for science specific data, we investigated students' and staff perceptions of learning and teaching in IMD undergraduate science subjects. Using data collected via student surveys and teacher interviews, we present our findings through the transition pedagogy framework which will help learning designers and teachers make quality design decisions. We found students and staff identified positive aspects of IMD, such as accelerating progression, high engagement, and smaller class size. The challenges with IMD include the intensity associated with workload. In most subjects, student attainment was higher in IMD compared to standard delivery over a semester. By comparing the perceptions to achievements, we examine the implications for designing positive and effective student learning experiences for IMD in science subjects.
Evaluation of Emergency Remote Teaching during COVID-19 Lockdown in a Spanish University
Author: Calderon, Kevin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,COVID-19,Pandemics,College Faculty,Teacher Attitudes,College Students,Student Satisfaction,Instructional Effectiveness,Educational Improvement,Educational Change,Teaching Methods,Educational Technology

The lockdown caused by the pandemic resulted in the closure of schools and universities. Professors had to adapt their subjects to be taught remotely to continue their classes, and students had to cope with various personal situations such as isolation, and returning to their countries. Ensuring that the quality of teaching was maintained would usually have required months of planning and design. In contrast, these changes had to be made in a few days, which is why this situation could be considered as Emergency Remote Teaching (ERT). The objective of this article is to evaluate the teaching of our faculty during this period using the CIPP model (Context, Input, Procedure and Product), which is especially focused on educational projects among others. The university was able to maintain teaching during this period despite the difficulties of the transition. In addition, evaluation surveys show that the satisfaction of professors and students was also maintained. This was possible thanks to the order and clarity transmitted from university authorities and the commitment of the professors, despite their increased workload. This knowledge is important to ensure a better response by universities in future emergencies.
Making the Transition from On-Campus to Online Learning: Pre-Service Teachers&apos; Experiences of Online Learning as a Result of COVID-19
Author: Muir, Tracey
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,COVID-19,Pandemics,Electronic Learning,Educational Technology,Educational Change,Learner Engagement,Student Attitudes,Foreign Countries,Communities of Practice,Inquiry,Mathematics Education,Teacher Student Relationship,Interpersonal Relationship

Online learning is rapidly becoming the preferred study option for many higher education students, due to its accessibility, convenience and flexible teaching arrangements. For other students who have access to a university campus, their preferred option is to attend on-campus classes, where advantages include synchronous interaction with peers, lecturers and access to practical experiences, materials, and resources. The impact of COVID-19 resulted in interruptions to social, economic, cultural, and educational life, with social distancing measures and health and well-being concerns leading to widespread restrictions in numerous different contexts. Universities throughout Australia restricted access to campuses and shifted their teaching of classes to purely online delivery. This shift posed many challenges for students and staff as ways of teaching and learning were reconceptualised. This paper examines the experiences of two different cohorts of pre-service teachers from two different universities who were studying full-time on-campus at the time when the restrictions were applied and reports the impact the shift to online had on cognitive, social and teaching presence within a model of community of inquiry. The findings indicate that despite the challenges involved with the rapid transition to online delivery, participants were able to identify the presence of core elements of the model, and how these factors impacted upon their engagement with the course.
Impact of Chatbots on Student Learning and Satisfaction in the Entrepreneurship Education Programme in Higher Education Context
Author: Vanichvasin, Patchara
Date: 2022-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Teaching Methods,Graduate Students,Best Practices,Artificial Intelligence,Masters Programs,Student Attitudes,Learning Processes,Foreign Countries,Computer Software,Computer Mediated Communication,Likert Scales,Task Analysis,Natural Language Processing

There are many ways to learn how to be entrepreneurs and one of the powerful ways is to learn from successful entrepreneurs. However, it is difficult to reach and interview those entrepreneurs about their best practices in doing business in real lives. Chatbot technology can come into play in mimicking conversation of successful entrepreneurs and providing pre-programmed responses of their best practices drawn from interviews published in newspapers, books and articles. Therefore, this research aimed to examine the impact of chatbots in the form of successful entrepreneurs with 24 first-year graduate students, who enrolled in a master's degree of entrepreneurship education at Kasetsart university. Data analysis involved mean, standard deviation, frequency, percentage, and content analysis. The research findings showed that the developed chatbots were appropriate at a very high level (Mean= 4.75, S.D. = 0.22). The impact of chatbots was positive. Students perceived that their learning was better and their satisfaction was at a very high level (Mean = 4.65, S.D. = 0.44) with thoughts that chatbots were an interesting, innovative, and fun teaching way. This study indicated that chatbot technology positively impacted student learning and satisfaction. It can be implemented as a powerful tool to teach entrepreneurship in entrepreneurship education programmes in higher education context.
A Comparative Study on the Forecast Models of the Enrollment Proportion of General Education and Vocational Education
Author: Chen, Qiongqiong
Date: 2022-00-00
Type: Journal Articles
Subjects: Prediction,Enrollment,General Education,Vocational Education,Accuracy,Reliability,Models,Foreign Countries

Predictive research on the enrollment proportion of general education and vocational education is crucial to optimizing the regional talent structure and industrial structure adjustment. The reasonable enrollment proportion of general education and vocational education also plays an important role in the adjustment of the overall employment structure and the development of the regional economy. Therefore, it is imminent to seek a more accurate and reliable prediction model of the enrollment proportion of general education and vocational education. Based on the grey prediction model, exponential smoothing model, ARIMA model and BP neural network, and with the data of the enrollment proportion of all regions in China from 2010 to 2018 as the data sample, the enrollment proportion of each region in 2019 is predicted. By comparing the predicted values with the real values, it is found that the exponential smoothing model has the best accuracy and stability for the enrollment proportion of general education and vocational education forecast. Exponential smoothing model is used to predict the number of high school enrollment and vocational education enrollment, which is of great significance to ensure the reasonable structure of human resources in various regions and promote the coordinated development of the education system.
Common Errors of Using Gerundial and Infinitival Forms in EFL Learners&apos; Writing
Author: Jama, Itithaz
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Error Patterns,Morphemes,Writing (Composition),Undergraduate Students,Grammar,Paragraph Composition,Cooperative Learning

This research focused on the common errors that EFL learners included in their writing. The frequent errors that the study focused on were at the micro level, specifically the structures that related to gerund and infinitive forms. The participants were selected from the English language department at one of the Saudi universities. They were undergraduates and passed the &quot;English Grammar 1&quot; course in the program and were ready for the &quot;English Grammar 2&quot; course. In this study, the participants passed through two phases. In the first phase, they wrote one paragraph individually in the midterm examination. In the following phase, they chose their group and wrote a paragraph during class time. In both phases, students received clear instruction including the topic, the grammatical rules, and the minimum number of sentences. The only difference was that students were allowed to discuss for ten minutes before writing their paragraphs in the second phase. To analyze the data, common errors were identified and classified from writing as groups and individual writing based on gerunds and infinitives. Then, the comparison between common errors was employed to understand learners' written production when working individually and in groups. The results indicated that learners easily used infinitives better than gerunds. Learners also overused specific words to ensure that they used gerund and infinitive in the correct form. Finally, the same common errors were found and identified in their individual writing and as groups.
Comparing Teachers&apos; and Students&apos; Perspectives of Student Engagement in Higher Education: Between Performativity and Invisibility
Author: Padilla-Petry, Paulo
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Comparative Analysis,Learner Engagement,College Students,College Faculty,Foreign Countries

Student engagement in higher education has been studied from various perspectives, but few studies have compared teachers' and students' perspectives on the subject. Considering that student engagement may be reduced to a performativity scarcely related to learning outcomes and that a good deal of it may be invisible to teachers, further studies are needed to contrast teachers' and students' views of student engagement in higher education. This article presents the results of a quantitative study about definitions and indicators of student engagement carried out with 118 students and 45 teachers of Law, Education and Nursing from two Catalan public universities (Spain). The results confirm the performativity associated with the concept by both teachers and students, and reveal that students may appreciate silent and invisible engagement more than teachers. The results also show that teachers may conflate signs of student engagement with good academic results and learning, risking an oversimplification of both student engagement and learning.
Sustaining Education by Actualizing Affordances of Social Media Platforms during the Pandemic
Author: Ali, Naser G. H.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Media,Teaching Methods,Affordances,Student Attitudes,Pandemics,COVID-19,Electronic Learning,Distance Education,Educational Benefits,Interaction,Feedback (Response),Cooperation

This paper draws on the affordances theory and investigates the ways in which pre-service teachers are sustaining social media uptake in learning by taking advantage of the opportunities afforded by the new delivery methods during the pandemic. This research is part of a descriptive mixed methods study. A questionnaire and in-depth, qualitative interviews were used to explore pre-service teachers' perceptions of the affordances of social media platforms for learning and the actualization of those affordances. The survey and interview data were analyzed through the theoretical lens of affordance theory. The results suggest that the pre-service teachers actualized the affordances of social media by their knowledgeable use in a dynamic learning environment. The key findings are that the teachers perceived the social media applications to be flexible, useful and practical (functional affordances), bridges formal and informal learning and supported self-regulated learning (cognitive affordances), allowed pre-service teachers to assume new identities and discover learning as independent learners who had control over their learning (identity creation affordances), and fostered interaction and collaborative feedback (social affordances). Lack of guidance or lack of teacher presence was the main constraint. This research produces new knowledge and analysis and makes new theoretical contributions on the specific affordances of social media technologies. This study adds to and extends existing literature by contributing to an understanding of the actualization of the affordances of social media platforms.
Examining the Reliability and Validity of a Mongolian Version of the Student Online Learning Readiness Instrument Using Exploratory and Confirmatory Factor Analysis
Author: Miyejav, Itgel
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Reliability,Test Validity,Foreign Countries,Learning Readiness,Electronic Learning,Factor Analysis,Undergraduate Students,Test Construction

This study examines the reliability and validity of a Mongolian version of the Student Online Learning Readiness (SOLR) instrument in the Mongolian context. The instrument consists of 20 items used to evaluate technical competencies, social competencies with instructor, social competencies with classmates, and communication competencies. One thousand seven hundred and eight-six undergraduate students at the National University of Mongolia in Ulaanbaatar, Mongolia, participated in this study. Data were randomly split into two groups. The four-factor structure of the SOLR instrument explained 69.355% of the variance in the pattern of relationships among the items in the first half-sample. All four competencies had high reliabilities (all Cronbach's alpha values were 0.84 or higher). The validity of the four-factor structure of the Mongolian-language version of the SOLR model was confirmed with the deletion of one item that cross-loaded on multiple factors. Confirmatory factor analysis confirmed the validity of the hypothesised model of the 19-item structure of the Mongolian-language version of the SOLR instrument using the second half-sample.