ethanporcaro/eric-fulltext-meta huggingface dataset:
Efficient Strategies for Integrating Universal Design for Learning in the Online Classroom
Author: Houston, Leonia
Date: 2018-12-00
Type: Journal Articles
Subjects: Educational Strategies,Access to Education,Online Courses,Electronic Learning,Curriculum Development,Student Diversity,Instructional Materials,Material Development,Teaching Methods,Instructional Design,Readiness,Course Content,Curriculum Design,Layout (Publications),Course Descriptions,Integrated Curriculum

Many learners who have not chosen to identify as having physical, sensory, and learning disabilities still may struggle to learn in the online learning environment due to diverse abilities and backgrounds, differing cultural and linguistic backgrounds, and other factors that affect perception, learning ability, and engagement. Given the apparent difficulty of a subset of learners who choose to learn in technology-enhanced instructional environments, most online learners identify as average or exceptional learners but they may not have their learning needs met due to inadequate course design, development, and delivery. This article will explore how the Universal Design for Learning (UDL) framework can be integrated efficiently into all phases of the online course development process. It will explore how the strategies can help faculty meet the challenge of learner diversity. Alternative approaches are included to encourage the creation of flexible instructional materials, techniques, and options that empower educators to meet the varied needs of online learners.
Creating Boundaries within the Ubiquitous Online Classroom
Author: Hansen, Bethanie L.
Date: 2018-12-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Teacher Effectiveness,Time Management,Higher Education,Family Work Relationship,Teaching Methods,Faculty Workload,Job Satisfaction,Educational Technology,Technology Uses in Education,Stress Variables,Andragogy

Managing one's time and setting boundaries while teaching online are essential for continued job satisfaction and effective teaching. Online teaching offers attractive flexibility, but instructors report high teaching workloads, feeling isolated, high stress levels, and a poor work-life balance. By utilizing assumptions about online learners set out in andragogy theory, the practical application of the Community of Inquiry Framework, and considering work-life balance theories, the online instructor can effectively set boundaries that support their own work and simultaneously focus on students' success. We propose that instructors can define their work and set boundaries on the online classroom by prioritizing engagement, developing assets to help students guide themselves, managing time, and using efficiency strategies. In this practitioner-focused article, we identify common barriers to effective time and task management in online education and, based on both research and practice, we provide additional tips, tools, and strategies for preparing online courses, teaching them, and grading student assignments--all intended to assist online educators in their pursuit of work-life balance.
Efficient Strategies for Maximizing Online Student Satisfaction: Applying Technologies to Increase Cognitive Presence, Social Presence, and Teaching Presence
Author: Holbeck, Rick
Date: 2018-12-00
Type: Journal Articles
Subjects: Educational Strategies,Online Courses,Student Attitudes,Teaching Methods,College Faculty,Communities of Practice,Computer Mediated Communication,Web 2.0 Technologies,Computer Software,Teacher Student Relationship

As online learning continues to increase in popularity, it becomes more important to explore as many strategies and tools as possible to continually improve teaching and learning in the online modality. This paper explores the experiences of an online full time faculty member in the use of Flipgrid, Loom, Remind, and the Digital Breakout/Escape Room strategy. Each of these tools and strategies can help to decrease the factors of transactional distance and also provide opportunities to increase cognitive presence, social presence, and teaching presence to create a community of inquiry. Future research is needed to gain empirical evidence of the effects of using these tools and strategies, as well as others that were not discussed here.
Efficient Instructional Strategies for Maximizing Online Student Satisfaction
Author: Rios, Tetyana
Date: 2018-12-00
Type: Journal Articles
Subjects: Educational Strategies,Online Courses,College Students,Student Satisfaction,Curriculum Design,Electronic Learning,Feedback (Response),Individual Differences,Technological Literacy,Self Efficacy,Learner Engagement,Personality Traits,Extraversion Introversion,Learning Motivation

The key to the success of any online program is dedicating attention to student satisfaction. Student satisfaction with what and how they learn in an online classroom is an important variable to understand and can help instructors and course designers create an environment that fits students' needs. This can be achieved with adequate course design, appropriate instructional methods, and an understanding of individual students' needs. Course design should be user-friendly, easy to navigate, and incorporate clear guidance, rubrics, and constructive feedback and allow interaction with the instructor and other students. It should incorporate effective visual, written, and animated content in a relevant and realistic context. Using audio, video, and mobile tools of communication has a positive impact on students' online learning experiences. The students' individual differences, such as technology self-efficacy, personality, and engagement, impacts their course satisfaction. Extroverted, conscientious, and open students are more likely to be satisfied with their online learning experience while introverted students may need additional instructor help to succeed and be satisfied with the course. Engaged students are also more satisfied with online courses and motivated to learn.
Maximizing Interactivity in Online Learning: Moving beyond Discussion Boards
Author: Dailey-Hebert, Amber
Date: 2018-12-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Group Discussion,Online Courses,Electronic Learning,Feedback (Response),Distance Education,Integrated Learning Systems,Teacher Student Relationship,Asynchronous Communication,Synchronous Communication,Interaction,Technology Uses in Education,Educational Technology

Emergent technologies and communication channels have evolved over time and now offer more connected interactivity between students, their peers, course content, and their instructor. Yet, many who teach in the online environment continue to utilize the traditional forms of communication (such as discussion boards and email). This article explores practical strategies for maximizing interactivity, shares specific synchronous and asynchronous channels for communication, and identifies pre-planning techniques to ensure timely communication with your learners. It will explore opportunities for students to co-create and co-produce content in a course, provide time saving strategies for customizable feedback, and share ways to produce materials that can be accessed on demand for learners.
Remythologizing Mystery in Mathematics: Teaching for Open Landscapes versus Concealment
Author: Andersson, Annica
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Misconceptions,Algebra,Problem Solving,Mathematics Teachers,Equations (Mathematics),Teacher Student Relationship

Mathematics is full of mystery. We illuminate the myth to expose two conflicting senses of mystery at work in mathematics and its education practices. There is a sense of boundlessness with mathematics--the idea that we never fully know. There is also a practice of concealment, in which an answer or solution is known by special people who may support or provide a scaffold for students' navigation to the &quot;special&quot; knowledge, but may also challenge their access to it by erecting barriers and boundaries. In remythologizing mystery, we identify that the valorization of mystery in mathematics is rooted in the wonder of exploring boundless landscapes and is used misleadingly to justify school mathematics with the other sense of mystery--uncovering the concealed.
Analysis of Students&apos; Missed Organic Chemistry Quiz Questions That Stress the Importance of Prior General Chemistry Knowledge
Author: Ealy, Julie
Date: 2018-00-00
Type: Journal Articles
Subjects: Organic Chemistry,Prior Learning,Science Instruction,Tests,Scientific Concepts,Science Teachers,Models

A concern about students' conceptual difficulties in organic chemistry prompted this study. It was found that prior knowledge from general chemistry was critical in organic chemistry, but what were some of the concepts that comprised that prior knowledge? Therefore an analysis of four years of organic chemistry quiz data was undertaken. Multiple general chemistry concepts were revealed that are essential prior knowledge in organic chemistry. The general chemistry concepts that were found pose a challenge to organic chemistry instructors who have identified those same concepts as ones they review or consider important in organic chemistry. A review of the literature provides recommendations that address the general chemistry students' difficulties revealed in this study. Further research, however, is needed to follow through on those recommendations.
Rejecting Platonism: Recovering Humanity in Mathematics Education
Author: Peck, Frederick A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Philosophy,Mathematics Education,Secondary School Teachers,Mathematics Teachers,Secondary School Mathematics,Mathematics,History,Misconceptions,Secondary School Students

In this paper, I consider a pervasive myth in mathematics education, that of Plato-formalism. I show that this myth is ahistorical, acultural, and harmful, both for mathematics and for society. I argue that, as teachers, we should reject the myth of Plato-formalism and instead understand mathematics as a human activity. This philosophy humanizes mathematics and implies that math education should be active, cultural, historical, social, and critical--helping students learn formal mathematics, while also learning that mathematics shapes their lives, that this shaping is a result of human work and choices, and that students are empowered to shape those choices.
Physical Activity and Health-Related Quality of Life in Adults from Brasov, Romania
Author: Badicu, Georgian
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Activity Level,Exercise,Health,Quality of Life,Physical Health,Adults,Gender Differences

(1) Background: This study aims to investigate the association between different levels of physical activity (PAL) and health-related quality of life (HRQoL) in a random sample of the adult population; (2) Methods: The study material comprised 1100 adults of the city of Brasov, Romania (700 men, 400 women), aged 30-45 years old. We used the short version of the International Physical Activity Questionnaire Short Form (IPAQ-SF) and Short-Form Health Survey (SF-36) to assess PAL and HRQoL, respectively; (3) Results: The differences in the number of respondents in groups assessing their HRQoL differently and PA were statistically significant (p &lt; 0.001), both among men and women. The PAL was shown to be positively correlated with the adult HROoL domains; (4) Conclusions: Our results confirm that the highest PAL values were associated with more favorable scores in HRQoL dimensions among the adult population.
Fixation-Related EEG Frequency Band Power Analysis: A Promising Methodology for Studying Instructional Design Effects of Multimedia Learning Material
Author: Scharinger, Christian
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Design,Multimedia Materials,Eye Movements,Diagnostic Tests,Correlation,Cognitive Processes,Instructional Materials,Comparative Analysis,Teaching Methods,Decision Making,Brain Hemisphere Functions

During the last decade the combined recording of eye-tracking data and electroencephalographic (EEG) data has led to the methodology of fixation-related potentials analysis (FRP). This methodology has been increasingly and successfully used to study EEG correlates in the time domain (i.e., event-related potentials, ERPs) of cognitive processing in free viewing situations like text reading or natural scene perception. Basically, fixation-onset serves as time-locking event for epoching and analysing the EEG data. In this article the methodology of fixation-related frequency band power analysis (FRBP) is proposed and conceptually outlined to study cognitive load and affective variations in learners during free viewing situations of multimedia learning materials (i.e., combinations of textual and pictorial elements). The EEG alpha frequency band power at parietal electrodes may serve as a valid measure of cognitive load, whereas the frontal alpha asymmetry may serve as a measure of affective variations. I will introduce and motivate the measures and the methodology and discuss methodological challenges and potential ways to overcome them. The methodology is frontline for learning research, first, as to date the EEG has been rarely used to study design effects of multimedia learning materials and second, as fixation-related EEG data analysis has rarely been done focusing on the frequency domain (i.e., FRBP). Despite methodological challenges still to be solved, FRBP may provide a more in-depth picture of cognitive processing during multimedia learning compared to eye-tracking data or EEG data in isolation and thus may help clarifying effects of multimedia design decisions.
Transdisciplinary or Pedagogically Distinct? Disciplinary Considerations for Teaching Certificates in Higher Education
Author: Smith, Erika E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Certification,Higher Education,Pedagogical Content Knowledge,Teaching Methods,Values,Foreign Countries,Department Heads,Graduate Students,Doctoral Programs,Student Surveys,Student Attitudes

This research provides an analysis of disciplines and disciplinary differences regarding the pedagogical value and content of post-graduate teaching certificates in higher education. Findings and recommendations are based upon a survey (N = 450) of department heads and doctoral students at Canadian research-focused universities. Participants were surveyed regarding their perceptions of the value of a credentialed teaching certificate for new academics seeking employment, as well as whether they believe the pedagogical knowledge and skills that typically comprise teaching certificates are valuable. Examining whether a strongly held disciplinary identity in more senior academics contributes to these differences, the survey results demonstrate significant differences between disciplines for the overall value and, in some areas, the content of teaching certificates, especially in department head responses. Relatedly, the open-ended survey comments show a deeply ingrained disciplinary identity, particularly for those holding the department head roles, which in turn reflected several participants' perceptions of disciplinary teaching and learning knowledge and skills as holding superior value to generic, transdisciplinary programs. Recommendations include a renewed focus in educational development initiatives on linking transdisciplinary approaches to specific disciplinary contexts, further connecting overarching pedagogical theories to pedagogical content knowledge as it is translated in practice.
Investigating the Potential Effect of Race and Culture on Preservice Teachers&apos; Perceptions of Corporal Punishment and Its Subsequent Effect on Mandated Reporting
Author: Kesner, John E.
Date: 2018-11-00
Type: Journal Articles
Subjects: Punishment,Preservice Teachers,Student Attitudes,Socioeconomic Status,Race,Vignettes,African Americans,Anglo Americans,Racial Differences,Student Behavior,Child Abuse,Surveys,Reports,Child Neglect,Teacher Responsibility,Disclosure

In the United States, not only are parents permitted to utilize corporal punishment in disciplining their children, but 19 states still permit the use of corporal punishment in schools. Teachers are legally bound to report suspected maltreatment, yet their school may engage in a discipline practice which they may consider abuse. This potential conflict depends on the teacher's definition of &quot;acceptable&quot; physical discipline and abuse. Thus, teachers' attitudes teachers towards corporal punishment and child maltreatment are critical. Preservice teachers were surveyed about their attitudes towards corporal punishment, knowledge of child maltreatment and mandated reporting, personal experiences with corporal punishment and asked to rate several hypothetical parent-child discipline scenarios. Preliminary analyses indicate that despite a higher endorsement of and more personal experience with corporal punishment, African American participants did not differ from their Anglo counterparts in their ratings of parental discipline scenarios. These and other findings will be discussed.
A Trial and Perceptions Assessment of APP-Based Flipped Classroom Teaching Model for Medical Students in Learning Immunology in China
Author: Ma, Xingming
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Homework,Video Technology,Computer Oriented Programs,Student Motivation,Student Interests,Medical Students,Skill Development,Lecture Method,Memory,Medical Education,Teaching Methods

The application-based flipped classroom (APP-FC) is an innovative teaching-learning model that has not been applied and assessed in basic medical curricula teaching in China. The aim of this investigation is to assess students' perceptions to the APP-based flipped classroom (APP-FC) teaching model in an immunology course. The data of this study were collected from second-year medical students (n = 92) at Lanzhou University. One class (n = 50), as a control group, was offered lecture-based learning (LBL), while the other class (n = 42), as the APP-FC group, was given lecture-based instruction and the APP-FC teaching model during September-November 2017. Afterward, the perceptions of students on APP-FC teaching model were evaluated using questionnaires. Students responded that APP-FC improves their motivation (83%) and interest in learning immunology (81%), as well as their self-directed learning skills (81%). Compared to the traditional lecture-based instruction, the APP-FC noticeably improved students' motivation in learning (P = 0.011), self-directed learn skills (P = 0.001), memory abilities (P = 0.009), and problem-solving abilities (P = 0.010). Most medical students' scores (60%) in the final examination were more than 80 points after implementing an APP-FC model as compared to the control group (40%). The majority of students (70%) preferred the APP-FC teaching approach over traditional lecture-based pedagogy. The implementation of the APP-FC teaching model could improve students' learning motivation, self-directed learn skills, and problem-solving abilities, which is a preferable teaching model for medical immunology courses in China.
Internet Shop Users: Computer Practices and Its Relationship to E-Learning Readiness
Author: Alontaga, Jasper Vincent Q.
Date: 2018-00-00
Type: Journal Articles
Subjects: Internet,Electronic Learning,Learning Readiness,Access to Computers,Gender Differences,Correlation,Learning Activities,Educational Games,Computer Games,Foreign Countries,Dining Facilities,Purchasing,Social Media,Computer Use

Access to computer technology is essential in developing 21st century skills. One venue that serves to bridge the gap in terms of access is internet shops (also known cybercafés or internet cafés). As such, it is important to examine the type of activities internet shop users engage in and how they develop and relate to their e-learning readiness. This study examined the profile, computer practices and e-learning readiness of seventy one (71) internet shop users. A researcher-made internet shop computer practice questionnaire and an e-learning readiness questionnaire adapted from Watkins, Leigh and Triner (2004) were utilized. Results revealed that most internet shop users are adolescents and also have access to technology at home. Computer practices of users in internet shops involve primarily browsing and communicating activities more than playing activities. Internet shop users also rated themselves as ready for e-learning, with females having significantly higher e-learning readiness than males. Browsing activities had positive correlation with communicating and playing activities. Playing activities had negative correlation with e-learning readiness. These results indicate the viability of internet shops as avenues for learning. It is recommended that teachers optimize this by engaging students in e-learning activities involving online research and collaboration, and referring students to online educational game-based resources.
M Is Not Just for STEM: How Myths about the Purposes of Mathematics Education Have Narrowed Mathematics Curricula in the United States
Author: Raymond, Kate
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Curriculum,Misconceptions,Educational History,Social Justice,Constructivism (Learning),Back to Basics,Modern Mathematics,Mathematics Skills,Thinking Skills

When public schooling was first introduced in the United States, early proponents emphasized the need for mathematics as critical for an informed citizenry in a democracy. Half a century later, this purpose of mathematics has been almost entirely overshadowed by the push for mathematics to maintain technological and economic advantages. The belief that preparation for technological careers is, and has historically been, the only purpose for school mathematics in the US has become a myth widely believed by the public and policymakers alike. As this myth took hold, mathematics curricula were narrowed, incorporating only the mathematics, and applications of mathematics, that supported this specific purpose. Not only does this narrowing of school mathematics negatively impact the development of informed citizens, but it limits the extent to which mathematics can be studied in ways that engage all learners. The emergence of mathematics for social justice is thus--in part--an attempt to recapture the broader purposes of school mathematics.