ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrating Teachers to Teach an Interdisciplinary STEM-Focused Program about Sound, Waves and Communication Systems
Author: Awad, Nayif Adil
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Interdisciplinary Approach,Science Education,Scientific Concepts,Acoustics,Knowledge Base for Teaching,Misconceptions,Pedagogical Content Knowledge,Technological Literacy,Educational Technology,High School Teachers,Secondary School Science

The insufficiency of teachers who teach integrative science, technology, engineering and mathematics (STEM) courses is a major challenge facing science education today. Many teachers lack adequate expertise to combine disciplines and choose effective instructional approaches. This study examines how and to what extent teachers might succeed in teaching an innovative STEM program about a sound, waves and communication systems course in an information and communication technology-based environment. This research adopted a qualitative method to understand better the experience of three teachers who taught the course for the first time. Data collection tools included documenting mentoring meetings, observing in the classrooms and interviewing the teachers. The data were transcribed and analyzed using the content analysis method. The findings show that the teachers had only partial knowledge and, initially, even misconceptions about sound. However, their technological pedagogic content knowledge improved significantly due to the researcher's gradual but continual guidance. Four major factors contributed to the teachers' professional development: (a) dealing with innovative contents, (b) using different (advanced) teaching methods, (c) predesigning the instructional course materials and (d) offering the researcher-mentor's developmental supervision.
Comparison between Employers&apos; and Students&apos; Expectations in Respect of Employability Skills of University Graduates
Author: Lisá, Elena
Date: 2019-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Employers,College Graduates,Expectation,Employment Potential,Job Skills,Foreign Countries,Employer Attitudes,Student Satisfaction,Self Concept,Higher Education,School Business Relationship,Work Experience Programs,Student Attitudes

The study was aimed at comparing the expectations of Slovak employers and students in terms of employability skills. Twenty-seven companies which employ university graduates working in the manufacturing and financial sectors, represented by a Managing Director or Human Resources Director and 534 university students in the Bratislava region completed a questionnaire that evaluated the perceived importance of, and satisfaction with, generic employability skills. Employers perceived a lack of appropriate skills as the biggest barrier to employing graduates. With regard to the importance of skills, students considered only three skills to be more important than employers did; experience in the field, leadership and authority, and field knowledge. Compared to students, employers regarded engagement and willingness to take on extra work as the most important. In terms of satisfaction, students were more satisfied than employers in nineteen skills from a total of thirty-two. To reduce the satisfaction gap between graduates and employers, higher education institutions can promote students' self-awareness through career psychological services centers.
Exploring Visual Languages across Vocational Professions
Author: Coppi, Alessia Eletta
Date: 2019-04-00
Type: Journal Articles
Subjects: Visual Learning,Visualization,Visual Aids,Occupations,Vocational Education,Drafting,Woodworking,Records (Forms),Allied Health Personnel,Illustrations,Gardening,Freehand Drawing,Photography,Technical Occupations,Notetaking,Symbols (Mathematics),Foreign Countries

Context: Discovering visual languages across professions is a complex task since it entails discovering a communication system composed of information in image or textual form called representations and also including various kinds of annotations such as notes. Such a task has been previously scarcely considered within research, and basically only investigating in white collar professions (e.g., doctors). This leaves us wondering about all the possible shapes of these vocational visual languages and the potential of using these images to foster learning. For this reason, the current research aims to investigate commonalities and differences of visual languages across vocational professions with the goal of using the outcomes to design educational activities for vocational education and training (VET). Approach: 55 semi-structured interviews have been conducted within eleven professions from the areas of Craftsmanship, Industry, Health and Services such a plumber and fashion designers. The interviews were audio-recorded and analyzed with NVivo through a coding scheme which served as the main reference for the analysis. Findings Results showed that, in terms of visual representations, professionals use different types of drawings such as technical drawings (e.g., woodworkers), evaluation forms (e.g., dental assistants) and illustrations (e.g., gardeners). For sketches, participants indicate the practice of creating sketches depicting objects to produce (e.g. goldsmiths). For photos, they portrayed things to remember or pay attention to (e.g., chemical technologists). Participants across professions use annotations such as notes to specify details of their job. On the other side, they also report profession-specific annotations such as mathematical symbols like the surface roughness (e.g., polymechanics) and diagrammatic elements like different type of lines to indicate the status of the bones and muscles (e.g., massage therapists) or where to cut textiles (e.g., fashion designers). In terms of communalities, participants within technical professions indicated a shared use of both representations and annotations. Conversely, other professions had very specific visual languages hardly shareable across professions. Conclusion: These results helped in discovering the visual languages of different professions and this knowledge will be used to implement educational activities based on specific skills needed in different professions such as observation skills with the use of VET-specific educational technologies.
Ethical Risks in Work-Integrated Learning: A Study of Canadian Practitioners
Author: Cameron, Craig
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Work Experience Programs,Ethics,Cooperative Education,Risk Management,Higher Education

WIL practitioners encounter ethical issues, dilemmas, or conflicts ('risks') in the delivery of work-integrated learning (WIL) programs. Ethical risks which are not properly managed can have reputational, legal, and financial consequences for the higher education institution (HEI). Whilst students' experiences of ethical risks, particularly in health-related WIL programs, have been extensively reported in the literature, there is no known systematic study that has explored ethical risks in WIL from the sole perspective of WIL practitioners. A case study of 10 Canadian practitioners identifies five key characteristics of ethics underpinning the delivery of co-operative education programs, as well as ethical risks that they have experienced relating to the conduct of WIL practitioners, students, and employers. The findings can be applied by WIL stakeholders to enhance their ethical awareness, and to improve management of ethical risks.
Building Teaching-Learning Capacities of Online Nurse Educators: Using TPACK to Frame Pedagogical Processes and Identify Required Supports
Author: Kraglund-Gauthier, Wendy
Date: 2019-00-00
Type: Journal Articles
Subjects: Nursing Education,Pedagogical Content Knowledge,Technological Literacy,Educational Quality,Reflective Teaching,Action Research,Online Courses,Distance Education,Interpersonal Relationship,Capacity Building,Self Efficacy,Foreign Countries,Teacher Effectiveness,College Faculty,Public Health,Communities of Practice,Learning Processes

Quality teaching includes reflective practice, dialogue, and curiosity and depends on personal, institutional, and community assets and constraints, as well as on the individual's definitions of the roles of education in society. Based on an environmental scan and action research with instructors in an online distance Bachelor of Science, Nursing program for registered nurses, participants identified five &quot;big ideas&quot; involving community, instructors, class, interpersonal relationships, and supports to build capacity around the three elements of technological pedagogical content knowledge, or TPACK (Koehler, Mishra, Akcaoglu, &amp; Rosenberg, 2013).
Attracting Women into Male-Dominated Trades: Views of Young Women in Australia
Author: Struthers, Karen
Date: 2019-04-00
Type: Journal Articles
Subjects: Females,Foreign Countries,Vocational Education,Nontraditional Occupations,Trade and Industrial Education,Sex Stereotypes,Career Choice,Skilled Workers,Secondary Schools,Secondary School Students,Barriers,Student Attitudes,Student Interests

Context: The persistent low female participation in male-dominated trades and VET courses is not attracting a high level of public attention and policy action. There are determined, albeit ad hoc actions by advocates to raise awareness of the economic and social benefits that can result from increased female participation in the male-dominated trades. Despite these efforts gender segregation of the trades remains resistant to change. Approach: To better understand the barriers limiting female participation in the male-dominated trades from the perspective of young women, this PhD study features interviews with female secondary students in four secondary schools in Queensland, Australia, and interviews with VET, school and industry stakeholders. The three primary research questions are: 1) What is the extent of gender segregation in VET and typically male-dominated trades in Australia, and how does this compare internationally? 2) Why do very few female students choose male-dominated trades as their job pathway? 3) What can be done, particularly in the education and training sectors, to increase female interest in, and take-up of, the male-dominated trades? Findings: The results of this research showed that the composition of trade-qualified females in male-dominated trades is persistently low at 2-3%. The views of young women affirmed the evidence showing system-wide barriers limit female interest in male-dominated VET trade courses and trade careers. Most influential is that gender stereotypes of work are set by Year 10 and that female enrolment in Maths (a pre-requisite for male-dominated careers) is low; these trades are seen as &quot;jobs for the boys who don't do academic,&quot; and the fear of intimidation and harassment deters young women. Low enrolment of female students in male-dominated VET trade courses indicates that this entrenched occupational segregation of the trades will remain resistant to change for some time to come. Conclusion: The findings indicate that ad hoc responses to overcome gender segregation of the trades is not effective. Influenced by systems theory and a social ecological model (SEM) of change, the researchers promote the need for sustained, nation-wide awareness and action involving VET and school sectors, industry, government and trade unions to attract more women into male-dominated trades.
Exploring Perceptions of E-Books among CEGEP Students and Faculty
Author: Chen, Yuan
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Books,Community Colleges,Student Attitudes,Teacher Attitudes,Prior Learning,Reading Habits,Usability,Cost Effectiveness,Textbooks,Printed Materials,Credibility,Technology Integration,Barriers,Adoption (Ideas),College Students,College Faculty,Reading Attitudes,Handheld Devices,Access to Information,Copyrights,Preferences,Vocational High Schools,Foreign Countries

Because they are believed to be able to lower the costs of an education, e-books have been factored into the technology plans for community colleges and CEGEPs during the current decade. But adoption is a function of perceptions, which this study explored: (1) General perceptions of the CEGEP (collège d'enseignement général et professionnel, a community college-like institution in Quebec) students and faculty towards e-books and (2) the factors that drive those perceptions. Previous studies found that users generally had neutral and positive impressions of e-books and that the following factors drive overall perceptions of e-books: (a) previous experience, (b) reading preferences and tasks; (c) reading habits; (d) convenience; (e) costs; and (f) ownership issues. A survey of the 2,260 faculty and students at a CEGEP in Quebec was conducted, with 247 students and 19 faculty responding. Results indicated wide awareness of e-books and at least some experience with them. Results validated that previous experience drove perceptions, that printed materials generally had more credibility than digital ones (this was more pronounced for books), that many students read online but do not take notes when doing so, users perceive e-books to be more convenient than printed ones, that e-books become attractive when their price is 50% that of print, and that most users think that they own e-textbooks even though most publishers merely rent e-textbooks. The results suggest adoption barriers beyond technology and general perceptions that need to be addressed to increase general use and that designers of zero-cost (Z-degrees or Zed-Cred) degrees should consider.
From Studio Practice to Online Design Education: Can We Teach Design Online?
Author: Fleischmann, Katja
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Design,Teaching Methods,Studio Art,Dialogs (Language),Feedback (Response),Teacher Attitudes,Teacher Student Relationship,College Students,College Faculty,Peer Evaluation,Assignments,Instructional Effectiveness,Computer Simulation,Management Systems,Educational Benefits,Barriers,Learning Activities,Course Descriptions,Technological Literacy,Sense of Community,Foreign Countries

Digital technology is reshaping the way higher education subjects are taught, including design. Various design disciplines use studio teaching as a pedagogy to educate students for professions in art and design. Studio teaching bases a high premium on face-to-face interactions which guide learning through dialogue and feedback on individual work. Many design educators believe it is difficult or even impossible to teach design online because of studio-based interactions. Is design one of those disciplines that cannot be taught online because of the studio culture? This study explores that question by investigating the effectiveness of teaching design subjects that employ a virtual classroom to manage peer-to-peer critiques, instructor feedback, and assignments. Twenty-eight first-year students participated in two online design subjects that required them to interact with fellow students and the design instructor via a Learning Management System. The experienced benefits and challenges of students and instructors are presented, and future research is highlighted.
Developing Self-Directed Learners through an ePortfolio Peer Consultant Program
Author: Britland, Joanne
Date: 2019-00-00
Type: Journal Articles
Subjects: Independent Study,Portfolios (Background Materials),Electronic Publishing,Consultation Programs,Peer Counseling,Second Language Learning,Program Implementation,Extracurricular Activities,Mentors,Peer Relationship,College Students,Educational Technology,Technology Uses in Education

This case study looks at the implementation of an extracurricular program, the ePortfolio Peer Consultants (ePPC) peer-mentoring technology group, as a part of an ePortfolio project at the University of Virginia and its impact on the development of ePortfolio skill sets. Specifically, we seek to understand if and how the participation in this program has fostered autonomy and self-directed learning among the peer consultants. The study examines multiple sources of data, collected iteratively over three semesters, including the results of a focus group, a survey, interviews, and media sources, such as videos and ePortfolios. Results suggest that the ePPC program fosters self-directed learning linked to ePortfolio use. The study sheds light on innovative ways to utilize ePortfolio peer mentoring in an extra-curricular capacity in order to cultivate self-directed, autonomous learners.
Constructing a Professional Identity: Connecting College and Career through ePortfolios
Author: Cordie, Leslie
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Identity,Career Choice,Portfolios (Background Materials),Authentic Learning,Teaching Methods,Educational Technology,Undergraduate Students,Graduate Students,Education Work Relationship,Employers,Reflection,Writing (Composition),Educational Experience,Web Sites,Best Practices,Forestry,Wildlife,Constructivism (Learning),Online Courses,Adult Education,Program Descriptions

In this paper, we describe the use of ePortfolios at a public, land-grant university and document how the ePortfolio has been used to develop more authentic learning experiences. We discuss the best practices for ePortfolios and its varied use as a teaching and learning tool. In addition, we discuss the challenges of implementing ePortfolios. For these examples, we provide strategies for helping both undergraduate and graduate students communicate how their academic experiences connect with the expectations of employers. All of these efforts are directed through an online, outward-facing ePortfolio by providing examples of relevant, professional experiences, combined with reflective writing (i.e., authentic learning). Students who identify the narrative themes running through their experiences, and use those themes to develop an online presence, are able to reflect, construct, and articulate a professional identity through the ePortfolio. Students then can answer the critical question posed by employers, &quot;Tell me about yourself.&quot;
Massive Open Online Course Instructor Motivations, Innovations, and Designs: Surveys, Interviews, and Course Reviews
Author: Zhu, Meina
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Teacher Motivation,Design,Teacher Surveys,Problem Based Learning,Service Learning,Video Technology,Teacher Attitudes,Instructional Innovation,Foreign Countries,Interviews,Course Evaluation

This mixed methods study explores instructor motivations for offering massive open online courses (MOOCs) as well as the instructional innovations used to enhance the MOOC design. The researchers surveyed 143 MOOC instructors worldwide and then interviewed 12 of these instructors via Zoom. They also extensively reviewed the MOOCs of the interviewees. The primary motivations for offering MOOCs included &quot;growth&quot; needs such as curiosity about MOOCs and the exploration of new ways of teaching. In addition, &quot;relatedness&quot; needs of instructors included reaching more people, showcasing research and teaching, marketing their university, integrating interactive technology, and obtaining peer reviews. The perceived instructional innovations of these MOOC instructors included using problem-based learning, service learning in MOOCs, and shortening the length of videos. Overall, these MOOC instructors were satisfied with their MOOC designs.
Engaging the Framework for Information Literacy for Higher Education as a Lens for Assessment in an ePortfolio Social Pedagogy Ecosystem for Science Teacher Education
Author: Pitts, Wesley
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Students,Inservice Teacher Education,Science Education,Secondary School Science,Information Literacy,Higher Education,Electronic Publishing,Portfolio Assessment,Science Teachers,Capstone Experiences,Teacher Competencies,Competence

This article highlights a case study that assesses how graduate-level, in-service science teachers engage in an ePortfolio social pedagogy ecosystem to document their growth in knowledge practices and dispositions in information literacy. The ePortfolio social pedagogy ecosystem and this study are situated within the context of the Catalyst Framework. The three modes of interrelated social learning activities include: (1) authoring the written ePortfolio in an online ePortfolio digital media platform, (2) presenting the ePortfolio in the webinar platform, and (3) presenting the ePortfolio in-person in a physical setting. We used case study methodology to systematically investigate how each participant used their ePortfolio capstone exit project to engage the Association of College and Research Libraries' (2015) Framework for Information Literacy for Higher Education (ACRL Framework) as a conceptual lens to document their competencies (as part of reflective practice) in information literacy. The unit of analysis we used was the ePortfolio entry focused on using information literacy to understand science education theory and practice. Findings show that the participants emphasized content in different but connected communication modes across the ePortfolio social pedagogy ecosystem. Findings also show that ePortfolio is an effective tool for self-assessment and reflection on one's information literacy competencies. Implications for outcomes assessment are also discussed.
An Evaluation of the Teachers&apos; Classroom Management Problems
Author: Sanli, Önder
Date: 2019-04-23
Type: Journal Articles
Subjects: Classroom Techniques,Physical Environment,Phenomenology,Elementary School Teachers,Teacher Attitudes,Parent Role,Parent Child Relationship,Instructional Materials,Self Evaluation (Individuals),Foreign Countries,Communication Skills,Empathy,Teacher Student Relationship,Teaching Experience,Behavior Problems

This study aims to address the problems that teachers are facing in classroom management and to find solutions to these problems. This is a phenomenologically designed qualitative research study. 28 classroom teachers, who are working in the city of Malatya in 2017-2018 school year, easy to reach with the help of the convenience sampling, a purposive sampling method and who are working at different primary schools, made up the working group. A semi-structured interview form consisting of three open-ended questions had been used as the data collection tool. A total of 42 codes were determined for the issue of evaluation of views about the difficulties that classroom teachers encounter in classroom management. While interpreting each code, the relations between the findings were explained plus cause and effect relationships. As a result, classroom teachers determined the problems they have encountered in classroom management most as: parents' avoidance in taking responsibility of the students, inadequacy of the lesson materials and incompetency of the school's physical conditions. The classroom teachers evaluated themselves in classroom management which revealed that some teachers see themselves as having effective communication skills, they are more empathic towards their students, they set the rules and expectations together with students and are capable of keeping the students motivated; while other teachers see themselves as inexperienced, impatient towards students and some stated their inadequacy was due to their inability to guide their students in a proper way. This paper has identified some ideas such as being in touch with custodians, students renewing themselves and paying attention to personal differences of students which could bring better class management with remarkable outcomes.