ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between University Students&apos; Attitudes toward Online Education and Their Stress during COVID-19 Pandemic
Author: Ogel-Balaban, Hale
Date: 2022-04-00
Type: Journal Articles
Subjects: Student Attitudes,Undergraduate Students,Stress Variables,COVID-19,Pandemics,Correlation,Online Courses,Teaching Methods,Measures (Individuals),Instructional Materials,Instructional Effectiveness,Video Technology,Synchronous Communication,Attendance,Group Discussion,Foreign Countries

The aim of the study was to examine the relationship between university students' stress level and their attitude toward online education forced during the COVID-19 pandemic. Furthermore, it analyzed the relationship between the use of online education instruments and attitude. Two hundred eighty-three university students enrolled in the Turkish universities completed demographic information form, use of online education instruments form, attitude toward online education scale and perceived stress scale. Correlational analyses showed that the frequency of following synchronous and asynchronous lectures, working on online course materials and attending to online discussions and meetings with the lecturers and advisors were positively related to the perceived effectiveness of online education and its perception as a means to feel connected. They also demonstrated that the stress level was negatively related to the perceived effectiveness of online education, its perception as a means to feel connected, the frequency of following synchronous video lectures and the frequency of attending to online discussions. Regression analysis demonstrated the predictive effect of the perceived effectiveness of online education on stress level. These findings were discussed in terms of their implications particularly for future emergency education programs and generally for online education.
Solving for X: Constructing Algebra and Algebra Policy during a Time of Change
Author: Handsman, Emily
Date: 2022-07-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,School Districts,Urban Schools,Middle School Students,Problem Solving,Teaching Methods,Educational Policy,Equal Education,Case Studies,Common Core State Standards,Secondary School Students,Policy Analysis,Politics of Education,Organizational Climate,Educational Practices,Advanced Courses,Instructional Program Divisions,Decision Making,Track System (Education),Educational Change

The year students take Algebra I historically determines how far they progress in secondary mathematics, creating complex equity issues around access to this course. By examining a case study of one large, urban school district adjusting to the Common Core State Standards in Mathematics (CCSS-M), we demonstrate how district leaders' interactions, in combination with their organizational and institutional environments, led to an overhaul of the secondary mathematics course pathway, ending in detracked middle school mathematics. We find that district leaders' deliberations of mathematics policy were constrained by organizational concerns around pedagogy, equity, logistics, and politics. In other words, the disruption created by the CCSS-M was limited by extant organizational priorities. This study has potential implications for theorizing disruptions and for better understanding equity-oriented mathematics policy and practice.
A Community Outreach Chemistry Lab Success in a Pandemic
Author: Bachofer, Steven
Date: 2022-00-00
Type: Journal Articles
Subjects: Outreach Programs,Science Laboratories,Science Instruction,School Community Programs,College Science,Science Experiments,Laboratory Experiments,COVID-19,Pandemics,Video Technology,School Closing,Videoconferencing,Program Effectiveness,Chemistry

This project report highlights a simple yet effective outreach lab benefiting the community partner, specifically the Alameda Point Collaborative (APC) youth program and Saint Mary's College students in a general science course. Building on a partnership focused on reciprocity, a portable lab experiment (Mattson Microscale Gas Chemistry lab) was proposed. Given the pandemic, the major challenge was working through how to incorporate the community engagement without being physically present at APC. To address this, the Saint Mary's students created an instructional video to be viewed in advance of the activity as a replacement for the formal lab handout, which allowed us to participate without being onsite. With the lab chemicals and materials delivered in advance, APC staff did a pilot run to facilitate a more successful joint lab. When both populations (APC youth and SMC students) met through a Zoom meeting, the lab resulted in a successful experiment and a shared learning experience. This lab experience raised everyone's spirits even during the pandemic. In this report, the two authors provide reflections on the student gains and wish to emphasize that civic learning can still occur even in a pandemic.
Critiquing the Learning Design of a SENCERized Team-Based Activity
Author: Green, David
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Learning Activities,Environmental Education,Sustainability,Biology,Social Problems,Multimedia Instruction,Instructional Design,Educational Technology,Technology Uses in Education,Student Centered Learning

A team-based learning activity is presented that was created to support a university-level course with an integrative theme of environmental sustainability. Students in a General Education &quot;Environmental Biology&quot; course were asked to relate academic concepts to real-world scenarios by creating a hypothetical ecoresort on an island that had suffered severe habitat degradation. The Earth Charter helped guide student understanding of how to balance ecological, social, and economic needs. Furthermore, the SENCER approach to educational practice helped teach the science through complex social issues. Student-generated media (in the form of a webpage) helped learners integrate and showcase their gains in knowledge and skills. The &quot;ecoresort activity&quot; is critiqued against educational best practices, by aligning its design with Fink's Taxonomy of Significant Learning and Merrill's Principles for Instructional Design. Finally, practical recommendations (with an accompanying facilitator's guide) are provided that should help STEM educators calibrate interacting variables during technology-enhanced course designs: permeable learning spaces, assessment strategies, and social learning settings.
Evaluating Knowledge Transfer after a Science Café: A Qualitative Approach for Rural Settings
Author: Janssen, Brandi
Date: 2022-00-00
Type: Journal Articles
Subjects: Informed Consent,Knowledge Level,Communication (Thought Transfer),Science Education,Outreach Programs,Community Education,Rural Areas,Sharing Behavior,Attitudes,Public Health,Participation

Science Cafés are informal community gatherings that aim to facilitate the engagement of scientific researchers with the general public. These events have been implemented worldwide in rural and urban settings. This article evaluates two Science Café series, held in rural Iowa communities. Evaluation of Science Cafés typically consists of participant surveys to measure satisfaction with the presenter, interest in the topic, or solicit topic suggestions for future events. This paper presents results from a qualitative evaluation that aimed to better understand how the information presented at Science Cafés was shared with others in the community following the event. Results suggest that participants share information in both formal and informal settings following a Science Café, especially those who self-identify as &quot;champions&quot; of an issue. This research suggests that future evaluations examine rural social networks to better understand the broader community impact of these events.
Farming Practices as &quot;Funds of Knowledge&quot;
Author: Liu, Laura B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Agricultural Education,Cultural Background,Kindergarten,Elementary Secondary Education,Learner Engagement,Family School Relationship,Grounded Theory,Cultural Influences,Agricultural Occupations,Elementary School Students,Teaching Methods,Climate,Food,Agricultural Production,Agricultural Machinery,Politics,Ownership,Foreign Countries

This study examines farming practices across regions as &quot;funds of knowledge&quot; that may be integrated into K-12 curricula and instruction. &quot;Funds of knowledge,&quot; as conceptualized by Moll, Amanti, Neff, and González (1992), include the knowledge students bring from their families and home communities to the classroom, and serve as resources to enhance curricular relevancy, concept and skill development, learner and family engagement, and a positive learning environment. Examples of funds of knowledge include. Funds of knowledge include home language use, family values and traditions, caregiving practices, family roles and responsibilities, and professional knowledge, among other factors identified by González, Moll, and Amanti (2005). This qualitative study interviews four participants with U.S. and international farming experience to invite reflection on practices across cultures and regions. Constant comparative analyses of interviews (Merriam &amp; Tisdell, 2015) highlight ways culture and farming are connected and present farming practices as important funds of knowledge. This inquiry offers valuable implications for elementary curricula and instruction.
Promoting STEM Learning through a Multidisciplinary SENCER Framework at a Minority-Serving Institution
Author: Samaroo, Diana
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Interdisciplinary Approach,Biodiversity,College Students,Student Participation,Civics,Water Quality,Microbiology,Chemistry,Mathematics,Active Learning,Hands on Science,Discovery Learning,Cooperative Learning,Minority Serving Institutions

The Prospect Park Biodiversity Project was a SENCER collaboration project between the Departments of Biological Sciences, Chemistry, and Mathematics at the New York City College of Technology. The goal of this project was to enhance students' participation and learning in STEM disciplines through a civically engaged framework. The project utilized the eco-complexity of Prospect Park Lake in Brooklyn, New York for an interdisciplinary study on the water quality. The project, which involved ten students and four faculty mentors, integrated microbiology, chemistry, and mathematics perspectives using active-learning pedagogies, including hands-on exploration and collaborative learning.
A Quantitative Cross-Regional Analysis of the Spanish VET Systems from a Systemic Approach: From a Regional Comparative VET Research Perspective
Author: Moso-Diez, Mónica
Date: 2022-00-00
Type: Journal Articles
Subjects: Comparative Education,Vocational Education,Correlation,Geographic Regions,Foreign Countries,Systems Approach,Supply and Demand,STEM Education,Educational Indicators,Educational Development,Inclusion,Specialization,Enrollment Trends,Dual Enrollment,Student Characteristics

Purpose: The aim of this paper is to analyse comparatively, at regional level, the current state of a wide range of indicators of Vocational Education and Training (VET) in Spain. This will make it possible to characterise and better understand the existence of a variety of regional VET systems, including the Initial VET and Continuous VET subsystems within Spain, doing so under a multidimensional approach examining VET supply and demand. Methods: Systemic analysis of Spanish VET indicators leads to a selection of 54 indicators, which are then compared at regional level using k-means clustering. This approach identifies similarities and differences (clusters) across all of Spain's 17 autonomous communities (Spanish regions). The correlation between the variables is then analysed to examine the interaction between the VET system's supply and demand dimensions. Findings: The results show that 19 indicators explain the main differences between autonomous communities, which form two distinct clusters. Both VET supply and VET environment and demand influence cluster formation and intercluster differences. In the set of indicators that differentiate the two clusters of autonomous communities, close interaction is detected between certain indicators of VET supply and demand, especially those referring to the STEM occupational group, which confirms the correlation between these dimensions, albeit to a limited extent. Conclusions: While it is necessary to analyse the differences between clusters in greater depth, the results suggest that Spain's regions are split into two distinct groups (clusters) in which the respective VET systems are developing and advancing differently. Moreover, there is evidence of a small number of significant interrelations between indicators of VET supply and demand, which point to both the VET system's specialisation and its inclusive nature.
Social Media Utilization and Its Impact on Male Medical Students&apos; Learning during COVID-19 Pandemic
Author: Salih, Karimeldin M. A.
Date: 2022-04-00
Type: Journal Articles
Subjects: Males,Medical Students,Foreign Countries,Social Media,Context Effect,Learning Processes,COVID-19,Pandemics,Student Attitudes,Learning

To assess the patterns of social media uses and their impact on the learning of male medical students during the COVID-19 pandemic. A cross-sectional descriptive study was conducted from March to May 2020 at the College of Medicine, University of Bisha (UBCOM) in Saudi Arabia. A validated questionnaire was used to collect data from the students at first year, pre-clerkship and clerkship levels about the types, patterns and benefits of social media usage in their learning. A five-Likert scale was used to measure the students' responses. Descriptive statistics and ANOVA tests were used for data analysis. Of the 203 students enrolled, 89.2% (n=181) were responded. Most students commonly used Twitter (75.1%), followed by YouTube (52.5%) and Facebook (24.3%). The highest usage of Twitter was found among clerkship students (85.1%) compared to first-year (76.2%) and pre-clerkship students (69.6%), with no significant differences (p = 0.133). About 38.7% of students spent over 10 hours per week on social media and pre-clerkship students being the highest group (43.5%). Most students (67.9%) showed that social media enhance learning activities, 65.2% are interested in using social media in their learning and 64.1% suggested that their inappropriate use consumes time. We concluded social media become interactive tools of learning in medical schools during the urgent situation such as the COVID-19 pandemic. Such findings highlighted the benefits of considering social media inclusion when designing medical curricula.
Business as Unusual: Honors and Post-Pandemic Gen Z
Author: Miller, Kristine
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,College Students,Educational Benefits,COVID-19,Pandemics,Educational Change,Age Groups

Honors is unusual not because it is elitist or exclusionary but because it responds directly, thoughtfully, and creatively to the needs and concerns of each new cohort of students. The present generation of college students expects their institutions to deliver clear value, rich diversity, and positive career outcomes; and these changes demand a better business model in higher education. This essay suggests that, too often, institutions confuse a better business model with cutting costs, a confusion that both threatens honors education and undercuts institutional integrity. A better and more sustainable approach is to define, articulate, and deliver the value of higher education to all students, and thereby justify and advocate for its necessary costs. At a time when much of higher education seeks to move past the pandemic and return to normal, honors educators can and should help reframe conversations about programmatic and institutional survival by defining and arguing for a &quot;business-as-unusual&quot; approach. Building on the creative approaches that honors programs and colleges have taken to engage students during the pandemic, the author explores how honors educators can help their institutions prepare all students for an increasingly uncertain future.
When Technology-Based Learning Is the Only Option: Evaluating Perceived Usefulness of Social Media
Author: Hanif, Aamer
Date: 2022-04-00
Type: Journal Articles
Subjects: Social Media,Electronic Learning,Handheld Devices,Student Behavior,College Students,Self Efficacy,Behavior Standards,Social Behavior,Predictor Variables,Foreign Countries,Technology Uses in Education

During unusual times involving discontinued face to face sessions in formal education settings, mobile learning (m-learning) involving social networking sites has become a popular alternative since students are always in possession of handheld electronic devices. When connection through technology was the only option due to social distancing in current pandemic, students who were already active extensive users of social networks found online learning as a new way of getting formal education. The objective of this study was to explore how the state of student's behavioral intention for social media based online learning is driven by external factors like subjective norm and self-efficacy. To fulfill this aim, this study uses a quantitative approach to study the factors that mediate the decision behavior of students towards social media employed as a learning platform and use of m-learning involving social networks. A sample of management science students (n= 255) from four universities participated in the research. Analysis of data suggested that subjective norm and self-efficacy were significant predictors for student participation in e-learning initiatives involving social media and networks. The proposed serial mediation model revealed that self-efficacy and perceived usefulness in that order were playing a positive significant role in student use of social networking for learning. No significant differences were observed between either gender when self-efficacy, perceived usefulness, and use of social media in education were considered.
From &quot;Filled&quot; to &quot;Fulfilled&quot;: Tech-Minimal Experiences Bolster Core Honors Values
Author: Blincoe, Adam
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Conventional Instruction,Cooperative Learning,Reflection,Learning Activities,Sense of Community,Enrichment Activities,Values,Educational Technology,Educational Benefits,Communities of Practice

Post-pandemic exigencies such as isolation, technology fatigue, and financial pressures can be embraced as opportunities to return to, and strengthen, core values in honors involving student agency and community. This essay considers the pedagogical benefits of receding from technology in the classroom. Drawing on recent empirical research concerning the deleterious effects of tech in the lives of students, particularly as they relate to community and agency, authors make the case for providing students with tech-minimal experiences. The essay presents several examples of tech-minimal experiences from the authors' own teaching inside and outside of the classroom--including &quot;Tech Shabbats,&quot; communal reading, and contemplative walks. Survey data and student reports indicate the positive effects of these experiences and an efficacy for bolstering community and student agency. Authors suggest that the temptation to go tech heavy in a pandemic (and post-pandemic) classroom must be reconsidered, especially in light of the amplified role tech already plays in students' lives. Authors conclude that at a time when financial pressures threaten to constrain what honors programs can do, tech-minimal experiences are inexpensive ways to enrich students' lives and make what is best about honors education flourish.
Instructional Design for Effective Teaching: The Application of ADDIE Model in a College Reading Lesson
Author: Lu, Liangyue
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Design,Models,College Students,Reading Instruction,Instructional Effectiveness,Educational Objectives,Educational Strategies,Program Implementation,Program Evaluation

In this paper, the authors will discuss the application of ADDIE, a five-step instructional design model. ADDIE prescribes the generic, systematic, dynamic, and flexible instructional design process, which offers educators a productive approach to education. The authors will illustrate how to apply the model in a college-level reading lesson. Following the steps in ADDIE would enhance the effectiveness of teaching in a variety of post-secondary classrooms and adult education and training settings.
Honors Alumni Re-Activation through Interpersonal Engagement: Lessons Learned during COVID
Author: Dean, Kevin W.
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Alumni,Distance Education,Electronic Learning,COVID-19,Pandemics,College Students,Interpersonal Relationship,Social Capital,Capstone Experiences,Social Networks

The 2020-2021 academic year presented many challenges to honors educators, including their ability to support honors education as a community of opportunity in virtual learning environments. This study considers how remote learning platforms emerging from the COVID-19 pandemic illuminated previously underutilized resources, such as alumni. Authors describe programming that emphasizes opportunities for interpersonal engagement between students and alumni and maximizes potential for relationship building and communal longevity. Intersections for alumni/student virtual connection in classrooms are identified, as are co-curricular events and recruitment initiatives for prospective students. To assess impact, a survey instrument was designed according to a conceptual model of student engagement and satisfaction level and distributed to enrolled honors students. Beyond simply assessing the value students experience in the moment, researchers also evaluate how virtual experiences with alumni motivated students to attend similar events, promote such events to peers, and engage as alumni participants post-graduation. The survey provides an opportunity for students to share free responses; and subsequent content analysis of student response identifies common themes. Results reinforce current literature, suggesting that alumni participation in the curricular and co-curricular life of an honors community illustrates the value of human capital. Alumni provide a motivational force that challenges students to critically reflect on issues such as vocational discernment, networking, embracing undergraduate experiences, and resiliency. Authors conclude with ideas on future collaborations between honors alumni and students.
Honors in the Post-Pandemic World: Situation Perilous
Author: Amar, François G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,COVID-19,Pandemics,Equal Education,Educational Change,Diversity,Inclusion,Information Technology,Higher Education,Teaching Models,College Students

The COVID pandemic has exacerbated structural, demographic, and financial challenges faced by American higher education institutions and their honors programs and colleges. Likewise, the Black Lives Matter movement has made plain the inequities in the higher education sector. The new &quot;normal&quot; post-COVID will challenge honors practitioners to address these inequities in a landscape of even greater competition for even scarcer resources. Doubling down on the core values of honors, such as diversity, community, student agency, and inclusive excellence, will help programs define and articulate their worth in this new environment. This essay presents ways in which the communicative and collaborative technologies that helped sustain higher education during the coronavirus crisis can be marshaled to enhance intra- and inter-institutional collaborations in teaching, learning, and research to benefit students and faculty alike.