ethanporcaro/eric-fulltext-meta huggingface dataset:
Cyberinfrastructure for Undergraduate STEM Education
Author: Swaid, Samar
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Study,STEM Education,Black Colleges,Introductory Courses,Curriculum Enrichment,Communities of Practice,Information Systems,Data Processing,Faculty Development,Program Development,Educational Practices,Educational Strategies

Cyberinfrastructure (CI) is a term that usually appears in scientific research, but rarely to be noticed as a scientific education tool. In this paper, I describe a transformative Cyberinfrastructure-based strategy to improve Science, Technology, Engineering and Mathematics (STEM) education at one of the historically black colleges. This strategy is built on two arms (i) infusing CI in STEM introductory courses and (ii) building a community of practice around CI among STEM faculty and students. The paper presents the framework of applying computational thinking elements as a pathway to use CI in education, and tactics put to create CI-based community of practice. Presented plan will be helpful for other to use computational thinking elements and CI resources for STEM disciplines.
An Empirical Look at Business Students' Attitudes towards Laptop Computers in the Classroom
Author: Dykstra, DeVee E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Business Administration Education,Student Attitudes,Laptop Computers,Classroom Environment,Questionnaires,Student Surveys,Gender Differences,Age Differences,Grade Point Average,Majors (Students),Cohort Analysis,College Entrance Examinations,Undergraduate Students,Computer Attitudes,Statistical Analysis

Mobile computing technology has proliferated across university campuses with the goals of enhancing student learning outcomes and making courses more accessible. An increasing amount of research has been conducted about mobile computing's benefits in classroom settings. Yet, the research is still in its infancy. The purpose of this paper is to add to the base of knowledge related to business student attitudes and opinions about laptop technology, particularly passive versus required use in the classroom. Implications of this study's results will provide value to pedagogical policy makers, business educators, and mobile computing developers. Attitudinal and demographic survey data was collected from a sample of business students regarding the use of laptops in the classroom. Attitudinal data were derived from questions about course design, general laptop satisfaction, and potential benefits of laptop use, in addition to demographic and categorical data. Descriptive statistics are presented in addition to some statistical comparisons across demographic and categorical segments of the sample.
The Clock Is Ticking: Library Orientation as Puzzle Room
Author: Reade, Tripp
Date: 2017-00-00
Type: Journal Articles
Subjects: Puzzles,Library Instruction,School Libraries,Teamwork,Critical Thinking,Problem Solving,Grade 9,High School Students,Games

Tripp Reade is the school librarian at Cardinal Gibbons High School in Raleigh, North Carolina. This article describes how he redesigned his school's library orientation program after learning about escape rooms and a variant known as puzzle rooms. Puzzle rooms present players with a set of challenges to solve; they require &quot;teamwork, communication, and delegation as well as critical thinking, attention to detail, and lateral thinking&quot; (Nicholson 2015, 2). At their most elaborate, puzzle rooms offer a themed narrative that organizes a variety of clues--ciphers, symbol substitution, invisible ink--each of which contributes to the story. They differ from escape rooms in objective: not literal escape but some other victory condition, stipulated within the narrative. Reade began the redesign by identifying topics and areas to cover during the orientation and cognitive processes to challenge. Topics to cover included knowledge of the library's catalog and of the OverDrive collection, the library's virtual and physical spaces, and some of its social media presence. The list of cognitive processes to challenge included attention to detail and close reading, especially of instructions and directions, and critical and lateral thinking. The article discusses the rationale behind using puzzles in the library and the process for testing and revising the prototype. The school considered the puzzle-based orientation to be a success based on students' enthusiasm, engagement, and subsequent ability to use the catalog and find books in the collection.
Flipping the Classroom: An Empirical Study Examining Student Learning
Author: Sparks, Roland J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Homework,Video Technology,Teaching Methods,Scores,Time on Task,College Freshmen,Pretests Posttests,Student Surveys,Program Effectiveness,Qualitative Research,Statistical Analysis

Flipping the classroom is the latest reported teaching technique to improve student learning at all levels. Prior studies showed significant increases in learning by employing this technique. However, an examination of the previous studies indicates significant flaws in the testing procedure controls. Moreover, most studies were based on anecdotal observations and not quantitative methods of analysis. This studied examined the true learning improvements attributed to the flipped classroom method. The results indicate that flipping the classroom did improve the test scores for 14% of the students and 88% of the students self-reported that the flipped classroom resulted in more effective learning. However, overall class test scores did not support that flipping the classroom improved the entire class. In fact, 81.5% of the students showed no significant improvement and 3.7% showed lower test scores using the flipped classroom method. The flipped classroom does have the benefit of increasing time on task for the student by using technology to increase learning time outside the classroom. However, this technique is only effective because students spend more time learning the material. Any method that gives more time to learn the material will result in increased learning. The true value of the flipped classroom appears to be not in the method but in the use of technology to increase the time students spend learning. A bibliography is included.
Using Laptop Computers in Class: A Student Motivation Perspective
Author: Houle, Philip A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Laptop Computers,Student Motivation,Internet,Access to Information,Computer Uses in Education,Student Attitudes,Educational Technology,College Students,College Instruction,Undergraduate Students,Graduate Students,Statistical Analysis,Structural Equation Models,Business Schools,Technology Uses in Education,Questionnaires,Regression (Statistics),Goodness of Fit

This study examined the reasons why students choose to take laptop computers into college classes. The model involved the individual student choice involving opportunity, ability and motivation. The resulting model demonstrated how some (primary) factors, such as effective learning, directly impact the laptop usage choice, and other factors indirectly impact the choice, such as Internet activity and access to information. This study found that most students choose to bring computers to class for sound educational reasons, which contradicts what many instructors believe to be true.
Active Learning and Student Engagement in the Business Curriculum: Excel Can Be the Answer
Author: McCloskey, Donna W.
Date: 2013-00-00
Type: Journal Articles
Subjects: Active Learning,Learner Engagement,Business Administration Education,Undergraduate Students,Spreadsheets,Problem Solving,Computer Literacy,Business Schools,Models,Curriculum Development

Business educators are struggling with how better to engage their students in the learning process. At the same time, stakeholders are reporting that business students are ill prepared in problem solving techniques and the effective use of spreadsheets. The systemic use of Excel as a teaching tool in the business curriculum may be the answer to both situations. This paper reviews how computer literacy (with a particular focus on spreadsheets) is addressed in a sample of AACSB accredited business schools. Three models are discerned and discussed. We then follow with an examination of how business faculties are using spreadsheets as a means of student engagement. The results of the literature search in this area are summarized and discussed. The paper concludes with recommendations and directions for future research and curriculum development.
Use of Concept Maps as an Assessment Tool in Mechanical Engineering Education
Author: Tembe, B. L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Concept Mapping,Evaluation Methods,Engineering Education,Undergraduate Students,Achievement Tests,Scores,Student Surveys,Likert Scales,Scoring Rubrics,Knowledge Level,Recall (Psychology),Correlation,Alternative Assessment,Student Satisfaction,Engines,Statistical Analysis

The purpose of this study to investigate, how third year mechanical engineering students are able to use their knowledge of concept maps in their study of the topic of &quot;Introduction to the Internal Combustion Engines (IICE)&quot;. 41 students participated in this study. Firstly, the students were taught about concept maps and then asked to draw their concept map of the topic IICE. Afterwards, two achievement tests were administered. One test, namely, knowledge applications test (KAT) included questions on the application of knowledge of the topic of IICE and other test, knowledge recall test (KRT) contained the questions that require a recall of knowledge of the topic of IICE. The students' concept maps were scored by comparing with the expert map created by the teacher. The correlation between concept map scores (CMS) and the scores in tests which measure application of knowledge (KAT) was moderate while the correlations between score of concept map and the test that measures a recall of knowledge (KRT) was weak. While achievement tests measure knowledge in different context, CMS, on the other hand, measures knowledge about related concepts and relationships among concepts. As a result, concept maps can be used as a supplementary assessment method along with achievement tests. Most of the students were satisfied with use of concept mapping in the topic of internal combustion engine. They indicated that concept mapping helps them to understand the key concepts, to connect the various concepts with each other and to correct misconceptions.
Wikis in EFL Writing Classes in Saudi Arabia: Identifying Instructors' Reflections on Merits, Demerits and Implementation
Author: Al Khateeb, Ahmed A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Teaching Methods,Instructional Innovation,Web Sites,Editing,Web 2.0 Technologies,Language Teachers,Teacher Attitudes,Educational Benefits,Curriculum Implementation,Collaborative Writing,Writing Improvement,Writing Skills,Writing Instruction,Qualitative Research,Semi Structured Interviews,English for Academic Purposes,Course Evaluation,Cooperative Learning,College Faculty

This paper presents the pre-and-post-reflections of English language instructors concerning the incorporation of a new pedagogy in English as foreign language (EFL) writing classes in the Kingdom of Saudi Arabia. This approach is to integrate and blend wiki-mediated writing into a different course plan, with tasks that fit with the normal syllabi used for teaching writing skills. The methodology took a qualitative approach, specifically by conducting semi-structured pre-and-post-interviews. The qualitative analysis focused on the most frequent themes which occur in both cohorts. The participants, who were faculty members in the chosen institution, gave their reflections after they were shown the processes, thoughts and outcomes produced by the participants who actually applied the course and relevant tasks. It is important to identify instructors' perspectives as this practice can be applied to enhance (novice) non-native learners of writing in English for academic purposes (EAP). Accordingly, this paper intends to shed light on three vital elements: merits, demerits and some principles for implementation.
Screenshots and Copyright
Author: Nowak, Danuta
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Sources,Copyrights,Internet,Comparative Analysis,Laws,Foreign Countries,Reading Material Selection,Instructional Material Evaluation,Test Construction,Exit Examinations,Comparative Education

The present article attempts to show how important and easy it is to use authentic material in the classroom. However, the teacher who copies news reports from the Internet may infringe the copyright law. The article offers a comparative analysis of copyright laws in Common Law countries and the EU countries in relation to fair use. The article tries to determine whether teachers may copy, what teachers may copy, what to do with authentic materials as screenshots and how to adapt them to TELC, KET and PET examination tasks. The Author suggests some reading comprehension and grammar development activities designed using Paint and screenshots.
Graduation Rates and the Higher Education Demographic Evolution
Author: Hunsaker, B. Tom
Date: 2013-00-00
Type: Journal Articles
Subjects: Graduation Rate,Higher Education,Demography,Admission Criteria,School Statistics,Predictor Variables,Regression (Statistics),Land Grant Universities,Population Trends,Academic Persistence,Least Squares Statistics,Statistical Analysis

In his 1918 orienting work, The Higher Learning in America, Veblen highlights two primary aims of the higher education institution: (a) scientific and scholarly inquiry, and (b) the instruction of students (Veblen, 1918). As of 2006, this overarching mission remained intact. In contemporary literature, a common measure of the efficacy of the latter of these two goals is an institution's graduation rates. Previous research asserts admissions criteria to be the dominant predictor of graduation rates. However, the nature of the higher education student is changing. Underrepresented populations, specifically non-traditional students, comprise a greater portion of an institution's student body than at any point in history. The impact of this evolution has yet to be adequately assessed in the graduation rate literature. Using OLS regression with data from the National Center for Education Statistics (IES) for thirty randomly selected land-grant universities, we investigate the extent to which admissions criteria remains the leading predictor of graduation rates when accounting for variables indicative of non-traditional and underrepresented students -- such as the percentage of the student body above the age of twenty-five, the percentage of the student body receiving financial aid, part-time enrollment, and student to faculty ratio. Results indicate, while selection criteria play a role in graduation rates, the influence of non-traditional students on graduation rates is also notable.
Undergraduate Entrepreneurial Finance Course: Some Curriculum and Pedagogical Perspectives
Author: Thapa, Samanta
Date: 2013-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Finance Occupations,Business Administration Education,Online Surveys,Teacher Attitudes,College Faculty,Undergraduate Study,Teaching Methods,Teaching Models,Course Content,Preferences,Mail Surveys,Profiles,Behavioral Objectives

Using online survey, we document the opinions of finance professors as to what should be the core content of undergraduate entrepreneurial finance course and the approach to be taken to teach this course. On the core content of the course, the top five topics preferred by the respondents were: Identifying business opportunities and examining their feasibility, forecasting revenues and expenses for early stage ventures, cash budget and projecting financial statements using EXCEL, understanding financial statements, and estimating external funds needed and sustainable growth rate. As to the approach to be taken in teaching this course, the respondents preferred taking a balanced approach, that is, emphasis on basic accounting and finance skills, such as financial forecast, cash budget and other financial management tools, supplemented with cases to run a start-up. The findings do not differ between faculty who are teaching the course and those who do not teach the course.
Training ESP Students in Corpus Use--Challenges of Using Corpus-Based Exercises with Students of Non-Philological Studies
Author: Marinov, Sanja
Date: 2013-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Undergraduate Students,English for Special Purposes,Tourism,Second Language Learning,Second Language Instruction,Teaching Methods,Writing Improvement,Writing Instruction,Economics,Foreign Countries,Editing,Writing Processes,Phrase Structure,Comparative Analysis

This paper focuses on planning a series of activities to train learners of undergraduate, non-philological studies in using a small specialised ad hoc corpus and the results they achieved in doing them. The procedure discussed in this paper is a part of a larger project which investigates the possibility of using a small specialised corpus with ESP learners in improving their written texts. The planned activities are carefully designed to address particular issues either related to the technical aspect of using and reading corpora or to some of the language issues that are (relatively) easily observable in corpus data. The set of devised exercises is referred to as a training programme meant to prepare and guide learners towards the status of more independent corpus users. The training was carried out as a part of an obligatory language course taken by the second year university students of tourism. The paper analyses the learners' success in dealing with each particular exercise as well as the major challenges encountered in the process. Conclusions are drawn and recommendations for future applications and researches are made.
Observation of &quot;YouTube&quot; Language Learning Videos (&quot;YouTube&quot; LLVS)
Author: Alhamami, Munassir
Date: 2013-00-00
Type: Journal Articles
Subjects: Video Technology,Web Sites,Electronic Publishing,Second Language Instruction,Instructional Design,Media Selection,Selection Criteria,Film Production,Teacher Developed Materials,Instructional Material Evaluation,Guidelines,Aesthetics,Learner Engagement,Instructional Effectiveness,Content Analysis,Student Educational Objectives,Lesson Plans,Social Media,English Language Learners

This paper navigates into the &quot;YouTube&quot; website as one of the most usable online tools to learn languages these days. The paper focuses on two issues in creating &quot;YouTube&quot; language learning videos: pedagogy and technology. After observing the existing &quot;YouTube&quot; LLVs, the study presents a novel rubric that is directed towards a pedagogically sound basis for language learning in the &quot;YouTube&quot; learning environment. The purposes of the rubric are. (A): selecting and evaluating the appropriate &quot;YouTube&quot; language videos for the target audience. (B): creating effective language learning &quot;YouTube&quot; videos that are based on the existing language learning theories. The findings present a rubric that contains 44 questions that have been classified in five main categories: video characteristic, attractiveness, clarity, reaction and content. In each category, there are several questions discussing issues under each category. These questions are driven and modified from the language materials evaluation and design research and language classroom observations research.
The Effects of Online Writing Evaluation Program on Writing Capacities of Korean Students
Author: Shim, Yae Jie
Date: 2013-00-00
Type: Journal Articles
Subjects: Error Correction,Writing Evaluation,Essays,Scoring,Feedback (Response),English (Second Language),Second Language Learning,Second Language Instruction,Instructional Materials,Writing Improvement,Grammar,Language Usage,Writing Instruction,College Students,Cues,Computer Assisted Instruction,Teaching Methods,Foreign Countries,Computer Software,Statistical Analysis,Language Tests

The error-correction program &quot;Criterion&quot; provides students with an immediate essay feedback using tools that can analyze and review writing automatically. This feedback covers grammar, usage, mechanics, style, organization, and development. With its diagnostic tools for scoring essays and offering relevant feedback, the error-correction program provides a way to speed up the otherwise time-consuming process of essay composition and evaluation. The usefulness of the error-correction program is highlighted by analyzing the extent to which it helps second language learners improve their writing abilities, with a focus on the degree of student improvement caused by the program's prompts from the first draft to the final essay submission. The purpose of this study is to determine the extent to which second language learners can improve their writing capacities using a specific set of online instruction materials, the error-correction program online essay writing tool in a group of 96 university students at the intermediate level of English.
ESP Students' Views on Online Language Resources for L2 Text Production Purposes
Author: Kozlova, Inna
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Second Language Learning,English for Special Purposes,Student Attitudes,Educational Resources,Instructional Materials,Electronic Publishing,Internet,Dictionaries,Student Needs,Problem Solving,Skill Development,Knowledge Level,Questionnaires,Multivariate Analysis

The use of online language resources for L2 text production purposes is a recent phenomenon and has not yet been studied in depth. Increasing availability of new online resources seems to be changing the very nature of L2 text production. The traditional dictionary, hitherto a default resource to help with language doubts, is being left behind while online resources are taking the lead. What are these resources? Do students need any specific training on how to use them? At what moment of L2 text production do students wish to resort to resources? Rather than analysing the usefulness of a specific kind of resource, this paper focuses on the students' perceived needs. In particular, we would like to see to what extent our students are open to using language resources, if they are willing to master their use and, finally, if they use resources properly, which is with cognitive implication behind.