ethanporcaro/eric-fulltext-meta huggingface dataset:
Face-to-Face vs. Real-Time Clinical Education: No Significant Difference
Author: Mohammed, Y. Q.
Date: 2007-00-00
Type: Journal Articles
Subjects: Internet,Technology Uses in Education,Educational Technology,Conventional Instruction,Teaching Methods,Physical Therapy,Allied Health Personnel,Workshops,Foreign Countries,Computer Mediated Communication,Surveys,Questionnaires,Statistical Analysis,Program Effectiveness,Distance Education,Videoconferencing,Interaction

The main objective of this pilot research project was to determine whether the use of an internet broadband link to stream physiotherapy clinical education workshop proceedings in &quot;real-time&quot; is of equivalent educational value to the traditional face-to-face experience. This project looked at the benefits of using the above technology as an educational tool and its impact on educators only, it did not investigate possible related factors such as the cost of employing this technology nor the technicalities of setting up the proposed technology as these objectives were beyond the scope of the study. In 2006 three physiotherapy educators' workshops were selected for streaming at the University of Canberra. Two groups of educators attended the workshops at geographically separate venues, face-to-face (on-site) and real-time internet streaming (off-site). Group one (on-site) attended face-to-face lectures at the Canberra Hospital ACT Australia; lectures were streamed using a standard personal computer and digital camera to group two (off-site) at the University of Canberra and Calvary Hospital ACT. At the end of the workshops all participants completed the questionnaire survey. Obtained results were analyzed using t-tests. No significant difference was found between the participants' assessment of the educational value derived from either off or on-site attendance at the workshop.
After 60 Years, Do the Arguments for K-12 Vouchers Still Hold?
Author: Laitsch, Dan
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Educational Vouchers,Neoliberalism,Free Enterprise System,Government Role,Private Sector,Privatization,Public Policy,School Choice,Charter Schools,Educational Change,School Districts,Neighborhood Schools,Neighborhoods,Tuition

In 1955, Milton Friedman authored a foundational paper proposing a shift in funding and governance mechanisms for public K-12 schools, suggesting that parents be awarded tuition vouchers that they could use to pay for private sector education services for their children, rather than relying on government provided neighborhood schools. Friedman theorized three cases in which such a system might fail, requiring greater involvement of the government in the education system: the presence of a natural monopoly; substantial neighborhood effects; and a breakdown in free exchange. This article examines these concerns by applying more than 25 years of school choice research in an attempt to answer the question, &quot;After 60 years, do the arguments for K-12 vouchers still hold?&quot; Findings cited in this article suggest that Friedman was correct to be concerned about possible deleterious effects that may arise from a privatized system.
Renewing the American Commitment to the Common School Philosophy: School Choice in the Early Twenty-First Century
Author: Fife, Brian L.
Date: 2016-00-00
Type: Journal Articles
Subjects: School Choice,Educational Philosophy,Educational History,Advocacy,Public Education,Accountability,Charter Schools,Educational Vouchers,Politics of Education,Political Attitudes,Individualism

The common school philosophy of the nineteenth century in the United States is revisited from a contemporary perspective. Is the basic ethos of the philosophy of Horace Mann and others still relevant today? This question is examined and applied to the conservative advocacy of free markets, individual freedom, and school choice in order to assess the extent to which the delivery of government-supported education is done in a way that upholds the values of the past while simultaneously addressing paramount issues related to social equity, diversity, and social cohesion today.
From Capstones to Strategic Partnerships: The Evolution of Portland State University's Community Engagement and Partnership Agenda
Author: Flynn, Erin
Date: 2015-00-00
Type: Journal Articles
Subjects: Partnerships in Education,State Universities,School Community Relationship,Urban Schools,Urban Areas,College Role,Leadership,Citizenship,Strategic Planning,Program Development,Curriculum

Portland State University's (PSU) reputation as an engaged, urban-serving university continues to distinguish it both nationally and locally. Key partnerships with local, public, and private partners provide students, faculty, and staff with remarkable opportunities to contribute to the physical, social, and economic development of the Portland metropolitan region. This article traces the evolution of PSU's engagement and partnership agenda and shares lessons learned by PSU as it seeks to better coordinate and centralize key components of its vast engagement and partnership portfolio. This reflection describes why and how PSU created an Office of Strategic Partnerships and the role of the newly formed PSU Partnership Council, and explores the challenge of striking a balance between the grassroots level of engagement and partnership activity and the need to take a larger, institution-wide view.
Connecting Curriculum to Community Research: Professional Services, Research, and Teaching
Author: Messer, W. Barry
Date: 2015-00-00
Type: Journal Articles
Subjects: Community Study,Professional Services,Alignment (Education),School Community Programs,Educational History,Institutional Characteristics,Administrative Organization,Partnerships in Education,Models,Barriers,Curriculum Design,Student Experience,Teaching Experience,Accountability,College Programs,Environmental Education,Curriculum

Portland State University's Community Environmental Services (CES) has helped shape the Portland metropolitan region's sustainable materials management practices for more than twenty-five years. CES's research and program development services have benefitted community partners that in turn have provided hundreds of students with rich educational experiences. PSU faculty members also advance their pedagogical and research agendas through the development of CES-affiliated capstone courses. This article explores the CES co-production model from the perspectives of students, faculty members, and community partners.
The University Next Door: Developing a Centralized Unit That Strategically Cultivates Community Engagement at an Urban University
Author: Holton, Valerie L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Urban Universities,Case Studies,School Community Relationship,Community Involvement,Outreach Programs,Neighborhoods,Youth Programs,Teaching Methods,Community Programs,Strategic Planning,Cooperation,Models,Empowerment,Barriers,Change Strategies

Using Kotter's model of change as a framework, this case study will describe the structure and efforts of a centralized unit within an urban, research university to deepen and extend the institutionalization of community engagement. The change model will be described along with details about the implemented strategies and practices that fall within each of the eight steps. The paper concludes with reflections and future efforts. Virginia Commonwealth University (VCU) is physically, socially and economically intertwined with the City of Richmond. From the university's inception, community engagement has been an integral part of VCU's values and mission (VCU, 2014). In the process of creating VCU as a public institution of higher education for the city of Richmond, the Wayne Commission (1967) established that VCU would be &quot;an urban-oriented university . . . unique in that its basic philosophy concentrates on meeting the needs of an urban population living and working in an urban environment (p. 12).&quot; It is in this context that VCU has come to develop and refine its relationship with the region. Since its founding in 1968, VCU has worked to live up to its calling as a public urban university. An early focus on professional programs in social science and health fields were VCU's entrée into bridging the educational goals of the university and the societal needs of its urban community. Overtime, the vision for VCU expanded as an institution that not only serves urban community members directly but also fosters partnerships across governmental and educational boundaries that provide the highest quality of service to its students and to the wider Richmond region. [For more information on the history of the university and its commitment to engagement, see Bonis, Koste, Lyons and Curtis (2006); Howard and Allison (2004); and Trani and Holsworth (2010).] As a result, numerous organizational changes and initiatives have been undertaken that reflect VCU's commitment to institutionalizing community engagement as a means to educating the citizenry and generating new knowledge while also having a positive impact on its communities.
Managed Learning Environments and an Attendance Crisis?
Author: Barrett, Ruth
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Virtual Classrooms,Blended Learning,Attendance,College Students,Student Attitudes,Student Behavior,Computer Science Education,College Faculty,Teacher Attitudes,Teacher Surveys,Student Surveys,Academic Achievement,Preferences

Students who have the benefit of a Managed Learning Environment (MLE) are very appreciative of the facility to access lecture notes, practical and tutorial exercises and other learning resources. This access allows students to work independently and in many students' eyes, obviates the need to attend all timetabled sessions. Should the lecturers be worried about this? Blended learning, with its mixture of online and face-to-face activities, allows for students' different learning styles and for balancing external commitments. We report from a University in which the MLE, StudyNet, is extensively used on the majority of degree programmes and is regularly praised by the students. In this digital age the expectation of students is that all resources should be available electronically. However, a short survey identified a general unease among academics that these facilities adversely affect attendance and consequently student performance. Our broader study, at a mid-point in an academic year, investigated relationships between attendance, performance in assessed coursework and students' preferred ways of working. We found that students rated the contact time very strongly but placed most emphasis on carrying out work for themselves. There was a mismatch between many students' perceptions of their use of the contact hours and the evidence from attendance records. Overall, our study sheds some light on the complex relationships between blended learning, student behaviour, attendance, and attainment.
Students' Perceived Usefulness of Formative Feedback for a Computer-Adaptive Test
Author: Lilley, Mariana
Date: 2007-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Feedback (Response),Formative Evaluation,Questionnaires,Student Attitudes,Statistical Analysis,Undergraduate Students,Computer Software,Summative Evaluation

In this paper we report on research related to the provision of automated feedback based on a computer adaptive test (CAT), used in formative assessment. A cohort of 76 second year university undergraduates took part in a formative assessment with a CAT and were provided with automated feedback on their performance. A sample of students responded in a short questionnaire to assess their attitude to the quality of the feedback provided. In this paper, we describe the CAT and the system of automated feedback used in our research, and we also present the findings of the attitude survey. On average students reported that they had a good attitude to our automated feedback system. Statistical analysis was used to show that attitude to feedback was not related to performance on the assessment (p&gt;0.05). We discuss this finding in the light of the requirement to provide fast, efficient and useful feedback at the appropriate level for students.
A Web Based Intelligent Training System for SMEs
Author: Mullins, Roisin
Date: 2007-00-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Small Businesses,Skill Development,Web Based Instruction,Internet,Marketing,Knowledge Level,Online Surveys,Questionnaires,Self Evaluation (Individuals),Training,Feedback (Response),Foreign Countries,Electronic Learning,Technology Uses in Education,Case Method (Teaching Technique),Program Effectiveness

It is widely accepted that employees in small business suffer from a lack of knowledge and skills. This lack of skills means that small companies will miss out on new business opportunities. This is even more evident with respect to the adoption of Internet marketing in Small and Medium Enterprises (SMEs). This paper reports a pilot research project TRIMAR, which aims to develop a web-based intelligent training system to aid small business employees in their learning and decision-making regarding the use of the Internet as a new marketing medium. TRIMAR attempts to contribute to the wider debate on the content and style of training most suitable to small businesses. It aims to identify the training needs of small businesses for Internet marketing at a pan-European level and to seek the most effective ways to address training and support needs with web-based systems. Based on training needs analysis carried out within five European countries: UK, Germany, Poland, Slovak Republic and Portugal, a web based system for gaining Internet marketing knowledge and skills was constructed. The system consists of three major subsystems: Self Assessment Tool (SAT), Training Modules (TM), and a Case Retrieval System (CRS). Various users through an online questionnaire tested the system. The initial feedback revealed that the case base training approach delivered on the Internet provided a highly appropriate training medium for SMEs.
Piloting a Process Maturity Model as an e-Learning Benchmarking Method
Author: Petch, Jim
Date: 2007-00-00
Type: Journal Articles
Subjects: Electronic Learning,Benchmarking,Higher Education,Models,Learning Processes,Questionnaires,Foreign Countries,Pilot Projects

As part of a national e-learning benchmarking initiative of the UK Higher Education Academy, the University of Manchester is carrying out a pilot study of a method to benchmark e-learning in an institution. The pilot was designed to evaluate the operational viability of a method based on the e-Learning Maturity Model developed at the University of Wellington, New Zealand, which, in turn was derived from Carnegie Mellon's widely accepted Capability Maturity Model. The method is based on gathering evidence about the many and interdependent processes in the e-learning and student lifecycles and takes a holistic view of maturity, addressing multiple aspects. This paper deals with the rationale for the selected method and explains the adoption of a process based approach. It describes the iterative refinement of the questionnaire used to elicit evidence for measures of five aspects of maturity in a range of e-learning processes, in five process areas. The pilot study will produce a map of evidence of e-learning practice across the processes matrix and a measure of the degree of embedding in a sample of faculties within the institution expressed as capability and maturity. To provide a useful measure of where an organisation is with respect to a particular aspect of e-learning, it needs to be able to act on that measure, finding any new activities required or modifying current activities to improve its processes. The pilot study aims to evaluate the potential for improvement inherent in the capability maturity model and to examine the resource implications of obtaining useful evidence. A successful benchmarking effort should be able to inform an institution's planning and resourcing processes and the outcomes of this pilot should lead to an informed decision about a method for benchmarking the embedding of e-learning, both for the particular institution and for the sector, which in turn can lead to operational suggestions for improvement.
Interactive Nonlinear Learning Environments
Author: Robberecht, Ronald
Date: 2007-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Technology Uses in Education,Instructional Materials,Teacher Attitudes,Instructional Design,Science Instruction,Individualized Instruction,Animation,Visualization,Audio Equipment,Video Technology,Cognitive Style,Models

E-learning materials often have a linear design where all learners are forced into a single-mode pedagogy, which is contrary to the interaction that occurs in face-to-face learning. Ideally, e-learning materials should be nonlinear, interactive, contain context-sensitive and active learning elements, and accommodate various learning levels and styles. This paper presents an educator's perspective on approaches to designing such e-learning materials, which are essential to enhancing the education of future generations of students.
Online Community-Based Learning as the Practice of Freedom: The Online Capstone Experience at Portland State University
Author: Arthur, Deborah Smith
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Community Education,Undergraduate Students,Best Practices,Barriers,Models,School Support,Case Studies,Study Abroad,Equal Education,Educational Practices,Student Experience,Social Justice,Spiritual Development,Program Descriptions,Curriculum

Given the design of Portland State University's (PSU) undergraduate curriculum culminating in a capstone experience, the dramatic growth in online courses and online enrollments required a re-thinking of the capstone model to ensure all students could participate in this effective learning model and have a powerful learning experience. In recent years, a number of capstone courses have been developed that are offered fully online. This article examines PSU's development of and institutional support for community-based learning (CBL) capstone courses in a fully online format. Emerging best practices and lessons learned may be useful for other institutions seeking to integrate experiential elements into online learning at any level, including capstones.
Sustaining Change: Successes, Challenges, and Lessons Learned from Twenty Years of Empowering Students through Community-Based Learning Capstones
Author: Kerrigan, Seanna M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Sustainability,Educational Change,Success,Barriers,Undergraduate Students,Educational Principles,Context Effect,Educational Practices,Curriculum Research,Educational History,Community Education,Program Evaluation,Program Development,Partnerships in Education,Educational Facilities,Faculty,Legal Responsibility,Curriculum

More than four thousand students engage in the community-based learning capstone program every year by enrolling in one of 240 senior-level courses that culminate their undergraduate education. In this article, the author shares the context and history of the program, its foundational principles and processes, and the nuts-and-bolts details of the ongoing operation of the largest community-based learning capstone program in the United States.
From Comparative Education to Comparative Pedagogy: A Physical Education Case Study
Author: Georgakis, Steve
Date: 2016-00-00
Type: Journal Articles
Subjects: Comparative Education,Physical Education,Case Studies,Educational Policy,Educational Practices,Teaching Methods,Secondary School Students,Instructional Effectiveness,Comparative Analysis,Foreign Countries

In the last two decades forces of globalization and the rise of and access to information technology have transformed the nature of educational research. Traditional disciplines such as comparative education have not been immune to these transformational impacts. Although one might expect globalization to promote the study of comparative education, comparative perspectives are yet to permeate many corners of education and little attention has been paid to their potential to inform the area of physical education. This paper argues that comparative education has a unique role to play in informing physical education policy and practice. To support this claim this article presents one particular example: comparative physical education pedagogy. Therefore this study compared and contrasted two methods of teaching physical education (direct versus indirect) in order to determine which approach is more effective for student learning. The comparison was evaluated and measured for &quot;enjoyment&quot;, &quot;skill developed&quot; and &quot;tactical understanding&quot;. Participation in sport at a young age has shown to positively influence young people's physical activity later on in their life. At a time where participation rates in youth sport are dropping significantly and there are high rates of obesity, the results of this study will be of interest to policy makers as the findings have the potential to contribute to new knowledge and practice in education. Further, by providing a case study for physical education, we demonstrate how comparative education can play a useful and multidimensional role in wide and varied areas of educational research.
Evolving ASEAN-Australia Relations in Higher Education. Towards a Regional Knowledge Network?
Author: Welch, Anthony
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Geography,History,Foreign Students,Educational Policy,Geographic Regions,International Cooperation,Foreign Policy,Educational Finance,Financial Support,Networks,Knowledge Economy,Student Mobility,Statistical Analysis

Australia's attitude towards ASEAN has waxed and waned over recent decades, including in higher education. In part a reflection of tensions between its geography and history, it highlighted the question of the extent to which Australia saw itself as an Asian country (an uncertainty shared by a number of its ASEAN neighbours). Reviewing changes in several key indices (Asian languages strategy, International student policy, Education as Aid), the prospects for a regional knowledge network comprising Australia, ASEAN and China are assessed, with the conclusion that the whole would be greater than the sum of the parts, but that for the prospect to be realised, greater consistency in Australian government policy towards the region is needed.
Faculty Perception on International Students in Turkey: Benefits and Challenges
Author: Acar, Erkan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Qualitative Research,Case Studies,Liberal Arts,Interviews,Content Analysis,Undergraduate Students,Performance Factors,Student Diversity,Competition,Academic Achievement,Dialects,Language Variation,Time Management,Social Isolation,Teacher Attitudes

The purpose of this qualitative case study is to examine faculty perceptions on international students with respect to benefits and challenges of having them in a liberal arts university located in Istanbul, Turkey. The research data were collected through evaluation of pertinent documents of the school and interviews with sixteen faculty members and one administrative staff member. Revealed themes for the benefits of having international students within the institution included: (1) escalating the overall academic and disciplinary success of the school, (2) creating diversity in learning environment and (3) generating competitive learning environment. Themes that are revealed for the challenges of having international students included: (1) adaptation to a new educational system, (2) language accents, (3) time management issues, and (4) isolation and grouping.