ethanporcaro/eric-fulltext-meta huggingface dataset:
The Best Chance for All: A Policy Roadmap for Post-Pandemic Panic
Author: Kift, Sally
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Policy,Equal Education,Postsecondary Education,Foreign Countries,COVID-19,Pandemics,Lifelong Learning,Higher Education,Vocational Education,Educational Change,Holistic Approach,Ecology,Alignment (Education)

The &quot;Best Chance for All&quot; was developed in 2018 as a long-term policy vision for student equity in Australian tertiary education. We argue in this article that COVID-19 has exacerbated the issues that the policy vision sought to address and has increased demands on and of post-secondary education. Specifically, we argue that the magnitude of the social and economic challenges presented by COVID-19 warrants holistic policy responses that enable the transition to a connected tertiary education system; one designed to deliver choice and flexibility for lifelong learners. A roadmap for this transition exists in the form of &quot;The Best Chance For All.&quot; The vision can be actuated through demand driven funding arrangements across tertiary education that are coherently aligned to optimise the performance of both the higher and vocational education sectors and are underpinned by sustained investment in equity outreach and support.
&quot;A More Personal Way to Learn during Such an Isolating Time&quot;: The Value of Live Lectures in Online Teaching. &quot;A Practice Report&quot;
Author: Harris, Richard
Date: 2021-00-00
Type: Journal Articles
Subjects: Lecture Method,Synchronous Communication,Foreign Countries,Undergraduate Students,Student Attitudes,Psychology,Electronic Learning,Video Technology,Learner Engagement,COVID-19,Pandemics,Barriers,Student Experience

The COVID-19 pandemic has prompted a shift to online teaching, which has dramatically affected all facets of the student experience. In this practice report, we reflect on the synchronous delivery of a popular final-year module &quot;Face Perception&quot; in a United Kingdom (UK) psychology undergraduate degree. In the module, students learned via live lectures hosted on the virtual learning environment and content was consolidated interactively using online polls and small group discussions. We collected students' qualitative feedback on the live lecture delivery (n=28), from which we observed three core themes: &quot;technology-enhanced engagement,&quot; &quot;logistical barriers,&quot; and &quot;togetherness in live lectures.&quot; Taken together, this feedback suggests that whilst there are additional technological and logistical challenges that must be navigated in the delivery of &quot;live&quot; online lectures, they can be useful in instilling a sense of togetherness online. This is particularly important, given the threats to student success and engagement that COVID-19 poses.
Digital Disruption in the COVID-19 Era: The Impact on Learning and Students&apos; Ability to Cope with Study in an Unknown World
Author: James, Trixie
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Student Adjustment,Well Being,Stress Variables,Coping,Fear,Student Attrition,Barriers,Peer Relationship,Family Environment,Student Employment,Resilience (Psychology),Individual Development,Educational Quality

The COVID-19 pandemic will forever be known as a disruptive dilemma that impacted many industries in Australia. For the university sector, sudden lockdown and social distancing rules resulted in an acceleration in the provision of learning and teaching via online platforms, creating new challenges for students and educators. This project explored the ways in which an enabling course supported students through the forced transition from face-to-face classes to online learning due to the COVID-19 restrictions, and the students' ability to adjust to the disruption caused by the pandemic. This unexpected change provided the opportunity to explore how enabling students perceived this experience and the effect it had on their ability to complete their units of study. This paper presents findings on the impact that the abrupt transition to online learning had on the students' educational experience and on their psychological and emotional wellbeing. It was found that most students experienced increased stress due to the changes in household dynamics, responsibilities and a different learning context, yet many reported improved study and technological skills, as well as an improved awareness of their ability to cope with change.
Equalizing and Widening Access to Higher Education during a Pandemic: Lessons Learned from a Multi-University Perspective
Author: Dodd, Emlyn
Date: 2021-00-00
Type: Journal Articles
Subjects: Equal Education,Access to Education,COVID-19,Pandemics,Case Studies,Outreach Programs,Higher Education,Holistic Approach,Program Design,Teaching Methods,Online Courses,Distance Education,Foreign Countries,Elementary School Students,Secondary School Students,Rural Areas,Educational Change,Disproportionate Representation,Low Income Students,College School Cooperation,Disadvantaged,College Preparation

The COVID-19 pandemic caused a rapid and unprecedented shift of widening participation and outreach activities to online and remote delivery. The impact of this went beyond practitioners and the university sector; positive and negative implications are felt by stakeholders and the broader community. This shift online is discussed through the lens of a multi-university perspective, using four case studies from university outreach programs in one Australian state. The article provides a holistic view of the lessons learned and discoveries made, informing future program design and delivery. These programs include primary and secondary students, teachers, parents, guardians and carers, and work within a range of low socioeconomic and regional, rural and remote contexts. We argue that the fundamentally necessary shift online created a profound legacy and bears potential to increase accessibility (via diversity and scale), but, simultaneously, that care must be applied if substituting face-to-face engagement with that online. While this article primarily focuses on issues of value to practitioners, it also discusses important implications for academics, support staff, and university executive regarding the access and participation of underrepresented cohorts during times of mass change.
How Home Contexts of South African University Students Shape Their Experiences of Emergency Remote Teaching and Learning
Author: Pillay, Ansurie
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,College Students,Student Attitudes,Environmental Influences,Internet,Responsibility,Family Environment,Safety,Stress Variables,Barriers

The shift to Emergency Remote Teaching and Learning (ERTL) in response to the COVID-19 pandemic has necessitated online learning at home for South African (and other) students. Using a critical paradigm, qualitative approach and case study design, this study, underpinned by critical theory, used interviews, voice notes and text messages to generate data to explore how South African university students' home contexts shape their experiences of ERTL. Using thematic analysis, the findings indicated that student learning at home was negatively impacted by poor internet connectivity, home responsibilities, cramped living conditions, lack of safety, and financial and psychosocial stresses. The findings exposed the lived realities of students' home contexts, made more difficult through the pandemic. This study adds to the literature on student adaptation to learning in the pandemic within home contexts characterised by resource poverty and challenging psycho-social conditions.
&quot;My Uni Experience Wasn&apos;t Completely Ruined&quot;: The Impacts of COVID-19 on the First-Year Experience
Author: McKay, Loraine
Date: 2021-00-00
Type: Journal Articles
Subjects: College Freshmen,COVID-19,Pandemics,Student Experience,Well Being,Learner Engagement,Foreign Countries,Preservice Teachers,Student Attitudes,Student Behavior

The first year at university is always challenging, but particularly in 2020 when COVID-19 triggered lockdowns and a rapid shift to online learning. This mixed methods study tracked the wellbeing and engagement of 60 new students in an undergraduate teacher education program at an Australian university throughout the first trimester of 2020. Follow-up focus groups with 14 students used interview and photo elicitation to explore how COVID-19 influenced wellbeing and engagement. Quantitative results demonstrate both student wellbeing and student engagement dipped strongly at the start of lockdown but recovered towards the end of the trimester. Focus group findings illustrate the diversity of experience in terms of student access to time and space to study, their ability to sustain relationships online, and the cumulative stress of COVID-19. The findings lead to recommendations for supporting this cohort and for future research.
On-Campus Students Moving Online during COVID-19 University Closures: Barriers and Enablers. &quot;A Practice Report&quot;
Author: Attree, Katherine
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Barriers,College Students,Student Attitudes,Interpersonal Relationship,Teacher Role

This practice report shares the experiences of on-campus students enrolled in their second or third year of undergraduate business studies at Charles Sturt University, Australia as they moved to online study during the COVID19 shutdowns. It details both the barriers and enablers to successful study the students identified. Barriers included loss of support networks, online fatigue, and technology connectivity. Enablers for success included empathic and understanding staff; clear directions; and, engaging, interactive delivery of the online learning activity. The report concludes with recommendations for future practice in assisting on-campus learners with the transition from a physical to a virtual learning environment. In particular, a strong teacher presence is recommended to foster the development of an engaged learning community where student-to-student interactions are facilitated and students feel supported and connected.
Supporting Student Experience during the Pandemic and Beyond
Author: Sanderson, Rebecca
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Experience,COVID-19,Pandemics,Learner Engagement,Undergraduate Students,Foreign Countries,Psychological Patterns,Web Based Instruction

This article reports the findings from a small-scale, qualitative and phenomenological institutional research project, undertaken during the COVID-19 pandemic, on the experiences of undergraduate students from groups who are traditionally under-represented in higher education in the United Kingdom. Documenting the first two phases of a longitudinal study carried out at one university in England, the over-arching research question investigated here using semi-structured interviews was: How has the ongoing COVID-19 pandemic impacted student experiences and learning at university? Key themes identified included worry, a sense of loss, feelings of connection and support, a sense of a new geography of campus life and students' need to feel &quot;in the loop&quot;. Evidence of changes with longer-term implications were also found, namely, an evolution in the relationship between students and their institution. A series of suggestions are presented based on the findings aimed at mitigating some of the ongoing negative effects of the pandemic on students.
Teaching Resilience: Enabling Factors for Effective Responses to COVID-19
Author: Baumber, Alex
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Undergraduate Study,Resilience (Psychology),Foreign Countries,Online Courses,Educational Technology,Technology Uses in Education,Interdisciplinary Approach,Adjustment (to Environment),Program Effectiveness,Student Satisfaction,Feedback (Response),Cooperation,Teacher Leadership,Trust (Psychology),Diversity

The COVID-19 pandemic has disrupted higher education globally. Teaching staff have pivoted to online learning and employed a range of strategies to facilitate student success. Aside from offering a testing ground for innovative teaching strategies, the pandemic has also provided an opportunity to better understand the pre-existing conditions that enable higher education systems to be resilient - that is, to respond and adapt to disturbances in ways that retain the functions and structures essential for student success. This article presents a case study covering two transdisciplinary undergraduate courses at the University of Technology Sydney, Australia. The results highlight the importance of information flows, feedbacks, self-organisation, leadership, openness, trust, equity, diversity, reserves, social learning and nestedness. These results show that resilience frameworks developed by previous scholars are relevant to university teaching systems and offer guidance on which system features require protection and strengthening to enable effective responses to future disturbances.
That Synching Feeling: An Exploration of Student Engagement in an Online Environment
Author: Kelly, Kate
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Educational Environment,COVID-19,Pandemics,Distance Education,Electronic Learning,Asynchronous Communication,Teacher Student Relationship,Foreign Countries,Skill Development,College Students,Student Attitudes

In response to the COVID-19 epidemic, universities were forced to shift to an online, remote delivery system. This paper presents the design and evaluation of two skills-based first-year units that were adapted to a predominantly asynchronous mode of delivery. The evaluation results indicate that student engagement was high, and that students felt well-supported by the strong teacher presence throughout their units. Furthermore, the impact of this engagement and support was evident in their final grades and the overall unit completion figures. These findings indicate that individualized support, teacher presence and flexibility are key factors in student success in an online environment. This suggests that asynchronous learning can be valuable to students from various academic backgrounds providing that the content and teacher are readily accessible in various formats and that the teachers are mindful of the complexities of students' lives outside of an academic setting.
Implementation of CLIL at Technical University Focusing on CLIL Teacher Profile
Author: Štefková, Jaroslava
Date: 2021-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Language of Instruction,Teacher Characteristics,Teaching Methods,English (Second Language),Second Language Learning,Teacher Education,Teacher Attitudes,College Faculty,Teacher Improvement,Foreign Countries

The submitted paper deals with the issue of CLIL implementation at the Technical University in Zvolen, Slovakia, specifically with the CLIL teacher profile and the preparedness of the university teachers to apply CLIL into their teaching practice. The topic was selected due to the ever-increasing importance of English in everyday communication and for professional, academic, and scientific purposes. The nature of the research is qualitative; therefore, the SWOT analysis was used for analysing the current state of teacher preparedness for CLIL implementation. The study was conducted using a sample of 15 university teachers teaching disciplinary subjects via a structured interview. The interviews were subsequently analyzed, considering three aspects of CLIL teacher profile: professional background and expertise, methodological preparedness, and language preparedness. Individual strengths, weaknesses, opportunities, and threats of implementing CLIL were established in the analysis. The results indicated a general lack of language and methodological preparedness of teachers. On the other hand, all interviewed teachers were eager to improve in the specific areas to teach using the CLIL methodology since they all acknowledged the importance of language knowledge. Nevertheless, students' insufficient level of language preparedness could be a threat to implementing the CLIL methodology, which could eventually discourage them from attending lectures and seminars where CLIL elements are applied.
Assessment of Reflective Learning Strategies in Pediatric Surgery Course at Medical University
Author: Levytskyi, Anatolii
Date: 2021-00-00
Type: Journal Articles
Subjects: Advanced Courses,Reflection,Surgery,Pediatrics,Medical Education,Critical Thinking,Metacognition,Feedback (Response),Foreign Countries,Questionnaires,Learning Strategies,Alternative Assessment,Self Efficacy,Student Attitudes,Online Courses,Learning Motivation,Medical Students

The article is aimed at studying medical students' reflective strategies for learning the Pediatric Surgery course at medical university. We used a modified version of the Motivated Strategies for Learning questionnaire (Soemantri et al., 2018) which has four subscales: self-orientation, critical thinking, self-regulation, and feedback seeking. The self-orientation component deals with students' perceptions on their self-efficacy and internal motivation. The participants were fourty-six 5-th year medical students from the Bogomolets National Medical University, Kyiv, Ukraine. The survey was held in May 2021 when the students finished their spring semester in the online mode. We observed the prevalence of high and moderate levels in all the variables, but the indicators of Feedback seeking are lower which can be explained by the specificities of online learning. The authors propose methodological recommendations for educators how to create an environment for reflective learning to develop students' reflective skills and employ alternative assessment strategies in the classroom.
Attributes of Effective Foreign Language Teachers: Insights from Ukraine
Author: Levrints, Marianna
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Language Teachers,Teacher Attitudes,Teacher Effectiveness,Teacher Competencies,Language Proficiency,Knowledge Level,Learner Engagement,Personality Traits,Teacher Student Relationship,Teaching Methods,English (Second Language),Teacher Characteristics

The paper set out to explore pre-and in-service foreign language teachers' perceptions of attributes of effective teachers in Ukraine within a framework developed by the authors of the study to unravel the construct of effective language teaching. Two groups of pre-service (n=105) and in-service (n=127) teachers were recruited using a snowball sampling technique. The independent samples t-test and MANOVA statistical procedures were utilised to analyse and compare data generated from a self-report questionnaire. The findings indicated that the highest value was assigned to the performance category of teacher effectiveness, followed by the prerequisite category, including teacher competence, with the lowest value attached to the output category. A considerable degree of convergence was observed in students' and teachers' views on many attributes of teacher effectiveness. Both groups endorsed such attributes as clear teaching, target language proficiency, knowledge of language pedagogy, active engagement of learners, downplaying the importance of learners' test scores. Nevertheless, a statistically significant difference was detected between the perceptions of the two groups of subjects. The students accentuated teachers' personality and rapport domains, as well as motivating instruction. They also endorsed traditional approaches to language teaching in giving preference to form-focused instruction. Conversely, the teachers associated effective teaching with competence, careful planning and ongoing professional development. Teachers gave precedence to current methodological approaches in favouring meaning-focused instruction. A conclusion was drawn that teachers form more sophisticated cognitions of effective teaching in the process of professional maturation, thus implying the necessity for closer attention to the development of prospective teachers' cognitions in teacher education programmes.
Challenges and Benefits of Experiential Learning: The Case of Overseas Exchange Programs
Author: Yang, Chieh Yun
Date: 2021-00-00
Type: Journal Articles
Subjects: Barriers,Affordances,Experiential Learning,Study Abroad,Foreign Countries,Student Attitudes,Undergraduate Students

This article highlights an increasingly popular form of experiential learning, namely overseas exchange programs. Experiential learning is regarded as a valuable way to link up theoretical knowledge and practical skills in hospitality and tourism education. Although some studies have addressed the importance of experiential learning, the factors influencing students' choice of overseas exchange programs, and the challenges and benefits of students' experiential learning are still unclear, especially on the overseas exchange programs. The purpose of this study is to reveal the whole picture of overseas exchange programs by utilizing experiential learning cycle theory, and further understand students' perception of overseas experiential learning. By employing quantitative and qualitative methods, including questionnaire survey and in-depth interviews with students who have participated in the overseas exchange programs and content analysis of program information, this study analyzes the differences of factors considered by males and females in choosing overseas exchange programs, and displays the four-stage learning process of experiential learning in overseas exchange programs and identifies two themes of challenges (living challenges and learning challenges) and five themes of benefits (cognitive development, behavioural change, multiple skill development, social bonding development, academic competitiveness &amp; employability enhancement) for experiential learning for students majoring in Hospitality and Tourism. The study enriches our understandings of the experiential learning cycle theory and provides insights to educators in the design of future overseas exchange programs.