ethanporcaro/eric-fulltext-meta huggingface dataset:
Framework of Quality Assurance of TEL Integration into an Educational Organization
Author: Volungeviciene, Airina
Date: 2014-12-00
Type: Journal Articles
Subjects: Technology Integration,Quality Assurance,Models,Qualitative Research,Content Analysis,Expertise,Educational Innovation,Information Technology,Foreign Countries

This research paper addresses the issues of integration of technology enhanced learning (TEL) into an educational organization. Good practice experience cannot be directly transferred to new organisations due to different contextual conditions. The TEL integration depends significantly upon a very rapid development of services and information communication technologies (ICT). Some organizations have managed to go step by step with the developments and have become leaders in TEL provision, however others, though having successful examples, have not succeeded in reaching the service level they want. While many positive examples exist in research literature, it is rare that institutions have complete strategies or solutions for integrating TEL that meet their specific pre-conditions and satisfy quality assurance parameters at the same time. The research reported here aims at the development of a theoretical framework for quality assurance of TEL integration into educational organizations. During the research, the development of the TEL concept has been discussed, success indicators for TEL integration in an educational organization have been described, the quality parameters of TEL integration into an educational organization have been identified and the model for TEL integration into an organization has been developed.
Adoption of the Mobile Campus in a Cyber University
Author: Han, Insook
Date: 2014-12-00
Type: Journal Articles
Subjects: Virtual Classrooms,Virtual Universities,Adoption (Ideas),Technology Uses in Education,Performance Factors,Innovation,Use Studies,Student Surveys,Usability,Handheld Devices,Electronic Learning,Database Management Systems,Undergraduate Students,Individual Differences,Student Attitudes,Foreign Countries,Educational Technology

The advantages of mobile technologies have not been lost on higher education institutions, and they have tried to provide educational services through the use of mobile learning management system (LMS). However, offering such services does not necessarily mean that the students will adopt the new technology. Thus, the purpose of this study was to examine what factors facilitate and hinder the students' adoption of the mobile campus. The study was based on the diffusion of innovation model and compared the perceptions of mobile LMS users and nonusers. Eighty-five students in a cyber university responded to the survey, and the results revealed that even though nonusers perceived the advantages of using mobile LMS, they did not adopt the system because of its complexity and resistance. A discussion and the implications for further development of mobile LMS followed.
An Approach for Externalization of Expert Tacit Knowledge Using a Query Management System in an E-Learning Environment
Author: Khan, Abdul Azeez
Date: 2014-12-00
Type: Journal Articles
Subjects: Electronic Learning,Expertise,Knowledge Management,Computer Mediated Communication,Automation

E-learning or electronic learning platforms facilitate delivery of the knowledge spectrum to the learning community through information and communication technologies. The transfer of knowledge takes place from experts to learners, and externalization of the knowledge transfer is significant. In the e-learning environment, the learners seek subject expertise to clarify their subject queries, and a learner query can be routed to an expert for externalization of expert knowledge provided the learner knows the subject expert or the expertise group. However, learners new to e-learning systems are not aware of the expertise group to which the query should be sent, which results in time delays, non-response, inaccurate solutions and loss of knowledge capture. Several models have been proposed to resolve this task, but thus far, these efforts have focused completely on returning the most conversant people as experts on a particular topic to retrieve valuable knowledge. To address this problem, we propose an approach that externalizes the tacit knowledge of a subject expert by creating a dynamic query handling system that automatically transfers a user query to the best subject expert.
An Analysis of ODL Student Perception and Adoption Behavior Using the Technology Acceptance Model
Author: Khor, Ean Teng
Date: 2014-12-00
Type: Journal Articles
Subjects: Student Attitudes,Student Behavior,Adoption (Ideas),Computer Attitudes,Undergraduate Students,Student Surveys,Distance Education,Electronic Learning,Usability,Motivation,Intention,Foreign Countries,Open Universities,Statistical Analysis,Regression (Statistics)

This paper presents an empirical study aiming on investigating ODL students' perception and adoption of SCORM Compliant Learning Object (SCLO). With the increasing use of SCLO in recent years, a better understanding and implementation of effective instructional resources is necessary to meet the diverse needs of ODL students and enhance their learning performance. The eventual usage of relevant stakeholders determines the success of a system. The system is useless if it is not used in the expected way by the potential users even though it is a good system. Therefore, the aim of this research is to examine if ODL students will eventually use SCLO for their learning. The study used TAM as a basis to investigate the relationship of external and internal variables. A survey instrument eliciting responses on a series of Likert-type questions was given to selected ODL undergraduate students. The results of this study confirm that users' perception has significant effect on the acceptance and adoption of SCLO. The study provides a better understanding of students' behavior on SCLO and the acceptance model.
Sense of Community in a Blended Technology Integration Course: A Design-Based Research Study
Author: Harrison, J. Buckley
Date: 2014-12-00
Type: Journal Articles
Subjects: Technology Integration,Blended Learning,Student Projects,Active Learning,Distance Education,Interaction,Communities of Practice,Online Surveys,Likert Scales,Course Descriptions,Rating Scales,College Students,Asynchronous Communication,Educational Change,Change Strategies,Network Analysis,Scores

This design-based research study explored whether &quot;sense of community&quot; was maintained while flexibility in the course was increased through an adoption of a unique blended learning model. Data collected in this study show a significant drop in the sense of connectedness score from a mean of 50.8 out of 66 to a mean of 39.68 in the first iteration. The score then began to gradually increase, reaching 50.65 in the third iteration. Results indicate that transitioning to a blended learning environment may be a suitable option to increase flexibility while maintaining a sense of community in a project-based course. Future research into specific aspects of course design such as maturity of design, age-level of participants, and context would further develop understanding in this area.
The Search for Meaningful E-Learning at Canadian Universities: A Multi-Institutional Research Study
Author: Salyers, Vincent
Date: 2014-12-00
Type: Journal Articles
Subjects: Electronic Learning,Institutional Research,Course Organization,Usability,Educational Resources,Learning Experience,Focus Groups,Student Surveys,Gender Differences,Navigation (Information Systems),Prior Learning,Statistical Significance,Mixed Methods Research,Online Surveys,Profiles,Predictive Validity,Predictor Variables,Student Attitudes,College Students,Foreign Countries

While e-learning is now characterized by a past and trends within that past, there continues to be uncertainty about how e-learning is defined and conceptualized, whether or not we like e-learning, and whether or not it is as meaningful to us as face to face learning. The purpose of this study was to document the e-learning perceptions of students at three Canadian post-secondary institutions. Key components of e-learning courses including ease of navigation, course design, resource availability, and adequacy of e-learning supports and their impact on the student learning experience were also evaluated. Based on a survey of students (n = 1,377) as well as their participation in focus groups, the following are presented as important findings: the majority of students studying in e-learning courses at the three institutions represented in the study were women; ease of navigation, course design, and previous experience with e-learning consistently demonstrated a statistically significant predictive capacity for positive e-learning experiences; and students expressed less preference for e-learning instructional strategies than their faculty. Study findings hold implications for e-learning faculty, instructional designers, and administrators at institutions of higher education in Canada and elsewhere where elearning is part of the institutional mandate. Additionally, further research into student perceptions of and experiences with e-learning is recommended.
Taming Turbulence: An Examination of School Leadership Practice during Unstable Times
Author: Myers, Edward L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Public Schools,High Schools,Principals,Educational Change,Change Strategies,Transformational Leadership,Case Studies,Leadership Effectiveness,Interviews

Within the realm of K-12 education, instability is an inherent feature that school leaders must successfully manage. &quot;Turbulence,&quot; in the form of micro-level issues (day-to-day, in-house happenings) and macro-level concerns (externally imposed organizational disturbances/changes), develops indiscriminately and may escalate quickly without adequate warning. Therefore, it is necessary to understand the means by which a school leader can moderate the school atmosphere. This paper reveals the decisions, devices, and behaviors of one school principal who worked to minimize the effects of turbulent conditions in the senior high school setting. The findings illuminate particular leadership tools and actions that may be of assistance to school leaders who seek to better stabilize their schools.
District and University Perspectives on Sustaining Professional Development Schools: Do the NCATE Standards Matter?
Author: Colwell, Chris
Date: 2014-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Sustainability,Partnerships in Education,Benchmarking,National Standards,Best Practices,Fidelity,Program Implementation,Principals,Administrator Attitudes,Teacher Attitudes,College Faculty,Qualitative Research,Interviews,Focus Groups,Group Dynamics,Performance Factors,Organizational Effectiveness,Organizational Objectives,Program Effectiveness

Professional development school partnerships can improve teaching and learning in our schools. To support these partnerships, the National Council for the Accreditation of Teacher Education (NCATE) developed standards for professional development schools. In this article, we address the questions, &quot;What NCATE standards work from the point of view of school principals and university faculty members when sustaining PDS partnerships?&quot; and &quot;How can universities improve PDS implementations so that all partners see the benefit of each NCATE standard?&quot; Although, there is wide agreement between school leaders and university faculty on the importance of the standards, there are also some notable differences in their functionality.
Educational Mixology: A Pedagogical Approach to Promoting Adoption of Technology to Support New Learning Models in Health Science Disciplines
Author: McDonald, Paige L.
Date: 2014-11-00
Type: Journal Articles
Subjects: Health Sciences,Medical Education,Blended Learning,Faculty Development,Technology Integration,Electronic Learning,Teaching Methods,Curriculum Design,Program Evaluation,Teacher Attitudes,Student Attitudes,Satisfaction,Outcomes of Education,Learner Engagement,Data Analysis,Qualitative Research,Statistical Analysis

For disciplines heavily reliant upon traditional classroom teaching, such as medicine and health sciences, incorporating new learning models may pose challenges for students and faculty. In an effort to innovate curricula, better align courses to required student learning outcomes, and address the call to redesign health professions education, Health Sciences Programs at The George Washington University (GW) embarked on two faculty-development initiatives to encourage adoption of online, blended, and technology-enhanced courses. This article describes the Review, Refresh, and Revise (R3) program, which relies on the evidenced-based Quality Matters Higher Education Rubric and resources from the Supported Media for Administration and Teaching (SMART) Lab to develop and promote a pedagogical approach to course redesign. It also presents preliminary data evaluating the programs in terms of faculty satisfaction, student satisfaction, learning outcomes, and learner engagement. Data analysis indicates faculty satisfaction with the R3 program and SMART Lab resources despite faculty concerns regarding the time commitment required by R3. It also indicated that both initiatives improved course quality, learning outcomes, and learner engagement. Analysis indicates student satisfaction with course revisions in online and technology-enhanced courses, although student satisfaction in the first fully blended course varied, particularly with regard to whether students found the use of technology engaging or essential to learning. Further research is required to understand student responses to blended learning in health sciences.
Using Technology to Promote Active and Social Learning Experiences in Health Professions Education
Author: Ruckert, Elizabeth
Date: 2014-11-00
Type: Journal Articles
Subjects: Educational Technology,Allied Health Occupations Education,Allied Health Personnel,Technology Uses in Education,Active Learning,Learner Engagement,Interaction,Physical Therapy,College Faculty,Instructional Design,Cooperative Learning,Experiential Learning,Reflection,Qualitative Research,Statistical Analysis,Formative Evaluation,Summative Evaluation,Feedback (Response),Student Attitudes,Likert Scales,Coding,Surveys

Time and space constraints, large class sizes, competition for clinical internships, and geographic separation between classroom and clinical rotations for student interaction with peers and faculty pose challenges for health professions educational programs. This article presents a model for effectively incorporating technology to overcome these challenges and enhance student engagement and interaction in traditionally face-to-face (FTF) health professions (physical therapy and physician assistant) curricula across learning environments (classroom to clinic). Four faculty members interested in redesigning a course or course unit(s) met with the IMPACT (Instructional Media and Programming to Advance Collaboration and Teaching) Initiative instructional design team. Instructional designers provided education, training, and support to faculty for increased use of technology within courses. Four exemplars using Blackboard™, videos, VoiceThread®, and Twitter® are described. Themes and &quot;lessons learned&quot; were developed from each of the exemplars. A model emerged for integrating technology into health professions curricula with an emphasis on engaging students in active, realistic, and social learning environments. This model demonstrates how technology can be integrated successfully into traditionally FTF health professions curricula to support learning outcomes essential for practice.
Evaluation of Professional Development in the Use of Arts-Integrated Activities with Mathematics Content: Findings about Program Implementation
Author: Ludwig, Meredith Jane
Date: 2014-00-00
Type: Journal Articles
Subjects: Art Education,Mathematics Instruction,Faculty Development,Preschool Teachers,Interdisciplinary Approach,Summer Programs,Institutes (Training Programs),Dance,Musicians,Artists,Theater Arts,Teaching Methods,Elementary School Teachers,Interviews,Observation,Teacher Attitudes,Teacher Surveys,Program Descriptions

In 2010, the Wolf Trap Foundation for the Performing Arts, Institute for Early Learning Through the Arts, was awarded an Arts in Education Model Development and Dissemination (AEMDD) grant to develop, implement, and disseminate a research-based program of professional development (PD) that equips prekindergarten and kindergarten teachers to infuse mathematics instruction with arts instruction in their classrooms. The PD includes summer institutes and classroom-based residencies in which music, dance, and drama performing artists work with teachers in teams. This instructional approach is often called &quot;arts integration&quot;. American Institutes for Research (AIR) conducted an evaluation of the four-year grant from 2010-2014, examining the implementation of the PD and assessing its impact on teacher practices and student mathematics knowledge. This article reports on the experiences of the elementary school teachers and Wolf Trap teaching artists in the first cohort of participating schools during 2011-12 and 2012-13, drawing on data from a variety of sources (PD observations, residency artifacts, artist interviews, and teacher surveys). We find that the Wolf Trap PD program demonstrates features of effective PD. It is classroom-based, intensive, and focused on what teachers and students need to know to teach and learn mathematics. It is aligned with district standards and offers many opportunities to teachers for active learning. The Wolf Trap PD program delivered preparation to teachers to infuse performing arts-based strategies into their mathematics instruction, starting in the PD institutes and then continuing in the residencies and did so with fidelity to the planned model. Wolf Trap used several approaches to optimize fidelity: a planning year and practice sessions with teaching artists, consistent use of local content experts, and materials structured to reflect the concepts and approaches used in both institutes and residencies. The article concludes with suggestions for practitioners and questions for further research.
Rethinking Curriculum and Instruction: Lessons from an Integrated Learning Program and Its Impact on Students and Teachers
Author: Doyle, Dennis
Date: 2014-00-00
Type: Journal Articles
Subjects: Art Education,Integrated Curriculum,Faculty Development,Educational Cooperation,Elementary School Teachers,Artists,Quasiexperimental Design,Mixed Methods Research,Pretests Posttests,Interviews,Observation,Outcomes of Education,Academic Standards,State Standards,Program Effectiveness,Outcome Measures,Interdisciplinary Approach,Critical Thinking,Learner Engagement,Creativity

CoTA (Collaborations: Teachers and Artists) is a professional development program that empowers teachers to access the arts in everyday instruction to support student achievement. CoTA schools commit to intense, 3-year collaborations for ten weeks each year where teachers learn to capitalize on arts content and strategies to promote knowledge and skills in other curricular areas, such as language arts and math. Teachers and artists work together to identify the learning needs of students, customize a project to meet those needs (while aligning to the standards), refine the project on a weekly basis through collaborative meetings, and formally reflect on the experience in a cycle of continuous improvement. As the program progresses, responsibility for designing arts-infused units increasingly falls to the classroom teachers as the artists shift into a coaching role. The result is a sustainable model with a legacy of confidence and skills in arts integration for teachers. Researchers from the University of California San Diego are conducting a quasi-experimental study, which features a multi-site, mixed-methods design to examine CoTA teachers' understanding of arts standards and potential impacts on students in grades 1-6. Data sources include a pre/post-test to measure teachers' understanding of arts standards, teacher interviews that examine implementation, CoTA classroom observations, training documents, and student scores on language arts benchmarks. Analyses include thematic coding of qualitative data, as well as descriptive and inferential analyses of student outcome data collected by the District. This article will present preliminary findings from year one of a three-year evaluation.
A View into a Decade of Arts Integration
Author: Duma, Amy
Date: 2014-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Art Education,Integrated Curriculum,Theater Arts,Educational Change,Program Effectiveness,Outcomes of Education,Program Design

The John F. Kennedy Center for the Performing Arts has been involved in an intensive, sustained partnership with schools, Changing Education Through the Arts (CETA), since 1999. The CETA program is a whole school reform model designed to impact student learning and attitudes by building teachers' capacities to make arts integration one of their primary approaches to teaching across the curriculum. During its first decade (1999 to 2009), the program formally examined its impact through three independent, multi-year evaluation studies. Examined together, the three studies shed light on a decade of arts integration outcomes for students, teachers, and schools. Findings are reported in four areas--the CETA program design, and the program's impact on students, teachers, and schools. Findings for the program design include: the structure of the CETA program's professional learning model was integral to its success in schools and the most critical factor for improving practice; and the importance of opportunities for arts coaching in the classroom and participation in study groups as ongoing program supports. Findings for the impact on students include: increased student engagement, both socially and academically; a moderately high positive relationship between student engagement and the extent of teachers' professional development; growth in students' cognitive and social skills; and gains in standardized test scores for lower performing students. Findings for the impact on teachers include: development of strong support for the value of arts integration for reaching all kinds of learners, widening the opportunity for all students to be successful, and providing multiple ways for students to express knowledge and understanding; teachers' increased use of collaborative learning strategies with students; change in the role arts specialists play in schools; and time as a critical factor for effective implementation. Findings for the impact on schools include: changes in school culture, including increased teacher collaboration resulting in a more positive and cohesive, and child-centered environment; growth of the school as a learning community; and the importance of administrative support and leadership.