ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Coding Methods to Estimate the Social Behavior Directed toward Peers and Adults of Preschoolers with ASD in TEACCH, LEAP, and Eclectic ''BAU'' Classrooms
Author: Sam, Ann
Date: 2015-02-00
Type: Journal Articles
Subjects: Coding,Teaching Methods,Social Behavior,Peer Relationship,Preschool Children,Adults,Autism,Pervasive Developmental Disorders,Incidence,Correlation,Research Methodology,Observation,Video Technology,Preschool Teachers

Momentary time sampling, partial-interval recording, and event coding are observational coding methods commonly used to examine the social and challenging behaviors of children at risk for or with developmental delays or disabilities. Yet there is limited research comparing the accuracy of and relationship between these three coding methods. By coding the low-frequency social behaviors of 100 preschool-aged children with autism spectrum disorder, the current study examines the associations among the three methodologies. Results indicated a strong relationship among all three coding methodologies. The findings provide information to researchers and practitioners considering the benefits and drawbacks of each coding methodology.
Visualisation and Gamification of e-Learning and Programming Education
Author: Olsson, Marie
Date: 2015-00-00
Type: Journal Articles
Subjects: Questionnaires,Visualization,Electronic Learning,Programming,Computer Science Education,Course Content,Learning Motivation,Online Courses,Computer Games,Group Discussion,Management Systems,Undergraduate Students,College Faculty,Course Descriptions,Teaching Methods,Cognitive Style,Computer Software,Information Systems,Computer Simulation,Foreign Countries,Case Studies

Courses in virtual learning environments can leave recently enrolled participants in a state of loneliness, confusion and boredom. What course content is essential in the course, where can more information be found and which assignments are mandatory? Research has stated that learner control and motivation are crucial issues for successful online education. This paper presents and discusses visualisation as a channel to improve learner's control and understanding of programming concepts and gamification as a way to increase study motivation in virtual learning environments. Data has been collected by evaluation questionnaires and group discussions in two courses partly given in the Moodle virtual learning environment. One course is on Game based learning for Bachelor's programmes, the other is a course on e-learning for university teachers. Both the courses have used progress bars to visualise students' study paths and digital badges for gamification. Results have also been discussed with teachers and pedagogues at a department for computer and systems sciences. Furthermore, two visualisation prototypes have been designed, developed and evaluated in programming lectures. Findings indicate that visualisation by progress bars is a good way to improve course participants' overview in online environments with rich and multifaceted content. To what degree the visualisation facilitates the course completion is hard to estimate, and like students have different learning styles, they also seem to have different visualisation needs. Gamification by digital badges seems to have various motivational impacts in different study groups and in traditional university programmes the traditional grades seem to be the main carrots. Finally, it seems that software visualisation might be a promising path to enhance programming education in the 21st century
Implementations of the Best Practices in Repayment, the Way to Improve Collections of the Due Students' Loans in Tanzania
Author: Nyahende, Veronica R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Loan Repayment,Paying for College,Foreign Countries,Best Practices,Student Financial Aid,Parent Attitudes,Secondary Schools,Universities,Organizations (Groups),Statistical Analysis,Models,College Preparation,Counseling Services,Dropouts,Graduation,Higher Education,Enrollment Trends,Regression (Statistics)

This study was designed to investigate the influence of the implementation of the best practices in repayment in the pre college preparation, in the in college period and in the after college period (the grace period and repayment) in increasing collections of the due students' loans. The study was geared towards achieving the following objectives: (1) To assess the influence of the implementations of the best practices in repayment in the Pre college preparations in improving collections of the due students loans; (2) To examine the influence of the implementations of the best practices in repayment in the in college period in improving collections of the due students loans; (3) To investigate the influence of the implementations of the best practices in repayment in the after college period (the grace period and repayment) in improving collections of the due students loans. Data were collected from parents, prospective loans beneficiaries and students' loans beneficiaries in Dar es salaam city, in this study 5 secondary schools (Azania, Zanaki, Jangwani, Mbezi and Makongo), 5 universities (UDSM, DUCE, CBE, IFM and DIT) and 4 Organizations (HESLB, TPB, NBC and DUCE Academic staff) were visited. Data were collected from 267 respondents, 138 were from Kinondoni district, 65 from Ilala district, and 64 from Temeke. Data collected were analysed using the Statistical Package for Social Science (SPSS) data analysis tool. The study concluded that, the implementations of the best practice in repayment in the pre college preparation, in the in college period and in the after college period (the grace period and repayment) has an influence in increasing collections of the due students' loans. In order to address these conclusions, the study recommends that HESLB should ensure the early education to the existing models and presentation to promote value of education, in the pre college preparations, presence of students financial aid offices, entry and exit counselling sessions, in the in college period as well as making sure that beneficiaries are reminded to repay, maintenance of the regular contacts with borrowers as well as establishment of contacts with dropouts in the after college period.
Participating with Experience--A Case Study of Students as Co-Producers of Course Design
Author: Reneland-Forsman, Linda
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Higher Education,Student Experience,Student Attitudes,Educational Environment,Role,Asynchronous Communication,Course Content,Participation,Thinking Skills,Curriculum Design,Teacher Student Relationship,Expectation,Electronic Learning,Educational Practices

Higher Education (HE) needs to handle a diverse student population. The role of student expectations and previous experience is a key to fully participate. This study investigates student meaning making and interaction in a course designed to stimulate student as co-creators of course content and aims. Results revealed that rich communication added structure for students, that open-ended design challenged student approaches and constructed students as subjects. Analysis was made using recorded webinars, asynchronous discussion forums and e-mails. Data was categorised as communicative actions based on their orientations in the course i.e., what further actions they provoked. Analysis was guided by theories on participation and framing (Wenger &amp; Bernstein). The influence of dominating discourses for the didactics of HE risk excluding some perspectives and experiences when students' experiences and expectations are not regarded as contributing to the meaning making of their own participating in academic educational practices. Finally, the study suggests that a move into web-based contexts more easily challenges students' preconceptions of studying.
Expanding Higher Education in Taiwan: The Case of Doctoral Education
Author: Chang, Chen-Wei
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Doctoral Programs,Case Studies,Educational Development,Equal Education,Talent Development,Access to Education,Enrollment Rate,Graduate Students,Employment Opportunities,Educational Demand,Educational Supply,Educational Policy,Labor Needs

Higher education expansion is not a new development in the world. Different countries have faced various contexts and factors that push the expansion to occur. Since 1996, the Taiwanese government has allowed the private sector to open new higher education institutions or be upgraded for open more access at the higher education level to correspond to the general public's educational expectations. This article starts by describing the expansion of higher education from the elite to universal stage both globally and locally. The article then specifically introduces the case of the doctoral manpower structure in Taiwan and lists three specific scenarios regarding local PhDs' reality in the current competitive job market, highlighting the further talent fault crisis in society today. In addition to discussing the consequences and challenges at the doctoral level of talent cultivation, the article further identifies the main issues facing the current manpower planning in Taiwan. The article calls for all stakeholders of the agenda to rethink the purpose of doctoral manpower cultivation in Taiwan over the long run.
Challenge Study: A Project-Based Learning on a Wireless Communication System at Technical High School
Author: Terasawa, Ikuo
Date: 2016-00-00
Type: Journal Articles
Subjects: Vocational High Schools,Technical Education,Telecommunications,Program Effectiveness,Satellites (Aerospace),Engineering,Teaching Methods,Engineering Education,Computers,Foreign Countries,Programming,Computer Networks,Program Evaluation

The challenge study is a project based learning curriculum at Technical High School aimed at the construction of a wireless communication system. The first period was engineering issues in the construction of an artificial satellite and the second period was a positional locating system based on the general purpose wire-less device--ZigBee device. The effectiveness of the program was evaluated on the basis of participants' satisfaction and a metamorphosis in the learning and understanding of wire-less telecommunication technology.
To Speak Like a TED Speaker--A Case Study of TED Motivated English Public Speaking Study in EFL Teaching
Author: Li, Yingxia
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Public Speaking,English (Second Language),Instructional Effectiveness,Language Skills,Language Acquisition,Teaching Methods,Video Technology,Critical Thinking,College Freshmen,Linguistic Input,Nonverbal Communication,Critical Viewing,Achievement Gains,Foreign Countries

This paper intends to investigate the effectiveness of a new course pattern--TED-motivated English Public Speaking Course in EFL teaching in China. This class framework adopts TED videos as the learning materials to stimulate students to be a better speaker. Meanwhile, it aims to examine to what extent the five aspects of language skills are improved. Participants are required to give answers to the questions in the questionnaires. SPSS 15.0 is used to analyze the data. The result shows that students in this course respond very positively to this new pattern and are satisfied with their improvements in language skills; they have shifted their roles from a learner to a creator; their critical listening and thinking abilities are greatly enhanced at the same time.
Exploring Writing Anxiety and Self-Efficacy among EFL Graduate Students in Taiwan
Author: Ho, Mei-ching
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Anxiety,Graduate Students,Language Proficiency,Self Efficacy,Writing (Composition),Writing Instruction,Second Language Instruction,Writing Skills,Engineering Education,Correlation,Student Attitudes,Student Surveys,Asians,Research Papers (Students),Prediction,Writing for Publication,Qualitative Research,Foreign Countries,Statistical Analysis,Likert Scales,Multiple Regression Analysis

This study investigates research writing anxiety and self-efficacy beliefs among English-as-a-Foreign-Language (EFL) graduate students in engineering-related fields. The relationship between the two writing affective constructs was examined and students' perspectives on research writing anxiety were also explored. A total of 218 survey responses from engineering graduate students at Taiwanese universities were analyzed, along with qualitative data from open-ended questions and semi-structured interviews. The findings show that while master's and doctoral students felt a similar moderate level of writing anxiety, senior doctoral students were more self-efficacious about writing research papers in English than their junior counterparts. Overall, students with higher writing self-efficacy felt less apprehensive. Additionally, among the individual variables, experience in writing for publication better predicted writing anxiety and self-efficacy than students' self-reported English proficiency and the number of writing courses taken. The qualitative findings indicated various sources of graduate-level writing anxiety, including insufficient writing skills in English, time constraints, and fear of negative comments. Furthermore, composing different sections of a research paper provoked different levels of anxiety due to the variations in the rhetorical purposes and discourse structures of particular sections. Implications on dealing with research writing anxiety are also discussed.
Strategic Architecture for School of Business, Bogor Agricultural University
Author: Palupiningrum, Agustina Widi
Date: 2016-00-00
Type: Journal Articles
Subjects: Business Schools,Interviews,Questionnaires,Observation,Institutional Characteristics,Educational Resources,Educational Planning,Strategic Planning,Administrator Attitudes,Administrator Surveys,Curriculum Development,Benchmarking,Global Approach,Educational Change,Performance Factors,Foreign Countries

This study aims to analyze the internal and external factors that influence the development of SB-IPB, analyze SB-IPB strategic foresight and designing SB-IPB strategic architecture. This research is a descriptive research in the form of a case study. Respondents in this study are experts from inside and outside of IPB who are policy makers, alumni users, competitors, and alumni. Based on the internal environment analysis, it is found that SB-IPB internal resource advantages will still have the quality of competitive parity, the curriculum will have a temporary competitive advantage, and the reputation will have a sustained competitive advantage. In the external environment analysis, it is indicated that changes in the external environment provides great opportunities to the development of SB-IPB. Important issues that affect the development of SB-IPB in the future will be institutional change, change of mindset in the curriculum, internationalization, and changes in the business world. Five focus strategies will be compiled in 2015 until 2019, they are: development and strengthening of the institution and the curriculum in the first year, strengthening in networking and benchmarking in the second year, internationalization in the third year, and strengthening SB-IPB excellence in the fourth year to achieve its goal to be a first class business school in the fifth year.
Teachers' and Students' Perceptions of Classroom Activities Commonly Used in English Speaking Classes
Author: Huang, Xiaoyu
Date: 2016-00-00
Type: Journal Articles
Subjects: Class Activities,English Instruction,Questionnaires,Teacher Attitudes,Student Attitudes,English (Second Language),Majors (Students),Correlation,College English,Foreign Countries,Observation,Likert Scales

Classroom activities, such as English dubs, role-play, brainstorming etc can be very useful for the teaching of oral English. In recent years, although considerable attention has been paid to the use of classroom activities in English speaking classes, the perceptions of teachers and students about such activities have been ignored. Therefore, this study aims to investigate students' and teachers' perceptions of the use of classroom activities in English speaking classes. Classroom observations were carried out as a preparatory work for a questionnaire survey which was conducted to examine the attitudes of English-major students and teachers towards 21 classroom activities. Data were analyzed and the results of the research showed that there were both similarities and differences between students' and teachers' perceptions about these activities and that the perceptions of freshmen and sophomores were not completely matched. The findings of this research can help teachers take students' perceptions into consideration while designing classroom activities for English speaking classes in the future.
Personality Dominant Values in Graphic Design Students in Their Educational Practice
Author: Flores, René Pedroza
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Personality Measures,Values,Individual Needs,Personality,Personality Studies,Personality Assessment,Higher Education,Behavior Rating Scales,Preferences,Interests,Interest Inventories,Design Preferences,Design,Graphic Arts

The purpose of this article is to study the personality dominant values in Graphic Design students from the Autonomous University of the State of Mexico. A scale developed by Allport, Vernon and Lindsey called: &quot;Study of values. A scale for the measuring of personality dominant interests&quot; was used. The sample was applied to 124 students, men and women, from the different semesters in the current term 2015 A. It was proven that the prevailing dominant values are the economical and the aesthetic. An outstanding finding is the fact that less importance is paid to values associated with the religious, the social and the political.
Teaching for Engagement: Part 2: Technology in the Service of Active Learning
Author: Hunter, William J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Active Learning,Constructivism (Learning),Learner Engagement,Case Method (Teaching Technique),Problem Based Learning,Technology Uses in Education,Electronic Learning,Teaching Methods,Video Technology,Educational Technology,Computer Assisted Instruction,Computer Simulation,Educational Media,Video Games

In the first piece in this series (&quot;Teaching for Engagement: Part 1: Constructivist Principles, Case-Based Teaching, and Active Learning&quot;), William Hunter sought to make the case that a wide range of teaching methods (e.g., case-based teaching, problem-based learning, anchored instruction) that share an intellectual grounding in constructivism can be understood as having the potential to change our understanding of what it means to be a learned person. All of these methods seek to engage students in collaborative analysis or real or hypothetical situations that require them to define problems, gather and analyse data, and formulate potential solutions. In the conclusion to that piece Hunter suggested that &quot;media and technology are shaping our understanding of what it means to be learned&quot; (Hunter, 2015, para. 29). In this piece, Hunter will extend that argument and illustrate how active learning is well served by technology-supported teaching. Perhaps the most obvious of the possible communications affordances of technology is the possibility of online discussions. A considerable body of research has been developed on the use of discussion forums, especially within learning management systems or LMS's. Blogs are a newer tool for interactive discussion and, unless they are incorporated into an LMS, are likely to be less instructor-controlled. Wikis are also a newer communication tool. Hunter adds (Hunter, 2012) that, in his own practice, it was found that graduate students were challenged by the task of building a course wiki since it constituted a kind of collective &quot;disorienting dilemma&quot; (e.g., Mezirow, 1997)--that is, it demanded that they re-think their prior understandings as a step toward constructing new ideas about the course content. Other possibilities certainly exist--an examination of the educational uses of Twitter, MySpace, Facebook, Pinterest, Google Docs and countless other sites designed to support collaboration and communication is beyond the scope of this paper, but interested instructors could do their own research on the ways in which these tools have been used. In the next installment in this series, Hunter will attempt to provide some guidance on each of these issues and, in the process, try to illustrate how technology may assist in bringing situated learning to life. [For Part 1, see EJ1079230.]
Adult Students in Higher Education: Classroom Experiences and Needs
Author: Panacci, Adam G.
Date: 2015-00-00
Type: Journal Articles
Subjects: Adult Students,Higher Education,Classroom Environment,Student Needs,Student Experience,Nontraditional Students,Student Participation,Student Development,Foreign Countries

This paper explores commonly expressed classroom experiences and needs of adult students who are participating in higher education primarily for career-related reasons while having other major responsibilities and roles. I will identify factors that affect their classroom experiences and needs and discuss implications for supporting their development in the classroom. I will argue that adults often have different classroom experiences and needs than full-time traditional students who enroll immediately after high school and who do not have other major responsibilities and roles that compete with their studies and involvement in on-campus activities and interactions outside the classroom. I will argue that these experiences and needs are not because of a deficiency, but are often related to the nature of their on-campus experience and their career-related roles and goals.
Voices of the Oppressed and Oppressors First, History and Theory Last
Author: Ribkoff, Fred
Date: 2015-00-00
Type: Journal Articles
Subjects: Disadvantaged,Team Teaching,Controversial Issues (Course Content),Death,Social Justice,Advantaged,Race,Racial Discrimination,Teaching Methods,Educational Change,Educational Practices,Global Education,Seminars,College Programs

The authors illustrate the process of a radical pedagogical paradigm shift from the teaching of oppression within historical and theoretical frameworks to a focus on the voices and experiences of the oppressed and oppressors uninterrupted by voices of the experts. This paradigmatic change evolved as a result of co-teaching a fourth-year global studies course with a month-long seminar on the Holocaust. More specifically, this paper explores the journey of moving away from a traditional method of teaching genocide and racism in which the voices of victims and perpetrators of oppression are situated within historical and theoretical or expert frames of reference to a focus on such voices and student responses to them--&quot;survivors by proxy&quot;--first, while introducing history and theory after students have formulated their own dialogically-based frames of understanding systemic forms of oppression.