ethanporcaro/eric-fulltext-meta huggingface dataset:
An Examination of the Relationship between Online Class Size and Instructor Performance
Author: Sorensen, Chris
Date: 2015-01-00
Type: Journal Articles
Subjects: Online Courses,Class Size,Teacher Competencies,Correlation,Feedback (Response),Teacher Student Relationship,Teacher Effectiveness,Peer Evaluation,Critical Thinking,Teacher Expectations of Students,Expertise,Part Time Faculty,Observation,College Faculty,Scoring Rubrics,Statistical Analysis,Regression (Statistics)

With no physical walls, the online classroom has the potential to house a large number of students. A concern by some is what happens to the quality of instruction in courses with high enrollments. The purpose of this research was to examine online class size and its relationship to, and potential influence on, an instructor&apos;s performance. Results were mixed indicating that class size had a positive relationship with some the variables meant to measure online instructor performance and a negative relationship with others. Online class size was seen as having the most concerning relationship and potential influence on an instructor&apos;s ability to provide quality feedback to students and for his/her expertise to be used consistently and effectively.
Examining Sense of Community among Medical Professionals in an Online Graduate Program
Author: Lewis, Kadriye O.
Date: 2015-01-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Health Personnel,Professional Education,Interviews,Student Attitudes,Adult Students,College Students,Models,Statistical Analysis,Qualitative Research,Gender Differences,Native Language,Medicine,Student Characteristics,Communities of Practice,Group Membership,Group Unity,Courses,Research Methodology,Technology Uses in Education,Measures (Individuals),Questionnaires,Reliability,Likert Scales,Demography,College Faculty,Instructional Design,Multivariate Analysis

As the number of online degree programs continues to grow, one of the greatest challenges is developing a sense of community among learners who do not convene at the same time and place. This study examined the sense of community among medical professionals in an online graduate program for healthcare professionals. We took the sample from a fully online program delivered jointly by a state university and a local children's hospital in the Midwest. We administered Rovai's Classroom Community Survey with 11 additional demographic questions. We also utilized online interviews to further explore students' understanding of sense of community. A bi-factor model was fitted to the online sense of community survey data. Using multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) we identified potential group differences. The qualitative data were analyzed thematically in a recursive and iterative process. Study results suggested that a dominant factor existed: sense of community with two sub-domain factors including sense of learning and sense of connectedness. No significant differences in sense of community with regard to gender, native language, or area of medical practice were detected. However, results showed a difference in sense of community between the three courses examined. This study is the first to examine the sense of community among online medical professionals. Since our findings are in contrast to those of previous studies, this opens the door to additional studies around the possible differences between the community characteristics and needs of medical professionals as online students.
Predictors of Enrolling in Online Courses: An Exploratory Study of Students in Undergraduate Marketing Courses
Author: Fontenot, Renée J.
Date: 2015-01-00
Type: Journal Articles
Subjects: Predictor Variables,Enrollment Influences,Undergraduate Students,Marketing,Business Administration Education,Student Characteristics,Cohort Analysis,Likert Scales,Demography,Structural Equation Models,Scheduling,Intention,Usability,Educational Quality,Educational Experience,Enrollment Management,Preferences,Student Attitudes,Difficulty Level,Cognitive Style,Least Squares Statistics,Online Courses,Distance Education

An exploratory study of undergraduate students enrolled in marketing courses at a Southeastern regional university was conducted to determine the motivations and characteristics of marketing students who plan to be online learners and examined for differences between those who have taken and those who have not taken online classes. An online survey of Likert scales, open-ended questions and demographic questions was sent via class learning management websites. A total of 165 students of the 438 invited to participate completed the survey. A structural model was developed using SMART-PLS to estimate the relationships of constructs that predict taking online courses. Results of the study showed differences in predictors of those that have taken online courses compared to those who plan on taking online courses. A significant predictor of those planning on taking online courses is quality of learning while a significant predictor of those who have taken online courses is scheduling and timing. The results can be used to examine ways to improve/enhance the student's educational experience, as well as an institution's effectiveness in attracting the growing body of online learners.
Building a Conceptual Framework for Online Educator Dispositions
Author: Kirwan, Jeral R.
Date: 2015-01-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,College Faculty,Teacher Characteristics,Virtual Classrooms,Instructional Effectiveness,Interpersonal Relationship,Educational Theories,Cognitive Processes,College Instruction,Personality Traits,Teacher Attitudes,Teacher Behavior,Praxis

It has been argued that online instruction is distinctive from the conventional classroom. If an effective online practice is to emerge, the roles, characteristics and dispositions of the educators themselves should be studied more closely. The aim of this paper was to present an online educator dispositions model that addresses the underlying dimensions of the online educator&apos;s dispositions and presence by reviewing and distilling scholarship on effective online instructional practice into a conceptual framework. The framework may be used in developing instruments for self-assessment and evaluation, as well as for research and inquiry into the desirable traits and characteristics of online educators. The presented conceptual framework for online educator dispositions could benefit all who are involved in supporting quality online education, in an effort to develop and impactful online practice that aligns with the corresponding educational needs, services, and resources.
Every Picture Tells a Story: The Power of 3 Teaching Method
Author: Kates, Frederick R.
Date: 2015-01-00
Type: Journal Articles
Subjects: Teaching Methods,Homework,Lecture Method,Educational Technology,Blended Learning,Creativity,Story Telling,Technology Uses in Education,Synchronous Communication,Asynchronous Communication,Interpersonal Competence,Learner Engagement,Transformative Learning,Student Role,Computer Software,Questionnaires,Graduate Students,Teamwork,Cooperative Learning

Going beyond the recent surge of papers on the flipped classroom, this article calls for an active &quot;constructionist&quot; approach to flipping classrooms. Not only are homework and lecture sessions flipped, students create, or &quot;construct&quot; knowledge outside of class and present to others through group learning activities. The creativity involved in the students learning while teaching is enhanced through the use of digital storytelling technologies (e.g., Photo Story 3, Movie Maker, and iMovie). This approach also works in fully distance-enabled classes where there is no in-class time individually or within interactive small-groups and teaching both take place asynchronously on-line. It is a myth that synchronous group work is more meaningful or a more productive environment for student learning. Asynchronous groups require the same interpersonal skills and effective communication processes. Students become more meaningfully engaged when they are creating rather than merely receiving knowledge in either a synchronous or asynchronous learning environment. Flipped classrooms are transformational, shifting the educational focus from the traditional and passive lecture-based teaching to an active engagement of students with each other and with faculty. The traditional lecture format has been used so long that both faculty and students sometimes struggle shifting to a more engaging approach to teaching and learning. This article moves beyond exchanging classroom lectures and traditional homework for student watched lectures or videos outside the classroom to free up time for interaction inside the classroom. Using a &quot;discussion starter&quot; approach, the teacher introduces a topic or assignment and then steps aside to allow the students to become the teacher. This study finds reversing the role of the student from passive observer to an active participant improves the overall learning. The pilot implementation of the P3DST technique in three classes revealed students were apprehensive at first confronting a new assignment, but later found it a rewarding experience. Most of the students liked the technique as a discussion starter and (felt) that the technique (could) be used in various settings beyond the classroom.
The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom
Author: Clark, Kevin R.
Date: 2015-01-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Mathematics Instruction,Homework,Educational Technology,Pretests Posttests,Surveys,Interviews,Focus Groups,Observation,Journal Writing,Statistical Analysis,Qualitative Research,Student Attitudes,Conventional Instruction,Learner Engagement,High School Students,Rural Schools,Blended Learning,Action Research

In many of the secondary classrooms across the country, students are passively engaged in the mathematics content, and academic performance can be described, at best, as mediocre. This research study sought to bring about improvements in student engagement and performance in the secondary mathematics classroom through the implementation of the flipped model of instruction and compared student interaction in the flipped classroom with a traditional format. The flipped model of instruction is a relatively new teaching strategy attempting to improve student engagement and performance by moving the lecture outside the classroom via technology and moving homework and exercises with concepts inside the classroom via learning activities. Changes in the student participants&apos; perceptions and attitudes were evidenced and evaluated through the completion of a pre- and post-survey, a teacher-created unit test, random interviews, and a focus group session. In addition, the researcher documented observations, experiences, thoughts, and insights regarding the intervention in a journal on a daily basis. Quantitative results and qualitative findings revealed the student participants responded favorably to the flipped model of instruction and experienced an increase in their engagement and communication when compared to the traditional classroom experience. The student participants also recognized improvements in the quality of instruction and use of class of time with the flipped model of instruction. In terms of academic performance, no significant changes were demonstrated between the flipped model of instruction students and those taught in a traditional classroom environment.
Minimizing Attrition in Online Degree Courses
Author: Boton, Eliani Colferai
Date: 2015-01-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Dropout Prevention,Student Attrition,Academic Persistence,School Holding Power,Qualitative Research,Case Studies,Educational Strategies,Change Strategies,College Faculty,Motivation Techniques,Database Management Systems,Interviews,Online Surveys,Cultural Differences,Learning Theories,Instructional Effectiveness,Foreign Countries,International Education,Comparative Education,Educational Practices

The number of online programs in the higher education sector has increased dramatically in the last decade, and with it, an increase in attrition has become a recurring problem worldwide. Literature suggests that elements of culture, motivation, learning management systems and online pedagogy play a major role in attrition rates in the higher education sector. Using an interpretivist paradigm with qualitative case studies from six countries, the researcher explores online lecturers' successful engagement strategies on these four main thematic areas. Results provide a range of strategies that can be applied by lecturers to increase engagement and minimize online attrition.
U.S. Higher Education Regional Accreditation Commission Standards and the Centrality of Engagement
Author: Paton, Valerie O.
Date: 2014-00-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Higher Education,Colleges,College Faculty,Goal Orientation,Institutional Mission,School Community Relationship,Standards,Definitions,School Effectiveness,Instructional Effectiveness,Qualitative Research,Workshops,Transcripts (Written Records),Organizations (Groups)

This study addressed the research question &quot;How do regional accrediting standards apply to the central role of community engagement in U.S. institutions of higher education?&quot; Using descriptive and qualitative methods, two sources were analyzed: published standards of the 6 regional accrediting commissions in the United States and the transcript of a panel discussion in which leaders from 4 of these 6 commissions shared their views on &quot;engagement and regional accreditation.&quot; From these analyses, 4 themes emerged: (1) the institutional determination of community engagement mission and goals, (2) community engagement in educational programs and student learning, (3) institutional effectiveness and community engagement, and (4) faculty scholarship relating to community engagement. The article concludes with recommendations for institutional practices and supporting evidence to submit to regional accreditation commissions indicating the centrality of engagement in institutional missions. Recommendations are also made regarding peer evaluator training, faculty scholarship, and civic democracy.
Engaged Learning and Peace Corps Service in Tanzania: An Autoethnography
Author: Darling, Brianna
Date: 2014-00-00
Type: Journal Articles
Subjects: Voluntary Agencies,Volunteers,Volunteer Training,Service Learning,Masters Programs,Foreign Countries,Community Development,Ethnography,Personal Narratives,Reflection

The Peace Corps Masters International program offers students the opportunity to combine their Peace Corps service with their master's education. This article demonstrates how classroom learning strengthened the author's Peace Corps service in Tanzania, which in turn strengthened her master's thesis. Peace Corps supports an approach to community development that situates Volunteers closely with people in power, but this makes it difficult for them to gain the participation of the poor and marginalized. How can one strike a balance between effectiveness and cultural appropriateness? As an outsider, how do one's relationships with community members affect project processes and outcomes? This autoethnography investigates the first author's learning experience in undertaking community development in Tanzania's southern highlands. Although the conclusions are specific to the case reported here, the learning process applies to others who are beginning to contemplate how they might enter a community, assess its needs, and do good work. [This article was written with John M. Kerr.]
The Engaged Dissertation: Exploring Trends in Doctoral Student Research
Author: Jaeger, Audrey J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Graduate Students,Doctoral Dissertations,Doctoral Programs,School Community Relationship,Colleges,Institutional Characteristics,Intellectual Disciplines,Service Learning,Organizational Culture,Correlation,Literature Reviews,Search Strategies,Research Methodology

This study explored the extent to which doctoral students are conducting community-engaged scholarship and investigated the characteristics of their degree-granting institutions. The research utilized the most immediate work of doctoral students by examining completed dissertations. Analysis showed which graduate students are pursuing community engagement through their scholarship, whether they are increasing in number, and the fields of study and institution types with which they are affiliated. By identifying who is producing engaged scholars, best practices can be identified in the future. In addition, the findings revealed which disciplines and institution types have room to increase their output of community-engaged research.
Exploring Intercollegiate Athletic Department-Community Partnerships through the Lens of Community Service Organizations
Author: Svensson, Per G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Colleges,Higher Education,School Community Relationship,College Athletics,Community Organizations,Partnerships in Education,Volunteers,Athletes,Institutional Mission,Goal Orientation,Private Financial Support,Program Effectiveness,Administrator Attitudes,Semi Structured Interviews,Educational Opportunities,Fund Raising,Administrators

Institutions of higher education are increasingly engaging in partnerships with local communities. Within a sport context, the creation of the NCAA CHAMPS/Life Skills Program has emphasized partnerships between athletic departments and local community service organizations (CSOs). Prior studies, however, have used student-athletes rather than the partnership as the unit of analysis, so the attitudes and experiences of community partners remain overlooked. This study explored active relationships with a high-profile NCAA Division I athletic department in the Southeast through the lens of the CSOs. Four major themes emerged for the community partners' motives and perceived benefits in their relationship with the athletic department: (a) increased volunteer capacity, (b) opportunities to create long-term impact and lasting relationships with student-athletes, (c) ability to extend their mission through educational opportunities, and (d) monetary or in-kind donations. Overall, interviewees perceived their relationship with the athletic department to be characterized by ambiguity and ineffective communication.
Understanding Poverty through Race Dialogues in Teacher Preparation
Author: Bryant, Larry C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Poverty,Teacher Education Programs,Critical Theory,Disadvantaged,Racial Discrimination,Racial Bias,Preservice Teachers,Student Reaction,Discourse Communities,Discourse Analysis,Attitude Change,Student Experience,Learning Experience,Reflection,Personal Narratives,Institutional Characteristics,Controversial Issues (Course Content),Sensitivity Training,Race,Multicultural Education

This study used critical dialogue within a teacher preparation program to address the dilemma of preparing preservice teachers for educational arenas in which they will interface with students who are socially and economically disadvantaged. Using Critical Race Theory as a lens, the study addressed the following research questions: What were the candidates' responses to the experience of engaging in a day of dialogues designed in part to explore how economic disparity is promoted through institutional racism? Were any of the participants' assumptions challenged? Did the dialogue change candidates' thinking about how they might engage future students in learning?
Outreach and Engagement Education for Graduate Students in Natural Resources: Developing a Course to Enrich a Graduate Outreach Requirement
Author: Latimore, Jo A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Outreach Programs,Graduate Students,Graduate Study,Natural Resources,Experience,Required Courses,Educational Objectives,Program Evaluation,Student Participation,Stakeholders,Instructional Design,Course Evaluation,Feedback (Response)

Scientists need to engage stakeholders in natural resource management; however, few graduate programs prepare students to conduct outreach and engagement. Given this need, the authors' goals were to (1) create a one-credit course that introduced outreach and engagement practices and participatory approaches, (2) improve the quality of graduate students' Outreach Experiences (OEs) within the framework of a university departmental requirement, and (3) share lessons learned in addressing the training gap. Students in the course met learning objectives to improve OE plans, evaluate the effectiveness of outreach and engagement, and improve engagement with varied audiences. OE plans from students in the course scored significantly higher than precourse plans, indicating increased likelihood of effective engagement with their chosen audiences. Formal training in best practices and detailed guidance for students and faculty advisors are likely to improve student professional development and the outcomes of outreach and engagement activities.
Grounding Service-Learning in the Digital Age: Exploring a Virtual Sense of Geographic Place through Online Collaborative Mapping and Mixed Media
Author: Sandy, Marie G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Service Learning,Online Courses,Computer Simulation,Human Geography,Maps,Cooperation,Cooperative Learning,Higher Education,College Students,Geographic Information Systems,Social Action,Social Problems,Case Studies

A sense of place has been an integral part of service-learning since the field's inception; it describes one's attachment to a particular geographic place and is often a precursor to engaging in action to care for localities and their inhabitants. But practicing service-learning in online environments requires reconsidering this core value. Should the field celebrate the &quot;liberation&quot; of service-learning from geographical constraints, as some authors suggest, or reclaim a geographically bounded sense of place as an essential part of service-learning? The authors recommend finding ways to cultivate a virtual sense of geographic place in online learning environments to enhance a critical understanding of physical localities, better prepare service-learners to enter service sites, and deepen connections among participating students. By providing examples of online collaborative mapping and virtual community projects, this paper considers some implications for theorizing sense of place for online and face-to-face service-learning in the digital age.
The ABCDs of Service-Learning: Who Is Serving Whom?
Author: Lieberman, Devorah
Date: 2014-00-00
Type: Journal Articles
Subjects: Service Learning,School Community Programs,School Community Relationship,Partnerships in Education,Educational Objectives,Institutional Mission,Community Needs,Outcomes of Education,Evidence,Success,Organizational Theories,Universities,Educational Change,Change Strategies,Educational Practices,Program Descriptions

The concept of and approach to service-learning across higher education has changed dramatically over the last two and a half decades. Historically, one of the primary goals of service-learning was to prepare undergraduate students to become engaged citizens and to introduce them to the challenges experienced by individuals from marginalized or disenfranchised communities (&quot;Dunlap, 1998&quot;; &quot;Shadduck-Hernandez, 2005&quot;). Now, 25 years after the implementation of the National and Community Service Act of 1990, many universities are shifting this focus to include meeting community needs, accomplishing graduate and undergraduate student learning outcomes, and establishing reciprocity of respect.