ethanporcaro/eric-fulltext-meta huggingface dataset:
An Interprofessional Peer Teacher Training Program for Health Professional Students: &apos;Face to Face&apos; versus &apos;Online Only&apos;
Author: Burgess, Annette
Date: 2023-00-00
Type: Journal Articles
Subjects: Allied Health Occupations Education,Peer Teaching,Interprofessional Relationship,Teaching Skills,Blended Learning,Electronic Learning,Student Attitudes,Learner Engagement,Foreign Countries,College Students

In 2020, following the disruption of COVID-19, we rapidly moved the interprofessional Peer Teacher Training (PTT) program, traditionally delivered via blended learning to 'online only' format. Consisting of seven modules, the PTT program is designed to provide health professional students with opportunities to develop skills in teaching, feedback, assessment, teamwork and communication, in preparation for peer teaching and future practice. This study sought to compare 'blended learning' with 'online only' delivery. 'Blended learning' format, included a one-day face-to-face session, requiring 9 facilitators. Students participated in small group learning activities, and were formatively assessed on their teaching and feedback skills. 'Online only' delivery occurred across three weeks, using asynchronous and synchronous activities, requiring 11 facilitators. Students completed a post-course questionnaire. Data were analysed using descriptive statistics and thematic analysis. Eighty-five students completed the program; 36 in 'blended learning' and 49 'online only' format, from six disciplines (health sciences, medicine, nursing, pharmacy, oral health and public health). All (100%) 'blended learning' and 67% 'online only' participants completed the questionnaire. Both sets valued the online reading, discussion boards, videos, with opportunities to practice teaching skills, give and receive feedback. They reported an increased understanding of the roles of other disciplines. However, the 'face-to-face' component had some associated benefits, including a more positive attitude towards interprofessional learning and intention to teach. While 'online only' delivery of the program provided an effective alternative to the traditional 'blended learning' format, additional 'real-time' sessions may improve student engagement.
A Rubric Approach to Assessing Information Literacy Competency in Tertiary Curricula
Author: Burns, Adrienne
Date: 2023-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Information Literacy,Competence,Undergraduate Students,Curriculum Development,Environmental Education,Science Education,Foreign Countries

Systematic analysis of undergraduate curriculum design and assessment is required to ensure real world experiences are embedded in a degree structure for a high level of information literacy (IL) attainment. IL competencies and skills are critical for successful graduate outcomes. We developed a framework using a constructive alignment approach to develop the Student Attributes for Information Literacy (SAIL) and accompanying rubric with outcomes that categorize depth of application over degree progression. The rubric was used to audit IL in core units of a multidisciplinary Bachelor of Environmental Science degree before and after a cycle of curriculum design. SAIL's rubric provides educators with a practical and repeatable approach to identifying IL development in units of learning. The SAIL rubric found that IL, for most core units, was taught, practiced, and assessed at the foundational level. At the advanced level, however, students had limited opportunities for literacy training, practice, and assessment in a digital context until the end of the degree. The framework and rubric identified gaps and opportunities in IL attainment, and thus warrants further application. Making sure these gaps are addressed, with opportunities identified for learning throughout a progressive program, will ensure resilient and adaptable graduates in a digital dominant workforce.
Self-Agency and Academically High-Performing Students&apos; Success: Towards a Praxis for Academic Support in One South African University
Author: Nnadozie, Victor
Date: 2023-00-00
Type: Journal Articles
Subjects: Personal Autonomy,High Achievement,Success,Foreign Countries,Student Attitudes,Student Needs,African Culture,Academic Support Services,College Students

Globally, student support mechanisms focus almost exclusively on academically 'under-performing' students, especially as insofar as academic development practices are concerned. This article makes a case for a shift in approach. Using the context of one country, South Africa, we sought to better understand the strengths that academically high-performing students (AHSs) employ in order to succeed. We drew on a conceptual lens based on Bandura's theory of the self. Data was collected by means of document analysis, individual interviews and focus group interviews with ten (n = 10) purposively selected academically high-performing fourth-year undergraduate students in a school of education at one university. The findings show that beyond typical family and institutional factors, the students' capability of effecting change through intentional and cognitive agentic influences is critical to their success. Importantly though, in finding their self-agentic capabilities, some found mutual support with and for peers who shared in their passion for success. This asserts the relevance of Ubuntu as a concept that underpins the understanding of 'self' in this context. The findings are important for theory in problematising Bandura's self-agentic theory and expounding its application to peer learning support. It is also important for practice because understanding the AHSs' negotiation of self-agency brings refreshing insight to the student success conundrum.
Overcoming Isolation with Community Based Digital Writing Initiatives
Author: Morley, Craig
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Isolation,COVID-19,Pandemics,Writing (Composition),Technology Uses in Education,Writing Instruction,Writing Workshops,Collaborative Writing,Cooperative Learning,Case Studies,College Students,Foreign Countries

Isolation is a consideration for many writers and is a term that has become synonymous with the pandemic. Perhaps this explains why the focus for much practice and research on writing development from a learning development and academic literacies context has traditionally focussed upon in-person support. Digital writing practices offer alternatives to in-person support and opportunities to address writers' feelings of isolation. The research question for this case study is, therefore; to what extent have changes in writing development through the pandemic refocussed how we engage students in community-focussed digital writing practices, in a learning development and academic literacies context? This case study seeks to answer this question by critically reflecting on the University of Manchester Library's 'My Learning Essentials' approach to digital writing during COVID-19 isolation. During this period, the team launched a range of community-based digital writing development initiatives. These include the peer-led Writing Together workshops and innovative uses of shared Digital Notebooks in embedded writing workshops when teaching within the curricula. Community-based digital writing development has enhanced My Learning Essentials' existing pedagogic principles of peer-learning and student-centred active learning. The 'What-So What-What Next' framework of critical reflection will be used to analyse what worked, what did not work and what we learned in delivering these digital writing initiatives. This case study will provide practise-based suggestions and implications for writing workshop pedagogy in the age of COVID-19 and beyond, that will be of interest to learning developers, academic skills tutors and other teachers of academic writing, as well as practitioners of digital writing more generally.
Post-Pandemic Digital Writing Instruction Will Be Resilient, Open, and Inclusive
Author: Cummings, Robert
Date: 2023-00-00
Type: Journal Articles
Subjects: Pandemics,COVID-19,Computer Assisted Instruction,Writing Instruction,Resistance (Psychology),Access to Education,Inclusion,Teaching Methods,Textbooks,Equal Education,Social Justice,Class Organization,Open Educational Resources,Learning Experience,Educational Technology,Artificial Intelligence,Educational Testing,Educational Assessment

During the pandemic three widespread shifts in teaching cultures affected digital writing pedagogies: resilient teaching, open teaching, and inclusive teaching. Resilient teaching design emerged as a strategy to counter the unpredictability of public health policies on class delivery modes, and emphasised designing for maximising student interactions as a response. Open teaching started as a response to a lack of access to textbooks and evolved to transform functions normally reserved for teaching into learning activities. In addition, inclusive teaching practices, developed as a response to racial and social injustices, resulted in deliberate emphasis on class structure to incorporate all students. Although seemingly disparate and disconnected from the issues of technology that normally influence the teaching of digital writing, each shift focused on student needs and predict a future for digital writing pedagogy.
Potential for Digital Writing Transfer with Infographics: Students&apos; Perspectives
Author: Shcherbakova, Marta
Date: 2023-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Visual Aids,COVID-19,Pandemics,Writing Skills,Freshman Composition,College Freshmen,Student Attitudes,Blended Learning,Affordances,Writing Instruction,Writing Across the Curriculum,Community Colleges

Between 2020-22 COVID-19 blurred the line between academic and digital writing as more students and educators used digital platforms to write, share, and collaborate on academic work. Today, students can video-conference, engage in digital annotating, communicate via chats with different audiences, and write more audience-oriented emails--some of the skills they transferred from their daily interactions prompted by the pandemic. To help the students enhance their digital writing skills needed to succeed in the post-pandemic world, the researcher of this study decided to introduce and implement infographics in her first-year composition. During the pandemic, this genre became one of the popular mediums for transmitting and sharing information, with public health organisations worldwide relying on them to illustrate the scale of the crisis and the actions needed to combat it. This exploratory study collected data from 13 students in a blended college-level writing course by employing qualitative research methods such as surveys and reflections to learn about students' perspectives on possible affordances and constraints of infographics and to discover a more robust understanding of infographics as a potential tool for digital writing transfer. A thematic analysis was used to code students' responses. The literature review and the findings of this study suggest that infographics can be used as a tool to improve intellectual skills (e.g., audience awareness, information filtering, concision) and life skills (e.g., self-efficacy), which are both needed for more effective digital writing skills required for success in the post-pandemic world.
Teaching Team Writing Online during and after COVID-19
Author: Myatt, Alice J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Writing Instruction,Teaching Methods,Collaborative Writing,Writing Assignments,COVID-19,Pandemics,Technical Writing,Computer Assisted Instruction,Reflection,Writing Skills,Creative Thinking,Critical Thinking,Thinking Skills,Skill Development

Collaborative writing assignments are an essential element of teaching technical and professional writing, and they should be included in online writing instruction (OWI). The COVID-19 pandemic was a drastic interruption of regular teaching practices that had the potential of derailing the practice of assigning online collaborative writing projects, which often require a heavy investment of time and energy to manage. As educators and scholars, we must learn from the experiences we had during the pandemic time. For example, amidst the trials and turbulence of the period, we had an opportunity to learn from some of the practices we undertook and identify ways to support post-pandemic team-writing online. This article focuses on the integration of online collaborative writing projects, among which are team-written assignments. Using an archival case study approach combined with reflective writing, several current intersections are explored: the landscape of Online Writing Instruction (OWI): the application of four specific themes to collaborative writing projects; how digital meeting platforms have transformed collaborative writing projects; assessing collaborative writing projects completed during mandated isolation; and how best to support student learning in all of the preceding intersections. Results suggest that agile practices, transparency, adaptability, and virtual makerspaces support online team-writing assignments.
Gamification Pedagogy: A Motivational Approach to Student-Centric Course Design in Higher Education
Author: Gironella, Fiona
Date: 2023-00-00
Type: Journal Articles
Subjects: Gamification,Game Based Learning,Student Centered Learning,Higher Education,Praxis,Curriculum Design,Student Motivation,Educational Innovation,Academic Achievement,Educational Benefits,Undergraduate Students,Student Attitudes,Course Evaluation,Program Effectiveness

This article explores the praxis of gamification pedagogy and post-secondary course design. The literature on gamified design theory and current research on its application as a pedagogy are explored. A student-centric, motivationally based gamification design model is proposed, operationalized, implemented, evaluated, and reiterated. The design process, application strategies and challenges, and resulting qualitative outcomes over a two-year implementation period of the re-designed gamified course are detailed. Student evaluations rated both the overlaid gamified structural design and the integrated course mechanics as highly motivating and contributing significantly to their success and positive learning experience. The gamified course design was able to resolve historical challenges for the identified course and increased student engagement. Gamification pedagogy proved uniquely effective for two sub-groups of students, those struggling with anxiety and second language learners. This innovative pedagogy effectively leveraged students' unique intrinsic and extrinsic motivators to create an empowering, supportive, and highly effective learning framework.
Instructional Design and Course Delivery as Meta-Ensemble: Improvisatory Responses to COVID Constraints in Tertiary Music Ensemble Assessments
Author: Yeo, Narelle
Date: 2023-00-00
Type: Journal Articles
Subjects: Instructional Design,Delivery Systems,Music Education,Music Activities,COVID-19,Pandemics,Experiential Learning,Performance,Cooperative Learning,Electronic Learning,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Learning Management Systems,Blended Learning,Technology Uses in Education,Videoconferencing

This research considers the synchronous creation of a faculty meta-ensemble emergent in the pivot to online music ensembles in 2021. The unit of study outline for Music Ensemble Performance mandates live ensembles in a Kolb-inspired experiential learning model, seemingly impossible to achieve in a pandemic. Eric Ries advocates for necessary change in strategy, where required, without a change in vision. This was also mandated by the published unit of study outline, which limited change possibilities. In this auto-ethnographic case study, faculty created their own co-teaching meta-ensemble to model collaborative musical behaviours. Keller and Appel (2010) note the importance of live embodiment of collaborative music making for sound synchronicity through shared gestures. It was initially unclear how this could be achieved through exclusive online learning. A necessary course pivot during the pandemic showed 1. Ensemble music making is a unique complex adaptive culture, also possible to create in an online environment; and 2. Faculty can model behaviours and structures that are able to mirror ensemble course outcomes. Instructional designers can also embody the courses they teach. This has implications for other teaching and learning contexts.
The Lessons Learnt from Emergency Remote Teaching to Strengthen a Pre-Service Teacher Education Course on Lesson Design
Author: van der Merwe, Dean
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Decision Making,Lesson Plans,Grounded Theory,Student Teacher Attitudes,Distance Education,Blended Learning,COVID-19,Educational Change,Pandemics,Teacher Education Programs,Undergraduate Students,Learning Processes,Educational Experience,Foreign Countries

This paper reports on the lessons learnt from the COVID-19-induced emergency remote (online) teaching and learning of a one-year teacher education course. The final-year course, within a four-year Bachelor of Education programme, aimed at developing pre-service teachers' knowledge of the nature and process of learning and how to guide and support learning in diverse school contexts. The course was planned before the COVID-19 pandemic, and teaching and learning would have taken place on campus, with limited online activities. The ensuing lockdown in South Africa resulted in university teaching and learning moving abruptly online. We investigated lessons learnt from the transition to emergency remote (online) teaching. Data were generated by conducting semi-structured interviews with 20 student teachers about their experiences of the course. The data were analysed using the constant comparative method. Analysing the data highlighted the benefits of remote (online) teaching that should be considered when using a blended approach to harness online teaching affordances. As we advance, we will implement a fully blended approach, harnessing the affordances of both online and contact-based teaching and learning.
Identification of Teaching Styles in English Language Classrooms at Secondary Level
Author: Mazloom, Saima
Date: 2020-12-00
Type: Journal Articles
Subjects: Identification,Teaching Styles,Second Language Instruction,English (Second Language),Secondary School Teachers,Urban Schools,Foreign Countries,Gender Differences

This study focused on the teaching style of the teachers teaching English at secondary level schools (Urban Area) affiliated with Federal Directorate of Education Islamabad (FDEI). The major objectives of the study were: a) To investigate the existing teaching styles of English language teachers in Public secondary schools of Islamabad. (b) To compare the teaching styles of English language teachers gender-wise. The Population was all teachers teaching English as a compulsory subject to secondary level classes in FDEI Urban area. Purposive sampling technique was used to select the sample of teachers teaching English at secondary level schools. An adopted questionnaire &quot;Know Your Teaching Style&quot; with close ended items was used for the purpose of data collection to identify the distinct teaching styles. The instrument was coded, and SPSS 20 was used for data analysis. Before applying descriptive statistics to address the research questions, data cleaning was done. Results show that expert was the most dominant primary teaching style whereas facilitator was the least dominant primary teaching style. On the other hand, the major secondary teaching style was facilitator whereas formal authority was the least dominant secondary teaching style. Male and female teachers also differed in using teaching styles. Most of them preferred expert style, however, personal model style used by male teachers and delegator by the female teachers. These findings highlight that revision and reform is needed in policy and practice for English Language teaching because most preferred teaching styles reflect rote-learning and passive learning.
Reflection Completes the Learning Process: A Qualitative Study at Higher Education
Author: Ilyas, Sidrah
Date: 2020-12-00
Type: Journal Articles
Subjects: Reflection,Writing (Composition),College Students,Writing Skills,Feedback (Response),Written Language,Oral Language,Higher Education,Experiential Learning,Skill Development,Foreign Countries

Reflective writing as a key component is one of the foundational object in Kolb's experiential learning process; concrete experience, reflective observation, abstract conceptualization, and active experimentation. The current qualitative study using single-case study design, explored the role of reflective writing in making learning effective and long-lasting at university classroom. For this purpose, total sixty-three students enrolled in the course Application of Computer in Measurement, participated voluntarily in the study. The textual data consisted of written-assignments and classroom-tasks were analysed through document-review as data source. The researchers carefully integrated all the texts into keen observation and analysis and extracted meanings from the reflective writings of the participants in order to sustain reflexivity to ensure trustworthiness as a key component of qualitative studies. Each and every participant's document was passed by indepth and keen analysis employed through coding, categorization and themes generation. The findings showed that students need to develop better understanding in sentence-structuring, application of ideas, how to make meanings from interpretation of texts in terms of improvement. The study also concludes that there was lacking in terms of written-feedback from the teachers however, oral-feedback was utilized at maximum level. The study contributes to the knowledge towards the proper reflective writing practices at higher education level. The implications showed that a single student's ability may be engaged in successful learning course of action and outcomes through proper guidance provided by the teachers to them regarding reflective-writing.
Role of Distributed Leadership and Readiness to Change Dimensions in Public and Private Schools Regarding Commitment to Change
Author: Chaudhary, Naveed Iqbal
Date: 2020-12-00
Type: Journal Articles
Subjects: Leadership Styles,Educational Change,Public Schools,Private Schools,Organizational Change,Correlation,Foreign Countries,Teacher Attitudes,Likert Scales,Validity,Guidelines

Virtually every sector is affected with the breeze of change and globalization, education sector is not an omission. This study aims to analyze the relationship between distributed leadership and teachers' normative, and continuance commitment to change with meditating role of emotional, intentional, and cognitive readiness to change. Data were collected from 308 public and private schools of Punjab, Pakistan through cluster sampling technique, and subsequently the data were analyzed by using SPSS and AMOS. Findings revealed that there is significant relationship between distributed leadership and normative commitment to change while, insignificant between distributed leadership and continuance commitment to change. However, there is partially significant relationshop between distributed leadership and normative, and continuance commitment to change with mediation of intentional, emotional, and cognitive readiness for change. This study is novel for the reason such relationship has barely studied prior especially in the countries like Pakistan. Study contains limitations, implications, and future guidelines.