ethanporcaro/eric-fulltext-meta huggingface dataset:
Postgraduate Online Teaching in Healthcare: An Analysis of Student Perspectives
Author: Forde, Cuisle
Date: 2020-03-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Online Courses,Program Effectiveness,Exercise,Expectation,Academic Standards,Time Management,Student Responsibility,Achievement,Competence,Barriers,Technology Uses in Education,Allied Health Occupations Education,Foreign Countries

The use of online learning in postgraduate teaching has increased dramatically in recent years. Health-care professionals can benefit from the flexibility afforded by online learning to fulfil their continuing professional development goals. Understanding student expectations, concerns, and experiences of such courses is crucial for the development and successful facilitation of this education modality. The aim of this paper was to examine student perspectives of an online postgraduate certificate in clinical exercise prescription. A set of recommendations based on these findings was also created which may serve to inform those involved in online education. Students expressed their expectations and concerns about taking the course before it began, and completed surveys on their experience after module completion. A multi-method approach using both qualitative content analysis and quantitative survey analysis was used to analyze student responses on the online modules in the virtual learning environment. Students (n = 19) had a combination of academic, personal, and clinical expectations entering the course. Concerns entering the course included ability to reach academic standards set by the course due to personal circumstances or lack of academic ability; the ability to manage time and workload; and the online nature of the course. Students felt supported throughout the course, although some had difficulties keeping up with the workload or managing their time. Results of this study can be used to inform the structure and coordination of online modules, in particular in the postgraduate healthcare setting.
Purposeful Interpersonal Interaction in Online Learning: What Is It and How Is It Measured?
Author: Mehall, Scott
Date: 2020-03-00
Type: Journal Articles
Subjects: Interaction,Online Courses,Educational Technology,Interpersonal Relationship,Distance Education,Teaching Methods,Feedback (Response),Cooperative Learning,Emotional Response,Evaluation Methods,Interpersonal Communication,Instructional Design,Technology Uses in Education,Learner Engagement

Despite extensive studies surrounding the topic of interaction in online learning, faculty are often still relegated to an attempt at replicating their face-to-face course interactions in the online environment. Interpersonal interaction is a necessary yet nebulous concept in online learning. This paper attempts to build a quality lens to view interpersonal interaction in online learning through purposeful interpersonal interaction (PII) by exploring types of interpersonal interaction demonstrated in the literature to lead to better student outcomes. PII encompasses three main types of interaction: purposeful interpersonal instructional interaction, purposeful social interaction, and supportive interaction. These interaction types have been associated with important student outcomes like perceived learning, satisfaction, and academic achievement. Robyler and Wiencke's (2003) rubric for assessing interactive qualities of distance courses (RAIQDC) includes many of the concepts identified as important to PII and has been established as a valid and reliable tool for assessing the amount of quality interpersonal interaction that occurs in an online course.
Shifting Teaching and Learning in Online Learning Spaces: An Investigation of a Faculty Online Teaching and Learning Initiative
Author: Richardson, Jayson W.
Date: 2020-03-00
Type: Journal Articles
Subjects: Electronic Learning,Web Based Instruction,College Faculty,Faculty Development,Blended Learning,Teacher Attitudes,Educational Innovation,Barriers,Online Courses,Adoption (Ideas)

This article presents results from a study of a year-long, teaching and learning center-directed, professional development initiative that focused on both the technology and the pedagogical supports for online and blended course delivery at a research university. The purpose of this mixed methods study was two-fold. The first purpose was to investigate pedagogical changes that occurred as a result of the professional development that included a year-long faculty learning community by exploring influences on pedagogical changes. The second purpose was to understand the perceptions of the diffusion of innovations (DOI) characteristics that influenced the level of adoption of online/blended teaching by faculty participants. A survey was used to measure the perceived characters of innovation as defined in the theoretical framework. Following the survey, one-on-one interviews that were linked to the DOI theoretical framework were conducted to better understand those characteristics. The results presented herein focus on barriers, challenges, and successes of adopting e-learning pedagogy in these online and blended learning environments.
Social Media Learning Activities (SMLA): Implications for Design
Author: Zgheib, Ghania E.
Date: 2020-03-00
Type: Journal Articles
Subjects: Teaching Methods,Social Media,Learning Activities,Program Design,Cognitive Processes,Knowledge Level,Technology Uses in Education,Educational Technology,Electronic Publishing,Web Sites,Collaborative Writing,Integrated Learning Systems,College Faculty,College Students

This study explored how experienced faculty are using social media to support student learning. It analyzed the types of social media learning activities (SMLAs), their design, the cognitive processes that they support, and the types of knowledge that students engage in when completing SMLAs. Data gathered from five different cases of six faculty using social media in their courses revealed that social media has the potential to support student learning and promote different levels of cognitive processes and types of knowledge. Results also revealed that experienced faculty select social media tools based on their technology features or their popularity in the field of study, and they recommend integrating several media sources in the design of a single SMLA. Furthermore, this study suggested that experienced faculty who use social media, specifically wikis and blogs, use them as Learning Management Systems (LMS). Finally, the social factor of social media was not evident in the design of the learning activities, and faculty reported promoting more dialogue in their revised SMLA. The findings of this study yielded significant considerations for faculty when designing SMLA.
The Role of an Interactive Visual Learning Tool and Its Personalizability in Online Learning: Flow Experience
Author: Ha, Young
Date: 2020-03-00
Type: Journal Articles
Subjects: Electronic Learning,Individualized Instruction,Visual Learning,Instructional Effectiveness,Difficulty Level,Attention,Scores,Student Satisfaction,Computer Assisted Instruction,Learner Engagement,Interaction,Psychological Patterns,Undergraduate Students,Motivation,Color,Young Adults,Learning Processes,Web Sites

The purpose of this study was to examine the effect of interactive online learning tools on college student learning using flow as the guiding perspective. Study 1 was conducted to test the effect of online interactivity manipulated by dynamic visual learning tools on student's flow experience, level of telepresence, actual performance on tests, and perceived values of such activities. Study 2 was designed to test the effect of personalizability of difficulty levels in the interactive online activity on students' learning experience. The results found that interactive online learning tools can facilitate student's active learning process by increasing attention, curiosity, and interest about the online activity and by reducing awareness of physical surroundings. In addition, the interactive activity significantly improved students' test scores. This study also found that personalized difficulty options available in the interactive online activity significantly increased students' perceived hedonic value (i.e., enjoyment) of and the level of satisfaction with the activity. The results emphasize the critical role of interactive visual learning tools in the online activities in improving students' flow experience and actual performance. Personalizability of task levels is also recommended in online learning activities to increase students' perceived hedonic value and satisfaction with such online activities.
The Validity and Instructional Value of a Rubric for Evaluating Online Course Quality: An Empirical Study
Author: Lee, Ji Eun
Date: 2020-03-00
Type: Journal Articles
Subjects: Scoring Rubrics,Online Courses,Course Evaluation,Educational Quality,Teacher Student Relationship,Asynchronous Communication,Learner Engagement,Higher Education,State Universities,Validity,Instructional Design

This study investigates the validity and instructional value of a rubric developed to evaluate the quality of online courses offered at a midsized public university. This rubric is adapted from an online course quality rubric widely used in higher education, the Quality Matters rubric. We first examine the reliability and preliminary construct validity of the rubric using quality ratings for 202 online courses and eliminate 12 problematic items. We then examine the instructional value of the rubric by investigating causal relationships between: (a) course quality scores, (b) online interactions between students, instructors, and content, and (c) student course performance (course passing rates). A path analysis model, using data from 121 online courses enrolling 5,240 students, show that only rubric items related to &quot;learner engagement and interaction&quot; have a significant and positive effect on online interactions, while only student-content interaction significantly and positively influence course passing rates.
Didactic Engineering for the Treatment of Variation of Functions in Pre-University Level: The Increasing and Decreasing Cases
Author: Cabañas-Ramíre, Noé Oswaldo
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Concepts,Concept Formation,Secondary School Mathematics,Knowledge Level,Calculus,Undergraduate Students,Foreign Countries,Teamwork,Learning Activities,Teaching Methods,Graphs

This paper reports the results of the experimentation of a didactic engineering for the treatment of the sense of variation of functions with pre-university students. The theoretical references of the investigation are grounded in the theory of didactic situations and the methodological elements in the didactic engineering, the use of counterexample and the didactic strategy known as Scientific Debate in Mathematics Courses. As a result of the experiment, it was identified that the methodological resource allowed the students to develop construction processes of the concepts of increasing and decreasing functions; the dynamic context fostered intuitive ideas of increment and decrement, and intuition about the conditions involved; the debate and counterexample on the graphic and algebraic treatments allowed the establishment of the conditions that structure the formal definition of these concepts.
Effects of Distributed Leadership on Teachers&apos; Job Satisfaction, Organizational Commitment and Organizational Citizenship
Author: Samancioglu, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Power Structure,Participative Decision Making,Teacher Attitudes,Job Satisfaction,Teacher Motivation,Foreign Countries,Teacher Behavior,Elementary School Teachers

The aim of this study was to investigate the effects of distributed leadership on the teachers' job satisfaction, organizational citizenship behaviour and commitment. To this aim, Distributed Leadership Inventory (Hulpia, Devos, &amp; Rosseel 2009a), Job Satisfaction Scale (Andrews &amp; Whitney 1976), Organizational Commitment Scale (Meyer &amp; Allen 1991), and Organizational Citizenship Behavior Scale (DiPaola, Tarter, &amp; Hoy 2005) were applied to 344 teachers working at schools in Gaziantep city of Turkey. For the statistical analysis of the collected data standard multiple regression analysis was employed. Results of the study showed that distributed leadership had a statistically significant effect on teachers' job satisfaction, organizational citizenship behavior and organizational commitment. In terms of sub dimensions of the distributed leadership, while leadership functions dimension statically significantly affected job satisfaction, organizational commitment and organizational citizenship behavior; coherent leadership team subdimension affected only job satisfaction. Some recommendations for educational managers, policymakers and researchers in the area were made according to findings of the study.
Investigation into the Utilization of ICT Facilities for Teaching Purposes among University Lecturers: Influence of Gender, Age, Qualification and Years of Teaching Experience
Author: Yushau, Balarabe
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Teaching Methods,Higher Education,College Faculty,Age Differences,Teaching Experience,Gender Differences,Teacher Qualifications

This study investigates lecturers' level of utilization of ICT facilities for teaching purposes in Nigerian universities. A descriptive survey design was adopted for the study. And a questionnaire with a reliability of 0.907 was used for data collection. Data was collected at the Abubakar Tafawa Balewa University, Bauchi from a sample of 433 lecturers out of a population of 928. The results show that lecturers have the knowledge of using ICT facilities in teaching, however, they rarely use them in teaching. It was also found that lecturers' age and years of teaching experiences were significant factors influencing the level of ICT utilization in teaching. However, no significant difference was found due to gender and educational qualification. It was recommended among others that there should be regular sensitization programmes on the importance of using ICT facilities as it promotes students' learning and enhance their academic achievement.
The Impact of English Classics on Increasing Learners&apos; Motivation and Cultural Awareness: A Case in Turkish EFL Classes
Author: Kiziltan, Nalan
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Awareness,English (Second Language),Classics (Literature),Foreign Countries,Instructional Effectiveness,Cartoons,Positive Attitudes,Public Colleges,Second Language Learning,Student Motivation

The impetus behind the development of this research is to study the potential influence(s) of cartoons (caricatures) on L2 learners in terms of gaining cultural awareness and enhancing their motivation levels. To that end, three English classics in the form of cartoons, Great Expectations by Charles Dickens, Romeo &amp; Juliet by William Shakespeare, and Treasure Island by Robert Louis Stevenson have been determined for the experiment. In this quasi-experimental research design, 47 learners of English were asked to read these cartoons illustrated either with colourful or colourless pictures, whereas randomly selected 20 people in the population were only exposed to plain texts. An assessment form, statistically found valid and reliable, developed by the researchers after a comprehensive literature review and getting approvals of two professors in the field in content validity has been utilized in the study. Accordingly, the findings point out the fact that the first group who has aimed at learning the target language through cartoons has adopted more positive attitude towards the language and its culture. Briefly, the current research emphasizes the importance of cartoons in increasing learners' cultural awareness, motivation and educational accomplishments in the end.
Some Reflections on the Philosophy of Mathematics Education: A Denunciation of the Time and Content Arguments
Author: Izmirli, Ilhan M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Mathematics Instruction,Teaching Methods,Mathematical Concepts,Constructivism (Learning),Cultural Context,History,Course Content

Of all the arguments directed against presenting mathematical topics within a cultural and historical context, the most serious ones are those that we will refer to as the time and the content arguments. In this paper, after briefly describing these stances, we will endeavor to evaluate and refute their rationales using a social constructivist line of reasoning. To this end, we will first discuss the basic tenets of radical and social constructivism and then, through some simple concrete examples, show how social constructivism organically heralds the pedagogical methodology that imparts mathematical concepts in conjunction with their historical and cultural contexts.
The Use of Edmodo in Academic Writing Education
Author: Altunkaya, Hatice
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Language,Writing Instruction,Turkish,Teacher Education Programs,Comparative Analysis,Counselor Training,State Universities,Teaching Methods,Pretests Posttests,Academic Achievement,Computer Software,Writing Achievement,Foreign Countries

Academic writing intends to enunciate research findings in a certain discipline within the scientific world. The contents of the Turkish Language II course, offered in the spring semesters of the teacher training programs in education faculties, are based on academic writing skills education. The present study aims to determine the effects of Edmodo assisted academic writing education on student achievement. A quasi-experimental design with a pretest and post-test control group was used for the quantitative part of the present study, which employed a mixed research design. In the qualitative part, student opinions on Edmodo assisted education were retreived via a semistructured interview form. The study group consisted of 108 students, 54 in the experimental and 54 in the control group, who were enrolled in the spring semester of the 2018-2019 academic year in the Guidance and Psychological Counseling Program of a state university. The quantitative data was analyzed via SPSS and descriptive analysis was used to interpret qualitative data. The findings of the quantitative analysis indicated that the experimental group had higher academic writing achievement compared to the control group. The qualitative findings also revealed that students considered Edmodo assisted academic writing education useful.
The Effect of Faculty Professional Beliefs about the edTPA on Program Change and Student Performance
Author: Davis, Kathryn
Date: 2019-00-00
Type: Journal Articles
Subjects: Beliefs,Preservice Teachers,Performance Based Assessment,Teacher Educators,Positive Attitudes,Teacher Effectiveness,Curriculum Development,Scores,Program Effectiveness,Video Technology,Reflective Teaching,Academic Language,Classroom Techniques,Pretests Posttests,Faculty Workload,Stress Variables

The edTPA Teacher Performance Assessment was recently implemented at a regional public university to replace the previous paper-and-pencil evaluation of candidates' teaching effectiveness. To determine the teacher educators' professional beliefs toward using the edTPA as an assessment of readiness to teach, semi-structured interviews were conducted with 17 full-time teacher educators from 11 content areas after 2 full implementations of the edTPA. Qualitative findings consisted of themes related to both positive and negative professional beliefs toward the edTPA as an assessment instrument, as well as positive professional beliefs resulting in curriculum and program revisions. Quantitative findings regarding faculty professional beliefs affecting candidate scores on the edTPA showed no significant association. The most significant finding of this study was that faculty had more positive than negative professional beliefs toward the edTPA implementation.
Focusing on Actors in Context-Specific, Data-Informed Theories of Change to Increase Inclusion in Basic Education Reforms
Author: Smith, Mariam
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Social Theories,Educational Theories,Indigenous Populations,Social Change,Social Justice,Bilingual Education,Second Language Learning,Multilingualism,Educational Strategies,Inclusion,Childrens Rights

This article describes an actor-focused approach to creating a theory of change that is context-specific, grounded in an understanding of local historical, cultural, linguistic, and social realities, and inspired by a commitment to social justice in education reform. In 2019, the authors completed a research evaluation of the Government of Cambodia's inaugural Multilingual Education National Action Plan designed to increase inclusion of Indigenous children in basic education. The project mandate included constructing a theory of change. Using the participatory approach of Outcome Harvesting, data were obtained about behavioral changes among actors implementing and affected by the plan. Qualitative data analyses identified 115 behaviors distributed across 15 categories of actors in the education system, and uncovered assumptions and experiences of change processes and relationships. The authors created a generic theory of change mandated by the commissioning body for the evaluation. It was unidirectional and institution-centered, focused on objectives, strategies, outputs, and outcomes. To provide a more nuanced, inclusive, context-specific and potentially useful representation of change processes, the authors drew upon the behavior change data to construct a second, actor-focused theory of change. Additionally, the authors constructed a third theory of change showing education strategies in the current context compared to internationally accepted best practice in multilingual education. This study illustrates a focus on manifest behaviors and relationships among actors in theories of change. Actor-focused frameworks that describe situationally specific, participatory action and reciprocal learning can promote inclusive, sustainable, systems-level change toward children's right to meaningful quality basic education.
A Method to Increase the Power of Monte Carlo Method: Increasing the Number of Iteration
Author: Koçak, Duygu
Date: 2020-00-00
Type: Journal Articles
Subjects: Monte Carlo Methods,Item Response Theory,Educational Research,Test Items,Error of Measurement,Intervals,Sample Size

Iteration number in Monte Carlo simulation method used commonly in educational research has an effect on Item Response Theory test and item parameters. The related studies show that the number of iteration is at the discretion of the researcher. Similarly, there is no specific number suggested for the number of iteration in the related literature. The present study investigates the changes in test and item parameters resulting from the changes in MC simulation studies based on Item Response Theory. In this respect, the required number of iterations is determined through IRT three-parameter logistics model test and item parameters under different conditions regarding sample size, item number, and parameter restrictions. The results indicate that estimate error can be lowered to a specific point and the test information increases as the number of iterations is increased and that the required number of iterations decreases as the sample size gets larger. However, it is also observed that the required number of iterations increases when intervals that would restrict parameters during data generation process are defined. It is concluded that the number of iterations has a significant impact on estimate results in MC studies and that the required number of iterations depends on the number of conditions and their levels. The more complex and featured the conditions are, the higher number of iterations will be required to achieve estimates without errors.