ethanporcaro/eric-fulltext-meta huggingface dataset:
Use of Libraries in Open and Distance Learning System: Barriers to the Use of AIOU Libraries by Tutors and Students
Author: Bhatti, Abdul Jabbar
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Libraries,Open Universities,Distance Education,Library Facilities,Barriers,College Students,College Faculty,Library Services,Internet,Computer Uses in Education,Educational Development,Educational Technology,Questionnaires,Statistical Analysis,Student Needs,User Needs (Information),Educational Facilities Improvement,Library Materials,Library Development,Regional Programs,Multicampus Colleges,Graduate Study

This study explores the library needs of students and tutors of Allama Iqbal Open University (AIOU), utilization level of the library facilities and resources, the problems in the use of library, and suggestions for improvement of library facilities for students and tutors. Data collected from 4080 students and 526 tutors belonging to 15 different regional offices showed that students and tutors needed library for various educational purposes, the regional libraries were not being used much, and both tutors and students were facing various problems such as unsuitable library timing, long distance between library and their residence, non availability of latest journals, non availability of required material, lack of temperature control in the library, insufficient study area, lack of latest books, and inadequate staff. For improving library facility at regional level, the students and tutors suggested to: provide more books and journals, expand library timings, arrange library facility at workshop venues, make arrangements to advertise the resources and services at the library to the students, provide computers and internet service, provide trained staff, and arrange partnership with other academic libraries.
Designing and Implementing a Situated Learning Program and Determining Its Impact on the Students' Motivation and Learning
Author: Hossainy, Fakhrozaman Naeemi
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Instructional Design,Simulation,Video Technology,Discussion,Computer Mediated Communication,Computer Assisted Instruction,Comparative Analysis,Statistical Analysis,Pretests Posttests,Instructional Effectiveness,College Instruction,Academic Achievement,Achievement Tests,Student Motivation,Lecture Method,Questionnaires,Intervention,Psychology,Relevance (Education),Portfolio Assessment,Internet,College Students

Inability to use knowledge is one of the major problems that university graduates face. Some instructional designers recommend situated learning for the solution. The purpose of this study is to determine the effect of situated learning on students' school motivation and achievement. The two main hypotheses are: 1- Situated learning increases learning. 2- Situated learning increases school motivation. Thirty four psychology junior students at Payame Noor University, Tehran, Iran participated in the study. Classes were randomly selected for situated learning curriculum and lecture-based curriculum. Lecture-based curriculum was performed in face to face classroom. Situated learning was carried out in blended learning approach. Data was collected by school achievement test and the short form of Mc Inerney and Sinclaier standard motivation questionnaire, before and after interventions. Statistical analysis was done by SPSS software version 15. It was shown that situated learning increased academic achievement (p less than 0.001) and motivation (p less than 0.001) in comparison to lecture-based learning and can serve as a good method in instructional programs. (Contains 3 tables.)
Social Relation Networks in UT-Online Community Forum
Author: Farisi, Mohammad Imam
Date: 2012-04-00
Type: Journal Articles
Subjects: Educational Technology,Distance Education,Social Networks,Intergroup Relations,Communities of Practice,Social Psychology,Group Dynamics,Network Analysis,Teacher Education Programs,Discourse Analysis,Discourse Communities,Foreign Countries,Computer Mediated Communication,Social Structure

So far, the existence of a virtual community forum has become a reality and social necessity in an era cybertech. It was also viewed as the electronic frontier of 21st century society that was undoubtedly for reorganizing and redefining to awareness of human being, that ways of their perceptions and explorations no longer limited by time, space, and geographic. Since the early decades of the 1990s, the existence of virtual community forum has attracted much attention and interest to the researchers, because it has significance as a social and cultural capital, and as a socio-technological solution for creating a learning community building forces. The UT-Online community forum is a virtual community forum that was built by (Universitas Terbuka) UT in year 2006 to facilitate students to share and discuss various information, ideas, experiences in relation with academic or/and non-academic. This study examines and explains the contents of relation, social ties and structures of social relation networks in UT-Online Community Forum. The results of the study are important to the distance education institutions for building sense of community to DE students. (Contains 3 figures.)
The Effect of Virtual versus Traditional Learning in Achieving Competency-Based Skills
Author: Mosalanejad, Leili
Date: 2012-04-00
Type: Journal Articles
Subjects: Educational Technology,Competence,Student Attitudes,Teaching Methods,Nursing Students,Intermode Differences,Conventional Instruction,Competency Based Education,Skill Analysis,Skill Development,Quasiexperimental Design,College Freshmen,Computer Simulation,Multimedia Instruction,Multimedia Materials,Correlation,Statistical Significance,Instructional Effectiveness,Foreign Countries,Distance Education

Background: By rapid developing of the network technology, the internet-based learning methods are substituting the traditional classrooms making them expand to the virtual network learning environment. The purpose of this study was to determine the effectiveness of virtual systems on competency-based skills of first-year nursing students. Materials and methods: In this quasi-experimental study, 86 freshman nursing students were recruited. Nursing Fundamentals and Skills (including theoretical and practical credits) was decided as the teaching course. The theory and practical contents were taught in one group by conventional method (face to face teaching, demonstration on moulage) and for another by virtual simulation and interactive multimedia. The two groups were the same for the content being taught, the instructor and the final evaluation. Paired t-test and independent sample t-test was used for statistical analysis. Results: In theoretical exam, the mean score in virtual teaching group was higher than traditional group (P less than 0.001); however, there was no significant difference between the two groups in the result of objective structured clinical examination. Conclusions: Using virtual systems is beneficial in enhancing student learning. Both traditional and virtual methods can be used in teaching skills in nursing students; however, it seems that combination of the two can facilitate knowledge transfer. (Contains 1 table and 2 figures.)
Enhancing Spiritualism in Virtual World
Author: Dangwal, Kiran Lata
Date: 2012-04-00
Type: Journal Articles
Subjects: Religious Factors,Spiritual Development,Philosophy,Safety,Peace,Information Technology,Computer Simulation

Spiritualism is one word which puts man on the highest plinth of life. Spirituality is the way we find meaning, hope, comfort and inner peace in life. Spirituality in the virtual World is generally known as Virtual Spirituality. A goldmine of wisdom from all kinds of religious and spiritual philosophies, traditions and practices can be found in virtual World now. Technology and Spirituality together forms the material to which man can incline on to and work for the development of a globe in which war will be considered a taboo and violence a rejected dogma. Therefore there is an urgent need to make the world a safe place to live in and the spiritual reconstruction can help us in achieving this.
Faculty Perceptions of Cooperative Learning and Traditional Discussion Strategies in Online Courses
Author: Kupczynski, Lori
Date: 2012-04-00
Type: Journal Articles
Subjects: Faculty,Virtual Classrooms,Cooperative Learning,Learning Strategies,Electronic Learning,Distance Education,Online Courses,Sampling,Conventional Instruction,Discussion (Teaching Technique),Higher Education,Case Studies,Teaching Methods,Computer Mediated Communication,Group Discussion,Semi Structured Interviews,Interpersonal Relationship,Administrator Attitudes

Due to the recent developments in technology, distance learning and education questions regarding the best teaching methods for the virtual classroom have emerged. Thus, it becomes increasingly necessary to examine how these methods translate into the virtual classroom. This qualitative case study examined how instructors of online courses perceived the effectiveness of proven traditional teaching methods as well as cooperative learning strategies in the virtual classroom. The five selected faculty members, all of whom held terminal degrees, were selected through purposeful, convenient sampling as well as snowball sampling, or chain sampling. Findings revealed that although all five informants had been working in online learning contexts with their students for two years and more, two of the informants still had not adapted in their own understanding about how to maximize the online learning context and were unable to apply their understanding of traditional instruction to the context of online learning. The two informants who were younger and less experienced than others had adapted well in implementing cooperative learning to maximize online learning. Finally, one informant was able to take her instruction to a more complex level and became the facilitator of learning through employing extensive use of student facilitators. (Contains 1 figure and 1 table.)
The Effects of Animated Agents on Students' Achievement and Attitudes
Author: Unal-Colak, Figen
Date: 2012-04-00
Type: Journal Articles
Subjects: Socialization,Feedback (Response),Computer Software,Academic Achievement,Student Attitudes,Motivation,Educational Technology,Interviews,Distance Education,Foreign Countries,Nonverbal Communication,Multimedia Materials,Animation,Undergraduate Students,Control Groups,Experimental Groups,Pretests Posttests,Higher Education

Animated agents are electronic agents that interact with learners through voice, visuals or text and that carry human-like characteristics such as gestures and facial expressions with the purpose of creating a social learning environment, and provide information and guidance and when required feedback and motivation to students during their learning experience. The aim of this study is to analyze the effect of the use of pedagogical agents in learning materials designed in multimedia on the achievement and attitudes of students. A general evaluation of the research findings indicate that the use of multimedia software developed by using pedagogical agents positively affects student achievement and attitude. The achievement of the students who worked with the software significantly increased, but no significant difference in terms of different pedagogical agents was observed. The comparison of the student's attitudes revealed no significant difference in terms of different pedagogical agents, yet the attitudes regarding &quot;bearing human features&quot; showed positively significant difference for the software with body shot of a real person. As it is seen in the unstructured interviews with the participants conducted during and after the experimental process, it should be stated that the students had positive attitudes towards the software and the use of pedagogical agent and expressed their liking. (Contains 4 figures and 7 tables.)
Multiple Intelligence and Digital Learning Awareness of Prospective B.Ed Teachers
Author: Gracious, F. L. Antony
Date: 2012-04-00
Type: Journal Articles
Subjects: Sampling,Correlation,Multiple Intelligences,Technological Literacy,Measures (Individuals),Metacognition,Statistical Analysis,Teacher Education,Preservice Teachers,Foreign Countries

The present study Multiple Intelligence and Digital Learning Awareness of prospective B.Ed teachers was probed to find the relationship between Multiple Intelligence and Digital Learning Awareness of Prospective B.Ed Teachers. Data for the study were collected using self made Multiple Intelligence Inventory and Digital Learning Awareness Scale. The investigator used stratified random sampling technique for selecting the sample. The sample consists of 242 Prospective B.Ed Teachers. For analyzing data, &quot;t&quot; test and Pearson's product moment co-efficient were the statistical techniques used. Finding shows there was no significant relationship between Multiple Intelligence and Digital Learning Awareness of prospective B.Ed teachers. (Contains 7 tables.)
eFACT: Formative Assessment of Classroom Teaching for Online Classes
Author: Berridge, Gina G.
Date: 2012-04-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Online Courses,Feedback (Response),Formative Evaluation,Academic Achievement,Higher Education,Student Evaluation,Summative Evaluation,Undergraduate Study

As online degrees and programs increase in number and popularity so does the need for excellence and quality in the programs and courses offered. Becoming more scholarly in online course delivery, especially in the evaluation or assessment of those classes is essential for teaching and learning. This paper explores the pilot of an evaluation of student learning through anonymous feedback at mid-semester in seven online courses. Electronic Formative Assessment of Classroom Teaching (eFACT) is a process of gathering anonymous student feedback through a faculty consultant using e-mail. This process gives the online instructor the opportunity to make changes to the delivery of the course while the class is in session. Instructors felt they gained useful and meaningful information and were able to make changes in their delivery format midway through the semester. Student learning was helped through the use of online features that made the class more social and interactive. Perceived or real communication issues with the instructor and classmates hindered student learning. Although often citing the &quot;nature&quot; of online learning, the social aspect of learning seemed to be missing for many students. Assessments measures like eFACT can elicit detailed perceptions of student learning while the class is in session. It can affect the quality of the delivery method of the course by giving instructors immediate feedback as students reflect on their learning midway through the course.
Language Learning in Second Life: American and Turkish Students' Experiences
Author: Balcikanli, Cem
Date: 2012-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Foreign Countries,Classes (Groups of Students),Web 2.0 Technologies,Native Speakers,Computer Mediated Communication,Turkish,Intercultural Communication,Interviews,Student Attitudes,Cultural Awareness,Learning Experience,College Students

There have been several attempts to integrate Web 2.0 technologies including podcasts, weblogs, wikis, and virtual 3D communities into language education thus far. Second Life, a virtual 3D community, might create unique opportunities for language learners specifically in the following ways: As a source of authentic interaction with target language speakers, a venue for language classes, and an autonomous study opportunity for learners. In this context, this study reports Second Life experiences of American students learning Turkish as a foreign language in the University of Florida, the USA and of Turkish students learning English as a foreign language at Gazi University, Turkey. The interviews demonstrated that both groups of students regarded Second Life as a contribution to authentic interaction with native language. Furthermore, the experiences indicated Second Life served as a good bridge for cultural competence and an inevitable tool to foster less threatened learning experiences despite challenges encountered on the way.
Preservice Teachers' Perceptions about Their Problem Solving Skills in the Scenario Based Blended Learning Environment
Author: Yetik, Serap Samsa
Date: 2012-04-00
Type: Journal Articles
Subjects: Educational Technology,Student Teacher Attitudes,Measures (Individuals),Electronic Learning,Online Courses,Feedback (Response),Blended Learning,Problem Solving,Vignettes,Pretests Posttests,Likert Scales,Teaching Methods,Discussion (Teaching Technique),Foreign Countries

The purpose of this study is to determine how to react everyday lives problems in general. In the study, a pretest-posttest quasi-experimental design was used. The study group consisted of 37 students who were registered for Teacher Experience Course of Computer &amp; Instructional Technologies Education in their 8th semester. In order to collect data The Problem Solving Inventory, a 6 point likert scale with 35 items was used. The scale was completed by the participants both at the beginning and at the end of the 8th semester. In the study as an online learning environment, MODDLE which is a learning management system was used. At the beginning of the semester students who would go to the public primary institutions once a week were randomly assigned to one of the five schools. In the study, participants were given scenarios once a week, totally 8 scenarios and wanted to generate solutions for these problems. Scenarios and solutions were discussed at the face to face courses, semiweekly and gave feedback to them about their solutions by the researchers. At last week, the period of Teaching Practice and generated solutions according to presented problems were assessed, and participants were wanted to respond the scale again. Descriptive statistics and t-test statistical technique were used to analysis of data. The result of the study indicated that there is a significant difference in favour of average points of posttest. (Contains 2 tables.)
The Biggs and Moore Model in E-Learning: The Role of Motivation and Collaboration as Moderators
Author: Haverila, Matti J.
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Learning Experience,Motivation,Cooperation,Conventional Instruction,Business Administration Education,Discussion,Computer Mediated Communication,Web Based Instruction,College Students,Student Attitudes,Instructional Effectiveness,College Instruction,Questionnaires,Comparative Analysis,Statistical Analysis,Student Surveys,Online Surveys,Asynchronous Communication,Predictor Variables,Models,Outcomes of Education

The purpose of this paper is to report the findings of a research conducted to evaluate the effect of e-learning experience on students' perceived learning outcomes, and more specifically the role of motivation and collaboration as moderators between the e-learning experience and the learning outcome. The perceived learning outcome was measured with whether the students perceived to learn more in e-learning vis-a-vis traditional learning context. The participants came from an undergraduate course at Tamk University of Applied Sciences in Tampere, Finland. The Biggs and Moore learning model indicates that the process variables (motivation and collaboration in this study) have a mediating role. It was found out in this study, however, that these process variables have a moderating role rather than mediating role. Specific recommendations for the practitioners are provided, and implications for educators are discussed. Finally suggestions for further research on e-learning are provided. (Contains 4 tables and 1 figure.)
First Time Online Learners' Perceptions of Support Services Provided
Author: Hunte, Stephanie
Date: 2012-04-00
Type: Journal Articles
Subjects: Educational Environment,Adult Learning,Adult Students,Online Courses,Continuing Education,Context Effect,Academic Support Services,Participant Satisfaction,Distance Education,Program Evaluation,Capacity Building,Developing Nations,Performance Factors,Course Descriptions,Cohort Analysis,Academic Persistence,Student Needs,Independent Study,Questionnaires,School Orientation,Consultation Programs

The number of online continuous education and training initiatives continues to increase in Caribbean Small Island Developing States (SIDS) and by extension, the number of adult learners who are unfamiliar with the peculiarities of the online teaching and learning environment. The extent to which these learners can derive maximum benefit from these initiatives depends on the rate at which they can adapt to the new circumstances and, as a result, function effectively in this type of teaching and learning environment. To this end, while supporting learners is recognized as a critical success factor little has been explored or documented specific to the Caribbean-SIDS context. The purpose of this study therefore was to describe the support services provided first time online learners in the context of Caribbean-SIDS and examine what if any benefit learners derived from them through their perceptions of these services. The findings reveal that participants' overall perception of the support services was high. They also reveal that although participants' awareness of ongoing support services was variable, their rating of the need for and importance of this type of support was also high. The findings suggest that providing support for first time online learners in the context of Caribbean SIDS positively impacts their performance in the online teaching and learning environment. (Contains 3 tables and 4 figures.)
The Domains for the Multi-Criteria Decisions about E-Learning Systems
Author: Uysal, Murat Pasa
Date: 2012-04-00
Type: Journal Articles
Subjects: Educational Technology,Information Technology,Computer System Design,Decision Support Systems,Programming,Decision Making,Electronic Learning,Models,Computer Assisted Instruction,Computer Software,Computer Software Evaluation,Evaluation Criteria,Evaluation Methods,Computer Software Selection,Selection Criteria,Selection Tools

Developments in computer and information technologies continue to give opportunities for designing advanced E-learning systems while entailing objective and technical evaluation methodologies. Design and development of E-learning systems require time-consuming and labor-intensive processes; therefore any decision about these systems and their analysis needs systematic and structured guidance to lead to better decisions. Multi-Criteria Decision Analysis (MCDA) techniques are applicable in instructional technology-related research areas as well as in other academic disciplines. In this study, a conceptual domain model and a decision activity framework is proposed for E-learning systems. Instructional, technological, and administrative decision domains are included in this model. Finally, an illustrative example is given to show that AHP is an effective MCDA method for E-learning-related decisions. (Contains 4 figures and 9 tables.)