ethanporcaro/eric-fulltext-meta huggingface dataset:
Reimagining the 4M Framework in Educational Development for SoTL
Author: Frake-Mistak, Mandy
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Development,Postsecondary Education,Higher Education,Scholarship,Instruction,Learning,Models,Educational Practices,Teaching Methods,Portfolios (Background Materials),Curriculum Design

In this paper, we seek to contextualize our work in SoTL-focused educational development and those who work to support others in SoTL, as interstitially spaced across the 4M Framework, re-envisioned as a flexible but formalized professional continua. The establishment of a model for educational development SoTL-related activity allows for the opportunity to explore how this work is done in a systematic manner. We offer our ideas and visions through, what we term, the 4M Continua for Educational Development as a possible understanding of the work that SoTL-focused educational developers do, as well as those who engage in educational development more broadly. While the 4M Framework provides a guide through four interrelated organizational lenses: micro; meso; macro; and mega, we have adapted a model to situate educational development work using the 4M Framework to inform the ways in which we do, contribute to, consume, advocate, and support SoTL broadly, including at local, provincial, national, and international levels. The 4M Continua can be an avenue for those who do educational development to describe their work, where the work is situated, and how support can be offered throughout the community.
The Good, the Bad, and the Pandemic: An Intra-Group Approach to Exploring Students&apos; Experiences with Collaborative Learning during COVID-19
Author: Anghel, Ella
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Cooperative Learning,Student Experience,College Students,Distance Education,Group Dynamics

Collaborative learning is increasingly common in higher education, with several studies pointing to its effectiveness. However, it also poses some social and cognitive challenges for students, resulting in students' mixed attitudes toward collaborative learning. COVID-19 has added to these challenges by, for example, introducing barriers to face-to-face communication. Existing studies exploring the impact of COVID-19 on students' experiences with collaborative learning focus on individual students, missing potential intra-group trends that could be useful to instructors. Using both Likert-style and open-ended questions, this study explored 38 college students' experiences engaging in collaborative learning during COVID-19 both individually and at the intra-group level. Overall, students' experiences were positive both academically and socially, though some experienced challenges such as freeloading and online connection issues. For most groups, there were one or two students who had negative experiences, but these issues seemed to be individual and not indicative of a group-level problem. The study introduces an intra-group approach to collaborative learning research. Its findings suggest that instructors should apply collaborative learning pedagogies to enhance students' learning and social connectedness. Instructors could further improve students' experiences by identifying and solving common issues (e.g., freeloading, technical difficulties) by surveying students or encouraging them to share these difficulties with the instructor.
The Effect of Internet of Things Education through Distance Education on Student Success and Motivation
Author: Özgül, Emre
Date: 2023-00-00
Type: Journal Articles
Subjects: Internet,Technology Education,Distance Education,Asynchronous Communication,Synchronous Communication,Student Motivation,Academic Achievement,Engineering Education,College Students,Teaching Methods,Videoconferencing,Educational Technology,Equipment

The Internet of Things (IoT) is one of those technologies with a wide range of applications, from planes to cars, from factories to homes. As IoT technology is an interdisciplinary field, it is generally one of the most difficult subjects to learn. Therefore, there is a need to use and develop new teaching methods to facilitate the teaching of IoT technology. This quasi-experimental study aims to examine the effects of synchronous and asynchronous distance courses on students' achievement and motivation in IoT education. The participants, consisting of 35 students from different engineering departments, were randomly assigned to experimental and control groups. The experimental group was instructed asynchronously on the Edpuzzle platform, where interactive videos were presented, and control group was taught synchronously on the Zoom application for 8 weeks. As a result of the research, it was concluded that the students in the asynchronous group were more successful in their academic achievement post-test scores. Although the synchronous group scored higher in terms of motivation, it was concluded that there was no significant difference from the other group.
Students&apos; Perceptions towards the Roles and Competencies of Online English Instructors
Author: Günes, Hilal
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,English (Second Language),Second Language Instruction,Language Teachers,Teacher Role,Teacher Competencies,Barriers,Access to Computers,Educational Resources,Faculty Development,Online Courses,Educational Technology

This study aimed to discover the roles and competencies of online English instructors as perceived by their students. Participants consisted of eight students enrolled in a basic English course in Turkey, who were taking the course online. Semi-structured interviews were conducted to collect qualitative data, which were analyzed using the content analysis technique with the help of Nvivo software. As a result of the study, roles of facilitator and leader; and competencies of delivering the content effectively, using varied teaching methods, activities and materials, fostering interaction, ensuring participation, having basic ICT skills, integrating technology into teaching effectively, offering and getting feedback, attracting attention, creating open and friendly environment, adjusting tone of voice, pre-class preparation, being aware of student profile and teaching accordingly, giving and checking assignments, motivating, being accessible, classroom and time management, evaluating effectiveness of the course, seeking ways for professional development, and adopting a favorable attitude towards teaching online were addressed by the students. However, the students asserted that their instructors do not perform most of these roles and competencies because of the challenges such as poorness of technical and technological infrastructure, interaction problems, lack of teacher readiness, and student profile. The students highlighted the necessity of a solid technical and technological infrastructure, and teacher development trainings on online teaching issues.
The Effect of Project-Based Learning in Visual Arts Lesson on Lesson Outcomes and Attitudes
Author: Ozkan, Zeliha Canan
Date: 2023-00-00
Type: Journal Articles
Subjects: Visual Arts,Art Education,Student Projects,Active Learning,Comparative Analysis,Grade 7,Achievement Tests,Attitude Measures,Student Attitudes,Outcomes of Education,Teaching Methods,Middle School Students,Instructional Effectiveness

Project-based learning in visual arts lesson is an effective method to develop students' creativity, self-confidence and learning skills. The aim of this study is to examine the effect of project-based learning method applied in 7th grade visual arts lesson on lesson outcomes and attitudes compared to traditional teaching. The study was conducted with a pretest-posttest control group experimental model. The experimental process lasted 5 weeks for the experimental and control groups. At the beginning of the experimental procedures of the study, the 7th grade visual arts lesson achievement test and attitude scale towards visual arts lesson were applied to the experimental and control groups simultaneously as pre-test. In the experimental group, the visual arts lesson was taught with the project-based learning method, while in the control group it was taught with the traditional teaching method. The 7th grade visual arts lesson achievement test and attitude scale towards visual arts lesson were used to collect research data. According to the research findings, when the post-test results between the group in which the project-based learning method was applied and the group in which the traditional method was applied were examined, significant differences were found in favor of the experimental group in which the project-based learning method was applied. The project-based learning method had a positive and high level effect on the visual arts lesson achievements and attitudes of 7th grade middle school students.
Rivalry and Group Member Behavior among Fans of Sport Teams and Theme Parks
Author: Havard, Cody T.
Date: 2023-00-00
Type: Journal Articles
Subjects: Athletics,Team Sports,Group Dynamics,Group Membership,Competition,Parks,Attitudes,Behavior

The current study investigated how group members react to favorite and rival brands among sport teams and theme parks. Specifically, fans of sport teams perceptions of favorite and rival brands were compared to that of theme park fans. Results showed that fans of sport teams reported more positivity toward their favorite brands and more negativity toward their rival brands than did fans of theme parks. Additionally, identifying as a fan of both a sport team and theme parks influenced more positive attitudes toward the favorite theme park brand. Finally, the current study places the group member behavior of theme park fans in the Hierarchy of Out-Group Derogation (HOD) and Out-group Derogation Spectrum (ODS) using the Group Behavior Composite (GBC, Havard, Grieve, &amp; Peetz, 2021). Implications for research and practice are discussed, along with future research avenues presented. A version of this study was presented at a previous conference, however with inaccurate data analysis. This presentation will focus on analysis using correct data points and the inclusion of the results in the HOD and ODS.
Responding to Students after the Homicide of a Classmate
Author: O'Donoghue, Margaret
Date: 2023-00-00
Type: Journal Articles
Subjects: Homicide,Peer Groups,Trauma,Best Practices,Neighborhoods,Grief,Urban Schools,School Districts,Intervention,Crisis Management,Psychotherapy,School Counselors,Case Studies,Elementary School Students,Resilience (Psychology),Altruism,Developmental Stages

This article analyzes how schools in the U.S respond to trauma in children and teens after the homicide of a peer and provides suggestions for best practices. The focus is not on in-school mass shootings but on homicide of young people outside of schools, in neighborhoods, which is the leading cause of death for African Americans between ages 15 to 24 years old, the second leading cause of death for Hispanic youth, and the third leading cause of death among White Youth (Centers for Disease Control [CDC], 2020). Typically, these deaths are not a national focus and schools have little resources to guide them in how to respond in the aftermath. Utilizing theoretical background on disenfranchised grief and trauma based practice, current school based response, and examples from the author's own experience in a large, urban school district in NJ, this article seeks to dissect this difficult topic.
Rethinking &quot;Damage-Centered&quot; Research and Individual Solutions: Cultural Humility as a Framework to Increase Student Diversity in Undergraduate STEM Departments
Author: Chikkatur, Anita
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Disproportionate Representation,STEM Education,Student Diversity,Cultural Influences,Student Experience,Racism,Gender Bias,Social Discrimination,Change Strategies,Educational Change,Power Structure,Knowledge Level,Student Attitudes,Inclusion,College Faculty,Departments,College Role

This study examines data from a participatory research action study on the experiences of underrepresented students in Science, Technology, Engineering, and Mathematics (STEM) fields at a small liberal arts college in the United States. Our analysis aims to move away from the framework that students needed to be taught how to cope with and overcome the challenges they faced in their STEM experiences, including racism and sexism. Instead, we propose a stronger focus on how to end racist, sexist, and other forms of discrimination. We draw on the concept of &quot;cultural humility&quot; as a concrete framework that professors, departments, and institutions can use to approach their work of changing practices, policies, and systems. Results discuss specific strategies that educators and institutions can use to promote a cultural humility framework as one way to create anti-oppressive and equitable classrooms, departments, and institutions.
It&apos;s Complicated: Instructors&apos; Perception of Their Teaching Roles Online
Author: Sharen, Colleen M.
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,College Faculty,Teacher Role,Teacher Attitudes,Foreign Countries,Interpersonal Relationship,Barriers,Difficulty Level,Cognitive Processes,Independent Study,Self Management,Student Role

As a result of the COVID-19 pandemic, many institutions had shifted to primarily online teaching during the 2020- 21 academic year. This case study at Brescia University College (London, Canada) investigates the experiences of faculty members who, for the most part, had never taught online prior to March 2020. It explores faculty members' conceptualization of their instructional role when teaching online. Instructors described the role of online teacher as creator and deliverer of content, curriculum designer, assessor, and facilitator of community. The findings confirm Community of Inquiry teaching and social presences but did not find mention of cognitive presence. We also found support for instructor and learner presence. Our findings suggest that the Community of Inquiry framework evolves over time from the pre-active to interactive to post-active phases of teaching.
Question Format Biases College Students&apos; Metacognitive Judgments for Exam Performance
Author: McGuire, Michael J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Metacognition,Multiple Choice Tests,Accuracy,Test Format,Prediction,Undergraduate Students,Decision Making,Psychology,Cues,Guessing (Tests),Scores,Correlation,Test Items

College students in a lower-division psychology course made metacognitive judgments by predicting and postdicting performance for true-false, multiple-choice, and fill-in-the-blank question sets on each of three exams. This study investigated which question format would result in the most accurate metacognitive judgments. Extending Koriat's (1997) cue-utilization framework to these judgments, each format gave students different cues on which to base judgments. Further, each format has different probabilities of correctly guessing, which can skew accuracy. Students reported the lowest estimates for fill-in-the-blank questions. Accuracy measured using bias scores showed students' predictions and postdictions were most accurate for multiple-choice items. Accuracy measured using gamma correlations showed students' predictions were most accurate for multiple-choice items and postdictions were most accurate for fill-in-the-blank items. Based on the findings, educators are encouraged to consider what implications question format have on metacognitive processes when testing students over studied material. And, for researchers, the findings support the use of different accuracy measures to get a more detailed understanding of factors influencing metacognitive judgment accuracy.
Utilizing Slow Reading Techniques to Promote Deep Learning
Author: Baldi, Brian
Date: 2023-00-00
Type: Journal Articles
Subjects: Reading Instruction,Teaching Methods,Reading Strategies,Reading Skills,Reading Processes,Undergraduate Students,Reading Assignments,Time Factors (Learning),Story Telling,Reader Text Relationship,Learning,Reflection,Generalization,Prior Learning

Slow reading has long been viewed as a teaching technique that engages students more deeply with course readings. Little systematic research, however, has been done to understand how this pedagogical strategy works in college classrooms. This study investigated how slow reading techniques promoted deep learning among undergraduate college students across two disciplines. Utilizing two food essays as the basis for a reading assignment, students in two courses participated in an intentionally scaffolded and paced slow reading exercise designed to encourage deeper personal engagement with course concepts. Theoretical implications from the research demonstrate connections between slow reading techniques and the existing literature on both significant and deep learning. More practically, this study found that slow reading techniques fostered personal storytelling as a means of developing deeper connections to assigned texts, presenting an opportunity for instructors hoping to facilitate the meaningful integration of course concepts into students' lives.
Using Practice-Based Learning to Extend Undergraduate Teaching and Learning
Author: Hamilton, Erica R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Preservice Teachers,Museums,Middle School Students,Educational Practices,Teaching Methods,Cross Age Teaching,Field Instruction

This research article reports results of a study centered on an undergraduate instructor who facilitated a practice-based field experience with undergraduate preservice teachers (n=125) in an urban museum setting, working with middle school students with a public museum school. In addition to exploring this practice-based field experience, we also examined ways the setting functioned as a third space for teaching and learning. Also discussed are some of the changes the instructor made to maximize student learning in this third space. Results indicate that implementing practice-based learning in undergraduate education serves to extend and support teaching and learning. Moreover, practice-based learning experiences provide additional learning opportunities, including connecting undergraduates' chosen careers with professionals working in the field. The outcomes of this study also indicate that when implementing and facilitating practice-based learning opportunities there are some pedagogical shifts instructors will need to make, including increasing one's flexibility and adaptability as well as intentionally utilizing the additional third space(s) as text and teacher, when and where possible.
Teaching or Testing, Which Matters More? The Transition among Education Levels in Turkey
Author: Aksoy, Erdem
Date: 2023-06-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,High Stakes Tests,Alignment (Education),Student Promotion,Secondary School Students,Test Items,Curriculum,Instruction,Testing,Admission Criteria,Success,Failure

This study analyzes the alignment between the educational policy of Turkey and high-stakes tests administered for students transitioning from secondary to high school. Research questions focus on the opinions of secondary school teachers about the alignment between transit exam questions and curricula, course books and materials, and their views on high-stakes testing. The research used a survey study model utilizing the triangulation design. A total of 109 teachers from six different majors working in Ankara participated in the study. An online survey consisting of eight questions was used to get teachers' opinions. The research question was analyzed using quantitative (percentages) and qualitative (content analysis) methods. Results showed that education serves dominantly for tests emphasizing a testing-oriented education system in the current Turkish learning and teaching process, which contrasts with education policy documents targeting 2023.
The Effect of an Argumentation-Based Inquiry Approach on Students&apos; Academic Achievement and Analytical Thinking Skills
Author: Kabatas Memis, Esra
Date: 2023-06-00
Type: Journal Articles
Subjects: Persuasive Discourse,Thinking Skills,Academic Achievement,Grade 7,Inquiry,Program Effectiveness,Science Achievement,Science Instruction,Foreign Countries,Student Attitudes,Boarding Schools,Elementary School Students

This study aimed to investigate the effects of the argumentation-based inquiry (ABI) approach on the analytical thinking skills and academic achievement of seventh-grade students using a mixed method. It was conducted in a secondary school in the Western Black Sea region of Turkey with seventh-grade students from two classes during the fall semester of the 2021-2022 academic year. Unit-based achievement tests, analytical thinking scenarios, and semi-structured interviews were used as data collection tools. The findings show that the application of the ABI approach in science classes is effective in improving the academic achievement of students. According to the analytical thinking test findings, a significant difference was found in favor of the experimental group in the post-test. The evaluation of the quantitative and qualitative findings revealed that the ABI approach used in science lessons had improved the analytical thinking skills of the experimental group students.
Developing a Conceptual Model of Self-Directed Learning in Virtual Environments for Medical Sciences Students
Author: Mirmoghtadaie, Zohrehsadat
Date: 2023-05-00
Type: Journal Articles
Subjects: Models,Independent Study,Virtual Classrooms,Medicine,Medical Education,Medical Students,Educational Environment,Educational Planning,Efficiency,Learning Processes,Scaffolding (Teaching Technique),Cognitive Processes,Student Participation

Identification of key factors affecting the self-directed learning process in the virtual environment of medical education is vital. In this article, we designed a model that describes the self-directed learning process in the virtual learning environment for post graduate students of medical sciences in Iran. This study was carried out in two steps: first, using a qualitative study, we explored the formation of a self-directed learning process in the virtual environment. Second, a review of the literature was conducted to identify the conceptual models. Finally, based on the results, a self-directed learning model for virtual learning was developed. A total of 25 people were research participants in the qualitative part, and individual interviews were conducted with both faculty members and students. There were 1,049 codes, 80 subcategories, 15 categories, and 5 themes extracted from the interviews and through analysis. The themes included (a) backgrounds and requirements, (b) support, discipline, and coordination of the educational system, (c) students' effort to manage to learn, (d) efficiency, attractiveness, and organization of educational environments and context, and (e) personal excellence, growth, and development. The self-directed learning process in virtual environments consists of some elements and structures, and a description of the relationship between these elements can be the basis of educational planning to develop and compile an effective evaluation of this skill.