ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Presence in an Emergency Remote Teaching (ERT) in English during COVID-19
Author: Lopera, Sergio Alonso
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Language Teachers,Teaching Methods,Interaction,Undergraduate Students,Foreign Countries,Affective Behavior,Teacher Student Relationship,English (Second Language),Second Language Instruction

Many educational institutions had to move their face-to-face modality to online modality in a sudden way due to coronavirus disease 2019 (COVID-19). Following the principles of qualitative research, on this reflection a foreign language teacher describes his social experience in an Emergency Remote Teaching (ERT) when he moved his face-to-face classes to online ones. Based on Rourke et al.'s (2001) and Swan's (2019) social presence, three elements were found on his online experience: cohesive teaching strategies, affective teaching strategies, and interactive teaching experiences. Asking about students' mental health, giving advice, and keeping the video on were some of the strategies used. Conclusions suggest that it is vital to present people as human beings and touch their own realities during pandemic times. Recommendations involve not only including evaluation practices such as take-home exams, self-assessment and peer-assessment, but also monitoring the ongoing process during emergency times.
Equitable Educational Planning: Embracing Open Educational Resources for the Post-Pandemic Era
Author: Ford, Angela
Date: 2021-00-00
Type: Journal Articles
Subjects: Equal Education,Educational Planning,Open Educational Resources,COVID-19,Pandemics,Leadership,Elementary Secondary Education,Higher Education,Distance Education,Access to Information

Educational leadership, whether in PK-12 or higher education, often examine the planning of curricula and materials for equity. Due to the global pandemic that began in early 2020, the planning of instructional materials had to be reexamined due to the travel and interaction restrictions that closed most brick-and-mortar schools, colleges, and universities. Educational leaders around the globe scrambled to assist educators in what was for many uncharted methods of delivering instruction. Educators and students with access to the Internet, an online academic library, Open Educational Resources (OER) or Open Access (OA) resources had the option to continue to move forward with educational endeavors. With an increased reliance on digital materials to meet online instruction demands, those without access to these same resources were limited, if not stopped entirely, from being able to continue their studies and/or research activities. Work was already being done to promote OER and OA prior to COVID-19, however the restrictions put in place highlighted the need for equitable, online access to resources and scholarship for educators to autonomously choose from. The purpose of this article is to go further into the post-pandemic landscape and explore how increasing OER and OA and removing access barriers could increase equity by establishing the ability for teaching/learning to continue for all, regardless of the ability to attend a brick-and-mortar building and regardless of socio-economic status. The lens being used to examine the consequences of the current iniquities, as well as the benefits of decreasing these inequities, is that of self-determination theory (SDT), a macro theory of development, motivation, and well-being. SDT also provides one possible framework to promote future research around the increased production and use of OER and OA.
Visual Mnemonic Technique: An Effective Learning Strategy
Author: Farrokh, Parisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Mnemonics,Teaching Methods,Vocabulary Development,Comparative Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Tests,Pretests Posttests,Instructional Effectiveness,Visual Aids,Adult Students,Dictionaries

This study was designed to investigate the impact of visual mnemonic technique on young and adult Iranian English learners' vocabulary learning. The current study followed a quasi-experimental design. 48 female students were selected based on their performance on the Quick Placement Test. The participants were divided into four groups, two experimental and two control groups. Prior to the treatment, the participants of both groups were given a pre-test to determine the knowledge of vocabulary. Then, the experimental groups received the visual mnemonic technique for 8 sessions. The control groups went through a traditional method of teaching vocabulary. After 8 sessions, a post-test was administered to all groups. Two-way ANOVA between groups was run to the results of the vocabulary tests. The results exhibited that the experimental groups who received instruction on mnemonic technique outperformed their counterparts in post-test of vocabulary. However, the differences between the effects of mnemonic technique for young and adult learners who received the specific treatment were not statistically significant (P=0.05).
An Exploratory Study of Mode Efficacy in Cybersecurity Training
Author: Workman, Michael D.
Date: 2021-07-00
Type: Journal Articles
Subjects: Computer Security,Information Security,Computer Science Education,Instructional Effectiveness,Teaching Methods,Computer Simulation,Educational Technology,Instructional Design,Undergraduate Students,Learning Activities

Cybersecurity capabilities in organizations and governmental agencies continue to lag behind the threats. Given the current environment, these entities have placed renewed emphasis on cybersecurity education. However, education appears to lack its full potential in most settings. Few empirical studies have systematically tested the efficacy of various training methods and modes, and those that have been conducted have yielded inconsistent findings. Recent literature on the use of gamified simulations have suggested that they may improve cybersecurity behaviors. Similarly, live activities such as hackathons and capture the flag events have been surmised to augment learning and capabilities. We conducted an exploratory study of these compared to a traditional classroom/laboratory approach to assess the applied behavioral contribution of each. We found that a combination of simulations with live activities in conjunction with classroom study produced the best outcomes.
Contingency Planning amidst a Pandemic
Author: Belford, Natalie C.
Date: 2021-07-00
Type: Journal Articles
Subjects: Planning,COVID-19,Pandemics,Higher Education,Emergency Programs,Readiness,Risk Management,School Closing,Information Dissemination,College Administration,Models,Distance Education,Educational Technology,Costs,Educational Needs,Conventional Instruction,Delivery Systems

Proper prior planning prevents pitifully poor performance: The purpose of this research is to address mitigation approaches -- disaster recovery, contingency planning, and business continuity planning -- and their benefits as they relate to university operations during a worldwide pandemic predicated by the novel coronavirus (COVID-19). The most relevant approach pertaining to the University's needs and its response to the coronavirus pandemic will be determined and evaluated in detail.
Developing an Al-Powered Chatbot to Support the Administration of Middle and High School Cybersecurity Camps
Author: He, Jonathan
Date: 2021-07-00
Type: Journal Articles
Subjects: Information Security,Computer Security,Computer Software,Summer Programs,Middle School Students,High School Students,Web Sites,Users (Information),Student Attitudes,Artificial Intelligence,Information Sources,Camps

Throughout the Internet, many chatbots have been deployed by various organizations to answer questions asked by customers. In recent years, we have been running cybersecurity summer camps for youth. Due to COVID-19, our in-person camp has been changed to virtual camps. As a result, we decided to develop a chatbot to reduce the number of emails, phone calls, as well as the human burden for answering the same or similar questions again and again based on questions we received from previous camps. This paper introduces our practical experience to implement an AI-powered chatbot for middle and high school cybersecurity camps using the Google Dialogflow platform. We selected some frequently asked questions for building our chatbot. Instead of posting many frequently asked questions directly on the website, which many people may not be interested in reading, we feel that chatbots can be a good alternative and provide responses to any user's questions or inquiries in an interactive manner. Our preliminary evaluation of the chatbot shows that the chatbot was well received by those who used it. 29 students filled out a short questionnaire after they used the chatbot. 79.5% of the students agreed that the chatbot was easy to use; 89.6% of them agreed that the chatbot's interface was user-friendly; 89.7% of them thought the chatbot works great and the chatbot was very helpful and helped them answer some of their camp or cyber related questions; 75.9% of them enjoyed using the chatbot. Overall, 82.8% of then were satisfied with the chatbot. We believe that a chatbot can be more useful than a Q&amp;A agent and it can be further developed to become an advanced virtual assistant for both teachers and students. As for future work, we are interested in expanding the chatbot for general questions in the cybersecurity area so that the chatbot can provide standardized answers to more knowledge-related questions about cybersecurity.
Observations, Evaluations, and Recommendations for DETERLab from an Educational Perspective
Author: Ibrahim, Ahmed
Date: 2021-07-00
Type: Journal Articles
Subjects: Information Security,Computer Security,Educational Resources,Active Learning,Computer Science Education,Educational Technology,Technology Uses in Education,Experiential Learning

DETERLab is a cluster environment that provides a set of virtual machines that can be used by researchers and teachers to run cybersecurity experiments and competitions, and where it is possible to deploy different network configurations to research attack and defense mechanisms in the cyber world. While we were working to develop a pathway for producing more usable and effective cybersecurity educational resources by investigating and examining several projects, we examined DETERLab as a prospective platform to use in the classroom. Throughout our experimentation, we faced challenges that we decided to document in order to help other educators use the environment effectively. In this article, we reflect on the application process, available resources, getting started, and running experiments. We also include an analysis of experiments that have a step-by-step guide, sample solution, grading criteria, network diagram, and teacher manual. In addition, we reflect on the environment for usage in a classroom setting and list all available materials as of the time of writing this article. We believe that DETERLab has the potential to be widely adopted in cybersecurity courses to develop the necessary skills if the key user experience and technical challenges mentioned in this article are addressed. As part of our future work, the findings in this article will be compared to other projects in a much larger research study aiming to develop a pathway for producing more usable and effective cybersecurity educational resources.
Secure Coding in Five Steps
Author: Zeng, Mini
Date: 2021-07-00
Type: Journal Articles
Subjects: Computer Software,Coding,Computer Security,Computer Science Education,Best Practices,Experiential Learning,Teaching Methods,Identification,Documentation,Error Correction,Troubleshooting

Software vulnerabilities have become a severe cybersecurity issue. There are numerous resources of industry best practices available, but it is still challenging to effectively teach secure coding practices. The resources are not designed for classroom usage because the amount of information is overwhelming for students. There are efforts in academia to introduce secure coding components into computer science curriculum, but a big gap between industry best practices and workforce skills still exists. Unlike many existing efforts, we focus on both the big picture of secure coding and hands-on projects. To achieve these two goals, we present five learning steps that we have been revising over the last four years. Our evaluation shows that the approach reduces complexity and encourages students to use secure coding practice in their future projects.
Videos in Online Courses: Viewing Patterns and Student Performance
Author: Litton, Eric
Date: 2021-00-00
Type: Journal Articles
Subjects: Video Technology,Online Courses,Student Behavior,Academic Achievement,Learner Engagement,Electronic Learning,Instructional Effectiveness,College Students,Higher Education

Many instructors use videos to support their teaching in online courses to convey course content that would normally be taught in a traditional setting. Prior studies have shown some connection between utilizing online videos and student performance but do not always support their findings statistically or consider the nuance of the online videos, such as if the videos are required and how long the videos are. This article uses various quantitative analysis techniques, such as course-level multivariate regressions and a fixed effects model by week, to investigate the relationship between grades, video length, and student video-viewing patterns. It is one of the first studies to analyze student video-viewing patterns by tracking exactly how many minutes of each video the students watch. The findings indicate that videos should stay within a certain length to encourage student engagement with the videos and course assignments. Also, watching online videos is only positively related to grades when students are not required to watch, a result that is consistent across course-level and student-level models. Student viewing patterns also differ for courses that require watching videos versus those that do not. The article concludes by discussing the relevance of these results and how instructors can best utilize online videos in their courses.
The Jigsaw Design Challenge: An Inclusive Learning Activity to Promote Cooperative Problem-Solving
Author: Calkins, Susanna C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Active Learning,Engineering Education,Peer Teaching,Instructional Effectiveness,College Students,Student Evaluation,Student Attitudes

This article highlights an innovative take on the jigsaw format, an inclusive and cooperative active learning strategy, implemented in an upper-level engineering elective course. After students complete the usual two steps of the jigsaw method--first gaining mastery in &quot;expert groups&quot; and then collaboratively teaching their peers in &quot;jigsaw groups&quot;--they then complete a third step in their jigsaw groups, in which they work together on an authentic design problem, offering a practical take on applying course content. This activity was implemented in three courses offered both in person and remotely (online only). We share how this innovation can promote learning, problem-solving, perspective sharing, and teamwork in contexts with students from different backgrounds and levels of experience.
What Did We Learn? Assessment of an Interdisciplinary Student Project
Author: Rima, Brandi
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychology,Interdisciplinary Approach,Summative Evaluation,Outcomes of Education,Skill Development,Grades (Scholastic),Teaching Methods,Law Enforcement,Introductory Courses,Communities of Practice,Urban Areas,Community Colleges,Learning Processes,Disadvantaged,Low Income Students,First Generation College Students,Scoring Rubrics,Assignments,Student Evaluation,Two Year College Students,Partnerships in Education

Assessment is critical to effectively implementing interdisciplinary pedagogy in higher education. We developed an interdisciplinary project for an Introduction to Psychology and Introduction to Criminal Justice learning community at an urban community college. The semester-long project involved completing a series of lessons and assignments in both courses. The study objective was to evaluate the extent to which the interdisciplinary project supported students' learning, with attention to their academic skill development, progress on course learning outcomes, and academic progress in the psychology course. Data procedures included summative assessment of final paper submissions and collection of final paper grades and final grades in the psychology course across two cohorts of learning community students. Findings suggest the interdisciplinary project positively supported students' academic skill development, progress on course learning outcomes, and overall success in the psychology course. These findings demonstrate the value of interdisciplinary teaching and assessment. We offer the interdisciplinary project and assessment procedures presented here as models for higher education faculty interested in interdisciplinary pedagogical approaches.
A Play in Three Acts: Confused, Conflicted, and Convinced (Learning to Reflect in Athletic Therapy)
Author: Yeo, Michelle
Date: 2021-00-00
Type: Journal Articles
Subjects: Athletics,Therapy,Reflection,Teaching Methods,Writing (Composition),Writing Assignments,Student Experience,Student Attitudes,Program Effectiveness,Barriers,Feedback (Response),Higher Education,College Students,Foreign Countries,Rehabilitation

In some fields, written reflection is commonplace whereas in others it is uncommon. While athletic therapy education aims to produce reflective practitioners, written reflection is not a typical pedagogy employed. In 2014, the athletic therapy program at our institution began the implementation of a clinical presentation (CP) approach to facilitate competency-based curriculum requirements. This innovation to pedagogy required a reimagined approach to teaching, learning, and assessment. We describe one aspect of a larger SoTL study on this transformation, inquiring into the development of reflective practice through reflective writing. Students were asked to regularly reflect on their experiences in the clinic or field as part of their program. In this qualitative component of the study, we were able to gain insight into how students perceived the reflective process, how that evolved over their program, what were enablers and barriers to their reflection, and what was the role of feedback in their learning. The characteristics of student perceptions in each year, which followed a learning arc which we describe sequentially as &quot;confused, conflicted, and convinced,&quot; is explored, along with implications for pedagogy in assisting students to develop reflective professional practice.
Creating an Inclusive Learning Community to Better Serve Minority Students
Author: Lin, Phoebe S. Lin
Date: 2021-00-00
Type: Journal Articles
Subjects: College Environment,Minority Group Students,LGBTQ People,At Risk Students,Ethnicity,Racial Bias,Social Bias,Online Courses,Conventional Instruction,Student Diversity,Low Income Students,Equal Education,Stereotypes,Social Justice,Language Usage,Cooperative Learning,Consciousness Raising

As campuses become increasingly diverse, it is important that faculties maintain inclusive classrooms. Students of underrepresented ethnic/racial groups are more likely to experience disengagement in an academic setting (Nagasawa &amp; Wong, 1999), which can lead to underperformance (Major et al., 1998). Students with LGBTQA+ (lesbian, gay, bisexual, transgender, queer, or asexual) identities are at higher risk of poor mental health and lower academic performance compared to cisgender and heterosexual students (Aragon et al., 2014). These detrimental experiences can lead to even more harm in a remote learning environment, where students have fewer opportunities to feel a sense of belonging and connect with their peers and/or instructors. This paper will consider strategies of inclusiveness in the online classroom and in-person learning environment within a social psychology framework to better support underprivileged students to improve academic performance and the overall educational experience. The suggestions and discussions provided apply to both in-person learning as well as remote delivery.
Personal Technology in the Classroom: Evaluating Student Learning, Attention, and Satisfaction
Author: Iluzada, Christina Long
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Handheld Devices,Laptop Computers,Classroom Environment,Student Satisfaction,Attention,Policy,Cognitive Processes,Attention Control,Classroom Techniques,Preferences,Technology Uses in Education

College instructors desiring classrooms free from learning distractions often enforce personal-technology-use policies to create what they think is an optimal learning environment, but students tend not to favor restrictive personal technology policies. Which type of personal technology classroom environment maximizes student satisfaction, learning, and attention? We surveyed 280 business communications students in two types of classrooms: a personal technology-restricted environment and a free-use environment. We evaluated student perceptions of cognitive learning, sustained attention, and satisfaction with the course as well as the technology policy governing their classrooms. Students believed they achieved greater cognitive learning in non-restricted personal technology classrooms and perceived no significant difference in sustained attention. Although students may be more satisfied with a free personal-technology-use policy in the classroom, overall satisfaction with the course did not significantly differ according to the classroom environment. We discuss the importance of sustained attention and policy satisfaction for enhancing student course satisfaction in classrooms with both technology policy types.
Role of Mindfulness Practices in the College Classroom
Author: Kosal, Erica F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Educational Practices,Diaries,Introductory Courses,Biology,Science Instruction,Science Tests,Student Attitudes,Undergraduate Students,Comparative Analysis,Scores,Anxiety,Correlation,Relaxation Training,Learning Processes,Outcomes of Education,Stress Management

The following study examined the effect of mindful practices on college student attitudes and learning comprehension using two sections of an introductory biology course taught by the same instructor. One section used lecture complemented with active learning formats while the other section additionally included mindful practices. Comparisons were made between the students' surveys and quiz/exam scores. Students in the mindful section also kept journals. Results showed no significant differences in quiz and exam scores between the two groups; however, students in the mindfulness section found value in the practices both in and outside the classroom. Students reported a gain in their attitude towards the value of mindfulness practices as well as the use of mindfulness practices and reported a decrease in anxiety levels. Students identified these practices as helping them with focused attention, peace, and relaxation. At the end of the semester, over 90% of students agreed that mindfulness has a valuable place in the college classroom.