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Abstract:
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Feedback (Response); Higher Education; Financial Support; School Holding Power; Academic Persistence; Program Development; Program Implementation; College Environment; Classroom Environment; Student Needs; College Students; Program Effectiveness; Graduation Rate; Dropout Rate; Time to Degree; Academic Support Services; Educational Assessment; Expectation; Learner Engagement; Accountability

Abstract:
Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto's pathbreaking book "Leaving College" has been recognized as the definitive resource on student retention in higher education. Now, with "Completing College", Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion. Deftly distilling an enormous amount of research, Tinto identifies the essential conditions enabling students to succeed and continue on within institutions. Especially during the early years, he shows that students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote their active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action. Improving retention rates continues to be among the most widely studied fields in higher education, and "Completing College" carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success. (Contains 11 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Social Sciences; Problem Based Learning; Systems Development; Cooperation; Workshops; Faculty Development; Scaffolding (Teaching Technique); Electronic Learning; Computer Assisted Instruction; Program Effectiveness; Program Descriptions; Program Implementation; Student Attitudes; Interviews; Data Analysis; College Students; College Faculty; Teacher Attitudes; Social Networks; Educational Technology; Instructional Design; Integrated Learning Systems; Open Source Technology; Web 2.0 Technologies

Abstract:
At Aalborg University (AAU) we are known to work with problem-based learning (PBL) in a particular way designated "The Aalborg PBL model." In PBL the focus is on participant control, knowledge sharing, collaboration among participants, which makes it interesting to consider the integration of social media in the learning that takes place. In this article I would like to depart from the use of this pedagogical model, which integrates social media. The article will look at a learning design model, which could be a spring-board scaffolding teachers at AAU in their pedagogical approach to learning design when combining the PBL approach with social media or web 2.0 activities or/and technologies. With regard to the discussions about PBL, three important characteristics of PBL can be extracted; the problem, the work process, and the solution, which can be used to distinguish between various theoretical and practical constructions of PBL--regardless initially of whether it is collaborative or cooperative. The three dimensions can then be thought of as stretched between two ends of a continuum between teacher and participant control. These fundamental questions of ownership and control seem also to be more generally applicable in relation to wider debates about social media and learning. The learning design model is based on the collaborative eLearning design (CoED) method. The CoED-workshop methodology aims to support the design of targeted networked learning. The method scaffolds the design work of practitioners and has been developed and tried out in a number of different settings. Drawing on knowledge and theoretical concepts within the fields of design, systems development and collaborative learning, emphasis is on bringing focus and structure to the early stages of the design process. The method aims to develop design specifications and/or early prototypes within a few hours of starting work. In order to achieve one of the objectives of my PhD, I aim to further developing and elaborate on this method, which hopefully will lead to a pedagogical design method scaffolding teachers in their learning designs, taking into account the PBL approach and integration of social media and web 2.0 technologies. This article will be based on theoretical and methodological considerations within PBL, social media and web 2.0 technologies, together with learning designs trying to illustrate a pedagogical design model scaffolding teachers in their learning design when integrating social media and web 2.0 technologies into the PBL approach at AAU. The method has been tried out at the Faculty of Social Science, AAU during Spring 2011 and the article will present some of the preliminary findings in this. (Contains 2 figures and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Students; Active Learning; Program Effectiveness; Interaction; Workshops; Virtual Classrooms; Teaching Methods; Program Implementation; Program Development; Educational Practices; Peer Relationship; Peer Teaching; Program Descriptions; Program Design; Technology Uses in Education; Instructional Development; Instructional Design; Aptitude Treatment Interaction

Abstract:
The type and amount of student interaction with major socializing agents on campus--faculty and their peers--determine the impact of college on students. Much of the research on postsecondary education links the quality of peer interactions directly to student learning outcomes and satisfaction with the college experience, and Alexander Astin went so far as to suggest that "peers are "the single most potent source of influence," affecting virtually every aspect of development--cognitive, affective, psychological, and behavioral." This concept underlies the high-impact pedagogy of Peer-Led Team Learning (PLTL). For commuter campuses like Indiana University-Purdue University Indianapolis (IUPUI), classrooms are often the only regular settings in which students interact with faculty and peers. Creating environments for increased faculty and peer interaction should be prioritized when creating academic programs. This is especially true in science, technology, engineering, and mathematics (STEM) fields, where pedagogical practices have been identified as primary barriers to persistence. PLTL preserves the lecture while replacing the teaching assistant-led recitation with a weekly two-hour session. During these workshops, six to eight students work as a team to solve carefully structured problems under the guidance of a peer leader--a student who has recently completed the course and additional training for the role. While over 20,000 students experience the benefits of PLTL annually at more than 100 U.S. colleges and universities, many others do not have the opportunity to participate in peer-led workshops because of inflexible work or family schedules or because their institutions lack the physical space to provide workshops on their campus. Also, peer leaders are not always available, especially at two-year institutions. It is increasingly clear that to provide PLTL to the broader undergraduate population in STEM fields, efforts need to focus on creating a variety of effective cyber-learning environments. The development of cyber PLTL (cPLTL) has the potential to diminish barriers to access and increase the success of students in the STEM fields. Extending PLTL to a virtual environment has the potential to provide active learning opportunities to a wider, more diverse student population while giving them more flexible scheduling and attendance options. This article reports a pilot study conducted at IUPUI, which serves approximately 1,000 first-year general chemistry students annually. The article explains how cPLTL has developed the necessary human and physical components, along with the costs associated with implementation and preliminary findings from the pilot study. (Contains 3 figures, 2 tables and 15 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Public Colleges; Academic Persistence; School Holding Power; College Students; Articulation (Education); Online Courses; Transfer Students; Educational Administration; Socioeconomic Status; Academic Aspiration; Coping; Relevance (Education); Extracurricular Activities; Cultural Influences; Dormitories; Physical Health; Student Behavior; School Safety; Internship Programs; Tutoring; Summer Programs; School Orientation; Educational Technology; Career Counseling; Leadership Training; Social Influences; Career Development; Honors Curriculum; Libraries; Family Involvement; Interdisciplinary Approach; Teaching Methods; On Campus Students; National Surveys; Academic Advising; Student Characteristics; Institutional Characteristics; Dropout Rate; Graduation Rate; Student Participation; Academic Achievement; Economic Impact; Program Development; Student Evaluation; At Risk Students; Cost Effectiveness; Time to Degree; Student Financial Aid; Student Employment; College Preparation; Student Motivation; First Generation College Students; College Freshmen; Income; Study Habits; Cognitive Style; Seminars; Workshops; Education Work Relationship; Family Influence; Student Personnel Services; Student Needs; Laboratories; Cooperative Learning; Minority Groups; Student Placement; Learning Laboratories; Goal Orientation

Abstract:
This report presents the findings for public four-year colleges and universities that participated in ACT's 2010 What Works in Student Retention survey. The report contains information pertinent to only these institutions. Appended are: (1) Data for Public Four-Year Colleges and Universities; and (2) What Works in Student Retention: Instrument. (Contains 15 tables.) [For the main report, "What Works in Student Retention? Fourth National Survey. Report for All Colleges and Universities", see ED510474.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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African American Students; Community Colleges; College Faculty; College Students; Enrollment Trends; Academic Persistence; School Holding Power; Dormitories; Cultural Influences; National Surveys; Academic Advising; Student Characteristics; Institutional Characteristics; Graduation Rate; Academic Achievement; Socioeconomic Status; Remedial Programs; At Risk Students; Time to Degree; Student Financial Aid; Student Employment; College Preparation; Student Motivation; Study Habits; Education Work Relationship; Family Influence; Student Personnel Services; Student Behavior; School Safety; Student Needs; Laboratories; Cooperative Learning; Student Placement; Tutoring; Learning Laboratories; Cooperative Planning; Goal Orientation; Educational Technology; Internship Programs; Career Counseling; Summer Programs; School Orientation; Student Leadership; Libraries; College Freshmen; Workshops; First Generation College Students; Supplementary Education; Mentors; Mental Health; Physical Health; Educational Quality; Extracurricular Activities; Peer Relationship; Coping; Relevance (Education); Educational Administration; Fraternities; Sororities; Teacher Attitudes; Honors Curriculum; Faculty Development; Public Colleges; Private Colleges; Minority Groups; English (Second Language); Females; Homosexuality

Abstract:
This report presents the findings for four year colleges and universities with twenty percent or more Black students enrolled that participated in ACT's 2010 What Works in Student Retention survey. The report contains information pertinent to only these institutions. Appendices include: (1) Data for Four Year Colleges and Universities with greater than or equal to 20% Black Student Enrollment; and (2) What Works in Student Retention Instrument. (Contains 13 tables.) [For the main report, "What Works in Student Retention? Fourth National Survey. Report for All Colleges and Universities", see ED510474.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Institutional Characteristics; Minority Group Students; School Holding Power; Program Evaluation; Outcome Measures; Statistical Analysis; Student Improvement; Program Effectiveness; Models; Student Attitudes; Urban Youth; Racial Factors; College Environment; College Students; Engineering Education; Science Education; Student Adjustment; Summer Programs; Transitional Programs; Academic Support Services; STEM Education; Program Descriptions; Algebra; Academic Persistence; Dropouts; Problem Solving; Skill Development; College Preparation; Multicultural Education; African American Students; Mathematics Achievement; Research Methodology; Questionnaires; Interviews

Abstract:
In this important resource, Dr. Fleming (a noted expert in the field of minority retention) draws on educational evaluations she has developed in the course of her distinguished career. This book analyzes the common factors and the role institutional characteristics play in minority student retention to show what really works in increasing academic performance among minority students and includes models of evaluations that describe successful programs that use statistical methods to verify outcomes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Females; Majors (Students); Engineering; White Students; Anxiety; Stereotypes; College Freshmen; Minority Groups; Science Education; Mathematics Education; Socioeconomic Status; Longitudinal Studies; Gender Differences; Academic Persistence

Abstract:
This paper examines the effects of group performance anxiety on the attrition of women and minorities from science, math, and engineering majors. While past research has relied primarily on the academic deficits and lower socioeconomic status of women and minorities to explain their absence from these fields, we focus on the impact of stereotype threat--the anxiety caused by the expectation of being judged based on a negative group stereotype. Using data from the National Longitudinal Survey of Freshmen, our findings indicate that minorities experience stereotype threat more strongly than whites, although women do not suffer from stereotype threat more than men. Our findings also reveal that stereotype threat has a significant positive effect on the likelihood of women, minorities, and surprisingly, white men leaving science, technology, engineering and math majors. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Transitional Programs; Peer Teaching; Mentors; Science Achievement; College Preparation; Program Effectiveness; Chemistry; Science Instruction; College Science; Undergraduate Study; Cooperative Learning; Student Evaluation

Abstract:
We developed an online exam to diagnose students who are underprepared for college-level general chemistry and implemented a program to support them during the general chemistry sequence. This transition program consists of extended-length recitations, peer-led team-learning (PLTL) study groups, and peer-mentoring groups. We evaluated this program's impact on student performance in general chemistry using data from the fall semesters 2007, 2008, and 2009. We found that our transition program helped the underprepared students make significant gains in their course performance relative to other students when controlling for prior content knowledge and experience. PLTL did improve the performance of the underprepared students relative to other students in the lower 40% of the class. Inclusion of peer mentoring resulted in additional gains over the use of PLTL. Via surveys to students in the transition program, students agreed or strongly agreed that extended-length recitations and peer-mentoring groups improved their performance in general chemistry. This is important given the voluntary nature of our program. (Contains 1 table and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Females; Womens Education; Engineering Education; Career Development; Gender Differences; Gender Bias; STEM Education; College School Cooperation; Higher Education; Social Influences; Cultural Influences; Academic Persistence; Middle Schools; High Schools; Workshops; Program Development; Program Implementation; Program Evaluation; Financial Support; Student Interests

Abstract:
Multiple initiatives have been launched to try to widen the pipeline for women to enter engineering careers, including reviews of gender differences in enrollment in technology and pre-engineering courses from middle school through doctoral degrees. National agencies have also studied some of the social and cultural forces at play with regard to girls' persistence, especially during that crucial transition from middle school to high school (Building Engineering and Science Talent [BEST] [2004], National Science Foundation [2006], and American Association of University Women [2010]). The focus of this article is to demonstrate how institutions of higher education can collaborate with local secondary schools to develop and grow a program to promote the participation of girls in the study of engineering. Specifically, the authors present the steps that can be taken to design a program, secure funding, implement, and evaluate the program. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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