ethanporcaro/eric-fulltext-meta huggingface dataset:
Hope, Stress, Sketch &amp; Kvetch: Emphasizing Caring through Reflection in Online Teaching in the Pandemic
Author: Atman, Cynthia J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Caring,Reflection,Web Based Instruction,COVID-19,Pandemics,Learning Activities,Engineering Education,College Students,Teacher Student Relationship

This paper presents two reflection activities that supported the creation of community and a sense of caring for students learning in an online environment in the COVID-19 pandemic. In the first activity, students indicated how they were feeling in terms of hope/despair, stress/calm and energy level in a &quot;check-in&quot; slide at the beginning of each online class. This enabled the educator to respond to how the class was doing in the moment. In the second activity, students met outside of the regular class structure in an online group called &quot;Sketch &amp; Kvetch&quot; to talk about how we were all doing and create a sketch that was then shared with the group. Each of these activities had a positive impact on students in the pandemic.
Introduction of Students to Engineering Design Practices of Remote and Distributed Collaboration: Lessons Learnt from COVID-19
Author: Alling, Sean
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering Education,Teaching Methods,COVID-19,Pandemics,Design,Exhibits,Teamwork,Industry,Computer Science Education,Computer Software,Computer Mediated Communication,Online Courses,Student Projects

The onset of COVID-19 required drastic changes on how students interacted in EE-Emerge, a course where the students design and build exhibits demonstrating engineering to the public. COVID-19 was used as an opportunity to expose students on how teams in industry collaborate effectively on a project remotely across time zones, and how to communicate their results on sites like GitHub and Hackster.
Opinion: Course Design in the Time of Coronavirus: Put on Your Designer&apos;s CAP
Author: Streveler, Ruth A.
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Instructional Design,Distance Education,Teaching Methods,College Faculty,Guidelines,Decision Making,Course Content,Alignment (Education),Outcomes of Education,Feedback (Response),Evaluation Methods,Online Courses

The recent pandemic forced most faculty to move from face-to-face to remote instruction, sometimes necessitating a redesign of content and assessment, as well as the mode of instruction. This opinion piece presents the Content-Assessment-Pedagogy (CAP) triangle, a course design framework adapted from backward design, that parallels the engineering design process, and can guide deliberate course redesign decisions. The CAP triangle provides a guiding framework for making design decisions about what content must be emphasized and what might be omitted, what needs to be assessed, and how to design activities that maximize learning. The critical feature of the CAP framework is the alignment of each component (content, assessment, and pedagogy) with each other. And we propose that alignment is operationalized by placing what you want learners to retain long after instruction (the enduring outcomes) at the center of the design. We assert that the assessment and pedagogy need to flow from the enduring outcomes. And we also assert that feedback (not &quot;grading&quot;) is the most important aspect of assessment and that practice is the key feature of pedagogy.
Reevaluating Traditional International Service-Learning during a Global Pandemic
Author: Arehart, Jay H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Study Abroad,Pandemics,Educational Change,COVID-19,Engineering Education,Learning Activities,Foreign Countries

The Engineers in Action (EIA) Bridge Program provides engineering students with international service-learning opportunities through design-build footbridge projects. The conventional project model relies on an implementation trip as a primary learning activity. Prior to the pandemic-caused cancellations of all implementation trips in 2020, EIA resources were already being allocated to increase on-campus learning activities in an effort to improve the inclusivity of the program to students without the financial means to travel and forego paid internships. Online courses were developed using Open edX (https://eiaeducation.org) and the focus of students was shifted from preparing themselves to implement the bridge projects in person, to aiding local staff and communities to implement the projects without EIA students onsite. All student chapters remained actively engaged in their projects through the adapted project preparations and online courses. The successful adaptation of a service-learning project to an online format suggests that students still highly value these educational experiences. In the future, service-learning projects should consider offering online formats to engage more engineering students across a wider range of institutions.
Transferring In-Class Rapport to a Virtual Classroom in a Technology Entrepreneurship Graduate Engineering Course
Author: Bhatti, Pamela
Date: 2020-00-00
Type: Journal Articles
Subjects: Classroom Communication,Computer Mediated Communication,Engineering Education,Technology,Entrepreneurship,Graduate Students,Online Courses,Integrated Learning Systems,Peer Relationship,Videoconferencing

The objective of this work is to support our colleagues in building classroom rapport. We share our experiences transitioning an in-class graduate team-based engineering entrepreneurship course to a virtual classroom in Spring 2020. These experiences are placed in the context of fundamental research in rapport-building and online education. In our course, where engineering students must shift out of their comfort zone and interview stakeholders, we demonstrate the importance of establishing rapport to maintain open communication channels for meaningful discussions. The enduring elements of classroom rapport include instructor openness, clear communication/guidelines, and usage of a web-based learning management system.
Elementary Teachers&apos; Self-Efficacy during Initial Implementation of Comprehensive, Integrated, Three-Tiered Models of Prevention
Author: Oakes, Wendy Peia
Date: 2021-04-00
Type: Journal Articles
Subjects: Elementary School Teachers,Self Efficacy,Program Implementation,Prevention,Teacher Burnout,Measurement Techniques,Models,Intervention,Burnout,Measures (Individuals),Self Concept Measures

In this article, we examined educators' efficacy and burnout within Comprehensive, Integrated, Three-tiered (Ci3T) models of prevention, as implemented in 14 elementary schools in a Midwestern state. Participating schools completed a year-long training series to design their Ci3T plans and were in their second year of implementation as part of a districtwide initiative. We examined educators' year-end self-ratings to describe how teachers in schools with prevention models were faring, exploring three sets of variables (a) self-reported Ci3T treatment integrity, (b) social validity ratings of their Ci3T model of prevention, and (c) educators' sense of efficacy and burnout. Results indicated educators experienced emotional exhaustion; however, depersonalization and personal accomplishment scores revealed positive and large magnitude differences compared with a national sample. Moreover, educators reported higher levels of efficacy related to instructional strategies and classroom management than a national sample. Higher self-reported levels of Ci3T treatment integrity were associated with increased levels of efficacy related to student engagement. We discuss limitations and future directions.
Quick Flip: A Model of a Virtual Course in Dynamic Systems and Controls during COVID-19
Author: Reck, Rebecca M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,COVID-19,Pandemics,Educational Technology,Electronic Learning,Online Courses,Teacher Attitudes,Student Attitudes,Program Effectiveness,College Faculty,Flipped Classroom,Integrated Learning Systems,Video Technology,College Students

For the 2020 spring term, courses needed to switch from traditional in-person formats to an online format in about a week due to the COVID-19 pandemic. This paper presents the process and tools used to flip the course content and deliver a dynamic systems and controls course online. Initial feedback was gathered through end of term evaluations and faculty reflections at the end of the term. Overall, the format was well received by the students.
Human Expression and Meaning Making: Pondering the Role of the Medium in Creating a Life Worth Living
Author: Sheffield, Eric C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Self Expression,Conceptual Tempo,Experience,Epistemology,Experiential Learning,Communication (Thought Transfer),Mass Media,Social Media

This manuscript was originally delivered as the 2019 presidential address at the Ohio Valley Philosophy of Education Society annual meeting in September of that year. In this address, the author briefly distinguishes the Deweyan understanding of &quot;impulsion&quot; from that of &quot;expression&quot; as he discusses them in&quot; Art as Experience.&quot; Following that, the author takes up a general etymological/conceptual reminder as to the role that any medium plays given the space mediums occupy in the act of human expression. The author then extends the discussion of mediums and how they operate in the human endeavor of expressing meaning-expression being one of those endeavors that might make life worth living--by way of Neil Postman's contention that communication technologies as mediums of expression are inherently and metaphorically ideological; and, as such, dictate in large part what can and what cannot be meaningfully expressed. The author concludes by pointing to some serious epistemological dangers given the nature of human expression, contemporary media, and any medium's role in that expression-- particularly political expression--and the educational implications those dangers hold given pragmatic understandings of truth.
Developing an English Training Course for Local Wisdom Inheritance of One Village One Product in Thailand
Author: Nithitwaraphakun, Kannaphat
Date: 2020-12-00
Type: Journal Articles
Subjects: Curriculum Development,English for Special Purposes,Second Language Instruction,Second Language Learning,Vocabulary Development,Communicative Competence (Languages),Indigenous Knowledge,Community Development,Agricultural Production,Agricultural Occupations,Entrepreneurship,Academic Achievement,Student Satisfaction,Tourism,Foreign Countries

The purposes of this study were to: (1) develop an English training course for local wisdom inheritance of One Tambon (Village) One Product (OTOP) in Amphawa district, Samut Songkhram province; (2) compare the English achievement results of the participants before and after the English language training; (3) study learners' English performance, including vocabulary and the communication about process of making Thai coconut palm sugar presentation with determine criteria; and (4) study learners' satisfaction with the training course. The sample participants were 10 OTOP entrepreneurs in Amphawa District, Samut Songkhram Province who were selected by voluntary selection and they were interested and applied for the training course and all of them hold a bachelor degree. The research instruments were questionnaire assessing learners' training needs, an academic achievement test, a performance evaluation form, and a satisfaction assessment form. The statistics for data analysis were percentage, mean, standard deviation and content analysis. The findings were as follows: (1) the developed an English course for Local Wisdom Inheritance of One Tambon (Village) One Product (OTOP) in Amphawa District, Samut Songkhram Province contains 9 components including conception of curriculum, principles, objectives, structures, activities, duration, teaching materials, evaluation and assessment, and expected outcomes; (2) the average scores from English achievement test after using the curriculum in English training course was higher than before testing; (3) learners' English performance, including vocabulary and the communication about process of making Thai coconut palm sugar presentation, was at the high level (83.33%) which was higher than determine criteria; and (4) learners' satisfaction with the English training course was at the highest level ([x-bar] = 4.70).
Shifting the Dimensionality of Language: Evidence from Bilingual Bajau Sama Kota Belud in Malaysia
Author: Renddan, Berawati
Date: 2020-12-00
Type: Journal Articles
Subjects: Bilingualism,Case Studies,Language Skill Attrition,Native Language,Language Usage,Indonesian Languages,Language of Instruction,Language Attitudes,Nouns,Verbs,Form Classes (Languages),Political Influences,Social Status,Age Differences,Economic Factors,Language Maintenance,Elementary School Students,Second Language Learning,Native Language Instruction,Malayo Polynesian Languages,Rural Areas,Preschool Children,Young Adults,Adults,Foreign Countries

The language shift phenomenon in the Bajau Sama Kota Belud in Sabah is definite. The researchers surveyed the phenomenon in Kampung Taun Gusi 1, Kota Belud, Sabah. Based on the age cross-sectional method, 300 participants of 20-29 years (G20s), 30-39 years (G30s), 40-49 years (G40s), and 50-59 years (G50s) respectively were selected by stratified sampling. The objective of this study is to formulate the dimensionality of language shift. The researchers found that speakers shifted from using the mother tongue to the Malay language after entering school. The Bajau Sama language spoken as the mother tongue has declined from one generation to another. For a better understanding of the Bajau Sama lexical, G20s meet Fishman's (1991) implication scale negatively. The group achievement of nouns has decreased to 26.9%, verbs (33.9%), and adjectives (32%). Meanwhile, the attitude overtness towards the Bajau Sama language is most evident among G50s with a statistical min of 83.00, declining by 48.20 in G30s and 41.80 in G40s, which eventually and significantly decreased by 23.20 in G20s. In the family domain, G20s prefer using the Malay language over Bajau Sama. In the neighbourhood domain, G20s and G30s use the Malay language frequently. All the groups choose to speak the Malay language in the shop outlet domain. This study's implications demonstrate G20s and G30s have shifted to use the Malay language in family and neighbourhood domains. This shifting justifies the low vocabulary knowledge in Bajau Sama compared to G40s and G50s. Overall, the language shift from the mother tongue to the Malay language in the Bajau Sama Kota Belud community occurred due to bilingualism, the level of status, and unequal power between the two languages, the impact of political, economic, and social situations on one language group. In conclusion, we suggested that the Bajau Sama standard language curriculum be introduced in primary schools to sustain its vitality as a revitalization program.
Mentoring and Motivating Project Based Learning in Dynamics
Author: Miller, Callie
Date: 2020-00-00
Type: Journal Articles
Subjects: Mentors,Student Motivation,Active Learning,Student Projects,Engineering Education,College Students,COVID-19,Pandemics,Instructional Effectiveness

Students in the Department of Engineering at James Madison University choose the program for opportunities to build close relationships and experience high impact teaching. The shift to online learning due to COVID-19 resulted in a potential loss of these opportunities and a decrease in student motivation. In my Statics and Dynamics course I wondered: &quot;How might I replicate the mentored learning experience while maintaining student motivation through the uncertainty of COVID-19?&quot; I crafted a half-semester project where students proposed to analyze a real-world problem requiring techniques from Dynamics. The student response was overwhelmingly positive and suggested they were intrinsically motivated.
Language Practices in the UAE: Perspectives of Arab Mothers of Children with Autism Spectrum Disorders
Author: Bakhsh, Manar
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Bilingualism,Mothers,Autism,Pervasive Developmental Disorders,Children,Parent Attitudes,Language Usage,Family Environment,Semitic Languages,English (Second Language),Cultural Influences,Social Influences,Beliefs,Communication Skills,Language Maintenance

This study investigated the language practices of 4 Emirati bilingual Arabic/Emirati mothers with their children with autism spectrum disorder. The study aimed to explore (1) the nature of the language practices (2) their limitations and (3) the mothers' perceptions on bilingualism and home-language. The author conducted semi-structured interviews with thematic and narrative analysis to produce themes. Participants reported that they perceived English to be valuable for their children's education and future. Arabic was valued for its direct connection to the Quran and Islamic teachings and it was perceived as essential in maintaining familial relationships. The mothers had high aspirations for their children and believed that adopting a bilingual approach would facilitate their success and acceptance in society. These beliefs were reinforced by professionals. Although all of the participants valued Arabic, they did not pursue teaching it. Furthermore, they believed that their children would acquire and maintain Arabic solely through family interactions and unstructured Islamic teachings. The language practices of Emirati parents with children with ASD are influenced by the recommendations of professionals and recent rapid changes in the country's linguistic environment. More Professionals should be better educated about matters related to home-language and its impact on the children and their families. Future research should include parents with older children and more complex language. Additionally, future research should target professionals in the UAE and their perceptions about bilingualism.
Transfer in Written English Discourse: The Influence of Arabic and French on Tunisian EFL Students&apos; Argumentative Texts
Author: Hedia, Najoua Ben
Date: 2020-12-00
Type: Journal Articles
Subjects: Transfer of Training,Writing (Composition),Undergraduate Students,Second Language Instruction,Second Language Learning,English (Second Language),Foreign Countries,Semitic Languages,French,Contrastive Linguistics,Rhetoric,Language Proficiency,Metacognition,Writing Evaluation,Student Attitudes,Interference (Language),Writing Instruction,Teaching Methods,Multilingualism,Native Language,Writing Research,Persuasive Discourse

Although the concept of contrastive rhetoric has received considerable attention in research on second language writing, it has not been adequately examined in a linguistically complex context such as Tunisia. This study is an attempt to contribute to the growing body of research on second language writing through investigating the validity of the Contrastive Rhetoric Hypothesis in the Tunisian context. The study is based on the assumption that the main causes of Tunisian students' deficient writing ability in the English language are transfer of Arabic and French rhetorical norms, insufficient writing ability in Arabic and/or French, lack of a well-developed metacognitive knowledge, and poor language proficiency in English. The research approach adopted is quantitative as well as qualitative. Two data collection instruments were used: a questionnaire and 150 compositions in three languages. 50 undergraduate students of English at the Institut Supérieur Des Langues de Tunis took part in the study, 25 of them were first-year students and 25 final-year students. The findings indicate that transfer is but one cause of the students' deficient writing ability and that the development of multilingual students' writing proficiency requires much more attention.
Revisiting Grammar Teaching in a Saudi EFL Context: Teachers&apos; Perceptions and Practices
Author: Abduh, Mariam Yousef
Date: 2020-12-00
Type: Journal Articles
Subjects: Grammar,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,College Faculty,College Students,Student Participation,Teaching Methods,Instructional Materials,Error Correction,Correlation,Barriers,Foreign Countries

In language, meaning is conveyed and received through words and grammar. A phrase or a sentence is not a random collection of words. In the absence of grammar, words hang together without any real meaning. Thus, grammar plays an essential role in language teaching. With adequate grammar explanations in meaningful contexts and practice, some serious errors in learners' language can be avoided. This study aimed at examining the relationship between teachers' perceptions of grammar teaching and their actual practices in a Saudi EFL context. Questionnaires and classroom observation checklists were used to gather information about teachers' perceptions of grammar teaching and to compare that with their practices. The paper sought to find answers to these questions: 1) What are teachers' perceptions of grammar teaching? 2) Do teachers' perceptions of grammar correlate with their actual teaching in EFL classes? 3) What are teachers' perceptions of problems, if any, hindering their practice of grammar teaching? The sample consisted of 23 teachers who completed a questionnaire discussing their perceptions of grammar teaching and practice. Six of these teachers were observed teaching grammar in classes. The findings revealed that there was a negative correlation between teachers' perceptions of grammar teaching and their perceptions of their grammar classes. Also, there was a negative correlation between teachers' perceptions of grammar teaching and the observed classes. However, teachers' perceptions of their classes were mostly reflected in observation cards, and they were positively correlated. Further, the study revealed teachers' tendency towards traditional methods of teaching where the meaningful practice was overlooked.
The Effect of Computer-Assisted Instruction on Challenging Behavior and Academic Engagement
Author: LeJeune, Lauren M.
Date: 2021-04-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Handheld Devices,Instructional Effectiveness,Behavior Problems,Positive Behavior Supports,Academic Achievement,Learner Engagement,Emergent Literacy,Elementary School Students,Students with Disabilities,Intellectual Disability,Developmental Disabilities,Children,Males,Public Schools,Intelligence Tests,Screening Tests

Students with intellectual and developmental disabilities (IDD) require intensive supports, including those that target behavior, to make progress on literacy goals. In this study, we investigated whether computer-assisted instruction (CAI) may be one effective method to decrease challenging behavior and increase academic engagement. Participants were three students with IDD (7 to 9 years old) who engaged in challenging behaviors during instruction. We used a single-case alternating treatments design to compare levels of challenging behavior and academic engagement during paper-based and CAI (i.e., tablet computer-based) literacy instruction. Results indicated that CAI was associated with decreased challenging behavior and increased academic engagement for two of three participants. In addition, the CAI condition corresponded with higher scores on academic performance assessments for one participant. Although teacher and student measures of social validity were positive, there was limited evidence that results maintained. These findings are described in relation to their limitations, future directions for research, and impact on practitioners.