ethanporcaro/eric-fulltext-meta huggingface dataset:
Expanding Access to International Education through Technology Enhanced Collaborative Online International Learning (COIL) Courses
Author: Jie, Zhang
Date: 2018-00-00
Type: Journal Articles
Subjects: Access to Education,International Education,Technology Integration,Online Courses,Cooperative Learning,International Cooperation,Curriculum Development,College Students,Cultural Awareness,Intercultural Communication,Cost Effectiveness

In today's global society, higher education institutions are charged with preparing students to be world citizens who possess holistic perspectives on diverse international cultures. Many colleges and universities in the United States of America actively seek international partners to offer technology enhanced collaborative online international learning (COIL) courses. All members, including faculty, instructional designers, information technology support staff, and administrators in the partner institutions play essential roles in developing and delivering internationally networked courses. In this paper, the researchers share the journey, offer a course development model and lessons learned as they sought international partners, collaborated globally, developed international curricula, and team taught with colleagues from diverse culture and linguistic backgrounds. The purpose of this paper is to introduce practices that can be implemented in technology integrated international networked teaching to help college students increase intercultural and diversity awareness, explore and develop cultural competencies, and gain experience in communication and civil engagement in a global context using a cost-effective pathway.
Constructivist Instructional Design Models Applied to the Design and Development of Digital Mathematics Game Modules
Author: Wiburg, Karin
Date: 2017-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Instructional Design,Models,Educational Games,Mathematics Education,Elementary Secondary Education,Elementary School Mathematics,Middle School Mathematics,Mathematics Achievement

Faculty and Doctoral Students in a Learning Design &amp; Technology program have been researching and studying instructional design models over the last year in light of current changes in learning and design theory. This work is part of a yearlong project related to the following two questions: 1) What are instructional design (ID) models that emphasize constructivism, and 2) How can these ID models be applied to the design of digital learning resources, in this case their application to digital math game modules to facilitate constructivist learning? This article is focused specifically on the application of several emerging design models to the development of digital mathematics game modules for two NSF-sponsored Discovery K-12 projects (#0918794, #1503507). The games (Math Snacks) and learning modules in this learning games project are based on researched conceptual gaps in elementary and middle school mathematics and the development of game-based and inquiry models for addressing these gaps.
Institutional Roles in Blended Learning Implementation: A Case Study of Vocational Education in China
Author: Wang, Yuping
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Blended Learning,Vocational Education,Educational Practices,Guidelines,Foreign Countries,Program Evaluation,Institutional Role,College Faculty,Educational Technology,College Students,Course Content,Instructional Design,Outcomes of Education,Teaching Methods

This longitudinal study examines the roles of the institution in blended learning (BL) implementation in Chinese vocational education. Informed by existing research and our BL practices, this study first proposes an analytical framework that structures BL as a system of learning with constant interactions among its six essential sub-systems (institution, teacher, technology, content, learning support and learner). The framework was enacted in the evaluation of the BL implementation in a Chinese vocational institute over a 4-year-and-3- month period. Findings exhibit the roles of the institution and the ways it interacts with the six subsystems in the BL implementation of the institute. This study bridges a gap between BL research and practices, by examining the intricate process of BL implementation in vocational education in China.
Assessing a Technology Infusion Approach in a Teacher Preparation Program
Author: Buss, Ray R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Integration,Technology Uses in Education,Teacher Education Programs,Methods Courses,Technological Literacy,Preservice Teachers,Student Attitudes,Self Efficacy

In this study, we examined the benefits of preparing teacher candidates (TCs) to integrate technology into their future teaching by infusing technology integration instruction into program methods courses. We surveyed 237 TCs who rated perceptions of their technology integration skills, general preparation, self-efficacy for teaching, and so on. Results indicated TCs believed they were as well prepared to integrate technology as they were prepared to teach in general. Qualitative data provided information on how they had used technology during student teaching and how they intended to use technology in their future classrooms. In conclusion, technology integration was successfully taught in technology-infused methods courses, but we must continue to improve this technology-infused methods course instruction and instructors to more fully achieve our goals of sound technology integration by all TCs.
Have Massive Open Online Courses Disrupted Higher Education around the Globe? Exploring the Cultural Perspective
Author: Tang, Hengtao
Date: 2017-00-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Cultural Influences,Higher Education,Foreign Countries,Barriers,Access to Computers,Internet,Program Effectiveness,Distance Education

Massive Open Online Courses (MOOCs) are high enrollment college-level courses that have the potential to serve learners worldwide. However, numerous questions about MOOCs are still unanswered. For example, are people enrolled in MOOCs from countries where higher educational systems are very constrained? How much does the basic infrastructure, such as Internet access, influence the awareness and acceptance of MOOCs? We believe the effectiveness and efficiency of MOOCs will be improved by understanding the answers to these questions. Our study explored the effect of cultural differences on course enrollment using power distance index, one of Hofstede's cultural dimensions. We looked into enrollment patterns and cultural beliefs of learners from 67 nations across three MOOCs offered by the Pennsylvania State University. The findings indicate that when the variable of Internet access for all countries is controlled, the PDI value of a country influences whether people from that country would register for MOOCs.
Integration of Teaching Practice for Students&apos; 21st Century Skills: Faculty Practice and Perception
Author: Wilcox, Diane
Date: 2017-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Educational Practices,Teacher Attitudes,Teaching Methods,Skill Development,College Faculty,College Students,Problem Based Learning,Public Colleges,Interdisciplinary Approach,Student Evaluation,Correlation,Technology Integration,Information Literacy,Employer Attitudes,Competency Based Education

21st Century Skills, including critical thinking, collaboration, communication, creativity and innovation, self-direction, global and local connections, and using technology as tools for learning, are considered essential for success in the workplace by employers. To meet these career needs, many universities use a variety of instructional methods to develop these skills in their students and provide professional development for faculty to integrate newer teaching strategies for students' preparedness with 2st Century Skills (Hixson, Ravitz, &amp; Whisman, 2012; Koehler, Mishra, &amp; Yahya, 2007). However, few studies to date have explored the instructional practices used to develop these skills, nor the instructors' perceptions of their teaching practices related to these skills. The purpose of this study was to investigate the extent to which instructors attempted to develop students' 21st Century Skills in class settings (Attempt), believed students developed those skills in their classes (Belief), and felt they effectively assessed these skills in their students (Assessment). As an exploratory study, the multiple regression statistical analysis results revealed that all three aspects of faculty perceived attempt, belief, and assessment could, in combination, significantly predict faculty frequency of teaching for students' 21st Century Skills. The study also discusses the reliability of a newly developed questionnaire for this purpose, related limitations, and provides suggestions for future study.
&quot;Connecting Honors for All&quot;: Reimagining the Two-Year Honors Program in the Age of Guided Pathways
Author: Pressler, Charlotte
Date: 2019-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Two Year Colleges,Two Year College Students,Foreign Countries,Vocational Education,Active Learning,Student Projects,Educational Change,Student Research,Undergraduate Students,Authentic Learning,Social Science Research,Humanities

Over the past three years, honors faculty at South Florida State College, a two-year college offering a limited number of workforce baccalaureates, have reinvented their program. Rather than the themed seminars and exploratory courses popular with an earlier generation, our honors courses now offer students project-based, faculty-guided opportunities for undergraduate research within our general education course sequence. Students thus participate in honors while meeting their state- and program-specific general education requirements, and they do not run the risk of jeopardizing their financial aid by incurring &quot;excess hours.&quot; This focus allows us to connect honors education to the vocationally oriented goals most of our students bring to their educations. We use a model of honors education developed in the technical universities of The Netherlands, which we are now adapting to a two-year college in the United States. Our purposes are aligned with theirs: to make honors education available to talented students seeking a career or technical degree rather than a liberal arts baccalaureate.
An Evolving Interdisciplinary Honors Seminar on Science and Religion
Author: Shane, Jospeh W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Interdisciplinary Approach,Seminars,College Instruction,Religion Studies,Science Education,Course Descriptions,Case Method (Teaching Technique),Assignments,Student Evaluation,Undergraduate Students

The majority of this essay describes the content, pedagogy, and assessments associated with an undergraduate, interdisciplinary honors seminar on science and religion. The seminar is structured around five major themes: (a) philosophy of science, religion, and their interactions, (b) historical and contemporary case studies, (c) the controversy over biological evolution in the United States as a necessary case study, (d) comparative religion and science, and (e) contemporary issues at the intersection of science and religion. I also describe the consistency between the seminar and the mission of the honors college at my institution. Given the prominence of both science and religion in contemporary culture, I assert that such a course is engaging for students and faculty alike and provides opportunities for multidisciplinary involvement.
Crossing Campus Boundaries: Using Classical Mythology and Digital Storytelling to Connect Honors Colleges
Author: Navarre, Joan
Date: 2019-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Classical Literature,Mythology,Story Telling,Computer Uses in Education,Intercollegiate Cooperation,College Freshmen,Films,Cooperative Learning,College Instruction

In spring 2018, two honors colleges--Indiana State University (ISU) and University of Wisconsin-Stout (UW-Stout)--came together to create a cross-institutional collaboration blurring the boundaries between campuses. This project connected first-year honors students with the core curriculum of two geographically separated honors colleges. Building on their studies of Classical mythology, ISU honors students in Classical Cultures of Greece and Rome reviewed, advised, and critiqued screenplays composed by UW-Stout students in Honors English, leading to the production of short films presented at ISU's &quot;Spring Classics Fest&quot; and UW-Stout's &quot;4:51 Short Film Festival and Exhibition.&quot; Drawing on our NCHC 2018 panel presentation in Boston, this illustrated paper highlights the value of cross-institutional collaborations for honors students, teachers, and programs. The collaborative process advanced skills in critical reading, analysis, and writing; engaged students and teachers in the scholarship of teaching and learning; and contributed to curricular innovation. Examples of assignments, interim results, and student-created short films are featured along with students' assessments of the value of crossing campus boundaries.
Honors Work: Seeing Gaps, Combining Gifts, Focusing on Wider Human Needs
Author: Killinger, Mimi
Date: 2019-00-00
Type: Journal Articles
Subjects: Honors Curriculum,High School Students,Females,College School Cooperation,College Students,Interdisciplinary Approach,School Community Relationship

&quot;Honors Work: Seeing Gaps, Combining Gifts, Focusing on Wider Human Needs&quot; describes the authors' collaborative work with high school girls to bring Canadian activist Leigh Boyle and &quot;The Lipstick Project&quot; story to Maine in April, 2017. &quot;The Lipstick Project,&quot; which Boyle founded and directs, is a women-run volunteer organization based in Vancouver that provides free, professional spa care services to terminally ill patients. The authors contend that their collective efforts with the high school girls to organize &quot;The Lipstick Project&quot; events in Maine brought together a number of community constituencies in important ways, reflecting qualities and values central to honors education. The authors cite the writings of the late Samuel Schuman, a widely involved and highly respected honors administrator and teacher, for their characterization of honors education as, at its best, engaged, imaginative, and socially conscious. The authors note how, through Boyle's visit and &quot;The Lipstick Project&quot; gatherings, they confronted significant and bridgeable gaps: gaps between high school girls and college women, gaps among care providers and the university community, gaps in understanding the need for creative care. They conclude that identifying and addressing notable gaps can be an excellent starting point for an honors undertaking, particularly gaps that cross disciplines, form links to the local community, and focus on broader humanist concerns. They offer their experience as a replicable model for other honors communities to consider.
The Tacit Design Process in Architectural Design Education
Author: Van Dooren, Elise
Date: 2019-00-00
Type: Journal Articles
Subjects: Design,Architectural Education,Video Technology,Teaching Methods,Guidelines,Case Studies,College Faculty,Foreign Countries,Undergraduate Students,Teacher Student Relationship,Thinking Skills,Expertise,Work Environment

The purpose of the architectural design studio is that students learn to think and act like designers. However, communication between teachers and students seems to be problematic. Teachers barely seem to explain how designers work, which may be confusing for students. To learn professional reasoning processes and strategies, different teaching activities are involved, such as modelling, coaching, scaffolding, reflection, exploration and articulation. In the design studio it seems tradition that teachers only ask questions, while not articulating the design process. This paper focuses on the research question of whether teachers in architectural design education articulate the main 'designerly' actions and skills, performed by expert designers, and if so, to what extent and in which manner? To answer these questions video-recordings of 13 tutorial sessions are analysed with the help of an educational framework of five generic elements. The framework consists of the basic design process actions and skills, and is specifically developed as a vocabulary for making the design process explicit and to train students in the design process elements. The main conclusion is that teachers refer to the design product in an implicit way. They leave it to the students to discover the structure and components of the design process more or less by themselves.
Assessing the Cornerstone of U.S. Education Reform
Author: Young, Victoria M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Change,Elementary Secondary Education,Educational Legislation,Federal Legislation,Academic Achievement,Equal Education,Common Core State Standards,Politics of Education,Educational History,Theories

Drawing from the existing body of data and research on the community education concept, effective schools, and standards-based reforms, this essay examines educational achievement in the United States corresponding to and resulting from reform movements and political actions. The 1965 Elementary and Secondary Education Act (ESEA) is reviewed in light of its contributions to educational equity and the key changes to that law are discussed as federal political levers for the eventual adoption of the Common Core National Standards by most of the nation. Definitive statistical proof is provided that refutes the theory that setting higher, more rigorous, standards increases student achievement. Based on the National Science Resource Center Theory of Action, the effective community education process is assessed for its value in replacing standards-based education as the cornerstone of U.S. education reform.
The Power of Language Tests in Turkish Context: A Critical Study
Author: Karatas, Tuçe Öztürk
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Tests,Preservice Teachers,English Teachers,English (Second Language),High Stakes Tests,Teacher Educators,Student Attitudes,Teacher Attitudes,Preservice Teacher Education,Alignment (Education),Teacher Education Curriculum

High-stakes tests are often introduced to bring about change on educational practices and thus lead to pedagogical reform. The Field Knowledge Test (FKT) for teacher candidates of English in Turkey is an example of such an attempt. This study aims to giving voice to English language teacher educators and student teachers to view the FKT critically to investigate if it has brought about the intended changes and its impact on its main stakeholders. The study, first, presents Critical Language Testing (CLT). Then, it gives information on the context of the study. Data collection for the study involved 153 test takers and 23 teacher educators working at ELT Departments in Turkey. Two open-ended questionnaires were used to survey participants' perceptions of the FKT in terms of its impact on the nature of education they receive, their attitudes and feelings and also on their academic and personal lives. Analysis of data paved the way for further studies on how high stakes tests might or might not be efficient agents of change in various educational contexts.
Evaluating Common Core: Are Uniform Standards a Silver Bullet for Education Reform?
Author: Deas, Kendall
Date: 2018-00-00
Type: Journal Articles
Subjects: Common Core State Standards,Educational Change,Educational Policy,Politics of Education,Program Implementation,Theories,Elementary Secondary Education

This article examines the Common Core State Standards Initiative and provides a policy analysis of issues concerning its implementation as a policy initiative to achieve education reform in the U.S. Aside from highlighting developments concerning this policy initiative, it examines the origins of this movement toward adopting common core state standards and political implications of the education policy. The article assesses what are the advantages, disadvantages, and pitfalls concerning prospects for change that could result from the implementation of common core state standards, and examines the policy as it relates to theories of action or change. Specifically, as it concerns theories of action or change, it will focus upon how this education policy is supposed to improve student learning along with its prospects for success. The hypothesis proposed here is that this policy initiative as a reform will not result in improving student achievement. For one, there is clearly a flaw in the underlying rationale that uniform standards are needed to improve education in U.S. schools. Further, there is no clear evidence that raising standards will result in increased student learning. In addition, the common core initiative lacks a convincing research base to support this perspective which could in turn undermine support for implementation of the policy. Finally, research shows a weak or nonexistent relationship between common core standards and high test scores.
An Investigation of Pre-Service EFL Teachers&apos; Attitudes towards Speakers from Three Circles of English
Author: Çeçen, Sevdeger
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Language Teachers,English (Second Language),Second Language Instruction,Student Attitudes,Native Speakers,Geographic Regions,Pronunciation,Dialects,Sociolinguistics,Communicative Competence (Languages)

This study investigated World Englishes from the perspectives of non-native pre-service teachers in Turkey. More specifically, the study explored how EFL pre-service teachers evaluated speakers from different countries of origin, representing the different circle in Kachru's (1985) model, either positively or negatively. To elicit their perceptions of the speakers' English accents, we asked them to listen to audio-recordings of six different speakers representing Kachru's Three Circles of English, reading the same passage, and then to discuss which variety they were familiar with and which one they would prefer. Pre-service teachers' orientations towards speakers from different varieties emerged under the following themes: (i) native speakerism, (ii) intelligibility, (iii) reference to own experience, (iv) potential ownership and (v) potential professional awareness. The findings suggest that, although they were starting to develop professional awareness regarding different varieties of English, to broaden their experience of varieties, and even to develop a potential ownership, they still revealed a tendency to conform to the native-speaker norms and to rate speaker intelligibility according to these norms. We argue that revisiting language teacher education programmes to address the current sociolinguistic reality of English is a must.