ethanporcaro/eric-fulltext-meta huggingface dataset:
Marketing Learning Communities to Generation Z: The Importance of Face-to-Face Interaction in a Digitally Driven World
Author: Spears, Julia
Date: 2015-00-00
Type: Journal Articles
Subjects: Communities of Practice,Generational Differences,Interaction,Interpersonal Communication,Change Strategies,Outreach Programs,Advertising,College Freshmen,Mass Media Role,Social Media,Educational Practices,Mass Media Use,Partnerships in Education

This article aims to identify the marketing strategies utilized by Learning Community (LC) administrators at two large, public, four-year research universities in the Midwest. The use of digital media coupled with face-to-face interaction is identified as an effective method of marketing LCs to the newest population of incoming college students, referred to as Generation Z. The students who fall into the Generation Z population are identified as technologically savvy and highly attuned to the variety of digital platforms available to share, gather, and exchange information. They expect to receive information through digital media. Findings on LC marketing success indicate that LC administrators should utilize current trends of conveying information through digital marketing strategies which serve to reinforce face-to-face interactions in order to recruit Generation Z students into LC programs.
Broadening Participation in Research Focused, Upper-Division Learning Communities
Author: Hinckley, Robert A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Communities of Practice,Student Research,Teacher Participation,Barriers,Student Experience,Incentives,Cost Effectiveness,College Faculty,Teacher Collaboration,Educational Practices,Teacher Motivation

We address several challenges faced by those who wish to increase the number of faculty participating in upper-division learning communities that feature a student research experience. Using illustrations from our own learning community, we describe three strategies for success that focus on providing low cost incentives and other means to promote and sustain faculty cooperation.
Growing Pains and the Zen Rx: Surviving Success after the 6-Year Mark
Author: Peterson, Newland Charles
Date: 2014-00-00
Type: Journal Articles
Subjects: Success,Communities of Practice,Program Development,Institutional Survival,Community Colleges,Undergraduate Students,Educational Quality,Educational Improvement,Program Effectiveness

Subsequent to participating in the 2006 National Summer Institute on Learning Communities sponsored by the Washington Center for Improving the Quality of Undergraduate Education at The Evergreen State College, J. Sargeant Reynolds Community College's Learning Communities Team spent the next several months preparing the college for a fall 2007 launch of learning communities. In the ensuing semesters the learning communities' initiative has experienced healthy, although not always consistent growth and refinement. Reynolds and its LC initiative are herein examined as an organic entity embodying interrelated needs for growth, equilibrium, reflection and sustainability. The Reynolds Learning Communities Team participated in the National Learning Communities Conference in November 2012, including providing a concurrent session presentation, &quot;Growing Pains: Surviving Success after the 5-Year Mark.&quot; In &quot;Growing Pains and the Zen Rx: Surviving Success after the 6-Year Mark,&quot; two of the team members update the 2012 presentation and take it to the next level through the perspective of Robert M. Pirsig's &quot;Zen and the Art of Motorcycle Maintenance.&quot;
Research Trends in Massive Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave
Author: Bozkurt, Aras
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Educational Research,Trend Analysis,Content Analysis,Masters Theses,Doctoral Dissertations,Graduate Students,Intellectual Disciplines,Education,Engineering,Computer Science,Information Technology,Qualitative Research,Case Studies,Distance Education,State of the Art Reviews,Research Methodology,Models,Educational Trends,Statistical Analysis

Massive Open Online Courses (MOOCs) have attracted a great deal of attention by higher education and private enterprises. MOOCs have evolved considerably since their emergence in 2008, all the while given rise to academic discussions on MOOC impact, design and reach. In an effort to understand MOOCs more comprehensively, this study analyzes theses and dissertations (N = 51) related to MOOCs and published between 2008 and 2015, identifying research trends from these academic documents. Theses and dissertations within this research scope were gathered through a comprehensive search in multiple academic databases. For the purposes of the study, the research employed a systematic review approach. In order to reveal trends in research themes, emphasize theoretical/conceptual backgrounds, research designs and models, first a document analysis was used to collect data and this was followed by a content analysis. Our research findings indicate that MOOC research is generally derived from education, engineering and computer science, as well as information and communication technology related disciplines. Qualitative methodology linked to a case study research model is most common, and the theoretical/conceptual backgrounds are usually distance education related. Remarkably, nearly half of the studies didn't benefit from any theoretical or conceptual perspectives. In sum, this study presents an evaluation regarding research trends derived from MOOC theses and dissertations, and provides directions for future MOOC research.
Measuring the e-Learning Autonomy of Distance Education Students
Author: Firat, Mehmet
Date: 2016-00-00
Type: Journal Articles
Subjects: Distance Education,Personal Autonomy,Electronic Learning,Gender Differences,Questionnaires,Online Surveys,Psychometrics,College Students,Item Analysis,Test Reliability,Test Validity,Statistical Analysis,Factor Structure,Factor Analysis,Likert Scales,Foreign Countries

Previous studies have provided evidence that learner autonomy is an important factor in academic achievement. However, few studies have investigated the autonomy of distance education students in e-learning environments. The purpose of this study is to evaluate the e-learning autonomy of distance education students who are responsible for their own learning. For this purpose, as the first step of the study, an e-learning autonomy scale was developed. Analyses of the validity and reliability of the scale were carried out with the participation of 1,152 distance education students from Anadolu University, Open Education System. The scale has an internal consistency coefficient of a = 0.952 and a single factorial model that explains 66.58% of the total variance. The scale was implemented with 3,293 students from 42 different programs. According to the findings, student autonomy in e-learning environments is directly proportional to level of ICT use but not affected by program or gender
Sharing of Knowledge among Faculty in a Mega Open University
Author: Santosh, Sujata
Date: 2016-00-00
Type: Journal Articles
Subjects: Open Universities,Knowledge Management,Sharing Behavior,Barriers,Distance Education,Educational Resources,Questionnaires,Teacher Attitudes,Learning Activities,Delivery Systems,Preferences,Information Utilization,Foreign Countries,College Faculty

Developments in ICTs and knowledge societies have revolutionized the traditional paradigms of education. There is a lot of emphasis on a culture of sharing and collaboration in the education scenario of today though educators have certain inhibitions about sharing of knowledge, ideas and resources. The present study was undertaken to explore the sharing behaviour of the faculty of the National Open University in India. Data was collected through a structured questionnaire on knowledge sharing behaviour and barriers to sharing from 62 faculty members belonging to various disciplines. The findings suggested that sharing was less preferred voluntarily and in networks; publishing was most preferred knowledge sharing mechanism; sharing of learning materials was more encouraged in the institution; and borrowing from Internet was more preferred. The important perceived barriers included lack of recognition and absence of organizational knowledge sharing culture. The findings have been discussed in relation to related research and the existing institutional context.
You Can Lead Students to Water, but You Can't Make Them Think: An Assessment of Student Engagement and Learning through Student-Centered Teaching
Author: Bradford, Jennifer
Date: 2016-08-00
Type: Journal Articles
Subjects: Learner Engagement,Student Centered Learning,Teaching Methods,Criminal Law,Justice,Crime,Criminology,Educational Technology,Undergraduate Students,Student Surveys,Likert Scales,Factor Analysis,Regression (Statistics),Multivariate Analysis

The current project conducted an assessment of specific, directed use of student-centered teaching techniques in a criminal justice and criminology research methods and statistics class. The project sought to ascertain to what extent these techniques improved or impacted student learning and engagement in this traditionally difficult course. Overall, the results indicate a modest but notable increase in student engagement and subsequent learning. Results provide empirical evidence that students were significantly engaged with the course and therefore benefited from these pedagogical techniques.
&quot;I Tolerate Technology--I Don't Embrace It&quot;: Instructor Surprise and Sensemaking in a Technology-Rich Learning Environment
Author: Fairchild, Jennifer L.
Date: 2016-08-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,Semi Structured Interviews,Teacher Attitudes,College Faculty,Qualitative Research,Comparative Analysis,Grounded Theory,Coding,Barriers,Technology Integration,Teaching Methods

Assuming a dialectical approach to technology and pedagogy, this study explores sensemaking processes for instructors teaching in a technologically enhanced college classroom environment. Through a series of semi-structured individual and group interviews, seven instructors provided narrative accounts of the problems encountered with progressive instructional technology and their emergent strategies to make sense of and manage it. Three primary dialectical tensions were described: freedom vs. confinement, connectedness vs. fragmentation, and change vs. stability. Two related modes of sensemaking in response to these tensions were also uncovered: adaptation, involving day-to-day adjustments to non-routine failures, and reframing, entailing gradual reflection upon the instructors' roles in the classroom. Implications for the current findings are discussed.
Assessing Public Health Majors through the Use of e-Portfolios
Author: Crowel, Tara L.
Date: 2016-08-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Evaluation,Public Health,Majors (Students),Electronic Publishing,Portfolio Assessment,Scoring Rubrics,Program Evaluation,Internship Programs,Student Educational Objectives,Competence,Communication Skills,Knowledge Level,Ethics,Professionalism,Speech Skills,Writing Skills,Computer Mediated Communication,Epidemiology,Research Methodology,Marketing,Leadership,Critical Thinking,Cultural Awareness,Likert Scales,Statistical Analysis,Qualitative Research

When assessing an entire academic program, there are various possibilities; most require students to reflect holistically on knowledge learned. Final presentations, internships, theses, and dissertations all require the students to recall the entirety of their learning experience. These are more traditional ways to assess the student as well as the program as a whole. However, with advancement in technology, the use of electronic portfolios (e-Portfolios) has been advocated to highlight student accomplishments as well as to document program and course outcomes. The following project illustrates the use of e-portfolios and develops specific rubrics in order to measure both student learning and program assessment. The use of e-Portfolios as an assessment measure was developed and implemented into the Public Health Program. All graduating students, upon completing their internships, create an e-Portfolio. These portfolios are used by faculty for both student and program assessment purposes. Data collected over the 7 semesters provides valuable insight into both students' level of competencies and program outcomes for both Pubic Health core goals and objectives.
Transition Process of Procedural to Conceptual Understanding in Solving Mathematical Problems
Author: Fatqurhohman
Date: 2016-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Skills,Mathematics Instruction,Grade 5,Foreign Countries,Teaching Methods,Mathematics,Concept Teaching,Structured Interviews,Word Problems (Mathematics),Qualitative Research,Statistical Analysis,Mathematical Concepts,Elementary School Mathematics

This article aims to describe the transition process from procedural understanding to conceptual understanding in solving mathematical problems. Subjects in this study were three students from 20 fifth grade students of SDN 01 Sumberberas Banyuwangi selected based on the results of the students' answers. The transition process from procedural to conceptually based on three aspects: (1) identify problems in the use of an algorithm, (2) the process algorithm, (3) connect multiple concepts to transform into another shape through the symbolic/picture representations. The results showed that the majority of students (18 students out of 20 students) only meets two (2) aspects of 10 students (50%) can identify the algorithms and the use of algorithms, 8 students (40%) able to use algorithms and connect with other forms. While other students (two students from 20 students) of 10% that meet only three aspects of the transitions. Thus, understanding the procedural has an important role in developing a conceptual understanding. Because the component/aspect of procedural understanding exist on components/aspects of conceptual understanding. Thus, the association acquired several components/aspects that support the process of transition from procedural understanding to a conceptual understanding.
Effectiveness of the Group Play Therapy on the Insecure Attachment and Social Skills of Orphans in Ahvaz City
Author: Mousavi, Bahareh
Date: 2016-00-00
Type: Journal Articles
Subjects: Play,Group Therapy,Pretests Posttests,Experimental Groups,Control Groups,Intervention,Attachment Behavior,Parents,Death,Security (Psychology),Questionnaires,Interpersonal Competence,Multivariate Analysis,Outcomes of Treatment,Foreign Countries

This study aimed to determine the effectiveness of the group play therapy on the insecure attachment and social skills of orphans in Ahvaz city. Statistical population included all orphans in Ahvaz city, of whom 30 students were selected whose scores in insecure attachment and in social skills were one standard deviation higher and one standard deviation lower than the mean, respectively and they were randomly divided into two treatment (15 persons) and control (15 persons) groups. The research tools included Randolph Attachment Disorder Questionnaire (2000) (RADQ) and Social Skills Rating System (SSRS) questionnaire (Gresham and Elliot, 1990). This is an experimental study with pretest, posttest, and follow-up by the control group. Firstly, pretest was implemented for both groups, and then experimental intervention (play therapy) was carried out for the treatment group during 10 sessions. After the therapeutic program, the posttest and two months later follow-up were implemented. The results obtained using the statistical method of multivariate covariance analysis showed that group play therapy reduces the insecure attachment and increases the social skills at P &lt; 0.001 during the stages of posttest and follow-up in the treatment group compared to the control group. Results also indicated that there is a significant difference between posttest and follow-up of the treatment and control group in terms of the components of social skills (collaboration, assertiveness, and self-control).
The Impediments Facing Community Engagement in Omani Educational Tertiary Institutions
Author: Issa, Jinan Hatem
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Capital,Community Involvement,School Community Relationship,Higher Education,Barriers,Case Studies,Qualitative Research,College Faculty,Semi Structured Interviews,Technology

Prior to the vital role that social capital plays in accomplishing prosperity for any educational tertiary institution, it was emphasised in several countries' agendas, including the Sultanate of Oman. This study endeavours to explore the impediments facing the enhancement of the social capital in Omani educational tertiary institutions through the lens of community engagement. A case study method employing a purely qualitative approach was employed at one of the six public Colleges of Applied Sciences in Oman. Twelve academicians were purposively semi-structured interviewed. Performing the thematic analysis technique, the results revealed more than ten key impediments. Some implications to stakeholders were illustrated and several suggestions were provided for better performances in terms of this specific capital.
Philosophical Education toward Democratization and Boko Haram Insurgency in Nigeria
Author: Ugwuozor, Felix Okechukwu
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Terrorism,Violence,Democracy,Educational Practices,Civics,Educational Philosophy,Cultural Influences,Citizenship Education,Literature Reviews,Qualitative Research,Indigenous Populations

This paper examines Nigeria's democratization dilemmas and the imperatives of an educational framework against the backdrop of the Boko Haram insurgency. It identifies and connects the pattern, character and dynamics of the existing educational system. It also discusses the system's failure in calling for a new approach to overcome the prevailing dearth of civic order and the increasing spread of dissent groups. This new method is about acculturating Nigerian youth into a more civic culture, a Nigeria where citizens can live side by side with each other in peace.&quot; While examining both theoretical and practical characteristics of this new educational agenda, the paper especially examines the link between philosophical education and the development of a civic culture, trusting that such a connection suggests an approach to education that may assist future policy makers, educators, and teachers. Specific theoretical analysis of pedagogical and philosophical education contained here can further the current understanding of how philosophical education is likely to facilitate the development of the values, beliefs, and attitudes that generally underpin the operations of a civic society, developments desperately needed to address the problem of Boko Haram and the increasing spread of dissent groups in Nigeria.
Comparison of Digital Technology Competencies among Mexican and Spanish Secondary Education Students
Author: Cuevas-Salazar, Omar
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Technological Literacy,Secondary School Students,Student Attitudes,Teacher Attitudes,Questionnaires,Statistical Analysis,Nonparametric Statistics,Cross Cultural Studies,Cultural Differences

Information and Communication Technologies (ICT) are tools to be used to support educational processes and students have access to them more and more every day. However this does not assure the appropriate use of these tools. That is why the objective of the present study is to identify the level of competency in the use of ICT of students in secondary schools in Obregon City, Sonora, Mexico, in the opinions of the students themselves and of their teachers and to compare this with the level of digital competencies of students in some regions of Spain, using an investigation carried out earlier. Two questionnaires with 51 questions were used, one for 949 students and the other for 49 teachers. The results show that students claim to have between moderately and very high levels of competence in ICT skills while their teachers say the students have high levels of competence in some technological skills such as producing a written documents with a word processor. In the study in Spain, students and teachers voiced similar averages in the highest level of competencies, but differed in the competencies with the lowest averages.
Evaluating Current Status of MS Educational Technology Curriculum in Iran from Viewpoint of Experts and Professors in Order to Offering a Desirable Curriculum
Author: Rahmanpour, Mohammad
Date: 2016-00-00
Type: Journal Articles
Subjects: Curriculum Development,Foreign Countries,Educational Technology,Expertise,Qualitative Research,Technology Uses in Education,Semi Structured Interviews,Evaluation Methods,Teaching Methods,Entrepreneurship,Surveys,College Faculty

The aim of this research is evaluating status of MS field of educational technology in Iran. This research is qualitative and it is conducted based on survey method. The statistical community of this research is expert professors in educational technology area. Accordingly, 15 persons were chosen among this statistical community as statistical sample using objective sampling of desirable cases. Used tool was semi-structured interview. Questions of the interview were determined based on research questions and five expert professor confirmed its content and apparent validity. The interview was conducted face-to-face during 30 to 60 minutes. Collected information was initially classified and then it was analyzed by category method. Results of the research indicated that from viewpoint of professors, the 'current' curriculum does not meet the needs and expectations of students in scope of objectives, content and topics, strategies of learning-teaching and assessment methods. Results that are more precise showed a minimum attention of current curriculum to &quot;empowerment&quot; and &quot;attitude&quot; of students in this field. The offered curriculum of professors for more desirable status emphasized on entrepreneurship and empowerment objectives of students and various, student-oriented educational strategies and practical combined assessment methods.
Reasons for College Students to Plagiarize in EFL Writing: Students' Motivation to Pass
Author: Al Darwish, Salwa
Date: 2016-00-00
Type: Journal Articles
Subjects: Plagiarism,English (Second Language),Second Language Learning,Student Motivation,Writing Skills,Writing (Composition),Writing Instruction,Student Attitudes,Foreign Countries,Questionnaires,Journal Writing,Teacher Qualifications,Cheating,College Freshmen,Likert Scales

EFL students acquire their writing skill through practice and hard work. However, there seems to be a lot of reasons why EFL students should find the task of composing an essay so difficult that leads them to plagiarize. For that, the present paper tries to find out the real motivation for EFL students to plagiarize in writing. This research was conducted with freshman writing students through Fall Semester 2015/2016 in the English Department. A simple questionnaire and journal writing was used. The results shows that mainly the participants plagiarize in writing just to get good grades and pass the course. Moreover, their main source for plagiarizing is the internet. However, through the journal writing practice, the policy of free choice of topics evoked divided reactions from students.