ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Trust in E-Learning
Author: Wang, Y. Diana
Date: 2014-02-00
Type: Journal Articles
Subjects: Trust (Psychology),Electronic Learning,Web Based Instruction,Student Attitudes,College Students,Teaching Methods,Classroom Techniques,Credibility,Online Surveys,Online Courses,College Faculty

As Web-based course delivery continues to emerge and thrive as a legitimate alternative to classroom instruction, educational institutions and online instructors face the challenge of building and sustaining student trust in e-learning. The present study represents an attempt to address the challenge by identifying the social and technical factors that can likely induce or influence students' perception about the trustworthiness of an e-learning course and integrating the factors into a socio-technical framework that can be empirically validated. The methodology used and the data obtained from a university-wide survey conducted in an American university are reported in this paper. The results indicate that two underlying dimensions, Course Instruction and Privacy and Security, exist among the 12 trust-inducing factors. Although all 12 factors were found to contribute to the respondents' perception of the trustworthiness of an e-learning course, the Course Instruction dimension was rated about 10% higher than the Privacy and Security dimension. This suggests that the social and course design factors (e.g., reputation, design quality, instructor sociocommunicative style), when used effectively, can help overcome students' privacy and security concerns for an e-learning course. The study makes at least two important contributions to the field by proposing a framework of 12 trust-inducing factors for e-learning and by extending the confirmatory factor analysis (CFA) to a new application area of trust evaluation in e-learning.
Teaching Qualitative Analysis as Ho&apos;oku&apos;iku&apos;i or Bricolage
Author: Kaomea, Julie
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Hawaiians,Qualitative Research,Indigenous Populations,Educational Researchers,Social Justice,Student Research,Research Projects,Community Colleges,Two Year College Students

For centuries, Native Hawaiians, like other Indigenous and historically oppressed communities, have been studied by Western researchers whose claims, until recently, have been accepted without question and in many instances have led to Native Hawaiians' continued oppression. However, now that growing numbers of Native Hawaiians and individuals from other Indigenous and historically marginalized communities are entering higher education and becoming researchers and teachers of research, the question that looms before them is: How will the research stories that are told be different, or will they be different, from the stories previously told by Western research? The author of this article, a Native Hawaiian, begins her qualitative analysis course by suggesting that if educational researchers who are concerned with challenging oppression and promoting social justice want to tell different, and ultimately more liberating, stories about Hawaiian schools and communities, there may be a need need to use different tools of analysis; for if researchers continue to use the same, dominant analytical methods, they may quite simply end up retelling the same, dominant stories. The author then describes how she invites her students to join her in a semester-long, collaborative apprenticeship for qualitative research bricoleurs who aspire to tell them both more critical and more empowering stories about the schools and communities in which they work and live. Working collaboratively within the framework of &quot;research as bricolage,&quot; she and her students set out to assemble, explore, and utilize multiple methodological and analytical tools with an emphasis on methods of analysis that are appropriate for emancipatory research in indigenous and historically oppressed communities.
&quot;Where Are the Brothers?&quot; Native Hawaiian Males and Higher Education
Author: Akiona, Loea
Date: 2019-00-00
Type: Journal Articles
Subjects: Males,Higher Education,Hawaiians,Student Attitudes,Decision Making,Enrollment,College Attendance,Sex Role,Masculinity,Minority Group Students,Disproportionate Representation,Low Income Students,First Generation College Students,Academic Persistence,Academic Achievement,Academic Aspiration

Native Hawaiian males are not attending college at rates comparable to other males in Hawai?i. Nearly 30 percent of the total male population in Hawai?i over the age of twenty-five hold a bachelor's degree or higher (OHA, 2017). When looking at Native Hawaiian men in this age group, only 15 percent hold a bachelor's degree or higher (OHA, 2017). This 50 percent gap between Native Hawaiian males and the state average for all males is substantial and worthy of investigation. This article comes from the author's larger dissertation work in which he conducted a qualitative study examining the motivating factors for Native Hawaiian male students pursuing postsecondary education at the University of Hawai?i -- West O?ahu. The study presented the perspectives of four successfully enrolled Native Hawaiian males and the factors that impacted their college enrollment decision and matriculation at a four-year postsecondary institution. The purpose of the larger study was to deepen understanding of the factors that influence Native Hawaiian males' decisions to pursue higher education in order to develop strategies to increase Hawaiian male entry and persistence in obtaining a higher education degree. Specifically, the author was and remains interested in the factors that influence low-income, first-generation, Native Hawaiian males from the Wai?anae coast of O'ahu educated through the public school system. The author writes that his hope is that the findings of the larger study will inspire a more nuanced and culturally sustainable perspective of Native Hawaiian males and college aspiration, persistence, and success.
Higher Education Access and Success through Distance English Language Learning
Author: Andrade, Maureen Snow
Date: 2014-08-00
Type: Journal Articles
Subjects: Access to Education,Higher Education,College Admission,Knowledge Economy,English (Second Language),Second Language Learning,Barriers,Costs,Admission Criteria,Language of Instruction,Nontraditional Students,Online Courses,Academic Language,Language Proficiency,Learning Strategies,Teaching Methods,Instructional Innovation,Educational Opportunities,Institutional Characteristics,Independent Study,Metacognition,Distance Education

Increased access to post-secondary education is necessary to advance the global knowledge society. Recognition of the benefits of higher education for individuals and their communities and nations has resulted in a large demand for higher education which institutions are finding difficult to fulfill due to adherence to traditional practices, policies, organizational structures, and delivery methods. Barriers for potential learners include access in terms of cost, admission standards, and scheduling. Governments around the world are determining strategies to overcome these barriers and provide opportunities for traditionally underserved populations. Distance education allows for the expansion of higher education courses and degrees in ways that are flexible and affordable for a range of diverse and nontraditional learners. As English is the medium of instruction for much educational content, particularly online instruction designed for a global audience, academic English language proficiency is a prerequisite for success. Innovative approaches are needed to help learners acquire English language skills in online environments and build a foundation to further educational opportunity. This paper describes innovative approaches that address issues of access and learner preparation in terms of academic English language and learning strategies that have been implemented by two institutions in the United States.
A Moving Target: The Problem of Defining Teacher Quality
Author: Zuercher, Deborah
Date: 2014-08-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Teacher Qualifications,Definitions,Faculty Development,Teacher Education,Evaluation Criteria,Pedagogical Content Knowledge,Teaching Skills,Skill Development,Teacher Workshops,Case Studies

With No Child Left Behind Legislation, the United States Department of Education defined a Highly Qualified Teacher as a teacher who has earned a bachelor degree, full state certification, and demonstrated competency as defined by the state in each core academic subject he or she teaches (USDOE, 2002). The Obama Blueprint for Education (USDOE, 2010) introduces the term Teacher Effectiveness, a measure that places emphasis on the assessment of student outcomes, but the Blueprint maintains the requirements for Highly Qualified Teacher. There is a problem of shifting and indistinct definitions of teacher quality. As educators, we are accustomed to the creation and use of rubrics to assess knowledge, skills, and dispositions of learners, yet a consistent U.S. Federal rubric to assess Teacher Quality or Teacher Effectiveness is lacking. It is a challenge for teacher educators to create on target professional development for pre-service or in-service teachers when the target keeps moving. Defining Teacher Effectiveness is particularly challenging in diverse multicultural teaching contexts with compounding issues such as English Language Learner (ELL) adaptations and culturally relevant pedagogy. This exploratory case study describes teachers' perceptions of Highly Qualified Teacher criteria and interventions that are being pilot tested to define and support Highly Effective teacher professional development in the Pacific.
Rule of Law Perceptions of Gulf Cooperative Council (GCC) Graduating Law Students
Author: Corbin, Thomas Philip, Jr.
Date: 2014-05-00
Type: Journal Articles
Subjects: Foreign Countries,Law Students,Student Attitudes,Beliefs,Gender Differences,Employment,Occupational Aspiration,Self Efficacy

Law students studying in Gulf Cooperative Council's (GCC) comparative law programs will provide excellent candidates for legal employment in the Middle East in the next couple of years as long as the students have high educational achievements, are functionally literate in both English and Arabic and have a firm belief in the Rule of Law. As many comparative law programs now exist in the GCC, programs conducting the instruction in English to students whose native language is Arabic and with high academic performance gauged by grades, the only true question comes down to the fundamental understanding of the Rule of Law and the optimistic belief that the Rule of Law will lead to changes in the employment of law students after graduation. To measure this knowledge and belief, a survey was given to a pool of law students at a GCC institution to gauge their understanding of the Rule of Law and their belief in the concept as a force of change in their own personal situations. The results and analysis are contained within this paper. Purpose Statement: The purpose of this project suggested by Dr. Thomas Corbin and supported by Dr. Richard Maguire is to gauge the personal belief in the Rule of Law as a concept of significance in the advancements of career goals in male and female law graduates. This project's initial review will act as a sounding board for future review of the belief of the Rule of Law in other groups of students.
Using Technology to Engage Students and Build Learning Communities to Inform Instructional Decisions
Author: Todd, Carol
Date: 2014-02-00
Type: Journal Articles
Subjects: Learner Engagement,Liberal Arts,Universities,Technology Integration,College Faculty,Instructional Design,Teacher Education,Human Services,Blended Learning,Synchronous Communication,Instructional Effectiveness,College Students,Interaction,Intellectual Disciplines,Catholics,Church Related Colleges,Sense of Community,Virtual Classrooms,Teacher Attitudes,Online Courses,Social Work,Business Administration Education,Course Content,Feedback (Response),Student Satisfaction,Teacher Student Relationship,Peer Relationship,Decision Making

Saint Leo University is a liberal arts university located in southwest Florida. University campus is a residential campus that teaches the traditional aged student. The campus population is 1,800 students who are mostly Florida residents, with international students representing 18 different countries. Twenty-one centers located in seven states support non-traditional student populations that may be civilian or military. The Center for Online Learning (COL) enrolls over 3,000 students who earn bachelor and masters' degrees. The School of Education and Social Services offers undergraduate and graduate programs on campus, in centers and online in criminal justice, education, human services and social work. Throughout the university and the School of Education and Social Services core values are infused in all classes. In this session faculty who teach undergraduate and graduate classes in education, social services and human services will present how they infuse emerging technologies to design and implement instruction. Panel members will discuss effective strategies in technology, utilized across disciplines, to facilitate learning and build successful community, whether the class setting be an online platform, face-to-face or blended class. The panel will share how they quantitatively and qualitatively assess the effectiveness of the diverse technologies to support student learning modalities, critical thinking and application of course content. The panel's discussion will convey the ways in which they promote dynamic student interactions and collaborations with instructors and peers. Speakers will provide a summary of how they use this information to inform instructional decisions within their specific disciplines which results in deeper understanding of course content.
Becoming a Teacher in the United States: Are Attitudes of Incoming Candidates Malleable?
Author: O'Sullivan, Sheryl
Date: 2014-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Teacher Education Programs,Teacher Educators,Attitude Change,Beliefs,Program Length,Influences,Public Colleges,Personality

In the United States over the course of the last few decades, teacher education programs have been intentionally truncated. This often leaves teacher educators somewhat discouraged as to whether they are able to make any differences in teacher candidates during this relatively short period of time. Research seems to say that while we can teach prospective teachers specific knowledge and skills, we will find it much more difficult to change teacher attitudes or dispositions. The study reported in this article examines whether beliefs about teaching change during a two and one-half year undergraduate teacher education program. The study recorded the beliefs and attitudes of students as they entered a teacher education program and compared these with their attitudes upon graduation five semesters later, using a semantic differential instrument that demonstrates differences in perceptions of certain words. The results of this study are presented, and then this study is compared to a similar study undertaken with students in a one-year teacher education program. Finally, implications of the study for teacher education programs are discussed.
Decision-Making by School Principals and Education Researchers: The Dilemma of Reverse Coding in Structural Equation Modeling and Its Resolution in a Study of Risk-Taking in Decision-Making for School Principals
Author: Trimmer, Karen
Date: 2014-02-00
Type: Journal Articles
Subjects: Foreign Countries,Decision Making,Principals,Administrator Behavior,Educational Researchers,Coding,Structural Equation Models,Risk,Public Schools,Compliance (Legal),School Policy,Policy Formation,Least Squares Statistics

This paper explores a theoretical dilemma that arose during a study of risk-taking in decision-making for public school principals in Western Australia. Western Australia is one of six Australian States. It is geographically diverse, including extremely remote schools serving Indigenous communities. The governance mechanism for public schools in Western Australia mandates policy and procedures for decision-making by principals. Principals take risks when they make decisions that are not compliant with established policy, as they may be exposed to criticism should negative outcomes arise. This creates a dilemma for principals who need to be able to respond to locally identified school and community needs, and simultaneously comply with all State and Commonwealth departmental requirements. A theoretical model of factors impacting on reasoned risk-taking in decision-making was developed and data collected through survey of a stratified random sample of principals in 253 Western Australian public schools. The analysis used methodology that combined sequential use of psychometric and traditional measurement techniques. This paper focuses on the cause and solution of a reverse coding problem that arose in structural equation modeling. The dilemma posed by this methodological issue had not been previously considered in the literature. It is reflected in the dilemmas posed to principals who are making decisions in their schools based on universal policy that does not necessarily account for the unique circumstances of their communities, schools and locations.
Why Are We Here? An Investigation of Academic, Employability and Social Facets of Business Undergraduates&apos; Motivation Using Thurstone Scaling
Author: Buglear, John
Date: 2014-05-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Business Administration Education,Student Motivation,Employment Potential,Experiential Learning,Job Skills,Student Recruitment,Gender Differences

In the UK employability is a key university performance measure. This reflects both the tightening graduate employment market and the demands on the sector for greater accountability. The literature on employability considers the implications for institutions and the student motivation literature examines students' intrinsic and extrinsic goal orientations. This exploratory study complements both areas of work by considering employability, currently deemed an allpervasive extrinsic goal, as far as students' motivation is concerned relative to the more conventional drivers of decisions to enter higher education; achieving academic success and social fulfilment. It aims to establish both the significance of employability as a motivating factor and ascertain the degree of association with the academic and social factors as well as profile variables. The research design applies Thurstone attitude scaling. Several hundred business undergraduates were asked to encapsulate why they were on their course. The responses were collated and scored by a set of judges against scales of academic, employability and social motivation. The judges' scores were used to determine the most appropriate statements to use in the research instrument, which was then used to survey the attitudes of 75 students. The results suggest that employability is a significant aspect of students' motivation and is associated with the academic and social aspects of motivation. This significance of employability suggests effective learning support strategies are likely to be those that are based on experiential and skill-driven learning alongside more tightly drawn cognitive approaches. The balance of motivational aspects can also inform institutions' student recruitment.
High School Students&apos; Views of Mathematics as a Tool for Social Critique
Author: Brelias, Anastasia
Date: 2014-08-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Statistics,Mathematics Instruction,Social Problems,Mathematical Models,High School Teachers,Teacher Attitudes,Criticism,Critical Theory,Social Justice,Teaching Methods,Selective Admission,Institutional Characteristics,Critical Literacy,Semantics,Discourse Analysis,Ideology

Critical education scholars contend that schools ought to play a role in the transformation of inequitable institutions and social arrangements. In part, this entails educating students in the academic disciplines, viewed as powerful lenses through which students might see the world in order to better understand why things are the way they are and how they might be different. Using a critical theoretical perspective on mathematics literacy, this study examined high school students' views of mathematics in light of their experiences with mathematical investigations of social problems. Qualitative research methods were used in data collection and analysis. Data were gathered in a statistics class and a mathematical modeling class during fifty days of classroom observations, interviews with sixty students and two teachers, and a review of student work. Spradley's analytic techniques, known as domain analysis, were used to identify themes in the data. Students in this study indicated that their classroom experiences caused them to rethink their ideas about mathematics. They described mathematics as an indispensable tool for disclosing social injustices. Some students stated that prior to their investigations they took equality in the US for granted. Even students who suspected biases in social practices had not figured on the subtle form they sometimes take. At the same time, they indicated that applying mathematics to social problems is not unambiguous, unproblematic, and as objective as they had previously thought. As a result, applications should be scrutinized with respect to their assumptions, methods, and conclusions. Critical mathematics education scholars argue that students will construct views of mathematics and society that are less mystified if they experience the use of mathematics as a tool for social critique in the classroom. This study supports their argument.
The Relationship between Self-Efficacy and Academic Achievement in Adults&apos; Learners
Author: de Fátima Goulão, Maria
Date: 2014-08-00
Type: Journal Articles
Subjects: Self Efficacy,Academic Achievement,Correlation,Electronic Learning,Adult Students,Self Concept,Undergraduate Students,Andragogy,Self Management,Gender Differences,Student Evaluation,Teacher Role,Facilitators (Individuals),Group Instruction

This paper examines the relationship between the academic self-efficacy of an adult learners group in an online learning context with their actual performance. Our study aims to evaluate the relationship between self-concept of a group of students in online context and their academic achievement. Data were collected from 63 students of both genders, with average age of 42 years old, selected from the first years of their undergraduate studies. We analyzed their performance in academic course specifies. An adapted questionnaire was used to measure self-efficacy (a=0.908). The data was analyzed using descriptive and inferential statistics. The Pearson correlation coefficient was used to see the relationship between self-efficacy and academic performance. The analysis of the data indicated that students' level of self-efficacy is high (average=45) and a significant relationship exists between self-efficacy and academic achievement (r=0.286, at 0.05 level).