ethanporcaro/eric-fulltext-meta huggingface dataset:
Do Multimedia Applications Benefit Learning-Disabled Children?
Author: Raja, B. William Dharma
Date: 2010-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Children,Learning Disabilities,Technology Uses in Education,Teaching Methods,Educational Technology,Electronic Learning,Student Needs,Teacher Role

This paper focusses on the need and benefit of using multimedia applications to cater to the needs of children with learning disabilities. The children with special educational needs found in various schools may face difficulties in acquiring academic skills such as reading, spelling, writing, speaking, understanding, listening, thinking or arithmetic. Multimedia approach to teaching is a strategy that comprises more than one instructional technique for teaching a particular unit. Different multimedia applications can be used to present disabled learners with visual, auditory or kinesthetic experiences thus helping them to adopt their own style of learning. The various educational media include audio media such as audio tape, recorders etc., visual media such as videotapes, television, computers, motion pictures etc., and realia such as models, kits, globes specimens etc certainly meets the needs of disabled learners with varied learning styles. The instructional media namely projected media such as slides, transparencies, projectors etc and non-projected media such as chalkboards, bulletin/magnetic boards, photographs, pictures, charts etc can benefit such learners as they provide a variety in learning. The educational media namely print media which include books, programmed texts, flash cards and electronic media or the non-print media which include CCTV, computers and other machines may help to overcome their learning problems to a large extent. Innovative use of technology can help engage students with learning disorders to learn in an enjoyable and meaningful way. The information and communication technologies provide a number of learning opportunities in formal as well as non-formal educational settings. Computer-based education has a very important role to play as an advanced technological instruction as it employs different instructional techniques that encourages active learning and meets the diverse needs of the learners through the use of technology in education. Educational technologies like web-based learning provide a number of opportunities to the disabled learners like self-paced instruction, flexibility, self-correction etc. Various information and communication technologies can be used to teach the students the knowledge and skills they need in the 21st century. Different communication technologies such as Electronic learning, Mobile learning, Ubiquitous learning etc can be used to enrich, enliven or add variety to the learning of such educationally handicapped learners. Thus the variety and flexibility of different multimedia applications offer the opportunity to adapt any media-combination to cater to the needs of learning-disabled children.
Utilizing Multi-Modal Literacies in Middle Grades Science
Author: Saurino, Dan
Date: 2010-00-00
Type: Journal Articles
Subjects: Middle School Students,Science Instruction,Learning Modalities,Teaching Methods,Qualitative Research,Secondary School Science,Technology Uses in Education,Action Research,Science Curriculum,Cooperation,Cooperative Planning,Educational Technology

The nature of literacy is changing. Increased student use of computer-mediated, digital, and visual communication spans our understanding of adolescent multi-modal capabilities that reach beyond the traditional conventions of linear speech and written text in the science curriculum. Advancing technology opens doors to learning that involve literacies far beyond the single textbook classroom. Our research project looked at the effects of utilizing multi-modal strategies and techniques in the middle grades science curriculum and incorporated a qualitative collaborative interactive group action research methodology. We completed one &quot;cycle&quot; of research and concluded that using the multi-modal tools and techniques students engage in outside of the classroom was a beneficial addition to the traditional curriculum inside the classroom. We recommend more research at other grade levels and content areas to develop specific strategies and techniques to incorporate multi-modal strategies and techniques in more aspects of teaching science.
E-Learning as an Emerging Technology in India
Author: Grover, Pooja
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Educational Technology,Technology Uses in Education,Technological Advancement,Assistive Technology,Visual Impairments,Case Studies,Higher Education,Access to Computers,Developing Nations,Computer Mediated Communication,Meetings,Electronic Journals,Synchronous Communication,Asynchronous Communication,Collaborative Writing,Encyclopedias,Web Sites,Web 2.0 Technologies,Social Media,Social Networks,Handheld Devices

E-learning is a combination of learning services and technology that allow us to provide high value integrated learning any time, any place. It is about a new blend of resources, interactivity, performance support and structured learning activities. This methodology makes use of various types of technologies in order to enhance or transform the learning process, thereby achieving real business and educational value, and so reaching a larger, more diverse learner population with minimal expenditure. Due to the introduction of advanced technology, e-learning is rapidly becoming one of the top methods of educational delivery. This paper provides a comprehensive insight into the current status of e-learning education in India. In addition, it also presents findings of some of the problems, strategies and key issues in the e-learning process, while focusing on some of the emerging technologies which support e-learning. The paper also examines the effects of implementing e-learning in two organizations--the first of which deals with people with special requirements (visually handicapped), using a specific Case Study, and concludes with the growth of the population interested in education. It will also be shown that successful e-learning models can be developed and implemented in universities across the country. Finally, the paper will analyze a method which may enhance the status of e-learning in India if applied as a future prospect.
A Kaleidoscope: Using True Colors™ and the Holland Scale for Career Exploration
Author: Hanna, Linda G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Career Exploration,Majors (Students),Course Selection (Students),Career Education,Workshops,Program Effectiveness,Participant Satisfaction,College Students,Models,Career Choice,Decision Making,Pretests Posttests,Qualitative Research

Many students in higher education institutions present themselves as undeclared majors and over time these students become high risks for academic failure. Research has shown that the first step in any major career decision-making process is self-knowledge. The major focus of this study was improved self-knowledge for our undeclared students which would result in more carefully-focused career decisions. This study examined the relevance and success of three highly informative and career-specific workshops, based on the True Colors Model™ of personality types coupled with the Holland Scale of Career Themes, for one-hundred fifty undecided students at three different times during the academic year (September 2010, November 2010, and February 2011). Every student who attended a workshop rated it as being very informative and helpful. The workshops yielded very positive results with our students and may suggest the possible introduction of a 1 credit course as another alternative for those students who desire more engagement and additional information.
Leveraging PBL and Game to Redesign an Introductory Course
Author: Warren, Scott J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Instructional Design,Educational Games,Introductory Courses,Educational Technology,Undergraduate Students,Computer Literacy,Educational Innovation,Teaching Methods,Student Attitudes,Satisfaction,Computer Science Education,Withdrawal (Education),Academic Failure,Dropout Rate,Academic Achievement,Achievement Gains,Standardized Tests,Course Evaluation,Quasiexperimental Design,Statistical Significance,Interviews

The purpose of this paper is to discuss one instructional design that leverages problem-based learning and game structures as a means of developing innovative higher education courses for students as responsive, lived experiences. This paper reviews a curricular redesign that stemmed from the evaluation of an introductory course in computer applications that had high drop, failure, and withdrawal (D/F/W) rates. Interviews with students and faculty in this course revealed that students were not engaged with, motivated by, or satisfied with the instructional methods, which were often frustrating and difficult to navigate. Using data collected from students and faculty, we describe the full redesign of the course, which included ill-structured problems for students to solve, multiple forms of learning assessment, and a contextual framing stemming from a digital, alternate reality game design. When comparing the new design to the original, the first iteration research indicated decreased failure rates, increased achievement on standardized assessments, and a range of individual student experiences from high praise of the design to some disappointment.
Welcoming Non-Hispanic Students and Faculty to Hispanic Serving Institutions: Predictors of Hispanic Students Attitudes toward Diversity at Majority Hispanic HSIs
Author: Gonyea, Nathan E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Student Diversity,Student Attitudes,Clubs,Predictor Variables,Student Recruitment,College Students,College Faculty,Spanish Speaking,Colleges,Racial Composition,Ethnic Groups,Student Surveys,Racial Bias,Peer Relationship,Student Characteristics,Likert Scales,Regression (Statistics)

Despite the considerable research that has been conducted on issues of diversity on college campuses, there has been limited research addressing this issue on Hispanic Serving Institutions (HSIs). The present study investigated the predictors of Hispanic students' attitudes toward special efforts to recruit non-Hispanic students and faculty at an HSI. Thirty-nine percent of Hispanic students supported efforts to recruit non-Hispanic students and 45% support efforts to recruit non-Hispanic faculty. Membership in on-campus clubs and organizations predicted students' support of special efforts to recruit both non-Hispanic students and faculty. However, speaking Spanish at home was only a predictor of support for efforts to recruit non-Hispanic students.
Design without Make: A Feasible Direction for American Technology Education
Author: Thompson, Brandon
Date: 2010-00-00
Type: Journal Articles
Subjects: STEM Education,Engineering Education,Design,Mixed Methods Research,Case Studies,High Schools,High School Students,Learning Activities,Instructional Effectiveness,Student Attitudes,Secondary School Teachers,Teacher Attitudes,Technology Education,Pretests Posttests,Active Learning,Student Projects,Semi Structured Interviews

This paper describes the second part of a new three-part study of STEM and engineering design research--termed Design-Without-Make--conducted by NC State University in 2009-10 in an NC high school. The hybrid quantitative, qualitative case study is being developed with the purpose of capturing what new technological learning occurs and how the new pedagogical learning benefits the technological learner. The first paper described a basic literature review, social learning theory, project-based learning study and the outline and aims of the study. This second paper in the sequence goes on to explain the main study and the major data results and findings for this new approach to teaching engineering design technology within STEM education. The main purpose of this study was: 1) to assess whether students who participate in design-without-make activities achieve learning outcomes as successfully as or better than students of traditional design-with-make activities; 2) to determine student and teacher attitudes towards design-without-make activities within technology education. A one-way analysis of variance was conducted to evaluate the relationship between instruction and the change in pre- and posttest scores between groups. The study consisted of 27 non-random participants, with the control group having 10 participants and the treatment group having 17 participants. The mean score from both groups came to 14.37 (SD = 5.43), with a standard error of 1.05. The post-test scores ranged from 4 to 22 out of a possible score of 22. With F = 2.04, p= 0.05, it was found there were no significant differences between the control and treatment post-test scores.
Impact of E-Learning on Teacher Effectiveness
Author: Kumar, Rajesh M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Influence of Technology,Technology Uses in Education,Teacher Effectiveness,Electronic Learning,Technological Literacy,Access to Information,Teaching Methods,Electronic Publishing,Web Sites,Technology Integration,Foreign Countries,Educational Technology,Higher Education,Regression (Statistics),Surveys

Technology offers tremendous opportunities for increasing the effectiveness and efficiency of education. Students, faculty and administrators now use technology extensively in their daily activities and have become technologically literate. The trend of using e-learning as learning and teaching tool is now rapidly expanding into education. Many educators and researchers have high hopes for e-learning, believing that it would provide more access to information and communication, and would ultimately lead to a new revolution in education. This paper focuses on impact of e-learning environment on the teacher effectiveness, with reference to Personal effectiveness, Teaching skill and Research and academic activities. This study intends to find the relationship between the teacher effectiveness and the selected background variables, to identify the background variables which are contributing to the impact of e-learning on teacher effectiveness and to estimate the extent of the contribution of the background variables to the impact of e-learning on teacher effectiveness. In order to measure this researcher developed a research tool to measure the teacher effectiveness. The tool was administered to 250 teachers serving in colleges of engineering and technology and university departments. The finding of the study reveals that the teacher effectiveness of the teachers on the whole is high with the assistance of e-learning environment.
Utilizing Software Application Tools to Enhance Online Student Engagement and Achievement
Author: Andersson, David
Date: 2010-00-00
Type: Journal Articles
Subjects: Computer Software,Computer Oriented Programs,Online Courses,Electronic Learning,Learner Engagement,Academic Achievement,Computer Uses in Education,Computer Science Education,Undergraduate Students,Intelligent Tutoring Systems,Web 2.0 Technologies,Interaction,Learning Activities,Help Seeking,Problem Solving,Transfer of Training,Learning Strategies,Teaching Methods,Computer Mediated Communication,Asynchronous Communication,Distance Education,Instructional Design

The field of education is experiencing a rapid shift as internet-enabled distance learning becomes more widespread. Often, traditional classroom teaching pedagogical techniques can be ill-suited to the online environment. While a traditional entry-level class might see a student attrition rate of 5-10%, the same teaching pedagogy in an online environment can experience dramatically higher student attrition. The CIS Department at Mount Olive College is addressing the challenge of technology/business applications literacy by implementing a new e-learning solution. A customized, self-paced, web-based 100-level tutorial using a novel approach in which students interact with an application's embedded search and help features. This interactive learning activity encourages students to utilize the built-in &quot;help&quot; features to solve the problem or task at hand. As students become proficient at using these &quot;help&quot; features, their proficiency, confidence, and student engagement in the class material increases. The course online facilitator is able to shift their time and energy from &quot;putting out fires&quot; to focusing on higher-level feedback on assignments and administrative functions. Since more classes require the use of application software in completing assignments, students take this newly acquired problem solving approach to other situations and courses, enhancing their progress throughout their undergraduate program and increasing the probability of program completion.
Determining Faculty and Student Views: Applications of Q Methodology in Higher Education
Author: Ramlo, Susan
Date: 2012-00-00
Type: Journal Articles
Subjects: Q Methodology,Higher Education,Teacher Attitudes,Student Attitudes,Factor Analysis,Factor Structure,Correlation,Pretests Posttests,Scores,Epistemology,Science Instruction,Physics,Educational Attitudes,Biology,Information Science,Technology Education,Curriculum Development,Organizational Change,Surveys,Likert Scales

William Stephenson specifically developed Q methodology, or Q, as a means of measuring subjectivity. Q has been used to determine perspectives/views in a wide variety of fields from marketing research to political science but less frequently in education. In higher education, the author has used Q methodology to determine views about a variety of situations, from students' views about a newly developed bioinformatics course to faculty members' views of reading circles as a professional development experience to improve teaching and learning in their classrooms. The purpose of this article is to introduce Q methodology and demonstrate its versatility in addressing research purposes in higher education, especially where the focus is on determining student or faculty perceptions about a topic. Such determinations can be helpful for program evaluation and improved teaching/learning in higher education.
From Fundamentalists to Structuralists: Bridging the Digital Divide
Author: Kok, Ayse
Date: 2010-00-00
Type: Journal Articles
Subjects: Access to Computers,Disadvantaged,Computer Uses in Education,Literature Reviews,Case Studies,Public Policy,Secondary Education,Developing Nations,Foreign Countries,Educational Research

The purpose of this literature review is to provide information about several ICT initiatives undertaken in education on a global basis in order to overcome the digital divide and summarise the findings of these initiatives. Due to the limited scope of the study, the bulk of the review mainly concerns initiatives undertaken in secondary schools, through general information regarding other areas of digital development which have been included where relevant.
Hybrid Learning in Enhancing Communicative Skill in English
Author: Singaravelu, G.
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Instructional Effectiveness,Communication Skills,Trainees,Preservice Teacher Education,Distance Education,English (Second Language),Second Language Learning,Undergraduate Students,Bachelors Degrees,Academic Achievement,Achievement Tests,Scores,Conventional Instruction,Comparative Analysis,Experimental Groups,Control Groups,Speech Skills,Pretests Posttests,Verbal Tests,Hypothesis Testing,Communicative Competence (Languages),Statistical Analysis

The present study highlights the effectiveness of Hybrid-Learning in enhancing communicative skill in English among the Trainees of Bachelor of education of School of Distance Education, Bharathiar University,Coimbatore. Hybrid learning refers to mixing of different learning methods or mixing two more methods for teaching learning process. It provides a way forward for educators who are interested in helping students to learn. Educators could ultimately create learning experiences to compensate for the shortcomings of, or at least to complement, conventional teaching. Brown, J. (2009) advocates the Hybrid learning is very suitable method for creating effective teaching learning experience in Teacher Education. Present study may be useful to ameliorate the B.Ed trainees for acquiring competencies in English communication. Objectives of the study: 1. To find out the acquisition problems of communicative skill in English among the B.Ed trainees. 2. There is no significant differences in achievement mean score between the conventional methods and Hybrid learning. Methodology: True Experimental method was adopted in the study. Sample: Eighty Trainees of B.Ed from School of Distance Education, Bharathiar University were considered as sample for the study. Forty trainees were considered as Control group and another forty trainees were taken as Experimental group in the study. Tool: Researcher's self-made oral- achievement test towards the trainee on communicative skill was employed as tool for the study. Procedure of the study: 1. Measuring the hurdles of the trainees in communicative skill in English. 2. Mixing of methods-Interactive learning, Face to face approach and Computer mediated learning 3. Pre-oral test to Control group and Experimental group and Post-oral test to Control group and Experimental group Findings: The trainees have less competent in communicative skill. There is a significant difference in achievement mean score between the conventional methods and Hybrid learning in enhancing communicative skill in English. Hybrid learning is more effective than traditional methods in enhancing communicative skill in English. Educational implications: It may be helpful to revamp the communicative skill of in-service-teachers and pre-service trainees.
The Role of &quot;Meeting Pupil Needs and Empowering Staff&quot; in Quality Management System
Author: Cheng, Alison Lai Fong
Date: 2012-00-00
Type: Journal Articles
Subjects: Total Quality Management,Student Needs,Elementary Education,Qualitative Research,Interviews,School Policy,School Administration,Empowerment,Program Effectiveness,Educational Quality,Role Perception,Foreign Countries

The study aims to examine the effectiveness of the implementation of &quot;Meeting Pupil Needs and Empowering Staff&quot; in the quality management in Hong Kong primary schools. A case study of nine primary schools was conducted and a qualitative method of interviews was adopted in this study. A total of 9 principals and 9 teachers from 9 primary schools responded to the interviews. The finding shows that &quot;meeting pupil needs and empowering staff&quot; was perceived to be one of least implemented area because most schools' parents and students were not given any chances to express their opinions on the school policy as to meet their needs. Some teachers could give opinions on school matters but their ideas might not be accepted. The executive committee members were empowered to prepare the budgets, give opinions and make decisions on school policy. Finally, the implication of the study is addressed.