ethanporcaro/eric-fulltext-meta huggingface dataset:
Beliefs or Intentionality? Instructor Approaches to ePortfolio Pedagogy
Author: Tse, Crystal T.
Date: 2018-12-31
Type: Journal Articles
Subjects: Beliefs,Intention,Portfolios (Background Materials),Educational Technology,College Faculty,Learning Experience,Learner Engagement,Undergraduate Students,Teaching Methods

We provide evidence to substantiate the learning potential of eportfolios by focusing on instructor variables that influence eportfolio learning experiences. We conducted a mixed-methods study of over 800 students across 30 courses. Using survey, interview, and focus group data, we argue that instructors' approaches to eportfolio activities play a critical but underappreciated role in whether the eportfolio will be a valued student learning experience. By adapting categorizations of deep, surface, and strategic learning, we argue that an instructor's approach to eportfolios can be classified in a similar manner. We analyze how the instructor adheres to eportfolio best practices, and how the instructor manages student expectations and relays the importance of the eportfolio. As a result, we propose that instructors too can adopt a deep, surface, or strategic approach to eportfolios. Our data show that students generally benefit most when instructors adopt a deep, intentional approach to eportfolios, such as having a long-term investment in the course (e.g., teaching it more than one time), taking a hands-on approach with the administration of the eportfolio, and collaboratively designing the eportfolio activity.
Questioning for Meaning: Enhancing Questioning Strategies of Teacher Candidates through the Understanding by Design Approach
Author: Seeger, Victoria
Date: 2018-00-00
Type: Journal Articles
Subjects: Questioning Techniques,Preservice Teachers,Design,Critical Thinking,Social Studies,Methods Courses,Vignettes,Models

Understanding, crafting, and asking questions is a critical skill for all teachers, maybe even more so for social studies content, an area where educators may lack broad, in depth knowledge of the content. Having the ability to ask high level, critical thinking questions of students takes time and practice and a skill not often mastered or present in teacher candidates or new teachers. Even many seasoned teachers have difficulty asking questions that promote thinking and assist students in making connections about their learning. When teacher candidates learn about questioning through a specific model promoting deeper thinking through critical questioning, their thinking about questions and questioning changes. Consider this vignette as a teacher candidate discusses questioning in a social studies methods course while learning the basics of lesson design.
University of the Future: Genesis, Challenges and Potential
Author: Sertu, Berhane Bein
Date: 2018-00-00
Type: Journal Articles
Subjects: Futures (of Society),Universities,Online Courses,Mass Instruction,Distance Education,Teaching Methods,Educational Trends,Educational Innovation,Educational History,Program Descriptions,Higher Education

Although the University of the future will insatiably chip away at some opportunities from the University of today, although the advent of the ever-innovating technology will make the former more viable and the later more vulnerable, although the inevitable wave of changes that have swept other older industries loom, although the MOOCs and online delivery will increasingly utilize pedagogically sound approaches, the University of today and the University of the future will complement, not undermine each other.
Lessons Learned from Indigenizing a Media Program at an Ontario Community College
Author: Rodrigues, Anna Augusto
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Community Colleges,Indigenous Knowledge,Culturally Relevant Education,Canada Natives,Faculty Development,Mass Media,Broadcast Industry,Cultural Awareness,Social Justice,Two Year College Students

In this paper, the authors reflect on a two-year journey to indigenize the program they have taught in at a community college in Ontario. These efforts necessitated their own education in Indigenous history and perspectives, as well as contemplation of the impact of colonialism on their own teaching. This reflection was combined with much consultation with the First Peoples Indigenous Centre at Durham College and research of other post-secondary efforts to indigenize curricula as part of a broader effort to implement some of the recommendations arising out of the Truth and Reconciliation Commission of Canada. The work completed during this project also included a student focus group, educational workshops for non-Indigenous faculty and the creation of internal media assets featuring Indigenous themes. As well, this work led to the creation of a new compulsory course on Indigenous perspectives in contemporary media that has been added to the college's Broadcasting program. At the end of this project, the authors stress moral imperative of continuing this work to educate future generations of media professionals on the value of Indigenous culture and the importance of understanding the historical wrongs endured by Indigenous peoples.
Deconstructing the Notion of ePortfolio as a &apos;High Impact Practice&apos;: A Self-Study and Comparative Analysis
Author: Mueller, Robin A.
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Portfolios (Background Materials),Self Evaluation (Groups),Comparative Analysis,Learner Engagement,Teaching Methods,Undergraduate Study,Academic Achievement,Instructional Design,Scholarship,Instruction,Learning,Reflection,Active Learning,Inquiry,Educational Technology

ePortfolio has become a popular pedagogical tool on the higher educational landscape, often referred to as a &quot;high impact practice&quot; that has the potential to generate transformative learning experiences. After reflecting on our educational development consultations and undergraduate teaching practices with ePortfolio, we identified areas of resonance with, and misalignment between, research literature and our experiences with implementation. We have conducted a self-study to capture the narratives of our experiences, and engaged in a comparative analysis of these narratives alongside ePortfolio best practice literature. We provide a comprehensive literature review, an overview of our narratives, and a discussion about the inconsistencies arising from our comparison. We conclude by offering some recommendations for application and suggestions for further inquiry.
The Design of an Empirical Cross-Boundary Collaborative Open Learning Framework
Author: Nerantzi, Chrissi
Date: 2018-00-00
Type: Journal Articles
Subjects: Physics,Interdisciplinary Approach,Case Studies,Higher Education,Foreign Countries,Open Education,Cooperative Learning,Partnerships in Education,International Cooperation

This paper reports on the design and development of an empirical cross-boundary, collaborative open learning framework for cross-institutional academic development. The framework is one of the key outputs of a phenomenographic study into the lived experience of open learners in two open cross-institutional courses. Data was collected through individual interviews from 22 study participants from two courses that made up a collective case study. These courses were offered by UK higher education institutions in collaboration with informal partners nationally and internationally and were selected as these had different collaborative learning features built-in that could be explored. Course participants in these two courses include academic staff who teach or support learning and further open learners. The empirical design framework is proposed to support the development and implementation of cross-boundary collaborative open learning approaches within cross-institutional academic development and may also be useful in further learning and teaching settings in higher education.
Personalizing Feedback Using Voice Comments
Author: Keane, Kjrsten
Date: 2018-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Feedback (Response),Computer Mediated Communication,Speech,Undergraduate Students,Preferences,Audio Equipment,Computer Oriented Programs,Technology Uses in Education

While text-based feedback is normally used by college instructors to help students improve their written assignments, it is important to consider using voice comment tools for further personalization. New and easily-accessible technologies provide this option. Our study focused on surveying undergraduates who received voice comments on their written assignments. Students were queried on their preferences for feedback delivery and survey questions probed student responses both quantitatively and qualitatively. Two voice comment tools were used: Adobe Acrobat Reader and Kaizena voice comments. Results showed the majority (66.7%) of students surveyed preferred the addition of voice comment feedback over written comments alone. Appendices supply tool information, full data sets and extensive student commentary regarding their experience after receiving voice comments.
Open Textbooks in an Introductory Sociology Course in Canada: Student Views and Completion Rates
Author: Ross, Heather M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Sociology,Textbooks,Introductory Courses,Foreign Countries,Educational Resources,Shared Resources and Services,Active Learning,College Students,Student Attitudes,Instructional Materials,Comparative Analysis,Costs

Open educational resources (OER), including open textbooks, are free, adaptable learning resources. The integration of these materials in place of commercial textbooks allows for considerable financial savings for students and creates opportunities for more active and engaged learning. The growing interest in the use of OER at a Western Canadian university led to the chance to survey students for their feedback on using OER instead of traditional commercial textbooks. This paper focuses on the views of students in an introductory sociology course for which an instructor adopted an open textbook and otherwise left the course unchanged from when it was taught with a traditional textbook. In addition, completion rates for the offerings with the open textbook are compared to previous offerings with a commercial textbook.
Designing Online Curriculum: Program Revisions and Knowledge Exchange
Author: Gruber, Sibylle
Date: 2018-00-00
Type: Journal Articles
Subjects: Curriculum Design,Online Courses,Shared Resources and Services,Communities of Practice,College Curriculum,Teacher Collaboration,College Faculty,Graduate Study

In this article, I focus on the importance of knowledge exchange and knowledge communities to create an online curriculum that moves from individual course design to shared curriculum design. I draw from current discussions on communities of practice, agoras, and knowledge societies, expanding on the notion that knowledge, in order to benefit society, has to be shared. I show the results of a program redesign at Northern Arizona University achieved through collaboration on online course learning outcomes as well as course design, and I conclude by arguing for continued assessment of current practices to encourage educators to think critically about their contributions to an open knowledge society.
Determination of Healthy Life Style Behaviours of the Students in Middle-Adolescence
Author: Tanir, Halil
Date: 2019-00-00
Type: Journal Articles
Subjects: Health Behavior,Life Style,Sleep,Physical Activity Level,High School Students,Student Attitudes,Eating Habits,Television Viewing,Internet,Telecommunications,Gender Differences,Nutrition,Health Personnel,Food,Foreign Countries,Developmental Stages

The purpose of this study is to determine healthy life style behaviours, such as average daily sleep duration, sport habit, physical activity level and eating habits, of high school students in their middle adolescence (15-17 ages). The research sample consists of 642 (n=338 male and n=304 female) volunteer students in a secondary education institution in Konya city centre. The questionnaire formed by examining relevant literature has been used to determine healthy life style behaviours. The average daily sleep duration of the students participating in the study is 8.30±1.26. 42.8% the of female students and 37.8% of the male students do not do sports. 69.8% of the female students and 74.6% of the male students use the internet from their mobile phones during the day. The percentage of those who watch television 1-3 hours and more a day is 85.6% for the female students and 81.6% for the male students. 28.2% of the female students and 30.2% of the male students skip meals. 38.8% of the female students and 36.1% of the male students have breakfast. Within the lights of the findings in the survey, it has been concluded that the students in middle adolescence do not healthy life style behaviours sufficiently. The students do not consume the eatables that are healthy for them. The food stuffs, such as chips, chocolate, carbonated drinks and hamburgers, whose overconsumption is harmful to are frequently consumed by students. It should not be forgotten that the eating habits obtained in the adolescence will affect the adulthood period. Therefore, evaluating their nutritional status, adolescents should be gained adequate and balanced nutrition habits. In the adoption of a healthy lifestyle, adequate balanced nutrition and physical activity should be considered as a whole and, when required, a specialist health professional should be consulted for proper nutritional advice.
Evaluation of Health Promotive and Protective Behaviors in Terms of Different Qualities: A Study on Physical Education Teachers
Author: Caz, Çagdas
Date: 2019-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Health Promotion,Eating Habits,Sleep,Mental Health,Physical Health,Health Behavior,Measures (Individuals),Teacher Attitudes,Gender Differences,Medical Evaluation,Foreign Countries

Health is one of the most valuable things that we can have. The first thing that comes to mind when we think of health is our physical structure. However, mental health is also of crucial importance. In this context, the aim of this study is to examine physical education teachers' health promoting and protective behaviors in terms of different qualities. Study sample consisted of 42 female and 98 male physical education teachers. Data were collected using the Health Promoting and Protective Behaviors Scale (HPPBS) developed by Bostan, Örsal &amp; Montenegro (2016). Data were descriptively analyzed. T-test and one-way analysis of variance (ANOVA) were used for independent groups. Tukey's multiple comparison test was used for posthoc pairwise comparisons to determine the source of difference. Health promoting and protective behaviors did not differ significantly by gender. However, there was a statistically significant difference in health promoting and protective behaviors between participants who have regular check-ups and pay attention to their diet and sleep and those who do not.
The Views of Elite Bodybuilding Athletes Concerning Doping Training, Their Level of Knowledge about Doping, and Values Education in Sport
Author: Yildiz, Özer
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Athletes,Human Body,Physical Activities,Drug Abuse,Values Education,Knowledge Level,Training,International Organizations,Information Dissemination,Competition

The objective of this research study is to reveal the levels of knowledge of the elite bodybuilding athletes and their views about doping training; additionally, to evaluate the views of the participants from the standpoint of sport values education. The research was conducted as a phenomenology model, which is one of the qualitative research methods, and interview method was used. The research group was comprised of 13 national athletes (3 women and 10 men) from Turkey in bodybuilding branch. The 'Personal Information Form' and 'Interview Form', which were prepared by the researcher, were used. The data were analyzed via content analysis method, which is one of the qualitative research methods. Consequently, it was concluded that the bodybuilding athletes had low levels of knowledge concerning doping, national and international federations did not conduct information training about doping, it was important for the athletes to be successful in the contests, there was an increase in the use of doping, and that they were not competing on a level playing field.
Child Abuse and Children&apos;s Strategies to Cope with Abuse
Author: Osmanoglu, Devrim Erginsoy
Date: 2019-00-00
Type: Journal Articles
Subjects: Child Abuse,Coping,Foreign Countries,Elementary School Students,Middle School Students,Child Health,Age Groups,Behavior Patterns,Child Neglect,Antisocial Behavior,Sexual Abuse

Abuse refers to any form of physical, emotional, sexual and economic maltreatment that actually damages the child's health, life, development and / or dignity. The prevention of abuse will be possible through the recognition of abuse and abuser by the child and strengthening of the &quot;active strategies&quot; used by the child to act against them. In line with the general purpose of the study, answer to the questions &quot;Which age groups from among the elementary school and secondary school students are under the risk in terms of being abused?&quot;, &quot;Which type of abuse is frequently experienced by the child?&quot;, &quot;Who are the abusers?&quot;, &quot;What are the strategies used by the child abused to cope with the incidence of abuse?&quot; were sought. An opinion form consisted of 8 questions was used in the current research. The data collected from a total of 616 students were subjected to content analysis. According to the results obtained 75% of the children from different age groups were found to have been subject to abuse and all the age groups were most abused by their peers, followed by family members and relatives.
Career Decision Regret as a Predictor: Do Teachers and Administrators Regret Due to Their Career Choice?
Author: Köse, Akif
Date: 2019-00-00
Type: Journal Articles
Subjects: Career Choice,Job Satisfaction,Life Satisfaction,Predictor Variables,Foreign Countries,Administrators,Teacher Administrator Relationship,Teacher Attitudes,Administrator Attitudes,Preschool Teachers,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Correlation

This research aims to explore the relationship between career decision regret, job satisfaction and life satisfaction as well as determining whether career decision regret significantly predicts job satisfaction and life satisfaction. Having a descriptive research design, the research has employed relational survey model. The population of the research holds a total of 7671 teachers and administrators who work at pre-school education institutions, primary, secondary and high schools located within the central provinces of Kahramanmaras. The research sample consists of 365 participants who have been selected through a random sampling method. The research has deployed &quot;Career Decision Regret Scale&quot;, &quot;Job Satisfaction Scale&quot; and &quot;Satisfaction with Life Scale&quot;. Independent groups t-test, one-way ANOVA test, Pearson correlation and regression analysis have been used during data analysis. Research results have revealed that teachers' and school administrators' career decision regret is at &quot;a little&quot; level; they have experienced a medium level of general, intrinsic and extrinsic satisfaction; they are at the level of &quot;neither agree nor disagree&quot; in terms of life satisfaction; there is a negative and medium level relation between career decision regret and life satisfaction and between career decision regret and job satisfaction; a significant, positive and medium level relation between job satisfaction and life satisfaction; career decision regret is a significant predictor of job satisfaction and life satisfaction; 25% of the total variance of job satisfaction and 22% of the total variance of life satisfaction level of teachers are explained by career decision regret.
&apos;Dark Reuse&apos;: An Empirical Study of Teachers&apos; OER Engagement
Author: Beaven, Tita
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Resources,Shared Resources and Services,College Faculty,Language Teachers,Open Universities,Foreign Countries

There is scant evidence of OER reuse or sharing; OER apologists maintain that reuse is happening in private spaces, but others argue there is no evidence of such 'dark reuse'. The OER lifecycle provides a model of OER engagement, defining five key practices: finding, composing, adapting, reusing and sharing. However, no empirical research has yet investigated whether teachers' engagement with OER follows this model; evidence from OER repository analytics suggests not. This paper draws on an empirical study of engagement with an OER repository by language teachers at a distance university (The Open University UK). Through the applied thematic analysis of data generated through observation of lesson preparations, the paper's contribution is to validate the OER lifecycle model and provide evidence of 'dark reuse'. Qualitative tools, sensitive to the situated nature of OER engagement, are crucial to understanding invisible practices around 'dark reuse', and sophisticated models that embrace the complexity of OER ecosystems are needed.
Differentiation in Access to, and the Use and Sharing of (Open) Educational Resources among Students and Lecturers at Technical and Comprehensive Ghanaian Universities
Author: Pete, Judith
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Resources,Shared Resources and Services,College Students,College Faculty,Access to Education,Access to Computers,Computer Literacy,Computer Uses in Education,Teacher Attitudes,Student Attitudes,Internet,Institutional Characteristics

This paper is the second in a series of three with a common goal to present a fair OER picture for Sub-Saharan Africa, represented by large-scale studies in three countries: Kenya, Ghana, and South Africa. This paper examines a deliberate selection of four Ghanaian universities with randomly sampled students and lecturers. Distinct questionnaires for students and the lecturers have been used, which generated a response from in total 818 students and 38 lecturers. The major outcomes based on the empirical data are: (i) there is a significant digital differentiation among lecturers and students at technical versus comprehensive universities in terms of their proficiency and internet accessibility; and (ii) the awareness and appreciation of the OER concept and open licensing is low but from the actual variety and types of processing by respondents of educational resources (not necessarily open) there is a preparedness for openness for the future.