ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Board Games to Engage Non-Interested Students in Accounting Classes
Author: Damron, Kelly
Date: 2019-00-00
Type: Journal Articles
Subjects: Games,Game Based Learning,Teaching Methods,Learner Engagement,Accounting,Business Administration Education,Relevance (Education),Time Management,Group Activities,Classroom Techniques,College Students

A board game is used in financial accounting courses as a means to engage students actively in their own learning. Since many students are intimidated by accounting or find the topic uninteresting, the use of games, especially a board game, encourages them to engage actively. After playing the board game, the students in the classroom appreciate a better connection between the accounting topics they learned and how to use accounting in their professional or personal lives. This activity requires the faculty member to run an organized classroom and ensure students are completing the activity as directed.
Virtual Professional Communities: Integrative Faculty Support to Foster Effective Teaching
Author: Sprute, Katie
Date: 2019-00-00
Type: Journal Articles
Subjects: Communities of Practice,Adjunct Faculty,College Faculty,Teacher Collaboration,Online Courses,Faculty Development,Social Networks,Teacher Education,Mentors,Collegiality,Web 2.0 Technologies,Sharing Behavior,Teacher Effectiveness,Educational Resources,Computer Mediated Communication

Growth in online and traditional course offerings has resulted in a subsequent increase in higher education's reliance on adjunct faculty. Supporting effective teaching for remote and traditional adjunct faculty presents several unique challenges (e.g., engagement, time, motivation, inclusion). To address these challenges, we wanted to establish a Community of Practice and launched course-specific Virtual Professional Communities (VPCs). VPCs were designed to provide a unique opportunity to connect faculty (full-time and adjunct) teaching the same courses to share instructional materials, dialogue about instructional challenges, and increase opportunities for networking. A reflective analysis overviews the challenges and benefits of utilizing VPCs with an emphasis on strategies to support teaching effectiveness in the online classroom.
Helping Students Engage with Written Feedback
Author: Brody, Heather I.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Evaluation,Feedback (Response),Written Language,Writing Assignments,Writing Evaluation,College Students,Reflection,Learning Activities,Instructional Effectiveness,Review (Reexamination)

Instructors consistently complain about students not reading or using feedback. To address this issue, the authors designed an in-class feedback exercise. The authors found that when students recognize the importance of feedback on writing assignments, they look forward to getting, reading, and using such feedback, and instructor efficacy increases.
Enhancing Online Learning for Public Health Graduate Students
Author: Ruelas, Dulce Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Public Health,Graduate Students,Web 2.0 Technologies,Instructional Effectiveness,Online Courses,Video Technology,Learner Engagement,Allied Health Occupations Education

The use of Web 2.0 tools in an online graduate public health program is an opportunity to further engage students with supporting technology and enhance the reflexivity and satisfaction of the student and instructor dyad. This reflective practice summary article discusses the use of Flipgrid and Loom as tools to further describe assignments and navigation of the public health community. A decision tree was created and used to evaluate which Web 2.0 tool was most appropriate in the first two courses of the Master of Public Health (MPH) program. After a trial and error period, the results demonstrated a clear distinction between the first two courses of the program. Based on the needs of the student and alignment with public health curriculum, Loom is better suited for the initial course and Flipgrid for the second course. Further assessment of these tools and evolving technology advancement on embedding videos can be made to assess retention rates in these courses.
Exploring Quiz-Style Powerpoint Games as an Innovative E-Learning and Teaching Pedagogy
Author: Squire, Nikki
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Visual Aids,Educational Games,Electronic Learning,Teaching Methods,Formative Evaluation,Summative Evaluation,Pretests Posttests,Information Literacy,College Freshmen,Scores,Active Learning,Online Courses,Integrated Learning Systems

Using game-based learning strategies, such as quiz-style PowerPoint games as an e-learning and teaching pedagogy can make a positive impact on how students learn, how they process and retain information, and how they interact with digital media. However, little is known about their impact on students' information literacy development. This quantitative comparative research study examined differences among online freshman students' posttest information literacy (IL) summative scores comparing information literacy (IL) pedagogies (traditional versus quiz-style PowerPoint game) and response to the online formative assessment using the Analysis, Design, Development, Implementation, and Evaluation model combined with the application of the framework as grounded in the behavioral and cognitive learning theories of Bloom's Taxonomy and Sweller's CLT. A comparative analysis using a non-parametric analysis of variance for both hypothesis 1 and 2 indicated no significant difference in IL summative scores between the traditional pedagogy and the quiz-style pedagogy groups (p&gt;0.05), and a significant difference between IL summative scores based on student response for hypothesis 2 (p&lt;0.05). Two recommendations for practice for higher education leadership were (a) to encourage active learning strategies, such as quiz-style PowerPoint games or other game-based pedagogies for teaching and learning for online first-year writing courses, and (b) to encourage college faculty to use online formative assessments in their classrooms to help increase student participation, interaction, and most of all, course performance.
Implementation of Instructional Videos in an Online Healthcare Research Methods Course
Author: Henderson, Danielle
Date: 2019-00-00
Type: Journal Articles
Subjects: Curriculum Implementation,Instructional Films,Video Technology,Research Methodology,Online Courses,Instructional Effectiveness,Statistics,Graduate Students,Allied Health Occupations Education,Required Courses,Demonstrations (Educational)

A research methods and statistics course is a crucial component of any health care professions program. Statistics is a difficult subject for students to learn, but studies have shown implementing short video lectures in the online platform can enhance student learning and improve course success rates. The purpose of this paper is to detail the implementation of weekly instructional videos in HLT-540, a course with high withdrawal and fail rates, and discuss the impact this had on course success. Short instructional videos were developed and implemented in weeks 2-8 of the 8-week course to provide students with a live demonstration of best strategies for completing assignments, conducting data analysis, and interpreting results. Following the implementation of the instructional videos, 90.5% of students who completed the course between January and March of 2019, passed. In addition, in end-of-course surveys, students commented on the value of the instructional videos. The 90.5% course success rate and EOCS feedback supports the continuation of the use of instructional videos in HLT-540 to support student mastery of course objectives. It is important to continue to explore why course success rates increased, so the information can be shared amongst faculty.
Reflective Practice through Mentorship: A Program Reflection
Author: Pottinger, Emily
Date: 2019-00-00
Type: Journal Articles
Subjects: Mentors,Career Guidance,Reflective Teaching,Reflection,College Faculty

Reflection is an essential practice within the field of teaching. In addition, education is a profession that is in a constant state of flux as new research, theory, and policy is created. Because of this, teachers must continually evaluate, assess, and reflect in order to stay abreast with new initiatives, practices, and expectations within the classroom. However, maintaining this ever-changing knowledge requires collaboration. Both reflection practice and teaching practice benefit greatly through interactions and mentorships among colleagues. The following will explore and reflect upon how one college used a faculty mentorship program to improve adjunct faculty's reflective and teaching practices through collaboration.
Counterfactual Understandings: What Japanese Undergraduate Students Wish They Had Known before a Short-Term Study Abroad Experience
Author: Douglas, Scott Roy
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Study Abroad,English (Second Language),Food,Money Management,Climate,Geography,Community Characteristics,Adjustment (to Environment),Facilities,Retailing

Making the most out of a short-term study abroad program is vital for students who are investing in an experience they hope will benefit them personally and academically. This study explores participants' counterfactual understandings of a three-week short-term study abroad program focusing on content and English as an additional language learning for Japanese undergraduate students at a university in British Columbia, Canada. It identifies what participants wish they had known about where they were going and what they would have done if they had known that information. Qualitative methods were used to gather written narrative data from 37 participants and analyze that data for themes emerging from the participants' counterfactual reflections. Results point to six themes related to the participants' unexpected short-term study abroad experiences: food and drink, facilities, money matters, shopping, climate and geography, and community characteristics. On reflection, if the students had known more about those themes, they may have prepared differently for their trip and they might have had different experiences during the program. To prepare students to get the most out of a short-term study abroad program, pre-departure activities making use of inquiry and task-based/experiential learning are recommended.
Demotivation and Dropout in Adult EFL Learners
Author: Evans, Matthew
Date: 2020-02-00
Type: Journal Articles
Subjects: Student Motivation,Dropouts,Academic Persistence,Dropout Characteristics,Age Differences,Language Proficiency,Language Attitudes,Self Efficacy,English (Second Language),Adult Students,Public Colleges,Teaching Styles,Time Management,Stress Variables,Foreign Countries

This study assesses the reasons behind learner dropout in adult EFL environments. Differences between two groups -- dropouts (N=154) and persistent learners (N=106) -- are examined using a questionnaire with qualitative and quantitative components. The study focussed on three areas: characteristics of the two groups (such as age and proficiency), their attitudes (self-efficacy, attitude to the language), and dropouts' perceptions of their language-learning experience. Significant differences were found in age and proficiency, among others, as well as in attitudes to the teacher and the language. When degree of demotivation is considered, further differences arise in attitudes to the course and in learners' perceived need to learn English for work. Dropouts tend to retain negative views of their teacher and of the course, showing that in-class factors are powerful demotives in adult language learning. Demotivated learners tended to attribute dropout to external factors, commonly mentioning poor teaching practice, a lack of speaking practice, and a discrepancy between their desired level and their perceived 'stagnant' level. The findings from this study inform teacher and administrator attitudes and behaviour in FL academies, helping them to identify learners who may be susceptible to, or who have already started down, the path to dropout.
Effective Assessment for Early Courses in Computer Science: Instruments Other than Out-of-Class Programming Assignments
Author: Fritz, Lydia
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Science Education,Student Evaluation,College Students,Introductory Courses,Programming,Assignments,Learner Engagement,Mastery Learning

This is an experience paper that describes methods of student assessment in introductory- and intermediate-level computing courses. The paper explains the need for alternate methods in the evaluation of out-of-class programming assignments and enumerates several options that have been incorporated into freshman- and sophomore-level courses. I show how these techniques provide a more reliable assessment of student mastery of course objectives. In addition, I describe benefits in terms of increased student intellectual engagement and a deeper mastery of essential foundational material.
A Study into Students&apos; Use of Digital English Learning Strategies in Tertiary Education
Author: Kim, Gyoomi
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Learning Strategies,College Students,Electronic Learning,Student Characteristics

The purpose of this study is to investigate EFL university students' learning strategies used in a digital English learning environment, and to analyze the interrelations between their use of learning strategies and individual learner factors, such as gender, English proficiency levels, learning experiences, and the duration of using the digital learning environment. The participants of the study were 400 students selected from two universities located in South Korea. A questionnaire was developed to examine the use of digital English learning strategies (DELS) based on Oxford's (1990) SILL and was distributed in an online survey form. Data collected in the present study was statistically analyzed to show that, first, the most frequently used strategy category was compensation strategies, and this was followed by memory and metacognitive strategies. Second, learner factors included in this study showed statistically significant relationships with the use of DELS, but the duration of using digital devices was not related to DELS usage. From these findings, the study concludes that understanding the learning process and strategy use patterns is very critical to make students strategic learners in a digital English learning context and eventually to develop students' digital English abilities. The suggestions and implications for further study are also discussed.
Active Classrooms: Great for Academic Performance, but Can They Improve Student Health? A Critical Literature Review
Author: Swoboda, Mike
Date: 2019-00-00
Type: Journal Articles
Subjects: Physical Activities,Teaching Methods,Health Promotion,Wellness,Classroom Environment,Learner Engagement,Students

This critical literature review explores the concept of the active classroom to identify past program designs and offer future direction for active classroom programming intended to promote student health and well-being. Active classrooms have long been shown to improve academic performance, but little research has been conducted on the potential health benefits to students and the proposed design of such a program. This review bridges the gap between past methodologies and future programming and offers suggestions for fundamental pedagogical changes to enhance student engagement, activity, and overall health and well-being.
Defining Effective Online Pedagogy
Author: Steele, John
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Electronic Learning,Instruction,Higher Education,Best Practices,Teaching Methods

More than 5.8 million students are currently enrolled in online courses; this equates to one in four higher education students taking an online course (OLC, 2016). With so many students enrolled in online education, it is imperative that institutions examine factors that lead to their success. This article summary provides a structure to think about instructional strategies, best practices, and online pedagogy as it applies to teaching. The authors offer a brief discussion of key contextual factors that may influence the generalizability of the online teaching suggestions provided throughout this special issue. In addition, the authors offer reflective questions to guide application of the instructional approaches discussed.
Examining the Value of a TESOL Service-Learning Study Abroad for U.S. Pre- and In-Service Teachers and Montenegrin Community Stakeholders
Author: Tomaš, Zuzana
Date: 2020-02-00
Type: Journal Articles
Subjects: English (Second Language),Service Learning,Study Abroad,Preservice Teachers,Stakeholders,Foreign Countries,Institutes (Training Programs),Summer Programs,Program Effectiveness,English Teachers,College Faculty,Elementary Schools,Oral Language,Cultural Awareness,Community Attitudes,Teacher Attitudes,International Cooperation

In response to the call to include experiential learning opportunities in our TESOL program and an invitation by a Montenegrin community to collaborate on the establishment of a summer English language institute, we designed and implemented a hybrid service-learning study abroad (SLSA) program which included two weeks spent in Montenegro in 2018 and 2019. This article examines the perceived value of this SLSA program for participating pre and in-service TESOL teachers from a Midwestern university and EFL learners, educators, and families from the host community. Data from end-of-the program surveys, interviews, focus groups, and observation notes demonstrate an overwhelmingly positive impact on all participants, including program-initiated identity shifts in a number of stakeholders. The data also supports our call for a new, community-focused definition of SLSA that concludes this article.
Exploring Japanese High School Students&apos; L1 Use in Translanguaging in the Communicative EFL Classroom
Author: Aoyama, Ryosuke
Date: 2020-02-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,English (Second Language),Language Usage,Language Fluency,Japanese,Code Switching (Language),Context Effect,Interpersonal Communication,Student Attitudes

In EFL contexts where students' chances to use English are limited to the classroom, minimizing their use of L1 to develop fluency in English is often encouraged in instruction. However, recent studies have reported that students' partial use of L1 in code-switching or translanguaging offers various pedagogical advantages. This research examines advanced Japanese high school students' use of and perceptions toward L1 (Japanese) in translanguaging during communicative L2 (English) activities. Drawing on both quantitative data from a survey answered by 190 third-year high school students and qualitative data from classroom observations and in-depth interviews with nine students from the same group, the study attempted to reveal context-sensitive findings about students' use of L1 in translanguaging in the EFL classroom. The quantitative survey results revealed that all the students, to varying degrees, partially used L1 during communicative L2 activities. Data from classroom observations supported the survey results and identified five salient speech functions of students' partial L1 use in the activities. In addition, the interview data showed students' nuanced reasons for and perceptions toward their partial L1 use during such activities, highlighting a unique communication layer for translanguaging. Based on the discussion of the findings, recommendations for pursuing contextualized communicative language teaching and translanguaging pedagogy in EFL classrooms are provided at the end of the paper.
Digital and Media Competences: Key Competences for EFL Teachers
Author: Palacios Hidalgo, Francisco Javier
Date: 2020-01-00
Type: Journal Articles
Subjects: Second Language Instruction,English (Second Language),English Teachers,Teacher Competencies,Technological Literacy,Information Technology,Media Literacy,21st Century Skills,Foreign Countries

The usefulness of ICT in language learning is unquestionable nowadays. There are many digital educational resources available for foreign and second language teachers, materials which are progressively acquiring an important role in the teaching-learning process. In order to respond to the increasing presence of such technologies in the classroom, teachers need to acquire digital and media competences, two key elements for lifelong training process. However, these are superficially addressed in teacher education. In this light, both in-training and in-service educators demand more skills and specific training to be able to teach students how to use technologies and, ultimately, help them develop their own digital and media competences. Following an exhaustive bibliographical revision of scientific literature in the field, this theoretical paper seeks to revise the concepts of digital and media competences as well as to reflect on how superficially they are addressed at universities and teacher-training centres. After this, the importance of both competences as key elements for teachers is brought to light, as well as some useful suggestions to help foreign and second language teachers acquire and develop them and, simultaneously, teach them to their students.
Developing EFL Elementary Learners&apos; Writing Skills through Mobile-Assisted Language Learning (MALL)
Author: Gharehblagh, Nasibeh Mahi
Date: 2020-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Telecommunications,Handheld Devices,Educational Technology,Elementary School Students,Writing Skills,Conventional Instruction,Student Attitudes,Cooperative Learning,Interaction,Foreign Countries

This study aimed to investigate the effect of Mobile-Assisted Language Learning (MALL) as compared to paper-based instruction in the development of Iranian EFL elementary learners' writing skills. The research purpose was threefold: 1) to investigate the effect of MALL on elementary learners' writing skills; 2) to make a comparison between the obtained results of MALL and pencil-and-paper methods, and 3) to assess elementary students' attitudes about learner involvement in collaborative learning (CL) settings through mobile phone (MPh) interactions. For this purpose, 30 Iranian EFL elementary students were selected and randomly assigned to two groups: one experimental and one control. While the experimental sample received mobile-based instructions on their writing assignments, the students in the placebo group were provided with only paper-based instruction. The findings revealed that the participants in both groups showed considerable improvement on the immediate and delayed writing post-tests; however, on average, those in the experimental MALL group were shown to have outperformed the students in the control group significantly. Not surprisingly, the learners in the treatment group had made fewer errors on the targeted grammatical structures like the use of adjectives, possessives and simple present tense compared to those in the control sample. Finally, the results of the post hoc interview reflected that MALL learners felt positively about the utility of mobile technology in writing classes. Essentially, the findings could be of great help to EFL teachers, EFL learners, and course designers.