ethanporcaro/eric-fulltext-meta huggingface dataset:
How Pedagogical Design of Technology-Enhanced Academic Course Promotes Listening to Student Voice and Reflecting on Students&apos; Perceived Learning?
Author: Avdiel, Orit
Date: 2018-07-00
Type: Speeches/Meeting Papers
Subjects: Instructional Design,Technology Uses in Education,Graduate Students,Listening,Leadership,Student Attitudes,Learning,Cooperative Learning,Student Role,Teacher Role

The wide spread of digital technologies in higher education raises the need to examine the added value of digital technologies to enhancing high-quality teaching and promoting active learning. This study explored the characteristics of pedagogical design in a technology-enhanced academic course. We analyzed how the course enabled expressing &quot;student voice&quot; as listening, collaboration and leadership (Mitra, 2007), as well as to what extent these characteristics are expressed in cognitive, emotional and social aspects of students' &quot;perceived learning&quot; (Caspi &amp; Blau, 2008, 2011). During four semesters, we conducted qualitative analysis of reflective learning diaries written by 87 graduate students in education as part of the course requirements. The analysis revealed many statements expressing student-voice (n=222). In terms of Mitra, most of them were related to the basic level of student-voice -&quot;listening&quot; (n=173). However, a considerable number of statements reflected the advanced levels of student-voice: &quot;collaboration&quot; (n=16) and &quot;leadership&quot; (n=33). In addition, many statements described different aspects of perceived-learning (n=532). Some of them reflected &quot;cognitive aspects of perceived learning&quot; (n=157), indicating students' ability to analyze their understanding. Other statements expressed positive or negative &quot;social aspects of perceived learning&quot; (n = 103) and approximately half of the statements which related to the second research question (n = 272), reflected positive or negative &quot;emotional aspects of perceived learning.&quot; The findings contribute to research on student-voice and students' perceived learning in academia as well as to design of teaching-learning-assessment processes in technology-enhanced courses in higher education and training. [For the complete proceedings, see ED590269.]
E-Learning System for Electronic Circuit Construction Using Handwriting Recognition and Mixed Reality Techniques
Author: Takemura, Atsushi
Date: 2018-07-00
Type: Reports - Research
Subjects: Electronic Learning,Electronics,Equipment,Manufacturing,Handwriting,Character Recognition,Automation,Handheld Devices,Computer Simulation,Undergraduate Students,Foreign Countries

This study proposes a novel e-learning system that can be used as a comprehensive learning resource for electronic circuits, covering design, theoretical analysis, and circuit construction experiments. The proposed system uses an automated recognition technique for schematic symbols that are handwritten on a touchscreen of a mobile tablet-type device and a mixed reality (MR) technique for technical experiments involving electronic circuit construction. The handwriting recognition technique improves the user-friendliness of the e-learning system, and the MR technique provides learners with a simulation of a circuit's operation (e.g., virtual measurements and machine control), which should effectively assist learners in constructing practical circuits. The effectiveness of the proposed system was verified by testing with 45 undergraduate students at Tokyo University of Agriculture and Technology. Positive results were received from all students, which indicate the usefulness of the proposed system. [For the complete proceedings, see ED590269.]
The Process of Planning and Building a xMOOC: A Practical Review
Author: Gonçalves, Vitor
Date: 2018-07-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Faculty Development,Program Development,Professional Continuing Education

The Massive Open Online Courses (MOOC) apply, nowadays, as an opportunity for teachers to invest in their continuous training aiming to improve or update knowledge and skillsets on their respective scientific areas. Taking these claims into account, the authors of this paper planned, developed, attended and evaluated an xMOOC, reportedly named as a &quot;MOOC on MOOCs and other educational technologies,&quot; which is meant for the continuous training of teachers. This MOOC proved to be the main source of information and asynchronous interaction of the online training course organized at the end of the 1st semester of 2015. Considering this formative experience while promoting some changes, we present the planning, development of another MOOC for a 2nd edition of this online training course organized in the beginning of the 2st semester of 2018, characterizing its creation process not only on the technological level but on the pedagogical and content-related levels. The results were obtained through a categorization process of a set of stages that characterize the development process of a continuous teacher training focused MOOC. This study can contribute towards the deepened comprehension of the development of a MOOC and, most of all, contribute towards the fitting of this technology in the teacher training process as well as in the overall education system. [For the complete proceedings, see ED590269.]
ManuLearning: A Knowledge-Based System to Enable the Continuous Training of Workers in the Manufacturing Field
Author: Caldarola, Enrico G.
Date: 2018-07-00
Type: Speeches/Meeting Papers
Subjects: Job Training,Manufacturing Industry,Alignment (Education),Small Businesses,Electronic Learning,Computer System Design

The Teaching Factory is an emerging paradigm aiming to enforce skills and competencies of engineers and operators working in the field of manufacturing, through an alignment of the teaching and training activities to the needs of modern factories. In this research work, the Teaching Factory principles are applied to envision ManuLearning, a new interactive and explorative knowledge-based system, which aims at enhancing the workforce skills and competencies within the context of Industry 4.0, while developing an awareness campaign to newest technologies among Small and Medium-sized Enterprises (SMEs). This paper presents this envisioned system by mainly focusing on two key-aspects: (i) the elicitation of its major requirements; (ii) the design of the architecture, which highlights how to concretize the realization of a communication channel between the factory and education systems. Finally, a real case study is introduced in order to demonstrate the correctness and validity of the proposed system. [For the complete proceedings, see ED590269.]
An Empirical Study on the Impact of Using an Adaptive e-Learning Environment Based on Learner&apos;s Personality and Emotion
Author: Fatahi, Somayeh
Date: 2018-07-00
Type: Speeches/Meeting Papers
Subjects: Emotional Response,Personality Traits,Electronic Learning,Educational Technology,Personality Measures,Student Behavior,Student Attitudes,Undergraduate Students,Engineering Education,Foreign Countries

Emotions and personality are important parts of human characteristics and they play a significant role in parts of adaptive e-learning systems, it is essential to consider them in designing these systems. This paper presents an empirical study on the impact of using an adaptive e-learning environment based on learner's personality and emotion. This adaptive e-learning environment uses the Myers-Briggs Type Indicator (MBTI) model for personality and the Ortony, Clore &amp; Collins (OCC) model for emotion modeling. The adaptive e-learning environment is compared with a simple e-learning environment. The results show that students deal with the adaptive e-learning environment (experimental group) expressed the adaptive e-learning environment is more attractive and close to their personality traits than others (control group). Moreover, the adaptive e-learning environment understand their emotional state better, has a suitable reaction to them, and improves their learning rate. [For the complete proceedings, see ED590269.]
Process-Based Assistance Method for Learner Academic Achievement
Author: Leblay, Joffrey
Date: 2018-07-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Coaching (Performance),Efficiency,Learning Processes,Models,Computer Assisted Instruction,Data Collection,College Students,Foreign Countries,Academic Achievement

How can we learn to use properly business software, digital environments, games or intelligent tutoring systems (ITS)? Mainly, we assume that the new user will learn by doing. But what about the efficiency of such a method? Our approach proposes an answer by introducing on-line coaching. In learning process, learners may need guidance to help them in their academic achievement. In this paper, we introduce a process-based assistance method to provide this help. Our method proposes to build a model using process mining upon the observations collected during previous users' experiences with the considered application. It represents the steps chaining and their impacts on the states of the overall process and is used to recommend the most suitable step to guide the current user or learner. We implemented our coaching approach in the La Rochelle University Institute of Technology jury decision system to show its relevance. [For the complete proceedings, see ED590269.]
Effects of Online Education on Encoding and Decoding Process of Students and Teachers
Author: Ahmed, Riaz
Date: 2018-07-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Nonverbal Communication,Barriers,Cognitive Processes,College Students,College Faculty,Comprehension

Online learning education is fast-growing as its tentacles cover virtually all countries of the world today. This medium does not come as a stunner since online learning education shields against the barriers of time and distance and other militating factors of online learning. But that is not to say that online learning education has no cons to its working. In this study, the limitations of online training with nonverbal communication barriers as the focal point. This Research is conducted through a well-structured self-administrated questionnaire wherein each item measured in Likert scale. A sample of 260 students learning online education used for the study. Two hypotheses tested for--that online medium of schooling significantly affects the encoding and decoding process of students and teachers and that convenience factors (i.e., time, cost and comfort) are worth ignoring in the absence of nonverbal cues. To test these hypotheses, we applied chi-square test. In the end, results proved that the nonverbal cues are missing in online learning hence the encoding and decoding process is affected, but students tend not to notice due to its cost-effectiveness and convenience. [For the complete proceedings, see ED590269.]
Multiple Choice Questions: Answering Correctly and Knowing the Answer
Author: McKenna, Peter
Date: 2018-07-00
Type: Speeches/Meeting Papers
Subjects: Multiple Choice Tests,Summative Evaluation,Student Evaluation,Evaluation Methods,Undergraduate Students,Scores,Formative Evaluation,Objective Tests,Guessing (Tests)

Multiple Choice Questions come with the correct answer. Examinees have various reasons for selecting their answer, other than knowing it to be correct. Yet MCQs are common as summative assessments in the education of Computer Science and Information Systems students. To what extent can MCQs be answered correctly without knowing the answer; and can alternatives such as constructed response questions offer more reliable assessment while maintaining objectivity and automation? This study sought to establish whether MCQs can be relied upon to assess knowledge and understanding. It presents a critical review of existing research on MCQs, then reports on an experimental study in which two objective tests were set for an introductory undergraduate course on bitmap graphics: one using MCQs, the other constructed responses, to establish whether and to what extent MCQs can be answered correctly without knowing the answer. Even though the experiment design meant that students had more learning opportunity prior to taking the constructed response test, student marks were higher in the MCQ test, and most students who excelled in the MCQ test did not do so in the constructed response test. The study concludes that students who selected the correct answer from a list of four options, did not necessarily know the correct answer. While not all subjects lend themselves to objectively testable constructive response questions, the study further indicates that MCQs by definition can overestimate student understanding. It concludes that while MCQs have a role in formative assessment, they should not be used in summative assessments. [For the complete proceedings, see ED590269.]
Recommender System: Collaborative Filtering of e-Learning Resources
Author: Mbaye, Baba
Date: 2018-07-00
Type: Speeches/Meeting Papers
Subjects: Information Systems,Electronic Learning,Referral,Information Sources,Evaluation Methods,Internet,Decision Making,Mathematics,Computation,Classification,Learning Processes,Prediction,Accuracy

The significant amount of information available on the web has led to difficulties for the learner to find useful information and relevant resources to carry out their training. The recommender systems have achieved significant success in the area of e-commerce, they still have difficulties in formulating relevant recommendations on e-learning resources because of the different characteristics of learners. Most of the existing recommendation techniques do not take these characteristics into account. This problem can be mitigated by including learner information in the referral process. Currently many recommendation techniques have cold start problems and classification problems. In this paper, we propose an ontology-based collaborative filtering recommendation system for recommending learners' online learning resources based on a decision algorithm (DA). In our approach, ontology is used to model and represent domain knowledge about the learner and learning resources. Our approach is divided into four parts: (a) the creation of an ontology for the representation of the learner's knowledge and learning resources (b) the calculation of the similarity of the assessments according to the ontology and the prediction for the learner concerned; (c) generating the K best items by the collaborative filtering recommendation engine and (d) applying the DA on the proposed items to generate the final recommendations for the targeted learner. [For the complete proceedings, see ED590269.]
An Analysis of Exchanges in Chinese Social Media. Are Social Networking Sites Contributing to Cheating?
Author: Madden, Arndew D.
Date: 2018-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Social Media,Cheating,Ethics,College Students,Foreign Students,Student Behavior,Help Seeking,Information Dissemination,Interpersonal Relationship,Helping Relationship

This study investigates the possibility that social networking sites in China are used to exchange information about the use of unfair means in university assignments. It presents a thematic analysis of 303 messages posted between September 2016 and September 2017, on a group set up on Douban for Sheffield University students. It also draws on information provided by members of WeChat group who had formerly been students at Sheffield University. The study was prompted by an apparent increase in the practice of faking references. None of the posts on Douban referred to this practice. Students on the WeChat group suggested it was commonplace. Both Douban and WeChat were used to provide information about essay-writing services. [For the complete proceedings, see ED590269.]
Applying the Quantitative Evaluation Framework Model for Ensuring the MOOC Quality
Author: Marques, Bertil P.
Date: 2018-07-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Teaching Methods,Evaluation Methods,Graduate Study,Engineering Education,Standards,Educational Quality,Instructional Material Evaluation,Guidelines,Online Courses,Course Content

Producing quality digital educational content is the goal of any teaching/learning system, including the teaching/learning technologies contexts. This paper introduces how the Quantitative Evaluation Framework may be used to accurately evaluate the digital content produced throughout the development process of an inclusive and integrative MOOC in Educational Technologies, based on a Postgraduate Degree from Instituto Superior de Engenharia do Porto (School of Engineering at the Polytechnic Institute of Porto). The model is sustained in the SCORM standards, adopting the ISO 9126 standard as a reference, and it proposes a quantitative representation in an orthogonal three-dimensional environment: pedagogical, ergonomics, and management. Each of these domains comprises a set of factors for which it is quite relevant to determine the degree of the system's performance. The factor is a component that represents the performance degree of the digital content in the system, following a predetermined quality criterion. The measurement of the quality of the educational digital contents is assured by quantitative methods, similar to the evaluation techniques commonly used in the education system, which makes its application simpler. [For the complete proceedings, see ED590269.]
MOOCs and Teacher Professional Development: A Case Study on Teachers&apos; Views and Perceptions
Author: Koukis, Nikolaos
Date: 2018-07-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Faculty Development,Language Teachers,Secondary School Teachers,Inservice Teacher Education,Collaborative Writing,Greek,Instructional Design,Computer Uses in Education,Learner Engagement,Teacher Collaboration,Foreign Countries,Teacher Attitudes

This paper reports on a study concerning a MOOC designed to support Greek language teachers in secondary education schools towards designing and using collaborative writing activities with Google Docs in their classroom. The principles that determined the particular MOOC design framework were directed by three dimensions of teacher participation: a) engagement b) peer interaction and mutual support and c) collaborative creation of educational artefacts. A total of 566 language teachers from secondary education schools were enrolled in this MOOC, which achieved a completion rate of 57.6%. We used a mixed method that combines the analysis of teachers' engagement through platform records and their responses to a specific questionnaire. The results provided supportive evidence that the design framework was effective towards promoting teachers' active engagement, peer interaction and support, and development of learning design abilities to integrate collaborative writing with Google Docs in their classroom. In addition, the analysis showed that the majority of participants conceptualized this MOOC as an efficient environment for their professional development. [For the complete proceedings, see ED590269.]
The Coursera Case as the Prefiguration of the Ongoing Changes on the MOOC Platforms
Author: Acquatella, François
Date: 2018-07-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Economics,Models,Electronic Learning

The development of digital training platforms reflects a renewal of economic paradigm. The &quot;platform model,&quot; however, refers to a plurality of strategies. This article aims to participate in understanding the strategic dynamics of platforms through analysis from the case of Coursera platform. The iterations of this platform with the emerging market of online training, can be analyzed as a strategy to bring out new value propositions and value networks. [For the complete proceedings, see ED590269.]
A Training Programme to Support aquaSmart Project Exploitation
Author: Marcelino-Jesus, Elsa
Date: 2018-07-00
Type: Speeches/Meeting Papers
Subjects: Training,Agricultural Education,Technology Transfer,Stakeholders,Animal Husbandry,Data Analysis,Integrated Learning Systems,Electronic Learning

The deployment of enhanced frameworks or systems is a new business paradigm and implies significant change in behavior, process and tools within enterprises. This transformation requires efficient training of the different actors involved (managers, technicians, etc.), so that they are made fully aware of the tools and methodologies envisaged. The aquaSmart project has defined a training programme that has a goal of disseminating, but also transferring, learned knowledge to the aquaculture business stakeholders in accordance with the expected goals and outputs of the project. It has the ambition to foster new skills, knowledge and competences within aquaculture organizations to apply the aquaSmart analytics platform, which is suitable for fish farm production, to enhance production and efficiency in the sector. [For the complete proceedings, see ED590269.]
Mobile Probability and Statistics Courseware Reflections
Author: Izumi, Alisa
Date: 2018-07-00
Type: Speeches/Meeting Papers
Subjects: Access to Education,Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Probability,Statistics,Higher Education,Teacher Education Programs,Web Sites,Distance Education

Western Governors University has the mission to improve quality and expand access to post-secondary educational opportunities by providing a means for individuals to learn independent of time and place thus the mobility of our coursework is essential. Technological advances facilitate this mission. While all degrees are based entirely on the demonstration of competency, candidates come to their programs with varying skills. For this reason, our Probability and Statistics course is individualized to adapt with the candidate's learning style. Technology based learning resources are developed continuously to create non-traditional Probability and Statistical education resources. [For the complete proceedings, see ED590269.]