ethanporcaro/eric-fulltext-meta huggingface dataset:
International Conference on Higher Education and Disabilities--Innsbruck, Austria: A Brief History
Author: Zangla, Ken
Date: 2015-00-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Higher Education,Foreign Countries,Disabilities,Assistive Technology,Accessibility (for Disabled),International Educational Exchange,Academic Accommodations (Disabilities),Access to Education,Federal Legislation,Civil Rights Legislation

Access to higher education for people with disabilities has been a concern and motivation for change internationally. Collaborative discussions about the attitudes and policies addressing these issues began many years ago with several organizations and agencies representing the interest of people with disabilities. There were international conferences in the U.S. and Europe addressing topics such as assistive technology to accommodate people with disabilities. However, these conferences addressed broad issues of accommodating someone with a disability rather than focusing on fair access to higher education. To address this, the Training, Resource, and Assistive Technology Center (TRAC) based within the University of New Orleans worked within a Friendship Treaty with the University of Innsbruck, Austria to establish what has become a triennial event. This article provides a brief history and description of how the International Conference on Higher Education and Disability started in 1992 and the developments that have occurred since. It has two sections. The first section provides a perspective from the Conference organizers whilst the second offers some reflections from a participant.
International Comparisons of Inclusive Instruction among College Faculty in Spain, Canada, and the United States
Author: Lombardi, Allison
Date: 2015-00-00
Type: Journal Articles
Subjects: College Faculty,Higher Education,Foreign Countries,Disabilities,Attitudes toward Disabilities,Inclusion,Comparative Education,International Education,Teaching Methods,Accessibility (for Disabled),Academic Accommodations (Disabilities),College Students,Learning Disabilities,Attention Deficit Hyperactivity Disorder,Federal Legislation,Civil Rights Legislation

Across the globe, students with disabilities have been increasing in prevalence in higher education settings. Thus, it has become more urgent for college faculty to have a broad awareness of disability and inclusive teaching practices based on the tenets of Universal Design. In this study, we examined faculty attitudes toward disability-related topics and inclusive teaching practices and their implementation of these practices using the Inclusive Teaching Strategies Inventory (ITSI). We examined responses from faculty in the United States, Spain, and Canada in order to better understand the phenomenon of inclusive teaching across international contexts. Findings show Canadian faculty tend to positively endorse legal mandates (e.g., the provision of accommodations and disability-related laws) the most; whereas American faculty tend to positively endorse inclusive teaching practices the most. With regard to implementation, there were mixed results among the three countries, and no significant differences between Spanish, Canadian, and American faculty on incorporating inclusive features into the classroom environment. Implications for practice specifically related to disability services personnel and faculty outreach strategies are discussed.
Disability Awareness and University Staff Training in Ireland (Practice Brief)
Author: Padden, Lisa
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,College Students,Disabilities,Lifelong Learning,Academic Accommodations (Disabilities),Accessibility (for Disabled),Perception,Attitudes toward Disabilities,Inclusion,College Faculty,Staff Development

It is vital that all university staff have awareness of the difficulties that may be experienced by students with disabilities. Staff must be given the knowledge and resources to support these students effectively. University College Dublin (UCD) Access &amp; Lifelong Learning has developed a communication and training strategy to improve disability awareness among staff in UCD, Ireland. This article will outline the development and implementation of this strategy as a model that could be adapted in other institutions. In particular, this Practice Brief will outline the training options provided for staff with a focus on the implementation of Universal Design for Instruction (UDI). Inclusivity and accessibility are vital components in the approach to design and delivery of education at all levels. This article gives an overview of the practical tips and advice given to Faculty in UCD who wish to implement the principles of UDI in their own work.
Australian Higher Education Policy and Inclusion of People with Disabilities: A Review
Author: Hartley, Judy
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Policy,Inclusion,Disabilities,Educational Trends,Equal Education,Academic Aspiration,Educational Legislation

Written from the perspective of a disability practitioner and equity manager working in the Australian tertiary education sector for over twenty-five years, this paper reviews some of the significant social, equity, and education policy developments and associated legislation, which have influenced the inclusion of people with disabilities in Australian tertiary education over the past four decades. While such initiatives have encouraged aspirations and enabled increasing numbers of people with disabilities to participate in higher education, the challenge remains to create a system that is representative of the wider community and values the knowledge, skills, and experiences that people with disabilities bring to their learning, ultimately becoming places where people with disabilities can flourish.
Recent Progress and Future Challenges in Disability Student Services in Japan
Author: Kondo, Takeo
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Disabilities,Disability Discrimination,Federal Legislation,Inclusion,Academic Accommodations (Disabilities),Higher Education,Educational Change,Student Personnel Services,Developmental Disabilities,Testing Accommodations,Access to Education,Barriers,Transitional Programs,Professional Associations

The Japanese government passed an anti-discrimination law, the Act on the Elimination of Disability Discrimination, in June 2013 (to be enforced April 2016) and ratified the Convention on the Rights of Persons with Disabilities (CRPD) in January 2014. Prior to ratification of the CRPD, the Japanese government had begun to construct an inclusive educational system in 2012. Before this systematic change, no legal obligation existed to provide support or accommodation for students with disabilities (SWDs). Only a limited number of Japanese institutions of higher education (IHE) have offered such accommodations, similar to those found in the United States and some EU countries, and the number of SWDs has also been at the low level (0.42% against all students in all IHEs in Japan). However, this systematic change has been spreading recognition of SWDs' needs among Japanese IHEs. In this article, we review the ongoing change in Japan in light of the legal background of disability student services, looking at changes in enrolment numbers of SWDs, examples of accommodations for SWDs in Japanese IHEs and other changes, and other preparations among IHEs for offering reasonable accommodation to SWDs.
International Exchange with a Disability: Enhancing Experiences Abroad through Advising and Mentoring (Practice Brief)
Author: Holben, Ashley
Date: 2015-00-00
Type: Journal Articles
Subjects: International Educational Exchange,Disabilities,Mentors,Foreign Students,International Education,Role Models,Foreign Countries,Higher Education,College Students,Attitudes toward Disabilities,Case Studies,Visual Impairments,Academic Accommodations (Disabilities),Mainstreaming,Inclusion,Peer Teaching,Accessibility (for Disabled)

Through interaction with an advisor or peer mentor and through exposure to the experiences of role models, students with disabilities gain an appreciation of the potential challenges and benefits of international exchange and make informed choices about whether, where, and how to go abroad. By adopting strategies for inclusive advising and role modeling, less experienced practitioners can develop expertise and understanding for advising prospective exchange participants with disabilities. This practice brief outlines the steps taken by one practitioner in Turkey, where few inclusive exchange resources and role models exist, to adapt a U.S.-based organization's strategies for supporting postsecondary students with disabilities in international exchange. It evaluates the impact of advising on the experiences of three disabled Turkish exchange students and recommends best practices and professional resources for advisors and peer mentors to enhance support to exchange participants with disabilities.
Educating Nursing Students with Disabilities: Replacing Essential Functions with Technical Standards for Program Entry Criteria
Author: Matt, Susan B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Nursing,Nursing Education,Nursing Students,Disabilities,Higher Education,Academic Accommodations (Disabilities),Accessibility (for Disabled),Health Occupations,Foreign Countries,Health Services,Federal Legislation,Assistive Technology,College Students,Medical Schools,Literature Reviews,Civil Rights Legislation

Across the globe, students with disabilities have been increasing in prevalence in higher education settings. In the twenty-first century the struggle to include individuals with disabilities into nursing schools and workplaces continues in different parts of the world. Historically, entry criteria in nursing schools have been based on essential functions, which were primarily designed to be used in the workforce, rather than technical standards for education. In other health professions, such as medicine, this is not necessarily the case. For example, the American Association of Medical Colleges has worked over the past two decades to develop appreciation among medical schools for the need to admit and accommodate students with disabilities. We argue that nursing has not followed suit. This paper presents an integrative literature review, consisting of material from the United States, Ireland, United Kingdom, and Australia, investigating compelling stories, legal mandates, websites, and extant literature looking at essential functions or technical standards as entry criteria for nursing schools. The results show that, when essential functions for employment are used in nursing education, they may be a barrier to entry into that program. The paper concludes with recommendations for well-defined technical standards for nursing schools to be used primarily as entry criteria.
Universal Design for Learning and Its Application to Clinical Placements in Health Science Courses (Practice Brief)
Author: Heelan, Ann
Date: 2015-00-00
Type: Journal Articles
Subjects: Academic Accommodations (Disabilities),Accessibility (for Disabled),Foreign Countries,Higher Education,Nursing,Nursing Education,Health Sciences,Disabilities,Assistive Technology,Nursing Students,Case Studies,Clinical Teaching (Health Professions),Student Placement,Clinical Experience

In 2013 Ireland's Association for Higher Education, Access and Disability (AHEAD), in partnership with the School of Nursing University College Dublin (UCD), hosted a summer school for professionals working in the Health Sciences sector who have responsibility for including students with disabilities in the health professions, including clinical placements. The topic of Universal Design for Learning (UDL) was explored and particular emphasis was given to how these principles could translate into practice on clinical placements sites. The summer school used a positive enquiry method to open a detailed dialogue about the inclusion of a diverse range of students in Health Sciences, especially students with disability. The participants comprised 25 academics working across a number of health-related sciences including nursing, medicine, and physiotherapy. While each participant is an expert in their occupational area, they attended the workshop because of an interest in inclusive practice. Using a framework presented by Dr. Joan McGuire from the University of Connecticut, the group explored how Universal Design interacts with the performance standards to be achieved by students in clinical placements. The rich discussion generated a wide variety of examples of the application of UDL. The paper is a summary of the findings of the summer school.
Should Instructors Require Discussion in Online Courses? Effects of Online Discussion on Community of Inquiry, Learner Time, Satisfaction, and Achievement
Author: Cho, Moon-Heum
Date: 2016-02-00
Type: Journal Articles
Subjects: Online Courses,Computer Mediated Communication,Learning Experience,Communities of Practice,Time Factors (Learning),Student Satisfaction,Academic Achievement,Teacher Role,Teacher Participation,Undergraduate Students,Educational Practices,Electronic Learning,Statistical Analysis,Group Unity,Time on Task,Interaction Process Analysis,Questionnaires

Online discussion is a commonly used means to promote student understanding of a topic and to facilitate social interaction among students or between students and instructor; however, its effects on student learning in online learning environments have rarely been investigated. The purpose of this study was to examine the role of online discussion in student learning experiences measured with community of inquiry, learner time, satisfaction, and achievement. One instructor taught the same online course for three consecutive semesters using three different conditions. During one semester enrolled students engaged in no discussion, during another semester they engaged in discussion without instructor participation, and in the remaining semester they engaged in discussion with active instructor participation. No significant differences were found among conditions in cognitive presence and the instructor's teaching presence, whereas significant difference was found in social presence among conditions. No significant differences among conditions were found time spent on Blackboard, course satisfaction, and student achievement. Implications for online teaching and learning as well as for designing an online course conclude the paper.
A Systematic Analysis and Synthesis of the Empirical MOOC Literature Published in 2013-2015
Author: Veletsianos, George
Date: 2016-02-00
Type: Journal Articles
Subjects: Literature Reviews,Educational Technology,Online Courses,Large Group Instruction,Geographic Location,Publications,Citations (References),Data Collection,Data Analysis,Research Methodology,Educational Research,Foreign Countries,Statistical Analysis,Surveys,Qualitative Research,Teachers,Classification,Students

A deluge of empirical research became available on MOOCs in 2013-2015 and this research is available in disparate sources. This paper addresses a number of gaps in the scholarly understanding of MOOCs and presents a comprehensive picture of the literature by examining the geographic distribution, publication outlets, citations, data collection and analysis methods, and research strands of empirical research focusing on MOOCs during this time period. Results demonstrate that (a) more than 80% of this literature is published by individuals whose home institutions are in North America and Europe, (b) a select few papers are widely cited while nearly half of the papers are cited zero times, and (c) researchers have favored a quantitative if not positivist approach to the conduct of MOOC research, preferring the collection of data via surveys and automated methods. While some interpretive research was conducted on MOOCs in this time period, it was often basic and it was the minority of studies that were informed by methods traditionally associated with qualitative research (e.g., interviews, observations, and focus groups). Analysis shows that there is limited research reported on instructor-related topics, and that even though researchers have attempted to identify and classify learners into various groupings, very little research examines the experiences of learner subpopulations.
Examining Intercultural Competency through Social Exchange Theory
Author: Pillay, Soma
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Exchange Theory,Higher Education,Intercultural Programs,Competency Based Education,Foreign Countries,Cross Cultural Studies,Curriculum Development,Social Psychology,Blended Learning,Synchronous Communication,Electronic Learning,Curriculum Design,College Students,Computer Mediated Communication,Information Technology,Technology Uses in Education,Technology Integration,Questionnaires,Surveys,Likert Scales

Intercultural competency (ICC) has been an extensively researched area within the past decade, given the broad consensus that this trait constitutes one of the key competencies of the 21st century manager. However, somewhat under-explored are aspects including the implications and effects that pedagogies such as blended learning have on the inculcation of ICC traits, specifically within the context of multicultural, multi-ethnic university level student groups in Australia, within which this research has been conducted. Drawing on social psychology, this exploratory study examines perceptual data on blended learning experiences within a cross-cultural higher education setting. Results suggest that intercultural competency is best learned through social exchanges, such as faceto-face rather than blended learning. Our findings provide support for the importance of context, which is significantly related to cross-cultural studies and curriculum development and design.
Connectivism in Learning Activity Design: Implications for Pedagogically-Based Technology Adoption in African Higher Education Contexts
Author: Kizito, Rita Ndagire
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Activities,Learning Theories,Technology Integration,Educational Technology,Higher Education,Electronic Publishing,Web Sites,Social Networks,Learner Engagement,Instructional Design,Teaching Assistants,Qualitative Research,Training,Teaching Methods,Student Attitudes,Diaries,Interaction

This paper examines the possible characteristics and the value of designing learning activities grounded in connectivism--an emerging learning theory. It is an exploratory attempt to connect the theory to the prevailing technology adoption archetypes used in African contexts with the aim of extracting influences that could shape pedagogical technology adoption in African higher education contexts. A reflection on the process of designing learning activities that employ &quot;blogging&quot; in an experimental training intervention provides a unique context in which to try and infuse connectivist principles while outlining the challenges that surface. The questions driving the argument in this paper include: What do connectivist perspectives offer learning activity design and practice? What can the prevailing technology adoption models used in African contexts offer to learning activity design? Can we combine connectivist perspectives and African-based technology adoption models to inform pedagogical technology adoption in African higher education contexts? These questions are exploratory and are based on one single subjective experience of the author. They are part of an argument put forward as a proposal which is yet to be tested in practice.
Chinese Students' Perceptions of Characteristics of Effective College Teachers: A Mixed Analysis
Author: Meng, Lingqi
Date: 2015-00-00
Type: Journal Articles
Subjects: College Faculty,Higher Education,Foreign Countries,Student Attitudes,Teacher Effectiveness,Educational Psychology,Education Majors,Discriminant Analysis,Comparative Analysis,Student Evaluation of Teacher Performance,Undergraduate Students,Graduate Students,Questionnaires,Qualitative Research,Statistical Analysis

This study aimed to investigate Chinese students' perceptions of effective teaching. Four hundred and thirty college students participated in this investigation. They were asked to identify 3 to 6 characteristics of effective college instructors and explain why. Themes were extracted from these qualitative data via constant comparison analysis, which then were analyzed quantitatively via descriptive and canonical discriminant analysis. The results showed that the Ethical theme was the most frequently perceived characteristic of effective college teachers. Interestingly, this theme was not reflected in the teacher evaluation forms that are currently used to evaluate teachers in China. Further, the themes identified in this study were compared with themes identified in Onwuegbuzie et al.'s (2007) study among U.S. students. The theme of Responsive received the lowest endorsement in both countries. Further, the theme of Expert had a very high endorsement rate in both countries. Also, the theme of Student-Centered received the highest endorsement from U.S. participants, in contrast to a modest endorsement from Chinese participants. Three themes, Humorous, Open-Minded, and Glamour, emerged as new themes in the Chinese sample. The implications of these findings are discussed.
Student Preferences for Instructional Methods in an Accounting Curriculum
Author: Abeysekera, Indra
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Attitudes,Foreign Countries,Teaching Methods,Accounting,Preferences,Case Studies,Law Related Education,Higher Education,Undergraduate Students,Predictor Variables,Student Participation,Questionnaires,Multivariate Analysis,Teacher Student Relationship,Mathematics

Student preferences among instructional methods are largely unexplored across the accounting curriculum. The algorithmic rigor of courses and the societal culture can influence these preferences. This study explored students' preferences of instructional methods for learning in six courses of the accounting curriculum that differ in algorithmic pedagogy. One hundred and thirty-nine accounting students attending a major Sri Lankan university took part in the study. For six courses in the curriculum, the study investigated students' preferences of traditional, interactive, and case-study-based group instructional methods. Students least preferred the traditional instructional method across all courses. Students most preferred the interactive instructional method in high algorithmic courses. In the two low algorithmic courses, students most preferred the case-study-based group instructional method in the management course and the interactive and case-study-based group instructional methods in the business law course. The implications are outlined for an algorithmic pedagogy such as an accounting curriculum.