ethanporcaro/eric-fulltext-meta huggingface dataset:
Interleaved Practice Improves Mathematics Learning
Author: Rohrer, Doug
Date: 2015-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Problem Solving,Teaching Methods,Grade 7,Skill Development,Mathematics Skills,Drills (Practice),Scores,Mathematics Tests,Intervention,Middle School Students,Secondary School Mathematics,Review (Reexamination),Instructional Effectiveness

A typical mathematics assignment consists primarily of practice problems requiring the strategy introduced in the immediately preceding lesson (e.g., a dozen problems that are solved by using the Pythagorean Theorem). This means that students know which strategy is needed to solve each problem before they read the problem. In an alternative approach known as &quot;interleaved practice,&quot; problems from the course are rearranged so that a portion of each assignment includes different kinds of problems in an interleaved order. Interleaved practice requires students to choose a strategy on the basis of the problem itself, as they must do when they encounter a problem during a comprehensive examination or subsequent course. In the experiment reported here, 126 seventh-grade students received the same practice problems over a three-month period, but the problems were arranged so that skills were learned by interleaved practice or by the usual blocked approach. The practice phase concluded with a review session, followed 1 or 30 days later by an unannounced test. Compared to blocked practice, interleaved practice produced higher scores on both the immediate and delayed tests (Cohen's d = 0.42 and 0.79, respectively). Two appendices include: (1) Serial Position of Each Graph and Slope Problem in the Assignments (table); and (2) Frequency of Responses of Three Teachers to Statements About Interleaved Practice (table). [Note: This article was &quot;in press&quot; at the time of submission. No citation information is available at this time.]
Undergraduate Students' Experiences of Time in a MOOC: A Term of Dino 101
Author: Adams, Catherine
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Large Group Instruction,Educational Technology,Online Courses,Student Experience,Phenomenology,Foreign Countries,Qualitative Research,Interviews,Undergraduate Students,Personal Narratives,Technology Uses in Education

This research explored what it is like for university students to participate in a Massive Open Online Course (MOOC) as part of their undergraduate course load. We report on some of the temporal dimensions of students' learning experiences as they undertook the MOOC during a regular, campus-based university term. The research is situated in a &quot;phenomenology of practice&quot;, a form of qualitative inquiry that eschews participant opinions and instead gathers and focuses on his or her lived experience descriptions (LEDs), that is, recollected, everyday moments that transpired for a student while learning in the MOOC environment. In the paper we present several of these descriptive snapshots of the lived world of the MOOC for undergraduate students and for each LED, we offer a brief phenomenological reflection on the theme of temporality. [For the complete proceedings, see ED557311.]
The Answering Process for Multiple-Choice Questions in Collaborative Learning: A Mathematical Learning Model Analysis
Author: Nakamura, Yasuyuki
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematical Models,Cooperative Learning,Multiple Choice Tests,Mathematics Instruction,Simulation,Difficulty Level,Equations (Mathematics),Probability,Teaching Methods,Group Activities

In this paper, we introduce a mathematical model for collaborative learning and the answering process for multiple-choice questions. The collaborative learning model is inspired by the Ising spin model and the model for answering multiple-choice questions is based on their difficulty level. An intensive simulation study predicts the possibility of modification of the Nitta model, which describes the transition of the number of students answering multiple-choice questions correctly following discussions among students, using a master equation. [For the complete proceedings, see ED557311.]
&quot;It's Just Like Learning, Only Fun&quot;--A Teacher's Perspective of Empirically Validating Effectiveness of a Math App
Author: Grimes, Ka Rene
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Computer Oriented Programs,Teaching Methods,Educational Technology,Computer Software,Electronic Learning,Early Childhood Education,Numeracy,Numbers,Mathematics Skills,Web Based Instruction,Design,Grade 1,Research,Individualized Instruction,Feedback (Response)

The purpose of this paper is to provide a narrative of work in progress to validate a math app designed for number sense. To date I have conducted classroom research and pilot studies across ten early childhood classrooms in two schools and will begin an empirical study at the beginning of the 2014-2015 school year. Through my work I believe the fields of neuroscience, education, and digital science offer robust and unique ways to address at least two barriers I encountered: identifying instructional computer adaptive software containing embedded assessments and designed explicitly with cognitive models of learning; and developing ongoing collaborative research networks to validate this software. In an attempt to inform the work of those working in the fields of digital science, cognitive science and education, my reflection includes the background, content, context and observations of my studies to date, as well as insights and emerging hypotheses for consideration. [For the complete proceedings, see ED557311.]
Using Five Stage Model to Design of Collaborative Learning Environments in Second Life
Author: Orhan, Sevil
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Simulated Environment,Cooperative Learning,Educational Environment,Models,Design,Computer Mediated Communication

Specifically Second Life (SL) among virtual worlds draws attention of researchers to form collaborative learning environments (Sutcliffe &amp; Alrayes, 2012) since it could be used as a rich platform to simulate a real environment containing many collaborative learning characteristics and interaction tools within itself. Five Stage Model (FSM) developed by Salmon, Nie and Edirisingha (2010) is an application development model supporting educators to design collaborative environments in SL to promote learning and group studies of learners. The educators may benefit from FSM to test and design collaborative learning tasks in SL to support group studies of learners. From this point of view, in this study; we planned a collaborative learning environment design in SL by using FSM. In this context, the research is important to form an example in the literature in the matter of designing collaborative learning environments in SL based on FSM. [Funding for this report was provided by Usak University Scientific Research Projects Coordination Unit through Project No: 2012/SOSB004. For the complete proceedings, see ED557311.]
Students' Reflections Using Visualized Learning Outcomes and E-Portfolios
Author: Narumi, Takatsune
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Student Characteristics,College Graduates,Outcomes of Education,Visualization,Educational Assessment,Concept Mapping,Educational Attainment,Portfolio Assessment,Electronic Publishing,Student Evaluation

How to guarantee graduate attributes has become an urgent challenge amid the increasing progress in scientific and technological development and the globalization of economic activity. In order to solve these problems, a system is required which can visualize learning outcomes in relation to attainment targets, and store and sample records of the learning process. It was on this basis that Niigata University commenced development of the Niigata University Bachelor Assessment System (NBAS). This study outlines the NBAS and discusses topics for future research. [For the complete proceedings, see ED557311.]
The Efficiency of Different Online Learning Media--An Empirical Study
Author: Köbler, Franziska J.
Date: 2014-10-00
Type: Reports - Research
Subjects: Technology Uses in Education,Educational Technology,Electronic Learning,Online Courses,Instructional Effectiveness,Comparative Analysis,Comprehension,Economic Factors,Concept Formation,Video Technology,Encyclopedias,Social Networks,German,Cognitive Style,Metacognition,Logical Thinking,Correlation,English (Second Language),Foreign Countries,Questionnaires,Multiple Choice Tests,Statistical Analysis,Humor,Teaching Methods

In the current study, it was examined whether successful learning is related to using different types of media. We compared the comprehension of an economic concept in novices (N = 82) under three conditions: a Wikipedia article, a funny, and a serious YouTube video. The media were presented in English which is a foreign language to most of the German speaking sample. The funny video turned out to be the condition related to better success in learning while individual variables (e.g. Thinking Styles and metacognitive evaluation) were controlled. Regarding metacognition, it was further found out that answering by logical thinking correlated negatively, and that answering by processing the presented material correlated positively with the number of correct answers. [For complete proceedings, see ED557311.]
Microblogging Best Practices
Author: Hadian, Shohreh
Date: 2014-10-00
Type: Reports - Research
Subjects: Electronic Publishing,Web Sites,Best Practices,Higher Education,College Instruction,Interviews,College Faculty,Computer Mediated Communication,Electronic Learning

There has been growing interest in the many uses of microblogging in higher education, from sharing research ideas and results to teaching and learning. Yet few studies have been undertaken to examine systematically how microblogging technologies are used by teachers in a classroom environment. The published studies indicate microblogging tools aide collaboration in the classroom. These studies have not addressed in detail how the use of the technology shapes teaching practice. The research presented in this paper is an exploratory study that examines how and why instructors use microblogging in their classrooms. This study builds upon previous study that looked at how students' behave when using micro-blogging tools. Here, we investigate the lessons learned by instructors who have used this technology as part of their resources to connect with students. [For complete proceedings, see ED557311.]
An App for the Cathedral in Freiberg--An Interdisciplinary Project Seminar
Author: Kröber, Cindy
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Interdisciplinary Approach,Seminars,Learning Processes,Cooperative Learning,Teamwork,Computer Software,Computer System Design,Student Projects,Program Administration,Expertise,Active Learning,Competency Based Education,Program Design,Feedback (Response),Program Effectiveness,Program Evaluation,Teaching Methods,Higher Education,Foreign Countries

This project seminar aims at creating and evaluating a manual for interdisciplinary projects as part of a learning process. Working together, pedagogies and students from different disciplines assess tools and recommendations for successful collaborations while developing an app for the cathedral in Freiberg. As part of the project the students gain expertise in project management and are introduced to techniques form other disciplines which complement their work for the app. The results of the project seminar and the manual may be assigned to other interdisciplinary projects. [For the complete proceedings, see ED557311.]
Higher Education Institutions (HEI) Students Take on MOOC: Case of Malaysia
Author: Mat-jizat, Jessnor Elmy
Date: 2014-10-00
Type: Reports - Research
Subjects: Foreign Countries,Online Courses,College Students,Student Attitudes,Knowledge Level,Questionnaires,Likert Scales,Electronic Learning

The goal of this study is to explore the understanding and view of Malaysian Higher Education Institution (HEI) students on the concept of Massive Open Online Courses (MOOC). Questionnaires will be used to identify respondents' knowledge (or lack) of MOOC. Participants will then be given a different set of questions based of their knowledge of MOOC. Participants who have never heard of MOOC will receive a questionnaire that contains the general characteristics of a normal MOOC course, and will be asked to give feedback on a 6-point Likert Scale. By knowing the students' understanding and view of MOOC, we will gain important information on the needs and concerns for MOOC courses in Malaysia. This short paper will describe an overview of the proposed study. [For complete proceedings, see ED557311.]
Project &quot;Flappy Crab&quot;: An Edu-Game for Music Learning
Author: Cardoso Gomes, Cristina Maria
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Music Education,Teaching Methods,Educational Games,Educational Technology,Technology Uses in Education,Computer Software

This paper discusses some possibilities of gamification and remixing process for music education. Analyses also the concepts of gamification, mashup, remix and presents its possible usage in education--music teaching--through the development of the project/educational game &quot;Flappy Crab&quot;. The article begins with a brief introduction to the concepts of education, gamification, remix and mashup and software development. After that, we will make the summary presentation of the music edu-game &quot;Flappy Crab&quot;, a clone of the GEARS Studios &quot;Flappy Bird&quot;, developed for mobiles devices with the Unity3D game-engine. [For complete proceedings, see ED557311.]
A Case Study of MOOCs Design and Administration at Seoul National University
Author: Lim, Cheolil
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Case Studies,Online Courses,Facilitators (Individuals),Program Design,Program Administration,Program Development,Universities

This research, based on the case study of edX at Seoul National University, which is running Korea's first Massive Open Online Courses (MOOCs), discussed and proposed the roles of principal facilitators, the process, and the relationships among various facilitators in selecting, designing, opening and administrating MOOCs classes. Researches on MOOCs so far have been deficient in practical consideration for actual MOOCs administration system and process demanded by universities, teachers, class designers and administrators who wish to develop and run MOOCs as well as activities and strategies that needed to be implemented step-by-step by each member that comprises the system. In particular, since most researches on MOOCs as well as establishment of MOOCs organizations have been done in the United States and Europe, there is a need for researches done based on actual case studies of MOOCs implemented in Korea in order to facilitate more effective MOOCs administration under different environments, e.g., a Korean-type MOOCs. In conclusion, principal facilitators for MOOCs administration largely consists of MOOCs administration, MOOCs support and teachers. Each facilitator, based on online/face-to-face form of training and communication, engages in agreement, design, development and administration of MOOCs programs. Each process is defined through repetition of activities and strategies as well as feedback. Using the process and activities needed for designing and administrating MOOCs in practice proposed by this research, it is hoped that there will be further researches on designing and administrating MOOCs more effectively under a variety of environments. [For the complete proceedings, see ED557311.]
A Game-Based Assessment of Students' Choices to Seek Feedback and to Revise
Author: Cutumisu, Maria
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Evaluation Methods,Video Games,Decision Making,Feedback (Response),College Students,Middle School Students,Educational Games,Student Evaluation,Student Attitudes,Revision (Written Composition),Design,Graphic Arts,Two Year College Students,Correlation,Regression (Statistics),Predictor Variables

We introduce an educational game-based assessment that measures the choices students make while learning. We present Posterlet, a game designed to assess students' choices to seek negative feedback and to revise, in which students learn graphical design principles while creating posters. We validate our game-based assessment approach with three research studies, in which college and middle-school students play Posterlet and then complete a posttest. Results showed that the game helped students learn: students who played Posterlet before completing the posttest learned more graphical design principles than students who only completed the posttest. Moreover, the choices to seek negative feedback and to revise can predict learning and be used as valid outcome measures for learning. We present a first-of-kind examination of students' choices to seek feedback and to revise, as well as of students' learning outcomes based on these choices, which can be used to develop and evaluate models of instruction that help students make informed learning choices. [For the complete proceedings, see ED557311.]
Musical Peddy-Paper: A Collaborative Learning Activity Suported by Augmented Reality
Author: Gomes, José Duarte Cardoso
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Simulated Environment,Educational Technology,Teaching Methods,Learning Activities,Cooperative Learning,Telecommunications,Music Education,Technology Uses in Education,History,Active Learning,Observation,Teamwork,Grade 5,Elementary School Students,Foreign Countries

Gaming activities are an integral part of the human learning process, in particular for children. Game-based learning focuses on motivation and children's engagement towards learning. Educational game-based activities are becoming effective strategies to enhance the learning process. This paper presents an educational activity focusing to merge mobile computing devices and Augmented Reality, as a means to engage student in collaborative learning towards the Aesthetical Periods of Music History. The Musical Peddy-paper proposes student to use their mobile computing devices (smartphones/ tablets) to find eight stations scattered in a set location, and then use their music literacy skills to find the correct answer in each station. Collaborative work is required to find the stations and the answers to the clues. The musical Peddy-paper was developed mixing Geo-location and Augmented Reality concepts. Geo-location Points of Interest (POI's) where set through Hoppala platform. Augmented Reality browsing and QRCode reading is supported by the LAYAR platform. In this paper, we introduce the concept of game-based activities as a tool to promote motivation and engagement towards learning, and fully explain the development process of the activity. We conclude this paper presenting the conclusions contemplating the use of this activity among a group of children from the 2nd Cycle of Basic Education in Basic School Maria Manuela de Sá, Matosinhos-Portugal. [For the complete proceedings, see ED557311.]
Addressing Standardized Testing through a Novel Assesment Model
Author: Schifter, Catherine C.
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Standardized Tests,Models,Evaluation Methods,Educational Legislation,Federal Legislation,High Stakes Tests,English Language Learners,Special Needs Students,Economically Disadvantaged,Reading Difficulties,Testing Problems,Science Course Improvement Projects,Multiple Choice Tests,Virtual Classrooms,Critical Theory,Computer Assisted Testing,Alternative Assessment,Middle School Students

The No Child Left Behind (NCLB) legislation spawned a plethora of standardized testing services for all the high stakes testing required by the law. We argue that one-size-fits all assessments disadvantage students who are English Language Learners, in the USA, as well as students with limited economic resources, special needs, and not reading on grade level. The SAVE Science project was developed to explore whether and how contextually driven assessments support these students demonstrate their understanding of science content in middle grades in the USA. Preliminary findings from this 6-year study suggest that situating assessment in virtual contexts does in fact help students in answering multiple choice questions correctly and also helps students better understand their own science knowledge and learning process. [For the complete proceedings, see ED557311.]
LSQuiz: A Collaborative Classroom Response System to Support Active Learning through Ubiquitous Computing
Author: Caceffo, Ricardo
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Audience Response Systems,Active Learning,Electronic Learning,Constructivism (Learning),Cooperative Learning,College Students,Student Attitudes,Qualitative Research,Questionnaires

The constructivist theory indicates that knowledge is not something finished and complete. However, the individuals must construct it through the interaction with the physical and social environment. The Active Learning is a methodology designed to support the constructivism through the involvement of students in their learning process, allowing them to make analysis, synthesis and evaluations, therefore developing their thinking and reasoning abilities. The technology supports active learning through Classroom Response Systems (CRSs), which usually use clickers devices to allow students to submit answers to a questionnaire proposed by the teacher. However, these systems have some drawbacks, for example not considering the students' individualities, personal characteristics and needs. In this way, this study describes the creation of the LSQuiz, a CRS that implements a collaborative process that allows teachers to propose questions to students, who may choose to solve them individually or ask colleagues to help solve them. The LSQuiz applies concepts related to ubiquitous computing, such as context awareness and the analysis of the interactions among students to determine which student is the most suitable at a given moment to provide help. The system validation indicates wide acceptance by students, who consider the possibility of classroom collaboration an important element to support their learning process. The experiment indicates that adopting a CRS associated with ubiquitous computing features is a valid and effective way to promote active learning. [For the complete proceedings, see ED557311.]