ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Learning Analytics to Identify Medical Student Misconceptions in an Online Virtual Patient Environment
Author: Poitras, Eric G.
Date: 2016-06-00
Type: Journal Articles
Subjects: Medical Students,Medical Education,Patients,Multiple Choice Tests,Misconceptions,Electronic Learning,Online Courses,Questioning Techniques,Item Analysis,Virtual Classrooms

This study aimed to identify misconceptions in medical student knowledge by mining user interactions in the MedU online learning environment. Data from 13000 attempts at a single virtual patient case were extracted from the MedU MySQL database. A subgroup discovery method was applied to identify patterns in learner-generated annotations and responses to multiple-choice items on the diagnosis and management of acute myocardial infarction (i.e., heart attack). First, the algorithm generated rules where single terms from the learner annotations were used to predict incorrect answers to the multiple-choice items. Second, the possible combinations of terms and their relevant synonyms were used to determine whether their inclusion led to better rates of prediction. The second step was found to significantly increase prediction precision and weighted relative accuracy, uncovering four misconceptions at a rate greater than 70%. These findings serve to inform the design of an adaptive system that tailors the delivery of formative feedback to promote better learning outcomes in the domain of clinical reasoning.
Massive Open Online Courses (MOOCs): Participant Activity, Demographics, and Satisfaction
Author: Shrader, Sara
Date: 2016-06-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,College Students,Qualitative Research,Statistical Analysis,Questionnaires,Student Experience,Student Attitudes,Student Characteristics,Enrollment,Online Surveys,Learner Engagement,Student Participation,Educational Technology,Technology Uses in Education,Student Satisfaction

This paper examines activity patterns, participant demographics, and levels of satisfaction in multiple MOOC offerings at the University of Illinois at Urbana-Champaign from August 2012-December 2013. Using the following guiding questions: &quot;Who are MOOC participants, how do they participate, and were they able to get what they wanted out of the course?&quot; we have uncovered unique patterns of engagement that correlate with certain demographic characteristics. Our analysis employed both qualitative and quantitative methods, and serves as a model for further studies seeking to uncover the significance of participant activity within MOOCs.
Global Times Call for Global Measures: Investigating Automated Essay Scoring in Linguistically-Diverse MOOCs
Author: Reilly, Erin D.
Date: 2016-06-00
Type: Journal Articles
Subjects: Online Courses,Case Studies,Higher Education,Electronic Learning,English (Second Language),Second Language Learning,Correlation,Comparative Analysis,Feedback (Response),Access to Information,Electronic Publishing,Essays,Nonparametric Statistics,Statistical Analysis,Language Proficiency,Scoring,Scoring Rubrics,Automation

This paper utilizes a case-study design to discuss global aspects of massive open online course (MOOC) assessment. Drawing from the literature on open-course models and linguistic gatekeeping in education, we position freeform assessment in MOOCs as both challenging and valuable, with an emphasis on current practices and student resources. We report on the findings from a linguistically-diverse pharmacy MOOC, taught by a native English speaker, which utilized an automated essay scoring (AES) assignment to engage students in the application of course content. Native English speakers performed better on the assignment overall, across both automated- and human-graders. Additionally, our results suggest that the use of an AES system may disadvantage non-native English speakers, with agreement between instructor and AES scoring being significantly lower for non-native English speakers. Survey responses also revealed that students often utilized online translators, though analyses showed that this did not detrimentally affect essay grades. Pedagogical and future assignment suggestions are then outlined, utilizing a multicultural-lens and acknowledging the possibility of certain assessments disadvantaging non-native English speakers within an English-based MOOC system.
The Role of Social Influence in Anxiety and the Imposter Phenomenon
Author: Fraenza, Christy B.
Date: 2016-06-00
Type: Journal Articles
Subjects: Social Influences,Anxiety,Self Concept,Graduate Students,Web Based Instruction,Conventional Instruction,Comparative Analysis,Peer Influence,Measures (Individuals),Likert Scales,Self Evaluation (Individuals),Scores,Correlation,Statistical Analysis,Multiple Regression Analysis,Hypothesis Testing,Personality Traits

High anxiety levels have been associated with high levels of the imposter phenomenon (IP), a negative experience of feeling like a fraud. This study was designed to explore IP among graduate students and to determine whether a difference exists between online graduate students and traditional graduate students. The theoretical foundation of this study was social influence, which holds that students may feel pressured in a traditional setting because of the social cues of peers and instructors, as well as institutional norms. This quantitative study used a between-subjects design to compare 2 independent samples (115 online students &amp; 105 traditional students). The study used a cross-sectional survey design, with 4 different measures: The Clance Imposter Phenomenon Scale, The Zung Self-Rating Anxiety Scale, The Perfectionistic Self-Presentation Scale, and a basic demographic survey. Results indicated that traditional graduate students had significantly higher IP scores than online graduate students. Results also indicated a significant, positive relationship between IP scores and anxiety scores. Regression analysis indicated that perfectionism was the most influential predictor of IP scores, followed by anxiety and program type. Because the scale used in this study explored socially prescribed perfectionism, the results appear to suggest an underlying social component to IP.
Data Sharing in Interpretive Engineering Education Research: Challenges and Opportunities from a Research Quality Perspective
Author: Walther, Joachim
Date: 2016-00-00
Type: Journal Articles
Subjects: Engineering Education,Educational Research,Qualitative Research,Information Transfer,Research Methodology,Undergraduate Students,Student Experience,Cultural Differences,Foreign Countries,Focus Groups,Case Studies

This article explores challenges and opportunities associated with sharing qualitative data in engineering education research. This exploration is theoretically informed by an existing framework of interpretive research quality with a focus on the concept of Communicative Validation. Drawing on practice anecdotes from the authors' work, the article examines which aspects of the social reality under investigation and what details of the contextual research process would need to be understood by a researcher attempting a secondary analysis. To foster a thoughtful discussion in the community, we propose to conceptualize data sharing as the tentative re-use of data analogous to the concept of the tentative transfer of interpretive research findings. We contend that such a tentative re-use of data would need to be supported by communicating sufficiently detailed &quot;thick metadata&quot; to safeguard the continuity and robustness of the theoretical, methodological, and value commitments made in the original study.
The Multiple-Institution Database for Investigating Engineering Longitudinal Development: An Experiential Case Study of Data Sharing and Reuse
Author: Ohland, Matthew W.
Date: 2016-00-00
Type: Journal Articles
Subjects: Databases,Engineering Education,Educational Policy,Graduation,Graduation Requirements,Student Records,Longitudinal Studies,Case Studies,Undergraduate Students,State Universities,Confidentiality,School Catalogs,Scholarship,Socioeconomic Status,Data Analysis,Partnerships in Education,Taxonomy,Outcomes of Education

Sharing longitudinal student record data and merging data from different sources is critical to addressing important questions being asked of higher education. The Multiple-Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD) is a multi-institution, longitudinal, student record level dataset that is used to answer many research questions about how students maneuver through required engineering curriculum and what courses or policies stand in their way toward graduation. The process of designing, compiling, maintaining, protecting, and sharing a large dataset like MIDFIELD provides valuable insight for others.
Data Sharing and Reuse within the Academic Pathways Study
Author: Toye, George
Date: 2016-00-00
Type: Journal Articles
Subjects: Engineering Education,Longitudinal Studies,Research Methodology,Case Studies,Program Descriptions,Leadership,Data Collection,Data Analysis,Cooperation,Undergraduate Students,Privacy,Metadata,Information Security

The Academic Pathway Study (APS) research program within National Science Foundation (NSF) Center for Advancement of Engineering Education (CAEE) ran from 2003-2010. It amassed a collection of longitudinal as well as cross-sectional data sets, of varying research method types and formats, from four different primary cohorts that included over 5,300 subjects at over 25 geographically distributed sites. The APS research team was similarly dispersed, at an initial four academic institutions that eventually grew to over eight schools. This diverse research team was co-organized along two major lines of responsibility, affiliated institutions and research methods. Because the team was so geographically distributed and the collection of data so large and heterogeneous, APS leadership recognized early on in the project that effective management of data collection, sharing, and reuse would be essential to the success of their collaborative research efforts. Many observations, lessons learned and reflections have emerged from those experiences with APS cross-institution data sharing and reuse--from features of collaboration tools, to Institutional Review Board (IRB) strategies, to guiding protocols and policies.
Relationship between Personality and Behavioral Intention in Student Teams
Author: Forrester, William R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Intention,Teamwork,Group Dynamics,Personality,Predictor Variables,Business Administration Education,Interest Inventories,Personality Traits,Correlation,Extraversion Introversion,Behavior Patterns,College Students,Personality Measures,Likert Scales,Interpersonal Relationship,Measures (Individuals)

This study investigated the applicability of the Big Five and FIRO-B frameworks as predictors of group process outcomes in the context of student teams. The personality dimensions of Agreeableness, Extraversion, Conscientiousness, and Neuroticism were correlated with the interpersonal behavior dimensions of Inclusion, Affection, and Control. The degree of association between personality and interpersonal factors differed by personality dimension. No relationship was found for the Openness dimension. Results of the study support the applicability of both frameworks in the context of student teams. Results suggest that unlike the clinical and workplace participants in prior studies, business student subject are sufficiently homogeneous to support the distinction between the FIRO-B constructs of Inclusion and Affection.
Advanced Selling: A Comprehensive Course Sales Project
Author: Yarrington-Young, Susan
Date: 2016-00-00
Type: Journal Articles
Subjects: Business Administration Education,Advanced Courses,Salesmanship,Sales Occupations,Business Skills,Student Projects,Course Descriptions,Distributive Education

A comprehensive project for the Advanced Selling course that has been tested at three universities is introduced. After selecting an industry and a company, students engage in a complete industry analysis, a company sales analysis, a sales-specific SWOT analysis, complete a ride day with a salesperson in that firm, then present their findings in a classroom oral presentation. Implications wish and suggestions for researchers and sales managers are provided as well as guidance for instructors who to use the project in their course.
An Introduction to Cost-of-Living Adjustments in Public Retirement Plans: Details Matter
Author: Jennings, Penelope R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Retirement Benefits,Preretirement Education,Monte Carlo Methods,Case Method (Teaching Technique),Economic Climate,Economic Impact,Public Sector,Private Sector,Comparative Analysis,Business Administration Education,Teaching Guides,Financial Services,Money Management,Business Skills

While financial planning students are expected to be able to understand client retirement plans, subtle differences in cost-of-living adjustments can have major impact on the success of client retirement plans. This teaching note compares the cost-of-living adjustments in the largest government sponsored retirement systems and a hypothetical traditional privately sponsored plan. Using a Monte Carlo simulation, we estimate the impact on retirement experience from the different COLAs. These differences are large, with differing protection from future inflation and differing risk for running out of money during retirement. This teaching note will help instructors address Certified Financial Planner (CFP) Board Learning Outcome G.52 &quot;Retirement Needs Analysis&quot;. The material may also be used in economics, human resources, public administration, and other classes addressing policy aspects of retirement plans.
A Journey through Time: From the Present Value to the Future Value and Back Or: Retirement Planning: A Comprehensible Application of the Time Value of Money Concept
Author: Schmidt, Carolin E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Preretirement Education,Money Management,Concept Teaching,Retirement Benefits,Time Perspective,Value Judgment,Teaching Guides,Financial Services,Case Method (Teaching Technique),Mathematical Applications,Business Administration Education

Real-life applications of financial concepts are a valuable method to get students engaged in financial topics. While especially non-finance majors often struggle to understand the importance of financial topics for their personal lives, applying these theories to real-life examples can significantly improve their learning experience and increase their understanding. This teaching case demonstrates how the time value of money concept can be applied to one's private retirement planning. Because of its simple assumptions, the case is targeted at an audience with little financial knowledge and can be used in finance as well as in accounting classes.
Data Sharing from a Policy Perspective
Author: Cheville, R. Alan
Date: 2016-00-00
Type: Journal Articles
Subjects: Data,Engineering Education,Knowledge Management,Educational Policy,Research Utilization,Accountability,Barriers,Educational Needs,Educational Practices,Shared Resources and Services,Change Strategies,Delivery Systems,Heuristics

This paper addresses questions of data sharing from the perspective of a former NSF program officer. A brief comparison of policy and research perspectives is made to highlight different values in these two communities. Data sharing is framed as one means to support dialog between researchers and those involved in policy. Other uses of data sharing to those involved in policy are then outlined; it is seen that the role of data sharing is growing in a policy landscape in which program evaluation is becoming increasingly important. Despite the desire of Federal agencies to support data sharing, there are legal, regulatory, and ethical constraints and tensions; these are briefly outlined. To help navigate these tensions, data sharing is framed in terms of three value propositions: help tell stories, create usable ontologies, and support networks. Each of these value propositions is discussed and several heuristics are proposed that may help emerging data sharing efforts have more value for those who serve engineering education in a policy role. The paper concludes by exploring the larger question of data at scale, the need to connect data across scales, and the philosophical issues that underlie any future attempts to share data.
Transforming Education Research through Open Video Data Sharing
Author: Gilmore, Rick O.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Research,Data,Shared Resources and Services,Video Technology,Information Sources,Documentation,Electronic Libraries,Metadata,Data Collection,Information Storage,Interdisciplinary Approach,Open Source Technology,Management Systems,Researchers,Communities of Practice

Open data sharing promises to accelerate the pace of discovery in the developmental and learning sciences, but significant technical, policy, and cultural barriers have limited its adoption. As a result, most research on learning and development remains shrouded in a culture of isolation. Data sharing is the rare exception (Gilmore, 2016). Many researchers who study teaching and learning in classroom, laboratory, museum, and home contexts use video as a primary source of raw research data. Unlike other measures, video captures the complexity, richness, and diversity of behavior. Moreover, because video is self-documenting, it presents significant potential for reuse. However, the potential for reuse goes largely unrealized because videos are rarely shared. Research videos contain information about participants' identities making the materials challenging to share. The large size of video files, diversity of formats, and incompatible software tools pose technical challenges. The Databrary (databrary.org) digital library enables researchers who study learning and development to store, share, stream, and annotate videos. In this article, we describe how Databrary has overcome barriers to sharing research videos and associated data and metadata. Databrary has developed solutions for respecting participants' privacy; for storing, streaming, and sharing videos; and for managing videos and associated metadata. The Databrary experience suggests ways that videos and other identifiable data collected in the context of educational research might be shared. Open data sharing enabled by Databrary can serve as a catalyst for a truly multidisciplinary science of learning.
Accelerated Developmental Arithmetic Using Problem Solving
Author: Guy, G. Michael
Date: 2015-00-00
Type: Journal Articles
Subjects: Remedial Mathematics,Developmental Studies Programs,Arithmetic,Problem Solving,Teaching Methods,Urban Schools,Community Colleges,Two Year College Students,Lecture Method,Acceleration (Education),Mathematics Tests,Algebra,Mathematics Achievement,Probability,Statistical Significance

After many years of extremely low success rates, a radical new design of the first semester arithmetic remedial course was implemented and studied. Students at a large urban community college could take a traditional semester-long traditional lecture-based remedial arithmetic course or a new accelerated 4-week 20-hour problem-solving based alternative remedial arithmetic course. Students taking the accelerated course passed a common exit exam at a statistically significant increased rate. However, those students did not pass the subsequent remedial algebra class at a statistically significant different rate, suggesting that, although the shorter problem-solving based class format improved student achievement in an individual class, more is required to sustain a lasting impact. The pedagogical and structural changes involved in this redesign are also discussed.
Development and Classroom Implementation of an Environmental Data Creation and Sharing Tool
Author: Brogan, Daniel S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Data,Engineering Education,Water,Shared Resources and Services,Environmental Education,Integrated Learning Systems,Earth Science,College Science,College Seniors,College Freshmen,Community Colleges,Pilot Projects,Student Attitudes,Sustainability,Systems Development,Case Studies

Education is essential for solving the complex water-related challenges facing society. The Learning Enhanced Watershed Assessment System (LEWAS) and the Online Watershed Learning System (OWLS) provide data creation and data sharing infrastructures, respectively, that combine to form an environmental learning tool. This system collects, integrates and stores real-time, high-frequency environmental monitoring data and imagery from a small urbanized watershed and makes it available to users at anytime from anywhere they have internet access. This paper discusses both the developmental and maintenance challenges associated with the LEWAS and the design details of the OWLS. A pilot test of the OWLS was implemented in a senior level hydrology course as a part of an NSF funded project. Results indicate that 80% of students (n = 30) valued the anywhere, anytime access to the data and 97% of students believed that access to the OWLS helped them to learn hydrologic concepts. A similar pilot test implemented in a community college freshman engineering course as part of the same project indicates that students (n = 27) who used the OWLS felt that the OWLS assignment was valuable and relevant to their coursework even when their academic performance was underwhelming (40% correct on multiple choice questions). Future plans to expand the scope of the LEWAS-OWLS to cover environmental data from other geographical regions are discussed.
Connecting Practice &amp; Research: A Shared Growth Professional Development Model
Author: Lampi, Jodi P.
Date: 2015-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Professional Development,Models,Theory Practice Relationship,Social Justice,Evidence Based Practice,Best Practices,Educational Practices,Access to Education,Higher Education,Advocacy,Partnerships in Education,Validity,Curriculum Design,Sustainability,Constructivism (Learning)

The authors write here that they fundamentally believe that developmental education is about social justice. Professionals in this field are not only responsible to implement evidence-based best practices but also to ensure access to higher education. To meet this need, it is imperative that practitioners turn, as a supportive team, to well-established theories in order to make sound pedagogical choices. This creates opportunities for enriching and uplifting professional relationships. In other words, developmental educators need to be high-caliber teachers while also being advocates for students and activists for the profession. In this three-column series, the authors present one partnership's efforts to improve practice through established research. This three-part series will examine partners' sustainable professional development model, describe specific theory to practice approaches, and discuss the validity and evaluation of their research efforts. The second part of this series addresses specific theory to practice connections, approaches, and decisions this partnership used during their integrated reading and writing (IRW) course redesign.