ethanporcaro/eric-fulltext-meta huggingface dataset:
Are the International Components of Global Learning Programs Ethical and Appropriate? Some Considerations Utilizing a Fair Trade Learning Framework
Author: Gendle, Mathew H.
Date: 2022-00-00
Type: Journal Articles
Subjects: Global Approach,Global Education,Service Learning,Ethics,Best Practices,Partnerships in Education,International Cooperation,Criticism,Educational Benefits,Outcomes of Education,Costs

Educational approaches that emphasize engagement within community-based contexts in both domestic and international settings are widely recognized as high-impact pedagogical practices. However, the international components of global learning programs are increasingly being viewed through rigorous ethical lenses as the potential and actual harms of these initiatives have become more widely recognized. Six common criticisms of international components embedded within global learning programs are highlighted in this essay, along with responses and counterpoints to each. We assert that although each of these concerns warrants significant discussion, all six can be satisfactorily addressed using proactive and ethical strategies that are already employed in best-practice community-based global learning (CBGL) work.
Learning While Working: Course Enrollment Behaviour as a Macro-Level Indicator of Learning Management among Adult Learners
Author: Tatel, Corey E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Course Selection (Students),Enrollment Trends,Academic Achievement,Learning Analytics,Lifelong Learning,Course Content,Teacher Student Relationship,Peer Relationship,Masters Programs,Graduates,Time to Degree,Age Differences,Prior Learning,Profiles,Gender Differences,Ethnicity,Student Characteristics,Computer Science Education,Majors (Students),Grade Point Average

As the demand for lifelong learning increases, many working adults have turned to online graduate education in order to update their skillsets and pursue advanced credentials. Simultaneously, the volume of data available to educators and scholars interested in online learning continues to rise. This study seeks to extend learning analytics applications typically oriented toward understanding student interaction with course content, instructors, and peers to the program level in order to gain insight into the ways in which adult learners manage their learning progress over multiple courses and multiple semesters. Using optimal matching analysis, we identify four distinct profiles of course enrollment behaviour among 1,801 successful graduates of an online master's program that differ with respect to course load, semesters off, and graduation speed. We found that profiles differed significantly as a function of age and knowledge background, but not with respect to gender, ethnicity, or previous academic performance. Findings indicate the utility of expanding learning analytics focused on the micro-level of analysis to the macro-level of analysis and the utility of grounding learning analytics applications geared toward adult learners in a lifespan development perspective. Implications for program design and educational interventions are discussed.
Assessing Tolerance of Ambiguity and Locus of Control in a Service-Learning Course
Author: Whitfield, Toni S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Ambiguity (Context),Locus of Control,Service Learning,College Students,Nonprofit Organizations,Planning,Student Projects,Student Attitudes

Students from a regional state university participated in a semester-long project in community service-learning with local community nonprofit agencies to plan, promote, and implement an event. Student tolerance of ambiguity and locus of control were evaluated before the beginning of the course and after completion of the project. Results from this study demonstrated that students' sense of control was enhanced by the service-learning project component of the course. In addition, they exhibited an increase in intolerance of ambiguity.
Multimodal Data Fusion to Track Students&apos; Distress during Educational Gameplay
Author: Moon, Jewoong
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Analytics,Stress Variables,Educational Games,Middle School Students,Data Collection,Prediction,Identification,Cognitive Processes,Affective Behavior,Video Technology,Videoconferencing,Nonverbal Communication,Problem Solving

Using multimodal data fusion techniques, we built and tested prediction models to track middle-school student distress states during educational gameplay. We collected and analyzed 1,145 data instances, sampled from a total of 31 middle-school students' audio- and video-recorded gameplay sessions. We conducted data wrangling with student gameplay data from multiple data sources, such as individual facial expression recordings and gameplay logs. Using supervised machine learning, we built and tested candidate classifiers that yielded an estimated probability of distress states. We then conducted confidence-based data fusion that averaged the estimated probability scores from the unimodal classifiers with a single data source. The results of this study suggest that the classifier with multimodal data fusion improves the performance of tracking distress states during educational gameplay, compared to the performance of unimodal classifiers. The study finding suggests the feasibility of multimodal data fusion in developing game-based learning analytics. Also, this study proposes the benefits of optimizing several methodological means for multimodal data fusion in educational game research.
A Visual Model for Critical Service-Learning Project Design
Author: Wollschleger, Jason
Date: 2022-00-00
Type: Journal Articles
Subjects: Models,Service Learning,Equal Education,Social Change,Visual Aids,Program Development,Systems Approach,Interpersonal Relationship,College Faculty,Higher Education

Drawing from Stith et al.'s (2018) Critical Service-Learning Conversations Tool, this article provides a visual model for developing critical service-learning projects. This model proposes to assist the analysis of critical service-learning projects by grounding them in contemporary scholarship and literature. The model also reveals the interplay of the five key themes in critical service-learning literature: understanding systems, authentic relationships, redistribution of power, equitable classrooms, and social change skills.
Understanding Student Navigation Patterns in Game-Based Learning
Author: Liu, Min
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Analytics,Navigation,Game Based Learning,Middle School Students,Educational Games,Science Education,Problem Solving,Learning Processes,Computer Games

Research on learning analytics (LA) has focused mostly at the university level. LA research in the K-12 setting is needed. This study aimed to understand 4,115 middle school students' learning paths based on their behavioural patterns and the relationship with performance levels when they used a digital learning game as their science curriculum. The findings showed significant positive relationships between various tool uses and performance measures and varied tool use patterns at different problem-solving phases by high- and low-performing students. The results indicated that students who used tools appropriately and wisely, given the phase they were at, were more likely to succeed. The findings offered an insightful glimpse of learners' navigation patterns in relation to their performance and provided much-needed empirical evidence to support using analytics for game-based learning in K-12 education. The findings also revealed that log data cannot explain all learners' actions. Implications for both research and practice are discussed.
Creating a Community-Academic Partnership: An Innovative Approach to Increasing Local Community Capacities to Address Substance Misuse
Author: Minnick, Dane
Date: 2022-00-00
Type: Journal Articles
Subjects: School Community Relationship,Partnerships in Education,Substance Abuse,Capacity Building,Community Involvement,College Faculty,School Personnel,College Students,Drug Abuse,Drug Rehabilitation,Prevention,Public Health,Addictive Behavior

Using a case example from a mid-sized town in East Central Indiana, this article illustrates the development and implementation of a community-academic partnership (CAP), a novel approach to addressing substance misuse in local communities. A CAP can be defined as a formal, strategic partnership between the local community and university faculty, staff, and students that seeks to increase the community's harm-reduction, prevention, treatment, and recovery capacities and unify the effort to address addiction in the region. Details are provided on the key elements that compose a CAP; how this type of coalition can be developed and implemented without funding; the methods used to formulate the coalition's mission statement, organizational design, and strategic objectives; and the types of outcomes the coalition can expect to produce if implemented successfully.
Towards Data-Informed Teaching Practice: A Model for Integrating Analytics with Teacher Inquiry
Author: Saar, Merike
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Analytics,Evidence Based Practice,Data,Decision Making,Teacher Attitudes,Inquiry,Models,Teacher Researchers,Data Use

Data-informed decision-making in teachers' practice, now recommended by different teacher inquiry models and policy documents, implies deep practice change for many teachers. However, not much is known about how teachers perceive the different steps that analytics-informed teacher inquiry entails. This paper presents the results of a study into developing an Analytics Model for Teacher Inquiry (AMTI), which was then used to understand how teachers (N=10) construe the steps in the model and to explore the possible constraints as well as incentives for TLA-informed teacher practices (Teaching and Learning Analytics). In the final iteration experts (N=7) and teacher-researchers (N=2) tested and evaluated the developed model. Their feedback was used to improve the model and provide example cases with insights into possible scenarios for TLA-informed analyses of teaching.
Teachers&apos; Digital Competence. The Case of the University System of Galicia
Author: Fernández-Morante, Carmen
Date: 2023-00-00
Type: Journal Articles
Subjects: College Faculty,Foreign Countries,Digital Literacy,Public Colleges,Knowledge Base for Teaching,Age Differences,Gender Differences,Technological Literacy,Teaching Experience

The digital teaching competence of university professors is of vital importance to improving the quality of higher education, and for the strategic positioning of public universities in our country. The purpose of this study is to find out the level of digital competence of Galician university professors, as well as to identify whether there are significant variable-based differences. To this end, a non-experimental design with a descriptive approach and hypothesis contrast is proposed. The sample studied is made up of a total of 610 teachers from the three public universities of Galicia (Spain), who responded to the DigCompEdu Check-In instrument adapted to the Spanish context (Cabero-Almenara &amp; Palacios-Rodríguez, 2020). In general terms, the results show a medium-low level and the existence of significant differences depending on the age, recruitment profile and area of knowledge of the teaching staff. Specifically, the younger teaching and research staff, together with Social and Legal Sciences, have a higher level of competence, whereas tenured teaching and research staff have a lower level of competence with respect to contracted workers. Therefore, training plans should be developed which focus on teaching. Expert advice and personalized methodological support should shift the focus of the intervention radically from technology to teaching.
Privacy in LA Research: Understanding the Field to Improve the Practice
Author: Viberg, Olga
Date: 2022-00-00
Type: Journal Articles
Subjects: Privacy,Learning Analytics,Educational Research,Definitions,Student Rights,Data Use,Data Analysis,Decision Making,Context Effect

Protection of student privacy is critical for scaling up the use of learning analytics (LA) in education. Poorly implemented frameworks for privacy protection may negatively impact LA outcomes and undermine trust in the discipline. To design and implement models and tools for privacy protection, we need to understand privacy itself. To develop better understanding and build ground for developing tools and models for privacy protection, this paper examines how privacy hitherto has been defined by LA scholars, and how those definitions relate to the established approaches to define privacy. We conducted a scoping review of 59 articles focused on privacy in LA. In most of these studies (74%), privacy was not defined at all; 6% defined privacy as a right, 11% as a state, 15% as control, and 16% used other approaches to explain privacy in LA. The results suggest a need to define privacy in LA to be able to enact a responsible approach to the use of student data for analysis and decision-making.
Tcherly: A Teacher-Facing Dashboard for Online Video Lectures
Author: Chavan, Pankaj
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Analytics,Video Technology,Lecture Method,Online Courses,Educational Technology,College Faculty,College Students,Cognitive Processes,Affective Behavior,Data Collection,Feedback (Response),Design,Usability,Visualization,Teaching Methods

The use of online video lectures in universities, primarily for content delivery and learning, is on the rise. Instructors' ability to recognize and understand student learning experiences with online video lectures, identify particularly difficult or disengaging content and thereby assess overall lecture quality can inform their instructional practice related to such lectures. This paper introduces Tcherly, a teacher-facing dashboard that presents class-level aggregated time series data on students' self-reported cognitive-affective states they experienced during a lecture. Instructors can use the dashboard to evaluate and improve their instructional practice related to video lectures. We report the detailed iterative prototyping design process of the Tcherly Dashboard involving two stakeholders (instructors and designers) that informed various design decisions of the dashboard, and also provide usability and usefulness data. We demonstrate, with real-life examples of Tcherly Dashboard use generated by the researchers based on data collected from six courses and 11 lectures, how the dashboard can assist instructors in understanding their students' learning experiences and evaluating the associated instructional materials.
Doing What We Can with What We Have: Engaged Scholarship among Community Psychology Doctoral Students
Author: Cloutier, Katherine
Date: 2022-00-00
Type: Journal Articles
Subjects: Scholarship,Psychology,Doctoral Students,Community Involvement,Research Methodology,Foreign Countries,Photography,Audio Equipment,School Community Relationship,Sex Education,Mentors

Graduate students newly embarking on community-engaged scholarship often find themselves in a unique context, wherein as students they may enjoy a wealth of opportunities but a dearth of other resources that contribute to quality community-engaged research. This reflective essay explores how three ecological-community psychology doctoral students used their student status to leverage opportunities for community-engaged research despite resource-limited/shifting resource situations. After positioning the essay within existing thought and research, each author provides an in-depth description of a community-engaged project. Each vignette includes an assessment of the level of community engagement during various phases of the project using Doberneck and Dann's (2019) abacus for collaboration. The authors then reflect on commonalities among their approaches and lessons learned and conclude with recommendations for graduate students and their mentors who may be operating in opportunity rich, resource poor contexts.
E-Service-Learning in Higher Education: Modelization of Technological Interactions and Measurement of Soft Skills Development
Author: Culcasi, Irene
Date: 2022-00-00
Type: Journal Articles
Subjects: Service Learning,Electronic Learning,College Students,21st Century Skills,Soft Skills,Educational Technology,COVID-19,Pandemics,Program Development,Technology Uses in Education,Foreign Countries,Employment Qualifications,Program Effectiveness

Current higher education policies require universities to prepare students for integration into an ever-changing society where knowledge and hard skills rapidly become obsolete. Soft skills are the new alphabets of the 21st century. Service-learning is a pedagogical approach that has positive effects on soft skills development. What about its virtual version, e-service-learning (e-SL)? Can students develop soft skills through technology? This research closes the literature gap on the potential benefits of e-Service-Learning Hybrid Type II during the pandemic scenario. This study also presents a new categorization of technological interaction types in e-SL related to students' skill levels. The findings provide insights into the benefits of e-Service-Learning Hybrid Type II as a suitable strategy for students' personal skills development in leadership and self-evaluation. Our results also show how e-service-learning is useful in raising students' awareness of the soft skills they need for their future professional careers.
Higher Education Outreach via Student Organizations: Students Leading the Way
Author: Jones, Jennifer A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Outreach Programs,Student Organizations,Student Leadership,Volunteers,Service Learning,College Students,Student Attitudes

Higher education outreach and engagement often occurs through student volunteering. Student organizations are one understudied and undertapped mechanism that facilitates such connections. We examined the experience of student leaders of student organizations that promoted volunteerism among their members. The mixed-methods study included a survey (n = 26) and follow-up interviews (n = 5). We found that participants' organizations were highly involved in the community and that participants gained valuable leadership skills in this role. We also found that participants had relatively little insight concerning the community partners' experience of the collaboration. We identified sampling as a unique challenge for this theoretical population and, in the discussion, provide considerations and recommendations for future scholars.
A Comparative Study of High School Students&apos; Math Achievement and Attitudes: Do Math Teacher Qualifications Matter?
Author: Saenz, Marisa B.
Date: 2023-00-00
Type: Journal Articles
Subjects: High School Students,Mathematics Achievement,Student Attitudes,Teacher Qualifications,Longitudinal Studies,Grade 9,Skill Development,Self Efficacy,Outcomes of Education,Mathematics Education

Using nationally representative High School Longitudinal Study of 2009 data, this quantitative study examined how math teacher qualifications affect U. S. 9th graders' math achievement and attitudes. The study is guided by the Cognitive Apprenticeship Theory that emphasizes that expert teachers enable students to learn as apprentices and construct knowledge within the activity, context, and culture in which it is learned. The study shows that not only does cognitive apprenticeship enable skill development and knowledge acquisition, but it shapes student math self-efficacy and interest in the subject, and it develops their math identity if students viewed math teachers as role models. The study employs a comparative research design to explore the main effects and interaction between teachers' credential type and field of study degree on student outcomes. One notable finding is that teacher credentials (i.e., level of education &amp; certification) affected student math achievement and math identity but had weaker effects on math self-efficacy, math utility and interest in math courses. Second, holding a math degree affected students' math achievement and math identity, while holding a degree in education had some positive effects on increasing students' interest in math courses. Results have direct implications for the field of Mathematics Education showing that teacher qualifications affect student beliefs and attitudes toward mathematics.
Theorizing Relationships in Critical Community Engaged Research: Justice-Oriented Collaborations as Resistance to Neoliberalism
Author: O'Brien, Dani
Date: 2022-00-00
Type: Journal Articles
Subjects: Universities,School Community Relationship,Partnerships in Education,Neoliberalism,Educational Change,Resistance to Change,Higher Education,School Community Programs,Social Justice,Predominantly White Institutions,Barriers

Academic writing about community-engaged research has long emphasized the importance of relationships and examined practices of relationship-building. Critical scholars have further argued that the neoliberalization of higher education distorts and narrows the quality of relationships in community-engaged research, a change that makes attending to relationships simultaneously more challenging and more important. Taking these observations as our starting point, in this reflective conceptual essay we draw from our experience as community-engaged researchers to reflect on the meaning, significance, and practices of relationship-building, particularly in the context of academic neoliberalism. We call for a reframing of relationships as an &quot;outcome&quot; (rather than simply a &quot;means&quot;) of community-engaged research, and as a &quot;network&quot; (rather than a binary) that builds collective power. Furthermore, we call on community-engaged scholars to reclaim and center relational practices. We argue that rethinking relationships in this light can be a form of resistance to academic neoliberalism.
Using Experiential Education in Health Professions Training to Improve Health Equity: Lessons Learned from Interviews with Key Informants
Author: Ornelas, India J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Health Occupations,Experiential Learning,Professional Education,Training,Access to Health Care,College Faculty,Inclusion,Accreditation (Institutions),Curriculum,School Community Programs,Program Implementation,School Personnel,Authors,Journal Articles,Medical Education,Dentistry,Pharmacy,Public Health,Social Work,Students

Health professions students can increase their understanding of how social determinants impact health equity through experiential learning opportunities. Using key informant interviews with faculty and staff familiar with experiential education programs in medicine, dentistry, nursing, pharmacy, public health, and social work, we sought to identify key features and best practices to inform the broader implementation of these programs. Interviews were recorded and compiled notes were reviewed to identify common themes across programs. Experiential learning helped teach students competencies related to health equity. However, many programs were challenged by limited infrastructure and the need for faculty training on health equity topics. Key informants noted that programs should be linked to accreditation and curricular requirements. Strong community partnerships also facilitated successful program implementation. Our findings can help guide other schools considering experiential learning programs, as well as future research in this area.