ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;OnTrack&quot; to University: Understanding Mechanisms of Student Retention in an Australian Pre-University Enabling Program
Author: Lisciandro, Joanne G.
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Nontraditional Students,Transitional Programs,College Programs,School Holding Power,Program Effectiveness,Multivariate Analysis,Outcomes of Education,Peer Relationship,Teacher Student Relationship,College Readiness,Success,Enrollment,Undergraduate Study,Predictor Variables,Withdrawal (Education),Regression (Statistics),Statistical Analysis

University-based enabling programs have become an important pathway to university for non-traditional students. There is increasing interest in understanding the mechanisms that facilitate retention and success of enabling pathway students, with the aim of developing effective strategies for maximising opportunities for university access and participation. The current study focuses on an Australian enabling program that has achieved and sustained high retention rates, with three-quarters of its 2115 students that enrolled during the last seven years (2008-2014) retained until the end of the program. Further, 90 per cent of retained students were successful in receiving an offer to university; and 94 per cent of students that received an offer subsequently enrolled in an undergraduate course. Multivariate regression analysis revealed that demographic and prior educational factors explained little about student retention in the program. The main reasons cited for withdrawal were medical or emotional issues, and family problems or responsibilities. Overall, this data suggests that both pre-program conduct and in-program practices may enhance student retention outcomes. Specifically, practices that support the development of strong peer and tutor-student relationships, and that foster community connections, are thought to provide a significant and positive influence on student retention in enabling programs.
Preparedness Portfolios and Portfolio Studios
Author: Turns, Jennifer
Date: 2012-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Engineering Education,Undergraduate Students,Readiness,Computer Uses in Education,Persuasive Discourse,Student Attitudes,Minicourses

We live in a time of great enthusiasm for the role that e-Portfolios can play in education and a time of exploration in which educators and researchers are investigating different approaches to using ePortfolios to differentially support educational goals. In this paper, we focus on preparedness portfolios and portfolio studios as two key components of an approach to using portfolios in a specific educational context. The paper includes an identification of four commitments that contributed to the emergence of this particular approach, an explanation of the theoretical rationale associated with the approach, and a review of research data that substantiates enthusiasm for the approach. We close with comments on the potential for transferring this approach to other educational contexts.
The Transformative Role of ePortfolios: Feedback in Healthcare Learning
Author: Peacock, Susi
Date: 2011-00-00
Type: Journal Articles
Subjects: Role,Transformative Learning,Portfolios (Background Materials),Allied Health Occupations Education,Foreign Countries,Patients,Safety,Feedback (Response),Learning Processes,Student Evaluation,Thinking Skills,Focus Groups,Student Attitudes,Qualitative Research,Nursing Education,Electronic Publishing,Case Studies,Physical Therapy,Learning Activities,Honors Curriculum,Graduate Students,Undergraduate Students,Questionnaires

This article reports findings of a study based in Scotland that explored healthcare learners' experiences of feedback and ePortfolios. Feedback is a highly complex, multi-dimensional phenomenon, and healthcare learners consider it essential for their learning, recognizing that without it patient safety may be compromised. This study sought to explore whether ePortfolios, with their dual emphasis on both the product and process of learning, could encourage deeper and broader learner engagement with feedback. Drawing upon three examples where ePortfolios have been embedded into the curriculum, our findings demonstrate that most participants were generally positive about using the ePortfolio to access, read, and store feedback on their assessments. In some cases where ePortfolio had been introduced across a program, a number of learners had also begun to use feedback provided through the ePortfolio as a springboard for reflection and planning for future development. However, many of our students missed the wider opportunities for long-term, regular creation of and engagement with feedback through the ePortfolio. After reviewing our implementation and using novel work based on threshold concepts, we propose the Personal, Learning and Thinking Skills (PLTS) framework as a guide to support deeper learner engagement with feedback.
Reflections of Design-Oriented Pedagogy for Sustainable Learning: An International Perspective
Author: Vartiainen, Henriikka
Date: 2013-00-00
Type: Journal Articles
Subjects: Design,Sustainable Development,Forestry,Local Issues,Teaching Methods,Usability,Qualitative Research,Content Analysis,Teacher Attitudes,Cross Cultural Studies,Global Approach,Foreign Countries,Questionnaires,Elementary School Teachers,Secondary School Teachers,Preschool Teachers,Educational Change,Educational Practices,Workshops

This paper focuses on the expansion of design-oriented pedagogy that encourages approaching global phenomena such as sustainable development from the perspective of local environments, cultures and associated ways of doing things. It aims to determine how project members and teachers from eight different European countries (n = 221) who had participated in the project &quot;Case Forest--pedagogy towards sustainable development&quot; experienced the pedagogical model and evaluated its usability from the perspectives of their own educational cultures. The main sources of both theory and data-driven qualitative content analysis are the reports obtained from each country and transcripts of the oral presentations and collaborative discussions. The results indicate that the teachers find current school practices, belief systems and traditional teaching models problematic and see the model as one way to change their schools' practices towards sustainable learning.
The Bottomless File Box: Electronic Portfolios for Learning and Evaluation Purposes
Author: Jarrott, Shannon
Date: 2011-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Portfolio Assessment,Outcomes of Education,Academic Achievement,Professional Development,Technology Uses in Education,Teaching Methods,Educational Assessment,Technology Integration,Higher Education,Undergraduate Students,Graduate Students,Technological Advancement

Portfolios have been used for the past three decades in higher education for assessment of student competency and also as a reflection tool to assist student learning. Electronic portfolios, or ePortfolios, have additional benefits compared to paper portfolios in that they are easily accessible, portable, and sharable, and they are more environmentally friendly. Although ePortfolios are gaining in popularity, faculty and students sometimes resist adopting new technology. We describe the development, implementation, and evaluation of two ePortfolios, for undergraduate and graduate programs, in a Human Development department. The systems were created in response to a university initiative for integrated assessment of student competencies, the findings of which are reported through a centralized, electronic system. For undergraduates, the ePortfolio was used primarily as an evaluation and reflection tool, whereas graduate students created personal ePortfolio pages to demonstrate learning and professional development. As a result of our experience, we recommend that departments seeking to implement ePorfolios as part of an integrated assessment system start simple, collaborate with technology experts, build upon work completed in other programs, and educate students and faculty about the personal and professional benefits of ePortfolios.
Engaging Student Teachers in Sustainable Praxis in Aotearoa/New Zealand
Author: Smorti, Sue
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Sustainability,Praxis,Personal Narratives,Transformative Learning,Student Teacher Attitudes,Indigenous Knowledge,Western Civilization,Non Western Civilization,Ideology,Action Research,Multicultural Education,Self Efficacy,Competence,Skill Development,Curriculum Development,Ethnic Groups,Pacific Islanders,Caring,Ecology,Conservation (Environment),World Views

This paper draws on the narratives of three teaching staff as they collaborate to transform student teachers' thinking and praxis about sustainability through a bicultural perspective that acknowledges indigenous and Western ideologies. It will discuss some of the experiences that the student teachers found to be transformational such as: whakapapa (our connectedness to all things, both living and non-living) and a mini action research project on the &quot;rubbish&quot; generated on their class days. The question the co-researchers pose: How is the [bicultural] conceptual framework visible in our teaching and learning about sustainability? Our findings suggest that student teachers become articulate and passionate about sustainability through engagement in activities that challenge the &quot;taken-for- granted&quot; everyday practices. As confidence and competence increases, student teachers can realise their potential to make significant curriculum changes as they work alongside children and their families to care for planet earth.
Staying Power: The Effect of Pathway into University on Student Achievement and Attrition
Author: Chesters, Jenny
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Academic Achievement,Student Attrition,School Holding Power,Nontraditional Students,Transitional Programs,Dropouts,Cohort Analysis,Student Characteristics,Dropout Characteristics

The expansion of the higher education sector in Australia opened up new pathways into university increasing the diversity of the student population. For non-traditional students, those who did not successfully complete secondary school, barriers to gaining entry into university have been dismantled, however, previous research suggests that non-traditional students are more likely than traditional students to drop out of higher education. This paper analyses administrative data for a cohort of first year undergraduate students attending an Australian university to examine the association between pathway to university and student retention and academic progression. Our findings show that after controlling for grade point average, students who completed an enabling course on campus prior to commencing their undergraduate program were less likely than students admitted on the basis of completing secondary school to discontinue their university studies. This suggests that enabling programs provided on campus may assist students who do not meet the minimum requirements for university entrance to complete a university degree.
Promoting Self-Regulation and Critical Reflection through Writing Students' Use of Electronic Portfolio
Author: Jenson, Jill D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Self Management,Critical Thinking,Reflection,Writing Assignments,College Freshmen,Freshman Composition,Learning Processes,Instructional Innovation,Teaching Methods,Writing Instruction,Student Surveys,Student Attitudes,Discussion (Teaching Technique),Skill Development,Writing Strategies,Word Frequency,Student Centered Learning,Scaffolding (Teaching Technique)

The role of reflection in the learning process has taken on new significance in a digital environment. The potential of using innovative teaching methods to prompt first-year writing students to self-regulate learning behaviors and write more critical reflection statements when using electronic portfolios was studied over eight fall semesters. Results showed that using student surveys and focused in-class discussion in conjunction with consistent ePortfolio assignments not only dramatically increased the length of reflection statements written but also the depth of thinking shown in those statements. These results demonstrate the effectiveness of using intentional instructional strategies for helping students develop self-regulation and critical reflection skills.
The Juxtaposition of STEPS to the Undergraduate Arena: The Lived Experience of Transitioning into Undergraduate Study
Author: James, Trixie
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Transitional Programs,College Freshmen,Student Experience,Self Efficacy,Phenomenology,Success,College Readiness,Nontraditional Students,Fear,Student College Relationship

Australia wide, universities are offering tertiary education to the broader socio-economic cohort; however, alongside this educational reform, there is a concern that students who have been away from the formal education context for many years may not cope with the rigors of university. Consequently, prior to and conditional to admission to undergraduate studies, many universities have placed a greater emphasis on pre-skilling such students through pre-university programs known interchangeably as Enabling, Preparatory, Transition or Access programs. The research findings reported on in this article explore the lived experiences of eight first year undergraduate students, who upon the completion of an Enabling program, successfully articulated into and completed the first year of their university degree. Using a theoretical framework of social-efficacy (Bandura, 1997) and the application of existential phenomenology, commonalities in these experiences of the participants emerged. Four key themes were: (i) a sense of preparedness, (ii) fear of the unknown, (iii) university as an anchor, and (iv) a sense of certainty and rightness. In combination, the degree of self-efficacy demonstrated by each of the eight students can be said to have contributed to the successful completion of their first year of undergraduate studies.
Remake/Remodel: Using ePortfolios and a System of Gates to Improve Student Assessment and Program Evaluation
Author: Lowenthal, Patrick
Date: 2011-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,College Students,Student Evaluation,Program Evaluation,Instructional Design,Teacher Education,Accreditation (Institutions),Universities,Self Evaluation (Groups),Competence,Portfolio Assessment,Academic Standards,Summative Evaluation,Accountability,Remedial Programs,Scores

Electronic portfolios have become increasingly popular. The value of a portfolio, though, depends on how, when, and why students create, submit, and have their portfolios evaluated. In the following paper, we describe how we redesigned a program's assessment and evaluation plan around the use of electronic portfolios and a system of gates focusing on the larger assessment/evaluation framework first and the technology second.
Transformative Learning Challenges in a Context of Trauma and Fear: An Educator's Story
Author: John, Vaughn M.
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Transformative Learning,Adult Learning,Learning Theories,Adult Education,Case Studies,Trauma,Fear,Rural Education,Qualitative Research,Interviews,Observation,Content Analysis,Violence,Adult Educators,Experience

After more than three decades of development, transformative learning theory is currently a major theory of adult learning. It has also attracted substantial critique, leading to further development, application and differentiation. Recent contributions to this vast scholarship show a quest for a more unified theory. This article examines transformative learning theory via a case study of an adult education project in rural KwaZulu-Natal, South Africa. Drawing on life and pedagogical experiences of an educator, it focusses on aspects of the theory subjected to critique and raises questions about attempts to foster transformative learning in oppressive contexts involving trauma and fear. The article calls for greater attention to the life and experiences of the educator in the learning process while responding to calls for theoretical examination in more diverse contexts. It thus illustrates how more varied, situated accounts of transformative learning attempts may challenge and improve our understandings of adult learning encounters.
Implementing ePortfolios for the Assessment of General Education Competencies
Author: Ring, Gail
Date: 2012-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,General Education,Competence,Undergraduate Students,College Outcomes Assessment,Program Implementation,Student Evaluation,Summative Evaluation,Peer Evaluation,Outcome Based Education

This paper describes the Clemson ePortfolio Program initiated in 2006, where all undergraduate students are required to create an ePortfolio. Specifically, the program was designed as a mechanism through which to evaluate our recently revised general education program. In this program all undergraduates create and submit a digital portfolio as evidence of academic and experiential mastery of our general education competencies. This paper, which is the first in a series, describes the implementation process providing a detailed look at the rationale behind implementation, feedback and mentoring, assessment, and support.
From the Reflective ePractitioner: A Pilot Model of Teacher Preparation Employing ePortfolio
Author: Cross, Judith
Date: 2012-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Portfolios (Background Materials),Teaching Methods,Foreign Countries,Literacy Education,Technological Literacy,Language Tests,Information Technology,Language Skills,Computer Software,Self Esteem,Teacher Education,English (Second Language),Second Language Learning,Teacher Certification,Licensing Examinations (Professions),Sociocultural Patterns

Literacy is changing significantly alongside the prolific emergence of new technologies. The emergence of these new technologies has been so rapid that teachers may often not be as competent as their students in the use of new media or in the specific linguistic features of the growing range of text types. In this project, overseas trained teachers (OTTs) were scaffolded in their introduction to a variety of new technologies and typical text types relevant to the educational context in Australia where literacy is taught across the curriculum. As the OTTs prepared for a specific English test, which forms part of the process for gaining approval to teach in New South Wales (NSW), they were empowered by an integrated pedagogy: in the process of discovering ways to keep abreast of technology, they were simultaneously honing their language skills. The new software and text types to which these teachers were introduced made it possible for them to collate their qualifications, achievements, and reflections by creating their own professional, updatable, and portable reflective ePortfolios in English. They have since been able to use this learning to enhance their professional personas and self-esteem as they embark on a teaching career in a new country.
Electronic Portfolios for Distance Learning: A Case from a Nursing Clinical Course
Author: Josephsen, Jayne
Date: 2012-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Distance Education,Nursing Education,Learning Theories,Undergraduate Students,Clinical Experience,Independent Study,Student Projects,Computer Uses in Education

Clinical nursing courses can already be challenging, in the traditional context of placements and hours spent in a health care setting. These types of courses are additionally problematic when offered via distance learning, due to geographic separation of students, lack of clinical placement sites in the student's community, and lack of faculty/student personal interaction and connectedness. In this review of an online R.N. to B.S. completion clinical course in community and public health nursing, the self-directed learning (SDL) educational theory framework and a project based eportfolio format was instituted as a way to address these online learning problems. The results of implementing the eportfolio as a pedagogical practice are examined as well as considerations for improvement in the use of this instructional strategy. Additionally, student and faculty issues related to the introduction and use of the eportfolio are discussed.
The Annual AAEEBL Survey at Two: Looking Back and Looking Ahead
Author: Brown, Gary
Date: 2012-00-00
Type: Journal Articles
Subjects: Portfolio Assessment,Portfolios (Background Materials),Experiential Learning,Evidence Based Practice,Use Studies,Demography,Participant Characteristics,Beliefs,Educational Practices,Educational Trends,Adoption (Ideas),Teacher Attitudes,Teacher Associations,Foreign Countries,Factor Analysis,Multivariate Analysis,Surveys

This report on the second year of the annual Association for Authentic, Experiential, &amp; Evidenced-Based Learning (AAEEBL) survey provides insights into the landscape of ePortfolio adoption and use within academic settings in the United States and abroad from the perspective of a self-selected sample of the organization's members. This report identifies the demographics of ePortfolio practitioners and explores the relationships among teaching beliefs, ePortfolio practices, and specific ePortfolio technologies. Drawing from data from the 2011 and 2012 administrations, emerging trends and preliminary findings begin to inform topics and sub-groups for future investigation, particularly with respect to the impact of ePortfolio pedagogy, technology, and culture on teaching beliefs operationalized as teacher, learner, and learning-centered orientations. The outcomes of this work have implications for the design of future deployments of the AAEEBL survey, but also for more targeted studies of ePortfolio implementations in specific disciplines and demographic groups.
Fostering Integrative Knowledge through ePortfolios
Author: Peet, Melissa
Date: 2011-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Models,Validity,Knowledge Level,Interviews,Skill Development,Pretests Posttests,College Students,Action Research,Lifelong Learning,Cultural Pluralism,Surveys,Factor Analysis

This paper presents results from a study which tested the validity of a conceptual model which proposes six dimensions of integrative knowledge and learning that result from students engaging in the core activities associated with the Integrative Knowledge Portfolio Process and Generative Knowledge Interviewing. These methods facilitate learning experiences that help students to identify, connect, synthesize and demonstrate knowledge and skills they are gaining from all areas of life. Six hundred and twenty students (both traditional and non-traditional) from 14 different learning environments across two campuses responded to pre/post surveys before and after they engaged with these methods. Results showed that students made significant gains on all six dimensions of integrative knowledge and learning which resulted in their increased capacity to: 1. identify, demonstrate and adapt knowledge gained within/across different contexts; 2. adapt to differences (i.e. in people and situations) in order to create solutions; 3. understand and direct oneself as a learner; 4. become a reflexive, accountable, and relational learner; 5. identify and discern one's own and others' perspectives; and 6. develop a professional digital identity. Students' gains on these dimensions were significant regardless of their academic discipline, race/ethnicity, gender, year in school or the type of learning environment in which they engaged with the Integrative Knowledge Portfolio Process.