ethanporcaro/eric-fulltext-meta huggingface dataset:
The Artist of the Beautiful: An Allegory for Our Times
Author: Thornton, Kathleen
Date: 2005-00-00
Type: Journal Articles
Subjects: Rhetorical Theory,Educational Philosophy,Literary Styles,Literary Devices,Literature Appreciation,Educational Theories,Educational Practices,Affective Objectives,College English,Teaching Methods,Rhetorical Invention,United States Literature

Following her return to the classroom after a two-year administrative absence, Kathleen Thornton--the Director of Undergraduate English Advisement and a lecturer at the University of Albany, New York--was struck by the language her undergraduate students used to discuss the stories of authors such as Edgar Allan Poe or Nathaniel Hawthorne. While students were able to discuss literary theory, they did not have the vocabulary to discuss the beauty of the language and superb craftsmanship of images and sentences each writer had used to create the effect. The aesthetic response had been bred out of them. In this article, the author discusses the importance of revisiting and incorporating literary history as well as new historicism into classrooms. She claims that it is time to revisit the following: (1) rhetorical strategies and how they are used; (2) basic philosophy and logic so students can recognize specious reasoning and logical fallacies; and (3) the glory of language and its effects on the emotions and on behavior rather than to be lost in the labyrinth of the mind that postmodern literary theory has become. Enjoyment of literature, celebrating the beauty of creation, and appreciating the artist's efforts in creating the work of art are the lessons the author wants students to take with them into the world.
A Holistic Model of Engaged Scholarship: Telling the Story across Higher Education's Missions
Author: Franz, Nancy
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Scholarship,Holistic Approach,Learner Engagement,Story Telling,Partnerships in Education,Teaching Methods,Participatory Research

Faculty and administrators still struggle to practice and support a holistic approach to engaged scholarship. Many institutions have created a culture of engaged scholarship, yet faculty are looking for practical ways to plan, implement, and reflect on engaged scholarship due to productivity expectations. New faculty are often drawn to the idea of engaged scholarship but don't know where to start or how to frame their work in a way that appeals to promotion and tenure committees. To address these issues, the holistic model of engaged scholarship presented here provides a definition of engaged scholarship, six practice and storytelling leverage points on an engaged scholarship circle, an integration of higher education's missions, and factors and assumptions that affect engaged scholarship to help faculty better practice and tell the story of their engaged scholarship efforts. An application of the model is also described. [This article was originally published in: &quot;Journal of Higher Education Outreach and Engagement&quot; v13 n4 p31-50 2009 (EJ905411). For a commentary on this article, &quot;The Legacy and Future of a Model for Engaged Scholarship: Supporting a Broader Range of Scholarship,&quot; see EJ1097235. Note: 2010 Publication date printed on this PDF is in error. The original article was published in 2009.]
Internet Access and Usage in Improving Students' Self-Directed Learning in Indonesia Open University
Author: Rahardjo, Djoko
Date: 2016-04-00
Type: Journal Articles
Subjects: Open Universities,Distance Education,Foreign Countries,Internet,Structural Equation Models,Social Media,Telecommunications,Rural Areas,Information Needs,Student Surveys,Student Attitudes,College Students,Interpersonal Communication,Sample Size,Handheld Devices,Independent Study,Multivariate Analysis,Factor Analysis

Internet is well known nowadays, however higher distance education students who live in remote rural areas still have not been able to take advantages of this medium optimally for their learning process. For accessing the internet the students have to be available with the minimum prerequisites: the existence of adequate devices and the sufficient capabilities. For education purposes, the students use the internet to meet their information and fulfill learning needs, facilitate interpersonal communications, and provide groups of discussion, as well as to be connected with friends in social media. This study aims to analyze the relationship between internet access and usage in improving students' self-directed learning which is using structural equation model method. The survey is conducted in seven districts in Surakarta Regional Office of Indonesia Open University with a sample size of 320 respondents. The result shows that the internet usage is still low due to limited internet facilities that affect the knowledge and willingness of students to access the internet. The strategy in improving student internet usage is applying social media as guidance that can be accessed through cellular phones.
The Legacy and Future of a Model for Engaged Scholarship: Supporting a Broader Range of Scholarship
Author: Franz, Nancy
Date: 2016-00-00
Type: Journal Articles
Subjects: Scholarship,Learner Engagement,Higher Education,Community Involvement,Partnerships in Education,School Community Relationship,Teaching Methods,Holistic Approach,Models

In this commentary, author Nancy Franz reflects on her 2009 &quot; Journal of Higher Education Outreach and Engagement&quot; article &quot;A Holistic Model of Engaged Scholarship: Telling the Story across Higher Education's Missions&quot; (EJ905411) reprinted in this 20th anniversary issue of &quot;Journal of Higher Education Outreach and Engagement.&quot; Little did the author know, when her model for holistic engaged scholarship was published by the &quot;Journal of Higher Education Outreach and Engagement&quot; in 2009, that it would become an important tool for furthering the engaged scholarship movement. She created the model through an iterative process of presentations and conversations at several conferences and other venues over several years. She had not planned on publishing the model, but several colleagues encouraged her to do so. The author has been amazed at the ways it has been used to further research, personal effectiveness, organizational development, and engagement scholarship practice. In this commentary she shares personal use, use by others, and her hope for the model. [For &quot;A Holistic Model of Engaged Scholarship: Telling the Story across Higher Education's Missions&quot; (2016), see EJ1097233.]
QR Codes in Education and Communication
Author: Durak, Gurhan
Date: 2016-04-00
Type: Journal Articles
Subjects: Educational Technology,Foreign Countries,Coding,Technology Uses in Education,Telecommunications,Semi Structured Interviews,Handheld Devices,College Students,Curriculum Development,Distance Education,Case Studies,Qualitative Research,Student Attitudes,Knowledge Level

Technological advances brought applications of innovations to education. Conventional education increasingly flourishes with new technologies accompanied by more learner active environments. In this continuum, there are learners preferring self-learning. Traditional learning materials yield attractive, motivating and technologically enhanced learning materials. The QR (Quick Response) Codes are one of these innovations. The aim of this study is to redesign a lesson unit supported with QR Codes and to get the learner views about the redesigned material. For this purpose, the redesigned lesson unit was delivered to 15 learners in Balikesir University in the academic year of 2013-2014. The learners were asked to study the material. The learners who had smart phones and Internet access were chosen for the study. To provide sectional diversity, three groups were created. The group learners were from Faculty of Education, Faculty of Science and Literature and Faculty of Engineering. After the semi-structured interviews were held, the learners were asked about their pre-knowledge about QR Codes, QR Codes' contribution to learning, difficulties with using QR Codes about and design issues. Descriptive data analysis was used in the study. The findings were interpreted on the basis of Theory of Diffusion of Innovations and Theory of Uses and Gratifications. After the research, the themes found were awareness of QR Code, types of QR Codes and applications, contributions to learning, and proliferation of QR Codes. Generally, the learners participating in the study reported that they were aware of QR Codes; that they could use the QR Codes; and that using QR Codes in education was useful. They also expressed that such features as visual elements, attractiveness and direct routing had positive impact on learning. In addition, they generally mentioned that they did not have any difficulty using QR Codes; that they liked the design; and that the content should include both superficial and in-depth information.
Outreach, Engagement, and the Changing Culture of the University
Author: Byrne, John V.
Date: 2016-00-00
Type: Journal Articles
Subjects: Outreach Programs,School Community Relationship,School Culture,Higher Education,Public Colleges,Social Change,Educational History,Land Grant Universities

Public higher education is in danger of failing to respond sufficiently to changing conditions that affect the public's need for services. A recognition of the apparent failure of higher education to keep pace with societal change and to meet the additional challenges of declining funding, increased accountability, and shifts in public attitudes led to the creation in 1995 of the Kellogg Commission on the Future of State and Land-Grant Universities. With funding and the endorsement of the W. K. Kellogg Foundation, the National Association of State Universities and Land-Grant Colleges (NASULGC) created the Kellogg Commission to address the increasing need for change in public higher education in the United States. The Commission recognized that change, if it is to occur, must take place on individual campuses and that all the Commission could do was to stimulate and urge institutions to change. There can be little question that the culture of each university will change as the society in which it exists changes. The question is really whether the changes the university can control will occur rapidly enough, be appropriate to its mission, and protect fundamental values important to educational institutions and to society. During its history, American public higher education has been responsive to the needs of society. It has become the foremost creator of fundamental knowledge the world has ever known and it has demonstrated the ability to meet local, national, and global needs directly through service. But today, the challenges are greater, the need for change more demanding than ever. [This article was originally published in: &quot;Journal of Public Service &amp; Outreach&quot; v3 n2 p3-8 1998. For the author's 2016 commentary on this article, &quot;Commentary: Outreach, Engagement, and the Changing Culture of the University--1998,&quot; see EJ1097241.]
Instructional Screencast: A Research Conceptual Framework
Author: Abdul Razak, Muhammad Razuan
Date: 2016-04-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,Tutorial Programs,Computer Mediated Communication,Electronic Learning,Cognitive Style,Teaching Methods,Multimedia Instruction,Literature Reviews

The literature review indicates that the benefit of screencast as an instructional media has not clearly proved effective for all categories of students. This is due to the individual differences in processing the information. Inadequate screencast design will cause strain to students' cognitive process which might impede learning. This shortcoming can be reduced by imposing principles of reducing the external processing in screencast design. However, the exact design effectiveness of screencast also depends on the cognitive style and learning style of the students. The cognitive style will ultimately affect how information is processed in the students' memory structure. Students will also easily process the given information, if it is performed in accordance with their dominant learning style. Taken together, this article discusses the conceptual framework design of screencasts for instructional purpose.
Critical Components of Online Learning Readiness and Their Relationships with Learner Achievement
Author: Cigdem, Harun
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Military Schools,Vocational Education,College Students,Electronic Learning,Online Courses,Learning Readiness,Academic Achievement,Postsecondary Education,Computer Literacy,Blended Learning,Questionnaires,Measures (Individuals),Correlation,Regression (Statistics),Learning Motivation,Self Efficacy,Independent Study,Inferences,Predictor Variables,Web Based Instruction

This study aimed to examine the relationship between certain factors of online learning readiness and learners' end-of-course achievements. The study was conducted at a two-year post-secondary Turkish military school within the scope of the course titled Computer Literacy, which was designed and implemented in a blended way. The data were collected from 155 post-secondary military students through an online questionnaire. Three sub-scales of Hung et al.'s Online Learning Readiness Scale were used to collect the data during the first two weeks of the course. Descriptive and inferential statistics, such as Pearson correlation coefficients and linear regression analyses were performed to analyze the data. The descriptive results of the study indicated that students' motivation for online learning was higher than both their computer/Internet self-efficacy and their orientations to self-directed learning. The inferential results revealed that the students' end-of-course grades had significantly positive relationships with their computer/Internet self-efficacy and self-directed learning orientations. Finally, the students' self-direction towards online learning appeared to be the strongest predictor of their achievements within the course; whereas computer/Internet self-efficacy and motivation for learning did not predict the learner achievement significantly.
From Maverick to Mainstream: The Scholarship of Engagement
Author: Driscoll, Amy
Date: 2016-00-00
Type: Journal Articles
Subjects: Scholarship,School Community Relationship,Participation,Rewards,National Programs,Documentation,College Faculty,Peer Evaluation,Teacher Role,Higher Education,Models,Evaluation Criteria

A significant and growing number of universities across the country are pursuing the agenda of public and civic engagement and giving serious consideration to resultant faculty roles. Along with new university commitment come new definitions of scholarship, including the scholarship of engagement. The scholarship of engagement continues to emerge and expand as campuses manifest context-driven characteristics reflecting the correspondence between their notion of scholarship and their individual history, priorities, circumstances, and location. However, from its earliest definition as scholarship, engagement has presented challenges to higher education. This article presents work that is national in scope and that addresses these challenges by providing faculty with institutional models and resources to advance the documentation, evaluation, and review of the scholarship of engagement. [This article was originally published in: &quot;Journal of Higher Education Outreach and Engagement&quot; v6 n2 p9-19 2001. For the commentary on this article, &quot;Moving from Mavericks at the Margins: Encouraging Progress but 'Miles to Go,'&quot; see EJ1097244.]
Commentary: Outreach, Engagement, and the Changing Culture of the University--1998
Author: Byrne, John V.
Date: 2016-00-00
Type: Journal Articles
Subjects: Outreach Programs,School Community Relationship,School Culture,Higher Education,Public Colleges,Social Change,Educational History,Land Grant Universities

In this commentary, author John Byrne reflects on his 1998 &quot;Journal of Public Service &amp; Outreach&quot; article, &quot;Outreach, Engagement, and the Changing Culture of the University&quot; reprinted in this 20th anniversary issue of &quot;Journal of Higher Education Outreach and Engagement.&quot; Byrne's 1998 article was a call to modify the culture of universities so that effective engagement with society might take place. Now, almost 20 years after the article was published, engagement is an important function of many universities. The Carnegie Foundation for the Advancement of Teaching has created a new classification for universities to aspire to, the Community Engaged Classification and to date, more than 350 universities have been selected to receive this classification. The introduction of &quot;engagement with society,&quot; now an important function of the modern university, has stimulated changes in university missions, processes, and administrative structures. University cultures have changed as a result, and no doubt will continue to change. In responding to the needs of a rapidly changing society, locally and globally, engagement will become increasingly important to the integration of higher education with the society it serves. [For &quot;Outreach, Engagement, and the Changing Culture of the University&quot; (2016), see EJ1097237.]
Literacy and Second Language Intervention for Adult Hebrew Second Language (HSL) Learners
Author: Fanta-Vagenshtein, Yarden
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Semitic Languages,Second Language Learning,Language Proficiency,Language Acquisition,Immigrants,Immersion Programs,Curriculum Development,Student Needs,Models,Literacy Education,Adults,Instructional Design,Teaching Methods,Student Centered Learning,Prior Learning,Native Language,Pretests Posttests,Measures (Individuals),Language Skills,Attendance,Student Motivation,Needs Assessment,Self Esteem

Language proficiency is a crucial factor for immigrants to integrate successfully in the new society in all aspects of life, especially in the labor market. As a result, there is great importance in acquiring the new language as quickly and effectively as possible. Several factors affect second language acquisition, including motivation, age, cognitive abilities, and cultural differences. Thus, it is important that the curriculum for second language acquisition be adapted according to different backgrounds of the learning groups. Israel, an immigrants' absorbing country, has instituted the Ulpan, a school for intensive courses in Hebrew as a second language. Yet the program did not adapt itself to people with different backgrounds, such as those of immigrants from Ethiopia, most of who are non-literate. Although Ethiopian immigrants went through this program, they are still dealing with the difficulties of the Hebrew language. This article suggests an alternative model which adjusts the curriculum, based on the target group's needs.
Symmetrical or Asymmetrical Scaffolding: Piagetian vs. Vygotskyan Views to Reading Comprehension
Author: Pishghadam, Reza
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scaffolding (Teaching Technique),Reading Comprehension,Reading Achievement,English (Second Language),Second Language Learning,Second Language Instruction,Institutes (Training Programs),Language Tests,Pretests Posttests,Experimental Groups,Statistical Analysis,Learning Theories,Cognitive Development,Comparative Analysis,Interviews,Student Attitudes,Instructional Effectiveness,Theory of Mind,Cooperative Learning

This study seeks to investigate the impact of symmetrical (S) and Asymmetrical (AS) scaffolding, which are two types of scaffolding, on students' reading comprehension achievement of English as a Foreign Language (EFL). The study was done in two phases: In the first phase after administering a Pre-test, 52 homogeneous intermediate students were selected, and they were divided into two experimental groups. The experimental group (A) received instruction according to S strategy whereas the experimental group (B) was instructed via the AS strategy. A Post-test was administered, and its results were analyzed through t-test. The results indicated that although S scaffolding has significant effect on learners' performance in reading comprehension, enhancing it but AS scaffolding is a more effective strategy in improving reading comprehension achievement. In the second phase, the qualitative data consisted of a total of 60-minute recording of 28 participants' interviews. The results have been more consistent with Vygotsky's theories than with those of Piaget in cognitive development.
Moving from Mavericks at the Margins: Encouraging Progress but &quot;Miles to Go&quot;
Author: Driscoll, Amy
Date: 2016-00-00
Type: Journal Articles
Subjects: Scholarship,School Community Relationship,Higher Education,College Faculty,Participation,National Programs,Peer Evaluation,Classification,Consortia,Change

In this commentary, authors Amy Driscoll and Lorilee R. Sandmann reflect on their 2001 &quot;Journal of Higher Education Outreach and Engagement&quot; article, &quot;From Maverick to Mainstream: The Scholarship of Engagement&quot; reprinted in this 20th anniversary issue of &quot;Journal of Higher Education Outreach and Engagement.&quot; Fifteen years ago, the authors explored challenges faculty faced to advance their scholarly engagement. In this update, they will revisit the faculty featured in their 2001 article to see whether they continue to feel like the lonely &quot;mavericks&quot; they once were or have blended comfortably into a &quot;mainstream&quot; community of scholars on their campuses and in national contexts. The authors contend that the scholarship of community engagement is no longer found on the margins of higher education, but has progressed to being &quot;mainstream&quot; in professional practice, recognition, tenure policies, publications and presentations, and in everyday faculty conversations. [For &quot;From Maverick to Mainstream: The Scholarship of Engagement&quot; (2016), see EJ1097240.]