ethanporcaro/eric-fulltext-meta huggingface dataset:
Defining Co-Curricular Assessment and Charting a Path Forward
Author: Abras, Chadia
Date: 2022-00-00
Type: Journal Articles
Subjects: Extracurricular Activities,Program Evaluation,Evaluation Methods,Accreditation (Institutions),Standards,College Students

Co-curricular and extra-curricular activities have traditionally been part of the student's application of knowledge and skills outside the structured curriculum. Co-curricular learning, in particular, is viewed as part of the student's authentic and real-life engagement with content often directed and administered by the program of study. Frequently, co-curricular learning occurring outside the programmatic structure, such as student affairs, has often been overlooked as a meaningful area to assess learning. In this article, we aim to define co-curricular learning and the assessment of these activities. We also highlight the importance of co-curricular learning spaces as a part of the student learning portfolio and the assessment data as an important contributor to program and institutional improvements. To review the current state of co-curricular learning, we examine the topic from multiple perspectives, including higher education institutions and accrediting bodies.
Formative Assessment Helps Students Learn over Time: Why Aren&apos;t We Paying More Attention to It?
Author: Carney, Elizabeth A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Evaluation,Formative Evaluation,Metacognition,Student Improvement,College Faculty,Faculty Development,Best Practices,Equal Education,Culturally Relevant Education,Barriers

In the world of postsecondary assessment, summative practices take center stage, particularly at the program level. Formative assessment can be overlooked, for example, as institutions direct focus and effort toward fully implementing summative assessment for accreditation requirements. While summative practices are important, formative assessment is also worth promoting as a means to see improvements in student learning within a quicker time frame (i.e. over the course of a term instead of several terms or years later). With an intended audience of college faculty, assessment professionals, and administrators, this article summarizes ways formative assessment is employed to improve student learning and inform curriculum and program improvement. It also identifies barriers to formative assessment implementation and suggests ways those barriers may be overcome. One key strategy is faculty development, but the literature on faculty development about teaching with formative assessment is sparse and tends to be focused at the K-12 level, so we offer suggestions for a way forward by fostering professional development using best practices, ensuring equitable and culturally responsive assessment, and integrating formative assessment into larger efforts to support learning improvement over time.
&quot;Are These People Real?&quot;: Designing and Playtesting an Alternative Reality, Educational Simulation
Author: McDonald, Jason K.
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Simulation,Program Design,Program Development,Barriers,Case Studies,Educational Technology,Local Government,Higher Education,Video Technology,College Students,Student Attitudes

In this design case, we report our design and playtest of a form of alternative reality, educational simulation that we call a playable case study (PCS). One of the features that make our simulations unique is how they are designed to implement a principle called This Is Not a Game, or TINAG, meaning that the affordances we design into the simulation suggest to students that the experience they are having is real, in contrast to the way the artificial nature of the experience is highlighted in many computer games. In this case, we describe some challenges we encountered in designing a PCS to align with TINAG, along with how the situation in which we play tested the simulation highlighted other ways in which the principle of TINAG was challenging to achieve.
Developing Just-in-Time Video Resources to Support Online and Remote Teaching
Author: Swann, William
Date: 2023-00-00
Type: Journal Articles
Subjects: Research Universities,Minority Serving Institutions,Hispanic Americans,Minority Group Teachers,College Faculty,Video Technology,Interactive Video,Online Courses,Distance Education,Demonstrations (Educational),COVID-19,Pandemics,Teacher Developed Materials,Design,Multimedia Materials,Material Development

Universities have become accustomed to steady growth in their online programs. When the COVID pandemic began, most also faced the related challenge of a sudden need for emergency remote teaching. This article explores the development of concise demonstration videos to support online and remote faculty at a large Hispanic-serving Research 1 university in the southwestern US. The original purpose of the project was to meet the regular needs of growing online programs. However, the project began just before the local outbreak of COVID in early 2020 and morphed into support for the larger number of faculty facing emergency remote teaching as a new challenge. This design case examines the decision to develop just-in-time (JIT) video supports inhouse, the staff and technology resources involved, design moves during the development process, mid-course design adjustments, promotion of the completed resource, and subsequent faculty usage.
Emotional Design in an Introductory Course: An Initial Exploration
Author: Rajcic, K. E.
Date: 2023-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Design,Instructional Design,Introductory Courses,Fundamental Concepts,Teaching Methods,Creativity,Undergraduate Students,Pandemics,COVID-19,Clothing,Situated Learning,Experiential Learning,Learning Theories,Failure

This design case is about Emotional Design Theory in application to the design of pandemic face masks. As we know designers rely strongly on theoretical knowledge in making design moves. To understand how students may learn to apply theory, research was conducted to test the effectiveness of an assessment called Design CUE (Conceptual Understanding Evaluation). In this case, I describe the research study context and rationale for the development of the Design CUE as an instructional assessment used to teach emotional design to undergraduate students at a large midwestern research university. Emotional design is a threshold concept in design education developed by Norman; it identifies three levels of focus: visceral, behavioral, and reflective. This framework was presented in class and learner performance was evaluated through the completion of the Design CUE, the purpose of which was to transfer learning by bridging concepts learned in class to a design task. I report how the design succeeded in teaching emotional design theory but failed to initiate greater student creativity in applying theory, most notably in the visceral level of emotional design. I document the undergraduate course in which the design was used. I also provide the context of the research study which sought to understand if students could apply the theory of emotional design and how they incorporated emotional design into the design of pandemic facemasks.
Online Teaching and Learning Platforms in Higher Education from Developing Universities in South Africa (Africa): Socially Just and Decolonized Pedagogies
Author: Pietersen, Doniwen
Date: 2023-00-00
Type: Journal Articles
Subjects: Online Courses,Higher Education,Foreign Countries,Social Justice,Decolonization,Educational Technology,Technology Uses in Education,Student Diversity,Classroom Environment,Disadvantaged,College Faculty,Teacher Role,COVID-19,Pandemics,Inclusion

This article addresses whether dialogical, online teaching and learning platforms in higher education can be framed as socially just and decolonized pedagogies at all universities in South Africa (Africa). It is suggested that inclusive pedagogies like dialogue and care on online teaching and learning platforms such as Blackboard, if effectively used by lecturers, can contribute to students from diverse backgrounds feeling acknowledged and recognized as humans in general but Africans in particular. It is therefore the argument of this paper that socially just and decolonized pedagogies are particularly necessary in a post-colonial South African higher education system, where historically only certain individuals had input in the curriculum and the dialogical relationships of student and lecturer when it came to teaching and learning. In order for this to happen, lecturers ought to teach effectively in order to foster success in a decolonial classroom environment that is safe and friendly, with a curriculum where previously disadvantaged students can deliver dialogical input. In doing so, by implication, students grow wholly and communally as Africans, but are also provided the opportunity to critically interact with lecturers in their online higher education learning process.
Teaching during the COVID-19 Pandemic: Investigating the Impact on Teacher&apos;s Sense of Efficacy
Author: Donald, Carole Mireille Mende
Date: 2023-00-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Attitudes,COVID-19,Pandemics,Black Colleges,College Faculty,Blended Learning,Distance Education,Educational Technology,Teaching Methods,Learner Engagement,Classroom Techniques,Barriers

This study examines how teaching during the COVID-19 pandemic impacted teacher efficacy. The study employed the survey research design, using a sample of 59 Historically Black Colleges and Universities (HBCU) instructors/teachers. The study seeks to answer the research question: How did teaching during COVID-19 impact teachers' sense of efficacy as measured by the Teachers' Sense of Efficacy Scale (TSES) by Tschannen-Moran and Woolfolk? Data was collected through simple random sampling using the Teachers' Sense of Efficacy Scale (TSES) by Tschannen-Moran and Woolfolk, (2001) and was analyzed using crosstabulation analysis. The findings from this study differ from the findings of previous studies as it shows no difference between the efficacy of teachers who taught virtually and teachers who used the hybrid mode of teaching during the COVID-19 pandemic as they all had low beliefs about their efficacy for student engagement and instructional strategies.
The Effectiveness of Online Teaching Materials: A Case Study of a Private University in Bangladesh
Author: Sharmi, Shahneela Tasmin
Date: 2023-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Instructional Materials,College Faculty,Private Colleges,Foreign Countries,Writing Instruction,COVID-19,Pandemics,Second Language Learning,Personal Autonomy,Scaffolding (Teaching Technique),English (Second Language)

The paper examines the effectiveness of materials designed and distributed among course instructors to teach an intermediate writing course in an online platform during the pandemic. The study is examined in the context of a private university in Bangladesh, where the students enrolled are bi-lingual learners. The paper reviews literature in fields of technology-enhanced language learning (TELL), activity theory and scaffolding to understand the extent to which the teaching materials are effective. In addition, by analysing semi-structured interview responses from course instructors, the paper highlights numerous strengths, weaknesses and suggestions regarding the materials disbursed among the faculty members. The research findings suggest that the given materials were useful and helped to promote understanding of course content, but improvements can be made to assist student learning. Increased emphasis on learner autonomy can facilitate the learning process for students and motivate them to become independent learners. Based on the findings, the writer includes suggestions that might be beneficial for institutions beyond borders.
Advancing Adult Learning Using Andragogic Instructional Practices
Author: Livingston, Manuel
Date: 2023-00-00
Type: Journal Articles
Subjects: Adult Learning,Andragogy,Teaching Methods,Community Colleges,Allied Health Occupations Education,Radiology,Early Childhood Education,Problem Based Learning,Simulation,Field Experience Programs,Case Method (Teaching Technique),Metacognition

Community-college professors possess knowledge in distinct disciplines and have varied experiences that they encompass in their college classrooms. Additionally, creating effective environments for teaching and learning require these assets from instructors to fulfill their curriculum needs. Teaching is a multidimensional and complex activity that requires the instructor to utilize various tools to effectively engage college learners. Often, instructors rely on their past educational experiences that were based on pedagogy (child-focused teaching) to deliver intricate material to adult learners. In this case, a dichotomy of subject delivery may arbitrarily be sustained in the classroom where the effectiveness of pedagogy limits the development of critical-thinking skill sets. Andragogy is an adult learning theory that informs teaching methodology developed to focus more on learner-based practices that grow from the content of lessons. It has been effective in engaging the characteristics of community college learners (Knowles, 1980b) in developing skill sets vital to various disciplines. The aim of this article is to encourage discussions on college campuses of how using andragogy advances adult learning by exploring andragogy usage in Radiologic Technology (RT) and Early-Childhood Education (ECE) classrooms at an urban community college. Moreover, it is hoped that this article will provide undergraduate educators with instructional approaches that advance adult learning outcomes.
Unveiling Determinant of Student Engagement
Author: Siregar, Gustina
Date: 2023-05-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Learner Engagement,Influences,Feedback (Response),Teacher Leadership,Teacher Attitudes,Teacher Motivation

The purpose of this study was to examine the moderating role of feedback in the influence between lecturer leadership, lecturer engagement, and student engagement. The study was conducted on students at the Universitas Muhammadiyah Sumatera Utara, Indonesia where the number of respondents who filled out the questionnaire was 231 respondents. With structural equation modeling, using SemPLS, a moderation test was conducted to prove the research hypothesis that had been designed. The results of the study show that although feedback affects student engagement, feedback does not act as a moderator in the influence between lecturer leadership, lecturer engagement, and student engagement. Meanwhile, lecturer engagement was found not to affect student engagement, but lecturer engagement significantly affected student engagement. In learning, lecturers must pay attention to feedback and lecturer leadership, if lecturers expect high student engagement. This has implications that lecturers have to provide feedback and practice lecturer leadership in the classroom.
Decoding Japanese University Classroom Etiquette through Purpose-Built Questionnaire as a Research Instrument
Author: Garcia Mendoza, Gibran Alejandro
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Behavior,Classroom Environment,Student Attitudes,Behavior Problems,Private Colleges,Anxiety,Undergraduate Students,Graduate Students,Student Participation

Previous studies have provided insights into classroom etiquette through research focused on observing small student groups, with no significant exploration, through survey research, of classroom etiquette in a large sample. The present study addresses this gap through a questionnaire measuring students' self-perceptions of classroom etiquette. A review of empirical studies on classroom etiquette, misbehavior, and students' silent in-class behavior allowed the development of this classroom etiquette questionnaire. We then ran a series of factor analyses on 44 questionnaire items extracted from the literature in a sample of N=113 university students enrolled in the life science department of a private university in Gunma, Japan. The statistical results revealed only 22 items being relevant to the Japanese university classroom. These items fell into four underlying dimensions: Misbehaviors (rude or unwelcome behaviors), Disengagement (behaviors related to off-task activities), Apprehension (behaviors triggered by the anxiety of speaking up in class and worrying about other people's judgments), and Silent in-class behavior (the adoption of silent behavior to prevent class disruptions). Further analysis of the relationships between these four factors, using Spearman's rho correlations analysis, revealed a high degree of association between Apprehension and Silent in-class behavior and moderate, but significant, associations between Disengagement and Misbehavior, and between Disengagement and Apprehension. These relationships were further explored through in-depth interviews with ten university students of the same university. The significant findings showed that although the interviewees reported having a positive image of students who expressed personal views during class, most of them preferred to remain silent. They felt afraid of making mistakes and appearing ignorant if they made inquiries or provided incorrect answers. Silent in-class behavior plays an essential role in classroom etiquette as it prevents disruptions or the exchange of conflicting opinions during class while preserving harmony in the classroom, and at the same time, is used as a face-saving action by students to prevent damage to their self-esteem. This study contributes to the body of research on classroom etiquette by supporting the findings of previous qualitative studies. It also contributes by furnishing an acceptably reliable instrument that provides an initial approximation of the spectrum of student behavior within Japanese university classroom parameters.
STEM Pedagogical Content Knowledge of Preservice Teachers
Author: Twaddle, Janine
Date: 2023-00-00
Type: Journal Articles
Subjects: STEM Education,Pedagogical Content Knowledge,Preservice Teachers,21st Century Skills,Knowledge Level,Rating Scales

The United States needs to produce more graduates with the required 21st-century skills such as critical thinking, problem-solving, collaboration and cross-cultural awareness to remain a top competitor in a global marketplace. Science, technology, engineering, and mathematics, commonly referred to as STEM, is a transdisciplinary approach to learning through real-world application. The fastest growing occupations require STEM skills and STEM education and can be effective in promoting desired 21st-century capacities. To successfully teach STEM, educators need pedagogical content knowledge. Students can be greatly impacted by their teachers and K-12 public school may be the first-time students are exposed to STEM education. Even if students do not pursue careers in STEM, they benefit from the communication, collaboration, critical thinking, and problem-solving skills gained from STEM education. The purpose of the correlational quantitative study was to determine the STEM pedagogical content knowledge of preservice teachers and to consider any gaps in STEM pedagogical content knowledge. Recommendations include adding an explicit STEM course into preservice teacher preparation programs and future research.
Technologies for Education: From Gamification to AI-Enabled Learning
Author: Nguwi, Yok Yen
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Higher Education,College Faculty,Teacher Effectiveness,Teacher Role,Learner Engagement,Adoption (Ideas),Gamification,Computer Simulation,Artificial Intelligence

The landscape of teaching in higher education is dynamic and driven by the interplay among educators, students and curriculum. Educators play the primary role in presenting curriculum for students to absorb and leading classroom discussions. The onus of teaching is on educators who come with different pedagogical beliefs, teaching styles and prior experiences. The effectiveness of teaching is often determined by the teaching quality of individual instructors. This paper presents an overview of technologies which can help with improving teaching effectiveness. The adoption of technologies ensures consistency in delivery of curriculum and delegates some of the educator's role to technology in exchange for greater engagement and involvement from students.
Fostering Reading Interest through Digital Storytelling for Young Learners in the Early Childhood
Author: Indriani, Siane
Date: 2023-05-00
Type: Journal Articles
Subjects: Reading Interests,Preservice Teachers,English (Second Language),Language Teachers,Educational Technology,Story Telling,Technology Uses in Education,Foreign Countries,Second Language Instruction

Children in the digital era are exposed to the advancement of information technology and multimedia that might bring both positive and negative influence toward their development. During early childhood, children are using mostly their senses to explore the world around them, including learning some values from the story books exposed to them. However, parents or family do not give optimal support in the children's learning process. Therefore, it is a challenge for English language teaching (ELT) pre-service teachers in implementing a digital storytelling to engage the children with the learning material and creative ways to optimally utilize technology, but at the same time give a comprehensive support for children to improve their English skills as well as the embedded values within the stories. The present study aims to reveal the opportunities and challenges in fostering a child's reading interest through digital storytelling. All the details were recorded through observations, responses from the children while they were watching the digital story, and a daily journal written by ELT pre-service teacher. From the result, it was found that through their interactions with the stories, children were exposed by the values embedded, furthermore, their reading interest is developing where more optimal support from the parents or caregivers is urgently needed.
Overcoming Online Learning Challenges in the COVID-19 Pandemic by User-Friendly Platform
Author: Makruf, Imam
Date: 2023-05-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Electronic Learning,Barriers,Social Media,Educational Technology,Access to Computers,Adjustment (to Environment),Internet,Foreign Countries,College Faculty,Teacher Attitudes,Learning Management Systems,Teleconferencing,College Students,Student Attitudes

The shift of learning activities from face-to-face classroom interaction to online learning beyond the classroom due to the global pandemic has caused technological anxiety in teaching and learning. This study analyzed strategies to overcome learning challenges in the COVID-19 pandemic with user-friendly platforms. This study was in the State Institute of Islamic Studies (IAIN) Surakarta, Indonesia, involving 469 lecturers who taught 983 classes as the respondents. The required data were collected using a web-based questionnaire using Google Forms. The data were analyzed descriptively in percentages and elaborated using focus group discussion. The data analysis showed that most teachers used WhatsApp group to overcome learning obstacles during the COVID-19 pandemic. Among the considerations are the lack of information technology infrastructure, the lack of e-learning platforms, the lack of time to adapt, and the difficulty of internet access in some regions. This study contributes to the strategy performed by the lecturers to deal with these challenges is selecting a user-friendly and affordable platform for learning.