1,720,980 research outputs found
An Evaluation of Undergraduate Advisors Experience Using Learning Analytics to Support First-year Students
Full text linkThesis (Ed.D.) - Indiana University, School of Education, 2019Higher education institutions are now serving post-traditional students. With the ever-increasing diversity and complex needs of these post-traditionals, institutions are striving to design policies, programs, and institutional supports to best support their diverse needs. Many are venturing into the world of learning analytics to gain deeper insights into the student academic experience and leveraging data to improve student success and retention. Previous research has centered on the institutional level impact of learning analytics on student success and rarely gives representation to the experience of specific individual sub-groups of organizational stakeholders. This summative evaluation sought to capture the experiences of 5 undergraduate advisors who participated in a three-year pilot of Civitas Inspire, a learning analytics system, to support first- year students. The Comprehensive Mixed Methods Participatory Evaluation model served as a conceptual framework allowing for an in-depth exploration of advisors’ perspectives on six evaluation components: acceptability, social validity, program integrity, program outcomes, implementer competence, sustainability, and institutionalization. An examination of previous research identified capacity building, data integrity, messaging, and privacy/ethics as common challenges faced by institutions who have adopted learning analytics systems. Evaluation results found advisors encountered similar challenges. Prominent throughout the advisors narrative was the effects of shadow-culture on technology adoption efforts. Advisors expressed the need for greater stakeholder inclusivity; for institutions to acknowledge and understand stakeholder workflow, and the necessity for a connect the dots approach towards institutionalization efforts
EXPLORING TRENDS IN THE USE OF VIRTUAL SIMULATIONS IN THE 9th- 12th GRADE SCIENCE CLASSROOM: PRESENTING TEACHERS PERSPECTIVES & PRACTICES ON USE, ACCESS AND DECISION-MAKING
No full textThesis (Ed.D.) - Indiana University, Department of Learning, Design and Adult Education/School of Education, 2024This study explored and presented teachers’ perspectives on the use of virtual simulations and how their practices reflected this. The main purpose was to foreground teachers' perspectives in how and why they select simulations. This study aimed to understand when teachers use virtual simulations, why they use them, how they use them, challenges they encounter if any and if they have alternatives to the simulations. The qualitative research method using the multiple case study approach and a descriptive cross case analysis design was used in this study. Data was collected from two sources namely semi-structured individual interviews, and lesson plans. The interview responses were analyzed using thematic descriptive analysis while content analysis was done on the lesson plans. The factors considered in this research included where teachers get information about the simulations to use, how these simulations are accessed, consideration while selecting or adopting a simulation to use, how simulations informed the teacher’s pedagogical decisions, the thought process behind the use of a particular simulation, goals and approaches for using the virtual simulations. The findings showed that when selecting simulations, teachers consider (1) Focus on Student type, learning levels and rigor, (2) Accurate representation, especially the appearance and graphics relevant to the concepts and (3) Ease of access, use and versatility especially with LMS. The findings also revealed that teachers' source of information about simulations were mostly from self-search by browsing the internet, social media and dependence on trusted sources like recommendations from fellow teachers, higher institutions, professional bodies and federal agencies. Content analysis of the lesson plans showed that the teachers seem to emphasize engagement and exploration in the simulation they use which is reflected in the lessons they design. Deepen understanding by providing opportunities to connect prior knowledge, apply, practice and reinforce concepts were also reflected in the lessons. While factors like the type of student and the type of content taught inform the pedagogical decisions of the teachers. Finally, this study found that while most of the teachers seem to use and support the use of simulations, caution was advised especially the risk of misconception based on the illustration or graphics used in the simulations
CULTURALLY RESPONSIVE TEACHING PRACTICES IN HIGHER EDUCATION ONLINE ENVIRONMENT
Full text linkThesis (Ph.D.) - Indiana University, Department of Instructional Systems Technology, 2022Higher education online classrooms are not experienced equitably by all students. As the student population becomes increasingly diverse, teaching must adapt to meet the needs of learners by reducing sociocultural barriers. This is particularly so within a Western-dominated education system that was designed to privilege majority students, thereby excluding minoritized students from their culturally diverse ways of learning. Extensive research asserts the positive learning impacts of culturally responsive teaching, a sociocultural practice that supports all students by bridging culture with the cognitive and social processes of learning. Yet, minimal research exists on this practice in higher education, particularly in online contexts. This study sought to gain deeper insight into the experiences of eight instructors who used culturally responsive teaching online, the specific practices they implemented, and the challenges and benefits they experienced to more fully understand how they equitized the learning for all students. A qualitative, phenomenological design used descriptive interviews and course observations to explore instructors’ experiences enacting culturally responsive teaching in their online classrooms. Results suggest that culturally responsive teaching can play a significant role in higher education online environments and is actualized differently through contextualization, understanding the relationship between culture and technology, centering a sociocultural presence, and decentering a majority culture. Results indicated that instructors were also met with challenges and benefits. They described challenges that required support and resources from their institution, colleagues, and support units, while sharing benefits that centered on relationships with students, empowerment in teaching, feeling valued, and having flexibility
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Novice programmer’s misconception of programming reflected on problem-solving plans
No full textUnderstanding the misconception of students is critical in that it identifies the reasons of errors students make and allows instructors to design instructions accordingly. This study investigated the mental models of programming concepts held by pre-service teachers who were novice in programming. In an introductory programming course, students were asked to solve problems that could be solved by utilizing conditional statements. They developed solution plans pseudo-code including a simplified natural language, symbols, diagrams, and so on. Sixteen solution plans of three different types of problems were analyzed. As a result, the students’ egocentric and insufficient programming concepts were identified in terms of the misuse of variables, redundancy of codes, and weak strategic knowledge. The results revealed that the students had difficulty designing solution plans that could be executed by computers. They needed instructional supports to master how to express their solution plans in the way computers run. Problem driven instructional designs for novice students were discussed
Student-generated awareness information in a group awareness tool: what does it reveal?
No full textThis record is for a(n) postprint of an article published in Educational Technology Research and Development on 2019-11-25; the version of record is available at https://doi.org/10.1007/s11423-019-09727-7.Group Awareness Tools (GATs) are used to enhance awareness among students in online collaborative settings. GATs display awareness information of group processes, so students have a shared understanding of the collaboration. They also encourage students to share their opinions regarding their group processes, which externalizes unspoken awareness information and facilitates group regulation activities. The current study observed how students generated awareness information when being guided by a GAT. Theprimary aim of the study was to investigate the contentsof student-generated awareness information collected from the evaluations of group processes and reflections about the collaboration process. A case study, drawing upon both qualitative and quantitative data, was conducted in the study.The results suggested the validity of student-generated awareness information, and its application in evaluating collaborative group processes. Students’ reflections also identified successful, as well as disadvantageous, aspects of group processes in three themes: communication, efficient work processes, and commitment. Overall,the findings suggestedthat student-generated awareness information can revealthe real status of collaborative group process. Successful and disadvantageous aspects of group processes were discussed from the students’ perspectives.postprin
Student-generated awareness information in a group awareness tool: what does it reveal?
No full textGroup Awareness Tools (GATs) are used to enhance awareness among students in online collaborative settings. GATs display awareness information of group processes, so students have a shared understanding of the collaboration. They also encourage students to share their opinions regarding their group processes, which externalizes unspoken awareness information and facilitates group regulation activities. The current study observed how students generated awareness information when being guided by a GAT. Theprimary aim of the study was to investigate the contentsof student-generated awareness information collected from the evaluations of group processes and reflections about the collaboration process. A case study, drawing upon both qualitative and quantitative data, was conducted in the study.The results suggested the validity of student-generated awareness information, and its application in evaluating collaborative group processes. Students’ reflections also identified successful, as well as disadvantageous, aspects of group processes in three themes: communication, efficient work processes, and commitment. Overall,the findings suggestedthat student-generated awareness information can revealthe real status of collaborative group process. Successful and disadvantageous aspects of group processes were discussed from the students’ perspectives
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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