ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting High Quality Teaching in Online Programs
Author: Santelli, Beverly
Date: 2020-01-00
Type: Journal Articles
Subjects: Online Courses,Teaching Methods,Instructional Design,Educational Quality,Teacher Attitudes,Student Attitudes,Management Systems,College Faculty,Video Technology,Undergraduate Students,Graduate Students,Assignments,Scoring Rubrics,Learning Processes

The increasing popularity of standardized online course design mandates that administrators and course designers understand faculty and student perceptions of the value of specific course components in the online learning management system (LMS). The results of a survey sent to online faculty and students revealed that both groups value the inclusion of videos in course design; however, the perceived value varied as a function of faculty status (full time or adjunct) and student level (undergraduate, master's or doctoral). While students value instructional videos, they believe that rubrics and sample assignments have the greatest potential impact on their learning. The discussion explores the practical implications of meeting both groups' needs in large online programs utilizing standardized course design.
Validation of an Indicator Model (INCODIES) for Assessing Student Digital Competence in Basic Education
Author: García-Valcárcel Muñoz-Repiso, Ana
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Basic Skills,Student Evaluation,Educational Indicators,Technological Literacy,Content Validity,Competence

Digital competence is a basic skill for citizens and should be systematically assessed, taking into account characteristics such as knowledge, skills and attitudes. However, measuring and identifying the digital competence of students is still a major challenge. To this end, the indicator model (INCODIES) has been developed and validated following the structure of the DIGCOMP model, which can be used to create assessment tests that measure student digital competence when they have completed their compulsory education. This article presents the results of a process of content validation carried out by 77 experts, in both the school and the university context. The analysis of the experts' assessments and the level of agreement among those rating them were carried out following an original method which consists of determining a quantitative index for the validity of content called the Content Validity Ratio (CVR). The results obtained allowed us to confirm that the competences included in the reference framework DIGCOMP are correctly represented in the items formulated for the INCODIES model, which obtained high content validity. The model can serve as a structure and basis for the designing of specific evaluation tests on this topic.
Attrition in Online and Face-to-Face Calculus and Precalculus Courses: A Comparative Analysis
Author: Ferguson, Sarah
Date: 2020-01-00
Type: Journal Articles
Subjects: Academic Persistence,Student Attrition,Online Courses,College Mathematics,Calculus,Educational Technology,Technology Uses in Education,Two Year College Students,Grades (Scholastic)

A multitude of online courses are available that provide opportunities for students to meet their higher education needs, goals, and desires in a nontraditional school setting. But, from a content specific perspective, how are students performing in online courses compared to their face-to-face counterparts? This study seeks to examine the attrition rates of online calculus and precalculus students relative to their face-to-face peers in an effort to expand the study of online mathematics pedagogy while providing course-specific data. Several studies have been conducted to explore attrition rates in relation to student demographics, STEM fields, and online course structure, but these studies do not take into consideration an acute content perspective. Focusing on calculus and precalculus while controlling compounding variables, this study seeks to answer the question: How do attrition rates in an online precalculus and an online calculus course compare to the attrition rates in a face-to-face precalculus and face-to-face calculus course?
Student Voice and Participation in Intercultural Education
Author: Caetano, Ana Paula
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,High School Students,Adolescents,Consciousness Raising,Interpersonal Relationship,Student Projects,Cultural Pluralism,Children,Participative Decision Making,Cultural Awareness,Participatory Research,Intercultural Communication,Foreign Countries,Immigrants,Multicultural Education,Student Participation

This paper presents a multi-case study in the field of intercultural education and it refers to a project named &quot;Voice of children and young people in the development of intercultural education.&quot; The cases are critical action-research projects developed with three groups of middle and high school students. They participated in dialogic processes and shared leadership with their teachers. They co-designed projects, debated and became aware of critical issues related to cultural diversity in their educational communities. The purpose of the research is to analyze participatory processes and associated changes in relation to intercultural education and students' voice frameworks. Personal changes of the students, such as self-awareness and attention to others and to relationships, and group changes such as cohesion, were underlined, as well as changes extended to other actors--teachers, other students, staff, tutors, and other members of the community--creating collaborative relationships, solidarity, and mutual recognition. There were visible changes during the most active period in which projects were held, but sometimes impacts still endured and deepened afterwards. This stresses the relevance of youngsters' participatory projects engaged in intercultural processes and change.
Inquiry-Based Learning: Student Teachers&apos; Challenges and Perceptions
Author: Gholam, Alain
Date: 2019-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Student Teacher Attitudes,Secondary Education,Teacher Education,Teaching Methods,Foreign Countries,Learner Engagement,Barriers,Transfer of Training,Individualized Instruction,Student Centered Learning,Student Motivation,Student Teachers

Inquiry-based learning (IBL) is a student-centered approach driven by students' questions and their innate curiosity. IBL was introduced and effectively implemented in the general secondary teaching methods course at the American University in Dubai. The study made use of a mixed methods approach. It was guided by two research questions: 1). What factors hinder the implementation of IBL in the student teachers' classrooms? 2). Why do student teachers favor the use of IBL in their classroom? Eight student teachers enrolled in the general secondary teaching methodology course at the American University in Dubai (Fall 2017) participated in the study. First, they completed a survey to gain insight into the challenges and difficulties student teachers face in the implementation of IBL in their classroom. In order to build on the results from the quantitative phase, the student teachers were next involved in a qualitative data collection phase, where they had to answer the question: What makes you want to implement IBL in your own classroom? Results revealed that student teachers considered 'school system' as a factor that hinders the implementation of IBL in their classroom. In addition, data collected from the open-ended question were categorized into two main themes: IBL creates a culture of deep and transferable learning and strengthens student engagement and IBL allows for differentiation and empowers student voice and choice. To make the most of this innovative student-centered approach, IBL needs to be highly valued at all academic levels starting from early stages and across all disciplines. It is essential that IBL becomes embedded in daily school curricula to ensure an interactive learning journey that calls out for student questioning, deep learning, and engaged, motivated learners.
Comparing Adult Learners&apos; Expectations of Ideal Course Environments Focused on Task Orientation, Teacher Support, and Student Influence
Author: King-Spezzo, Amanda J.
Date: 2020-01-00
Type: Journal Articles
Subjects: Adult Students,Expectation,Synchronous Communication,Online Courses,Classroom Environment,Class Activities,Student Centered Learning,Sense of Community,Gender Differences,Racial Differences,College Students,Academic Persistence,Social Environment,Teacher Student Relationship

Exploring adult learners' expectations of ideal course environments is essential since the social climate of courses influences students' learning outcomes and persistence. This study investigated adult learners' expectations of ideal course environments focused on task orientation, teacher support, and student influence using two versions of the ACES scale. In total, 170 participants completed both the face-to-face and online versions of the survey. The results showed no significant differences between adult learners' expectations of ideal course environments in relation to task orientation, teacher support, or student influence. Gender and race/ethnicity were found influencing their expectations of ideal online course environments in relation to task orientation and/or teacher support.
Understanding Student Engagement among Online Clinical Students during Academic Residency Experience
Author: Frye, Brenda
Date: 2020-01-00
Type: Journal Articles
Subjects: Online Courses,Clinical Experience,Teaching Methods,Learning Experience,Active Learning,Communities of Practice,Socialization,Self Determination,Critical Incidents Method,Student Attitudes,Graduate Students,Masters Programs,Role Playing,Group Discussion,Course Descriptions

Engaged learning communities are deemed to be important when scholars consider whether students are retaining the information being delivered in classrooms. The increase in online formats makes it even more challenging to ensure that students feel engaged and that classes are being taught in ways that meet learning outcomes and align with how students learn best. The present study shares findings using survey data collected during residency from online students on what helps them feel engaged in their own learning. The preliminary results suggest that the students' sense of engagement occurs during active learning exercises when they feel valued in the classroom, the content of the class is challenging, and there is time to connect with peers.
The Demise of Creativity in Tomorrow&apos;s Teachers
Author: Bloom, Elizabeth
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Change,Creativity,Teacher Educators,Preservice Teachers,Preservice Teacher Education,Thinking Skills,Creative Thinking,Risk,Problem Solving,Experienced Teachers,Beginning Teachers,Teacher Attitudes,Teacher Characteristics,Lesson Plans,Planning,Educational Policy,Educational Legislation,Federal Legislation,Elementary Secondary Education,Common Core State Standards

In the last several years a good deal of public discourse was devoted to describing the effects that more than two decades of education reforms, the last iteration of which was known as the Every Student Succeeds Act (ESSA), has had on teaching and learning. It is widely argued that coupling teacher evaluations with students' test scores, enforced standardization, and over-reliance on testing for measuring achievement results in a deadened curriculum hyper-focused on math and ELA achievement, divorced from lived experience, the arts, sciences, and history (Ravitch, 2013). The specific focus of this study was to examine the consequences of schooling under the reform mandates of the last two decades on the next generation of teachers. The authors investigated anecdotal evidence shared by teacher educators regarding teacher candidates' diminished ability to think and plan creatively, engage in intellectual risk-taking, independently solve problems, and foster creativity in their own students. The research was conducted using qualitative data collection strategies including interviews with veteran (those who began teaching prior to 2000 and the implementation of No Child Left Behind), early career (those who began teaching between 2010-2013, prior to the implementation of Race to the Top), and pre-service teachers (2013 to present) as well as observations and document analysis. This study explores the perceptions of educators on their dispositions in regard to creativity in lesson planning with focus on now early career teachers in the field that underwent training from 2013 to present.
Technology-Based Peer Review Learning Activities among Graduate Students: An Examination of Two Tools
Author: Sharp, Laurie A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Peer Evaluation,Graduate Students,Instructional Design,Learning Activities,Student Attitudes,College Faculty,Teacher Attitudes

Peer review learning activities have been deemed an effective way to improve writing quality among graduate students. However, there was a paucity of extant literature that examined technology-based peer review learning activities. To address this gap, the present study investigated how technology tool usage affected the instructional design of peer review learning activities. A qualitative action research design was used to examine the use of two different technology tools. Data were analyzed with content analysis techniques and three themes were identified. Following a discussion of the findings, the implications for instructors who are interested in using technology-based peer review learning activities are delineated.
Designing Pedagogical Practices for Teaching in Educational Spaces Culturally and Linguistically Diverse
Author: Eliyahu-Levi, Dolly
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Design,Teaching Methods,Cultural Differences,Cultural Awareness,Cultural Pluralism,Immigration,Equal Education,Inclusion,Intercultural Communication,Student Attitudes,Comparative Analysis,Cultural Context,Professional Identity,Controversial Issues (Course Content),Foreign Countries,Preservice Teachers,Preservice Teacher Education,Social Action,Extracurricular Activities,Teacher Student Relationship,Empathy,Ethnic Groups,Neighborhoods,Race,Religion,Metacognition,Outcomes of Education

Israel is a multi-cultural migration country and its education system face the challenges of equality and inclusion. This is comparative qualitative research based on a model that evaluates the development of intercultural competence. The purpose of the study is to examine the perceptions and attitudes of inter-cultural competence development in two groups of students, in which only one of them was involved in extra-curricular learning. The findings show differences between the two groups. Group A, had gained new knowledge in broader cultural contexts and had a deeper insight on creating a pluralistic professional identity, cultural-emotional commitment and strengthens the relationship between teaching and culture than the Group B. Moreover, the students in group A were more practical and dynamic and created a link between the content of the lesson and the children's origin culture. They allow discussion of controversial issues and encourage the children to share personal stories.
The Smartphone as a Pedagogic Tool. Student Profiles as Related to Its Use and Knowledge
Author: Salcines-Talledo, Irina
Date: 2020-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Teaching Methods,Knowledge Level,Student Characteristics,Student Interests,College Students,Foreign Countries

The Smartphone has become the device that offers the greatest number of possibilities to Mobile Learning dynamics, and university students are increasingly optimizing its potential. This research offers a classification of student profiles according to their knowledge and use of Smartphones, and analyzes their relationship between their interest towards training, the perceived academic benefits and the time spent using the device as a pedagogic resource. For this, through a quantitative methodology, a cluster analysis was conducted, which allowed for the defining of student profiles, and through non-parametric tests, the significance was analyzed with respect to their interest in training, the academic benefits perceived, and the time spent using the Smartphone. The results showed the existence of three profiles, namely: High degree of knowledge and academic use of the Smartphone; Average degree of knowledge and use of the Smartphone; and Low degree of knowledge and use of the Smartphone. Also, differences between the profiles were found in the time spent using it, the benefits perceived and the interest for being trained on the academic use of the Smartphone. The students with the Low profile were the ones that detected the least number of positive aspects and had the least interest in training towards this aim.
Students&apos; Perspectives on the Impact of Blackboard Collaborate on Open University Australia (OUA) Online Learning
Author: Chen, Julian ChengChiang
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Educational Technology,Technology Uses in Education,Open Universities,Online Courses,Computer Mediated Communication,Interpersonal Communication,Feedback (Response),Distance Education,Integrated Learning Systems

Blackboard Collaborate (BC), a synchronous, multimodal platform, has been incorporated into Open University Australia (OUA) students' online learning experiences. This study sought to investigate the perspectives of 134 interdisciplinary OUA students via an online survey and follow-up interviews. Findings revealed students' positive perceptions about BC as an engaging, real-time medium for feedback exchange, knowledge sharing, and virtual community building. Despite appreciating lecturers' telepresence, some students preferred not to show faces or use voice chat and queried the expediency of the BC technology and the timing of lecturer feedback, however. This investigation highlighted the pedagogical implications of synchronous teaching in distance education.
Using Touch Technology to Foster Storytelling in the Preschool Classroom
Author: Decat, Eloah
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Story Telling,Preschool Education,Teaching Methods,Literacy Education,Communities of Practice,Preschool Children,Learning Modalities,Interactive Video

This practitioner research explores ways children engage in literacy learning through storytelling with the use of touch technology in a VPK (Voluntary Pre-Kindergarten) classroom. With access to diverse touch technology devices but no experience using these technologies, a VPK teacher explored strategies to use the resources to enhance literacy learning in the classroom with the support of a professional learning community (PLC). The PLC consisted of a master's student, university faculty, school director, and a technology liaison. The implementation of this study took place over three weeks, and every week children created a different story. Collected data include photographs, student voice recordings, anecdotal notes, and a reflective journal. The three weeks of implementation data showed how touch technology provided a new modality of learning representation for young children in my classroom. The findings suggest that multiliteracies complemented traditional literacy, storytelling enhanced children's communication, and touch technology functionality went beyond literacy skills.
Student-Inspired Optimal Design of Online Learning for Generation Z
Author: Yu, Eunjyu
Date: 2020-01-00
Type: Journal Articles
Subjects: Electronic Learning,Age Groups,Online Courses,Blended Learning,Communication Skills,Delivery Systems,Preferences,Flexible Scheduling,Access to Education,Computer Oriented Programs,Metacognition,Thinking Skills,Generational Differences,Cognitive Style,Gender Differences,Integrated Learning Systems,College Students

This article identifies factors that help Generation Z students succeed in a fully online learning environment for communication skills. Out of a diverse number of learner characteristics, the learners' home institutions significantly impacted their preference for instructional delivery modality. The participants described a flexible schedule and instant access as the best features of a fully online course, but they demanded more real-time interactions with teachers and peers, multimedia resources, and a variety of apps. Last, the participants indicated that metacognitive and thinking skills are key to succeeding in a fully online course. Detailed suggestions are made at the end to optimize fully online courses for Generation Z students.
Using ESSA to Leverage Arts Education Policy
Author: Tuttle, Lynn
Date: 2020-01-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Art Education,Educational Policy,Educational Finance,Financial Support,Accountability,State Action,School Districts

In its four years of life, the Every Student Succeeds Act (ESSA) has blazed new pathways for policy and funding in K-12 arts education. Many states acted early to take advantage of these federal opportunities to expand students' access to the arts. Through its definitional language, suggested actions, and funding mechanisms, ESSA provides states five levers that are presented in this report: (1) The definition of a well-rounded education; (2) Title IV-A; (3) Title I; (4) Accountability; and (5) Protection from &quot;pullouts.&quot; This report discusses how states and districts responded, along with implications for state boards.
Maximizing Online Instructional Pedagogy in Teacher Education Courses for Career Changers
Author: Dieterich, Cynthia
Date: 2020-01-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Teacher Education Programs,Preservice Teacher Education,Career Change,Adult Learning,Student Needs,College Faculty,Teacher Behavior,Student Attitudes,Teacher Student Relationship,Interpersonal Communication,Feedback (Response),Integrated Learning Systems

In the past 20 years there has been a dramatic increase in adults desiring to change careers, and a great number of these adults are transitioning to careers in teaching. To meet the needs of these adult learners, there is an increasing desire and need for online learning, particularly for the adult learner who continues to work full time while pursuing a teaching license. Recognizing that institutions of higher education--particularly private institutions--do not have limitless fiscal and human resources, there is a need to appropriately invest in instructor resources in order to provide the most effective and efficient learning environment for career changers. This current study surveyed career changers in a College of Education at a Midwestern institution on the behaviors of course instructors they value most and value least in the online learning atmosphere. The career changers noted that they highly value effective communication, feedback, and a positive disposition from online course instructors. Recognizing that career changers valued these three behaviors the most, universities need to inform faculty about the importance of ongoing communication, providing meaningful feedback, and designing explicit strategies to provide encouragement within the online learning management system. Career changers have many options for online teacher preparation programs; therefore, universities need to distinguish themselves by offering high quality, pedagogically-sound programs that are also responsive to the career changers' desires and needs.