ethanporcaro/eric-fulltext-meta huggingface dataset:
Students' Roles in Exposing Growing Pains: Using the "Dean's Concerns" to Refine Hybrid Instruction
Author: Foulger, Teresa S.
Date: 2011-00-00
Type: Journal Articles
Subjects: Distance Education,Online Courses,Educational Innovation,Course Content,Researchers,Deans,Administrators,Teacher Education,Professional Development,Technology Integration,Higher Education,Questionnaires,Student Attitudes,Electronic Learning,Models,Technology Uses in Education,Academic Achievement,College Faculty,Educational Technology,Accountability,Student Role

This study was instigated when 12 teacher education students expressed four concerns about their hybrid courses (part online, part face-to-face) to the college dean. In an effort gain the perspective of the broader population of students so instructors could improve this delivery method in the college, faculty-researchers sought input related to the "Dean's Concerns" from all students enrolled in hybrid courses. A broadly distributed questionnaire revealed that attitudes towards hybrid courses were positive, but that some problems existed related to student abilities to access course content, relevance, social communications, and their instructors' ability to use technology. Faculty-researchers were not able to determine the effect of any pedagogical changes imposed by technology on student perceptions. Researchers conclude that significant innovations in education can create growing pains for students, but these kinds of pains should be anticipated and accounted for, and that students have an important role in exposing growing pains and can support efforts to improve distance learning. (Contains 5 tables and 4 figures.)
Facilitating Self-Regulated Learning: An Exploratory Case of Teaching a University Course on Japanese Society
Author: Ogawa, Akihiro
Date: 2011-00-00
Type: Journal Articles
Subjects: Expertise,Learning Strategies,Intellectual Disciplines,Teacher Student Relationship,Teaching Methods,Higher Education,Asian Culture,College Faculty,Cooperation,Introductory Courses,Foreign Countries,Outcomes of Education

This paper explores practical strategies that can be used by university teachers to facilitate student-centered, self-regulated learning. My primary objective as a university teacher is to be directly involved in my students' efforts by connecting my teaching expertise with their self-regulated learning process. I have developed a strategic alignment model of teaching and learning, which is a practical instructional model that can be applied regardless of the academic discipline. Locating university teaching as a collaborative process of knowledge production between teachers and students, this paper presents an exploratory case wherein the teacher supports his students by providing them with a well-programmed teaching schedule. The students respond to their teacher's efforts by showing a high level of commitment. Ultimately, this paper claims that such collaboration contributes significantly to the creation of a dynamic research culture at a university. (Contains 1 table.)
Faculty Attitudes and Knowledge toward Promoting Self-Determination and Self-Directed Learning for College Students with and without Disabilities
Author: Hong, Barbara
Date: 2011-00-00
Type: Journal Articles
Subjects: College Students,Self Determination,Disabilities,Elementary Secondary Education,Teaching Skills,College Faculty,Independent Study,Students,Higher Education,Learning Disabilities,School Holding Power

Successful college students are those who know who they are, what they want, and how to achieve their goals. In short, they are self-determined. Even though promoting self determination has traditionally focused on K-12 students with disabilities, little is known about how higher education faculty members regard these skills. The purpose of this study was to survey faculty attitudes, knowledge, and teaching skills of self-directed learning for college students, both with and without disabilities. Results revealed significant mean differences (N = 218) across gender, departments, and academic ranks. Findings could serve as the foundation for future research on how institutional resources could be utilized to facilitate faculty in enhancing pedagogical best practices in promoting self-determination for all students before they graduate. Suggestions and implications for practice are also addressed. (Contains 7 tables.)
Hard Yards and High Hopes: The Educational Challenges of African Refugee University Students in Australia
Author: Harris, Vandra
Date: 2011-00-00
Type: Journal Articles
Subjects: Focus Groups,Young Adults,Foreign Countries,Refugees,Higher Education,Enrollment,Expectation,Educational Experience,College Faculty,Teacher Attitudes,Student Attitudes,Academic Achievement,Student Adjustment,Second Language Learning,English (Second Language),Study Skills,Student Responsibility,College Students

This paper considers the experience of a small group of young adults who were born in Africa, entered Australia under the humanitarian entry program, and are enrolled in tertiary education. It investigates the expectations and experiences of these students and the associated teaching staff at a South Australian university. This body of students comprises a diverse group of individuals, and their educational success is equally varied. In focus groups many of the students revealed a range of pressures such as challenges adapting to new educational contexts, high community expectations, and difficult home environments for study. Students recounted a mixed educational experience with staff as they interfaced with practical issues of seeking academic support, accessing study materials, and studying in another language. Perhaps reflecting the determination and self-reliance that has brought them to this point, they primarily speak of academic success as their own responsibility, as well as their best support being other students from the same background. An awareness of, and a response to, these issues may help to ease refugee students' transition to tertiary study. (Contains 1 table.)
Students' Experience of University Space: An Exploratory Study
Author: Cox, Andrew M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Independent Study,Student Experience,College Environment,School Space,Educational Facilities Design,School Buildings,Campuses,Performance Factors,Efficiency,Foreign Countries,Interviews,Student Attitudes,Space Utilization,Departments

The last decade has seen a wave of new building across British universities, so that it would appear that despite the virtualization discourses around higher education, space still matters in learning. Yet studies of student experience of the physical space of the university are rather lacking. This paper explores the response of one group of students to learning spaces, including virtual ones, preferences for the location of independent study, and feelings about departmental buildings. It explores how factors such as the scale of higher education and management efficiency tend to produce rather depersonalized and regimented environments that in turn are likely to produce surface engagement. Responses of hospitality, criticality, and solidarity are briefly explored.
Faculty Perceptions of Relevance in Teaching and Learning
Author: Calkins, Susanna
Date: 2011-00-00
Type: Journal Articles
Subjects: Faculty Development,College Faculty,Relevance (Education),Teacher Attitudes,Cognitive Mapping,Questioning Techniques,Teaching Methods,Educational Practices,Program Descriptions,Reflective Teaching,Transformative Learning

In this study, we analyzed a selection of extensive inquiries into teaching and learning made by faculty who were participating in a year-long, substantial faculty development program by examining the questions they raised, their rationale, their methods, and their outcomes. Specifically, we explored how these faculty members understand relevance, mapping that understanding to their goals as teachers and the kind of reflective judgment they seek to elicit in their students. As we suggest in this paper, how faculty think about relevance--in terms of why they believe their course matters, as well as what they think their students should learn, how they should develop, and the kind of reflective judgment-making they expect to see in their students--may have significant implications for how these faculty think about teaching and, consequently, how they teach. (Contains 3 tables.)
Student Evaluation of Teaching: An Instrument and a Development Process
Author: Alok, Kumar
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,Factor Analysis,Foreign Countries,Item Response Theory,Psychometrics,Test Construction,Teacher Behavior,Item Analysis,Administrator Education,Likert Scales,Replication (Evaluation),Student Projects,Evaluation Methods

This article describes the process of faculty-led development of a student evaluation of teaching instrument at Centurion School of Rural Enterprise Management, a management institute in India. The instrument was to focus on teacher behaviors that students get an opportunity to observe. Teachers and students jointly contributed a number of desirable and undesirable performance examples that went through a process of filtration using mean difference item response analysis and factor analysis. The final instrument has 18 examples to be rated on a six-point scale. It was used with a formative focus; however, the post implementation experiences indicated the need for limited summative focus as well. New students need to be educated about student evaluation of teaching and its relevance for a quality academic life. It also emphasizes the need for open communication and a climate of trust for a successful student evaluation of teaching. (Contains 3 tables.)
&quot;It's a Lonely Walk&quot;: Supporting Postgraduate Researchers through Writing
Author: Fergie, Gillian
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Researchers,Learning Modules,Writing (Composition),Writing Processes,Academic Discourse,Theory Practice Relationship,Peer Relationship,Self Concept

Traditional views of the writing process as a solitary and painstaking task can inhibit postgraduate students from pursuing useful conversations about their writing. Recent research has suggested that spaces for opening discussion on writing are needed and are important in supporting postgraduate writers to develop their academic identity (Cuthbert &amp; Spark, 2008; Cuthbert, Spark &amp; Burke 2009; Kamler &amp; Thomson, 2007; Lee &amp; Boud, 2003). This paper explores the experiences of five students at University College London (UCL), who were the first cohort to take a writing module which aimed to introduce theoretical and practical approaches to writing and to encourage reflection and evaluation of writing practices. The three key themes to emerge from the research were related to the development of the students' confidence as writers and more generally as researchers. These were: (1) Space--the value of having a defined space for writing, providing a new focus for learning in a less formal environment; (2) Academic Identity--the development of the students' academic identity through writing and gaining confidence as writers; and (3) Peer Learning--the importance of discussion with peers in developing writing and academic identity.
Exploring Learner-Centered Assessment: A Cross-Disciplinary Approach
Author: Duncan, Tisha
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Evaluation,Interdisciplinary Approach,Alternative Assessment,Instructional Effectiveness,Learner Engagement,Role of Education,Outcomes of Education,Teacher Education,Psychology,Higher Education

Frustrated by students' disappointing performance on traditional exams, an education professor and a psychology professor independently asked their students to simply demonstrate what they had learned during a given time frame. In this article, we will argue that when students are provided opportunities for learner-centered assessment, they dedicate more time, show more creative output, and are often more successful than when answering questions on a traditional assessment measure. Research has demonstrated that students who create their own assessment must show that they understand the information by re-interpreting it in a different way, the very definition of deep learning (Atherton, 2005; Saljo, 1979). When instructors require that students really think about what and how they have learned, they are encouraging further learning to occur (Bransford, Brown, & Cocking, 2000). Sample methods of learner-centered assessment with rubrics are provided, as well as suggestions for implementation and improvement. (Contains 2 tables.)
Learning Ethics through Virtual Fieldtrips: Teaching Ethical Theories through Virtual Experiences
Author: Houser, Rick
Date: 2011-00-00
Type: Journal Articles
Subjects: Ethical Instruction,Field Trips,Computer Simulation,Experiential Learning,Undergraduate Students

Teaching ethical reasoning is considered an important component of the undergraduate learning experience. A recent approach to teaching using experiential learning is through virtual worlds such as Second Life. We discuss how ethics may be taught using experiential learning in the virtual world of Second Life. Participants in the class in this example were eleven undergraduate honors students. The course involved presentations in ethical theories such as Buddhism and Utilitarianism. Students completed assignments based on experiences in Second Life that were then linked to ethical theories discussed. The observations and analyses they completed demonstrated that the experiential learnings provided opportunities to apply concepts and theories in a virtual and real world. Interestingly, the students found evidence of residents of the virtual world of Second Life to hold ethical principles which influenced their actions. However, there were other instances where residents adhered to few ethical principles other than self interest. Suggestions are made about the importance of introducing ethics to a virtual world such as Second Life.
Student-Centered Pedagogy: Co-Construction of Knowledge through Student-Generated Midterm Exams
Author: Ahn, Ruth
Date: 2011-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Teaching Methods,Student Centered Curriculum,Tests,Student Attitudes,Teacher Attitudes,College Faculty,College Students,Metacognition,Cognitive Style,Student Empowerment,Reflective Teaching,Educational Change

Using the example of student-generated midterm exams produced during a university classroom exercise, this narrative account examines student-centered pedagogy from both the university faculty and student perspectives. The central question revolved around how to actively engage a community of diverse university students from different academic, social and ethnic backgrounds in working as partners to co-construct knowledge in a pre-service teacher course. Applying a student-centered pedagogy informed by social constructivism, the authors reflect on how the student-generated midterm exams challenged the participants to think about their approach to learning. Through this experience, students were provided with multiple entry points to access the curriculum and were empowered as active agents of their own learning, while the instructor found an interactive arena for reflection on her own pedagogical practices in action. The authors propose a change from the traditional teacher-centered lecture style to a higher education pedagogy that places students in control of their own scholarship. (Contains 2 tables and 2 figures.)
Supplemental Instruction: Whom Does It Serve?
Author: Malm, Joakim
Date: 2011-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Calculus,Supplementary Education,Academic Ability,College Freshmen,Ability Grouping,Prior Learning,Academic Support Services,Program Effectiveness,Aptitude Treatment Interaction,Achievement Gains,Achievement Rating

Supplemental Instruction (SI) is today a well-known academic assistance program that provides help for students in "difficult" courses. SI has repeatedly been shown to decrease the percentage of failures in the course as well as increasing course grades for students who attended SI sessions. Although SI is open for all students, its main objective is to come to terms with students' high failure rates and retention problems. And even if SI has been shown to reduce failure rates and increase re-enrollment figures, surprisingly few studies have been devoted to determine how well it benefits students with different prior academic ability. These studies tend to show that "weaker" students benefit from SI. The results for "average" and "strong" students are not as clear. The present study focuses on the benefit of SI for "weak", "average," and "strong" first-year engineering students in a calculus course. The results show that all three groups benefit from SI and that the failure rates among students with low prior mathematics achievement who had high SI attendance are almost as low as for students with high prior mathematics achievement who do not attend SI. (Contains 4 tables and 2 figures.)
The Role of Non-Classroom Faculty in Student Learning Outcomes in Higher Education Context
Author: Inozu, Julide
Date: 2011-00-00
Type: Journal Articles
Subjects: Higher Education,Teacher Education Programs,Foreign Countries,Language Teachers,Teacher Student Relationship,Achievement Gains,English (Second Language),Second Language Instruction,Aptitude Treatment Interaction,Learning Experience,Questionnaires

Researchers have identified a number of learning experiences including faculty-student interaction which affect students' gains in learning outcomes in higher education. This study specifically focused on the relationship between out-of-class faculty-student contact and student learning  gains in a language teacher education program. The study was based on data gathered from 116 senior students at English Language Teacher Education Department of Cukurova University, Turkey. The results suggest that the main contribution of contact with faculty members is attributed to gains in knowledge and subject matter competence. On the other hand, faculty contact is not seen as a source of intellectual growth and practical competence by the participant students. The findings of the study prove to be valuable for showing insights about the relationship between faculty-student interaction and specific learning gains. (Contains 2 tables.)
Effective Teaching in Case-Based Education: Patterns in Teacher Behavior and Their Impact on the Students' Clinical Problem Solving and Learning
Author: Ramaekers, Stephan
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Problem Solving,Teacher Behavior,Teacher Role,Scaffolding (Teaching Technique),Role Perception,Observation,Interviews,Questionnaires,Discourse Analysis,Veterinary Medicine,Foreign Countries,Tutorial Programs,Aptitude Treatment Interaction,Case Method (Teaching Technique)

Case-based learning formats, in which relevant case information is provided just in time, require teachers to combine their scaffolding role with an information-providing one. The objective of this study is to establish how this combination of roles affects teacher behavior and that, in turn, mediates students' reasoning and problem solving. Data on actual behaviors, intentions, effects and appreciation were collected using observations of case discussions, interviews, and a questionnaire in a mixed method, concurrent nested design. Cross-case analysis of the observed discussions revealed two patterns of combining the provision of information with scaffolding. Although students commonly responded to scaffolding interventions as intended, the results from the observations and the questionnaire showed that a pattern with a high level of concurrent scaffolding and provision of information should be avoided. (Contains 4 tables and 1 figure.)
Meaningful Learning through Video-Supported Forum-Theater
Author: Hakkarainen, Paivi
Date: 2011-00-00
Type: Journal Articles
Subjects: Video Technology,Social Problems,Substance Abuse,Student Attitudes,Foreign Countries,Sciences,Social Work,Theater Arts,Drama,Civics,Older Adults,Drinking,Teaching Methods,Instructional Design,Skill Development,Problem Solving,Vignettes,Emotional Response,Questionnaires,College Students

This paper presents the first cycle of a design-based study at Mikkeli University of Applied Sciences, Finland, during which a video-supported forum-theater approach was implemented and evaluated. Students enrolled in the Drama course in the Civic Activities and Youth Work degree program produced and recorded forum-theater performances about elderly people's use of alcohol, with the recordings used first as learning tools for themselves and later as video cases for social work students enrolled in the Substance Abuse course. The study sought to refine the design of these courses by analyzing the Drama course students' experiences of the video-supported forum-theater approach from the viewpoint of meaningful learning and then the Substance Abuse students' experiences of the video cases. The results indicate that, according to the Drama students, video-supported forum-theater facilitates both teaching and meaningful learning, enhancing the acquisition of domain-specific knowledge, methodological skills, and the ability to solve every day social problems. The Substance Abuse students perceived the video cases as useful for learning. According to students, the videos were authentic and represented working life well. The results suggest several practical refinements to both the Drama and the Substance Abuse course designs and to the teaching activities. (Contains 2 tables and 4 figures.)
Can Co-Curricular Activities Enhance the Learning Effectiveness of Students?: An Application to the Sub-Degree Students in Hong Kong
Author: Leung, Chi-Hung
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Attitudes,Associate Degrees,Program Effectiveness,Foreign Countries,Academic Achievement,Undergraduate Students,Student Participation,Time Factors (Learning),Paying for College,Community Colleges,Integrated Curriculum,Gender Issues,Questionnaires,Self Efficacy,Stress Management,Emotional Response,Classroom Communication

A total of 575 students from the Associate Degree Foundation Program and the Associate Degree Program participated in this study. The two purposes of this study were to use the time series between/within experimental design to examine whether participation in co-curricular activities could (1) enhance student learning effectiveness and (2) have positive effects on the academic performance of self-funded sub-degree students in Hong Kong. It was found that participation in co-curricular activities could not enhance student learning effectiveness. Associate degree students were too preoccupied by the need to attain good academic results in the first 2-3 terms of study. Rather, this study suggests that student learning effectiveness is affected by the time factor. High learning effectiveness was observed in the middle of the academic year but relatively low learning effectiveness at the end of the year. (Contains 5 footnotes and 6 tables.)