ethanporcaro/eric-fulltext-meta huggingface dataset:
A Proposal for Methodology for Negotiation Practicum with Effective Use of ICT: A Technology Enhanced Course for Communication for Trust Building
Author: Yamamoto, Tosh
Date: 2012-10-00
Type: Journal Articles
Subjects: Communication Skills,Reading Comprehension,Problem Solving,Practicums,Role Playing,Educational Technology,Computer Uses in Education,Trust (Psychology),College Students,Foreign Countries,Visualization,Simulation,Thinking Skills,Critical Thinking,Empathy,Interpersonal Communication

This paper purports to demonstrate a problem solving case in the course of the development of methodology, in which the quality of the negotiation practicum is maintained or raised without sacrificing the class contact hours for the lessons for reading comprehension skills, on which the essence of negotiation practicum is solely based. In this problem solving, the effective implementation of the ICT is crucially employed. In an effort to foster better communication skills to build a sound relationship (one of the fundamental academic skills to be acquired as a university student) during the four years of academic life, Kansai University has been introducing a new genre of courses in the general education especially for freshmen and sophomores. It is a negotiation practicum in which students learn the basic communication skills through role modeling in simulated situations. Although the intention for developing a new course was great, this new attempt faced some difficulties in order to achieve a higher level of learning outcome. In the course, students practice visualizing in detail the crucial points observing the simulated situation simulating the actual real-life situation. In order to do so, the students are required to demonstrate a high level of reading comprehension competency by reading carefully the detailed description of a situation as well as to understand and analyze the crucial points from various angles, based on which the students can clearly set the mission, associated zopa, and batna. In this way, the students are ready for the negotiation practicum in the role playing session. This paper reports an optimal solution making use of the information technology without sacrificing the quality of the negotiation practicum due to the students' low level of reading comprehension skills. (Contains 1 table and 8 figures.)
Computer-Based vs Paper-Based Examinations: Perceptions of University Teachers
Author: Jamil, Mubashrah
Date: 2012-10-00
Type: Journal Articles
Subjects: Tests,Teacher Attitudes,Computer Uses in Education,Positive Attitudes,College Faculty,Colleges,Computer Assisted Testing,Comparative Analysis,Predictor Variables,Measures (Individuals),Validity,Sampling,Foreign Countries

This research reported teachers' perceptions about computer-based (CB) vs. paper-based (PB) examinations. Teachers were divided into 7 major categories i.e., gender, departments, designations, qualifications, teaching experiences, computer training certifications and CB examination experiences, which were the key factors to be observed and analyzed to perceive teachers' attitude regarding CB or PB examinations. It was concluded from the results that overall sampled teachers' attitudes were positive towards CB examination systems but in some situations they preferred PB as well. Comparatively female, highly ranked, highly qualified, less experienced, teachers who have computer training certificate or degree, and teachers who have CB examination experiences were more positive towards CB examinations. (Contains 6 tables.)
Constructing Knowledge: An Experience of Active and Collaborative Learning in ICT Classrooms
Author: Pinheiro, Margarida M.
Date: 2012-10-00
Type: Journal Articles
Subjects: Information Technology,Electronic Learning,Computer Uses in Education,Educational Technology,Teaching Methods,Questionnaires,Active Learning,Cooperative Learning,College Students,Group Activities,Self Evaluation (Individuals),English (Second Language),Portuguese,Language Skills,Student Attitudes,Case Studies,Foreign Countries

This paper reports on the impact of the implementation of active and collaborative practices in ICT (information and communication technologies) classrooms. Both of these approaches convey a lot of responsibility from the teacher to the students and the hoping, as backed up by the literature, is to promote deeper learning and reasoning skills at a higher level. The question is: how do you do all that? This research describes a specific environment that makes use of collaborative tools, like wikis and forums within an e-learning platform and of specific CRM (customer relationship management) software. In order to analyze how this learning environment gets learners actively involved in learning and working together in productive ways, students were surveyed by responding to questionnaires. Several cause-effect relations underlying the teaching-learning methodology and the students' performance are discussed. (Contains 5 tables.)
Development of Online Courseware on Thai Food Good Health
Author: Sompong, Narong
Date: 2012-10-00
Type: Journal Articles
Subjects: Educational Technology,Foreign Countries,Electronic Learning,Internet,Online Courses,Courseware,Video Technology,Public Relations,Food Service,Service Occupations,Questionnaires,Web Sites,Nutrition Instruction,College Students,Health Promotion,Cooking Instruction,Program Effectiveness

The objectives of this research were to: 1) develop the online courseware on Thai Food Good Health to support the Thai Kitchen to the world project; and 2) evaluate the courseware by the learners toward the courseware integrated using in aboard. The research sample were sampling for chefs, Thai restaurant owners, and the students who were studying at the TAFE culinary school in Sydney. The research instruments were a questionnaire to find out the needs and readiness to attend the online learning, and a questionnaire for the learners. Courseware was designed and developed on website www.thaifoodtolearn.com by applying the 5 steps model. Firstly, the synthesis of the research results done by the researcher team. Secondly, organizing focus group of the experts in food and nutrition and public relation field discussion on the essential contents and courseware format which would be used to develop the lessons. Thirdly, the survey of needs and readiness of the respondents. Fourthly designing the media in the courseware. Fifth, testing the courseware at TAFE Northern Sydney College in Sydney, Australia. The participants registered and studied from online courseware on thaifoodtolearn.com website as well as the set of multimedia &quot;Thai food good health&quot; distributed to the participants with the learner's active participation in demonstration and practices. The research result found that the respondents were readiness to study online courseware. They needed to learn as 1-2 weeks short course in the morning and evening. The topics they needed to learn were Thai food ways, Thai food cooking techniques, Thai healthy food such as Thai herb, fruit and vegetable, the characteristics of Thai food, safety Thai food, and basics knowledge of Thai food respectively. After learning online courseware, the learners' opinion mostly showed that the lessons were totally good level. In case of the contents and presentation of video, image, graphics, hyper media links in each pages, the usefulness and benefit of the lessons mostly showed in very good level.
Educational Technology Acceptance across Cultures: A Validation of the Unified Theory of Acceptance and Use of Technology in the Context of Turkish National Culture
Author: Gogus, Aytac
Date: 2012-10-00
Type: Journal Articles
Subjects: Educational Technology,Foreign Countries,Cultural Differences,Geographic Regions,Age Differences,Gender Differences,Questionnaires,Cross Cultural Studies,Structural Equation Models,Measurement,STEM Education,Cultural Context,Cultural Influences,Science Careers,Professional Personnel,Occupations,Attitudes

The Unified Theory of Acceptance and Use of Technology (UTAUT; Venkatesh et al., 2003, 2012) proposes a major model of educational technology acceptance (ETA) which has been yet validated only in few languages and cultures. Therefore, this study aims at extending the applicability of UTAUT to Turkish culture. Based on acceptance and cultural data from a large sample (N = 1723) of Turkish educational technology users of diverse profession, geographical location, age and gender, the UTAUT questionnaire displays good convergent and discriminant validity. Structural equations modeling confirms the model validity. Cross-cultural differences are explored within Turkey both between regions (Istanbul area vs. other regions) and between professional cultures (STEM, i.e. science, mathematics, engineering and mathematics, vs. non-STEM professions). The comparison uses measurement results from other European countries as a reference. Conclusions are drawn with respect to UTAUT applicability in educational practice, and to interconnections between ETA and culture. (Contains 10 tables and 3 figures.)
Effects of Improvement on Selective Attention: Developing Appropriate Somatosensory Video Game Interventions for Institutional-Dwelling Elderly with Disabilities
Author: Chen, Shang-Ti
Date: 2012-10-00
Type: Journal Articles
Subjects: Disabilities,Quality of Life,Older Adults,Attention,Control Groups,Experimental Groups,Video Games,Evaluation Methods,Nursing Homes,Residential Institutions,Institutionalized Persons,Human Body,Foreign Countries,Statistical Analysis,Neurological Impairments,Health Services

The purpose of this study was to develop appropriate somatosensory video game interventions on enhancing selective attention of institutional-dwelling elderly with disabilities. Fifty-eight participants aged 65[approximately]92 were recruited and divided into four groups, 4-week and 8-week experimental and two control groups, for evaluating the one-month carry-forward effects by Vienna Test System. Fourteen participants in experimental groups voluntarily completed 30-minute Xbox games 3 times per week for a total of 4 and 8 weeks. The results showed that: (1) except sum of incorrect reaction, a majority of participants whose selective attentions had significant improvements in immediate effect, carry-forward effects and overall effect in 8-week group (p less than 0.05); (2) 5 out of 8 items in selective attention tests had significant immediate and carry-forward effects and one overall effect in 4-week intervention (p less than 0.05) and (3) The results conclude that using somatosensory video games is a viable approach to promote selective attention of institutional-dwelling elderly with disabilities. The present study also found that this approach could motivate elderly to participate with a variety of sound, music and sensory stimulations and is a viable and valuable direction to promote quality of life in long-term care system. (Contains 8 tables and 3 figures.)
Employing Textual and Facial Emotion Recognition to Design an Affective Tutoring System
Author: Lin, Hao-Chiang Koong
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Intelligent Tutoring Systems,Artificial Intelligence,Focus Groups,Teaching Methods,Feedback (Response),Grounded Theory,Psychological Patterns,Nonverbal Communication,Computer Assisted Instruction,Computer Software Evaluation,Programming,Animation,Natural Language Processing,Computer System Design,Educational Technology,Multimedia Instruction,Usability,Use Studies,Mixed Methods Research,Rating Scales,Man Machine Systems,Affective Behavior

Emotional expression in Artificial Intelligence has gained lots of attention in recent years, people applied its affective computing not only in enhancing and realizing the interaction between computers and human, it also makes computer more humane. In this study, emotional expressions were applied into intelligent tutoring system, where learners' emotional expression in learning process was observed in order to give an appropriate feedback. Emotional intelligent not only gives high flexibility to the interaction of tutoring system, it also to deepen its level of human interaction. This study uses dual-mode operation: facial expression recognition, and text semantics as the main elements in affective computing to understand users' emotions. Text semantics are used to understand learners' learning status, and the results would contribute to course management agents in order to choose the most appropriate teaching strategies and feedback to the users. Facial expression recognition allows interactive agents to provide users a complete sound and animation feedback. (Contains 5 tables and 3 figures.)
Examining Freshmen Believe Concerning ICT Usage in K-12 and University Settings
Author: Kiyici, Mubin
Date: 2012-10-00
Type: Journal Articles
Subjects: Computer Uses in Education,Educational Technology,Preservice Teacher Education,College Freshmen,Elementary Secondary Education,Higher Education,Information Technology,Internet,Student Attitudes,Gender Differences,Computer Use,Educational Change,Foreign Countries

Information and communication technology usage in school settings has increased significantly. Most of the teacher education colleges realized this situation and change their education programs and give technology and educational technology classes to their students. In this research it is aimed to reveal pre-service teacher believe concerning ICT usage in K-12 and university settings. Results show that gender, internet connection and compute usage do not affect ICT usage believe. (Contains 4 tables.)
How Learning Environments Can Stimulate Student Imagination
Author: Liang, Chaoyun
Date: 2012-10-00
Type: Journal Articles
Subjects: Educational Technology,Instructional Design,Social Environment,Foreign Countries,Imagination,Stimulation,Educational Environment,College Students,Likert Scales,Questionnaires

The purpose of this study was to investigate an array of environmental factors that can stimulate imagination and explore how these factors manifest in different design phases. The participants of this study were students in the field of educational technology from four universities across Taiwan. The instructional design process was divided into three major phases: analysis, design/development, and implementation/evaluation. Influences in the learning environment were deconstructed into four factors: physical component, organizational measure, social climate, and human aggregate. The results of this study indicated that environmental factors have varying effects during the three phases of instructional design. The social climate was claimed to have the greatest effect on stimulating imagination, followed by organizational measure, human aggregate factor, and lastly physical component. These effects were seen in the development process, especially in phase two and with a lesser effect in phase three. (Contains 7 tables.)
Tangible Multimedia: A Case Study for Bringing Tangibility into Multimedia Learning
Author: Tsong, Chau Kien
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Multimedia Instruction,Case Studies,Observation,Preschool Children,Feasibility Studies,Questionnaires,Use Studies,Qualitative Research,Data Analysis,Interviews,Kindergarten,Computer Assisted Instruction,Instructional Design,Computer Software,Computer Software Evaluation,Computer System Design,Educational Technology,Multimedia Materials,Teaching Methods,Instructional Effectiveness,Manipulative Materials,Developmentally Appropriate Practices

Multimedia augmented with tangible objects is an area that has not been explored. Current multimedia systems lack the natural elements that allow young children to learn tangibly and intuitively. In view of this, we propose a research to merge tangible objects with multimedia for preschoolers, and propose to term it as &quot;tangible multimedia&quot;. To evaluate the feasibility of such multimedia prior to actual research, a prototype named &quot;TangiLearn&quot; has been developed for a case study. This paper is the report of what we discovered during the study. The study concluded that &quot;TangiLearn&quot; enhanced the preschoolers' enjoyment and learning performance. (Contains 4 figures.)
The Effects of Applying Game-Based Learning to Webcam Motion Sensor Games for Autistic Students' Sensory Integration Training
Author: Li, Kun-Hsien
Date: 2012-10-00
Type: Journal Articles
Subjects: Autism,Sensory Integration,Photography,Motion,Games,Teaching Methods,Educational Technology,Children,Internet,Observation,Interviews,Attitude Measures,Student Attitudes,Teacher Attitudes,Foreign Countries,Instructional Effectiveness

This study aims to explore the effects of applying game-based learning to webcam motion sensor games for autistic students' sensory integration training for autistic students. The research participants were three autistic students aged from six to ten. Webcam camera as the research tool wad connected internet games to engage in motion sensor games. Through the motion sensor games, the researchers were able to collect data from physiological monitoring, observation (including sensory integration observation and process observation), and interviews. The findings of the study reveal that: (1) the teacher and the participants possess positive attitude toward applying webcam motion sensor games to sensory integration training; (2) Webcam motion sensor games can enhance autistic students' learning interest; and (3) applying the game-based learning to webcam motion sensor games can improve the effect of autistic students' muscle training and endurance. (Contains 4 tables and 5 figures.)
Information Anxiety and African-American Students in a Graduate Education Program
Author: Katopol, Patricia Fields
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Minority Groups,Minority Group Students,Anxiety,Graduate Study,Graduate Students,African American Students,Information Needs,Information Retrieval,Librarians,Reference Services,Library Services,Higher Education

Library anxiety has been cited as one factor affecting academic performance, but library use is only part of obtaining information for academic needs. This paper expands the concept of library anxiety to "information anxiety" by an examination of the information behavior of black graduate students when using a variety of information resources, including electronic and human. Findings indicate that information anxiety is a continuous element of minority students' information behavior and creates a barrier to obtaining and using information for academic work.
Beyond a Fad: Why Video Games Should Be Part of 21st Century Libraries
Author: Buchanan, Kym
Date: 2012-00-00
Type: Journal Articles
Subjects: Libraries,Library Services,Video Games,Librarians,Simulation,Library Materials,Motivation,Terrorism,Critical Literacy,Educational Games,Literacy,Users (Information),Access to Information,Information Literacy

We believe video games have a place in libraries. We start by describing two provocative video games. Next, we offer a framework for the general mission of libraries, including access, motivation, and guidance. As a medium, video games have some distinguishing traits: they are visual, interactive, and based on simulations. We explain how these traits require and reward some traditional and new literacies. Furthermore, people play video games for at least three reasons: immersion, challenge, and connection. Finally, we offer guidelines and examples for how librarians can integrate video games into library collections and programming. (Contains 7 figures.)
Information Literacy Outreach: Building a High School Program at California State University Northridge
Author: Martin, Coleen Meyers
Date: 2012-00-00
Type: Journal Articles
Subjects: Thinking Skills,Academic Libraries,Information Literacy,High School Students,School Activities,Cooperation,Criticism,Internet,High Schools,Information Skills,College Students,Information Retrieval,Literacy,Critical Thinking,Partnerships in Education,Academic Achievement,Librarians,Outreach Programs,College School Cooperation,Higher Education,Secondary School Teachers

University and secondary school educators recognize many high school students will undertake a post-secondary education but find themselves unprepared for the academic demands once they arrive on campus. Although many high school students appear to possess basic abilities in retrieving information, particularly when searching the Internet, they often lack the critical evaluation skills needed to succeed at the college level (Jackson &amp; Hansen, 2006). Developing the necessary information literacy skills among high school students to support a successful transition to college is a unique undertaking for any institution. The authors provide a case study of an outreach effort between an academic library and an urban high school during challenging budgetary times. Lessons learned from the development of their information literacy instructional program and the instructional tools created will be discussed. Student outcomes within the collaboration which include the development of research and critical thinking skills necessary to succeed after high school will be addressed as well. This collaboration may serve as a model for other institutions developing similar programming. (Contains 2 figures.)
From Pedagogical Museum to Instructional Material Center: Education Libraries at Teacher Training Institutions, 1890s to 1970s
Author: Attebury, Ramirose
Date: 2012-00-00
Type: Journal Articles
Subjects: Libraries,Instructional Materials,Library Services,Educational Change,Laboratories,Curriculum Study Centers,Educational Practices,Museums,Higher Education,Accreditation (Institutions),Librarians

The development of education libraries cannot be understood outside the context of education history. Changes in educational practices and technology spurred three phases of development in the history of education libraries. Early examples, often called curriculum laboratories, developed as spaces to create educational materials where limited numbers existed. As standardized curriculum grew, common laboratories gave way to curriculum materials centers, which housed materials so that future teachers could preview them. The rise of audio-visual equipment transformed education libraries once again into centers housing a variety of instructional materials. This paper traces the development of education libraries through these three phases.
Information Literacy Skills for Preservice Teachers: Do They Transfer to K-12 Classrooms?
Author: Stockham, Marcia
Date: 2012-00-00
Type: Journal Articles
Subjects: Information Literacy,Media Specialists,Elementary Secondary Education,Education Majors,Preservice Teachers,Information Skills,Librarians,Information Technology,Surveys,College Students,Higher Education,Cooperation,Partnerships in Education,School Libraries,Academic Libraries,Lifelong Learning

This study surveyed current education majors (n=70) in two Kansas universities to gain a perspective on their understanding of Information Literacy (IL) concepts and skills, and to learn whether they anticipated teaching such concepts to their future K-12 students. School media specialists in the state were also surveyed (n=85) and asked to share their observations of teachers new to the profession as to their understanding and practice of IL. Results indicate many education students were not familiar with IL concept terminology and at least some new teachers in the state do not have a clear understanding or priority for teaching such skills in K-12 classrooms. (Contains 3 tables and 2 figures.)