ethanporcaro/eric-fulltext-meta huggingface dataset:
Students' Satisfaction with a Blended Instructional Design: The Potential of &quot;Flipped Classroom&quot; in Higher Education
Author: Nanclares, Núria Hernández
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Satisfaction,Blended Learning,Instructional Design,Bilingual Students,Spanish,Learning Modules,Non English Speaking,Language of Instruction,Spanish Speaking,Teaching Methods,Program Implementation,Active Learning,Second Language Learning,Second Language Instruction,Likert Scales,English (Second Language),Questionnaires,Statistical Analysis,Qualitative Research

This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a &quot;Flipped classroom&quot; design in a first-year bilingual, English-taught module in a non-English-speaking country. &quot;World Economy&quot; is taught in the Faculty of Business and Economics at a traditional, face-to-face (F2F) Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. During 2013-14, the instructional designers implemented a &quot;Flipped Classroom&quot; design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University Virtual Learning Environment, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centred active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor. Therefore, the design targets module contents, skills practice and improvement of students' linguistic skills.
Supporting Every Child: School Counselors' Perceptions of Juvenile Sex Offenders in Schools
Author: Morgan, Leann Wyrick
Date: 2016-00-00
Type: Journal Articles
Subjects: School Counseling,Counselor Attitudes,Counselor Role,Youth,Focus Groups,Qualitative Research,Sexual Abuse,Criminals,Educational Environment,Environmental Influences,At Risk Students,Student Needs,Antisocial Behavior,Prevention,Behavior Modification,Teacher Attitudes,Administrator Attitudes,Content Analysis,Knowledge Level

Researchers explored the attitudes and concerns of professional school counselors in their roles in working with juvenile sex offenders (JSOs) who attend school. Little empirical data exist regarding school counselors' roles in effectively engaging and supporting JSOs toward school success. Focus groups contributed to the consensual qualitative research (CQR) methodology, providing a framework for investigating concerns, experiences, attitudes, and beliefs related to juvenile sex offenders and school climate. The authors present findings of five systematic themes and the implications for school counselor best practice.
Emotions Experienced by Learners and Their Development through Communication with the Tutor-Counsellor
Author: Kalogiannakis, Michail
Date: 2015-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Emotional Experience,Distance Education,Mixed Methods Research,Questionnaires,Semi Structured Interviews,Undergraduate Students,Graduate Students,Open Universities,Interpersonal Communication,Counselors,Statistical Analysis,Counselor Role,Foreign Countries

The effective communication between the learners and the tutor-counsellor has been proved to significantly promote the positive emotions, reduce the negative ones and reinforce the learners' participation in a distance learning program. The main purpose of our research is to investigate the emotions experienced by the learners of the Hellenic Open University (HOU) and how these emotions may vary through interaction with the tutor-counsellor. In order to carry out the research, a combination of quantitative and qualitative methods was implemented. Data collection was performed via an anonymous questionnaire and semi-structured interviews. The sample of the research consisted of undergraduate and post-graduate students of the HOU. Our findings confirm the dominant place occupied by emotions in the learning process, a place that has been until recently entirely attributed to reason, while highlighting the communicative and supportive role to be taken by the tutor-counsellor in distance learning programs.
Who Are the Open Learners? A Comparative Study Profiling Non-Formal Users of Open Educational Resources
Author: Farrow, Robert
Date: 2015-00-00
Type: Journal Articles
Subjects: Nonformal Education,Comparative Analysis,Resource Units,Computer Uses in Education,Attitudes,Behavior,Surveys,Profiles,Satisfaction

Open educational resources (OER) have been identified as having the potential to extend opportunities for learning to non-formal learners. However, little research has been conducted into the impact of OER on non-formal learners. This paper presents the results of a systematic survey of more than 3,000 users of open educational resources (OER). Data was collected between 2013 and 2014 on the demographics, attitudes and behaviours of users of three repositories. Questions included a particular focus on the behaviours of non-formal learners and the relationship between formal and non-formal study. Frequency analysis shows that there are marked differences in patterns of use, user profiles, attitudes towards OER, types of materials used and popularity of different subjects. The experience of using OER is fairly consistent across platforms in terms of satisfaction and impact on future behaviour. On the whole, non-formal learners surveyed were highly positive about their use of OER and believe they will continue to use them. With regards to this making formal study more likely some degree of polarization was observed: some believed formal study was now more likely, while others felt it made this less likely. On the whole, while non-formal learners are enthusiastic about using free and online resources, the language and concept of OER does not seem to be well understood in the groups surveyed. A range of findings relating to OER selection and use as well as differences between repositories are explored in the discussion.
A Learning Analytics Methodology for Detecting Sentiment in Student Fora: A Case Study in Distance Education
Author: Kagklis, Vasileios
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Distance Education,Electronic Learning,Foreign Countries,Open Universities,Opinions,Student Attitudes,Social Networks,Data Processing,Data Analysis,Conferences (Gatherings),Online Courses,Computer Mediated Communication,Synchronous Communication,Discussion Groups,Discussion (Teaching Technique),Educational Improvement,Teacher Student Relationship,Information Technology

Online fora have become not only one of the most popular communication tools in e-learning environments, but also one of the key factors of the learning process, especially in distance learning, as they can provide to the students involved, motivation for collaboration in order to achieve a common goal. The purpose of this study is to analyse data related to the participation of postgraduate students in the online forum of their course at the Hellenic Open University. The content of the messages posted is analysed by using text mining techniques, while the network through which the students interact is processed through social network analysis techniques. Furthermore, sentiment analysis and opinion mining is applied on the same dataset. Our aim is to study students' attitude towards the course and its features, as well as to model their sentiment behaviour over time, and finally to detect if and how this affected their overall performance. The combined knowledge attained from the aforementioned techniques can provide tutors with practical and valuable information for the structure and the content of the students' exchanged messages, the patterns of interaction among them, the trend of sentiment polarity during the course, so as to improve the educational process.
Massive Open Online Courses and Economic Sustainability
Author: Liyanagunawardena, Tharindu R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Mass Instruction,Sustainability,Open Universities,Costs,Fees,Course Content,Educational Trends,Business,Models,Literature Reviews

Millions of users around the world have registered on Massive Open Online Courses (MOOCs) offered by hundreds of universities (and other organizations) worldwide. Creating and offering these courses costs thousands of pounds. However, at present, revenue generated by MOOCs is not sufficient to offset these costs. The sustainability of MOOCs is a pressing concern as they incur not only upfront creation costs but also maintenance costs to keep content relevant, as well as on-going facilitation support costs while a course is running and re-running. At present, charging a fee for certification seems to be a popular business model adopted by leading platform providers.
The Development of Distance Education Systems in Turkey, the Russian Federation and Saudi Arabia
Author: Zawacki-Richter, Olaf
Date: 2015-00-00
Type: Journal Articles
Subjects: Distance Education,Comparative Education,Open Education,Online Courses,Educational History,Futures (of Society),Foreign Countries,Enrollment Trends,Higher Education

In many countries, &quot;open and distance education&quot; is perceived as a way to meet the growing need for higher education. This paper explores the development of online and distance education in three countries that are still a white spot on the landscape of international distance education research although they have implemented elaborated distance education systems: Turkey, Russia and Saudi-Arabia. In order to understand the current state of distance education systems in the three countries, their respective systems are described from a historical perspective, compared in regard to their organization, important institutions for open and distance education and current developments. This comparative analysis directs the focus on little investigated education systems and contributes to an enhanced understanding of their past, present, and future.
The New Postsecondary Landscape
Author: Sandeen, Cathy
Date: 2013-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Postsecondary Education as a Field of Study,Public Education,Higher Education,Role of Education,Educational Trends,Trend Analysis,Nontraditional Students,Educational Innovation,Professional Continuing Education,Electronic Learning,Technology Uses in Education,Expertise,Education Work Relationship,Certification,Prior Learning,Educational Change,Online Courses,Individualized Instruction,Systems Approach

In this essay, Cathy Sandeen states that the new postsecondary landscape requires looking at higher education as a system that provides multiple pathways in and through the various parts of the system, all with the goal of helping students complete a postsecondary degree, credential, or certificate. Sandeen observes two strengths in professional and continuing education units that will be particularly important in the new era of postsecondary education: (1) serving more nontraditional students; and (2) being willing to innovate. Sandeen points out specific areas where professional and continuing education leaders can contribute to their own and to broader campus attainment initiativesing: defining the unique needs of nontraditional students; applying expertise in online and technology-based pedagogy; leveraging current relationships with employers and the workforce system; developing and promoting more certificate programs (especially stackable certificates); fostering acceptance of prior learning assessment vehicles; and creating pathways for the application of prior learning.
Reflections on the Issues of the Moment
Author: Ebersole, John F.
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Trends,Educational Change,Online Courses,Credits,Educational Assessment,Paying for College,Student Financial Aid,Federal Legislation,Educational Legislation,Quality Assurance,Educational Quality,Competence,Credentials,Remedial Programs,Achievement Gap,Nontraditional Students,Nontraditional Education,Competency Based Education,Conferences (Gatherings)

In this essay, John F. Ebersole describes how, during his tours of the higher education conference circuit throughout the spring of 2013, as both a participant and observer, he came away with a good sense of the issues occupying the attention of American higher education during this period. Ebersole shares ten of the most common themes and concerns that currently affect or have the potential to affect the educational landscape, and notes that MOOCs (Massive Open Online Courses) dominated discussions related to technology, access, and cost. Ebersole also observed that American education is in the process of being transformed. Economic, political, technological, societal, and demographic pressures are forcing change as never before seen. The author concludes that while it is easy to feel overwhelmed by the current dynamics, there are reasons for optimism as attendees in the thousands that included colleagues, peers, suppliers, regulators, and informed observers tended to share a concern for the system of higher education and a commitment to maintain its position as one of the best in the world.
Massive Open Online Courses: Looking Ahead by Looking Back
Author: Matkin, Gary W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Educational Trends,Educational History,Higher Education,Educational Change,Prediction,Resistance to Change,Adoption (Ideas),Educational Technology,Educational Innovation

Gary W. Matkin, Dean of Continuing Education, Distance Learning, and Summer Session at the University of California, Irvine (UCI), writes about the &quot;year of the MOOC (Massive Open Online Courses), 2012&quot; and how over 250,000 students signed up for six courses that began in early January 2013. Within its first year Coursera had signed 62 university and college partners, offering more than 250 free courses to 3.1 million users. So what about 2013? What have been learned two years after the first MOOC captured the imagination of educators and the public? Beyond the numbers, is there any clarity about the future of MOOCs and their impact? A look back at the evolution of MOOCs reveals a lot about the current context for higher education as it faces the age-old challenge of maintaining its traditions while adapting to new social needs and technology.
Distance Education: Access, Quality, Cautions, and Opportunities
Author: Edelson, Paul Jay
Date: 2013-00-00
Type: Journal Articles
Subjects: Distance Education,Access to Education,Open Education,Online Courses,Part Time Students,Educational Opportunities,Correlation,Values,Expectation,Economic Factors,Credentials,Higher Education,Educational Finance,Financial Support,Continuing Education

Assessing the impact of widely distributed learning opportunities now accessible through distance education must take into account the re-imposition of values and motives long associated with traditional education. The expectations of new higher education consumers should be tempered by institutional acknowledgement of pre-existing value structures and economics, constituting possible limitations on the utility of credentials thereby earned. Nevertheless, a reaffirmed confidence in higher education as a beneficial public good can reverse current trends of diminished state support which will, in turn, further participation and social equality. Continuing education leaders must search for ways to participate in their institution's distance education initiatives, including massive open online courses (MOOCs), even if they are not the prime movers, since these will expand opportunities for many new part-time learners.
Creating Institutional Space for Business Model Innovation
Author: Sheets, Robert
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Innovation,Higher Education,Technological Advancement,Models,Online Courses,Electronic Learning,Partnerships in Education,Technology Uses in Education,Business,Innovation

From college campuses to the halls of Congress, there is broad agreement that higher education is experiencing a major wave of innovation. This article holds that the changes are significant, but that the resulting threats to existing institutions are manageable if key leaders understand them and if institutions adapt to the new environment. The key to successful adaptation is business model innovation, and schools of continuing, professional, and online education are particularly well situated to provide the &quot;innovation space&quot; that business model innovation requires. What kind of business model innovation is needed to succeed in the face of rapid technological changes and a newly emerging competitive and regulatory environment? The article provides answers for consideration.
Your Customer's Voice: An Innovation Roadmap for Professional Education
Author: Gallagher, Sean
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Online Courses,Professional Continuing Education,Innovation,Blended Learning,Acceleration (Education),Global Approach,Experiential Learning,Cooperative Education

In this article, Gallagher and Mishra state that &quot;innovation&quot; is in vogue in the increasingly competitive and globalized higher education landscape, particularly in the world of serving working professionals in continuing higher education. Too often, however, colleges and universities do not consider the voice of the consuming public--in particular, that of prospective students--in creating a roadmap for innovation and growth. Listening to customers' voices can help sort through the noise of interesting and nascent ideas in order to prioritize and focus on initiatives that will meet the needs of students and the public. In the spirit of continuous innovation and maintaining alignment with evolving market needs, Northeastern University places considerable emphasis on regularly surveying prospective professional students and other parties. Gallagher and Mishra use this article to build on the results of a number of Northeastern's marketplace surveys and opinion polls over the last year and make a case for fundamental innovations that professional students and others are demanding. The authors' conclude that, in order to keep pace with market trends, and indeed, to stay ahead of them, higher education institutions and their professional and continuing education units must continually evaluate the needs and interests of their customers. In addition, innovation and new investments should be grounded in evidence and reflect customer demands rather than reacting to the direction of peer institutions.
Building Customized University-to-Business (U2B) Partnerships
Author: Irvine, George
Date: 2013-00-00
Type: Journal Articles
Subjects: Partnerships in Education,School Business Relationship,Higher Education,Continuing Education Units,Continuing Education,Surveys,Outcomes of Education,Employees,Institutional Cooperation

Continuing education (CE) units throughout the United States have successfully built University-to-Business (U2B) partnerships to provide greater value to their community partners and to increase revenue for the university. Our experience in building U2B partnerships and feedback from our partners--businesses, corporations, state agencies, and other organizations--indicates that an opportunity currently exists for CE units to leverage their university's comparative strengths in research and teaching to help businesses develop their employees to increase efficiency, meet strategic goals, and increase employee engagement. As is the case in building any CE area of practice, programmatic challenges must be overcome to launch and expand U2B programming. This article shares survey results from organizations about why they like to partner with universities, provides solutions to the typical challenges of building a U2B practice area, and offers a diagnostic tool to help CE managers get started in building
A View from UMBC: Using Real-Time Labor-Market Data to Evaluate Professional Program Opportunities
Author: Steele, Christopher
Date: 2013-00-00
Type: Journal Articles
Subjects: Labor Market,Higher Education,Professional Continuing Education,Universities,Partnerships in Education,Program Development,Data,Opportunities,Job Skills,Occupational Information,Synchronous Communication,Employer Employee Relationship

Continuing and professional education units are faced with the constant need to keep pace with dynamic labor markets when assessing program offerings and content. Real-time labor-market data derived from detailed analysis of online job postings offers a new tool for more easily aligning programs to local labor-market demand. The authors describe a partnership between the University of Maryland, Baltimore County (UMBC) and Burning Glass Technologies, a Boston-based labor-market analytics firm, designed to explore opportunities that can result from robust incorporation of real-time labor-market data into continuing and professional education units' program planning and decision-making practices.
Wikipedia vs. Academia: An Investigation into the Role of the Internet in Education, with a Special Focus on Wikipedia
Author: Staub, Timo
Date: 2016-00-00
Type: Journal Articles
Subjects: Internet,Encyclopedias,Collaborative Writing,Editing,Electronic Publishing,Competency Based Education,Web Sites,Higher Education

This paper considers Wikipedia and collaborative editing in general: what is Wikipedia, how does it work as a collaborative editing project? Who publishes there, how do these people collaborate, is there a hierarchy among them? And what about Wikipedia quality control: is it efficient, how good is the factual quality of the content? Can Wikipedia be re-used for academic work--and if so, where and how? How does Wikipedia cope with research findings; can they be found on the platform? What influence does Wikipedia have on research and education; how should universities cope with the fact that open knowledge can be found there within a matter of seconds? This paper addresses the issue in a rather hands-on and down-to-earth approach that will allow us to draw some interesting conclusions about the role of open Internet knowledge (such as that which can be found on Wikipedia) for learning and knowledge creation. We will be placing a special focus on academia: for instance, how should universities of applied sciences define &quot;competency based learning&quot; at a time when so many answers can be readily found on Wikipedia? Here the paper does not strive to come to generalized conclusions, but it does strive to find some modest, surprising and--last but not least--also practical answers. The current paper is based on library research, an online analysis of the current Wikipedia website, and interviews with Swiss Wikipedia activists.
The Effect of Nunan's Six Elements of Task to Improve Students Competencies in Legal English
Author: Min, Wang
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English for Special Purposes,Second Language Instruction,Language Proficiency,Legal Education (Professions),Student Improvement,Case Studies,College Students,Language Skills

This paper is to study the effect of the six elements of task put forward by Nunan on the improvement of students' competencies in legal English, hoping to provide an important glimpse of how current legal English teaching in Chinese universities meets the requirements of the curriculum and the needs of the learners. Based on a case study of college students in China University of Political Science and Law, classes incorporating the six elements to teach both content and language are valid to offer students more exposure to practical extra-linguistic skill building instead of mechanical drills of the linguistic features and translation of legal English.