ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrating User-Centred Design Approaches for a Course Design Framework for Interdisciplinary Studies in Teaching and Learning
Author: Woodill, Sharon
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Design,Teaching Methods,Interdisciplinary Approach,Learning Processes,Feedback (Response),Skill Development,Guidelines,Evaluation Methods,Data Analysis

This paper proposes the theoretical context for a course development framework to address the specific needs and challenges of teaching and learning in interdisciplinary studies (IDS). User-centred design (UCD) principles are used for this development process. Traditional course development frameworks provide a helpful guide in terms of setting out the steps necessary for successful course development. While these steps will inform the course development framework being proposed here, several alterations will be made. The unique demands of teaching and learning in IDS require skill development necessary for doing advanced interdisciplinary work and eschews linearity. The key feature of this framework is the inclusion of intentional iterative phases throughout course delivery that will allow for adaptation based on the incorporation of feedback in a variety of forms: self, instructor, peer, stakeholder (e.g., from service-learning supervisors), and cognitive skills assessment tools. The adaptive nature of this framework should meet the demands of the growing area of IDS.
Teaching Biochemistry and Molecular Biology with Virtual Reality -- Lesson Creation and Student Response
Author: Coan, Heather A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Biochemistry,Molecular Biology,Science Instruction,Teaching Methods,Computer Simulation,Educational Technology,Technology Uses in Education,Student Attitudes,Cytology,Undergraduate Students,Computer Software,Science Laboratories,Visualization,Genetics

The commercialization of virtual reality (VR) hardware has enabled the use of VR as an educational tool. We describe how a VR platform was used to create molecular visualizations using standard PDB files with the purpose of delivering biochemistry and cellular biology lessons for undergraduates. Specifically, we describe two new software modules, one for rendering molecules generated from PDB files and one for creating interactive lectures. These modules were used to create two VR labs, one on DNA and collagen and the other on hemoglobin. We then describe how these labs were delivered, along with surveys and quizzes, to over 100 students in undergraduate biology courses. Student response to the labs are found to be extremely positive and the labs themselves are found to satisfy their educational objectives.
Going Online: Life in the Online Fast Lane or so the Story Goes
Author: Olcott, Don, Jr.
Date: 2020-00-00
Type: Journal Articles
Subjects: Distance Education,Web Based Instruction,COVID-19,Pandemics,Transformational Leadership,Profiles,Elementary Secondary Education,Higher Education

The COVID-19 pandemic has been an unprecedented catalyst for the scaling up from f2f to online teaching and learning. This editorial suggests that the post-pandemic period will be dominated by three primary groups -- The New Kids in Town, The Savvy Shifty Shifters, and the Retrenchment Innovators. Leaders in these groups will need to make major organizational decisions about their future in the online learning market. Leaders will need to lead their organizations through three main phases -- Phase 1 - emergency response; Phase 2 -- decision matrix; and 3) embedding the new organizational culture. Leadership will be crucial to navigating a highly competitive higher education landscape where more providers in online learning will create more options for students to pursue their higher education goals. Competition will be fierce and intense in higher education. Leaders will need to differentiate their organization from competitors and ensure that culture and context are considered in their vision. The game changer in this new normalcy will be visionary and transformational leadership.
Quarantined-at-Home Teaching Experience: My E-Learning Plan and Implementation
Author: Qamar, Azher Hameed
Date: 2020-00-00
Type: Journal Articles
Subjects: Distance Education,Web Based Instruction,COVID-19,Pandemics,Undergraduate Students,Asynchronous Communication,Synchronous Communication,Foreign Countries,Computer Mediated Communication

Using my own teaching experience in quarantined-at-home settings, I describe and reflect on my e-learning plan and its implementation. I am teaching two groups of undergraduate students consisting of 80 students. I taught half of the course content during the first half of the semester in a formal university setting. However, after the novel corona breakout, we engaged in online teaching. In line with university guidelines and available support, I initiated my e-learning plan based on blended learning and led by the core objectives to maintain accessibility and quality. Using asynchronous and synchronous modes, I used common and easily available options to enhance two-way teacher-student communication. The feedback that I received after three weeks of implementation of my e-learning plan proved my understanding of the study context as workable and realistic. My conceptual models about the objectives leading the e-learning plan and the implementation model presented in this article can be helpful for the teachers teaching social sciences for the first time in quarantined settings.
A Comparison of Firefighting Higher Education Curriculums between China and the United States
Author: Zhang, Yunbo
Date: 2021-00-00
Type: Journal Articles
Subjects: Comparative Education,Higher Education,Program Development,Emergency Programs,Fire Protection,Foreign Countries,Content Analysis,Standards,Natural Disasters,Skill Development,Knowledge Level,Program Descriptions,Curriculum

This research aims to systematically compare the educational concepts between the U.S. and China, to answer a research question: what courses, based on the experience of developing fire services in both countries, should be included in firefighting higher education programs to increase knowledge, skills, and abilities (KSAs)? The authors utilized the method of content analysis and applied the theoretical framework from emergency management to compare those curriculums from both countries into common contextual research criteria. Results of our analysis demonstrate that the two countries have similar expectations by which to develop core KSAs in their firefighting higher education programs.
Determinants of Studying at &quot;Home&quot; While Living &quot;Abroad&quot;: A Grounded Theory Study on College-Choice among Western Expatriate and Transnational Distance Students in the Republic of Korea
Author: Stewart, William H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Grounded Theory,Foreign Countries,Global Approach,Internet,Distance Education,Teaching Methods,Barriers,Study Abroad,Decision Making,Student Attitudes,International Education,International Cooperation,Higher Education,Student Characteristics,College Choice

Since the mid 1980s to today, the Republic of Korea has experienced significant immigration. The influx of various forms of migrants has started changing the makeup of an otherwise ethnically homogenous society. Despite such demographics changes, commensurate adjustments to government policies or institutional services have not necessarily occurred. Globalization and related technological advancements, however, have made it possible to sidestep limitations/obstacles resulting from a lack of recognition or change. In the case of education, the Internet has enabled, at least for some, the ability to continue pursuing education &quot;home&quot;, while continuing to work and live &quot;abroad&quot;. Nevertheless, the determinants of distance education in such instances have not been adequately investigated. Though college choice literature is plentiful, it is largely traditional student oriented and based on face-to-face instruction. Few studies have investigated distance education college choice, which is largely composed of non-traditional student groups. As a result, the motivations and influences on this population's college enrollment are poorly understood. This grounded theory study investigated the college choice process of long-term foreign residents in Korea who were enrolled in distance education programs in their home countries or abroad elsewhere. Eight expatriate and two transnational distance students participated in interviews where themes of repatriation as a determinant for the impetus to study surfaced, with local educational ecosystem inaccessibility, and home country ecosystem convenience as mediating factors. Implications for policy and directions for local Korean educational institutions are discussed as well as for institutions &quot;abroad&quot;. Future areas of research are suggested.
The Development and Use of a Multiple-Choice Question (MCQ) Assessment to Foster Deeper Learning: An Exploratory Web-Based Qualitative Investigation
Author: Davies, Gareth R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Evaluation,Test Construction,Multiple Choice Tests,Questionnaires,Learning Processes,Models,Student Interests,Preferences,Reading Assignments,Reading Comprehension,Reader Text Relationship

This paper reports on the development and piloting of a new model of multiplechoice question (MCQ) assessment used in two undergraduate degree modules at a tertiary university. The new model was purposefully designed to promote deeper learning closely aligned with the SOLO taxonomy. Students were invited to participate in an exploratory qualitative study exploring their experience of learning using this new assessment. In total, 13 students completed an online open-ended qualitative questionnaire. Data was analyzed thematically. Four themes were generated: (a) empowered choice, (b) iterative reading, (c) forcing comparison, and (d) justified understandings. Findings suggest that the new model MCQ assessment promoted wider and more prolonged engagement with learning materials and fostered critical comparisons resulting in deeper learning. Limitations in study design mean that further research is merited to develop our model of MCQ assessment and enhance our understanding of students' learning experience.
The Evaluation of Teacher Training Programs in the United States of America in Terms of Student-Centered Practices Used in Class
Author: Kesici, Ayse Elitok
Date: 2019-10-00
Type: Journal Articles
Subjects: Teacher Education Programs,Student Centered Learning,Active Learning,Questioning Techniques,Group Activities,Social Studies,Primary Education,School Counseling,Preservice Teachers,Teacher Educators,Naturalistic Observation,Educational Equipment

The purpose of this research was to evaluate the teacher training programs in the United States of America in terms of student-centered practices used in class. Learning and teaching processes were evaluated based on classroom observations (the methods, techniques, materials and student-centered practices used in class). Qualitative research method was used in the research. The researcher collected the data through direct participatory and unstructured observation. In participatory observation approach, the observer makes observations without any external influence. The researcher made observations in three different classes during the spring semester of 2017-2018 academic year. The observations were made at the 4th grade level. The study group of the observations was composed of three teachers. The first of the classes in which the observations were made was social studies teaching, while the second was psychological counseling and guidance teaching, and the third was primary school teaching. The researcher kept the duration of the observations long. The reason for this was to try to ensure that teacher candidates and the teacher considered the researcher as if she were a member of the class. This precaution is necessary so as to be able to capture the natural atmosphere of the class and minimize artificial behaviors, which, in turn, positively affects the validity and reliability of the research. According to the findings obtained from the research, it was found that a total of 19 active learning methods, techniques and practices were used in the three classes. In class, question-answer was used most. It was observed that there were 17 different types of active methods, techniques and instructional practices. It was determined that a total of 19 different kinds of active learning materials were used in the three classes. Projector was the material which used the most in class. Based on the findings of the research, it was determined that there were also active learning practices that were not used in class. Depending on the fact that learning by doing is the most permanent traced learning, practices that can make the student active can be included more.
The Perception and Level of Digital Citizenship on Pre-Service Classroom Teachers
Author: Kansu, Ceren Çevik
Date: 2019-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Technological Literacy,Information Technology,Gender Differences,Elementary School Teachers,Foreign Countries,Computer Mediated Communication,Ethics,Health,Safety,Responsibility,Citizenship,Computer Use,Internet,Social Media,Access to Information,Access to Computers,Computer Security,Privacy,Freedom,Crime,Law Enforcement,Undergraduate Study

This study was aimed to determine of their perceptions and levels of digital citizenship for pre-service classroom teachers. The study was conducted with 76 senior pre-service classroom teachers at Education Faculty of B. U. The study is survey research. In this research, &quot;The Digital Citizenship Scale&quot; developed by Kocadag (2012) was applied to the pre-service classroom teachers. By using open-ended questions that prepared by researchers, it was interviewed with the same students in order to making in-depth review. To determine digital citizenship levels, the frequencies, percentages, arithmetic means and standard deviations of obtained data were interpreted on the table. The data from the interviews were carried out with content analysis, which is one of the qualitative analysis methods, and had been interpreted. As a result, pre-service classroom teachers had been stated that they had no courses related with digital citizenship and its sub-dimensions during their higher education. Nevertheless, it has been found that they were correctly expressed the concept of digital citizenship. Pre-service classroom teachers have indicated that digital technologies were particularly utilized to aimed for online shopping, entering to social networking and researching of homework assignments in courses. Digital citizenship includes nine sub-dimensions that every individual should have in today's world. The classroom teachers, that play a key role in the training of the individuals must have been trained themselves by qualified properties before the beginning of their career. It is thought that this study might be leading to further studies by training on knowledge, ability and values about digital citizenship before beginning of their service to classroom teachers. [Paper presented at the International Classroom Teacher Symposium (17th, Apr 10-14, 2018).]
The Change in ELT Pre-Service Teachers&apos; Cognition during Teaching Practicum
Author: Yüksel, Ilknur
Date: 2019-10-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Preservice Teachers,Practicums,Schemata (Cognition),Attitude Change,Student Attitudes,Mentors,Teaching Methods,Teacher Education Programs,Foreign Countries,Learning Processes,Classroom Techniques

The aim of this study was to examine the change of ELT pre-service teachers' cognition during teaching practicum uncovering their beliefs regarding language teaching, being a teacher and dynamics of practicum. To adopt a comprehensive perspective on how the participants? cognition evolved as a result of practicum, qualitative research design with open-ended surveys before and after the practicum process was conducted with ELT pre-service teachers. The findings were evaluated and discussed in terms of a certain framework with change categories of Cabaroglu and Roberts (2000). The results indicated that the practicum is apt to change the pre-service teachers' beliefs through &quot;awareness,&quot; &quot;elaboration,&quot; &quot;addition,&quot; &quot;re-ordering&quot; and &quot;reversal&quot; as a result of practicum. As the results suggest the practicum provides a real-life context for the pre-service teachers, they could adopt their grounded beliefs, which were acquired as language learners, and transform them into language teachers' beliefs. As the participants stated the mentor, supervisor and classroom dynamics enabled such transformation, mostly in positive route. However, there are some stable beliefs that did not change during the practicum. The participants kept some &quot;functioning&quot; beliefs for their teaching practice. The results implied the complexities of the practicum process on the pre-service teachers' cognition.
The Hardest Part Is Knowing I Will Survive: The Use of Music and Creative Mediums to Enhance Empathy and Facilitate Life-Long Distance Learning in Professionally Qualified Clinicians
Author: Keville, Saskia
Date: 2019-10-00
Type: Journal Articles
Subjects: Music Therapy,Creative Activities,Empathy,Emotional Experience,Trauma,Vignettes,Lifelong Learning,Distance Education,Clinical Psychology,Psychologists,Professional Continuing Education,Experiential Learning,Reflection,Foreign Countries

Music is an experience that can cross personal and professional domains alongside cultural, gender, age and generational boundaries; it can also enhance the learning process through emotional processing and connection. This paper focuses on the learning experience of qualified clinical psychologists (CPs) working in the United Kingdom. This group of CPs had experience of undertaking experiential learning and reflective writing during their professional training. It considers the potential to continue a learning process, 3 years post qualification, through long distance methods using vignette-based material. Empathising with, and understanding, the position of others from differing backgrounds is an important competency within the therapeutic work of CPs and this comes alongside acknowledging and understanding ones? own experiences, both past and present. CPs work with difficult life experiences and complex issues; connecting constantly can be exhausting and, perhaps, unrealistic. Yet, to truly empathise one must connect with, and understand, the lived experiences of others. We will consider what helps and hinders this process, and how music and other creative mediums can be effectively used in learning even via long distance methods. We will further consider how CPs may be well placed to enhance the learning about, and processing of, difficult emotional experiences for themselves, other clinicians and the people they might work with.
What Do You Do with Your Tablet Computer? Undergraduate Student&apos;s Perceptions of Tablet Computers and Its Use in Their Learning at the University of the South Pacific
Author: Narayan, Sharishna
Date: 2020-00-00
Type: Journal Articles
Subjects: Handheld Devices,College Freshmen,Student Attitudes,Usability,Access to Computers,Access to Education,Cooperative Learning,Computer Mediated Communication,Affordances,Barriers,Foreign Countries,Computer Uses in Education

Individual access to mobile devices in higher education has increased tremendously in recent years as tablet computers (hereinafter mentioned as tablets) are now widely available giving students greater access to these technologies than ever before. The increasingly widespread diffusion of tablets at The University of the South Pacific (USP) brings to the forefront questions about its usage and perceptions among undergraduate students. Against this backdrop, using a mixed-method approach, this study sought to evaluate the usage of tablets by undergraduate students at the university. Three hundred and fifty-two participants were administered a questionnaire that contained Likert scale items and open-ended questions to elicit information pertaining to their use and perception of tablets, while in-depth interviews were conducted with five undergraduate students. The findings of the study indicate that students are favourably disposed towards the use of tablets in their studies as it helps them engage with their learning activities, mainly in accessing academic resources, communication and collaboration with their lecturers and peers. However, several technical issues with the tablets were identified by the students that the university needs to address to improve the adoption, implementation and diffusion of this device in students' learning.
A Global Outlook to the Interruption of Education Due to COVID-19 Pandemic: Navigating in a Time of Uncertainty and Crisis
Author: Bozkurt, Aras
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Elementary Secondary Education,Postsecondary Education,Foreign Countries,Online Courses,Distance Education,Educational Technology,Social Bias,Equal Education,Access to Computers,Parent Role,Trauma,Stress Variables,Anxiety,Teaching Methods,Caring,Affective Behavior,Empathy,Student Evaluation,Evaluation Methods,Social Justice,Open Educational Resources,Open Education,Gender Bias,Soft Skills,Cultural Differences,Educational Policy,Teacher Role,School Role,Student Role

Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.