ethanporcaro/eric-fulltext-meta huggingface dataset:
Down the SoTL Rabbit Hole: Using a Phenomenological Approach to Parse the Development of Student Actors
Author: Perkins, Kathleen M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Phenomenology,Acting,Learning Processes,Experiential Learning,Performance,Skill Development,Reflection,Higher Education

Theatre is a multi-dimensional discipline encompassing aspects of several domains in the arts and humanities. Therefore, an array of scholarly practices, pedagogies, and methods might be available to a SoTL researcher from the close reading of texts in script analysis to portfolio critiques in set, costume, and lighting design--approaches shared with the humanities and the visual arts. For those studying the learning processes involved in developing actors, however, this article argues that it is necessary to go beyond the cognitive elements of the process and turn to the very experiential nature of performance to capture kinetic and affective learning. While basic voice, movement, and acting skills can be built on repetition and evaluated with critical rubrics, in order to capture the learning processes involved in the integration of cognition, voice, body, and emotion (affect), we have to use the reflective habits of mind present in theatrical culture. One approach to gathering reflective data for such studies is phenomenology. This article describes several SoTL inquiries into the experiential nature of performance. It argues that, depending on the research question at hand, phenomenological reports on developing acting skills intersecting with demonstrations of cognitive analysis and external performance critiques not only provide a rich data stew for analysis but deeper insight into the learning processes of the developing performer.
Defining Pedagogic Expertise: Students and New Lecturers as Co-Developers in Learning and Teaching
Author: Howson, Camille Kandiko
Date: 2016-00-00
Type: Journal Articles
Subjects: Cooperative Planning,Foreign Countries,Learner Engagement,Student Participation,Teacher Student Relationship,Student Role,Teacher Role,Concept Mapping,Interviews,Teacher Attitudes,Student Attitudes,Expertise,Power Structure,Observation,College Faculty,Undergraduate Students,Qualitative Research,Beginning Teachers,Feedback (Response),Scholarship,Instruction,Learning

This study evaluated a model of student-engaged educational development. Despite widespread commitment to student engagement across many institutional activities, student participation as partners with faculty in teaching and learning enhancement has been identified as a threshold concept for educational development. This study sought not only to establish a student-engaged model of teaching observation in a United Kingdom context, but also to critically examine the ways in which student, faculty, and developer participants conceptualise student expertise in relation to learning and teaching. Concept-map mediated interviews with students and faculty in humanities and healthcare subjects elicited conceptions and comparative knowledge structures of pedagogical intelligence for the purposes of enhancing teaching practice. The outcomes of the study are considered in relation to the theorisation of student engagement with particular focus on perspectives of expertise and power relations. [This article contains a student response by Aaron Long.]
Disconnected Data: The Challenge of Matching Activities to Outcomes for Students with Disabilities in Online Learning
Author: Connell, Michael W.
Date: 2017-05-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Disabilities,Online Courses,Blended Learning,Barriers,Student Characteristics,Elementary Secondary Education,Student Records,Integrated Learning Systems,Interviews,Administrators,Grounded Theory,Coding,Data Analysis,Access to Information,Academic Support Services,Student Personnel Services,High School Students

Within blended learning environments, the availability and analysis of student data has emerged as a central issue. For struggling students, data generated by digital learning systems present new opportunities to investigate critical success factors. In reality, many seemingly basic questions about persistence, progress, and performance of these learners in online environments may not be readily answered using extant data. This research inquiry generated insight into the practical challenges related to data identification, acquisition, and analysis that are faced by stakeholders seeking to assess the impact of online learning environments on student outcomes. The intent was to investigate the feasibility of and identify barriers to creating a unified student record--that is, a single data set combining data on student demographics, activity, and academic performance drawn from different information systems--that might be used to identify salient factors associated with more or less successful student outcomes. This two-phase investigation highlighted key barriers that are important to address in future research efforts and engendered a series of recommendations that could eliminate some of the current challenges to data acquisition and analysis.
Looking in on Music: Challenges and Opportunities for the Scholarship of Teaching and Learning
Author: Conkling, Susan Wharton
Date: 2016-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Music Education,Expertise,Case Studies,Higher Education,Cooperation,Participation,Performance,Communities of Practice,Liberal Arts,Musical Instruments

Whereas most articles in this special issue demonstrate careful and close-up views of Scholarship of Teaching and Learning (SoTL) in a performing arts or humanities discipline, my approach is opposite; I look in on music teaching and learning to interrogate current conceptions of SoTL. I begin with Sloboda's cognitive explanation of music expertise and consider how music expertise is established relatively early in life. I then proceed to develop two case studies of music in higher education showing how each case illustrates expertise, and highlighting experts' desires for progressively greater challenges. I argue that collaboration with other expert performers is one sort of challenge that meets such desires. By drawing attention to collaboration, I then reframe music as social practice, and I highlight the qualities of participatory performance. In the latter part of the article, I turn my attention toward explaining what it means to think about learning as participation in a community of practice, and I draw on the case studies to demonstrate that such a view presents both challenges and opportunities for SoTL.
Curbing Digital Distractions in the Classroom
Author: Seemiller, Corey
Date: 2017-00-00
Type: Journal Articles
Subjects: Interference (Learning),Handheld Devices,Telecommunications,College Students,Student Surveys,Use Studies,Access to Information,Information Seeking,Student Behavior,Student Characteristics,Age Differences,Gender Differences

Whether banking, communicating, watching television, or shopping, people can now do nearly anything on their personal digital devices. This digital access even extends to the college classroom where students use their personal devices for a multitude of non-class related purposes. Findings from a survey of 193 college undergraduates found that during class, students access particular types of platforms more frequently than others, providing insight into what they are doing when they are on their devices. Overall, students more often engage in accessing class information, utilizing online communication, using online photo sharing, and information seeking than other platforms. Based on the findings of the study, recommendations for educators are offered.
Attitudes and Achievement in a Self-Paced Blended Mathematics Course
Author: Balentyne, Phoebe
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,Mathematics Achievement,Student Attitudes,Technology Uses in Education,Grade 8,Correlation,Achievement Gains,Mathematics Instruction,Value Judgment,Student Motivation,Psychological Patterns,Self Esteem,Student Surveys,Mathematics Tests,Middle School Students,Statistical Analysis,Standardized Tests

Blended learning opportunities are expanding for K-12 students in public school settings. As these opportunities increase, researchers and educators seek to discover specific characteristics of the students who are most successful in blended learning environments. The purpose of this study was to investigate the relationship between students' achievement and their attitudes in a self-paced blended mathematics course. A total of 23 high ability eighth grade students participated in the study by completing the Measures of Academic Progress Mathematics Test and the Attitudes Toward Mathematics Inventory to examine the relationship between achievement growth during the course and attitudes at the end of the course. Findings revealed a significant positive correlation between achievement growth and attitudes toward mathematics. Achievement growth was also significantly positively correlated individually with each of the four attitudinal factors studied: value, motivation, enjoyment, and self-confidence. Furthermore, there were significant positive correlations between each of the individual attitudinal factors and overall attitudes toward mathematics. This research demonstrates that high ability students with the most positive attitudes toward mathematics may be more successful in self-paced blended mathematics courses. This is an important step in discovering which students are best suited for this learning environment.
Training for Online Teachers to Support Student Success: Themes from a Survey Administered to Teachers in Four Online Learning Programs
Author: Zweig, Jacqueline S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Teacher Surveys,Faculty Development,Preservice Teacher Education,Barriers,Instructional Effectiveness,Training Methods,Delivery Systems,Educational Practices,Educational Needs,Teacher Improvement,Teaching Skills,Elementary Secondary Education

In addition to teaching the subject matter, online teachers are tasked with supporting students' understanding of the online environment as well as students' progress, engagement, and interactions within the course. Yet only four states and the District of Columbia require teachers to receive training in online instruction prior to teaching a K-12 online course (Watson et al., 2014). Directors of three supplemental online learning programs and one consortium in the Midwest administered a survey to their teachers to gather information about teachers' preservice education and professional development, the challenges they encountered while teaching and supporting students online, and their perceived needs for additional professional development. Online teachers reported that they primarily received training while teaching online rather than during preservice education. The most commonly reported challenges were related to supporting student engagement and perseverance. The results from this survey suggest that online teachers may need additional training in multiple areas in order to best support their students. Further, the results highlight that more rigorous research is needed to determine the online instructional practices that improve student engagement, perseverance, and performance.
Developing SoTL through Organized Scholarship Institutes
Author: Marquis, Elizabeth
Date: 2015-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Institutes (Training Programs),Research Universities,Data Collection,Interdisciplinary Approach,Institutional Characteristics,Educational Benefits,Foreign Countries,Online Surveys,Reputation,Educational Quality,Educational Resources,Capacity Building,Design,Professional Development,Sustainability,Educational Finance

The need to further integrate SoTL into college and university cultures has been discussed relatively frequently in recent teaching and learning literature. While a number of useful strategies to assist in this task have been advanced, one especially promising suggestion is the development of organized, institutionally-recognized scholarship institutes. Centres or units of this sort have been created at higher education institutions in a number of countries, but little published information currently exists about the design of these institutes or the experiences of individuals affiliated with them. To that end, the present study sought to examine the perceived benefits, challenges and design features of teaching and learning scholarship institutes at research-­intensive universities worldwide. A website scan and a survey of individuals affiliated with these units were used to collect qualitative and quantitative data of relevance to the research questions. Based on the findings, and on ideas from the existing research institute and scholarship of teaching and learning literatures, a series of recommendations for individuals and campuses interested in developing effective SoTL institutes are provided.
The At-Risk Student's Journey with Online Course Credit: Looking at Perceptions of Care
Author: Barnett, Karis K.
Date: 2016-00-00
Type: Journal Articles
Subjects: At Risk Students,Online Courses,Repetition,Required Courses,Caring,High School Students,Interviews,Qualitative Research,Graduation Requirements,Asynchronous Communication,Computer Mediated Communication,Electronic Learning,Blended Learning,Dropout Prevention,Student Attitudes,Student Experience,Social Support Groups,Personality Traits,Student Motivation,Phenomenology,Hermeneutics

Studies addressing at-risk students' perceptions of valuable caring relationships within their unique online environment are rare. While the phrase at-risk has a variety of meanings, this study examined the term pertaining to students who were labeled due to endangerment of not graduating from high school based on their life circumstances. Through qualitative interviews, this study uncovered participant circumstances included death of a parent, bullying, pregnancy, and physical/mental health issues. The purpose of this qualitative study was to explore successful at-risk high school students' insights regarding their experience with online education, which they undertook in order to meet high school graduation requirements. More specifically, it is the intent of this study to examine the presence of care through the voices of those who journey into the virtual high school classroom. The multiple layers of meanings of care are discussed, as well as the factors that govern success for the at-risk participants in an asynchronous online credit recovery model. The article offers reflections and participant suggestions for implication and future research.
Asking Bigger Questions: An Invitation to Further Conversation
Author: Bloch-Schulman, Stephen
Date: 2016-00-00
Type: Journal Articles
Subjects: Questioning Techniques,Debate,Humanities,Scholarship,Agenda Setting,Instructional Improvement,Learning Strategies,Higher Education,Educational Practices,Educational Change

In this essay, the editors and contributors to this special section on SoTL in the Arts and Humanities argue that given the current climate and context, debates within SoTL about appropriate methodology both lead scholars from their disciplines to reject SoTL and also, more importantly, distract us from more significant questions and challenges. If, instead, SoTL would embrace not only its diversity but also its political potential, then we, as a scholarly community, would be in a position to do more than merely improve students' learning in our own classrooms. We could help to transform higher education. To achieve that, we need a broader conversation and a wider range of studies. We also need to be mindful of and engaged with the political, economic, and ideological forces that are shaping our institutions, our work, and our students' expectations.
Online Student Perceptions of the Need for a Proximate Community of Engagement at an Independent Study Program
Author: Oviatt, Darin R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Student Attitudes,Independent Study,Communities of Practice,Interaction,Student Surveys,Supplementary Education,Student Motivation,Student Educational Objectives,Social Support Groups,High School Students,Likert Scales,Preferences,Learning Activities,Statistical Analysis

Research suggests that collaborative learning designs, which require interaction with teachers and peers, can promote engagement and learning for online courses. Many K-12 students seek supplemental online courses to meet graduation requirements and desire flexibility, which often conflicts with required interactions. This paper asserts that online independent study learners may create a proximate community of engagement (PCE) to provide the benefits of collaboration and interactions. Using the adolescent community of engagement (ACE) framework as a lens for identifying interactions, this study surveyed K-12 independent study students to assess their perception of the need for interaction with a support community while completing an online course. Results showed that students perceive the benefits of such a community and plan to receive support from parents, teachers, and counselors proximate to their location. The perception of the need was significantly greater for students taking a course for credit recovery than those taking the course for the first time. Course providers can coach independent study students and family on how to create a proximate community of engagement.
Effects of Collaborative Learning Styles on Performance of Students in a Ubiquitous Collaborative Mobile Learning Environment
Author: Fakomogbon, Michael Ayodele
Date: 2017-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Telecommunications,Handheld Devices,Educational Technology,Secondary School Students,Pretests Posttests,Chemistry,Science Instruction,Scores,Teaching Methods,Protocol Analysis,Problem Solving,Comparative Analysis,Hypothesis Testing,Writing Assignments,Statistical Analysis,Multivariate Analysis

Collaborative learning is an approach employed by instructors to facilitate learning and improve learner's performance. Mobile learning can accommodate a variety of learning approaches. This study, therefore, investigated the effects of collaborative learning styles on performance of students in a mobile learning environment. The specific purposes of this study are to: examine the difference in the performance of students in mobile learning platform; examine the difference in performance of students in the five collaborative learning styles; examine the significant difference in performance between collaborative and non-collaborative learning styles; and determine the effect of collaborative learning style on student's performance in a mobile learning platform. Purposive sampling technique was used to choose 36 secondary school students as the sample. The study adopted a pretest-posttest experimental approach and subjects were randomly assigned into the five collaborative and one non-collaborative learning group. The groups were exposed to mobile learning on the mole concept (MLMC) in Chemistry. The results showed that there was significant gains regarding the difference between pretest and posttest scores of students in the mobile learning experience, and think-aloud-pair problem-solving technique is the most effective collaborative learning style. Also, all the collaborative learning styles are more effective for learning in a mobile learning environment compared to non-collaborative learning style.
Electronic Learning Communities as a Support for Building Relationships with Students in a Statewide Virtual High School
Author: Linton, Jayme
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Learning,Virtual Classrooms,High School Students,Communities of Practice,Qualitative Research,Case Studies,Teacher Student Relationship,Observation,Computer Mediated Communication,Semi Structured Interviews,Sense of Community,Accountability,Educational Practices,Instructional Effectiveness,Secondary School Teachers,English Teachers,Participation

This qualitative case study used Wenger's (1998) communities of practice (CoP) framework to analyze how the ongoing electronic learning community (eLC) process at an established state virtual high school (SVHS) supported online teachers in building relationships with online students. Lave and Wenger's (1991) concept of legitimate peripheral participation (LPP), which describes the participation of new CoP members as they move toward full membership, was used to examine the participation and perspective of new eLC members at SVHS. Elements of LPP were evident in case study data, particularly in the way the eLC process granted new members access to resources and to the practice of other members. Other elements of LPP were less visible in the eLC process, such as becoming and conferring legitimacy. Findings from this study suggest that online instructors should be given opportunities to build community and develop relationships with one another through repeated, ongoing collaboration. To overcome barriers due to separations in distance and time, community-building must be an intentional component of the eLC process. The eLC process provided teachers with opportunities to improve teaching in order to increase support for student learning.
A Comprehensive Analysis on Technopedagogical Education Competency and Technology Perception of Pre-Service Teachers: Relation, Levels and Views
Author: Incik, Eylem Yalcin
Date: 2017-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Student Attitudes,Preservice Teachers,Schools of Education,Statistical Analysis,Qualitative Research,Questioning Techniques,Educational Technology,Teacher Competencies,Teaching Methods,Foreign Countries,Questionnaires,Interviews

The main purpose of this research is to identify the competency and the perceptions of pre-service teachers on technopedagogical education. While study group of quantitative dimension is composed of 626 pre-service teachers; study group of qualitative extent is composed of 67 pre-service teachers. The sample represents 35% of the population of 1778 students. The quantitative data were collected through Technopedagogical Education Competency (Tpack-Deep) Scale and Technology Perception Scale and the qualitative data were collected with an open ended-question form. It was concluded that pre-service teachers generally regard themselves at a moderate level in the sense of technopedogogical education competency, have positive perception towards technology and there is a positive correlation between pre-service teachers' technopedogogical educational competency and perception towards technology. According to results of qualitative analysis of the study, pre-service teachers think that educational technologies have contributions to preparing information-communication technologies based upon presentations, developing technology-based materials, preparing homework, doing research, raising awareness about the importance of educational technology use in the learning and teaching process, acquiring information about their department, developing skill of using technology based on information-communication technologies and having positive attitude.