ethanporcaro/eric-fulltext-meta huggingface dataset:
Same Same but Different: Learning with Technology -- Are First-Year College Students Prepared for This?
Author: Schmitz, Birgit
Date: 2023-00-00
Type: Journal Articles
Subjects: Electronic Learning,College Freshmen,Distance Education,COVID-19,Pandemics,Readiness,Time Management,Self Management,Digital Literacy,Cooperative Learning,Expectation,Student Motivation,Maturity (Individuals),Foreign Countries

March 2020 changed the world of learning. Ever since, students have been relying on remote lecturers, virtual fellow students, and electronic learning material. For many, this greatly differs from how they used to learn before and even though technology is incremental to students' everyday life, many are not familiar with using technology for their learning. The purpose of this study was to investigate if first-year college students are prepared for learning with technology and to empirically document possible gaps. To assess this, two successive first year cohorts completed a 32-items questionnaire that was based on standardized scales to assess time management, collaboration, and self-directedness, as the three core competencies for higher education learners to successfully engage in learning with technology. The answers were related to students' prior experiences and their motivation to learn online. First results indicated that time management is a major challenge for first-year students with and without work experience. Results also suggest that the motivation to learn has a positive relationship with the concept variables chosen to assess first-year students' expectation and readiness for online learning. The findings may support the need for higher education institutions to understand students' expectations and self-assessed readiness and to identify areas for improvement.
The Politics of Integration: The Opportunities, Challenges and Successes of Embedding Academic Skills and Literacies Development into an Interdisciplinary, &apos;Integrated&apos; Foundation Year Programme
Author: Wallbank, Adrian
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Program Implementation,Interdisciplinary Approach,Skill Development,Access to Education,Departments,Communities of Practice,Inclusion,School Holding Power,Research Universities,Program Evaluation,Academic Achievement

Foundation Years (FY) have proliferated within UK Higher Education in recent years, and their benefits and successes have been well documented (e.g. the enhancement of opportunities for underrepresented students, second-chance education, skills and confidence enhancement, and a pipeline into STEM. However, when managed centrally, their implementation can be a contentious site of interdisciplinary unease and 'mutual suspicion' and as much as a fruitful avenue for innovative collaboration. One of the key issues is the question of how to embed academic skills/literacies development within a meaningful, 'integrated', interdisciplinary context effectively whilst utilising expertise from both academic departments and learning development/skills teams, and thus navigating disparate disciplinary agendas, communities of practice and strategic priorities. This paper reports on how this complex terrain was navigated at Royal Holloway, University of London, to successfully embed academic skills (using Universal Design for Learning pedagogy) into an academically authentic, inclusive, interdisciplinary 'Global Perspectives and Academic Practice' unit that facilitated student integration into academic departments. Whilst we report on how the programme led to higher than sector average attainment, retention and progression (the EE described it as a 'TEF Gold offering'), we critically analyse the challenges of embedding and aligning such provision within the communities of practice of a research-intensive institution. Throughout, we suggest ways forward at both practical and strategic levels to ensure the immense potential of integrated academic literacies development within FYs can be realised.
The Five Ps of LD: Using Formulation in Learning Development Work for a Student-Centred Approach to &apos;Study Skills&apos;
Author: Webster, Helen
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Study Skills,Skill Development,Foreign Countries,Literacy,Assessment Literacy,Feedback (Response),Learning Problems,Clinical Psychology

Learning Development is a field of practice concerned with supporting students to develop their study skills, including academic and assessment literacies. It is strongly rooted in values that are student-centred, collaborative and emancipatory rather than remedial or deficit. However, in the wider dominant culture of UK HE institutions, Learning Developers are often placed in an implicitly hierarchical relationship with students, &quot;giving advice and guidance&quot;, at odds with these values. Without a clear model for practice to help them enact their values in a student-centred and dialogic way, Learning Developers may risk pathologizing the student, depriving them of agency and expertise, in an overly prescriptive and instrumental approach to skills development. This paper explores formulation, a core skill in Clinical Psychology, and its applicability in Learning Development. Formulation is a method of integrating theory and practice, clinical expertise with the client's own experience and insight, through its meaning to the client. With a focus on equality, person-centred practice and co-created meaning, it is well aligned to Learning Development values. This paper examines how formulation can be adapted for Learning Development one-to-one work and other forms of provision, and proposes a practical model, the Five Ps of LD, which integrates multiple perspectives with longitudinal, cross-sectional and socio-cultural factors into a holistic shared understanding of the Learning Development need.
Exploring the Influence of Countries&apos; Economic Conditions on Massive Open Online Course (MOOC) Participation: A Study of 3.5 Million MITx Learners
Author: Cagiltay, Nergiz Ercil
Date: 2023-05-00
Type: Journal Articles
Subjects: MOOCs,Access to Education,Economic Factors,Geographic Location,Participation,Cultural Differences,Economic Status,Developing Nations,Developed Nations,Barriers,Foreign Countries,Enrollment Rate

It is well known that there are disparities in access to education around the world, with developed countries generally having better educational resources and opportunities compared to developing countries. Massive open online courses (MOOCs) have been proposed as a way to bridge this gap by providing free or low-cost online education to anyone with an Internet connection. This study aimed to better understand the effects of location, both country and region, on the use of MOOCs, using data from 3.5 million learners who registered for MOOCs offered by the Massachusetts Institute of Technology (MIT). The data set provided a broad picture of how MOOCs are being used around the globe. The results of the study indicated significant differences in the use of MOOCs among students from different countries and their corresponding economic levels. In order to address these differences and improve access to education through MOOCs, the study suggested several actions that could be taken. These include providing better infrastructure and support for MOOC learners in developing countries, increasing awareness of and access to MOOCs in these regions, and working to improve the quality and relevance of MOOC offerings. Overall, the study highlighted the potential of MOOCs to bridge the educational gap between developed and developing countries, but also emphasized the need for continued efforts to remove barriers and improve access to these resources.
Informal Practices of Localizing Open Educational Resources in Ghana
Author: Bradshaw, Emily Durham
Date: 2023-05-00
Type: Journal Articles
Subjects: Foreign Countries,Open Educational Resources,Cultural Differences,Technology Integration,Language Usage,Cultural Influences,Information Technology,Access to Computers,Internet,Coping,Interpersonal Relationship,Barriers,Translation,Literacy

Research on the use of open educational resources (OER) has often noted the potential benefits for users to revise, reuse, and remix OER to localize it for specific learners. However, a gap in the literature exists in terms of research that explores how this localization occurs in practice. This is a significant gap, given the current flow of OER from higher-income countries in the Global North to lower-income countries in the Global South. This study explored how OER from one area of the world was localized when used in a different cultural context. Interviews from six facilitators of an OER human rights course in Ghana showed that without initial awareness of OER, localization happened largely informally. Practices included (a) technological workarounds and persistence; (b) spontaneous language translation; (c) cultural recontextualization through spontaneous adjustment, content substitutions, and discussion; and (d) social responsiveness. We found implications for designers to anticipate challenges related to dependence on technology, intentionally leave space for informal localization, and allow for linguistic flexibility.
Scrutinizing Learning Management Systems in Practice: An Applied Time Series Research in Higher Education
Author: Barut Tugtekin, Esra
Date: 2023-05-00
Type: Journal Articles
Subjects: Learning Management Systems,Computer Assisted Testing,Educational Technology,College Students,Technology Uses in Education,Electronic Learning,Student Attitudes,Personal Autonomy,Interpersonal Relationship

This study examined the use of Advancity Learning Management Systems (ALMS) and the Moodle Learning Management Systems (LMS) in learning settings, as well as online exams, within the framework of Transactional Distance Theory. With 146 college students (n[subscript female] = 102, n[subscript male] = 44) as voluntary participants, data was gathered through an online questionnaire. A time series design was used for two different LMS sessions, and participants who voluntarily participated in ALMS and Moodle LMS sessions were matched. The findings revealed that while Moodle and ALMS both receive relatively similar assessment ratings for online exams, Moodle scored better in terms of learning setting. When factors of the Learning Management Systems Evaluation Scale (LMSES) based on Transactional Distance Theory were compared, the dialogue and autonomy factors were significantly higher for Moodle LMS than for ALMS. When online exams in the LMS were compared, there was no significant difference between ALMS and Moodle LMS, and for both LMS, the reliability factor was a determinant indicator than the other factors. As a result, in assessing and using an LMS, choices should be based on how well the LMS characteristics address an institution's demands.
The Block: A Catalyst for Ongoing Innovation
Author: Konjarski, Loretta
Date: 2023-00-00
Type: Journal Articles
Subjects: Block Scheduling,Educational Benefits,Case Studies,Time Factors (Learning),Affordances,Curriculum Implementation,Learner Engagement,Delivery Systems,Experiential Learning,Universities,Foreign Countries

This paper will contribute to our understanding of the Block, its pedagogical rationale and value, and explain why, apart from pandemic conditions, these might constitute a compelling alternative to traditional academic calendars. Current research highlights the need for further research on the nature of the Block, driven by an increased global focus on student outcomes and retention in Higher Education. This paper offers five case studies from institutions that have adopted a version of the Block at some time over the last 50 years. The authors seek to define the features that comprise block courses whereas the nature and functionality distinguish blocks from other intensive formats. A survey of the limited literature on this topic was based on theoretical underpinnings offered by one-course-at-a-time delivery, scholarship of teaching and learning on compressed education, and experiential learning. Using the research question, &quot;Other than scheduling alternatives, what does the block offer HE institutions?&quot;, this project uses research that is qualitative in nature drawing on a controlled comparison of case studies which enables a cross-institutional evaluation. The case studies explain why each institution adopted the Block, how these schedules work, and discusses the challenges and affordances of teaching in this intensive format. First findings of this cross-institutional exploration suggest that blocks are unique in their delivery, often experiential in nature, and effective in their outcomes. The various versions of the Block described within, provide ongoing transformative models of teaching philosophy, curriculum, student success, and more.
Impact of Gamification Applications on Students&apos; Attitudes towards Lesson and Procrastination Behaviors
Author: Tatli, Zeynep
Date: 2023-06-00
Type: Journal Articles
Subjects: Student Attitudes,Elementary School Students,English (Second Language),Second Language Instruction,Grade 4,Gamification,Program Effectiveness,Student Behavior,Time Management,Student Motivation,Foreign Countries

The aim of this study is to evaluate the effectiveness of foreign language teaching with gamification applications in primary school. In this research, embedded design, which is one of the mixed methods in which quantitative and qualitative methods are used together, has been adopted. The study group for this research is comprised of 33 students in 4th grade at a primary school. Research data were collected through an attitude scale for English lessons in primary school, homework, a follow-up chart, and a semi-structured interview. The data of the scale were subjected to inferential statistics; the data of the chart were subjected to descriptive statistic s; and the data of the interview were subjected to content analysis. According to the findings of the study, the gamification applications significantly increase the attitude of primary school students and have a positive effect on procrastination behaviors. In addition, primary school students have positive evaluations of these applications as making the learning process fun, increasing their curiosity to learn, increasing their participation in the lesson, and increasing their desire to be successful. In line with these results of the research, it is recommended to use gamification applications in education for effective teaching.
Instruction of Safety Skills for the Individuals With Intellectual Disabilities
Author: Sivrikaya, Tugba
Date: 2023-06-00
Type: Journal Articles
Subjects: Intellectual Disability,Safety,Test Construction,Test Reliability,Test Validity,Skill Development,Parent Attitudes,Student Attitudes,Program Effectiveness,Safety Education,Accident Prevention,First Aid,Foreign Countries,Adolescents,Children

This study aims to develop a valid and reliable assessment tool for the assessment of safety skills of individuals with intellectual disabilities, examine the effectiveness of the Safety Skills Instruction Program (SSIP) in teaching safety skills to these individuals, determine the preservation of skills after instruction by observation, and determine the views of parents and students respecting the teaching of safety skills. This research is designed in an explanatory sequential design, which is one of the mixed research methods. The examination of the construct validity process has indicated that the Safety Skills Test (SST) has a structure of four factors. 540 individuals with intellectual disabilities participated in the development of the measurement tool, and 32 individuals with intellectual disabilities participated in the implementation of the curriculum. It is determined that the level of safety skills of the students with mild intellectual disabilities who have attended the instruction is higher than the ones who have not attended, according to the mean ranks. It is found that the safety skills of students are preserved at a rate of 85-85%, according to the observation data gathered one week later. According to the result of the interview data, students and parents feel pleased about the instruction and think that the skills have been learned to a large extent.
Increasing Knowledge and Skills of Graduate Students Using Experiential Education
Author: Botts, Dawn C.
Date: 2023-00-00
Type: Journal Articles
Subjects: Knowledge Level,Skill Development,Graduate Students,Experiential Learning,Written Language,Learning Disabilities,Student Attitudes,Vignettes,Teaching Methods,Instructional Effectiveness,Pretests Posttests

This study examined the impact of experiential education through the utilization of vignettes on graduate student knowledge, skills, and attitudes in the area of written language disorders. Graduate students enrolled in a written language disorders class completed assessment measures designed to examine clinical understanding and confidence when preparing to teach a client exhibiting a written language disorder. The impact of the use of vignettes in the learning process was measured using pre- and post-tests, class surveys, and focus group interviews. Students demonstrated significant improvement in their knowledge, skills, and attitudes regarding written language disorders. All pre- and post-course comparisons were significant (p &lt; 0.01). Therefore, the use of vignettes in a graduate level written language disorders course created learning experiences which resulted in the transformation of factual and theoretical knowledge into active clinical understanding and clinical confidence.
Rebels, Rogues, and Risk-Takers: Insights into Personal Characteristics of National Tertiary Teaching Excellence Awardees
Author: Goode, Claire
Date: 2023-00-00
Type: Journal Articles
Subjects: Postsecondary Education,College Faculty,Awards,Teacher Attitudes,Foreign Countries,Self Concept,Teacher Motivation,Teacher Characteristics

Challenges exist with the discourse in education around terms such as 'best practice', 'excellence', and 'impact', which raises questions around who decides what 'excellent' teaching looks like. To better understand the different facets of teaching excellence, this research project investigates the stories of twelve national Tertiary Teaching Excellence awardees in New Zealand, exploring awardees' trajectories and practice, including views on their identity, and on what they consider to be excellence in tertiary teaching. This article focuses on the personal characteristics of this group of awardees, highlighted through analysis of their narratives. Educators, mentors, and curriculum designers can gain a deeper understanding of teaching excellence, and of how teachers perceive their own practice and their impact on others. It is hoped too that educators will recognise elements of themselves and their practice, and will feel motivated and inspired to share these with their peers.
Salient Factors in Predicting Student Success, Including Course Modality
Author: Nalbone, David P.
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Predictor Variables,Academic Achievement,Identification,At Risk Students,Student Characteristics,Learning Processes,Distance Education,Student Satisfaction,Online Courses,Learning Motivation,Time Management

Much discussion in higher education has focused upon predicting student learning, and how to identify students who may be at particular risk of failure. Little research has actually tackled that challenge, and research on the scholarship of teaching and learning (SoTL) in this areas is scarce; this study does so by measuring students across three semester of study in a variety of courses and course formats. Our results indicate that a set of characteristics predicting student success can be identified, and that course modality affects overall student success rate. Our results are discussed in terms of how they might inform faculty and administrators how best to identify atrisk groups of students, and who other researchers might expand on these results to produce a more nuanced interactive understanding of the interplay among students, courses, course modalities, and other characteristics to identify ideal combinations of those factors leading to student success.
A Comparison of Online, Blended, and Face-to-Face Learning Modes on Achievement in the Caribbean
Author: Thompson, Natoya L.
Date: 2023-03-00
Type: Journal Articles
Subjects: Comparative Analysis,Electronic Learning,Blended Learning,In Person Learning,Academic Achievement,Undergraduate Students,Foreign Countries,Instructional Effectiveness,Individual Differences

This study aimed to investigate the effects of three different learning modes--online, blended, and face-to-face--on student course performance. Performance was measured by achievement (grades). This study compared student grades in classes taught using each of these delivery methods. This study was designed to serve as a foundation for evaluating student outcomes in open-admission courses that are components of the program for earning a Bachelor of Education degree in a multicultural educational institution.
Engaged Alienation: SoTL, Inclusivity, and the Problem of Integrity
Author: Potter, Michael K.
Date: 2023-00-00
Type: Journal Articles
Subjects: Alienation,Scholarship,Instruction,Learning,Integrity,Social Sciences,Humanities,Educational Research,Values,Humanism

The scholarship of teaching and learning (SoTL) defines itself as an inclusive field of study, and scholars have long lauded its ability to engage academics from each and every discipline. Yet SoTL's research culture has long been dominated by a narrow conception of social science. As a result, the lived experience of scholars from other disciplines, particularly the humanities, is one of engaged alienation. The borders created by SoTL's research paradigm are invisible to those within and somewhat impenetrable to those who are othered by virtue of their disciplinary identities. This paper interrogates the contradictions between SoTL's espoused values and values-in-use.
Strategizing from the COVID-19 Pandemic Experience on the Advancement in Virtual Learning in Nigeria
Author: Ramsey-Soroghaye, Blessing N.
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Distance Education,Electronic Learning,Undergraduate Students,Barriers,Student Attitudes,Educational Improvement

Educational systems are faced with modifying and re-modifying activities that foster the improvement of better learning over the years. In-person learning, which requires the physical presence of both the student and teacher in a particular place and at a particular period of time, used to be what was best and most obtainable in most Nigerian public institutions of learning. After the global pandemic in 2020, strategizing and re-strategizing of learning cultures through virtual learning became inevitable. This qualitative study utilized semi-structured interviews to conduct in-depth interviews with 20 students. WhatsApp was the commonly mentioned tool used in virtual learning as found in this study. Poor facilities, poverty, ignorance, incompetency, and inadequate virtual learning training were the indicated hindrances to the advancement of virtual learning in the Nigerian Educational Sector. This study suggested the need for trainings on the use of the internet and other facilities, the upgrading and maintenance of these facilities, funding of the educational sector, and payment of bursary to students to enable them purchase data for virtual learning innovation in institutions of higher learning in Nigeria.