ethanporcaro/eric-fulltext-meta huggingface dataset:
A Complexity Approach to Investigating the Effectiveness of an Intervention for Lower Grade Teachers on Teaching Science
Author: Wetzels, Annemie
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Instructional Effectiveness,Intervention,Instructional Design,Faculty Development,Case Studies,Teacher Behavior,Self Efficacy,Educational Environment,Professional Autonomy,Pedagogical Content Knowledge,Video Technology,Feedback (Response),Preschool Teachers,Thinking Skills,Mixed Methods Research,Monte Carlo Methods,Semi Structured Interviews

This article describes the effectiveness and sustainability of teacher professional development interventions from a complexity viewpoint as well as a more &quot;standard&quot; viewpoint. The first aim of this study is to give a theoretical overview of effective aspects of interventions regarding teachers' professionalizing using recent literature. The second aim is to re-interpret effectiveness and effectiveness studies using a complexity approach. The third aim is to empirically illustrate a complexity approach to the effectiveness of interventions using a multiple case study. We have described intervention specific aspects, teacher specific aspects, context specific aspects and implementation specific aspects and have shown in the cases that during an intervention these aspects intertwine and act as a complex dynamic system. The complexity approach to interventions has implications for future empirical research as well as for the design of interventions. In future research, results of small scale and large scale research should be combined, in order to obtain a better insight in all relevant aspects and their effect on teachers' behavior. Research ought to concentrate on the effects that all contextual aspects have intertwiningly in order to design more effective interventions and with better implementation processes.
The Attitudes of the Physical Education Students towards Internet
Author: Yaman, Metin
Date: 2007-07-00
Type: Journal Articles
Subjects: Graduate Students,Physical Education,Internet,Teaching Methods,Student Attitudes,Questionnaires,Technology Uses in Education,Educational Technology,Undergraduate Students,Gender Issues,Parent Background,Educational Attainment,Access to Computers,Foreign Countries

Internet is a part of our life today. It offers educators alternative teaching methods. It provides us to get efficient and fast information, establishing contact with everyone and to have a chance for searching all types of data with its globalization effect. Internet facilities help physical education teachers to search lonely in order to get information in a stable and comfortable way. In addition to this, at educational areas, physical education students get various capacities and properties for their future life. In that sense, technology makes people to have self-differentiated features in order to get wide range of knowledge and about all issues and everyone has same opportunities for gathering this knowledge. The study is that attitudes of students about internet by considering their tendencies emerging with described statements to realize new generation perspectives whose are graduate and post graduate students. At this research study, questionnaire examined the consciousness of students towards internet to the sample of students whose are a hundred fifty nine in Sakarya University.
The Consequences of Internet Café Use on Turkish College Students' Social Capital
Author: Koç, Mustafa
Date: 2007-07-00
Type: Journal Articles
Subjects: Social Capital,Internet,Mass Media Effects,Mass Media Use,Time Perspective,Incidence,Student Surveys,Undergraduate Students,Multiple Regression Analysis,Statistical Analysis,Social Networks,Social Attitudes,Predictor Variables,Foreign Countries

This paper draws on a part of the doctoral research study that investigates the potential impacts of Internet café use on Turkish college students' social capital. In this study, Internet café usage was portrayed by the amount of time spent and the frequency of online activities engaged at the cafés. Social capital, on the other hand, was characterized by feelings about loneliness, quality of social network with family, quality of social network with friends, and pro-social attitudes. A quantitative research design with a survey technique was employed. The data were collected from 758 undergraduate students from the College of Education of a major Anatolian university. Multiple linear regression with simple slope analysis were conducted to determine the proportion of variance that Internet café use accounts for in social capital and whether participants' type of accommodation adds anything significant. Results indicated that (a) Internet café usage did not significantly influence on loneliness and prosocial attitudes, (b) spending more time at Internet cafés and frequent entertainment-based online activities led to a decrease in the quality of social networks with both family and friends, (c) frequent online communication activities led to an increase in the quality of social networks with friends, and (d) such effects were the same for participants who stay alone, stay with family, and stay with friends. It was concluded that Internet technology was more than a simple and neutral tool that may constitute complex social dimensions involving profound alterations for youth's social life.
Dynamic Visualization and Software Environments
Author: Boz, Nihat
Date: 2005-01-00
Type: Journal Articles
Subjects: Visualization,Computer Software,Mathematics Education,Definitions,Mathematical Concepts,Teaching Methods

This paper will examine the use of software environments and dynamic visualization in mathematics education. This examination will be based on theoretical papers and research reports from substantial literature on visualization. How the term &quot;visualization&quot; is used in mathematics education field is also discussed. The thesis of this essay is that visualization and visual reasoning play vital roles in mathematical thinking. Therefore, the software environments could be integrated in mathematics teaching to foster a greater understanding of mathematical concepts.
Self- and Teacher-Assessment in an EFL Writing Class
Author: Baleghizadeh, Sasan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Evaluation (Individuals),Student Evaluation,English (Second Language),Second Language Learning,Scores,Correlation,Writing Skills,Writing Evaluation,Writing Instruction,Statistical Significance,Writing Improvement,Females,Private Schools,Second Language Instruction,Questionnaires,Semi Structured Interviews,English Curriculum,Language Tests,Statistical Analysis

The present study investigated how fifteen Iranian EFL learners developed the ability to self-assess their writings through having access to the rater's scores. The participants were supervised for four weeks as they went through their first experience in self-assessment. They were provided with a detailed evaluation sheet for assessing their work, and after each self-evaluation they were able to have access to the teacher-assigned scores. The results indicated a high correlation between self-assessment and teacher-assessment. It was revealed that students' self-assessment throughout the study turned out to be highly correlated with the teacher-assessment. It was also shown that the learners assessed different components of their writing in a manner comparable to that of the teacher. The findings confirmed that self-assessment could not only be viewed as a useful tool for evaluating learners' performance but also be regarded as an efficient instrument for developing their writing skill.
Effectiveness of the Integration of ICT Tools and Activities to Foster Awareness as the First Stage to Reach Learning Autonomy
Author: Ariza, Andrea
Date: 2013-11-00
Type: Journal Articles
Subjects: Action Research,Technology Integration,Technology Uses in Education,Student Attitudes,Student Behavior,Program Effectiveness,Metacognition,Decision Making,Independent Study,English (Second Language),Second Language Instruction,Personal Autonomy,Self Concept,Student Surveys

This article presents an action research study which integrated activities within two core subjects during one academic semester with first semester English language students. The students were guided through decision making, independent practice, and the development of metacognitive processes to study English using ICT tools. They were also expected to actively engage in developing their awareness, which is considered to be a key to self-regulated learning and the basis for autonomous attitudes and behaviors. Data was gathered through students' perceptions of the effectiveness of the activities, reflections, and students performances in their English class. The outcomes reveal that integrating the use of metacognitive control strategies and independent activities enhanced by the use of ICT within the context of basic-level language learning has a positive impact on students' performance. It not only contributes to the development of student's language proficiency, but also provides them with insights about themselves as learners. This experience can also be transferred to other aspects of students' academic lives and thus play a role in achieving lifelong learning. The approach undertaken during this experience is shown to enhance student understanding in a way which is consistent with sociocultural theories of learning.
Increasing Social Presence in Online Learning through Small Group Discussions
Author: Akcaoglu, Mete
Date: 2016-04-00
Type: Journal Articles
Subjects: Graduate Students,Online Courses,Electronic Learning,Small Group Instruction,Large Group Instruction,Comparative Analysis,Classroom Communication,Discussion (Teaching Technique),Group Discussion,Discourse Communities,Interpersonal Communication,Interpersonal Competence,Educational Environment,Group Unity,Student Placement,Asynchronous Communication,Computer Mediated Communication,Affordances,Group Structure,Statistical Significance,Surveys

Social presence is difficult to achieve, but an imperative component of online learning. In this study, we investigated the effect of group size on students' perceptions of social presence in two graduate-level online courses, comparing small group versus whole class discussions. Our results indicated that when in small group discussions, students perceived a higher level of social presence in terms of sociability, t(32) = 3.507, p = 0.001; social space, t(29) = 3.074, p = 0.005; and group cohesion, t(32) = 3.550, p = 0.001. We discuss how placing students in small and permanent discussion groups can augment social presence. Designers and educators of online learning can strategically modify group size to promote social presence in asynchronous online discussions.
The Predictive Relationship among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students' Course Grades in Online Synchronous and Asynchronous Courses
Author: Rockinson-Szapkiw, Amanda J.
Date: 2016-04-00
Type: Journal Articles
Subjects: Graduate Students,Higher Education,Grades (Scholastic),Synchronous Communication,Asynchronous Communication,Electronic Learning,Online Courses,Distance Education,Academic Achievement,Correlation,Multiple Regression Analysis,Predictive Validity,Outcomes of Education,Critical Thinking,Predictor Variables,Educational Technology,Integrated Learning Systems,Management Systems,Research Design,Surveys,Masters Programs,Technology Uses in Education,Likert Scales,Graduate Study

The Community of Inquiry framework has been widely supported by research to provide a model of online learning that informs the design and implementation of distance learning courses. However, the relationship between elements of the CoI framework and perceived learning warrants further examination as a predictive model for online graduate student success. A predictive correlational design and hierarchical multiple regression was used to investigate relationships between community of inquiry factors and perceived learning to determine the predictive validity of these variables for students' course points (N = 131), while controlling for demographic and course variables. The results of this study clearly supported the foundational constructs of Community of Inquiry (CoI) theory (Garrison et al., 2000) and the role of perceived learning to predict final course points. The entire predictive model explained 55.6% of the variance in course points. Implications, limitations, and recommendations are discussed.
Revising the Community of Inquiry Framework for the Analysis of One-to-One Online Learning Relationships
Author: Stenbom, Stefan
Date: 2016-04-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Environment,Elementary Secondary Education,Elementary School Mathematics,Secondary School Mathematics,Synchronous Communication,Coaching (Performance),Teaching Methods,Mathematics,Mathematics Instruction,Tutoring,Online Courses,Transcripts (Written Records),Surveys,Mathematics Teachers,Models,Statistical Analysis,Comparative Analysis,Distance Education,Foreign Countries

In online learning research, the theoretical community of inquiry framework has been used extensively to analyze processes of inquiry among learners and instructors within a community. This paper examines a special case of community of inquiry consisting of only one learner and one instructor. Together they engage in an online coaching discourse to form a relationship of inquiry. Within these relationships, coachees pass through processes of practical inquiry process while a coach supports the process. In this study, a framework and coding scheme were developed for use in a transcript coding procedure including 3,109 messages from an online coaching case in math for K-12 students. It is found that the elements of cognitive, teaching, and social presence, as well as the newly proposed emotional presence, which outlines a community of inquiry, comprise an effective structure for the analysis of one-to-one online coaching environments. The findings of this exploratory study suggest that a relationship of inquiry framework has the potential to support development of one-to-one online learning.
The Effect of Mobile Learning on Students' Achievement and Conversational Skills
Author: Elfeky, Abdellah Ibrahim Mohammed
Date: 2016-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Electronic Learning,Academic Achievement,Language Skills,English (Second Language),Teaching Methods,Experimental Groups,Control Groups,Integrated Learning Systems,Achievement Tests,Rating Scales,Foreign Countries,Pretests Posttests,Comparative Analysis,Conventional Instruction

The present study aimed to examine the effect of Mobile Learning, which is a kind of E-learning that uses mobile devices, on the development of the academic achievement and conversational skills of English language specialty students at Najran University. The study used the quasi-experimental approach. Participants consisted of (50) students who were registered in a course called &quot;Strategies of Teaching and Learning&quot; offered by the Department of Curriculum and Instruction at the College of Education to students majoring in English at the Department of English Language at the College of Science and Arts. As usual participant students were divided into experimental and control groups of (25) students in each. The soft copy of the course content was uploaded to the University Blackboard System for students in the experimental group. Another hardcopy of the course content was delivered to students in the control group by hand in the first meeting. Data collection tools included an academic achievement test and conversational skills rating scale. Results showed that mobile learning had quite significant effect on both students' academic achievement and conversational skills. In light of these findings faculty members were recommended to adapt the use of Mobile Learning in their classes.
Instructor's Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC
Author: Watson, Sunnie Lee
Date: 2016-04-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Teacher Student Relationship,Attitude Change,Teaching Methods,Communities of Practice,Inquiry,Group Discussion,Web Sites,College Faculty,Slavery,Crime,Computer Mediated Communication,Interviews,Content Analysis,Qualitative Research,Semi Structured Interviews

This study examines a MOOC instructor's use of social presence, teaching presence, and dissonance for attitudinal change in a MOOC on Human Trafficking, designed to promote attitudinal change. Researchers explored the MOOC instructor's use of social presence and teaching presence, using the Community of Inquiry (CoI) framework as a lens, and examined the facilitation of attitudinal dissonance within the discussion forum, announcements and blog postings in the course. The instructor entered the MOOC with the idea of serving as a co-participant and a facilitation choice was made to address the issue of multiple perspectives and experiences. The instructional design focused on establishing a collaborative community of learners and this was demonstrated through a high number of social presence indicators but with significant use of all three areas in evidence. Findings present a detailed examination of instructor strategies in a MOOC designed to focus on the establishment of a collaborative learning community and can inform future instructional design and instruction of MOOCs in general and MOOCs for attitudinal change specifically.
Does Formal Credit Work for MOOC-Like Learning Environments?
Author: Kursun, Engin
Date: 2016-04-00
Type: Journal Articles
Subjects: Educational Environment,Online Courses,Electronic Learning,Distance Education,Higher Education,Academic Achievement,Statistical Analysis,Online Surveys,Colleges,College Credits,Information Technology,Courses,Noncredit Courses,Access to Information,Electronic Publishing,Foreign Countries,Predictor Variables,Achievement Tests,Comparative Analysis,Research Design,Resource Units,Computer Uses in Education,Shared Resources and Services,Multimedia Materials,Learning Strategies,Questionnaires,Likert Scales

Although a number of claims have been made describing massive open online courses (MOOCs) as a disruptive innovation in education, these claims have not yet been proven through research. Instead, MOOCs should perhaps be considered as an integrative model for higher education systems, but to do so will require recognition of credentials. Initial experiments of MOOCs were not offered academic credit, but recently there has been some attempts to offer course credit for MOOCs or MOOC-like courses. However, whether earning a credit affects students' performance and behavior in MOOCs has not been explored closely. Therefore, the aim of this study is to assess the effect of crediting on students' achievement, perceived intrinsic and extrinsic goal orientations, and perceived course value. A causal comparative research design was applied. Data were collected via 516 responses to an online survey and achievement tests. Three credit conditions were compared: credit bearing, non-credit bearing, and credit careless. ANOVA results showed a significant difference between the credit bearing group and non-credit bearing group for all dependent variables. The credit bearing group also scored significantly higher achievement scores than the credit careless group. Credit clearly and significantly affected all dependent variables investigated in this study. Therefore, various possible models can be adopted by higher education institutions to integrate MOOCs as a credit. Further studies can explore the effects of credit on students' online behaviors, such as engagement with online activities and user events on MOOC platforms.
Student Perceptions of Justification in Two Disparate Domains: Education and Biology
Author: Dawson, Christi L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,Biology,Teaching Methods,Educational Psychology,Undergraduate Students,Epistemology,Correlation,Likert Scales,Factor Analysis,Maximum Likelihood Statistics,Comparative Analysis,Bayesian Statistics

This study investigated the perceptions of epistemic justification of students in two disparate domains of study to determine if any similarities and differences in their methods of justification exist. Two samples of students, or a total of 513 undergraduates from educational psychology (n = 193) and biology (n = 320) courses, completed a domain-general instrument that measured student views of pedagogical practices designed to enhance epistemic justification. A 3-factor solution best fit the data for both samples, but there were similarities and differences in the factors identified for the two samples. Students in both samples conceptualized the importance of collecting data or observable evidence to aid in making links between concepts as well as recognized the importance of both internal and external justification practices. One important distinction between the two samples is that those in the education sample distinguished between verifying core concepts and verifying connections using observable evidence, but the biology sample did not. Results suggest there are differences between the methods of justification conceptualized by students from the two different domains. Suggestions for future research are forwarded.
Blurring Boundaries in Education: Context and Impact of MOOCs
Author: Loeckx, Johan
Date: 2016-04-00
Type: Journal Articles
Subjects: Online Courses,Computer Science,Teaching Methods,Social Environment,Electronic Learning,Artificial Intelligence,Debate,Learning Experience,Creativity,Surveys,Higher Education,Distance Education,Global Approach,Information Technology

The opinions on MOOCs go to extremes, covering a wide variety of topics, affecting economy, pedagogy, and computer science which makes it hard to keep oversight. Despite the many excellent research reports and articles, an overview of the bigger picture, providing a holistic qualitative summary of the different opinions, is still very welcome. Special attention is given to the broader social, cultural, and technological context in which these developments come about. In this paper, it is discussed how the educational industry has received a &quot;wake up call&quot; provoking a global discussion on learning and teaching, accordingly disturbing established boundaries between formal and informal learning, public and for-profit education, teachers and learners and quite intriguingly, between software and teaching practices. Golden opportunities for Artificial Intelligence and Technology Enhanced Learning are unfolding, evidenced by the digitalization movement of education, gamification, and the stringent need for massively scalable (and therefore computerized) personal learning experiences.