ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrating a Digital Concept Mapping into a PPT Slide Writing Project
Author: Yen, Ai Chun
Date: 2013-07-00
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Drama,Concept Mapping,Majors (Students),College Second Language Programs,Integrated Learning Systems,Writing (Composition),Second Language Instruction,Computer Uses in Education,Pretests Posttests,Reading,Logical Thinking,Visual Aids,Scoring Rubrics,Writing Achievement,Mixed Methods Research,Multiple Regression Analysis

Carried out during a semester-long EFL (English as a foreign language) drama class, this research aimed to scrutinize the effects of digital concept mapping via LMS on English majors' (N = 38) PowerPoint (PPT) slide writing skills in Taiwan. Students were instructed to follow the concept mapping agenda via university learning management system (LMS), idea webbing, spider mapping, and network tree making to read and analyze the dramatic texts and to present their analysis on PPT slides. Thus, analytical reading input (digital concept mapping via LMS) was expected to lead an EFL writing output (PPT slide writing). Students were pre-tested, summative assesses, and post-tested using in-class PPT presentations. Results confirmed that analytical reading with digital concept mapping strategies taught by the researcher could solve EFL students' PPT slide writing problems and improve their performance and the attainment of the task shares via LMS. The research offered a different perspective on teaching EFL writing with a specific focus on analytical reading to PPT slide writing and also implied the important consequence on analytical reading to analytical writing for future research.
What Higher Educational Professionals Need to Know about Today's Students: Online Social Networks
Author: Wang, Jenny
Date: 2013-07-00
Type: Reports - Research
Subjects: Higher Education,Social Networks,Student Characteristics,Web 2.0 Technologies,Learner Engagement,Use Studies,Computer Mediated Communication,Interaction,Academic Achievement,Questionnaires,Educational Practices,Instructional Innovation,Regression (Statistics)

In this study, the author specifically focused on the most popular social media website--Facebook--and investigated the nature of student learning engagement associated with Facebook activity. Data pertaining to student Facebook use and activities were collected. Pearson's correlation coefficient was used to measure the relationships between Facebook instructional methods and grades. A linear regression was also performed to analyze the predictors of student grades. An empirical study of Facebook users (n = 134) during the 2011-2012 academic year revealed that course-based Facebook use had a significant positive effect on student learning engagement and grades. This study concludes that Facebook use in instruction assists students in achieving better grades, higher engagement, and greater satisfaction with the university learning experience. Thus, the author recommends the use of Facebook as an educational communication and interaction tool to enable faculty to assume a more active and participatory role in teaching and learning.
Adjective Identification in Television Advertisements
Author: Abd Rahim, Normaliza
Date: 2013-07-00
Type: Reports - Research
Subjects: Indonesian,Second Language Learning,Grammar,Difficulty Level,Television,Second Language Instruction,Advertising,Form Classes (Languages),Interviews,Foreign Countries,Asians,Student Attrition,Video Technology,Austro Asiatic Languages

Learning the Malay language has been a challenging task for foreign language learners. Learners have to learn Malay grammar structure rules in order to write simple sentences. The word choice is important in constructing a sentence. Therefore, the study focuses on the use of adjectives in television advertisements among Korean learners at Hankuk University of Foreign Studies, Korea. The objectives of the study were to identify and discuss adjectives incorporated into the advertisements. The students involved in the study were ten male and female subjects from a Malay language class. The subjects had to choose one television advertisement and view it several times. They were given three weeks to identify and discuss the adjectives in the advertisements. The subjects were interviewed on their views about the adjectives in the advertisements. The interviews were video recorded and analyzed for the purpose of the study. The results of the study revealed that each subject managed to identify five adjectives per advertisement. They also managed to offer their views on the adjectives, which were not directly uttered by the models in the advertisements. It is hoped that a future study will focus on the use of adjectives via other means of media technology.
Improving Learning Results and Reducing Cognitive Load through 3D Courseware on Color Management and Inspection Instruction
Author: Hsiung, Liang-Yuan
Date: 2013-07-00
Type: Reports - Research
Subjects: Foreign Countries,Courseware,Visual Aids,Color,Inspection,Cognitive Processes,Difficulty Level,Learning,Instructional Effectiveness,College Students,Multimedia Instruction,Interviews,Statistical Analysis,Quasiexperimental Design,Multivariate Analysis

This study intends to solve the problem that schools in Taiwan lack of the equipment for color management and inspection instruction and seek ways to improve learning results and reduce cognitive load. The researchers developed 3D courseware for color management and inspection through a research and development process. To further scrutinize the learning results generated by this courseware, 80 students were given 10-week-long experimental instructions into four groups each consisting of 20 students. Data collected from the experiment was subject to MANCOVA, and the findings suggested that students receiving lecture and instructions enabled by 3D courseware noticeably outdid the other three methods in learning results. The courseware developed for this study improved learning results while lowering the cognitive load. Findings from this study may benefit color management and inspection related trainings in colleges and industry.
The Impact of Integrating Technology and Social Experience in the College Foreign Language Classroom
Author: Chen, Yulin
Date: 2013-07-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Technology Integration,Teaching Methods,English (Second Language),Communicative Competence (Languages),Cooperative Learning,Socialization,Learning Motivation,Foreign Countries,Undergraduate Students,Correlation,Likert Scales,Educational Technology,Predictor Variables,Constructivism (Learning),Questionnaires,Multiple Regression Analysis

Technology has been used widely in the field of education for a long period of time. It is a useful tool which could be a mediation to help language learners to learn the target language. In order to investigate how technology and social experience can be integrated into courses to promote language learners' desire to learn English, the researcher combined Gardner's socio-psychological system and students' social experience (social construction, cooperative learning, and communicative competence) as guides to explore their motivation (desire to learn English). 315 students from two Taiwanese universities taking English courses were involved in this study. The data included 35 Likert-scaled questions, 11 demographic information questions, and two open-ended questions. Regression analysis, and correlation coefficient were conducted to analyze the data. Based on the findings, learning with technology, technology experience and social experience had positive relationship with their desire to learn English, and learning with technology and social experience were also strong predictors of desire to learn English. Because integrating technology and social experience in language learning appeared to benefit desire to learn English, educators might consider including these elements throughout their language-learning curriculum to promote students' learning motivation.
Computer Based Screening Dyscalculia: Cognitive and Neuropsychological Correlates
Author: Cangoz, Banu
Date: 2013-07-00
Type: Journal Articles
Subjects: Mathematics Skills,Learning Disabilities,Identification,Arithmetic,Brain Hemisphere Functions,Diagnostic Tests,Neuropsychology,Task Analysis,Computer Software,Correlation,Neurological Impairments,Foreign Countries

Mathematical skills are becoming increasingly critical for achieving academic and professional success. Developmental dyscalculia (DD) is a childhood-onset disorder characterized by the presence of abnormalities in the acquisition of arithmetic skills affecting approximately 5% of school age children. Diagnosing students with possible dyscalculia tendencies and giving them relevant extra learning opportunities based on their specific difficulties are critically important for them to go with their peers. One of the human cognition dimensions is number. Two distinct systems of basic numerical capacities have been described: Approximate and exact number systems. Additionally, current brain imaging studies have associated this disease to structural and functional alterations corresponding to parietal and prefrontal cortices. In order to screen dyscalculia tendencies related to these two systems, we have developed five different cognitive tasks. The aim of this paper is twofold. First, a brief description of the software and the cognitive tasks will be presented. Second, a review of the findings about neural correlates of computer based cognitive tasks used for screening of dyscalculia as well as the neuro-structural and neurofunctional imaging findings in DD will be synthesized.
Science, Technology and Social Change Course's Effects on Technological Literacy Levels of Social Studies Pre-Service Teachers
Author: Yigit, E. Ozlem
Date: 2013-07-00
Type: Reports - Research
Subjects: Foreign Countries,Technological Literacy,Preservice Teachers,Social Studies,Science and Society,Social Change,Courses,Interviews,Measures (Individuals),Gender Differences,Student Attitudes

Social studies curricula are required in order to prepare to educate children who continue to learn after their formal training, and it is vital that teachers receive an education properly. In Social Studies Education Departments of Education Faculties Science, Technology and Social Change course is convenient to this aim and it contributes to technological literacies of pre-service teachers which is needed in the twenty-first century. In this study, it is tried to determine the effect of Science, Technology and Social Change course on pre-service social studies teachers' technological literacy levels. Technological Literacy Scale which was developed by Yigit (2011) was used in determining technological literacy levels of pre-service social studies teachers in this descriptive research. This scale is based on ITEA's technological literacy standards and it consists of five sub-dimensions and thirty-three items and its internal consistency is 0.86. In three state universities this scale was applied to pre-service social studies teachers who (100) took Science-Technology and Social Change Course and who (100) didn't take yet. Besides, opinions of pre-service social studies teachers (50) are picked to support quantitative data. Quantitative data were analyzed with SPSS 17.0 program for development level of technological literacy. T-test and ANOVA were used in analyse process. Content analysis technique was also used to analyse quantitative data depending on characteristics of research and data. In conclusion, it was found that Science, Technology and Social Change Course affected pre-service social studies teachers' technological literacies positively. However this result differed depending on the lecturer.
Applying an AR Technique to Enhance Situated Heritage Learning in a Ubiquitous Learning Environment
Author: Chang, Yi Hsing
Date: 2013-07-00
Type: Reports - Research
Subjects: Electronic Learning,Computer Simulation,Blended Learning,Computer Attitudes,Instructional Effectiveness,Heritage Education,Tourism,Handheld Devices,Nonschool Educational Programs,Questionnaires,Path Analysis,Interviews,Foreign Countries,Pretests Posttests

Since AR can display 3D materials and learner motivation is enhanced in a situated learning environment, this study explores the learning effectiveness of learners when combining AR technology and the situation learning theory. Based on the concept of embedding the characteristics of augmented reality and situated learning into a real situation to enhance learning interest and effectiveness, a ubiquitous learning system is therefore proposed. The features of the system include: the learning activities and contents are planned and designed using the key factors of situated learning; combining virtual objects with a real environment using the techniques of augmented reality to provide a story-based learning situation for learners. To assess the acceptance of the proposed system, we first conducted a questionnaire analysis based on the technology acceptance model. An independent samples t-test was then applied to evaluate the learning achievement of learners. The results show that the research scale is highly reliable and that all assumptions made are valid. In addition, participants were attracted to and willing to use the system, which directly enhances their incentive to actively learn and promotes learning achievement.
Shared Knowledge among Graphic Designers, Instructional Designers and Subject Matter Experts in Designing Multimedia-Based Instructional Media
Author: Razak, Rafiza Abdul
Date: 2013-07-00
Type: Reports - Research
Subjects: Multimedia Instruction,Instructional Design,Design,Expertise,Delphi Technique,Interviews,Task Analysis,Cognitive Processes,Constructivism (Learning),Andragogy,Behaviorism,Epistemology

The research identified and explored the shared knowledge among the instructional multimedia design and development experts comprising of subject matter expert, graphic designer and instructional designer. The knowledge shared by the team was categorized into three groups of multimedia design principles encompasses of basic principles, authoring principles and design principles. The research focused on soliciting knowledge of agreement on the principles. The research design sequentially began with the modified Delphi technique which involved twelve experts in selecting the list of principles in multimedia design. Next phase, the interview session involved three selected experts to verify the list of principles and obtain detailed information. Outcome of the research is essential in providing description of the cognitive skills needed to perform tasks in multimedia design and development proficiently.
Designing a Web-Based Multimedia Learning Environment with Laurillard's Conversational Framework: An Investigation on Instructional Relationships
Author: Neo, Mai
Date: 2013-07-00
Type: Reports - Research
Subjects: Foreign Countries,Web Based Instruction,Multimedia Instruction,Web 2.0 Technologies,Classroom Communication,Educational Change,Models,Interpersonal Communication,Undergraduate Students,Student Attitudes,College Faculty,Questionnaires

Classrooms today have received a significant overhaul with the inclusion of ICT and new learning pedagogies. Advancements in computing and multimedia technologies in education have resulted in an emerging breed of technologically proficient learners. Today's students are &quot;digital natives&quot; and very influenced by current digital environments for information acquisition, communication and interaction. Currently, many Malaysian classrooms still practice conventional teaching methods which pose many limitations to the student's learning process as interactions and communication processes are lacking. Therefore, there is a need for educators to adjust their teaching in order to suit the new generation of students and create learning environments that stimulate discourse, dialogue and engagement. In this study, Laurillard's Conversational Framework was adapted to investigate the interaction and communication processes between the students and teacher, mediated by multimedia and web 2.0. Results yielded several instructional relationships that showed that students experienced deep and meaningful learning when communicating and collaborating with each other, and that the teacher still played a central role in the learning process. The results provide encouraging support for incorporating dialogue and conversations in technology-backed learning environments.
The Effect of Contemporary Learning Aapproaches on Student Perceptions in an Introductory Business Course
Author: Coakley, Lori A.
Date: 2013-08-00
Type: Journal Articles
Subjects: Business Administration Education,Introductory Courses,Student Attitudes,Learning Strategies,Cooperative Learning,Experiential Learning,Active Learning,Student Surveys,Pretests Posttests,Achievement Gains,Delivery Systems,Teaching Methods,Teaching Models,Instructional Effectiveness,Learner Engagement,Knowledge Level,Peer Teaching,Gender Differences

University administrators and educators continue to explore and implement new approaches for delivering coursework. Ultimately, they are attempting to achieve the same goal; increasing the level of student engagement and retention of knowledge while maintaining educational quality. Various contemporary learning approaches can provide a &quot;launching point&quot; to assess, evaluate and implement creative course pedagogies in many introductory courses. To validate the influence of these approaches, this research offers an assessment of the changes applied to an Introduction to Business course using active, experiential, and cooperative learning approaches. The scope of the data was broadened to include both quantitative and qualitative data. Students registered for the course were surveyed using pretest and posttest instruments. The analysis of the data indicates that the application of the three learning approaches has a mixed impact on pedagogical results. Students perceive that their knowledge of business concepts increased after the course was completed despite a challenging environment requiring the application of theoretical concepts to practice. Students indicate that the knowledge gained from experiential-based deliverables through cooperative learning approaches, creates an opportunity for reinforcing and applying introductory concepts. The results of the research also found that while students perceive that their understanding of the concepts has increased, the variety of pedagogical approaches embedded in the course do not necessarily foster additional interest in the subject matter. However, the integration of student qualitative feedback clearly supports the benefits of each pedagogical approach while also providing insight into which approach students found most influential for learning. The contribution of this paper to the literature is to encourage the redesign of introductory courses by integrating all three pedagogical approaches to successfully foster student engagement and higher quality learning.
Students&apos; Perceptions of Plagiarism
Author: Fish, Reva
Date: 2013-12-00
Type: Journal Articles
Subjects: Student Attitudes,Plagiarism,Urban Universities,College Students,Behavior Standards,Cheating,College Faculty,Teacher Attitudes,Student Surveys,Social Behavior,Social Attitudes

While plagiarism by college students is a serious problem that must be  addressed, students generally overestimate the frequency of plagiarism at their schools and blame students they do not know for the majority of incidents. This study looked at students&apos; estimations of the frequency of plagiarism at a large urban college and explored how that varied over the full range of types of plagiarism, from using another author&apos;s ideas to submitting an entire document copied verbatim from another author&apos;s work. Analysis of student responses to survey items revealed they believe other students are far more likely than them to commit each type of plagiarism and they recognize that some types of plagiarism  are more serious than others. The opportunity to reduce incidents of plagiarism by providing students with accurate information about plagiarism at their schools is discussed in the context of social norms theory.
A Comparison of Student Academic Motivations across Three Course Disciplines
Author: Maurer, Trent W.
Date: 2013-12-00
Type: Journal Articles
Subjects: Comparative Analysis,Student Motivation,Measures (Individuals),Anatomy,Undergraduate Students,Study Habits,Physiology,Physics,Nutrition Instruction,Grades (Scholastic),Reliability,Self Determination,Majors (Students)

Intrinsic and extrinsic motivations of undergraduate students enrolled in human anatomy and physiology, physics, and nutrition courses were explored with course discipline-specific adapted versions of the Academic Motivation Scale. Information on students' study habits and efforts, and final course grades were also collected. Results revealed the adapted versions of the Academic Motivation Scale had comparable reliabilities to previous investigations, significant differences in motivations across the students enrolled in the three courses and significant influences of motivation on academic behaviors and  course performance.
Deep and Lifelong Learning: When Theory and SoTL Intersect
Author: West, Jane
Date: 2013-10-00
Type: Journal Articles
Subjects: Adult Learning,Learning Theories,Theory Practice Relationship,Transformative Learning,Preservice Teacher Education,Andragogy,Courses,Curriculum Design,Student Needs,Educational Research,Constructivism (Learning),Teacher Educators,Graduate Students,Doctoral Programs,Teaching Methods,Concept Formation

In this reflective essay, a teacher educator describes her own transformation that occurred as a result of studying adult learning theory along with a group of doctoral students. In examining her habits of course design, she realized that her practices had departed from her ideals and that her course planning was guided as much by pragmatic schedule demands as by the conceptual development of her students. As a result, she redesigned her course in language and literacy for preservice teachers. After describing the existing course, the author relates how her thinking--and the course--were transformed by the intersection of three influences: her encounter with Ramsden&apos;s (2003) androgogical theory of teaching and learning, her familiarity with a discipline-specific pedagogical theory, and her SoTL research on students&apos; needs as learners. Guided by these influences, she reconceptualized the language and literacy course with a renewed focus on the social constructivist goals of facilitating conceptual change through meaning-oriented approaches. The author attempts to make visible to the reader exactly how she made this transition to address both the theoretical and the practical dimensions of the course, rediscovering in the process the transformation that is possible when teacher education focuses as on the why as well as the how of teaching.
Influence of Presentation Handout Completeness on Student Learning in a Physical Therapy Curriculum
Author: Nelson-Wong, Erika
Date: 2013-08-00
Type: Journal Articles
Subjects: Physical Therapy,Doctoral Programs,Graduate Students,Printed Materials,Instructional Materials,Lecture Method,Notetaking,Teaching Methods,Instructional Effectiveness

Students and faculty have disparate opinions on how complete lecture materials should be to optimize learning. The purpose of this study was to investigate the influence of lecture handout completeness and content area on Doctor of Physical Therapy student recall/retention in foundation level courses. These findings suggest there may not be a best practice for lecture slide completeness and may be course/content dependent. In this study students performed better with complete handouts in physiology and research courses and with less complete handouts in biomechanics.