ethanporcaro/eric-fulltext-meta huggingface dataset:
A Mixed-Method Study of How Instructors Design for Learning in Online and Distance Education
Author: Nguyen, Quan
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Design,Online Courses,Distance Education,Electronic Learning,Learning Analytics,College Faculty,Teacher Attitudes,Virtual Universities,Foreign Countries,Study Skills,Skill Development,Faculty Workload

The use of analytical methods from learning analytics (LA) research combined with visualizations of learning activities using learning design (LD) tools and frameworks has provided important insight into how instructors design for learning. Nonetheless, there are many subtle nuances in instructors' design decisions that might not easily be captured using LA tools. Therefore, this study sets out to explore how and why instructors design for learning in an online and distance higher education setting by employing a mixed-method approach, which combined semi-structured interviews of 12 instructors with network analyses of their LDs. Our findings uncovered several underlying factors that influenced how instructors designed their modules and highlighted some discrepancies between instructors' pedagogical beliefs and their actual LD as captured by the Open University Learning Design Initiative (OULDI). This study showcases the potential of combining LA with qualitative insights for a better understanding of the complex design process in online distance higher education.
A Scoping Review of the Relation between Problem-Based Learning and Professional Identity Development in Medical Education
Author: Johansson, Nicolaj
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Research,Problem Based Learning,Professional Identity,Physicians,Correlation,Undergraduate Students,Student Development,Medical Students,Medical Education,Socialization,Communities of Practice,Self Concept

There is a substantial amount of research pointing to the benefits of pedagogical approaches such as problem-based learning (PBL) and the importance of developing professional identity as a physician in medical education. The aim of this review is to investigate the existing literature concerned with the relation between PBL and professional identity development in undergraduate medical students. We performed a scoping review of six electronic databases to map out how the relation between PBL and professional identity development in undergraduate medical students is presented in the existing literature. Eight peer-reviewed full text articles were retrieved as eligible for review. The most important conclusion from our work is that even though the topic of professional identity development in medical education has been studied quite extensively, there is a lack of knowledge about how new types of pedagogical approaches such as how a PBL curriculum influences medical students' professional identity development.
Addressing the Unrecognized Grief of Elementary Students Experiencing Relationship Loss
Author: Protivnak, Jake J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Grief,Emotional Experience,Elementary School Students,Children,Friendship,Family Relationship,Teacher Student Relationship,Caregiver Child Relationship,Death,Trauma,Animals,Mental Health,Coping,Social Support Groups,Behavior Problems,Student Problems,Identification,School Counselors,School Counseling,Group Counseling,Individual Counseling,Counselor Teacher Cooperation,Symptoms (Individual Disorders),Psychological Patterns

Unrecognized grief (also called disenfranchised grief) is an emotion experienced when a loss is not socially supported, mourned, or acknowledged (Doka, 1989). Elementary students often experience unrecognized grief when relationships with friends, family, teachers, support professionals, and pets change or end. While these developments are often a normal part of life, elementary students experience grief that may lead to academic or behavioral difficulties in school. The purpose of this article is to review the concept of unrecognized grief experienced by elementary students due to relationship loss and provide school counselors with individual, group, and system-wide strategies.
Agricultural Educators and the Pandemic: An Evaluation of Work and Life Variables
Author: McKim, Aaron J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Agriculture Teachers,Agricultural Education,Pandemics,COVID-19,Distance Education,Educational Change,Attitude Change,Stress Variables,Teacher Role,Teacher Responsibility,Role Conflict,Working Hours,Family Work Relationship,Life Satisfaction,Job Satisfaction,Secondary Education,Student Organizations

The global COVID-19 pandemic caused immediate and intense changes throughout education, including a reliance on remote instruction. For school-based agricultural education (SBAE) teachers, who rely on experiential and hands-on learning, the changes brought about by COVID-19 required a dramatic pivot in their work responsibilities. The changing work role faced by SBAE teachers was combined with new stresses, obligations, and routines in their life role(s), creating a unique and challenging time for work-life management. The current study spotlighted the changing work and life roles of SBAE teachers before and during COVID-19. Using a blend of the role-conflict and conservation of resources theories, we analyzed work interference with family, family interference with work, work hours, work and life salience, and work and life satisfaction during COVID-19 and, retrospectively, before COVID-19 among a national sample of SBAE teachers. Results illustrated significant changes in the variables studied in relation to COVID-19. These changes were branded the &quot;work domain decline&quot; and &quot;job satisfaction slump&quot; within the research. Critical questions also emerged in the form of research recommendations designed to inform SBAE scholarship which supports the success and satisfaction of SBAE teachers in the post-COVID-19 era.
A Critical Study of Women Graduate Student Experiences in Agricultural and Extension Education
Author: Cline, Lauren Lewis
Date: 2020-00-00
Type: Journal Articles
Subjects: Agricultural Education,Extension Education,Females,Graduate Students,Student Experience,Women Faculty,Student Characteristics,Mentors,Graduate Study,College Faculty,Gender Bias,Sex Stereotypes,Student Attitudes,Career Choice,Role Models

The American Association for Agricultural Education (AAAE) aims to build a more inclusive and collaborative organizational culture. In 2017, women faculty and graduate students comprised 37.8% of the total AAAE membership. The need to recruit and retain diverse faculty and students in agricultural and extension education (AEE) remains if the AAAE organization is to achieve its goal. Women faculty experiences in AEE were studied previously, yet less attention was given to women graduate students. The purpose of this critical inquiry study was to develop a profile of women graduate students in postsecondary AEE by describing the mentoring experiences and organizational climate for women graduate students in the profession. Four emergent themes described women graduate students' experiences in AEE: (a) reflections on graduate school, (b) realities of graduate school, (c) future in academia, and (d) the pursuit of mentorship. Participant reflection on the graduate school experience was conflicting. The realities of graduate school in AEE described a man's world, the Good Ol' Boys Club, microaggressions toward women, and the questioning of women's competency. Participants seemed confident, unsure, or concerned about a career in postsecondary AEE. Faculty and fellow graduate students are considered encouraging mentors, but a void of women leaders to serve as role models in AEE was identified. AAAE should promote a more positive, inclusive, and intentionally mentored graduate school experience to retain more women in postsecondary AEE. More critical research related to graduate student experiences is encouraged to improve the inclusivity of the AEE profession.
College and Career Ready? A Snapshot of 12th Grade National FFA Members
Author: Copeland, Britt A.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Readiness,Career Readiness,Grade 12,High School Students,Student Organizations,Agricultural Education,National Organizations,Employment Potential,Leadership,Critical Thinking,Communication Skills,Academic Achievement,Career Pathways

High school graduates must be College and Career Ready to be successful in their future academic and employment pursuits. Employability skills such as communication, leadership, and critical thinking are in high demand from colleges and employers. High school academic success is an indicator the person has the skills and background necessary for success in further education. We conducted a descriptive study of 2018-2019 high school senior members of the National FFA Organization to provide an updated and focused look into its student membership. The goal was to assess the level of employability skills and academic success retained through high school considering the skills desired by 21st Century employers. Exploring, defining, and understanding the current National FFA student membership's achievements and interests in career pathways is important to ensure the optimal educational experience for today's youth. The study occurred in fall 2018 with 2,087 respondents completing the online survey. Respondents reported self-perceived high employability skill levels and above average academic success. This could imply study respondents are College and Career Ready.
Collaborating to Transform Teaching and Learning
Author: Simmons, Shirley
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Inquiry,Teaching Methods,Librarian Teacher Cooperation,Librarians,School Libraries,Student Centered Learning,Elementary Secondary Education

This article details how the Norman Public School District implemented Guided Inquiry Design and making at all levels of the school system. It highlights how the faculty collaborated with other educators and how learners collaborated with their peers and their classroom teachers on inquiry projects.
The Development of Schoology Web-Based Learning Media with GeoGebra to Improve the ICT Literacy on Quadratic Functions
Author: Fatahillah, Arif
Date: 2020-10-00
Type: Journal Articles
Subjects: Web Based Instruction,Information Technology,Technological Literacy,Grade 10,Foreign Countries,Computer Software,Student Attitudes,Mathematics Instruction,Teaching Methods,Vocational Schools,Validity,Instructional Effectiveness,Computer Assisted Instruction

The use of technology in learning is essential for developing students' ICT literacy. However, the application of technology as a learning media remains limited. The purpose of this study is to develop a learning media to enhance students' ICT literacy. This research is conducted using a 4-D model, which consists of four stages: defining, designing, developing, and disseminating. This learning media is developed based on ICT literacy indicators. The study participants are 33 of 10th-grade students at one of the public vocational schools in Jember, East Java. Data collection methods consist of validation sheets, tests, questionnaires, interviews, and observations. The expert validation is used to validate the media, while the students' response questionnaire determines the practicality. The validity result shows that the media can be used to measure ICT literacy. Moreover, the practicality of media also shows that it can be easily applied. Furthermore, the effectiveness of learning media is obtained from the N-Gain average of test and ICT literacy questionnaire. The observation data also support the effectiveness of the media during the implementation. The result shows that the media confirmed to be effective as it can improve the students' ICT literacy. To sum up, the Schoology web-based learning media with GeoGebra is useful to improve ICT literacy on quadratic functions.
Curricular Resource Use and the Relationship with Teacher Self-Efficacy among New Mexico School-Based Agricultural Education Teachers
Author: Thornton, Kelsey
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Self Efficacy,Agriculture Teachers,Agricultural Education,Instructional Materials,Instructional Design,Pedagogical Content Knowledge,Curriculum Implementation,Professional Development,Media Selection,Media Adaptation

School-based agricultural education programs have the potential to prepare students for successful lives and enhance career skills related to agriculture. For students to achieve instructional goals, they must have relevant materials. The teacher's thoughts on how a subject should be taught influences their choice of curriculum resources, as well as their use of the resources. These choices ultimately have an influence on student learning. The purpose of this study was to determine the resources used by New Mexico SBAE teachers, examine the PDC of New Mexico SBAE teachers, and examine the relationship between resource use and self-efficacy for New Mexico SBAE teachers. The most frequently used resource was CAERT curriculum. CASE curriculum was determined to have both the highest level of offloading and adaptation. CAERT curriculum was reported to have the highest level of improvisation by teachers. Based on these findings, we recommend that the structure and organization of CAERT should be improved. Research should also be explored on how to develop materials that lead to adapting and improvising from teachers. Professional development and preservice programs should prepare teachers to enhance their pedagogical design capacity by finding various resources, critically analyzing their use, and modifying them to meet the goals of their students.
More than Winning: A Mixed Methods Grounded Theory Investigation of the Career Development Event Preparation Process
Author: Bowling, Amanda M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Career Development,Agricultural Education,Agriculture Teachers,Competition,Educational Strategies,Motivation Techniques,Coaching (Performance),Teacher Behavior

Preparing teams to compete in Career Development Events (CDEs) is a significant teacher concern yet is potentially a highly motivating and impactful component of a total school-based agricultural education program. This mixed methods, grounded theory study, observed seven agriculture teachers preparing CDEs teams over four months of CDE competitions from the local chapter level and progressing to the state level competition. The study aimed to examine the action of CDE preparation and determine if similar patterns existed for successful teachers when preparing CDE teams. Each teacher was observed onsite during a CDE practice, and we used an observational instrument to document the preparation strategies utilized. Following the observed practice, we interviewed all the participants. The data were analyzed, and a pattern of structured instructional activities emerged. Additionally, a theory was developed to conceptualize the process of preparing CDE teams. From the findings, it is recommended that agriculture teachers use a combination of motivational and instructional strategies while identifying and controlling for intervening issues to enhance their desired student outcomes for preparing CDE teams.
The Career Planning Attitudes of Young Individuals: The Case of Department of Sports Management at IU-Cerrahpasa Sports Sciences Faculty
Author: Avunduk, Yesim
Date: 2020-00-00
Type: Journal Articles
Subjects: Career Planning,Student Attitudes,Positive Attitudes,Undergraduate Students,Young Adults,Athletics,Administrator Education,Student Characteristics,Gender Differences,Age Differences,Grade Point Average,Academic Achievement,Knowledge Level,Vocational Adjustment,Foreign Countries

The study aimed to examine the career attitudes of young individuals by certain variables. The study sample consisted of 173 volunteer students, 105 (60.7%) male and 68 (39.3%) female, studying at the Department of Sports Management of Istanbul University-Cerrahpasa Sports Sciences Faculty. In addition to a personal information form, the &quot;Career Future Inventory (CFI)&quot; developed by Rottinghaus, Day, and Borgen (2005) was used in the study. The validity and reliability study of the tool was conducted by Kalafat (2012). The CFI is a 5-point Likert type scale including 25 items and 3 sub-dimensions. To the Kolmogorov-Smirnov normality test results, the data did not have a normal distribution, so the Mann-Whitney U test was applied for the analysis of bivariate data, and the Kruskall Wallis test for more than two variables. Significant differences were found between CFI sub-dimensions by gender, grade level and academic grade point averages. It was concluded that career planning attitudes of young individuals varied by certain variables, and academic achievement affected career attitudes.
Synergies of Learning Analytics and Learning Design: A Systematic Review of Student Outcomes
Author: Blumenstein, Marion
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Analytics,Instructional Design,Effect Size,Higher Education,College Students,Outcomes of Education,Cooperative Learning,Independent Study,Models,Electronic Learning,Individualized Instruction,Learning Processes,Computer Mediated Communication,Problem Based Learning,Distance Education,Online Courses,Flipped Classroom

The field of learning analytics (LA) has seen a gradual shift from purely data-driven approaches to more holistic views of improving student learning outcomes through data-informed learning design (LD). Despite the growing potential of LA in higher education (HE), the benefits are not yet convincing to the practitioner, in particular aspects of aligning LA data with LD toward desired learning outcomes. This review presents a systematic evaluation of effect sizes reported in 38 key studies in pursuit of effective LA approaches to measuring student learning gain for the enhancement of HE pedagogy and delivery. Large positive effects on student outcomes were found in LDs that fostered socio-collaborative and independent learning skills. Recent trends in personalization of learner feedback identified a need for the integration of student-idiosyncratic factors to improve the student experience and academic outcomes. Finally, key findings are developed into a new three-level framework, the LA Learning Gain Design (LALGD) model, to align meaningful data capture with pedagogical intentions and their learning outcomes. Suitable for various settings -- face to face, blended, or fully online -- the model contributes to data-informed learning and teaching pedagogies in HE.
Making the Comic-Con Connection: Using Student Interests to Foster Unique Opportunities for Collaboration
Author: Sutton, Jennifer
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Interests,Librarian Teacher Cooperation,Middle School Students,High School Students,Institutional Cooperation,Cartoons,Conferences (Gatherings)

This article details the joint collaboration of a large-scale program that brings multiple middle schools and the local high school together for a mini-comic book convention. Collaboration with other librarians, administrators, and community members are highlighted.
Use of Tense and Aspect in Academic Writing in Engineering: Simple Past and Present Perfect
Author: Okuyama, Yasuhiro
Date: 2020-00-00
Type: Journal Articles
Subjects: Morphemes,Verbs,Grammar,Second Language Learning,Second Language Instruction,English (Second Language),Japanese,Native Language,Academic Language,Writing (Composition),Language Usage,Computational Linguistics,Journal Articles,Engineering,Sentence Structure,English for Academic Purposes

This study aims to analyze the use of tense and aspect in academic writing in engineering with a major focus on the use of simple past and present perfect. In general, one of the most difficult items for Japanese EFL learners is the appropriate use of tense and aspect. The previous literature pointed out that ESL learners are often confused about using them. Therefore, the American Psychological Association recommends that the past tense is used when discussing another researcher's work and reporting results, whereas the present perfect is used to describe an action beginning in the past and continuing to the present. Toward this end, the current study analyzed the use of simple past and present perfect using a small corpus compiled from 21 major journal articles in mechanical engineering. The study found that the frequently appearing simple past verbs were &quot;showed,&quot; &quot;occurred,&quot; &quot;resulted,&quot; and &quot;indicated.&quot; Additionally, &quot;been&quot; was the most frequently used verb in sentences that employ the present perfect. In addition, more than 90% of the sentences were followed by sentences that use the past participle of general verbs. Therefore, many forms of the present perfect clearly appeared in passive sentences.
Exploring English Writing Strategies of Korean University Students through Activity Theory
Author: Lee, Minsang
Date: 2020-00-00
Type: Journal Articles
Subjects: Writing Strategies,English (Second Language),Second Language Learning,Second Language Instruction,Recall (Psychology),Social Environment,Foreign Countries,College Students,Correlation,Study Abroad,Personal Narratives,Comparative Analysis,Student Attitudes,Essays,Goal Orientation,Teaching Methods,Majors (Students)

This study explored the English writing strategies of Korean university students by focusing on the relationship between their study abroad experiences and English writing strategies. The theoretical framework for this study is activity theory. Activity theory explicates social phenomena including human learning, by the interaction of social members through media such as tools and symbols, emphasizing the social context in human activities. Ten Korean university students learning English as a foreign language (L2) participated in this study. Five students had study-abroad experience (Group A), while the other five students (Group B) had not studied abroad. They wrote five English essays and one personal narrative regarding their English writing experience. Their writing strategies were collected by a variety of channels such as questionnaire, interviews, process logs and stimulated recalls. The results indicated that studying abroad affected Korean university students' English writing strategies (e.g., rule mediated strategies, community-mediated strategies, role mediated strategies, and goal mediated strategies). This study drew some ideas from community-mediated strategies and goal mediated strategies, which could be pedagogically applied to English education.