ethanporcaro/eric-fulltext-meta huggingface dataset:
College Students' Perspectives of E-Learning System Use in High Education
Author: Yanga, Ju-Yin
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Learning,College Students,Internship Programs,Qualitative Research,Interaction,Teaching Methods,Student Attitudes,Educational Technology,Homework,Conventional Instruction,Teacher Student Relationship,Computer Mediated Communication,Feedback (Response),Foreign Countries,English (Second Language),Second Language Instruction,Structured Interviews

The purpose of this study was primarily to create, on a digital learning platform, a digital learning environment with freedom from such constraints for a group of seven college students. The researchers selected seven students from the Applied English program that were taking part in an internship combination program at San Diego State University. The study makes use of in-depth interviews in carrying out a qualitative investigation to determine whether or not utilizing a digital learning system provides students with a superior mode of educational interaction. Thirty-minute interviews inquiring into the students' feelings about handling all coursework over the digital learning platform were held once every two months, for a total of three interviews per student during the semester. At the same time, the researchers made use of questions and uploaded homework from the students to record each student's progress, which formed the second class of data for analysis. Results indicate that compared with the traditional ways of learning, through the digital learning server system, teacher-student interactions increased, with the Real-time Discussion Area emerging as the students' favorite function. Moreover, the instructor was able to provide timely feedback, which was encouraging to these students living so far from home for the first time. In sum, the digital learning environment effectively assisted the teacher in establishing a ubiquitous learning environment.
I Thought You'd Never Become One of Us
Author: Bisley, Charles
Date: 2016-00-00
Type: Journal Articles
Subjects: Grade 6,Grade 7,Drama,Teaching Methods,Teacher Role,Student Role,Creativity,Teacher Student Relationship,Aesthetics,Foreign Countries,Humor

In this paper, I describe a collaborative process in which a class of grade 6 &amp; 7 students made and performed two plays, and also transformed their learning. In this process, a reconfiguring of the spaces of learning, the students and I adapted a variety of literacy and drama practices; a key change in practice was the shift away from an instrumental mode of dialogue in which the teacher occupies the superior position of knower and evaluator, towards a Bakhtinian mode in which dialogue, as heteroglossic, moves between all the participants, and becomes the main purpose of learning. In a dynamic combination of linguistic, theatrical, and relational meaning making, the students moved clear of the outcomes-based learning that had hitherto stultified their interactions and language. As a result, they developed a new creative agency, both singly and as a collective, and an authoritative discourse. They left this discourse open for me to join, and also continue afterwards, as I have done here, by presenting and interpreting their voices, and including new ones.
Secondary School Students' Conceptual Understanding of Physical and Chemical Changes
Author: Hanson, R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Secondary School Science,Case Studies,Scientific Concepts,Concept Formation,Chemistry,High School Students,Interviews,Foreign Countries,Knowledge Level

In recent years, researchers have shown an interest in understanding students' own ideas about basic chemical principles and guiding them through innovative ways to gain conceptual understanding where necessary. This research was a case study designed to assess 50 first year high school students' conceptual understanding about changes in matter, with interpretive underpinnings. A diagnostic probe was administered to find out if discrete particles could be used to differentiate chemical changes from physical changes and to unravel the different conceptual interpretations that students had. Submissions obtained from the students were classified on levels of conceptions, and analysed using frequency counts and percentages, after which an interview was conducted to gain a deeper insight into their unscientific submissions. Findings from the study indicated that only a few students had difficulties in distinguishing between physical and chemical changes. These few did not associate the changes in states with associated physical and chemical properties, as was expected at their level. Neither did they base their explanation on the breaking nor formation of bonds, nor with changes in the constitutions of entities. They overwhelmingly intimated that physical changes were reversible whilst chemical changes were not. About 38% of participants who provided correct definitions for physical and chemical changes in two of the probes could not assign reasons for them. However, almost 79% of the participants showed an appreciable knowledge of types of changes that occur in chemistry. The adopted diagnostic probe and interview were useful in identifying students' alternative conceptions about changes in chemistry. Diagnostic probes are recommended as a pre-requisite for conceptual change strategies.
Investigating the Potential of MOOCs in K-12 Teaching and Learning Environments
Author: Nigh, Jennifer
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Elementary Secondary Education,Student Motivation,Teaching Methods,High School Students,Technology Integration,Qualitative Research,Statistical Analysis,Pretests Posttests,Student Surveys,Learning Strategies,Questionnaires

The massive open online course (MOOC) is a relatively new concept in K-12 teaching and learning environments. Although significant work has been done with MOOCs since 2008, it has only been recently that MOOCs have been studied with K-12 populations. The purpose of this study was to further examine the motivation of K-12 students enrolled in a MOOC about teaching in the 21st century. This article provides both quantitative and qualitative evidence that suggests MOOCs can be effectively integrated with high school students. The paper concludes with a discussion of the potential value of using MOOCs and other technologies to provide experiences to students they might not currently have in traditional, blended, or online environments.
Learning to Learn Online: Using Locus of Control to Help Students Become Successful Online Learners
Author: Lowes, Susan
Date: 2015-00-00
Type: Journal Articles
Subjects: High School Students,Online Courses,Locus of Control,Questionnaires,Self Management,At Risk Students,Scores,Gender Differences,Factor Analysis,Grades (Scholastic),Educational Technology,Technology Uses in Education,Tests,Correlation,Intervention,Statistical Analysis

In this study, approximately 600 online high school students were asked to take Rotter's locus of control questionnaire and then reflect on the results, with the goal of helping them think about their ability to regulate their learning in this new environment. In addition, it was hoped that the results could provide a diagnostic for teachers who wish to identify students who might be at risk of poor performance. In analyzing the results, we found that total scores were not useful and that gender had to be taken into account. In addition, factor analysis identified different factors that best described female and male responses, with some factors more important than others in terms of their relationship with final grades. The student reflections showed that they were thinking about the need for self-regulation in online learning. Finally, we offer some suggestions for others who would like to use the concept of locus of control to help students learn to learn online.
A Reflection on Continuing Professional Education Research
Author: Brennan, Barrie
Date: 2017-07-00
Type: Journal Articles
Subjects: Educational Research,Professional Continuing Education,Reflection,Educational History,Educational Practices,Performance Factors,Educational Change,Foreign Countries

Barrie Brennan's thesis entitled &quot;Continuing Professional Education in Australia. A Tale of Missed Opportunities&quot; offers a history of Continuing Professional Development (CPD) in the Australian context. This paper arose from Brennan's research for his thesis and is focused on issues that arose from the introduction of Australia's national registration regime for select health-related professions. The subjects discussed here are CPE/CPD, but also more general issues related to the National Registration scheme or with questions of the future of professional education. Those involved in these discussions have been linked to the professional associations, university faculties concerned with the education of those in a profession, or those involved with organisations with an interest in a particular area such as learning or how various emerging issues may be dealt with. Brennan comments on having been surprised at the wide range of issues raised and the depth of the concern by some of the need for activity, action, and decisions rather than just another report. The discussion presented in this article suggests that the time appears to be appropriate for the recognition of the government and those who use the services of professionals and who are involved in providing the programs and services that are the backbone for professional practice. The call for the provision of the relevant data for example and the need for an organisation to offer a means by which the area of Continuing Professional Vocational Education and Training may be established and recognised as a key part of the national apparatus to provide a base for these significant programs and activities to be planned, provided, and assessed.
&quot;Spoilsport&quot; in Drama in Education vs. Dialogic Pedagogy
Author: Marjanovic-Shane, Ana
Date: 2016-00-00
Type: Journal Articles
Subjects: Drama,Teaching Methods,Group Dynamics,Dialogs (Language),Alienation,Social Development,Emotional Development,Educational Practices,Semantics,Learning Theories,Critical Theory,Social Values,Interpersonal Relationship,Role,Persuasive Discourse,Self Concept,Workshops,Graduate Students

In this paper I compare and contrast two educational paradigms that both attempt to overcome alienation often experienced by students in the conventional education. These two educational paradigms are embodied in different educational practices: First, Drama in Education in its widest definition, is based on the Vygotskian views that human cognitive, semantic (meaning-making), and social-emotional development happens in or through play and/or imagination, thus within the imagined worlds. Second, Critical Ontological Dialogic Pedagogy, is based in the Bakhtin inspired approach to critical dialogue among the &quot;consciousnesses of equal rights&quot; (Bakhtin, 1999), where education is assumed to be a practice of examination of the world, the others and the self. I reveal implicit and explicit conceptual similarities and differences between these two educational paradigms regarding their understanding the nature of learning; social values that they promote; the group dynamics, social relationships and the position of learners' subjectivity. I aim to uncover the role and legitimacy of the learners' disagreement with the positions of others, their dissensus with the educational events and settings, and the relationships of power within the social organization of educational communities in these two diverse educational approaches. I explore the legitimacy of dissensus in these two educational approaches regarding both the participants' critical examination of the curriculum, and in regard to promoting the participants' agency and its transformations. In spite of important similarities between the educational practices arranged by these two paradigms, the analysis of their differences points to the paradigmatically opposing views on human development, learning and education. Although both Drama in Education and Dialogic Pedagogy claim to deeply, fully and ontologically engage the learners in the process of education, they do it for different purposes and with diametrically opposite ways of treating the students and their relationship to the world, each other and their own developing selves.
&quot;The Trails to Get There&quot;: Experiences of Attaining Higher Education for Igorot Indigenous Peoples in the Philippines
Author: Adonis, Digna
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Indigenous Populations,Access to Education,Barriers,Personal Narratives,Indigenous Knowledge,Cultural Influences,Social Values,Educational Benefits,Parent Participation

The title of this paper alludes to the hours of walking on mountain paths, which one of the authors, growing up in an Igorot Indigenous community in post-colonial Philippines undertook to go to school. This is an apt symbol of the sheer effort it can take to overcome physical, social, cultural and psychological barriers to access, persevere with and complete, higher education. This article explores the hardships of attaining higher education and the effects of education on the Igorot community. The article shares the experiences of Igorot leaders and how they have used their higher education learning to work for the promotion of maintenance of their Igorot culture.
Classroom Community and Discourse: How Argumentation Emerges during a Socratic Circle
Author: Brown, Alexis Carmela
Date: 2016-00-00
Type: Journal Articles
Subjects: Classroom Communication,Teaching Methods,Discourse Analysis,Video Technology,High School Students,Persuasive Discourse,Generalization,Educational Theories,Educational Practices,Language Research,Literacy Education,Communication Problems,Theory Practice Relationship,English,Language Arts,Grade 11

Literacy and language development is a central aspect of educational theory and practice. One area of literacy and language research that has had a lot of attention is dialogic teaching (Bakhtin, 1984; Freire, 1970; Murphey, Wilkinson, Soter, Hennessey, &amp; Alexander, 2009; Reznitskaya &amp; Gregory, 2013). However, there is limited research on how high school students use their classroom discourse to construct meaning, especially in argumentation. The purpose of this data analysis is to investigate the emergence of argumentation literacy in a Socratic circle. Socratic circles, a literacy practice consisting of two concentric circles of students focused around a piece of text, are used to provide students with the opportunity to co-construct meaning through classroom dialogue (Copeland, 2005). The emergence and construction of argumentation is analyzed by applying discourse analysis to a video of a high school classroom. Findings from this analysis reveal that through the use of exploratory talk, three discourse patterns emerge that are in line with argumentation practices: (1) generalizations, (2) communicative struggles, and (3) co-construction of ideas. Results of the analysis are discussed to inform theory and instruction on dialogic teaching and the use of Socratic circles to develop argumentation-related forms of literacy.
Gender Differences in Online Participation: Examining a History and a Mathematics Open Foundation Online Course
Author: Morante, Annette
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Gender Differences,Student Participation,Online Courses,History Instruction,Mathematics Instruction,Case Studies,Correlation,Time on Task,Academic Achievement,Outcomes of Education,Electronic Learning,Integrated Learning Systems,Learner Engagement,School Holding Power

With enrolment and completion rates in the University of Newcastle's online Open Foundation enabling program being considerably higher for women than for men, this case study investigates the engagement of male and female students in two different subject areas. History and Mathematics students' online behaviour is examined to identify whether they differ and if there is a correlation between time spent online and student results. Is low-level, or no online interaction a problem or does it differ for the two genders, and the two subjects? It is generally accepted that women engage more but does this lead to higher results for them? Students do not always appreciate how different the world of online learning is, and, in addition, some experience difficulties in understanding how to use Blackboard effectively. By examining students' online engagement we seek to identify the behaviours that lead to retention of students and ultimately to their successful completion of the program.
Reflections on a Dialogic Pedagogy Inspired by the Writings of Bakhtin: An Account of the Experience of Two Professors Working Together in the Classroom
Author: Lima, Anselmo
Date: 2016-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Collaboration,Dialogs (Language),Classroom Communication,Teaching Methods,Partnerships in Education,Teacher Attitudes,Secondary School Teachers,Teacher Education,Course Descriptions,Computer Mediated Communication,Student Diversity,Cognitive Style,College Students,Student Attitudes

The practice of a dialogic pedagogy inspired by the writings of Bakhtin is increasingly popular in different parts of the world. This article is an account produced in the spirit of such pedagogy. Two professors (one from Brazil, the other from the United States), both members of an international dialogic pedagogy study group, write together to discuss the work they developed in partnership under this educational paradigm when teaching a course on &quot;Diversity in secondary education&quot; in the School of Education of the College of Education and Human Development of the University of Delaware, USA. After presenting brief introductory information on who they are, how they met and how they happened to work together, the two scholars present classroom interaction data followed by reflections on to what extent certain forms of classroom interaction they identified in the data promote or inhibit the practice of a truly Bakhtinian Dialogic Pedagogy. In other words, what the readers will find in this article is not a traditional empirical study, but a telling case of two educators learning from one another about what counts as dialogic in the classroom, while at the same time using the aforementioned course as an anchor for multiple discussions.
Nurturing Global Education in Its Infancy
Author: Wolansky, William D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Global Education,Infants,Classroom Environment,Elementary Secondary Education,Postsecondary Education,Synthesis,Fundamental Concepts,Curriculum Design,Curriculum Development,Educational Needs,Relevance (Education),Educational Practices,Educational Strategies

This paper examines the what, why, and how global education can be infused in the curriculum and classroom instruction K-16. The article is intended to provide a synthesis of many ideas expressed by numerous authors and an approach for organization of key concepts into a particular subject for classroom instruction.
Representational Technologies and Learner Problem-Solving Strategies in Chemistry
Author: McCollum, Brett
Date: 2016-00-00
Type: Journal Articles
Subjects: Problem Solving,Learning Strategies,Science Instruction,Chemistry,Teaching Methods,Molecular Structure,Communication (Thought Transfer),Qualitative Research,Semi Structured Interviews,Student Attitudes,Student Surveys,Educational Experience,Educational Technology,Undergraduate Students,Foreign Countries

Learning within the sciences is often considered through a quantitative lens, but acquiring proficiency with the symbolic representations in chemistry is arguably more akin to language learning. Representational competencies are central to successful communication of chemical information including molecular composition, structure, and properties. This article reports on a qualitative study of learner experiences when introduced to new symbolic representations and representational technologies. Participants' descriptions of these resource interactions were collected through semi-structured interviews and surveys, and were analyzed using phenomenography to identify the variety in student experiences. Results illustrate the impact that representational technologies can have on learner development of problem-solving techniques.
The Role of Peer Counselors in the Promotion of Student Discipline in Ugunja Sub-County, Kenya
Author: Osodo, John Mark
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Influence,Student Behavior,Discipline,Secondary School Students,Student Surveys,Questionnaires,Interviews,Statistical Analysis,Counseling Techniques,Gender Differences,Institutional Characteristics,Age Differences,Program Effectiveness

In spite of the existence of guidance and counseling services in schools in Siaya County for the management of discipline, in 2012, 32 schools went on the rampage. This scenario was suspected to be occasioned by lack of an effective alternative strategy to contain student indiscipline. The purpose of this study was to determine the role of peer counseling in promoting discipline among students in public secondary schools in Ugunja Sub-County, Kenya. The study adopted descriptive survey design. The population of the study comprised of 3,500 students from public secondary schools. The researchers used the Table of Krejcie and Morgan to determine the sample size of 246. Instruments for data collection were questionnaires and interview schedules. Piloting was done in 4 institutions to obtain the instruments reliability. Face validity of the instruments was ascertained by the experts from the Department of Psychology and Educational Foundations. Quantitative data was analyzed using descriptive statistics such as frequency counts, and percentages. Qualitative data was analyzed using thematic analysis. The study findings indicated that peer counseling has a significant role in promoting discipline among students in public secondary schools. The study recommends that peer counselors should be motivated in order for them to perform optimally.
Searching for Significance in the Scholarship of Teaching and Learning and Finding None: Understanding Non-Significant Results
Author: McGrath, April
Date: 2016-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Class Size,Sample Size,Statistical Analysis,Hypothesis Testing,Research Methodology,Statistical Significance

Quantitative results from empirical studies are common in the field of Scholarship of Teaching and Learning (SoTL), but it is important to remain aware of what the results from our studies can, and cannot, tell us. Oftentimes studies conducted to examine teaching and learning are constrained by class size. Small sample sizes negatively influence statistical power and make non-significant results a more likely occurrence. When one finds non-significant results it is important to consider what conclusions can be drawn from the study. This article provides information on null hypothesis significance testing that is relevant to our understanding of non-significant results, and it highlights the importance of recognizing underpowered studies in the teaching and learning literature. Factors that can contribute to non-significant findings in a study are also highlighted. Being aware of these factors, statistical power, and the logic of significance testing will put scholars in a better position to evaluate non-significant results from their own research and that of others.