ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effectiveness of Peer Review of Teaching When Performed between Early-Career Academics
Author: Woodman, Richard J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Evaluation,Teacher Evaluation,Formative Evaluation,Beginning Teachers,College Faculty,Teaching Experience,Teacher Attitudes,Case Studies,Educational Philosophy,Program Effectiveness,Teacher Effectiveness,Observation

The success of peer review of teaching (PRT) in shaping teaching practice during an academic's formative years may depend on the peers' teaching experience and the frequency of evaluation. Two Australian early-career University lecturers with no previous experience of peer review performed a single PRT on one another following a one week academic development program, a mandatory exercise for all new academic staff with teaching roles within the University. Their experiences were recorded and used in the development of a teaching philosophy. The same PRT was then repeated between the same 2 individuals for the purpose of mandatory peer evaluation some 5 years later and after gaining considerable teaching experience. This paper describes the perceived impact of the PRT process on their teaching philosophies and the potential limitations imposed by their inexperience in formative PRT and teaching itself. Despite this relative inexperience, both academics believed their initial PRT accelerated changes to their mainly teacher-focused knowledge-transfer approaches. This case study provides qualitative evidence that PRT programs can successfully shape teaching practice without the involvement of more experienced teaching faculty. Academic developers should highlight the importance of building collegiality and the scholarship of teaching and learning for early-career PRT participants.
Working in Triads: A Case Study of a Peer Review Process
Author: Grainger, Peter
Date: 2015-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Teacher Evaluation,Evaluation Methods,Foreign Countries,Teamwork,Teacher Collaboration,Case Studies,College Faculty,Models,Teacher Competencies,School Policy,Reports,Feedback (Response),Observation

Peer review of teaching has become an accepted educational procedure in Australia to quality assure the quality of teaching practices. The institutional implementation of the peer review process can be viewed as genuine desire to improve teaching quality or an imposition from above as a measure of accountability and performativity. One approach is to conduct the peer review process as a team or a triad, involving a group of three academics. This article reviews this process of peer review through the eyes of the participants. The results of the study indicate that the peer review process upon which this study is based, has the potential to not only significantly impact academics' pedagogy but to improve teaching confidence and associated benefits in regard to evidence based teaching for promotional opportunities.
On-Campus and Fully-Online University Students: Comparing Demographics, Digital Technology Use and Learning Characteristics
Author: Johnson, Genevieve M.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Freshmen,Online Surveys,Questionnaires,Comparative Analysis,Online Courses,Distance Education,Conventional Instruction,Technology Uses in Education,Metacognition,Student Characteristics,Age Differences,Expectation,Academic Achievement,Computer Mediated Communication,Student Motivation,Student Needs,Peer Relationship,Teacher Student Relationship,Foreign Countries,Language Usage,Native Speakers,English,Grades (Scholastic),Student Employment,Help Seeking,Self Efficacy,Study Habits,Reading Strategies

First-year university students (n = 185) completed an online questionnaire that allowed comparison of those who reported studying on-campus with those who reported studying fully-online. Independent sample t-tests compared the means of students in the two study modes on demographics, frequency of use of digital technology and metacognitive learning characteristics. Compared to students who studied on-campus, students who studied fully-online were older, more likely to be native English speakers and had lower expectations of academic achievement. Compared to students who studied fully-online, students who studied on-campus were more likely to use a computer to chat or tweet, had higher levels of extrinsic achievement motivation and expressed greater need for peer and teacher support for learning. Some differences between on-campus and fully-online students appear to be eroding; other differences persist. Implications for instructional practice are presented.
Introducing Educational Technologies to Teachers: Experience Report
Author: Thota, Neena
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Technology,Foreign Countries,Learning Theories,Instructional Design,Metacognition,Reflection,Teacher Education,Taxonomy,Constructivism (Learning),Alignment (Education),Curriculum Implementation,Technology Uses in Education,Praxis,Course Evaluation,Teacher Attitudes,Anxiety

The dramatic rise in use of digital media has changed the way learning is taking place and has led to new ways to teach with digital technologies. In this article, we describe the experiences of teaching a course that introduces educational technologies to teachers in Macau. The course design is based on connectivism, a learning theory for the digital age that emphasizes interaction with digital media and active engagement in sharing digital artefacts. The learning outcomes are constructively aligned with learning and teaching activities and assessments. We share the insights we gained of the learning needs and the disparity in the technological skills and competencies of the students. The course design is evaluated in terms of the students' learning outcomes and progress through the stages of learning with technology. We present evidence from journal writings that show metacognition, active reflection and critical evaluation, and we identify anxiety and increased confidence with digital tools, as well as concerns about group work. This article contributes to the discussion on teachers learning to teach with technologies.
Shedding Light on Students' Technology Preferences: Implications for Academic Development
Author: Mirriahi, Negin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Computer Attitudes,Technology Integration,Technology Uses in Education,Educational Technology,Higher Education,Blended Learning,Online Courses,Large Group Instruction,Instructional Design,Measures (Individuals),Student Surveys,Educational Assessment,Academic Achievement

This study built on previous research in 2010 to determine changes to students' current use of and expectations for future integration of technologies in their learning experience. The findings reveal a continued trend of conservative technology use amongst students but with a growing demand for more integration of technologies for assessment and administrative purposes, podcasts or lecture recordings in flexible and blended course designs. While academic practice has been slow to change, this study reveals a continued need for academic development to focus on strategies that enhance technology adoption amongst academic staff. Students' preferences from this and the earlier study suggest that they would like more use of technologies, especially mobile technologies for efficient and convenient access to content, communication and assessment that can not only inform academic development and course design for fully online and blended learning courses, but also for the growing number of massive open and online courses (MOOCs) in the education landscape.
A University Math Help Centre as a Support Framework for Students, the Instructor, the Course, and the Department
Author: Menz, Petra
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Mathematics Instruction,Workshops,Study Centers,College Mathematics,Teacher Role,Teaching Assistants,Program Descriptions,Tutoring,Educational Environment,Tutors,Mentors,Student Role,Coordinators,Surveys

Among many challenges a math department at a post-secondary institution will most likely be faced with the optimization problem of how best to offer out-of-lecture learning support to several thousand first- and second-year university students enrolled in large math service courses within given spatial, scheduling, financial, technological, and manpower resource constraints, and at the same time ease the administrative work of the instructor. This article describes how math workshops, essentially math help centres, are set up in the Department of Mathematics at Simon Fraser University so that they provide the administrative and learning support structure for the students, the instructor, the course, and the department. The roles and responsibilities of the workshop coordinator, instructors, teaching assistants, and students are outlined along with a discussion of the challenges and benefits of this support framework.
Using a Brief Form of Problem-Based Learning in a Research Methods Class: Perspectives of Instructor and Students
Author: Elder, Anastasia D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Undergraduate Students,Active Learning,Methods Courses,Methods Research,Educational Benefits,Case Studies,Student Attitudes,Course Evaluation,Educational Psychology,Hands on Science,Qualitative Research,Questionnaires

Problem based learning (PBL) is an instructional method aimed at engaging students in collaboratively solving an ill-structured problem. PBL has been presented and researched as an overhaul of existing curriculum design, yet a modified version may be attractive to college instructors who desire active learning on the part of their students, but who cannot completely reorganize their current course design. A brief case using principles of PBL was constructed for use in an undergraduate research methods class. Instructor planning and student reflections highlight roles and skills demanded in the PBL classroom. Planned conceptual issues were successfully covered during the brief PBL case. In addition, important yet unforeseen topics emerged during the discussions and were seen as helpful for the activity and instructional objectives. Reported student perspectives indicated that the objectives of the PBL activity were successfully accomplished: students learned research concepts, engaged in discussion with peers, and were actively involved with and motivated by the authentic activity. This work supports the suggestion that a brief version of PBL may be an attractive option to instructors interested in having students be more actively engaged in the classroom. Further research on variations of PBL is encouraged.
Home Away from Home: International Students and Their Identity-Based Social Networks in Australia
Author: Gomes, Catherine
Date: 2014-00-00
Type: Journal Articles
Subjects: Self Concept,Foreign Countries,Social Networks,Foreign Students,Role,Health Behavior,Life Style,Student Adjustment,Qualitative Research,Focus Groups,Network Analysis,Student Attitudes,Graduate Students,Undergraduate Students,Student Interests,Interpersonal Relationship,Cultural Background,Study Abroad,Web Sites,Computer Mediated Communication

This paper explores the role of identity in helping international students form social networks at an Australian institution and how these networks contribute to creating a sense of home away. The findings suggest that international students form distinct social networks that are not necessarily solely made up of fellow students from their home countries. Rather, international students form a mixture of social networks that are based on the complex individual identities of each student centred on a variety of common factors, such as: course of study, place of work, neighbourhood, culture, religion and personal interests (hobbies). Hence many students are part of social groups that consist of international students from their specific region and beyond, as well as local (Anglo and non-Anglo) students. These locally based social networks complement existing home-based networks which are maintained virtually through social media to create a home away from home.
Challenges Facing Asian International Graduate Students in the US: Pedagogical Considerations in Higher Education
Author: Lin, Shu-Yuan
Date: 2014-00-00
Type: Journal Articles
Subjects: Graduate Students,Foreign Students,Asians,Student Experience,Barriers,Phenomenology,Cultural Influences,Educational Needs,Student Adjustment,Culturally Relevant Education,Scaffolding (Teaching Technique),Qualitative Research,Interviews,Second Language Learning,Teaching Methods,Educational Practices,Coping,Student Surveys,Student Attitudes,Focus Groups

Non-Native English Speaking (NNES) international students attending colleges and universities in the United States often encounter difficulties in adjusting to their new cultural environment. In addition, they often struggle with academic language while learning the content and conceptual structures of various graduate level disciplines. This phenomenological study identified cultural and linguistic challenges experienced by NNES Asian international graduate students at a medium-sized rural university in the northwestern United States. A pedagogical framework and recommendations for professional practice address the linguistic, cultural, and academic needs of this particular student population in higher education.
Comparison on the Developmental Trends between Chinese Students Studying Abroad and Foreign Students Studying in China
Author: Liu, Xuezhi
Date: 2014-00-00
Type: Journal Articles
Subjects: Study Abroad,Asians,Trend Analysis,Foreign Countries,Foreign Students,Comparative Analysis,Social Change,Educational Trends,Economic Development,Prediction,Regression (Statistics),Global Approach,Human Capital,Educational History,Tables (Data),Statistical Data

China has been undergoing a new period of political stability, cultural prosperity, and social harmony since its reform and opening-up in the late 1970s. At the same time, the number of Chinese students studying abroad (CSSA) and foreign students studying in China (FSSC) has grown rapidly and steadily in the past three decades. With China's participation in globalization, CSSA and FSSC are a significant part of China's potential international human capital and, as such, CSSA and FSSC are in great need. Data of CSSA and FSSC in the past 34 years are collected and examined in this article, and the historical trends are depicted and compared. Relationships between the developments of CSSA and FSSC and the development of China's economy can be validated and compared by regression analysis. The number of CSSA and FSSC in the next 10 years can be predicted by predicting China's GDP in the same period, and the future parameters of CSSA and FSSC can be depicted and compared. The trends between CSSA and FSSC follow roughly similar trajectories in both absolute and relative growth.
Factors Caribbean Overseas Students Perceive Influence Their Academic Self-Efficacy
Author: Edwards-Joseph, Arline
Date: 2014-00-00
Type: Journal Articles
Subjects: Self Efficacy,Achievement Need,Performance Factors,Influences,Investigations,Predictor Variables,Foreign Students,Educational Background,Beliefs,Financial Support,Age Differences,Maturity (Individuals),Social Support Groups,Self Determination,Multiple Choice Tests,Likert Scales,Questionnaires,Student Attitudes,Success,Role Models,College Students,Foreign Countries,Grounded Theory,Online Surveys

This study investigated factors that influenced the academic self-efficacy of Caribbean overseas students attending universities in the United States, and the themes that emerged from their perceptions of variables impacting their academic self-efficacy. Seven major themes (educational background, faith in God, finances, age and maturity, influence and support of others, self-determination, and previous success of other and of self) emerged as factors that influenced the students' academic self-efficacy. Recommendations for counselors and areas for future research are discussed.
International Students' Confidence and Academic Success
Author: Telbis, Nicola Miky
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Students,Academic Achievement,Self Esteem,Questionnaires,Academic Ability,Acculturation,Student Adjustment,Social Adjustment,Statistical Analysis,Student Attitudes,Self Efficacy,Graduate Students,Undergraduate Students,Educational Environment,Second Language Learning,English (Second Language),Surveys,Likert Scales,Financial Needs,Barriers

Research shows that the international student population is showing significant growth. This article deals with issues affecting a growing international student population. Studies show that foreign students are encountering difficulties in social adaptability, language barriers, academic ability, and financial need. There is evidence that a correlation exists among a sense of self-efficacy and each of these four issues. This study includes quantitative analysis of 137 students' responses to a questionnaire addressing each of these issues that constitute their total resources. Data show that international students attending a mid-western university who scored high on confidence levels in completing their programs of study also scored high on their confidence of their resources. Analysis revealed that students who scored low in confidence for completing their programs of study also scored low on their confidence of these four aforementioned issues.
Are International Undergraduates Struggling Academically?
Author: Fass-Holmes, Barry
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Foreign Students,Academic Ability,Grade Point Average,Low Achievement,English (Second Language),English Language Learners,Statistical Significance,Hierarchical Linear Modeling,Minority Group Students,Academic Achievement,Cohort Analysis,Demography,Student Records,Data Analysis,Longitudinal Studies,Correlation,Predictor Variables,Public Colleges,Regression (Statistics)

Are international undergraduates struggling academically, and are their struggles due to weaknesses in English as a second language? The present study showed that 1) at most 10% of these students in three cohorts (ranging in size from N = 322 to N = 695) at an American west coast public university struggled (quarterly grade point averages below C) in their university classes; 2) up to 63% of them struggled with English (they were required to take a local community college's English Composition and/or English as a Second Language classes, and up to 42% earned course grades of D or F in those classes); and 3) predictors shown to be statistically significant by hierarchical linear modeling each accounted for less than 5% of the total variance (&quot;small&quot; effect sizes). These findings suggest that only a minority of this university's international undergraduates struggle in their university classes even though a majority of them struggle with English.
Bilingual Advertising in Melbourne Chinatown
Author: Chen, Sherry Yong
Date: 2014-00-00
Type: Journal Articles
Subjects: Bilingualism,Advertising,Foreign Countries,Immigrants,Asians,Language Usage,Sociolinguistics,Chinese,English,Neighborhoods,Semantics,Linguistic Theory,Language Planning,Intercultural Communication,Signs,International Educational Exchange,Marketing,Case Studies

This paper explores the function of bilingual advertising by analyzing a case study of bilingual advertising in the Chinatown of Melbourne, Australia. The use of bilingual advertising in an immigrant setting differentiates itself from those in Asian settings where English is not used by dominant proportion of speakers in the society, and this phenomenon has its significance from a sociolinguistic perspective. In this paper, I will adopt the concept of &quot;linguistic landscape&quot; to discuss in detail the general functions of bilingual advertising. By integrating the theories into my case study, I aim to demonstrate how the Chinese and English versions of bilingual advertisements in Melbourne's Chinatown differ in literal meaning, and to explain why they are designed this way.
The Value of International Experiences for Business Students: Measuring Business Student Attitudes toward Study Abroad
Author: Heffron, Sean
Date: 2014-00-00
Type: Journal Articles
Subjects: Study Abroad,Business Administration Education,Educational Experience,Intercultural Communication,Cultural Awareness,Student Attitudes,Marketing,Foreign Countries,Anxiety,Outcomes of Education,Employment Potential,Catholics,Church Related Colleges,Private Colleges,Friendship,Second Language Learning,Communication (Thought Transfer),Surveys,Prosocial Behavior,Cultural Differences,Pretests Posttests

The value of an international experience--especially for students of business--continues to be an area of focus at colleges and universities. Students across all disciplines within the business curriculum: accounting, economics, finance, management, marketing, or sport management are expected by employers to possess knowledge of, and appreciation for, other cultures. Using as a backdrop two unique study abroad programs that immerse students into an intercultural business experience and have them interacting with--and learning from--the local residents as well, the survey research in this study measures student attitudes before and after they study abroad and it notes the changes that students report in their personal and professional knowledge, skills, and abilities. The findings of this research can reshape the way in which colleges and universities market these important international experiences. Through this research, we found that factors that prohibit students from studying abroad have more to do with individual social anxiety (i.e. doing something without their friends) than anxiety based on intercultural factors (i.e. language, culture, and distance from home)
Ensuring Rights: Improving Access to Sexual and Reproductive Health Services for Female International Students in Australia
Author: Poljski, Carolyn
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Access to Information,Health Services,Females,Health Promotion,Family Life Education,Sex Education,Birth,Student Experience,Cost Effectiveness,Access to Health Care,Delivery Systems,Health Insurance,College Students,Student Rights,Program Improvement,Student Surveys,Focus Groups,Interviews

Drawing on the research and advocacy work being conducted by the Multicultural Centre for Women's Health (MCWH), a national community-based organization in Victoria, Australia, the paper analyzes female international students' experiences with accessing sexual and reproductive health information and services. Accessibility of sexual and reproductive health services is one of a number of areas identified by MCWH in which international students experience unequal treatment. The limitations of international students' mandatory health insurance is of particular concern because it appears to conflict with Australia's human rights obligations to take all appropriate measures to eliminate discrimination and to ensure appropriate services in connection with pregnancy. Given the social, cultural and economic benefits international students bring to the country in which they choose to study, state action on equitable health access for international students is urgently called for.