ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Factors Affecting Information and Communication Technology (ICT) Usage of Turkish Students in PISA 2009
Author: Gumus, Sedat
Date: 2013-01-00
Type: Journal Articles
Subjects: Foreign Countries,Predictor Variables,High School Students,Hierarchical Linear Modeling,Statistical Analysis,Computer Use,Computer Uses in Education,Information Technology,Family Environment

Information and Communication Technology (ICT) has become an indispensable part of the 21st century. Having basic ICT skills is now seen as an important attribute that members of the young cohort should possess in order to be successful in life. Thus, countries all over the world, including Turkey, have attempted to adjust their educational policies to this new phenomenon of ICT. In this context, this study aims to investigate the impact of both household- and school-level factors on the ICT usage of students in Turkey. Given the  multilevel structure of the data, the hierarchical linear modeling (HLM) method was used for statistical analyses. The results of the analyses show that there are significant differences between schools in terms of students' ICT usage, both for entertainment and school-related tasks. These differences, however, are mostly explained by the household-level factors. The only school-related factor that seems to be important for students' ICT usage is the student's involvement in ICT-related tasks at school. (Contains 3 tables.)
Quality of Blended Learning within the Scope of the Bologna Process
Author: Monteiro, Angelica
Date: 2013-01-00
Type: Journal Articles
Subjects: Social Integration,Questionnaires,English (Second Language),Teacher Student Relationship,Foreign Countries,Electronic Learning,Content Analysis,Blended Learning,Semi Structured Interviews,Educational Quality,International Cooperation,Student Mobility,Higher Education,Communities of Practice,College Faculty,Computer Mediated Communication,Teacher Attitudes,Student Attitudes,Teaching Methods,Constructivism (Learning)

This article builds on existing data about the blended learning approach in higher education. It presents the theoretical framework and data of an empirical study conducted at the University of Porto in Portugal involving teachers who won the E-Learning Prize of Excellence in the period between 2006 and 2010. The main objective of this article is to contribute to an understanding of the value of blended learning within the scope of the Bologna Process which began in 2006 in this University. We consider blended learning as a flexible and integrated approach that combines different forms of communication in synchronous and asynchronous moments. To gather data, we conducted survey questionnaires among teachers and students as well as semistructured interviews and document analysis in a cyclical and interactive process of data collection, data reduction, data display and conclusion drawing/verifying. The research results highlight the importance of teacher intervention to create an environment that stimulates processes of cooperation, autonomy, social integration and the development of learning communities, important in this competitive world. (Contains 1 table, 1 figure, and 2 graphs.)
Teaching the &quot;Diagonalization Concept&quot; in Linear Algebra with Technology: A Case Study at Galatasaray University
Author: Yildiz Ulus, Aysegul
Date: 2013-01-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,Graphing Calculators,Computer Uses in Education,Undergraduate Students,College Mathematics,Mathematical Concepts,Case Studies

This paper examines experimental and algorithmic contributions of advanced calculators (graphing and computer algebra system, CAS) in teaching the concept of &quot;diagonalization,&quot; one of the key topics in Linear Algebra courses taught at the undergraduate level. Specifically, the proposed hypothesis of this study is to assess the effective utilization of advanced calculators as an assistance tool in furthering the conceptual understanding of diagonalization. To this end, using some instructional materials, we present a new dimension of teaching as a combination of a theoretical experimentation and algorithmic approach. The primary findings indicate that advanced calculators provide carefully designed tasks in favor of the acquisition of mathematical knowledge while facilitating the students' perception of the concept, both valuable tools in the instructional delivery of &quot;diagonalization&quot; as a concept. (Contains 6 figures and 3 tables.)
The Effect of Learning Geometry Topics of 7th Grade in Primary Education with Dynamic Geometer's Sketchpad Geometry Software to Success and Retention
Author: Kesan, Cenk
Date: 2013-01-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Achievement Tests,Elementary Education,Teaching Methods,Statistical Analysis,Geometry,Control Groups,Experimental Groups,Research Design,Computer Software,Mathematics Achievement,Retention (Psychology),Worksheets,Scores,Pretests Posttests,Elementary School Students,Foreign Countries,Grade 7

The aim of this study is to investigate the effect of learning geometry topics of 7th grade in primary education with dynamic geometer's sketchpad geometry software to student's success and retention. The experimental research design with The Posttest-Only Control Group was used in this study. In the experimental group, dynamic geometer's sketchpad geometry software adapted to Computer assisted instruction; and in the control group, traditional teaching method was used. Quantitative research approaches were adopted in the study. Data was collected through 6th grade SFBS (state free boarding and scholarship) 2005 test, achievement test and worksheets. Mann Whitney U test and Wilcoxon signed-rank test were used to analyze the quantitative data of the study. As a result of this study, it was found that there was a significant difference between achievement test scores of experimental group learning geometry with GSP dynamic geometry software and control group learning through traditional method in favor of experimental group. (Contains 12 tables.)
The Effect of Media on Preservice Science Teachers' Attitudes toward Astronomy and Achievement in Astronomy Class
Author: Bektasli, Behzat
Date: 2013-01-00
Type: Journal Articles
Subjects: Program Effectiveness,Achievement Tests,Student Attitudes,Astronomy,Science Teachers,Mathematics Teachers,Positive Attitudes,Attitude Change,Preservice Teachers,Surveys,Science Tests,Science Achievement,Mass Media,Teaching Methods,Foreign Countries

Studies show that it is hard to change students' attitudes toward science. This study specifically explored if media affect preservice science teachers' attitudes toward astronomy and their astronomy achievement. The sample for the pilot study consisted of 196 preservice science and mathematics teachers for attitude assessment and 230 preservice science and mathematics teachers for achievement test. The participants of the main study were 88 preservice science teachers for attitude assessment and 82 preservice science teachers for achievement test. Survey of Attitudes toward Astronomy was used for attitudes assessment. In addition, the researcher developed the Astronomy Concept Test (AstroCoT) to test preservice science teachers' astronomy achievement. Pre-post design was used in the current study. The results showed no significant differences between groups for attitudes and achievement. There were no means effects of media on preservice science teachers' attitudes toward astronomy and achievement in astronomy class. However, preservice science teachers' attitudes toward astronomy and achievement in astronomy both improved significantly within each group (with or without media). Even though media was not apparently the reason for the significant changes, it is notable that the preservice science teachers did develop positive attitudes toward astronomy and also increased their achievement in astronomy. (Contains 4 tables.)
Toward a Distance Education Based Strategy for Internationalization of the Curriculum in Higher Education of Iran
Author: Vajargah, Kourosh Fathi
Date: 2013-01-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Distance Education,Global Approach,Focus Groups,Change Strategies,Interviews,Questionnaires,Educational Trends,Student Attitudes,Teacher Attitudes,Educational Practices,Educational Change,Educational Development

The present study is to investigate the necessity of internationalization of curricula in Higher Education of Iran; it also determines the effect of characteristics of new generation of distance education on curriculum internationalization and presents some influential strategies for internationalizing curricula of Iran Higher Education with distance education approach. For this study, after making 12 personal interviews and conducting 2 sessions of focus groups, 543 professors and students of five universities filled in a questionnaire; the collected data were analyzed using one-sample t-test, Friedman test and variance analysis. The results indicated that internationalizing curricula is necessary in order to follow the globalization trend and to introduce the Iranian culture and civilization to the world; therefore, distance education approach is a thoughtful alternative for this process because of its high flexibility and the harmony of its curricula with the international curricula. Expanding international collaboration of universities, using the international language for teaching, providing resources, founding the infrastructures based on technology, revising rules and their clarification and developing curriculum elements based on the transformative approach are the most essential strategies. (Contains 1 figure, 4 tables, and 4 footnotes.)
Using a Hybrid Approach to Facilitate Learning Introductory Programming
Author: Cakiroglu, Unal
Date: 2013-01-00
Type: Journal Articles
Subjects: Teaching Methods,Control Groups,Experimental Groups,Programming,Problem Solving,Quasiexperimental Design,Scores,Pretests Posttests,Blended Learning,Foreign Countries,College Students

In order to facilitate students' understanding in introductory programming courses, different types of teaching approaches were conducted. In this study, a hybrid approach including comment first coding (CFC), analogy and template approaches were used. The goal was to investigate the effect of such a hybrid approach on students' understanding in introductory programming A quasi-experimental design and one control group (CG, N = 38) and one experimental group (EG, N = 38) were used. While the control group was taught in the traditional way, the experimental group received another instructional package which included the hybrid approach. Three open ended questions were administered as a pretest and a Programming Knowledge Test (ProKT) was administered as a posttest. The Posttest results were examined in two domains (conceptual understanding and problem solving). In addition, the observations made in the EG classroom were interpreted as qualitative data. While there was no statistically significant difference between two groups in the pretest scores, EG students performed better than the CG students in problem solving domain of posttest. Observations and posttest results showed that the EG students were better in remediating the deficiencies especially in problem solving, in addition to basic programming concepts and language features. Based on these results; it was concluded that integrating three different approaches together has positive effects on facilitating students' development of introductory programming knowledge. (Contains 5 figures and 16 tables.)
Using Mobile-Based Email for English Foreign Language Learners
Author: Alzu'bi, Mohammad Akram mohammad
Date: 2013-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Writing Skills,Experimental Groups,College Students,Surveys,Content Validity,Researchers,Vocabulary Development,Role,Telecommunications,Handheld Devices,Electronic Mail,Student Projects,Scores,Second Language Instruction

This study aimed at investigating the role of Mobile-based Email in improving Ajloun College English Students' Achievement. It attempts to answer the following questions: What is the potential contribution of mobile-based email exchanged to writing skills? What is the potential contribution of mobile-based email exchanged to vocabulary acquisition? To answer these questions, the researchers carried out a project based on Mobile-based Email for the experimental groups. Thirty students were purposefully chosen from two universities (Al-Balqa Applied University and Jerash University) in the first semester of the academic year 2011. The instrument of the study was a survey. To establish the validity for the instrument, the method of content validity was used by giving it to a jury of specialists. Means scores and standard deviations of the participants' responses on writing and vocabulary were used to examine the significance of the treatment on the dependent variables. The results revealed that the writing skills and vocabulary of the students in the experimental groups significantly improved. On the basis of the results of the present study, the researchers propose a number of recommendations and makes suggestions for future research. (Contains 3 tables.)
Using Peer Feedback to Improve Learning via Online Peer Assessment
Author: Liu, Eric Zhi-Feng
Date: 2013-01-00
Type: Journal Articles
Subjects: Homework,Program Effectiveness,Foreign Countries,Observation,Content Analysis,Feedback (Response),Peer Evaluation,Graduate Students,Student Journals,Interviews,Electronic Learning,Measures (Individuals),Higher Education

This study investigates the influence of various forms of peer observation and feedback on student learning. We recruited twelve graduate students enrolled in a course entitled, Statistics in Education and Psychology, at a university in northern Taiwan. Researchers adopted the case study method, and the course lasted for ten weeks. Students were first required to learn the content and complete homework assignments through online peer assessment activities. Data were collected from interviews and student journals for content analysis. The results demonstrate that the quality of feedback improved from the first peer assessment to the second; however, the amount of advanced feedback decreased. Although students adjusted their homework according to the feedback provided by their classmates, they did not fully accept this criticism. Students valued specific feedback more highly than scores; however, the desire to obtain high scores motivated many students to modify their papers. When students discovered that peer reviewers were unable to understand their work, they would rewrite it with more extensive explanations and adopt feedback to generate new ideas or research directions. Finally, the students made valuable modifications to their work with the help of feedback from others, and most of the students had a positive impression of peer observation after participating in online peer assessment activities. (Contains 9 tables.)
Views of ICT Teachers about the Introduction of ICT in Primary Education in Greece
Author: Konstantinos, Tziafetas
Date: 2013-01-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Elementary Education,Elementary Schools,Foreign Countries,Teacher Attitudes,Elementary School Teachers,Teacher Role,Information Technology,Technology Integration,Educational Change,Online Surveys,Questionnaires,Elementary School Students

The difficulties in the effective integration of ICT in the classroom make the subject a constant challenge for modern educational systems. The &quot;New School&quot;, an innovative new curriculum applied experimentally in Greek schools, introduces the full and effective use of ICT in all aspects of school reality. Prominent in this effort is the role of ICT teachers. Given the vague framework which describes the integration of ICT in primary schools with reformed curriculum, it is important to investigate the views of ICT teachers in relation to the aims of the Ministry of Education and the obstacles they encounter in their teaching process. The research results reveal that on one hand, there is a considerable confusion among teachers with regard to their role and on the other hand, there are several external and internal barriers to effective teaching. (Contains 2 tables.)
Recruiting and Retaining Learners in Workplace Literacy Programs in New Zealand
Author: Benseman, John
Date: 2013-04-00
Type: Journal Articles
Subjects: Workplace Literacy,Literacy Education,Recruitment,Numeracy,Foreign Countries,Student Recruitment,Educational Strategies,Attendance,Employees

Successful workplace literacy and numeracy programs are dependent on effective strategies to recruit and then retain course participants. This article reports on the recruitment strategies used in a large workplace literacy and numeracy project involving 535 workers in 18 courses. It provides an analysis of the strategies used, their rates of success in the companies, the overall retention rates and identifies effective ways to implement these strategies. (Contains 1 figure.)
Meeting Diverse Expectations: Department of Tutorial Classes, Sydney University, 1919 to 1963
Author: Dymock, Darryl
Date: 2013-04-00
Type: Journal Articles
Subjects: Adult Education,Foreign Countries,Educational History,Educational Change,Tutoring

The University of Sydney has offered some form of organised adult education since the late 19th century. In 1914, that provision was formalised through the establishment of a Department of Tutorial Classes, the appointment of a Director, and a partnership with the Workers' Educational Association (WEA). Right from that time, however, there was ambivalence and sometimes direct opposition to the role and sometimes to the existence of the department. As a result, successive directors of the department had to tread a fine line in balancing the expectations of the university with their passion for extending the academy into the adult community, while also satisfying the demands of the WEA. This paper reviews the period of three directorships of the Department of Tutorial Classes, between 1919 and 1963, and argues that the liberal adult education approach adopted by the university from its earliest days was sustained over those 45 years mainly because ongoing disagreement within the university about the purpose of the department and the status of the director, as well as continuing external pressure from the WEA, ensured that the status quo prevailed, even when there were innovative adult education developments elsewhere, and opportunities for change presented themselves.
&quot;Trying to Keep up&quot;: The Experience of Combining Full-Time VET with Work
Author: Morris, Michelle
Date: 2013-04-00
Type: Journal Articles
Subjects: Well Being,Vocational Education,Life Satisfaction,Family Work Relationship,Low Income,Stress Variables,Time Management,Foreign Countries,Adults,Interviews,Adult Students,Education Work Relationship,Student Employment

Maintaining a healthy work-life relationship is important for the health and wellbeing of individuals and families. This is also true for students studying in vocational education and training (VET) who face increasing pressure to combine study and work. The intersecting commitments of work, life and study create a range of demands for individuals, which, in turn, impede work-life satisfaction. Time and money have been shown to be the biggest factors affecting people who combine work and VET--particularly for workers in low-income jobs, which constitute the biggest employment source for VET students. Data from a research project at TAFESA indicates that working students experience high levels of stress, time strain and interference with activities outside work/TAFE. The work life outcomes for full-time students are significantly worse than outcomes for workers in the general population. (Contains 1 figure.)
Engaging in Continuing Education and Training: Learning Preferences of Worker-Learners in the Health and Community Services Industry
Author: Choy, Sarojni
Date: 2013-04-00
Type: Journal Articles
Subjects: Continuing Education,Vocational Education,Industry,Community Services,Semi Structured Interviews,Postsecondary Education,Aging (Individuals),Labor Force,Employment Potential,Workplace Learning,Employees,Health Services,Student Attitudes,Foreign Countries

Current tertiary education and training provisions are designed mainly to meet the learning needs of those preparing for entry into employment and specific occupations. Yet, changing work, new work requirements, an ageing workforce and the ongoing need for employability across lengthening working lives make it imperative that this educational focus be broadened to include continuing education and training provisions for those already in the workforce. To address this refocusing of the education and training effort, this paper proposes that learning at work, encompassing practice-based experiences supported by both formal and informal workplace arrangements, constitute an effective continuing education and training model for worker-learners in the aged care industry. It draws on data from semi-structured interviews and written responses from 51 workers who show preferences for such a model. Not only do aged care workers like engaging in learning independently and with co-workers and workplace facilitators, they prefer a larger component of courses to be delivered at the work site. The implications of these findings are summarised in this article. (Contains 2 tables.)
Time, Money, Leisure and Guilt--The Gendered Challenges of Higher Education for Mature-Age Students
Author: Stone, Cathy
Date: 2013-04-00
Type: Journal Articles
Subjects: Anxiety,Foreign Countries,Family Work Relationship,Qualitative Research,Time Management,Interviews,College Admission,Student Responsibility,Adult Students,Gender Issues,Higher Education,Sex Role,Money Management,Budgeting

Two qualitative research projects examined the impact of university study on two cohorts of mature-age students at a regional university in Australia. All the students interviewed had entered university via non-traditional pathways and had faced significant hurdles in gaining university entrance and continuing with their studies. The influence of gender on their experiences of managing home, family and work responsibilities in combination with their responsibilities as students is examined. Issues such as lack of time and money, self-sacrifice and guilt emerged strongly from the stories of these students as they struggled to manage their multiple responsibilities. The gendered nature of these struggles is explored. (Contains 2 tables.)
The &quot;Double-Edged Sword&quot; of the Adult Learning Environment
Author: Murray, Sara
Date: 2013-04-00
Type: Journal Articles
Subjects: Learner Engagement,Educational Environment,Educational Opportunities,Adult Learning,Vocational Education,Young Adults,Foreign Countries,Interviews,Student Attitudes,Teacher Attitudes,Adult Education

The vocational education and training sector plays a critical role in the provision of educational opportunities for young adults who have left school prior to completing a qualification. Some research has found that a major factor that supports student re-engagement in formal education is the &quot;adult learning environment&quot; that characterises institutions such as TAFE. Other studies have questioned the suitability of the adult learning environment for some students. This study explores how students and teachers in five foundation TAFE courses view the adult learning environment, and how they respond to this environment. The paper argues that the adult learning environment can in some instances be a &quot;double-edged sword&quot;, in that it can both enhance and limit student engagement.