ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study into the Effects of eLearning on Higher Education
Author: Singh, Gurmak
Date: 2005-00-00
Type: Journal Articles
Subjects: Higher Education,Electronic Learning,Instructional Effectiveness,Global Approach,College Students,College Faculty,Administrative Organization,Teacher Role,School Business Relationship,Educational Environment,Academic Achievement,Access to Education,Lifelong Learning

The Internet is a technological development that has the potential to change not only the way society retains and accesses knowledge but also to transform and restructure traditional models of higher education, particularly the delivery and interaction in and with course materials and associated resources. Utilising the Internet to deliver eLearning initiatives has created expectations both in the business market and in higher education institutions. Indeed, eLearning has enabled universities to expand on their current geographical reach, to capitalise on new prospective students and to establish themselves as global educational providers. This paper examines the issues surrounding the implementation of eLearning into higher education, including the structure and delivery of higher education, the implications to both students and lecturers and the global impact on society.
Is Twitter an Effective Pedagogical Tool in Higher Education? Perspectives of Education Graduate Students
Author: Bista, Krishna
Date: 2015-04-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Social Networks,Electronic Publishing,Web Sites,Telecommunications,Handheld Devices,Graduate Students,Education Majors,Teaching Methods,User Satisfaction (Information),Technology Uses in Education,Information Dissemination,Mentors,Case Studies,Educational Benefits,Learner Engagement,Learning Experience,Qualitative Research,Questionnaires,Essays

This study presents the perspectives of education graduate students of using Twitter as a pedagogical tool for 15 weeks as a required social media activity in class. The results indicated that participants in each course reported a positive learning experience of using Twitter. Although this was their first experience with Twitter, participants reported that Twitter provided space and opportunities to engage in academic activities as a new pedagogical tool. Participants reported they used Twitter to receive immediate and frequent course information, ask questions to the mentor, update course assignments, and to share helpful information from outside the textbook with their fellow classmates and mentor. This study also highlights suggestions and implications for utilization of Twitter in personal and professional development.
Internationalisation of the Curriculum: Putting Theory into Practice in a Physiotherapy Program
Author: Das, Rebekah
Date: 2005-00-00
Type: Journal Articles
Subjects: Physical Therapy,Theory Practice Relationship,Foreign Countries,International Education,Educational Philosophy,Health Sciences,Foreign Students,Masters Programs,Curriculum,Student Needs,Graduate Students,Cultural Awareness,Educational Change,Reflective Teaching,Course Content,Questionnaires,Student Attitudes,Knowledge Base for Teaching,Educational Practices

Increasing numbers of international students studying health sciences in Australia necessitates research into appropriate ways to support cultural diversity in teaching. International students commonly face problems in adapting to culturally different education and health care systems and this complicates the development of the discipline specific skills that they have come to learn. This paper presents a curriculum review of a course, titled &quot;Language and Communication in Physiotherapy&quot; in a Physiotherapy Masters Program for international students. The aim was to redevelop the course to better align with principles of internationalisation of the curriculum, seeking to ensure that the course did not follow a deficit model of meeting international students' needs. A philosophical shift was considered by staff and led to a revision of course aims, content and assessment. Instead of viewing students as having &quot;gaps&quot; in understanding or skills that needed to be patched up in order to fit Australian norms, it was considered that the chief aim of the course was to foster the development of cultural competence. Course changes made as an outcome of the review were evaluated and the outcomes suggest that some of the changes were successful, whilst others require further development. The process of reflective practice followed in undertaking this review was helpful not only in devising course content and assessment changes useful to students' learning, but also in advancing the cultural competence of teachers involved in the course.
The PhD in Writing Accompanied by an Exegesis
Author: Arnold, Josie
Date: 2005-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Doctoral Programs,Foreign Countries,Surveys,Graduate Students,Supervisors,Creative Writing,Knowledge Level,Competence,Evaluation Methods,Hermeneutics,Research,Academic Discourse,Writing (Composition)

The position of this paper is to further the discussion on what constitutes academic assessment in the PhD by artefact and exegesis. In doing so, it explores some of the ideas that arose in setting up the PhD in creative writing at Swinburne University of Technology. Thus, I: (1) survey some of the questions that arise about the journeys made by the candidate, supervisor and examiner of the PhD in creative writing; (2) introduce discussion about what constitutes academic knowledge with particular reference to the PhD in writing at Swinburne University of Technology, Lilydale Campus; (3) bring to the fore multiple possibilities in understanding possible conceptualizations of legitimate scholarly, intellectual and cultural research; and (4) survey some ideas about research and/as creativity. In doing so, I provide the basis for discussion of the dynamic nature of research, and situate this discussion within the framework of assessment.
Attitude to the Study of Chemistry and Its Relationship with Achievement in an Introductory Undergraduate Course
Author: Brown, Stephen J.
Date: 2015-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Scientific Attitudes,Chemistry,Introductory Courses,Science Achievement,Attitude Measures,Summative Evaluation,Correlation,Scores,Positive Attitudes,Questionnaires

A positive attitude to a subject may be congruent with higher achievement; however, limited evidence supports this for students in undergraduate chemistry--this may result from difficulties in quantifying attitude. Therefore, in this study, the Attitude to the Study of Chemistry Inventory (ASCI)--a validated instrument to quantify attitude, was used to measure attitude to chemistry in 125 undergraduates studying an introductory course in chemistry, as part of a BSc Chemistry major. The 13 week course contained 4 summative assessments: practical (PRAC), tutorial (TUT), on-line web-based learning (OWL), and a final exam (FE). Sub-scales within ASCI which quantify the &quot;affective&quot; and &quot;cognitive&quot; components of attitude were determined. Firstly, for all 125 students, weak correlations (r) between the affective scale score and FE (r = 0.275, P&lt;0.01) and TOTAL (r = 0.228, P&lt;0.05), were recorded. Secondly, a low achieving (LA, n = 48) and a high achieving (HA, n = 77) group were identified using a cluster analysis procedure. The HA group scored higher than the LA group in PRAC, OWL, FE and TOTAL (all P&lt;0.001), but the clusters were not different in their scores for either the affective or the cognitive components of attitude. There was no correlation between attitude and achievement in the HA group, and only one weak positive correlation (0.409), between the affective score and achievement in the LA group. We suggest that although a positive attitude may be an important part of the undergraduate experience, it is at best only weakly associated with achievement in undergraduate chemistry.
The Benefits of Good Teaching Extend beyond Course Achievement
Author: Loes, Chad N.
Date: 2015-04-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Educational Practices,Outcomes of Education,Critical Thinking,Lifelong Learning,Learning Motivation,Academic Persistence,Educational Attainment,Probability,Bachelors Degrees,Undergraduate Students,Academic Achievement,Cognitive Development,Questionnaires

This paper synthesizes research from the Wabash National Study on Liberal Arts Education, the National Study on Student Learning, and the Research on Iowa Student Experiences study that estimates the influence of certain effective instructional practices on a range of student outcomes. Student perceptions of two specific teacher behaviors--instructor clarity and instructor organization--are associated with gains in a number of important student outcomes including critical thinking, propensity for lifelong learning, academic motivation, persistence to the second year of college, graduate degree plans, likelihood of obtaining a bachelor's degree, and student use of deep approaches to learning.
International Teaching Assistants' Experiences in the U.S. Classrooms: Implications for Practice
Author: Ashavskaya, Ekaterina
Date: 2015-04-00
Type: Journal Articles
Subjects: Qualitative Research,Foreign Students,Classroom Techniques,Cultural Differences,Student Attitudes,Attitude Measures,Barriers,Higher Education,Semi Structured Interviews,Teaching Assistants,Graduate Students,Coding,Content Analysis,Teaching Experience,Teacher Responsibility,Student Behavior,Language Skills,Language Usage,Teaching Skills,College Readiness,Teaching Conditions,Teacher Student Relationship,Interaction,Foreign Countries,Computer Science Education,Chemistry

Recently, a number of studies have examined the lived experiences of the international teaching assistants (ITAs) in the U.S. classrooms. The findings show that the ITAs face many challenges such as classroom management, instructional, linguistic, cultural and social challenges. Following this line of research, this interview-based study examined the lived experiences of a group of ITAs using a qualitative methodology. The qualitative approach was intentionally selected to add an interpretive stance to the quantitative analyses prevalent in the current research on the ITAs. The paper aims to: (1) to provide insights into the ITAs' perspectives on their first semester of teaching in the U.S. including determining the challenges they face and (2) to consider possible revisions to existing ITAs' preparation programs based on the ITAs' own perspectives and a review of the available literature. This study contributes to the field by presenting information that has the potential to prompt future empirical investigations into educational cultures as they apply to novice instructors in international contexts and to inform and renew curricula for ITAs' preparation programs at the U.S. universities.
Learning and Language: Supporting Group Work so Group Work Supports Learning
Author: Mylett, Terri
Date: 2005-00-00
Type: Journal Articles
Subjects: College Students,Problem Solving,Ability,Cooperative Learning,Group Activities,Human Relations,Human Resources,Employment,Language Usage,College Faculty,Teacher Collaboration,Ethics,Skill Development,Lecture Method,Case Studies,Learning Theories,Foreign Countries

This paper reports on developments in teaching and learning for first year employment relations students at the University of Wollongong based on creating conditions of learning informed by Vygotsky's &quot;zone of proximal development&quot; theory. Essentially, this meant emphasising collaborative learning (group work) in the lecture theatre and in assessment tasks to provide opportunities for students to &quot;learn the language&quot; of employment relations. The paper also considers collaboration between an employment relations discipline lecturer and an learning development discipline lecturer that helped identify the objectives for teaching and learning (the desired attributes of a Wollongong Graduate, ethical concerns about how students' may affect one another in group work, and developing knowledge and skills to equip students to be effective in employment relations practice) within a particular task environment (characterised by an organisational imperative to &quot;do more with less,&quot; and students' beliefs that lectures have the purpose of didactic information delivery) simultaneously with teaching. This paper offers readers a case study of the application of a teaching and learning theory that may stimulate reflection on their practice.
Teaching Research Method Using a Student-Centred Approach? Critical Reflections on Practice
Author: Barraket, Jo
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Courses,Research Methodology,Case Studies,Problem Based Learning,Cooperative Learning,Learner Controlled Instruction,Curriculum Development,Masters Programs,Experiential Learning,Educational Practices,Learning Activities,Constructivism (Learning),Small Group Instruction,Ethics,Measures (Individuals)

This article presents a reflective case study analysis of an attempt to enhance student learning through the introduction of student-centred teaching methods in a masters-level social research methods subject. The introduction of a range of specific techniques, including case study teaching, problem based learning, groupwork, role-play and simulation, is reflected upon. The article concludes that the re-orientation of the curriculum toward student-centredness in this case had a positive effect on student performance, learning experience and subject evaluation. In particular, the use of student-centred techniques facilitated a strong social context for learning, and provided students with a common experiential framework from which to explore the technical aspects of the curriculum. However, the analysis also found that students continued to place value on more formal teaching methods, and that the value of student-centred techniques in this case rested in the way in which they were integrated with more didactic teaching practice.
Providing a Discipline-Based Higher Education Qualification
Author: Webster, Len
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,College Faculty,Higher Education,Interdisciplinary Approach,Instructional Design,Legal Education (Professions),Faculty Development,Professional Continuing Education,Teacher Certification,Experience,Program Effectiveness

This paper highlights the growing need for the provision of discipline-based flexible online courses for teachers in Higher Education as well as acknowledging the significance of interdisciplinary cooperation in this endeavour. It describes the approaches taken in designing and delivering these courses and discusses some of the challenges inherent in developing, implementing and evaluating such discipline-based Higher Education courses, through examining the Graduate Certificate in Law Teaching (GCLT) Course in the Faculty of Law at Monash University, Australia.
The COERSEA Model for Interactive Presentations
Author: Koppi, Tony
Date: 2005-00-00
Type: Journal Articles
Subjects: Models,Teaching Methods,Constructivism (Learning),Lecture Method,Online Courses,Learner Engagement,Seminars,Workshops,Conferences (Gatherings),Public Speaking,Context Effect,Alignment (Education),Conventional Instruction,Educational Resources,Evaluation Methods,Disabilities,Accessibility (for Disabled),Higher Education

A commonly accepted theoretical paradigm in the research and practice of effective learning and teaching is constructivist. Researchers and practitioners in the higher education community attend educational technology focused conferences to share their findings, seek feedback and collaboration, or challenge. Although researchers may espouse constructivist methods in their learning designs, this model is not adopted in their presentations. Often a more traditional transmission approach is used with the presenter inflicting many content heavy slides on an increasingly passive audience. The COERSEA model (context, outcomes, engagement, resources, support, evaluation, alignment) comprises seven principles that can be applied to the design of any presentation be it a lecture, seminar or conference paper. The model compliments current trends in online learning design and represents a constructivist approach to presentations that engages participants in a shared learning experience. The model has been successfully applied to a number of topics and contexts at conferences, seminars and workshops.
Scaffolding Academic Integrity: Creating a Learning Context for Teaching Referencing Skills
Author: Emerson, Lisa
Date: 2005-00-00
Type: Journal Articles
Subjects: Citations (References),Plagiarism,Information Sources,Academic Discourse,Scaffolding (Teaching Technique),Integrity,College Instruction,Skills,College Students,Tutoring,Foreign Countries

Methods of detecting plagiarism and teaching skills relating to the use of secondary sources are matters of increasing contention within academia. The project presented in this paper melds the use of a detection tool (Turnitin) with a multi-strategy educational programme. The results show that using percentage of secondary sources usage as an indicator of plagiarism is unreliable, that a one-on-one tutor clinic may be an useful part of any educational programme, and that students' inability to reference correctly may be based on an inadequate understanding of the process of academic writing, rather than a misunderstanding of the conventions. This suggests that students would benefit from interactive teaching or teaching materials which focus on the process of using secondary sources, rather than teaching which focuses solely on definition of terms and conventions of secondary source usage.
Student Perceptions of a Trial of Electronic Text Matching Software: A Preliminary Investigation
Author: Green, David
Date: 2005-00-00
Type: Journal Articles
Subjects: Student Attitudes,Computer Software,Cost Effectiveness,Plagiarism,Student Surveys,English (Second Language),Second Language Learning,College Students,Anxiety,Writing (Composition),Educational Strategies,Ethics,Electronic Learning,Statistical Analysis,Qualitative Research,Educational Benefits,Law Students,Nutrition Instruction,Chemistry,Business Administration Education,Foreign Countries

It is accepted that using electronic detection methods has benefits within an overall strategy to promote academic integrity in an institution. Little attention has been paid to obtaining student perceptions to evaluate the cost/benefit of using such methods. This study reports on the evaluation of a trial of Turnitin software. 728 students responded to a survey about their thoughts on plagiarism and being involved in the trial. This study found that students were generally unsure about the benefits and whether the university should use the software. In particular, two groups of students showed significant differences to the rest of the students sampled. While Non English Speaking Background (NESB) students reported higher levels of perceived usefulness of the software, they also reported higher levels of anxiety about the impact on them. Law students reported lower levels of perceived usefulness of the software and higher levels of concern and mistrust. The impact of such perceptions on the learning environment needs to be investigated. Special attention may be needed in introducing such software to different groups of students in order to limit possible deleterious effects and enhance potential benefits.
The Concept of Integrity in Teaching and Learning
Author: Nillsen, Rodney
Date: 2005-00-00
Type: Journal Articles
Subjects: Integrity,Teaching Methods,Learning Processes,Ethics,Preferences,Intellectual Disciplines,Individual Characteristics,Institutional Characteristics

In this paper it is argued that the concept of integrity in a person, or an activity, or an institution, is intimately connected with notions of wholeness and completeness, and that the creation of integrity consists in developing an awareness of the possibility of greater wholeness and completeness, and in creating environments in which they may occur. In a manner analogous to ethical integrity, integrity in inquiry, knowledge learning and teaching is seen as arising from a preparedness to submit oneself to a larger intellectual whole, in which one might say that individual preference is secondary to a &quot;transcending state of affairs&quot;. Some suggestions are made to help towards progressing the ideals of integrity in teaching and learning, with some discussion in relation to specific disciplines.
Academic Integrity: An Awareness and Development Issue for Students and Staff
Author: McGowan, Ursula
Date: 2005-00-00
Type: Journal Articles
Subjects: Plagiarism,Integrity,College Students,Orientation,Learning,Academic Discourse,Intellectual Disciplines,Foreign Students

University plagiarism policies aimed at assuring academic integrity provide for increased vigilance and disciplinary procedures to deal with transgressions. Many policies also include guidelines to teaching staff to ensure that students are adequately informed about the meaning of plagiarism and its consequences, and about methods of citing within the particular referencing system in use. However, the experience of academic advising has indicated that receiving such information is insufficient for students who, for a variety of reasons, inadvertently lapse into plagiarism. This is particularly the case for international students for whom English is a second or additional language. A simple and not excessively time-consuming strategy is proposed for academics to ensure that students have the opportunity to learn not only the mechanics of what they are required to do, but also the reasons for the requirements and assistance in learning the language for fulfilling these requirements. The strategy involves, firstly, the induction of students into the concept of evidence-based learning as the essential characteristic of university learning, teaching and research, and secondly, the application of a tool such as genre analysis for mastering the language of their discipline. This is an awareness and development issue that is particularly important for international students whose time within the English-speaking Australian university environment may be limited to three or four years. The proposed strategy has the potential of becoming a powerful mechanism for reducing the incidence of inadvertent plagiarism, as well as raising the overall standard of written work for an increasing range of students.
Proper Acknowledgment?
Author: East, Julianne
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Plagiarism,Citations (References),College Students,Foreign Students,Context Effect,Creativity,School Culture

The concern in Australian universities about the prevalence of plagiarism has led to the development of policies about academic integrity and in turn focused attention on the need to inform students about how to avoid plagiarism and how to properly acknowledge. Teaching students how to avoid plagiarism can appear to be straightforward if based on the notion that plagiarism is copying without proper acknowledgment. This paper reviews the term &quot;proper acknowledgment&quot; in the academic context and argues that proper acknowledgement can be a matter of context and perception. In this paper forms of plagiarism are reviewed, reasons for student plagiarism are considered and different contexts for acknowledgement and how these fit in with concepts of attribution and originality are discussed. Comments from international students new to Australian academic culture provide insights and reveal that students in trying to master the rules of acknowledgment can be perplexed and concerned about when and why they should acknowledge.