ethanporcaro/eric-fulltext-meta huggingface dataset:
Training University Teachers on the Use of the ePortfolio in Teaching and Assessment
Author: Torre, Emanuela M.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Electronic Publishing,Portfolios (Background Materials),Faculty Development,Training,Foreign Countries,Portfolio Assessment,Educational Technology,Technology Uses in Education,Higher Education

Higher education is increasingly called upon to respond to the need for educational innovations promoting graduate employability and lifelong learning (European Higher Education Area, 2012, 2015). To achieve this, students must progressively become able to reflect both on their learning and their potential to improve and plan their own educational and professional development accordingly (D'Andrea &amp; Gosling, 2005). The portfolio, now used in many university courses worldwide, is a tool that contributes to responding to these needs. A study of literature on this subject indicates that the portfolio's effectiveness during the teaching-learning and assessment processes is dependent on the ability of teachers to master this tool. It follows that, in order to facilitate the effective implementation and use of the portfolio in universities, teachers need to receive suitable training. This paper presents the characteristics and results of a training course on the use of the portfolio. The course was part of an extensive training project for university teachers in the University of Turin's IRIDI program that was aimed at promoting the improvement and innovation of university teaching. The results of the training course show a higher level of competency in creating a portfolio, and a higher level of willingness to introduce it into teaching.
A Case Study in ePortfolio Implementation: A Department-Wide Perspective
Author: Fallowfield, Stephen M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Undergraduate Students,Portfolio Assessment,Program Implementation,Program Effectiveness,Physical Fitness,Physical Education,Teacher Education Programs,Exercise

This case study documents the trials and tribulations over a 3-year span of one academic department in implementing the ePortfolio as a high-impact practice to its undergraduate students. Failures and successes will be introduced with the resulting lessons learned applied to our current efforts. Pivotal instances that allowed the project partners to gain clarity about the design and implementation of an ePortfolio will be expressed to better understand our journey. The root of our collaborative efforts was based on the product versus process conversation around ePortfolios. Once our mindset shifted, we were able to embrace a more student-centered process ePortfolio that is threaded throughout our curriculum and not sporadically addressed as an add-on assignment.
A Pedagogy for Reflective Practice: Art and Design Thinking Made Visible Using an Online Learning Portfolio
Author: Doren, Mariah
Date: 2019-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Design,Teaching Methods,Portfolios (Background Materials),Faculty Development,Pilot Projects,Curriculum Development,Educational Change,Educational Technology,College Freshmen,Art Education,Thinking Skills,Studio Art

While it is commonly accepted that being a reflective practitioner is important, teaching students how to do this is less often addressed. As part of larger curricular revisions, Parsons School of Design made the decision to embed the use of an online learning portfolio (LP) at the core of the first-year experience. The addition of the LP was intended to be an integral component in supporting students as they develop the reflective skills of discovering themes and patterns in their own work, analyzing their experiences, and making connections across courses and contexts. Curricular shifts emphasized reflection on the process of making in order to foreground &quot;thinking&quot; embedded in practice. This article chronicles a two-year pilot in which we tested strategies and refined assignment prompts using the LP, looking at both the student work and faculty development that paralleled the adoption of the LP.
Nursing Students&apos; Perspectives on ePortfolios: Themes and Preferences Compared with Paper-Based Experiences
Author: Madden, Karyn
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Nursing Students,Nursing Education,Higher Education,Student Attitudes,Difficulty Level,Feedback (Response),Technology Uses in Education,Foreign Countries

ePortfolios play an important role in tertiary education globally in the 21st Century. Several studies have advocated for the implementation of ePortfolios on the basis that they have the potential to integrate technology whilst making learning visible and meaningful for students. However, rarely is the implementation of ePortfolios, considered from the students' perspective. The development of web-based learning resources including ePortfolios platforms are often driven by software developers with an extensive degree of technical expertise, rather than teachers and educators and, without acknowledging potential difficulties this may create for students (Andrews &amp; Cole, 2015; Beckers, Dolmons, &amp; Merriënboer, 2016; Cordier et al. (2016); Leacock &amp; Nesbit, 2007; Nam &amp; Smith-Jackson, 2007). The aim of this study was to explore students' perspectives on the value of an ePortfolio platform in the final year for nursing students in the Bachelor of Nursing programme in a New Zealand tertiary institute. The data for this study were obtained through focus group sessions. Thematic analysis identified four themes from the data which were the importance of ease of use, feedback, transparency, and the role of supporting technology. This study aligns with previous literature in demonstrating students' preference for the use of ePortfolios but extends our knowledge by considering the value of ePortfolios from students' perspectives.
Missing the Process for the Product: Tension between Instructor Goals and Student Perceptions of ePortfolios as Personalized Action Research
Author: Wakimoto, Diana K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Teacher Attitudes,Student Attitudes,Capstone Experiences,Counselor Training,Graduate Students,Occupational Aspiration,Goal Orientation,Individualized Instruction,State Universities,Portfolio Assessment,Electronic Publishing,College Faculty,School Counseling,Professional Development,Reflection,Writing Assignments,Action Research,Participatory Research,Value Judgment

The creation of ePortfolios as a capstone project for school counselors-in-training has many benefits for the students, instructors, and program. However, there can be tension due to misalignments in goals and lived experiences of the ePortfolio even when the students find ePortfolios useful. This paper explores this tension between instructor goals and student perceptions of the purposes and values of ePortfolios created as part of a capstone in a graduate school counseling program. While the school counseling instructor conceptualized the ePortfolio process and product as a form of personalized action research focusing on aspirational goals, the school counselors-in-training experienced the ePortfolio as a useful product for reflection and job preparation but did not grasp the process as a form of personalized action research. Reflections on this disconnect suggest recommendations for better alignment of instructor goals and student experiences in order to use ePortfolios as a form of personalized action research.
Fostering Language Learning in the University EFL Classroom through Literature: A Task-Based Approach
Author: Arboleda Arboleda, Argemiro
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Literature,Teaching Methods,Task Analysis,Learning Motivation,Learning Activities,Language Skills,State Universities,Role,Undergraduate Students,Reading Instruction,Student Attitudes,Novels,Writing Instruction,Fiction,Instructional Effectiveness,Intercultural Communication,Communicative Competence (Languages),Self Esteem,Guides

The role of literature as a teaching and learning tool in English as a Foreign Language has long been acknowledged. Literary texts offer teachers opportunities to provide students with authentic materials to heighten their motivation by involving them in challenging Task-Based activities in which they interact with authors and learn about features of these authors' society. The purpose of this research study was to investigate the role of literature as a pedagogical tool in the EFL classroom and see how this can be advantageous in fostering learners' language skills. The sample population encompassed 26 sixth-semester students enrolled in a Reading course who are completing their BA in Foreign Languages at a public University in Colombia. A semi-structured questionnaire and a Reading Guide were designed to elicit information from students who were asked to read an unabridged English language fiction novel. The findings show that the participants' motivation to complete the Task-Based Reading and Writing Project was high and that this had a positive impact on the improvement of their language skills.
Global Perspective-Taking: Extending Interdisciplinary Pedagogies into International Classrooms
Author: Carmichael, Tami S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Global Approach,Perspective Taking,Interdisciplinary Approach,Student Development,Undergraduate Students,Study Abroad,Foreign Students,International Schools,Foreign Countries,Civil Rights,Sustainable Development,Peace,Intercultural Communication,Citizenship Responsibility,Consciousness Raising,Art Activities,Student Projects

As William Newell observed, in order to obtain an excellent undergraduate education, it is necessary for students to move between disciplinary and interdisciplinary educational experiences; additionally, he claims it is essential that &quot;students also…shuttle back and forth between the classroom and the outside world&quot; (Newell, 2010, p. 12). This movement, both intellectual and physical, promotes the development of the perspective-taking that can help students better understand, and potentially begin to address, complex global issues (Newell, 2001). If moving between disciplines and beyond the classroom into the physical world (and back) could have an impact on students' perspective-taking development, what might happen if that movement happened across great distances -- if international experiences and the consideration of international topics were added to interdisciplinary learning? From 2010 to the present, faculty and staff at the American College of Norway, an international college serving American, Norwegian, and other international students, have developed and instituted multiple interdisciplinary learning experiences based on Newell's theory that interdisciplinary learning enhances high impact learning experiences like study abroad (Newell, 1999). This article examines three of these learning experiences and their outcomes within the framework of William Newell's theories, describing how the potent combination of international study and interdisciplinary learning can create significant growth in students' perspective-taking abilities.
Beyond Interdisciplinary Theory: Revisiting William H. Newell&apos;s Integrative Theory from a Critical Realist Perspective
Author: Henry, Stuart
Date: 2018-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Epistemology,Criticism,Constructivism (Learning),Systems Approach,Social Networks,Social Structure,Personal Autonomy,Educational Theories,Philosophy,Political Influences,Scholarship

Accepting Newell's invitation to develop his interdisciplinary theory to address new developments, I first consider Newell's complex systems theory of interdisciplinarity. I then review developments of his theory before critiquing its merits and deficiencies. This critique is informed by recent critical realists' works that point to deficiencies rooted in interdisciplinary theory's holistic realist ontology, which they argue is incomplete. I then review critical realists' ontology and their case for interdisciplinary epistemology, which I argue marginalizes constructivism. Finally, I outline a constructivist-realist ontology. This approach incorporates an agentic theory of human agency and a social network view of social structure. I then consider the implications of this analysis for Newell's original ontology, and thus for his interdisciplinary epistemology.
The Effectiveness of Turtle Mobile Learning Application for Scientific Literacy in Elementary School
Author: Winarni, Endang Widi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Elementary School Science,Science Instruction,Instructional Effectiveness,Scientific Literacy,Computer Oriented Programs,Electronic Learning,Zoology,Educational Technology,Handheld Devices,Science Activities

Turtles are animals vulnerable to extinction. Scientific literacy is the main goal of the science curriculum. Augmented Reality technology is very helpful in the education process of animal conservation. Turtle mobile learning is one of the scientific literacy sources developed on Android smartphones. The study's purpose is to produce and determine the effectiveness of turtle mobile learning media to develop the students' scientific literacy about Sumatran turtle conservation. The study used Research and Development (R &amp; D) design and One Group Pretest Posttest design. The research participants were elementary school students in Bengkulu City. Based on the pretest and posttest results, the value of t =0.975 for a two-tailed test on the distribution of student (t) d[subscript kappa] = 38 obtained t-table = 2.024 from the calculation t = -10.71 located in the reject area of null hypothesis. It concluded that there is an influence on aspects of student understanding about Sumatran turtles. The N-gain results calculation analysis was about 0.8, indicating that this application has high effectiveness in improving the scientific literacy of elementary school students. The experiment showed that students could understand the lesson easily and acquire improved motivation to seek new concepts. This is because turtle mobile learning with augmented reality technology provides students with convenience in building concepts and simplifying the turtle visualization.
Improving Learning Outcomes: Unlimited vs. Limited Attempts and Time for Supplemental Interactive Online Learning Activities
Author: MacKenzie, Lydia M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Learning Activities,Interaction,Online Courses,Educational Strategies,Scores,Timed Tests,Formative Evaluation,Distance Education,Marketing,College Students,Educational Experiments

Research indicates the use of interactive online learning (IOL) instructional strategies such as multiple choice, &quot;drag and drop&quot; matching exercises, and case discussions, in online courses enhances learning and results in better learning outcomes. While some instructors might use interactive resources for regular assessments that only allow for one attempt, this experiment examines whether limiting the attempts and the time to complete IOL instructional strategies significantly improves learning outcomes as measured by performance scores on two required exams. The author posit that students who have limited attempts (2) and limited time (20 minutes) will in fact read the chapters before attempting to complete the interactive online activities, thus increasing the correlation between the interactive online activity scores and exam scores. Unlimited attempts and unlimited time provide students with the opportunity to search the textbook for the answers without reading the assigned chapters. As anticipated, the experimental groups with limited attempts and limited time on the IOL activities did demonstrate a statistically significant relationship to combined exam scores. The findings indicate that limited attempts and limited time on formative assessments correlated with exam scores while those formative assessments without constraints did not.
Recycling Plastics: Middle School Students Create Solutions during a Summer Camp
Author: Aklman, Ergun
Date: 2019-00-00
Type: Journal Articles
Subjects: Plastics,Recycling,Student Projects,STEM Education,Middle School Students,Summer Programs,Conservation (Environment),Problem Based Learning,Resident Camp Programs

Four distinct plastics recycling projects created by middle school students emerged from a one-week long plastics recycling activity incorporated within a science, technology, engineering, and mathematics (STEM) residential summer camp at a research-intensive university. The plastics recycling activity was a project-based learning (PBL) activity facilitated by STEM experts in geometry, architecture, and materials science. Specific instruction involving mathematics and science concepts was provided to emphasize content-specific knowledge related to plastics recycling. A rubric was applied and used to determine evidence of learning manifested in participants' final presentations. Participants' final presentations demonstrated mixed results in terms of student learning outcomes, but indicated that campers demonstrated a clear sense of social environmental awareness and responsibility toward recycling plastics.
An Investigation of the Mediator Role of School Burnout between Academic Stress and Academic Motivation
Author: Veyis, Fatih
Date: 2019-00-00
Type: Journal Articles
Subjects: Role,Burnout,Stress Variables,Student Motivation,High School Students,Academic Achievement,Correlation,Risk,Structural Equation Models,Foreign Countries,Measures (Individuals)

The purpose of this study is to investigate the mediator role of school burnout between academic stress and academic motivation in high school students. In the recent years, academic stress and school burnout have been considered among the problems that affect students in many ways. The study group consists of 690 high school students studying at various high school types. Academic stress, school burnout and academic motivation scales were used to collect data. Correlation analysis and structural equation model were used for data analysis. The findings of the study showed that academic stress and school burnout significantly predicted academic motivation and that school burnout had a full mediating role between academic stress and academic motivation. As a result, it is considered that school burnout is an important risk factor for students who have experienced academic stress and it is necessary to include the mediator role of school burnout in the studies aimed at reducing academic stress and improving motivation. The findings obtained from the research were discussed in line with the literature.
Effects of Recreational Activity on Leisure Barriers between Students
Author: Aksoy, Yener
Date: 2019-00-00
Type: Journal Articles
Subjects: Recreational Activities,Leisure Time,Team Sports,Measures (Individuals),Comparative Analysis,Correlation,Recreational Facilities,Barriers,Social Environment,Time Management,Friendship,Foreign Countries,Student Interests,Student Attitudes,High School Students,College Students

Recreation, which means relaxing and pleasant activities that people do voluntarily in their free time, is a concept that provides the physical and psychological renewal of individuals. The study was conducted on a total of 497 students, 248 men participating in recreational sports activities and 249 men who did not participate in any recreational activities. For this purpose &quot;Leisure Constraints Scale&quot;, which was developed by Alexandris and Carroll (1997) and was conducted in the study of the validity and reliability for Turkish Society by Karaküçük and Gürbüz (2007) was used. Statistical analysis of the study was performed by using SPSS 22,0 package program. The normality hypothesis of the data was analyzed by Kolmogorov-Smirnov test. Since all variables showed normal distribution, parametric tests were applied to the independent variables related to the sub-problems and the leisure time scale subscales. Independent t test was used for paired comparisons and Pearson correlation was used for the relationship between variables. Statistical results were evaluated at 95% confidence interval and p &lt;0.05 significance level. As a result, statistically significant differences were found between the students participating in sportive recreation activity in the field and those who did not participate in any recreational activity in terms of leisure time barriers in terms of Individual Psychology, Social Environment, Service and Transportation, Time, Lack of Friends and Lack of Interest. (p&lt;0, 05).
Researching Together: Aligning Academic Employees with the Institution&apos;s Research Strategy
Author: Kapaanda, Liisa Ndapewa
Date: 2019-12-00
Type: Journal Articles
Subjects: College Faculty,Alignment (Education),Organizational Objectives,Strategic Planning,Teacher Behavior,Professional Autonomy,Research Skills,Rewards,Productivity,Employee Attitudes,Researchers,Faculty Publishing,Faculty College Relationship,Teacher Motivation,Teacher Competencies,Foreign Countries

Research strategy is at the top agenda of universities' strategic planning. It has been argued that aligning employees' actions with the organisational strategic goals is one of most critical success factors of strategy implementation. Despite much discussion among scholars and practitioners, there is still limited knowledge on how universities can stimulate their academic staff members' commitment and willingness to engage in behaviours that contribute to the realisation of the institution's research strategy. With a qualitative approach and within a critical research framework, this paper aims to suggest ways to stimulate employee actions that is consistent with the company's strategy; that is Strategically Aligned Behaviour (SAB). The intention of this theory-building is towards bridging the gaps between research strategy formulation and employees day-today activities. Based on strategic alignment and research productivity literature, our paper submits that academics' strategic knowledge, research competence, autonomy and rewards play a role in stimulating SAB. Although, an increase in research outputs among African universities has been recorded in recent years, their endeavours to align all academic employees with the research strategy is crucial to the overall success of the institution strategic goals. By exploring the antecedents to stimulate SAB among academic staff members, universities are able to increase the amount of strategically aligned employees, embed research thinking in the daily routines of academics, and encourage a more action-related behaviour towards the implementation of a research strategy. There are avenues for more research in this area of inquiry. Hence, further research is recommended.