ethanporcaro/eric-fulltext-meta huggingface dataset:
Tools for "Iina" (Life): The Journey of the "Iina" Curriculum to the Glittering World
Author: Arviso, Vivian
Date: 2012-00-00
Type: Journal Articles
Subjects: Curriculum Development,Oral Tradition,American Indians,Grade 4,Tribes,Navajo (Nation),Grade 5,Grade 6,American Indian Education,Resilience (Psychology),Child Health,Interpersonal Relationship,Identification (Psychology),Cultural Influences,At Risk Persons,Culturally Relevant Education,Conferences (Gatherings)

This article presents the participatory curriculum development process and foundational Dine (Navajo) concepts that inform the Tools for "Iina" (Life) curriculum, designed for grades 4-6 by a group of Dine educators to strengthen resiliency by addressing children's health, relationships, identity, and sense of the future, utilizing core concepts from Dine oral tradition. Rather than develop a curriculum relying only on experts, and rather than utilize existing American Indian curricula addressing specific risk behaviors or diseases, we facilitated a dialogue with a range of community members to identify core concepts from Dine oral tradition that could provide young people with a perspective on life and its conflicts and challenges, tools for building respectful and supportive relationships, and stories to inform their sense of themselves, the Dine People, and their shared future. The Ways of Life: "Iina" Project will make the curriculum available in 2012. We offer reflections for other tribes interested in adopting a similar curriculum development process. (Contains 1 footnote and 2 tables.)
Circle of Life HIV/AIDS-Prevention Intervention for American Indian and Alaska Native Youth
Author: Kaufman, Carol E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Intervention,Prevention,American Indians,Alaska Natives,Health Behavior,Behavior Modification,Behavior Change,North Americans,Computer Assisted Instruction,Curriculum Evaluation,Indigenous Knowledge,Youth

This article describes the objectives, theoretical bases, development process, and evaluation efforts to-date for the Circle of Life (COL) curricula, HIV/AIDS prevention interventions designed for American Indian and Alaska Native (AI/AN) youth. The curricula are based on Indigenous models of learning and behavior encompassing concepts of Western theories of health behavior change. The curricula underwent extensive national and community review. Subsequent advances include the development of a computer-based version of the intervention. (Contains 1 footnote, 1 table, and 1 figure.)
Graduate Students Rate Institutional Websites: The Must Have, Nice to Have, and Delighted to Have Services
Author: Meyer, Katrina A.
Date: 2012-01-00
Type: Journal Articles
Subjects: Graduate Students,Web Sites,Student Attitudes,Blended Learning,Online Courses,Educational Technology,Surveys,Access to Information,User Satisfaction (Information)

The graduate students admitted to the online and blended programs in higher education at Texas Tech University and the University of Memphis were surveyed about their respective university websites, or the institution's "virtual face." A total of 42 students rated 30 web-based services as "must have," "nice to have," "delighted to have (but not necessary)," or "I'm indifferent to this service" based on the Kano model of marketing research into customer satisfaction. The majority (11 of 17) of services in the "must have" category are essential for functioning as a student (e.g., course registration, program costs, helpdesk) while the social media services (podcasts and i-Phone applications) were in the "nice to have" category. Items of importance to the institution (history of the university, strategic plan, contributions to community) were in the "nice to have" or "delighted to have" categories. The continuing interest in viewing photos (of the campus, students, athletics) as a "nice to have" is intriguing for students in online and blended programs. Based on this research, several recommendations are offered to institutions. (Contains 1 figure and 6 tables.)
Thought-Leaders in Asynchronous Online Learning Environments
Author: Waters, Jim
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Online Courses,Computer Assisted Instruction,Information Systems,Graduate Study,Leadership Role,Student Attitudes,Leadership Effectiveness,Peer Relationship,Web Based Instruction,Computer Mediated Communication,Distance Education,Content Analysis,Transcripts (Written Records),Student Leadership,Library Science,Information Science Education,Asynchronous Communication,Discussion,College Instruction,College Students,Questionnaires

The growth of online learning has exposed fundamental gaps in our knowledge, both theoretical and pragmatic. This research investigated some questions of the role of emergent leaders in online leaning and the influence of different behaviors. Firstly are there any common factors that identify thought-leaders? Secondly does the presence of thought-leaders affect student perceptions of online discussion? Finally it addressed the question of perceived influence vs. actual influence. Student interactions in Asynchronous Online Discussion boards were analyzed and student backgrounds and perceptions gathered. Clear patterns of strong emergent leadership behaviors were evident in the majority of courses. Thought-leaders could be distinguished from non-thought-leaders from both their professional backgrounds and the role-behaviors they exhibited. Student perceptions of peers as thought-leaders were highly influenced by factors such as the extent to which students could bring relevant professional experience into the discussions. (Contains 11 tables.)
Reading between the Lines of Online Course Evaluations: Identifiable Actions That Improve Student Perceptions of Teaching Effectiveness and Course Value
Author: Jones, Stephanie J.
Date: 2012-01-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Online Courses,Student Evaluation of Teacher Performance,Evaluation Methods,Validity,Teaching Skills,Teacher Improvement,Distance Education,Teacher Behavior,College Faculty,College Students,Instructional Effectiveness

Students continue to demand and enroll in online courses, but are not always satisfied with their experiences. The purpose of this study was to determine if students' responses to evaluations for online courses could be used to identify faculty actions that could lead to improved evaluation scores in teaching effectiveness and overall course value. Controversy continues to exist over the validity of student evaluations to measure faculty effectiveness and overall course quality. Faculty do not always utilize the collected data for the improvement of teaching. Results indicate that stimulation of learning had the most effect on perceptions of teaching effectiveness and useful and relevant assignments had the highest correlation to overall course value. (Contains 8 tables.)
The Identification of Competencies for Online Teaching Success
Author: Bigatel, Paula Mae
Date: 2012-01-00
Type: Journal Articles
Subjects: Online Courses,Likert Scales,Measures (Individuals),Factor Analysis,Teacher Attitudes,Success,Teacher Competencies,Educational Needs,Needs Assessment,Beliefs,Teacher Behavior,Instructional Effectiveness,Teaching Skills,Skill Analysis,Task Analysis,Delivery Systems,Teacher Surveys,Distance Education,Educational Principles

This exploratory study examined teaching behaviors, attitudes, and beliefs (referred to as tasks) that reflect potential competencies for online teaching success. In this study, teaching tasks are those tasks performed during course delivery. A 7-point Likert scale survey instrument was constructed and distributed to experienced online faculty and staff asking them to rate the level of importance of a list of teaching tasks. Based on faculty interviews and a review of relevant research, 64 teaching tasks were identified and included in the survey instrument. A factor analysis produced seven reliable factors. Three factors contained only two tasks under each factor and half of the teaching tasks did not load into any category. Of interest was the fact that over half of the teaching tasks had a rating of 6.0 on the 7-point scale and more than half of the tasks that were rated 6.0 or higher did not load into categories using factor analysis. Further examination of the results is required to determine why highly rated teaching tasks did not fall (load onto) into any factor. Results of the importance of the tasks will form the basis of faculty development efforts aimed at providing faculty with professional development in critical competencies to ensure online teaching success. (Contains 2 tables.)
Enrollment in Distance Education Classes Is Associated with Fewer Enrollment Gaps among Nontraditional Undergraduate Students in the US
Author: Pontes, Manuel C. F.
Date: 2012-01-00
Type: Journal Articles
Subjects: Nontraditional Students,Undergraduate Students,Graduation Rate,Distance Education,Dropouts,Prediction,Risk,Student Financial Aid,Enrollment Trends,Correlation,At Risk Students,Student Attrition,Student Employment,Part Time Students,High School Graduates,Family Structure

The purpose of this research is to determine whether nontraditional undergraduate students in the US who enroll in distance education classes are less likely to have an enrollment gap (enrollment gap=part year enrollment). Previous research has shown that preference for distance education classes is significantly greater among nontraditional than among traditional undergraduate students; nontraditional students invariably have a greater number of competing demands (work and family) on their time. Since distance education courses provide students with more convenient and flexible class schedules, nontraditional students, who have time or location constraints that prevent them from enrolling in face-to-face classes during a semester or quarter, may be more likely to enroll in distance education classes in order to stay enrolled for the entire academic year. Based upon this rationale, we predicted that enrollment in distance education classes is significantly related to a decreased likelihood of an enrollment gap among nontraditional students. To test this prediction, we used data from the National Postsecondary Student Aid Survey (NPSAS) conducted in 2008. The NPSAS 2008 used a complex survey design to collect data from a nationally representative sample of about 113,500 postsecondary undergraduate students in the US. Results confirm our prediction, and show that enrollment in distance education is significantly related to a decreased likelihood of an enrollment gap among nontraditional students, but not among traditional students. Results also show that five of the seven dropout risk factors (identified by previous research to decrease 6-year graduation rates) are each significantly associated with an increased likelihood of an enrollment gap. These results suggest that the offer of distance education classes could increase degree progress and possibly completion rates for nontraditional undergraduates who are at high risk for dropout. (Contains 7 tables.)
A Synthesis of Sloan-C Effective Practices, December 2011
Author: Moore, Janet C.
Date: 2012-01-00
Type: Journal Articles
Subjects: Best Practices,Educational Practices,Synthesis,Educational Improvement,Educational Quality,Online Courses,Clearinghouses,Student Improvement,Electronic Learning,Decision Making Skills,Communities of Practice,Participant Satisfaction,Student Evaluation,Technology Uses in Education,Instructional Design,Access to Education,Change Strategies,Educational Change,Learning Strategies

Encouraging continuous improvement in the quality, scale and breadth of online education, the Sloan Consortium invites practitioners to share effective practices. This report synthesizes effective practices submitted by Sloan-C members to the online collection at http://www.sloanconsortium.org/effective as of December 2011. The synthesis includes links to detailed postings about practices, including the authors and their institutions.
Writing Professor as Adult Learner: An Autoethnography of Online Professional Development
Author: Henning, Teresa Beth
Date: 2012-03-00
Type: Journal Articles
Subjects: Learning Theories,Adult Learning,Adult Students,Faculty Development,College Faculty,Ethnography,Personal Narratives,Autobiographies,Andragogy,Electronic Learning,Online Courses,Web Based Instruction,Asynchronous Communication,Virtual Classrooms,College Instruction,Writing Teachers,Writing Instruction

This paper is a study of the author's experiences taking a six-week, asynchronous, online, faculty development class for educators at the secondary and postsecondary levels. Using autoethnography methods, the author details her learning and the ways her experiences support adult learning theories. Implications of this research suggest that adult learning theories should also be applied to faculty development experiences because faculty are more likely to benefit from online faculty development if they are given the opportunity to direct the course of their development to suit their own needs.
Faculty Development for Online Teaching as a Catalyst for Change
Author: McQuiggan, Carol A.
Date: 2012-03-00
Type: Journal Articles
Subjects: Qualitative Research,Action Research,Teaching Models,Online Courses,Faculty Development,Teaching Methods,Change Strategies,Conventional Instruction,Educational Technology,Computer Uses in Education,Interviews,Journal Writing,Observation,Teacher Attitudes,College Faculty

This action research study explored the change in face-to-face teaching practices as a result of faculty professional development for online teaching. Faculty's initial teaching model is typically born from that of their own teachers, and they teach as they were taught. However, few have any online experience as a student or a teacher. Learning to teach online may be a catalyst for faculty to reflect on and evaluate their current teaching practices. Data were collected through three rounds of action research that included individual interviews, participants' reflective journaling activities, researcher's journal and field notes, and classroom observations. The qualitative data analysis steps included data reduction, data display, and conclusion drawing and verification. The results of the study indicated that learning to teach online has the potential to transform faculty's assumptions and beliefs about teaching, changing their face-to-face teaching practices. The identification of the aspects of professional development activities that were most effective in helping faculty to reflect on and question their previously held assumptions and beliefs about teaching will assist administrators and faculty development specialists move from one-size-fits-all programs to a redesign within an adult learning framework that supports opportunities for change.
Technology Adoption in Higher Education: Overcoming Anxiety through Faculty Bootcamp
Author: Johnson, Terri
Date: 2012-03-00
Type: Journal Articles
Subjects: Andragogy,Higher Education,Online Courses,Transfer of Training,Faculty Development,Anxiety,Stress Management,Stress Variables,Technology Integration,Technology Planning,Change Strategies,Learning Theories,Improvement Programs,Teacher Improvement,Adoption (Ideas),Technology Transfer

The reluctance to design and teach online courses in higher education is often attributed to technology anxiety in faculty. This article documents a faculty development model that has successfully helped faculty overcome this obstacle. "Bootcamps," faculty development programs held at Carroll University in Waukesha, WI, were specifically and intentionally designed to be consistent with the principles of andragogy and transfer of learning to assist faculty in technology adoption for teaching and learning in an online environment. The faculty development "Bootcamps" can be easily adapted for implementation at other higher education institutions.
Influence of Reduced Seat Time on Satisfaction and Perception of Course Development Goals: A Case Study in Faculty Development
Author: deNoyelles, Aimee
Date: 2012-03-00
Type: Journal Articles
Subjects: Online Courses,Faculty Development,Influences,Curriculum Design,Program Design,Instructional Development,Time on Task,Time Perspective,Time Factors (Learning),Learning Activities,Pretests Posttests,Participant Satisfaction,Professional Training,Professional Development,Blended Learning,Case Studies,Change Strategies,Educational Change

This paper describes the redesign of a faculty development program at a large public university that transitioned from weekly face-to-face meetings to a version that reduced seat time by half. Focus is on course development activities in which individual faculty began designing and developing their online courses. Survey data was collected and analyzed from two "pre-revision" and two "post-revision" versions of the faculty development program to assess the satisfaction with the course and perceptions about faculty course development progress. Results indicate that faculty expressed a higher overall satisfaction with the "post-revision" program and expressed stronger perceptions about their ability to develop their online courses. This is attributed to three reasons; first, there was a balance of autonomy and support; second, an emphasis on adult learning principles to support content creation; and third, a shift from individual to community. Implications for practice are shared and recommendations for future research are proposed in the conclusion. (Contains 4 tables.)
Faculty Development for E-Learning: A Multi-Campus Community of Practice (COP) Approach
Author: Reilly, Janet Resop
Date: 2012-03-00
Type: Journal Articles
Subjects: Electronic Learning,Communities of Practice,Faculty Development,Teaching Methods,Educational Needs,Nursing Education,Program Descriptions,Training Methods,Change Strategies,Educational Strategies,Best Practices,Instructional Innovation,Formative Evaluation,Teaching Skills,Pedagogical Content Knowledge

Faculty development is a critical process, enabling instructors to remain abreast of new discipline specific content and innovations in the scholarship of teaching and learning. The explosion of online higher education and advances in technology provide examples and rationale for why faculty development for e-learning is needed. Literature on faculty development and e-learning is reviewed and a multi-campus faculty development program using distance technology and a community of practice model for nursing educators will be described. Successful strategies, barriers and an evaluation of the multi-campus faculty development model experience will be presented in a format that allows for replication across disciplines.
Orientation, Mentoring and Ongoing Support: A Three-Tiered Approach to Online Faculty Development
Author: Vaill, Amber L.
Date: 2012-03-00
Type: Journal Articles
Subjects: Electronic Learning,Mentors,Online Courses,Faculty Development,Teaching Methods,Orientation,Educational Technology,Teacher Competencies,Computer Literacy,Adjustment (to Environment),Peer Influence,Instructional Design,Satisfaction,College Faculty

In order for faculty to make a successful transition to teaching in the online classroom, they must receive professional development specifically geared toward this challenge. Bay Path College offers a faculty development program that incorporates three distinct components all geared toward aiding faculty to adjust to teaching online and providing assistance while courses are in progress with the goal of ultimately impacting the overall online learning experience for faculty and students alike. This article describes the College's three-tiered approach to faculty development and explains the role that initial training, peer mentoring, and ongoing support play in preparing faculty and shaping their confidence in their abilities as an online instructor. (Contains 3 figures.)
Toward an Understanding of What Works in Professional Development for Online Instructors: The Case of PBS Teacherline
Author: Storandt, Barbara C.
Date: 2012-03-00
Type: Journal Articles
Subjects: Electronic Learning,Elementary Secondary Education,Higher Education,Online Courses,Distance Education,Professional Development,Educational Technology,Computer Uses in Education,Satisfaction,Educational Quality,Grades (Scholastic),Enrollment Rate

Research conducted in various settings suggests that preparation and support for online instructors should be considered separately from comparable efforts for instructors in face-to-face environments. However, few studies provide empirical data that outline the ways in which preparation to teach online should differ, and only a handful link these practices to measurable outcomes that help define what is meant by "effective." PBS TeacherLine's model presents an opportunity to examine a comprehensive, well-established effort to prepare and support instructors of exclusively online courses. Results from a yearlong study illustrate PBS TeacherLine's successes and explores their relationship with outcomes such as instructor retention, quality of online instruction, satisfaction with support received, and favorable learner course grades and re-enrollment rates. Findings reveal promising practices for preparing and supporting any online faculty, whether in k-12 or higher education, and suggest outcomes that may be appropriate for characterizing the effectiveness of these efforts. (Contains 4 figures and 4 tables.)
Promoting Continuous Quality Improvement in Online Teaching: The META Model
Author: Dittmar, Eileen
Date: 2012-03-00
Type: Journal Articles
Subjects: Electronic Learning,Mentors,Student Evaluation,Total Quality Management,Online Courses,Faculty Development,Educational Improvement,Improvement Programs,Educational Quality,Models,Change Strategies,Educational Strategies,Program Implementation,Teaching Skills,Instructional Effectiveness,Instructional Improvement,Technology Integration,Learner Engagement,Instructional Development,Educational Technology

Experienced e-learning faculty members share strategies for implementing a comprehensive postsecondary faculty development program essential to continuous improvement of instructional skills. The high-impact META Model (centered around Mentoring, Engagement, Technology, and Assessment) promotes information sharing and content creation, and fosters collaboration among a fifty-member faculty team that is geographically dispersed and teaching one hundred percent online. Among its goals are to increase student satisfaction, promote instructional quality and continuous improvement, and motivate faculty. Model components include customized individual mentoring, an emphasis on continuous professional engagement and development, the integration of technologies to reinforce ongoing communication and interaction, and ongoing assessment measures using self, peer, and student evaluations to guide the development of exemplary practices. (Contains 1 figure.)
Zero to Sixty Plus in 108 Days: Launching a Central Elearning Unit and Its First Faculty Development Program
Author: Orozco, Monica
Date: 2012-03-00
Type: Journal Articles
Subjects: Evidence,Faculty Development,Electronic Learning,Program Descriptions,Program Development,Program Implementation,Teacher Improvement,Online Courses,Distance Education,Program Design,Participation,Incidence,Teacher Education Programs

The Center for eLearning was established at Florida Atlantic University (FAU) as a result of a university-wide task force. A brief overview of the center's start-up activity is followed by a thorough report of the first faculty development program created and implemented. The structure of the program is described, and data are provided showing evidence of faculty improvement and positive ratings for the program. Conclusions about the program and modifications for its second iteration are included. (Contains 3 figures and 4 tables.)