ethanporcaro/eric-fulltext-meta huggingface dataset:
Providing Fine-Grained Feedback within an On-Line Learning System--Identifying the Workers from the Lurkers and the Shirkers
Author: Egan, Colin
Date: 2006-00-00
Type: Journal Articles
Subjects: Feedback (Response),Electronic Learning,Virtual Classrooms,Higher Education,Foreign Countries,Questionnaires,Multiple Choice Tests,Computer Science,Undergraduate Students,Formative Evaluation,Summative Evaluation,Student Reaction,Online Courses,Teaching Methods,Tutors

This paper describes a mechanism developed by the authors to gather student feedback from formative revision Multiple Choice Questionnaires (MCQs) within an on-line learning system. The MCQs provided first year Computer Science students with instant formative feedback, while data was also gathered about student responses, such as the percentage opting for each answer and the time taken to answer the question. We measured how students were using our on-line learning system; whether they were in fact &quot;workers&quot; who provided answers to the MCQs, were &quot;lurkers&quot; who did not provide answers but asked for solutions or &quot;shirkers&quot;, who did not access the site at all! The data indicates that the time taken to answer a harder question was less than that of an easier question suggesting that the workers turned into lurkers strategically when they thought they could not answer successfully. It was not however clear whether the lurker suddenly finding an easier question would change back into a worker. Future work to encourage the shirkers to participate is also discussed.
Women Superintendents in Iowa: Where Is the Momentum? Reflections of a National Malaise
Author: Olsen, Jill
Date: 2007-00-00
Type: Journal Articles
Subjects: Superintendents,Women Administrators,Interviews,Administrator Surveys,Administrator Attitudes,Disproportionate Representation,Leadership Qualities,Online Surveys,Selection Criteria,Personnel Selection,Social Networks,Marital Status,Family Work Relationship,Occupational Mobility,Resilience (Psychology),Womens Studies,Statistical Analysis

The United States Census Bureau characterized the position of school superintendent as being the most male-dominated executive position of any profession in the United States (Glass, Bjork, &amp; Brunner, 2001). Paul Houston, president of the American Association of School Administrators (AASA) has stated that the future of school system leadership belongs to women (2004). Research completed in 2005, and updated in 2006, reflected that the representation of women in the superintendency in the state of Iowa is increasingly more discrepant than the national average. In the past two years the percentage of female superintendents in the state of Iowa has continued to decrease. Based on interviews with the three major search firms in the state, interviews with female superintendents and a quantitative statewide survey this paper articulates insights about why this discrepancy may be occurring. These findings could be applicable across the field of K-12 education. The issue extends beyond gender issues to a consideration of justice.
The Pervasiveness of Racial Prejudice in Higher Education in the U.S.: Raising Awareness and Solution
Author: Osa, Justina O.
Date: 2007-00-00
Type: Journal Articles
Subjects: Higher Education,Social Justice,Racial Bias,Racial Discrimination,Campuses,Phenomenology,Racial Attitudes,Ethnic Stereotypes,Definitions,Career Development,Educational Opportunities,Organizational Climate,Change Strategies,Work Environment,Recognition (Achievement),Consciousness Raising

Racial diversity is one of the greatest strengths of America?s higher education system. But racial prejudice is entrenched and pervasive in many campuses of institutions of higher learning. A close observation reveals that racial prejudice is not restricted to any race. As much as one would like to believe that simply passing legislations and making policy decisions designed to promote diversity and acceptance of all peoples, genuine decision to accept diversity resides on the personal or individual level. This article focuses on the pervasiveness of racial prejudice on campuses of various institutions of higher learning. The author shares her experiences in predominantly white and black institutions in the United States of America. Her experiences substantiate the view that (1) each race has some already formed assumptions, expectations, and beliefs about other races and (2) individuals who belong to the majority race often enjoy better opportunities and feel more comfortable on campus than those individuals from the minority groups. If the American society is to enjoy the benefits of racial diversity, all individuals have a role to play in the fight against racial prejudice. In this article, the author discusses some of the characteristics of racial prejudice as manifested on campuses. She also suggests strategies to (1) raise individual awareness of one?s own beliefs regarding other races that are culturally-bound or inherited and (2) promote diversity and cultivate a positive and inclusive campus climate where all feel valued and welcome.
The Impact of Historical Expectations on Women's Higher Education
Author: Eisenmann, Linda
Date: 2007-00-00
Type: Journal Articles
Subjects: Higher Education,Womens Education,Womens Studies,Sex Role,Gender Bias,Beliefs,Expectation,Academic Aspiration,Misconceptions,Social Attitudes,Educational History,Comparative Education,Foreign Countries

This paper explores ways in which gendered approaches have limited women's experience of higher education. Using a historical lens with primary examples from the United States and Britain, it demonstrates how beliefs about women over time led to three expectations about their educational participation: initially, that women were not interested in schooling; later, that they were not capable of advanced education; and throughout the 19th and 20th centuries, that they were best educated in segregated settings with separate curricula. The power of these beliefs has led to three continuing misinterpretations of women's historical behavior: first, that they &quot;feminized&quot; certain fields, driving men out; second, that they have been minor and unsuccessful participants in science; and third, that in the early post-World War II era their educational participation was merely incidental. In many ways, when women's performance defied expectation, people tended to see what they expected rather than analyzing what the behavior actually meant, and women's momentum in higher education remains inhibited by these earlier beliefs.
Questioning and Informational Texts: Scaffolding Students Comprehension of Content Areas
Author: James, Ioney
Date: 2007-00-00
Type: Journal Articles
Subjects: Content Area Reading,Scaffolding (Teaching Technique),Questioning Techniques,Reading Strategies,Reading Comprehension,Self Efficacy,Educational Strategies,Teaching Methods,Nonfiction,Elementary Secondary Education

This article focuses on the use of questioning strategies to promote comprehension of informational texts. It proposes that if students gain personally effective questioning strategies for comprehending informational text and a sense of self-efficacy in using these strategies independently, before they enter middle and secondary grades, their chances of school completion, and success will be enhanced. It challenges teachers to model appropriate questions. In addition this article highlights three questioning strategies teachers can use to help student generate quality questions.
Delivering What Students Say They Want On-Line: Towards Academic Participation in the Enfranchisement of e-Learners?
Author: Hall, Richard
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Electronic Learning,Teamwork,Blended Learning,Technology Uses in Education,Educational Technology,Distance Education,Technology Integration,Questionnaires,Focus Groups,Interviews,College Students,Outcomes of Education,Learner Engagement,Academic Achievement,Participation

Sustainable e-Learning holds the promise of enabling higher education to meet the needs of a large and diverse market. Central to this is the response of academic staff teams in meeting the needs of individual learners, in order to enfranchise them within an evolving, enabling learning context. Enfranchisement is underpinned by the management of learner-expectations in the value-added nature of the on-line learning experience. However, learner-enfranchisement demands that on-line interaction is both accepted by academic teams and educationally liberating. Liberation requires meaningful existence, and hence active participation, within a &quot;supercomplex&quot; world, in which both individual identities and the ability to manage information are tested. This paper assesses ways in which learner-enfranchisement can be encouraged by academic teams. It pivots around the outcomes from student evaluations of a strategic e-Learning implementation in one UK higher education institution. The conclusions that it draws focus upon strategies for adding pedagogic value, increasing academic participation and developing e-Learning sustainability in order to enfranchise e-learners. The argument highlights ways in which academic teams can move from a battery-intensive approach to e-Learning towards one that is more free-ranging. It highlights how academic staff can increase the sustainable, inclusive value of the learning experience at a minimised cost. From this basis, it is argued that any extant disenfranchisement in the delivery of e-Learning can begin to be addressed by increased team-work. A by-product for those teams is that in the very process of engaging their students, there is more hope that they will in-turn become empowered within their own use of e-Learning.
Interactive Technology Impact on Quality Distance Education
Author: Hijazi, Samer
Date: 2003-00-00
Type: Journal Articles
Subjects: Distance Education,Educational Quality,Educational Technology,Graduate Students,Statistical Analysis,Correlation,Electronic Learning,Questionnaires,Student Surveys,Student Attitudes,College Students,Teacher Student Relationship,Computer Mediated Communication

This paper reports on a study to determine if existing technology is adequate for the delivery of quality distance education. The survey sample was 392 respondents from a non-traditional graduate level. The study included 15 descriptive questions on course assessment and satisfaction. The three hypotheses used Chi-square to find relationships between interactivity and three other variables: progress, communication mode, and the desire to take another course. Responses showed that taking a distance education course was worthwhile. Findings, recommendations and conclusion are included.
Outline and Evaluation of a Joint European and Canadian Virtual Mobility: e-Learning Project
Author: Hilliard, Alan
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Course Improvement Projects,Online Courses,Health Education,Radiology,Partnerships in Education,Cross Cultural Studies,Delivery Systems,Barriers,Learning Experience,Educational Quality,Usability,Technical Support,College Students,Questionnaires

The &quot;virtual mobility&quot; project was created as part of a joint Canadian and European Commission funded project to explore cross-cultural clinical curricular developments in the radiation sciences. The aim of the project was to facilitate student learning of the cross-cultural differences in the delivery of healthcare within the disciplines of diagnostic radiography and radiotherapy. The project was delivered as case study group work, on-line via the virtual learning environment (VLE) &quot;Blackboard&quot;. Upon completion of the project, participants and staff facilitators were encouraged to complete an on-line questionnaire, which was used to inform future improvements.
Collaborative On-Line Teaching: The Inevitable Path to Deep Learning and Knowledge Sharing?
Author: Levinsen, Karin Tweddell
Date: 2006-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Critical Thinking,Online Courses,Electronic Learning,Communities of Practice,Case Studies,Cooperative Learning,Interviews,Questionnaires,Information Technology,Integrated Learning Systems,Foreign Countries,College Students,Qualitative Research

It is often stressed that the pedagogic models and approaches of Collaborative Online Learning support a learner's shared knowledge building within collaborating groups of learners, the individual construction of knowledge and the formation of an ongoing learning Community of Practice. Based on a recent case study of a Danish Master's programme, this paper will demonstrate that the emerging collaborative practice displays tendencies contrary to the generally accepted assumptions. The outcome is not only based on the models and their attributes, it is also affected by the emerging practice itself and the interaction among the participants during a course. From this perspective, it is relevant to look at which possibilities and obstacles teachers encounter when they try to detect slowly emerging tendencies that may lead to major misinterpretations of the subject matter and marginalize or even exclude students from participating in the learning Community of Practice. In conclusion, the case study will identify the slowly emerging tendencies that may be detected and observed at an early stage and thus indicate areas in on-line learning environments that require special attention.
Implementing Courseware to Support Learning through Real-World Erroneous Examples: Students' Perceptions of Tertiary Courseware and Obstacles to Implementing Effective Delivery through VLE
Author: Monthienvichienchai, Rachada
Date: 2006-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Information Systems,Undergraduate Students,Electronic Learning,Misconceptions,College Freshmen,Courseware,Virtual Classrooms,Teacher Effectiveness,Phenomenology,Mathematics,Teaching Methods,Student Attitudes

This paper presents a study in a UK university that investigated how first-year (freshman) Information Systems undergraduates perceive learning through courseware containing real-world erroneous examples derived from their peers and what obstacles had to be overcome to implement effective e-Learning support for using and creating such courseware. The study finds that students find the courseware very effective in dealing with their personal misconceptions while also providing other secondary pedagogic benefits for both students and lecturers.
Designing Competency Based e-Learning Initiatives
Author: Xini, Giota
Date: 2004-02-00
Type: Journal Articles
Subjects: Electronic Learning,Learning Processes,Teaching Methods,Employees,Evaluation Methods,Models,Training Methods,Workplace Learning,Competency Based Education,Work Environment,Employer Employee Relationship

This paper deals with issues related to drawing up plans and putting into practice e-learning initiatives in complex and demanding business environments such as organizations that require recurring training, to optimize their learning processes in terms of cost reduction and efficiency gains. We view the issue of initiating and executing such an e-learning initiative both by the &quot;process&quot; and &quot;product&quot; perspective. Towards this end, our approach consists of conceptual tools and proposes a way of working supporting: ??(1) Depicting and tracking personal competencies facilitating capturing of individuals' informal knowledge and implicit and explicit evaluation; and (2) Providing dynamically optimal recommendations to learners for individual learning paths, learning content and learning programmes. We propose that in order to achieve competency based delivery of learning, solutions should imply a learner-centric approach taking under consideration the formal and informal knowledge that learners possess. Going a step further, we present a first attempt of modeling the whole evaluation cycle from the initial set up of required professional profiles and how this is tied to a given work position, to the final optimal recommendations that a solution should provide/deliver based on personalised evaluation of the competencies that learner has achieved or he/she wants to obtain.
Expected and Actual Student Use of an Online Learning Environment: A Critical Analysis
Author: Beasley, Nicola
Date: 2004-02-00
Type: Journal Articles
Subjects: Online Courses,Use Studies,Technology Uses in Education,Program Evaluation,Engineering Education,Masters Programs,Educational Environment,Student Participation,Student Experience,Preferences,Computer Mediated Communication,Self Evaluation (Individuals),Usability,Predictive Validity,Expectation,Questionnaires,College Students,Distance Education

While Online Learning Environments (OLEs) can potentially support learning that is more autonomous and authentic in nature than traditional instructional environments often allow, students do not always use OLEs in the ways expected or desired by their tutors. This paper examines the findings of a recent evaluation of an OLE designed for Masters-level engineering students and, drawing on relevant research, offers possible explanations for the particular ways in which the students used the environment. The paper concludes with a short set of general recommendations for practitioners.
Combining Traditional and Virtual Teaching Techniques in Cross-Border Higher Education
Author: Alaoutinen, Satu
Date: 2004-02-00
Type: Journal Articles
Subjects: Teaching Methods,Higher Education,Foreign Countries,Partnerships in Education,Cooperative Learning,Information Technology,Electronic Learning,Virtual Classrooms,Web Based Instruction,Computer Uses in Education,Case Studies

Our paper describes the important role of virtual education in the process of building a unique cross-border educational environment between Finland and Russia. Against a background of the latest trends in international virtual education, we propose a realistic solution for equal collaboration between two different systems. The final model strives at combining the directly applicable features of both academic sectors into an innovative educational structure that offers attractive study programs and provides a wide range of educational services worldwide.
Topic Maps e-Learning Portal Development
Author: Olsevicova, Kamila
Date: 2006-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Concept Mapping,Computer System Design,Electronic Learning,Educational Technology,Computer Interfaces,Educational Environment,Information Management,Units of Study,College Programs,Program Development,Design Requirements,Courseware,Database Management Systems,Foreign Countries

Topic Maps, ISO/IEC 13250 standard, are designed to facilitate the organization and navigation of large collections of information objects by creating meta-level perspectives of their underlying concepts and relationships. The underlying structure of concepts and relations is expressed by domain ontologies. The Topics Maps technology can become the core of an e-learning portal that will integrate different kinds of information and knowledge resources, available in the educational institution--this idea was explored in the Ph.D. dissertation of the author. The offered portal solution promises to bring advantages both for content consumers (students) and content providers (teachers, administrative staff), but numerous problems hinder the practical implementation of this portal and therefore it requires certain changes in the functioning of the educational institution and asks teachers, teaching assistants and e-courses designers to change their routines and to develop new skills. In the paper we offer a new methodology for development and maintenance of the Topic Maps e-learning portal and we briefly present a pilot application.
A Tutorial Task and Tertiary Courseware Model for Collaborative Learning Communities
Author: Newman, Julian
Date: 2004-02-00
Type: Journal Articles
Subjects: Cooperative Learning,Tutoring,Tutors,Courseware,Teacher Student Relationship,Computer Mediated Communication,Technology Uses in Education,Educational Technology,Teacher Collaboration,Feedback (Response),Foreign Countries,Higher Education

RAED provides a computerised infrastructure to support the development and administration of Vicarious Learning in collaborative learning communities spread across multiple universities and workplaces. The system is based on the OASIS middleware for Role-based Access Control. This paper describes the origins of the model and the approach to implementation and outlines some of its benefits to collaborative teachers and learners.
Web-Based Course Management and Web Services
Author: Mandal, Chittaranjan
Date: 2004-02-00
Type: Journal Articles
Subjects: Web Based Instruction,Computer System Design,Courseware,Database Management Systems,Client Server Architecture,Assignments,Distance Education,Database Design,Information Storage,Information Management,Computer Interfaces,College Programs,Foreign Countries

The architecture of a web-based course management tool that has been developed at IIT [Indian Institute of Technology], Kharagpur and which manages the submission of assignments is discussed. Both the distributed architecture used for data storage and the client-server architecture supporting the web interface are described. Further developments of the tool making use of web-services are also described along with a discussion of the relevance of this for recent open standards and future learning management systems.
Adopting a Web-Based Collaborative Tool to Support the Manchester Method Approach to Learning
Author: Drinkwater, Philip M.
Date: 2004-02-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Active Learning,Student Projects,Business Schools,Computer Mediated Communication,Web Based Instruction,Teaching Methods,Technology Uses in Education,Electronic Learning,Cooperative Learning,Virtual Classrooms,Tutors,Learning Experience,College Students,Student Surveys

Manchester Business School employs a distinctive approach to learning known as the Manchester Method which is based on the principle that the most effective and rewarding way to learn and remember is through a practical reflective, live/real project-based approach. This paper investigates the use of a collaboration and information sharing application, IBM Lotus QuickPlace, for enhancing the Manchester learning experience.