ethanporcaro/eric-fulltext-meta huggingface dataset:
Maintaining Academic Performance and Student Satisfaction during the Remote Transition of a Nursing Obstetrics Course to Online Instruction
Author: Riley, Elizabeth
Date: 2021-03-00
Type: Journal Articles
Subjects: Academic Achievement,Student Satisfaction,Nursing Students,Nursing Education,COVID-19,Pandemics,Distance Education,Electronic Learning,Educational Technology,Video Technology,Simulation,Case Method (Teaching Technique),Clinical Experience,Undergraduate Study,Obstetrics,Technology Integration,Audience Response Systems,Questioning Techniques

This study explores the effect of rapidly transitioning an in-person pre-licensure nursing specialty course to remote instruction during the COVID-19 pandemic. The redesign included the following learning technologies: live and recorded whiteboard lectures with Socratic-style questioning, electronic audience response systems, remote simulations, and virtual unfolding case studies to replace didactic and clinical learning experiences. Quantitative results indicate that learning quality was sustained, with no significant difference in students' course performance or satisfaction. These specific technologies can be used in any discipline-specific course during emergency remote instruction to promote essential student-to-student and faculty-to-student interactivity.
Teaching and Learning in the Time of COVID: The Student Perspective
Author: Means, Barbara
Date: 2021-03-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Educational Technology,Electronic Learning,Undergraduate Students,Student Satisfaction,Student Attitudes,Barriers,Internet,Computers,Computer Software,Student Motivation,Feedback (Response),Interpersonal Relationship,Minority Group Students,Low Income Students,Racial Differences,Ethnicity,Socioeconomic Status

This article describes findings from the &quot;Survey of Student Perceptions of Remote Teaching and Learning,&quot; which was administered to a random national sample of 1,008 U.S. undergraduates taking for-credit college courses that began with in-person classes and shifted to remote instruction in spring 2020. Course satisfaction levels were much lower after courses moved online, and students recounted an array of barriers to their continued learning. More than 1 in 6 students experienced frequent internet connectivity issues and/or hardware and software problems severe enough to interfere with their ability to continue learning in their courses. Students from all backgrounds struggled to stay motivated and missed getting immediate instructor feedback and collaborating with their fellow students. Students of color and students from lower-income households experienced more challenges than did non-Hispanic White students and students from higher-income households. However, even with the challenges of an unplanned shift to remote learning, a majority of students were at least somewhat satisfied with their learning in the course after COVID, and satisfaction was higher for those courses using more of the practices recommended for effective online instruction.
The Forgotten Ones: How Rural Teachers in Mexico Are Facing the COVID-19 Pandemic
Author: Padilla Rodríguez, Brenda Cecilia
Date: 2021-03-00
Type: Journal Articles
Subjects: Rural Areas,COVID-19,Pandemics,Emergency Programs,Distance Education,Electronic Learning,Teacher Attitudes,Elementary Secondary Education,Higher Education,Government Role,Access to Computers,Disadvantaged,Internet,Communication Problems,Barriers,Poverty,Resilience (Psychology),Educational Change,Professional Development,Technological Literacy,Foreign Countries

The COVID-19 global pandemic resulted in the cancellation of face-to-face classes in Mexico, as it did across the world. This paper focuses on the experiences of 75 rural teachers in Mexico, who represent a minority in a country where approximately 80% of the population lives in urban areas. An online survey was administered to participants, who taught in a variety of schools, including K-12 and university settings. These participants shared how they changed their teaching practice, the challenges they faced, and the support they required. The digital divide represented a key challenge for both teachers and their students. In the face of inconsistent, unclear, or non-existent government support, most rural teachers showed commitment, resilience, and resourcefulness. They took control of, and responsibility for, their professional development by seeking ways to fill gaps in their knowledge and continue supporting their learners. Recommendations for institutional authorities and policy makers are discussed.
Jordanian University Students&apos; Views on Emergency Online Learning during COVID-19
Author: Al-Salman, Saleh
Date: 2021-03-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Public Colleges,Private Colleges,Emergency Programs,Distance Education,Electronic Learning,Online Courses,Technology Integration,Internet,Socioeconomic Status,Mental Health,Stress Variables,Instructional Effectiveness,Intellectual Disciplines,Student Evaluation,Foreign Countries

The present study investigates the influence of digital technology, instructional and assessment quality, economic status and psychological state, and course type on Jordanian university students' attitudes towards online learning during the COVID-19 emergency transition to online learning. A survey of 4,037 undergraduate students representing four Jordanian public and private universities revealed that personal challenges (such as economic and psychological stress) decreased students' willingness to learn online in the future, while the quality of the online experience (including instructional and assessment quality) improved their attitudes towards learning online in the future. Students also believed that Arts &amp; Humanities courses were better suited for online teaching/learning than Sciences courses, a difference that persisted after controlling for personal challenges and the quality of the online learning experience.
Motivating Students to Learn AI through Social Networking Sites: A Case Study in Hong Kong
Author: Ng, Davy Tsz Kit
Date: 2021-03-00
Type: Journal Articles
Subjects: Student Motivation,Student Satisfaction,Secondary School Students,Artificial Intelligence,Social Networks,Social Media,Friendship,Cooperative Learning,Extracurricular Activities,After School Programs,Online Courses,Distance Education,COVID-19,Pandemics,Game Based Learning,Synchronous Communication,Instructional Effectiveness,Learning Strategies,Questionnaires,Instructional Design,Foreign Countries

In Hong Kong, after-school activities have long been used to foster friendships and to allow students to pursue their interests in an informal setting. This case study reports on a three-phase action research process in which information technology teachers delivered after-school activities focused on artificial intelligence during the COVID-19 transition to remote learning. Using semi-structured interviews, a motivational questionnaire, and lesson observations, this study describes how extracurricular activities were delivered online using social networking sites and how students perceived the new experience. Our results suggest that, in order to deploy meaningful activities via social media, teachers need to build collaborative environments that facilitate social engagement among students. These findings have implications for new practices in social media and other blended technologies, and can help students strike a healthy balance between their academic and non-academic life during this challenging period.
Moving Assessment Online: Experiences within a School of Pharmacy
Author: Morgan, Kelsey
Date: 2021-03-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Pharmaceutical Education,COVID-19,Pandemics,Distance Education,Electronic Learning,Videoconferencing,Evaluation Methods,Simulation,Student Experience,Student Evaluation,Cheating

The COVID-19 pandemic required academic institutions to quickly transition to online learning and make changes to assessment procedures. This study examines how a school of pharmacy creatively approached the challenge of online assessment while maintaining the standards necessary to prepare practice-ready student pharmacists. To conduct traditional exams, instructors deployed two different types of methods using testing software: a video conferencing technology approach which mimicked pre-pandemic, on-campus proctored exams; or open-book, internet access-enabled exams that ensured academic integrity and rigor through various testing strategies. To assess students' clinical skills, faculty used a combination of techniques such as physical examinations, patient interviews, and patient presentations. To understand the student experience with these assessments, students were surveyed using a 12-item questionnaire. Overall, online video proctoring maintained consistency in exam structure and administration, but required extensive instruction for both students and proctors. Students preferred unproctored, open-book, internet access-enabled, standard time exams versus proctored, closed-book, internet-access disabled, extended time exams. Changes to testing procedures, whether with proctored or unproctored methods, appeared to increase student stress.
Using an Ethos of Care to Bridge the Digital Divide: Exploring Faculty Narratives during a Global Pandemic
Author: Goin Kono, Kari
Date: 2021-03-00
Type: Journal Articles
Subjects: Caring,Access to Computers,Disadvantaged,College Faculty,First Generation College Students,Nontraditional Students,Public Colleges,Urban Universities,Teacher Student Relationship,Individualized Instruction,Equal Education,Culturally Relevant Education,Learner Engagement,COVID-19,Pandemics,Emergency Programs,Electronic Learning,Distance Education,Barriers,Technological Literacy,Internet,Self Efficacy

Prior to the COVID-19 emergency, some faculty resisted the move to digital learning formats due to concerns for student equity or that engagement would suffer. The purpose of this study was to understand how faculty adapted their courses during the rapid shift to remote and online learning in the spring of 2020, and to understand the role of equity in their experiences. Faculty narratives revealed that elements such as flexibility, reducing coursework to essential content, and personalization--all stemming from an ethos of care - were effective in mitigating the equity issues that surfaced during the emergency transition to universal remote learning. Our findings support the critical importance of extending culturally sustainable practices to all online learning environments in higher education as a way to mitigate equity issues related to the digital divide. These findings are in line with, and contribute to, the growing body of research on culturally sustaining pedagogy within the context of online learning.
Moving Hands-On Mechanical Engineering Experiences Online: Course Redesigns and Student Perspectives
Author: Johnson, Jaclyn E.
Date: 2021-03-00
Type: Journal Articles
Subjects: Experiential Learning,Engineering Education,Student Experience,Electronic Learning,Student Attitudes,COVID-19,Pandemics,Instructional Design,Independent Study,Learning Strategies

Hands-on lab experiences are essential for enabling students to be successful engineers, especially those who identify as kinesthetic learners. This case study describes how a Mechanical Engineering Practice course sequence was redesigned during the COVID-19 emergency transition to remote learning and examines how students responded to these changes. The remote course included videos of Graduate Teaching Assistants conducting data acquisition phases of the practice session to replace hands-on experiments. To understand student perspectives and performance, researchers reviewed approximately 400 reflective essays from Spring 2020 and compared assignment submissions between Fall 2019 and Spring 2020. Results suggest that some students perceived the loss of hands-on activities as detrimental to their learning and it was not comparable to face-to-face counterparts. Furthermore, students felt forced to develop self-directed learning skills. However, in contrast to student comments in reflective essays, comparisons of assignment submissions suggested that students in Spring 2020 did not receive lower grades or have a reduced demonstration of conceptual knowledge obtained in the course.
Using Telehealth to Enhance Pediatric Psychiatric Clinical Simulation: Rising to Meet the COVID-19 Challenge
Author: Whited, Teresa
Date: 2021-00-00
Type: Journal Articles
Subjects: Telecommunications,Access to Health Care,Psychiatry,Pediatrics,Nursing Education,Computer Simulation,Adolescents,Depression (Psychology),Suicide,Psychological Patterns,Program Effectiveness,Nursing Students,Communication Skills,Interpersonal Communication,Student Attitudes,Knowledge Level

Securing clinical locations for Bachelor of Nursing Science (BSN) programs is always a complex challenge, particularly when clinical experiences are focused on vulnerable populations such as pediatric psychiatric patients. To provide students with a meaningful clinical experience during the first weeks of the COVID-19 pandemic, we developed a telehealth simulation centered on a pediatric psychiatric patient with unfolding adolescent depression and suicidal ideation. This case study uses qualitative data analysis of student debriefing sessions as well as a pre/posttest design to explore the effectiveness of the simulation. Results suggest that simulations can be useful for presenting unique patient scenarios focused on therapeutic communication in psychiatric assessment, particularly for vulnerable patient populations. Quantitative data analysis showed BSN students improved their understanding of communication needs of adolescents and retained their knowledge over time; qualitative comments showed that students felt the simulation was a valuable learning experience and achieved key learning outcomes.
Preparing Doctoral Students to Teach in an Increasingly Virtual World: A Response to COVID-19 and Beyond
Author: Bishop-Monroe, Robbie
Date: 2021-03-00
Type: Journal Articles
Subjects: Doctoral Students,Teacher Education,Web Based Instruction,COVID-19,Pandemics,Resistance to Change,College Faculty,Best Practices,Student Attitudes

The recent global pandemic revealed just how unprepared faculty and doctoral students at many U.S. colleges and universities were to teach online. In this study, we investigate the extent to which current and recently graduated doctoral students are prepared to teach online, how they are rewarded for those online teaching skills, and how they could be more effectively prepared. To answer these questions, we surveyed the beliefs of doctoral students and recently graduated faculty members from a Midwestern private university and a Southeastern state university regarding online teaching preparedness compared with those of faculty, department chairs, and deans. We also used data from a summer teaching pilot program to explore best practices for improving doctoral students' preparation to teach online. Findings suggest that educating doctoral students to teach in a virtual world can increase students' confidence and ability to teach in this mode and can be cost effective if offered across disciplines. However, while doctoral students believe that online competency is important in hiring and tenure decisions, deans and department chairs do not necessarily agree, and few schools provide meaningful preparation for online teaching to their doctoral students.
The Hidden Shadow of Coronavirus on Education in Developing Countries
Author: Khlaif, Zuheir N.
Date: 2021-03-00
Type: Journal Articles
Subjects: Developing Nations,COVID-19,Pandemics,Emergency Programs,Distance Education,Online Courses,Barriers,Access to Computers,Internet,Disadvantaged,Privacy,Ethics,Attendance,Gender Bias,Synchronous Communication,Learner Engagement,Interaction,Middle School Teachers,Middle School Students,Parents,Foreign Countries

The aim of this paper is to investigate the challenges associated with emergency remote teaching in the developing countries of Palestine, Libya, and Afghanistan, as reported by middle-school students, their parents, and teachers. These countries have been struggling with an unstable and violent situation for decades. Semi-structured interviews were conducted with 60 participants from the three countries and 60 online classes were observed. Findings revealed that COVID-19 widened the digital gap among students and families, which created challenges in terms of online class attendance. In addition, violation of students' and parents' digital privacy emerged as another key challenge to emergency remote teaching. However, teacher presence and timely feedback in synchronous online sessions strengthened students' engagement within the emergency remote teaching environment. Overall, emergency remote teaching during the COVID-19 crisis deepened inequities across students and infringed upon the digital ethics of students, teachers, and parents.
International Professional Development: Lessons Learned
Author: Greer, Kania
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Faculty Development,Interdisciplinary Approach,STEM Education,Teaching Methods,Place Based Education,Problem Based Learning,Active Learning,Student Projects,Program Implementation,Barriers,Success,Partnerships in Education,International Cooperation

In 2016 Georgia Southern University Institute for Interdisciplinary STEM Education (i 2 STEM e ) was approached by a collaborative group of educators from India now living in the US. They noticed a need for teachers in India to have access to the Interdisciplinary STEM Education pedagogical techniques through focused professional development. Over the course of the next two years, the partnership developed and in September 2016 the first group of educators in India was given a professional development opportunity around the concepts of Authentic Teaching, including place-based education, problem based learning, and project based learning. This paper will discuss the approach the educators delivering the professional development took, the barriers and successes to implementing professional development in a new cultural setting, and the next steps to be taken. It is hoped that this information will provide future providers of PD, who are working outside their country of residence, with insights and ideas on working with a culturally different and diverse educational setting.
Definitions and Meaning for Future Teachers in Spatial Measurement: Length, Area, and Volume
Author: Stehr, Eryn Michelle
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Mathematics Instruction,Textbook Content,Definitions,Mathematical Concepts,Measurement,Geometry

U.S. students have consistently demonstrated poor performance in spatial reasoning in standardized testing (e.g., National Assessment of Educational Progress). One possible reason is students' lack of conceptual understanding of measurement concepts (length, area, volume, capacity). This paper describes different ways that mathematics textbooks written for future elementary teachers define meanings of measurement concepts, especially the meaning of &quot;measure,&quot; &quot;area,&quot; and the measurement process (generally and for area). We base the analysis of definitions and construction of &quot;complete&quot; definitions using several definitions of each concept from mathematics textbooks written for future elementary teachers (e.g., Beckmann, 2012; Sowder, Sowder, &amp; Nickerson, 2010). Although not one mathematics textbook provided a complete definition, together the definitions present a detailed and in-depth look at the measurement process and area measurement.
Remote Student Support during COVID-19: Perspectives of Chief Online Officers in Higher Education
Author: Bouchey, Bettyjo
Date: 2021-03-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Emergency Programs,Electronic Learning,Distance Education,Equal Education,Access to Education,Academic Support Services,Student Personnel Services,College Students,Synchronous Communication,Student Needs,College Administration,Administrator Attitudes

In order to understand the nature of online student support services during the COVID-19 pandemic, 31 chief online officers representing a range of colleges and universities were interviewed in late Spring 2020. Findings highlighted issues of access and equity in online student support services, the rapid expansion of student services due to the pandemic, and how strength in online programming enabled a more seamless pivot to emergency remote operations. This study adds texture to the literature on the gaps between support services offered to face-to-face versus online students, and also provides a foundation for important questions regarding the future of online student support after COVID-19. The study also begins a dialog into the long-term ramifications of siloing online organizational units at institutions of higher education.
Profiles of Instructor Responses to Emergency Distance Learning
Author: Rutherford, Teomara
Date: 2021-03-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Characteristics,Emergency Programs,Distance Education,Electronic Learning,Online Courses,Synchronous Communication,Educational Practices,COVID-19,Pandemics,College Faculty,Undergraduate Study,Research Universities,Self Efficacy,Interaction,Feedback (Response),Formative Evaluation,Course Content,Reflection,Cooperative Learning

To understand instruction during the spring 2020 transition to emergency distance learning (EDL), we surveyed a sample of instructors teaching undergraduate EDL courses at a large university in the southwest. We asked them how frequently they used and how confident they were in their ability to implement each of nine promising practices, both for their spring 2020 EDL course and a time when they previously taught the same course face-to-face (F2F). Using latent class analysis, we examined how behavioral frequencies and confidence clustered to form meaningful groups of instructors, how these groups differed across F2F and EDL contexts, and what predicted membership in EDL groupings. Results suggest that in the EDL context, instructors fell into one of three profiles in terms of how often they used promising practices: Highly Supportive, Instructor Centered, and More Detached. When moving from the F2F to EDL context, instructors tended to shift &quot;down&quot; in terms of their profile--for example, among F2F Highly Supportive instructors, 34% shifted to the EDL Instructor Centered profile and 30% shifted to the EDL More Detached Profile. Instructors who reported lower self-efficacy for EDL practices were also more likely to end up in the EDL More Detached profile. These results can assist universities in understanding instructors' needs in EDL, and what resources, professional development, and institutional practices may best support instructor and student experiences.