ethanporcaro/eric-fulltext-meta huggingface dataset:
Reflection on MOOC Design in Palestine
Author: Affouneh, Saida
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Large Group Instruction,Interdisciplinary Approach,Case Studies,Instructional Design,Delivery Systems,Educational Practices,Educational Cooperation,International Cooperation,College Faculty,College Students,Heritage Education,Universities,Open Education,Teacher Attitudes,Nationalism,Course Descriptions,Blended Learning,Honors Curriculum

This paper will share Discover Palestine, an interdisciplinary Massive Online Open Course (MOOC) and the first MOOC to be created in Palestine, by the E-Learning Centre, Faculty from the Department of Geography, and Department of Tourism and Archaeology from An-Najah National University in Palestine. The paper traces the process of development of the Discover Palestine MOOC from its early inception as a cross institutional online course, to its current delivery and engagement with a global and diverse group of learners. Using a descriptive case study design and thematic analysis, the reflective experiences of four course team members involved as facilitators/designers in the design and delivery of the MOOC are shared. Three key themes, namely, &quot;Informing pedagogies including delivery methods,&quot; &quot;A commitment to a national cause,&quot; and &quot;Teacher presence,&quot; are presented and contextualized with data evidence. The findings share not only the hurdles the Discover Palestine team had to navigate during the MOOC development, but more importantly, how academic collaborations promoting open education practices offer powerful tools for the reciprocal exchange of knowledge, not least in shifting mindsets, and offering opportunities for shared fields of understanding to be realized in revealing creative, cultural practices, as well as lost histories.
Critical Incident Reviews of Alternatively Certified Special Educators
Author: Sayman, Donna
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Incidents Method,Alternative Teacher Certification,Special Education Teachers,Special Education,Qualitative Research,Internship Programs,Personal Narratives,Reflective Teaching,Grounded Theory,Student Behavior,Cooperation,Job Satisfaction,Classroom Techniques,Graduate Students

This qualitative research study used the Critical Incident Technique to determine specific areas in which novice alternatively certified special education teachers need support. Analyzing these critical incidents provides information for teacher preparation programs to bolster areas that can lead to stress, burnout, and attrition among special education teachers. Participants were enrolled in a special education intern program, meaning they taught in special education classrooms full-time, while also taking full course loads leading to special education teacher credentials. Twice per academic quarter, they wrote narratives detailing critical incidents they experienced related to teaching. The critical incident narratives were submitted for scoring purposes and the content was analyzed for recurrent themes.
What Do Education Students Think about Their Ability to Write Essays?
Author: Quintero, Gisela Consolación
Date: 2018-00-00
Type: Journal Articles
Subjects: Essays,Student Attitudes,Case Studies,Writing Ability,Student Surveys,Pilot Projects,Academic Discourse,Writing Instruction,College Students,Likert Scales

The present study reflects the results obtained from a diagnosis carried out with Education students concerning the writing of academic essays. The objective was to identify the perceptions that Comprehensive Education students have about their ability to write academic essays. A descriptive cross-sectional research study was conducted at a single point in time, and in this case, in a single period or academic cycle, on the subject of written expression. In order to analyze the results from a mathematical-statistical perspective, descriptive statistics were used, in particular the calculation of the mean and the percentage analysis. The results showed that, of the 26 students, 50% rated themselves to have a fair level of essay writing ability. These self-assessment results do not correspond to the quality of the essays written by the students, who demonstrated a low level of essay writing ability. The practice of writing essays is a fundamental activity for the development of written communication at the university level; however, the teaching-learning process must be planned, since this type of writing is one of the most complex skills and has the greatest potential for explaining one's position and writing creatively. In no way can it be left in the hands of the students; it is necessary to formulate a different learning process that helps the students write essays of better quality.
The Promises, Challenges and Futures of Media Literacy
Author: Bulger, Monica
Date: 2018-00-00
Type: Journal Articles
Subjects: Media Literacy,Educational Opportunities,Barriers,Definitions,Relevance (Education),Mass Media Effects,Mass Media Role,Trend Analysis

Media literacy has become a center of gravity for countering fake news, and a diverse array of stakeholders--from educators to legislators, philanthropists to technologists--have pushed significant resources toward media literacy programs. Media literacy, however, cannot be treated as a panacea. This paper provides a foundation for evaluating media literacy efforts and contextualizing them relative to the current media landscape. Media literacy is traditionally conceived as a process or set of skills based on critical thinking. It has a long history of development aligned along the dialectic between protection and participation. Contemporary media literacy tends to organize around five themes: youth participation, teacher training and curricular resources, parental support, policy initiatives, and evidence base construction. Programs like these have demonstrated positive outcomes, particularly in the case of rapid responses to breaking news events, connecting critical thinking with behavior change, and evaluating partisan content.However, media literacy programs also have their challenges. In general, there is a lack of comprehensive evaluation data of media literacy efforts. Some research shows that media literacy efforts can have little-to-no impact for certain materials, or even produce harmful conditions of overconfidence. The longitudinal nature of both assessing and updating media literacy programs makes this a perennial struggle. Because of these challenges, we make recommendations for future work in the field.
Too Much of a Good Thing? How Teachers&apos; Enthusiasm May Lead to Protectionism in Exploring Media &amp; Gender
Author: Friesem, Elizaveta
Date: 2018-00-00
Type: Journal Articles
Subjects: Media Literacy,Gender Issues,Case Studies,High Schools,Secondary School Teachers,Teacher Attitudes,Teacher Behavior,Ideology,Social Attitudes,Critical Literacy,Suburban Schools,Semi Structured Interviews,Grounded Theory,Critical Theory,Social Bias,Interviews

Challenges of media and gender literacy classes include the danger of steering students towards &quot;right&quot; interpretations of media texts while simplifying the complex relationship between audiences and media texts. The current paper describes a case study that focused on two high school teachers who were motivated by their protectionist concerns to analyze media representations of gender with students. The study aims to answer the question: Can teachers' enthusiasm lead to protectionism in media and gender classes, and if so, what does that look like? The author concludes that teachers passionate about shielding students from problematic ideologies may miss out on the complexity of media representations and students' opinions.
What Do Preservice Teachers Think about Teaching Media Literacy? An Exploratory Study Using the Theory of Planned Behavior
Author: Gretter, Sarah
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Media Literacy,Behavior Theories,Preservice Teacher Education,Teacher Education Programs,Semi Structured Interviews,Thinking Skills,Information Literacy,Qualitative Research,Elementary School Teachers,Secondary School Teachers,Focus Groups,Multimedia Materials,Electronic Publishing

Despite the numerous benefits of media &amp; information literacy for students in today's digital society, the lack of teacher preparation in teaching media and information literacy skills suggests a gap between the societal rationale for students becoming media literate and the sustainable preparation of teachers. The purpose of this exploratory study was to explore the factors and beliefs underlying preservice teachers' intention to teach media and information literacy in their future classroom according to the theory of planned behavior. Findings suggest that although preservice teachers' have positive attitudes towards media and information literacy as an essential skill for students, they do not feel that it is highlighted in their teacher education program and many do not see other stakeholders including faculty, school administrators and parents as encouraging it. Instructor modeling of media and information literacy may be needed to help preservice teachers develop confidence in integrating it into their future work.
Radio Waves and Curriculum Pathways: Jamaican &quot;At Risk&quot; Learners Construct Media
Author: Feraria, Paulette J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,At Risk Students,Radio,Secondary School Students,Literacy Education,Language Skills,Oral Language,Self Efficacy,Reading Writing Relationship,Simulation,Qualitative Research,Grade 7

This paper explores radio play as an alternative space for learning language and literacy for Jamaican students labeled as 'at-risk' learners. Through the creation of a make-believe radio station in the classroom, students developed oral language skills as a necessary precursor for social literacy. They connected reading and writing activities and the simulated classroom radio station promoted the development of learners' self-efficacy. The students' use of the learning space as newscasters, hosts, writers and reporters revealed that those who took risks in learning language and literacy in these spaces subverted the label of 'at-risk-learners' and repositioned themselves as risk-takers in constructing literacy. Pedagogies of enjoyment and empowerment emerged in learners' autonomous spaces as radio play was the catalyst for listening to speak, speaking to write and writing to read in the Radio-Active Classroom setting.
Youth and the City: Reflective Photography as a Tool of Urban Voice
Author: Gerodimos, Roman
Date: 2018-00-00
Type: Journal Articles
Subjects: Reflection,Photography,Undergraduate Students,Foreign Countries,Urban Environment,Media Literacy,Assignments,Urban Problems

Young people's engagement with urban public space has been facing a number of obstacles that reflect a lack of understanding of their needs, values and priorities. The emergence of digital devices and social media as integral elements of youth culture adds further urgency to the need to understand how young people themselves visually articulate their perceptions of life in the city. Bringing together elements from urban studies, youth studies and digital media literacy, this paper puts forward a pedagogic and research approach that aims to facilitate youth engagement with urban landscapes and the community. Participatory photography was used a tool for capturing youth urban voice with British undergraduate students. A methodological framework for the coding and analysis of participants' images and reflective pieces was conducted with a pilot study involving 51 students. By employing a participatory/reflective photography methodology analyzing youth engagement with the urban landscape, the exercise produced highly engaged and emotive visual and textual narratives. Student work focused around issues of unemployment, dereliction and conglomeration. Findings reveal that participants focused more on the social and economic properties of place than on its aesthetic and architectural ones. They viewed their local spaces through media filters and a prism of disempowered and individualized consumption. The paper ultimately highlights a paradox: while young people are at the forefront of unprecedented global digital connectivity, at the same time their narratives emit a sense of civic loneliness. Global change and urbanization are perceived as destructive forces that have an adverse effect on their way of life.
The Impact of Web-Assisted Instruction on Student Writing Outcomes in Business Communication
Author: Austin, Traci L.
Date: 2018-05-00
Type: Journal Articles
Subjects: Writing Skills,Business Schools,Writing (Composition),Business Communication,Grammar,Error Patterns,Job Skills,Control Groups,Teaching Methods,Online Courses,Conventional Instruction,Pretests Posttests,Statistical Analysis,Educational Technology,Technology Uses in Education,Program Effectiveness,Sentences,Web Based Instruction

This study investigates the impact of McGraw-Hill's &quot;Connect™ LearnSmartAchieve&quot; (&quot;LSA&quot;) on student writing outcomes at a regional AACSB-accredited business school. The authors analyzed a total of 172 student writing samples before and after the introduction of selected &quot;LSA&quot; modules in six junior-level business communication courses from 2015 to 2016. This study targets grammatical, mechanical, and sentence-level errors that employers and educators have identified as potentially damaging to a student's professional image. In 2015, a control group (pre-&quot;LSA&quot;) of 85 online and face-to-face students was given standard teacher-led grammar/mechanics instruction in these problematic areas in multiple contexts throughout the semester. In 2016, instructors introduced 87 online and face-to-face students (post-&quot;LSA&quot;) to the selected &quot;LSA&quot; modules to be completed within a six-week period early in the semester at the students' own pace and outside the classroom. When comparing the average number of errors in the pre- and post-&quot;LSA&quot; groups, the authors noted statistically significant differences; overall, the average number of most writing errors was lower in the post-&quot;LSA&quot; group. These findings indicate that web-assisted instruction, such as McGraw-Hill's &quot;Connect™ LearnSmartAchieve,&quot; can provide students and instructors with a valuable resource for improving writing outcomes in business communication.
Achieving Grit through the Growth Mindset
Author: Pueschel, Andrew
Date: 2018-05-00
Type: Journal Articles
Subjects: Rewards,Persistence,Experiential Learning,Resilience (Psychology),Goal Orientation,Learning Modules,Prompting,Achievement,College Students,Success,Video Technology,Group Discussion,Training

Many students are choosing the hollow promise of a trophy at the expense of learning. At a time when students are expecting the grade of &quot;A&quot; for simply &quot;checking the boxes&quot; required of them, there is a need for an explanation for why this is not a mindset for best-practice in the professional arena. This paper describes an experiential learning module to prime students for achieving grit through growth mindset.
Reflection Fosters Deep Learning: The &apos;Reflection Page &amp; Relevant to You&apos; Intervention
Author: Young, Mark R.
Date: 2018-05-00
Type: Journal Articles
Subjects: Reflection,Intervention,Experiential Learning,Undergraduate Students,Path Analysis,Learning Motivation,Learning Theories,Correlation,Relevance (Education),Classroom Environment,Program Implementation,Questionnaires,Learning Strategies,Academic Achievement

Cognitive science indicates that the millennial generation's behavior of instant messaging and multitasking may provide inadequate cognitive capabilities for thoughtful processing of experiences that lead to deep learning. This study describes a teaching innovation that explicitly stimulates reflection and critical self-assessment, along with guidelines for deployment in order to address the 'thinking' aspect of experiential learning. Two years of data provided a sample size of 214 traditional undergraduates that assessed the reflection intervention. Path Analysis examined the theoretical relationships between reflection within Kolb's (1984) Experiential Learning Theory and Marton &amp; Saljo's (1976) Student Approaches to Learning Theory. The empirical evidence supports these theories indicating that this reflection intervention fostered deep learning motivation and strategy usage leading to greater perceived learning. A significant relationship between the reflection intervention and exam performance was also produced. This reflection intervention provides an additional tool for educators to help ensure deep meaningful learning. In addition, this study adds empirical support for the learning theories on which most experiential-based pedagogies are based.
Does Gamification Improve Academic Performance?
Author: Buhagiar, Tarek
Date: 2018-05-00
Type: Journal Articles
Subjects: Educational Games,Academic Achievement,Student Improvement,Outcomes of Education,Supplementary Education,Comparative Analysis,College Students,Business Administration Education,Statistical Analysis

This study investigates whether there is a difference in academic performance between students who access supplemental material through gamification versus students who do not. The study focuses on students in the College of Business Administration in a large (60,000 students) urban university, enrolled in two sections of a core course for the Integrated Business Program.
The Impact of African Dance on Psychosocial and Educational Outcomes
Author: Talpade, Medha
Date: 2018-05-00
Type: Journal Articles
Subjects: African Culture,Dance Education,Psychological Patterns,Social Development,Undergraduate Students,Minority Group Students,African American Students,Academic Achievement,Outcomes of Education,Culturally Relevant Education,Statistical Analysis,Student Participation,Neurosciences,African Languages,Second Language Learning,Dialects,Self Efficacy,Racial Identification,Student Attitudes,Positive Attitudes,STEM Education,Evidence Based Practice,African American Businesses

This project intended to create conditions that are conducive to helping minority students achieve success in learning, in school, and in life. The project is a response to the rising rate of health and career disparities among minority U.S. adolescents. Based on the theoretical framework of the cultural historical activity theory, this attempt aimed to use the dance activities for teaching, training, and learning. This study sought to use the dance to facilitate student learning of research processes and also optimize associated academic and psychosocial processes, by engaging in the culturally relevant activity of African dance. The specific target population included minority undergraduate students. An African dance instructor conducted the class once a week for 75 minutes for 3 months. Ten student researchers recruited participants and evaluated the impact of African dance on several dependent variables. Results were analyzed using parametric statistics. Findings indicated a significant effect of participating in the dance on dependent variables such as, learning the neuroscience associated with the activity and learning the Oromo dialect; meanings related to the activity of African dance; self-efficacy, racial identity, and positive attitudes towards minority-serving academic institutions. Through dissemination from the local to the global level, the broader impact sought by this project is to establish financially secure families by involving the workforce of tomorrow in activities that will promote positive psychosocial outcomes and STEM learning concurrently.
Priming Students for Success through Energy Management: The Balancing Act
Author: Pueschel, Andrew
Date: 2018-05-00
Type: Journal Articles
Subjects: Success,Student Development,College Students,Business Administration Education,Self Management,Metacognition,Mental Health,Emotional Intelligence,Physical Health,Spiritual Development,Reflection,Intervention,Change Strategies

University students are increasingly more involved as they juggle managing life away from family, making time for coursework, organizational commitments, and social engagements as well as, for many, holding full-time jobs. At a time when students' lives are more intense than ever, many are at a distinct disadvantage because of inadequate energy management. Unfortunately, 74 percent of today's employees are not maintaining optimal energy across physical, emotional, mental and spiritual dimensions, according to The Energy Project. This paper describes a method to prime students for enhanced energy management through self-awareness, self-analysis, reflection, intervention and plan for change.
Quantitative Model for Choosing Programming Language for Online Instruction
Author: Sherman, Steven J.
Date: 2018-05-00
Type: Journal Articles
Subjects: Programming Languages,Online Courses,Computer Science Education,Business Administration Education,Models,Selection Tools,Selection Criteria

Colleges are increasingly offering online courses, including computer programming courses for business school students. Programming languages that are most useful to students are those that are widely used in the job market. However, the most popular computer languages change at least every three years. Therefore, the language used for instruction in a business programming course must be re-evaluated regularly. This paper establishes a quantitative model for choosing the best language for an online business programming course. Factors considered in the quantitative model include platform compatibility, marketability of the language, object-oriented programming support, availability of an interactive development environment, and the availability of interactive online teaching tools and videos. The paper next presented an example of the quantitative model used for selecting a language for a new online business programming course at a selected university. The final section of the paper presents the results and conclusions of the analysis. [Note: The volume number (19) shown on the PDF is incorrect. The correct citation is v20 May 2018.]
Wiki Based Dynamic Quizzes: A Bridge between Online Students and Instructors?
Author: Yarbrough, Jillian Ruth
Date: 2018-05-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Online Courses,Tests,Teacher Student Relationship,Learning Experience,Learner Engagement,Educational History,Definitions,Literature Reviews,Case Studies,Virtual Classrooms,Distance Education,Computer Mediated Communication,Educational Practices,Usability,Technology Uses in Education,Educational Strategies

Constructing a meaningful learning network with online students can be challenging for many reasons. First, because there is literally a distance between the instructor and the student, and second, because the majority of online students rarely communicate specific details to their instructors about what aspects of the course are effective or ineffective. Without student observations or clear instructor/student communication, as distance educators, how do we know if our online classrooms are truly supporting our students' learning experiences? To address this concern and increase student engagement, Wiki based dynamic quizzes were designed and integrated into online classrooms. The following paper will discuss: history and definition of Wikis, review of literature, three case study experiences, suggestions for seamless dynamic quiz application in the online classroom and conclusion.
Infusing SEL into the Final Internship Experience for Future Teachers
Author: Almerico, Gina M.
Date: 2018-05-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Internship Programs,Stress Variables,Teacher Education,Emotional Intelligence,Student Teachers,Prosocial Behavior,Student Teaching

This paper focuses on advancing Social Emotional Learning into the final internship to help teacher candidates effectively deal with the stressors they face in their intern classes.