ethanporcaro/eric-fulltext-meta huggingface dataset:
Online Learning: From the Curriculum for All to the Curriculum for Each Individual
Author: Viana, Joana
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Individualized Instruction,Student Attitudes,Technology Uses in Education,Curriculum Evaluation,Adult Students,Educational Experience,Learning Processes

This paper seeks to study curriculum as a form of organization of the learning process from the perspective of the learner, in online learning contexts. Departing from a theoretical and conceptual analysis of curriculum, understood as the conception, organization and structuring of the learning process, we analyzed different adults' representations of online learning and their general conceptions of curriculum. The empirical data came from the application of a questionnaire, distributed online (study I, 833 participants), and semi-structured interviews (study II, seven participants). The results contribute to the reflection on curriculum in a digital context, and to describing the curriculum organization of the learning process adopted by each individual. We found that space and time, in addition to strategies and actors are the most dynamic curriculum components in these circumstances. The formal contexts in which institutionalised learning and the curricula in force therein, occur are central to the development of the personal learning curriculum. This leads us to question the possibilities and ways of reconfiguring curriculum, of conceiving it differently, in digital learning contexts.
Accelerate, Don&apos;t Remediate: An Instructional Framework for Meeting the Needs of the Most Vulnerable Students after COVID School Closures
Author: Lambert, Melissa
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Academic Achievement,Equal Education,School Schedules,At Risk Students,Acceleration (Education),Mathematics Achievement,Reading Achievement,Student Needs,Access to Education

Research on seasonal learning and time in and out of school provided the foundation for preliminary projections that students would return in fall 2020 with approximately 63-68% of the learning gains in reading relative to a typical school year and with 37-50% of the learning gains in math (Kuhfeld, Soland, Tarasawa, Johnson, Ruzek, &amp; Liu, 2020). This is detrimental for all students, but potentially catastrophic for those who were already academically behind grade-level. Responding to this unprecedented crisis will take more than the typical academic remediation for students, there is a need to improve access to rigorous, grade-level academics with targeted support to accelerate learning. In this article the authors provide a narrative review of research related to the impact of COVID-19 school closures on student achievement and what it means for educators. Findings were applied to an instructional framework that incorporates critical considerations toward equitably serving the most vulnerable students.
Performativity of Materials in Learning: The Learning-Whole in Action
Author: Carvalho, Lucila
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Design,Educational Innovation,Educational Environment,Physical Environment,Networks,Learning Activities,Technology Uses in Education,Social Theories,Learning Theories,Social Environment,Human Factors Engineering,Ecology,Design Requirements

Contemporary educational practices have been calling for pedagogical models that foreground flexibility, agency, ubiquity, and connectedness in learning. These models have, in turn, been stimulating redevelopments of educational infrastructure--with physical contours reconfigured into novel complex learning spaces at universities, schools, museums, and libraries. Understanding the complexity of these innovative learning spaces requires an acknowledgement of the material and digital as interconnected. A 'physical' learning space is likely to involve a range of technologies and in addition to paying attention to these 'technologies' one must understand and account for their physical sites of use as well. This paper discusses the influence of materiality in learning, using an analytical approach that situates learning activity as an emergent process. Drawing on theories that foreground socio-materiality in learning and on the relational perspective offered by networked learning, we call for a deeper understanding of the interplay between the physical (material and digital), conceptual, and social aspects of learning, and their combined influence on emergent activity. The paper argues that in order to successfully design for innovative learning, educators need to develop their capacity to trace the intricate connections between people, ideas, digital and material tools, and tasks--to see the learning-whole in action.
A Model for Creating Affordable Educational Resources for Anatomy and Physiology
Author: Price, Travis M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Anatomy,Physiology,Science Instruction,Educational Resources,Costs,State Universities,Tuition,Open Educational Resources,Health Sciences,Departments,Online Courses,Study Guides,Course Descriptions,Laboratory Experiments,Textbooks,Educational Change,Learning Activities,Video Technology,Conventional Instruction

The rising costs of college tuition, housing, and textbooks can be a barrier to many who seek a certification or degree in a health profession field. Affordable open educational resources (AOER) are an attractive alternative to expensive course materials. The Health Sciences Department at Weber State University created a comprehensive, two semester anatomy and physiology course using only openly available, copyright-free educational resources and an inexpensive, interactive laboratory program. The product is a collection of resources that includes a 1000+ page study guide, more than 230 small formative learning activities, recorded video lectures, and a comprehensive laboratory program that functions in both online and campus-based environments. This paper outlines the steps taken to transition from a traditional textbook-centered anatomy and physiology curriculum to one that offers students a wide range of learning resources for a fraction of the cost. The reduction of course materials costs will save health sciences students at Weber State University more than $375,000 every year.
English 150: Writing as Inquiry--Explorations of Identity and Privilege. Course Design
Author: Kumari, Ashanka
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Instruction,Freshman Composition,Inquiry,Essays,Social Bias,Gender Bias,Racial Bias,Social Attitudes,Self Concept,Identification (Psychology),Undergraduate Students,Reflection,Altruism

This unit, &quot;Explorations of Identity and Privilege,&quot; was designed for first year writing courses at the University of Nebraska-Lincoln (UNL) taught in 2015 and 2016. The course as a whole focused on writing and inquiry. Within this unit, students discussed essays relating to different forms of privilege (e.g. racial, gender, class) and explored their relationship to privilege in a final unit paper. Student writing emphasized self-awareness of how components of their identities--and the identities of others--are rewarded or penalized within their sociocultural environment. While students might be aware of their privilege(s) or lack thereof on some level, reading and discussing essays written by others helped students critically examine their personal experiences within a larger conversation.
Benefits and Challenges of Assigned Out-of-Class Group Work in the Community College Setting
Author: Roychowdhury, Hiranya S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Anatomy,Physiology,Community Colleges,Teaching Methods,Assignments,Homework,Program Effectiveness,Peer Teaching,Two Year College Students,Group Activities,Cooperative Learning,Lecture Method,Student Attitudes,Learner Engagement,Reflection,Telecommunications,Educational Technology,Test Preparation,Student Motivation,Stress Variables,Anxiety

In this pilot study, students in Anatomy and Physiology courses at a Southwest US Community College were assigned to groups with the instruction that they must meet outside of class time to work on course assignments throughout the semester. The assignments included exam preparation questions and case studies, but the groups could use their out of time class in other ways as well. The aim was to identify student-perceived challenges and benefits associated with out-of-class group study in a population of commuter students. The majority of students reported group participation was beneficial to learning while also noting the challenges in scheduling regular face-to-face meetings, which were often mitigated through technology use. The majority of respondents (70%) commented that they would seek other group study opportunities in their courses. In this qualitative report, we conclude that students perceived group work to be beneficial enough to seek additional group study opportunities in spite of the logistical challenges associated with a commuter population.
There Is No &apos;Virtual Learning&apos;: The Materiality of Digital Education
Author: Gourlay, Lesley
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Conventional Instruction,Comparative Analysis,Teaching Methods,Virtual Classrooms,Educational Change,Computer Mediated Communication,Technological Literacy,COVID-19,Pandemics,Online Courses,Higher Education,Blended Learning

The distinction between face-to-face and distant digitally-mediated educational engagement is a complex one, and the two modes are often combined in practice, via 'blended learning' or the use of a VLE [Virtual Learning Environment] to support campus-based teaching. The current COVID-19 pandemic has thrown this distinction into relief, in a context where educationalists have been forced to move to fully distant engagement in a very short timeframe. This paper explores how this predicament has brought to the fore the nature of our engagement with digital knowledge practices and screen-based communication, arguing that the notion of 'virtual learning' is a flawed one. Instead, adopting a sociomaterial perspective, it argues that all aspects of digital engagement are in fact grounded in material and embodied entanglements with devices and other artefacts.
The Organizational Culture of Innovative Schools: The Role of the Principal
Author: Riveras-León, Juan Carlos
Date: 2020-00-00
Type: Journal Articles
Subjects: School Culture,School Effectiveness,Educational Innovation,Principals,Administrator Role,Leadership Styles,Participative Decision Making,Teacher Participation,Teacher Collaboration,Change Strategies,Work Environment,Organizational Climate,Foreign Countries

Social and technological changes demand constant updating, this implies that schools must be prepared to face these changes. As a result, they need to have the capacity to innovate as part of their organizational culture. Although it is true, that not all schools are examples of innovative organizations, it is possible to identify some that have a more innovative organizational culture than others. In the generation of that capacity, the principal's leadership plays an essential role, they are ones called to face the challenge of developing competences and skills to lead the change. Existing research confirms the importance of the school's leadership in the development of educational centers, OECD reports already ratified this, stating how vital it is to have good principals to lead schools (2009). In this study, schools have been chosen that have certain characteristics that are considered stand out for the Chilean educational system. By applying a questionnaire, the innovative potential of the centers being studied and their organizational culture to favor this are analyzed, the latter from the point of view of the principal's actions. The results allow confirming the innovative potential the studied centers have, the most substantial practices of the principal's actions that favor innovation are identified, as well as the key role the principal's leadership plays within these centers. At the same time, questions arise that limit the development of certain innovative actions, such as, the search and pressure for results originated essentially from standardized testing, like SIMCE, which is applied in Chile.
The Specificity of Professional Learning Communities in Romania
Author: Lu?trea, Anca
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Communities of Practice,Faculty Development,Teacher Collaboration,Professional Continuing Education,Educational Improvement,Teaching (Occupation)

Romanian educational system is in a constant search for reform, due to one of the highest rates of students' underachievement in basic skills and lack of qualified teachers among EU member states. It is well established that professional learning communities (PLCs) can be a solution for both problems, aiming to enhance students' results by teacher collaboration in learning and professional development. This study aims to determine the specificity of Romanian PLCs in relation with some contextual factors - school size, school environment (urban or rural), type of school (general or special school), professional development procedures at school level, and the individual factors that can impact the PLC, represented by teachers' personality structure. To answer the research question, reflecting on what contextual and individual factors determine the specificity of PLCs, two online questionnaires and a demographic survey were distributed to teachers across Romania. First, the School Professional Staff as Learning Community Questionnaire (SPSLCQ) was validated on the 253 participants, the original five-factor structure of SPSLCQ adequately fit the sample and proved to be a reliable instrument in the Romanian population. The results showed the Romanian PLCs' do not significantly differ from other countries: the most representative PLC dimension is shared vision, the organizational factor which explains best the PLC is the existence of strong at-school-level professional development procedures. School size best describes the differences between PLCs, but they do not differ in terms of school environment and school type. The personality factor that correlates the most with PLC is conscientiousness, but the correlation is non-significant. These results suggest that for functionally stronger PLCs, the school should implement professional development procedures at school level, based on collaboration and mutual learning in small groups of teachers.
The Teacher-Student Relationship in the Use of Social Network Sites for Educational Purposes: A Systematic Review
Author: Camas Garrido, Laura
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Social Media,Technology Uses in Education,Teacher Role,Student Role,Proximity,Educational Environment,Interpersonal Communication,Computer Mediated Communication,Technological Literacy,Personal Autonomy

This paper aims at exploring the educational scholarly writing on the teacher-student relationship and performance within the use of Social Network Sites (SNSs) for educational purposes. To that end, a systematic review of 111 journal articles focused on young people, and found in ten relevant databases (ERIC, SCOPUS, WOS, JCR (SSCI), DOAJ, EBSCO, ISOC, REDIB, JSTOR, and PsycARTICLES), has been performed. The results show continuity in the roles of educators and students between physical and virtual spaces. This homogeneous conceptualisation is grounded on student-centred theories. Also, the existence of a theoretical confrontation between the figurative dichotomy of vertical (distance) and horizontal (closeness) teacher-student relationship is revealed and discussed. While most of the reviewed studies focused on requirements for technical training, the need for acquiring digital cultural knowledge is stressed. Finally, some of the educational implications of the ethical dimension of the teacher-student relationship in digital spaces are exposed.
The Topologies of Data Practices: A Methodological Introduction
Author: Decuypere, Mathias
Date: 2021-00-00
Type: Journal Articles
Subjects: Data,Data Use,Topology,Research Methodology,Educational Research,Design,Ecology,Computer Interfaces

This paper offers a methodological framework to research data practices in education critically. Data practices are understood in the generic sense of the word here, i.e., as the actions, performances, and the resulting consequences, of introducing data-producing technologies in everyday educational situations. The paper first distinguishes between data infrastructures, datafication and data points as three distinct, yet interrelated, phenomena. In order to investigate their concrete doings and specificities, the paper proposes a topological methodology that allows disentangling the relational nature and interwovenness of data practices. Based on this methodology, the paper proceeds with outlining a methodical toolbox that can be employed in studying data practices. Starting from nascent work on digital education platforms as a worked example, the toolbox allows researchers to investigate data practices as consisting of four unique topological dimensions: the Interface of a data practice, its actual Usage, its concrete Design, and its Ecological embeddedness - IUDE.
Tailoring Case Studies to Course Learning Objectives Helps Improve Student Performance
Author: Hebert, Amy K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Student Centered Learning,Anatomy,Physiology,Science Instruction,Undergraduate Students,College Science,Behavioral Objectives,Instructional Effectiveness

Recently there has been a push for more student-centered learning in the undergraduate classroom as a way to enhance student learning outcomes. One tool utilized in many Anatomy and Physiology courses is case studies of the material being presented. These allow students to apply their knowledge to a real-world scenario they may encounter in their future careers. Here we show the importance of tailoring that tool specifically to the learning outcome of the course. Using backward design, we developed targeted case studies to help students understand complex topics. Improved student performance on related exam questions provided evidence for this improved understanding.
Alaska&apos;s Journey to Adopting the AASL Standards
Author: Madsen, Janet
Date: 2021-00-00
Type: Journal Articles
Subjects: School Libraries,Standards,Program Implementation,Elementary Secondary Education,Librarians,Library Services

School librarians in Alaska have worked diligently to see the American Association (AASL) Standards Framework for Learners adopted by the state board of education from December 2018 until September 2020, when they were approved by the Alaska State Board of Education. The standards will be formally adopted after being signed by Alaska's Lieutenant Governor. In this article, the authors describe the realities of school librarianship in Alaska, the impetus for having the standards adopted in the state, the process of standards implementation, and what they hope to achieve in the future.
A Didactic Approach to Renal Clearance
Author: Baptista, Vander
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Anatomy,Physiology,Science Instruction,Biochemistry

Renal clearance encompasses a somewhat abstract concept, which makes it a hard-to-visualize phenomenon. It is a confusing topic for students and a difficult task for the instructor to teach. In order to improve or facilitate the teaching-learning process of renal clearance, an alternative strategy is presented here. To properly characterize the components of renal clearance, this didactic model splits renal clearance into two distinct portions of flow rates. The information is organized in a sequential structure, from the simplest ideas to the most complex concepts, assisting both teacher and student in addressing renal clearance.
A Pilot Study of the Impact of Three-Dimensional Stereoscopic Models of Pelvic Anatomy on Short- and Long-Term Retention in First-Year Medical Students
Author: Meyer, Edgar R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Anatomy,Teaching Methods,Medical Education,Medical Students,Computer Simulation,Science Tests,Pilot Projects,Tests,Scores,Comparative Analysis,Retention (Psychology),Correlation,Computer Software,Instructional Effectiveness,State Universities,Student Attitudes

Despite proliferative use of anatomical virtual models, there are few studies exploring whether stereoscopic models help medical students retain information regarding three-dimensional (3D) relationships of structures. This pilot study examined first-year medical students' exposure to a virtual 3D stereoscopic pelvis model and their corresponding short- and long-term retention. Participants were administered a series of tests before and after their 3D learning experience, including a pre-3D test, a mental rotation test (MRT), a short-term post-3D test, a block exam, and a long-term post-3D test. Students also completed a survey exploring their satisfaction with 3D imaging in general and its effectiveness in teaching anatomical material. Exam results were analyzed using a repeated measures ANOVA, and the pre-3D test scores within the 3D groups, were compared using one-way ANOVA's with each of the other performance measures. Final results showed a significantly higher difference in the students' pre-3D test and their immediate short-term retention post-3D test scores. Results also showed a significantly lower difference in students' pre-3D test and their one-month long-term retention test scores. There was no significant difference in the students' pre-3D and six-month long-term retention test scores. However, small sample sizes suggest further research on correlations between stereoscopic imaging of pelvic anatomy and other complex regions and students' short- and long-term retention.
Underdetermination, Assemblage Studies and Educational Technology: Rethinking Causality and Re-Energising Politics
Author: Perrotta, Carlo
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Educational Research,Science and Society,Epistemology,Cultural Influences,Social Influences,Evidence,Experience,Social Science Research,Political Issues,Social Bias

This article examines underdetermination as a key theoretical assumption in an emerging body of educational research. Underdetermination is described as a broad philosophical position that assumes that social, scientific and technological phenomena cannot be reduced to linear relationships between antecedents and consequences, for instance through the canonical progression from scientific hypotheses to experimentation and then empirical truths. Rather, phenomena are underdetermined by constellations of social and material influences that make the choice of univocal explanations problematic. The principle of underdetermination is implicit in a recent strand of educational research that critiques orthodox interpretations of scientific practices, innovation processes and policy dynamics, recasting them as social, material and political &quot;assemblages&quot;. In the article, I analyse the philosophical and epistemological tenets of underdetermination, in order to clarify its nature as a &quot;first principle&quot; in this emerging body of research. By doing so, the article brings into view a broader theoretical debate that has great bearing on future research efforts. The article critically considers the continued theoretical relevance of underdetermination, whilst acknowledging critical arguments mounted against it, namely ontological relativism and political weakness. Some supplementing theoretical ideas are explored in the conclusion.