ethanporcaro/eric-fulltext-meta huggingface dataset:
The Perceptions and Experiences of Students in a Paperless Accounting Class
Author: Teeter, Steve
Date: 2007-00-00
Type: Journal Articles
Subjects: Accounting,Business Administration Education,Undergraduate Students,Educational Technology,Technology Integration,Educational Benefits,Electronic Learning,Student Attitudes,Satisfaction,Instructional Effectiveness,Student Surveys,Web Based Instruction,Management Systems,Expectation,Handheld Devices,Qualitative Research

Although financial accounting practices in business have capitalized on the use of technology, this technology has not been fully integrated in higher education for accounting students. While traditional accounting courses laboriously involve rote transcription of debits and credits, educational technology in accounting courses may prove inherently beneficial. Faculty members at one U.S. institution designed and offered a paperless accounting course that utilized a variety of technologies. This study explored student perceptions regarding the satisfaction and effectiveness of three of these technologies: 1) the Classroom Performance System (CPS) response pad (clicker) from eInstruction.com, 2) Tablet PC (teacher use); and 3) a course management system. This study analyzes the reflective journals of sixty-two (62) students from two sections to find perceptions of satisfaction and effectiveness as well as initial feelings towards the use of educational technologies in the classroom. Within these findings key themes are discovered and discussed.
What Do We Know about Creativity?
Author: Gomez, Jose G.
Date: 2007-00-00
Type: Journal Articles
Subjects: Creativity,Definitions,Intelligence,Performance Factors,Convergent Thinking,Reflection,Environmental Influences,Thinking Skills,Creative Thinking,Change Strategies,Student Characteristics,Higher Education

Creativity has been defined in many different ways by different authors. This article explores these different definitions of creativity; the relationship between creativity and intelligence, and those factors which affect creativity, such as convergent and divergent thinking. In addition, the article explores the importance of computer technology for testing ideas and the importance of reflective thinking and the evaluation of thoughts. It concludes with a synthesis of the basic attributes of highly creative students and present some ideas of what scholars have said about strategies we can use to enhance creativity in students. Although originality and creative imagination are private, guidance and training can substantially increase the learner's output.
Interdisciplinary Education and Critical Thinking in Religion and History: The Delivery of Two &quot;Content-Based&quot; Linked Courses
Author: McDougall, Roseanne
Date: 2007-00-00
Type: Journal Articles
Subjects: Critical Thinking,Teaching Methods,Learning Experience,Writing Assignments,Primary Sources,Religion,History Instruction,Core Curriculum,College Freshmen,Course Content,Interdisciplinary Approach,Oral Language,Cooperative Learning,Integrated Curriculum,Communities of Practice,Christianity,Critical Theory,Liberal Arts,Case Studies,Student Evaluation

Primary sources in religion and history enable first year university students to connect &quot;content-based&quot; linked courses in the core curriculum. Fifty-four first year university students in three separate pairs of courses worked in teams to present oral critical reports on texts related to the Reformation, the Enlightenment, and the Modern Era: themes intersecting religion and history. Critical thinking skills equipped students to address content while team collaboration enabled both textual comprehension and formation of academic community. Both sets of skills informed related writing assignments. The overall learning experience facilitated development of intellectual connections between the two courses (a primary goal of linked courses). Greater clarity in assignments and more time in the linked course format would enhance the learning experience.
What Good Is Learning if You Don't Remember It?
Author: Klemm, William R.
Date: 2007-00-00
Type: Journal Articles
Subjects: Memory,Memorization,Attention,Recall (Psychology),Emotional Response,Test Anxiety,Sleep,Organization,Association (Psychology),Cognitive Processes

Teachers should emphasize the educational importance of understanding, but not at the expense of overlooking the importance of memorization skills. Currently, mainstream educational theory embraces such attributes as insight, creativity, inquiry learning, and self expression. But such emphases lead to a bias and under-appreciation of the role of memory in learning. Students cannot apply what they understand if they don't remember it. Moreover, a good memory expands the repertoire of cognitive capabilities upon which new understandings can be developed and expedited. Effective thinking does not occur in a vacuum. I advocate adding another &quot;R&quot; to the &quot;three Rs&quot;: Reading, wRiting, aRithmetic, and &quot;Remembering.&quot; This paper attempts to show teachers how they can help students become better learners--and better thinkers--by improving their memorization skills.
Leader Self Disclosure within PAL: A Case Study
Author: Allen, Adelaide
Date: 2009-00-00
Type: Journal Articles
Subjects: Case Studies,Peer Teaching,Foreign Countries,Self Disclosure (Individuals),Teaching Methods,Qualitative Research,Statistical Analysis,Questionnaires,Semi Structured Interviews,Leadership Styles,Training,Facilitators (Individuals),College Students

The purpose of this paper is to explore the value of self disclosure within Peer Assisted Learning (PAL) sessions at Bournemouth University. We consider the role of self disclosure in education contexts in order to inform our understanding of this skill in PAL. Both qualitative and quantitative methods were employed in this research to investigate the importance of leader behaviour at Bournemouth University. Our findings suggest that there are similarities in the use of self disclosure between teachers and leaders in our university. Furthermore we found that appropriate use of self disclosure is a key component of a successful PAL scheme, and therefore recommend that specific training for this interpersonal skill is undertaken by our PAL leaders to enhance our Peer Assisted Learning programme.
Students' Experiences and Perceptions of Peer Assisted Study Sessions: Towards Ongoing Improvement
Author: van der Meer, Jacques
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Teaching,Student Attitudes,Student Motivation,Program Effectiveness,Likert Scales,Student Surveys,College Students,Test Validity,Test Reliability,Student Participation,Correlation,Academic Persistence,Achievement Gains,Factor Analysis,Study Skills,Coding,Help Seeking

Much research has been done on the effectiveness of Supplemental Instruction programs, (Peer Assisted Study Sessions, PASS, in Australasia). Less research has emerged on on students' reasons for participating in PASS and their perceptions of the effectiveness of the program. In this article, we will report on a small improvement-focused research project at one university. Our particular focus will be to reflect on the survey tool we used and how we could improve the design and administration of this tool. Implications of the survey findings for improving the training program of PASS leaders in this institution will also be discussed.
Peer-Assisted Learning in Mathematics: An Observational Study of Student Success
Author: Cheng, Dorothy
Date: 2009-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Peer Teaching,Program Effectiveness,College Mathematics,Cooperative Learning,Undergraduate Students,Attendance,Correlation,Success,Statistical Analysis,Student Characteristics,Teacher Influence,Gender Differences,Racial Differences,Ethnic Groups,Scores,College Entrance Examinations,Facilitators (Individuals),High School Students,Majors (Students),Class Rank,Probability,Predictor Variables,Regression (Statistics),Teaching Assistants,College Faculty

The Peer-Assisted Learning (PAL) program at the University of Minnesota has drawn from the best practices of Supplemental Instruction, Peer-Led Team Learning, Structured Learning Assistance, the Emerging Scholars Program, and other successful postsecondary peer cooperative learning models to establish guiding principles for structuring learning sessions. To estimate the impact attending weekly math PAL sessions has on students' chances of successful course completion, an observational study was conducted fall 2008 of 534 University of Minnesota students enrolled in two undergraduate math courses. Success was defined as passing the class with a C- or above, and failure as receiving a D+ or below, including withdrawals. In addition to PAL attendance, 16 other factors were considered in this analysis. Attending all PAL sessions during the semester corresponded with ten times higher odds of success than attending none. While further experimental studies are needed, these observations suggest that following these guiding principles result in effective peer cooperative learning sessions.
Peer-Assisted Tutoring in a Chemical Engineering Curriculum: Tutee and Tutor Experiences
Author: Kieran, Patricia
Date: 2009-00-00
Type: Journal Articles
Subjects: Peer Teaching,Chemical Engineering,Tutoring,Tutorial Programs,Program Evaluation,Program Effectiveness,Student Participation,Attitude Measures,Undergraduate Students,Graduate Students,Teaching Assistants,Workshops,Feedback (Response),Focus Groups,Surveys,Teacher Student Relationship,Cooperative Learning,Active Learning,Time on Task,Foreign Countries

Peer-Assisted Tutorials (PATs), a form of Peer-Assisted Learning (PAL), were introduced to a conventional 4-year honours degree programme in Chemical Engineering. PATs were designed to support students in becoming more self-directed in their learning, to develop student confidence in tackling Chemical Engineering problems and to promote effective group work. They were implemented as part of a core undergraduate module (Unit Operations). For each PAT, 3rd Year students (Tutees) worked together in groups of 5-6, led by a trained Peer Tutor, a 4th Year student who had previously taken and passed the Unit Operations modules. PATs were well-structured, with each session involving two parts: (i) review of a previously assigned homework problem and (ii) introduction and group discussion of a new homework problem. PATs were evaluated on the basis of feedback from both Tutees and Tutors. PATs attracted high participation rates and yielded high levels of Tutee and Tutor satisfaction, in terms of student perceptions of their understanding of relevant material and enhancement of professionally relevant transferable skills. Although developed for Chemical Engineering, PATs are an effective teaching and learning tool, which could be adapted for any cognate discipline.
How Learning Theory Creates a Foundation for SI Leader Training
Author: Jacobs, Glen
Date: 2008-00-00
Type: Journal Articles
Subjects: Learning Theories,Leadership Training,Models,Supplementary Education,Teaching Methods,Learning Strategies,Program Effectiveness,Higher Education,College Preparation,Academic Persistence,Grades (Scholastic),Academic Achievement,Constructivism (Learning),Cooperative Learning,Student Development,Interaction

The exploration of alternative teaching and learning strategies such as those utilised in Supplemental Instruction (SI) is becoming increasingly important as students arrive at university less prepared for the rigors of higher education. Keeping these changes in mind, it is necessary to review the theories that inform our approach to ensure the continuing impact of the SI model. This article explores the learning theories that create a foundation for successful SI programs with a focus on how they link to the effective training of SI Leaders.
Peer Mentoring as a Strategy to Improve Paramedic Students' Clinical Skills
Author: Best, Gill
Date: 2008-00-00
Type: Journal Articles
Subjects: Peer Teaching,Skill Development,Job Skills,Undergraduate Students,Allied Health Personnel,Mentors,Teaching Methods,Program Effectiveness,Interpersonal Relationship,Foreign Countries,Program Evaluation,Feedback (Response),Student Attitudes

The development of clinical skills and judgment is a key area of learning for undergraduate paramedic students but they typically find translating theory to practice a daunting prospect not least because they practice their developing clinical skills in front of others. This paper documents the rationale and outcomes of a peer mentoring program in which selected third year paramedic students took on the role of mentors within a second year clinical practice subject. The second year students reported that the program had resulted in positive changes, including an improvement in their clinical skills. Mentors reported benefits such as forming effective relationships with their mentees, enhanced positive relationship with the staff and support from their fellow mentors. Comments from staff and future directions are discussed.
Student-Creation of eCases for Clinical Reasoning in Pharmacy
Author: Yeung, Mary Au
Date: 2008-00-00
Type: Journal Articles
Subjects: Clinical Experience,Pharmaceutical Education,Case Method (Teaching Technique),Teaching Methods,Educational Benefits,Patients,Hospitals,Student Developed Materials,Feedback (Response),Electronic Learning,Drug Therapy,Pilot Projects,Questionnaires,Student Attitudes,Foreign Countries,Teacher Student Relationship,Undergraduate Students,College Faculty

Case-based activities are widely proclaimed to enable better learning through allowing students to practice application of concepts in real-life situations. This paper reports an investigation into the learning benefits derived from engaging students in the development of Pharmacy eCases. This is a small scale pilot study. Two student-developers were actively involved in a year-long project where they converted authentic patient cases encountered from a hospital-based clinical clerkship into pedagogically sound eCases. The purpose of this phase of study is to gather experience to inform an expanded phase of eCase development. Several benefits were found. First, the student-developers noted learning benefits for both their knowledge and skills. Second, the peer students perceived learning benefits on knowledge improvement and agreed that the cases developed are relevant for pharmacy practice. Finally, the teacher gained constructive inputs from students on how to enhance the development of eCases in the expanded phase.
A Comparison of Medical Students' Preferences for Structured and Unstructured Peer-Learning
Author: Blunt, Richard
Date: 2008-00-00
Type: Journal Articles
Subjects: Medical Students,Learning Strategies,Student Surveys,Student Attitudes,Comparative Analysis,Peer Teaching,Foreign Countries,Communities of Practice,Check Lists,College Faculty,Teacher Role,Notetaking,Group Discussion,Help Seeking,Textbooks,Student Participation

A survey asked medical students studying the basic sciences to identify effective learning strategies. The purposes of the survey were three-fold: firstly, to identify learning strategies that students prefer; secondly, to encourage students to evaluate their learning strategies; and thirdly, to inform faculty about their students' learning strategies. This paper compares the students' preferences for informal peer-learning and Supplemental Instruction. The survey revealed that students use groups discerningly for both learning and support. They believe that SI is valuable for when they need help, for developing understanding, for preparing for tests, and for motivation. The paper concludes with a critical discussion of the students' choices and recommendations about how faculty and students might use SI to strengthen the learning culture of a course.
Peer Assisted Learning in Fleximode: Developing an Online Learning Community
Author: Huijser, Henk
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Teaching,Communities of Practice,Computer Mediated Communication,Distance Education,College Students,Social Isolation,Computer Software,Web 2.0 Technologies

Evidence suggests that peer-assisted learning schemes on campus help students establish social networks which can have a positive influence on their learning achievements. At the University of Southern Queensland (USQ), the majority of students are off campus, which raises the urgent question: how to harness the advantages of Meet-Up (formerly PALS: Peer Assisted Learning Strategy) in an online environment? Given that the potential problem of social isolation is even more acute in distance education, how do we develop a peer assisted learning program online which creates a sense of community for its participants? Since 2006, MSN Messenger has been used on a relatively small scale to facilitate this at USQ, with largely positive initial results. Based on evaluations of this initiative, this paper explores the potential of Wimba software, within an institution-wide Moodle learning management system, to extend peer assisted learning programs in a Web 2.0 context.
On-Line, Off-Campus but in the Flow: Learning from Peers in Development Studies
Author: Beckmann, Elizabeth A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Community Development,Masters Programs,Anthropology,Graduate Students,Cooperative Learning,Blended Learning,Distance Education,Electronic Learning,Computer Mediated Communication,Discussion Groups,Asynchronous Communication,Curriculum Development,Instructional Design,Study Abroad,Feedback (Response),Student Attitudes,Educational Quality,Peer Teaching

Development workers studying at the graduate level benefit from exposure to the great variety of cultures and worldviews. In the Australian National University's Master of Applied Anthropology and Participatory Development (MAAPD) program, peer learning is giving current and future development workers in the field and in the classroom the chance to exchange knowledge, experiences and ideas that bring theory into sharp relief. The program offers flexible and blended delivery options, and has recently focused on using online discussions to nurture the exchanges among on-and off-campus students. Students working alone in development settings as diverse as remote Australia, East Timor, Egypt or Afghanistan can thus interact with their peers in the program to compare their day-to-day experiences of social development, conflict, justice, exploitation, gender or environmental issues, as they attempt to apply theory to practice. Using survey feedback from MAAPD students, this paper examines how the online discussions supported peer learning and provided opportunities for more shared engagement in critical thinking about issues of concern.
Shifting the Balance in First-Year Learning Support: From Staff Instruction to Peer-Learning Primacy
Author: van der Meer, Jacques
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Cooperative Learning,Peer Relationship,Educational Benefits,Academic Support Services,Communities of Practice,Peer Teaching

Effective response to the learning needs of first-year students is a contested issue. In many learning support centres the dominant approach to developing student learning skills is through generic or tailored workshops and/or individual consultations. Although there is a place for these activities, we argue that the balance should be shifted towards a greater emphasis on developing peer-learning activities across the university. The educational advantage of peer learning is well-established. Where resources are limited, it may be a more effective way to develop student learning in large institutions. In this article we will explore the broad context of peer-learning in the context of the role of student learning support centres. We will focus in particular on the developing activities within our own institution.
Who Am I Now? Accommodating New Higher Education Diversity in Supplemental Instruction
Author: Couchman, Judith A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Supplementary Education,Multiple Literacies,Diversity (Institutional),Student Diversity,Educational Change,Power Structure,Educational Principles,Discourse Analysis,Criticism

Supplemental Instruction (SI) has undergone many adaptations over its 35 year history as it has evolved to meet new developments in higher education while still maintaining its &quot;original genetic code&quot; (Martin and Blanc, 1995). During this time there have been some additions to its theoretical base to accommodate these developments. However, this paper contends that recent transformations of higher education challenge the adequacy of this base and call for complementing SI's theoretical base with notions of student learning and literacy as situated social practice. It is argued that SI's suite of principles lacks reference to research in what can be broadly termed &quot;multiliteracies&quot; (New London Group, 1996), which takes account of contemporary higher education now marked by heterogeneity in the cultural, linguistic and age profiles of students as well as the structure and assessment types of the new disciplines they study. The addition of a multiliteracies perspective will equip SI and its leaders to more fully support these new cohorts of students in negotiating the ideologically contested ground of higher education.
Providing Multiple Opportunities for PASS Leaders to Reflect Critically
Author: Skalicky, Jane
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,High Achievement,Leadership Role,Mentors,Cooperative Learning,Facilitators (Individuals),Program Effectiveness,Student Improvement,Models,Small Group Instruction,Reflective Teaching,Student Attitudes,Feedback (Response),Training

The opportunity for high-achieving university students to take on leadership roles in mentoring and peer learning contexts is perhaps underutilised. Peer Assisted Study Sessions (PASS) programs are an example where the role of the peer leader, who facilitates the study session, is crucial to the success of the program. The implementation of PASS programs is motivated by, not only a desire to address issues of transition and retention within universities, but also a desire to provide learning support for students studying targeted and difficult subjects with large student cohorts. This paper uses Brookfield's framework (1995) of critical reflection to consider multiple ways in which PASS programs can embed opportunities for PASS Leaders to reflect critically upon their practice.
Russian Media Education Researches: 1950-2010
Author: Federov, Alexander
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Research,Mass Media,Theses,Bibliometrics,Media Literacy,Competence,Journalism Education,Educational Theories,Task Analysis,Doctoral Dissertations,Institutional Characteristics,Age Differences,Geographic Location,Scientific Research,Educational History,Student Publications,Student Research,Foreign Countries,Literature Reviews

This article analyzed the development of Russian media education researches from 1950 to 2010 years. The list of theses of the Russian authors on the subject of Media Education is about 180 titles since 1950. Nearly 70 of them have been defended for the recent 10 years. From 1950 till 1959 six theses were defended, from 1960 till 1969--15; from 1970 till 1979--22; from 1980 till 1989--34; from 1990 till 1999--30; from 2000 till 2010--73. Author indicated the gradual increase of theses on media education (with the exception of the decrease in the nineties which is explainable because at that time there was the decrease of scientific research in all the fields).