ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparative Study of Game-Based Epedagogies in an Online Undergraduate Course
Author: Squire, Nikki
Date: 2023-01-00
Type: Journal Articles
Subjects: Computer Games,Game Based Learning,Gamification,Online Courses,Undergraduate Students,Undergraduate Study,Audience Response Systems,Electronic Learning,Visual Aids,Technological Literacy,Pedagogical Content Knowledge,Formative Evaluation,Educational Technology,Active Learning,Outcomes of Education,Web 2.0 Technologies

Digital game-based learning (DGBL) has shown to be an effective approach to gamifying the learning experience in any course and learning environment. To make learning more active and engaging for students, college faculty can use educational technologies such as game-based student response systems (SRSs) and interactive PowerPoint games as a formative assessment for assessing student learning and improving learning outcomes in their courses. This quasi-experimental research study examined differences among undergraduate elearners' posttest summative scores comparing game-based epedagogies (Socrative vs. interactive PowerPoint game) using the Technological, Pedagogical, Content, and Knowledge (TPACK) theoretical framework. An independent t-test was used to test for differences in summative scores between the Socrative and interactive PowerPoint game group and there was a statistically significant difference between the two groups (p &lt; 0.05). Results from the t-test showed that the interactive PowerPoint game group scored significantly higher compared to the Socrative group on the summative assessment. Two recommendations for practice were for higher education leadership to (a) encourage DGBL approaches for teaching and learning for elearners enrolled in an undergraduate degree program, and (b) to encourage college faculty to use game-based epedagogies such as game-based SRSs and interactive PowerPoint games as formative assessments to not only enhance their teaching but also improve student learning outcomes. A recommendation for future research is to conduct a quasi-experimental study with a between-groups design using interactive PowerPoint games to determine the causality of differences based on gender, course subject, and learning modality.
Comparing Remote and On-Campus Learning Experiences and Interactions in a Blended Synchronous Learning Environment
Author: Tamsukhin, Sara M.
Date: 2023-01-00
Type: Journal Articles
Subjects: Comparative Analysis,Distance Education,In Person Learning,Learning Experience,Blended Learning,Synchronous Communication,Educational Environment,Graduate Students,Student Attitudes,Student Participation,Teacher Student Relationship

Blended synchronous learning provides students flexible attendance options for class sessions. This study explored the experiences and interactions of remote and on-campus students in the blended synchronous classroom using a protocol pedagogy framework and a 360-degree camera. This multimethod study included observations and video recordings of two class sessions and a postcourse survey. The participants were nine graduate students in a learning sciences and technology course. Students rated remote and on-campus audio and visual experiences similarly. Increased participation was observed from session one to session two. Mean interactions of remote and on-campus students were 7.25 and 9.17, respectively. Overall, remote interactions were comparable to on-campus interactions.
Promoting Academic Integrity in Remote/Online Assessment -- EFL Teachers&apos; Perspectives
Author: Vellanki, Surya Subrahmanyam
Date: 2023-02-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Student Evaluation,English (Second Language),Language Teachers,Teacher Attitudes,Test Construction,Evaluation Methods,COVID-19,Pandemics,Foreign Countries,Student Behavior,Educational Technology,Integrity,Cheating,College Faculty

The hasty adoption of remote teaching (RT) by educational institutes in response to the COVID-19 pandemic has drastically impacted teaching, learning, and assessment. With most institutes unprepared for sudden lockdowns, and many educators lacking online teaching and assessment experience, old methods of assessment continued to be used, at least initially. When concerns about academic integrity soon followed, new pedagogical concepts and modes were trialed in the hopes of addressing perceived inadequacies. This study, using a mixed-method design, investigates teacher-participants' perceptions of online assessment and academic integrity. It explores the challenges they believed had a detrimental effect on the latter -- technical difficulties, problems due to lack of physical presence, student behavioral issues, and concerns about assessment design and process. This study also discusses teacher-participants' suggested approaches to safeguarding against dishonesty, including modifications in design, conduct, and evaluation of quizzes and exams. Finally, it ends with teacher-participants' recommendations and suggestions for policy-level changes to help minimize the adverse effects of prolonged RT.
Designing and Implementation of a Capstone Jet Transition Course in Collegiate Aviation Flight Program Curriculum
Author: Kendall, Chadwin T.
Date: 2023-03-00
Type: Journal Articles
Subjects: Curriculum Development,Curriculum Implementation,Capstone Experiences,Aviation Education,College Students,Computer Simulation

Advanced regional jet simulators, specifically the Bombardier and Embraer series, have grown in popularity within the collegiate aviation world over the last two decades. Curricular and program applications for these simulators made way for improvements to advanced systems and crew resource management (CRM) courses, academic research, and student recruiting. At the same time, U.S. airlines, especially at the regional level, encouraged jet transition training for collegiate aviation students entering their domain. Additionally, collegiate aviation programs accredited by Aviation Accreditation Board International (AABI) must have a culminating upper-division experience in flight education, which may include a capstone course. Collegiate aviation programs could now create a capstone course using these jet simulators. Using a regional jet simulator in a capstone course would allow a program to evaluate pilot skills and assess aeronautical decision-making in a crew environment. It would allow a collegiate aviation program to assess its program goals and student learning outcomes and prepare students for the next phase in their aviation career. This paper discusses designing and implementing a capstone jet transition course using a regional jet simulator in collegiate aviation.
The Effects of Repeated Oral Reading Practice on the Retention of High-Frequency Multiword Items for EFL Learners: Multiple Dimensions
Author: Chang, Anna C. -S.
Date: 2023-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Oral Reading,Repetition,Retention (Psychology),Vocabulary Development,Teaching Methods,Reading Rate,Prior Learning,Knowledge Level,College Freshmen,Chinese

Research has shown that second language (L2) learners generally lack multiword expression knowledge, and L2 researchers and practitioners have tried various techniques to assist L2 learners to acquire it more efficiently. This study adopted an under-researched technique-- repeated oral reading--to enhance the retention of high-frequency multiword items by 62 EFL college students divided into experimental (n =38) and control (n =24) groups. Fifteen unfamiliar multiword items comprising only known individual words were selected through a pre-test based on a theme-based text. All students received a formal instruction first, followed by the experimental group orally reading the text six times under a time constraint. A two-week delayed post-test was used to test students' retention of four dimensions of multiword knowledge: aural forms and aural meanings, and written meanings and use. Except for use, the experimental group significantly outperformed the control group in the other three dimensions. Four fixed factors (oral reading speed, prior vocabulary knowledge, dimensions of multiword knowledge, and the number of words per item) were analyzed via GLMM. Results showed three factors had significant effects on retaining multiword items except oral reading speed. Based on the results, pedagogical implications are discussed and suggestions are made.
Using &quot;Writeabout as a Tool for&quot; Online Writing and Feedback
Author: Waluyo, Budi
Date: 2023-02-00
Type: Journal Articles
Subjects: Computer Software,Writing (Composition),Feedback (Response),English (Second Language),Second Language Learning,College Students,Writing Achievement,Computer Mediated Communication,Outcomes of Education,Writing Instruction,Foreign Countries,Nonmajors

&quot;Writeabout&quot; is a web-based application specialized in writing that enables the implementation of synchronous and asynchronous formative writing tasks and the provision of written and oral feedback. Nonetheless, empirical research on the effects of this software on students' learning outcomes is extremely scarce. Thus, this study designed an English course incorporating formative online writing tasks and feedback mediated by &quot;Writeabout&quot; for 933 non-English major students (77.6% female, 22.4% male) at one autonomous university in southern Thailand. The pre- and posttest writing scores of students were compared, and a significant difference was noticed (t (932) = 38.49, p &lt;0.001). Formative online writing activities were found to predict students' accomplishments on the posttest writing (F (932) = 11.03, p &lt;0.001). Female and male students would receive similar learning outcomes in this case, but their proficiency levels would result in variances. The current study advances our understanding of how incorporating an online application may benefit EFL students.
Incorporating an Assignment Exemplar: The What and the How
Author: LaMacchia, Carolyn
Date: 2023-03-00
Type: Journal Articles
Subjects: Assignments,Teaching Methods,College Instruction,Curriculum Development,Information Technology,College Students

This article describes pedagogical practices that support deeper learning within an academic program. An assignment is presented that simulates the post-graduate challenge of incorporating soft skills with discipline knowledge. The assignment tasks students with investigating a new problem or opportunity using information from a variety of sources. After research, students prepare a quality presentation to report their findings. The assignment supports the development of discipline skills and soft skills including information presentation, critical thinking, and information literacy. The assignment directions include detailed requirements and a rubric. This research exams the impact of first supplementing assignment directions with an exemplar; an ideally completed assignment. Then, second, providing an exemplar of the step-by-step process that led to the creation of the ideal assignment. The article suggests a process for administering the assignment in an upper-level information technology course. The article also describes the adaptation of the assignment to other disciplines.
Intermediate Accounting Students&apos; Reaction to Excel® Homework Assignments with a Feedback (Self-Check Answer) Function
Author: McCarron, Karen B.
Date: 2023-03-00
Type: Journal Articles
Subjects: Accounting,Business Administration Education,Undergraduate Students,Computer Software,Homework,Feedback (Response),Learning Management Systems,Evaluation Methods

This study extends the work of Park and Ellis (2020) with its use of randomized data in Excel® assignments by incorporating a feedback feature that allows students to check their work before submitting it for grading. Three groups of intermediate accounting students complete identical assignments that vary only in the mode of data delivery. One group receives a set of static data so that each student has the same information to complete the assignment. A second group receives data through a randomized number generating function facilitated by an Excel® macro. The third group's data is randomized but the Excel® file also includes a self-check answer function that they can use prior to submitting the assignment for grading. The results indicate that the third group scores the highest and has the greatest satisfaction with the assignment. The study provides evidence that accounting instructors will serve their students better when their Excel® assignments provide randomized data and a self-check answer feedback feature. It also re-enforces the practice of enabling the check answer feature often found in online homework management systems.
Principals&apos; Perspectives Regarding Their Leadership Roles in Smart Board Technology Integration
Author: Nelson, Donna Faith
Date: 2023-03-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Educational Technology,Technology Integration,Administrator Role,Elementary Schools,Expertise,Program Effectiveness,Barriers,Administrator Responsibility,Foreign Countries,Urban Schools

Smart Board Technologies (SBTs) are prevalent in K-6 schools and teachers are expected to use them to enhance student learning. The Smart Board (SB) may not be used effectively in the classroom. The effective use of the SB increases student engagement and performance. To ensure the effective use of the SB, the principal's role is crucial. The purpose of this basic qualitative study was to understand principals' perspectives regarding their leadership roles in SBT integration. Bass's theory of transformational leadership and the learning and technology policy framework served as the conceptual frameworks for this study Data were collected from seven K-6 principals using semi-structured interviews. Findings from coding analysis revealed six themes: principal's expertise regarding SBT, perceived roles and responsibilities, perceived benefits of SBT, perceived challenges in the use of SBT, strategies to support use of SBT, and status of effective use of SBT. The results may provide insight on the importance of providing ongoing technology training and support for teachers and insight on policy implementation to ensure the effective use of SBTs to enhance student engagement and performance.
Technical Training and Soft Skills--A Study of Internships
Author: Moore, Gail D.
Date: 2023-03-00
Type: Journal Articles
Subjects: Soft Skills,Internship Programs,College Students,Job Skills,Skill Development,Student Participation,Employment Potential

Faculty encourage students to participate in internships to gain major-specific knowledge and make contacts in their field. Internships are becoming more popular with students over the past 5 years, with an uptick in the number of students who participate in this kind of experiential learning. While students do learn technical training in an internship they also have the ability to experience, practice and hone soft skills. Soft skills are skills such as communication, teamwork, leadership, and problem solving. These skills are the skills employers are seeking above and beyond technical skills. When the goal in internships becomes not only helping students focus on their intended field of study, but also learning the soft skills requested by employers, the internships benefit students in a multitude of ways. The question becomes how does the academic environment structure an internship to ascertain that students are learning the soft skills as well as the technical skills needed to succeed? This paper focuses on internships and their benefits to students in both a technical and soft skill aspect as well as assignments and measuring tools used in internship classes to instill and assess the internship.
Using Alteryx to Teach Accounting in the Era of Big Data: A Case Approach
Author: Ragan, Joseph M.
Date: 2023-03-00
Type: Journal Articles
Subjects: Graduate Students,Masters Programs,Accounting,Business Administration Education,Curriculum Development,Job Skills,Financial Audits,Risk Assessment,Crime,Data Analysis

Accounting education has undergone significant changes over the past 20 years. A curriculum that focuses on GAAP principles and ledger-based accounting rules is being quickly replaced by technology. It is necessary to develop a curriculum that enables universities to prepare students with critical job skills for entry-level accounting positions where students can competently manage big data applications. This paper provides an academic case for classroom use to enable students to acquire those skills. The STARHunter case examines the workflows associated with the audit process and allows for transactions testing, risk assessment, and forensic evaluation. This case would typically be used in an upper-division course in auditing and could be easily adapted to other accounting courses.
Examining the Item-Level Psychometric Properties of the Self-Efficacy Questionnaire (SEQ) for Students in Communication Sciences and Disorders
Author: Parveen, Sabiha
Date: 2023-00-00
Type: Journal Articles
Subjects: Psychometrics,Self Efficacy,Questionnaires,Communication (Thought Transfer),Test Validity,Test Reliability,Communication Disorders,Undergraduate Students,Graduate Students

The purpose of this study was to examine the psychometric properties of the Self-Efficacy Questionnaire (SEQ), a self-reported questionnaire using Rasch analysis, a one-parameter logistic probability model based on scientific measurement principles. Rasch analysis was completed using the rating scale model. The various analyses allow researchers to examine the item-level psychometric properties of the SEQ, which result in measures that provide evidence for validity, reliability, and sensitivity of the instrument. Rasch analysis demonstrated that the latent trait established by the SEQ, Perceived Self-efficacy (called self-efficacy from here on), was a unidimensional construct that could be measured on a linear scale. The instrument demonstrated sound item-level psychometric properties, including a wide span of item difficulty, along with limited ceiling and no floor effects. Person reliability was good, and the SEQ separated raters into at least three statistically different levels of self-efficacy. These results provide evidence for the SEQ's validity, reliability, and sensitivity. Based on this preliminary analysis, the SEQ demonstrated more than adequate item-level psychometric properties for use, although more research needs to be done. Further, instructors could use the SEQ to give preliminary information on whether or not a class assignment leads to increased self-efficacy in undergraduate and graduate students.
Improving the Clinician-Client Relationship in Children&apos;s Speech-Language Treatment: An Exploratory Online Training Study
Author: Ebert, Kerry Danahy
Date: 2023-00-00
Type: Journal Articles
Subjects: Counselor Client Relationship,Speech Language Pathology,Speech Therapy,Children,Outcomes of Treatment,Training,Allied Health Occupations Education,Allied Health Personnel,Intervention,Supervision,Research Design,Graduate Students

Introduction: Clinician-client relationships impact treatment outcomes in speech-language pathology. Training clinicians to improve these relationships might therefore improve treatment outcomes but has not been examined in the field. This study is a preliminary investigation of whether training student clinicians can enhance clinician-client relationships in children's speech-language treatment. Methods: The study followed a single-subject multiple baseline design. Five graduate student clinicians completed a web-based training on clinician-client relationships, which was implemented as a series of three modules discussing goals, tasks, and bond. The training's impact on the student's relationships with their child clients was examined through weekly ratings completed by the students, their supervisor, and some parents and children. Intervention effects were measured by visual analysis of baseline versus intervention phases and by Tau-U effect sizes. Results: Visual analyses supported change in just under half the possible opportunities, but improvements in the relationship were also present in many of the baseline phases. Tau-U effects that corrected for baseline trend reached significance in 18 of 29 instances, providing support for the effects of the intervention. Conclusions: This study provides initial evidence that clinician-client relationship training can be effective for speech-language pathology graduate students. Clinician-client relationship training is a promising area for future investigation.
Partnering with Students to Increase Engagement and Inclusion in an Undergraduate Phonetics &amp; Acoustics Course
Author: Roberts, Teresa
Date: 2023-00-00
Type: Journal Articles
Subjects: Learner Engagement,Inclusion,Undergraduate Students,Phonetics,Acoustics,Introductory Courses,Teacher Student Relationship,Partnerships in Education,Active Learning,Curriculum Development,Teaching Methods

An introductory phonetics course provides foundational content for future clinical practice and may serve as a student's first experience within the field of Communication Sciences and Disorders. The Students as Partners framework (Cook-Sather et al., 2014) offers a model for valuing student assets and experiences in co-creating learning materials to enhance active learning and deepen understanding. Incorporating positive affective feelings around learning complex material, integrating technology, and building a mutually respectful learning community can foster inclusive practices. In this manuscript, the authors share how redesigning an introductory Phonetics and Acoustics course at a large, urban, commuter, public university led to increased student engagement, increased practice, increased collaboration, and increased generalization. This was achieved through personalized content and activities, warm-up activities that fostered success and integration, and co-created active learning activities, such as phonetic memes, spectrogram cards, phonetic pun activities, and sociolinguistic discussions of personal experiences. Thematic analysis of course evaluation data for the redesigned course revealed themes related to: student-instructor partnerships; practice opportunities and clinical application; and sense of belonging within the learning community.