ethanporcaro/eric-fulltext-meta huggingface dataset:
Fostering Group Creativity through Design Thinking Projects
Author: Lee, Jeongmin
Date: 2019-09-00
Type: Journal Articles
Subjects: Design,Creativity,Thinking Skills,Teamwork,Graduate Students,Student Attitudes,Empathy,Perspective Taking,Teaching Methods,Interpersonal Relationship,Group Dynamics,Learning Motivation,Foreign Countries,Cooperative Learning,Student Projects,Active Learning

The purpose of this study was to develop team projects in design thinking, for promotion and examination with the cultivation of group creativity. Research was conducted during the spring of 2017, with sixteen graduate students. Using artifact-based interviews, we analyzed the development of group creativity during the five stages of design thinking: understanding knowledge, empathizing, sharing perspectives, generating ideas, and prototyping. Results showed that analytical thinking was present throughout the overall project, while factors related to group creativity (such as learner orientation, interpersonal understanding, and flexibility) were observed at different rates as the project progressed. Results suggest that such pedagogical strategies as idea checking and training for applicability are necessary in order to foster group creativity.
Effect of M-Learning on Students&apos; Academic Performance Mediated by Facilitation Discourse and Flexibility
Author: Shuja, Aleema
Date: 2019-06-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Private Colleges,College Students,Discussion (Teaching Technique),Foreign Countries,Teacher Role,Distance Education,Academic Achievement,Productivity

Conventional classroom instruction had already been transformed in to electronic mode of teaching and learning. Use of mobile technology is evolving in global and local context, as in Pakistan. Gaining insights from Media Richness Theory, the study intends to examine how m-learning pedagogy, opens up avenues for students' learning and enhances their educational performance, endorsed by facilitation discourse and flexibility. In this cross-sectional study, data was collected from students in Private Universities in Lahore Pakistan. Drawing results from structural equation modelling, findings revealed that use of mobile devices is on great demand for providing flexible and discussion-oriented learning to students and lifts up their academic output. Facilitation discourse and flexibility play a robust intervening role in producing pronounced impact of m-learning on learners' effectiveness.
Graduate Student Perspectives on Linguistic and Cultural Growth in Online Language Courses
Author: Fonder-Solano, Leah
Date: 2018-03-00
Type: Journal Articles
Subjects: Graduate Students,Masters Programs,Language Proficiency,French,Spanish,Cultural Awareness,English (Second Language),Second Language Learning,Second Language Instruction,Peer Relationship,Teacher Student Relationship,Student Attitudes,Portfolios (Background Materials),Online Courses,Learning Experience,College Faculty,Language Teachers,Teacher Education Programs,Graduates,Program Descriptions,Universities

In this study, 64 master's students and program graduates in French, Spanish, and TESOL evaluated their online experiences in two areas in which learning effectiveness is often questioned in online settings: linguistic proficiency and cultural knowledge. This study was informed by national data documenting attitudes toward online learning, existing studies of online language learning and a faculty commitment to program review. It used three different data sources, including an anonymous questionnaire with open-ended comments, interviews, and content analysis of final portfolio reflections. The overwhelming majority of questionnaire participants reported improvements in proficiency, cultural knowledge, and cross-cultural awareness. They also reported interacting in the target language with peers and instructors, as well as feeling part of a language learning community. Individual comments from final portfolios, interview data, and the open response section of the questionnaire contextualize and elucidate these findings.
Time and History in Lyrics: A Unique Approach to Teaching Culture and Civilization
Author: Hughes, Haning Z.
Date: 2018-03-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,College Second Language Programs,Cultural Awareness,Singing,Music Education,Course Descriptions,Asian Culture,Chinese,History,Course Content,Interdisciplinary Approach,Curriculum Design,Student Research,Foreign Countries

This paper describes an alternative and unique format to the customary culture and civilization course taught at the upper levels in a university foreign language curriculum. The semester-long course employed a content-based design that combined language instruction and learning with authentic music generated during distinct historical eras in China. Song lyrics representing different epochs were the lens through which students investigated the target culture, its historical, social, and political background. Employing music as the major vehicle and organizing principle of the course proved to be highly motivational for students, as shown in pre- and post-test survey results and end-of-course questionnaire responses. This format is easily generalizable across languages and target cultures.
The Influence of Sense of School Community on Korean Students&apos; Life Satisfaction and Comparison of Sense of Community for Students&apos; Gender and High School Specialties
Author: Park, HwaChoon
Date: 2019-05-00
Type: Journal Articles
Subjects: Sense of Community,Life Satisfaction,Student School Relationship,Gender Differences,High School Students,Vocational High Schools,Specialization,Adolescents,Foreign Countries,Student Welfare,Psychological Needs

The purpose of this study was to compare the sense of community of South Korean high school students as measured by a Korean version of the Sense of Community Index 2 (KSCI2) and examine the effect of two factors of the KSCI2, reinforcement of needs and influence, on students' life satisfaction as measured by the Satisfaction with Life Scale (SWLS). A total of 375 Korean high school students provided usable data from three vocational high schools specializing in agriculture, electronics and engineering, and business and marketing, and one Meister high school specializing in automotive. Descriptive statistics, independent t-test, one-way ANOVA, and path analysis with structural equation modeling (SEM), were performed to analyze data. Findings suggested that there were statistically significant differences in reinforcement of needs, influence, and life satisfaction, for the gender of students and school specialties. First, male students scored higher than female students on reinforcement of needs and influence. Next, male students were more satisfied with their lives than female students. For reinforcement of needs, students specializing in automotive scored higher than those specializing in business and marketing. For influence, students specializing in automotive scored higher than those specializing in all the other three specialties. Finally, both factors of reinforcement of needs and influence had positive effects on students' life satisfaction. Implications and suggestions for further studies are discussed.
American Indian College Student Mentoring: A Study to Measure Changes in Self-Efficacy
Author: Chelberg, Kelli
Date: 2020-00-00
Type: Journal Articles
Subjects: Mentors,American Indian Students,Self Efficacy,Tribally Controlled Education,Program Effectiveness,Undergraduate Students,Academic Persistence,Faculty Advisers,School Holding Power,Educational Attainment,Social Support Groups,Goal Orientation

The underrepresentation of American Indian (AI) students pursuing higher education opportunities continues to persist. This study sought to measure the perceived changes in participants' self-efficacy and confidence in navigating the college environment as a result of their participation in a mentoring program and addressed the research question &quot;How does mentoring contribute to changes in tribal college students reported self-efficacy?&quot; Nineteen participants who had participated in a semester-long mentoring program were given a retrospective pre- then post-program survey to measure changes in participants' perceived confidence in navigational and informational skills related to college success. Participants reported a significantly higher level of awareness in the post-program survey than they did in the pre-program survey across all of the mentoring program goals with the exception of one goal. In addition, there were no reported differences in AI and non-AI participants' and Science, Technology, Engineering, and Mathematics (STEM)/non-STEM responses on the five scaled variables for the mentoring survey. Providing support early on in a student's educational career allows for the establishment of student connections with peers, support personnel, and resources that they can turn to for help in academics or setting goals. Additionally, early support provides encouragement and a sense of belief in themselves, which is critical to student success.
Meta-Analytic Procedures for Career and Technical Education Postsecondary Researchers and Practitioners
Author: Oh-Young, Conrad
Date: 2018-05-00
Type: Journal Articles
Subjects: Meta Analysis,Vocational Education,Educational Research,Researchers,Graduate Students,Research Methodology,Guidelines,Information Dissemination

Meta-analytic studies are syntheses of literature in which researchers use statistical means to summarize the findings presented across primary studies. They are of great interest in the fields of medicine and social sciences with numerous examples published in peer-reviewed journals. However, it appears that career and technical education (CTE) researchers are either not performing these research syntheses, or are not publishing their findings. Thus, there are three purposes to this manuscript. The first is to present CTE researchers and practitioners with a rationale as to why meta-analyses should be performed. The second is to provide guidelines that researchers and practitioners use to perform their own meta-analyses. The third is to provide suggestions that researchers and practitioners can use to disseminate the results of their meta-analyses. The manuscript concludes with a listing of suggested areas for future research.
Perceptions of Career and Technical Education by Pre-Service Students
Author: Smalley, Scott W.
Date: 2018-05-00
Type: Journal Articles
Subjects: Agricultural Education,Vocational Education,Preservice Teachers,Student Attitudes,Educational Benefits,Job Skills,Vocational Education Teachers,Teacher Characteristics,Teacher Effectiveness

Agricultural education programs are one component of Career and Technical Education (CTE). For CTE to be effective, educators teaching CTE courses must be able to make connections between the curriculum and real-life situations. This qualitative study explored self-reported perceptions of CTE by pre-service students. Wigfield and Eccles' expectancy-value model of achievement was used as the framework for this study. Findings indicated that career and technical education provides benefits for everyone because it helps develop career skills. With the shortage of educators and budget cuts, career and technical education cannot continue to survive. Participants also describe characteristics of successful career and technical education teachers.
Exploring Student Retention in Postsecondary Agriculture, Food, and Natural Resources Education Programs
Author: McKim, Aaron J.
Date: 2018-12-00
Type: Journal Articles
Subjects: School Holding Power,Agricultural Education,Natural Resources,Postsecondary Education,Academic Persistence,Communities of Practice,Student Characteristics,Self Efficacy,Predictor Variables,Academic Achievement,Teacher Education,Undergraduate Students,Food,Vocational Education,Sense of Community

The current analysis foregrounded postsecondary agriculture, food, and natural resources (AFNR) education programs through an analysis of learning community, social community, general self-efficacy, and major commitment. Analysis identified statistically significant differences in major commitment perceived by year in school, with students earlier in their program reporting statistically higher major commitment than those later in their program. In congruence with the theoretical framework of student learning and persistence, the outcome variable general self-efficacy was modeled with year in school, learning community, and social community as predictors. In total, the model predicted 16% of the variance in general self-efficacy with social community as the only statistically significant predictor. Similarly, major commitment was modeled with year in school, learning community, and social community as predictors. In total, the model predicted 27% of the variance in major commitment with learning community and year in school being statistically significant predictors.
Impact of Self-Regulated Learning on Academic Performance and Satisfaction of Students in the Online Environment
Author: Ejubovic, Adisa
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Independent Study,Academic Achievement,Student Satisfaction,Electronic Learning,Online Courses,Goal Orientation,Metacognition,Educational Environment,Computer Literacy,Self Efficacy,Teamwork

The concept of self-regulated learning (SRL) hasn't been researched enough in Bosnia and Herzegovina (B&amp;H) and hence this study represents an important milestone in understanding this concept in this context. The conducted research was initiated with the presupposition that SRL had a positive impact on satisfaction and academic performance of students. In order to prove the goals of the research, two main hypotheses were formulated. The results of the exploratory factor analysis (EFA) have shown that the statements within SRL are grouped into five factors: goal-setting, metacognition, environment structuring, computer self-efficacy and social dimension. Multiple regression analysis proved that 4 of 5 factors have a positive impact on satisfaction and academic performance of students. Only goal-setting yielded no significance on the two aforementioned variables, while remaining four factors showed a significant influence on students' satisfaction and academic performance.
Distinguishing a &apos;Hit&apos; from a &apos;View&apos;: Using the Access Durations of Lecture Recordings to Tell Whether Learning Might Have Happened
Author: Simcock, David C.
Date: 2019-03-00
Type: Journal Articles
Subjects: Audiovisual Aids,Video Technology,Lecture Method,Science Instruction,Undergraduate Students,Student Behavior,Electronic Learning,Data Analysis,College Science,Computer Uses in Education,Mathematical Models

Audiovisual recordings of lectures are available to many students in all disciplines. The use of lecture recordings has been studied extensively, but it is still not clear how, or how much, they are actually used. Previous analysis of their use has been based on either survey data or computer logs of access. In the latter case, measurements of actual use have usually been based on counts of the number of times recordings have been accessed. This does not distinguish those that happen accidentally ('hits'), from those that might permit learning ('views'). This distinction is essential to the meaningful analysis of the log of the actual use of recorded lectures. Using the access logs of undergraduate science students, we show that the distribution of the durations of the access of recordings of scheduled lectures has two distinct components. The most rapid of these is complete within three minutes and we infer that it reflects the behaviour of students searching among recordings. This inference is based on a comparison of these distributions with those of (i) recordings made automatically during a non-teaching period and (ii) individual users. This is also consistent with the pattern of usage by students searching for a specific recording.
Classroom Management Challenges: An Account of EFL Teachers at Private Language Institutes
Author: Soleimani, Neda
Date: 2016-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Private Education,Behavior Problems,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Language Proficiency,Foreign Countries,Student Behavior,Homework,Native Language,Language Usage,Learning Motivation,Telecommunications,Handheld Devices,Computer Software,Teacher Student Relationship,Conferences (Gatherings)

Classroom management is one of the most contributing yet challenging issues in a teaching career. In a language-learning classroom where foreign language is used as both the medium and the content of the teaching, EFL teachers may experience unique classroom management challenges (Linse &amp; Nunan, 2005). This basic qualitative study focused on the main types the management challenges that EFL teachers face in their classroom and the strategies used to survive these challenges. To this end, the researchers selected 30 EFL teachers working at private language institutes in Shiraz, Iran and conducted semi-structured interviews to collect the data. Theme analyses showed three major themes in classroom management challenges: (1) instructional challenges (2) behavioral and psychological challenges and (3) contextual challenges. Instructional challenges were pertinent to the unfinished homework assignments, inconsistency in learners' level of proficiency and the learners' insistence on speaking in their first language. Behavioral and psychological challenges were related to the learners' unwillingness to speak, demotivate, naughty learners, latecomers and inappropriate use of cellphone and apps. To survive these challenges, EFL teachers suggested different strategies including warning, eye contact, teacher-leaner conference, etc. The implications, limitations and suggestion for future studies were discussed in more details in the paper.
An Investigation of the Role of Identities in Foreign Language Teaching: The Case of Graduate Teaching Assistants
Author: Ghanem, Carla
Date: 2018-09-00
Type: Journal Articles
Subjects: Graduate Students,Teaching Assistants,Second Language Instruction,Professional Identity,German,Communities of Practice,Professional Development,Teacher Student Relationship,Instructional Materials,Context Effect,Self Concept,Motivation,Teaching Styles,Facilitators (Individuals),Language Teachers

This study investigates the complexities associated with graduate language instructors' identities. It particularly sheds light on whether or not and to what extent eight teaching assistants (TA) of German at a large southwestern US university identify as teachers of German. The participants included novice and advanced instructors teaching different levels of German. Findings illustrate that TAs' identities are negotiated in interaction with others and in communities of practice (Wenger, 1998). Discussing their identities, TAs used various interpretive repertoires, underscoring their individuality and their experiences. The study's findings suggest that TAs' identities as German instructors are still in progress and that TAs continue to need professional development and support from the departments to fully identify as part of the profession.
A Review of Open-Ended Mathematical Problem
Author: Keh, Lim Keng
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Problem Solving,Creativity,Engineering Education,Creative Thinking,College Students

This paper aims to understand the use of open-ended mathematical problem to stimulate students' ability in problem solving. There were five mechanical engineering participating in this study. Their works were video-taped as to reveal their process of problem solving. Intervention of creative problem solving was used as to help the students to come out with solutions. They were also interviewed individually after they had solved the problem. All the process of problem solving and their conversations were video-taped and audio-taped, transcribed and then analyzed into sub-themes, namely: problem definition, ideas generation, ideas evaluation, ideas judgment, and solution implementation. Questionnaire was also distributed to three classes of 74 mechanical engineering students as to find out their preference in all the stages of creative problem solving. The result showed that the students were able to solve the open-ended mathematical problem collaboratively based on all the stages of creative problem solving.
Iowa Agricultural Educators&apos; Current and Perceived Grading Practices
Author: Lichty, Jenny Ann
Date: 2017-05-00
Type: Journal Articles
Subjects: Agricultural Education,Grading,High School Teachers,Student Evaluation,Teacher Attitudes,Academic Achievement,Feedback (Response),Student Motivation,Student Behavior,Knowledge Level,Academic Standards

Literature on grading reveals that grading practices have not changed much since they were first introduced. However, with alternative approaches, such as standards-based grading, being introduced, it is important to look at how agricultural educators are using grades to evaluate student learning. The purpose of this study was to determine the grading practices of Iowa high school agricultural educators. The accessible population consisted of 236 high school agricultural educators. Findings were based on responses of 157 (69.8%) educators who responded to the study via an online questionnaire. These agricultural educators used a variety of learning approaches, and their beliefs aligned with their grading practices. They also based grades on more than just student learning, sometimes including items such as effort, responsibility, and attendance. This study serves as a starting point and building block to help agricultural educators develop grades that accurately portray a student's knowledge.
Integrating Inquiry Learning and Knowledge Management into a Flipped Classroom to Improve Students&apos; Web Programming Performance in Higher Education
Author: Thongkoo, Krittawaya
Date: 2019-09-00
Type: Journal Articles
Subjects: Inquiry,Knowledge Management,College Students,Teaching Methods,Programming,Homework,Video Technology,Web Based Instruction,Instructional Effectiveness

In view of the benefits of inquiry-based learning and knowledge management (KM) in triggering students' communication and knowledge construction and the benefits of a flipped classroom in engaging student learning in- and out-of-classroom, this study proposed to integrate inquiry learning and KM into a flipped classroom to cultivate student web-programming learning performance in a higher education setting. Fifty-one university students participated in a web-programming course. The students in the experimental group used the proposed approach, while those in the control group used the conventional inquiry-based flipped classroom approach. The results indicated that integrating KM and inquiry-based approach into a flipped classroom can improve students' programming skills and code comprehension and help them learn more effectively with better learning achievements.