ethanporcaro/eric-fulltext-meta huggingface dataset:
Removing Barriers for University Students with Disabilities
Author: Schilling-Dickey, Gwen
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,College Students,Students with Disabilities,Self Advocacy,College Faculty,Federal Legislation,Academic Accommodations (Disabilities),Eligibility,Student Personnel Services

While there has been a long-standing practice of providing service options for students with disabilities within the K-12 classroom, universities have less experience and fewer resources in this area. University students who have been diagnosed with a disability are expected to self-advocate and produce sufficient evidence in order to access disability services within their chosen university. Teachers in the K-12 classroom have an abundance of research to explore when looking for strategies that work to help their students with special needs succeed. On the opposite end of the spectrum, university instructors have little to no direct experience in the nuances of providing adequate educational opportunities to adults with diagnosed disabilities. This article provides information on the current research on serving adults with disabilities at the university level. It also gives information concerning barriers for students with disabilities and recommendations for removing those barriers.
Online Professional Development Opportunities: Virtual Conferencing during a Pandemic
Author: Smith, Rebecca
Date: 2022-00-00
Type: Journal Articles
Subjects: Informed Consent,Conferences (Gatherings),Computer Mediated Communication,Professional Development,Pandemics,COVID-19,Experience,Adult Learning,Learning Theories,Evidence Based Practice,Teachers,College Faculty,Preservice Teachers

This descriptive study provides an overview of research-based benefits and challenges of attending online conferences, in addition to participant feedback data from one online education conference conducted in February 2021, during the COVID-19 pandemic. This research is grounded in adult learning theory. The purpose of this study was to explore conference participant perceptions (n = 51) of their learning at this virtual education conference with the goal of contributing to future best practices in online professional learning experiences. Post-conference survey data indicated that 98% of participants reported that the sessions were of high quality and the presenters were prepared. However, there were statistically significantly (p = 0.043) more participants who enjoyed face-to-face conferences compared with online conferences. Additionally, over 90% of participants agreed that the content from the conference would benefit their students and improve their own research practice. Recommendations for facilitating effective online conferences include: 1) Organize and communicate consistently and with clarity; 2) Utilize technological platforms that are familiar to participants; 3) Consider the sociopolitical context in which the conference occurs. This research can inform virtual conference organizers in effective planning and facilitating of online professional development experiences that align with adult learning theory components.
Mindfulness in the Online Classroom: A Tool for Success
Author: Mizer, Paulla
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Online Courses,Learner Engagement,College Students,COVID-19,Pandemics,Nursing Students,Graduate Students,Learning Management Systems,Stress Variables,Religious Factors,Christianity,Curriculum Implementation

The growing complexity of online education requires instructors to be more knowledgeable, techsavvy, and student-centered. With these skills, instructors can perform the difficult task of capturing and sustaining student engagement within Higher Educational Institutions (HEIs). In addition to the stress of creating a dynamic online class, the COVID-19 pandemic has added another level of difficulty and stress to facilitating healthy online learning environments. This innovative methodology paper will study the insightful adult learning theory of Malcolm Knowles as it relates to Master of Science of Nursing (MSN) students. It will also examine current and emerging online learning management systems (LMS), learning platforms, and methodologies. The population of the study consisted of students from a broad demographic at the MSN core curriculum studies for Nurse Practitioner, Nurse Educator, Nurse Leader, IT, and Healthcare Quality Programs. The aim of this study is to identify the effect instructors have on students' stress levels and students' capacity to succeed in dynamic online learning environments. The impact of instructor pressure and stress on students is considerable, and this stress not only creates toxic learning environments for both students and instructors but is detrimental to student success. I will review mindfulness, and the Christian values of kindness, grace, and mercy in consideration of the online student and their effect on stress in the instructor-student relationship. I will further evaluate my experiences in addressing student stressors by these Christian values and explain how these behaviors can change an educational experience. My hypothesis is that online HEI instructors can decrease classroom stress and increase engagement by employing Christian values to facilitate productive interactions with students, thus improving their learning no matter what the LMS.
Nature as Mentor: Catalyzing First-Year Liberal Arts and Sciences Undergraduate Transition through a Biomimicry First-Year Seminar
Author: Bidwell, Deborah
Date: 2022-00-00
Type: Journal Articles
Subjects: College Freshmen,First Year Seminars,Liberal Arts,Interdisciplinary Approach,Innovation,Problem Solving,Biology,Imitation,STEM Education,Journal Writing,Observation,Assignments,Environmental Education

University students crave immersive, collaborative, interdisciplinary, applied learning contextualized to real world sustainability challenges. Liberal arts and sciences institutions are particularly well positioned to respond. Here we report on our high impact, cross-disciplinary, biomimicry-themed firstyear experience (FYE) curricula. Biomimicry is an emerging, multidisciplinary approach to innovative problem-solving that seeks to emulate functional biological adaptations to inspire more innovative, efficient, resilient, and regenerative solutions to human challenges. In the classroom, biomimicry fosters higher-order thinking, creativity, and imaginative problem-solving while teaching the fundamentals of functional biology, STEM research, communication, and systems thinking. The highly integrative, skills-focused, experience-based, and philosophy-grounded nature of our curricula is optimized for the liberal arts and sciences FYE mission. Our goal is for students to successfully begin their transition to the liberal arts and sciences undergraduate setting, relate more strongly to the natural world, and draw inspiration for human problem-solving from nature. Merging the first-year seminar and biomimicry pedagogies seems to amplify learning in both areas. We share highlights of our curricula and pedagogy to encourage the development of more nature-based biomimicry first-year seminars promoting global citizenship at other liberal arts and sciences institutions.
The Effect of Science Teaching Based on Poe Strategy on the Academic Achievement and Attitudes of Fifth-Grade Students in the Distance Education Process
Author: Çalis, Sevgül
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Academic Achievement,Student Attitudes,Grade 5,Elementary School Students,Distance Education,Attitude Change,Instructional Effectiveness,Foreign Countries,Electronic Equipment

The aim of this study is to examine the effect of science teaching based on POE (Predict-Observe-Explain) technique on the academic achievement and attitudes of fifth-grade students in the distance education process. The study was carried out with the quasi-experimental design of quantitative research methods and an approach in which pretest and posttest applications were applied to the experimental and control groups. The research sample consists of 72 fifth grade students, 36 of whom are in the experimental group and 36 in the control group. Data collection tools included an academic achievement test and an attitude scale regarding learning science. The collected data were analyzed with the SPSS package program. The research results concluded that science teaching based on online POE technique increased the students' academic achievement. Meanwhile, the attitude towards science learning was independent from teaching based on POE strategy.
What Do Children Think about Starting Primary School?
Author: Yorulmaz, Alper
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Children,Elementary School Students,Student Attitudes,Grade 1,Knowledge Level,Physical Characteristics,Friendship,Teacher Student Relationship,Foreign Countries,Preschool Education,Classroom Environment,Learning Activities

The current study aims to reveal preschoolers' and first graders' perspectives of primary school. A qualitative research design was employed, and multiple sampling methods were used to retrieve the participants. The participants were 15 preschoolers with an average age of 69 months attending and 15 first graders with an average age of 80 months. A semi-structured interview form developed by the researchers was used for the data collection. The results showed that most preschoolers had some knowledge of primary school. Their views of primary school generally focused physical characteristics of the school, lessons and rules, and daily routines. First graders said that they were learning new things in primary school and that they felt happy when they started school. They also stated that they need friends in primary school to be happy and that it is important to listen to their teachers carefully. The biggest difference between preschool and primary school was the lessons. They also remarked that they need to play more games in primary school. [Paper presented at the International Basic Education Congress (Mugla, Turkey, October 23-27, 2019).]
Reconciliation through Student Narratives: Autoethnography, Decolonization, and Indigenous Methods-Based Assessment in Post-Secondary Education
Author: Augustus, Camie
Date: 2022-00-00
Type: Journal Articles
Subjects: Autobiographies,Ethnography,Decolonization,Indigenous Knowledge,Postsecondary Education,Universities,Foreign Countries,College Instruction,Teaching Methods,Canada Natives,College Students,Assignments

In the recent years since the release of the Truth and Reconciliation Commission's (TRC) report and its recommendations for post-secondary teaching, Canadian universities and the professors who teach in them are seeking to redefine and restructure their teaching practices, course content, and pedagogies in an effort to meet those recommendations. This involves a focus on and commitment to decolonization and Indigenization. However, many struggle with what that means in practice and how it might be executed in the university classroom. How do we teach decolonization and reconciliation? How do we develop meaningful assessments? This article considers one classroom example, an autoethnography assignment. Based in auto-pedagogy, this article examines the benefits and challenges of using autoethnography in the classroom for both Indigenous and settler students and proposes it as a pedagogy compatible with the goals of decolonization and Indigenization.
A Practical Approach to Learner Experience Design
Author: Schnepp, Jerry
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Experience,Instructional Design,Curriculum Design,Curriculum Development,Empathy,Creative Thinking,Problem Solving,Higher Education,Concept Formation

Educators face the challenge of continually adapting and evolving their pedagogy to meet the needs of diverse learners. Learner experience design (LX) is a human-centered approach to curriculum and assessment development that is easily learned, adaptable, and repeatable. It focuses on empathy for students and creative problem-solving. In this work, we present an overview of LX and identify its usefulness to faculty in higher education. We proceed to describe a practical set of steps that teachers can follow to gain empathy for their students, identify important insights, and ideate creative solutions that can be implemented quickly, evaluated, and iteratively refined.
Background and Skill Set of Instructional Designers Questioned in the OPM-University Business Model
Author: Ramani, Swati
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Research Universities,Outsourcing,Online Courses,Curriculum Development,Program Administration,Instructional Design,Partnerships in Education,Case Studies,Expertise,Quality Assurance,School Business Relationship

Many Higher Education institutions outsource online course development to an online program management (OPM) provider because of a lack of budget, staff, and technology. Current research indicates that OPM providers often do not have instructional design (ID) services tailored to a specific university. This research uses a case study to analyze a business partnership between a research university and an OPM provider. The activity theory framework was used to direct inquiry and analysis. Results show a serious lack of consistency in the ID services provided by the ID firm outsourced by this OPM. The faculty needs and background were not considered by the OPM. The OPM partnership model does not consider tailoring the ID needs to the specific university environment.
Designing International Online Degree Programmes in Finnish Higher Education
Author: Joshi, Marjo
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Program Design,Foreign Students,Distance Education,Educational Principles,International Education,Holistic Approach,Cultural Differences,Second Language Learning,Intercultural Communication,Skill Development,Organizational Culture,International Trade,Business Administration Education,Undergraduate Students,English (Second Language),Language of Instruction,Cultural Awareness,Faculty Development,College Faculty,Student Attitudes,Student Characteristics,Communication Skills,Language Proficiency

Internationalisation is an important part of higher education. An increasing number of higher education institutions offer online degree programmes that enable studying in intercultural, global online contexts. This design-based research paper focuses on the holistic design of international online degree programmes. It investigates how students in a culturally and linguistically diverse online degree in Finland experience international and intercultural aspects. The approach was a mixed methods of electronic survey (N = 59) and thematic semi-structured interview (N = 7). Whilst studies seem to develop students' intercultural communication skills, results reveal training needs for teachers in culturally diverse online contexts in terms of materials, tools, communication, groupwork, and leadership, and support needs for organisational and online culture. As a conclusion, design principles for international and intercultural aspects in online degree programme design are presented. Results can be utilised by administrators and educators that wish to design degree programmes in international and intercultural online contexts.
Classroom Teacher&apos;s Digital Literacy Level Based on Instant Digital Competence Assessment (IDCA) Perspective
Author: Atmojo, Idam Ragil Widianto
Date: 2022-00-00
Type: Journal Articles
Subjects: Digital Literacy,Case Studies,Elementary School Teachers,Classification,Ethics,Information Technology,Foreign Countries,Teacher Competencies,Validity,Reliability,Cognitive Ability

Technological developments have made digital literacy one of the survival skills in the 21st century, which is linked to development of teacher core competencies, and digital literacy. This study aims to evaluate the level of digital literacy among teachers in the classroom. This descriptive qualitative case study involved 6 teachers at elementary school in Surakarta as the subjects which were chosen through purposive sampling by using digital literacy framework based on the Instant Digital Competence Assessment (IDCA) perspective. It classifies digital literacy into three dimensions, namely technology, cognitive, and ethics. The results showed that, on the technology dimension, 16.67% of the subjects were in the medium category, 50% in the low category, and 33% in the very low category. On the cognitive dimension, 33.33% of the subjects were in the moderate category, 16.67% in the low category, and 50% in the very low category. On the ethical dimension, 50% of the subjects were in the high category, 16.67% in the low category, and 33.33% in the very low category. Thus, it has been concluded that the digital literacy level of classroom teachers is in the very low to high categories.
Problem-Posing Activities in Primary School Mathematics Textbooks in Russia and Azerbaijan
Author: Deringöl, Yasemin
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Solving,Elementary School Mathematics,Textbooks,Foreign Countries,Learning Activities,Textbook Evaluation,Content Analysis,Comparative Analysis,Word Problems (Mathematics)

Textbooks are one of the learning mediums. The activities in mathematics textbooks and qualities of these activities are of paramount importance. Problem-posing is one of the activities in these textbooks. Many researchers emphasize that examination of textbooks is important in explaining student success. The purpose of this study was to examine the problem-posing activities in the primary school mathematics textbooks in Russia and Azerbaijan. To this end, these textbooks were analysed and compared by content analysis according to the aforementioned countries and years. It was found out that there were more problem-posing activities in Russian textbooks than Azerbaijani textbooks in terms of both number and variety. In addition, it is considered that the number of problem-posing activities in textbooks should be increased and these problem-posing activities should be diversified.
Use of Web 2.0 Tools in Science Education: Examining Primary School Students&apos; Perceptions on Self-Regulation
Author: Efe, Hacer
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Online Courses,Electronic Learning,Web 2.0 Technologies,Social Cognition,Technology Integration,Self Management,Independent Study,Program Implementation,Program Effectiveness

The aim of this research is to examine the effects of Web 2.0 tools used in online education on the self-regulation perceptions of primary school fifth-grade students. For this purpose, the Sun, Earth and Moon units we processed online using Web 2.0 tools. The study was implemented in a public primary school over six weeks. The sample of the study consisted of 12 students (seven female and five male students) in the 10-11 age group. The mixed research method was used in the study. The &quot;Perceived Self-Regulation Scale&quot; developed by Arslan &amp; Gelisli (2015) was used as a quantitative data for collecting information, and the &quot;Semi-structured Telephone Interview on Self-regulation Perceptions&quot; was used as a qualitative data collection tool. The quantitative data were analyzed using the SPSS program, and the qualitative data were analyzed using the content analysis method. The results of the study revealed that online education supported by Web 2.0 tools within the scope of the Sun, Earth, and Moon units had a positive effect on students' self-regulation perceptions.
Developing Students&apos; Linguistic and Analytical Skills: The Use of Anchored Instruction in an Introductory Sociolinguistics Course
Author: Khodos, Iryna
Date: 2022-00-00
Type: Journal Articles
Subjects: Introductory Courses,Sociolinguistics,Video Technology,Teaching Methods,Difficulty Level,Undergraduate Students,Nontraditional Students,Disadvantaged,Metalinguistics,Language Usage,Vignettes,Student Attitudes,Feedback (Response),Linguistic Theory,Course Descriptions

Introductory sociolinguistics courses at university can be challenging, especially for students at the very beginning of their tertiary studies. Difficulties may arise due to students not having any prior exposure to the discipline's content or methodologies, which is likely to be a result of these aspects not generally being taught in high schools. Undertaking introductory sociolinguistics courses may prove even more problematic for students in alternative pathway programs, as they often come from disadvantaged backgrounds and/or have had unsuccessful prior learning experiences. As a result, such students tend to struggle with adequately developing fundamental skills in sociolinguistic, which include objectively analyzing their own use of language and that of others. To assist students in acquiring these and other relevant generic competencies, we developed a teaching tool based on anchored instruction, which comprises a series of filmed scenarios. Preliminary results and feedback from students indicate that the tailor-made instructional videos assisted them in drawing links between their real-life use of language and theoretical sociolinguistic concepts.
Development of University Teachers&apos; Professional Vision of Students&apos; Prior Knowledge during a Short Pedagogical Training
Author: Södervik, Ilona
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Prior Learning,Video Technology,College Faculty,Teaching Methods,Teacher Attitudes,Learning Processes,College Students,Teacher Student Relationship,Constructivism (Learning),Educational Philosophy,Misconceptions,Foreign Countries,Student Centered Learning

To support university students' learning, teaching should build on students' prior knowledge. Therefore, teachers need skills to pay attention to students' knowledge in teaching-learning situations. Teachers' underlying conceptual knowledge affects the way they see and interpret situations in classrooms, which is called professional vision. This study examined university teachers' (N = 53 from different faculties, current and future faculty) professional vision and misconceptions from the perspective of the role of prior knowledge in learning, when watching and interpreting short videos of teaching-learning situations at the start of and after a short pedagogical training. Additionally, participants' conceptions, beliefs, and approaches to teaching and learning were investigated with a questionnaire. The results show that before the training, there were differences between the teachers from different faculties, but after the training all the teachers scored better in their professional vision concerning prior knowledge. Prospective teachers' professional vision developed even more than those of current faculty. Furthermore, more developed professional vision was related to more constructivist beliefs of learning. The results show that even short pedagogical interventions can improve teachers' pedagogical vision. Pedagogical implications of the results are discussed.