ethanporcaro/eric-fulltext-meta huggingface dataset:
Technologies and Second Language: Nigerian Students' Adaptive Strategies to Cope with Language Barrier in Northern Cyprus
Author: Elega, Adeola Abdulateef
Date: 2017-00-00
Type: Journal Articles
Subjects: Barriers,Second Language Learning,Social Media,Translation,Telecommunications,Handheld Devices,Foreign Countries,College Students,Intercultural Communication,Student Surveys,Student Attitudes,Computer Software,Gender Differences,Information Technology,Foreign Students,Turkish,English (Second Language),Language of Instruction,Study Abroad,Questionnaires,Statistical Analysis

This study sought to investigate how Nigerian students in Northern Cyprus cope with language barrier and increase interactions with people of the host community beyond the classroom via utilizing technological adaptive strategies. In order to complete this study, a descriptive design based on a survey conducted among 238 Nigerian students studying in a North Cyprus university was used. Result shows that mobile translation apps such as Google Translate, iVoice translator pro and iTranslate voice mobile were frequently used by Nigerian students more than other technological adaptive strategies. We also found that male students use ICT to cope with language barrier more than the females, and that social media was widely used, second to the translation assistant apps.
International Students' Views on Local Culture: Turkish Experience
Author: Çetin, Yakup
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Student Attitudes,Culture,Interviews,Questionnaires,Age Differences,Gender Differences,Individual Differences,Religion,Mixed Methods Research,College Students

The number of international students in Turkey has steadily increased in recent years. As they come from different geographical locations, their successful adaptation to a medium sized country in-between three continents is of great interest. This study was conducted to investigate international students' perceptions of their Turkish experience. After an interview with 9 international students, a 46-item questionnaire was developed and given to 421 students; of these, 319 students from 61 countries returned complete forms. Responses were generally positive, although some difficulties according to gender, religion or age were reported. Another 12 students' written comments were compared with quantitative data. Implications are suggested as well as directions for further research.
International Students from Melbourne Describing Their Cross-Cultural Transitions Experiences: Culture Shock, Social Interaction, and Friendship Development
Author: Belford, Nish
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Experience,Culture Conflict,Interpersonal Relationship,Friendship,Personal Narratives,Intercultural Communication,Foreign Countries,College Students,Interviews,Cultural Differences

Drawing from a study that explored how international students experience cross-cultural transitions after living and studying in Melbourne for a few years, this paper, in particular, examines the participants' experiences with culture shock, social interaction, and friendship development. The findings include narratives of their personal stories and perspectives on social engagement and friendship ties with a particular focus on variables including cultural similarity, intercultural communication competence, intercultural friendship, and relational identity to influence their experiences.
The Effects of a Roommate-Pairing Program on International Student Satisfaction and Academic Success
Author: Tolman, Steven
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Satisfaction,Academic Achievement,Program Effectiveness,College Housing,Dormitories,Comparative Analysis,Student Experience,College Freshmen,Student Surveys,Statistical Analysis,Language Skills,English (Second Language),Interpersonal Relationship,Food,Student Adjustment,Factor Analysis

While great attention has been given to the growth of international students at U.S. institutions, there is a gap in the literature examining support for this student population within residence halls. To address the gap, this quantitative study evaluated an international roommate-pairing program (IRP) by comparing the residential experience of IRP participants with a control group. The results showed the roommate-pairing program had a positive impact on the residential experience of international students. These findings suggest physical environment and structured support are critical factors in the satisfaction and success of international students. This research can inform the practice of Residence Life professionals and aid in the establishment of effective support programs.
Creating a Community of Inquiry in Large-Enrollment Online Courses: An Exploratory Study on the Effect of Protocols within Online Discussions
Author: Chen, Baiyun
Date: 2017-03-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Group Discussion,Online Courses,Enrollment,Undergraduate Study,Communities of Practice,Large Group Instruction,Business Administration Education,Video Technology,Electronic Learning

It can be difficult to foster focused and effective communication in online discussions within large classes. Implementing protocols is a strategy that may help students communicate more effectively, facilitate their learning process, and improve the quality of their work within online discussions. In this exploratory research study, a protocol was developed and improved over two iterations in a very large undergraduate video-streaming business course (N[subscript 1]=412; N[subscript 2]=450). The discussion instructions were consolidated and adjusted, and design elements such as a grading rubric, exemplary student samples, and due date reminders were added in the second iteration. There were higher perceptions of social, cognitive, and teaching presences in the second iteration, as well as significantly more group cognition within the discussion measured through a Community of Inquiry coding template. Findings suggest that protocols are a potentially useful strategy to manage online discussions in large classes.
Why Do International Students Avoid Communicating with Americans?
Author: Wang, I-Ching
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Students,Intercultural Communication,English (Second Language),Dialects,Pronunciation,English Language Learners,Adult Students,Correlation,Student Surveys,Difficulty Level,Native Speakers,Language Attitudes,Interviews

We explore how the communication concerns of non-native English speakers (NNS) and Americans relate to their perceptions of each other and decisions to interact. NNS identified their concerns in communicating with Americans, the perceived causes of their concerns, and the strategies they would employ to address these concerns. Americans noted their perceptions of NNS' (heavy and mild) accents and identified factors that influence their perceptions of NNS and decisions to communicate with NNS. Results revealed that the more NNS attribute their communication concerns to Americans' bias, the more likely they would avoid interacting with Americans. Results also suggested that Americans show a more favorable attitude toward mild accent NNS. We discuss the implications these findings have for international education and future research.
Exploring Small Group Analysis of Instructional Design Cases in Online Learning Environments
Author: Trespalacios, Jesus
Date: 2017-03-00
Type: Journal Articles
Subjects: Instructional Design,Online Courses,Teaching Methods,Small Group Instruction,Case Method (Teaching Technique),Student Attitudes,Audio Equipment,Masters Programs,Information Technology,Management Systems,Course Descriptions,Elementary School Teachers,Secondary School Teachers,Administrators

The case-based approach is a constructivist instructional strategy that helps students apply their emerging knowledge by studying design problems in authentic real-world situations. One important instructional strategy in case-based instruction is to analyze cases in small groups before discussing them with the whole class. This study investigates the use of small-group structure to analyze case studies in online learning environments, as well as students' perceptions of the use of VoiceThread presentations to improve their learning of instructional design. The results show that a small group strategy has great potential to help students analyze case studies and consequently enhance learning. The implications of these findings for instructional designers and online instructors are discussed.
Utilization of an Educational Web-Based Mobile App for Acquisition and Transfer of Critical Anatomical Knowledge, Thereby Increasing Classroom and Laboratory Preparedness in Veterinary Students
Author: Hannon, Kevin
Date: 2017-03-00
Type: Journal Articles
Subjects: Teaching Methods,Telecommunications,Handheld Devices,Anatomy,Educational Technology,Technology Uses in Education,Veterinary Medical Education,Reading Assignments,Textbooks,Conventional Instruction,Comparative Analysis,Knowledge Level,Student Attitudes,College Students,Tests

Contact time with students is becoming more valuable and must be utilized efficiently. Unfortunately, many students attend anatomy lectures and labs ill-prepared, and this limits efficiency. To address this issue we have created an interactive mobile app designed to facilitate the acquisition and transfer of critical anatomical knowledge in veterinary students, thereby increasing classroom and laboratory preparedness. We have found that in contrast to a traditional reading assignment, utilization of such an app to introduce students to a subject area significantly enhanced the initial learning of anatomy and the transfer of that learned material to a related, but novel area. We propose that students using the apps were subsequently better prepared for lecture and lab, than students using the more traditional method of reading a textbook. Exposure of students to a topic prior to lecture and laboratory, using methods that students embrace, can only lead to a more efficient and better educational experience.
A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014
Author: Smith, Sedef Uzuner
Date: 2017-03-00
Type: Journal Articles
Subjects: Online Courses,Blended Learning,Communities of Practice,Literature Reviews,Educational Technology,Technology Uses in Education,Educational Research,Research Methodology,Higher Education,Professional Development,Content Analysis,Coding

After presenting a brief overview of the key elements that underpin Etienne Wenger's communities of practice (CoP) theoretical framework, one of the most widely cited and influential conceptions of social learning, this paper reviews extant empirical work grounded in this framework to investigate online/blended learning in higher education and in professional development. The review is based on integrative research approaches, using quantitative and qualitative analysis, and includes CoP oriented research articles published between 2000 and 2014. Findings are presented under three questions: Which research studies within the online/blended learning literature made central use of the CoP framework? Among those studies identified, which ones established strong linkages between the CoP framework and their findings? Within this last group of identified studies, what do the patterns in their use of the CoP framework suggest as opportunities for future research in online teaching and learning?
Institutional Factors for Supporting Electronic Learning Communities
Author: Linton, Jayme N.
Date: 2017-03-00
Type: Journal Articles
Subjects: Communities of Practice,High Schools,Secondary School Teachers,Case Studies,Observation,Documentation,Barriers,Virtual Classrooms,Electronic Learning,Semi Structured Interviews,Teacher Attitudes

This study was designed to explore how the electronic learning community (eLC) process at an established state virtual high school (SVHS) supported new and veteran online high school teachers through the communities of practice (CoP) framework. Specifically, this study focused on the institutionally-driven nature of the eLC process, using Wenger's CoP framework to analyze institutional factors that influenced the eLC process. Case study methods, including observation, interviews, and document analysis, were used to provide a rich and dynamic analysis of the eLC process in light of what research says about preparation and support for quality online teaching. While the institutionally-driven nature of the eLC process posed some barriers to alignment with the domain and community elements of the CoP framework, case study participants expressed that the eLC process impacted their practice and connected them to colleagues with which they could collaborate and problem solve. The use of strategies such as valuing the work of eLCs, removing barriers, and connecting the eLC process to the organizational strategy served to facilitate alignment with the CoP framework and overcome some of the potential disadvantages of an institutionally-driven eLC process.
Adapting for Scalability: Automating the Video Assessment of Instructional Learning
Author: Roberts , Amy M.
Date: 2017-03-00
Type: Journal Articles
Subjects: Video Technology,Scoring,Automation,Computer Assisted Testing,Scores,Correlation,Technology Uses in Education,Educational Technology,Online Courses,Observation,Teacher Student Relationship,Randomized Controlled Trials,Preschool Teachers,Faculty Development,Surveys,Pretests Posttests

Although scalable programs, such as online courses, have the potential to reach broad audiences, they may pose challenges to evaluating learners' knowledge and skills. Automated scoring offers a possible solution. In the current paper, we describe the process of creating and testing an automated means of scoring a validated measure of teachers' observational skills, known as the Video Assessment of Instructional Learning (VAIL). Findings show that automated VAIL scores were consistently correlated with scores assigned by the hand scoring system. In addition, the automated VAIL replicated intervention effects found in the hand scoring system. The automated scoring technique appears to offer an efficient and reliable assessment. This study may offer additional insight into how to utilize similar techniques in other large-scale programs and interventions.
Teaching Children with Autistic Spectrum Disorder: A Preschool Teacher Survey to Determine Best Practice Approach
Author: Grossi-Kliss, Joanne
Date: 2006-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Preschool Teachers,Teacher Surveys,Best Practices,Teaching Methods,Preschool Education,Preschool Children,Skill Development,Teacher Competencies,Inclusion,Questionnaires,Statistical Analysis

Teaching children with Autistic Spectrum Disorder (ASD) can be the most challenging to preschool teachers because of the complexity of this brain disorder. A child s life is affected, whether its communication and language, social and play skills, activities of daily living, self-regulation behaviors, and sensory impairments. Therefore, a teacher over a class of preschoolers including children with ASD, deciding what skills to work on can be daunting. The purpose of this study is to explore the best approach to teaching children with Autistic Spectrum Disorder in the classroom. When teachers are presented with different skill areas (social, play, following class routine, self-regulation behaviors, communication, cognitive, sensorimotor, activities of daily living, and group activities) what do they feel are the most to least important skills when working with a child with Autistic Spectrum Disorder?
Creating Transformative Spaces in Education: Facing Humanity, Facing Violence
Author: Todd, Sharon
Date: 2015-00-00
Type: Journal Articles
Subjects: Violence,Transformative Learning,Multicultural Education,Educational Philosophy,Artists,Theater Arts,Teaching Methods,Interpersonal Communication

This paper considers the difficulties that accompany projects in education variously configured around a multicultural or intercultural label, particularly when they are built upon, for example, idealised conceptions of humanity, notions of the common good and dialogue, or ideas of recognition. My premise here is that, while such idealisations may be constructed with the best of intentions, they occlude discussions of how to face the violent realities that can also be part of social interaction. My focus here is on the existential conditions that frame our encounters with other people, and how such existential concerns lead us to confront more openly the violence that can inhere in such encounters. Beginning from this existential position, I argue, actually invites alternative ways of formulating transformative work in education, namely a focus on the present. Secondly, I turn to explore the transformative spaces created by performance artist Marina Abramovic, and how her projects reveal what we are up against existentially when it comes to facing humanity in the here and now, in all its messiness. And, finally, I make the suggestion that an education committed to the existential conditions of facing humanity can be built on a reconceptualization of conversation, as opposed to dialogue. Here I argue that conversation offers the kind of potential for transformation in its open-endedness and anarchic sensibilities.
Faculty Epistemological Beliefs as a Mediator to Attitudes toward Persons with Disabilities
Author: Barnard, Lucy
Date: 2007-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Beliefs,Epistemology,Disabilities,College Faculty,Attitudes toward Disabilities,Teacher Surveys,Structural Equation Models,Comparative Analysis,Models,Predictor Variables,Online Surveys,Teacher Characteristics

Previous research has indicated that university faculty members' attitudes towards students with disabilities varies depending on specific background qualities of those faculty, including gender, type of field (soft or hard science), and type of study (pure or applied). We examined epistemological beliefs as a possible mediator between faculty background qualities and attitudes towards individuals with disabilities. 223 faculty members at a large, public research intensive university in the Southwestern, United States, were surveyed to evaluate their attitudes and epistemological beliefs as well as to collect background information. Structural equation modeling was utilized to compare two competing models, one with background directly impacting attitudes and a second with epistemological beliefs acting as a mediator of this relationship. The mediating model provided a significant improvement over the fit of the first model, which supported the mediating role of epistemological beliefs in predicting faculty members' attitudes towards students with disabilities.
What Is Wrong with Grade Inflation (If Anything)?
Author: Finefter-Rosenbluh, Ilana
Date: 2015-00-00
Type: Journal Articles
Subjects: Grade Inflation,Ethics,Social Problems,Victims,Students,Schools,Teachers,Prevention,Grading,Higher Education,Foreign Countries,Caring

Grade inflation is a global phenomenon that has garnered widespread condemnation among educators, researchers, and the public. Yet, few have deliberated over the ethics of grading, let alone the ethics of grade inflation. The purpose of this paper is to map out and examine the ethics of grade inflation. By way of beginning, we clarify why grade inflation is a problem of practical ethics embedded in contemporary social practice. Then, we illuminate three different aspects of grade inflation--longitudinal, compressed, and comparative--and explore the ethical dilemmas that each one raises. We demonstrate how these three aspects may be seen as corresponding to three different victims of grade inflation--individuals, institutions, and society--and hence also to three potential agents of harm--teachers, schools, and educational systems. Next, we reflect upon various compelling reasons that these agents inflate grades, whether from an ethic of care, fiduciary responsibility, or simple self-preservation. Subsequently, we consider a variety of means of combatting grade inflation, and invite more educators and philosophers to delve into the complex practical ethics of grade inflation.
Performativity and Affect in Education
Author: Ruitenberg, Claudia W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Affective Behavior,Educational Philosophy,Hidden Curriculum,Classroom Communication,Discourse Analysis,Language Usage,Educational Environment,Emotional Response,Theories

This essay examines the concept of performativity in relation to what are perceived to be reasonable and unreasonable affective responses to discourse. It considers how discourse, especially in classrooms and other educational contexts, produces effects, and how it is that those effects are sometimes seen as attached to the discourse, and sometimes as attached to the person who perceives and displays the effect. When discourse produces strong affective responses, sometimes the discourse itself is seen as unreasonable and in need of socializing (e.g., racist and homophobic slurs), and sometimes the person is perceived as &quot;overreacting&quot; to language that is not considered inherently affectively charged. Such distinctions, whether made explicitly or not, shape educational contexts and offer a hidden curriculum of &quot;appropriate&quot; affect. The essay traces the concept of performativity through the work of Austin, Derrida, Butler, and Cavell, and then extends it to affect theory to see how performativity can help us think through the provocation or production of feelings beyond individual psychological explanations.
Philosophical Questions about Teaching Philosophy: What's at Stake in High School Philosophy Education?
Author: Norris, Trevor
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,High School Students,Grade 12,Curriculum,Educational Benefits,Philosophy,Teacher Education,Learning Processes,Foreign Countries,Educational Philosophy,Relevance (Education),Political Attitudes,Educational Objectives

What is at stake in high school philosophy education, and why? Why is it a good idea to teach philosophy at this level? This essay seeks to address some issues that arose in revising the Ontario grade 12 philosophy curriculum documents, significant insights from philosophy teacher education, and some early results of recent research funded by the federal Social Sciences and Humanities Research Council (SSHRC) in Canada. These three topics include curricular disputes, stories of transformation from philosophy student to philosophy teacher, and preliminary research findings. All underscore the importance and complexity of philosophy education, as well as its challenges and benefits, including the cross-curricular benefits philosophy education imparts to the study of other subject areas. Collectively, these serve as a springboard for asking some larger and broader philosophical questions about the teaching and learning of philosophy, and they demonstrate that this is a promising new area of study and of teaching for philosophers of education. I will raise some questions about philosophy that will help frame the next stage in the SSHRC research into the teaching and learning of philosophy in Ontario, and which I contend are new and fundamental questions to ask about philosophy itself.