ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Motivation and Self-Regulated Learning in Predicting Academic Achievement in College
Author: Çetin, Baris
Date: 2015-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Education Majors,Undergraduate Students,Independent Study,Grade Point Average,Academic Achievement,Predictor Variables,Scores,Learning Motivation,Student Motivation,Self Determination,Rating Scales,Correlation,Multiple Regression Analysis

The purpose of this study was to determine whether academic motivation and academic self-regulated learning predicted students' GPAs in the Early Childhood Education Department. The study participants consisted of 166 early childhood education majors enrolled in the 2014 spring semester at Georgia Southern University, USA. Data were gathered using the &quot;academic motivation scale&quot; developed by Vallerand et al. (1992), and the &quot;academic self-regulated learning scale&quot; developed by Mango (2010). The study's results showed that there was no correlation between GPA and academic motivation and academic self-regulation learning. In other words, the students' academic motivation and academic self-regulated learning total scores, together, did not predict their GPA.
Interdisciplinary Programs Focused Populations: The Case of Health Management Program
Author: Davidovitch, Nitza
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interdisciplinary Approach,Health Services,Administration,Health Personnel,Graduate Surveys,Questionnaires,Online Surveys,Satisfaction,Employment,Professional Education,Participant Characteristics,Demography,Student Attitudes,Grades (Scholastic)

The Ariel University has a unique interdisciplinary program in healthcare management that targets experienced healthcare professionals who wish to earn an academic degree. Only one academic study has been held so far on the integration of graduates of an academic university-level school in healthcare management in the field. In the current study, the authors sought to investigate points of contact between the academic world and the professional field by following the professional integration of graduates of healthcare management at the Ariel University and their satisfaction with their training, job, and profession from an interdisciplinary perspective. A survey was held among all 1,327 graduates of the Department of Healthcare Management from 2002 to 2011. Data collection was performed through self-completed electronic questionnaires and personally distributed questionnaires, including questions on graduates' current place of work and satisfaction with their degree. The findings indicate that graduates are very satisfied with their interdisciplinary studies at the department. Students from the Arab sector, those who began their studies at an older age, and those who are more affluent, reported higher satisfaction with their studies. Most students intend to continue studying for an advanced degree in the profession.
Mobile and Accessible Learning for MOOCs
Author: Sharples, Mike
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Telecommunications,Educational Technology,Delivery Systems,Context Effect,Electronic Publishing,Collaborative Writing,Handheld Devices,Cooperative Learning

Many modern web-based systems provide a &quot;responsive&quot; design that allows material and services to be accessed on mobile and desktop devices, with the aim of providing &quot;ubiquitous access.&quot; Besides offering access to learning materials such as podcasts and videos across multiple locations, mobile, wearable and ubiquitous technologies have some additional affordances that may enable new forms of learning on MOOCs. We can divide these into two categories: firstly, &quot;context-sensitive features&quot; including delivery of content for a specific location, enabling a seamless continuity of learning across settings, and linking people in a location with others in a virtual representation of that place; secondly social learning opportunities to connect people as they move within and across locations, to enable &quot;crowd-sourced learning.&quot; In this paper we explore these aspects of mobile and accessible learning for MOOCs, drawing on examples from MOOC courses, mobile toolkits, and crowd-sourced learning sites.
Social Media for Informal Minority Language Learning: Exploring Welsh Learners' Practices
Author: Jones, Ann
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Welsh,Informal Education,Learning Strategies,Social Networks,Language Minorities,English,Bilingualism,Adults,Language Usage,Interviews,Surveys,Internet,Web 2.0 Technologies,Second Language Learning,Case Studies,Electronic Publishing,Web Sites,Communities of Practice

Conole and Alevizou's social media typology (Conole and Alevizou, 2010) includes amongst its ten categories: media sharing; conversational arenas and chat; social networking and blogging. These are all media with which language learners are increasingly engaging (Lamy and Zourou, 2013). Social networking tools, in particular, which encourage informal, social communication have been identified as suitable for supporting language learning and their use is growing quickly. This paper reviews research on using social media for informal language learning. It will then discuss a small qualitative case study of Welsh learners' practices in using such resources. Welsh is a minority UK language spoken by around a fifth of the population of Wales. Unlike a majority language there is no need for English speakers in Wales to learn Welsh in order to communicate with Welsh speakers as all UK Welsh speakers are bilingual. Nevertheless there is great interest among adults in Wales and from Welsh families across the UK in learning Welsh. However there are two particular challenges: the small numbers of speakers (around 611,000), and their very uneven distribution. These two factors make it difficult for learners outside Welsh speaking &quot;hotspots&quot; to hear and practice Welsh. Social media has the potential to support Welsh language learning by providing resources wherever the learner is (particularly if they live in a non-Welsh speaking area or outside Wales completely) and by supporting web-based learning communities. The study reported here is concerned with the extent to which this potential is being exploited in practice. It employed interviews and a small survey to study the practices of learners at all stages of their language learning. It was found that learners used social media widely but those at different stages used social media somewhat differently, with beginners browsing to make contacts and gather information, listening to the language and watching Welsh programmes via the internet whilst some advanced learners set up practice groups, lead sub-communities and source and provide resources both on- and off-line.
MOOCs and the Silicon Valley Narrative
Author: Weller, Martin
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Online Courses,Large Group Instruction,Educational History,Mass Media

Massive open online courses (MOOCs) have generated considerable media interest, more than other education initiatives such as Open Education Resources (OERs). In this article the author argues that this can be seen as an example of the battle for narrative in open education. MOOCs attracted media interest because they appealed to broader narratives such as &quot;education is broken&quot; and the dominant Silicon Valley narrative. Analysis of the media coverage of MOOCs highlights how they satisfied the core beliefs inherent in these narratives in a way that other educational initiatives have not.
Digital Voting Systems and Communication in Classroom Lectures--An Empirical Study Based around Physics Teaching at Bachelor Level at Two Danish Universities
Author: Mathiasen, Helle
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Voting,Educational Technology,Audience Response Systems,College Students,Lecture Method,Student Attitudes,Feedback (Response),Communication Strategies,Interviews,Teaching Methods,Technology Uses in Education,Teacher Attitudes,College Faculty,Case Studies,Questionnaires,Observation

Studies on the use of digital voting systems in large group teaching situations have often focused on the &quot;non-anonymity&quot; and control and testing functions that the technology provides. There has also been some interest in how students might use their votes tactically to gain &quot;credits&quot;. By focusing on an empirical study of students' experiences with digital voting systems in lectures at two Danish universities, this study considers the premises and the contexts surrounding this technology. It will also aim to show that for both instructors and students, digital voting systems are a much broader resource than simply a device for facilitating &quot;non-anonymity&quot;, test, control and allocation of credits. The case studies showed, for instance, that digital voting systems can be conducive to a more open approach in which the systems are used as communication tools and teaching resources in situations where feedback is important, as well as to the more widely recognized controlled approach. According to the students, digital voting systems do present the instructors with challenges. Some of these are discussed along with the students' suggestions for further development of digital voting systems' usage in lessons. The overall hope is that this case-based Danish perspective, which is viewed through a systems theory lens, can contribute to the pedagogical discussion surrounding the use of digital voting systems and provide a springboard for further research in this area.
A Student-Centered Guest Lecturing: A Constructivism Approach to Promote Student Engagement
Author: Li, Lei
Date: 2015-10-00
Type: Journal Articles
Subjects: Constructivism (Learning),Student Participation,Student Centered Curriculum,Educational Practices,Teaching Methods,Distance Education,Lecture Method,Online Courses,Graduate Students,Control Groups,Experimental Groups,Questionnaires,Qualitative Research,Learning Activities,Learner Engagement

Student engagement has become a big challenge in higher education, especially when distance learning is getting more and more popular. Guest lecturing is a popular method to bring relevance to the classroom and engage in students. Ground on the theory of constructivism, this paper introduces a student-centered guest lecturing that allows students to work in team and participate in each step of process, such as preparation, interviewing, and reflection. Our pilot study showed that the proposed approach can effectively engage in students. The research methodology and plan are presented and the implications of the study are discussed.
Model for Efficient and Effective Footnote Disclosure in Pedagogical and Practitioner Application
Author: Bullen, Maria L.
Date: 2014-02-00
Type: Journal Articles
Subjects: Business Administration Education,Financial Services,Business Skills,Accounting,Instructional Innovation,Disclosure,Readability,Vignettes,Models,Teaching Methods,Educational Practices,College Programs

In the U.S. and in other countries, accounting graduates continue to enter diverse size work forces in industry, government, and in public accounting. Beyond income tax and consulting work, accounting professionals often require a specific association with financial statement services. These services involve not only detailed scheduled financial statements and schedules, but also notes or &quot;footnotes&quot; to assist in the overall transparency of the reporting entity. The structure and overall communication of these footnotes to the financial statement reader-user is extremely important in this era of economic financial clashes, where the need to communicate truthful, relevant information is paramount. The accounting student, and more importantly, the accounting graduate, must have the skill sets, and be ready to use them in assisting management on reporting on the economic entity. Learning outcomes and assessment of learning for accounting and other business students need to include critical thinking and communications skills. This paper provides a template tool for analysis which illustrates how important it is that the information be presented in a logical way for users of overall financial information. The template involves a multiple paragraph approach describing the situation, outlining professional requirements and managerial constraints, and generating a conclusion for informative disclosure. This paper hopefully contributes to the goal that institutions of higher learning can still produce significant and substantial gains not only in the educational environment, but upon extension, into the private markets where graduates are placed.
Visual Teaching Model for Introducing Programming Languages
Author: Shehane, Ronald
Date: 2014-03-00
Type: Journal Articles
Subjects: Teaching Models,Programming Languages,Computer Science Education,Visual Learning,Teaching Methods,Online Courses,Multimedia Instruction,Multimedia Materials,Electronic Learning,Problem Solving,Usability,College Programs,Course Descriptions,Enrichment Activities

This study examines detailed usage of online training videos that were designed to address specific course problems that were encountered in an online computer programming course. The study presents the specifics of a programming course where training videos were used to provide students with a quick start path to learning a new programming language in their coursework. The videos addressed common learning challenges with integrated development environments (IDE) to include the following areas: structure and menu options, program code and structure, compile option, execution of program code, debugging activities, file organization and use, and output concerns. The study uses an analysis of problems encountered in using new programming languages to define the subjects that the video training should address. The study is expected to provide a guide for professional teaching practice in introducing computer programming and is expected to fill a void in research literature concerning the specific aspects of programming courses that hinder computer program learning.
An Investigation of the Relationship between University Rankings and Graduate Starting Wages
Author: Carroll, David
Date: 2014-07-00
Type: Journal Articles
Subjects: Investigations,Graduate Surveys,Classification,Reputation,Salary Wage Differentials,Labor Market,Bachelors Degrees,Educational Indicators,Educational Benefits,Educational Quality,Cohort Analysis,Predictor Variables,College Outcomes Assessment,Foreign Countries

The rise of global university rankings has garnered much attention in recent years. Various ranking systems exist, but all are conceptually similar in that universities are evaluated and ranked on the basis of comparable indicators, with a focus on research performance. Although these rankings are widely criticised as over-simplistic and methodologically deficient, there may be advantages to attending a well-ranked university. According to a recent Backgrounder on university rankings published by the Group of Eight (Go8), being well ranked globally can have positive effects on graduate employment and earnings. In this article I investigate this proposition in the context of the Australian graduate labour market. Specifically, I use data from the Graduate Destination Survey to investigate whether bachelor degree graduates from top-ranked Australian universities earn higher starting wages, &quot;ceteris paribus,&quot; than graduates from other institutions. I do this using a two-step regression approach to control for the potential non-random selection of students into top-ranked universities.
Integrating Facebook in the Classroom: Pedagogical Dilemmas
Author: Mendez, Jesse Perez
Date: 2014-02-00
Type: Journal Articles
Subjects: Social Networks,Educational Technology,Technology Uses in Education,Teaching Methods,College Students,College Faculty,Case Studies,Technology Integration,Computer Mediated Communication,Higher Education,Legal Responsibility,Behavior,Integrated Learning Systems,Computer Software,Educational Methods

Social networking sites (SNS) such as Facebook remain prolific on college campuses across the country and touches on various aspects of collegiate life, including the classroom. This case study examines student usage of Facebook, its potential impact on faculty interaction, and institutional policy. After providing a literature review and context for the case study, the case study delineates a situation where the integration of an SNS can complicate the pedagogical environment when used as a communication median for not only administrators and faculty, but various stakeholders in higher education. How would an institution handle such complications, such as student appeals in cases where a faculty member integrated a non-university supported SNS as a pedagogical tool in the classroom? Although a large number of college students are using Facebook, it remains a social, not academic, median, enabling them to communicate with friends, relatives and other students. SNSs like Facebook show no indication of lower popularity. Given the dynamics, faculty may be tempted to meet students on their turf to facilitate engagement, but at what costs and liability?
Designing a Holistic Experiential MBA Course for 21st Century Leaders
Author: Dixon, Deirdre
Date: 2014-00-00
Type: Journal Articles
Subjects: Holistic Approach,Curriculum Design,Curriculum Development,Masters Programs,Business Administration Education,Experiential Learning,Leadership Training,Course Content,Simulation,Outdoor Leadership,Coaching (Performance),Evaluation,Course Descriptions,Educational Practices

With the plethora of MBA leadership courses, schools are examining ways to differentiate their programs and to provide tangible learning outcomes. MBA graduates want the knowledge skills and ability to make them successful in their chosen fields of endeavor. This paper outlines one holistic experiential MBA leadership course that challenges the students to think of themselves and leadership differently. The course content combines simulation, assessment, outdoor challenge course, and coaching to experientially challenge students while creating leaders for the 21st century.
Addressing Cross-Disciplinary Graduate-Level Learning Goals through Game Design
Author: Farrell, James
Date: 2014-02-00
Type: Journal Articles
Subjects: Graduate Students,Behavioral Objectives,Interdisciplinary Approach,Educational Environment,Motivation Techniques,Student Motivation,Models,Integrated Curriculum,Curriculum Design,Educational Games,Course Descriptions,Student Projects,Partnerships in Education,Grading,Business Administration Education

With the rapid growth in online MBA programs, many traditional schools are seeking ways to differentiate their course offerings to avoid them becoming commoditized by the market. For some institutions this involves pulling away from traditional course offerings, and moving towards cross-disciplinary offerings. For many faculty members, this can be a difficult venture and often relies upon team-teaching and new attempts at integrating a broad set of ideas into a cohesive course. At the same time, faculty teaching these courses are concerned about the best ways to engage the students and keep them motivated throughout the semester. This paper outlines one such example of how cross-disciplinary goals and a motivational learning environment can be integrated in a way that is both challenging and rewarding to the students. Using the ARCS model of motivational design, the course was evaluated as an educational tool.
Do Instructional Protocols Placed on Online Faculty Correlate with Learner Expectations?
Author: Bailie, Jeffrey L.
Date: 2014-02-00
Type: Journal Articles
Subjects: Expectation,Student Attitudes,College Faculty,Online Courses,Correlation,Educational Practices,Teaching Methods,Undergraduate Students,Student Surveys,Guidelines,Teaching Guides,Administrative Policy,Interpersonal Communication,Feedback (Response),Teacher Participation,Time Perspective,Student Evaluation of Teacher Performance,Statistical Analysis

The purpose of this study was to examine whether a set of instructional practices commonly prescribed to online faculty in the higher education setting were consistent with the expectations of a group of experienced online student participants. Online faculty performance conventions were collected from 20 institutions of higher learning located in the United States. The collective practices yielded three primary domains related to administrative faculty performance expectations in online instruction: Communication, Presence/Engagement, and Timeliness/Responsiveness. Undergraduate participants representing a cross section of colleges and universities in the United States were surveyed to determine their expectations for online faculty as compared to scaled items derived from the lists of participating institutions. The results of this investigation offer practitioners insight into how administrative instructional guidelines relate to the user demands of an informed group of undergraduate online students.
Value Co-Creation through Learning Styles Segmentation and Integrated Course Design
Author: Young, Mark
Date: 2014-02-00
Type: Journal Articles
Subjects: Cognitive Style,Integrated Curriculum,Curriculum Design,Marketing,Business Administration Education,Educational Principles,Learning Experience,Teaching Styles,Experiential Learning,Questionnaires,Instructional Effectiveness,Delivery Systems,Lecture Method,Computer Assisted Testing,Homework,Educational Innovation,College Programs,Participant Satisfaction,Cooperative Planning,Teacher Collaboration,Teacher Student Relationship

This paper describes an innovative Principles of Marketing course design and delivery which matches learning and teaching styles, while reducing multi-section variation. Value co-creation is encouraged by instructors and students collaborating in the creation of customized learning experiences which facilitates both teaching style and learning style preferences. Kolb's (1984) experiential learning theory guided the learning styles segmentation, and pedagogy effectiveness was assessed based on Biggs, Kember and Leung's (2001) Study Process Questionnaire. Student comments and instructor assessment supplemented the survey data. Congruent with motivation theory our empirical results indicate that increased autonomy and value co-creation in learning enhances student motivation and attitudes which lead to the use of more meaningful study strategies and greater perceived learning. Learning styles segmentation allow educators to better understand their students and help meet the heterogeneous learning and teaching style preferences by deploying course designs that allow value co-creation by both instructors and students.
Use of Traditional and Smartphone App Flashcards in an Introductory Psychology Class
Author: Burgess, Stephen R.
Date: 2014-02-00
Type: Journal Articles
Subjects: Handheld Devices,Introductory Courses,Psychology,College Students,Electronic Learning,Technology Uses in Education,Visual Aids,Courseware,Academic Achievement,Achievement Gains,Student Surveys,Instructional Material Evaluation,Instructional Effectiveness,Teaching Methods,Educational Practices

The use of traditional and smart phone flashcards was examined in two Introductory Psychology college classes. Student use of flashcards of some type increased significantly when they were provided by the instructor. Flashcards available via smartphone app were not used by many students even when provided by the instructor. The results are discussed in terms of the use of mobile devices for studying by college students.