ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Role-Play in Online Discussions on Student Engagement and Critical Thinking
Author: Berry, Laurie A.
Date: 2022-09-00
Type: Journal Articles
Subjects: Role Playing,Computer Mediated Communication,Asynchronous Communication,Online Courses,Learner Engagement,Critical Thinking,Thinking Skills,Authentic Learning,College Students,Biology

Without a strategy in place, online discussions in asynchronous courses rarely rise above the level of information sharing. As a result, it is important to design discussion strategies that push students further in their interactions with both the content and each other. In this case study, the role-play strategy was examined to determine whether it fosters critical thinking and student engagement. Student discussion transcripts were examined from an online, self-paced human biology course using both Garrison et al.'s four-phase model of cognitive presence and Gunawardena et al.'s five-stage model of knowledge construction to look for evidence of higher-order thinking. Furthermore, the transcripts were examined qualitatively for phrasing that signified evidence of student engagement. The findings indicate that the role-play instructional strategy, when used in online discussions, does support student engagement and critical thinking. This strategy places students in authentic, real-world contexts and enables them to explore different perspectives while engaging with the content to discover new knowledge and construct new meaning. The research presented here also supports evidence that written reflection should be incorporated when employing the role-play strategy. Based on the insights from this study, the researchers have developed a framework for students to achieve deeper, more engaging online discussions. This framework is called the &quot;Framework for Student Engagement and Critical Thinking in Online Discussions.&quot;
Enhancing College Students&apos; Online Group Work Perceptions and Skills Using a Utility-Value Intervention
Author: Kelly, Alison E.
Date: 2022-09-00
Type: Journal Articles
Subjects: Student Attitudes,Electronic Learning,Cooperative Learning,Skill Development,Intervention,Video Technology,Academic Achievement,Undergraduate Students,Attitude Change,Public Colleges

College students' perceptions of online group work can be negative, which creates challenges for implementing group work in online courses. Additionally, little research has examined group work skill development, despite calls for better preparing students for working effectively in groups. The purpose of the current study was to test the effectiveness of a utility-value intervention designed to enhance students' perceptions of online group work and their group work skill use. Students (N = 68) were randomly assigned to view a video and answer an essay question on the usefulness and benefits (utility value) of online group work and group work skills (intervention) or on how online group projects were graded (control). Students in the intervention condition indicated online group work to be more useful and reported greater post-intervention group work skill use compared to students in the control condition. Students further reported their perceptions of the usefulness and costs of online group work, as well as their group work skills and insights, in open-ended items. Overall, the current study provides an effective and easy to implement intervention for improving college students' perceptions of online group work and their group work skill use.
Exploring the Factors Associated with Undergraduate Students&apos; Online Learning Anxiety: Development of the Online Learner Anxiety Scale
Author: Ritzhaupt, Albert D.
Date: 2022-09-00
Type: Journal Articles
Subjects: Undergraduate Students,Electronic Learning,Anxiety,Test Construction,Test Validity,Test Reliability,Psychological Patterns,Teacher Student Relationship,Interpersonal Communication,Technology Uses in Education

The purpose of this research was to explore the factors associated with online learning anxiety by carefully designing, developing, and providing preliminary validity and reliability evidence of a scale to measure undergraduate students' online learning anxiety. We created a conceptual framework to organize the literature surrounding online learning anxiety and used this framework to develop an initial item pool of 30 items. The researchers recruited N = 297 undergraduate student participants from four public universities in the southeastern United States from whom we collected and analyzed data for descriptive statistics, internal consistency reliability, exploratory factor analysis, and correlational analysis. Following systematic analytic procedures, we arrived at a three-factor model explaining approximately 65% of the variability in these data and retained 24 items in the final model with minimal cross-loadings in the pattern matrix. We labeled the identified factors as (1) online learner feelings of negativity and inadequacy, (2) online learner apprehension towards personal communication, and (3) online learner discomfort with instructor capacity and communication. The final instrument was named the Online Learner Anxiety Scale (OLAS). Scores on the OLAS were correlated with five other measures hypothesized to relate to online learning anxiety thereby providing stronger construct validity evidence. The OLAS was found to produce reliable scores that can be validly inferred as measures of online learning anxiety among undergraduate students in institutions of higher education. These findings are discussed and framed in light of current literature on online learning and possible future research directions.
Faculty Perceptions of Online Education and Technology Use over Time: A Secondary Analysis of the Annual Survey of Faculty Attitudes on Technology from 2013 to 2019
Author: Johnson, Nicole
Date: 2022-09-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Online Courses,Technology Uses in Education,Trend Analysis,Teacher Surveys,Computer Attitudes,Part Time Faculty,Tenure

Research on faculty use of technology and online education tends to be cross-sectional, focusing on a snapshot in time. Through a secondary analysis of the annual &quot;Survey of Faculty Attitudes on Technology&quot; conducted by &quot;Inside Higher Ed&quot; each year from 2013 through 2019, this study investigated changes in faculty attitudes toward technology and online education over time. Specifically, the study examined and synthesized the findings from surveys related to attitudes toward online education, faculty experiences with online learning, institutional support of faculty in online learning, and faculty use of technology. Results showed a low magnitude of change over time in some areas (e.g., proportion of faculty integrating active learning strategies when converting an in-person course to a hybrid/blended course) and a large magnitude of change in other areas (e.g., proportion of faculty who believe that online courses can achieve the same learning outcomes as in-person courses). These results reveal that, prior to the widespread shift to remote and online learning that occurred in 2020 because of the COVID-19 pandemic, faculty perceptions of technology and online learning were static in some areas and dynamic in others. This research contextualizes perceptions towards online learning prior to the pandemic and highlights a need for longitudinal studies on faculty attitudes toward technology use going forward to identify factors influencing change and sources of ongoing tension.
Get Connected: A Scoping Review of Advising Online Graduate Students
Author: Meyer, Holly S.
Date: 2022-09-00
Type: Journal Articles
Subjects: Graduate Students,Electronic Learning,Academic Advising,Communication (Thought Transfer),Feedback (Response),Interpersonal Relationship,Graduate Study,School Policy,Technological Literacy,Trust (Psychology)

The rate of online graduate education programs grows annually. Yet, dropout rates and student satisfaction rates continue to lag behind in-person programs. Advising practices may offer unique opportunities to reverse or alter these challenges. While the body of literature about undergraduate advising and online advising is robust, literature on current online graduate-level advising is sparse. Therefore, a scoping review of the literature was undertaken to answer the research question: What does the literature tell us about advising in online graduate programs? The search revealed ten relevant studies, and after conducting a thematic network analysis, two global themes and five organizing themes were presented. There are two global themes, &quot;Create Connections&quot; and &quot;Know Your Program.&quot; The &quot;Create Connections&quot; global theme is supported by three organizing themes: (a) Communication and Feedback, (b) Building Relationships and Community, and (c) Investment in student's personal and academic growth. The &quot;Know Your Program&quot; global theme is supported by organizing themes (d) Program Requirements and Policies and (e) Technical skills. Based on the data, three recommendations are presented to aid online graduate advisors, including building trusting relationships with advisees, building a community of students, and knowing program policies, requirements, and technology platforms.
&quot;It Helped to Know I Wasn&apos;t Alone&quot;: Exploring Student Satisfaction in an Online Community with a Gamified, Social Media-Like Instructional Approach
Author: Ensmann, Suzanne
Date: 2022-09-00
Type: Journal Articles
Subjects: Student Satisfaction,Sense of Community,Online Courses,Gamification,Social Media,Teaching Methods,Student Attitudes,College Students,Private Colleges,Urban Universities

This descriptive study offers lessons learned from students' experiences with a gamified, social media-like instructional approach in eighteen courses from spring 2021 through spring 2022. Researchers at a mid-sized university in the southeastern United States leveraged Christensen's (2011) disruptive innovation theory as a guiding framework to explore student satisfaction with this instructional method. This first phase of the study measures learner satisfaction with this approach using the Ritzhaupt (2019) Electronic Learning Satisfaction Survey (eLSS). Preliminary results suggest that learners (n=145) rated their experience with this disruptive technology above average on all Likert scale questions on the eLSS. Identified best practices for instructional design using similar approaches include repeating the game rules, reframing the purpose beyond the game, helping students appreciate their community, guiding students to lead their own posts and gain reactions, and thwarting those trying to game the system. Initial findings across multiple courses suggest that instructors can leverage the gameful experience and social media-like engagement to foster critical connections and increase course satisfaction.
A Bibliometric Analysis of Collaboration Skills in Education (2019-2021)
Author: Marmoah, Sri
Date: 2022-11-00
Type: Journal Articles
Subjects: Bibliometrics,Cooperation,21st Century Skills,Trend Analysis,Educational Research,COVID-19,Pandemics,Cooperative Learning

One indicator of 21st century skills is collaboration; essential skill students must acquire in century learning. This study aimed to reveal research trends over the last three years based on the start of COVID-19 by using content analysis and reviewing bibliometric results related to articles with collaboration keywords. For bibliometric mapping analysis, a total of 500 articles were accessed, and for content analysis, 31 articles were selected between 2019-2021 based on Google Scholar's database corresponding to the education field study of the research. The results showed that digital &quot;health education collaboration&quot; was the most searched keyword, while researchers focused on collaboration in education between 2019-2021. The most commonly used words in abstracts are teaching, creativity, ability, and community. It was evident that the latest articles primarily focused on skills. Bhone Myint Kyaw; AE Kinio is the most cited author in this field. The most cited journals are the Journal of Medical Internet Research, Journal of Surgical Education, The Journal of Technology Transfer, the most prominent journal. The content analysis results showed that &quot;21st-century skill, problem, and implementation&quot; has become the most studied variable in the article.
Teaching and Learning with AI-Generated Courseware: Lessons from the Classroom
Author: Schroeder, Kersten T.
Date: 2022-09-00
Type: Journal Articles
Subjects: Educational Technology,Artificial Intelligence,Courseware,College Faculty,Educational Resources,Educational Change,Educational Practices,College Students,Learner Engagement,Scores,Technology Uses in Education

While research in the learning sciences has spurred advancements in educational technology, the implementation of those learning resources in natural learning contexts advances teaching and learning. In this paper, two faculty members at the University of Central Florida used courseware generated with artificial intelligence as the primary learning resource for their students. The selection and enhancement of this courseware is contextualized for each course. Instructor implementation practices over multiple semesters are described and related to resulting student engagement and exam scores. Finally, benefits of the adaptive courseware are discussed not only for student outcomes, but the qualitative changes faculty identified and the impact that iterative changes in teaching practice had on instructors as well as students.
Towards Professionalism in Higher Education: An Exploratory Case Study of Struggles and Needs of Online Adjunct Professors
Author: Butters, Dennis
Date: 2022-09-00
Type: Journal Articles
Subjects: Professionalism,Online Courses,Adjunct Faculty,Faculty Development,Teacher Attitudes,Educational Needs,Electronic Learning,College Faculty,Teaching Skills

The purpose of this research was to gain an understanding of the unique professional development needs related to the struggles of online adjunct professors. Twenty-one participants from within a purposefully selected group of online adjunct professors in the United States participated in this qualitative investigation. Data were gathered in two phases: the first phase consisted of a six open-ended-question Qualtrics questionnaire completed by the 21 respondents, and the second phase was follow-up interviews with six of the 21 participants along with the collection of pertinent documents related to professional development. Results indicate that online adjunct professors receive varied and limited professional development, and therefore need more training in the following major categories: course preparation and technology awareness, access to course materials and online resources, and improved communication interaction and engagement. The participating online adjunct professors confirmed that training within these professional development areas would be most beneficial for all stakeholders and should be provided by their employing institution or attained through self-initiated methods.
Using Online Tools to Develop Higher Order Learning among Tertiary Students
Author: Page, Angela
Date: 2022-09-00
Type: Journal Articles
Subjects: Thinking Skills,Higher Education,Cooperative Learning,Skill Development,Taxonomy,Scaffolding (Teaching Technique),Computer Uses in Education,Computer Software,Multiple Choice Tests,Questioning Techniques,Instructional Materials,Preservice Teacher Education,Virtual Universities,Foreign Countries

It is widely recognised that the development of higher order thinking skills is a fundamental goal of higher education. There are a variety of online tools that assist the development of student higher order thinking. In this paper, a process of scaffolding for the writing of higher-order questions enabled through peer learning activities is explored. Data collected over two years across five cohorts shows that there was an overall statistically significant improvement in the number of higher-order questions produced by students at the end of each unit. The findings reveal a viable peer teaching tool that can easily be embedded into existing programmes to develop the necessary critical thinking skills for higher education students.
Creativity and Entrepreneur Knowledge to Increase Entrepreneurial Intent among Vocational School Students
Author: Hidayatulloh, Muhammad Kris Yuan
Date: 2022-11-00
Type: Journal Articles
Subjects: Creativity,Entrepreneurship,Intention,Vocational Education,Vocational High Schools,High School Students,Self Efficacy,Locus of Control

One way to overcome the problem of unemployment is to change the mindset that in meeting the needs of life, one does not have to work as an employee or employee, but is able to play a role as a business pioneer. This study aims to find out the contribution level of entrepreneurship education and creativity taking into account factors that support entrepreneurs' intents. This type of investigation was ex post facto with a quota sampling technique of 76 vocational high school students. The data collection was done through tests to measure entrepreneurial knowledge and instruments to measure entrepreneurial intentions. The data analysis technique employed a regression test to determine the relationship and the magnitude of the influence between variables. The study has found that there is a positive correlation between entrepreneurial education and students' intent in entrepreneurship. The contribution of change in entrepreneurship education partly to intent in entrepreneurship was 32.60%. There is a positive contribution to creativity in students' intents in entrepreneurship. The contribution to allow for creative change in entrepreneurial intent is partially 18.40%. There is a positive contribution between entrepreneurship education and creativity in students' intent in entrepreneurship. Other supporting factors are self-efficacy and locus of control.
Handling Behavior Problems of Children with Special Educational Needs Based on Teacher Analysis
Author: Suparno, Suparno
Date: 2022-11-00
Type: Journal Articles
Subjects: Student Behavior,Behavior Problems,Foreign Countries,Students with Disabilities,Predictor Variables,Special Education Teachers,Coping,Behavior Modification,Special Schools

Handling of behavior problems in children with special educational needs (CSEN) in the classroom is urgent for the classroom's conducive atmosphere. Therefore, a review needs to be conducted to determine what steps the teacher may take for coping purposes in handling the behavior problems of CSEN, to determine the predictors for handling the behavior problems of CSEN, to identify the analysis basis for determining teacher predictors, and to figure out the effects of the behavior of CSEN based on the predictors chosen by the teacher. A survey was conducted on 109 teachers of CSEN. This research used a Google Forms questionnaire containing a list of statements to be chosen by teachers as instrument, and analysis was carried out by computing the frequencies at which the teachers chose the statements in percentage and by comparing teachers' statements on the way they handled behaviors. The results show that the teachers were more inclined toward problem-focused coping (PFC), the predictor chosen was intimacy control, the teacher directed the children to do a task at the time a behaviour problem arose, and in choosing predictors, the teachers would rather calm the children down and give them comfort, making the children calmed.
Lecturers and Students&apos; Perceptions about Online Learning Problems during the COVID-19 Pandemic
Author: Marmoah, Sri
Date: 2022-11-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Teacher Attitudes,Student Attitudes,Barriers,Interaction,Educational Technology,Foreign Countries,Program Effectiveness,College Faculty,College Students

This research is based on the problem of the outbreak of the coronavirus which has become a global pandemic and a national disaster. The purpose of this study was to describe the perceptions of lecturers and students on online learning problems during the COVID-19 pandemic. The data was collected with the help of questionnaires. This quantitative descriptive study was conducted among lectures and students who selected randomly. Data analysis used a Likert scale and the results of perceptions used descriptive analysis. The results of the study show that the perceptions of lecturers and students on online learning problems during the pandemic consisted of six aspects (lecture plans, online lecture activities, online lecture recording and evaluation, lecture assistance services, and lecture support facilities). Furthermore, it can be agreed that effective online learning occurs due to the interaction of students and lecturers as well as technology connected to education.
Leading Collegially: Shifting Paradigms for Effective Student Teacher Mentoring during Work-Integrated Learning
Author: Mahomed, Carmel Claire
Date: 2022-11-00
Type: Journal Articles
Subjects: Student Teachers,Mentors,Collegiality,Leadership,Student Attitudes,Leadership Qualities,Cooperation,Experiential Learning,Leadership Styles,Foreign Countries,Preservice Teacher Education

Teacher training has long relied on experienced school mentors as role models for novice teachers. However, qualifications and experience alone cannot remain the prerequisites for teacher leadership in 21st century schools. How can experienced school mentors collegially mentor new teachers into leadership, without abrogating their responsibilities? In this article, a constructivist approach was explored to mentor new teachers into leadership with the focus on establishing symbiotic relationships based on the mutual continuous professional development (CPD) of experienced school mentors and novice teachers. A multi-faced approach to leadership is proposed. Data regarding the perceptions of 241 final-year student teachers of their mentors' collegial leadership competencies were collected using a questionnaire. The findings indicate the positive perceptions that the student teachers had of their mentors' collegial leadership competencies. In the study reported on here, the focus was on the perceived characteristics of experienced school mentors to assist student teachers with work-integrated learning. The findings provide insights into enhancing the interpersonal collegial competencies of experienced school mentors to improve the school-work-integrated knowledge of student teachers.