ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation into the Attitude of College Teachers towards E- Learning in Purulia District of West Bengal, India
Author: Behera, Santosh Kumar
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Electronic Learning,College Faculty,Teacher Attitudes,Attitude Measures,Teaching Methods,Gender Differences,Intellectual Disciplines,Urban Schools,Rural Schools,Educational Technology,Computer Uses in Education,College Instruction,Comparative Analysis,Questionnaires,Rural Urban Differences,Statistical Analysis

Today we are living in an Information and Communication Technology (ICT) era. All over the world, there is a trend to use ICT in the teaching-learning process. The teacher and learner must gain access to technology for improving learning outcomes. ICT is a new paradigm of the teaching-learning process widely accepted as a necessary tool for attainment of developmental goals. Particularly higher education plays an important role for achieving MDGs. In the process of education teacher plays vital role for promoting quality education. In order to development of teacher's professional efficiency, gaining update knowledge and promoting quality education Electronic Learning is very much necessary in the present knowledge and information explosion age. E- Learning is widely accepted and it can be rich and as valuable as the classroom teaching. E-Learning is more useful in educational research. In the circumstance, E-Learning (EL) plays an important role for creating awareness among the teachers. In the present study the investigator made an attempt to study the attitude of college teachers towards E-learning in Purulia district of West Bengal. One hundred teachers (both male and female) teaching in Arts and Science streams were taken as representative sample of the whole population. An attitude scale was used for collecting the data. The means of both groups were tested for significance of difference by using &quot;t&quot; test. The differences in the groups were statistically significant and the attitude of College teachers was more favourable towards E-Learning. (Contains 5 tables.)
Developing Conceptual Framework for Revising Self-Learning Materials (SLMs) of the Open School (OS) of Bangladesh Open University (BOU) at a Digital Environment
Author: Yeasmin, Sabina
Date: 2012-07-00
Type: Journal Articles
Subjects: College Faculty,Open Universities,Foreign Countries,Distance Education,Open Education,Instructional Materials,Gender Differences,Educational Theories,Educational Improvement,Partnerships in Education,Guidelines

Bangladesh Open University (BOU) runs school programs as part of its academic activities through open schooling since its inception. As of today, the Open School uses the first generation self-learning materials (SLMs) written, before an era, following an in-house style and template. The concerned faculty member corrects, every year, texts before the reprint; but this is limited to spelling mistakes, factual errors and page make-ups only. The University has taken policy and steps to revise the texts as a whole which is still limited to the previous process. But; the current government is implementing the agenda of digital Bangladesh which definitely will influence the texts vis-a-vis template, learner's instructions, gender-sensitiveness, context and content. In addition, education theory has been sifted from instructivism to constructivism which is being experimented and implemented by the Ministerial project entitled Teaching Quality Improvement (TQI) partnering with the BOU School of Education with new texts. Time changes, new things are being adopted. Open School also requires revising its texts in relation to the government's current agenda of implementing the digital Bangladesh. This study collects data from tutors, distance educators, writers and reviewers and finally develops a framework for revising the OS SLMs at a digital environment.
Challenges of Attending E-Learning Studies in Nigeria
Author: Bugi, Stephan Z.
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Educational Technology,Electronic Learning,Barriers,Metropolitan Areas,Costs,Web Based Instruction,Internet,Computer Literacy,Student Surveys,Questionnaires,Rating Scales,Distance Education,Utilities

This study set out to find out what challenges the E-leaner faces in the Nigerian environment. Survey research design was used to obtain the opinion of 200 randomly selected E-learners in Kaduna metropolis. Their responses revealed that the most prominent challenges they face are, Inadequate Power supply, Internet connectivity problems, Efficacy of service providers, Affordability of computer hardware, Software and other accessories, Depth of knowledge and skills of internet operation, Cost of accessing internet and production of hard copy. Of all these problems, power supply and its inadequacy ranked highest while depth internet knowledge and skills ranked last. Recommendations were made on how to solve these challenges.
Primary School Students' Attitudes towards Computer Based Testing and Assessment in Turkey
Author: Yurdabakan, Irfan
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Testing,Student Attitudes,Elementary School Students,Attitude Measures,Age Differences,Gender Differences,Educational Policy,National Programs,Educational Testing,Public Schools,Private Schools,Educational Technology,Comparative Analysis,Statistical Analysis

This study investigated the attitudes of primary school students towards computer based testing and assessment in terms of different variables. The sample for this research is primary school students attending a computer based testing and assessment application via CITO-OIS. The &quot;Scale on Attitudes towards Computer Based Testing and Assessment&quot; to collect data and the results obtained were compared in terms of school type, gender, and grade level. The results of this study revealed that significant differences exist between attitudes of students from different schools. Such a difference does not exist between attitudes of students when their genders, grade levels, and participation periods to computer based assessment are taken into account. (Contains 4 tables.)
Examination of Factors Impacting Student Satisfaction with a New Learning Management System
Author: Green, Lucy Santos
Date: 2012-07-00
Type: Journal Articles
Subjects: Student Attitudes,Technical Assistance,Usability,Group Testing,Online Surveys,Database Management Systems,Courseware,Participant Satisfaction,Attitude Measures,Performance Factors,Needs Assessment,Preferences,Technical Support,Online Systems

The purpose of this study was to determine factors that influenced student satisfaction with a new learning management system and to identify which of these factors were most important. The data was collected using an an online survey tool that was administered to students enrolled in courses designed and taught by faculty who participated in a pilot group testing a new learning management system (LMS). The findings support previous research in this area, indicating that usability of the LMS and availability of technical assistance is strongly correlated with student satisfaction. Study findings will be used to improve LMS training and institution-wide technology support. (Contains 2 tables.)
The Pan African E-Network Project: A New Learning Culture
Author: Suniti, Nundoo-Ghoorah
Date: 2012-07-00
Type: Journal Articles
Subjects: Educational Technology,Acculturation,Foreign Countries,Electronic Learning,Distance Education,Online Courses,Questionnaires,Interviews,Teaching Methods,Learning Strategies,Delivery Systems,Performance Factors,School Culture,Virtual Classrooms,Change Strategies,Educational Change,Beliefs,Student Behavior,Barriers,Values,Teacher Attitudes,Behavior Change

This paper sets out to explore the paradigm shift in learning culture brought about by the advent of online learning in the mostly print-based ODL system at the Mauritius College of the Air (MCA). It delves into the perceptions of learners and MCA staff involved in a range of undergraduate to Master's programmes forming part of the Pan African e-Network Project that wires 23 African countries with top-ranking Indian universities through synchronous and interactive state of the art technology. Learners across five of the disciplines offered through tele-learning and a team of MCA staff participating in programme delivery were surveyed through questionnaires and interviews to collect both quantitative and qualitative data. For most of the respondents this new learning ethos has induced an acculturation process requiring radical reconceptualisation of prior notions about teaching/learning. MCA staff, too, have had to learn conducive behavior patterns to consolidate existing support services. Survival in this new learning environment where the tutor is a remote on-screen entity, where e-books replace printed material, where connectivity can be a daily struggle, demands another mindset, another set of values enabling learning and fine-tuned ICT skills. Socialisation with tutors and fellow learners is possible through links in Facebook and Twitter. However, learners still tend to feel somewhat isolated. It is proposed that an e-platform be set up to link up learners as a mutually supportive learning community engaged in the construction of knowledge.
Architecture and Design Process of the Individualized Assessment System Integrable to Distance Education Softwares
Author: Ozyurt, Hacer
Date: 2012-07-00
Type: Journal Articles
Subjects: Computer System Design,Intelligent Tutoring Systems,Computer Software,Adaptive Testing,Computer Assisted Testing,Educational Assessment,Psychometrics,Ability,Item Response Theory,Distance Education,Educational Technology,Individualized Instruction

Assessment is one of the methods used for evaluation of the learning outputs. Nowadays, use of adaptive assessment systems estimating ability level and abilities of the students is becoming widespread instead of traditional assessment systems. Adaptive assessment system evaluates students not only according to their marks that they take in test exams but also according to their ability levels. In this study, we dealt with theoretical background of the adaptive assessment systems. Study covers the structure, characteristics and architecture of the computerized adaptive test systems in detail. It dwells on the Item Response theory which is used for improving computerized adaptive test systems and the models with which this theory is used. Besides, processing steps which are required to realize a computerized adaptive test system and algorithms used for the validation of the test systems are introduced in detail. Briefly, study introduces the structure and the improvement processes of the computerized adaptive testing systems which can be integrated to distance education software. It is possible to say that integration of these systems into distant education software allows individualized learning and individualized assessment studies to be carried out successively in distant education software as well. (Contains 4 figures.)
Support and Promotion of Self-Regulated Learning through the Educational Material at the Hellenic Open University
Author: Nikolaki, Evi
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Asynchronous Communication,Educational Environment,Open Universities,Learning Strategies,Distance Education,Metacognition,Time Management,Self Management,College Curriculum,Student Motivation,Learning Processes,Goal Orientation,Literature Reviews,Educational Resources,Andragogy,Instructional Materials,Adult Students,Educational Technology,College Instruction,Self Evaluation (Individuals),Help Seeking,Information Seeking,Self Motivation,Learning Motivation,Printed Materials,Computer Assisted Instruction

In distance education both the physical separation between learner and instructor, and the use of technology create an educational environment that is characterized by learning autonomy and the learner's active involvement. Because of these, self-regulated learning constitutes an inseparable concept of distance education. This study explores the support and promotion of self-regulated learning in the educational environment of the Hellenic Open University. In particular, this paper examines how the educational material, as it is described in its institutional level of function, supports specific self-regulating strategies of learning in the curriculum provided by the Hellenic Open University. For this purpose, the study is based on literature review of distance education and self-regulated learning. Thus, the cognitive strategies of elaboration and organization, the metacognitive strategies of goal-setting, self-monitoring and self-evaluation, the resource management strategies of seeking help, seeking information and time management, as well as, the motivation are all included in the self-regulated aspects that are examined. The results of the study indicate that the self-regulated learning is considerably supported and promoted by the printed educational material at the Hellenic Open University due to its interactive pedagogical structure. However, it is pointed out that it is possible to maximize the support provided through the improvement of the present structures' function.
Empowering the Human Resources and the Role of Distance Learning
Author: Lama, Sukmaya
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Human Resources,Role of Education,Educational Development,Change Strategies,Educational Change,Labor Force Development,Human Capital,Global Approach,Educational Opportunities,Empowerment,Influence of Technology

As the world is invaded by technological inventions and wonders, life becoming more fast and crazy, yet there can be no doubt that the critical factor for the development of a nation or a state is its human resource. The productivity of a nation is influenced by the number of its skilled population. When we look into the problem of underdevelopment from human resource perspective we are bound to take a look at the educational scenario. In India, the higher education scenario has been very sickly, due to the pro profit policies, lack of infrastructure, entry of private players, etc. The growth of distance education phenomenon in India has no doubt brought a ray of hope. The present paper aims to look into the role of distance education in Assam and the potential it carries in building a huge wealth of human resources. (Contains 3 tables.)
Impact of Computer Based Online Entrepreneurship Distance Education in India
Author: Shree Ram, Bhagwan
Date: 2012-07-00
Type: Journal Articles
Subjects: Access to Computers,Educational Technology,Information Technology,Educational Quality,Foreign Countries,Distance Education,Electronic Mail,Entrepreneurship,Online Courses,Investigations,Delivery Systems,Motivation,Performance Factors,Demography,Questionnaires,Investment,Knowledge Economy,Skill Analysis,Skill Development

The success of Indian enterprises and professionals in the computer and information technology (CIT) domain during the twenty year has been spectacular. Entrepreneurs, bureaucrats and technocrats are now advancing views about how India can ride CIT bandwagon and leapfrog into a knowledge-based economy in the area of entrepreneurship distance education on-line. Isolated instances of remotely located villagers sending and receiving email messages, effective application of mobile communications and surfing the Internet are being promoted as examples of how the nation can achieve this transformation, while vanquishing socio-economic challenges such as illiteracy, high growth of population, poverty, and the digital divide along the way. Likewise, even while a small fraction of the urban population in India has access to computers and the Internet, e-governance is being projected as the way of the future. There is no dearth of fascinating stories about CIT enabled changes, yet there is little discussion about whether such changes are effective and sustainable in the absence of the basic infrastructure that is accessible to the citizens of more advanced economies. When used appropriately, different CITs are said to help expand access to entrepreneurship distance education, strengthen the relevance of education to the increasingly digital workplace, and raise technical and managerial educational quality by, among others, helping make teaching and learning into an engaging, active process connected to real life. This research paper investigates on the impact of computer based online entrepreneurship distance education in India. (Contains 2 tables.)
Cognitive Skills: A Modest Way of Learning through Technology
Author: Sethy, Satya Sundar
Date: 2012-07-00
Type: Journal Articles
Subjects: Educational Technology,Distance Education,Cognitive Ability,Technology Uses in Education,Learning Activities,Influence of Technology,Skill Analysis,Cognitive Processes,Learning Strategies,Learning Theories,Learning Processes,Technology Integration,Skill Development,Barriers,Access to Computers,Inquiry

Learning is an ever-present phenomenon. It takes place irrespective of time and place. It engages learners in their interested topic/content. Learning absorbs many skills, such as; reading skills, writing skills, technological skills, emotional skills, behavioral skills, cognitive skills, and language skills. Out of all these, cognitive skills play significant role for apprehending a concept and comprehending a discussion. In the context of distance education (DE), learning never restrains to print medium only, it has extended to the various technological media with abundant possibilities for multiple variations of online and web instructions. This article discusses how cognitive skills assist learners in their learning through technology instructions. Further, it elucidates the technological impacts in the distance learning scenario. Consequently, it argues that the intervention of suitable and advanced technology helps learners to develop their cognitive skills and assists in their learning activities.
Assessment in Education: A Case for Quality and Standards within the Context of Open and Distance Education--A Case Study of One Zimbabwean University
Author: Samkange, Wellington
Date: 2012-07-00
Type: Journal Articles
Subjects: Student Evaluation,Program Effectiveness,Tests,Educational Administration,Research Projects,Foreign Countries,Assignments,Distance Education,Higher Education,Educational Assessment,College Students,Qualitative Research,Student Attitudes,Standards,Educational Quality,Case Studies,Supervision,Bachelors Degrees,Masters Degrees,Teacher Education Programs,Masters Theses

A study was carried out to assess the assessment procedures used at one Open and Distance Learning (ODL) institution in Zimbabwe. The study focused on the views and perceptions of current and former students of the university. The study also analyzed some documents on assessment procedures at the university. The study used the qualitative methodology and data was qualitatively analyzed. The focus was on fifty current and former students in the Bachelor of Education in Educational Management (BEDM) and Master of Education in Educational Management (MEDM) programmes. Results indicated that both current and former students were generally satisfied with the assessment methods used in their programmes. These included assignments, examinations and research projects/dissertations. It was noted that examinations had the highest weighting in both programmes. However, the study also noted that there were some practices that compromised quality if not carefully handled. These included the supervision of research projects and dissertations by only one supervisor per student. There were fears of bias in that regard. The study came up with a number of recommendations. These included the need to reconcile and align regulations in Tutorial Letters with General Information and Regulations currently in use. Other recommendations included the need to review the study period without compromising the quality of education for BEDM, and the need to deal with issues of plagiarism of assignments. It should also be mandatory for Masters' students to attend a viva voce to defend their dissertations. Finally, ODL demands innovative assessment methods which should be clearly distinct from conventional modes of assessment.
Blended Learning (BL) as Pedagogical Alternative to Teach Business Communication Course: Case Study of UUM Executive Diploma Program
Author: Dzakiria, Hisham
Date: 2012-07-00
Type: Journal Articles
Subjects: Higher Education,Adult Learning,Lifelong Learning,Adult Students,Andragogy,Foreign Countries,Blended Learning,Business Communication,Student Attitudes,Instruction,Teaching Methods,Case Studies,Workplace Learning,Technological Advancement,Student Centered Curriculum,Qualitative Research,Learning Experience,College Students,Barriers,Teacher Education,Interviews

Globally, blended learning (BL) technologies have been increasingly applied in a variety of fields, both public and private sectors. In recent years, universities, public and private businesses and organizations are among those employing blended learning methods and technologies in training and re-training of professionals in the workforce. In Malaysia, the increasing use of blended learning to enhance learning and enriching of soft skills among professionals and individuals in the work place is evident. The advancement of technology is an onset to many new avenues and tool for learning and teaching, and it is the coalescing of these various technologies with particular pedagogy or andragogy has helped to popularize BL. However, when an institution makes the critical choice of delivery methods, it is pertinent that the university needs to consider various success factors. One in particular is &quot;student-centered&quot; approach that entails the need to understand the students as the beneficiary of learning, and the support system they need to help them learn. This qualitative study reports in detail the experience of a small group of students undertaking Executive Diplomas at Executive Development Centre (EDC), Universiti Utara Malaysia as they progress through their Executive program. This paper looks at learning experiences as described by the learners--it is &quot;their story&quot;, &quot;their experience&quot;, and &quot;their perspective&quot;. This study suggests that BL offered a comfortable middle ground, and has lots of potential in higher education in Malaysia. It is a pedagogical alternative that could play a significant role not only for teaching Business Communication, but has the potential to promote lifelong learning initiatives in Malaysia in a much meaningful and inviting way. Although this study shows that BL contributed a significant and meaningful learning particularly for adult learners, it needs more definitive studies. Such information can be used to guide policy makers and educators as they plan national, regional, state, and local trainings and higher education programs for working professionals in Malaysia. (Contains 1 table.)