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2. Research-Based Teaching: Analyzing Science Teachers' Process of Understanding and Using Academic Papers to Teach Scientific Creativity
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Park, Jongwon, Yoon, Hye-Gyoung, and Lee, Insun
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Postulating that academic papers can positively impact the actual teaching practices of science teachers, this study analysed the process of understanding and utilising academic papers by science teachers to teach scientific creativity in their schools. The 45--hour graduate course of three science teachers was explored to identify the difficulties teachers encountered in trying to understand academic papers and to discover how to solve these difficulties. Second, which aspects should be considered when developing teaching materials for scientific creativity to be used in schools were analysed. A transformation model of an academic paper was proposed to understand this process, and the results were organised accordingly. According to this model, it was emphasized to translate academic papers from a general and abstract state to a local and concrete state. Therefore, the role of science educators as knowledge translators was discussed for more practical and effective use of academic papers in school. This study is expected to contribute to research-based teaching by linking academic research with teaching practice.
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- 2023
3. Postsecondary Students Receiving Payments from the Canada Emergency Response Benefit (CERB) and the Canada Emergency Student Benefit (CESB) in 2020. Education, Learning and Training: Research Paper Series. Catalogue No. 81-595-M
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Statistics Canada, Van Bussel, Melissa, Marshall, George, and Fecteau, Eric
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In 2020, the federal government implemented the Canada Emergency Response Benefit (CERB) and the Canada Emergency Student Benefit (CESB) to provide financial support to employees, self-employed individuals and students directly affected by COVID-19. The CERB was available for individuals who stopped working or were working reduced hours because of COVID-19, and who met various other eligibility criteria. CERB applicants received $2,000 for an initial four-week period and could reapply for additional periods, eventually extending to 28 weeks, for a maximum benefit of $14,000. The benefit covered the period from March 15 to September 26, 2020. The CESB was available to students enrolled in a postsecondary educational program leading to a degree, diploma, or certificate, who were ineligible for the CERB or EI benefits, but met various other eligibility criteria. The benefit was active between May 10 and August 29, 2020. The CESB addressed a gap left by the CERB, which excluded students who were not employed at the start of the pandemic but would typically be looking for work during the summer of 2020. This paper provides insights into the differences in the rate of receipt of CERB and CESB of postsecondary students who received emergency benefit payments in 2020. Emergency benefit receipt is examined along various educational and socio-demographic characteristics to highlight some of the key differences. The analysis is limited to Canadian citizens and permanent residents who were enrolled full-time or part-time in a public postsecondary institution in the fall of 2019 in a program leading to a degree, diploma, or certificate.
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- 2023
4. Education Inequality. Discussion Paper No. 1849
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Blanden, Jo, Doepke, Matthias, and Stuhler, Jan
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This paper provides new evidence on educational inequality and reviews the literature on the causes and consequences of unequal education. We document large achievement gaps between children from different socio-economic backgrounds, show how patterns of educational inequality vary across countries, time, and generations, and establish a link between educational inequality and social mobility. We interpret this evidence from the perspective of economic models of skill acquisition and investment in human capital. The models account for different channels underlying unequal education and highlight how endogenous responses in parents' and children's educational investments generate a close link between economic inequality and educational inequality. Given concerns over the extended school closures during the COVID-19 pandemic, we also summarize early evidence on the impact of the pandemic on children's education and on possible long-run repercussions for educational inequality.
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- 2022
5. Apart but Connected: Online Tutoring,Cognitive Outcomes, and Soft Skills. Working Paper 32272
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National Bureau of Economic Research (NBER), Michela Carlana, and Eliana La Ferrara
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We study the Tutoring Online Program (TOP), where: (i) tutoring is entirely online; (ii) tutors are volunteer university students, matched with underprivileged middle school students. We leverage random assignment to estimate effects during and after the pandemic (2020 and 2022), investigating channels of impact. Three hours of individual tutoring per week increased math performance by 0.23 SD in 2020 and 0.20 SD in 2022. Higher-dosage yielded stronger effects, while group tutoring smaller effects. TOP enhanced students' aspirations, socio-emotional skills and psychological well-being, but only during school closures. We also estimate the impact of TOP on tutors, finding increases in empathy. [This report received financial support from the Cariplo Foundation.]
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- 2024
6. Preferences and Scores of Different Types of Exams during COVID-19 Pandemic in Faculty of Veterinary Medicine in Spain: A Cross-Sectional Study of Paper and E-Exams
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García, Pablo-Jesús Marín, Arnau-Bonachera, Alberto, and Llobat, Lola
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The World Health Organization (WHO) officially declared the novel coronavirus (COVID-19) as a pandemic on 11 March 2020, and educational institutions have had to modify most of their activities (face-to-face activities were suspended). This situation forced academic institutions to modify the evaluation format of students. The use of proctoring systems quickly became widespread, although some controversies arose. The two main discussions regarding these systems are the integrity of the assessment and the capacity of the students to adapt to this new assessment method, without changes in theirs scores. To elucidate two controversies, we have analyzed the preferences and the scores obtained from a trial of 660 scores from 332 students of the third grade of Veterinary Medicine. The experiment involved three modalities of exam: an online format from home using the Respondus Lockdown Browser system (Modality 1), online in person using the Respondus Lockdown Browser system with the supervision of a teacher (Modality 2), or paper format in person with the supervision of a teacher (Modality 3). The results obtained showed that the students preferred Modality 1 (online at home with Respondus Lockdown Browser system). No statistical differences between the scores obtained by students were found between the three modalities analyzed. The proctoring system is a good method to adjudicate exams in higher education institutions, and the scores of students are similar to those obtained through traditional evaluation and control systems.
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- 2021
7. Exploring Online Internships amidst the COVID-19 Pandemic in 2020-2021: Results from a Multi-Site Case Study. WCER Working Paper No. 2021-5
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University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER), Hora, Matthew T., Lee, Changhee, Chen, Zi, and Hernandez, Anthony
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Internships and other forms of work-based learning are increasingly viewed as essential experiences for college students. Proponents point out that internships help students develop transferable skills, apply academic knowledge to authentic situations, develop professional networks, and facilitate students' socialization and entry into the professions. In recent years, online or virtual internships, which can vary according to duration, structure, and activities, have grown in prominence. The COVID-19 pandemic brought considerable interest in these unique types of internships, as many in-person positions were cancelled or shifted online. Yet little empirical research exists on the prevalence, quality, and commitment to equity and access among online internships in the United States, particularly during the pandemic period of 2020 to early 2021. In this multi-site case study, we collected survey and interview data from college students during the pandemic. Our findings focus on three distinct cases: (1) two independent websites that provide online internship networking platforms (OINP) for students seeking online internships and employers seeking student interns (n=183 surveys, n=45 interviews), (2) 11 colleges and universities (n=9,964 surveys), and (3) a single employer-hosted online internship program at TreeHouse Foods Inc, a multi-national firm engaged in manufacturing and distributing private label food and beverage products. In analyzing and interpreting our data, we used the Internship Scorecard framework (Hora et al., 2020) from the Center for Research on College-Workforce Transitions. The framework provides a structured approach to studying internships, as well as insights from research on remote work and digital learning. One of our primary conclusions is that while considerable variation exists within the world of internships writ large, an added layer of complexity exists for online positions with respect to information technology, internet access, work-life boundaries, and challenges associated with online or remote work that many occupations experienced during the COVID-19 pandemic. We argue that these additional concerns and factors make online internships--which are unlikely to disappear post-pandemic--a top priority for improvement, equitable access, and quality control in the field of higher education.
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- 2021
8. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. Occasional Paper. RTI Press Publication OP-0069-2105
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RTI International, Sowa, Patience, Jordan, Rachel, Ralaingita, Wendi, and Piper, Benjamin
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To address chronically low primary school completion rates and the disconnect between learners' skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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- 2021
9. Advances, Contributions, Obstacles and Opportunities in Student Affairs Assessment. Occasional Paper No. 52
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National Institute for Learning Outcomes Assessment, Busby, A. Katherine, and Aaron, Robert W.
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Just over ten years ago, John Schuh and Ann Gansemer-Topf authored NILOA Occasional Paper #7, "The Role of Student Affairs in Student Learning Assessment" (2010). The authors identified contributions and challenges for student affairs assessment and called on student affairs professionals not only to develop meaningful programs and services, but also to verify that those experiences add "value to the student experience at the institution" (p. 6). A decade has passed since student affairs professionals were called to demonstrate student learning through their initiatives and some questions come to mind. How did student affairs professionals respond to this challenge? How did they implement their assessment efforts over the past ten years? Moving forward from 2020, how will student affairs professionals respond to the challenges now facing higher education including challenges induced and exacerbated by the COVID-19 pandemic and calls to address institutionalized racism? In this paper, we examine some of the advances student affairs assessment professionals have made to student learning, the contributions they made to the field of assessment, the obstacles they overcame, and the opportunities that lie ahead.
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- 2021
10. Resilience and Resistance: The Community College in a Pandemic. Research & Occasional Paper Series: CSHE.6.2021
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University of California, Berkeley. Center for Studies in Higher Education and Murphy, Brian
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All universities and colleges in the United States were deeply and immediately affected by the sudden appearance of COVID-19. Two-year public community colleges suffered the same fate as their university neighbors: the immediate needs were to close up operations, shift instruction to online and distance modalities and keep students engaged and focused when all around them collapsed. But the community colleges suffered under constraints not shared by many of their university neighbors: limited discretionary, little or no funding from endowments to fall back on and students whose limited economic resources and constrained family circumstances made any transitions much more difficult and stress-inducing. But it would be an error to look at the experience of U.S. community colleges and their students during the pandemic only through the lens of their constraints or their limited resources. This is instead a story of resilience and engagement, and the remarkable ability of poor and first-generation students to resist despair and isolation. More critically, it is a story of what happens when equity drives college practice and commitments to participation and democratic governance matter.
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- 2021
11. Learning to Teach in Higher Education... Online… during a Pandemic: A Personal Reflection Paper from Canada
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Julien, Karen
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In this reflective writing, the author shares some experiences of learning to teach in higher education, the pathway she has taken on this online adventure, and how her online teaching has been influenced by the pandemic context.
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- 2021
12. Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented Online and On-Site during the Annual Convention of the Association for Educational Communications and Technology (44th, Chicago, Illinois, 2021). Volume 2
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Association for Educational Communications and Technology (AECT), Simonson, Michael, and Seepersaud, Deborah
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For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 1, see ED617428.]
- Published
- 2021
13. Annual Proceedings of Selected Research and Development Papers Presented Online and On-Site during the Annual Convention of the Association for Educational Communications and Technology (44th, Chicago, Illinois, 2021). Volume 1
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Association for Educational Communications and Technology (AECT), Simonson, Michael, and Seepersaud, Deborah
- Abstract
For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 2, see ED617429.]
- Published
- 2021
14. Digital Higher Education: Emerging Quality Standards, Practices and Supports. OECD Education Working Papers. No. 281
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Organisation for Economic Cooperation and Development (OECD) (France), Staring, François, Brown, Mark, Bacsich, Paul, and Ifenthaler, Dirk
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Fully online and hybrid study programmes have emerged at a rapid rate across higher education. However, the negative experience of some students, instructors and institutions with emergency remote instruction during the COVID-19 pandemic has led to public concerns over the quality of digital study programmes. As a result, public authorities across the OECD have started to reflect on how to embed the quality assurance (QA) of digital education into their existing QA frameworks for higher education. This Working Paper aims to assist policy makers as they seek to adapt their higher education QA systems to digital education by: reviewing the advice and guidance provided by international and regional quality assurance organisations; analysing the standards and indicators for digital higher education developed by QA agencies; identifying trends and best practice from higher education institutions for the quality management of digital study programmes; and discussing how public authorities can support institutions to enhance their internal quality management policies and processes for digital teaching and learning.
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- 2022
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15. What Happened to Casual Academic Staff in Australian Public Universities in 2020? Occasional Paper
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University of Melbourne (Australia), Melbourne Centre for the Study of Higher Education (CSHE), Baré, Elizabeth, Beard, Janet, and Tjia, Teresa
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With the widespread onset of the COVID-19 pandemic in 2020, Australian universities anticipated a significant loss of students and revenue and hence forecast the need for significant job reductions. Using Higher Education Statistics (HES) data on student numbers and full-time equivalent (FTE) staff by field of study, we explored changes which occurred between 2019 and 2020, this data only becoming publicly available in 2022. Against expectations, and with the exception of the field of study of Management and Commerce, nationally student numbers did not decline, but increased marginally. Our interest lay in the impact of this on casual academic staff employment in Australia's public universities, noting institutional strategies of having a flexible pool of casual staff to manage fluctuations in student demand. While the HES data does not allow firm conclusions, trends may become clearer with the release of the 2021 data. Nonetheless, it appears that many universities reduced casual academic staff numbers and marginally increased full and part time appointments. Overall, there were fewer academic staff to teach a static or increased number of students. What this exercise suggests is that irrespective of student enrolments, some universities may have used the pandemic as an opportunity for restructures and academic renewal. It also highlights the difficulties that universities may experience in managing their academic workforce.
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- 2023
16. There Is No Return to Normal: Harnessing Chaos to Create Our New Assessment Future. Occasional Paper No. 49
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National Institute for Learning Outcomes Assessment, Hong, Rebecca C., and Moloney, Kara
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The United States is in a period of reckoning from which institutions of higher education are not exempt. Rather, we exist at the intersection of the chaos wrought by the novel coronavirus and the spread of outrage about systemic racism beyond Black, Indigenous, and People of Color (BIPoC) communities. The resulting almost universal sense of loss and uncertainty leads many of us to believe that individuals have little-to-no power to inform, never mind implement, change. Systemic problems require systemic solutions. There can be no return to "normal." We instead invite our assessment colleagues to question the unexamined assumptions which underlie our heretofore taken-for-granted approaches to assessing and documenting our students' learning; to reconnect with their foundational beliefs and values; and to fully engage with the uncertainty and complexity of the current moment. This paper offers readers a developmental approach for reflection, identifying potential leverage points, and intentionally creating a new assessment future which proactively includes "all" of our students.
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- 2020
17. Generation COVID: Emerging Work and Education Inequalities. A CEP COVID-19 Analysis. Paper No. 011
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Major, Lee Elliot, Eyles, Andrew, and Machin, Stephen
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The purpose of this brief paper is to present initial findings from the recently collected London School of Economics and Political Science-Centre for Economic Performance (LSE-CEP) Social Mobility survey, which was undertaken as part of the UK Research and Innovation (UKRI) project 'Generation COVID and Social Mobility: Evidence and Policy'. These are the first results from a project that is producing a detailed assessment of COVID-19's impact on education and economic inequalities and offering an assessment for the longer term consequences for social mobility in the UK. Alongside the survey findings, the authors have also analysed economic and education outcomes of individuals in April 2020 in the Understanding Society (USoc) national household panel data. Before the pandemic, younger generations were already facing declining absolute social mobility and real wage decline (Elliot Major and Machin, 2018, 2020a). Education inequalities were also widening. Here new findings are presented on inequalities in the workplace and the classroom that have emerged following the pandemic.
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- 2020
18. COVID-19 -- Potential Consequences for Education, Training, and Skills. SKOPE Issues Paper 36
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University of Oxford (United Kingdom), Centre on Skills, Knowledge and Organisational Performance (SKOPE) and Keep, Ewart
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The main focus of the paper is on youth unemployment and wider transitions into work, but it also has some thoughts on adult unemployment and re-training. This paper is founded upon a basic assumption -- namely that if the public money available across the United Kingdom to support measures around skills and unemployment is finite, then targeting those most at risk and defining which kinds of measures are the most cost-effective will be important. The information already available (Wilson et al, 2020) suggests that it is known which sectors, occupations, localities and kinds of people will most likely be hardest hit by the coming recession. The main issues will be deciding: (1) What groups to prioritise, which interventions will work best and most cost-effectively, and also which can be delivered to swiftly address the immediate problems liable to emerge as the furlough scheme is wound down and school, college and university leavers hit a disrupted labour market; and (2) what additional measures will be needed in the longer term as some groups experience extended periods of unemployment.
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- 2020
19. Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Papers of the 2020 International Pre-Conference (69th, Virtual, October 27-30, 2020)
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American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE), Avoseh, Mejai, and Boucouvalas, Marcie
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The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These papers are from the CIAE 2020 Virtual International Pre-Conference. The global aberration, called COVID-19, defined 2020 beyond national borders. COVID-19 reshaped the format of the 69th annual AAACE conference by replacing the traditional bustling human interaction with virtual meetings and presentations. These "Proceedings" contain 12 papers from 17 authors. The preeminence of COVID-19 in the 2020 International Pre-Conference papers demonstrates CIAE's commitment to being globally responsive and relevant. The word COVID appearing 88 times and COVID-19 appearing 86 times with mentions in two paper titles are an acknowledgement of the common threads of humanity and of hope for a surpassing future. [Individual papers are indexed in ERIC.]
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- 2020
20. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (43rd, Online, 2020). Volume 1
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Association for Educational Communications and Technology (AECT), Simonson, Michael, and Seepersaud, Deborah
- Abstract
For the forty-third time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online during the annual AECT Convention. Volume 1 contains 37 papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED617422.]
- Published
- 2020
21. Advancing the Entrepreunerial University: Lessons Learned from 13 HEInnovate Country Reviews. OECD SME and Entrepreneurship Papers. Policy Brief
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Organisation for Economic Cooperation and Development (OECD) (France)
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Higher education institutions (HEIs) are more critical than ever to help societies respond to the complex challenges of our times. Recognising that these challenges require HEIs to adopt holistic innovations in teaching, research and collaboration activities, the European Commission (EC) and the OECD have developed the HEInnovate guiding framework. HEInnovate promotes innovation and entrepreneurship in higher education and provides guidance to policy makers and HEIs that want to generate additional societal and economic value. This policy brief distils the main findings and recommendations of 13 HEInnovate Country Reviews that have examined higher education system and institution, identifying factors affecting the delivery of the entrepreneurial and innovation agenda in higher education. Looked at in the round, the country reviews provide HE leaders with peer-learning and best practices, policy makers with tested policy solutions and the European Union and the OECD with a deeper understanding of the state of innovation and entrepreneurship in higher education.
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- 2022
- Full Text
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22. Intermediary Public Policy Organizations and the Discursive Evasion of Systemic Racism and Racialized Violence
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McCoy-Simmons, Casey, Orphan, Cecilia M., and Gándara, Denisa
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The 2020 health pandemic and high-profile police murders of Black people inspired national conversations about racism and police brutality. This study examined how Intermediary Public Policy Organizations (IPPOs) discursively engaged with the racialized nature of the pandemic and the police murder of George Floyd, which have increased awareness of systemic racism in society. Our discursive analysis of IPPO statements published during these events revealed a pattern of humanizing higher education institutions, race evasive policy proposals, and a lack of policy action addressing systemic racism. IPPO evasion of race is consequential because it has the potential to limit the ability of public policy to dismantle systems of oppression and highlights the need for race-conscious policies to support Black, Indigenous, and people of color students and communities.
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- 2023
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23. Leading Horses to Water during a Pandemic: Assuring Communication Learning for 'Quants'
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Thomas Hall
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Students attracted to quantitative disciplines of study can be reluctant to devote much attention to the critical task of communicating, and previous research (Hostager, 2018) has identified statistically significant differences in learning approaches by major among undergraduate business students. This paper presents results of learning assurance for writing skills (direct measures) even when the course content relates to the highly quantitative topics of data analytics and finance. The approach combines various pedagogical methods in an undergraduate, writing-intensive setting: traditional testing in an iterative framework, "flipped classroom" intensive work using spreadsheet software, repeated submission of brief papers incorporating analytical finance work, and student research presentations (including at an undergraduate research conference). We present quantitative and qualitative data demonstrating assurance of learning for evaluation purposes, including the recently announced (2020) competency-based Assurance of Learning standards from the Association for the Advancement of Collegiate Schools of Business (AACSB). To assess the robustness of our findings, we also report results using alternate learning resources (old and new) and delivery methods (in-person, hybrid, fully online), taking advantage of the pandemic natural experiment. We found that learning progress was assured in each context for hybrid and fully online delivery; however, learning was not as monotonic as for fully in-person implementation.
- Published
- 2024
24. Shifting the Focus for International Higher Education in Australia. Discussion Paper
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University of Melbourne (Australia), Centre for the Study of Higher Education (CSHE), Uzhegova, Dina, Croucher, Gwilym, Marangell, Samantha, Arkoudis, Sophie, Baik, Chi, Law, Siew Fang, and Locke, William
- Abstract
The COVID-19 pandemic has caused an unprecedented disruption to Australian international higher education. By some estimates the number of international students commencing at Australian universities dropped by 23.3 per cent in 2020 due to the closure of borders. The impact on universities has been dramatic, with many making significant cuts to staffing numbers and changes to course offerings. In recent decades international education has provided significant fee revenue to Australia, totalling over $40 billion in 2019. It is unlikely that the international student market will return to pre-2019 numbers soon. Australian borders are expected to be closed until 2022 and perhaps beyond. There is now an opportunity to reimagine and reconceptualise internationalisation in terms beyond its narrow economic value. This discussion paper is an attempt to shift the discussion about the future of Australian international higher education by focusing not on the narrow economic motivations or challenges but on the public good in terms of its social values and rationales. It is also an invitation to question how Australian universities can cultivate global competencies and offer a genuine international learning experience to all students with or without the additional value brought by physical mobility.
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- 2021
25. Updating Anatomy and Physiology Lab Delivery: Shifting from a Paper-Based to an Online Lab Instruction Platform, Just in Time for a Global Pandemic
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Stokes, Jennifer A. and Silverthorn, Dee U.
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This paper describes how an anatomy and physiology laboratory class transitioned from a paper-based lab to an online learning platform that updated the curriculum to rely more on face-to-face small group collaboration and peer teaching. Student perceptions of the new format were positive, but halfway through the transition a global pandemic challenged the new instruction method. The face-to-face curriculum had to be adjusted to a virtual format that lacked in-person interaction between the instructor and the students. This switch to virtual labs had an adverse effect on both student perception and student performance in the second half of the semester. Our observations underscore the importance of creating an interactive community when teaching virtually.
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- 2021
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26. Transformation Post-COVID: The Future of European Universities. ESIR Focus Paper
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European Commission, Directorate-General for Research and Innovation, Giovannini, Enrico, Huang, Ailin, Mir Roca, Montserrat, Balland, Pierre-Alexandre, Charveriat, Céline, Morlet, Andrew, Isaksson, Darja, Bria, Francesca, Dixson-Declève, Sandrine, Schwaag Serger, Sylvia, Hidalgo, César, Renda, Andrea, Dunlop, Kirsten, Martins, Francisca, and Tataj, Daria
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This ESIR Focus Paper provides a 'deeper dive' into the role of European Universities in achieving systemic change in the post-pandemic economy and society. It builds on and complements ESIR's second Policy Brief, which offers guidance on how a 'protect-prepare-transform' approach in the post-pandemic Europe can ensure fast learning from innovation by relying on smart and coherent policies, collaborative efforts across levels of government and decentralisation of governance, and most importantly the courage to direct research and innovation at the transformations Europe is facing.
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- 2021
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27. Quality Assurance Implementation and Application in Distance Education
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Kezia H. Mkwizu and Cecilia Junio-Sabio
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Due to the recent developments in the delivery of teaching-learning processes when COVID-19 hit the world with a health crisis and pandemic, it is crucial to look into the quality of courses delivered via online means or through distance education modality. This paper examines implementation and application of quality assurance (QA) landscape in Distance Education (DE). A documentary review using bibliographic inquiry is used as a methodology approach to gather relevant information to address the study questions. Previous studies on QA in DE are examined and arranged into themes using thematic analysis. Findings revealed that most of the literature on QA in DE in Africa and Asia based on the reviewed Open and Distance Learning (ODL) institutions are basically dealing with frameworks, outcomes and performance, instructional design, student services and challenges as well as parity in terms of quality with the traditional institutions. Therefore, this paper concludes that more studies are needed for QA in DE to match the post-COVID-19 trends on improving QA. This implies that there is a need to expand research on QA in DE to include areas of artificial intelligence.
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- 2024
28. EFL Learners' Strategies of Coping with Online Language Learning Difficulties during COVID-19
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Patrisius Djiwandono
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Since the outset of the COVID-19 pandemic early in 2020, English language learners could no longer learn from face-to-face interactions and had to adapt to online lessons. This paper reports a study that investigated their learning strategies during their online sessions. To achieve the objective, a survey was conducted with 257 university students who were taking an English course as a compulsory subject. Several questions in a questionnaire were designed to elicit their cognitive, affective, sociocultural, and interactive strategies. The findings showed that taking notes, attending recorded lectures, quietly observing online interactions, doing the assignments, chatting with their classmates, and utilizing internet-based lessons were the most prominent strategies. Their seemingly passive attitude seems to stem from the Asian culture in which they were raised. A reliable internet connection was seen as vital for their learning, playing games, and watching movies, which were the ways to relieve stress and boredom while studying at home. Chatting with classmates could give them a sense of community which probably helped them relieve stress and boredom. Overall, the paper offers insights into how EFL learners coped with difficult learning circumstances. Some suggestions for English teachers that are related to the enhancement of online teaching are then proposed based on these findings.
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- 2024
29. Developing Digital Literacies in Teacher Education: A Collaborative Enquiry Examining Teacher Educators' Experiences of Teaching Online during the Pandemic
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Helen Coker, Tara Harper, Louise Campbell, Sharon Tonners-Saunders, Lina Waghorn, and Derek Robertson
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The digital pivot of 2020-21, which moved teacher education online, created a catalyst for teacher educators to develop their digital literacies. This paper reports on a Collaborative Inquiry which sought to examine the factors which influenced teacher educators' digital skills during this time. Additionally, this paper aims to address the need for research on digital technology in teacher education, as previous studies have reported that some student-teachers feel ill prepared to engage with digital technology in their practice. In seeking to examine the factors which influence the development of teacher educators' engagement with digital technology, this research adds to knowledge and understanding in this area, informing professional learning provision for teacher educators with digital technologies. The Technology Pedagogy and Content Knowledge (TPACK) model was used to examine the ways in which teacher educators were influenced in their practice and what impact this had on their experience. Analysis highlighted how the positioning of teacher educators within the framework influenced their experience of teaching online. The lived experiences of teacher educators when using technology for teaching online moved beyond their understanding of content, pedagogy, and technology, and highlighted the importance of context. Relationships, wellbeing, and emotional factors influenced engagement with digital technology as it mediated social practices. The findings add to knowledge and understanding of teacher educators' engagement with digital technology and have implications for professional development.
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- 2024
30. Research Messages 2023: Informing + Influencing the Australian VET Sector
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National Centre for Vocational Education Research (NCVER) (Australia) and National Centre for Vocational Education Research (NCVER) (Australia)
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Research messages is a summary of research produced by NCVER each year. This year's compilation includes a range of research activities undertaken during 2023, comprising of research reports, summaries, occasional papers, presentations, webinars, consultancies, submissions, the 32nd 'No Frills' national research conference, and various additions to VOCEDplus knowledge resources. "Research messages 2023" highlights the diverse range of research activities undertaken over the past year by the National Centre for Vocational Education Research (NCVER). This edition provides: (1) Key findings from NCVER's program of research; (2) Details of conferences, presentations, webinars, podcasts and other NCVER research communications; (3) Resources collated by NCVER designed to assist in informing the VET (vocational education and training) system and its related policies; and (4) A summary of NCVER discussion papers and submissions to government reviews.
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- 2024
31. Reviews in Higher Education Publications: New Models in Higher Education
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Guernon Emmanuelle
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This paper examines the evolving landscape of higher education publications, focusing on the emergence of new models that are reshaping scholarly discourse and dissemination. Through a comprehensive review of literature, we analyze the trends, challenges, and opportunities presented by these new models. Our exploration encompasses diverse approaches such as open access journals, digital platforms, interdisciplinary collaborations, and alternative peer-review systems. By synthesizing insights from a range of scholarly works, this review sheds light on the transformative potential of these new models in advancing knowledge dissemination and fostering academic innovation within higher education. [This paper was published in "International Journal of Reviews" v2 n1 p100-124 2024.]
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- 2024
32. Engaging and Retaining Students in Online Learning
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Ali Abusalem, Lorraine Bennett, and Dimitra Antonelou-Abusalem
- Abstract
Before the COVID-19 outbreak, universities were already exploring the potential of online education. Colleges and universities throughout the world became more reliant on online learning management systems (LMSs) and videoconferencing tools like "Zoom" and "Microsoft Teams" during the 2020-2021 campus' lockdowns. The transition from traditional face-to-face teaching to online learning presented significant difficulties for universities, particularly those that depended heavily on international students. The project reported in this paper was undertaken in Australia in 2021 at the request of a private higher education institution. A new student-centric version of the Moodle learning management system (LMS) was created to maximise the platform's pedagogical, communicative, and informational capabilities. The purpose of this article is to demonstrate how online learning platforms that are flexible, utilise embedded interactive features and resources, and are freely available can enhance and support the delivery of quality online education. The paper discusses how well-designed learning management systems have the capacity to motivate, engage and retain students in online learning. Academics, at both the undergraduate and graduate levels, as well as those working in curriculum development and information technology at institutions of higher learning, may find this article to be of interest and value.
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- 2024
33. Approaches in Learning and Teaching to Promoting Equity and Inclusion: Thematic Peer Group Report. Learning & Teaching Paper #12
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European University Association (EUA) (Belgium)
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The 2020 EUA Learning & Teaching Thematic Peer Group on "Approaches in learning and teaching to promoting equity and inclusion" explored how universities can best support inclusion and equity and accommodate the different backgrounds, needs and aspirations of students through various approaches, initiatives and methods. This paper outlines the main challenges identified in addressing equity and inclusivity and provides recommendations for mitigating these challenges for higher education institutions in Europe and elsewhere.
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- 2021
34. We Need More Praxis: A Case for Praxis Assignments in Psychology Courses
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Rosales, Christine E. and Majzler, Robert D.
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Introduction: This paper explores what praxis is and its importance for catalyzing social justice. Statement of the Problem: At times, psychologists have articulated the importance of bridging the researcher-activist divide via praxis, but progress in creating these bridges has been slow. Literature Review: We examine how praxis can be rooted in decolonial pedagogical approaches and a tool that can bridge scholarship and activism. Building on previous work by teachers of psychology, we review small, medium, and large-scale praxis assignments that have been used in university courses. Teaching Implications: We discuss our own versions of praxis assignments used in four different psychology courses (three of which took place during the pandemic). We reflect on the ways we see students motivated by an assignment with relevance to the real world and potential for creating social change, the ways that students are able to integrate course material more deeply through action, and some of the challenges with these assignments. Conclusion: We conclude by providing recommendations for educators interested in assigning praxis projects in their psychology courses.
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- 2023
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35. Proceedings of International Conference on Research in Education and Science (Antalya, Turkey, April 1-4, 2021). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Shelley, Mack, Chiang, I-Tsun, and Ozturk, O. Tayfur
- Abstract
"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]
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- 2021
36. Proceedings of International Conference on Research in Education and Science (Antalya, Turkey, April 1-4, 2021). Volume 1
- Author
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International Society for Technology, Education and Science (ISTES) Organization, Shelley, Mack, Chiang, I-Tsun, and Ozturk, O. Tayfur
- Abstract
"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings.
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- 2021
37. The Importance of Being 'Pulled up Short': Can a Transdisciplinary Approach Help Deliver?
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Greenfield, Steve
- Abstract
Whilst the starting point is the impact of the pandemic the overall aim of the paper is to advance the case for the introduction of a transdisciplinary approach to learning. The justification for adopting this radical method is to deliver specific graduate outcomes in line with the 10 job skills for 2025 identified by the World Economic Forum. More specifically to promote creative and critical thinking amongst undergraduates. If the integration of skills is viewed as a key component of higher education the question is how they can be best delivered. A key point is to develop student self awareness of the limitations to their learning to introduce critical reflection. The possibility of students being 'pulled up short' and experiencing self-realisation is examined and how this may contribute to the advancement of their studies and the delivery of specific skills. Finally, the paper considers the idea of transdisciplinary teaching and learning and differentiates transdisciplinary ideas from other forms of crossing disciplinary boundaries. It explores the stated advantages, in terms of skills development, for adopting this type of approach noting the challenges it involves for both educators and students. It concludes that although there exist realistic challenges to transdisciplinary learning it is a strategy that promises significant outcomes. [For the complete Volume 21 proceedings, see ED629259.]
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- 2023
38. Training Adult Education Researchers in a Remote Doctoral Program: Experiences, Reflections, and Suggestions for Moving Forward
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Stojanovic, Maja and Biniecki, Susan M. Yelich
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This paper focuses on the experience, reflections, and best practices related to training adult education researchers in an adult learning and leadership doctoral program at a Research I institution in the United States. We discuss embedding technology into the curriculum, fostering connections, and supporting the development of self-directedness as key elements of an effective online doctoral program. The paper offers suggestions applicable to other online, research-intensive programs catering to the working learner population. [For the complete Volume 21 proceedings, see ED629259.]
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- 2023
39. A Post-Coronavirus Pandemic World: Some Possible Trends and Their Implications for Australian Higher Education. Discussion Paper
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University of Melbourne (Australia), Centre for the Study of Higher Education (CSHE), Croucher, Gwilym, and Locke, William
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This paper summarises factors and emerging trends for higher education following from the disruption caused by the coronavirus pandemic and the responses of providers and governments. It is framed as a provocation to stimulate discussion about futures for higher education in Australia and beyond following the immediate COVID-19 disruption. While the evolving response to the pandemic makes prediction fraught, to provide concrete indication of the trajectory of many trends this paper draws on research into and past experience of similar economic, political and social 'shocks' to the provision of higher education in advanced economies. It examines how the coronavirus pandemic is magnifying existing pressures for universities and how it is providing new possibilities. The first section summarises ten trends and their associated drivers. Based on a PESTEL analysis, it includes codes for each item to signal the associated key factors contributing to the trend, including (P)olitical, (Ec)onomic, (S)ociocultural, (T)echnological, (L)egal and (En)vironmental. For each trend, we outline several implications for higher education provision in Australia. The second section synthesises these implications into a range of outcomes and questions.
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- 2020
40. L2 Chinese Language Teachers' Cross-Cultural Adaptation in Teaching Online Courses Using Videoconferencing Tools in a Foreign Country during the COVID-19 Pandemic: A Case Study
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Fan, Yue, Cheng, Li, and Zhu, Zhu
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This case study is based on teachers' personal observation of students of Oberlin College, Ohio, US, and students' feedback, and addresses cross-cultural communication of Chinese as a foreign (L2) language teacher, who is also the first author of this article. The study was conducted during the global pandemic; L2 language teaching methods in Oberlin College had to be shifted from face-to-face lectures to online teaching using videoconferencing tools, particularly Zoom. It was used not only as the online class platform, but also an additional live communication tool in other activities. The case study presented in this article was conducted mainly through observations in daily classes before and after the pandemic. The results suggest that reserved personality and inadequate cultural contact are factors of accultured difficulties for L2 Chinese language teachers when working in the US. This paper proposes solutions for preparations for a cross-cultural adaptability for Chinese language teachers teaching L2 Chinese abroad, especially in conditions like using videoconferencing tools in online teaching classes. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]
- Published
- 2022
41. Language Instructors on Their Emergency Remote Teaching Pedagogy during the Pandemic
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Hamel, Marie-Josée, Landry, Jill, and Bibeau, Louis-David
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In this paper, we report on a study that took place during the COVID-19 pandemic and for which we interviewed ten experienced, university level, language instructors about their digital practices as they found themselves teaching in an Emergency Remote Teaching (ERT) mode. The study sought to describe how, through their professional activities and experiences, they developed new and/ or further online competencies and how the ERT context brought them to rethink their pedagogical practices and namely, their Written Corrective Feedback (WCF). Our results show that language instructors' digital competencies are on a dynamic continuum of changes with some who faced challenges, while others sought opportunities or provided solutions during that unprecedented period. An adapted version of the SAMR (Substitution, Augmentation, Modification, and Redefinition) model (Puentedura, 2010) is suggested, which takes into consideration this ERT context. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]
- Published
- 2022
42. Teacher Attitudes toward Online Assessment in Challenging Times
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Vurdien, Ruby and Puranen, Pasi
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This paper explores and reports on teacher attitudes toward online assessment in foreign language teaching and learning in Spain and Finland. During the pandemic, teachers have had to face serious challenges, such as the method to be adopted, task design or handling student feedback, in order to ensure effective student assessment. They have had to find completely new ways to assess their students. A qualitative approach was adopted and data were gathered from a questionnaire shared on Google form, which was completed by 23 teachers from Spain and 11 from Finland. The aim was to examine: (1) the advantages and disadvantages of using online assessment tools to measure students' progress; and (2) the participants' perceptions of their experience of assessing their students online. The findings show that while online assessment tools, especially quiz apps, provide instant feedback and correction for students and teachers, it is difficult to control what tools students might be using to support their learning and/or assessment assignments. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]
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- 2022
43. Edutainment: Assessing Students' Perceptions of Kahoot! as a Review Tool in French L2 Classes
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Madden, Oneil N.
- Abstract
Gamification is a method used to engage and motivate students virtually during the coronavirus pandemic. This paper reports on the use of Kahoot! as a review tool in French as a foreign language (L2) classes at Northern Caribbean University (NCU), Jamaica, as a means of formative assessment. Using the exploratory approach, it seeks to highlight students' perceptions of this platform to enhance teaching and learning. Twenty-one students of both genders between the ages of 18 and 35 responded to a post questionnaire, after participating in two or more games of Kahoot!. Data was also collected through semi-structured interviews and observations recorded by the instructor. Preliminary findings show that Kahoot! helps most students (95%) to improve their French, in terms of learning and/or reinforcing new vocabulary or previously taught concepts, as well as pronunciation. All the participants highlighted that Kahoot! is fun and interactive, and playing the game serves as a motivation for them to revise their already acquired knowledge. However, the countdown feature can provoke stress and affect the thought process. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]
- Published
- 2022
44. Comparative Analysis of Students' Views of Online Learning in the First and Second COVID-19 Semesters: Examples from Türkiye, Poland, Republic of North Macedonia, and Bosnia and Herzegovina
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Hatipoglu, Çiler, Gajek, Elzbieta, Delibegovic Džanic, Nihada, and Milosevska, Lina
- Abstract
The abrupt change from face-to-face to Online Learning (OL) in the emergency COVID-19 semester surprised and forced students to alter their study habits. Then came the second online period, and students were expected to be happier and more successful since now they were familiar with OL. Was this the case? Had the ways students learned, their perceptions of human interactions among teachers and students in OL, their opinions on the learning environment and their computer literacy changed? Our paper aims to answer those questions using comparative analyses of data sets from the first and second OL periods and attempts to uncover the positive and negative shifts and the topics that remained unchanged. The study's findings show that COVID-19 related educational changes had multidirectional influences on students' learning, ingroup interactions, and views about education and OL. Hopefully, the empirical data collected in this study will provide valuable information about OL's immediate and prolonged effects. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]
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- 2022
45. Managing Programmatic Trade-Offs for Centers of Teaching and Learning: Applying a Segmentation, Targeting, and Positioning Approach to Pedagogical Offerings
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Chen, Christopher V. H.-H, Althouse, Ian G., DeClercq, Caitlin P., and Phillipson, Mark L.
- Abstract
The demands of current instructional realities for moving to completely online formats have led to dramatic changes in the ways that centers for teaching and learning serve their communities. Pedagogical programs have been adapted, invented, and reimagined for online modalities. In this article, we share an approach borrowed from marketing--segmentation, targeting, and positioning (STP)--and describe three cases showing the application of STP in our center's work with instructors. This approach has helped us clarify and target our pedagogical priorities, allowing us to make appropriate trade-offs to produce more focused educational development programming that better meets our audience's needs, constraints, and contexts.
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- 2023
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46. Mission and COVID Statements: Writing Centers and Opportunities for Discussing Social Equity
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Courtney L. Werner and Leah Coppola
- Abstract
This article examines the results of a study comparing writing centers' mission statements with their statements about changes due to COVID-19. Of the 100 center websites examined, 28 had both mission and COVID statements. Our study unpacks trends found across those 28 websites. Using a content analysis approach, we coded content on these websites for writing pedagogy, political identities, and strategies for addressing COVID. The results suggest that while process pedagogy is the dominant ideology invoked in mission statements, equity in the writing center is a growing concern. The results also suggest that when various centers addressed community safety when discussing COVID, they missed an opportunity to link concerns for community safety with diversity, equity, and access. The results open spaces for discussions about how centers can best convey their ideologies to students via websites and help students feel seen, heard, and understood.
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- 2023
47. The Effects of the COVID-19 Pandemic on Tourism Entrepreneurial Intention among University Students: The Role of Entrepreneurship Education
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Abderrahim Laachach, Nadia Laaraj, and Naoual Farissi
- Abstract
The importance of entrepreneurship in socio-economic development is increasingly present, not only in the papers of researchers but also in the minds of policymakers. In fact, entrepreneurship education has received a lot of attention because of the role it can play in stimulating entrepreneurial intention among students. Given that the tourism and hospitality industry is the economic sector most affected by the COVID-19 pandemic, this paper examines the relationship between entrepreneurship education and tourism entrepreneurial intention and reveals the effects of the COVID-19 pandemic on the entrepreneurial intention of students in tourism. Survey data was collected from 502 Moroccan students studying hospitality and tourism and analyzed using SEM-PLS. Our findings show a non-significant effect of entrepreneurial education on tourism entrepreneurial intention in the COVID-19 era. The results also reveal a significant negative effect of the COVID-19 pandemic on the entrepreneurial intentions of students in tourism.
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- 2024
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48. New Learning Environments in Design and Craft Education - Acknowledging the 'Learning' of Design Literacy
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Hanna Hofverberg
- Abstract
The aim of this paper is to contribute to the concept of design literacy by exploring what it means to learn design literacy through making. To support my argumentation, I draw on a case study where I followed two student teachers of design and craft as they learned design literacy through woodworking. Due to COVID-19, the learning environment was located at the students' homes rather than the design and craft studio at the university. Two research questions guide the case study: What stories does the student recall from learning woodworking and what do these stories provide that are relevant for learning design literacy? Three 'making' stories are presented from the case study: (1) Making with the unknown, (2) Making alone educationally, and (3) The affective and embodied making. These stories provide numerous making skills that are relevant when teaching and learning for design literacy, which is further discussed in the paper.
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- 2024
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49. The Effect of Vaccine Mandates on Disease Spread: Evidence from College COVID-19 Mandates. Working Paper 30303
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National Bureau of Economic Research (NBER), Acton, Riley K., Cao, Wenjia, Cook, Emily E., Imberman, Scott A., and Lovenheim, Michael F.
- Abstract
Since the spring of 2021, nearly 700 colleges and universities in the U.S. have mandated that their students become vaccinated against the COVID-19 virus. We leverage rich data on colleges' vaccination policies and semester start dates, along with a variety of county-level public health outcomes, to provide the first estimates of the effects of these mandates on the communities surrounding four-year, residential colleges. In event study specifications, we find that, over the first 13 weeks of the fall 2021 semester, college vaccine mandates reduced new COVID-19 cases by 339 per 100,000 county residents and new deaths by 5.4 per 100,000 residents, with an estimated value of lives saved between $9.7 million and $27.4 million per 100,000 residents. These figures suggest that the mandates reduced total US COVID-19 deaths in autumn 2021 by approximately 5%.
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- 2022
50. Maximizing Student Engagement in a Hybrid Learning Environment: A Comprehensive Review and Analysis
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Amjad Almusa, Asaad Almssad, and Marisol Rico Cortez
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This article overviews a new teaching method from COVID-19. It uses multimedia resources and more traditional classroom activities together. The course focuses on the benefits of using online parts of hybrid learning in addition to in-person instruction. The benefits of such learning include more opportunities for contact with classmates, participation in the educational process, greater leeway in time management, and interactive education. The purpose of this paper is to provide an overview of the new pedagogical approach that has emerged in the wake of COVID-19, which has prompted a significant number of educational institutions to adopt a particular model due to the adaptability of its schedule and the way students are instructed, in addition to the increased connection and engagement that it fosters between students and teachers. Students who cannot attend class physically can still study thanks to a new hybrid learning method. In addition, students who cannot participate in a traditional classroom setting due to health reasons may have more significant opportunities to participate in hybrid learning. [For the full proceedings, see ED652228.]
- Published
- 2023
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