ethanporcaro/eric-fulltext-meta huggingface dataset:
Blended Learning: Moving beyond the Thread Quality of Blended Learning and Instructor Experiences
Author: Kastner, Jenine A.
Date: 2020-07-00
Type: Journal Articles
Subjects: Blended Learning,Higher Education,Educational Technology,College Faculty,Teacher Attitudes,Faculty Development,Barriers,Program Effectiveness,Conventional Instruction,Educational Quality,Teacher Competencies

In higher education, teaching and learning are undergoing a variety of innovations that involve the use of technology through blended learning. This pedagogical approach has been popular and expanding quickly in institutions internationally with a shift in focus from the technological aspects of learning management systems to theoretical frameworks to enhance practices in a move from traditional to blended learning. This study explores the benefits, barriers, and professional development practices utilized in higher education settings to implement blended learning classes. This quantitative research analyzed the practices of blended learning as an approach to teaching and learning in higher education through survey research. This study includes additional insight and understanding of the current and future trends regarding how to surpass these barriers and enhance the overall practices of blended learning. Higher education institutions can utilize this blended learning research to develop comprehensive guidelines and increase collaboration and innovation to improve practices and move beyond the threaded discussions. This study concluded that instructors rate the quality of the educational experience in their blended learning courses as superior or very superior compared to the traditional face-to-face format of instruction and that a lack of professional development is impacting the growth and effectiveness of the blended learning environment in higher education.
Self-Efficacy: A Rationale for Badging in Learning Contexts
Author: Hodges, Charles B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Efficacy,Recognition (Achievement),Educational Technology,Teaching Methods,Evaluation Methods,Learning Processes,Elementary Secondary Education,Higher Education,Goal Orientation,Learning Motivation,Learning Experience

Self-efficacy beliefs have proven to be an important influence on an individual's learning success. Badging is increasingly an element of innovative technologies for educational computing such as MOOCs, adaptive learning systems, smart learning environments, game-based learning, and gamification, among others. However, there is not strong evidence that a theoretical grounding drove the implementation of badging. In this paper, the authors provide self-efficacy as a rationale for implementing badges. The rationale includes a summary of learner self-efficacy, a description of current applications of badging, and potential applications and impacts of using badging for learning to enhance learner self-efficacy. Suggestions for further study are made and potential implications are discussed for the use of badges on learner self-efficacy in an educational context.
Classroom Management and Metacognition of High School Teachers
Author: Cyril, A. Vences
Date: 2017-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Metacognition,High School Teachers,Learning Processes,Foreign Countries,Class Size,Gender Differences,Individual Differences,Marital Status,Educational Environment

This paper focuses on the teaching learning process by evaluating the Classroom management and Metacognition of high school teachers. Classroom management is one of the greatest concerns of teachers and administrators when addressing the safety and well-being of students (Taylor &amp; Franklin, 2009). Effective classroom management should be the primary responsibility of the classroom teacher with the students accepting the responsibility of their inappropriate behavior. Metacognitive strategies like planning, monitoring and self evaluation may experience a lot of stress, strain and anxiety that results in restlessness in teaching competence. The uses of appropriate metacognitive strategies help the teachers to overcome the teaching learning problems. There is no doubt that the standard of Classroom management and Metacognition of teachers in the classrooms determine the standard of the school as well as quality education too. The research was a survey type, which consists of purposive sampling of 100 high school teachers in Dindigul district. The investigator has constructed and validated the Metacognition Scale and Classroom Management Scale by self under the guidance of his research guide. Personal data sheet was prepared by the investigator. The interpretation of data was done with statistical methods in percentage analysis, mean, standard deviation and 't'-test. The result showed that there is significant relationship between the Classroom management and Metacognition of high school teachers.
A Study on the Attitudes of Teachers towards Teaching English Grammar as Second Language (L2) and Their Effects on Instructional Practices in West Bengal
Author: Samanta, Sugata
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Teacher Attitudes,Educational Practices,Grammar,Teaching Methods,Correlation,Course Content,Language Proficiency,Teacher Effectiveness

In the arena of English as Second Language (ESL), the teachers play the most significant role in the bilingual pattern of contemporary India. For an effective teaching, teachers' attitudes have an important role in their decision-making regarding the type of materials, activities, and instruction they will use in their lessons. This study is an effort to find out various attitudes of teachers towards teaching English grammar and their effects on actual instructional practices. Some researches in this area have been conducted in the context of English teaching in schools in different parts of the world. However, no such study had been found conducted on the teachers in eastern India and so the present attempt was made. The study was conducted on 100 English teachers in both rural and urban areas of the Howrah Sadar subdivision of West Bengal. Data are analysed by using percentages and descriptive statistics. The study found that teachers possess a set of complex, interconnected and sometimes conflicting attitudes towards grammar teaching and the relation between their attitudes and actual classroom practices is complex.
Enduring Aristotle: A Prefatory Study on His Legacy of Ethics and Aesthetics
Author: Kandiah, Shrikarunaakaran
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Aesthetics,Ethics,Teaching Methods,Art,Literature,Moral Values,History,Correlation,Moral Development

The objective of this paper is to pinpoint and elucidate major conceptual contributions of Aristotle to art and literature at large. Aristotle's propositions offer enduring legacies both to literary philosophy and moral philosophy. Aristotle is basically a teleological thinker which sets him apart from his predecessors such as Plato. A historical contention in respect of the relationship between life and literature gets reconciled by Aristotle's teleology for the first time. This paper introduces a major selection of such categories of consequence from both the texts in question, and explores the interconnections they exert aesthetically. His concepts such as telos, mimesis, poesis, eudaimon, ergon, arête, hexis, catharsis, phronesis, praxis/action, plot, probability, and necessity on art are explained in relation to each other related categories, and explored in reference to poesy and life at large given their usefulness. In this process, the paper exemplifies from Greek dramatic texts, and suggests the uniqueness of art, as well as its oneness with life. It maps out the relationship between art and life by recourse to aesthetic categories from Aristotle. It concludes with a note of harmony whereby life and art are recognised as reciprocally enriching.
Development and Validation of a Survey of Online Counseling Instructors Engagement
Author: Nasir, Mohd Azrin Mohd
Date: 2020-07-00
Type: Journal Articles
Subjects: Validity,Student Attitudes,Student Evaluation of Teacher Performance,Teacher Effectiveness,Counselor Training,Counselor Educators,Online Courses,Distance Education,Graduate Students,Factor Analysis,Student Surveys,Teaching Styles,Correlation,Psychometrics

The purpose of this study was to develop and evaluate a survey assessing counseling instructors' engagement in distance education. The Survey of Online Counseling Instructor Engagement (SOCIE) is a student evaluation tool designed to measure instructors' engagement styles in the online classroom environment. The instrument was developed based upon an extensive review of the counseling literature in online teaching and distance education. The SOCIE was administered to 268 graduate students enrolled in online counseling courses across the United States during the Spring 2018 semester. An exploratory factor analysis (EFA) with Principle Component Analysis extraction and the Direct Oblimin method identified two dimensions of online engagement style with a total of 31 items: Organizing and Coordinating Style and Active Engaging Style. SOCIE scores also evidenced good internal consistency reliabilities and correlated as expected with a measure of student satisfaction. Based on these psychometric findings, this instrument may be used for student evaluation of teaching effectiveness by counseling instructors in online courses. Finally, limitations and implications are also discussed.
Examining the Impact of Multiple Practice Quiz Attempts on Student Exam Performance
Author: Davis, Marnie C.
Date: 2020-07-00
Type: Journal Articles
Subjects: Test Preparation,Academic Achievement,Scores,Electronic Learning,Student Evaluation,College Students,Computer Assisted Testing,Tests

Assessment of learning within the online classroom is a growing point of discussion, particularly with regard to student exam performance. In 2017, an online Organizational Behavior course offered by a large, Christian university was revised to include a change in the quizzes offered to students to prepare for each of four exams. This study examined historical exam data to determine whether changing the number of quiz attempts from one attempt to unlimited attempts significantly improved learning outcomes. To address whether unlimited exam attempts impacted exam scores, the means for exams in the Limited Quiz and Unlimited Quiz groups were compared. Second, we asked whether the change from limited to unlimited quiz attempts impacted performance specifically on the first and last exams. The results indicate that unlimited practice attempts on quizzes improved student exam performance overall. Additionally, significant improvements were found in the Unlimited Quiz group on the first and fourth exams. Based on the research and our findings, suggestions for the application of this information for faculty, curriculum developers, and administrators are discussed.
Exploring Student Engagement in an Online Course
Author: Garas-York, Keli
Date: 2020-07-00
Type: Journal Articles
Subjects: Learner Engagement,Online Courses,Cooperative Learning,Graduate Students,Assignments,Peer Relationship,Literacy Education,Reflection

Student engagement in a collaborative assignment (high-impact practice) as part of an online graduate literacy course was examined. Data were gathered across three weeks of online discussions as part of a Student Assistance Team (SAT) assignment. The findings demonstrated that student engagement can be high in an online course, particularly when graduate students interact with both the course content and their classmates. In addition, it was found that student engagement in a collaborative assignment can support the transfer of course content learned to additional course assignments.
Developing Digital Fluency among Teacher Educators: Evidence from Tanzanian Schools of Education
Author: Fulgence, Katherine
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Educators,Pedagogical Content Knowledge,Technological Literacy,Teacher Competencies,On the Job Training,Skill Development,Informal Education,Independent Study,Electronic Learning,Open Educational Resources,Foreign Countries,Faculty Development

This study explores how teacher educators develop digital fluency as a key competence in the contemporary world. Largely, the teacher education curriculum that the educators studied did not integrate digital fluency as a key competence. The study established dimensions of digital fluency as a concept through reviewing the literature. The study was qualitative, with data collected through interviews with ninety educators, including the management of university schools of education. The findings show that both individual mechanisms, particularly individualized learning, practice, engagement in research and consultancy, and institutional mechanisms - specifically training, infrastructure and the delivery of online programmes - contribute to the development of the digital fluency of teacher educators. The study contributes to the existing body of literature regarding digital fluency as a key competence for teacher educators. As regards practice, on-going training should be aimed at professional development, supported by continuous practice.
Impact of QM Professional Development on Course Design and Student Evaluations
Author: Conklin, Sheri
Date: 2020-07-00
Type: Journal Articles
Subjects: Educational Quality,Faculty Development,Student Attitudes,College Faculty,Online Courses,Program Effectiveness,Standards,Teacher Attitudes,Program Design,Workshops

As the number of online programs continues to increase, more faculty are concerned with the quality of their courses. Many institutions subscribe to Quality Matters (QM) for professional development and guidance on components associated with high-quality asynchronous courses. However, determining how professional development impacts the actual changes to course design is often overlooked. This research examined the revisions completed as a result of professional development. Simultaneously, student evaluations were analyzed to determine the student perception of course design improvements. The results demonstrated that there were course improvements in multiple areas, yet there was no correlation with student evaluations.
Online Polylogues and the Speech Acts of Online Discussion Forums
Author: Chaka, Chaka
Date: 2020-07-00
Type: Journal Articles
Subjects: Speech Acts,Computer Mediated Communication,Group Discussion,Discourse Analysis,Computational Linguistics,Guidelines,Pragmatics,Web Sites,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction

This study investigated online polylogues and the speech acts encoded in online discussion forums (ODFs) that occur as part of computer-mediated communication. These ODFs took the form of text-only online polylogues involving multiple participants who engaged in multiple conversations. The data were sourced from a sample of messages drawn from a corpus of 400 messages posted to the three ODFs: Becomingwebhead, EVObasic_internet, and Tesolflashmx. Four of the findings of the study are worth mentioning. First, the three ODFs displayed five types of polylogal thread messages. Second, the polylogal frequencies and the sequential structure displayed by the thread topics varied according to the number of participants who posted messages, the topic discussed, and the intensity of the discussion. Third, the participation framework and the conversation structure followed both (semi)regular and irregular patterns of adjacency pairs. Fourth, some of the speech acts performed by participants in their polylogal discussions included greeting, welcoming, informing, advising, thanking, congratulating, and promising.
Introducing WebQuests in Mathematics: A Study of Qatari Students&apos; Reactions and Emotions
Author: Murphy, Carol
Date: 2020-00-00
Type: Journal Articles
Subjects: Inquiry,Web Based Instruction,Mathematics Instruction,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Student Attitudes,Educational Technology,Technology,Cooperative Learning,Emotional Response,Internet,Foreign Countries

There is a need to investigate didactic strategies that can enhance engagement in science and mathematics education. This paper reports on the introduction of WebQuests, as part of collaborative inquiry, to enhance students' engagement in their mathematics lessons in Qatar. We present interview data gathered from eight student focus groups (grades 5 to 9) before and after the introduction of WebQuest lessons. Constant comparative analysis was used to examine students' reactions to using WebQuests in developing student-directed learning and collaboration in relation to support for learning. The analysis identified prospective reactions that were often confirmed retrospectively following the WebQuest lessons. These reactions were further analysed as external expressions of affect encoded by trait-like emotions that were similar to Goldin et al.'s (2011) notion of engagement structures. We suggest that the confirmation of reactions and emotions was influenced by students' levels of tolerance for ambiguity as a common element across engagement structures.
Quality Matters Impact on Student Outcomes in an Online Program
Author: Lynch, Susan
Date: 2020-07-00
Type: Journal Articles
Subjects: Curriculum Design,Nursing Education,Outcomes of Education,Educational Quality,Nursing Students,Online Courses,Program Effectiveness,College Curriculum

The purpose of this study was to evaluate the impact of courses redesigned using Quality Matters (QM) on student learning in an online program at a large university in the southeastern United States. The QM Rubric for course design is widely used in higher education. However, research about its use in nursing education is understudied. This pilot project compared 100% online courses--two courses redesigned to meet QM standards and two traditionally designed courses by faculty. Student outcomes such as quality of online discussion forums, student end of course evaluations, and end-of-course grades, were measured and analyzed. The data analysis included descriptive statistics and parametric group comparisons. Results showed that all indicators, although not statistically significant, were more positive in the QM-redesigned courses. As online education programs continue to explode, assurance of quality in course design is a key factor in meeting student needs.
Government Primary School Teacher Training Needs for Inclusive Education in Bangladesh
Author: Siddik, Md Abu Bakor
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Inclusion,Teacher Competencies,Teacher Education Programs,Training,Students with Disabilities,Preservice Teacher Education,Inservice Teacher Education,Teaching Skills,Knowledge Base for Teaching,Classroom Techniques,Curriculum Design

Bangladesh adopted inclusive education for all government primary schools when it implemented the National Education Policy 2010. However, Bangladesh continues to face several challenges in implementing inclusive education, and low teaching quality remains a significant issue in teaching children with special needs. To overcome this challenge, Bangladesh is developing inclusive teacher education. The current study reviewed 25 studies published in the last 15 years to compile and describe teachers' needs for implementing inclusive education in Bangladesh. The primary purpose of this study was to investigate teachers' training needs to implement inclusive education. This study also addressed the challenges of limited teacher training resources and discussed the three critical components of teacher training: professional learning, practice and engagement, and specific training content, such as involving children with special needs and collaborating with stakeholders including students, parents, and local leaders. This study also found that government primary school teachers need to be involved in long-term pre-service training. The result of this study can be used to develop a teacher training program for inclusive education in the future to fulfill government primary school teachers' training needs in Bangladesh. The findings of this study suggest the in-service training for government primary school teachers be improved to provide them teaching techniques for diverse students and collaboration skills with stakeholders in school communities to implement quality inclusive education.
Establishing a Multimedia-Rich Environment to Support Experiential e-Learning in Business Education
Author: Hsiao, E-Ling
Date: 2020-07-00
Type: Journal Articles
Subjects: Multimedia Instruction,Multimedia Materials,Learning Modules,Instructional Effectiveness,Business Administration Education,Risk Management,Industry,Consultants,Student Satisfaction,Authentic Learning,Experiential Learning,Undergraduate Students,Student Projects,Prior Learning

Engaging students in experiential e-learning is challenging. This article discusses how to establish a multimedia-rich e-learning environment to enhance experiential learning and engage students in applying course content in real-world situations. Consultants from golf, manufacturing, and food industries were invited to offer professional advice and evaluate student group projects. At the end of the course, surveys were sent to gather feedback from the students and the industry consultants to understand their perceived helpfulness of the multimedia content to support experiential e-learning. Twenty-two students and 13 consultants completed the surveys. The results showed that most students were satisfied with the multimedia content and perceived it as helpful to their experiential e-learning and the development of authentic group projects. The industry consultants had similar thoughts on multimedia content and recognized the quality of student group projects.
Learning with Smart Devices: Influence of Technostress on Undergraduate Students&apos; Learning at University of Ilorin, Nigeria
Author: Oladosu, Kamaldeen K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Undergraduate Students,Stress Variables,Student Attitudes,Correlation

The wide use of smart devices among students has generated concerns in the last decades. Critical among many others is stress accumulated from the increasing dependency on the use of smart devices, especially among undergraduate students: &quot;technostress.&quot; Observations that prompted this study hypothesized that if technostress is affecting professionals from other walks of life, can students who are digital natives be exempted from the rave? This study adopted a descriptive research design of the survey type, employed a validated researcher-designed questionnaire tagged &quot;USIToL&quot;, with a reliability co-efficient value of 0.73 to elicit responses from the respondents. The participants were 150 multistage sampled undergraduate students across two technology- dependent faculties at the University of Ilorin, Nigeria. The findings of the study revealed that as undergraduate students use smart devices, they become technostressed, and this is negatively influencing their learning with the devices. Therefore, this study recommended the need to rework how these devices can be better used to positively affect students' learning.