ethanporcaro/eric-fulltext-meta huggingface dataset:
Learners' Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer-Feedback Activity: An Exploratory Study
Author: Ching, Yu-Hui
Date: 2016-02-00
Type: Journal Articles
Subjects: Interpersonal Communication,Interpersonal Relationship,Beliefs,Online Courses,Peer Evaluation,Feedback (Response),Role Playing,Learning Activities,Critical Thinking,Computer Mediated Communication,Student Attitudes,Student Surveys,Likert Scales,Trust (Psychology),Content Analysis,Constructivism (Learning),Integrated Learning Systems,Asynchronous Communication,Safety,Learning Strategies

Peer feedback affords interaction and critical thinking opportunities for learners in online courses. However, various factors prevent learners from taking advantage of these promising benefits. This study explored learners' perceptions of the interpersonal factors in a role-playing peer-feedback activity, and examined the types of peer feedback that learners generated when playing a role. Participants were 16 graduate students engaged in an online role-playing peer-feedback activity. The results from survey responses revealed learners' positive interpersonal beliefs, including psychological safety and trust, toward the role-playing peer-feedback activity. In addition, more than sixty percent of the participants reported being more comfortable critiquing peers' work when playing a role. The content analysis of the peer-feedback entries indicated that learners were able to generate highly constructive feedback entries. In addition to adding supportive comments, those feedback entries identified problems, asked questions, and provided suggestions. The results show that role-play strategy has great potential to enhance learners' interpersonal beliefs in peer-feedback activity and their feedback quality.
Issues and Challenges in Open and Distance e-Learning: Perspectives from the Philippines
Author: Arinto, Patricia Brazil
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Open Education,Electronic Learning,Open Universities,Educational Policy,Web 2.0 Technologies,Semi Structured Interviews,Technology Integration,Educational Innovation,Educational Practices,Web Based Instruction,Training

Rapid advances in information and communications technology in the digital age have brought about significant changes in the practice of distance education (DE) worldwide. DE practitioners in the Philippines' open university have coined the term &quot;open and distance e-learning&quot; (ODeL) to refer to the new forms of DE, which are characterised by the convergence of an open learning philosophy, DE pedagogies, and e-learning technologies. This paper discusses the issues and challenges that ODeL poses for the Philippines' open university from the point of view of the institution's leading ODeL practitioners. The paper concludes with a discussion of the policy development and administrative changes required to support innovative teaching practice across the institution. The findings and conclusions are relevant for other institutions in the same stage of ODeL development.
Preservice Teachers' Perception and Use of Personal Learning Environments (PLEs)
Author: Sahin, Sami
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Technology Uses in Education,Web 2.0 Technologies,Electronic Publishing,Shared Resources and Services,Educational Environment,Case Studies,Public Colleges,Attitude Measures,Likert Scales,Use Studies,Factor Analysis,Factor Structure,Usability,Correlation,Gender Differences,Validity,Reliability,Student Surveys,Virtual Classrooms,Preferences

Personal learning environments (PLEs) are Web 2.0 tools and services by which users' access, construct, manage, and share educational contents in order to meet their learning needs. These environments enable users to manage their learning according to their own personal preferences. They further promote socialization and collaboration with their broad user networks and interaction facilities. In this study, with a case sample from a public university in Turkey, student teachers' PLE use and their perceptions regarding these environments are examined. For data collection, the PLE Perception Scale and PLE Use Scale developed by the researchers were used. It was observed that all participants used various PLEs and found them easy and practical on the whole. However, it was found that this utilization mostly had the aim of access and sharing knowledge in learning, while use of constructing and managing it remained limited. Emailing, social networking, file sharing, video sharing, Internet searching, and social encyclopedias were found most commonly used PLEs. Our findings also show that gender and grade level do not have an effect on the perception and use of PLEs.
Experience with a Massive Open Online Course in Rural Rwanda
Author: Warugaba, Christine
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Large Group Instruction,Online Courses,Rural Areas,Educational Technology,Academic Persistence,Online Surveys,Student Attitudes,Attendance,Video Technology,Blended Learning,Distance Education,Access to Education,Public Health,Health Education,Tests,Scores,Allied Health Personnel,Professional Continuing Education

The growing utilization of massive open online courses (MOOCs) is opening opportunities for students worldwide, but the completion rate for MOOCs is low (Liyanagunawardena, Adams, &amp; Williams, 2013). Partners In Health (PIH) implemented a &quot;flipped&quot; MOOC in Rwanda that incorporated in-class sessions to facilitate participant completion. In October 2013, PIH invited its employees, as well as those at the Ministry of Health, to participate in an online MOOC. Each site had at least one volunteer facilitator who accompanied participants throughout the course by providing course materials and facilitating the understanding of the online material during the weekly class sessions. Following the conclusion of the course, all participants were asked to complete an online survey. A total of 38 out of 62 registered participants completed the survey and of these 38 participants, 20 (52.6%) successfully finished the course. The number of in-person sessions attended was significantly associated with course completion (p &lt; 0.05), and 85% who successfully completed the course attended at least three of seven sessions. Sixteen (80%) participants believed that the completion of this course would help them with career advancement. Half of the participants (19 of 38, 50%) were employed with a position related to research. Other job titles included the following: nurses (4 of 38, 10.5%), a pharmacist (1 of 38, 2.6%), a clinical psychologist (1 of 38, 2.6%), a dentist (1 of 38, 2.6%), and others (10 of 38, 26.3%). The job title was not significantly related to course completion. Our experience, with a completion rate of over 50%, yields several lessons for incorporating MOOCs into capacity-building programs to leverage the potential of online learning in resource-limited areas.
E-Learning in Mongolian Higher Education
Author: Tuul, Suvdmaa
Date: 2016-02-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Higher Education,Teaching Methods,Technology Uses in Education,Classification,Comparative Analysis,Conventional Instruction,Mixed Methods Research,Questionnaires,Focus Groups,Surveys,College Faculty,Regression (Statistics),Interviews

This paper reviews the e-learning course development in selected universities of Mongolia and attempts to classify the e-learning programs that are in practice at the tertiary education level in the country. The given paper uses both secondary and primary sources. The authors determined what factors influence e-learning type classification and how time consuming is e-learning in course development stage in comparison to that of face-to-face learning? Methods such as computation using threshold values, &quot;k&quot;-means clustering, and comparison of means using paired &quot;t&quot; tests were used. Furthermore, comparison of means was used to validate the factors. In conclusion, authors deliver recommendations based on analysis lessons learned for further development. This research has practical implications for higher education managers to make informed decisions.
Investigating University Educators' Design Thinking and the Implications for Design Support Tools
Author: Bennett, Sue
Date: 2016-00-00
Type: Journal Articles
Subjects: Investigations,Design,Database Management Systems,Research Projects,Virtual Classrooms,Interviews,Teacher Surveys,Design Preferences,Feasibility Studies,Instructional Design,College Faculty,Foreign Countries

All university educators perform design work as they prepare and plan learning experiences for their students. How such design work is undertaken, conceptualised, and optimally supported is the focus of ongoing research for the authors. The purpose of this article is to present the results of a research study that sought to gain a richer understanding of university educators' design work; investigate how the idea of Learning Design could support design work; and examine how learning designs could be made available within a Learning Management System (LMS) as a design support tool. An overview of the outcomes from the entire research project is presented. The project's aims and outcomes and what was achieved are explained and potential future directions for this area of research are discussed.
A Deeper Understanding of Reuse: Learning Designs, Activities, Resources and Their Contexts
Author: Wills, Sandra
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Design,Foreign Countries,Longitudinal Studies,Case Studies,Comparative Analysis,Technology Uses in Education,Resource Units,Shared Resources and Services,Role Playing,Higher Education,Teaching Methods,Computer Simulation,Computer Games,Distance Education

This paper positions discussion of learning designs in the broad context of reuse and repurpose. It proposes that not enough attention has been given to the &quot;purpose&quot; of reuse and the motivation of those who choose to share or use reusable learning resources. There is a need for both a broad and deep understanding of what occurs when designs, activities and resources with potential for reuse are encountered in practice. The paper compares two longitudinal case-based studies, one from Australia and one from the UK. The independently conceived and executed investigations shed light on what influences reuse of designs, activities, and resources. While Wills has tracked the reuse of online role play designs, activities and resources to create a deep understanding of reuse and repurposing of specific resources, Pegler has drawn on five significant UK-based case studies representing different levels of reuse-focused activity, ranging from personal to national initiatives. Mapping the two studies, both representing extensive doctoral research (Wills, 2010 and Pegler, 2011), reveals a general consistency in the factor types identified and a common focus on the influence, complexity and importance of context. In exploring academics' thresholds for reuse, Pegler proposes the concept of &quot;zones of proximity&quot; and Wills proposes &quot;nuances of reuse&quot;. Both concepts highlight that reuse currently more typically occurs in close contexts. The paper points to the need for research to be directed towards understanding how to better facilitate the goal of sharing and reusing of learning designs, resources and activities, globally.
A Framework for Adaptive Learning Design in a Web-Conferencing Environment
Author: Bower, Matt
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Learning,Instructional Design,Videoconferencing,Teleconferencing,Educational Environment,Computer Interfaces,Heuristics,Synchronous Communication,Computer Mediated Communication,Knowledge Representation,Introductory Courses,Programming,Graduate Students,Foreign Countries,Information Technology,Educational Technology,Visual Aids

Many recent technologies provide the ability to dynamically adjust the interface depending on the emerging cognitive and collaborative needs of the learning episode. This means that educators can adaptively re-design the learning environment during the lesson, rather than purely relying on preemptive learning design thinking. Based on a three-semester design-based research study this paper explores how adaptive learning design can be used to provide learning environments that enable more effective collaboration and representation of information. The analysis culminates in a framework for adaptive learning design of a web-conferencing environment that depends on the type of knowledge being represented and the nature of interaction anticipated. Heuristics for adaptive learning design in synchronous multimodal environments are presented, and the potential role of students as co-designers is also discussed.
Transdisciplinary Pedagogical Templates and Their Potential for Adaptive Reuse
Author: Dobozy, Eva
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning Theories,Instructional Design,Shared Resources and Services,Technology Uses in Education,Interdisciplinary Approach,Educational Principles,Teaching Methods,Social Networks,Constructivism (Learning),Models

This article explores the use and usefulness of carefully designed transdisciplinary pedagogical templates (TPTs) aligned to different learning theories. The TPTs are based on the Learning Design Framework outlined in the Larnaca Declaration (Dalziel et al. in this collection). The generation of pedagogical plans or templates is not new. However, the creation and sharing of web-based pedagogical templates is underpinned by a re-use philosophy and the notion that such material can be adopted or adapted for various purposes by learning designers and developers. This article will exemplify the importance of pedagogical clarity by showcasing how different teacher and learner roles are instantiated in different TPTs that subscribe to behaviourist, cognitivist, or social learning theories. A key goal is to demonstrate that the TPTs constructed based on the Learning Design Framework (LD-F) introduced in the Larnaca Declaration, are easy to be re-used or modified to suit specific learning situations and contexts.
The Larnaca Declaration on Learning Design
Author: Dalziel, James
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Design,Instructional Effectiveness,Educational Practices,Models,Educational Benefits,Concept Mapping,Decision Making,Teaching Methods,Role Playing,Definitions,Computer Software,Educational Innovation,Integrated Learning Systems,Educational Theories,Theory Practice Relationship,Coding

The Larnaca Declaration on Learning Design arose from a 2012 meeting of experts in Larnaca, Cyprus who sought to provide a new theoretical foundation for the field of Learning Design, based on a synthesis of research and practice in the field to date. It begins by acknowledging the vast benefits that would arise from wider sharing of effective teaching practices, and it uses an analogy from the history of music notation to identify the need for a representational framework for describing teaching and learning ideas. It provides a range of examples of learning designs and different representational systems to illustrate the need for a &quot;Learning Design Framework&quot; (LD-F). It then acknowledges the wider educational context and its impact on design decisions by educators, and provides a &quot;Learning Design Conceptual Map&quot; (LD-CM) to identify contextual components and their interactions in design decisions. It concludes by discussing the philosophical and practical challenges of identifying and sharing effective teaching and learning ideas under the heading &quot;Learning Design Practice&quot; (LD-P).
Attitudes towards Teaching and Perceptions of School Climate among Health Education Teachers in the United States, 2011-2012
Author: Cardina, Catherine E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Health Education,Teachers,Teacher Attitudes,Beliefs,Educational Attitudes,Job Satisfaction,Work Environment,Models,Educational Environment,National Surveys,Elementary Secondary Education,Positive Attitudes,Program Implementation,Public Schools

Purpose: In general, teachers who are highly satisfied are more motivated teachers and positively affect health and student learning to improve academic achievement. The purpose of this study was to provide national-level data with regard to teachers' attitudes, perceptions, and beliefs related to teaching, job satisfaction, and working environment. Findings were compared to health teachers due to their specific knowledge related to health and academics and their potential leadership roles when implementing the Whole School, Whole Community, Whole Child (WSCC) model. Methods: Data reported for this study were extracted from the most recent Schools and Staffing Survey, a comprehensive nationally representative survey of school employees conducted by the National Center for Educational Statistics. Descriptive statistics were used to identify health education teachers' attitudes toward teaching, job satisfaction, and the working environment as compared to all other teachers. Results: Health teachers reported more positive attitudes toward teaching, reported higher levels of satisfaction with teaching, and perceived their school environment as more supportive when compared to all other teachers. They often were less positive about their colleagues sharing a common mission or vision. Conclusions: Health teachers may serve as key leaders during the implementation phase of the WSCC model due to their knowledge of health and academics, high levels of job satisfaction, and positive attitudes towards teaching. Recommendations: Working together as a team with a shared goal of increasing student well-being is a cornerstone of the WSCC model and the perception that some health teachers feel isolated in part is an area of concern. Overall, teachers perceive administrative support, however there is a need for school leaders to establish collaborative and trusting relationships between teachers, parents, and community members during the implementation phase of the WSCC model in order to achieve desired student goals and objectives related to health and learning.
Are Self-Perception Measures Used in School Library Research Transferable to the Context of Public Library Summer Reading Programs?
Author: Arnone, Marilyn P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Summer Programs,Reading Programs,School Libraries,Public Libraries,Middle School Students,Grade 6,Grade 7,Grade 8,Grade 9,Self Efficacy,Information Skills,Reading Achievement,Competence,Library Research,Reading Ability,Reading Improvement,Self Determination,Surveys,Measurement,Reliability,Test Items,Correlation,Scores

Several instruments previously validated for use in school library research were tested for their appropriateness in the context of public libraries' summer reading programs for youth. The researchers were also interested in whether the connection between perceived competence in one's own information skills and perceived competence in one's own reading skills, as found in school library research, might also exist for participants in public library summer reading programs. In addition, a separate research question explored whether youth participants connected the summer reading program to increased confidence and improvement in their reading abilities. Findings suggest that reliable measures that can be used in the context of both school and public libraries may be beneficial for future collaboration and coordination in youth programming both in and out of school. Findings also suggest that summer reading programs foster self-perceptions of improved reading ability
Anatomy of Advocacy: A Case Study of the White House Petition
Author: Burns, Elizabeth
Date: 2016-00-00
Type: Journal Articles
Subjects: School Libraries,Advocacy,Library Services,Case Studies,Program Effectiveness,Politics of Education,Lobbying,Federal Legislation,Elementary Secondary Education,Educational Legislation,Citizen Participation,Information Dissemination,Electronic Mail,Correlation,Content Analysis,Political Campaigns,Statistical Significance,Predictor Variables,Multiple Regression Analysis,Computer Mediated Communication,Success

Little research has been conducted examining advocacy efforts in the school library field despite the fact that program advocate is a prominent role for school librarians. One element of advocacy is the engagement in political initiatives that may affect school library programs. This case study investigates the effectiveness of one advocacy effort in response to a call for support of a national petition in support of school libraries. Data were collected, and factors underlying this advocacy campaign were analyzed. This report is a case study analysis of a time-constrained advocacy initiative, including the number of participants, demographic factors in relationship to participation, and the interaction of participants on an e-mail discussion list. With the emergent focus on lobbying for the reauthorization of ESEA (Elementary and Secondary Education Act), this study has import for the design and development of successful advocacy efforts now and in the future.
Tracking Student Success: Using an Action Learning Approach to Better Understand the How, What, Where and Why
Author: Palermo, Josephine
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Academic Achievement,Cohort Analysis,Institutional Research,Longitudinal Studies,Case Studies,Universities,Teamwork,Action Research,Access to Education,Disadvantaged,College Students

Australian higher education lags behind other western countries in relation to access and attainment of equity groups (Organisation for Economic Development [OECD], 2010). This is despite major policy reforms in the last two decades targeting better educational outcomes for students from disadvantaged backgrounds. The Australian Labor Government's Higher Education Participation and Partnerships Program (HEPPP) creates a new demand for evaluation methods that can establish whether interventions funded under the HEPPP contribute to the Commonwealth's policy goal of increasing the participation of low socioeconomic status students in university to 20% by 2020 (Oriel, 2011a). In 2011, AAIR received funding from the Australian Learning and Teaching Council (ALTC) to conduct a study to track student success. AAIR is undertaking the study in conjunction with Deakin University and Southern Cross University. Both universities have HEPPP funds available to undertake student cohort tracking programs. The initial phase of the ALTC study is focusing on how each of the participating universities approach their cohort tracking projects, the systems they are developing for capturing the essential data, and the lessons learnt as they progress their projects. The study is also considering comparative case studies both in Australia and internationally especially as they concern disadvantaged students. To better understand how to track these student cohorts, what attributes we need to focus on, over what period do we need to track them and why we are tracking them, this study has adopted an action learning methodology. Action Learning Teams (ALTs) have been established at Deakin University and at Southern Cross University. During this study, the project team will be monitoring its own learning pathways, activities and outcomes. Lessons learnt will contribute to the knowledge other institutions can take into their own cohort tracking projects. This article discusses the questions posed and challenges raised in the initial phases of conducting cohort tracking at each university.