ethanporcaro/eric-fulltext-meta huggingface dataset:
The End of the Boom: Private Higher Education in Mexico in the First Decade of the 21st Century
Author: Mendiola, Germán Álvarez
Date: 2015-03-00
Type: Journal Articles
Subjects: Private Colleges,Educational History,Foreign Countries,Federal Regulation,Trend Analysis,Enrollment Trends,Economics

This work is part of current research focused on private higher education in Mexico, under an economic sociology approach of the education market and territorial integration. The paper focuses on four key topics: the current characteristics of growth and supply of private higher education; the forms that its territorial distribution in the country adopts; some general features of the economy of private higher education as the business size in the national economy and the price structure; and the relationship between changes in the regulatory environment and strategies of private institutions to gain social legitimacy and competitiveness.
National-Regional Relationships in Federal Higher Education Systems: The Case of Russian Federation
Author: Froumin, Isak
Date: 2015-03-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Administration,Governance,Educational Change,Centralization,Universities,Regional Planning

The issue of the coordination between different levels of power in the governance of higher education is crucial for countries with high levels of regional heterogeneity. This paper analyzes the features of transformation of national-regional relationships in higher education in Russia based on the framework of governance and management in higher education systems. Analysis of &quot;higher education federalism&quot; shows that the current highly-centralized governance model in Russian higher education is the result of a chaotic transformation process after the collapse of the Soviet Union. Also paper explains that actual coordination between national and regional levels is insufficient for real participation of universities in regional social and economic development.
Implications of the United Kingdom&apos;s Market-Based Reforms
Author: Brown, Roger
Date: 2014-03-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Change,Commercialization,Privatization,Efficiency,Diversity,Educational Innovation,Social Mobility,Costs,Educational Benefits,Outcomes of Education

The United Kingdom Coalition Government has introduced a series of market-based reforms to the English higher education system. These come on top of a number of similar policies going back to the early 1980s. Together, these take English higher education closer to an economic market than any other major public system. Taking the period as a whole, these changes have increased efficiency and service responsiveness without damaging overall participation. However they have reduced institutional diversity and innovation and, almost certainly, social mobility. Finally, the latest reforms threaten the balance between public and private goods, costs and benefits that many see as an essential feature of a modern higher education system.
Undergraduate Education in Japan: Observations from Student and Faculty Surveys
Author: Kaneko, Motohisa
Date: 2014-03-00
Type: Journal Articles
Subjects: Undergraduate Study,Foreign Countries,Student Attitudes,Undergraduate Students,Teacher Attitudes,College Faculty,Student Behavior,Teaching Methods,Instructional Effectiveness,Time on Task

This paper reports findings from a large-scale student survey on their learning behaviors, and a faculty survey on their practices and beliefs in teaching, both in Japan. It was found that the Japanese students' time spent on learning fell substantially short of the required time prescribed by the Standards for the Establishment of Universities. It was also found that a significant proportion of Japanese students have problems in motivation to learn, and the universities were unsuccessful in transforming them. However, some teaching practices were effective in affecting students' learning behavior. Meanwhile, these results were found to be related to the orientation of pedagogy that Japanese professoriate have traditionally had. These observations suggest possible future changes in undergraduate education.
Facilitating Learning through Facilitation: How Facilitation Skills Can Inform Communication Center Tutoring Best Practices
Author: Smithberger, Leanna K.
Date: 2016-12-00
Type: Journal Articles
Subjects: Facilitators (Individuals),Skill Development,Communication (Thought Transfer),Academic Support Services,Communication Skills,Listening Skills,Tutors,Peer Teaching,Tutoring,Intervention

Communication centers can benefit from the facilitation training literature currently used in the areas of leadership, consulting, and dialogue and deliberation. Skills such as remaining &quot;substantively neutral&quot; or &quot;passionately impartial,&quot; knowing when to intervene, active listening, self-monitoring, questioning and clarification, and modeling good communication practices are all part of the facilitator's &quot;tool kit&quot; that can prepare peer tutors to be more competent communicators. By drawing from facilitation training, communication centers can equip peer tutors with a skill set that can be easily translated into a variety of interpersonal contexts.
Using Technologies for Knowledge Creation in Higher Education
Author: Tan, Seng Chee
Date: 2014-03-00
Type: Journal Articles
Subjects: Higher Education,Educational Technology,Technology Uses in Education,21st Century Skills,Knowledge Economy,Epistemology,Online Courses,Technology Integration,College Students,Information Dissemination,Audio Equipment,Teacher Role,Student Role

Institutes of higher education are investing in information and communication technologies (ICT) with the hope of revolutionizing higher education. Current approaches of using technologies for teaching and learning, however, fall short in terms of preparing students for the 21st century. We present various factors that shape learning in the 21st century: demands of the knowledge-based economy; advances in technologies; and changes in perspectives of learning. Consequently, we argue that learning as knowledge creation is a promising approach to prepare students for the 21st century. It entails engaging students in creating knowledge artifacts and in collaborative discourse that aim at continual improvement of these artifacts. It helps to develop in students the innovative disposition and epistemic agency to explore new perspectives; propose new ideas; and experiment with new ideas. Two case examples are presented to illustrate the knowledge creation approach and to compare it with the current approaches.
The Influence of Convenience on the Usage of Learning Management System
Author: Hussein, Lubna A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Online Courses,Teaching Methods,Barriers,Delivery Systems,Information Systems,College Students,Student Attitudes,State Universities,Educational Quality,Structural Equation Models,Foreign Countries

The advancement in internet-based learning technologies together with the national agenda towards globalized online education in Malaysia have prompted the learning management system (LMS) to become an important channel for institutions of higher education to effectively deliver education to students. Since user resistance has been known to be a stumbling block in the implementation of the LMS, it is crucial for the institutions to acknowledge that comprehensive adoption by users relies heavily on user acceptance. Moreover, since some institutions may have even made it compulsory for students to use the LMS, user acceptance of the LMS should be studied in the sense that using LMS is likable and pleasurable. Although the features of the technical capability of the LMS are important, it has been asserted that having the feeling of personal convenience when using the LMS is even more important to the users. With the amount of financial effort and manpower involved in implementing the LMS by institutions in Malaysia towards fulfilling the online learning agenda of the nation, it is important to study whether the convenience factor as an individual impact can play the partial role of influencing Malaysian students' satisfaction of the LMS which would in turn influence them to use the LMS. Based on the Information System Success Model by DeLone and McLean, this study establishes vital process factors regarding the LMS usage among university students in Malaysia. Hence, in this study, LMS usage by students is measured by the degree of students' acceptance of the LMS. An online survey has been done to collect data from 212 students of two large public universities in Malaysia. Structural equation modeling has been used to test the relationships in the conceptual model. The results of data analysis using the PLS-SEM technique employed in the study have indicated that student satisfaction is positively influenced by factors of information quality, system quality, service quality and convenience. LMS usage has been found to be positively impacted by student satisfaction while student satisfaction has been found to have significant mediation effect. The findings from this study can be utilized by institutions committed towards having successful implementation of the LMS. In enhancing LMS usage by the students, the institutions of higher education can consider focusing on the necessary steps towards increasing student satisfaction. Meanwhile, to increase student satisfaction, apart from improving the information quality, system quality and service quality, institutions should also seriously consider promoting the LMS to the students by highlighting the individual impact of the LMS in terms of convenience.
Do Third Grade Students from Low-Income Families Have Access to &apos;Just Right&apos; Books? Results from a Home Visit Study
Author: Capotosto, Lauren
Date: 2022-03-00
Type: Journal Articles
Subjects: Elementary School Students,Low Income Students,Grade 3,Childrens Literature,Books,Family Environment,Access to Information,Home Visits,Common Core State Standards,Reading Tests,Reading Achievement,Difficulty Level

This study investigated the extent to which third graders (n = 84) from predominantly low-socioeconomic status families had access to books matched to their reading levels in their homes. On average, students showed home visitors books that fell within the Common Core State Standards' recommended text difficulty range for Grade 3 (mean Lexile = 587L). However, students who passed a state-mandated reading test ('good readers') had books with reading demands well below their reading levels. In contrast, students who failed a state-mandated reading test ('poor readers') had books with reading demands well above their reading levels. Findings suggest that poor readers would have limited opportunities to experience successful independent reading in the home, while good readers may find minimal challenge in the books accessible in the home. Findings have implications for efforts dedicated to increasing students' access to books.
Music as an Effective Anxiolytic Intervention in Communication Centers
Author: Zakia-O'Donnell, Evan
Date: 2016-12-00
Type: Journal Articles
Subjects: Communication Skills,Oral Language,Anxiety,Public Speaking,Music,Intervention,Program Effectiveness,Consultation Programs,Consultants,College Students

While all Communication Centers support speakers, through consultation, in becoming more confident and competent oral communicators, the staff at one center wondered about the anxiety that speakers bring with them into the consultation. As one would expect, there is public speaking anxiety. With help from staff members who had been recruited from the pool of speakers previously worked with, the uncertainty of what is to come during the pending consultation was identified as a second source of anxiety. In an effort to help, music was used as an anxiolytic intervention.
Thin Slices of Public Speaking: A Look into Speech Thin Slices and Their Effectiveness in Accurately Predicting Whole-Speech Quality
Author: Ismail, Mohamed
Date: 2016-12-00
Type: Journal Articles
Subjects: Public Speaking,Evaluation Methods,Behavior,Interpersonal Communication,Student Evaluation,Interaction,Oral Language,Undergraduate Students,Speech Communication,Communication Research

The term &quot;Thin Slice,&quot; first coined and defined by Ambady and Rosenthal (1992), is a brief sample of behavior, not exceeding five minutes in length, extracted from the full-length behavior stream. These thin slices are an efficient means to form judgments and predict outcomes of interpersonal relations from the full-length behavior (Ambady, LaPlante, Johnson, 2001). Previous research using the thin slice method propels the following research questions for this proposed study: can the thin slice method be applied to judge the quality of college level speeches? Communication studies professors have claimed to be able to assess the quality of the speech they are observing within only 30-seconds (Hossman &amp; Erickson, personal communication, 2015). Is this statement true or is it only based on the experience of the observer? Hence, can an individual through only the observation of speech thin slices accurately evaluate the overall quality of a speech? This proposed study aims to establish a framework to investigate and test these claims in hopes of finding an explanation as to whether or not thin slices can be used in the communication education arena to evaluate speeches. The implications of this study, if the findings suggest that the thin slice method can be used effectively to evaluate the overall quality of a speech, would be to apply the thin slice method in assisting universities with their assessment efforts pertaining both to the improvement of students' ability to speak proficiently and communication center operations. [Paper presented at the National Association of Communication Centers (Pittsburgh, PA, 2016).]
Expectations, Experiences, and Satisfaction of the Graduate Students with Distance Online Learning Environment in OMSC Graduate School during the COVID-19 Pandemic
Author: Casanova, Venessa S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Expectation,Student Experience,Student Satisfaction,Graduate Students,Distance Education,Electronic Learning,Online Courses,Foreign Countries,COVID-19,Pandemics,Correlation,Internet,Delivery Systems,Integrated Learning Systems,Asynchronous Communication,Computer Mediated Communication

This descriptive study determined the level of expectations, experiences, and satisfaction of the graduate students with distance online learning environment in Occidental Mindoro State College Graduate School during the COVID-19 pandemic. The study was conducted from January 2021 until August 2021 at OMSC Labangan Campus, San Jose, Occidental Mindoro, Philippines. A total of 58 respondents selected through a simple random sampling technique participated in the study. The questionnaire was the main instrument used in gathering data for the study. Data gathered were analyzed using frequency and percentage, weighted mean, Pearson-r moment correlation, and Regression analysis. It was found that the level of expectation, the extent of the learning experience, and the level of satisfaction with the online learning environment of the graduate school are very high. There is a high positive correlation between expectations, experience, and satisfaction. Experience has a high positive correlation with satisfaction. None of the indicators of expectation influenced satisfaction. The social and cognitive presence influence the satisfaction of the graduate students with the distance online learning environment of the OMSC Graduate School. It was suggested to improve internet connectivity, use asynchronous and modular delivery modes of instruction, give feedback and return students' output, and the faculty must keep up their good work to improve the distance online learning environment. It was concluded that graduate student's expectation and experience greatly influence their level of satisfaction with the online distance learning environment. Concrete actions are needed to improve and optimize the processes in the distance learning environment to enhance students' experiences and increase satisfaction.
Impact of Mediator Mentors Service-Learning on College Student Social-Emotional Expertise and Cultural Competence
Author: Torres, Yanelly
Date: 2022-00-00
Type: Journal Articles
Subjects: Service Learning,College Students,Social Emotional Learning,Cultural Awareness,Mentors,College School Cooperation,Program Evaluation

Mentorship in the field of service-learning has many variations. The utilization of peace circles has been on the rise as a way of bringing inclusion and cultural awareness when interacting with diverse perspectives in a group setting. Research on the impact of service-learning experiences on college students reflects that participation in these high-impact practices in higher education lead to positive outcomes through engagement in active learning practices that will impact their future careers. The purpose of this study was to investigate the potential factors that impact college students' own growth and development within mentorship service learning experiences in virtual settings with school-aged students. Using Likert-style retrospective survey questions with open-ended responses, this mixed-methods research explored the impact of participating in mentorship service learning on college students' development of social-emotional and cultural competence. The findings of the study are presented in a descriptive approach which led to conclusions and recommendations to improve the efficiency and effectiveness of the Mediator Mentors program at Fresno State University to positively impact the growth and development of college students in the areas of social-emotional expertise and cultural competence.
A Comparative Study of the Effect of Humor Strategies on Iranian EFL Learners&apos; Vocabulary Learning
Author: Najafi, Maryam
Date: 2021-00-00
Type: Journal Articles
Subjects: Humor,Second Language Learning,Second Language Instruction,English (Second Language),Comparative Analysis,Foreign Countries,Teaching Methods,Vocabulary Development,Private Education,Language Proficiency,Instructional Effectiveness

This paper aimed at examining and comparing the effects of different humor-based strategies (joke, pun, and limerick) on vocabulary learning of EFL learners at intermediate and advanced levels. To this end, 120 EFL learners in a private institute were asked to serve as the participants of the study. They were then divided into two groups according to their proficiency levels (i.e. advanced and intermediate). Each group contained four subgroups: three experimental groups (joke, pun, and limerick groups) and one control group. Before the treatment, the participants took part a pretest, which aimed to ascertain the homogeneity of the participants. The treatment for the three experimental groups then commenced, and it was followed by a vocabulary posttest. The data were gathered and analyzed via one-way between-groups ANOVA. The results revealed that for the intermediate learners, joke was more effective (although not significantly) than pun, which was (not significantly) more effective than limerick. The difference between joke and limerick, however, was statistically significant. For the advanced learners, the joke group outperformed both pun and limerick groups significantly. However, the difference between pun and limerick groups did not reach statistical significance. There was thus not a considerable difference between intermediate and advanced learners in terms of how they were affected by the treatments.
Critical Thinking in Second Language Learning: Students&apos; Attitudes and Beliefs
Author: Lailiyah, Malikhatul
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Student Attitudes,English (Second Language),Undergraduate Students,Second Language Learning,Second Language Instruction,Positive Attitudes,Self Esteem,Foreign Countries

Researches revealed that critical thinking is a solely appraised learning outcome in higher education. However, the study related to students' perceptions of critical thinking in online learning is not greatly expanded. This study explored students' attitudes and beliefs of critical thinking within asynchronous learning environments. The participants of this study were English as a Foreign Language (EFL) students in one of the universities in Malang. To gain deep understanding, both quantitative and qualitative approach was applied. In obtaining the data, a set of questionnaires was distributed through google form and analyzed to describe the learners' perception. Besides, to draw supplementary information, a form of deep interviews with six students was conducted. The findings indicated that even though the analysis of the questionnaire showed students' positive attitudes toward critical thinking skills, however, from the interview section, it is showed that students' were lack of confidence. In addition, there was multifaced understanding what critical thinking are.
English for Young Learners (EYL) in ASEAN: Policy and Implementation
Author: Diyanti, B. Yuniar
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language of Instruction,Educational Policy,Research Reports,Cross Cultural Studies,Age,Elementary School Students,Required Courses,Teacher Qualifications,Teacher Shortage,Textbooks,Barriers,Native Language,Language Skill Attrition,Foreign Countries,News Reporting,Government Publications

This article reviews the existing literature concerning the policy of English for Young Learners (EYL) and its implementation in ASEAN state members. The source of the review comprises peer-reviewed journal articles, conference proceedings, book chapters, research reports, official government documents, official websites, and newspaper articles discussing ELT, EFL, and EYL in South East Asia (Singapore, Malaysia, Brunei Darussalam, The Philippines, Thailand, Indonesia, Vietnam, Myanmar, Lao PDR, and Cambodia) published from 2000 to 2020. The discussion is limited to EYL Policy in which English is either taught as a second language or a foreign language. Of all the 10 ASEAN state members, Singapore is therefore excluded in the findings and discussion since English is a national language there. The review show that there are three major areas of EYL policy in ASEAN related to the lowering of age of starting to learn English, changing the status of English as compulsory subject in the primary curriculum, and using English as language of instruction in other subjects. Generally, implementation of policy is still strongly characterized by teachers' underqualification, teachers' shortage, lack of textbook provisions, and technical problems like big number of students in class. There are also concerns that English for primary school children creates disparities in education and the endangerment of local languages.