ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;I Don&apos;t Have Time to Do Any of the Things I Am Responsible For&quot;--University Teachers&apos; Sense of Responsibility for Teaching
Author: Helker, Kerstin
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Responsibility,College Faculty,Teacher Effectiveness,Measures (Individuals),Student Motivation,Academic Achievement,Teacher Student Relationship,Foreign Countries,Qualitative Research,Teacher Role,Multivariate Analysis,Statistical Analysis,Questionnaires

University teachers work in a highly complex environment, meeting the multiple and sometimes competing demands of striving for high quality teaching and research. While a growing body of research focuses on the relevance of schoolteachers' sense of responsibility and its outcomes for teaching and student learning, teacher responsibility has been neglected in research with university teachers. This research, consisting of two consecutive qualitative and quantitative studies, sets out to explore university teachers' sense of responsibility for teaching at different stages of their career and in different academic contexts. Participants were 199 German and 80 Australian university teachers. Results of quantitative data analysis show that all university teachers most strongly feel responsible for their teaching and relationships with students. The focus of university teachers' sense of responsibility on teaching was also shown in the qualitative data. Differences between the samples of the two studies, however, appeared with regard to further objects of responsibility. Cluster analyses, including the frequencies of statements, revealed three types of university teachers in each study: teaching- and student-oriented university teachers in both studies, achievement-oriented teachers in the German/Swiss, and administrative-oriented university teachers in the Australian sample. Implications for university teachers' work contexts and training are discussed.
First Impressions: Using a Flexible First Day Activity to Enhance Student Learning and Classroom Management
Author: deLuse, Stephanie
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Student Experience,Learning Experience,Classroom Environment,Class Activities,Educational Practices,Educational Strategies,Enrichment Activities,Teaching Methods,Higher Education,Flexible Scheduling

Every class has a first day, yet many professors only read the syllabus to students rather than more intentionally leveraging the day to set up understandings that enhance learning and classroom management. Logic, experience, and research indicate that it is not just content expertise that matters to student experience and learning: it is also the environment that the faculty member creates--ideally engaging students as active participants. This paper will increase awareness of the importance of planning and performing the first day, review alternative first day approaches in terms of the primary goals they satisfy--content connection, interpersonal connection, student face needs, motivation, and expectation setting--and provide a detailed outline, and rationale, for a flexible, transdisciplinary first day exercise, the Three Boards Activity, that offers benefits to both the students and faculty member and is adaptable to any size class. Handled thoughtfully, the first day can do more than convey basic information: it can also set the tone and model optimal attitudes and behavior for the classroom.
Immersive Learning Environments as Complex Dynamic Systems
Author: Cheney, Amy W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Environment,Simulated Environment,Systems Approach,Theory Practice Relationship,Integrated Learning Systems,Educational Technology,Educational Practices,Communities of Practice,Constructivism (Learning),Computer Simulation

In this paper, it is argued that education, especially in the online learning setting, should be viewed as a complex, dynamic endeavor. Design and evaluation grounded in systems thinking principles of relationships and connectedness, as well as complexity theory concepts such as self-organization and emergence, prove valuable tools for understanding what happens in education and helping to improve both theory and practice in online learning. Immersive environments provide rich opportunity for exploring these ideas, and they can help researchers and practitioners gain a rich understanding of education through complexity theory.
The Development of Doctoral Degree Curriculum in England: Perspectives from Professional Doctoral Degree Graduates
Author: Dos Santos, Luis Miguel
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Programs,Program Development,Graduates,Career Counseling,Student Experience,College Admission,Experience,Professional Personnel,Semi Structured Interviews,Time Management,Relevance (Education),Curriculum Development,Course Content,Networks,Qualitative Research

This article investigates why potential doctoral students decided to enroll in a professional doctorate program instead of a traditional Doctor of Philosophy (PhD), and how it enhanced their professional development and career promotion. Twenty professional doctorate graduates were invited to participate in this study, which was guided by the Social Cognitive Career Theory (SCCT). The article reveals that the program offers the flexibility for professionals to enjoy the rigorous education at the doctoral level. Second, the curriculum allows graduates to apply both theories and practical applications directly into their current workplace. Third, the lecturers enhance the professional doctorate graduates' life experience. This study provides recommendations for university administrators, policymakers, organizational employers, and potential doctoral students in the United Kingdom and other Anglophone countries.
Marketing Meets Microbiology: An Interdisciplinary Approach to Liberal Arts Education
Author: Mellon, Amiee
Date: 2018-00-00
Type: Journal Articles
Subjects: Liberal Arts,Business Administration Education,Interdisciplinary Approach,Integrated Curriculum,Introductory Courses,Microbiology,Marketing,College Students,Majors (Students),Environmental Education,Experiential Learning,Assignments,Student Satisfaction,Course Evaluation,Outcomes of Education

To address the recent calls for integration between liberal arts education and the business curriculum, we designed the team-taught interdisciplinary course, How to Cell: Marketing Meets Microbiology. The course blended multiple introductory courses, focused on environmental issues involving microbiology, and addressed how they were being &quot;marketed&quot; to the public. It introduced students from business, science, and other majors to presumably unrelated topics. Our main objective was to help students gain a greater sense of awareness about the roles of business and science in environmental management activities.
Listening to Undergraduate Peer Tutors: Roles, Relationships, and Challenges
Author: Abbot, Sophia
Date: 2018-00-00
Type: Journal Articles
Subjects: Peer Teaching,Tutoring,Undergraduate Students,Case Studies,First Year Seminars,Mixed Methods Research,Teacher Student Relationship,Listening,Undergraduate Study,Student Role,Surveys

Peer tutoring in undergraduate education can provide many benefits to students and instructors. However, the roles and responsibilities of peer tutors can be complex and varied, even within a single program. In particular, navigating between students and faculty can challenge peer tutors' sense of purpose and role clarity. In order to bring the voices of peer tutors themselves into the scholarly conversation about peer tutoring in higher education, this article provides a case study of a peer tutoring program at a small, private, primarily undergraduate institution. We find that professor-student relationships, role clarity and expectations, and tutor positionality are significant themes in peer tutors' understanding of, and satisfaction with, their tutoring experiences.
When Leadership Fails--A View from the Lens of Four Employees
Author: Barnes, Laurie L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Leadership Effectiveness,Failure,Employee Attitudes,Qualitative Research,Case Studies,Leadership Styles,Administrator Behavior,Supervisor Supervisee Relationship,Supervisory Methods,Organizational Climate,Organizational Culture,Online Surveys,Victims,Change Strategies,Industrial Psychology

Leadership is a concept that has been used for decades and despite what we know about it there are many things left to the unknown. We must keep moving forward to search for answers as we seek to explain the many failures that exist today. For centuries, reports of lackluster and even abusive leadership in organizations have continued to be a negative force in organizations, adversely impacting culture and overall performance. Amid the challenges facing leaders as well as the necessity for rapid and continuous change in the organization, we see the development of many problems and consequent ails that need to be addressed. We are often left with supervisors that abuse without regard for the breakdown of loyalty, job satisfaction and the development of a solid and rich culture that can support thriving and positive organizational outcomes. This has been captured in the voices and experiences of individuals interviewed for this qualitative case study analysis, demonstrating the continued impact of leadership in modern day organizations and well as addressing the perplexing question of how to distinguish who would or would not be a best fit for leadership positions in today's organizations. Despite years of research, theory and analysis, perhaps the greatest insight is gained through the lens of the employee.
A Transformative Learning Approach to Child Protection with Applied Social Studies Undergraduates at a University in England
Author: Allnock, Debra
Date: 2018-00-00
Type: Journal Articles
Subjects: Transformative Learning,Social Studies,Child Safety,Undergraduate Students,Social Justice,Teaching Methods,Foreign Countries,World Views,College Faculty,Student Attitudes,Surveys

Learning child protection requires more of students than simply understanding 'what to do' in legislative and policy terms. Students must reflect on their implicit belief systems to effectively respond to child protection concerns as future professionals. This is an instructional article describing a scenario-based survey methodology to increase students' awareness of the ways in which they understand child abuse concerns. First, the important role of universities in readying students to work in the human services is acknowledged, along with a comment on the state of published literature in this area. Second, I set out the theoretical framework informing the approach, drawing on Worldview concept and Mezirow's Transformational Learning Theory, which underpins a social justice approach to education. Third, the instructional methodology is detailed. Finally, the outcome of the session is presented in a series of thematic reflections. The paper concludes that the methodology adopted is effective and powerful in supporting students to increase their awareness of their own worldviews and how they relate to broader national child protection policies and practices. Adequate preparation of students, planning for student incivility, and, importantly, self-reflection on the part of the lecturer are key tools that should be considered if lecturers plan to adopt this method.
Leading Edge Online Classroom Education: Incorporating Best Practices beyond Technology
Author: Wilson, Stefanie D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Best Practices,Technology Integration,Academic Standards,Multiple Intelligences,Instructional Design,Teaching Methods,Undergraduate Students,Graduate Students,Psychology,Barriers,Learning Experience,Management Systems

Educators often struggle with delivering top-notch online courses that create a climate for a fulfilling classroom experience, provide content that translates into immediate action and application, and blends relevance, rigor and a personal touch to the classroom setting. Based on research studies of human intelligence also known as multiple intelligences by cognitive scientist Howard Gardner, and secondary sources focused on functions of management, the art and science of using technology and multiple intelligence practices to deliver leading edge online classroom education is examined. Furthermore, this empirical study through a lens of instructing and observing as a teacher and administrator, over 80 online courses comprised of learners seeking undergraduate, graduate and doctoral degrees during 18 years at public and private universities, explores a myriad of implications resulting from using technologies to deliver stellar online classroom education to include: (1) human psychology; (2) medium; (3) information; and (4) instructional design. The article concludes with a perspective on the challenges and opportunities of using technologies to deliver leading edge online classroom education. The content can be used to assist current and future educators with developing or strengthening the online classroom using technologies and incorporating multiple intelligence practices for a more fulfilling classroom experience.
&quot;Then What Am I Paying You For?&quot; Student Attitudes Regarding Pre-Class Activities for the Flipped Classroom
Author: Masland, Lindsay
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Higher Education,Qualitative Research,Blended Learning,Technology Uses in Education,Homework,Educational Technology,Video Technology,Comparative Analysis,Lecture Method,Class Activities,Statistical Analysis,Undergraduate Students

Existing research on student acceptance of the flipped classroom in higher education is somewhat equivocal: some students appreciate the opportunities for active learning that a flipped classroom affords, whereas others expect their learning to occur via in-class lectures. The current study sought to disentangle some of these mixed results by manipulating aspects of hypothetical flipped and traditional classroom environments through a vignette comparison approach. In the first study, a third of the participants reported a preference for a flipped classroom that utilized video lectures as the primary pre-class preparation activity, in comparison to a traditional classroom characterized by at-home reading and in-class lecture. In contrast, the second study demonstrated that half of the sample preferred the flipped approach when the pre-class participation activity was presented as a menu of choices including, but not limited to, video lectures. Across both studies and class preferences, quantitative and qualitative analyses indicated that participants believed they would learn more in their chosen class environment, and they attributed more positive personal characteristics to their preferred instructor. Implications for instructors contemplating a switch to the flipped classroom from a more traditional approach are discussed.
Writing across the Curriculum in ELT Training Courses: A Proposal Using Data-Driven Learning in Disciplinary Assignments
Author: Mussetta, Mariana
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Across the Curriculum,Assignments,Data,Decision Making,Action Research,English (Second Language),College Second Language Programs,Curriculum Implementation,Preservice Teacher Education,Preservice Teachers,Literacy,Academic Discourse,Undergraduate Students,Classroom Techniques,Courseware,Student Research,Instructional Innovation,Instructional Effectiveness,Teaching Methods,Foreign Countries

The process toward academic literacy aims at developing academic reading and writing together with higher academic competences of increasing relevance for undergraduate students as future teachers and researchers. Such a process is even more complex in ELT vocational courses where non-English speaking trainees study English as a system while they are in the process of becoming proficient users of this foreign language. This paper shares our action research experience with undergraduate non-native students at an English teacher training program in Argentina. From the Writing Across the Curriculum (WAC) approach, the implementation of data-driven learning (DDL) assignments has proved to contribute to their process of enculturation and the promotion of subject learning while fostering the development of disciplinary thinking.
Status of Consumer Education and Financial Education in Canada (2016)
Author: McGregor, Sue L. T.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Consumer Education,Money Management,Content Analysis,Secondary School Curriculum,Secondary Education,State Policy,Basic Business Education,Statistical Analysis

This article reports on the status of consumer education in Canada in 2016 (junior and senior high), relative to the 2015-initiated federal national financial education/literacy strategy. Questions addressed: (1) Is it necessary to have separate financial education curricula when consumer education is available? and (2) Are the existing consumer education curricula adequate? After conceptualizing consumer education and literacy relative to financial education and literacy, a content analysis of provincial and territorial education documents identified 64 courses containing consumer-related content in seven subject areas. The majority (73%) of the 216 instances of consumer-related content--mostly (68%) found in home economics/family studies, social studies, mathematics, and business--pertained to resource management, with equal coverage for each of citizen participation (14%) and decision making (13%). Most (73%) of the courses were not offered until senior high. Results confirmed a fragmented and inconsistent approach to consumer education across subject areas, grade levels, provinces/territories, and regions. To stimulate dialogue, the national financial education strategy is framed as a stop-gap measure until there is political will for a pan-Canadian consumer education curriculum, predicated on the assumption that consumer education (not financial education) better prepares citizens for any future global depression.
Analysing the Importance-Competence Gap of Distance Educators with the Increased Utilisation of Online Learning Strategies in a Developing World Context
Author: Bezuidenhout, Adéle
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Teacher Competencies,College Faculty,Electronic Learning,Learning Strategies,Capacity Building,Faculty Development,Open Universities,Distance Education,Statistical Analysis,Teacher Role,Differences,Hypothesis Testing,Training

The competence of distance educators has a significant impact on learners' success. The paradigm shift for universities to become distance and electronic learning environments justifies the urgency to address competency gaps in distance educators' competencies efficiently. From a strategic human resource development perspective, the systems theory is used to explain the idea of maximising outputs with the minimum inputs (Biddle, 1986). In this study, distance educators at Unisa reflected on their experienced competency gaps. Where previous studies mainly focus on the size of the gaps, the aim of this article is to highlight the competency gaps likely to have the biggest impact. For this study, we used stratified non-probability sampling, and selected 407 academics who were, at the time of the study, permanently employed at a mega ODL university in South Africa. These academics represented a wide range of colleges, campuses, ages, and genders. The results of this study have implications for capacity building of academic staff in developing world contexts and other contexts where resources are scarce.
Technology Matters--The Impact of Transactional Distance on Satisfaction in Online Distance Learning
Author: Weidlich, Joshua
Date: 2018-07-00
Type: Journal Articles
Subjects: Technology Uses in Education,Distance Education,Online Courses,Electronic Learning,Aptitude Treatment Interaction,Computer Mediated Communication,Participant Satisfaction,Predictor Variables,Test Reliability,Test Validity,Replication (Evaluation),Undergraduate Students,Student Surveys,Questionnaires,Multiple Regression Analysis,Correlation,Regression (Statistics),Interpersonal Relationship,Social Isolation,Foreign Countries

Transactional distance (TD), the perception of psychological distance between the student and his peers, his instructor/teacher, and the learning content, has long been a prominent construct in research on distance education. Today, distance education primarily takes place over the internet, with technology mediating engagement and communication. Because transactional distance in online distance learning will always rely on technologically-mediated communication or interaction, we argue that in order to get the full picture, this aspect of technological mediation needs to be considered. For this purpose, we introduce a new scale for measuring transactional distance between students and the learning technology (TDSTECH), comprised of two interrelated dimensions. Reliability, convergent, and discriminant validity suggest a suitable scale. Preliminary inferential analyses are conducted with multiple linear regression and mediation analysis. Regression models show that TDSTECH is the single most important predictor of satisfaction in this population. This may have important implications for practitioners trying design and facilitate satisfying online distance learning experiences. Also, mediator analysis reveals that TDSTECH mediates the relationship between TD student-teacher and satisfaction, but not for TD student-content. Surprisingly, TD student-student shows no significant relationship with satisfaction. Implications for practice and further research are discussed.
Adoption of Sharing and Reuse of Open Resources by Educators in Higher Education Institutions in the Netherlands: A Qualitative Research of Practices, Motives, and Conditions
Author: Schuwer, Robert
Date: 2018-07-00
Type: Journal Articles
Subjects: Open Source Technology,Educational Researchers,Shared Resources and Services,Barriers,Adoption (Ideas),Institutional Characteristics,Public Policy,Recycling,Semi Structured Interviews,Motivation,Educational Practices,Teacher Attitudes,Administrator Attitudes,Employee Attitudes,Change Strategies,Performance Factors,Higher Education,Foreign Countries,Qualitative Research

To find out what is needed to speed up the adoption of open sharing and reuse of learning materials and open online courses in publicly funded Dutch institutions of Higher Education, a qualitative research study was conducted in fall 2016. This study examined issues of willingness of educators and management, barriers and enablers of adoption, and the role of institutional and national policy in the adoption of open sharing and reuse of learning materials and online courses. Fifty-five stakeholders (educators, board members, and support staff) in 10 Dutch Higher Education Institutions were interviewed. The main findings of this study are: motivation for sharing and reuse of learning materials for educators and managers is directly related to the ambition to achieve better education for students; sharing and reuse of learning materials is common practice, very diverse and not open accessible for the whole world, and important barriers include lack of awareness of opportunities for open sharing and reuse and lack of time. Based on the findings from the interviews, the last section of this paper presents conclusions and recommendations regarding how Dutch institutions for Higher Education can formulate effective policies to raise awareness, organize adequate support and provide time to experiment.