ethanporcaro/eric-fulltext-meta huggingface dataset:
Towards a Theoretical Framework for Online Professional Discussions
Author: Adie, Lenore
Date: 2014-00-00
Type: Journal Articles
Subjects: Discussion Groups,Interaction,Computer Mediated Communication,Learning Theories,Social Theories,Synchronous Communication,Teachers,Communities of Practice,Technology

Sociocultural theories of learning and sociocultural theories of technology are explored as a way to view and to map the complex interactions that can occur in online professional discussions. The case of synchronous online moderation meetings are used as an example of the combination of variables that can impact on the development of shared understandings of a practice. Online moderation can involve teachers from geographically diverse areas discussing and negotiating their judgement decisions. These discussions represent an intersection of a national curriculum, standards-referenced assessment, moderation protocols, site-specific practices and understandings, and individual teachers&apos; knowledges and histories. It is suggested that the proposed theoretical combination addresses some of the limitations of each of the theories when investigating such a dynamic context. As higher education moves into increasing use of online modes of communication and a higher level of accountability the relevance of this discussion to higher education is evident.
The Importance of Learning Philosophies on Technology Selection in Education
Author: Hickey, George
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Technology Uses in Education,Selection,Learning Theories,Behaviorism,Constructivism (Learning),Questioning Techniques,Teaching Methods,Interpersonal Relationship

Educators are often overcome by the daily concerns of the classroom so they tend to focus on what has worked in the past. It seems a luxury to take the time to ask the more fundamental question: what is learning? Yet this question lies at the fore of our profession and defines our choice of teaching methods. It has become a truism that social interaction is essential to the educational process. Furthermore, the ubiquity of technology, with its capabilities and its hold on users, has generated endless suppositions about its potential in education. We are told that technology is transforming education. However, at the heart of education lies a philosophical schism about the nature of knowledge and learning. Technology choices depend on and will amplify our teaching philosophy, so examining our assumptions about teaching is essential when designing appropriate learning interventions. This paper explores Socratic, behaviourist, and constructivist views of learning and explores how social interactions is framed within each of these theories. What types of interactions matter and how can we facilitate them utilising contemporary technology? It is proposed that learning philosophies are a fundamental but oft-overlooked consideration for teachers, who would do well to choose a particular model and apply complementary approac
Cultivating ICT Students' Interpersonal Soft Skills in Online Learning Environments Using Traditional Active Learning Techniques
Author: Myers, Trina S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Information Technology,Computer Science Education,Online Courses,Teaching Methods,Active Learning,Higher Education,Teamwork,Educational Environment,Best Practices,Interpersonal Competence,Synchronous Communication,Asynchronous Communication,Skill Development,Feedback (Response),Inquiry,Foreign Countries

Flexible online delivery of tertiary ICT programs is experiencing rapid growth. Creating an online environment that develops team building and interpersonal skills is difficult due to factors such as student isolation and the individual-centric model of online learning that encourages discrete study rather than teamwork. Incorporating teamwork into classes can be problematic due to uneven effort of group members, getting everyone to participate and making sure everyone is actually contributing in the team. Despite this, employers still state that a key learning objective of ICT graduates is the ability to work in team environments as this mirrors work force requirements. This paper presents a discussion of preliminary findings from a pilot study to determine best practices for developing interpersonal skills for students while working in virtual groups using synchronous and asynchronous online technologies.
Teaching History of Architecture--Moving from a Knowledge Transfer to a Multi-Participative Methodology Based on IT Tools
Author: Cimadomo, Guido
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Architectural Education,Higher Education,Educational Technology,Influence of Technology,Cooperative Learning,Problem Solving,Hands on Science,Class Activities,Social Networks,Web Sites,Technology Uses in Education,Student Improvement,Educational Strategies,Teaching Methods,College Students

The changes that the European Higher Education Area (EHEA) framework obliged the School of Architecture of Malaga, University of Malaga. to make to its &quot;History of Architecture&quot; course are discussed in this paper. It was taken up as an opportunity to modify the whole course, introducing creative teaching and &quot;imaginative activities&quot; to put the students at the centre of the learning experience and giving them part control over the course. IT technologies such as Pinterest were used to create a friendly visual learning environment to offer richer learning experiences and positive effects on the students. Time dedicated to the presentation of theoretical content in the course was reduced by half and the program was redefined from the chronology of the previous program to a reading of the use of the classical orders throughout history. This change generated interest, curiosity and a greater understanding of the relationships between different styles which use the same elements. The implementation of several activities such as problem solving exercises, complementary readings and video helped to focus the course on a student-centred learning environment, was valued positively by the students.
Scaling-up Process-Oriented Guided Inquiry Learning Techniques for Teaching Large Information Systems Courses
Author: Trevathan, Jarrod
Date: 2014-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Teaching Methods,Large Group Instruction,Group Activities,Information Systems,College Students,Student Surveys,Qualitative Research,Statistical Analysis,Student Attitudes,Learner Engagement,Computer Science Education,Foreign Countries

Promoting engagement during lectures becomes significantly more challenging as class sizes increase. Therefore, lecturers need to experiment with new teaching methodologies to embolden deep learning outcomes and to develop interpersonal skills amongst students. Process Oriented Guided Inquiry Learning is a teaching approach that uses highly structured group work during lessons so that students construct content. Each group member takes on a role for which the other group members rely on, and then the group reports back to the class. This paper describes how group work was adapted for use in a large first year Information Systems course. Quantitative and qualitative results suggest that students are receptive to group work, as the approach creates a relaxed, friendly and trusting community that is typically not present in classes that use a didactic teaching style. We provide a discussion of lessons learned with regard to using group work in a large lecture theatre and give recommendations for how to improve interactivity amongst the class.
&quot;Teachers Flipping Out&quot; beyond the Online Lecture: Maximising the Educational Potential of Video
Author: Thomson, Andrew
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Video Technology,Case Studies,Undergraduate Study,Educational Strategies,Instructional Effectiveness,Production Techniques,Foreign Countries

While video is recognised as an important medium for teaching and learning in the digital age, many video resources are not as effective as they might be, because they do not adequately exploit the strengths of the medium. Presented here are some case studies of video learning resources produced for various undergraduate courses in a university environment. This ongoing project attempts to identify pedagogic strategies for the use of video; learning situations in which video has the most efficacy; and what production techniques can be employed to make effective video learning resources.
Academic Attainment of Students with Disabilities in Distance Education
Author: Richardson, John T. E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Disabilities,Online Courses,Distance Education,Student Characteristics,Mental Disorders,Comparative Analysis,Physical Disabilities,Dyslexia,Learning Disabilities,Grades (Scholastic),Academic Achievement,Comorbidity,Blindness,Visual Impairments,Deafness,Hearing Impairments,Speech Impairments,Academic Accommodations (Disabilities),Foreign Countries,Open Universities,Autism

This investigation compared attainment in 196,405 students with and without disabilities who were taking courses by distance learning with the Open University in the United Kingdom in 2009. When the effects of demographic variables were statistically controlled, students with mental health difficulties showed poorer course completion than nondisabled students; students with restricted mobility showed poorer course completion and lower pass rates than nondisabled students; students with unseen or other disabilities showed lower pass rates than nondisabled students; and students with dyslexia or other specific learning difficulties showed lower pass rates and poorer grades than nondisabled students. In addition, the presence of additional disabilities led to poorer attainment in different respects in students who were blind or partially sighted, students who were deaf or hard of hearing, students with impaired speech, and students with unseen disabilities. Accommodations to support disabled students in distance education need to be focused on different groups of students with particular disabilities.
College and University Students with Disabilities: &quot;Modifiable&quot; Personal and School Related Factors Pertinent to Grades and Graduation
Author: Fichten, Catherine S.
Date: 2014-00-00
Type: Journal Articles
Subjects: College Students,Disabilities,Grades (Scholastic),Intention,Graduation,Student Experience,Two Year College Students,Predictor Variables,Student Attitudes,Social Isolation,Self Efficacy,Educational Environment,School Schedules,Teacher Attitudes,College Faculty,Friendship,Student Motivation,Student Personnel Services,Academic Persistence,Hypothesis Testing,Foreign Countries,Likert Scales,Student Characteristics,Institutional Characteristics

We examined aspects of the experiences of postsecondary students with various disabilities that facilitate higher grades and stronger intention to graduate. Specifically, we focused on experiences that could be modified by the student, the community, or the school. Self-reports of 611 junior/community college and university students with various disabilities show that the best predictors of intention to graduate were the absence of social alienation on campus, strong course self-efficacy, and school environment related facilitators (e.g., good schedule, positive attitudes of professors) as well as personal situation facilitators, such as having friends and high levels of personal motivation. In addition, students registered for campus disability- related services were more likely to intend to graduate as were full-time students. Intention to graduate and grades were only weakly related. Grades were best predicted by course self-efficacy. Stronger social self-efficacy and more personal situation and school environmentrelated facilitators were also related to better grades. Results also show that junior/community colleges are more &quot;friendly&quot; to students with disabilities than are universities (i.e., students feel less alienated and experience more school environment related facilitators). Recommendations are made based on the findings on aspects that can be modified to facilitate academic success.
Attitudes of Nursing Faculty towards Nursing Students with Disabilities: An Integrative Review
Author: Levey, Janet A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Nursing Students,Disabilities,Nursing Education,College Faculty,Teacher Attitudes,Attitudes toward Disabilities,Federal Legislation,Educational Legislation,Literature Reviews,Attitude Measures,College Admission,Academic Accommodations (Disabilities),Nursing,Qualitative Research,Statistical Analysis

The Americans with Disabilities Act (ADA, 1990) and Americans with Disabilities Act Amendments Act (ADAAA, 2008) provide students with disabilities access to postsecondary institutions and are applicable to nursing education in all learning environments. Nursing faculty members are charged with admitting, educating, and graduating students, with or without disabilities. Since the enactment of ADA and ADAAA, positive and negative attitudes of faculty towards students with disabilities have emerged in nursing literature. This integrative review focuses on the question: &quot;What are nursing faculty's attitudes towards students with disabilities?&quot; The nursing research was rigorously reviewed and analyzed in order to assess nursing faculty's attitudes towards students with disabilities. Themes emerged from an analysis of nine sources in relation to admission, accommodation, and perception of the success of students with disabilities in nursing programs and the nursing profession. Implications, recommendations, and a call for future nursing research were identified.
Practice Brief: Interdisciplinary Support Services for Students with Autism Spectrum Disorders
Author: Longtin, Susan
Date: 2014-00-00
Type: Journal Articles
Subjects: Urban Schools,Autism,Pervasive Developmental Disorders,Pilot Projects,Student Personnel Services,Academic Support Services,Mentors,Graduate Students,Inservice Education,Libraries,Partnerships in Education,Interdisciplinary Approach,College Students,Likert Scales,Program Evaluation,Competence,Program Effectiveness

This Practice Brief describes a grant-funded pilot program at an urban four-year public college, developed to address the needs of students with Autism Spectrum Disorders (ASD). This Interdisciplinary Collaborative Support Services program provided (1) more clinical assistance for students with ASD to promote their academic and social success; (2) education, training, and supervision for graduate student mentors; (3) in-service training for faculty, staff, students, and administrators; and (4) a resource library related to the target population. This article describes the work among the different program partners to offer interdisciplinary, collaborative services for the students who elected to participate in the initiative and reports both the positive outcomes and challenges of the program. This article concludes with suggestions for expansion of the practice and research opportunities on the efficacy of the model.
Students with Disabilities Choosing Science Technology Engineering and Math (STEM) Majors in Postsecondary Institutions
Author: Lee, Ahlam
Date: 2014-00-00
Type: Journal Articles
Subjects: STEM Education,Majors (Students),Disabilities,Postsecondary Education,Demography,Predictor Variables,Regression (Statistics),Females,Disproportionate Representation,Racial Differences,White Students,Asian American Students,Grade Point Average,Mathematics Achievement,Two Year College Students

Many science, technology, engineering and math (STEM) studies have focused on issues related to underrepresented groups' participation in STEM disciplines. Most of these studies have targeted women and individuals from racial minorities as the underrepresented groups of interest, while little attention has been paid to people with disabilities. Extracting a nationally represented sample of students with disabilities from the National Longitudinal Transition Study-2, this study investigated whether and to what extent the selected demographic and academic factors predict STEM major choices by type of postsecondary institutions. Based on the literature on STEM students without disabilities, logistic regression analyses yielded both expected and unexpected results. As expected, female students with disabilities were substantially underrepresented in STEM majors in all types of postsecondary institutions. At 2-year or community colleges, White and Asian-American students with disabilities substantially dominated STEM majors over other racial groups. At 4-year postsecondary institutions, students with disabilities who enrolled in STEM majors showed higher high school GPA in math compared to non-STEM students with disabilities. Unexpectedly, at 4-year as well as vocational and technical postsecondary institutions, students with disabilities from lower-income backgrounds were significantly more likely to choose STEM majors compared to their counterparts. The results provide insights into career and academic resources that can help students with disabilities prepare for STEM careers.
Providing Support to Postsecondary Students with Disabilities to Request Accommodations: A Framework for Intervention
Author: Summers, Jean Ann
Date: 2014-00-00
Type: Journal Articles
Subjects: Academic Accommodations (Disabilities),Student Needs,Disabilities,Literature Reviews,Postsecondary Education,College Students,Student Personnel Services,Barriers,Self Advocacy,Online Courses,Student Rights,Self Determination,Success,Knowledge Level,Skill Development

Federal laws supporting the rights of students with disabilities to access postsecondary education have helped to facilitate a significant increase in the number of individuals with disabilities enrolling in postsecondary institutions. The rate at which these students complete their education, however, continues to lag behind the rate of students who do not have disabilities. This conceptual paper reviews the literature to provide an overview of the supports offered to students with disabilities in postsecondary settings as well as barriers and gaps in that support. Primary gaps include the lack of tools for Disability Support Services staff to use in providing appropriate training to students to enhance their ability to self-advocate for accommodations. The authors then present a conceptual framework for and a description of a training curriculum that is intended to address these gaps. The training includes an online, interactive tutorial that offers knowledge about rights, procedures for accessing accommodations, and a self-assessment for students to learn about appropriate accommodations to meet their individualized needs.
Examining Career Readiness and Positive Affect in a Group of College Students with Disabilities: A Pilot Study
Author: Sears, Susann Heft
Date: 2014-00-00
Type: Journal Articles
Subjects: Career Readiness,College Students,Disabilities,Decision Making,Anxiety,Rating Scales,Psychological Patterns,Attitude Measures,Multivariate Analysis

Data were collected from 47 college students with disabilities at a large Midwestern university using the Career Thoughts Inventory ([CTI]; Sampson, Peterson, Lenz, Reardon, Saunders, 1996) and the Positive and Negative Affect Scale ([PANAS]; Watson, Clark, &amp; Tellegen, 1988). Initial results revealed no significant differences for CTI total, Decision-Making Confusion (DMC), and Commitment Anxiety (CA) subscales when compared to the normative samples of the CTI. However, significant differences were found for the External Conflict (EC) subscale. Results further indicated that individuals who were identified as having the highest level of dysfunctional career thoughts were also found to have significantly higher levels of negative affect and lower levels of positive affect. Overall, the results of this pilot study provide support for the need to address career thoughts in college students with disabilities and the impact of affect on their career decision-making process.
Evaluating the Effects of a Self-Advocacy Training Program for Undergraduates with Disabilities
Author: White, Glen W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Program Effectiveness,Learning Disabilities,Perceptual Impairments,Sensory Experience,Physical Disabilities,Knowledge Level,Skill Development,Student Rights,Academic Accommodations (Disabilities),Federal Legislation,Educational Legislation,Pretests Posttests,Questionnaires,Test Validity,Likert Scales

The purpose of this study is to explore the efficacy of a training program with a group of college students who have physical, sensory, and/or learning disabilities regarding their acquisition of knowledge and skills related to their rights to reasonable accommodations under several disability-related federal laws (e.g., Section 504, Americans with Disabilities Act [ADA]). This investigation seeks to address the following research question: Do participants in a knowledge- and skill-based training program successfully acquire knowledge and behaviors associated with understanding their disability-related rights and how to request disability-related accommodations? The study showed significant results concerning student acquisition of knowledge (***p &lt; 0.001) and accommodation skills (***p &lt; 0.001). Future applications for this research are discussed.
Engaging Students through Assessment: The Success and Limitations of the ASPAL (Authentic Self and Peer Assessment for Learning) Model
Author: Kearney, Sean P.
Date: 2014-00-00
Type: Journal Articles
Subjects: Learner Engagement,Student Evaluation,Self Evaluation (Individuals),Peer Evaluation,Performance Based Assessment,Undergraduate Students,Models,Student Attitudes,Foreign Countries

In 2011 the authors created a model of self- and peer-assessment known as Authentic Self and Peer Assessment for Learning (ASPAL) in an attempt to better engage seemingly disengaged students in their undergraduate coursework. The model focuses on authentic assessment tasks and engages students by involving them in every step of the process from the creation of the criteria on which they will be marked, through to providing exemplars of work, pilot marking and providing peer feedback. This article examines the ASPAL process with regard to whether or not the students are better engaged in their studies as a result of taking part in this process. Although the results are not definitive, the present study shows that the majority of students who undertook the process found it beneficial and were open to try it again. This article seeks to open a discussion as to the capacity for a specific model of self- and peer-assessment to better engage students in their learning and discern the reasons why students found the model engaging so as to better inform future applications of the model and how it can be applied to a wider audience.