ethanporcaro/eric-fulltext-meta huggingface dataset:
Transformation of the System of Values of Autonomous Learning for English Acquisition in Blended E-Studies for Adults: A Holistic Fractal Model
Author: Bojare, Inara
Date: 2016-00-00
Type: Journal Articles
Subjects: Blended Learning,Holistic Approach,Models,Adult Education,Informal Education,Learning Experience,English (Second Language),Second Language Learning,Second Language Instruction,Sustainable Development,Electronic Learning,Independent Study,Metacognition,Values,Questionnaires,Statistical Analysis,Feedback (Response),Social Values,Action Research,Qualitative Research

The present study is aimed at creating a holistic fractal model (HFM) of autonomous learning for English acquisition in a blended environment of e-studies in adult non-formal education on the basis of the theories and paradigms of philosophy, psychology and education for sustainable development to promote the development of adult learners' experiences of English acquisition. Thus, the present research attempts to find out how autonomous learning influences transformation of the system of values and integration in the learning environment. The research is based on the holistic paradigm of science. Adults' English learning experience, their readiness to learn the language in blended e-studies and the SWOT analysis of metacognitive strategies are investigated in the paper. The authors also put forward recommendations for facilitating the transformation of the system of values in the process of autonomous learning for English acquisition in blended e-studies. The research has resulted in the HFM that interprets the systemic view on the transformation of values in the environment in the classroom and virtual environment, shows more holistic comprehension of the deepness and structure of the complexity of language learning and makes a methodological basis for its holistic facilitation in blended e-studies for adults.
Pedagogical Beliefs and Attitudes of Computer Science Teachers in Greece
Author: Fessakis, Georgios
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Beliefs,Teaching Methods,Computer Science Education,Foreign Countries,Pedagogical Content Knowledge,Faculty Development,Conventional Instruction,Constructivism (Learning),Curriculum,Statistical Analysis,Correlation,Online Surveys,Questionnaires,Public School Teachers,Observation,Teacher Characteristics

Pedagogical beliefs and attitudes significantly determine the professional skills and practice of teachers. Many professional development programs for teachers aim to the elaboration of the pedagogical knowledge in order to improve teaching quality. This paper presents the study of pedagogical beliefs of computer science teachers in Greece. The research data reveal that computer science teachers usually hold mixed traditional and constructivist theories which are generally irrelevant to either demographic factors or their pedagogical training. In some cases statistically significant correlations to the educational level or the total teaching service are detected. The results of the study set out suggestions concerning the design of pedagogical training programs.
Multimodal Microgenres for Designing Learning Objects
Author: Vorvilas, George
Date: 2011-00-00
Type: Journal Articles
Subjects: Multimedia Materials,Material Development,Models,Concept Mapping,Instructional Design,Design Preferences,Information Networks,Literary Genres,Computer System Design,Educational Technology

This paper presents a genre-based conceptual framework for designing content for learning objects. Some content aggregation models are reviewed in order to stress the lack of such an approach. In this framework, learning objects are considered as multimodal macrogenres. These macrogenres are constituted of content objects which in fact are several types of digital microgenres. The information linking of content objects can be achieved through particular logicosemantic relations between them. Finally, if adopting this framework, an author/teacher is supported by a repertoire of concepts which make him capable of creating coherent material in order to affect and motivate his/her students in particular ways, through his/her intended social and educational purposes.
Using SOLO Taxonomy to Explore Students' Mental Models of the Programming Variable and the Assignment Statement
Author: Jimoyiannis, Athanassios
Date: 2011-00-00
Type: Journal Articles
Subjects: Taxonomy,Computer Science Education,Programming,Cognitive Structures,Secondary School Students,Introductory Courses,Foreign Countries,Questionnaires

Introductory programming seems far from being successful at both university and high school levels. Research data already published offer significant knowledge regarding university students' deficiencies in computer programming and the alternative representations they built about abstract programming constructs. However, secondary education students' learning and development in computer programming has not been extensively studied. This paper reports on the use of the SOLO taxonomy to explore secondary education students' representations of the concept of programming variable and the assignment statement. Data was collected in the form of students' written responses to programming tasks related to short code programs. The responses were mapped to the different levels of the SOLO taxonomy. The results showed that approximately more than one half of the students in the sample tended to manifest prestructural, unistructural and multistructural responses to the research tasks. In addition, the findings provide evidence that students' thinking and application patterns are prevalently based on mathematical-like mental models about the concepts of programming variable and the assignment statement. The paper concludes with suggestions for instructional design and practice to help students' building coherent and viable mental models of the programming variable and the assignment statement.
Phonological Awareness Software for Dyslexic Children
Author: Kazakou, Maria
Date: 2011-00-00
Type: Journal Articles
Subjects: Phonological Awareness,Computer Software,Computer Uses in Education,Educational Technology,Dyslexia,Oral Language,Hypermedia,Reading Instruction,Reading Difficulties,Reading Skills,Program Effectiveness,Learning Activities,Phoneme Grapheme Correspondence,Greek,Foreign Countries,Elementary School Students,Grade 2,Grade 3,Grade 4,Observation

The improvement in the ability to process sounds in oral language (phonological awareness) through the contribution of Information and Communication Technologies (ICT) is reported by many researchers. However, deficits in phonological awareness may persist despite intervention. There is increasing research interest on how educational technology may assist the development of this critical ability. In this article we present the &quot;Phonological Awareness Educational Software&quot; (PHAES) which is a hypermedia application for helping dyslexic readers, using phonological awareness training. ?he PHAES learning activities use the small units of language (phoneme/grapheme) presented alone, at the word and sentence level, both in spoken and written format. This work was based on the theoretical conceptualization of children's reading difficulties originating in the phonological domain and aimed to develop a useful tool to assist teaching efforts in helping dyslexic readers. The empirical results show that PHAES is a user friendly educational application and has the potential to set an example for future research in the area.
A Whole New World: Technology and Its Impact on Students Who Are Deaf or Hard-of-Hearing
Author: Miller, Kevin
Date: 2015-00-00
Type: Journal Articles
Subjects: Assistive Technology,Technology Uses in Education,Deafness,Hearing Impairments,Surgery,Screening Tests,Infants,Telecommunications,Delivery Systems

In this article, the author describes technology used with children or students who are deaf or hard-of-hearing. Specifically, three technological developments are highlighted: cochlear implants, universal newborn infant hearing screening, and telepractice. The positive impact of each type of technology on students who are deaf or hard-of-hearing is described with an emphasis on the development of speech, language, and hearing skills. In addition, the use of these technologies beyond the United States of America is discussed. Furthermore, current limitations of each type of technology are noted.
Second Language Writing Classification System Based on Word-Alignment Distribution
Author: Kotani, Katsunori
Date: 2010-00-00
Type: Journal Articles
Subjects: Writing Evaluation,Classification,Automation,Second Language Learning,Artificial Intelligence,Accuracy,Japanese,English (Second Language)

The present paper introduces an automatic classification system for assisting second language (L2) writing evaluation. This system, which classifies sentences written by L2 learners as either native speaker-like or learner-like sentences, is constructed by machine learning algorithms using word-alignment distributions as classification features for detecting word-by-word translated expressions. The experimental results demonstrated that our classification system provided adequate classification results with respect to (i) high classification accuracy, (ii) classification results reflecting the properties of L2 learner sentences, and (iii) identification of learner-like expressions. These results suggest that our classification system can be used to evaluate L2 learner sentences.
An E-Project-Based Approach to ESP Learning in an ICT Curriculum in Higher Education
Author: Mamakou, Irene
Date: 2010-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Computer Uses in Education,College Second Language Programs,Engineering Education,Case Studies,Active Learning,Student Projects,College Freshmen,College Instruction,Foreign Countries,Instructional Effectiveness,Student Attitudes,Qualitative Research,Statistical Analysis

The interest in the integration of language learning with knowledge/content construction is growing around the world leading to Content-Based Instruction (CBI) which emphasizes the connection between the skills and information provided in the English for Specific Purposes (ESP) course and the technical material taught in their discipline. Interactive teamwork, critical reading and writing, communication skills, negotiation, and presentations are some of the vital soft skills for today's academic and future work environment. Traditionally, ESP involves a lecture mode where academic literacies and skills such as reading comprehension, writing, and vocabulary are practised. This paper discusses and analyses qualitative and quantitative results from the introduction of an e-methodology in two university departments for teaching/learning ESP in the framework of discipline-related, CBI and project work which enhances and modernizes teaching and learning ESP and develops new study habits for learners by promoting self-directed, autonomous, active learning, out-of-classroom learning and by encouraging students' engagement and academic socialisation.
Information Retrieval for Education: Making Search Engines Language Aware
Author: Ott, Niels
Date: 2010-00-00
Type: Journal Articles
Subjects: Information Retrieval,Search Engines,Readability,Language Patterns,Web Sites,Classification,Second Language Instruction,Second Language Learning

Search engines have been a major factor in making the web the successful and widely used information source it is today. Generally speaking, they make it possible to retrieve web pages on a topic specified by the keywords entered by the user. Yet web searching currently does not take into account which of the search results are comprehensible for a given user--an issue of particular relevance when considering students in an educational setting. And current search engines do not support teachers in searching for language properties relevant for selecting texts appropriate for language students at different stages in the second language acquisition process. At the same time, raising language awareness is a major focus in second language acquisition research and foreign language teaching practice, and research since the 20s has tried to identify indicators predicting which texts are comprehensible for readers at a particular level of ability. For example, the military has been interested in ensuring that workers at a given level of education can understand the manuals they need to read in order to perform their job. We present a new search engine approach which makes it possible for teachers to search for texts both in terms of contents and in terms of their reading difficulty and other language properties. The implemented prototype builds on state-of-the art information retrieval technology and exemplifies how a range of readability measures can be integrated in a modular fashion.
Reasons to Use Virtual Reality in Education and Training Courses and a Model to Determine When to Use Virtual Reality
Author: Pantelidis, Veronica S.
Date: 2009-00-00
Type: Journal Articles
Subjects: Teaching Methods,Simulated Environment,Computer Simulation,Educational Technology,Technology Uses in Education,Training,Models

Many studies have been conducted on the use of virtual reality in education and training. This article lists examples of such research. Reasons to use virtual reality are discussed. Advantages and disadvantages of using virtual reality are presented, as well as suggestions on when to use and when not to use virtual reality. A model that can be used to determine when to use virtual reality in an education or training course is presented.
The Use of Weblog in Language Learning: Motivation of Second Language Learners in Reading Classroom
Author: Sulaiman, Ahmad Nasaruddin
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Web Sites,Second Language Learning,Reading Instruction,Student Motivation,Technology Uses in Education,Educational Technology,Questionnaires,Observation,Undergraduate Students,Engineering Education,Surveys,Likert Scales,Constructivism (Learning),Foreign Countries,English (Second Language)

The age of technology has enabled learners to interact with other users outside the four walls of the classroom. Weblogs, in particular, provide a channel for asynchronous computer-mediated communication to take place in the learning process. Motivation is one of the learning aspects that is greatly enhanced by the use of technology. Questionnaires and observations were carried out to 108 undergraduate engineering students taking Reading Course to determine the level of the learners' motivation to participate in online discussions and to find out whether interactions through the blog have in any way influenced the level of motivation to participate in face-to-face discussions. Findings indicate that students were highly motivated to participate in discussions through the use of blog, and to use it as a learning tool. However, motivation to participate in class discussions was not affected by the tendency of learners to participate in discussion via the weblog.
Telepresence: A &quot;Real&quot; Component in a Model to Make Human-Computer Interface Factors Meaningful in the Virtual Learning Environment
Author: Selverian, Melissa E. Markaridian
Date: 2009-00-00
Type: Journal Articles
Subjects: Virtual Classrooms,Computer Interfaces,Human Factors Engineering,Educational Objectives,Educational Improvement,Guidelines,Perception,Socialization,Computer Software Evaluation,Computer System Design,Design Requirements

A thorough review of the research relating to Human-Computer Interface (HCI) form and content factors in the education, communication and computer science disciplines reveals strong associations of meaningful perceptual &quot;illusions&quot; with enhanced learning and satisfaction in the evolving classroom. Specifically, associations emerge between spatial illusions (sensory space) and low-level learning objectives, e.g., memorization; and social illusions (interaction) and high-level learning objectives, e.g., evaluation. What are glaringly absent, however, are measures to define and associate the factors of the technologically advanced Virtual Learning Environment (VLE) with the illusions and levels of learning. The researchers detail the factors associated with the communication concept &quot;telepresence&quot; (&quot;presence&quot;) that is particularly relevant to the illusions in the VLE. Through a synthesis of the literatures and extensive research at a N.Y. school, they create and test presence technology guidelines, measures, and learning assessments to enhance illusions, learning and satisfaction in the VLE (Selverian, 2005).
Virtual Reality for Training and Lifelong Learning
Author: Mellet-d'Huart, Daniel
Date: 2009-00-00
Type: Journal Articles
Subjects: Simulated Environment,Computer Simulation,Technology Uses in Education,Educational Technology,Lifelong Learning,Training,Adult Learning,Learning Strategies,Concept Formation,Vocational Education,On the Job Training,Program Effectiveness,Experiential Learning,Teaching Methods,Decision Making,Skill Development,Job Skills,Design

This article covers the application of virtual reality (VR) to training and lifelong learning. A number of considerations concerning the design of VR applications are included. The introduction is dedicated to the more general aspects of applying VR to training. From multiple perspectives, we will provide an overview of existing applications with their main purposes and go into more depth on certain learning areas. Recent developments of virtual environments for training and lifelong learning are analyzed, followed by an analytical viewpoint on design, advocating more explicit paradigmatic considerations and development of generic design methods. These approaches and proposals are aimed at better exploiting the uniqueness of VR and designing more effective virtual environments. Finally, a number of conclusions will be drawn for future technology-enhanced training and for lifelong learning using VR.
Physics Education in Virtual Reality: An Example
Author: Kaufmann, Hannes
Date: 2009-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Simulated Environment,Computer Simulation,Educational Games,Science Experiments,Teaching Methods,Scientific Concepts,Motion,Secondary School Science,Educational Technology,Technology Uses in Education,Foreign Countries

We present an immersive virtual reality (VR) application for physics education. It utilizes a recent physics engine developed for the PC gaming market to simulate physical experiments correctly and accurately. Students are enabled to actively build their own experiments and study them. A variety of tools are provided to analyze forces, mass, paths and other properties of objects before, during and after experiments. Innovative teaching content is presented that exploits the strengths of the 3D virtual environment. Physics Playground serves as an example of how current technologies can be combined to deliver a new quality in physics education.
Virtual Reality in Psychology
Author: Foreman, Nigel
Date: 2009-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,Simulated Environment,Computer Simulation,Psychology,Behavioral Sciences,Spatial Ability,Cognitive Processes,Research,Gender Differences,Educational Games,Computer Games,Social Psychology,Counseling Techniques,Stress Management,Exercise,Undergraduate Study,Laboratories,Graduate Study

The benefits of using virtual environments (VEs) in psychology arise from the fact that movements in virtual space, and accompanying perceptual changes, are treated by the brain in much the same way as those in equivalent real space. The research benefits of using VEs, in areas of psychology such as spatial learning and cognition, include interface flexibility, the reproducibility of virtual experience, and the opportunity for on-line monitoring of performance. Applications of VEs are many and varied, but are especially beneficial where experience can be tailored via augmentation, and where dangerous training situations can be avoided. The use of programmable agents has great future potential in relation to training and interpersonal skill development, also perhaps in clinical diagnosis and therapy. Progress in VE usage in psychological education is limited by cost and availability, though VEs are being used increasingly in classroom and laboratory teaching exercises. Virtual Reality was said to be &quot;an answer waiting for a question&quot;, but questions are being recognized, so that applications of VEs within the behavioural sciences are likely to multiply.
Virtual Reality and Special Needs
Author: Jeffs, Tara L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Special Education,Simulated Environment,Computer Simulation,Teaching Methods,Literature Reviews,Physical Disabilities,Perceptual Impairments,Visual Impairments,Hearing Impairments,Severe Disabilities,Autism,Learning Disabilities,Attention Deficit Disorders,Behavior Disorders,Brain,Head Injuries,Evaluation Methods

The use of virtual environments for special needs is as diverse as the field of Special Education itself and the individuals it serves. Individuals with special needs often face challenges with attention, language, spatial abilities, memory, higher reasoning and knowledge acquisition. Research in the use of Virtual Learning Environments (VLE) targets both cognition and behavior (Rizzo, et.al, 2001). Virtual environments encourage interactive learning and provide a variety of opportunities for the learner to have control over the learning process (Pantelidis, 1993). Virtual reality technology is an exciting tool that involves a safe and supportive environment to transfer knowledge between virtual and real worlds. Through such technology, individuals with special needs can look carefully at their own strengths, abilities, and learning preferences in comparison to the required learning task and expected learning outcome. This article reviews relevant research that explores the use of virtual reality for individuals with special needs.
Theoretical Bases for Using Virtual Reality in Education
Author: Chen, Chwen Jen
Date: 2009-00-00
Type: Journal Articles
Subjects: Computer Simulation,Simulated Environment,Educational Technology,Technology Uses in Education,Instructional Design,Models,Constructivism (Learning),Teamwork,Teaching Methods,Feasibility Studies,Program Evaluation,Program Effectiveness,Cooperation

This article elaborates on how the technical capabilities of virtual reality support the constructivist learning principles. It introduces VRID, a model for instructional design and development that offers explicit guidance on how to produce an educational virtual environment. The define phase of VRID consists of three main tasks: forming a participatory team, analyzing the appropriateness of employing virtual reality technology to tackle a known learning problem, and performing a feasibility study. The design phase of VRID comprises the macro-strategy that provides guidance on the selection, sequencing, and organization of the subject-matter topics that are to be presented, and the micro-strategy that provides strategies for effective presentation of the learning contents. The development phase includes all the necessary tasks to implement the outcome of the design phase. Among the tasks for this development phase include determining the developmental platform, developing the various components of the educational virtual environment, performing specialist evaluation as well as conducting one-to-one learner evaluation. Conducting a small group evaluation and performing an effectiveness evaluation study are the two important tasks of the evaluation phase.