199,281 results on '"Cost Effectiveness"'
Search Results
2. Unlocking Online Language Education: Opportunities, Challenges, and Recommendations
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Nur Gedik Bal
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Advances in technology have significantly augmented the potential of online education, particularly during crises, such as COVID-19, earthquakes, hurricanes, and floods. This qualitative survey study ascertains 150 English-as-a-foreign language (EFL) learners' perceptions of the efficacy of online language education in a preparatory school of a state university after the Kahramanmaras earthquake in Türkiye in 2023. Data were gathered via an online survey with open-ended inquiries to elicit favourable and adverse experiences and recommendations from students. In order to ensure the thorough and systematic analysis of the collected data, a rigorous methodological approach was employed. Specifically, the data were analyzed through content analysis, facilitated by the MAXQDA. The research outcomes revealed that the participants appreciated online language education for its time-saving nature, comfort, ease of attendance, access to recorded sessions, teacher support, and cost-effectiveness. However, some students also considered online education ineffective and reported challenges, such as technical issues, diminished concentration, lack of motivation and discipline, limited interaction, and class participation. EFL learners also provided suggestions for improving the curriculum, assessment methods, and instructors' teaching approaches.
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- 2024
3. PD: A Professional Deterrence? The Financial Cost and Time Commitment of Professional Development for VET Practitioners in Western Australia
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Christopher Ward and Piper Rodd
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Vocational education practitioners must participate in professional development (PD) activities so they may implement contemporary teaching practices to support their students. Long-term, social types of activity are best because they benefit individuals and groups of practitioners and the training organisations for which they work. However, training provider managers often favour short and individual activities which are cheaper to resource. Not much has been previously known about the financial and time costs incurred by individual practitioners which may act as a deterrent for practitioners to continue in the sector. Our research addressed that gap for Western Australian VET practitioners by examining data collected from an online survey. The survey collected quantitative information from 30 volunteer WA VET practitioners about their activities in a twelve-month period. Using human capital theory underpinning data analysis, we show that at no stage of a VET practitioner's career was there a positive return on investment for the personally incurred cost of PD. We argue that acts as a deterrent to working as a VET practitioner which has ramifications for training provider operational efficiency, and the wider VET sector. There appears to be a misappropriation of pay scales based on applicable employment conditions which indicates sectoral underpayment.
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- 2024
4. Drone Hydro-Technology Impact on Water Management and Education and Training Opportunities
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Erik B. Schultz and Lee P. Gary
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This study reviewed the evolving capabilities of hydro-drones, Unmanned Aerial Vehicles (UAVs) which are used for spraying and cleaning with a focus on water management, and it revealed that the unique capabilities of hydro-drones offered the potential to create challenging and rewarding education and training programs, designed to provide new or expanded employment opportunities and related career paths for adventuresome individuals in the growing field of drone technology. Overall, the study found that hydro-drones are having a dramatic transformational impact on many industries, especially their cleaning and sanitizing programs, while creating a demand for employees with the requisite education and training background in drone technology. The proverbial door is opening wide for higher education, trade organizations, and professional associations to develop and to offer innovative programs covering drone technology, management and entrepreneurship. Included in such courses could be added exposure to legal and regulatory compliance, drone safety, and drafting a drone flight plan, as required by the Federal Aviation Authority (FAA).
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- 2024
5. Interim Report on the Implementation and Impact of Developmental Education Curricular Reform in California Community Colleges
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Research for Action (RFA), Texas Education Research Center, Kri Burkander, Dae Kim, Lauren Schudde, Mark Duffy, Maja Pehrson, Nancy Lawrence, Taylor Stenley, Elizabeth Jackson, Wonsun Ryu, and Lindsey Liu
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Research for Action (RFA) in partnership with the University of Texas at Austin is engaged in a five-year mixed-methods study of the reforms associated with California AB 705. Over the course of the study, our team will assess the implementation, impact, and cost effectiveness of reforms associated with the law. This report first offers a descriptive quantitative analysis of short-term outcome (enrollment and completion) trends in math and English at the state level. This descriptive analysis examines the relationship between AB 705 and course enrollment and completion, which will serve as the basis for the quasi-experimental study in subsequent project years. The second part of the report presents findings from institutional site visits aimed at understanding how institutions have implemented the reforms, who is involved in implementation, and how implementation is experienced by students.
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- 2024
6. Creating VR Content for Training Purposes
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Oussema Dhieb and Adonis Durado
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This work provides an overview of the use of Virtual Reality (VR) technology in the context of training through the documentation of a project produced by Ohio University's Game Research and Immersive Design (GRID) Lab involving the development of a cine-VR series for police officer training in areas such as suicide prevention, mental health, crisis intervention, domestic violence resolution, and school violence prevention. The article starts by introducing the concept of VR training with its subdivisions and its benefits, including the promotion of learning and empathy through immersion. Followingly, it describes the process of planning for a VR training. Subsequently, it breaks down the several stages of creating VR training content from scenario exploration, scriptwriting, recording, to postproduction. In conclusion, this paper recognizes the challenges of creating compelling VR content such as storytelling, editing, and resources. Additionally, it attempts to pave the way for similar VR training projects by providing recommendations and emphasizing the importance of communication, adaptability, and experimentation.
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- 2024
7. Efficiency Assessment on Codified Knowledge Products: An SFA Approach
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Gustavo Ferro and Nicolás Gatti
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Knowledge applied to innovation is increasingly recognized as an explanatory factor of economic growth. Innovation derives from applying knowledge to generate new products or processes. National Innovation Systems (NIS) performs as the formal or informal network of people within institutions interacting to produce and apply knowledge to innovation. NIS can be understood as two subsystems: one based on scientific and technological work, producing codified products (publications and patents), and the other centered on practical actions to diffuse, apply, and use knowledge. Our objective is to assess cost efficiency in the production of codified knowledge outputs (CKO), being our unit of analysis NIS (countries). To attain our goal, we apply a Stochastic Frontier Analysis (SFA) to estimate a cost frontier of CKO. The panel sample includes 1189 observations for 23 years (1996-2019) and 82 countries. Our main results identify determinants and patterns of efficiency and productivity, tendencies, and specifics of countries and groups of them.
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- 2024
8. Benefits, Challenges, and Methods of Artificial Intelligence (AI) Chatbots in Education: A Systematic Literature Review
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Sahin Gökçearslan, Cansel Tosun, and Zeynep Gizem Erdemir
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In many fields, AI chatbots continue to be popular with new tools and attract the attention of universities, K12 schools, educational organizations, and researchers. The aim of this research is to review the research on AI chatbots by restricting it to the category of education and to examine this research from a methodological point of view. Therefore, we performed a systematic literature review with a sample of 37 SSCI articles published in the educational context. Within the scope of the selected studies, the advantages and disadvantages of AI chatbots in education for students and educators, as well as the types of chatbots used, year, keywords, and method were analyzed. According to the research results, increased motivation to learn and language skill development are advantages for students, while cost-effectiveness and reduced workload are advantages for educators. Limited interaction, misleading answers for learners, originality, and plagiarism are the most common disadvantages for educators. The study also includes research results and recommendations related to the methodological review.
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- 2024
9. Effectiveness of a Web-Based Course on Vaccination Competence in Higher Education: The Eduvac Erasmus+ Project
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Dimitra Perifanou, Eleni Konstantinou, Anne Nikula, Kristina Grendova, Aija Ahokas, Joan-Carles Casas-Baroy, Daniela Cavani, Paola Ferri, Paola Galbany-Estragués, Cinzia Gradellini, Michaela Machajova, Daniela Mecugni, Sari Nyman, Xavier Palomar-Aumatell, Janka Prnova, Montse Romero Mas, Carme Roure Pujol, Heli Thomander, and Evanthia Sakellari
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Immunization is a highly cost-effective investment in health, proven to be an effective tool in controlling and eliminating dangerous infectious diseases. Health science students require evidence-based knowledge to tackle challenges in healthcare, particularly in the field of vaccination. The aim of the current study is to asses students' knowledge on vaccinations and further explore their feedback after attending Educating Vaccination Competence web-based course (EDUVAC web-based course). Students from five Higher Educational Institutes voluntarily participated in the EDUVAC web-based course. The course provided various study materials, including PowerPoint presentations, videos, quizzes, texts, and references to reputable websites. It also offered small assignments and self-tests for self-evaluation. An online questionnaire was available to students before and after they completed the EDUVAC web-based course. The mean knowledge score on vaccines increased significantly after the EDUVAC web-based course (p<0.001). The majority of the students (95%) felt that the web-based course has benefitted them for their future career and 96.4% would encourage other students to attend the EDUVAC web-based course. Overall, our findings suggest that EDUVAC is a valuable resource for those seeking to enhance their understanding of vaccination.
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- 2024
10. Cost and Cost Effectiveness of ASSISTments Online Math Support: Analysis from a Randomized Controlled Study in Middle School
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WestEd, Mingyu Feng, Gary Weiser, and Kelly Collins
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This report delves into the cost and effectiveness of the ASSISTments program as an online math support tool. Aiming to replicate previous findings, the study focused on the impact of ASSISTments on student learning in seventh-grade classrooms. The report outlines the study's objectives, setting, and participants alongside the study design, methods, and intervention details. Additionally, it investigates the effectiveness of ASSISTments and the data collection process for cost analysis. The pricing of "ingredients" used in the program's implementation is also discussed, and the cost-effectiveness ratio findings are presented. Overall, this comprehensive analysis provides significant insights into the costs of implementing technology-based programs like ASSISTments and their potential impact on student learning outcomes.
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- 2024
11. Transforming Sense into Cents: Evaluation of Edgenuity's Impact in a County's Schools
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David R. Maddock and Daniel W. Eadens
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Edgenuity is a one of a multitude of digital support tools for instruction and intervention. In 2019,a School District in the South began using Edgenuity -- a digital intervention platform focused on grade and credit recovery. This current study evaluated Edgenuity to determine its effects on students learning and the associated cost. For the 2022-2023 school year, a total of 2371 students entered the platform and participated in approximately 5447 courses, and students spent a total of 177,022 hours on the platform. Quantitative methodologies were utilized to examine the effects of each current program. Data collected included individual student data including grade, school, courses attempted, overall course grade, time spent on platform, length of enrollment as well as assessment data from the Florida Reporting System for SY2023. Additional data were collected on students' graduation measures, including credits earned over time, GPA over time, and graduation requirement status (such as concordant scores) over time. Based on the quantitative results, it appears that the utilization of Edgenuity is associated with student growth higher than standard student growth measures, even when students in the platform are scoring significantly lower than their academic peers. Students completing coursework in Edgenuity had higher growth in both ELA, d = 0.12**, and math, d = 0.12*. When considering just academic outcomes, Edgenuity has an ROI of 12%, however when adding credits earned to the measurement, the ROI is between 22% (current) and 53% (potential) depending on how many students currently in progress on their courses complete the course and pass their exam with the requisite grade. While the direct cost of Edgenuity ($49.31 per course) is very high in comparison to other digital interventions Edgenuity still provides a return on the investment made and provides the further benefit of allowing students to earn a credit and correct their path towards graduation when they otherwise would not have had the opportunity. It is recommended that schools continue the use of the Edgenuity platform.
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- 2024
12. Design and Analysis of Cluster Randomized Trials
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Wei Li, Yanli Xie, Dung Pham, Nianbo Dong, Jessaca Spybrook, and Benjamin Kelcey
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Cluster randomized trials (CRTs) are commonly used to evaluate the causal effects of educational interventions, where the entire clusters (e.g., schools) are randomly assigned to treatment or control conditions. This study introduces statistical methods for designing and analyzing two-level (e.g., students nested within schools) and three-level (e.g., students nested within classrooms nested within schools) CRTs. Specifically, we utilize hierarchical linear models (HLMs) to account for the dependency of the intervention participants within the same clusters, estimating the average treatment effects (ATEs) of educational interventions and other effects of interest (e.g., moderator and mediator effects). We demonstrate methods and tools for sample size planning and statistical power analysis. Additionally, we discuss common challenges and potential solutions in the design and analysis phases, including the effects of omitting one level of clustering, non-compliance, heterogeneous variance, blocking, threats to external validity, and cost-effectiveness of the intervention. We conclude with some practical suggestions for CRT design and analysis, along with recommendations for further readings.
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- 2024
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13. Students Helping Students: Implementation of Elementary Math Facts Fluency Interventions by High Schoolers
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Steven L. Powell, Kortney Rist, Brit'ny Stein, Elizabeth Banks, Sierra Villanueva, Bian Alwadi, Kaylee Dupree, Andrea Frau-Canabal, and Manali Patel
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Many schools face barriers that hinder access to services, including limited funding and staff trained in evidence-based interventions. In particular, rural schools must provide targeted intervention to promote academic growth and narrow achievement gaps despite these barriers. One seldom-considered solution to ease the resource costs in the provision of intervention services is to provide high school students with the training and supervision necessary to carry them out. Thirty elementary students participated in an explicit timing intervention administered by either a high school student or graduate student in school psychology. A 2 × 2 mixed factorial ANOVA found significant growth from pre- to post-test with no effects of interventionist education level. These findings imply that school-based interventionists may be able to expand the reach of their practice by recruiting and training older students to carry out interventions.
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- 2024
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14. Comparing the Costs of Online and Teacher-Directed Credit Recovery
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Drew Atchison, Margaret Clements, Jordan Rickles, Iliana Brodziak de los Reyes, and Jessica Heppen
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This study compares the costs of a school-based online credit recovery model to more traditional teacher-directed credit recovery using rigorous cost analysis methods. Findings indicate that differences in the comprehensive costs for online and teacher-directed credit recovery classes are small. However, cost differences across the two models of specific types of resources are substantial and statistically significant. Online credit recovery classes resulted in higher district-incurred costs largely due to the purchase of online curricula and required technology. The online model incurred lower opportunity costs to teachers stemming from less out-of-class time devoted to grading, lesson planning, and developing course materials.
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- 2024
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15. Attendance, Completion, and Heterogeneous Returns to College: A Causal Mediation Approach
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Xiang Zhou
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A growing body of social science research investigates whether the economic payoff to a college education is heterogeneous -- in particular, whether disadvantaged youth can benefit more from attending and completing college relative to their more advantaged peers. Scholars, however, have employed different analytical strategies and reported mixed findings. To shed light on this literature, I propose a causal mediation approach to conceptualizing, evaluating, and unpacking the causal effects of college on earnings. By decomposing the total effect of attending a four-year college into several direct and indirect components, this approach not only clarifies the mechanisms through which college attendance boosts earnings, but illuminates the ways in which the postsecondary system may be "both an equalizer and a stratifier." The total effect of college attendance, its direct and indirect components, and their heterogeneity across different subpopulations are all identified under the assumption of sequential ignorability. I introduce a debiased machine learning (DML) method for estimating all quantities of interest, along with a set of bias formulas for sensitivity analysis. I illustrate the proposed framework and methodology using data from the National Longitudinal Survey of Youth, 1997 cohort.
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- 2024
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16. Examining the Cost-Effectiveness of Intensive Interventions: Implementation Costs from the Teacher and Student Perspective
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Gretchen Scheibel, Tyler A. Hicks, Kathleen N. Zimmerman, and Jesse R. Pace
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Intensive interventions are time- and resource-demanding interventions designed to be implemented with a single student with unique learning needs. Economic evaluation provides a methodology for evaluating the time and material resource costs of implementing these interventions to provide detailed feasibility information for educators considering their implementation. This study presents a cost analysis of the time and materials required to implement an intensive intervention, I-Connect, and compares those costs to the reported effects, from the perspective of the intervention agent and recipient (i.e., teacher and student) using time as the primary cost metric. The results suggest the total time cost of implementing I-Connect falls within the time teachers and students are likely to have available. Furthermore, teachers will likely find I-Connect to be a cost-effective option for generating a 50% increase in on-task behavior if they have an initial 40 min of available time to become familiar with the intervention procedures, prepare the intervention, train the student to engage in self-monitoring, and initiate a 10-min session of I-Connect. Limitations and future research directions for the economic evaluation of intensive interventions are discussed.
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- 2024
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17. Development and Evaluation of a Blended Self-Management Program for Metabolic Syndrome in Patients with Rheumatic Diseases
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BoAe Im, HyunSoo Oh, SooHyun Kim, HyeSun Jeong, and WhaSook Seo
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Rheumatic diseases are known to be associated with the development of metabolic syndrome, which increases mortality rates due to cardiovascular complications. Although a variety of self-management programs for rheumatic diseases have been developed, few have concentrated on metabolic syndrome. This study aimed to develop and verify a blended (a mixture of telephone and online interventions) metabolic syndrome self-management program. The program was developed in four stages: analysis to identify program contents, website design, website development, and validity testing. A quasi-experimental nonequivalent control group, pretest-posttest design was adopted to verify the program effectiveness in 54 patients with rheumatic disease. The program was initially implemented via telephone for 4 weeks and then self-administered via a web-based platform for 20 weeks. Indices of metabolic syndrome and self-management and quality of life scores were measured as outcome variables. Data were collected three times: before intervention, after 4 weeks of telephone interventions, and after 20 weeks of online self-interventions. The devised program had a significant overall effect on metabolic syndrome indices, metabolic syndrome-related self-management behaviors, and quality of life. Detailed analysis showed the program effectively reduced body mass index, waist circumference, systolic blood pressure, and blood glucose levels and improved metabolic syndrome self-management behaviors. Based on our findings, it can be expected that the use of this program may retard or prevent the progression of metabolic syndrome by improving some metabolic syndrome indices and metabolic syndrome-related self-management behaviors, which are key components of care in rheumatic disease patients with metabolic syndrome. This web-based program appears to be beneficial in public health care settings because it is cost-effective, readily available, and may provide long-term support.
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- 2024
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18. The Factor Structure of the Arabic Version of the Metacognitive Awareness Inventory Short Version: Insights from Network Analysis
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Albandri Sultan Alotaibi
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Metacognition awareness is a fundamental skill for the 21st century. Accurately measuring metacognitive awareness would be highly relevant regardless of age, background, or cognitive abilities. The current study aimed to evaluate the psychometric properties of the 19-item Metacognitive Awareness Inventory-Arabic version (MAI-A) in the general population of Saudi Arabia. The current study employed Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Cronbach's alpha and McDonald's omega (reliability), and average variance extracted and composite reliability (validity to evaluate the psychometric properties of MAI-A among a sample of the Arabian population. Measurement invariance across male and female samples had been conducted. Finally, the Exploratory Graph Analysis (EGA) was used to estimate the dimensional structure of the MAI. In the first step, quantitative face validity was presented to remove the one on the items because of poor indexes. So, the evaluated version was 18 items MAI. Also, the first-order and second-order CFA confirmed the 2-factor model. So, the 18-item MAI presented suitable internal consistency. Second-order average variance extracted validity showed suitable validity of the MAI-A. According to [delta]CFI and [delta]RMSEA, there was no gender invariance between males and females in the MAI-A structure. Finally, the EGA estimated a 3-dimensional structure of the MAI, which was different from the factor structure in the CFA. The MAI-A is a practical and cost-effective tool for evaluating metacognitive awareness in Arab populations. However, future studies should be conducted due to differences between traditional methods (CFA)I and novel methods (EGA) in extracting factors.
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- 2024
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19. Assurance and Development of Interaction Quality: The Impact of Blended-Learning Professional Development Training Programme
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Eva Pölzl-Stefanec, Mailina Barta, and Catherine Walter-Laager
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In recent years, there has been considerable investment at the European Union level in expanding early childhood education and care (ECEC) facilities. In line with this quantitative substantial initiative, research and social policies are increasingly focusing on the quality of such facilities. High quality depends, among other things, on well-trained early childhood educators. This poses a dilemma for early childhood educators for various reasons; there is a shortage of skilled early childhood professionals, so that low-skilled staff are also being employed in early childhood education facilities. Online formats for professional development can contribute to the professionalisation of the ECEC system through vocational training. Since these formats are designed and produced to high professional and technical standards, they can be cost-effective thanks to their multiple uses and because they can often be completed by participants independent of time and location. This article presents an empirically studied blended e-learning training format based on the principles of co-constructivist didactics. The content focuses on the quality of interaction between early childhood professionals and children. Before and after the training course was completed, standardised non-participant observations were conducted in Austrian, German, Hungarian, Slovenian, Italian, and Portuguese early childhood education and care institutions. The before/after measurements (N = 43) showed a significant effect on the quality of interaction between the early childhood professionals and the children.
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- 2024
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20. Cooperative Collection Development: Current Practices among ARL Libraries for Area Studies Collections
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Brian Vetruba and David Faust
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This study examines cooperative collection development (CCD) for area studies and foreign language collections at Association of Research Libraries (ARL) libraries, based on a 2020 survey. Respondents provided details about cooperative collection initiatives (CCIs) at their libraries and their attitudes toward CCD. Most respondents had a favorable opinion of CCD, citing access to a broader collection of materials and cost savings as primary reasons. Challenges include the work and time involved in managing CCIs. This composite picture of how libraries build collaborative collections and the perceived benefits and challenges of CCD will inform librarians and administrators alike as they consider how best to build area studies and foreign language collections.
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- 2024
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21. Still a Good Investment: Charter School Productivity in Nine Cities
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University of Arkansas, School Choice Demonstration Project (SCDP), Alison H. Johnson, Josh B. McGee, Patrick J. Wolf, Jay F. May, and Larry D. Maloney
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Charter schools are public schools that operate free from some government regulations in return for a commitment to achieve a set of student outcomes specified in their charter. Nearly 8,000 public charter schools enrolled 3.7 million students in the U.S. in 2020-21. In major cities, charter schools receive less funding per pupil compared to traditional public schools (TPS). Charter schools also use their funding more efficiently, achieving better short- and long-term outcomes per dollar invested, relative to TPS. In this study, the authors reexamine the productivity of publicly funded schools, using funding data from the charter school revenue report "Charter School Funding: Little Progress Towards Equity in the City." The authors also use achievement data from the Center for Research on Educational Outcomes' (CREDO's) city and national studies, the NAEP Data Explorer, and wage data from the Bureau of Labor Statistics. The authors also have access to complete data for nine cities: Camden, New Jersey; Denver, Colorado; Houston, Texas; Indianapolis, Indiana; Memphis, Tennessee; New Orleans, Louisiana; New York City, New York; San Antonio, Texas; and Washington, DC. They found that charter schools demonstrate an approximately 40 percent higher level of cost-effectiveness than TPS on average across nine cities.
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- 2023
22. Supplement to Dana Center Mathematics Pathways Long-Term Follow-Up Cost Analysis. Research Brief Supplement
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Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR), Columbia University, Community College Research Center (CCRC), MDRC, and Dan Cullinan
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In this supplement, the cost to implement and operate the Dana Center Mathematics Pathways (DCMP) program across the participating colleges is presented separated into primary cost categories based on program components describing what portion of spending went to training, teacher time in class, teacher time outside of class, advisement, technology, curriculum materials, and general administration. These costs are shown in Supplement Table 1 for the start-up phase. In addition to costs incurred by the college, costs incurred by the Dana Center are quantified in Supplement Table 2. The ongoing cost of the intervention to colleges was calculated based on an estimation of DCMP program costs, the cost of the traditional developmental math sequence, and the cost of college credits attempted. These resources include direct instructional costs, as well as the usual advising services, administration, and other student services. The ongoing costs for the operation of the program during one academic year are presented in Supplement Table 3.
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- 2023
23. Dana Center Mathematics Pathways Long-Term Follow-Up Cost Analysis. Research Brief
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Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR) and Dan Cullinan
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Following up on a previous impact and cost study of the Dana Center Mathematics Pathways (DCMP) model, which used an individual-level randomized controlled trial, this study assesses the costs and cost-effectiveness of the program on longer-term college progress and college attainment. The version of DCMP included in this study diversified the developmental and college-level math course content, separating the content into distinct pathways that better aligned with students' career interests. It also streamlined the developmental math sequence into a one-semester developmental course for all students, regardless of placement level, and implemented an evidence-based curricula and pedagogy to engage students in active problem solving pertinent to real-life situations. The study, which included 1,411 students across four Texas community colleges and ten campuses, found that DCMP saves students money and may be cost-effective when used as part of a larger strategy to improve student success.
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- 2023
24. Findings of the OER Course Marking Landscape Analysis Survey. Policy Report
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Gina Johnson, Jenny Parks, Annika Many, and Liliana Diaz
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In April 2021, the Midwestern Higher Education Compact (MHEC) convened a working group of institution, state, and national leaders to help advise its efforts to develop a set of principles to improve consistency and reliability in the field for measuring cost savings and the return on investment (ROI) of open education resources (OER). The result of this work was the report, "Toward Convergence: Creating Clarity to Drive More Consistency in Understanding the Benefits and Costs of OER." The report outlined six principles to help define efforts to identify savings and ROI from OER investments. Following on this work, MHEC and its partners determined to explore more about course marking of OER in U.S.-based postsecondary institutions via a landscape analysis survey. The survey included questions related to the course marking process, validation of course marking data, technology, motivations for marking of courses, use of course marking data, and opportunities and challenges encountered by institutions and systems when marking courses. This report is an analysis of the survey. [This report was prepared in partnership with the National Consortium for Open Education Resources (NCOER).]
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- 2023
25. Think Again: Is Grade Retention Bad for Kids?
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Thomas B. Fordham Institute, Umut Özek, and Louis T. Mariano
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For many years, the conventional wisdom in the field was that grade retention was a bad idea. A 1997 opinion piece in "Education Week" titled "Grade retention doesn't work" reflected the prevailing sentiment in the education community and the available research evidence at that time: retained students performed worse than their promoted peers in the years that followed. This brief challenges that notion, based on more recent studies that do a better job of isolating the causal effect of retention. Key Questions: (1) Can grade retention be beneficial for students?; (2) What risks are associated with retention?; and (3) Is grade retention too costly for school systems?.
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- 2023
26. The Long-Term Effectiveness of Multiple Measures Assessment: Evidence from a Randomized Controlled Trial. A CAPR Working Paper
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Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR), Columbia University, Community College Research Center (CCRC), MDRC, Kopko, Elizabeth, Daniels, Hollie, and Cullinan, Dan
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Multiple measures assessment (MMA) has gained considerable momentum over the past decade as an alternative to traditional test-based procedures for placing incoming students into developmental or college-level coursework in math and English at broad-access colleges. Compared to standardized tests, which measure student performance at a single point in time, MMA (which often emphasizes high school GPA as a measure) provides a more holistic picture of students' academic preparation. Despite positive impacts on student outcomes that have been found by recent research on MMA, questions remain about whether the positive effects of MMA are sustained over time. This study--a follow-up to prior research using the same sample of students--employs a randomized controlled trial to investigate whether algorithmic MMA placement used at seven State University of New York (SUNY) community colleges led to better student outcomes, for up to four and a half years after randomization, than a system based on test scores alone. Nearly 13,000 incoming students who arrived at the seven colleges in fall 2016, spring 2017, and fall 2017 took placement tests and were randomly assigned to be placed using either the status quo method (business-as-usual group) or the alternative, algorithmic MMA method (program group). Using this sample, we estimate the overall treatment effects on placement into, enrollment in, and completion of college-level math and English as well as effects on other outcomes. We conduct similar analyses on race/ethnicity, Pell recipient status, and gender subgroups. We also descriptively examine the proportion of program group students who were bumped up (i.e., their placement changed from a developmental course placement to a college-level course placement) and bumped down (i.e., their placement changed from a college-level course placement to a developmental course placement) by the MMA algorithm, and we perform a cost-effectiveness analysis. We find that the MMA method used at the colleges improved access to and success in college-level courses and that lower cut scores in English rather than math are associated with larger and longer lasting impacts on completion of college-level coursework. While MMA improved outcomes among student subgroups, it had little to no impact on gaps in outcomes between subgroups. We also find that bumped-up students had substantially better outcomes in both math and English, while bumped-down students had substantially worse outcomes. Our results suggest that increased access to college-level courses is the driving factor in the positive outcomes experienced by program group students and that placement into standalone developmental courses can have detrimental effects on student outcomes. In the discussion of the study's results, we make recommendations for adopting MMA at colleges. Implemented together with other initiatives to support students, MMA can be a first step on the path to success for incoming students. [For the accompanying research brief, see ED632528.]
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- 2023
27. P-TECH 9-14 Pathways to Success: Implementation, Impact, and Cost Findings from the New York City P-TECH 9-14 Schools Evaluation. Executive Summary
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MDRC, Rosen, Rachel, Alterman, Emma, Treskon, Louisa, Parise, Leigh, Dixon, Michelle, and Wuest, Cassie
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The New York City P-TECH 9-14 schools are an educational model that ties together the secondary, higher education, and workforce systems to improve outcomes across domains. The distinguishing feature of the model is a partnership among a high school, a community college, and one or more employer partners that focuses on preparing students for both college and careers within six years. P-TECH 9-14 schools collaborate with local colleges to provide students with an opportunity to earn a high school diploma within four years, followed by a cost-free, industry-recognized associate's degree. During the six-year program, employer partners provide students with work-based learning experiences such as internships, mentoring, and job shadowing. This study provides impact, implementation, and cost study findings from the first rigorous evaluation of the model, examining the first seven P-TECH 9-14 schools that opened in New York City. The study follows entering classes of students for seven years after they begin ninth grade, which would carry them through the end of their expected high school graduations and through three years of postsecondary education. The study takes advantage of the random lottery process created by the New York City high school admissions system to identify the model's effects: It compares students who won lotteries to attend P-TECH 9-14 schools (the P-TECH 9-14 group) with students who applied but did not win (the comparison group). It also includes an in-depth implementation study that assesses how schools carried out the model, and a cost-effectiveness study that examines costs per college degree earned for P-TECH 9-14 schools compared with other schools. [For the full report, see ED632477.]
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- 2023
28. P-TECH 9-14 Pathways to Success: Implementation, Impact, and Cost Findings from the New York City P-TECH 9-14 Schools Evaluation
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MDRC, Rosen, Rachel, Alterman, Emma, Treskon, Louisa, Parise, Leigh, Dixon, Michelle, and Wuest, Cassie
- Abstract
The New York City P-TECH 9-14 schools are an educational model that ties together the secondary, higher education, and workforce systems to improve outcomes across domains. The distinguishing feature of the model is a partnership among a high school, a community college, and one or more employer partners that focuses on preparing students for both college and careers within six years. P-TECH 9-14 schools collaborate with local colleges to provide students with an opportunity to earn a high school diploma within four years, followed by a cost-free, industry-recognized associate's degree. During the six-year program, employer partners provide students with work-based learning experiences such as internships, mentoring, and job shadowing. This evaluation provides the first rigorous evidence about the effects of the P-TECH 9-14 model on student outcomes. The study uses a lottery-based random assignment design that takes advantage of the nature of the New York City high school admissions process, in which students were randomly offered or not offered an opportunity to attend a P-TECH 9-14 school. This study has also investigated how P-TECH 9-14 schools implemented the elements of the model, and where implementation varied among schools, and has conducted a cost and cost-effectiveness analysis, which assesses the impacts relative to the cost of obtaining them. [For the Executive Summary, see ED632481.]
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- 2023
29. Managing for Results in America's Great City Schools 2023: Results from Fiscal Year 2021-22. A Report of the performance Measurement and Bench Marking Project
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Council of the Great City Schools
- Abstract
In 2002 the Council of the Great City Schools and its members set out to develop performance measures that could be used to improve business operations in urban public school districts. The Council launched the Performance Measurement and Benchmarking Project to achieve these objectives. The purposes of the project were to: (1) Establish a common set of "key performance indicators" (KPIs) in a range of school operations, including business services, finances, human resources, and technology; (2) Use these KPIs to benchmark and compare the performance of the nation's largest urban public school systems; and (3) Use the results to improve operational performance in urban public schools. The teams leading the project's work have used a sophisticated approach to define, collect and validate school-system data. This process calls for each KPI to have a clearly defined purpose to justify its development, and extensive documentation of the "metric definitions" ensures that the expertise of the technical teams is fully captured. At the core of the methodology is the principle of "continuous improvement." The teams are instructed to focus on operational indicators that can be "benchmarked" and are "actionable," and thus can be strategically managed by setting improvement targets. Each page of this report shows detailed information for a single KPI measure. Sections include: (1) Accounts Payable; (2) Cash Management; (3) Compensation; (4) Financial Management; (5) Grants Management; (6) Procurement; (7) Risk Management; (8) Food Services; (9) Maintenance & Operations; (10) Safety & Security; (11) Transportation; (12) Human Resources; and (13) Information Technology.
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- 2023
30. Examining the Impact, Implementation, and Cost Effectiveness of Completion Coaching in a Statewide College Promise Program. Final Evaluation Report
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Research for Action (RFA), Dae Y. Kim, and Karin Gegenheimer
- Abstract
In 2015, Tennessee launched Tennessee Promise (TN Promise), one of the most comprehensive and well-funded statewide free-college scholarship programs in the country. To support TN Promise students, and especially those from the lowest-income households, tnAchieves, a key partner facilitating all non-financial components of TN Promise, implemented completion coaching across the state's 13 community colleges beginning in fall 2018. In partnership with tnAchieves, Research for Action (RFA) conducted a three-year mixed methods study to evaluate tnAchieves' completion coaching program, focusing on the relative effectiveness of proactive versus reactive coaching. The study included four parts: (1) an analysis of impact on student outcomes; (2) an implementation study; (3) an exploratory study of dosage effects; and (4) a cost analysis. The impact study used a randomized control trial (RCT) design that randomly assigned the fall 2019 Promise cohort to proactive or reactive coaching conditions. In this report, study findings are summarized and implications for program and policy development are discussed. The study contributes valuable insights to the field of college coaching and TN Promise programs, shedding light on the effectiveness of such programs in supporting students from low-income backgrounds.
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- 2023
31. The Childhood Cost Calculator (C3): A Simple Tool for Costing Interventions for Children and Youth. Report
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Brookings Institution, Center for Universal Education, Clement Adamba, Dante Castillo-Canales, Chhorn Lin, Emily Gustafsson-Wright, Mustapha Mensah, Rosa Maria Moncada, Erick Nehring, Elyse Painter, Sorachana Seng, Wendy Smith, and Leslie Tettey
- Abstract
To address the learning crisis and other challenges facing children and youth (those 15-24 years of age) it is critical for governments, multilateral and bilateral funders, other donors, and implementers to have a clear understanding of program costs and cost breakdowns to inform financing decisions. For nearly a decade, the Center for Universal Education (CUE) at the Brookings Institution has led the Childhood Cost Data initiative, a research project focused on the collection, analysis, and use of cost data to increase the volume and quality of funding for programs targeting children and youth. The initiative's end goal is to improve learning and life outcomes for the youngest generation through these advancements. As part of this initiative, Brookings developed the Childhood Cost Calculator (C3), intended to facilitate cost analysis. This study introduces C3, the tool's various dimensions and functionalities, and presents learnings from three case studies from piloting the calculator in the education or early childhood development (ECD) sectors in Cambodia, Ghana, and Honduras. It concludes with suggestions for a way forward that supports funders, implementers, and researchers to better use cost data to make strides in tackling the multiple crises facing children and youth today.
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- 2023
32. Centering Equity in the School-Closure Process in California
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Stanford University, Policy Analysis for California Education (PACE), Hahnel, Carrie, and Marchitello, Max
- Abstract
Enrollment in California public schools has been declining and is projected to fall even more steeply during the next decade. Because funding for school districts is largely based on average daily attendance rates, a decline in enrollment results in a loss of funding. To address budget shortfalls and align services with student counts, many districts have consolidated or closed schools, or they are contemplating doing so. Leaders in declining-enrollment districts will need to consider the benefits and costs when seeking to balance their budgets with new enrollment realities. This report makes three recommendations for how local decision makers, including district officials and school board members, should approach school closures: (1) establish and execute an inclusive, transparent process; (2) implement a strategy to provide displaced students and the broader student community with accessible, high-quality educational opportunities; and (3) develop a long-term plan to address factors--such as housing affordability, gentrification, and economic divestment--contributing to the disproportionate closure of schools serving low-income students and students of color. This report aims to provide evidence and suggestions to help state and local education leaders as they confront declining enrollment and urges them to work with other city and county agencies, including housing and economic development authorities, to increase opportunities for low-income families and communities of color so that fewer enrollment-related school closures are necessary.
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- 2023
33. A Global Evidence Review for Policymakers: Findings from Meta-Analyses of Tutoring
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Education Development Trust (United Kingdom), Wayne Harrison, and Steve Higgins
- Abstract
The COVID-19 pandemic has had an unprecedented impact on education systems worldwide, leading to significant learning loss, exacerbating existing educational inequalities and disproportionately affecting disadvantaged students. Governments around the world have begun to invest in large-scale tutoring initiatives as a key component of their pandemic recovery efforts. It is essential to summarise the existing evidence on the effectiveness of different tutoring approaches and identify the factors that contribute to successful implementation. This working paper aims to provide a comprehensive synthesis of meta-analyses on the effectiveness of tutoring programmes involving one-to-one and small-group tuition. By examining the existing literature and identifying key findings, this paper will offer valuable insights for policymakers, educators, and researchers seeking to design and implement effective tutoring programmes.
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- 2023
34. Open Education and Platformization: Critical Perspectives for a New Social Contract in Education
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Tel Amiel
- Abstract
Public educational systems and institutions have increased their adoption of proprietary educational platforms offered by large private corporations. Platforms now critically mediate content creation and storage, interaction and communication, record-keeping and institutional memory. This platformization of education has led to significant risks to data collection and privacy, technological lock-in and dependency, and educational governance. In this article, the principles of Open Education are presented as a framework to guide the adoption of technological platforms and services in education. Data and examples are presented to demonstrate the significant scope of the integration of platforms within the context of South American higher education and show how it has negatively impacted educational governance. The article concludes with a presentation of alternative models for the adoption of platforms in education guided by public values and not solely by cost savings that reflect a disregard for their adverse impacts on educational governance, privacy, and autonomy.
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- 2024
- Full Text
- View/download PDF
35. Doing More with Less: Realistic Stereoscopic Three-Dimensional Anatomical Modeling from Smartphone Photogrammetry
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Alex Morichon, Guillaume Dannhoff, Laurent Barantin, Christophe Destrieux, and Igor Lima Maldonado
- Abstract
Traditional teaching methods struggle to convey three-dimensional concepts effectively. While 3D virtual models and virtual reality platforms offer a promising approach to teaching anatomy, their cost and specialized equipment pose limitations, especially in disadvantaged areas. A simpler alternative is to use virtual 3D models displayed on regular screens, but they lack immersion, realism, and stereoscopic vision. To address these challenges, we developed an affordable method utilizing smartphone-based 360° photogrammetry, virtual camera recording, and stereoscopic display (anaglyph or side-by-side technique). In this study, we assessed the feasibility of this method by subjecting it to various specimen types: osteological, soft organ, neuroanatomical, regional dissection, and a dedicated 3D-printed testing phantom. The results demonstrate that the 3D models obtained feature a complete mesh with a high level of detail and a realistic texture. Mesh and texture resolutions were estimated to be approximately 1 and 0.2 mm, respectively. Additionally, stereoscopic animations were both feasible and effective in enhancing depth perception. The simplicity and affordability of this method position it as a technique of choice for creating easily photorealistic anatomical models combined with stereoscopic depth visualization.
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- 2024
- Full Text
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36. Intention among Information Technology Professionals to Adopt Paid MOOCs from E-Learning Platforms: An Empirical Study
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Jyothish Asokkumar, Kannan Sekar, Angela Susan Mathew, and Ronny Thomas
- Abstract
Massive Open Online Courses (MOOCs) can be considered an important tool for professionals to reskill and upskill as well as a cost-efficient way to stay relevant. However, evidence-based research is still needed to identify why specific categories of people, especially professionals, take paid MOOCs. The paper aims to analyze the factors that influence IT working Professionals to adopt paid MOOCs using the UTAUT 2 model. Based on a survey conducted on 250 respondents, the study uses multiple regression to understand the significance of factors affecting the intention to adopt paid MOOCs. A multigroup analysis was also done to understand the differences among different age groups and genders. The results establish that social influence, facilitating conditions, brand credibility and price value are significant in the adoption of MOOCs. Performance expectancy, effort expectancy, and curiosity were found to be insignificant. Based on the research findings, the implication of the study and future scope for research have been suggested.
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- 2024
- Full Text
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37. Feasible Adaptation of ESDM for Statewide Implementation: A Look at Potential Effects, Implementation Conditions, and Cost
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Deborah L. Rooks-Ellis, Gretchen Scheibel, Craig Mason, and Shihfen Tu
- Abstract
This article describes the development and use of a first of its kind statewide implementation of an adapted Early Start Denver Model (ESDM). Supported by a collaborative partnership between stakeholders that included families, state agencies, and a state university, the intervention was implemented within the existing framework of a northeastern state's relationship-based Individuals with Disabilities Education Act (IDEA) Part C early intervention program. Participants were 194 families. The study examined the effectiveness and implementation costs of an adaptation of the ESDM using a coaching model to inform statewide implementation to improve outcomes for young children with autism spectrum disorder (ASD) in rural and low-resource states. Results indicated 194 children who received a monthly average of 10.90 hr of adapted ESDM for an average of 12 months demonstrated an improvement in the frequency of ASD symptomology for a total cost of US$2,511/child. Intervention intensity and child factors demonstrated varying influence on outcomes. This study contributes to the literature by demonstrating the potential for positive impact of an evidence-based practice scaled to a statewide model of early intervention for young children with ASD.
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- 2024
- Full Text
- View/download PDF
38. Effectiveness and Cost-Benefit of an Elementary School-Based Telehealth Program
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Michael W. Long, Sharon Hobson, Jacqueline Dougé, Kerrie Wagaman, Rachel Sadlon, and Olga Acosta Price
- Abstract
Utilization of telehealth in school-based health centers (SBHCs) is increasing rapidly during the COVID-19 pandemic. This study used a quasi-experimental design to evaluate the effect on school absences and cost-benefit of telehealth-exclusive SBHCs at 6 elementary schools from 2015-2017. The effect of telehealth on absences was estimated compared to students without telehealth using negative binomial regression controlling for absences and health suite visits in 2014 and sociodemographic characteristics. The sample included 7,164 observations from 4,203 students. Telehealth was associated with a 7.7% (p = 0.025; 95% CI: 1.0%, 14%) reduction in absences (0.60 days/year). The program cost $189,000/yr and an estimated total benefit of $384,995 (95% CI: $60,416; $687,479) and an annual net benefit of $195,873 (95% CI: -$128,706; $498,357). While this cost-benefit analysis is limited by a lack of data on total healthcare utilization, the use of telehealth-exclusive SBHCs can improve student health and attendance while delivering cost savings to society.
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- 2024
- Full Text
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39. Dialogue, Horizon and Chronotope: Using Bakhtin's and Gadamer's Ideas to Frame Online Teaching and Learning
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Peter Rule
- Abstract
The information explosion and digital modes of learning often combine to inform the quest for the best ways of transforming information in digital form for pedagogical purposes. This quest has become more urgent and pervasive with the 'turn' to online learning in the context of COVID-19. This can result in linear, asynchronous, transmission-based modes of teaching and learning which commodify, package and deliver knowledge for individual 'customers'. The primary concerns in such models are often technical and economic -- technology as a cost-effective 'solution' to educational challenges. In this paper I argue for the importance of dialogic learning space in teaching and learning by means of Information and Communication Technologies, whether in the form of fully online learning, blended learning or face-to-face encounters using ICT affordances. Although the 20th Century theorists Mikhail Bakhtin (1895-1975) and Hans-Georg Gadamer (1900-2002) produced their seminal works before the advent of ICTs, they were both concerned with the quality and authenticity of human engagement with texts and with other persons and contexts. Besides a shared interest in dialogue as an ontological feature of human life and being, they both used spatiotemporal concepts for understanding and interpreting texts. The article draws on Gadamer's notions of dialogue and horizon, and Bakhtin's notions of dialogue and chronotope, to conceptualize dialogic possibilities for online education. Its purpose is to provide a framework, grounded in Bakhtin's and Gadamer's ideas, for a dialogic approach to online teaching and learning in higher education.
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- 2024
- Full Text
- View/download PDF
40. Exploring Patron Behavior in an Academic Library: A Wi-Fi-Connection Data Analysis
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Meng Qu
- Abstract
This paper introduces a Patron Counting and Analysis (PCA) system that leverages Wi-Fi-connection data to monitor space utilization and analyze visitor patterns in academic libraries. The PCA system offers real-time crowding information to the public and a comprehensive visitor analysis dashboard for library administrators. The system's development was driven by the need for occupancy restrictions during the pandemic, ensuring a spacious environment for library visitors as well as balancing between efficient utilization and adhering to social distancing regulations. Traditional methods of patron behavior performance and library spatial analysis, such as manual head counting or card-swiping systems, often incur additional costs for labor, hardware installation, or software subscription. The PCA system, however, utilizes existing Wi-Fi-connection data, providing a cost-effective solution to represent patron demographics and spatial usage. Limitations may arise when patrons do not carry Wi-Fi-enabled devices or during periods of low Wi-Fi service functionality. Implemented in Node.js and integrated with Python Flask framework and related libraries, the PCA system was piloted at the King Library in Miami University, successfully demonstrating a high validity compared to manually collected data. It filters out noise and redundancy, visualizes the occupancy index meter in real time, and generates statistical reports by linking user IDs with demographic information. The PCA system's reliability was validated through manually head counting data collected at the King Library in Miami University, establishing it as a reliable tool for library space management and patron analysis.
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- 2024
- Full Text
- View/download PDF
41. Economic Evaluation of Early Interventions for Autistic Children: A Scoping Review
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Katherine Pye, Hannah Jackson, Teresa Iacono, and Alan Shiell
- Abstract
Many autistic children access some form of early intervention, but little is known about the value for money of different programs. We completed a scoping review of full economic evaluations of early interventions for autistic children and/or their families. We identified nine studies and reviewed their methods and quality. Most studies involved behavioral interventions. Two were trial-based, and the others used various modelling methods. Clinical measures were often used to infer dependency levels and quality-adjusted life-years. No family-based or negative outcomes were included. Authors acknowledged uncertain treatment effects. We conclude that economic evaluations in this field are sparse, methods vary, and quality is sometimes poor. Economic research is needed alongside longer-term clinical trials, and outcome measurement in this population requires further exploration.
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- 2024
- Full Text
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42. Cost-Effectiveness of Intervention Implementation Support for Reducing Eating Disorder Symptoms among College Students
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Laura Akers, Paul Rohde, Heather Shaw, and Eric Stice
- Abstract
Implementation support for prevention interventions is receiving increased attention, as many organizations receive training in evidence-based practices but do not deliver the interventions optimally. The "Body Project," a four-session program, significantly reduces eating disorder symptoms and future disorder onset among group participants when delivered by peer educators at colleges/universities. Costs and cost-effectiveness of the program were examined using data from a randomized trial that compared three levels of implementation support at 63 colleges: (1) a train-the-trainer (TTT) workshop alone; (2) TTT plus a technical assistance (TA) workshop; or (3) TTT plus TA plus monthly quality assurance (QA) consultations. Effectiveness was measured by the production of reliable change in eating disorder symptoms from pretest to posttest. Costs and cost-effectiveness of two levels of implementation support are reported, comparing TTT-only with TTT + TA + QA (effectiveness of the TTT + TA condition did not differ from TTT-only) and using results from an earlier study as a proxy for a no-treatment control. Two perspectives are considered: a sponsoring organization providing the training at multiple sites and a college delivering the intervention to its eligible students. From the perspective of a sponsoring organization, adding both the TA training and QA support improves the cost-effectiveness per eligible student receiving the intervention. From the perspective of costs for a college to deliver the intervention, receiving TA training and QA support is also more cost-effective than the training workshop alone, whether the peer educators are paid or unpaid and whether costs of group supervision are included or excluded. Results converge with previous research showing that more intensive implementation support can be more cost-effective.
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- 2024
- Full Text
- View/download PDF
43. Virtual Universities: An Overview & Trends
- Author
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Kayyali, Mustafa
- Abstract
Traditional institutions are now up against fresh competition from virtual universities as the world gets more digital. Higher education is now more widely available thanks to these online universities that provide online courses and degrees. In this paper, I will give an overview of the virtual university scene, look at the development of online learning over time, and discuss the advantages and disadvantages of virtual universities. We also talk about new developments in online education, such as the advent of Massive Open Online Courses (MOOCs), the gamification of education, and the application of AI and machine learning in the educational setting. Finally, we look at concerns with accreditation, quality assurance, and student participation, as well as opportunities and challenges for virtual universities. We seek to provide a thorough grasp of the virtual university landscape and its possible effects on higher education through this analysis. [This paper was published in: "Digital Education: Foundation & Emergence with Challenges, Cases. Interdisciplinary Knowledge Series," edited by P. K. Paul et al., New Delhi Publishers, 2023, pp. 301-28.]
- Published
- 2023
44. COVID-19 Impacts on Course Delivery and Student Financial Wellness in Higher Education
- Author
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Rist, Sarah B.
- Abstract
The COVID-19 viral global pandemic has impacted society in profound ways over the past two years, including transformations to the traditional collegiate journey. Online education became a predominant way of delivering courses during much of the COVID-19 pandemic; however, current student perceptions and preferences are not clear to higher education stakeholders and policy makers. This study explores college course delivery trends, investigates the magnitude of pedagogical shifts during the unprecedented times of COVID-19, uncovers changes in online education perspectives and preferences among undergraduate college students, and addresses various benefits to students when elements of online education are offered. A quali-quant mixed methods research approach was implemented to expand the study from 12 participants in the original qualitative sample to a total of 351 research participants with the addition of a quantitative sample. Most of the research participants from this sample of the population experienced renewed perspectives toward online learning over the past two years, and most of these undergraduate college students expressed a top preference for hybrid (46.3%) or HyFlex (23.6%) course delivery modalities now and into the future. [The volume number on the article (42) is incorrect. The correct volume is 43.]
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- 2023
45. Economic Benefits of Higher Education in Ethiopia: A Benefit-Cost Ratio Analysis
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Demissie, Mesfin Molla
- Abstract
This study examined the economic benefits of higher education in Ethiopia. It utilized a quantitative research approach. The study revealed that the benefit-cost ratio (BCR) for secondary and higher education is 1.97 and 1.84 respectively. This implies that both levels of education provide benefits outweighing their costs. Regarding the private and social rate of return, they were 68% and 23% respectively. These figures reveal that both the private and social benefits are higher than the those found in any previous studies. Lastly, higher education has the highest rate of return for employees of three key sectors-that is, teacher education, agriculture, and health sciences-with an estimated value of 23, 15.3, 16.3 per cent increases to earnings compared to 3.8 for secondary education. In conclusion, the increasing pattern of high private rates of return to higher education shows that a shift of the education cost burden from the social to the private might be accomplished through loan schemes in higher education.
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- 2023
46. Effects of Large-Scale Early Math Interventions on Student Outcomes: Evidence from Kentucky's Math Achievement Fund. Working Paper No. 279-0323
- Author
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research, Xu, Zeyu, Ozek, Umut, Levin, Jesse, and Lee, Dong Hoon
- Abstract
Reading has been at the forefront of early-grade educational interventions, but addressing the educational needs of students in math early on is also critical given that early gaps in math skills widen further over the course of schooling. In this study, we examine the effects of Kentucky's Math Achievement Fund -- a unique state-level program that combines targeted interventions, peer-coaching, and close collaboration among teachers to improve math achievement in grades K-3 -- on student outcomes and the costs associated with this policy. We find significant positive effects of the program not only on math achievement, but also on test scores in reading and non-test outcomes including student attendance and disciplinary incidents. The benefits exist across racial/ethnic groups and students from different socioeconomic statuses, and they are slightly higher for racial minorities. These findings, along with the cost estimate of the program, suggest that this program could provide a cost-effective blueprint to address the educational needs of students in math in early grades.
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- 2023
47. Writing Retreats: Creating a Community of Practice for Academics across Disciplines
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Wiebe, Natasha G., Pratt, Heather L., and Noël, Nicole
- Abstract
The writing retreat has been positioned as an effective response to the pressure to "publish or perish" in higher education. An academic writing retreat is a professional development event that allows scholars to immerse themselves in writing for publication and to receive on-site support for that writing. In 2012, the Office of Research and Innovation Services at the University of Windsor in Windsor, Ontario, Canada introduced a biannual writing retreat for faculty and staff across the disciplines. This program evaluation examines 252 retreat evaluations submitted between 2015 and 2019. Our goal is to identify what participants perceive to be the benefits of the retreats. A review of the international research literature suggests primary benefits of retreats include protected writing time and space, the development of a sense of community, increased motivation to write, increased productivity during retreats, and organizational investment in follow-up support. These findings are consistent with our study. However, the overarching benefit of our retreats lies in their development of a supportive community of writing practice that extends back to campus. Participants report their retreat experience is reshaping the ways that they write elsewhere, and that they are collaborating on projects with other retreat participants. This research contributes a Canadian example to a growing body of evidence that suggests retreats can help academic writers prioritize the task of writing over other conflicting demands. A unique contribution of the study is its cost-effective, flexible, interdisciplinary, day-away retreat model, which is an alternative to the discipline-specific, residential retreats within the literature.
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- 2023
48. Higher Education Financial Education Resources Updates. 2023
- Author
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Financial Literacy and Education Commission (FLEC) (DOT)
- Abstract
In addition to career training and preparation, institutions of higher education can foster opportunities for financial education and promote access to resources for financial decision-making. Educational experiences can play a role in preparing and informing students about their financial decisions and the impact of financial choices they face as students and later in life to set them on a path of long-term financial well-being. Members of the Financial Literacy and Education Commission (FLEC) Working Group on Higher Education, with input from other FLEC members, compiled resources to provide useful information to program leaders, educators, financial aid professionals, and students. The FLEC published higher education reports in 2015 (ED601934) and 2019 (ED601920), and this factsheet represents an update to those publications, highlighting newly-available resources. This resource is meant for students and their families as well as educational institutions that may be guiding students as they make some of these financial decisions. This document focuses on: (1) resources to assist students when making decisions about pursuing higher education, such as the cost-benefit of college, strategies to reduce student loans, and decisions about financial returns of different career paths; and (2) resources for after graduation, including guidance for managing expenses and debt servicing, and more.
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- 2023
49. Global Cost-Benefit Analysis on Mental Health and Psychosocial Support (MHPSS) Interventions in Education Settings across the Humanitarian Development Nexus
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United Nations Children's Fund (UNICEF) and RTI International
- Abstract
The burden of mental health conditions and poor psychosocial wellbeing among children and adolescents is associated with significant lifetime costs, as mental health conditions is associated with learning lower educational attainment and impeding the development of socioemotional skills which translates into reduced earning potential and labor productivity in later life. The humanitarian emergencies further exacerbate these impacts. A critical point, however, is that these costs to individuals, communities and countries can be mitigated through mental health and psychosocial support (MHPSS) interventions that aim to promote mental health and wellbeing and/or prevent and respond to mental health conditions, thereby promoting learning and educational outcomes. This global cost-benefit analysis (global CBA) firstly estimates the global economic costs of mental health conditions through the effect on school completion, and poor social and emotional wellbeing among children and adolescents aged 10-17 years affected by humanitarian emergencies. It then models the economic benefits of addressing the mental health needs of children and adolescents through mental health and psychosocial support interventions. [This report was written by Angie Jackson-Morris, Michael Onah, Christina L. Meyer, Lily Morrell, and Rachel Nugent.]
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- 2023
50. Use of Technology-Based Assessments: A Systematic Review. Global Education Monitoring Report
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United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France) and Chen, Dandan
- Abstract
Technology-driven shifts have created opportunities to improve efficiency and quality of assessments. Meanwhile, they may have exacerbated underlying socioeconomic issues in relation to educational equity. The increased implementation of technology-based assessments during the COVID-19 pandemic compounds the concern about the digital divide, as digital access, connectivity, and coping strategies vary across the globe. This systematic review was intended to answer how the use of technology-based assessments has affected the education system's functioning, compared to traditional assessments that do not employ any technology solution. It covered 34 countries from 34 full-text sources in English published in 2018-2022. A total of 12 themes emerged corresponding to six hypotheses about technology-based assessments. In summary, when compared with traditional paper-based exams, mixed evidence was found when testing assumptions about technology-based assessments' roles in cheating reduction, learning boost, monitoring support, instructional improvement, and non-teaching workload reduction. Strong supporting evidence was found when testing assumptions about technology-based assessments' higher measurement precision, easier interpretation, higher learner engagement, and more interaction with others at the learning level, in addition to smoother communication with parents at the educating level. Limited but positive evidence at the management level suggested that technology-based assessments are more cost-effective and time-efficient.
- Published
- 2023
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