ethanporcaro/eric-fulltext-meta huggingface dataset:
Strengths-Based Analysis of Student Success in Online Courses
Author: Gering, Carol S.
Date: 2018-09-00
Type: Journal Articles
Subjects: Online Courses,Research Universities,Undergraduate Students,Graduate Students,Academic Achievement,Predictor Variables,Enrollment,Student Attitudes,Success

Online courses today give a broad, diverse population access to higher education. Despite postsecondary institutions embracing this opportunity, scholarly literature reveals persistent concern over low retention rates in online courses. In response to this concern, an explanatory sequential, mixed methods study was conducted in three phases at a public research university to simultaneously explore personal, circumstantial, and course variables associated with student success from a strengths-based perspective. In Phase One, existing data on student enrollments across four years were analyzed. During Phase Two, a subset of Phase One students from a single semester was invited to complete an assessment of noncognitive attributes and personal perceptions, followed in Phase Three by interviews among a stratified sample of successful students from the previous phase to elaborate on factors impacting their success. Quantitative analyses identified seven individual variables with statistical and practical significance for online student success. Interestingly, the combination of factors classified as predictive of success changed with student academic standing. The impact of differential success factors across academic experience may explain mixed results in previous studies. The themes that emerged from the interviews with students were congruent with quantitative findings. A unique perspective was shared when students discussed &quot;teaching themselves,&quot; providing additional insight into perceptions of teaching presence not formerly understood. The combination of a more contextual research approach, a strengths-based perspective, and insights from student perceptions yielded implications for educational practice.
Adaptive Learning: A Stabilizing Influence across Disciplines and Universities
Author: Dziuban, Charles
Date: 2018-09-00
Type: Journal Articles
Subjects: Individualized Instruction,Partnerships in Education,Online Courses,Academic Achievement,Electronic Learning,Blended Learning,College Students,Educational Strategies

This study represents an adaptive learning partnership among the University of Central Florida, Colorado Technical University, and the adaptive learning provider Realizeit. A 13-variable learning domain for students forms the basis of a component invariance study. The results show that four dimensions--knowledge acquisition, engagement activities, communication, and growth--remain constant in nursing and mathematics courses across the two universities, indicating that the adaptive modality stabilizes learning organization in multiple disciplines. The authors contend that similar collaborative partnerships among universities and vendors is an important next step in the research process.
Comparison of the University Students in Turkey and Central Asia with Regards to Their Characteristics of Thinking, Decision Making and Cognitive Closure
Author: Yilmaz, Hasan
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Decision Making,Cross Cultural Studies,Cognitive Style,Foreign Countries,Comparative Analysis,Student Attitudes,Cultural Differences,Intercultural Communication,International Cooperation

The aim of this study is to compare the Turkish, Uzbek and Kyrgyz university students with regards to their thinking and decision making styles and as well as their cognitive closure. 141 Turkish, 69 Uzbek and 89 Kyrgyz students at the Kyrgyz-Turkish Manas University participated in the study. As the data collection tool, the 15-point version of the thinking styles scale, decision making styles scale and the need for cognitive closure scale were used. The data were examined with the one-way variance analysis and the T2 test of Scheffe and Tamhane was applied to find the source of the difference in groups where a difference was determined. As a result of the study, significant differences were found between the Turkish, Uzbek and Kyrgyz students in 11 of the 13 thinking styles and in 3 of the 5 decision making styles. The highest difference in 3 sample groups was found for the need for cognitive closure. The importance of knowing the thinking and decision making styles of different cultures as a prerequisite for intercultural communication and cooperation was highlighted and some recommendations were made on this matter.
Effective Tagging Practices for Online Learning Environments: An Exploratory Study of Approach and Accuracy
Author: Dennen, Vanessa P.
Date: 2018-09-00
Type: Journal Articles
Subjects: Online Courses,Accuracy,Units of Study,Course Descriptions,Computer Software,Dictionaries,Student Interests,Information Literacy,Teaching Methods,Skill Development,Undergraduate Students,Educational Technology,Assignments

This exploratory study examines student tagging activity within a five-week social bookmarking unit. Students in six sections of a course were tasked with locating, tagging, and then highlighting and discussing course-related materials using Diigo, a social bookmarking tool. Three different tagging approaches were tested: dictionary only, freestyle only, and dictionary + freestyle. Analysis focused on accuracy, rates of student tagging, and popularity of different tag types. Findings show that most students were able to tag with high rates of accuracy after a single brief lesson. The dictionary-only approach led to fewer tags overall as well as fewer single-use tags than freestyle tagging. It also resulted in students applying useful classes of tags, such as type of content, that did not emerge within the freestyle tag groups' folksonomies. However, freestyle tagging was not without its merits, and it provided opportunities for students to include tags that reflect relevant interests and more specific topics that were not addressed in the tag dictionary. The combined approach, if carefully taught and applied, appears to have the greatest potential for supporting student information literacy skills.
Student Perceptions of the Most Effective and Engaging Online Learning Activities in a Blended Graduate Seminar
Author: Cundell, Alicia
Date: 2018-09-00
Type: Journal Articles
Subjects: Student Attitudes,Blended Learning,Learner Engagement,Instructional Design,Learning Activities,Graduate Students,Seminars,Outcomes of Education,Learning Processes,Teaching Methods,Course Evaluation,Navigation (Information Systems),College Faculty

The principal concern of this research was to learn more about effective designs of learning activities in online environments. A questionnaire was administered in three sections of a not-for-credit intensive blended graduate seminar in university teaching. The online activities included readings, videos, discussion forum activities and other activities using a range of web-based technologies. Students rated each of the activities on four target criteria: alignment with the course learning outcomes, deep learning, engagement, and value. Students also were asked to identify the most useful activities for each of the five modules and evaluate the course as a whole in terms of navigation, expectations, instructions, availability of materials, instructor presence, and technical quality of media. The results suggest that students' perceptions of the activities followed very similar patterns across the four target criteria. The discussion highlights four distinct design features that characterize the most highly rated activities.
#DigPed Narratives in Education: Critical Perspectives on Power and Pedagogy
Author: Koseoglu, Suzan
Date: 2018-09-00
Type: Journal Articles
Subjects: Social Media,Critical Theory,Teaching Methods,Social Networks,Network Analysis,Transformative Learning,Personal Narratives,Educational Technology,Visual Aids,Sense of Community,Computer Mediated Communication,Summer Programs,Program Descriptions,Electronic Publishing,Debt (Financial),Faculty Development,Computer Simulation

This mixed methods study addresses a knowledge gap in the nature and effects of networked scholarship. We analyze #DigPed, a Twitter hashtag on critical pedagogy, through the lens of Tufekci's &quot;capacities and signals&quot; framework in order to understand how educational narratives develop and spread on #DigPed. Using social network analysis and thematic analysis of content, we identify three prominent narratives in the network and discuss the network structures from a critical perspective. Based on the findings, we propose &quot;pedagogic capacity&quot;--the power to initiate a productive and potentially transformative educational discourse, within oneself and within communities--as an additional lens to explore the spread and impact of critical narratives in education. Findings confirm the view that networked spaces are organized by hidden hierarchies marked by influence.
The Frequency of Using Idioms in Writing for the Students Learning Turkish as a Foreign Language
Author: Kaya, Fatma Bolukbas
Date: 2018-08-26
Type: Journal Articles
Subjects: Language Patterns,Writing (Composition),Language Usage,Second Language Learning,Turkish,Semantics,Foreign Countries,Adult Students

In foreign language teaching, the transmission of the culture within which the target language grows is as important as teaching new words and grammar. All elements of the culture have their own special places within the vocabulary of the language. Reflecting not only the linguistic structure but also the culture of the society to which they belong, idioms pose utmost importance for foreign language teaching. The aim of this study is to determine the level that Turkish as a Foreign Language students use the idioms they have learnt in the class while writing. To this end, the idioms covered in B2 and C1 level Turkish as a Foreign Language course books have been specified, and the frequency at which the students use these idioms on their writing-based exam papers has been determined. Therefore, the questions whether the students are able to use these idioms or not, and if they do, what type of idioms they prefer to use in terms of semantics, have been addressed within this study. Following that, samples of linguistic activities that can be employed for teaching idioms have also been proposed hereby.
The Examination of the Link between Academic and Sports Performance in Competing Rhythmic Gymnasts in Secondary School
Author: Polat, Sezen Çimen
Date: 2018-08-26
Type: Journal Articles
Subjects: Athletics,Athletes,Females,Secondary School Students,Grade Point Average,Competition,Body Height,Body Weight,Academic Achievement,Physical Activity Level,Wellness,Foreign Countries

This study, investigating whether sports has a positive impact on students' academic life aims to compare the grade point averages of competing rhythmic gymnasts and 7th grade students not engaged in any branch of sports. The study was conducted with female secondary school students (n=80). The study group was divided into two: The first group (n=40) comprised top 40 rhythmic gymnasts (height: 138.7±2.04 cm and weight: 28.7±1.11 kg) who participated in the Turkish National Rhythmic Gymnastics Competition while the second group (n=40) consisted of students who do not do any sports (height: 145.6±4.44 cm and body weight: (38.9±5.04 kg). The comparison was made based on both groups' general point averages (GPA) at the end of the year. Mann-Whitney U test was used to compare the point averages as part of statistical analysis. At the end of the study, it was found that the academic achievement of the rhythmic gymnasts was statistically significantly higher than the sedentary group (p&lt;0.05). In line with the results of the study, the comparison of rhythmic gymnasts with non-sports students revealed that rhythmic gymnasts had better scores in terms of academic achievement. This finding can stem from the fact that regular sports activities enhance mental development in addition to physical development or help to prepare a much more efficient work plan.
Developing Oral Proficiency in Spanish across Class Modalities
Author: Moneypenny, Dianne Burke
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Spanish,Oral Language,Language Proficiency,Online Courses,Benchmarking,Blended Learning,College Students,Language Tests,Scores,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Instructional Design,Outcomes of Education

There is a growing demand for online course options, including classes offered and required in foreign languages. However, offering courses in multiple formats presents the challenges of developing high quality online courses and assessing the overall program effectiveness as students may elect to take the sequenced language acquisition courses in different formats. Thus, students complete the courses through various combinations of modes (i.e., all online, all face-to-face, some online/some F2F, transferring from another university or after successfully completing a placement exam). The purpose of this study was to examine a second language program offering both seated and online Spanish language acquisition classes at a small regional campus in the Midwest. Oral proficiency was tested using the Pearson Versant Test for Spanish and students' (n=108) scores were then compared to the ACTFL established benchmarks after one and two years of language study. In this study 42% met or exceeded the first year overall oral proficiency benchmark of Intermediate-Low and 27.5% met or exceeded the second year overall benchmark of Intermediate-Mid. These results suggest online Spanish course options can be an effective mode for students to meet oral proficiency benchmarks when programs require asynchronous and synchronous oral production, and provide speaking practice opportunities. However, additional research in this area is needed to better understand why some students are not meeting the benchmark.
Preparing the Online Language Program Administrator: A Needs Analysis of Intensive English Programs in the United States
Author: Steadman, Angel
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Administrator Role,Second Language Instruction,English (Second Language),Administrator Education,Correlation,Training,Self Efficacy,Competence

As fully-online classes continue to grow in popularity, administrators of language programs in higher education settings are increasingly responsible for implementing and overseeing online language teaching classes and curricula. However, few language program administrators have extensive experience in online education, and little training exists at the administrative level for this field. In this mixed-methods study, survey and interview data with Intensive English Program (IEP) administrators in the United States show that less formal training and experience in online education are correlated with lower perceived self-efficacy among IEP administrators faced with managing online programs, and that IEP administrators overwhelmingly believe additional training would be beneficial. This study examines the needs described by participants and provides recommendations for future training options based on the needs identified.
The Negotiation of Multilingual Heritage Identity in a Distance Environment: HLA and the Plurilingual Turn
Author: Van Deusen-Scholl, Nelleke
Date: 2018-00-00
Type: Journal Articles
Subjects: Multicultural Education,Self Concept,Computer Assisted Instruction,Heritage Education,Second Language Learning,Learning Motivation,Videoconferencing,Cooperative Learning,Longitudinal Studies,Cultural Background,Native Speakers,Uncommonly Taught Languages,Program Descriptions,Student Attitudes,Distance Education,Second Language Instruction,College Students

This article expands upon a plenary presentation I delivered at the 2017 Arizona CALL Conference at Arizona State University. I will discuss some current perspectives in second language acquisition (SLA) which have implications for heritage language acquisition (HLA) and provide some examples from longitudinal data collected among heritage learners who participated in a collaborative program to share less commonly taught languages via videoconferencing among Yale, Columbia, and Cornell. Our findings indicate that many of the heritage language learners (HLLs) had complex multilingual backgrounds which affected both their sense of identity and their motivations for learning the heritage language. I will argue that a more dynamic model of HLA may provide a better understanding of how HLLs negotiate and construct their identities in a plurilingual world.
Value Orientations and Off-Topic Interactions: Contradictions in American-Japanese Intercultural Telecollaboration
Author: Nishio, Tomoe
Date: 2018-00-00
Type: Journal Articles
Subjects: North Americans,Japanese,Second Language Learning,English (Second Language),Second Language Instruction,Program Descriptions,Journal Writing,Intercultural Communication,Asians,Computer Mediated Communication,Computer Software,College Students,Student Attitudes,Foreign Countries

Drawing from activity theory and its notion of contradictions of various levels, the present study analyzes tensions that emerged during a six-week telecollaborative project between American learners of Japanese (AMU students) and Japanese learners of English (JPU students) regarding expectations and manners of interaction. Transpacific groups of students participated in online discussions of pre-assigned topics and a series of supplemental, reflective tasks such as in-class discussions, weekly journals, and individual interviews. Using a three-stage grounded theory data coding strategy, major contradictions were identified and analyzed. This case study presents negotiation of an emergent contradiction concerning learner expectations and manners of interaction between two transpacific groups. The object of the two JPU participants was oriented more toward exchange value and they faced a contradiction when the transpacific conversation went off-topic, while their AMU partners enjoyed it. Findings also show how the negotiation of a contradiction in an activity system undergoes expansive transformation involving a neighboring activity system.
Exploring Metacognitive Judgment of Chemistry Teacher Candidates on Chemical Reading Activity
Author: Sawuwu, Benny Yodi
Date: 2018-10-00
Type: Journal Articles
Subjects: Metacognition,Chemistry,Science Instruction,Protocol Analysis,Preservice Teachers,Science Teachers,Student Attitudes,Phenomenology,Difficulty Level,Memory,Familiarity,Phrase Structure,Decision Making,Preservice Teacher Education,Foreign Countries,Indonesian,English (Second Language),Second Language Learning,Language of Instruction,Reading Comprehension

Some metacognitive mental activities were explored on chemical reading activities as specific judgments called metacognitive judgments. A think-aloud protocol was carried out to fifteen chemistry teacher candidates to express their judgments on chemical reading activities for question posing. Two chemical articles were designed to stimulate these judgments that were deepened by twenty open-ended questions of metacognitive judgment exploratory. A phenomenological reduction method was used to analyze the reading pattern and the question responses. The findings indicated that the chemical reading characteristics, the nature of the readers, and the perception toward the task demand had contributed to both the difficulties (ease-of-learning) and the work of memories (judgment-of-learning) on chemical reading activities. Some initiation factors were identified constructing the feeling states on the reading activity including the terminating strategy patterns (feeling-of-knowing). Confirmations of the memories used during the reading activity were divulged from seeking the familiarity to decide the memories (sourcemonitoring judgment). Expressions about the judgments were also disclosed quantitatively and qualitatively (retrospective belief) as goal-oriented and processoriented reader types. Based on the finding, the metacognitive judgment in chemical reading activity could be improved by designing the metacognitive chemical articles that determine the task, the sequence of intra-disciplinary chemical topics, the title-rooted phrases or clauses, chemical representations, terminologies, and interactive statements.
Increasing Islamic Junior High School Students Learning Outcomes through Integration of Science Learning and Islamic Values
Author: Purwati, Nining
Date: 2018-10-00
Type: Journal Articles
Subjects: Islam,Junior High School Students,Learning Strategies,Science Instruction,Teaching Methods,Values,Heat,Energy,Muslims,Foreign Countries,Grade 7,Instructional Materials,Conventional Instruction,Pretests Posttests,Outcomes of Education

Learning results are influenced by several factors, including learning strategies. Islamic values-integrated learning is one of the strategies that can be applied to improve students' learning results. Science learning integrated with Islamic values provides the opportunity for students to relate the science knowledge with their concepts and experiences in real life as Muslims, so that students can feel that their learning is meaningful. This research is a quasi-experimental research aims to investigate the effect of science learning integrated with Islamic values on students' learning results. The learning materials taught in this research were substances and the changes, temperature and heat, and energy in living systems. The population of this research was seventh grade students of Islamic Junior High School (MTs) in West Lombok, Indonesia, which were taken by using cluster random sampling technique. The data were analysed using ANCOVA. The results of this research showed that science learning integrated with Islamic values had a significant effect on students' learning results with p = 0.032, and its' corrected mean score was 15.196% higher than that of the students taught by using the conventional learning.
Fostering Creativity in Engineering Universities: Research Activity and Curriculum Policy
Author: Kozlo, Anatoly V.
Date: 2018-10-00
Type: Journal Articles
Subjects: Engineering Education,Student Research,Creativity,Curriculum Development,Majors (Students),Efficiency,Research Skills,Interdisciplinary Approach,Fuels,Pretests Posttests,Control Groups,Experimental Groups,Problem Based Learning,Teaching Methods,Innovation,Foreign Countries,College Students

Supplying students with a good understanding of research activity tools is one of the challenges in modern technical education. The aim of this study is to develop a multipurpose technological support for shaping creative activity of students in engineering universities. The research included a survey of 150 students in the age of 18-22 majoring in Technology of Transport Processes for 1-5 years. Engineering student's research competency levels were examined at the preliminary stage. A system that allows building a general strategy of designing student's research activity within the system of higher education was developed. Professionally-oriented interdisciplinary relationships used to identify the structural elements of a relationship between objects make it possible to realize the unity of common learning goals, to make the process of learning more integral and logical. Mathematical data processing confirmed the efficiency of developed approaches. Methodology of top-level engineer's research competence and creativity formation can be useful to develop optimal curricula for engineering specialties.