ethanporcaro/eric-fulltext-meta huggingface dataset:
IT Support of Competence Based Learning in Groups in a Distance Learning Environment
Author: Martin, Harry H.
Date: 2005-00-00
Type: Journal Articles
Subjects: Information Technology,Competency Based Education,Distance Education,Foreign Countries,Open Universities,Group Instruction,Online Courses,Instructional Design,Learning Strategies,Sequential Approach,Classroom Techniques,Student Evaluation,Examiners,Administrators,Supervisors

In this paper the design of a workflow support tool for competence based distance learning in a group setting is discussed. The design is based on a stakeholder analysis and crash-tested in an actual course setting. Preliminary findings suggest that some well-known problems have been solved, but further more in depth research is needed to assess the quality of the design with respect to more subtle issues.
Hybrid Model for e-Learning at Virtual University of Pakistan
Author: Toor, Saba Khalil
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Virtual Universities,Blended Learning,Technology Uses in Education,Higher Education,Models,Campuses,Lecture Method,Television,Mentors,Tutoring,Internet,Teaching Methods,Electronic Learning,Computer Mediated Communication

Virtual University of Pakistan uses hybrid model of education to impart knowledge to the knowledge seeker/students. This model has three basic components namely, physical campuses, lectures broadcast through television network and the mentoring and tutoring of students through the internet. This paper highlights in detail the working of this model and also indicates some issues that were encountered and solution proposed to overcome them.
Evaluating Virtual Learning Environments: What Are We Measuring?
Author: Dyson, Mary C.
Date: 2003-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Course Evaluation,Measurement Techniques,Experiments,Usability,Productivity,Research Methodology,Expertise,Pilot Projects,Simulated Environment,Educational Objectives,Reliability

A basic framework is proposed to distinguish between the many ways in which Virtual Learning Environments (VLEs) can be evaluated. This includes the purpose of the evaluation, the type of methods that might be used and the measures employed. The framework is not intended to cover all applications but offers one means of structuring a review of past studies or may provide guidance on the type of study to conduct. A pilot study is introduced which compares an online course using different platforms which aims to measure engagement, participation and achievement of goals.
Bringing Open Educational Practice to a Research-Intensive University: Prospects and Challenges
Author: Masterman, Elizabeth
Date: 2016-00-00
Type: Journal Articles
Subjects: Open Education,Educational Practices,Research Universities,Undergraduate Study,Resource Units,Shared Resources and Services,Semi Structured Interviews,Teacher Student Relationship,Student Responsibility,Student Centered Learning,Alignment (Education),Evidence Based Practice,Outreach Programs,Foreign Countries

This article describes a small-scale study that explored the relationship between the pedagogical practices characterised as &quot;open&quot; and the existing model of undergraduate teaching and learning at a large research-intensive university (RIU). The aim was to determine the factors that might enable (conversely impede) the greater uptake of open educational resources (OER) in universities of this type. The research was informed by two theoretical frameworks. The first was derived from the literature on open educational practice and served as the basis for an interview schedule. The second was derived from the literature on RIUs and provided a structure for reflecting on the data in three areas of activity: pedagogy, outreach and governance. The researchers conducted semi-structured interviews with 14 academics, selected either for their involvement in open practices or for the recognition they had received for excellence in their teaching. The interview schedule was derived from a literature survey focusing on open pedagogic models. Topics discussed with interviewees included the &quot;flattening&quot; of the teacher-student relationship, students' assumption of responsibility for their own learning, learning as (or in) a community and the possible influence of open practices in research on teaching. Findings suggest that open educational approaches can be accommodated in a university's prevailing pedagogic model without compromising its integrity. However, openness can enhance the specifics of that pedagogy; for example, through aligning research-informed teaching with emergent open practices in research and equipping students with the skills necessary for living and working in an open world. There is a closer alignment between releasing OER and an RIU's strategic mission for outreach. Nevertheless, the spread of open practices in both pedagogy and outreach hinges on issues of governance, which in RIUs is characterised by considerable emphasis on the autonomy of individual academics.
Integrating Distributed Learning with Just-in-Context Knowledge Management
Author: Williams, Roy
Date: 2003-00-00
Type: Journal Articles
Subjects: Knowledge Management,Electronic Learning,Blended Learning,Technology Integration,Computer Uses in Education,Information Technology,Technology Uses in Education,Distance Education,Educational Technology,Foreign Countries,Shared Resources and Services,Decision Making

This paper addresses some key design issues in e-learning, and its integration with knowledge management. The underlying premise is that the purpose of e-learning is useful knowledge, and that the design of e-learning should therefore be integrated with the design of related knowledge management--particularly personal knowledge management. e-learning will be explored using the notion of &quot;distributed learning&quot;. Knowledge management will be explored using the notion of &quot;just-in-context knowledge&quot;, emphasising both the contextual underpinning of knowledge, and its strategic value--that is to say its applied value, and its embeddedness in decision making processes. The potential for distributed learning to optimise shared resources is also explored.
Context, Content and Commodities: e-Learning Objects
Author: Williams, Roy
Date: 2004-00-00
Type: Journal Articles
Subjects: Electronic Learning,Metadata,Resource Units,Blended Learning,Teaching Methods,Constructivism (Learning),Electronic Publishing,Web Sites,Workshops,Online Courses

This paper is about one of the central dilemmas of e-Learning: can we separate content and context, and how should we manage the relationship between the two? Or to put it another way, are Learning Objects just commoditised learning? With the growth of e-Learning over the past few years, learning objects have come into their own. They are the component units of e-Learning, and in principle can be combined in a myriad of ways into many different courses: Learning Objects are the commodities of e-Learning--they are exchangeable across courses and contexts, and should provide a new and efficient common currency for teaching and learning. If they do, they might be the answer for the administrators and managers of education and training. But will they be the answer for the learners and teachers? e-Learning provides quite new &quot;affordances&quot; and learning environments which can be understood with help of complex adaptive systems theory. Contains a list of references and resources.
Establishing Effective e-Learning Communities within the Teaching Profession: Comparing Two Projects to Discover the Necessary Ingredients
Author: Evans, Ros
Date: 2006-00-00
Type: Journal Articles
Subjects: Electronic Learning,Comparative Analysis,Partnerships in Education,Teaching Methods,Religious Education,Teaching (Occupation),Rural Schools,Information Technology,Technology Uses in Education,School Districts,Mixed Age Grouping,Elementary School Teachers,Foreign Countries

This article sets out to compare and contrast two different projects, aimed to get primary teachers collaborating online, with respect to advice from research on how to engage participants. The first project tried to encourage teachers in small rural schools to share ideas for the implementation of the National Numeracy Strategy. The second was intended to provide a platform for teachers to develop materials for the teaching of religious education in the classroom. There appears to be four &quot;necessary ingredients&quot; for the successful establishment of e-learning communities within practising teachers. These include: face-to-face meetings; high quality IT support; outcomes, which are of real benefit to participants; adequate funding. The outcome of the comparison is felt to add to the knowledge of how to encourage participation in online forums within a context outside those normally researched. As such it should help those trying to design similar projects in the future.
Brave Forms of Mentoring Supported by Technology in Teacher Education
Author: Charbonneau-Gowdy, Paula
Date: 2016-00-00
Type: Journal Articles
Subjects: Mentors,Teacher Education,Foreign Countries,Educational Quality,Technology Uses in Education,Teacher Education Programs,Pedagogical Content Knowledge,Technological Literacy,Reading Programs,Literacy,Preservice Teachers,English (Second Language),Second Language Learning,Teacher Effectiveness,Books,Electronic Publishing,Handheld Devices,Social Media,Technological Advancement,Technology Integration,Action Research,Participatory Research,Case Studies,Qualitative Research

Quality education is undoubtedly a global concern, tied closely to preoccupations with economic and social development. Increasingly, the adoption and effective use of current technology tools are being recognized as visible signs of that quality. Scholars are providing increasing evidence of the kinds of empowered teacher identities that will adopt the effective use of technology tools in teaching. Less is being discussed about how technology can support the processes needed to mediate such identities. The context of Teacher Education is a strategic place to begin to initiate such processes. Our aim in this article is twofold: 1) to describe two recent examples of innovative, technology-supported mentoring processes that were conducted in the context of an EFL Teacher Education program in Chile; 2) to revisit the findings of these studies in light of new evidence from participants who have moved on in their careers. This evidence is viewed in the framework of recent scholarship on the responsibilities that Teacher Education plays in their development. The first 16-month study examined the influences of a guided reading program involving e-readers on the identities and literacy skills of pre-service teachers. The second was a student-conceived study. That inquiry sought to determine the influence of upper year students' peer mentoring, made available partly through a social media site (SMS), on the identities and investment in learning of 12 first-year students in the pedagogy program. The initial evidence from ethnographic tools used in both studies indicated that the participants were struggling with confidence and doubting themselves as knowledgeable, effective future teachers--not predictive of a potential for quality teaching. Positive signs at the end of both studies and more recent reports from participants suggest that the mentoring had longitudinal benefits for some, although not uniformly. The potential of apprenticeship and mentoring in a technology-supported environment requires rethinking Teacher Education mandates if we are to empower emerging teachers to be quality teachers.
ECMS--Educational Contest Management System for Selecting Elite Students
Author: Schneider, Thorsten
Date: 2004-00-00
Type: Journal Articles
Subjects: Management Systems,Selective Admission,Admission Criteria,Automation,International Assessment,Achievement Tests,Secondary School Students,Foreign Countries,Electronic Learning,Multiple Choice Tests,Homework,Student Evaluation,Statistical Analysis,Computer Software,Computer Assisted Testing

Selecting elite students out of a huge collective is a difficult task. The main problem is to provide automated processes to reduce human work. ECMS (Educational Contest Management System) is an online tool approach to help--fully or partly automated--with the task of selecting such elite students out of a mass of candidates. International tests like the PISA study revealed the need for such new methods in extracting better students out of collectives and to offer new online based tools for knowledge gaining processes.
E-Learning System Overview Based on Semantic Web
Author: Alsultanny, Yas A.
Date: 2006-00-00
Type: Journal Articles
Subjects: Electronic Learning,Hypermedia,Information Technology,Technology Uses in Education,Computer Assisted Instruction,Computers,Distance Education,Semantics,Web Sites,Metadata,Web Based Instruction,Teaching Methods,Access to Information,Internet,Foreign Countries

The challenge of the semantic web is the provision of distributed information with well-defined meaning, understandable for different parties. e-Learning is efficient task relevant and just-in-time learning grown from the learning requirements of the new dynamically changing, distributed business world. In this paper we design an e-Learning system by using a semantic web and show how the semantic web resource description formats can be utilised for automatic generation of hypertext structures from distributed metadata. It is primarily based on ontology-based descriptions of content, context and structure of the learning materials and thus provides flexible and personalised access to these learning materials.
Developing the Communities of Practice, Framework for On-Line Learning
Author: Moule, Pam
Date: 2006-00-00
Type: Journal Articles
Subjects: Communities of Practice,Electronic Learning,Online Courses,Paraprofessional Personnel,Nursing Students,Radiology,Foreign Countries,Medical Students,Case Studies,Questionnaires,Diaries,Interviews,Teaching Methods,Higher Education,Colleges,Nurses,Allied Health Personnel,Virtual Classrooms,Computer Uses in Education

Doctoral research considered whether healthcare students were able to develop characteristics of Communities of Practice when engaged in an interprofessional online module. Using a case study approach the research included two phases. Within phase one a questionnaire was administered to the group of 109 healthcare students. These were analysed to gain information on which to base sampling for the subsequent phase. Phase two employed three strands of data collection; five students completed an online diary, the online interaction of seven students was captured on a discussion board and three students were interviewed. Data were analysed using a form of pattern matching. The results suggested students were able to develop the essential elements of Communities of Practice. This was not uniformly seen however, and particular issues emerged for the online community. This paper focuses on discussing the contribution of the research to the development of the Communities of Practice framework for online learning. The discussion will review the main findings of the research, showing how these have led to the development of the theory. It offers an augmented framework, in which the elements of mutual engagement, joint enterprise and shared repertoire are enhanced to include those facets necessary to support an online learning community. Finally, it is suggested that the augmented framework may have applicability to other professional groups engaging in online learning and working, with consideration given to how it might support e-based communities.
Headmaster Instructional Leadership and Organizational Learning on the Quality of Madrasah and the Quality of Graduates the State Madrasah Aliyah at Jakarta Capital Region
Author: Rosmaniar, Widhyanti
Date: 2016-00-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Workplace Learning,Organizational Development,Islam,Foreign Countries,Experiments,Statistical Inference,Statistics,Correlation,Regression (Statistics),Validity,Reliability,Teachers,Likert Scales,Educational Quality,Leadership Qualities,Leadership Effectiveness,Leadership Styles,Academic Achievement,Questionnaires,Interviews,Observation,Data Analysis,Data Collection,Statistical Analysis,Nonparametric Statistics,Graduate Study,College Graduates,Higher Education

The purpose of this study is to look closely at how aspects of instructional leadership, and organizational learning affect the quality of madrasah in improving the quality of graduate the state madrasah aliyah. The experiment was conducted using a quantitative approach with descriptive and inferential methods, in inferential methods used correlation analysis and regression analysis. The process is first conducted analysis of data validity and reliability of data as well as test for normality using the Kolmogorov-Smirnov Test. The study population is the overall teacher the State Madrasah Aliyah at Jakarta Capital Region. The study sample size of 150 teachers. The collecting data about the instrument with research using Likert scale, to obtain data on instructional leadership, organizational learning, quality of madrassah and the quality of graduates. The results of research known that headmaster instructional leadership has a strong and positive relationship with the quality of the madrasah, the quality of graduates, organizational Learnings have strong relationships and positive impact on the quality of madrasah. The quality of graduates and have a reciprocal relationship with a high instructional leadership. It can be concluded that an increasing in the quality of madrasah and the quality of graduates at the school can be done with an increase in instructional leadership and organization of learning in the madrasah. Thus improvement instructional leadership and organizational learning have a positive influence on the improvement of the quality of madrasah and the achievement of the quality of graduates.
A Multi-Perspective Investigation into Learners' Interaction in Asynchronous Computer-Mediated Communication (CMC)
Author: Çardak, Çigdem Suzan
Date: 2016-00-00
Type: Journal Articles
Subjects: Graduate Students,Asynchronous Communication,Computer Mediated Communication,Online Courses,Foreign Countries,Interaction Process Analysis,Interviews,Teacher Student Relationship,Peer Relationship,Interpersonal Communication,Models,Learning Processes,Student Participation,Case Studies,Data Analysis,Content Analysis,Transcripts (Written Records)

This article focusses on graduate level students' interactions during asynchronous CMC activities of an online course about the teaching profession in Turkey. The instructor of the course designed and facilitated a semester-long asynchronous CMC on forum discussions, and investigated the interaction of learners in multiple perspectives: learners' views, participation in terms of quantity, participation in terms of discussed issues and collaborative construction of new knowledge. 14 graduate students participated in the study and 12 of them were interviewed. Meanwhile, 345 messages sent by the learners and the instructor were analyzed in order to identify discussed issues and social construction of knowledge. The results of the study showed that according to the message numbers and views of the learners, learner-instructor interaction was ahead of learner-learner interaction. Meanwhile, learner-content interaction was sustained by various discussion topics. Though learners' views related to learner-learner, learner-instructor and learner-content interactions were positive in general, analyzing the contents of the messages did not reveal higher levels of co-construction of knowledge according to the Interaction Analysis Model.
An Exploratory Study of Adoption of Course Management Software and Accompanying Instructional Changes by Faculty in the Liberal Arts and Sciences
Author: Yohon, Teresa
Date: 2004-00-00
Type: Journal Articles
Subjects: Courseware,Liberal Arts,Integrated Learning Systems,Teaching Methods,Higher Education,Technological Literacy,Influence of Technology,Technology Uses in Education,Information Technology,Sciences,Surveys,College Faculty,Questionnaires,Distance Education,Colleges,Technological Advancement,Electronic Learning

The study investigated liberal arts and science faculty's (1) overall adoption of WebCT, a course management software, (2) use of different WebCT functions, (3) perceptions of technology's impact on teaching, and (4) demographic factors that might explain the differences between WebCT adopters and non-adopters. Only 37% of respondents reported using WebCT. The most frequently used WebCT tools were the content and syllabus tools, grade book, and e-mail. WebCT adopters versus non-adopters indicated that technology saved them time on daily tasks and enabled them to improve their teaching. No significant differences of demographics factors were found.
Maintenance and Exchange of Learning Objects in a Web Services Based e-Learning System
Author: Vossen, Gottfried
Date: 2004-00-00
Type: Journal Articles
Subjects: Electronic Learning,Internet,Higher Education,Foreign Countries,Resource Units,Models,Integrated Learning Systems,Metadata,Information Storage,Technological Advancement

&quot;Web services&quot; enable partners to exploit applications via the Internet. Individual services can be composed to build new and more complex ones with additional and more comprehensive functionality. In this paper, we apply the Web service paradigm to electronic learning, and show how to exchange and maintain learning objects is a corresponding e-Learning system. We start from a perception of core &quot;e-Learning activities&quot; as processes, which enables us to break central functionalities of an e-Learning system down into several stand-alone applications; these can then be accessed as Web services. However, building a decentralized system by composing suitably chosen Web services to achieve a functionality similar to that of a traditional e-Learning system leads to a variety of challenges, two of which are discussed in detail: (1) Storing learning content in a distributed fashion, and (2) dynamically exchanging content when necessary or appropriate. The paper also discusses some of the problems arising from storing data on different servers.
Design Framework for an Adaptive MOOC Enhanced by Blended Learning: Supplementary Training and Personalized Learning for Teacher Professional Development
Author: Gynther, Karsten
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Blended Learning,Professional Development,Research Projects,Foreign Countries,Interviews,Experiments,Higher Education,Open Education,Electronic Learning,Learner Engagement

The research project has developed a design framework for an adaptive MOOC that complements the MOOC format with blended learning. The design framework consists of a design model and a series of learning design principles which can be used to design in-service courses for teacher professional development. The framework has been evaluated by alpha-testing and beta-testing, and the relationship between design principles and the intended, the implemented and the attained designs has been analyzed. The project is methodologically inspired by Design Based Research.