ethanporcaro/eric-fulltext-meta huggingface dataset:
Asynchronous Video and the Development of Instructor Social Presence and Student Engagement
Author: Collins, Kayla
Date: 2019-01-00
Type: Journal Articles
Subjects: Video Technology,Asynchronous Communication,Higher Education,College Faculty,Teacher Student Relationship,Graduate Students,Learner Engagement,Online Courses,Educational Technology,Technology Uses in Education,Discussion (Teaching Technique),Printed Materials,Occupational Therapy

Enrollment in online learning continues to grow in the higher education sector, along with persistent goals dedicated to achieving better student outcomes and lowering attrition rates. Improved student engagement has been shown to possibly reduce attrition rates through a greater sense of connectedness and decreased feelings of isolation among online learners. Instructor social presence may be the most important factor in building the relationships that foster learning and retention. Through communication, the instructor conveys the necessary immediacy behaviors required to cultivate these interpersonal relationships. With improved technology that allows for enhanced communication in online classrooms, the use of asynchronous video may be an effective way to improve instructor social presence and student engagement. This quasi-experimental design aimed to determine whether asynchronous video or text-based communication increased students' perceptions of instructor social presence and student engagement in an online graduate classroom. Significance was found for student engagement based on the number of discussion posts and length of discussion posts. Students in the group who received text-based communication demonstrated increased student engagement in voluntary discussion boards as opposed to students in the group who received asynchronous video. There was no significant difference found for instructor social presence between the two groups.
Comparing Service Quality in Public vs Private Distance Education Institutions: Evidence Based on Malaysia
Author: Hamid, Fazelina Sahul
Date: 2019-01-00
Type: Journal Articles
Subjects: Distance Education,Private Schools,Public Schools,Educational Quality,Program Evaluation,Student Attitudes,Foreign Countries,College Students,Educational Technology,Technology Uses in Education,Student Characteristics

Assessment of the quality of distance education institutions has become an important issue that needs to be addressed to ensure program survival. This study uses SERVPERF model to identify the differences that exists in students' perception of service quality in public and private universities in Malaysia that offer distance education. Our study confirms that this model is valid and reliable. We find that the students' overall perception of service quality is lower in all five dimensions of service quality for the private universities. The dimensions that influence overall service quality are noticeably different for public and private universities. This suggests that private universities need to improve their service provision in order to remain competitive. Managerial implications of the major findings are discussed.
Detecting Topics of Chat Discussions in a Computer Supported Collaborative Learning (CSCL) Environment
Author: Adanir, Gulgun Afacan
Date: 2019-01-00
Type: Journal Articles
Subjects: Group Discussion,Cooperative Learning,Computer Mediated Communication,Graduate Students,Teamwork,Mathematics Instruction,Educational Technology,Technology Uses in Education,Foreign Countries,Computer Assisted Instruction,Discussion (Teaching Technique)

Learning groups' conversations in computer supported collaborative learning (CSCL) environments result in significant information regarding the content of the course. This information is beneficial for instructors to analyze learners' activities during their collaboration process. In understanding these activities and performance of learners, the topic of conversation is important. The purpose of the study is to detect topics of chat discussions conducted by groups of learners while collaboratively studying in an online CSCL environment called Virtual Math Teams (VMT). We implemented the study in the context of a graduate level course during one term in a large state university in Turkey. Participants are MSc and PhD students registered to the course and divided over five groups of three students. We combined and employed methods of data mining, social network analysis, and topic detection to identify topics of learners' discussions. Our data analysis process aims to identify the task related topics occurred in chat discussion of learning teams. In our analysis we followed the stages of data preprocessing, segmentation analysis, and topic detection. Our purpose with the preprocessing stage was eliminating improper data for the main analysis and making the data ready for analysis stage. Therefore, our final corpus was shaped to involve 95% of initial chat messages. Segmentation analysis aims to explore organization of chat discussion and divides the chat logs into more manageable units according to their corresponding contents. In total, we resulted 294 segments including task related and non-task related ones. The topic detection analysis explored the content of chat segments and revealed the major subject of discussions with the use of latent semantic analysis, which is applied to find content similarity among segments and indicative words produced through the use of two mode network analysis.
A Content Analysis of Recommended Composers in Repertoire Lists for Band
Author: Brewer, Wesley
Date: 2018-00-00
Type: Journal Articles
Subjects: Content Analysis,Musicians,Music Activities,Organizations (Groups),Musical Composition,Difficulty Level,Music,Music Education

In this study I analyze and describe the contents of recommended band repertoire lists to explore which composers' music is recommended and arranged for band most often. Fourteen repertoire lists provided by state-level music associations and independent publishers were included in the analysis, comprising a total of 32,267 entries. Previous research on band repertoire and programming has tended to focus on composers of advanced literature and has subsequently overlooked the contributions of composers who write music primarily intended for educational purposes. The 25 most recommended composers from each graded difficulty level of literature from 1 to 5+ and overall are reported. The findings provide recognition of composers' contributions to music education and invite further discussions about how the quality, value, and difficulty of repertoire is determined.
Examining the Effect of Aural Preparation on Second Grade Students&apos;
Author: Hurley, Craig
Date: 2018-00-00
Type: Journal Articles
Subjects: Grade 2,Elementary School Students,Music Education,Musical Composition,Coding,Psychometrics,Test Validity,Test Reliability,Teaching Methods,Aural Learning,Performance,Reading,Skill Development

Aural preparation is operationally defined as hearing, performing, decoding, and creating rhythms or pitches aurally prior to the introduction of music notation. The purpose of this study was to explore the effect of aural preparation on second grade students' music literacy rhythm skills (i.e. reading, performing, and dictation). The research questions that guided this study included: (1) What are the psychometric qualities (i.e., validity and reliability) of the three measures used in this study used to assess rhythmic potential and achievement? (2) How does aural preparation affect students' ability to read and perform rhythms? (3) How does aural preparation affect students' ability to decode and dictate rhythms? Six second grade elementary school classes (N = 125 students) participated in this study. Three classes (n = 64) received aural preparation interventions, and three classes (n = 61) received no aural preparation interventions. Each participant was administered a pretest and posttest that assessed rhythm dictation and rhythm performance skills. Results indicated a significant increase in performance skills but no significant increase in dictation skills when students received aural preparation interventions. Implications for use of aural preparation in the general music classroom as well as future research are discussed.
Dynamic Multi Agent System for Revising E-Learning Content Material
Author: Elghibari, Fatiha
Date: 2019-01-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Instructional Materials,Educational Resources,Teaching Methods,Quality Control,Program Implementation,Curriculum

The growth of the information and communication technologies has led to the appearance of new concepts, approach and disciplines. For learners, an e-learning system constitutes rich window to the knowledge. It presents a varied training, including different content material format (video, text, interactive content...) and diverse methods. In order to keep learners' attention, e-learning system must provide good content's quality, including revised material and updated methods. In this perspective, we have implemented multi-agent system composed of three sort of agents ensuring a permanent revision to the e-learning content. The first one is called Checker Agent (CA). It checks the educational resources, and detects the outdated ones so as to be treated. The second agent is named Search Agent (SA). The task of this one is to look for recent contents and new teaching methods. Whereas, the third agent is called Updater Agent (UA). Its function consists on inserting the retrieved updates corresponding to each content. The communication between these agents is ensured by an XML files. In this paper, we have proposed an implementation of the first part of our system. Namely, the checking process of e-learning curriculum by implementing the CA algorithm. And the integration process by implementing the UA algorithm. As result, the tests and experimentations done in this context have proved the effectiveness of the proposed solution, and revealed positive results both in term of learning process and learners' feedback.
Becoming a Professional: Exploring EFL Pre-Service Teachers&apos; Conceptions of an Effective Foreign Language Teacher
Author: Göksel, Sule
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Language Fluency,Teacher Education Programs,Personality Traits,Language Skills,Teacher Effectiveness,Profiles,Language Usage,Humor,Teacher Student Relationship,Reflective Teaching,Pedagogical Content Knowledge,Concept Mapping,Foreign Countries

The study aims to explore English as a foreign language (EFL) pre-service teachers' conceptions of the characteristics of an effective EFL teacher. Additionally, the study attempts to evaluate the role of EFL teacher education programs on EFL PTs' perceptions of being an effective EFL teacher. The data were collected through concept maps from a group of EFL pre-service teachers attending the same teacher-education program, focus group interviews with 20 pre-service teachers selected randomly from the participant group, and the researcher's notes taken throughout the study. All of the data sources were analyzed through content and frequency analyses. The results indicate that the most important among all characteristics of being an effective EFL teacher, the EFL PTs depict the profile of an effective EFL teacher as having the necessary language skills to be able to use English fluently and accurately in the classroom. Additionally, the EFL PTs referred to the personality traits of effective EFL teachers as being patient, helpful and humorous with good relationships with their students. When the differences between the grades of the teacher education program were considered, both the frequency levels of the emerging themes of the concept maps and the content of the interviews displayed differences in terms of theme distribution indicating that there was not a gradual development in the conceptions of the EFL PTs. Further, it was revealed that EFL PTs reflected on the priorities and the requirements of the courses offered in the EFL teacher education program depending on their grades rather than demonstrating a holistic understanding of an effective EFL teacher.
Flipping Perceptions, Engagements and Realities: A Case Study
Author: Inan, Nihan Kutahnecioglu
Date: 2019-01-00
Type: Journal Articles
Subjects: Homework,Video Technology,Educational Technology,Technology Uses in Education,Undergraduate Students,College Faculty,Business Administration Education,Student Attitudes,Teacher Attitudes,Teaching Methods,Learner Engagement,Peer Teaching,Cooperative Learning,Instructional Effectiveness,Foreign Countries

Flipped learning is considered as an active and constructivist teaching and learning approach to enhance the learning experience of both students and teachers. This research, conducted within the framework proposed by Jonathan Bergmann, explores the students' as well as teachers' perception of flipped learning. The study uses both quantitative and qualitative methods to collect data from the respondents. Separate questionnaires were used to collect the information from teachers and students, and a structured interview was conducted with teachers. Total of 56 students and 14 teachers from an undergraduate business program participated in this study, and all the respondents had experience in flipped learning. Results show both the students and teachers hold a positive perception towards flipped approach, and they consider this approach as an innovative way of teaching and learning. Study also identified the factors affecting the effectiveness of flipped classrooms and provides necessary recommendations for its successful implementation.
Comprehension of Conversational Implicature in an Iranian EFL Context: A Validation Study
Author: Samaie, Mahmoud
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Communicative Competence (Languages),Foreign Countries,Pragmatics,Interlanguage,Speech Acts,Language Tests,Structural Equation Models,Factor Analysis,Language Proficiency,College Students,Multiple Choice Tests,Teaching Methods

Pragmatic competence is considered one of the principal elements of second/foreign language learners' communicative language ability. However, in comparison to other components of communicative language competence, learners' pragmatic competence is far less researched. Of many components of this ability, ample research studies have been centered upon developing instruments in the field of interlanguage pragmatics that are mostly informed by the speech act framework. However, the assessment of conversational implicature, as other component of pragmatic ability, is under researched. In order to address this gap, the aim was to construct and validate a conversational implicature test. According to Grice's (1975) conversational maxims and Goffman's (1967) face management insights, a hypothesized model for conversational implicature was offered and examined. The procedures for validating the instrument included gathering information relating to content and construct validity of the test. Confirmatory factor analysis (CFA) through structural equation modeling (SEM) and differential group study were employed in support for the empirical evidence of construct validity. The developed test with 34-multiple-choice-item was distributed among 385 EFL university students who were at different proficiency levels. The results showed that the hypothesized model was fitted properly to the indexes based on CFA analysis. Furthermore, students with different English proficiency differed significantly in their comprehension of implicatures.
The Relationship among Parenting Styles, Academic Self-Concept, Academic Motivation and Students&apos; Academic Achievement in Fasilo Secondary School, Bahir Dar, Ethiopia
Author: Dagnew, Asrat
Date: 2018-00-00
Type: Journal Articles
Subjects: Parenting Styles,Academic Ability,Self Concept,Correlation,Academic Achievement,Student Motivation,Grade 10,Secondary School Students,Gender Differences,Parent Education,Parent Teacher Cooperation,Foreign Countries

The main purpose of this research was to examine the relationship among parenting styles, academic self concept, academic motivation and students' academic achievement. The sample for this research consisted of 136 (82 males &amp; 54 females) 9th and 10th grade students from Fasilo secondary school and was gathered using stratified random sampling. Data analysis was done descriptively by using means and standard deviations. Research results revealed that out of the four specific parenting styles, the authoritative style has the medium correlation 'r' value that is 0.327 at the significance level of 0.05 with academic achievement. The authoritarian style also has a negative significant relationship with achievement, with 'r' value of -0.225 at the significance level of 0.05 with academic achievement. Besides that, the permissive parenting style has a negative significant relationship with achievement, with its 'r' value of -0.366 at the significance level of 0.05 with academic achievement. However, there is no significant relationship between the neglectful parenting styles and achievement. The multi-regression analysis indicated that authoritative, authoritarian, permissive, neglected, self-concept, intrinsic motivation and extrinsic motivation were affected by 47.6% of the variable in the academic achievement, so that great attention was given to the contribution of parenting styles, self-concept and academic motivation for academic achievement. The two-sample t-test indicated that as a group males scored significantly higher academic achievement than females in all predictor variables. On the other hand, there was no difference mean between males and females with respect to neglectful parenting style; academic achievement was found to be statistically not significant. Based on the findings of the study, it is recommended that, at the school level parent education programs should be incorporated and parents and teachers should come together as collaborators in enhancing the academic achievement of students.
The Examination of the Knowledge, Attitudes and Practices of Expectant Mothers towards Sibling Jealousy and the Jealousy Behaviors in Their Children
Author: Kahriman, Ilknur
Date: 2018-00-00
Type: Journal Articles
Subjects: Knowledge Level,Parent Attitudes,Mothers,Sibling Relationship,Child Behavior,Parenting Styles,Individual Characteristics,Age Differences,Gender Differences,Parent Background,Educational Attainment,Infants,Pregnancy

This research is a quantitative study carried out to determine the knowledge, attitudes and practices of expectant mothers towards sibling jealousy and the jealousy behaviors observed in their children using a relational search model. The study group consisted of 390 hospitalized mothers in the Gynecology Clinic of a University Hospital between August 2015 and August 2016. The data were collected using surveys developed by the researchers after the required permissions were obtained according to the ethical guidelines. The basic data such as the participants' knowledge about sibling jealousy, the methods they used to avoid it and their demographic information were presented with frequency and percentage tables. In order to determine the relationship between the mean scores of current jealousy behaviors of the children and those after learning that they would have a new sibling, the t test, one of the parametric tests, was applied because of the normal distribution of the data obtained after the assumptions of normality were examined. As a result of the statistical procedures, almost all of the mothers (94.6%) said to have informed the big sibling about their pregnancy, most of the participants (58.5%) had information to avoid jealousy among the siblings, more than half of them (52.3%) did not get any information about childrearing before, and those who did mostly got it from television/ the internet. In our study, it was observed that sibling jealousy is more common in siblings with a higher average age and in girls. Besides, it is more common among the children whose mothers aged 35 years and under and high school graduates and the sibling jealousy behaviors after the baby came home were found to be significantly lower than those after learning that they would have a new sibling.
The Investigation of Language Teacher Candidates&apos; Self-Efficacy and Writing Anxiety in Processual Context
Author: Aydin, Ibrahim Seçkin
Date: 2019-01-00
Type: Journal Articles
Subjects: Language Teachers,Preservice Teachers,Self Efficacy,Writing Instruction,Anxiety,Foreign Countries,Student Attitudes,Measures (Individuals),Pretests Posttests,Grade 1,Grade 3,Revision (Written Composition),Process Approach (Writing),Editing

The purpose of this study is to evaluate the self-efficacy perceptions and writing anxiety of the Turkish language teacher candidates that receive training for learning and teaching language in a processual context. The research has been carried out with a total of 113 teacher candidates that study at the Department of Turkish Language in the first (n=56) and third (n=57) grades. The reason is that the first graders are beginner and they receive Written Expression classes; and the third graders receive Writing Education classes. The data from both grades have been collected by using the Writing Self-efficacy Perception Scale (WSPS) and the Writing Anxiety Scale (WAS) at the beginning and at the end of the term. The collected data have been analyzed both in respective class levels and by comparing to the other class level. The result of the research shows that the writing anxiety has decreased and the writing self-efficacy perception has increased in the first grader candidates. Whereas in the third grader candidates, the writing anxiety has increased and the writing self-efficacy perception has decreased. This has been interpreted as the professional awareness of the candidates increases depending on the grade level. Another result of the research is that the revision and editing (RE) factor in the writing process is higher in the female candidates than the male candidates. The findings obtained in the research bear a resemblance to the literature in some aspects, and differ from the literature in some aspects.