ERICThis link opens in a new windowThe ERIC (Education Resources Information Center) database is sponsored by the U.S. Department of Education to provide extensive access to educational-related literature. ERIC provides coverage of journal articles, conferences, meetings, government documents, theses, dissertations, reports, audiovisual media, bibliographies, directories, books and monographs. Using this version you may search ERIC alone, or combine it with other EBSCOhost databases.
Education Full Text & Education Index Retrospective (1929-present)This link opens in a new windowEducation Full Text is a bibliographic database that indexes and abstracts articles from English-language periodicals and books relating to education. Abstracting coverage begins with January 1994. Full-text coverage begins in January 1996.
Education Index Retrospective seamlessly adds more than half a century of coverage with citations to some 850,000 articles, including book reviews, dating back as far as 1929.
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The article discusses efforts of smaller U.S. liberal arts colleges to compensate for their limited range of academic offerings and faculty expertise through the implementation of distance mentoring programs for undergraduate researchers. A Council of Public Liberal Arts Colleges project seeking to better network students with experts in research fields is then profiled, citing both the accomplishments and continuing challenges being addressed by the initiative.
Unique distractions are present in nonclassroom environments, and many students attempt to multitask while learning online. This study examines the effect of six distractions (folding laundry, playing a computer video game, texting on a cell phone, engaging in conversation, watching a low-arousal video, and watching a high-arousal video) on learning and subsequent recall as assessed by a posttest. Compared to a baseline no-distraction condition, all six of the distractions significantly impaired posttest performance, from a baseline average of 87% correct to a distraction average of 62% correct, t(202) = 15.30, p < .001, Cohen’s d = 1.30. In addition to objective measurements of learning, students self-reported their own assessments of learning during the distractions. Judgments of learning were poor for the high-arousal video. We discuss these findings both theoretically and for their practical application to learning in online environments.
This qualitative research study was designed to inform the development and implementation of effective online learning environments by exploring, from both teacher and student perspectives, what constitute effective online learning experiences. The study examined course content, tasks, and pedagogical approaches, as identified by students and instructors, which contributed to or hindered positive online learning experiences. Researchers interviewed 6 online course instructors and 10 adult students to understand their experiences in undergraduate and graduate level online degree programs. Using a Cognitive Apprenticeship Model to inform the analysis of data, findings revealed an emphasis on text-based content and lecture; instruction that led to disconnect between students, teachers, and course content and goals; and one innovative program that links real-world experiences with online classroom learning. Given the growing number of online programs, the study provides insight for course development and pedagogy as well as offers possibilities for additional research.
With increasing need to achieve appropriate balance between learning support and self-regulation within the context of online learning, formative feedback has been identified as a viable means to achieve meaningful engagement. Specifically, this study sought to establish how peer–peer formative feedback was facilitated in an online course and to what extent this engaged students in meaningful learning experiences. This case study entailed an in-depth investigation into the design and implementation of an online course in a New Zealand university. The studied course was part of a postgraduate programme in continuing (in-service) teacher education. The study adopted a case study methodology with a bias on qualitative techniques. Online observations, analysis of the archived course discourse and interviews were utilised as sources of data. The data from multiple sources were subsequently triangulated to corroborate the evidence. The findings indicate that peer formative feedback promoted active learners’ participation and meaningful engagement. The findings further showed that opportunities for dialogic peer formative feedback promoted learning support and self-regulation.
This article presents a model for designing e-assessment processes aligned with competences and learning activities. The authors examined assessment in student-centered, competence-based learning in online contexts. We analyzed the importance of alignment for properly selecting the learning activities that best guide students towards the desired level of competence acquisition (i.e. learning outcomes). We explored the leading types of assessment and new opportunities for assessment derived from the use of technologies. The model developed takes advantage of the potential for technologies to go beyond traditional assessment approaches and proposes a classification of e-assessment activities organized by competences. When the model was applied in a real online course, results suggested it can help teachers and students better understand the meaning of competence-based learning and how the formative assessment approach is useful for helping students attain the desired competence levels.
Motivation treatments to enhance goal engagement can improve academic outcomes for college students with single academic risk factors (Hamm, Perry, Chipperfield, Heckhausen, & Parker, 2016), but their efficacy remains unexamined for students with multiple risk factors in online learning environments. In a pre-post, randomized treatment study (n = 628), a theory-based goal engagement treatment (Heckhausen, Wrosch, & Schulz, 2010) was administered online to college students who varied in high school grades (HSG; low, high) and optimism (low, high). For students with co-occurring risk factors (low HSG–low optimism), the goal engagement treatment (vs. no-treatment) improved performance by a full letter grade on three posttreatment class tests in a two-semester course. The treatment also increased the odds of two-semester course completion by 89% for low HSG–low optimism students. Findings advance the literature in showing that a scalable and theory-based goal engagement treatment can assist college students with multiple academic risk factors.
In this article, it is suggested that academic programmes in higher education can benefit from focusing on procedural (or practical and phenomenal) and propositional (or theoretical and abstract) knowledge. The preparation of professional musicians is particularly relevant to this issue because musicians' focus is often on procedural knowledge gained through making music. Accordingly, two approaches to preparing professional musicians are contrasted - face-to-face and distance education - and these illustrate how the transmission and acquisition of procedural knowledge works. The first, face-to-face teaching and learning, is thought about figuratively in terms of an artist who apprentices pupils or disciples and leads them to become exponents of particular musical practices. The second, distance teaching and learning in music as practiced worldwide, is informed particularly by metaphors of the web, factory and boutique that invoke, respectively, notions of connectivity, production and consumption in music education. The role of technology in mediating the process of teacher and student interaction in distance education is explored. Implications of the analysis for distance teaching and learning in higher education are sketched, with particular reference to the practical case of a hypothetical music school.
This article explores whether a learning community can affect students' learning achievement and engagement. Besides, this study also analyzed whether degree centralities of peer interaction affect learning achievement and learning engagement based on social network analysis. While the experimental group combined the English learning system with the online learning community, the control group was simply using the English learning system. The results indicated that the students' engagement from the online learning community were higher than the ones who used the English learning system only, although the learning achievement is not significant difference between these two groups. Moreover, higher interaction learners from the online learning community revealed better performance in learning achievement and student engagement. Other than that, the learners who played the "Center" emerged with a higher learning achievement as well as the students' engagement than the "Periphery" ones. The research provides suggestions for online learning with learning communications as well.
There is an increased demand for online courses and programs. As a result, institutions are experimenting with different ways to train and support faculty to teach online. There is very little recent literature, though, describing the various ways that institutions actually train faculty to teach online. In this article, we report on the results of our inquiry into how institutions with large online programs train faculty to design online courses and teach online.
Facilitating an online course in today's student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students' thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator's reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.
This article describes how the author applied principles of universal design to hybrid course materials to increase student understanding and, ultimately, success. Pulling the three principles of universal design--consistency, color, and icon representation--into the author's Blackboard course allowed her to change the types of reading skills needed to obtain the information vital to student success in her classroom. While students could collect all the information they needed using a linear reading method, students using hyper-reading techniques were put at less of a disadvantage. The new model, she believes, is more universally welcoming and less intimidating, at a glance, than her original design. (Contains 2 figures.)
This study shared unique design experiences by examining the process of transferring residential courses to the Web, and proposed a design model for individuals who want to transfer their courses into this environment. The formative research method was used in the study, and two project teams' processes of putting courses, which were being taught in classrooms at the time, on the Web were examined in depth to reveal and confirm the components of the design model. The participants were 13 instructional designers. In addition to the logbooks kept by the designers, individual and focus group interview techniques were employed in the data-gathering process. Two researchers analyzed the data concurrently using content analysis. The logbooks and the focus-group interviews were used for model formation, and the individual interviews to confirm the components of the model. Based on the findings from the two design cases, the experience-based e-course design model consisting of seven basic stages including forming design team, preliminary search, analysis, instructional and technical design, integration, tests, and improvements was proposed. It is considered that sustaining Web-based course design efforts within this model will enable both implementing the design process more effectively, and the Web-based course obtained at the end of the process to have higher quality.
As online learning continues to gain widespread attention and thrive as a legitimate alternative to classroom instruction, educational institutions and online instructors face the challenge of building and sustaining student trust in online learning environments. The present study represents an attempt to address the challenge by identifying the social and technical factors that can likely induce or influence students’ perception about the trustworthiness of an online course and integrating the factors into a socio-technical framework that can be empirically validated. The methodology used and the data obtained from a university-wide survey conducted in an American university are reported in this article. Feedback from students with disabilities was further investigated, and the result has important implications for our understanding of disabled students’ acceptance for online learning.