ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Streamed Lecture Recordings: Patterns of Use, Student Experience and Effects on Learning Outcomes
Author: Engstrand, Susan M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Video Technology,Computer Uses in Education,Lecture Method,Student Experience,Outcomes of Education,Use Studies,Retention (Psychology),Comparative Analysis,Blended Learning,College Students,Student Surveys

We describe a study conducted during 2008-2009 that investigated three issues relating to the use of streamed video recordings of classes by students at the University of the Highlands and Islands. We investigated (i) the pattern of use of the resource, (ii) the student experience and (iii) the impact of watching the streamed classes on learning outcomes measured by retention of factual content. We found that most (61%) of the recordings were being used by students, with a peak in usage mid-semester. Students were mainly using recordings to replace class attendance on occasions when they could not be present, though routine use of the resource by fully online students was also common. Significant technical issues reduced the quality of the experience, although the experience was still reported as positive by most (65%) of students who had used the resource. All students who had not used the recordings reported that they would be interested in such a resource. We could find no difference in retention of factual content between our sample of students who attended classes compared with those who viewed a recording, however our sample was small. We suggest that this technology should be fully adopted, and recommend elements of development that should be addressed to maximise the full benefits to learning.
Engaging Remote Computing Students
Author: Summers, Derek
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learner Engagement,Educational Technology,Technology Uses in Education,Distance Education,Rural Areas,Access to Education,Higher Education,Integrated Learning Systems,Computer Software

The use of a range of technologies is a feature of pedagogies used across higher education provision in the UK. The University of the Highlands and Islands (UHI) provides higher education in the most rural and remote region of the UK, so the use of technologies is at the forefront of approaches to learning and teaching. This reflective article considers how the UHI computing team uses technology to ensure all students have equal access to courses and teaching.
Professional Development as a Cornerstone of a New University: The Contribution of the MA in Professional Development to the UHI Story
Author: Murray, Ann
Date: 2011-00-00
Type: Journal Articles
Subjects: Masters Programs,Professional Development,Foreign Countries,Postsecondary Education as a Field of Study,Teacher Education,Universities,College Faculty,Adult Education

This paper gives a brief outline of the development of the first Masters programme at the University of the Highlands and Islands, the Masters in Professional Development (MAPD) and the new addition to the portfolio, the Postgraduate Certificate in Teaching in Higher Education (PGCert THE). It briefly examines the evolution of the MAPD award since its inception in 1999 and the political backdrop that, to some degree, facilitated it and the ideology underpinning it. It then looks at the requirement of lecturers to engage in continued professional development (CPD) and suggests conditions that may facilitate this.
Assessment, Marking and Feedback: Understanding the Lecturers' Perspective
Author: Norton, Lin
Date: 2012-00-00
Type: Journal Articles
Subjects: Feedback (Response),Teacher Attitudes,Student Evaluation,Grading,College Faculty,Teacher Surveys,Evaluation Problems,Intellectual Disciplines,Correlation,Evaluation Methods,Evaluation Research,Educational Practices,Questionnaires,Media Selection,Foreign Countries

This study is part of a larger research project originally funded by the Write Now CETL looking at assessment, marking and feedback from the lecturers' perspective. Earlier findings have suggested that with new lecturers at least, there are some discipline differences in how able they feel they can put into practice what they have learned about assessment pedagogy on their PGCert courses. To further explore these differences with experienced lecturers, we have designed a more general tool called the Assessment, Marking and Feedback Inventory (AMFI). This was completed by 45 lecturers from a single UK university. Findings suggest that lecturers feel that one of the barriers to good assessment and feedback practice is time and workload. There were also some indications of discipline differences, with lecturers from &quot;hard&quot; applied disciplines feeling this more strongly than those from the &quot;soft&quot; disciplines. In a second stage of the development of the AMFI, the feedback section was refined and used in a survey of 53 academics in hospitality, leisure, sport and tourism. Findings showed broadly similar patterns with the original data, although the items related to how best to give feedback (face to face, in groups) provoked the highest rate of uncertain responses, suggesting further refinement is needed.
Using Feedback to Promote Learning: Student and Tutor Perspectives
Author: Lilly, Jaki
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Improvement,Student Attitudes,Teacher Attitudes,Student Experience,Educational Practices,Focus Groups,Formative Evaluation,Summative Evaluation,Learning Processes,Expectation,Teaching Methods,College Students,Foreign Countries

This paper summarises a study of students' and staff perceptions and experiences of assessment feedback practice across a post-1992 university. Phases 1 and 2 of the project gathered students' and academic colleagues' views on assessment feedback practice. Focus groups were then carried out with students and one discussion was video recorded for subsequent use in workshops with faculty colleagues. Students' and staff's thoughts on issues militating against good assessment feedback practice were gathered, commented on, analysed, and reported back to the faculties. The student focus groups provided interesting insights as to how students perceive and receive feedback which were classified as being related to content, clarity and style. It was established that, with very few exceptions, issues and good practice in assessment feedback can be generalised across disciplines and, in the main, staff and students share their perceptions of what constitutes good assessment feedback.
Variations in Primary Teachers' Responses and Development during Three Major Science In-Service Programmes
Author: Jarvis, Tina
Date: 2011-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Inservice Teacher Education,Faculty Development,Science Education,Skill Development,Program Evaluation,Questionnaires,Teacher Attitudes,Self Esteem,Teacher Effectiveness,Science Instruction,Interviews,Observation,Knowledge Level,Teaching Skills,Feedback (Response),Foreign Countries,Qualitative Research,Factor Analysis,Pretests Posttests

This paper reports on how different types of teachers responded to in-service aimed at developing investigative-based science education (IBSE) in primary schools, and the extent to which they applied their new skills in the classroom. Common items from evaluation questionnaires allowed data to be combined from three major in-service programmes. Using complete data sets from 120 teachers, cluster analysis enabled three teacher types to be identified: a small group of &quot;science unsures,&quot; with low attitude scores and little confidence, who showed no response to the innovation; &quot;holistic improvers,&quot; who showed the largest improvement in science teaching confidence; and &quot;high level, positive progressives,&quot; who were very positive to science teaching throughout and showed gains in confidence in teaching physics and chemistry, as well as in demonstrating the relevance of science to their pupils. Taking account of these teacher types alongside interviews and observations, nine developmental stages in how teachers apply their new expertise in the classroom and the whole school are suggested. Major factors influencing application in the classroom are the teachers' initial science knowledge and pedagogical expertise, and motivating feedback to teachers when pupils responded positively to the innovation. Assessing teachers' initial level of subject knowledge and science pedagogical expertise to inform the approach and amount of in-service provision is important. Subsequent mentoring as well as support from the school principal when teachers first try IBSE with pupils promotes successful implementation in the classroom.
Feedforward: The Responses of Accounting Students
Author: Parry, Simon
Date: 2010-00-00
Type: Journal Articles
Subjects: Graduate Students,Masters Programs,Accounting,Feedback (Response),Student Attitudes,Learning Modules,Performance Based Assessment,Money Management,Decision Making,Assignments,Comparative Analysis,Questionnaires,Likert Scales,Focus Groups,Responses,Student Satisfaction,Minicourses,Teaching Methods,Foreign Countries,Problem Solving,Hypothesis Testing,Mixed Methods Research

Although the theoretical benefits of feedback are generally well established, in practice those benefits can be less than clear. This is particularly the case on shorter courses, where students have limited scope to integrate feedback into future assessment performance. If we accept that one of the key purposes of feedback is to encourage students to reflect on--and subsequently change--their performance, there is a strong argument for feedforward in such cases. This paper analyses the performance of 137 students on an MBA module in financial decision-making. An assignment was delivered to two groups, one of which was involved in a structured feedforward exercise. At the end of the module all students completed an evaluative questionnaire. In addition, a focus group was held with a group of students who had been involved with the feedforward exercise. The study found that increased support and guidance through the feedforward process had no significant impact on student performance, but that student satisfaction increased. The question of performance was found to be intertwined with complex issues of strategic approaches to learning, satisficing behaviour, &quot;spoon-feeding&quot; reactions and workload management. The study points to a need for more qualitative research into students' strategies for assessment.
&quot;Just Tell Us What We Need to Know&quot;: Examining Conceptions of Learning and Teaching
Author: Copping, Adrian
Date: 2007-00-00
Type: Journal Articles
Subjects: Student Experience,English Curriculum,Preservice Teacher Education,Preservice Teachers,Student Teaching,Teaching Styles,Delivery Systems,Intermode Differences,Teaching Methods,Student Centered Learning,Elementary School Curriculum,Direct Instruction,Foreign Countries

This study explores students' experiences of learning and teaching on the QTS primary four year degree. The participants were in their second year and had just begun their English curriculum module. The study aims to explore responses to two different teaching styles--one leaning towards a transmissional mode of delivery and the other more facilitated learning. The study aims to explore the themes of deep and surface approaches to learning as well as the participants' conceptions of the lecturer's role and explores which mode of delivery is more likely to foster a deep approach to learning. Underpinning this study is my journey from primary school teacher to teacher educator and from teacher-focused to student-centred learning.
Formative Feedback in a Business School: Understanding the Student Perspective
Author: Poppitt, Nicola J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Feedback (Response),Business Schools,Student Attitudes,Student Experience,Qualitative Research,Semi Structured Interviews,Teacher Attitudes,Focus Groups,Educational Quality,Educational Opportunities,Relevance (Education),Foreign Countries,Undergraduate Students

Inspired by a desire to improve the student experience, this paper reviews primary research carried out into the use of formative feedback within a Business School at a &quot;new&quot; university in the UK. The research adopted a qualitative approach with key objectives to gain staff and student perspectives on the role and practice of feedback within the School. The initial findings have identified several issues: a need for greater consistency in the quality of the feedback; further opportunities to get feedback; and a need to understand the role accorded to feedback by the students, who see its value in terms of personal development and enhancing overall performance on assessed work. The research has been informed by, and, builds upon, existing literature in this area, for example: Pitts, 2005; Crisp, 2007; O'Brien and Sparshatt, 2007; Mutch, 2003. The findings are providing an impetus to develop current practice which is both effective and realistic and can be embedded in the School to enhance the student experience.
Implementation of a Flexible Online Delivery Model to Replace a Traditional Face-to-Face Delivery of a PGCE ICT Module
Author: Watts, Martin
Date: 2007-00-00
Type: Journal Articles
Subjects: Planning,Teaching Methods,Information Technology,Online Courses,Technology Uses in Education,Educational Technology,Learning Modules,Program Evaluation,College Students,College Instruction,Foreign Countries

This paper describes aspects of the planning and delivery of a 10 credit module to learners participating in a full-time, Secondary Informational Communication Technology (ICT) PGCE course and the decision to replace an existing face-to-face delivery with a flexible, online delivery. The paper focuses upon four associated aspects of the module, including the conceptual framework for delivering the module, the online model implemented, the online tasks and the module evaluation.
Feedback to Feed Forward: Student Response to Tutors' Written Comments on Assignments
Author: Murtagh, Lisa
Date: 2009-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Reaction,Student Evaluation,Action Research,Formative Evaluation,Student Attitudes,Intervention,Evaluation Utilization,Use Studies,Questionnaires,Academic Achievement,Student Improvement,Likert Scales,Educational Practices,College Students,Foreign Countries

Much time is invested by markers in providing feedback to students that is personalised, aimed at providing them with information to feed forward into their next piece of work. Given the investment of time by tutors in the feedback process, we were necessarily concerned with how it is used by students and keen to explore and develop practice. This paper therefore draws on an action research project to explore students' perceptions of assessment feedback and the impact of an intervention to enhance its use. This paper presents an initial review of this work, highlighting the way that it has developed feedback processes and students' engagement in self-regulated learning.
An Evaluation of the First Year Experience from the Mature Students' Perspective: A Multi-Institutional Comparison
Author: Chapman, Amanda
Date: 2007-00-00
Type: Journal Articles
Subjects: Student Experience,Student Attitudes,Comparative Analysis,Health Education,Business Administration Education,Focus Groups,Student Educational Objectives,Student Motivation,Transitional Programs,School Orientation,College Freshmen,College Programs,Student Evaluation,Student Needs,Foreign Countries

This study investigates the experiences of mature students across three higher education institutions in the UK. The issues arising are of relevance to academics who are involved in widening participation and in evaluating support in their own programmes for the diversity of students. The sample includes mature students from programmes in Health, where mature students form a majority, and in Business, where mature students formed a minority. Focus groups were used to gain access to student perspectives on expectations, motivations, sacrifices, transitions, induction, programmes and assessment. The findings include misleading information that did not acknowledge the particular concerns and needs of mature students, induction processes that were not experienced as inclusive by mature students, and varying experiences of support but overall the institutional context was significant.
Self and Peer Assessment in Action
Author: Logan, Elaine
Date: 2009-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Peer Evaluation,Intervention,Nontraditional Students,Self Efficacy,Adult Education,College Students,Action Research,Semi Structured Interviews,Questionnaires,Feedback (Response),Student Improvement,Formative Evaluation,Study Skills,Instructional Effectiveness,Observation,Educational Practices,Foreign Countries

This study explores the contribution that can be made by self and peer assessment to effective teaching and learning. The purpose of this research was to introduce an intervention to a group of students, many of whom had non-traditional academic backgrounds, with the intention that it might enhance their academic skills and lead to more effective learning. The impact on the students' confidence in themselves as learners is considered and the establishment of a working model for implementing self and peer assessment is suggested. The participants in the research were a group of 11 higher education students who were studying in a further education college for a foundation degree in early childhood studies. An action research approach was taken to enable an examination of the impact of the intervention and to effect changes as the academic year progressed. Data were collected through semi-structured interviews, questionnaires, students' self-assessment sheets and observations of peer assessment feedback between students. The findings indicate that, although time consuming in the initial stages, the intervention resulted in students becoming more reflective and self-critical leading to improved academic performance. Regular sharing and discussion of their work led to increased confidence in their perception of themselves as learners.
Developing a Student Centred Approach to Practice Placement Briefings and Debriefings
Author: Callister, Georgina M.
Date: 2007-00-00
Type: Journal Articles
Subjects: Action Research,Independent Study,Preferences,Supervisory Methods,Feedback (Response),Delivery Systems,Student Centered Learning,Student Attitudes,Qualitative Research,Questionnaires,Student Placement,Undergraduate Students,Student Needs,Attitude Change,Teamwork,Repetition,Redundancy,Primary Sources,Educational Practices,Work Experience Programs

This research developed from the recognition that work-based placement briefing and debriefing sessions need to encourage reflection and student self-directed learning. An action research methodology was used to obtain students views of the value of briefing and debriefing sessions. Changes to session format were introduced and then in response to student comments they were re-evaluated. Results demonstrated that students were unhappy with the original format. They preferred and became more fully engaged with the self-directed, student-centred sessions when reflection was an integral element.
Assessment of an ePortfolio: Developing a Taxonomy to Guide the Grading and Feedback for Personal Development Planning
Author: Clark, Wendy
Date: 2009-00-00
Type: Journal Articles
Subjects: Internet,Portfolios (Background Materials),Academic Achievement,Taxonomy,Outcomes of Education,Tutors,Feedback (Response),Statistical Analysis,Grading,Instructional Innovation,Reflective Teaching,Action Research,Information Systems,Information Science Education,Computer Science Education,Sociocultural Patterns,Student Evaluation,Undergraduate Students,Evaluation Criteria,Foreign Countries

This paper describes the rationale for, and the design, implementation and preliminary evaluation of a taxonomy to guide the grading and feedback of ePortfolio assessment of personal development planning (PDP) in a module where PDP is integrated into the curriculum. Conventional higher education assessment methods do not adequately address the requirements of this innovative approach to learning and assessment, and a new assessment tool was felt to be necessary. Drawing on recent theories in the fields of constructive alignment, reflective practice and assessment for learning, a criteria-based taxonomy was designed with the aims of articulating criteria for achievement aligned with the learning outcomes of the module, and of ensuring valid and reliable evaluation of student achievement. Analysis of student and tutor feedback and statistical comparison of marks achieved after the pilot study have produced encouraging results. While this taxonomy was designed to be used in specific circumstances, it is capable of being adapted for use by others who deliver modules or courses where PDP embedded in the curriculum is supported and assessed by means of an ePortfolio.
Embedding Personal Development Planning within a WebCT Supported Module--A Collaborative Venture
Author: Bloxham, Sefton
Date: 2007-00-00
Type: Journal Articles
Subjects: College Freshmen,Law Students,Legal Education (Professions),Learning Modules,Skill Development,Curriculum Enrichment,Integrated Activities,Blended Learning,Feedback (Response),Online Courses,Conventional Instruction,Educational Change,Questionnaires,Course Evaluation,Student Satisfaction,Individual Development,Self Management,Career Development,Foreign Countries

This paper describes the background to and development of a first year undergraduate law module which has been re-designed to enable the embedding of Personal Development Planning (PDP) within the curriculum, with particular emphasis on career management skills. The pedagogic rationale for the approach adopted is identified and it is then demonstrated how skills development, careers management and reflective learning have been embedded and delivered through a combination of classroom and online activities using WebCT. Finally, the paper presents a brief evaluation, based on student feedback at the end of the module.
Views of Primary School Administrators on Change in Schools and Change Management Practices
Author: Hosgörür, Vural
Date: 2016-12-00
Type: Journal Articles
Subjects: Elementary Schools,Administrators,School Administration,Educational Change,Administrator Attitudes,Qualitative Research,Semi Structured Interviews,Content Analysis,Change Strategies,Resistance to Change,Foreign Countries,Phenomenology

The aim of this study is to determine the opinions of primary school administrators about change, and to reveal which strategies they use to manage change in schools. This is a qualitative study conducted in 2014 academic year in Mugla province. Research data were collected from primary school administrators through semi-structured interviews. Data were analyzed through content analysis. Some findings of the study suggest that according to school administrators, change is changing, renewing, and updating situations that create problems in implementation. School administrators try to determine the need for change in schools by analyzing the results of the satisfaction surveys conducted in schools, by comparing their schools with international practices, and by evaluating school's achievement status along with student and teacher demands and requests. According to school administrators, there is a need to change in instructional activities, in trusting teachers, in ensuring socialization of students, in regulations, and in mentality. School administrators do not have much freedom in creating change in schools. Change by school administrators in schools is generally in the areas of physical structure, technological equipment, and increased use of technology. There is resistance to change in schools. Schools administrators try to overcome this problem mainly through persuasion.