ethanporcaro/eric-fulltext-meta huggingface dataset:
A Reflective Comparison Study of Statistics Course Evaluations by Modality
Author: Ingalls, Victoria
Date: 2019-07-00
Type: Journal Articles
Subjects: Course Evaluation,Statistics,Mathematics Instruction,Conventional Instruction,Online Courses,Private Colleges,Small Colleges,Student Evaluation of Teacher Performance,Asynchronous Communication,Synchronous Communication,Teacher Student Relationship,Classroom Environment,College Faculty,Undergraduate Students

Statistics for teacher evaluations in seated and online classes show a glaring difference in both quantitative and qualitative scores. The generalized analysis of the quantitative and qualitative elements of the same course, instructor, assignment as grouped by learning environment provide an opportunity to inform future practice. In this four-year study at a small, private Midwestern university (n = 316 students over 20 course sections), the seated students were much more engaged and satisfied as demonstrated by their response rates, Likert-scale ratings of course and professor, and associated comments. Reflection and best practices were employed in the online course for continuous improvement, but the numeric values for online evaluations remained consistently and significantly lower in mean value. This study concludes with a series of takeaways for enhancing connections with students and increasing their associated evaluation scores.
Changes in Faculty Perceptions about Online Instruction: Comparison of Faculty Groups from 2002 and 2016
Author: Perry, David
Date: 2019-07-00
Type: Journal Articles
Subjects: Teacher Attitudes,Attitude Change,Web Based Instruction,Distance Education,Electronic Learning,College Faculty,Educational Trends,Demography,Age,Sex,Tenure

Faculty perceptions about online instruction were explored using data from a 32-item Quality Distance Education Survey (QDES) administered in 2002 (N = 120) and 2016 (N = 120) to U.S. higher education instructors with online teaching experience. Descriptive and ANOVA procedures were used to compare 2002 and 2016 group faculty perceptions about online instruction. Compared to the 2002 faculty group, the 2016 faculty gave significantly lower instruction importance ratings. Significant main effects for instruction items were noted for faculty group, age, sex, and tenure status. Significant interaction effects were noted for faculty group by sex, age, tenure status, and course level.
Creative and Innovative Online Teaching Strategies: Facilitation for Active Participation
Author: Sharoff, Leighsa
Date: 2019-07-00
Type: Journal Articles
Subjects: Educational Strategies,Educational Innovation,Facilitators (Individuals),Student Participation,Online Courses,Electronic Learning,Student Centered Learning,Independent Study,Reflective Teaching,Active Learning,Nursing Education,Discussion Groups,Learner Engagement,Graduate Students,Creative Thinking

Facilitating an online course in today's student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students' thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator's reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.
Development and Validation of a Test Anxiety Inventory for Online Learning Students
Author: Alibak, Morteza
Date: 2019-07-00
Type: Journal Articles
Subjects: Anxiety,Likert Scales,Test Anxiety,College Students,Higher Education,Measurement,Measures (Individuals),Foreign Countries,Program Validation

Test anxiety is a serious problem for many college students. This study examines the development and validation of the Online Test Anxiety Inventory (OTAI) to evaluate test anxiety among online students. In this study, the OTAI is developed and administered to a sample of 157 postgraduate online students: 77 males and 80 females, aged 22 to 51 years. To design the initial version of the 38-item, Sarason's Test Anxiety Scale, Abolghsemi's Test Anxiety Inventory (TAI) and Spielberger's Test Anxiety Scale were studied, and many interviews were conducted with online learning students who had a high level of test anxiety. Confirmatory Factor Analysis was employed to obtain the Goodness of Fit Indices of the model to the data. The final result is a multidimensional, 18-item OTAI comprised of three factors--online, psychological, and physiological--with a high internal consistency (a = 0.91) and acceptable criterion validity. Concurrent validity was measured by the association of the OTAI and the TAI (r = 0.83).
Investigation of the Aerobic and Power Anaerobic Powers of the Students in Secondary School in Turkey
Author: Faruk, Albay
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Metabolism,Exercise Physiology,Physical Fitness,Tests,Gender Differences,Scores,Age Groups,Age Differences,Physical Activities

The aim of this study is to investigate the aerobic and anaerobic powers of students in different grades of the schools and describe the correlation between these powers. Upon the written approval of Samsun National Education Management, this study was carried out with the voluntary participation of 120 females and 120 males aged 11-16, who were healthy and were not active in sports. The total number of the subjects participating in the study was 240. The aerobic and anaerobic power tests of the subjects were determined through Cooper and Wingate tests respectively. All statistical calculations were evaluated through the SPSS 13 package program. The relationship between the aerobic and anaerobic powers of male and female students aged 11, 12, 13, 14, 15, and 16 was examined through Spearman correlation test. The correlations between anaerobic and aerobic powers of the subjects were as follows: 0.06 for 11-year-olds, 0.43 for 12-year-olds, 0.21 for 13-year-olds, 0.24 for 14-year-olds, 0.27 for 15-year-olds, and 0.12 for 16-year-olds in females while 0.13 for 11-year-olds, 0.01 for 12-year-olds, 0.13 for 13-year-olds, 0.43 for 14-year-olds, 0.23 for 15-year-olds, and 0.56 for 16-year-olds in males. In conclusion, no meaningful correlations between the anaerobic and aerobic powers of subjects were found.
Distance Education in Graduate Training Programs: Lessons Learned from School Psychology Students
Author: Viola, Shannon
Date: 2019-07-00
Type: Journal Articles
Subjects: Online Courses,Graduate Students,Blended Learning,Student Attitudes,School Psychology,Student Interests,Teaching Methods,Educational Experience,Educational Benefits,Counselor Training,School Psychologists

Although online course offerings continue to expand in postsecondary institutions, little research regarding distance education in applied graduate psychology programs is available. This exploratory study evaluated school psychology graduate students' perceptions, interests, and experience with distance education. Results indicated students view hybrid/blended courses more favorably than fully online courses. While students reported challenges and disadvantages with distance education, they also expressed a desire to have more online and hybrid/blended courses for theoretical and foundational courses. Those who have taken distance education courses reported positively on its impact towards their academic progress. Implications for training programs and future research are discussed.
The Use of Exam Notes in an Online Mathematics Course
Author: Capaldi, Mindy
Date: 2019-07-00
Type: Journal Articles
Subjects: Notetaking,Scores,Online Courses,Mathematics Instruction,Mathematics Tests,Educational Technology,Technology Uses in Education,College Students,Cheating,Documentation

Many students want to use cheat sheets, or crib notes, on exams. Whether or not those aids actually help them has not been carefully studied. This paper measures 16 students' notes by scoring the writing density as well as the number of definitions, examples, and mistakes. To consider the effectiveness of the notes, they are matched against exam solutions. This closer look at the content and application of the online students' notes revealed that they were neither well made nor well used.
Introverts Are Not Disadvantaged in Group-Based Active Learning Classrooms
Author: Flanagan, K. M.
Date: 2019-05-00
Type: Journal Articles
Subjects: Extraversion Introversion,Active Learning,Group Activities,Disadvantaged,Student Attitudes,Academic Achievement,Peer Evaluation,Science Instruction,Biology,College Science,Undergraduate Students,Foreign Countries

Evidence of the effectiveness of active learning has resulted in a shift in post-secondary classrooms towards student-centred teaching, often relying heavily on peer-to-peer interactions. While the overall benefit of these teaching methods is established, it remains unclear whether all sub-populations of students benefit similarly. Given the intensive peer-to-peer nature of group-based active-learning approaches, we questioned whether introverted students are at a disadvantage in these active-learning classrooms. To explore this question, we examined how course performance, peer-evaluation scores, and affective measures of course experience differ for introverts, ambiverts, and extroverts in two active-learning classrooms over two years. Our results show no disadvantage in any of the measures explored for introverted students; introvert, ambivert and extrovert students performed equally well, received comparable ratings by peers, and reported similar affective attitudes towards our courses. Despite the intensive use of peer discussion, with permanent groups that were highly integrated into each class, our group-based, active-learning classrooms did not favor extroverts nor disadvantage introverts. We explore reasons why our results differ from other studies that find introverted students enjoy group work less.
Secondary Mathematics Teachers&apos; Conceptions of Mathematical Literacy
Author: Genc, Murat
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Secondary School Teachers,Secondary School Mathematics,Mathematics Teachers,Numeracy,Foreign Countries,Teacher Attitudes,High Schools,Mathematics Skills,Problem Solving,Mathematical Concepts,Thinking Skills,Mathematical Logic,Motivation,Institutional Characteristics

The purpose of this study was to investigate secondary mathematics teachers' conceptions of mathematical literacy, which are important to consider when is essential to address in designing and implementing effective approaches. Data sources included semi-structured interviews with 16 in-service mathematics teachers from different types of secondary schools. Data analysis utilized open coding in order to identify and label patterns and themes. Results indicated that teachers' conceptions of mathematical literacy could be categorized into seven groups: (i) Possession of mathematical knowledge and skills, (ii) Functional mathematics, (iii) Problem solving, (iv) Mathematical thinking, reasoning and argumentation (v) Innate mathematical ability, (vi) Conceptual understanding, and (vii) Motivation to learn mathematics. The teachers participated in this study often expressed multiple and simultaneously held conceptions of mathematical literacy. Even though this would suggest that teachers may have confusing and ambiguous understandings of the nature of mathematical literacy, it may also reflect richness in teachers' understanding of various aspects of mathematical literacy.
A Method to the Midterms: The Impact of a Second Midterm on Students&apos; Learning Outcomes
Author: Keus, Kelly
Date: 2019-05-00
Type: Journal Articles
Subjects: Tests,Outcomes of Education,Student Evaluation,Scores,Low Achievement,High Achievement,Incidence,College Science,College Freshmen,College Students,Undergraduate Students,Retention (Psychology),Science Achievement

Midterm exams are a multi-use tool, providing evaluation of students for professors but also acting as a learning tool for students. Midterms may improve learning outcomes by contributing to the testing effect: the phenomenon in which retrieval of learned material (i.e., testing) produces improvements in long-term retention beyond those produced through additional rehearsal or re-exposure (i.e., studying or re-reading). Additionally, increased frequency of testing may impact student behaviors and attitudes (e.g., spaced practice, self-efficacy), increase the testing effect, or impact both, which ultimately improves learning outcomes. This study considered the differential impact of one versus two midterm exams on students' exam difference scores (final exam score minus first midterm exam score). We also considered whether two midterm exams differentially impacted low- and high-achieving students. Results suggest that two midterm exams benefit freshmen but not junior students.
Identifying the Breakdowns in How Students and Faculty Interpret Course Objectives
Author: Leone, E. Austin
Date: 2019-05-00
Type: Journal Articles
Subjects: Course Objectives,Course Descriptions,College Faculty,Student Attitudes,Teacher Attitudes,Comparative Analysis,Accuracy,Teacher Student Relationship,Undergraduate Students,Biology,Science Instruction,Introductory Courses

Because students and professors place different values on syllabi components, perceptions of course objectives vary. Previous studies investigated the relationship between students' and instructors' expectations and syllabi content, but do not address the role of explicitly stated course objectives in syllabi. Our study used qualitative methods to investigate relationships among student-reported perceptions of course objectives, professor-reported intended course objectives, and explicitly stated course objectives from syllabi. We used interviews from two professors who taught introductory biology courses for non-majors, course syllabi, and student responses to an open-ended questionnaire about course objectives. After using a deductive approach to code students' responses, we found only 21% of students accurately identified a course objective listed in the syllabus. We identified three main themes in student reported course objectives: Knowledge (n=539), Practice (n=30), and Performance (n=41). Two of these (Knowledge and Practice) aligned with professor intended course objectives but did not align with explicitly stated course objectives. Based on our findings, we conclude that students poorly identified explicitly stated course objectives but correctly identified their professors' intended objectives. Therefore, we recommend professors better connect their intended course objectives with those explicitly stated in the syllabus.
Attaining Work-Life Balance and Modeling the Way among Female Teachers in Ghana
Author: Edwards, Alexander Kyei
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Women Faculty,Family Work Relationship,Role Models,High School Teachers,Teacher Attitudes

This study investigates the extent to which female teachers in Ghana are able to balance their careers and social roles, while acting as role models in career progression. Work-life balance (WLB) is a phenomenon gaining much interest in educational administration and management in Ghana. The Ghana Education Service (GES) employs a significant number of female teachers, yet evidence shows practical policy issues when it comes to WLB. Study respondents indicated their perceptions of significant sociocultural challenges in trying to balance domestic roles and teaching. Some support systems were identified, but they were not found to have a significant effect on female teachers' resilience and determination to consolidate their career in GES. The results have several implications for GES policy direction, practices for performance, and recommendations for scaling up WLB research in Ghana.
Learning Analytics: Learning to Think and Make Decisions
Author: Volungeviciene, Airina
Date: 2019-07-00
Type: Journal Articles
Subjects: Learning Analytics,Reflective Teaching,Metacognition,Decision Making,Instructional Design,Curriculum Development,Open Education,Electronic Learning,Learning Processes

The research aims at a specific analysis of how learning analytics as a metacognitive tool can be used as a method by teachers as reflective professionals and how it can help teachers learn to think and come down to decisions about learning design and curriculum, learning and teaching process, and its success. Not only does it build on previous research results by interpreting the description of learning analytics as a metacognitive tool for teachers as reflective professionals, but also lays out new prospects for investigation into the process of learning analytics application in open and online learning and teaching. The research leads to the use of learning analytics data for the implementation of teacher inquiry cycle and reflections on open and online teaching, eventually aiming at an improvement of curriculum and learning design. The results of the research demonstrate how learning analytics method can support teachers as reflective professionals, to help understand different learning habits of their students, recognize learners' behavior, assess their thinking capacities, willingness to engage in the course and, based on the information, make real time adjustments to their course curriculum.
Online Graduate Student Perceptions of Program Community
Author: Shepherd, Craig E.
Date: 2019-07-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Sense of Community,Teacher Student Relationship,Peer Relationship,Research Universities,Rural Schools,Online Courses,Asynchronous Communication,Educational Technology,Social Networks,Masters Programs

This study investigates online graduate student perceptions of program community (i.e., feelings of trust, connection, and affiliation among students, faculty, and staff that develop and exist outside individual courses). Eighty-four graduate students in one certificate and two degree programs completed a researcher-developed survey distributed through email. The results indicated that students had a modest interest in program community, took pride in program affiliation, and incorporated affiliation as part of their personal identities. Students were interested in their peers' and professors' professional interests and felt comfortable contacting faculty members when not enrolled in their courses. The results are discussed in the context of the literature.
Personalizing and Extending Deliberation in the Online Classroom: Future Horizons
Author: Chadha, Anita
Date: 2019-07-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Interaction,Computer Mediated Communication,Online Courses,Educational Technology,Peer Relationship,Web Sites,Cooperation,College Students,College Faculty

Research indicates that when instructors interact with students online their academic engagement increases, yet there is little research on student peer interactions and its effectiveness in terms of academic engagement. This study evaluates peer deliberations on a collaborative website for students enrolled in an American politics course at two institutions. Significant evidence reveals that student peer interactions produce academically reflective engagement, and their interactions personalize these online spaces and extend peer deliberations over every question asked of them during the semester. This article expands research on peer interactions online by utilizing an online collaborative site as an innovative means to engage students in academic deliberation.
The Role of Instructional Videos in Psychology Students&apos; Course Success
Author: Laster-Loftus, Amanda
Date: 2019-07-00
Type: Journal Articles
Subjects: Psychology,Academic Achievement,Instructional Films,Introductory Courses,Church Related Colleges,Video Technology,Grades (Scholastic),Online Courses,Curriculum Enrichment,College Students

Social presence in higher education online learning can be complex and challenging. To examine whether video instruction had an influence on course success, a between-subjects design was chosen to compare two groups of students enrolled in introductory psychology courses at a Christian College in the Southwest United States. The convenience sample (N = 281) was divided into two groups, including those that received video instruction (N = 144) and those that did not (N = 137). The results demonstrated that while there were higher numerical final course grades for the classes that received video instruction, there was not a statistically significant difference in overall course success between the two groups (U = 8947, p = 0.159). Implications and limitations are discussed.
Examination of Laboratory Perceptions of Pre-Service Science Teachers with Different Goal Orientations on Inquiry-Based Analytical Chemistry Courses: A Case Study
Author: Feyzioglu, Burak
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Goal Orientation,Case Studies,Chemistry,Science Instruction,Active Learning,Inquiry,Student Attitudes,Science Laboratories,Laboratory Experiments,Foreign Countries

In this research, the laboratory perceptions of pre-service science teachers with different goal orientations in analytical chemistry courses in which an inquiry-based laboratory approach had been adopted were examined in a case study. From the pre-interviews conducted with 37 pre-service science teachers, 3 preservice science teachers with different goal orientations were identified using the purposive criterion sampling method. The pre-service science teachers' laboratory perceptions and goal orientations were monitored for a period of 11 weeks and this process was implemented via reflective diaries, experiment reports and interviews. At the end of the research, the perceptions of the laboratory among the pre-service science teachers whose initial goal orientation had been avoidance of performance remained as confirmation and deductive during the 11 weeks. This fact notwithstanding, a change did occur in the laboratory perceptions of pre-service science teachers who had adopted a performance and mastery approach during the inquiry process. It was determined that during the inquiry process, the pre-service science teachers' perceptions of the laboratory were shaped by their goal orientations. This was discussed together with the underlying reasons in terms of the open-endedness and integration dimensions of laboratory perceptions.
&quot;Boy, I Wish I Were a Man!&quot;: Navigating Principalship as a Woman
Author: MacKinnon, Kenneth
Date: 2019-00-00
Type: Journal Articles
Subjects: Principals,Females,Women Administrators,Urban Schools,Elementary Schools,Gender Differences,Leadership Styles,Barriers,Resilience (Psychology),Work Environment,Gender Issues,Sex Stereotypes

This case study follows Maggie, a principal of a large urban elementary school, as she navigates principalship as a woman, revealing various gendered discourses along the way. Maggie recognizes gender as a factor and makes distinctions between male and female ways of leading. She reveals some of the barriers she faces as a female principal and refers to discourses of strength, for example, which act upon her leadership. This case study, and the teaching notes that follow, encourage both practising and prospective leaders to consider gender as a factor which impacts the daily work of elementary school principals.