ethanporcaro/eric-fulltext-meta huggingface dataset:
Optimizing Student Learning Outcomes of Collegiate Recreational Sports Participation
Author: Lower-Hoppe, Leeann M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Recreational Activities,Athletics,Student Participation,College Students,Student Development

Higher education theorists have long since proposed student involvement in educational programs is directly proportional to student learning (Astin, 1999), neglecting potential non-linear relationships. The purpose of this study is to determine the presence of non-linear relationships between collegiate recreational sports (CRS) participation and student learning outcomes. Data from the NASPA Assessment and Knowledge Consortium were analyzed through ordinary least squares multiple regression to determine if there is a point of diminishing returns in student learning outcomes of CRS participation. The results demonstrate a significant curvilinear relationship for depth and breadth of CRS participation, supporting a point of diminishing returns. The point of diminishing returns in student learning outcomes occurs at a CRS participation frequency of 8 times per week and number of different CRS activities of 30 activities per week. These findings have implications for CRS programming, marketing, and mentoring.
Playful Absence/Absence of Play: Rethinking the Design Studio in Online Environments
Author: Lehtonen, Miikka J.
Date: 2021-12-00
Type: Journal Articles
Subjects: Play,Educational Environment,Electronic Learning,Design,Cooperation,Foreign Countries,Undergraduate Students,Student Attitudes,Technology Uses in Education

While the pandemic has had a tremendous negative impact on societies, it has nonetheless provided us with a sort of living lab for investigating and exposing consolidated models of design education. The design studio, often conceptualized as a spatio-temporally inhabited milieu with translocal norms and conventions, became a blended environment where students and instructors alike had to establish new conventions and ways of knowing and inquiring. Employing Sicart's notions of play and playfulness as our theoretical lens, this paper argues how online learning has opened up a space for students and instructors to blur the boundaries of the design studio through the intersection of play and absence. Absence of things gives rise to being playful, and absence of play is required to sustain collaborative play. Through student interviews and our personal reflections, our findings reveal how play spatio-temporally fragments the design studio. In the absence of pre-existing conventions, play negotiates the boundaries of the design studio. Moreover, creating the virtual design studio can be understood as an emergent act of play; by being playful, we partly leave behind the norms and assumptions of the physical design studio to create something new. In addition, and paradoxically, creating a personalized and community-based way of being helped in seeing the immediate surroundings as the studio. Here, creating new methods for working in the studio playfully created boundaries for play. Theoretical and pedagogical implications shed light on the future of design studio and education as spaces that can be collaboratively enacted.
Distance Education in the COVID-19 Pandemic Period: Opinions of Primary Pre-Service Teachers about Teaching Practice Course
Author: Izgi Onbasili, Ümit
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Elementary School Teachers,School Closing,Student Teaching,Student Teacher Attitudes,Foreign Countries,Cooperating Teachers,Elementary School Students,Barriers,Educational Technology,Lesson Plans,Planning,Teacher Effectiveness,Program Effectiveness

The COVID-19 pandemic, which has come to the fore all over the world, has had serious effects in the education process as in every field. Countries have urgently tried to make the necessary arrangements regarding their education systems. Similarly, in Turkey, the Ministry of National Education tried to transfer the courses in formal education to the distance education system in all schools and Higher Education Institutions. However, until this time, only theoretical courses and courses regarding the technology-based practices were included in distance education. In this sense, serious difficulties have experienced especially in practical courses such as laboratories and internships. One of the biggest debates in education faculties, which had to take a break from face-to-face education as of March 2020, has been about how to conduct internship courses such as teaching practice in the distance education process. For this reason, this study aimed to examine the opinions of primary school pre-service teachers about the teaching practice course during the pandemic process. Both pre-service teachers and primary school students, whom they taught and observed within the scope of the teaching practice course, experienced the distance education process for the first time. It is very important to investigate the positive and negative experiences of the primary school pre-service teachers who will start to work as the teachers of the future and to take the necessary precautions. In this context, this study, which was carried out as a a phenomological study, was conducted with 8 pre-service teachers who were enrolled in a teaching practice course at a state university in the fall semester of 2020-2021. While the data were obtained from open-ended questions, the reports and lesson plans kept during the semester were examined by the researchers. The data were analyzed by qualitative analysis methods.
On Country-Off Country: Web Based Engagement with Indigenous Communities
Author: O'Brien, David
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Land Settlement,Cultural Influences,Indigenous Knowledge,Partnerships in Education,Higher Education,Rural Areas,COVID-19,Pandemics,School Closing,Videoconferencing,Experiential Learning,School Community Relationship

Australia's first nation people have suffered deep loss stemming from the colonisation of their lands and restrictions on cultural practises. Despite endemic disadvantage, many people maintain profound connections to traditional lands, their &quot;country,&quot; and retain a desire to share their cultural knowledge. This presents opportunities for design academics and tertiary students to establish partnerships with indigenous communities. This paper casts a reflective lens over an architecturally focused case study with a remotely located indigenous Australian community to differentiate learning outcomes that are site based &quot;on country&quot; and those conducted in classrooms &quot;off country.&quot; In the pre-COVID era, the Bower Studio program within the Melbourne School of Design at the University of Melbourne was taught with both on and off country learning opportunities. Bower Studio coordinates small groups of students travelling on country to meet community members in remote Australian communities and facilitates indigenous elders travelling to attend classes in Melbourne. While this combination was accepted as best-practise, the suspension of in-person gatherings due to COVID threatened the integrity of this program and forced significant change. Reliant upon video conferencing it would be reasonable to expect that the loss of on country experiences would significantly hamper the student/community engagement whilst simultaneously diminishing academic outcomes. This research reflects upon the project to confirm that on country learning remains best practise, however there were unexpected benefits from off country engagements facilitated through video conferencing.
&quot;Scaling Up&quot; and Adapting to Crisis: Shifting a Residential UX Studio Program Online
Author: Gray, Colin M.
Date: 2021-12-00
Type: Journal Articles
Subjects: Educational Change,Design,Undergraduate Students,Online Courses,Program Descriptions,Land Grant Universities,Teaching Methods,Hidden Curriculum,Studio Art,Pandemics,COVID-19,Mentors,Apprenticeships,Socialization,Feedback (Response),Peer Evaluation,Self Concept,Residential Programs,Criticism,Computer Simulation

Our undergraduate UX program at Purdue University launched in 2016 as one of the first UX-focused undergraduate degree programs in the United States, intentionally designed to support the unique characteristics of a residential, research-intensive, land-grant institution. We designed multiple overlapping studio experiences that formed multiple connections among cohorts, supporting mentorship, cognitive apprenticeship, the construction of social bonds, and reflection on one's own development as a designer. Our program was experiencing quick growth, with our cohort size growing from 20 students in 2016 to 50 students in 2021. With the onset of pandemic restrictions, the challenges of &quot;scaling up&quot; and the challenges of building a virtual studio pedagogy thus met. Our &quot;hidden curriculum&quot; of peer feedback and tacit learning, critique as a means of socialization and feedback, emancipation of the self, and allowance for identity formation pointed towards studio properties that were central to our pedagogy and needed to be reformulated or rethought. I describe the resulting &quot;dimensions of crisis&quot; that impacted our pedagogy and practice, the new supports for studio learning practices that we designed, and how these changes may lead to lasting changes to our residential program once the restrictions of the pandemic subside.
Investigating Learner Motivation in Online Education in Terms of Self-Efficacy and Self-Regulation
Author: Özen, Emin
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Distance Education,Electronic Learning,Self Efficacy,Self Control,Foreign Countries

As in many countries of the world, online education has been implemented in Turkey in recent years and related applications are becoming more widespread day by day. The fact that it can take place anytime and anywhere, eliminate the limitations of time and space, and provide lifelong learning can be described as the most basic factors in the spread of online education. In addition, the rapid increase in the number of students who have to take online education due to the COVID-19 global pandemic, which has affected the whole world recently, might be thought to have made the issue of learner motivation in relevant environments gain importance. This study is a narrative review study based on the literature review conducted to examine learner motivation in online education in terms of self-efficacy and self-regulation structures. As a result of the study, it was revealed that learners in online education should determine their own goals and motivate themselves in line with their own studying principles in this process. In addition, it is concluded that learners should take their own learning responsibilities in online environments in line with their own interests and abilities. It is also concluded that educators, educational institutions and instructional designers should obtain more information about learner perceptions, motivations and learning strategies, and they should use the information they have obtained in online learning environments to serve the learners to achieve their learning goals before an online course is started. It is thought that more research is needed on how learner motivation in online education environments is affected by self-efficacy and self-regulation. Furthermore, it is thought that the research will guide researchers working in the field of motivation in online learning in terms of improving and developing the motivation of learners in online education.
Synchronicity in the Online Design Studio: A Study of Two Cases
Author: Hepburn, Leigh-Anne
Date: 2021-12-00
Type: Journal Articles
Subjects: Design,Electronic Learning,Educational Technology,Asynchronous Communication,Synchronous Communication,College Students,Foreign Countries,Teaching Methods,Interaction,Evaluation,Feedback (Response),Student Attitudes,Tutors

Traditional design education models foreground place-based learning and teaching approaches that situate educators and students together in the studio. This experience enables an engaged and participatory teaching practice in which over-the-shoulder feedback and peer-to-peer critique become essential formal and informal learning interactions. However, the COVID-19 pandemic significantly interrupted the educational offerings of higher education institutions. Face to face learning ceased and rapidly pivoted to online and new remote models of delivery. For students studying design at the University of Sydney, this disruption significantly impacted the design studio--a space traditionally understood as a physical learning environment and a mode of learning and teaching. This paper presents a case study of two approaches to teaching design studio online delivered in early 2020. The first approach adopted an asynchronous delivery model in which students engaged with online materials at a time of their choosing, with assessments designed as individual tasks. The second approach adopted a synchronous delivery model in which students participated online in real-time, and assessment tasks were predominantly small-group tasks. In sharing the experiences of both case studies, this paper considers the role of synchronicity in delivering design studio online across four themes: interaction, assessment, feedback and design learning. Finally, the paper presents practice-based lessons that could inform pedagogical practices in design and support future models of design education.
Teaching Design Thinking in a Research-Intensive University at a Time of Rapid Change
Author: O'Toole, Robert
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Cooperation,Research Universities,Design,Thinking Skills,Teaching Methods,COVID-19,Pandemics,Electronic Learning,Educational Technology

In this paper we present a snapshot of the theories, intentions, practices and outcomes produced by a teaching and learning collaboration. This is located geographically and culturally at the University of Warwick, and temporally across the period 2020-2021 marked by the global pandemic. The case study illustrates how a designerly, flexible, open, collaborative approach to learning design allowed for effective adaptation to changing circumstances. This was more effective through being formulated as an ethical approach to Design Thinking, shared by teachers, students, the host department, and collaborators (including two VR companies, a physical theatre company, and a design researcher from South Africa). By developing a humanitarian, ethical, and philosophically grounded Design Thinking, and using it for founding principles, the teaching team were able to adapt and learn, making the most of what was possible. We explore this method in depth, focussing upon how a reflective appreciation of modes of knowledge, and the use of visualisations helps us to cope with the complexity of what we are doing together, before, during, and after the period of disruption.
The Ones Who Have Never Been Physically in a Studio: Myths and Hacks of First Year Basic Design Students in the Pandemic
Author: Karaca Salgamcioglu, Berrak
Date: 2021-12-00
Type: Journal Articles
Subjects: Studio Art,Design,College Freshmen,Misconceptions,COVID-19,Pandemics,Distance Education,Foreign Countries,Electronic Learning,Student Attitudes,Computer Mediated Communication,Classroom Communication

Design and architecture students who have started university in 2020, unlike the students before, attended virtual studios without experiencing the physical studio environment. The vast majority of them attended classes from their rooms or living rooms of their homes in different cities and tried to meet the requirements of the courses. Their computer screen turns into their eyes and its speakers turn into their ears. They had no other experience to compare this with, yet they have lived a studio environment, juries and more, even though they are virtual. This research focuses on their experiences with an emergency remote teaching basic design studio and their expectations of a design studio environment. By making short, semi-structured interviews with first year architecture students (n=14), this study explores how pandemic experience of 2020 might affect the basic design studio environments of the future. As a result of the study, two themes emerged based on the analysis of the data. The first, called the myths of the studio, reveals the expectations of the students about the design studios and how they try to realize these expectations virtually. The second theme, defined as hacking the studio, emphases how these students perform some actions that they cannot do in a physical studio environment by using the technologies they have.
Turbulence in Crit Assessment: From the Design Workshop to Online Learning
Author: Tessier, Virginie
Date: 2021-12-00
Type: Journal Articles
Subjects: Criticism,Design,Workshops,Feedback (Response),Pandemics,COVID-19,Teaching Methods,Learning Experience,Teaching Experience,Distance Education,Peer Relationship,Learning Processes,Situated Learning,Teacher Student Relationship,Communities of Practice,Barriers,College Faculty,Teacher Attitudes,Socialization,Internet,Access to Computers,Technological Literacy,Pedagogical Content Knowledge,Online Courses,Undergraduate Students,Foreign Countries

Critique in design education is redefining itself, but its primary aim still focuses on offering and receiving feedback on workshop projects. The global pandemic has forced teachers to adapt their methods for online workshops. The following paper questions how design critique has changed teaching and learning experiences, focusing on the distinctions between in-person and online sessions. Before winter 2020, students used to wander through the school's workshops, filled with sketches and models of ongoing projects. Since then, we were faced with the loss of a shared physical space leading to many changes that should be addressed as online workshops are going forward. As a result, the pandemic has accentuated some of the challenges of offering detailed feedback to projects and has shown the complexity to stimulate students' interactions during a critique. Gaps created through social distancing seem to have impacted not only the critique activity but the entire project and learning process. By exploring the teaching experiences of a dozen workshop tutors, this paper brings out concerns about the metamorphosis of general interactions and highlights an impact on the design activities. By referring to Lave and Wenger's situated learning, we discuss the importance of interactions while conducting projects by explaining, discussing, showing, or just looking at what others have done. This paper provides an overview of key elements to improve feedback and communication, emphasising that constant interactions with peers, teachers, and experts are especially meaningful to prepare the designer to its future community of practice.
Design Thinking, an Examination of Epistemological Frameworks in an Area of Academic Study
Author: Gibbs, William J.
Date: 2022-06-00
Type: Journal Articles
Subjects: Design,Thinking Skills,Epistemology,Information Technology,Guidelines,Program Evaluation,Curriculum Design,Educational Innovation,Teaching Methods,Case Studies,School Business Relationship,College Faculty,Undergraduate Students,Brainstorming,Teacher Attitudes,Program Descriptions,Multimedia Instruction,Art Education,Fine Arts,Academic Degrees,Computer Software

The ambiguous identity of the digital media field, the ubiquity of media, and rapid and persistent technological change and innovation pose inimitable challenges for academic programs in digital media. Digitization of media is an underlying impetus for today's rapid innovation that compels related academic programs in higher education to re-examine themselves to keep pace and to better understand their epistemological foundations. Digital innovation helped spur renewed awareness of human-centered design to solve ill-structured, highly complex problems. Design and Design Thinking (DT) provide a potential framework to aid in academic program assessment. In this paper I explore precepts of design and DT as a potential frame of context to aid in curriculum design. I present a case study example that examines the process to assess a digital media curriculum using a DT framework, an iterative process involving students, faculty, and academic and industry partners.
Are My Technology Lessons for Girls? The Gender Sensitive Education Checklist (GSEC) for Teaching Science and Technology
Author: Dierickxa, Eva
Date: 2022-06-00
Type: Journal Articles
Subjects: STEM Education,Gender Differences,Check Lists,Curriculum Evaluation,Teaching Methods,Equal Education,Gender Bias

In times of shortages in STEM professions, the untapped potential of girls with a STEM talent is a waste on a personal, social and economic level. Childhood is believed to be a very important formative stage in which children develop an early interest in specific occupations and teachers can have an important influence by developing lessons in such a way that girls are getting motivated for technology and/or science. This paper describes an educational design research study, in which we developed a checklist for teachers to screen the gender sensitivity of their STEM lessons and materials. The checklist contains 20 different questions categorised in four main pillars, namely: the fundamental critical attitude, the image of technology, guidance &amp; interactions and didactical methods. Overall, the Gender-Sensitive Education Checklist (GSEC) can be used to tick what is already going well, ensure these roots can anchor strongly and focus on what teachers can do next to act in a more gender sensitive way. Preliminary evaluative findings suggest that the GSEC could potentially be an inspiring tool for teachers to continuously rethink their STEM lessons and materials. Further research is needed to test the effectiveness of the GSEC.
From 3D to 2D: Drawing as Documentation and Reflection Processes by Young Children
Author: Kuperman, Asi
Date: 2022-06-00
Type: Journal Articles
Subjects: Young Children,Freehand Drawing,Reflection,Kindergarten,Visual Perception,Construction (Process),Foreign Countries,Accuracy

The purpose of this study is to gain a deep understanding of kindergarten children's drawings as a form of documentation of their work, of their ability to notice and depict substantial details, as well as their understanding of how objects in the world &quot;work&quot;. In the study, we examined drawings created by kindergarten children for documenting artefacts they previously constructed. The drawing process demands the cognitive transition from the perception of the 3D object to its 2D drawing. Most theoretical and research work conducted over the years focused on children's free, intuitive and/or spontaneous drawing. As well, most studies focused on children drawings of given objects, even their copy of drawings of objects, or on free representation of ideas or feelings. In this study, we addressed two aspects that differ from the foci of previous work: (a) children drew an object they have constructed; and (b) the drawing has a functional purpose (i.e., documentation) as part of a design task. The study participants included 30 kindergarten children, aged 5-6. During freeform play, the children produced constructions using a building kit and documented these in drawings. A total of 39 constructions and corresponding drawings were analyzed. Data analysis was conducted to examine the characteristics of children's drawings, as well as the relationship between the features of the constructions and the corresponding drawings. The insights emerging from the study indicate that drawing can serve as a tool for documentation and reflection by kindergarten children and may support the development of technological thinking.