ethanporcaro/eric-fulltext-meta huggingface dataset:
Revised Community of Inquiry Framework: Examining Learning Presence in a Blended Mode of Delivery
Author: Pool, Jessica
Date: 2017-00-00
Type: Journal Articles
Subjects: Communities of Practice,Inquiry,Qualitative Research,Content Analysis,Focus Groups,Blended Learning,Electronic Learning,Learning Processes,Self Management,Time Management,Social Media,Computer Mediated Communication,College Students,Preservice Teacher Education,Models,Foreign Countries,Semi Structured Interviews

This paper presents a study grounded in the Community of Inquiry (CoI) framework using qualitative content analysis and focus group interviews in an effort to identify aspects of learning presence in a blended learning course. Research has suggested that the CoI framework may need additional emphasis based on the roles of strategic learners in online environments. Consequently, this qualitative study investigated the extent to which learning presence, the fourth presence of the CoI framework, manifested itself in a blended mode of delivery. The specific focus was on learning presence and how it precipitated in a blended-learning environment. Findings from the study indicated that a lack of self-regulation skills, such as time-management, coordination, and management of tasks, influenced the learning presence and required a stronger teaching presence. We concluded that self-regulation skills are supportive of effective learning in a blended learning environment.
Theories and Frameworks for Online Education: Seeking an Integrated Model
Author: Picciano, Anthony G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Online Courses,Blended Learning,Learning Theories,Models,Taxonomy,Behaviorism,Cognitive Processes,Constructivism (Learning),Communities of Practice,Social Networks,Cooperative Learning,Delivery Systems,Student Evaluation,Educational Strategies

This article examines theoretical frameworks and models that focus on the pedagogical aspects of online education. After a review of learning theory as applied to online education, a proposal for an integrated &quot;Multimodal Model for Online Education&quot; is provided based on pedagogical purpose. The model attempts to integrate the work of several other major theorists and model builders such as Anderson (2011). [This article is adapted from a chapter in a forthcoming book by the author, tentatively entitled &quot;Online Education: Theory and Practice,&quot; available in 2018 from Routledge/Taylor &amp; Francis, Publishers.]
The Importance of University Students&apos; Perceived Ability to Balance Multiple Roles: A Comparison of Students with and without Disabilities
Author: Reed, Maureen J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Role,Student Attitudes,College Students,Learning Disabilities,Comparative Analysis,Foreign Countries,Self Efficacy,Time Management,Questionnaires

Canadian students have academic and non-academic obligations, and their ability to balance them may impact university experience. Involvement in academic and non-academic activities, and the perception of balancing them was compared between students with and without disabilities. Results revealed that both groups of students participated in employment, social activities, and family obligations. Furthermore, perceived ability to balance academic and non-academic activities was associated with higher academic self-efficacy and resourcefulness in all students. Relative to non-disabled peers, students with disabilities spent fewer hours participating in non-academic activities, had fewer course hours, but studied as many hours. Students with disabilities who had difficulties balancing their multiple roles were less adapted to university. The time to access accommodations for learning may act as a barrier to adaptation. Creating university policies around accommodations for learning would benefit students with disabilities, and the incorporation of resourcefulness and time-management into university curriculum would benefit all students.
Beyond Being There: Practices That Establish Presence, Engage Students and Influence Intellectual Curiosity in a Structured Online Learning Environment
Author: Orcutt, Janice M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Learner Engagement,Electronic Learning,Personality Traits,Semi Structured Interviews,Case Studies,Communities of Practice,Inquiry,Teacher Attitudes,College Students,College Faculty,Phenomenology

To fully understand teaching presence and its implications for the intellectual climate of an online classroom it is necessary to explore the phenomenon from the perspective of the instructors who experience it. Informed by the theoretical perspective of the Community of Inquiry (CoI) model, the actions, intentions and perceptions of instructors were investigated through a collective case study. The goal of this study was to examine the decision processes employed in establishing teaching presence in a structured online environment in order to make a contribution to the body of knowledge from a practical pedagogical perspective. Using the lived experiences of instructors enabled the exploration of the influence pedagogical choices had on the creation of an intellectual climate in the online context. Using semi-structured interviews as the main source of data, the study utilized the Interpretative Phenomenological Analysis (IPA) method as an analytical tool to address concerns of rigor in the qualitative interpretation of experiential data. Results of the collective case revealed student engagement and intellectual curiosity were influenced most greatly by an instructor's active interest and passion for teaching, an ability to identify the relevance of course topics to the student, and the encouragement for a shared responsibility in the learning process. The findings showed that the shared goal of learning extended beyond the stated learning objectives and expected outcomes of a course and served as a foundation in the creation of authentic relationships between instructor and students. In addressing the overarching research question of how instructors establish teaching presence and inspire intellectual curiosity in a structured teaching environment, the findings of this study contribute to knowledge related to the nature of teaching presence and its role in setting an academic climate in an online classroom.
Blended Learning from Design to Evaluation: International Case Studies of Evidence-Based Practice
Author: Vaughan, Norman
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,Instructional Design,Program Development,Program Evaluation,Comparative Education,Case Studies,Evidence Based Practice,Faculty Development,Educational Benefits,Reflective Teaching,Stakeholders,Alignment (Education),Institutional Mission,Educational Objectives,Universities,Foreign Countries

This study compares and contrasts four international faculty development programs for blended learning in order to understand the benefits, challenges, lessons learned, and recommendations from such initiatives. The benefits identified for faculty members, who participated in these programs, were that they became more reflective of their teaching practice and began to make a role adjustment from being a content provider to a designer and facilitator of learning for students. The biggest challenge appeared to be a lack of common institutional definition and understanding of blended learning as well as a lack of time and resources to support faculty in the redesign of their courses. With regards to lessons learned, each program emphasized the need for all institutional stakeholders to be involved in supporting the initiative and that blended learning does not simply imply adding digital technologies to an existing face-to-face course. The key recommendation from this study is that a faculty development program for blended learning needs to be clearly aligned with the institution's vision and mission.
Using Design-Based Research in Higher Education Innovation
Author: Ford, Cristi
Date: 2017-00-00
Type: Journal Articles
Subjects: Research Methodology,Educational Research,Educational Improvement,Higher Education,Educational Innovation,Adult Education,Transformative Learning,Online Courses,Teaching Methods,Academic Persistence,Technology Uses in Education,Design,Accounting

This paper discusses the design-based research approach used by the Center for Innovation in Learning and Student Success (CILSS) at the University of Maryland, University College (UMUC). CILSS is a laboratory for conducting applied research that focuses on continuous improvements to the university's instruction of curriculum, learning models, and student support to identify promising innovations for underserved populations in adult higher education; to drive adoption of next-generation transformational online learning; to develop new educational models based on learning science, cutting edge technology, and improved instructional methods; to help more UMUC adult students succeed by increasing retention and graduating more students in shorter time frames (thus reducing their costs). As such, leveraging technology and pedagogy in innovative ways is key to the Center's work. CILSS serves as the research and development arm for the university, promoting innovative ideas and breakthroughs in learning. In this paper, we detail one interpretation of design-based research (DBR) and how it can be applied by an innovation center working within a university for program evaluation. We also posit that the conceptual framework and assumptions of andragogy (Knowles, 1984) have applicable relevance to the instructional shifts that include adaptive learning in the curriculum. A review of the literature on DBR explores the central features of this approach. A review of andragogy as the conceptual framework for this paper highlights what we believe to be the central features of the evaluation approach of adaptive learning software. We then present the model used by CILSS when designing and testing a pilot project. To illustrate the approach, we provide the example of a recent pilot that uses the adaptive learning software RealizeIt in UMUC's Principles of Accounting I course, a course that traditionally has lower than average success rates.
Teaching Sustainability in Higher Education: Pedagogical Styles That Make a Difference
Author: Seatter, Carol Scarff
Date: 2017-00-00
Type: Journal Articles
Subjects: Sustainability,College Instruction,Teaching Styles,Transformative Learning,Constructivism (Learning),Teaching Methods,College Curriculum,Epistemology

The challenge of teaching sustainable development in higher education can mean that students--as future citizens--are left without insight, commitment, or a sense of their position regarding meaningful beliefs and actions related to sustainability. A paradox arises when educators approach a sustainability curriculum that has the potential to transform students' thinking and actions, with a reductive and non-substantive pedagogy. This paper uses an epistemological and pedagogical analysis of relevant literature to redefine, clarify, and provide a more systematic and holistic understanding of a transformative pedagogy required for learning. The central thesis juxtaposes three sustainability curricular positions with three pedagogical models that vary decidedly in their emphasis on the prerogative of the learner's prior knowledge and beliefs, the engagement of the learner, and the potential for critical thinking and transformative learning. It is found that a transformative pedagogy overcomes and eliminates the paradox, helping societies become more sustainable.
Understanding Faculty Use of the Learning Management System
Author: Rhode, Jason
Date: 2017-00-00
Type: Journal Articles
Subjects: Database Management Systems,Educational Technology,Technological Literacy,Technology Uses in Education,Pedagogical Content Knowledge,Instructional Innovation,Transcripts (Written Records),Online Courses,Use Studies,Conventional Instruction,College Faculty,Technology Integration,Preferences,Technological Advancement,Intermode Differences,Online Searching,Educational Practices

The learning management system (LMS) has become a critical tool for nearly all institutions of higher education, and a driving force in online learning. According to a 2014 report by the Educause Center for Analysis and Research, 99% of higher education institutions have an LMS in place, and the LMS is used by 85% of faculty and 83% of students. This was not always the case, however. There was a time in the not-so-distant past when using an LMS was considered highly innovative. Understanding the growth and adoption of the LMS is a stepping stone to understanding how faculty may choose to adopt other technological and pedagogical innovations. This study was conducted at a large, research-intensive public university in the Midwest, which has used the same LMS for 15 years. From a small pilot, adoption has grown to nearly universal use. This study used system logs and database queries to examine how faculty used the LMS. The results identified the features that were used most frequently and how usage had changed over time. In addition, the study compared the usage data for face-to-face and online courses to determine if there are differences in LMS use due to course modality. Based on this, it is possible to better understand the role the LMS plays in higher education and online learning, to inform development of next generation learning systems or other innovative technologies.
The Online Evaluation of Courses: Impact on Participation Rates and Evaluation Scores
Author: Groen, Jovan F.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Course Evaluation,Computer Uses in Education,College Students,Student Participation,Scores,Pilot Projects,Comparative Analysis,Student Satisfaction,College Faculty,Questionnaires

At one of Ontario's largest universities, the University of Ottawa, course evaluations involve about 6,000 course sections and over 43,000 students every year. This paper-based format requires over 1,000,000 sheets of paper, 20,000 envelopes, and the support of dozens of administrative staff members. To examine the impact of a shift to an online system for the evaluation of courses, the following study sought to compare participation rates and evaluation scores of an online and paper-based course evaluation system. Results from a pilot group of 10,417 students registered in 318 courses suggest an average decrease in participation rate of 12-15% when using an online system. No significant differences in evaluation scores were observed. Instructors and students alike shared positive reviews about the online system; however, they suggested that an in class period be maintained for the electronic completion of course evaluations.
An Examination of Factors That Impact the Retention of Online Students at a For-Profit University
Author: Sorensen, Chris
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Private Colleges,Proprietary Schools,Online Courses,Electronic Learning,School Holding Power,Academic Persistence,Dropouts,Schools of Education,Mixed Methods Research,Multivariate Analysis,Content Analysis,Statistical Significance,Grade Point Average,Grades (Scholastic),Student Surveys,Interviews,Observation

Online learning has continued to grow in recent years. However, retaining students in online courses and programs has posed a challenge. Whether the university is public, private, offers both face-to-face and online programs, or is 100% online, retaining students in online programs can be an issue. This study reflects the widespread desire at a large online for-profit university to improve student retention rates. The goal of the research was to provide further insight into why students may decide to drop out of online programs. Participants consisted of former undergraduate students at the university in the College of Education who dropped out without providing a specific reason for doing so. The study used a non-experimental mixed methods approach collecting data from university databases, an online survey, interviews, and classroom walk-throughs. Data analysis employed techniques such as frequency calculations, a MANOVA, and qualitative content analysis. Results from the MANOVA revealed statistically significant results when examining student Grade Point Average and last course grade. Furthermore, data collected from the online survey, interviews, and classroom walk-throughs revealed common reasons for why students may drop out of online programs.
The Evidence Informed School System in England: Where Should School Leaders Be Focusing Their Efforts?
Author: Greany, Toby
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Evidence,Educational Improvement,Educational Change,Educational Practices,Educational Policy,Fundamental Concepts,Evidence Based Practice,Likert Scales,Elementary School Teachers,Teacher Surveys

This article examines the impetus for schools to engage both in and with evidence in England's self-improving school system. It begins with an examination of how the education policy environment has changed, shifting from predominantly top down approaches to school improvement to the current government's focus on schools themselves sourcing and sharing effective practice to facilitate system-level change. The article then explores some of the key factors likely to determine whether schools engage in meaningful evidence use, before analyzing survey data from 696 primary school practitioners working in 79 schools. The article concludes by highlighting where schools appear to be well- and under-prepared for a future of evidence-informed self-improvement.
An Instructor Learning Analytics Implementation Model
Author: McKee, Holly
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Research,Data Collection,Data Analysis,Program Implementation,Models,Adoption (Ideas),Information Systems,Educational Technology,Online Courses,Blended Learning,College Faculty,Evidence Based Practice,Qualitative Research,Validity,Focus Groups,Intervention,Needs Assessment,Usability,Surveys

With the widespread use of learning analytics (LA) tools, there is a need to explore how these technologies can be used to enhance teaching and learning. Little research has been conducted on what human processes are necessary to facilitate meaningful adoption of LA. The research problem is that there is a lack of evidence-based guidance on how instructors can effectively implement LA to support students. The goal of the study was to develop and validate a model to guide instructors in the implementation of LA tools. Using design and development research methods, an implementation model was constructed and validated internally. Themes emerged falling into the categories of adoption and caution with six themes falling under adoption including: LA as evidence, reaching out, frequency, early identification/intervention, self-reflection, and align LA with pedagogical intent. Three themes emerged falling under the category of caution including: skepticism, fear of overdependence, and question of usefulness. The model should enhance instructors' use of LA by enabling them to better take advantage of available technologies to support teaching and learning in online and blended learning environments. Researchers can further validate the model by studying its usability (i.e., usefulness, effectiveness, efficiency, and learnability), as well as, how instructors' use of this model to implement LA in their courses affects retention, persistence, and performance.
Compensation Still Matters: Language Learning Strategies in Third Millennium ESL Learners
Author: Shakarami, Alireza
Date: 2017-00-00
Type: Journal Articles
Subjects: Learning Strategies,English (Second Language),Second Language Learning,Second Language Instruction,Mixed Methods Research,Measures (Individuals),Preferences,Constructivism (Learning),Educational Philosophy,Questionnaires,Information Technology,Undergraduate Students,Student Attitudes,Task Analysis,Computer Mediated Communication,Cues,Native Language,Nonverbal Communication,Foreign Countries,Writing Difficulties,Oral Language,Help Seeking

Digital media play enormous roles in much of the learning, communication, socializing, and ways of working for &quot;Net-Generation&quot; learners who are growing up in a wired world. Living in this digital era may require different ways of communicating, thinking, approaching learning, prioritizing strategies, interpersonally communicating, and possibly developing compensatory techniques for information gaps among other categories of Language Learning Strategies. The Net-Geners, therefore, need new skills and new strategies to perform successfully as learners and workers. This study uses a mixed-methods approach that includes concurrent quantitative and qualitative data (i) to identify the Net-Generation learner's strategy preferences based on the &quot;Strategies Inventory for Language Learning&quot; (SILL) categories currently considered the most comprehensive strategy inventory and (ii) to identify possible emergent compensation strategies among Net-Geners, as a comprehensive study of the strategies used by the Net-Geners is clearly beyond the scope of this article. The results indicate that compensation strategies have undergone a number of modifications and are used differently by the Net-Geners in order to compensate for their knowledge gap and to help enhance their ESL learning.
Exploring Differences in Business Undergraduate Perceptions by Preferred Classroom Delivery Mode
Author: Blau, Gary
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Business Administration Education,Teaching Methods,Student Attitudes,Online Courses,Blended Learning,Educational Technology,Technology Uses in Education,Conventional Instruction,Time to Degree,Online Surveys,Student Surveys,Instructional Effectiveness,Statistical Analysis

The purpose of this study was to compare business undergraduate online/hybrid course perceptions across three different preferred classroom environment delivery modes: online, hybrid, or face-toface (F2F). Four different perceptions were measured: perceived favorability of online/hybrid courses (PFoOC); intent to recommend online/hybrid courses; perceived learning; and timely graduation. Undergraduates who were taking at least one online or hybrid class voluntarily completed an online survey. In the fall 2015 a complete-data sample (n = 264) of respondents was obtained and in the spring 2016 the complete-data sample (n = 272). Consistent results across both samples were found for three of four outcomes. Undergraduates who preferred either online or hybrid classroom delivery had significantly higher PFoOC and intent to recommend online/hybrid courses than students preferring F2F. There were no differences in perceived timely graduation across the three classroom delivery mode groups, and inconsistent results were found for perceived learning. The fall sample showed no differences on perceived learning but for the spring sample, undergraduates preferring either an online or hybrid delivery mode perceived higher learning than F2F preferred-mode students. A new, short four-item measure of PFoOC was found to be reliable. As universities increase their online and hybrid course offerings keeping course integrity or equivalence between F2F and online/hybrid course sections will be important. Study implications for studying future online student perceptions are suggested. Ways to increase the PFoOC for undergraduates who prefer F2F are suggested. Increased PFoOC should lead to higher intent to recommend online/hybrid courses.