ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Effectiveness of Learning American Football through Playing the Video Game &quot;Madden NFL&quot;
Author: Jenny, Seth E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Team Sports,Video Games,Foreign Students,College Students,Knowledge Level,Intention,Educational Technology,Technology Uses in Education

This mixed-methods study investigated whether playing the video game &quot;Madden NFL&quot; can: (a) assist someone in learning about American football, and (b) influence someone wanting to watch or play American football. International university students with little knowledge of the sport were randomly assigned into the control group (CG) (n = 22) or experimental group (EG) (n = 18). Both groups first completed an American football questionnaire and pre-test regarding the rules, field layout, terminology, official signals, and player positions of the sport. The EG then played &quot;Madden NFL&quot; two times per week (30 minutes each) for four weeks. Next, both groups took the same questionnaire and post-test, with the EG also performing a one-hour focus group session. Findings indicated that playing &quot;Madden NFL&quot; increased total American football knowledge, specifically regarding field layout and player positions, and facilitated intentions to want to watch or play the sport in an authentic environment.
An Evidence-Based Practical Guide to Designing and Developing Chinese-as-a-Foreign-Language (CFL) Courses Online
Author: Zhang, Shenglan
Date: 2014-00-00
Type: Journal Articles
Subjects: Chinese,Second Language Learning,Second Language Instruction,Online Courses,Teaching Methods,Language Teachers,Course Evaluation,Evidence Based Practice,Instructional Design,Teacher Education,Individualized Instruction,Educational Resources,Teacher Student Relationship,Communities of Practice,Computer Mediated Communication

The purpose of this article is to give an overview of what is needed for creating and teaching an online Chinese course and some systematic recommendations for what a Chinese language teacher needs to know in order to continuously succeed in the new teaching context. An exhaustive review of empirical studies published in the past seven years is used to reveal what makes an online language course successful. Twelve studies were located. The findings of these studies were summarized around the four themes, online course development, teaching roles, learner support, and course evaluation. Examples were given to illustrate points based on the literature.
Digital Fabrication and Hidden Inequalities: Connecting Procedural, Factual, and Conceptual Knowledge
Author: Abramovich, Sergei
Date: 2015-00-00
Type: Journal Articles
Subjects: Concept Formation,Mathematics Instruction,Teaching Methods,Computer Software,Graphing Calculators,Geometric Concepts,Mathematics Curriculum,Secondary School Students,Algebra,Teacher Education,Inferences,Mathematical Concepts

The paper uses digital fabrication as a learning environment to demonstrate the importance of conceptual understanding of one-variable inequalities. These inequalities are hidden within two-variable inequalities used to construct geometric shapes the borders of which are the graphs of basic functions from the secondary mathematics curriculum. As graphing skills in the digital era are mostly procedural, an emphasis on hidden inequalities as tools for digital fabrication of specific regions in the plane and their borders connects procedural and conceptual knowledge in mathematics. Under the umbrella of collateral learning framework, the paper discusses the notions of transitive inference and necessary and sufficient conditions. The software program used for digital fabrication is the &quot;Graphing Calculator 4.0&quot; produced by Pacific Tech.
Project-Based Teaching for Information Technology Students in Africa: A Case Report
Author: Nyinkeu, Ngatchu Damen
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,College Students,Student Projects,Technological Literacy,Pedagogical Content Knowledge,Student Attitudes,Teaching Methods

The conversation on reforms in higher education is perpetual and even more relevant in the twenty-first century. The effects of our rapid changing technological society on the educational landscape calls for a rethinking of the teaching-learning processes, irrespective of geographical barriers or discipline of studies. Using a qualitative methodology, this paper presents the experiences gotten from implementing a project based course for information technology students in a private University in Sub-Saharan Africa. Data from three batches of students, who participated in the course, were collected, transcribed and analyzed. The Technological Pedagogical Content Knowledge (TPACK) framework was adopted for the studies and the findings are in some cases, similar with those from different parts of the world. The uniqueness of the challenges with implementing project based courses in Africa are uttered.
Rosetta Stone: Compatible with Proficiency-Oriented Language Instruction and Blended Learning
Author: Work, Nicola
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Language Proficiency,Teaching Methods,Computer Software,Course Content,21st Century Skills,Blended Learning,Educational Technology,Technology Uses in Education,French,Textbooks,Alignment (Education),Program Effectiveness,Student Role,Teacher Role

Language instruction has changed over the years and emphasizes these days meaningful interaction, language proficiency, target language use and active, inductive learning. In order to better prepare students for the demands of the 21st century, educators integrate more and more technology into language classes. Many schools and universities have transitioned to a blended learning format, consisting of face-to-face instruction and online learning. Moreover, since several schools and universities have already adopted Rosetta Stone for their language courses, this investigation evaluates the software and instructional content and its alignment with proficiency-oriented language instruction, 21st century skills, blended learning, and first-semester French textbooks. The assessment indicates that Rosetta Stone's instructional content aligns well with the curriculum of basic French courses and that any of the software's shortcomings could be easily addressed in the face-to-face portion of the language class.
Examining Flipped Learning in Sociology Courses: A Quasi-Experimental Design
Author: Lee, Angela M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Blended Learning,Sociology,Introductory Courses,Undergraduate Study,Undergraduate Students,Outcomes of Education,Outcome Measures,Gender Differences,Scores,Active Learning

It is advocated that flipped learning environment has the potential to affect student learning outcomes in a positive way. However, very few previous research findings are available to support this. Additionally, postulated that flipped learning has not caught on in social sciences. The current study explored whether students' specific learning outcome measures in sociology are different between those in flipped learning courses and those in a traditional lecture course, and between male and female students. A quasi-experimental design was employed in one unit of introductory sociology courses to examine six outcome measures (Pretest, Posttest, Stratification Quiz, Sex/Gender Quiz, Race/Ethnicity Quiz, and Higher-Ordered Unit Exam). Results suggested that the flipped learning group performed better on the Race/Ethnicity Quiz, the traditional lecture group performed better (higher scores) on the Higher-Ordered Unit Exam, and there in no difference on all the measures by gender. The findings from this study reaffirmed some of findings from previous flipped learning research.
Motion-Based Video Game and Authentic Wall/Rock Climbing: Motivations and Perceptions of Novice Climbers
Author: Jenny, Seth E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Motion,Video Games,Physical Activities,Student Motivation,Novices,College Students,Educational Technology,Active Learning,Athletics,Outcomes of Education,Student Attitudes,Self Efficacy,Difficulty Level

This mixed-methods study investigated the ability of motion-based video games (MBVG) to motivate adoption of authentic wall/rock climbing. The study also explored participants' perceptions of MBVG and authentic wall/rock climbing. University students (n = 24) with no previous climbing experience were randomly assigned into the game-first (GF) or wall-first (WF) group. Both groups completed an initial questionnaire and two 30- minute sessions of their initial activity. Afterwards, both groups completed the same questionnaire and switched activities. After finishing the second activity, participants completed a post-assessment and twelve weeks later completed a follow-up questionnaire. Two one-hour focus groups were also conducted after the second activity. Findings indicated that the MBVG did not motivate participants to pursue future wall/rock climbing; rather, the authentic experience motivated future activity. The participants did not have accurate perceptions of the mental or physical demands; prior to and during the intervention, authentic wall/rock climbing was perceived to be more mentally and physically demanding than MBVG climbing.
Data Mining in Online Professional Development Program Evaluation: An Exploratory Case Study
Author: Rice, Kerry
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Online Courses,Program Evaluation,Faculty Development,Elementary Secondary Education,Data Analysis,Prior Learning,Teacher Effectiveness,Teaching Experience,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Teacher Workshops,Outcomes of Education,Learner Engagement,Teacher Attitudes,Prediction,Management Systems

This case study explored the potential applications of data mining in the educational program evaluation of online professional development workshops for pre K-12 teachers. Multiple data mining analyses were implemented in combination with traditional evaluation instruments and student outcomes to determine learner engagement and more clearly understand the relationship between logged activities and learner experiences. Data analysis focused on the following aspects: 1) Shared learning characteristics, 2) frequent learning paths, 3) engagement prediction, 4) expectation prediction, 5) workshop satisfaction prediction, and 6) instructor quality prediction. Results indicated that interaction and engagement were important factors in learning outcomes for this workshop. In addition, participants who had online teaching experience could be expected to have a higher engagement level but prior online learning experience did NOT show a similar relationship.
Going against the Grain: Should Differentiated Instruction Be a Normal Component of Professional Development
Author: Chen, Suanrong
Date: 2014-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Faculty Development,Workshops,Mathematics Teachers,Mathematics Instruction,Mathematical Concepts,Educational Technology,Technology Integration,Summer Programs,Academic Achievement,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Teacher Effectiveness

This study investigated whether a four-week intensive professional development workshop for math teachers was effective in improving their knowledge and skills of mathematics concepts and technology, as well as improving their attitudes toward integrating technology into teaching math. Instruments for data collection included a pre- and post- test for math concepts and technology and four different surveys: concerns, proficiency, frequency of use of use, and confidence. Data also included participants' background information and their weekly reflections. The results revealed that this workshop was effective overall, but not for all teachers. We conclude that the trainer should implement differentiated instruction in order to maximize the learning experience for all teachers.
Flipping Instruction in an Undergraduate Education Course: Findings from an Action Research Study
Author: Kenney, Jane L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Blended Learning,Action Research,Thinking Skills,Educational Technology,Teaching Methods,Undergraduate Students,Student Participation,Classroom Communication,Educational Objectives,Instructional Effectiveness,Technology Integration,Introductory Courses,Educational Psychology,Barriers,Learner Engagement,Learning Activities

This study measured the effectiveness of a blended, flipped instructional approach in an undergraduate education course. Blended learning combines online and face-to-face instruction. Students learned course content online and face-to-face time was used to supplement the course material. This approach was adopted to increase student preparation for and participation in class, to promote higher-order thinking and active engagement in the course material, and to enhance overall class performance. An additional goal was to model effective use of educational technology. Action research was conducted across eight semesters to examine these learning objectives and to make instructional modifications.
Impact of Technology Devices on College Students&apos; Comfortable Levels of Using Technology
Author: Zhang, Jie
Date: 2014-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Educational Technology,Technology Uses in Education,Technological Literacy,Ownership,Teacher Competencies,Self Esteem,Faculty Development,Access to Computers

The purpose of this exploratory study was to find out college students' comfortable levels of using technology. Forty-four males (11.3%) and 345 females (88.5%) participated in the study by filling out an online survey voluntarily. The researchers used descriptive data analyses to investigate the possession of, access to, and usage of technology devices among college students. They also used a one-way ANOVA to explore whether or not there was a significant difference in the mean scores of the comfortable levels of college students' usage of technology among those who owned different number of technology devices. A significant difference was found between the comfortable level of using technology and college students who owned different number of technology devices. As technology is more accessible and more frequently used in learning environment, there is an increasing needs of faculty profession development to better prepare faculty members for the changed students' needs on technology and for ensuring their comfort with varied technologies and their use. The results of this study were used to provide recommendations to instructors on technology use in the classroom within a pedagogically sound framework.
Social Justice Reasoning of Education Undergraduates: Effect of Instruction in Moral Development Theory and Dilemma Discussion in the Asynchronous Online Classroom
Author: Bell, Patrick E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Moral Development,Values,Undergraduate Students,Logical Thinking,Elementary Secondary Education,Preservice Teachers,Online Courses,Computer Mediated Communication,Group Discussion,Social Justice,Asynchronous Communication,Interaction,Teacher Student Relationship,Measures (Individuals),Moral Values,Ethics

This study used a quasi-experimental design to examine whether exposure to moral development theory and dilemma discussion in the asynchronous online learning environment resulted in significant gains in principled moral reasoning (DIT N2-scores) of undergraduate elementary and secondary education students. Participants were undergraduate students (N = 106) enrolled in 4 sections of an online education course at a Western Land Grant university. Results show significant increases in mean DIT N2-scores (p &lt; 0.01) between overall subject pre and post test scores. Results provide evidence that education undergraduates show significant gains in moral reasoning when exposed to moral development theory and dilemma discussion in the asynchronous online learning environment.
Examining Digital Innovation in K-12 Schools: Variances Related to Identified School Typologies
Author: Banister, Savilla
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary Schools,Secondary Schools,Educational Innovation,Handheld Devices,School Districts,Technology Integration,Electronic Learning,Blended Learning,Educational Environment,Program Implementation,Needs Assessment,Outcomes of Education,Principals,School Location,Low Income Students,Enrollment,Individualized Instruction,Faculty Development,21st Century Skills,Institutional Characteristics,Classroom Techniques

The challenges facing the United States in educating its youth have been widely documented. The dropout rate in the past decades has been staggering, with students of color and in lower socio-economic circumstances posting an even higher rate. However, educators are now beginning to embrace the promise of ubiquitous digital technologies in the classroom. This study examines the practice of adopting mobile devices in K-12 environments in a geographic region of the Midwestern United States. Typologies of the participating school districts (N=96) are used to drill down to patterns of mobile technology integration, online/blended learning opportunities and other digital innovation strategies to compare the educational environments of rural/suburban/urban districts. The findings suggest that active learning environments, addressing personalized needs and providing evidence of student competencies, may be accomplished effectively by integrating mobile technologies more prominently in K-12 classrooms.
Crafting Virtual Connections to Support Inquiry-Based Science Learning
Author: Lux, Nicholas J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Learning,Inquiry,Elementary School Science,Partnerships in Education,School Districts,State Departments of Education,College Faculty,Scientists,Researchers,Suburban Schools,Rural Schools,Private Schools,Elementary School Students,Teacher Attitudes,Learner Engagement,Student Interests,Instructional Effectiveness,Elementary School Teachers,Middle School Teachers,Middle School Students,Energy Conservation,Computer Simulation,Virtual Classrooms,Videoconferencing

Intent on building inquiry-based digital science learning experiences for K-5 students, this research study began with the formation of a tight partnership between state and local educational agencies, higher education, and university scientists and researchers. The primary focus of this partnership was to deliver high-quality, inquiry-based science education focused on alternative energies for K-5 students, primarily within a virtual context. The collaboration brought together a team of university academic departments, researchers, and faculty, in alliance with local suburban school districts, and affiliate rural private schools and districts. Qualitative data collection focused on the design and delivery of virtual visits between alternative energy scientists and participating K-5 students. Results suggest that the teachers' perceptions of the impact of the virtual visits varied depending on several contextual factors, and that they generally structured the virtual scientist visits in one of three manners. Lastly, this paper provides a summary of the strengths and weaknesses of these different approaches, including the challenges faced and lessons learned when structuring the virtual visits.
Propensity Score Matching in a Study on Technology-Integrated Science Learning
Author: Liu, Leping
Date: 2014-00-00
Type: Journal Articles
Subjects: Probability,Scores,Technology Integration,Science Education,Secondary School Science,Middle School Students,Research Methodology,Statistical Analysis,Measurement,Educational Research

Propensity score matching (PSM) has been used to estimate causal effects of treatment, especially in studies where random assignment to treatment is difficult to obtain. The main purpose of this article is to provide some practical guidance for propensity score sample matching, including definitions, procedures, decisions on each step, and methods of statistical analysis. The authors also implemented PSM in the data analysis of a study that examines factors affecting middle school students' technology-integrated science learning. Procedures of PSM are demonstrated and some cautions and tips for researchers in the field of education are included as well.
The Role of Technology in Teaching and Learning Chinese Characters
Author: Zhan, Hong
Date: 2014-00-00
Type: Journal Articles
Subjects: Chinese,Written Language,Distinctive Features (Language),Difficulty Level,Technology Integration,Teaching Methods,Instructional Effectiveness,Interaction,Learning Activities,Tone Languages,Language Attitudes,Learning Theories,Multimedia Materials,Animation,Handheld Devices,College Second Language Programs,Native Language,Computer Software

Chinese characters have been an obstacle preventing the development of Chinese proficiency for learners of Chinese whose native language does not have characters. A substantial literature review identified linguistic, pedagogical, and political factors as causes such difficulties. Tone changes represent different meanings of a word. Compound characters include the phonetic component radicals that do not always sound the same as the phonetic radicals. These unique linguistic features of the Chinese language add even more challenges for learning of Chinese as a foreign language (CFL). Technology integration has been found to facilitate the teaching and learning foreign languages in many efficient and effective ways. To overcome the difficulties of learning CFL, the authors of this paper present a technology enhanced character teaching model consisting of four stages--Radical awareness, enforcement of sound-meaning connections of characters, enforcement of sound-meaning-form connections of characters, and evaluation (REEE). This model was found to be effective in saving class time for interaction and in engaging students in the learning process. The authors suggest future studies are needed to further investigate the effectiveness of the REEE model of teaching and learning Chinese characters.