ethanporcaro/eric-fulltext-meta huggingface dataset:
Toward a CoI Population Parameter: The Impact of Unit (Sentence vs. Message) on the Results of Quantitative Content Analysis
Author: Gorsky, Paul
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,Open Universities,Inquiry,Communities of Practice,Statistical Analysis,Goodness of Fit,Models,Instruction,Learning,Content Analysis,Asynchronous Communication,Teaching Conditions,Distance Education,Campuses,Proximity,Intellectual Disciplines,Sciences,Humanities,Undergraduate Study,Graduate Study,Courses,Difficulty Level,Class Size,Sentences,Communication (Thought Transfer),Interrater Reliability

The goal of this study is to further corroborate a hypothesized population parameter for the frequencies of social presence versus the sum of teaching presence and cognitive presence as defined by the community of inquiry model in higher education asynchronous course forums. This parameter has been found across five variables: academic institution (distance university vs. campus-based college), academic discipline (exact sciences vs. humanities), academic level (graduate vs. undergraduate), course level (introduction vs. regular vs. advanced), and course size (small vs. medium vs. large), that is, the number of students enrolled. To date, the quantitative content analyses have been carried out using the syntactic unit of message. In an attempt to further establish the parameter's goodness-of-fit, it is now tested across two different syntactic units, message versus sentence. To do so, the same three-week segments from 15 Open University undergraduate course forums (10 from humanities and five from exact sciences) were analyzed twice--once by the unit message and once by the unit sentence. We found that the hypothesized parameter remained viable when the unit of analysis is the sentence. We also found that the choice of syntactic unit is indeed a critical factor that determines the &quot;content&quot; of the transcript and its inferred meaning. (Contains 9 tables.)
Pretesting Mathematical Concepts with the Mobile Phone: Implications for Curriculum Design
Author: Kizito, Rita Ndagire
Date: 2012-01-00
Type: Journal Articles
Subjects: Distance Education,Diagnostic Tests,Calculus,Mathematics Instruction,Mathematical Concepts,Telecommunications,Handheld Devices,Teaching Methods,Comprehension,Concept Formation,Validity,Mathematical Logic,College Mathematics,Undergraduate Study,Educational Technology

One of the neglected elements when teaching at a distance is establishing what learners already know at the beginning of the course or module. Unlike the face-to-face environment, in distance learning there is no opportunity for administering diagnostic activities just before the onset of instruction. This means that both the weak and more advanced students receive the same level of support since there is no mechanism for differentiating their learning needs. This paper describes the characteristics of a diagnostic test aimed at determining student understanding of the basic calculus concepts of the derivative and the integral, using the mobile phone as the method of delivery. As a proof-of-concept exercise, 10 questions designed to test concept attributes and procedural knowledge involving the two basic calculus concepts were given to a sample of 30 students at the beginning of the course. The implications for curriculum design were then analysed in terms of the didactical functionalities and the communication strategy that could be developed with reference to the mobile phone. (Contains 1 table and 3 figures.)
Motivating Factors that Affect Enrolment and Student Performance in an ODL Engineering Program
Author: Dadigamuwa, P. R.
Date: 2012-01-00
Type: Journal Articles
Subjects: Open Universities,Program Effectiveness,Teaching Methods,Engineering Education,Foreign Countries,Distance Education,Engineering Technology,Student Motivation,Enrollment,College Students,Student Attitudes,Dropout Rate,Academic Persistence,Institutional Characteristics,Costs,Secondary Education,Grades (Scholastic),Delivery Systems,Educational Quality

The present study was carried out to determine the motivating factors for enrolling in an engineering study programme in open and distance learning (ODL) and the factors that affect the students' performance. The study was conducted with two convenient samples of students following distance learning courses in engineering technology, conducted by the Open University of Sri Lanka and leading to the award of diploma or degree in Engineering Technology. One sample consisted of students who failed to qualify for sitting the year-end examination and the other consisted of successful students. The study showed that many students opt to follow the programme without knowing the relevance of the study programme for them. Most of the students (53%) had taken the courses believing that they could obtain a recognized degree. The students with secondary education qualifications in the mathematics stream were found to be successful, provided that they had selected the ODL programmes with an understanding of the nature of the ODL system, the percentages being 61 with 4 passes, 75 with 3 passes, and 20 with 2 passes at the General Certificate in Education (Advanced Level) examination. All successful students were of the opinion that the course delivery methods should be improved, especially face-to-face teaching, laboratory classes, and assignments. (Contains 5 figures.)
Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning
Author: Blaschke, Lisa Marie
Date: 2012-01-00
Type: Journal Articles
Subjects: Andragogy,Self Determination,Independent Study,Learning Theories,Problem Solving,Holistic Approach,Feedback (Response),Cooperative Learning,Lifelong Learning,Role,Distance Education,Web 2.0 Technologies

Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today's workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education. (Contains 1 table and 2 figures.)
Science Teacher Training Programme in Rural Schools: An ODL Lesson from Zimbabwe
Author: Mhishi, Misheck
Date: 2012-01-00
Type: Journal Articles
Subjects: Rural Schools,Teacher Education Programs,Science Course Improvement Projects,Science Teachers,Preservice Teacher Education,Preservice Teachers,Student Educational Objectives,Distance Education,Preferences,Student Teacher Attitudes,Questionnaires,Performance Factors,Disadvantaged Environment,Disadvantaged Schools,Case Studies,Change Strategies,Educational Change,Foreign Countries

This case study looked at 76 randomly selected preservice science teachers from Mbire and Guruve districts who were learning at the Mushumbi Centre in Zimbabwe and assessed their motivations for enrolling under the Bindura University of Science Education (BUSE)'s Virtual and Open Distance Learning (VODL) programme. It also looked at the challenges they faced, their views on how instruction under the programme can be improved, and their deployment preferences after graduation. The districts are located in the remote Zambezi Valley, which is characterized by poor infrastructure, pests and diseases, frequent attacks by wild animals on people, domestic animals, and crops, harsh climatic conditions, and seasonal floods, which make it very difficult to attract and retain qualified teachers. Through targeted recruitment, BUSE's VODL programme sought to train relief teachers already serving in the area in the hope that personal history and family connections would entice them to continue teaching in these areas after attaining their teacher certification. Data was collected using a questionnaire with closed and open-ended questions. Results obtained indicate that despite a lack of funding, a shortage of reading materials, and the nonavailability of e-learning facilities, the students were motivated to join the programme for personal and professional motives and that the students, the majority of whom had taught for two or more years in the districts, would prefer deployments in the area after graduation. The study therefore recommends that deliberate efforts be directed toward the targeted recruitment of school leavers and relief teachers from disadvantaged rural areas who possess the requisite minimum entry qualifications to train as science teachers in order to improve teacher retention in remote areas. Further research into the intrinsic problems in BUSE's VODL programme and a close scrutiny of its course development techniques are also encouraged in order to overcome some of the problems encountered by both the students and the institution.
Investigating Instructional Strategies for Using Social Media in Formal and Informal Learning
Author: Chen, Baiyun
Date: 2012-01-00
Type: Journal Articles
Subjects: Teaching Methods,Social Networks,Web 2.0 Technologies,Informal Education,Qualitative Research,Public Administration,College Faculty,Use Studies,Semi Structured Interviews,Learning Theories,Computer Uses in Education,College Instruction,Teacher Surveys,Questionnaires

Despite the high popularity of personal use of online social media, a low percentage of students and instructors use them for educational purposes. This qualitative study explores the use of social media among faculty in the discipline of public administration in the United States. Eight instructors participated in telephone interviews about their experiences and perceptions of using social media for teaching and learning. Instructors perceive that informal learning using social media could be facilitated by instructors and integrated into formal learning environments for enriched discussions, increased engagement, and broad connections. This study provides qualitative empirical support for social learning theories while offering strategies for and examples of how social media can be used to connect formal and informal learning.
An Investigation of Communication in Virtual High Schools
Author: Belair, Marley
Date: 2012-01-00
Type: Journal Articles
Subjects: High Schools,Virtual Classrooms,Investigations,Educational Practices,Communication Research,Communication Strategies,Qualitative Research,Telephone Instruction,Interviews,Communication Problems,Distance Education,Observation,Teacher Influence,Instructional Effectiveness

Virtual schooling is an increasing trend for secondary education. Research of the communication practices in virtual schools has provided a myriad of suggestions for virtual school policies. The purpose of this qualitative study was to investigate the activities and processes involved in the daily rituals of virtual school teachers and learners with the goal of determining how regular phone calls by teachers contributed to the work habits of students. Eight virtual teachers were observed attempting to contact more than 60 struggling learners. Phone conversations with 12 of these learners showed that teachers repeatedly attempted to help them. Eleven students were interviewed and indicated preferences for written communications. Ten additional teachers who were interviewed emphasized the difficulty they had in reaching students by phone and the lack of student responses to phone-call attempts. The teachers in the study provided additional data regarding their regular communication patterns. Archival records from more than 100 contact attempts showed that approximately 20% of the students responded to teacher phone calls and less than half of these students completed the work requested. The interview data revealed that teachers believe written communications or multiple forms of communication may be more effective than regular phone calls. Future research should extend current research by expanding on sample size and investigating alternate methods of communication. Further investigation of learner responses to phone calls and of nonresponsive students could add to this data. (Contains 1 table.)
Connectivism and Dimensions of Individual Experience
Author: Tschofen, Carmen
Date: 2012-01-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Identification,Motivation,Definitions,Learning Theories,Social Networks,Learning Experience,Student Diversity,Extraversion Introversion

Connectivism has been offered as a new learning theory for a digital age, with four key principles for learning: autonomy, connectedness, diversity, and openness. The testing ground for this theory has been massive open online courses (MOOCs). As the number of MOOC offerings increases, interest in how people interact and develop as individual learners in these complex, diverse, and distributed environments is growing. In their work in these environments the authors have observed a growing tension between the elements of connectivity believed to be necessary for effective learning and the variety of individual perspectives both revealed and concealed during interactions with these elements. In this paper we draw on personality and self-determination theories to gain insight into the dimensions of individual experience in connective environments and to further explore the meaning of autonomy, connectedness, diversity, and openness. The authors suggest that definitions of all four principles can be expanded to recognize individual and psychological diversity within connective environments. They also suggest that such expanded definitions have implications for learners' experiences of MOOCs, recognizing that learners may vary greatly in their desire for and interpretation of connectivity, autonomy, openness, and diversity.
Online Social Networks as Formal Learning Environments: Learner Experiences and Activities
Author: Veletsianos, George
Date: 2012-01-00
Type: Journal Articles
Subjects: Educational Technology,Instructional Design,Socialization,Electronic Learning,Online Courses,Learning Experience,Social Networks,Teaching Methods,Student Attitudes,Internet,Graduate Study,Interviews,Surveys,Interaction,Computer Mediated Communication

While the potential of social networking sites to contribute to educational endeavors is highlighted by researchers and practitioners alike, empirical evidence on the use of such sites for formal online learning is scant. To fill this gap in the literature, we present a case study of learners' perspectives and experiences in an online course taught using the Elgg online social network. Findings from this study indicate that learners enjoyed and appreciated both the social learning experience afforded by the online social network and supported one another in their learning, enhancing their own and other students' experiences. Conversely, results also indicate that students limited their participation to course-related and graded activities, exhibiting little use of social networking and sharing. Additionally, learners needed support in managing the expanded amount of information available to them and devised strategies and &quot;workarounds&quot; to manage their time and participation. (Contains 4 figures.)
Rapport in Distance Education
Author: Murphy, Elizabeth
Date: 2012-01-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Foreign Countries,Distance Education,Synchronous Communication,Teacher Role,Computer Mediated Communication,Educational Technology,High Schools,Secondary School Teachers,Asynchronous Communication,Interpersonal Communication,Teacher Student Relationship,Faculty Development,Teacher Attitudes,Interviews

Rapport has been recognized as important in learning in general but little is known about its importance in distance education (DE). The study we report on in this paper provides insights into the importance of rapport in DE as well as challenges to and indicators of rapport-building in DE. The study relied on interviews with 42 Canadian high-school DE teachers. Findings revealed that rapport is necessary in DE because of the absence of face-to-face communication. Challenges to building rapport relate to the geographic dispersion of students, the asynchronous nature of DE, teacher workload, limits of the software, teachers and students not seeing the need for rapport, and DE traditions. We identified six categories of rapport-building in DE as follows: &quot;Recognizing the person/individual; Supporting and monitoring; Availability, accessibility, and responsiveness; Non text-based interactions; Tone of interactions; Non-academic conversation/interactions.&quot; We break the categories into subcategories and provide indicators for each one. The indicators might also be used in contexts of DE teacher professional development as a springboard for discussion, or, more prescriptively, as guides to DE teacher behaviour. A follow-up study using a more fine-grained focus on specific indicators might provide insights into specific rapport-related behaviours. (Contains 8 tables and 1 figure.)
The Implications of the Local Context in Global Online Education
Author: Rye, Stale Angen
Date: 2012-01-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Internet,Global Approach,Student Role,Distance Education,Context Effect,Cooperative Learning,Computer Mediated Communication,Social Networks,Graduate Students,Semi Structured Interviews,Qualitative Research,Cultural Pluralism,Student Diversity

This paper investigates how features in students' everyday life influence their participation in online global collaboration, and it suggests that students' local context should be recognised as a significant part of their educational space. In this exploratory case study of students engaged in a global online master's programme, the discussion is organised under three main headings: the social, material, and cultural dimensions of students' daily life. The paper shows how the influence of the students' local context typically creates a situation whereby the online learning space is characterised by inequality. This recognition should be taken into account when providers of online education design courses and make provision for student support. In this way, the inequalities can be seen as a resource for learning rather than as a problem.
Challenges of Virtual and Open Distance Science Teacher Education in Zimbabwe
Author: Mpofu, Vongai
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Qualitative Research,Science Teachers,Data Analysis,Delivery Systems,Conflict of Interest,Virtual Classrooms,Science Education,Teacher Education Programs,Surveys,College Faculty,Interviews,Class Size,Educational Resources,Teacher Competencies,Teacher Qualifications,Self Esteem,Educational Quality,Standards,Educational Technology

This paper reports on a study of the implementation of science teacher education through virtual and open distance learning in the Mashonaland Central Province, Zimbabwe. The study provides insight into challenges faced by students and lecturers on inception of the program at four centres. Data was collected from completed evaluation survey forms of forty-two lecturers who were directly involved at the launch of the program and in-depth interviews. Qualitative data analysis revealed that the programme faces potential threat from centre-, institution-, lecturer-, and student-related factors. These include limited resources, large classes, inadequate expertise in open and distance education, inappropriate science teacher education qualifications, implementer conflict of interest in program participation, students' low self-esteem, lack of awareness of quality parameters of delivery systems among staff, and lack of standard criteria to measure the quality of services. The paper recommends that issues raised be addressed in order to produce quality teachers. (Contains 4 figures.)
Learning Management System Migration: An Analysis of Stakeholder Perspectives
Author: Ryan, Thomas G.
Date: 2012-01-00
Type: Journal Articles
Subjects: Mixed Methods Research,Teacher Surveys,Integrated Learning Systems,Technological Advancement,Transitional Programs,Program Effectiveness,Stakeholders,Attitudes,Distance Education,Adjustment (to Environment),Foreign Countries,Faculty Development,Inservice Education

In this mixed methods study the authors describe the institution-level perceptions of stakeholders transitioning to a new learning management system (LMS). We address issues related to change, the institution's administration of the transition process, problems encountered, and realized learning via online survey data collection, analysis, and interpretation. We further detail results of a faculty survey, which sought to illuminate the LMS transition experience. The summation includes suggestions for institutions as they prepare for, and move through, foreseeable LMS change and transition. (Contains 9 tables and 1 figure.)
A Review of Co-Morbid Disorders of Asperger's Disorder and the Transition to Adulthood
Author: Robinson, Stephanie
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Independent Living,Anxiety Disorders,Pervasive Developmental Disorders,Autism,Asperger Syndrome,Gender Differences,Educational Attainment,Transitional Programs,Employment Level,Interpersonal Relationship,Skill Development,Interpersonal Competence,Age Differences,Behavior Disorders,Adolescent Development

This review includes empirical peer-reviewed articles which support the examination of Asperger's Disorder and co-morbid disorders, as well as an analysis of how adolescents with Asperger's Disorder transition to adulthood. Although the focus was on Asperger's Disorder, some studies include Autism Spectrum Disorder samples. It was found that people with Asperger's Disorder generally experience more anxiety than control groups. Rates of non-verbal learning disabilities did not differ significantly from control groups, however it remained unknown if rates of specific learning disabilities differ. The transition to adulthood focused on education, employment, living arrangements, and relationships. The findings revealed that people with Asperger's may have more difficulty in the transition to adulthood, however they were capable of achieving high educational levels, employment, independent living, and successful relationships. It was suggested that anxiety treatments and social skills training be further incorporated into counselling programs, and that future research examine gender differences in the diagnosis, treatment, and prognosis of Asperger's Disorder.