ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;They Have to Combine the Future of the University and Their Own Future&quot;: OpenCourseWare (OCW) Authoring as an Academic Practice in Spain
Author: Villar-Onrubia, Daniel
Date: 2022-05-00
Type: Journal Articles
Subjects: Foreign Countries,Open Educational Resources,Courseware,Higher Education,Professional Identity,College Faculty,Teacher Attitudes,Educational Practices

This study looks at OpenCourseWare (OCW) in Spain, a country where most public universities have tried to promote that particular model of open educational resources (OER) provision among academics. Using three universities with varying levels of OCW activity as a case study, this article examines key drivers behind the implementation of OCW initiatives and unpacks what it means, as an academic practice, to engage in OCW authoring. Following a qualitative case study approach and a multi-methods design, this study offers a basis for theoretical generalisations that can be useful for understanding similar dynamics taking place within different organisational contexts in Spain and beyond. The findings reveal a major disconnect between the drive to implement OCW initiatives in Spain and actual opportunities for academics to engage with them as part of their work. The author concludes that the extrapolation of a highly prescriptive model of OER provision into institutional realities different from the context where it was originally devised--in this case, the Massachusetts Institute of Technology in the United States--is rather problematic. The article also provides some recommendations to university leaders and policy makers, encouraging the creation of alternative models that are mindful of the institutional and cultural specificities of their own contexts and also to take into consideration the social and material realities of the communities they aim to provide with lifelong learning opportunities.
Understanding the Relationship among Self-Efficacy, Utility Value, and the Community of Inquiry Framework in Preservice Teacher Education
Author: Akcaoglu, Mete
Date: 2022-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Concept,Student Teacher Attitudes,Value Judgment,Self Efficacy,Motivation,Inquiry,Communities of Practice,Distance Education,Foreign Countries

School closures during the COVID-19 pandemic have shown the importance of distance education, and teachers have been tasked with designing and delivering online courses in a short amount of time without much preparation or deliberation. As the future generation of teachers, preservice teachers need to be prepared to teach online, and their motivation to do so is a key factor in how successfully they do it. The community of inquiry framework provides researchers and practitioners with a framework for designing and delivering online courses, while self-efficacy and utility value are important motivational constructs predicting future engagement and success in tasks. In this cross-sectional survey study, we investigated preservice teachers' (n = 344) perceptions of their self-efficacy, utility value, the importance of the three components of the community of inquiry framework: teaching presence, social presence, and cognitive presence. Our results show that overall, preservice teachers had high motivation to teach online and high perceptions of the three presences. Our regression analyses indicated that while preservice teachers' self-efficacy was a significant predictor of teaching presence, utility value only significantly predicted social presence. We discuss the implications of these findings for teacher education programs, including a holistic approach to teaching online learning and instructional design.
Using the Critical Incident Questionnaire as a Formative Evaluation Tool to Inform Online Course Design: A Qualitative Study
Author: Samuel, Anita
Date: 2022-05-00
Type: Journal Articles
Subjects: Critical Incidents Method,Questionnaires,Formative Evaluation,Online Courses,Instructional Design,Student Evaluation of Teacher Performance,Course Evaluation,Graduate Students,Masters Programs,Feedback (Response)

The online instructor plays a prominent role in influencing how students respond to an online course, from designing the course structure, course activities, and assignments to encouraging interaction. Therefore, to develop effective online courses, instructors need robust feedback on their design strategies. Student evaluation of teaching (SET) functions as a summative evaluation of the course design and delivery. Yet, the feedback from SETs can only be integrated into the next iteration of the course, thereby failing to benefit the students who provide the feedback. One suggestion is to use midsemester formative evaluation to inform course design in real time. A qualitative research study was conducted to explore whether the Critical Incident Questionnaire (CIQ) could be an effective formative evaluative tool to inform real-time online course design and delivery. Thematic analysis was conducted on the midcourse evaluations obtained from 70 students in six fully online master's level courses. There are three key findings from this study. First, CIQ use can provide opportunities for real-time adjustments to online course design and inform future redesign of online courses. Second, responses received via the CIQ prioritize the student voice and experience by focusing on factors that are critical to them. Finally, this deep-dive analysis reinforces the enduring factors that contribute to effective online course design and delivery. A recommendation for practice is to use the CIQ as an effective tool to gather formative feedback from students. This feedback can then be used to adjust course design as needed.
Distance Education in Nursing: Readiness and Satisfaction Levels of Students
Author: Çinar Özbay, Sevil
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Student Attitudes,Student Satisfaction,Readiness,Expectation,Family Income,Age Differences,Computer Literacy,Internet,Access to Computers,Foreign Countries

Due to the increasing number of students in nursing education, the need to support traditional education and to provide blended or distance learning have incited the trend of utilizing e-learning in training nurses. The purpose of this study was to determine the level of satisfaction, readiness, and expectation in relation to the e-learning process among 3rd year nursing students. Data of this descriptive study was collected electronically in July 2020.The study group consisted of 91 students who were studying in University, Faculty of Health Sciences, Department of Nursing, and enrolled in the Child Health and Disease Nursing course. Study data were collected through the &quot;Introductory Information Form&quot; containing the introductory information of the students, the &quot;Readiness and Expectation Scale for the e-Learning Process&quot; and the &quot;Satisfaction Scale for the e-Learning Process.&quot; It was found that there was a significant relationship between students' family income and the level of satisfaction regarding e-learning process. In addition, there was a significant relationship between the age of the students and the value of readiness and expectation regarding e-learning. Findings stated that paying more attention to interaction, particularly in practical courses, and using materials enriching the course content will positively influence students' expectations and satisfaction, during online nursing courses.
Sociodemographic and Socioeconomic Characteristics, and Basic Skills of the Nonformal Distance Education Participants among Adults in the US
Author: Yamashita, Takashi
Date: 2022-08-00
Type: Journal Articles
Subjects: Individual Characteristics,Socioeconomic Status,Basic Skills,Nonformal Education,Distance Education,Adult Students,Demography,Achievement Tests,Lifelong Learning,Adult Education,Technological Literacy,Adult Literacy

Despite increasing demand in distance education, relatively little is known about the demographic and socioeconomic characteristics as well as basic skill levels of adult distance education participants at the national level in the US. This study analyzed the US data from the 2012/2014 and 2017 Program for International Assessment of Adult Competencies (PIAAC) to identify baseline determinants of nonformal (i.e., not for a formal credential or degree) distance education among adults aged between 25 and 65 years old. Results showed that higher educational attainment, employment, literacy skills, and digital problem-solving skills were positively associated with nonformal distance education participation. As recent distance education is provided predominantly through the internet and digital device, digital skills may be of particular concern. These identified determinants should be reflected in policy interventions to close education gaps. Additionally, the findings of this study are useful for future research that focuses on psychological and behavioral factors.
Teacher Effectiveness in Adult Education: The Relationship between Teacher Characteristics and Student Test Gains and Transitions into Postsecondary Education
Author: Yin, Michelle
Date: 2022-08-00
Type: Journal Articles
Subjects: Adult Education,Teacher Characteristics,Teacher Effectiveness,Adult Learning,Academic Achievement,Educational Attainment,Student Characteristics,Adult Students,Teaching Experience,Scores,Achievement Gains,Adult Educators,Postsecondary Education,Secondary School Teachers,English (Second Language),Language Teachers

The federal adult education program serves over 2 million eligible adults who seek basic literacy and English language skills. Using administrative student-level panel data, this study provides the very first assessment of the relationships between adult education teacher characteristics and student achievement using hierarchical linear modeling design. Results show that students in classes with teachers with a bachelor's or higher degree have higher post-test scores. Having a part-time adult education teacher was associated with lower odds of students transitioning to postsecondary education. Compared to teachers specialized in English as a second language, having an adult secondary education teacher is correlated with an increase in test score gains as well as higher odds of transitioning to postsecondary education. We also identified student characteristics (age, disability status, attendance hours, race, and employment status) and program characteristics (size, quality, and setting) that are statistically significantly correlated with student learning and students' transition to postsecondary education.
The Experiences of Biology Education Master Students in Web 2.0 Content Development
Author: Yapici, I. Ümit
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Science,Science Education,Biology,Graduate Students,Masters Programs,Web 2.0 Technologies,Technology Uses in Education,Self Efficacy,Course Content,Measures (Individuals),Student Developed Materials,Learner Engagement,Retention (Psychology),Internet,Costs,Time Management,Science Instruction

In this study, the effect of the activities carried out via Web 2.0 tools on the biology education master students' content development self-efficacy beliefs and students' views were examined. The mixed model was used in the study. The study group consisted of 15 students who took the course &quot;Web Supported Material Design in Biology Teaching&quot; in the last three years in the Master's program of Biology Education of a public university in Turkey. The data of the research were obtained through the &quot;Web 2.0 Fast Content Development Self-Efficacy Belief Scale&quot; and an interview form containing 5 open-ended questions. During the implementation process, students developed content with eight web 2.0 tools (Camtasia Studio, Prezi, Thinglink, etc.). As a result of the implementation, it was seen that the self-efficacy belief levels of the students increased. When the students' views were examined, the advantages of web 2.0 tools such as being interesting and entertaining, increasing retention in learning and providing rich content came to the fore. Regarding the limitations of these tools, issues such as lack of internet connection and hardware, technical problems, high cost and time management are highlighted. In addition, suggestions for the effective use of Web 2.0 tools in biology teaching, experiences in daily/business life and views about their favourite tools are also included.
The Experiences of Parents with Children Receiving Inclusive Education during the COVID-19 Pandemic and the Distance Education Process
Author: Canbek, Tamara
Date: 2022-00-00
Type: Journal Articles
Subjects: Experience,Parent Attitudes,Inclusion,COVID-19,Pandemics,Distance Education,Foreign Countries,Expectation

This study aims to evaluate the experiences of parents with children who received inclusive education during the COVID-19 pandemic and the subsequent distance education process. In line with this purpose, the study seeks answers to the questions related to issues such as the effects of the COVID-19 pandemic on the children receiving inclusive education, the effects of the distance education process on the children receiving inclusive education, the difficulties experienced by the parents in this process, and the expectations of the parents in the distance education process. This study, which aims to examine the views of parents with children who receive inclusive education about the COVID-19 pandemic and the difficulties they experience in the distance education process, is a qualitative research. Among the qualitative research designs, the phenomenology design was used in the study. The interview method was used as a data collection tool in the research. The study group was composed of eight parents who had children receiving inclusive education in Turkey. The data were obtained through semi-structured interviews and analyzed by the content analysis method. It was revealed in the study that the children who received inclusive education in the distance education process experienced different emotional problems due to their inability to socialize, and they had difficulties in adapting to the distance education process. Similarly, it was revealed that the parents also experienced different problems in terms of both having changes in their routine life and taking full responsibility of their children because of the change in their children's education life.
Understanding the Foremost Challenges in the Transition to Online Teaching and Learning during COVID-19 Pandemic: A Systematic Literature Review
Author: Hamad, Wahid Bakar
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Change,Web Based Instruction,Electronic Learning,Distance Education,COVID-19,Pandemics,Higher Education,Skill Development,Internet,Educational Resources,Learner Engagement,Feedback (Response),Barriers,College Students,College Faculty,Developing Nations,Foreign Countries

The study aims to understand the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic. The study adopts the PRISMA approach to screening the selection of journal articles and review papers according to the research aims and the inclusion criteria. The journal articles and review papers were extracted and stored in Microsoft Excel and Google Scholar, Academic. Microsoft, Semantic Scholar, Elsevier, and Emerald Insight databases searched relevant documents using formulated keywords. A statistical technique was applied using the M.S. Excel analysis tool (PivotTable and an independent t-Test) to analyze data and determine the differences between teachers and students. The review revealed the evidence that the majority of the studies were primarily focused on the individual developing countries and results from other developing countries were not considered. In addition, the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic were inadequate skills and training, inadequate Internet/Infrastructure, lack of supporting resources and lack of online student engagement and feedback. Finally, the independent t-test reveals there is no statistically significant difference in challenges in the transition to online teaching and learning during the COVID-19 pandemic. Both teachers and students encounter similar challenges. The systematic review raised concerns that higher learning needs to effectively implement long term strategies and support teachers and students in getting into online teaching and learning.
Parents&apos; Application of Mediated Learning Principles as Predictors of Toddler Social Initiations
Author: Schertz, Hannah H.
Date: 2022-08-00
Type: Journal Articles
Subjects: Toddlers,Autism Spectrum Disorders,Social Development,Parent Role,Intervention,Attention,Interpersonal Communication,Parent Child Relationship,Interaction,Preschool Children,Learning Processes

How parents support social learning at the preverbal level for toddlers with autism is rarely reported, limiting the field's understanding of factors that may influence early development of social competency. As a central challenge in autism that is resistant to intervention, preverbal social initiating is an important indicator of social motivation. This study explored parents' application of mediated learning principles. Mediated learning theory is based on active engagement in the learning process or &quot;learning to learn&quot; and the Joint Attention Mediated Learning intervention applied the principles to child and parent learning. The investigation explored associations between parents' application of mediated learning principles with unprompted initiation of joint attention for 119 toddlers with autism. Post-intervention videos of unstructured parent-child interaction were used to analyze parents' application of the principles and child initiation of joint attention. Significant differences were found between intervention and control conditions in parents' mediation of child learning. In a multiple regression analysis of associations between parents' application of the principles and toddler initiation of joint attention, parents' success in applying mediated learning principles predicted toddlers' initiation of joint attention gains. Considered individually, the strongest predictor of initiation of joint attention was the principle Giving Meaning with the principle Encouraging also showing significance.
The Effects of Progressive Time Delay to Teach Social Problem-Solving to Preschoolers
Author: Korba, Jarrah
Date: 2022-09-00
Type: Journal Articles
Subjects: Program Effectiveness,Preschool Children,Problem Solving,Small Group Instruction,Behavior Problems,Interpersonal Competence,Preschool Education,Generalization,Maintenance,Intervention,Time

A multiple probe design across participants was used to evaluate the effectiveness of progressive time delay (PTD) during small group instruction to teach social problem-solving to preschoolers and to assess generalization to novel contexts. PTD was used to teach children to both name and use a variety of problem-solving solutions. Target participants, all of whom exhibited challenging behavior or were at risk for social skill deficits, were paired with a typically developing peer for small group instructional sessions. During sessions, children were presented with scenarios involving simple social problems and were asked, &quot;What could you do?&quot; After naming an appropriate solution, participants were prompted to use the solution. Results indicate the use of PTD during small group instruction was effective for teaching social problem-solving to preschoolers, generalized to novel contexts and maintained following the withdrawal of the intervention. Limitations, areas for future research, and implications for practice are discussed.
A Pedagogy of Inclusion for All Students: Three Small Steps Forward to Achieve Socially Just Education for All
Author: Buchanan, Dawna Lisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,Cultural Awareness,Teacher Education Programs,Preservice Teachers,Graduate Students,Social Justice,Student Attitudes,Culturally Relevant Education,Self Concept,Social Cognition,Diversity,Metacognition

This article chronicles the findings of two university professors who wanted to support cultural awareness and competence in their teacher education students at both pre-service and graduate levels. Many of their students did not understand the concept of social justice as it applies to classroom practice. The authors propose a model for first approaching the topic of culturally inclusive pedagogy that begins with self-awareness; progresses to understanding and valuing others; and advances as action in the educational setting to support equity for all. This is not a comprehensive model, but addresses beginning steps for creating an inclusive, diverse classroom community.
Exposing White Fragility and White Emotionalities in &quot;Hello Privilege. It&apos;s Me, Chelsea&quot;
Author: Adu-Gyamfi, Mary
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Theory,Race,Whites,Power Structure,Advantaged,Racism,Racial Factors,Emotional Response,Media Literacy,Teacher Education,Documentaries

In a society steeped in media, teacher educators receive an education inside and outside the classroom. Thus, we aim to engage in critical race media literacy through an analysis of &quot;Hello Privilege. It's Me, Chelsea.&quot; We do so through a frame of white fragility (DiAngelo, 2011) and white emotionalities (Matias, 2016). In this article, we argue that it is vital to disrupt and challenge notions of white supremacy and whiteness by highlighting examples of white fragility and white emotionalities in the media to make visible what often operates as invisible in society.
Fostering Pre-Service English Teachers&apos; Intercultural Awareness through Lesson Designs
Author: Chien, Chin-Wen
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Cultural Awareness,Multicultural Education,Preservice Teacher Education,Lesson Plans,Textbook Evaluation,Peer Evaluation,Self Evaluation (Individuals)

This study explored Taiwanese pre-service teachers' intercultural awareness through lesson designs. Based on the data analysis of textbook evaluation; lesson plans; self, peer, and expert evaluations on lesson plans; videos; and reflection notes, this study had the following major findings. First, the textbook evaluation helped the participants to identify the visual culture and linguistic elements in the textbooks and their relevance to young Taiwanese learners' home or target culture. However, these participants lacked competence in identifying the appropriateness and authenticity of the cultural concepts in the textbooks, introducing relevant cultural issues, and designing activities on practice and production procedure.
International Students&apos; Lived Experiences with Intercultural Competence in a Southwest Florida University
Author: Halpern, Clarisse
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Students,Cultural Awareness,College Students,Student Experience,Phenomenology,Universities,Multicultural Education,Barriers,Intercultural Communication,Social Bias

Intercultural competence reflects higher education institutions' commitment to the internationalization of campus, programs, and curricula and results in attracting/retaining international students. Numerous studies explore international students' challenges adapting to the receiving country; however, limited research investigates their experiences with intercultural competence. Thus, a phenomenological study was conducted to investigate the lived experiences of 12 international students with intercultural competence at a Southwest Florida university. The constant comparison method identified three dimensions of the participants' lived experiences: institutional, curricular, and interpersonal. The findings indicated a lack of intercultural competence in each dimension, significantly impacting students' academic and social experiences.