ethanporcaro/eric-fulltext-meta huggingface dataset:
Those Who Leave and Those Who Stay: Features of Internationally Mobile vs. Domestic Students
Author: Hovdhaugen, Elisabeth
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Mobility,Foreign Students,Socioeconomic Background,Grades (Scholastic),Student Motivation,Student Characteristics,Study Abroad

In this paper, we investigated how internationally mobile students from Norway diverge from students in Norway regarding social background, grades obtained at upper secondary school, and motivation to study. Data from two comparable surveys were used, one relating to students abroad and one relating to domestic students. Results showed that, on average, mobile students were of higher social origin than domestic students, but this did not apply across all fields. In some subject fields, mobile students had higher grades than domestic students, while they were lower in others. Mobile students clearly demonstrated higher motivation than domestic students, even when controlling for subject field and background variables. In sum, we found that mobile students constitute a select group in several ways, most prominently regarding study motivation. This suggests that mobile students potentially represent a positive contribution to the learning environment in more ways than bringing diversity in cultural background.
The Coastal Ocean Environment Summer School in Ghana: Exploring the Research Capacity Building Potential of a Higher Education Informal Science Learning Program
Author: Moskel, Jennifer M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Marine Education,Oceanography,Summer Schools,Outreach Programs,Informal Education,Program Effectiveness,Capacity Building,College Faculty,Undergraduate Students,Graduate Students,Scientists,Scientific Research,Research Skills,Science Careers,Knowledge Level,Professional Development,Intercultural Communication,Foreign Countries

The development of informal science learning programs (ISLPs) is a growing strategy among scientists seeking to engage communities. However, little scholarship exists on higher education ISLPs, limiting best practices for program development. This article explores the perceived impacts for student learners and scientist instructors of an international ISLP focused on marine science, using a mixed-methods approach of questionnaires, interviews, a task-based focus group, and participant observation. Learners perceived an increase in research skills and knowledge, and identified positive impacts associated with networking and forming connections. Learners did not significantly change their attitudes toward marine science or beliefs about careers in science. Instructors felt they helped advance their field and perceived positive impacts from cultural exchange, whereas only a few identified professional development impacts. This study suggests that higher education ISLPs should focus on creating space for different types of connections and increasing how scientists' participation is valued within the profession.
A Case Study on Teacher Educators&apos; Technology Professional Development Based on Student Teachers&apos; Perspectives in Malawi
Author: Gondwe, Foster
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Educators,Faculty Development,Technological Literacy,Teacher Competencies,Interaction,Teacher Student Relationship,Educational Policy,Knowledge Base for Teaching,Student Role,Feedback (Response),Student Teachers,Student Teacher Attitudes,Educational Technology,Technology Uses in Education,Technology Integration

Student teachers' perspectives on how their teacher educators act as exemplars of using technology appropriately (or fail to do so) could create a basis for teacher educators' technology professional development (TPD). However, there is a dearth of research on student teachers' input into teacher educators' TPD, as research is dependent on self-reports of teacher educators' own competencies. This study explored teacher educators' TPD based on perspectives of student teachers. The study involved policy analysis, a survey, and interviews with student teachers in a university-based teacher education programme in Malawi. Findings indicate that student teachers have a stake in what it means to be a professional teacher educator in Malawi. The case study has also shown the contribution of student teachers' perspectives in strengthening teacher educators' TPD. The contribution includes clarifying the image of a technologically competent teacher educator and student teachers' co-learning with teacher educators. The paper discusses scholarly and practical implications of these findings. For instance, it is suggested that teacher educators should make the co-learning process more explicit to the student teachers.
A Case Study in Mitigating COVID-19 Inequities through Free Textbook Implementation in the U.S.
Author: Williams, Katherine
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Equal Education,Higher Education,Educational Finance,Textbooks,Open Educational Resources,Costs,Barriers,College Students,At Risk Students,College Faculty,Teacher Role,Online Courses,School Closing,Social Bias

COVID-19, in addition to disrupting the global education system in general, is widening the economic and racial gaps institutions have spent years trying to address. The economic reality is that students who work to support themselves, their families, and purchase educational materials needed to succeed have been disproportionately harmed. This article discusses how the global COVID-19 pandemic is compounding structural inequities inherent in higher education. This requires faculty to reevaluate their role as agents of change in a world that is fundamentally different than it was a short time ago. The experience of one liberal arts institution in the U.S. who moved all courses to free materials in under six months will be recounted as an example of what is possible during extraordinary circumstances if students are truly prioritized during strategic planning.
Barriers in Times of Digital Teaching and Learning -- A German Case Study: Challenges and Recommendations for Action
Author: Ulzheimer, Lisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Barriers,COVID-19,Pandemics,Electronic Learning,Higher Education,Universities,Inclusion,Access to Education,Foreign Countries,Learning Strategies,Case Studies,Part Time Employment,Caregivers,Child Care,Place of Residence,Social Life,Internet,Undergraduate Students,Access to Computers,Family Work Relationship

The COVID-19 pandemic has raised significant challenges for universities. Digital inclusion &quot;of all learners regardless of their circumstances, learning prerequisites and needs&quot; is a major challenge (Walgenbach, Compes &amp; Lambrich 2019: 9, authors' translation). Starting with accessibility and related concepts such as digital inclusion and digital divide, we intend to create a wider view of barriers in the context of digital teaching and learning. Barriers in online learning environments also arise for people who have previously studied without any barriers (e.g. technical equipment is missing, lack of digital skills). New barriers have been added, and others have been mitigated. For example, the compatibility of family and work has improved in part through asynchronous online formats (Knoblich 2020; Hassel 2020). Digital teaching and learning should enable students to expand their study opportunities and flexibility, not limit them (Traus et al. 2020). This article addresses these and other challenges by quantitatively surveying students and lecturers at the RheinMain University of Applied Sciences about the digital &quot;Corona Semester&quot;. As the results show, a barrier rarely comes alone -- students who face one barrier in the digital semester also face others. The article provides initial strategies for dealing with new barriers. Our findings point to a low-barrier learning design and financial or technical support measures. We conclude by pointing out that the establishment of a culture of openness is important if we are to support every student in the learning process in the best possible way and enable (digital) participation and learning.
Caring in Practice, Caring for Knowledge
Author: Funk, Johanna
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Cultural Influences,Indigenous Knowledge,Caring,Altruism,Higher Education,College Students,Student Attitudes,College Faculty,Foreign Countries,Well Being,Communities of Practice

This paper positions Open Educational Practices (OEP) as adding significant value to pandemic-era online learning. Much of online learning during COVID was characterised as being low quality, and an emphasis on providing care began to override the impact that reformed pedagogy could have in caring for students. Concepts of Indigenous Knowledge Authority, consent, collaboration, situated knowledge in communities of practice can help to frame how caring pedagogy and cognitive compassion can be cultivated. This paper shares the redevelopment and evaluation of a unit of learning called Cultural Capabilities amidst &quot;pandemic pedagogy&quot; rhetoric in which care for knowledge and online learning is discussed. The focus of this study was to refine the concept of care and compassion pedagogy whilst developing a sustainable model for caring for knowledge as higher education professionals. The learning design process and emergent outcomes of the evaluation for learning design are shared. Student feedback showed significant appreciation for the learning design, affective experiences of the deeper learning facilitated by OEP and relational learning. Australian COVID lockdowns allowed for new approaches to open engagement to practical care and compassionate practices for learning and knowledges. This paper argues that successful OEP can be cultivated with cognitive compassion as a focus instead of a panic-induced care narrative for more sustainable caring academic and professional capabilities as we continue to learn online.
Emergency Remote Teaching during COVID19: The Role of Teachers&apos; Online Community of Practice (CoP) in Times of Crisis
Author: Ulla, Mark B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Emergency Programs,Distance Education,COVID-19,Pandemics,Communities of Practice,Faculty Development,Role,English (Second Language),Second Language Instruction,Foreign Countries,Web Based Instruction,College Faculty,Teacher Attitudes

While previous studies in the literature may have used the concept of a community of practice (CoP) to investigate its role for teachers' professional development, this study identifies the role of a teachers' CoP in navigating the challenges in online/ remote teaching faced by six teachers of English as a foreign language (EFL) in a university in Thailand during the COVID19 pandemic. This study employed a purposive-convenience sampling method with an individual online interview to gather qualitative data. Findings revealed that although teacher-participants pointed out the lack of students' interaction, lack of time to do assessment and feedback, and the lack of students' concentration in online teaching, they greatly acknowledged the role of the teachers' CoP in navigating the demands and challenges of online teaching during the pandemic. Some of the ascribed roles of the teachers' CoP in online teaching include; a support group, a source of solutions to online teaching issues, and a learning community. Implications are discussed and suggestions for future studies are offered.
Moving Teaching Online: Cultural Barriers Experienced by University Teachers during COVID-19
Author: Littlejohn, Allison
Date: 2021-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Cultural Differences,Barriers,Teaching Experience,College Faculty,COVID-19,Pandemics,Foreign Countries,Distance Education,Educational Change,Psychological Patterns

This empirical study examines the experiences of academics and professional service staff in a large UK university during first weeks of the transition to online teaching and working from home during the COVID-19 pandemic. The method draws on the work by Gourlay and Oliver (2018) to explore engagement with the digital university in everyday practice. Using data from 412 survey responses and 32 interviews, the study traces varying ways staff characterised themselves during the first months of lockdown in the UK (from March to July, 2020). The findings highlight that university support services underwent a metamorphosis to support the transition to online teaching. However, insufficient attention was paid to the 'identity crisis' and threats perceived by academics who were used to teaching students on campus. Academics tended to focus on transferring traditional teaching practices to the online environment, rather than on changing teaching practice, leaving face-to-face teaching as the default point of reference. These cultural barriers are a persistent obstacle to a more productive engagement with digitalisation. Transitioning to online teaching involves continuing existing work while also learning new practices. Such efforts were challenging for teaching staff who did not have dedicated space at home to work and those with caring responsibilities. This, combined with gendered patterns around caring and the extra support needed by students during the crisis, added emotional labour to already-full workloads. We recommend that intersecting forms of disadvantage be acknowledged, supported and rewarded for universities to create sustainable and just futures.
&apos;Engagement&apos; Discourses and the Student Voice: Connectedness, Questioning and Inclusion in Post-COVID Digital Practices
Author: Gourlay, Lesley
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Higher Education,Foreign Countries,College Students,Student Attitudes,COVID-19,Pandemics,Learner Engagement,Inclusion,Student College Relationship,Distance Education

The COVID-19 crisis has led to a rapid pivot to online teaching and student engagement across higher education internationally, due to public health 'lockdown' measures. In March 2020 in the UK this move was sudden, and universities were forced to move their provision to digital formats with little preparatory time, and in many cases, inadequate training and experience. In the subsequent period, higher education institutions have prioritised the enhancement of digital education, with a range of strategic initiatives and training programmes for teaching staff. This paper, written by a staff-student partnership of authors, reports on two institutionally-supported studies conducted at a large, research-focused university in England, in which student views were sought on their experiences and priorities surrounding online engagement during the COVID-19 crisis. In our discussion of the findings, we argue that the student accounts challenge some of the mainstream assumptions about constructs such as student 'inclusivity', academic 'community' online, and teaching which encourages 'questioning', requiring us to think more deeply about what constitutes a meaningful and rich online educative experience. In the spirit of 'lessons learned' from the COVID-19 pandemic, the paper proposes alternative conceptions of these values, emphasising relationality, communities, difference, and the importance of an ethos of care. We conclude with a discussion of findings, implications for theory, research, policy and practice in a post-pandemic context, proposing that an ethos of care be recognised as central to the development of digital education and the practices and ethics of student engagement.
Professional and Personal Impacts Experienced by Faculty Stemming from the Intersection of the COVID-19 Pandemic and Racial Tensions
Author: Belikov, Olga
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,College Faculty,Psychological Patterns,Emotional Response,Stress Management,Anxiety,Teacher Attitudes,Racial Factors,Teacher Role,School Closing,Educational Technology,Technology Uses in Education,Student Needs,Teacher Responsibility,Social Responsibility,Stress Variables,Foreign Countries,Distance Education,Racial Bias

The disruption that resulted from COVID-19 in 2020 impacted the ways in which higher education faculty lived and worked. Earlier literature describes how faculty members' experiences during the early months of the pandemic included emotional impacts such as stress and anxiety, with little support to manage these impacts. In this paper we report on a thematic analysis of interviews with Canadian faculty members which revealed that the sources of impacts on Canadian faculty were both the COVID-19 pandemic, as well as racial tensions. These impacts revealed themselves in both the personal and professional lives of participants. With regard to their professional role, participants reported that the additional time and care that they put towards learning new technologies, implementation of new teaching practices, support of students, and efforts to sustain their perceived obligations as a scholar carried an emotional burden. With respect to their personal lives, participants noted that emotional impacts emanated from increased caring responsibilities for family and friends, reduced in-person connections, and news reports and social media. We conclude by presenting support recommendations for individual faculty members, teaching and learning centres, and university administrators.
Professional Development for Sustaining the &apos;Pivot&apos;: The Impact of the Learning Design and Course Creation Workshop on Six Belarusian HEIs
Author: Olney, Tom
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Higher Education,Teaching Methods,COVID-19,Pandemics,Models,Distance Education,Online Courses,Instructional Design,Open Universities,Educational Change,Teacher Workshops,Lifelong Learning,Foreign Countries,Instructional Effectiveness,Guidelines,Longitudinal Studies,Blended Learning,College Faculty,Program Descriptions,Teacher Attitudes,Reflection,Experiential Learning

Throughout 2020, and into 2021, national governments were forced at different times to impose 'lockdown' on traditional approaches to education to cope with the impact of COVID-19. Higher education institutions (HEI) with face-to-face models scrambled to 'pivot' to distance and online learning. Whilst originally conceived as a temporary measure, the longevity of the virus has raised significant questions about the sustainability of these approaches and revealed a need for teacher professional development (TPD) activity to support teachers in designing learning based on robust distance and online education frameworks. One example of such teacher professional development is the Learning Design and Course Creation (LDCC) Workshop from The Open University UK. Prior to the pandemic, in September 2018, this workshop was attended by staff from six Belarusian HEIs involved in a project titled Enhancement of Lifelong Learning in Belarus (BELL). The 18-month longitudinal study presented here used the Academic Professional Development Effectiveness Framework as a structure to evaluate the impact of this activity on the participants' practice, and the five courses they were tasked with creating. The findings suggest that on the whole the team-based, reflective and experiential TPD pedagogy employed by the LDCC Workshop was effective in preparing the BELL Project participants for designing and creating their online and blended learning courses and this approach should be utilised effectively to support other HEIs that plan to enhance their distance capacity, either due to COVID-19, or for other reasons.
Supporting Access to Justice through Volunteer Training: An Evaluation of an Open Educational Resource
Author: McFaul, Hugh
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Volunteers,Open Educational Resources,Training,Legal Aid,Program Effectiveness,Justice,Open Universities,Family Violence,Crime,Student Attitudes,Online Courses

Declining levels of state provision of free legal advice and representation have led to increased demand for support from legal charities. This study evaluates a co-designed Open Educational Resource providing education and training for support workers volunteering for the UK legal charity Support Through Court. Addressing issues of domestic abuse and related civil law procedures, the resource was primarily designed to meet the training needs of Support Through Court volunteers, but was also aimed to be of use to those dealing with similar issues in related organisations, as well as interested members of the public. This study demonstrates the public engagement potential of co-designed education resources as a form of collaborative enquiry, providing a means for co-created knowledge beneficial to both the university and civil society. An analysis of interviews with key stakeholders has shown different impacts at micro, meso and macro levels. It concludes by offering new avenues for further research into pathways for universities to support access to justice.
Teacher Education in the Emergency: A MOOC-Inspired Teacher Professional Development Strategy Grounded in Critical Digital Pedagogy and Pedagogy of Care
Author: Rodés, Virginia
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Faculty Development,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Large Group Instruction,Foreign Countries,Higher Education,College Faculty,Program Effectiveness,Reflective Teaching,Curriculum Development,Evaluation Methods,Educational Change,Teacher Attitudes

The COVID-19 pandemic started off a process that would drastically change the ways to teach and learn, deepening and accelerating the relationship between technologies and educational processes, reshaping the Higher Education scenario. The emergency challenged Universidad de la República, the main public university in Uruguay, which in turn designed and implemented Emergency Remote Teaching, that allowed the continuity of Higher Education, minimizing academic impacts. Within this frame of action, the Virtual Learning Environments Program elaborated a Contingency Plan for teaching and learning, with an approach that considered Pedagogy of Care and Critical Digital Pedagogy. One of the actions implemented was the Teacher Professional Development Course &quot;Teaching Online in Emergency Conditions&quot;. This experience constitutes a Massive Online Open Course (MOOC)-inspired course in Udelar. The article describes this innovative experience in Teacher Professional Development, presents the theoretical basis and methodological approach, the process and main decisions concerning the course design. Also, it describes the achievements of the experience, with the objective of identifying potential benefits of Teacher Professional Development initiatives based on MOOCs in the frame of emergency conditions. It analyzes teachers' contributions and interactions during the course to assess appropriation of educational principles, methodologies and tools applied to online course redesign in the light of Critical Digital Pedagogy and Pedagogy of Care. The initiative ended up being an enriching alternative to approaching Teacher Professional Development, emphasizing its relevance in the context of rapid response to the transition to Emergency Remote Teaching. This experience adds up empirical data, to a necessary accumulation that would in time, allow more generalizable appreciations.