ethanporcaro/eric-fulltext-meta huggingface dataset:
Hothousing: Utilising Industry Collaborative Problem-Solving Practices for STEAM in Schools
Author: Houghton, Tony
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperation,Problem Solving,Cooperative Learning,Industry,Creativity,Interdisciplinary Approach,Time,Workshops,STEM Education,Art Education,Program Effectiveness,Self Concept,Student Attitudes,Foreign Countries,Adolescents,Computer Software,Educational Technology,Student Projects,Technological Literacy,Student Participation

Collaborative Problem Solving (CPS) has been widely used in both industry and in schools over at least the last twenty years. The Industry Hothousing variant of CPS is an intensive, time-constrained workshop-based process to build mutual trust between customers and industry experts in order to synergically develop creative solutions. The main objective of this research is to determine whether and how Hothousing might be used in schools for developing Collaborative Problem Solving and then promoting industry skills. In particular, we seek to establish the degree of structure and support required to unleash student creativity and enhance learning, and the benefits to students and teachers in learning, cross-curricular applicability and time savings. Hothousing for students is based on an intensive series of workshops including face-to-face and on-line collaboration supported by a facilitator. It is student-driven and addresses an open-ended challenge such as: how do I get my friends to love STEAM? Three collaborative problem-solving case studies were examined with different groups of students. Concerning the degree of structure and support, the analyses revealed that student-led intensive collaboration within a trusted framework drives creativity, and it was a good opportunity to experience real life challenges. Positive benefits to students and teachers were the development of technology skills, and Personal Learning and Thinking Skills (PLTS) as well as the enhancement perception of self and STEAM education. These benefits were cross-curricular providing qualitative and efficiency gains including on-line learning.
Development and Use of Open Educational Resources in Research Methods for Psychology
Author: da Silva, Stephanie
Date: 2021-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Courses,Research Methodology,Psychology,Textbooks,Course Objectives,Instructional Materials,Undergraduate Students,Outcomes of Education,Student Attitudes,Cost Effectiveness,Textbook Evaluation

Research methods course(s), a standard in psychology programs, often use multiple textbooks to address conceptual and data-analytic information. This study involved transitioning from traditional textbooks to open educational resources in a research methods course. Two psychology instructors, each offering course sections, identified open-access textbooks that aligned with course learning objectives and developed instructional materials to accompany those textbooks. All materials were organized publicly in an institutional subject guide. We compared students' grades, pretest-posttest scores, and survey reports of resource use and evaluation in a spring semester, when traditional/costly textbooks were used, to the following fall semester, when no-cost textbooks were used. Student grades and pretest-posttest growth, and reported use and ratings of course materials, were similar across semesters. Though the present findings are limited in scope, they suggest that no-cost resources can be used successfully for teaching research methods with minimal transition difficulties and without student learning deficits.
&quot;Dope Syllabus&quot;: Student Impressions of an Infographic-Style Visual Syllabus
Author: Kaur, Angel W.
Date: 2021-00-00
Type: Journal Articles
Subjects: Course Descriptions,Visual Aids,College Students,Student Attitudes,Usability,Layout (Publications),Anxiety,Design Preferences

Despite its importance in the classroom, there has been limited research into the functional design of the syllabus as a means to motivate students to read and use it. This mixed methods study investigates student impressions of a 4-page full-length infographic-style visual syllabus. Identically formatted infographic syllabi were used in three courses with different student populations--a freshman seminar, a 300-level elective liberal arts course, and a 400-level minor elective course. Students completed a short questionnaire to capture their immediate reactions to the syllabus, followed by a longer questionnaire at the end of the semester. Across class standing, students strongly preferred an infographic syllabus and described it as easy to use, memorable, organized, and engaging. Students reported reading the infographic syllabus more completely, feeling less anxious about the course and more comfortable with its requirements due to the syllabus style. Recommendations for creating an engaging infographic-style visual syllabus are shared.
Effectiveness of Group Work Contracts to Facilitate Collaborative Group Learning and Reduce Anxiety in Traditional Face-to-Face Lecture and Online Distance Education Course Formats
Author: Brannen, Sydney F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Contracts,Anxiety,Distance Education,Electronic Learning,Undergraduate Students,Group Dynamics,Interpersonal Communication,Foreign Countries,Nutrition,Computer Mediated Communication

Group work (GW) in undergraduate education facilitates the development of communication and collaborative skills. However, dysfunctional and inequitable group dynamics can have adverse effects, leading to increased anxiety. This research sought to determine the effectiveness of a Group Work Contract to facilitate the GW process in the face-to-face (n=168) and online (n=105) formats of a third year nutritional science course. Changes in students' attitudes and approaches to GW were assessed before (semester week 4) and after (semester week 12) completion of the contract and assignment via online surveys. The results in both course formats were similar, wherein the Group Work Contract reduced student anxiety and improved group dynamics and communication between group members, resulting in an improved learning experience overall. Further, the preferred methods of GW online communication utilized social networking platforms. This data demonstrates the benefits of formally structuring the GW process to optimize the student learning experience.
Learning Management System Supported Smartphone (LMS3): Online Learning Application in Physics for School Course to Enhance Digital Literacy of Pre-Service Physics Teachers
Author: Rizal, Rahmat
Date: 2022-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Educational Technology,Online Courses,Physics,Science Instruction,Preservice Teacher Education,Science Teachers,Technological Literacy,Technology Uses in Education,Student Attitudes,Foreign Countries,Telecommunications,Handheld Devices,Program Development

This study aimed to examine the development of an online learning application in the physics for school course using the ADDIE model. The application is Learning Management System Supported Smartphone (LMS3), which facilitates pre-service physics teachers to enhance digital literacy. The need assessment was analysed based on learning objectives and designed LMS3 using a flow chart and storyboard. LMS3 was developed by professional programmers, filled with content, and validated by experts. It was then implemented and evaluated in the physics for school course. This descriptive study involved media and pedagogical experts and 40 pre-service physics teachers in Tasikmalaya. Data were collected through literature reviews, expert validation, and pre-service physics teacher perception questionnaires obtained using a Likert scale. The expert validation results were processed using the value equation developed by Aiken. The results showed a validation value of 1, meeting the minimum application requirements. Additionally, pre-service physics teachers positively responded to LMS3, which has good display, function, and effect on their learning motivation and digital literacy.
Enhancing Critical Thinking Skills and Dispositions through Community Dialogue in an Academic Writing Programme
Author: Sim, Sylvia S. C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Academic Language,Dialogs (Language),Writing Skills,Communities of Practice,College Freshmen,Foreign Countries,Writing Instruction,Student Attitudes,Transitional Programs,Persuasive Discourse,Feedback (Response)

The ability to think and write critically is a core outcome in higher education. Many universities provide writing programs for undergraduates to develop sound argumentation skills and build the foundation to engage in academic conversations. Still many students struggle with academic writing. This paper argues that teaching using instructional frameworks is not sufficient; learning will be more effective when situated within a community of practice. Drawing from the learning experiences of students who participated in a community-based activity in a freshmen academic writing class in Singapore, I share my insights on how reframing learning from a structure-driven approach to a community-based experience had enhanced learning dispositions and outcomes. Results show that when learners viewed academic writing as a socially situated practice, and not a task to be completed to fulfil academic requirements, the dispositions needed for critical thinking were honed to drive them towards writing with more criticality.
Mentoring in a Cooperative Learning Classroom
Author: Gilbert, Jacqueline
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,School Business Relationship,Industry,Higher Education,Mentors,College Students,Professional Personnel,Career Guidance,Occupational Aspiration,Program Effectiveness,Job Skills,Administrator Education,Experiential Learning

This manuscript introduces an experiential model of cooperative learning, and a public/private partnership between industry and higher education--one that included mentors as an integral part of the classroom experience. Each of thirty-seven students in a Principles of Management Experiential Learning class was assigned an experienced executive/professional who served as their mentor. These individuals had experience congruent with students' career goals and aspirations, and they were able to help them craft a reflective end-of-term paper. Interview data from mentors illustrates the type of career guidance and advice they offered to their mentees, and why they thought that mentoring was important for college students. Because academic research has demonstrated the benefits of mentoring for both mentors and mentees alike, this paper argues for modifying the performance appraisal system within higher education so that mentoring can become a standard part of the student and faculty experience.
Socio-Critical and Problem-Oriented Approach in Environmental Issues for Students&apos; Critical Thinking Skills Development in Chemistry Learning
Author: Purwanto, Agung
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Science Instruction,Teaching Methods,Critical Thinking,Skill Development,Grade 11,High School Students,Chemistry,Foreign Countries,Scientific Concepts,Environmental Education,Student Attitudes,Learning Processes,Reflection,Diaries,Laboratory Experiments,Student Evaluation,Thinking Skills,Worksheets

Students difficulty in relating chemistry concepts to everyday life leads to their inability to explore and developed skills needed, especially critical thinking. Therefore, this study aimed to develop students' critical thinking skills by integrating socio-critical and problem-oriented approaches to chemistry learning with environmental issues in Indonesia context need to be discussed by students. This study involved 36 grade 11 chemistry students from a high school in Jakarta, Indonesia. The qualitative methodology was employed to analyze students critical thinking development in all learning processes through multiple data collection of students interviews, reflective journals, classroom observations, worksheets, and researcher's notes. Learning was carried out in five stages: textual approach and problem analysis, clarifying the chemistry background in a lab environment, resuming the socio-scientific dimension, discussing and evaluating different points of view, and meta-reflection. While the critical thinking skills was assessed through five indicators developed by SCIT 1020: problem identification, conceptual understanding, finding relationships between concepts, developing assumptions, and drawing conclusions. The results illustrate an improvement in students' critical thinking skills, motivation, and involvement in the learning process, providing support for using a socio-critical and problem-oriented approach to chemistry learning. The socio-critical and problem-oriented can be used as an alternative approach to chemistry learning or other applicable and contextual subjects to increase student activity in the classroom and critical thinking skills in the learning process.
What Can We Learn from Exam Grade Distributions?
Author: Lewin, Daniel R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Grades (Scholastic),Grading,Scores,Statistical Distributions,Probability,Educational Objectives,Teaching Methods,Blended Learning,Test Results

A course with good learning outcomes is one in which most of the enrolled students achieve the mastery specified in the predefined learning objectives. Since the enrolment is invariably a mix of students with heterogeneous capabilities, the class average grade is a poor indicator of how the class is divided into at least two groups, of high- and low-performers. Clearly, achieving the desired outcomes implies increasing the proportion of high-performing students and their mean grade by providing appropriately designed teaching protocols. In this paper, the actual class grade distribution is approximated by a bimodal probability distribution function, whose parameters enable the proportions and average performance of these two groups to be quantified. This paper describes the methodology to achieve this and demonstrates its usage to diagnose example exam grade distributions, as well as to provide quantification of the impact of pedagogic changes on the degree of achieving teaching objectives.
The Impact of the M-Learning Methodology on University Students
Author: Romero-Ramos, Oscar
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,College Students,Student Satisfaction,Student Motivation,Student Attitudes,Program Effectiveness,Academic Achievement,Teaching Methods,Laptop Computers,Preservice Teacher Education,Elementary Education,Physical Education

Our goal in this paper is to analyze the impact of the implementation of M-Learning methodology on the motivation and assimilation of academic contents. A total of 283 university students participated in our study. They were assessed on two different occasions. For the assessment, a 10-question multiple-answer test set up in the Socrative mobile applications was used. To take into consideration the students' opinion on the experiment a satisfaction survey was used. The results from the global satisfaction survey show that the M-Learning methodology is perceived as a motivating tool (74.6%) which generates a more pleasant environment in the classroom (71%), increases student satisfaction attending classes (80.5%) and helps students acquire learning contents better (72.5%). The repetition and frequency of use of the application increased the final score in all groups (initial-final assessment: 5.9 vs 7.4 points). Data obtained suggest that the M-Learning methodology as a facilitator of content assimilation is useful in the academic environment and is a useful tool for improving the teaching-learning process too.
Phrasing Feedback to Improve Students&apos; Writing in a Large First-Year Humanities Course
Author: Cowan, Mairi
Date: 2021-00-00
Type: Journal Articles
Subjects: Feedback (Response),Writing Improvement,College Freshmen,History,Introductory Courses,Foreign Countries,Writing Skills,Revision (Written Composition)

On a revise-and-resubmit assignment in a large introductory History course, students were provided with feedback that was phrased either as questions, statements, or imperatives. This study examines which form was most likely to lead to improvement in the students' writing. Generalized estimating equations (GEE) were used to analyze a data set comprising 669 individual pieces of feedback on 67 sets of papers. Researchers found that, overall, students were most likely to implement feedback phrased as imperatives and least likely to implement feedback phrased as questions, and that the likelihood shifted somewhat depending on which aspect of writing was being commented upon; the extent of change required; the students' past performance in the course; and the person providing the feedback.
The Mathematic Connection Ability of Pre-Service Teacher during Online Learning According to Their Learning Style
Author: Hardi, Hardi
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Cognitive Style,COVID-19,Mathematics Instruction,Teaching Methods,Mathematical Concepts,Concept Formation,Correlation,Outcomes of Education,Preservice Teachers,Teacher Education Programs,Visualization,Mathematics Skills,Student Attitudes,Mathematics Tests,Islam,Religious Education,Majors (Students),Foreign Countries,Comparative Analysis

Mathematic connection is one of the basic abilities someone must have in order to learn mathematic successfully. Mathematic connection helps someone to understand the function of mathematics, improving mathematic concept, determining the correlation among mathematic concepts, and identifying the application of mathematic in the surrounding environment. The most common issue occur regarding this case is that the mathematic connection ability of mathematic pedagogy students are considerably low that finally result to low learning outcome. Moreover, mathematic learning is conducted online during the COVID-19 pandemic. Not every lecturer is capable to conduct an online learning properly. As the result, it becomes harder for the students to learn mathematic, let alone finding mathematic connection. This study aims at describing the mathematic connection ability among the mathematic pre-service teacher during online and offline learning, comparing the ability between the students who undergo online and offline learning, and creating the visualizations of mathematic connection ability of mathematic pedagogy students who undergo online learning based on their learning style. This study implements &quot;mixed methods&quot; with &quot;explanatory sequential design.&quot; The technique and data collecting instrument are conducted in two ways, those are quantitative and qualitative data collection techniques. For the quantitative data (mathematic connection ability), it is measured through test, while the qualitative data is acquired using questionnaire and descriptive qualitative according to the category of mathematic connection ability. The findings obtained are the mathematic connection ability of the students. The findings presents that the mathematic connection ability of students in online learning are better than those in offline learning (expository). Students with the tendency of having more than one learning style are better than those who only prefer one type of learning style (visual, auditory, kinaesthetic).
Comparison of Student Outcomes in a Course-Based Undergraduate Research Experience: Face-to-Face, Hybrid, and Online Delivery of a Biology Laboratory
Author: DeChenne-Peters, Sue Ellen
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Conventional Instruction,Blended Learning,Online Courses,Educational Technology,Biology,Science Laboratories,Instructional Effectiveness,Student Attitudes,College Students,Racial Differences,Ethnicity,COVID-19,Pandemics,Minority Group Students

Course-based undergraduate research experiences (CUREs) incorporate authentic research instead of confirmatory exercises into laboratory courses. Following the COVID-19 pandemic, there has been a general shift in instructional modalities from face-to-face (F2F) towards hybrid and online teaching. Student impacts caused by the abrupt shift to online teaching have been characterized, but comparisons between modalities for CUREs are missing. Therefore, we evaluated student learning and attitudinal outcomes in F2F, hybrid, and online delivery of an introductory college biology CURE. Additionally, we compared student outcomes between White/Asian students and persons excluded due to ethnicity or race (PEER) in these modalities. There were significant learning differences between modalities, but there were no significant learning differences by PEER status. Of six attitudinal variables, one varied significantly by modality and three varied significantly for PEER students. These results suggest that CUREs can be adapted to the online or hybrid modality with minimal impacts on student outcomes.
Introducing the Remote Mentoring of Undergraduate Research Students (ReMentURS) Workshop Series: Initial Evaluation and Plans for Wider Implementation
Author: Sargent, Elizabeth
Date: 2022-00-00
Type: Journal Articles
Subjects: Mentors,Undergraduate Students,Student Research,Workshops,Training,Research Skills,Program Effectiveness,Skill Development,Soft Skills,Ethics,Laboratory Safety,Literature,Citations (References),Information Management,Databases,Calculators,Data Analysis,Research Reports,Information Technology,Distance Education,Open Educational Resources,Student Attitudes

The primary objective of the Remote Mentoring of Undergraduate Research Students (ReMentURS) workshop series is to design a remotely available professional development training that will provide rigorous research concept and skills introduction to incoming undergraduate research students. This pilot run eight-week remote learning workshop series includes digital presentations, informational videos, virtual demonstrations, and aligned comprehension checks to foster student mindsets towards becoming independent research scientists. Preliminary assessment of the of ReMentURS program reveals that participants self-report gaining a variety of skills through the series and are likely to use the content in their future course and research laboratories. ReMentURS material can be shared with any undergraduate student who is interested in joining a research group to familiarize them with basic research techniques. Student learning gains will continue to be evaluated throughout the series and this initial assessment will be used towards the betterment of the future workshops.
Sixteen Years of &apos;Cinema in Progress&apos;: Exploring Cinema en curs&apos;s Holistic Approaches to Film Education in Conversation with Núria Aidelman and Laia Colell
Author: Chambers, Jamie
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Film Study,Film Production,Place Based Education,Ecological Factors,Teaching Methods,Grading,Literary Genres

Established in Catalonia in 2005, Cinema en curs is now one of the most significant film education projects worldwide. This article places selections from interviews conducted in early 2021 with project founders and directors Núria Aidelman and Laia Colell within a critical context drawing upon international considerations of film education, including previous explorations of Cinema en curs. Discussion is separated into two distinct yet interconnecting sections: first upon the institutional and media-ecological contexts in which Cinema en curs takes place (and the complex considerations informing the project's shape and manner of delivery that arise from these contexts); and, second, upon the different cultural, aesthetic and political priorities that inform the project's approach to methodology and pedagogy.