ethanporcaro/eric-fulltext-meta huggingface dataset:
A Really Good Example Helps Learning about an Abstract Concept
Author: Funkhouser, Ava
Date: 2023-00-00
Type: Journal Articles
Subjects: Concept Formation,Abstract Reasoning,Psychology,Introductory Courses,Teaching Methods,Instructional Effectiveness,Semiotics,College Students

University students are often asked to learn abstract concepts. Abstract concepts are hard to learn. Giving specific examples can help learning abstract concepts. These examples might limit understanding to the similarities between the abstract domain and particular examples. The primary purpose of this study was to test whether exposure to multiple examples would lead to better learning than exposure to a single example. Secondarily, we were interested in whether there was any particularly effective example. Introductory psychology students were invited to learn about the abstract concept of semiotics, through either 1) three of five distinct examples or 2) a single example presented three times. We assessed learning through definitions, transfer to a novel example, and self-report. The results showed no support for the hypothesis that exposure to multiple examples led to better learning. There was, however, one particular example that was more memorable and resulted in better learning. These results have implications about how best to teach abstract concepts.
You Can&apos;t Have It All: Faculty and Student Priorities in the Online Classroom
Author: Steele, John P.
Date: 2023-00-00
Type: Journal Articles
Subjects: Online Courses,Teaching Methods,Academic Achievement,Teacher Attitudes,Student Attitudes,Learning Strategies,College Faculty,College Students

While potential teaching activities in the online classroom are unlimited, an instructor's teaching time is not. As such, it is essential that online instructors prioritize limited time to instructional strategies that have the greatest impact on student learning. A survey of 413 faculty and 2386 students examined faculty and student perceptions about instructional components or strategies that have greatest impact on student learning in the online classroom. Findings revealed significant differences in faculty and student perceptions with faculty giving the highest value ratings to non-instructor generated content and students prioritizing text-based instructional content (regardless of source). Overall, faculty tended to place more value on instructional components compared to students. Students rated faculty interaction and feedback as the most valuable component of their online learning experience. Findings explore how institutions can utilize teaching supplements to support faculty's desire to provide content so that instructional time can focus on interaction and feedback.
What Role Do Visions about Future and Vocational Outcome Expectations Have on Proactive Career Behaviors? Examining a Mediation Model on University Students
Author: Korkmaz, Ozan
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Young Adults,Outcomes of Education,Careers,Expectation,Career Exploration,Career Development,Student Attitudes,Student Behavior,Theories,Social Cognition,Psychological Patterns,Models

Adapting to the rapidly changing business and working world today is a behavior that every individual needs, no matter what stage of their career. One of the important variables that make it easier for individuals to adapt to these changes is proactive career behaviors. Addressing the roles of the variables that strengthen proactive career behaviors within a certain approach (i.e., Social Cognitive Career Theory) will produce results that will contribute to adapting to the change that the individual needs. Therefore, the purpose of this research is to investigate the mediating role of vocational outcome expectations in the relationship between the visions about future (hope, optimism, pessimism) and proactive career behaviors. 442 university students participated in the research. The ages of the participants vary between 18-27. The structural equation modeling method was used in the analysis of the data. Results indicated that visions about future and vocational outcome expectations were positively associated with proactive career behaviors. The results also indicated that vocational outcome expectations have been shown to have a partial mediating role in the relationship between the visions about future and proactive career behaviors.
Designing and Reflecting on Active Learning and Flipped Classrooms for Renal Physiology
Author: Drumm, Bernard T.
Date: 2023-00-00
Type: Journal Articles
Subjects: Active Learning,Flipped Classroom,Physiology,Human Body,Medical Education,Medical Students,Audience Response Systems,Student Attitudes,Program Effectiveness,Student Evaluation,Educational Technology,Feedback (Response),Attendance,Cooperative Learning

In this paper, we outline a case study describing the incorporation of active learning and flipped classroom techniques in a renal physiology module in 1st year medical school. The module was redesigned over a 2-year period within the teaching for understanding (TfU) framework (generative topics, understanding goals, performances of understanding and ongoing assessment) to include more active learning exercises (clicker response systems centered on clinically relevant problem sets and classroom assessment techniques -- CATs), which culminated in flipping the classroom entirely during the 2nd year. The goal, was to evaluate student perceptions of the flipped classroom model and to reflect on the use of active learning generally. In the 1st year, clicker response systems were favorably received by students, however the anonymous nature of the clicker configuration meant it was not possible to track progress of individual students. CATs revealed that content areas without active learning exercises were often deemed the most unclear by students. Student feedback indicated that the flipped classroom model in the 2nd year was positively received, with students noting it encouraged them to attend classes more regularly and they believed it assisted in developing collaborative learning and knowledge application.
Is My MOOC Learner-Centric? A Framework for Formative Evaluation of MOOC Pedagogy
Author: Shah, Veenita
Date: 2023-05-00
Type: Journal Articles
Subjects: MOOCs,Student Centered Learning,Formative Evaluation,Instructional Effectiveness,Educational Quality,Evaluation Methods,Usability

MOOCs popularly support the diverse learning needs of participants across the globe. However, literature suggests well-known scepticism regarding MOOC pedagogy which questions the effectiveness of the educational experience offered by it. One way to ensure the quality of MOOCs is through systematic evaluation of its pedagogy with the goal to improve over time. Most existing MOOCs' quality evaluation methods do not account for the increasing significance of learner-centric pedagogy towards providing a richer learning experience. This paper presents a MOOC evaluation framework (MEF), designed with a strong pedagogical basis underpinned by theory and MOOC design practices, which evaluates the integration of learner-centric pedagogy in MOOCs. Using mixed-methods research, the internal validation was conducted through expert reviews (N = 2), and external validation (N = 13) was conducted in the field to test model usability and usefulness. The framework was classified as &quot;good&quot; (SUS: 78.46) in terms of usability. A high perception of usefulness (84%-92%) was observed for the framework as a formative evaluation tool for assessing the integration of learner-centric pedagogy and bringing a positive change in MOOC design. Different participants acknowledged new learning from varied dimensions of the framework. Participants also recognized that the scores obtained using the MEF truly reflected the efforts taken to incorporate learner-centric design strategies in the evaluated dimensions. The framework focuses on learner-centric evaluation of MOOC design with a goal to facilitate improved pedagogy.
Stakeholder Perspectives on the Ethics of AI in Distance-Based Higher Education
Author: Holmes, Wayne
Date: 2023-05-00
Type: Journal Articles
Subjects: Artificial Intelligence,Distance Education,Higher Education,Teaching Methods,Technology Integration,Stakeholders,Student Attitudes,Teacher Attitudes,Workshops,Ethics,Classification,Open Universities,College Students,College Faculty

Increasingly, Artificial Intelligence (AI) is having an impact on distance-based higher education, where it is revealing multiple ethical issues. However, to date, there has been limited research addressing the perspectives of key stakeholders about these developments. The study presented in this paper sought to address this gap by investigating the perspectives of three key groups of stakeholders in distance-based higher education: students, teachers, and institutions. Empirical data collected in two workshops and a survey helped identify what concerns these stakeholders had about the ethics of AI in distance-based higher education. A theoretical framework for the ethics of AI in education was used to analyse that data and helped identify what was missing. In this exploratory study, there was no attempt to prioritise issues as more, or less, important. Instead, the value of the study reported in this paper derives from: (1) the breadth and detail of the issues that have been identified; and (2) their categorisation in a unifying framework. Together these provide a foundation for future research and may also usefully inform future institutional implementation and practice.
Defending Public Education: Reclaiming Our Schools&apos; Promise and Purpose
Author: Weingarten, Randi
Date: 2023-00-00
Type: Journal Articles
Subjects: Public Schools,Public Education,Educational Objectives,Institutional Mission,Community Schools,Educational Improvement,Experiential Learning,Teacher Shortage,Parent Teacher Cooperation,Democracy,Teaching (Occupation),Change Strategies,Educational Change

According to Randi Weingarten, attacks on public education are not new. The difference today is that the attacks are intended to destroy it. Over the last three years, legislators in 45 states proposed hundreds of laws placing public schools at the center of culture wars: laws seeking to ban books from school libraries; laws restricting what teachers can teach and students can learn--particularly about race, gender, LGBTQ issues, current events, and American history; and laws attacking kids who are transgender. Students and staff should feel welcome, safe, and respected in school--but the culture wars are fueling hostility and fear. This article is based on Randi Weingarten's speech at the National Press Club in March 2023, in which she provides four strategies for powerful public education: expanding community schools, scaling experiential learning, addressing staff shortages, and deepening the partnership between families and educators.
The UNESCO OER Recommendation: Some Observations from the ICDE OER Advocacy Committee
Author: Ossiannilsson, Ebba
Date: 2023-05-00
Type: Journal Articles
Subjects: International Organizations,Open Educational Resources,Open Education,Distance Education,Advocacy,International Cooperation,Program Implementation,Sustainable Development,Educational Strategies,Foreign Countries

In this article, ambassadors of the International Council for Open and Distance Education (ICDE) Open Educational Resources (OER) Advocacy Committee (OERAC) provide a snapshot of regional and global Open Educational Resources (OER)initiatives. This committee has been active since 2017 with membership renewed biannually. The ambassadors work to further OER awareness and understanding, to increase global recognition of OER, and provide policy support for the acceptance and application of OER. This overview highlights national and regional initiatives associated with the UNESCO OER recommendation and the five action areas that include: building capacity and leveraging OER; developing supporting policies; ensuring equity and effectiveness; encouraging sustainable OER model development; and, promoting and facilitating international collaboration. In addition, monitoring and evaluation of the action areas are suggested to be prioritized. This overview is not exhaustive, and much work remains to implement the OER Recommendation at scale, maximize its implementation, connect these recommendations to the United Nation's Sustainable Development Goals (SDGs), along with the futures of education with a new social contract for education, individuals, and the planet.
Exploring the Influence of Online Learning Management Systems and Student Perceptions on Students&apos; Adoption of Block Mode Teaching in Tertiary Sector
Author: Ghapanchi, Amir Hossein
Date: 2023-05-00
Type: Journal Articles
Subjects: Online Courses,Learning Management Systems,Student Attitudes,College Students,Block Scheduling,Educational Technology,Program Effectiveness,Foreign Countries,Learner Engagement,Teacher Student Relationship,Self Concept

Block mode of teaching, also called intensive mode of teaching, has received great recognition and interest from education sector. This mode of teaching is a compressed style of teaching in which classes are delivered in an intensive period of time. Block mode teaching has been found to have potential to enhance student performance. Although previous researchers have uncovered some factors which impact successful implementation of block mode, there is a lack of research which investigates the contributing factors that influence students' adoption of block mode and scrutinizes different facilitators and barriers to students' acceptance and engagement with the block mode of teaching. This study seeks to fill the gap by examining the impact of online learning management system design and usage as well as student perceptions on student utilization of block mode. This study adopts a positivist research approach and uses an online questionnaire as the data collection technique. Data were collected from undergraduate students studying in block mode at Victoria University. The results generally confirmed the positive impact of both groups of determinants on students' block mode utilization.
Graduate Student Perceptions of Nursing Faculty Immediacy: Caring Actions for Accelerated Online Courses
Author: Huber, Teresa H.
Date: 2023-05-00
Type: Journal Articles
Subjects: Graduate Students,Nursing Education,Student Attitudes,College Faculty,Acceleration (Education),Caring,Online Courses,Teacher Student Relationship,Feedback (Response),Computer Mediated Communication,Measures (Individuals),Doctoral Students

This mixed method study utilized the Online Faculty Caring, Presence, and Immediacy Behaviors Survey and explored 142 graduate nursing students' perceptions of faculty immediacy in accelerated online courses. Students ranked online faculty immediacy characteristics and determined level of agreement with faculty actions. The quantitative findings were compared to determine differences between students who perceived that online faculty utilized immediacy behaviors versus students who perceived that faculty did not use immediacy behaviors. Five themes emerged from the qualitative results that reflect faculty presence, communication, support, and feedback, which emerged from the open-ended survey questions and support the quantitative results. The study findings informed the creation of specific strategies for online faculty who teach accelerated courses.
Effects of Background Music in Instructional Videos on Learners&apos; Retention
Author: Phan, Van Thanh
Date: 2023-05-00
Type: Journal Articles
Subjects: Classical Music,Video Technology,Instructional Materials,Multimedia Materials,Retention (Psychology),Foreign Countries,College Freshmen,Business Education

Multimedia instructional materials are indispensable in the holistic process of instructional design, particularly for asynchronous online courses. The purpose of the current study was to investigate the impacts of background classical music played in an instructional video on learners' retention. The video started with a pretraining message followed by a narrated instructional content. The results of the study suggest that although classical background music in the pretraining message significantly improved learners' retention, it did not have a remarkable influence when embedded in the narrated content. Practical implications and suggestions for further research are provided.
Impact of Blackboard Technology Acceptance on Students Learning in Saudi Arabia
Author: Hakami, Tahani Ali
Date: 2023-05-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Integration,Electronic Learning,Student Attitudes,College Students,Learning Management Systems,Readiness,Predictor Variables,Anxiety,Student Characteristics,Technological Literacy,Usability,Self Efficacy,Value Judgment

The information revolution has transformed higher education. After the COVID-19 pandemic, teachers and instructors were encouraged to improve technology-enhanced teaching methods. Furthermore, various factors influenced the adoption of internet and digital-based technologies as an aspect of teaching methodology, including its usefulness, ease of use, supporting environment and attitude towards technology. This research employed the Technology Adoption Model (TAM) to assess student acceptance of Blackboard Learn at Saudi Arabian universities. We investigated via Blackboard Learn the technology usefulness, perceived ease of use, and impact on attitudes regarding student performance and technology acceptance. This study established that the readiness of learning through the Blackboard platform depended on the user's acceptance of it and its perceived benefits on student learning outcomes. We implemented an exploratory study design in Saudi Arabia, focusing on 500 respondents to survey questionnaires and interviews with those who attended government and private universities. We investigated the influence of numerous predictor variables on the equation using Hierarchical Regression. Computer anxiety, demographic factors, technological complexity, convenience, and self-efficacy did not support any correlation with Blackboard Learning. However, perceived usefulness and perceived ease of use demonstrated a significant impact on Blackboard learning.
Does Pedagogy Matter in Virtual Remote Teaching?: Perspectives from Students&apos; Voice
Author: Casinto, Carlo Domingo
Date: 2023-05-00
Type: Journal Articles
Subjects: Electronic Learning,College Students,English (Second Language),Second Language Instruction,Second Language Learning,Asynchronous Communication,Synchronous Communication,Cooperation,Interaction,Feedback (Response),Student Satisfaction

This study is centered on investigating students' preferences and measuring the level of their virtual remote learning experience satisfaction in a university-level language course within the framework of Social Constructivism. Using mixed methods, data collection was made primarily through a survey and focus group discussions of college students' (n = 35) virtual remote learning experience utilizing a learning management system and other synchronous and asynchronous interactive applications. The study identified the instructional elements in the learning design that the students perceived as most important. It assessed the levels of students' satisfaction in terms of interaction, collaboration, and feedback support and examined if these variables are significantly different in Virtual Remote Teaching (VRT). It reported that the overall satisfaction level in VRT registered at 4.17 or interpreted as Exceptionally High. Further, the One-way ANOVA test revealed a p-value at 0.00000109, which is lower than the significance level at 0.05 and means that there is a significant difference between the three pedagogical elements or that they are unequal in VRT. Finally, recurring themes are identified in the students' expressed preferences. Instructor Interaction and Content Interaction are the two most mentioned codes that students identified as &quot;the strongest element&quot; of the course. Conversely, &quot;teamwork or group work&quot; is &quot;the weakest factor&quot; that students perceived as a gap in their learning experience in VRT. Based on the findings, sets of implications for virtual teaching practice are discussed in terms of course design and delivery, including the proper utilization of technology in higher education VRT.
Instructional Design Based on Constructionism for Enhancing Higher-Order Thinking Skills of Learners in an Online Learning Context
Author: Benjakul, Sueksa
Date: 2023-05-00
Type: Journal Articles
Subjects: Instructional Design,Constructivism (Learning),Thinking Skills,Electronic Learning,Guidelines,Technology Uses in Education,Models,21st Century Skills,Skill Development

Teachers use instructional design to solve problems and creatively develop and implement various concepts, theories, and techniques to design and manage the elements of teaching and learning and assess learning outcomes that are generally accepted according to Bloom's taxonomy, in which the cognitive domains of lower-order thinking connect to higher-order thinking. Teachers apply various learning theories that are appropriate for efficient and effective learning management. Constructionism can be used as a guideline to enhance a learning process that develops thinking and responds to the interests and needs of individual learners. This article proposes a synthesis of the elements of constructionism as a guideline to design instruction that emphasizes the enhancement of the higher-order thinking skills of learners, supports a more varied instructional design for teachers, and integrates technology-based learning, especially in an online learning context. It also proposes some applicable models and processes as practical guidelines for instructional design to support learners' learning environments and develop core competencies and skills for the 21st century and beyond.
&quot;My Students&quot;: Understanding Faculty Influence and Experiences in Using Mobile Learning Pedagogy
Author: Nichter, Sarah
Date: 2023-05-00
Type: Journal Articles
Subjects: College Faculty,Teaching Experience,Electronic Learning,Handheld Devices,Teaching Methods,Technology Integration,Influences,Educational Change,Teacher Attitudes

Research on mobile learning pedagogy has been sporadic and often too narrowly focused. This present research aimed to understand faculty comprehension of mobile learning (ML) theory and how they may be using mobile learning teaching strategies. The research centered around a mobile learning pedagogy workshop designed to give faculty a practical framework for beginners to incorporate ML. Data were collected from a survey administered twice and several qualitative data sources. Quantitative data from the surveys were analyzed to determine any significant change in how the participants rated their mobile learning pedagogy awareness. Qualitative data were analyzed through an open coding process to determine themes across the workshop transcripts, open-ended survey questions, collaborative worksheets, and Padlet boards. The analysis determined that participants had prior experience with ML. Other themes that emerged were challenges of ML, influences on using ML, and the pedagogical function. These findings reinforce that the appropriate use of ML is student focused, relevant to the learning context, flexible, and adaptable.