ethanporcaro/eric-fulltext-meta huggingface dataset:
What Is an ID? A Survey Study
Author: Magruder, Olysha
Date: 2019-09-00
Type: Journal Articles
Subjects: Instructional Design,Competence,Higher Education,Faculty Development,Curriculum Development,Definitions,Cooperation,Communication Skills,Knowledge Level,Problem Solving,Program Administration,Expertise,Time Management,Faculty Workload

Instructional design positions in higher education require greater depth and breadth of knowledge, skill, and general competencies than the qualifications found in typical job descriptions and published industry competency sets (e.g., ibstpi). The eDesign Collaborative Research Team, a part of the University Professional Continuing Education Association (UPCEA), wished to explore the discrepancies that exist between commonly identified competencies and those deemed necessary by instructional designers (IDs) actively working in higher education, as results could be informative for administrators, managers, and designers alike as the design field expands. The major competencies found in the literature and coded by the researchers after collecting survey responses included collaboration, communication, theoretical knowledge, problem-solving, course design and development, management (i.e., project management), research and analysis, technological expertise, ongoing learning, leadership, relationship management, evaluation, marketing, ethical and legal considerations of design, faculty development, and editing/proofreading. The participants rated these competencies and explored the relationship of the highly rated competencies with the actual work performed by the participants. Likewise, the study sought to explore the participants' career plans, goals, and access to professional development. The results showed that a majority (56%) described the ID role as a mix of both faculty and content development. When asked what they would rather be doing with their time, an even mix between working more with faculty and working more on content development was observed. Many individuals also mentioned an interest in working more with technology and innovative projects. Collaboration with subject matter experts (SMEs), content experts, faculty, and instructors was by far the most valuable competency, both in importance and time spent. Research and marketing seemed to be least important and garnered the least amount of employee time.
Learning Analytics to Inform the Learning Design: Supporting Instructors&apos; Inquiry into Student Learning in Unsupervised Technology-Enhanced Platforms
Author: Harindranathan, Priya
Date: 2019-09-00
Type: Journal Articles
Subjects: Learning Analytics,Instructional Design,Learning Strategies,Educational Technology,Computer Assisted Testing,Data Collection,Data Processing

Instructors may design and implement formative assessments on technology-enhanced platforms (e.g., online quizzes) with the intention of encouraging the use of effective learning strategies like active retrieval of information and spaced practice among their students. However, when students interact with unsupervised technology-enhanced learning platforms, instructors are often unaware of students' actual use of the learning tools with respect to the pedagogical design. In this study, we designed and extracted five variables from the Canvas quiz-log data, which can provide insights into students' learning behaviors. Anchoring our conceptual basis on the influential conversational framework, we find that learning analytics (LA) can provide instructors with critical information related to students' learning behaviors, thereby supporting instructors' inquiry into student learning in unsupervised technology-enhanced platforms. Our findings suggest that the information that LA provides may enable instructors to provide meaningful feedback to learners and improve the existing learning designs.
One Size Does Not Fit All: Toward an Evidence-Based Framework for Determining Online Course Enrollment Sizes in Higher Education
Author: Taft, Susan H.
Date: 2019-09-00
Type: Journal Articles
Subjects: Online Courses,Class Size,Higher Education,Enrollment,Learning Theories,Educational Research,Behavioral Objectives

Class enrollment sizes for online learning in higher education, a topic of persistent interest in the academic literature, impact student learning, pedagogical strategies, school finances, and faculty workload. Yet in the research literature, class size is addressed with insufficient specificity to provide enrollment direction. Seeking guidelines for determining online class sizes, the authors conducted a qualitative research synthesis from 43 recent higher education journals, yielding 58 evidence-based articles. It is clear that no one size fits all. Findings reflect that large classes (= 40 students) are effective for foundational and factual knowledge acquisition requiring less individualized faculty-student interaction. Small classes (= 15 students) are indicated for courses intending to develop higher order thinking, mastery of complex knowledge, and student skill development. Pedagogical intent should dictate class size. Using well-established learning theories, the authors describe current understandings of online enrollments and propose an analytical framework for pedagogically driven, numerically specific class sizes. Highlights: (1) There is academic interest in online course sizes in higher education; (2) Research indicates &quot;no one size fits all&quot; online classes; (3) Class sizes should be based on learning level and identified pedagogical intent; (4) Large classes are appropriate for foundation-level learning; and (5) Small classes are appropriate for learning requiring higher order thinking.
Research Ethics of Twitter for MOOCs
Author: Costello, Eamon
Date: 2019-09-00
Type: Journal Articles
Subjects: Social Media,Online Courses,Educational Research,Ethics,Privacy,Informed Consent,Educational Researchers,Role

This study examined the ethical considerations researchers have made when investigating MOOC learners' and teachers' Twitter activity. In so doing, it sought to addresses the lack of an evidence-based understanding of the ethical implications of research into Twitter as a site of teaching and learning. Through an analysis of 31 studies, we present a mapping of the ethical practices of researchers in this area. We identified potential ethical issues and concerns that have arisen. Our main contribution is to seek to challenge researchers to engage critically with ethical issues and, hence, develop their own understanding of ethically appropriate approaches. To this end, we also reflected and reported on our own evolving practice.
From Proprietary Textbook to Custom OER Solution: Using Learner Feedback to Guide Design and Development
Author: Dennen, Vanessa P.
Date: 2019-09-00
Type: Journal Articles
Subjects: Open Educational Resources,Textbooks,Feedback (Response),Student Attitudes,Needs Assessment,Formative Evaluation,Integrated Learning Systems,Textbook Preparation,Undergraduate Students

This study presents the initial needs analysis and formative evaluation of the beta version of an open educational resource (OER) textbook solution. The OER textbook, created by the authors, replaces a proprietary, paper-based textbook and is delivered to students digitally, within a learning management system. Needs analysis findings show that students are concerned about cost and convenience, and are likely to seek course content online before reading material in a traditional course textbook. Many do not purchase assigned textbooks at all. Students also want mobile access to course readings, and for those readings to be brief and targeted, covering just the necessary content for completing coursework. Students provided positive feedback on the OER textbook, indicating that it helped them meet course learning objectives. The online integration of reading and other content materials within the LMS encouraged use. Students reported higher rates of access and appreciation that the course textbook was free. These findings suggest that instructors should consider the cost, format, length, and relevance of assigned readings in courses, whether they are ready to adopt, adapt or create open digital textbooks or continue to use proprietary, paper-based ones.
Impactful Leadership Traits of Virtual Leaders in Higher Education
Author: Alward, Erin
Date: 2019-09-00
Type: Journal Articles
Subjects: Leadership Qualities,Computer Mediated Communication,Administrator Attitudes,Leadership Effectiveness,Supervisors,Trust (Psychology),Emotional Intelligence,Work Environment,Job Performance,College Faculty,Private Colleges,Leadership Training,Recognition (Achievement),Teamwork,Employee Attitudes

Universities are increasingly leveraging virtual teams into their organizational structure and strategic framework for many functions including academic administration and faculty leadership. One benefit of a virtual workforce is the ability to hire the most qualified individuals regardless of where they are physically located. As the virtual workforce expands, leaders may intuitively rely on traditional face-to-face approaches and strategies for employee oversight and motivation. These techniques may be ineffective or challenging to use in the virtual environment necessitating new approaches. Leaders of virtual teams need to understand the intricacies associated with these groups and be cognizant of factors that assist in creating cohesiveness, trust, and communication amongst virtual teams. This qualitative phenomenological study explores leaders' perceptions surrounding competencies needed to effectively lead virtual teams in online education. A decisive sampling method was used to identify 10 experienced academic leaders who supervise virtual teams. As a result of the interviews, seven major themes emerged: (a) training and development; (b) trust; (c) emotional intelligence; (d) communication/team building/technology; (e) employee recognition and motivation; (f) leadership styles; and (g) virtual leadership competencies unique to higher education. Based on these themes and further evaluation, the need for specific soft skills and robust technology emerged. Specifically, organizational success partially hinges on comprehensive training for virtual leaders, the significance of trust, emotional intelligence, and effective, respectful communication.
Using Social Media as a Platform for a Virtual Professional Learning Community
Author: Bedford, Laurie
Date: 2019-09-00
Type: Journal Articles
Subjects: Communities of Practice,Social Media,College Faculty,Faculty Development,Teacher Attitudes,Interaction,Social Networks,Mentors,Doctoral Students,Virtual Universities,Computer Mediated Communication,Peer Relationship,Design,Teacher Participation

The Professional Learning Community (PLC) has been used in higher education to provide a platform for faculty members to discuss challenges and build professional skills. While the virtual PLC (VPLC) is becoming a more acceptable delivery mechanism for faculty professional development, successful practices for designing these learning environments have received little attention in the research literature. Social media has been found to provide an environment in which professional learning can occur. It can be a platform which transcends the perceptions and structure of traditional online faculty development courses. However, social media use for professional development has primarily focused on informal learning in unstructured formats. The purpose of this interpretive qualitative study was to provide insight into online faculty members' perceptions and experiences interacting in a VPLC, within a social media environment purposefully designed for networking and learning. Twenty-two doctoral-mentoring faculty members from an online university agreed to participate in a VPLC using a social media platform, facilitated by expert colleagues. Upon completion of the 10-week experience, data was collected using a self-reflective interview strategy. This study confirmed previous research into the benefits of the PLC for professional development in academia and of using social media for professional learning. It extended the research to describe the structured VPLC using a social media platform to engage faculty, build relationships, and foster shared learning.
Well Begun Is Half Done: Using Online Orientation to Foster Online Students&apos; Academic Self-Efficacy
Author: Abdous, M'hammed
Date: 2019-09-00
Type: Journal Articles
Subjects: Self Efficacy,Orientation,Student Adjustment,Urban Universities,Public Colleges,Student Satisfaction,College Students,Prior Learning,Gender Differences,Online Courses,Interaction,Integrated Learning Systems,Success,Academic Persistence,Student Centered Learning,Independent Study,Learning Readiness

Past research suggests that the use of an online learning orientation is an effective proactive strategy to ease online students' transition into online learning. Based on a sample of 3,888 online students from an urban public university, we used ordinal logistic regression to understand the influence of students' satisfaction with an online learning orientation (OLO), their prior level of online learning experience, and their demographics on their academic self-efficacy (ASE). Consistent with prior research, our findings confirmed the influence of students' satisfaction with OLO, their prior online learning experience, and their gender on their ASE. Unsatisfied students were 85% less likely than satisfied students to express a high level of self-efficacy. In contrast, students' age and enrollment status proved not to be significant. Overall, our findings provide strong evidence about how the use of an OLO as proactive support strategy can boost online students' academic self-efficacy.
An Academic Consultation Model for College Students with Disabilities (Practice Brief)
Author: Button, Amy Lynn
Date: 2019-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Academic Accommodations (Disabilities),Academic Support Services,Consultation Programs,Small Colleges,Consultants,Time Management,Individual Differences,Student Needs,Graduate Students,School Psychology,Study Skills,Undergraduate Students,Notetaking,Reading Comprehension,Goal Orientation,Self Advocacy,Stress Management,Interpersonal Competence

This paper describes the academic consultation services offered to students with disabilities (SWD) at a small university. Each SWD is entitled to meet regularly with an academic consultant. The consultants are trained in offering a variety of services, including organization/time management, note-taking/reading comprehension strategies, goal setting, self-advocacy, stress management, school work, and social skills. They receive weekly supervision, but are given much freedom to determine the content of sessions. This paper examines the specific activities addressed within sessions of six academic consultants who met with a total of 33 SWD. Four patterns of consultation were observed. With some students, consultants focused primarily on one activity (i.e., either schoolwork or organization/time management). With others, multiple areas were addressed regularly (i.e., shifting between schoolwork and interfering needs or shifting among several areas). Patterns were not consistent for students with similar disabilities. Similarly, consultants addressed different activities with different students. Thus, the consultants appeared to focus on students' specific needs, which is a key feature of this model. It is suggested that academic consultants can be important resources for students, especially when support is provided at the individual level.
College Students and Multiple Sclerosis: Navigating the College Experience
Author: Hoffman, Holly
Date: 2019-00-00
Type: Journal Articles
Subjects: Students with Disabilities,College Students,Chronic Illness,Coping,Student Needs,Student Attitudes,Accessibility (for Disabled),Student Personnel Services,Academic Accommodations (Disabilities)

The number of children and adolescents diagnosed with multiple sclerosis (MS) is on the rise, increasing the importance of understanding how to support college students living with the disease. Based on the results of two studies, this paper aims to identify challenges facing college students with MS, as well as possible resources and strategies for helping college students with MS have a successful college experience. The first study explored parents' concerns about their child managing college and MS. The second study examined perspectives of college students with MS on challenges, coping strategies, and supports while attending college and living with a chronic illness. Findings from both studies are used to make recommendations for assisting college students with MS as they strive to meet their educational goals.
Expanding Disability Awareness in Undergraduate Education through an Online Course (Practice Brief)
Author: Mueller, Carlyn
Date: 2019-00-00
Type: Journal Articles
Subjects: Disabilities,Consciousness Raising,Online Courses,Educational Technology,Student Attitudes,Undergraduate Students,Program Effectiveness,Art Activities,Transformative Learning,Self Concept,Teaching Methods

This paper describes an online undergraduate course that explores ways the arts can help students develop a clearer understanding of how perceptions about (dis)ability affect their lives, and the lives of others. The course engages a variety of questions through web-mediated and arts-based activities, including: What is disability? How does schooling affect our understanding of ourselves and others? After analysis of course material, findings suggest that course outcomes, including measures of work quality and course evaluations, were both intellectually substantive and personally meaningful in both delivery modes. Student comments also suggest that many experienced the online format as a &quot;safe space&quot; in which to explore disability more critically. The data show that the online instructional format of the course has allowed for a dramatic expansion of the number of students who are exposed to perspectives about (dis)ability, education, and the arts, which they often characterize as transformative.
Inserting Space into the Transformation of Higher Education
Author: Tumubweinee, Philippa
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,Intervention,Foreign Countries,Student Experience,Educational Policy,Racial Segregation,Academic Achievement,Spatial Ability

In this article we argue for a socio-political conception of space in order to show how conceptualisations of space can provide conceptual tools in the reframing of policy and designing of policy interventions in pursuit of higher education transformation goals. In keeping with Lefebvre and others, we conceptualise space as a co-producer of social relations with agentic capability in the transformation of higher education. Using this understanding of space as a conceptual framework, we analyse four national cornerstone policy documents on higher education transformation in South Africa. We find that space is almost consistently conceived of only as an object in transformation -- be it with respect to macro policy on mergers to reconfigure the apartheid spatial landscape of higher education, or with respect to discriminatory institutional cultures and the need to create secure and safe campus environments. Since the landmark White Paper on Higher Education of 1997, it is only the most recent policy document we analyse, the Draft National Plan for Post-school Education and Training of 2017, which blurs the lines between the social ills affecting higher education, the student experience and student academic performance, and different functions of space. We conclude by introducing the conceptual tool of spatial types as an opening gambit for a research agenda that aims to explore the organisation of space in higher education institutions to identify the underlying rules that govern their social nature and promote conceptualisations of social space in the reframing and design of policy that respond to calls for the creation of transformed and 'decolonised' higher education, as heard in student movement campaigns in 2015/16.
Experiences of Students with Physical Disabilities in a Summer Internship Program
Author: DiYenno, Claire
Date: 2019-00-00
Type: Journal Articles
Subjects: Physical Disabilities,Students with Disabilities,Summer Programs,Internship Programs,College Students,Student Experience,Job Skills,Skill Development,Student Development,Career Readiness,Experiential Learning

Despite higher education becoming more accessible for students with disabilities, these students are often still unable to accomplish one of the most basic goals for obtaining a college degree: successfully obtaining gainful employment after graduation. This article provides an overview of a qualitative study which examined the experiences of college students in an internship program designed specifically for students with physical disabilities. The findings of this study indicate students developed vital skills and competencies which facilitated personal and career development. Through their participation in the internship program, students reported feeling better prepared to enter the workforce after graduating. General career services often fail to address the additional barriers students with physical disabilities face when attempting to secure employment after graduating from college. Through hands-on work experience and exposure to real life work environments, students reported feeling more confident about their abilities to not only get hired, but to thrive in the positions in which they were hired. Intentional efforts designed specifically to enhance the career readiness of students with physical disabilities are integral to the continued success of this population of students.
Misophonia: Awareness and Responsiveness among Academics
Author: Porcaro, Connie K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Mental Disorders,Emotional Response,Anxiety Disorders,College Faculty,Knowledge Level,Students with Disabilities,Undergraduate Students,Academic Accommodations (Disabilities),Testing Accommodations,Self Disclosure (Individuals),Academic Achievement

The purpose of this study was to investigate university instructors' knowledge of and experience with misophonia, including whether instructors would make classroom accommodations typically requested by students with misophonia. Misophonia is a sound tolerance disorder, that is characterized by an oversensitivity to certain sounds which can result in the distraction of the person that may limit one's ability to concentrate, think, and learn. Qualitative data were collected using a survey sent by email to undergraduate instructors at six institutions in the state of Florida. A total of 686 participants completed the survey and were asked to define misophonia. Another set of ten questions was completed using a five-point Likert scale. Statistical analyses included inferential analysis of mean scores and principal components analysis. Only 18.4% of participants self-reported having knowledge of misophonia and only 2.3% reported that a student had requested accommodations in their course(s). Instructors who indicated knowledge of misophonia agreed that this is a condition to be taken seriously more often than those without knowledge of misophonia. Instructors who had experienced a student disclosure indicated that, with official accommodation, they would be willing to use proctored exams more often than those without experience of a student disclosure. The findings of this survey indicate that dissemination of information on the topic of misophonia is critical, both for educators and for students.