ethanporcaro/eric-fulltext-meta huggingface dataset:
Echoes of the Grand Tour: Shared International Experiences in Nursing Education
Author: Lafferty, George
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Supervisor Supervisee Relationship,Nursing Education,Supervisors,Field Trips,Undergraduate Students,Teacher Role,Nursing Students

The pandemic-induced suspension of international study tours in 2020 permits space within which to examine the specific role of the study tour supervisor and student learning. While there is a significant body of literature on student experiences, relatively little attention has been devoted to the supervisor's role. Drawing on a first-hand account by a nurse educator on Australia's New Colombo Plan (NCP) international study tour program, this paper reveals the role's shifting complexities and uncertainties. This discussion provides the basis from which to explore the dynamics of supervisor-student relationships within unfamiliar overseas settings. The original Grand Tour, particularly the advice provided by Sir Francis Bacon in the early 17th century, serves as a frame of reference against which to evaluate the experiences shared by supervisors and students on international study tours. The frequently hazardous situations they face together required them to assume increasing responsibilities. The paper assesses the strategic and theoretical implications arising from this exercise of responsibility, which is grounded in nursing ethics and the goals of public health.
Escaping the Norm: Games for Wider Participation with a Sense of Success. A Practice Report
Author: Moore, Leigh
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Games,Educationally Disadvantaged,Economically Disadvantaged,Learner Engagement,Success,Student Participation,Foreign Countries,Design,Learning Activities,Cooperative Learning,Competition,Problem Solving

This practice report describes how escape rooms have been used by one Australian university to successfully engage with high-school students who reside in areas of relative socio-educational disadvantage. We discuss how the escape room approach aligns with Lizzio's &quot;Five Senses of Success&quot; and offer recommendations for further use and evaluation.
First-Year Students&apos; Academic Self-Efficacy Calibration: Differences by Task Type, Domain Specificity, Student Achievement Level, and over Time
Author: Talsma, Kate
Date: 2020-00-00
Type: Journal Articles
Subjects: College Freshmen,Self Efficacy,Academic Achievement,High Achievement,Low Achievement,Congruence (Psychology),Correlation,Writing Assignments,Multiple Choice Tests,Time Perspective,Foreign Countries

This research explored whether academic self-efficacy calibration (the match between self-efficacy beliefs and academic outcomes) in first-year psychology students (n=197) differed as a function of task type (written assignment/multiple-choice exam), domain specificity (task level/subject level), over time (mid-semester/end of semester) and according to student achievement level (high achievers/low achievers). Lower-achieving students were overconfident across both the written assignment and the exam, while higher-achieving students were accurately calibrated on both tasks. The subject-level calibration of lower-achieving students improved between mid-semester and the end of semester (though students remained overconfident). Higher-achieving students' subject-level calibration remained stable over the semester, and they were about half as overconfident as the lower-achieving students. Both groups of students were more overconfident at subject-level than at task-level overall. On the whole, overconfidence was prevalent, especially for low achievers, and at subject level. Findings suggest that a one-size-fits-all approach to self-efficacy is unlikely to be beneficial for all learners.
&apos;Get Ready&apos;: Improving the Transition Experience of a Diverse First Year Cohort through Building Student Agency
Author: Larsen, Amy
Date: 2020-00-00
Type: Journal Articles
Subjects: College Freshmen,Student Adjustment,Academic Achievement,Academic Persistence,Models,Program Evaluation,Physiology,Large Group Instruction,Class Size,Student Diversity,Self Concept,Personal Autonomy,Student Attitudes,Integrated Learning Systems,Likert Scales,Diagnostic Tests,Foreign Countries

A great deal has been achieved in recent years in understanding how universities can best support the transition to higher education of an increasingly diverse student body (Kift, 2015). Numerous studies have identified transition program elements that correlate with improved success and retention for commencing students. Lizzio's 'five senses' model (2006) rationalises these diverse features into a framework consisting of five affective domains that need to be developed in students to ensure successful transition. To assess how well a program based on the Lizzio model supports transition in practice, we evaluate our Get Ready transition program, developed for a large-enrolment first year Human Physiology subject with a highly diverse student cohort. We conclude that embedding the development of Lizzio's five senses in a performative way is the key to building students' agency and nurturing their identity as thriving members of a new academic community.
Online Student Expectations: A Multifaceted, Student-Centred Understanding of Online Education
Author: Henry, Mel
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Student Satisfaction,Student Motivation,Student Characteristics,College Freshmen,Public Colleges,Student Centered Learning,Expectation,School Holding Power,Academic Persistence,Foreign Countries

University students are more likely to feel satisfied and persist with their studies if their experiences have met their expectations, and vice versa (Wu, Tsai, Chen, &amp; Wu, 2006). Understanding what online students expect, therefore, is important to guide how universities might satisfy and retain these students. Research into online student expectations to date, however, has been limited to pre-defined expectations of the academic experience, and extrapolations from traditional higher education. To gain a deeper understanding of what online students expect, the author conducted in-depth interviews with 43 commencing online students. Thematic analysis revealed online students' expectations were described by six key themes: Motivation, Ability, Circumstances, Interaction, Curriculum, and Environment. The findings offer an empirical, student-centred, and multifaceted understanding of online student expectations. Opportunities are illuminated to clarify inaccurate expectations, and to design online education to better meet student needs, facilitating enhanced online student satisfaction and retention.
How Do University Experiences Contribute to Students&apos; Psychological Wellbeing?
Author: Brooker, Abi
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Graduate Students,Student Experience,Student Characteristics,Correlation,Well Being,Mental Health,Self Evaluation (Individuals),Urban Universities,Foreign Countries

Wellbeing has important implications for students' success during and beyond university. As such, educators need clear empirical evidence of the aspects of university life that contribute to students' wellbeing. We use a mixed-methods approach to ask whether and how students' diverse university experiences contribute to their self-rated wellbeing. In an online survey, 696 students provided accounts of positive and negative experiences at university and self-rated their wellbeing using the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS). Most of the sample reported high wellbeing, though there was diversity in their reported experiences. Regression analysis revealed that students' experiences at university significantly contributed to the variation in their wellbeing scores. Social and academic experiences were the strongest positive contributors to student wellbeing; whereas gender, social experiences and emotional experiences were the strongest negative contributors. Our findings offer guidance for strategies within academic and non-academic university contexts that can effectively and efficiently promote student wellbeing.
Fostering Pre-Service Teachers&apos; Reflection in Self-Regulatory Process through Socio-Emotional Collaborative Note-Taking in the mCSL Environment
Author: Wetcho, Suthanit
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Reflection,Self Management,Self Evaluation (Individuals),Social Development,Emotional Development,Notetaking,Cooperative Learning,Electronic Learning,Handheld Devices,Correlation,Foreign Countries

Self-regulation is an essential skill in teacher development, especially for pre-service teachers who need to develop their own self-regulated skills while simultaneously promoting self-regulation in learners. This study outlines a teacher development program in which pre-service teachers participated in a self-regulatory process in a Mobile Computer-Supported Collaborative Learning (mCSCL) online learning environment. Our aim is to fill the existing gap in this area by adding more collaborative learning processes. This study aimed to investigate the predictive effects that self-evaluation to define tasks and goals (at forethought phase) has on self-reflection, which is mediated by collaboration. Furthermore, we have drawn the possibility of embedding collaboration into the socio-emotional note-taking process by using the concept of mCSCL throughout the self-regulated learning process. Data was collected from undergraduate students, working as pre-service teachers, and studying at two institutes in Thailand (N=147), with 17 items of self-regulatory inventory obtained from the original self-regulatory inventory together with 5 other collaboration developed by the author. Structural equation modelling (SEM) analysis was used to confirm a partial mediation model via direct and indirect effects. Later the path analysis, the qualitative data is acquired to re-design the socio-emotional collaborative note-taking on mCSCL tools during the self-regulatory learning process, corresponding with the model testing phase according to the previous study by a semi-structure interview with 5 pre-service teachers. The results proved that collaboration was found to be a significant partial mediator of self-evaluation and self-reflection, in accordance with the empirical data. With our findings we were able to design a socioemotional collaborative note-taking activity in the mCSCL setting. We proposed collaborative note-taking activities which collaboration procedure is highlighted throughout 3 phases: collaboration in pre-performance (recording ideas and planning), collaboration during the performance (sharing and brainstorming, support and seeking helps), and collaboration in post-performance (reflecting and evaluating) in which the activity was taking place between instructors and peers during supervision period.
Student Responses to a Tough Early Assessment: A Useful &quot;Kick up the Bum&quot;?
Author: Wilson, Kate
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Reaction,Academic Failure,Tests,College Freshmen,Resilience (Psychology),Foreign Countries,Engineering Education,Student Motivation,Psychological Patterns,Anxiety,Student Attitudes

First year is a delicate time for students. Many have little idea what to expect of university, and their sense of identity as tertiary students is fragile. A diagnostic assessment early in first semester may reassure students that they have chosen the right path. However, some academics, particularly in engineering, argue that this early assessment should be very demanding -- so tough, in fact, that some students fail - in order to alert students to the hard work required to pass the course. This study uses a mixed methods design (weekly surveys and in-depth interviews) to explore the effects of a purposefully tough early assessment on first year engineering students at an Australian university. We find that, across the cohort, the high failure rate was not associated with a significant slump or spike in motivation. Although some students were initially dismayed by their results, most went on to address their study with resilience, and appreciated the &quot;kick up the bum&quot;, as they described it.
&quot;Monkey See, Monkey Do, That&apos;s Not Going to Actually Teach You&quot;: Becoming a Self-Directed Learner in Enabling Mathematics Units
Author: Mann, Gemma
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Independent Study,Foreign Countries,Student Needs,Teaching Methods,Mathematics Teachers,College Mathematics,Program Effectiveness,Student Attitudes,Student Motivation,Planning,Adult Learning,Andragogy,Student Experience,Undergraduate Students

To explore the mathematics learning experiences of those more likely to come from non-traditional educational backgrounds, ten students studying one or two maths units in the Skills for Tertiary Education Preparatory Studies (STEPS) at CQUniversity Australia were interviewed. The aim was to investigate how these students learnt to become self-directed learners during their preparation for their intended undergraduate study. Using grounded theory methodology, data were analysed within the theoretical framework of andragogy, namely, adult learning. Analysis of data indicated that students were able to learn how to become self-directed learners when lecturers 'tailored' teaching to the students' needs, taking into consideration their state of mind, ability to plan their work, developing adeptness at engaging in mathematical activities, and assistance received in evaluating their own learning outcomes. In practice, findings of this study provide some insight into how enabling mathematics lecturers can tailor activities to best meet the needs of their students. Further, the development of self-directed learning skills in the context of mathematics has potential to benefit these students in all their university study.
Preliminary Insights into International Work Integrated Learning (WIL) Placements in Disability and Student Recommendations for Success
Author: Essl, Peggy
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Placement,Disabilities,Work Experience Programs,Foreign Countries,Student Attitudes,Student Experience,Study Abroad,Cultural Awareness,Student Development,Positive Attitudes,Pilot Projects

This pilot study explored the experiences of undergraduate students studying disability who undertook a three-week international Work Integrated Learning (WIL) placement in Brunei Darussalam. Presented are the students' perspectives of the value of the international WIL and its impact on their personal and professional growth. Semi-structured in-depth interviews were conducted and transcripts analysed using a thematic and iterative qualitative approach compatible with phenomenology. Three major themes exploring student experiences emerged: 'valued experiences', 'cultural dissonance' and 'personal and professional growth'. Four recommendations relate to 'selection interviews, comprehensive pre-departure sessions, accommodation, and quality university supervision'. Indicative findings suggest the placement had a valuable and positive impact on the students, increasing their cultural competence and assisting with their personal and professional growth. Additionally, the findings provide further insight on what makes international WIL placements successful and promotes optimal learning.
Pastoral Care and the Caring Teacher -- Value Adding to Enabling Education
Author: Seary, Karen
Date: 2020-00-00
Type: Journal Articles
Subjects: Caring,Teacher Role,College Faculty,College Students,Student Attitudes,Educational Environment,Interaction,Student Satisfaction,Academic Persistence,Foreign Countries,Well Being,College Readiness,Teacher Student Relationship,Student Needs

The concept of pastoral care to effectively meet the personal, social and academic needs of students is a complex yet under-researched matter in higher education. Similarly, under-researched and institutionally undervalued is the pivotal role that the caring teacher fulfils in imbuing pastoral care in enabling courses. Using an enabling course in a regional Australian university as the context, this article outlines the concept of pastoral care and then discusses the characteristics of the caring teacher, so fundamental to enabling education. The article draws on Motta and Bennett's (2018) pedagogies of care, namely care as recognition, care as dialogic relationality, and care as affective and embodied praxis to analyse how the students perceived and valued care in the enabling course in which they participated. Findings indicate that supportive learning environments in which caring teachers nurture their students can promote very positive interactions, and ultimately, high student satisfaction and retention.
Influential Factors of University Teachers&apos; Lifelong Learning in Professional Development
Author: Zhou, Hongyan
Date: 2021-07-00
Type: Journal Articles
Subjects: College Faculty,Faculty Development,Lifelong Learning,Adult Learning,Influences,Organizational Culture,Organizational Learning,Administrator Effectiveness,Cooperative Learning,Teacher Empowerment,Pedagogical Content Knowledge,Correlation,Foreign Countries

This study was designed to investigate factors that influence university teachers' lifelong learning from the perspective of professional development. This study built a framework on Jarvis' lifelong learning definition which is rooted in the constructivist paradigm, indicating that adult lifelong learning is a process constantly constructed and reconstructed along with individual experiences with external organizational conditions. The nature of the research questions directed the research design towards a quantitative approach. Samples were full-time teachers working in seven universities located in Shandong Province, China. Significant positive relationships of variables demonstrated Organizational Learning Culture (OLC), Managerial Effectiveness (ME), Learning Content Focus (LCF), Collaborative Learning (CL) and Psychological Empowerment (PE) as influential factors. And PE acted as mediator between OLC, ME, LCF and LLL. This study provided a new perspective in promoting university teachers' lifelong learning. Empirical evidence and practical suggestions proposed in this study.
Learning to Change: Transformative Outcomes of Programmes and Activities for Family Caregivers of People with Dementia in Taiwan
Author: Yen, Chia-Ming
Date: 2021-07-00
Type: Journal Articles
Subjects: Transformative Learning,Program Effectiveness,Caregiver Training,Caregivers,Family Relationship,Social Support Groups,Coping,Intervention,Dementia,Symptoms (Individual Disorders),Quality of Life,Emotional Response,Caring,Foreign Countries

This study explored the transformative outcomes of programmes and activities for family caregivers of people with dementia in Taiwan. Transformative learning theory was used to examine the relationship between participation and positive outcomes. A group of nonparticipants was included to provide a complete picture of the transformative learning process. In this qualitative study, 18 participants were interviewed with audio recording, and the data were transcribed verbatim. A thematic analysis was performed to determine the themes and subthemes in the results. The results revealed that participation in programmes and activities was not the single factor leading to transformative outcomes; family support, self-adjustment, the ability to cope, and coordinated intervention in accordance with individual preferences and needs also facilitated transformative outcomes for nonparticipants. Further studies should focus on interventions modifying factors of perceived caregiver burden, for instance, by providing psychological support to informal caregivers, offering programmes and activities targeting the management of neuropsychiatric symptoms in patients with dementia, and supporting quality of life.
The Women&apos;s Shed Movement: Scoping the Field Internationally
Author: Golding, Barry
Date: 2021-07-00
Type: Journal Articles
Subjects: Community Development,Females,Organizations (Groups),Classification,Databases,COVID-19,Pandemics,Foreign Countries,Cross Cultural Studies,Males,Cooperation,Communities of Practice,Gender Differences,Community Services,Interaction,Social Life,Entrepreneurship,Creative Activities

Our paper focuses on delineating and scoping international Women's Sheds, a movement that has emerged within the past decade, mainly in Australia, Ireland and the UK. It addresses two main research questions. Firstly, what is the origin, distribution, nature and intent of Women's Sheds internationally to March 2021? Secondly, how might Women's Sheds be located within a typology inclusive of Men's Sheds and a range of community development models? We employed a systematic search via the internet in 2020-21, followed up by attempted email or phone contact to publicly reported Women's Sheds and like organisations internationally. In the process, we created a publicly shareable blog including a database of 122 existing, previously active, developing or planned Women's Sheds and like organisations to 13 March 2021. We identify four nations where self-identified Women's Sheds have operated or commenced within the past decade: Australia (61), the UK (30), Ireland (28) and New Zealand (3), particularly during the five years between 2014 and 2019. The COVID-19 pandemic seriously curtailed this previous momentum and development after March 2020. We identify some similarities but also important differences between Women's and Men's Sheds. We propose a typology that accounts not only for the different ways in which Women's Sheds operate and women participate within their communities but also the different ways in which they locally collaborate (or not) with Men's Sheds in different countries. We conclude that Women's Sheds have largely been created by women in order to claim the shed as a positive female gendered space, in order to create an alternative community of women's hands-on practice. Sheds have operated or commenced within the past decade: Australia (61), the UK (30), Ireland (28) and New Zealand (3), particularly during the five years between 2014 and 2019. The COVID-19 pandemic seriously curtailed this previous momentum and development after March 2020. We identify some similarities but also important differences between Women's and Men's Sheds. We propose a typology that accounts not only for the different ways in which Women's Sheds operate and women participate within their communities but also the different ways in which they locally collaborate (or not) with Men's Sheds in different countries. We conclude that Women's Sheds have largely been created by women in order to claim the shed as a positive female gendered space, in order to create an alternative community of women's hands-on practice.