ethanporcaro/eric-fulltext-meta huggingface dataset:
Strategies to Reduce Procrastination in College Students
Author: Cursi Campos, Heloisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Time Management,College Students,Student Behavior,Motivation Techniques,Self Control,Tests,Study Habits

Students usually procrastinate, which might increase anxiety levels and decrease test scores. Previous studies used between-groups comparisons to explore ways to deter procrastination, a design that did not allow analyses of individual procrastination patterns. In the present two studies, college students' individual self-regulation and procrastination patterns were investigated in a within-subject design to identify strategies that promote self-regulation and decrease procrastination. Each week, participants alternated between two schedules of delivery of practice quizzes while preparing for weekly quizzes. In Study 1, one practice quiz was available per day in a noncontingent condition. In a contingent condition, participants had to submit one practice quiz per day to access a subsequent practice quiz. In Study 2, two practice quizzes were available every other day in a noncontingent condition. In a contingent condition, participants had to submit two practice quizzes every other day to access subsequent practice quizzes. Across the two studies, 6 of 25 participants stopped procrastinating at the end of the contingent condition, and both conditions yielded high scores on weekly quizzes even when participants procrastinated. These results indicate that college students' procrastination patterns can be changed, although it does not necessarily lead to increased quiz scores. The present studies propose a methodology to investigate and change self-regulation and procrastination patterns at the level of the individual.
Characteristics of Students Who Opted in to Use the Boost Mobile App as an Educational Support Service
Author: Andrews, Carolyn Bancroft
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Characteristics,Computer Software,Decision Making,Academic Support Services,Comparative Analysis,Integrated Learning Systems,Student Behavior,Undergraduate Students,College Faculty,Online Courses,Self Management,Learning Strategies,Metacognition

This exploratory study aimed to investigate the characteristics of students who opted in to use Boost, an automated student-support mobile app, and compare them to characteristics of Boost nonusers. Boost integrates with a learning management system (Canvas) and provides support services aimed at improving student behavior and success. At the start of the spring 2019 semester at Indiana University, instructors were invited to opt in for Boost to be available to their classes. Instructors who did so invited their students to use Boost. Our multivariate analysis of variance compared those who opted in for automated support with those who did not (n = 158 courses). Findings reveal that opt-ins were further along in their studies and slightly lower performing than their peers who did not opt in. A profile of Boost users will help university administration, student support services, and instructors make data-informed decisions on the optimal use of Boost.
The RECAP and SCAFFOLDS Frameworks: Engaging Students in Self-Reflection and Self-Regulation within Online Learning
Author: Hagan, Carrie
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Online Courses,Learner Engagement,Self Evaluation (Individuals),Self Management,Metacognition,Student Diversity,Guidance,Integrated Learning Systems,Reflection,Teaching Methods,College Faculty,Student Attitudes,Teacher Attitudes,Learning Activities,Legal Education (Professions),Program Effectiveness,Educational Technology,Technology Uses in Education

This case study focuses on our efforts to engage students in one asynchronous, online undergraduate legal &quot;pipeline&quot; course, and the substantive revisions made to the course over 3 years to increase student engagement, self-reflection, self-regulation, and metacognition. A pipeline program is designed to identify, support, and guide students from diverse backgrounds to their graduate-level field of interest. We describe two strategic uses of a learning management system (LMS) to increase student engagement and self-regulated learning: a weekly reflection and engagement routine that was developed to address concerns regarding student-to-faculty engagement identified during the first version of the course, and a scaffolded multi-week skills-based activity that was developed to reinforce a critical course learning objective and help students monitor their own learning progress. During each iteration of the course, user data collected from the LMS and other integrated tools, along with student feedback and instructor and designer reflection on practice, informed substantive revisions to the learning activities described. Over three versions of the course, data suggest increased engagement, self- reflection, and self-regulation. We reflect on the implications of this work and possible applications to other settings.
Facilitating Success: Using Self-Regulated Learning and Servant Leadership in the College Classroom
Author: Clemons, Michelle
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Strategies,Self Management,College Environment,Integrated Learning Systems,Flipped Classroom,Learning Activities,Student Centered Learning,Leadership Styles,Business Communication

Student-centered pedagogy shifts the power dynamics, function of content, role of the educator, responsibility for learning, and purpose of evaluation within the classroom. By redirecting student effort toward self-regulated learning activities within a learning management system (LMS), educators can focus on the application of material during in-person class meetings. Moving from a traditional role of lecturing to a more contemporary role of facilitating learning, educators are better equipped to embrace the philosophy of a servant leader and put student needs first through the utilization of self-regulated learning activities within an LMS. This reflective essay will focus on the application and benefit of self-regulated learning activities with a focus on the use of LMS-based activities and a flipped-classroom strategy utilized by two business communications faculty members. The discussion of classroom activities and online self-regulated learning activities will be backed up with research related to reports of student stress levels decreasing, connection to educators increasing, and student engagement levels increasing with the use of student-centered pedagogy and servant teaching practices in the college classroom.
How Metacognitive Instructors Can Use Their Learning Management System to Facilitate Student Learning
Author: Draeger, John
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Integrated Learning Systems,Instructional Design,Higher Education,Independent Study,Scaffolding (Teaching Technique)

This article explores ways instructors can be metacognitive about course design and delivery, including using tools in their institution's learning management system (LMS) to support student learning. It offers strategies for being intentional about learning within the LMS and examples of online modules that can be directly incorporated into course instruction or can be self-contained, student directed, and stand-alone. It argues that purposeful use of LMS tools can provide opportunities for instructors to monitor student progress toward learning goals, make adjustments to their instructional method, and offer students opportunities to learn about their own learning.
A Comparison of Provision and Access to Inclusive Education for Children with Disabilities in a Metropolitan City and a Rural District in Telangana State, India
Author: Rose, Richard
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Education,Inclusion,Students with Disabilities,Urban Schools,Rural Schools,Equal Education,Rural Urban Differences,Family Attitudes,Teacher Attitudes,Educational Legislation,Faculty Development,Barriers,Family Needs,Student Needs,Special Education,Public Schools,Private Schools,Educational Needs,Social Influences

In response to international agreements, recent Indian legislation has raised expectations that all children, regardless of need or ability, should gain access to formal education that is inclusive and addresses their social and learning needs. Initiatives designed to support the implementation of this legislation have been undertaken in several parts of India. Reports related to such initiatives have largely focused upon developments in large urban connotations, with studies in rural areas being less in evidence. This paper reports a small-scale study conducted in Telangana a state in the south-central part of India. Through the application of semi-structured interviews data were obtained to enable a comparison to be made of the experiences of two purposive samples of families of children with disabilities and special educational needs, and the professionals who support them. The first sample was located in Hyderabad, a large metropolitan city, the capital of Telangana State. The second was situated in villages in Sangareddy, a single rural district of the same state. Interviews were conducted either in English or in Telugu, the state language with all interviews transcribed and subjected to thematic analysis. The findings, which will be used to support further development in the area, reveal a willingness on the part of professionals to support the education and social welfare needs of children with special educational needs and their families and an awareness of current national legislation aimed at achieving this objective. A disparity exists between the availability of professional support services available to families and children, with those living in the rural district experiencing greater difficulty in accessing appropriate support than their counterparts in the metropolitan city. The lack of opportunities for training and professional development is perceived to be a major obstacle to the progress of inclusive education as required by national legislation in both locations. Recommendations are made for further research that is closely allied to changes in practice, for the development of professional development of teachers and other professionals, and for the development of centralised provision in rural areas to address the needs of families.
Designing a Self-Paced Learning Experience to Support Learner Self-Regulation
Author: Shirk, Jennifer
Date: 2020-00-00
Type: Journal Articles
Subjects: Pacing,Self Management,Instructional Design,Goal Orientation,Self Efficacy,Value Judgment,Expectation,Online Courses,Open Education,Reflection,Personal Autonomy,Motivation,Faculty Development,College Faculty

This reflective article examines how course designers utilized multiple frameworks for motivation and educational psychology to support learner self-regulation in an open, self-paced learning experience. The author provides specific applications and opportunities to better support self-regulation in the future in both the forethought and the self-reflection phase of Zimmerman's sociocognitive model of self-regulation. The article concludes with a summary of design decisions that supported self-regulation in this context as well as questions intended to help designers of similar learning experiences consider how to best support self-regulation in their context.
A Systematic Review of Written Corrective Feedback Research in ESL/EFL Contexts
Author: Chong, Sin Wang
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Research,Research Design,Writing Assignments,Error Correction,Error Patterns,Grammar,Feedback (Response),English (Second Language),Second Language Instruction,College Students,Secondary School Students,Information Retrieval

In the past decade (2007-2017), research on written corrective feedback (WCF) has been proliferating in English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) contexts, and new developments in this field of research are evident. To synthesize the latest advancement in WCF research, a systematic review of recent literature on WCF was conducted to identify current research trends and provide an agenda for future WCF studies. This study was conducted following the seven stages of systematic review suggested by Petticrew and Roberts (2008). In this article, content analysis was conducted on abstracts of 41 WCF primary studies published between 1997 and 2017 in SSCI-indexed journals in the fields of TESOL, language learning, and technology and education using a text-mining tool called Leximancer. Twenty-two word-level concepts were identified, which were grouped into five themes: types of WCF, types of writing tasks, demographics of participants, research design/methods, and types of errors. Based on the systematic review, two research tasks are identified to provide an agenda for future research.
Techniques for Fostering Self-Regulated Learning via Learning Management Systems in On-Campus and Online Courses
Author: Shine, Beau
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Management,Integrated Learning Systems,Online Courses,Technology Integration,Instructional Effectiveness,College Faculty,Flipped Classroom

Self-regulated learning has become an important component of education, both as a primary tool in online coursework and as a supplemental resource in face-to-face courses. Yet despite its importance, research suggests that rather than utilizing the full potential of learning management and course management systems, instructors primarily use them as a delivery mode for course content. Such underutilization limits the opportunities for students to engage in multimodal self-regulated learning. This article offers three techniques to implement fuller utilization of learning management systems (LMSs) and thus improve self-regulated learning: flipped learning, chunking, and microlearning. Research findings have led to support for each of these techniques. The authors provide examples of techniques used in their own courses and discuss how each facilitates self-regulated learning by utilizing the full capabilities of an LMS. Common findings and recommendations are also noted, with the goal of providing a framework for instructors to apply each technique via an LMS in their own courses.
Development of a Pandemic Awareness STEM Outreach Curriculum: Utilizing a Computational Thinking Taxonomy Framework
Author: Gilchrist, Pamela O.
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Education,Science Curriculum,STEM Education,Informal Education,Outreach Programs,Curriculum Development,COVID-19,Pandemics,Computation,Thinking Skills,Taxonomy,Middle School Students,Epidemiology,Scientific Concepts,Problem Solving,Hands on Science,Curriculum Design,Teaching Methods

Computational thinking is an essential skill in the modern global workforce. The current public health crisis has highlighted the need for students and educators to have a deeper understanding of epidemiology. While existing STEM curricula has addressed these topics in the past, current events present an opportunity for new curricula that can be designed to present epidemiology, the science of public health, as a modern topic for students that embeds the problem-solving and mathematics skills of computational thinking practices authentically. Using the Computational Thinking Taxonomy within the informal education setting of a STEM outreach program, a curriculum was developed to introduce middle school students to epidemiological concepts while developing their problem-solving skills, a subset of their computational thinking and mathematical thinking practices, in a contextually rich environment. The informal education setting at a Research I Institution provides avenues to connect diverse learners to visually engaging computational thinking and data science curricula to understand emerging teaching and learning approaches. This paper documents the theory and design approach used by researchers and practitioners to create a Pandemic Awareness STEM Curriculum and future implications for teaching and learning computational thinking practices through engaging with data science.
Using a Learning Management System to Promote Self-Regulated Learning in a Flipped Classroom
Author: Onodipe, Grace
Date: 2020-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Self Management,Learning Analytics,Flipped Classroom,Reflection,Journal Writing,Student Motivation,Undergraduate Students,Feedback (Response),Progress Monitoring,Public Colleges

The inherent structure of the flipped classroom supports a learning environment that promotes students' self-regulated learning. In this article, we focus on how a learning management system (LMS), in this case BrightSpace D2L, plays a key role in supporting all aspects of the flipped classroom. We discuss how preclass assignments help students give their learning some forethought and plan accordingly; frequent formative assessments and feedback permit students to monitor their progress in the classroom; students control what study resources they choose to use; and students have ample opportunities to reflect regularly on their work. Further, we explore how learning logs (a form of reflective writing), with the LMS Journaling and Dropbox features, are used to keep track of students' journal entries as well as demonstrate how college instructors have used an LMS to motivate and encourage students to develop self-regulated learning. A qualitative analysis of students' writing is provided to illustrate gains in self-regulation.
Welcome to the Table: A Bourdieusian Take on Gifted New Zealand Young Women
Author: Gaerlan-Price, Eunice
Date: 2021-00-00
Type: Journal Articles
Subjects: Females,Talent,Interdisciplinary Approach,Environmental Influences,Educational Philosophy,Academically Gifted,Disadvantaged,Self Concept,Academic Ability,Personality Traits,Social Capital,Foreign Countries,Sex Role,Sex Stereotypes,Social Media,High School Students,Student Attitudes,Educational Experience,Social Environment

The field of gifted and talented studies has its origins in the intelligence quotient research of the late 19th and early 20th century. These psychological foundations remain a strong influence even though the field has since expanded to include other paradigms and greater diversity in conceptions of giftedness and talent. Some researchers argue that the field could benefit from greater interdisciplinary engagement, especially in studies of gifted and talented girls, which tend to include a focus on how gifted girls' external environments influence their emotional worlds. This article proposes that concepts developed by critical sociologist Pierre Bourdieu are useful for expanding and deepening understandings of the internal and external worlds of gifted and talented girls. It offers evidence from a recent qualitative study with academically gifted and talented teenaged girls in New Zealand. The results highlighted the marginalised position of the gifted and talented identity and the privileging of identities that were based on dispositions versus innate ability. The study also identified a hierarchy of valued forms of capital within the teenage girl social landscape and a resulting theorisation of an empowered gifted and talented girl habitus. This article demonstrates how Bourdieu's work is a constructive addition to the field.
The Washback of Listening Tests for Entrance Exams on EFL Instruction in Taiwanese Junior High Schools
Author: Teng, Huei-Chun
Date: 2019-00-00
Type: Journal Articles
Subjects: Listening Comprehension Tests,High Stakes Tests,English (Second Language),Second Language Instruction,Second Language Learning,Junior High School Students,Student Attitudes,Teacher Attitudes,Language Teachers,Test Preparation,Test Anxiety,Learning Motivation,Audio Equipment,Time Management,Pronunciation,Dialects,Public Schools,Foreign Countries

The study aims to explore the washback of incorporating English listening test in the senior high entrance exam (Comprehensive Assessment Program: CAP) on EFL instruction in junior high schools in Taiwan. The participants were thirty English teachers and 298 students from three junior high schools in Taiwan. The instruments consisted of questionnaires and interview guide. The questionnaires were conducted to investigate the participants' perceptions of the influence of CAP English listening test on EFL teachers' instructions, students' learning activities and test preparation. A semi-structured interview was also adopted to probe specific information of participants' perceptions of the CAP listening test, their needs and suggestions. Results showed that teachers and students had positive perceptions of the incorporation of CAP listening assessment. Moreover, the CAP reform generated positive washback effects to the instructors. Most of them were willing to change their teaching approaches, arrange some teaching activities, and provide diverse learning materials as long as class time allows. In addition, the results showed that students' English learning motivation increased due to the CAP listening test. It is also indicated that students' stress and test anxiety for senior high entrance exam may increase. As for the suggestions, both teachers and students indicated that they cared about the time for practicing listening and speaking, listening assessment of different English accents, and better audio equipment. Moreover, because the inequality of educational resources and bimodal distribution of students' EFL proficiency still exist in Taiwan, most of the participants considered that the difficulty level and score weighting of the CAP listening test should not be increased. Implications for enhancing EFL listening instruction in junior high schools were further proposed.
Using a Learning Management System for Exam Wrapper Feedback to Prompt Metacognitive Awareness in Large Courses
Author: Carpenter, Tara S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Feedback (Response),Integrated Learning Systems,Measures (Individuals),Chemistry,Science Instruction,Large Group Instruction,Study Habits,Behavior Change,Science Tests,Scores,Computer Assisted Testing,Undergraduate Students,Grades (Scholastic),Student Attitudes,Teacher Student Relationship,Introductory Courses

An exam wrapper is a reflective exercise completed after an exam, designed to help foster students' metacognition and self-regulation. Typical exam wrappers ask students how they studied, what they missed and why, and how they would change their study behaviors to improve on the next exam. In small classes, exam wrappers can be administered as paper documents, with instructors providing feedback in writing or through one-on-one appointments. In large classes, however, this approach can be unrealistically time consuming. In this article, we describe the design and use, in a large introductory chemistry course, of an online exam wrapper administered using our institutional learning management system's test tool. This tool allows the instructor to provide automated, targeted feedback based on students' responses. We analyzed the effect of this tool on students' course outcomes and on their metacognitive awareness as measured by the Metacognitive Awareness Inventory (MAI). For first-year students, despite low completion rates of the wrapper, course grade was significantly related to exam wrapper use, independent of several academic variables. MAI scores were not related to exam wrapper use. We discuss the effect of multiple metacognitive awareness opportunities provided by the instructor, including the exam wrapper, on students' performance in the chemistry course. In large courses such as this, the success of this online exam wrapper may depend on providing both incentives for students to complete it and additional support for students to develop the metacognitive awareness to appreciate its value.