ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Team-Learning Inspires Creativity
Author: Jawwad, Sayed
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Undergraduate Students,Cooperative Learning,Social Capital,Creativity,Psychological Patterns,Positive Attitudes,Business Administration Education,Electronic Learning,Integrated Learning Systems

Research catalyzes positive change for the economic development of a country which will lead to investments and job opportunities, consequently leading to a high Gross National Product. In recent year's higher education bodies has been emphasizing on embedding research activities within the undergraduate teaching activities leading to better students employability. Current education system transforms its teaching and learning quality using e-learning strategies. Also, past research assessed role of social capital on knowledge sharing behavior in virtual environment; scant research assessed the moderation of positive emotions and gender for (1) higher education sector and (2) developing countries. And, the success of such a statement has not been properly documented in the past research. As the result, the aim of this study is to empirically assess the role of Social Capital Theory on Knowledge sharing, when moderated by positive emotions. This deductive research's literature review identified research gaps; to form research questions and a model with three hypotheses. Multi-correlation analysis was performed using SPSS to test hypotheses thru, data collected from 334 participants: a sample size above required threshold, to generalize population of higher education undergraduate business students of a private university in Bahrain. Findings supported all hypotheses, indicating positive moderation between social capital and knowledge sharing, when students e-learn on Moodle. [For the full proceedings, see ED621557.]
The Dynamics of Successful Teams in a Massive Open Online Course
Author: Alomar, Majd
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Teamwork,Online Courses,Student Characteristics,Peer Evaluation,Group Dynamics,Problem Based Learning,Student Attitudes,Foreign Countries,Elementary Secondary Education,Mentors,Certification,Higher Education

This paper explores the dynamics of teamwork in a team-based Massive Open Online Course. The purpose of the study is to discover patterns and characteristics of the students in teams that completed the course. Many studies have revealed that a very small percentage of students complete Massive Open Online Courses. The percentage is even smaller in MOOCs that involve peer-assessment. This study aims to give conscious advice for future MOOC students on how to complete a team-based peer-assessed MOOC by studying the dynamics of successful teams. A qualitative research method was utilized in the study. Data were collected from observing the MOOC platform and conducting interviews with successful team members and team leaders. [For the full proceedings, see ED621557.]
Teacher Attitudes Regarding the Use of Game-Based Programming Tools in K-12 Education
Author: Su, Chien-Yuan
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Game Based Learning,Programming,Teacher Attitudes,Elementary Secondary Education,Intention,Technology Uses in Education,Educational Technology,Usability,Value Judgment,Psychological Patterns,Foreign Countries

In recent years, game-based programming tools (GBPTs) such as Code.org, Lightbot, and Cargo-Bot have been developed to help children worldwide better understand programming concepts through an interesting, enjoyable and visualizable programming learning experience. However, in-service teachers' perceptions regarding the use of these game-based programming tools in K-12 instruction have received little attention. To understand the perceptions of teachers, this study integrated perceived enjoyment into the Technology Acceptance Model (TAM) to explore the factors that influence the intentions of K-12 in-service teachers to use game-based programming tools in their instructional tasks. Thirty Chinese teachers in elementary and secondary schools were invited to finish at least one hour of code tutorial at the code.org site, and then undertake a paper-and-pencil questionnaire. We applied the partial least squares structural equation modeling technique to analyze the extended TAM model. Results demonstrated that teachers' behavioral intention was determined by their attitudes toward using GBPTs. Perceived usefulness and perceived ease of use had a significant and positive influence on teachers' attitude. In addition, the results also indicated that perceived enjoyment has a significant influence on perceived usefulness and perceived ease of use, but no significant effect on the attitude of teachers regarding the use of GBPTs. [For the full proceedings, see ED621557.]
Assessing Open-Book-Open-Web Exam in High Schools: The Case of a Developing Country
Author: El Rassi, Mary Ann Barbour
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Developing Nations,Test Format,Tests,Cheating,High School Students,Computer Assisted Testing,Comparative Analysis,Multiple Choice Tests,Outcomes of Education,Teacher Attitudes,Student Attitudes,Plagiarism,Computer Software,Computational Linguistics,French

It has long been debated whether the Open-Book-Open-Web exam was useful and efficient as the traditional closed book exams. Some scholars and practitioners have doubted the efficiency and the possibility of cheating in the OBOW as it is not directly monitored. This paper tends to investigate the effectiveness of OBOW exams by comparing them with the traditional closed book exams to reject or confirm the possibility of cheating and efficiency. Two different exams were conducted in three high schools and in a developing country, whereas 307 students participated in it. The first exam was done during the midterm with closed books and well monitored. Then the second exam was done at the end of semester by adopting the OBOW method. Each exam was done in two phases. Phase one consisted of multiple choice questions and phase two consisted of a mini case analysis. The results obtained were compared with each other. Furthermore, a focus group chosen from the teachers and students were done in order to support the findings in addition to questionnaire that was sent by email. The results had showed that there is no difference when it comes to cheating but on the contrary, there is a difference in the quality of the learning outcome. This paper provides contribution to improving knowledge of e-learning for educational institutions developing countries. [For the full proceedings, see ED621557.]
Development of a Measurement Tool to Evaluate the Learning Experience in an E-Learning System
Author: Safsouf, Yassine
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Evaluation Methods,Online Courses,Student Attitudes,Integrated Learning Systems,Educational Improvement,Teaching Methods,Personal Autonomy,Independent Study,Information Security,Learning Experience,Private Colleges,Undergraduate Students,Computer Science Education,Usability,Teacher Student Relationship,Peer Relationship,Measurement Techniques,Foreign Countries

The purpose of this study is to find ways to monitor and evaluate the user experience of learners as they use an e-learning system. To do this, we have identified several factors that allow us to measure this experience. We have designed an online measurement scale, presented as a self-administered questionnaire, specifically dedicated to e-learning platforms. With this tool, we can quickly isolate aspects that are perceived as critical, and that often require improvement actions. Finally, we tested our measurement tool over two sessions of an online course. The results of statistical analysis are very encouraging, showing that the learning platform used is considered simple by learners, flexible, secure and encouraging autonomy. The results also show that the platform has a deficit of social interaction (interactions between learners and their teachers, as well as between pairs), which should be remedied in order to improve learners' experience. [For the full proceedings, see ED621620.]
Digital Literacy Assessment of Undergraduate Students from Physical Education Program of Thailand National Sports University
Author: Rodniam, Narumon
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Technological Literacy,College Freshmen,Gender Differences,Academic Achievement,Physical Education

The purposes of this research were to 1) assess levels of digital literacy of undergraduate students from Physical Education Program of Thailand National Sports University (TNSU); and 2) compare digital literacy levels of the students with consideration on the variables of sex and class level. Using a quantitative research method, the sample of this study consisted of 400 undergraduate students from Physical Education Program, Faculty of Education, TNSU, who were studying in their first semester of the academic year 2019. It was obtained via a multistage random sampling technique. The data collection tool was the Digital Literacy Assessment for Undergraduate Students of Wawta Techataweewan and Ujsara Prasertsin (2016), which contains four components for a total of 54 questions. The data analysis was relied on descriptive statistics and multiple techniques, including independent-samples t-test, one-way ANOVA, and post-hoc comparison with Scheffe's method. The results revealed that: 1) the undergraduate students from the Physical Education Program of TNSU had a high level of overall digital literacy, 2) the female students had significantly higher digital literacy than males, and 3) the students in the 5th class level had higher digital literacy than those in the first-class level significantly at the significance level of 0.05. However, no significant differences among other class levels were discovered. [For the full proceedings, see ED621620.]
Hybrid Recommendation Approach Based on a Voting System: Experimentation in an Educational Context
Author: Baidada, Mohammed
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Educational Resources,Evaluation,Educational Improvement,Student Attitudes,Search Engines,Foreign Countries,College Students,Engineering Education,Private Colleges,Public Colleges

We present in this paper the results of a second experiment that was recently conducted to evaluate a hybrid recommendation approach in an online learning environment. The approach consists of mixing the two approaches of content-based filtering and collaborative filtering to improve the relevance of the educational resources recommended to learners. A first experiment was carried out in 2019 and gave convincing results, which led us to repeat a second experimentation in order to confirm the results, on the one hand, and on the other hand, to modify the way learners evaluate the resources by transforming the &quot;like&quot; by a vote from one to five, in order to verify whether this will bring an improvement in the recommendations. This second experiment was also an opportunity to integrate an engine that guides learners' searches by adding criteria relating to their preferences and to check their satisfaction with the use of this engine. The results were globally positive. [For the full proceedings, see ED621620.]
Using Formal Concept Analysis to Explore Hidden Knowledge in the Assessment of a Math Course
Author: Pérez-Gámez, Francisco
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Mathematics Instruction,Integrated Learning Systems,Online Courses,Pandemics,Video Technology,Mathematics Tests,Material Development,Educational Change,Concept Formation,Educational Improvement,Universities,Mathematical Concepts,Computer Assisted Testing,Engineering Education,Foreign Countries

Since the emergence of COVID-19, online teaching and e-Learning has become essential in education. Actually, in at our University, we have had to move to a complete online teaching framework through the Moodle e-learning system. As a result, we have had to deploy new material as videos in Youtube channels, new exercises, tasks, live teaching, etc that have generated a huge amount of data that contains interesting information. In particular, we have used randomly generated exams from a bank of quizzes to evaluate the students. In this paper, we analyze the results of these quizzes using Formal Concept Analysis tools in order to check the hidden knowledge in the assessment process with the goal of improving the developed material for next years. In addition, we will analyze how the different exercises and tests relate to each other so that we can use this information in the following courses to improve our lectures. [For the full proceedings, see ED621620.]
Online Written Exams during COVID-19 Crisis
Author: Haus, Goffredo
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,Computer Assisted Testing,Cheating,Foreign Countries,Universities,School Closing,Student Evaluation,Undergraduate Students,Comparative Analysis,Teacher Student Relationship,Testing,Videoconferencing,Integrated Learning Systems,Prevention,Written Language,Computer Software,Educational Practices

The paper deals with the problem of carrying on online written exams in the University of Milan, suddenly closed due to the Covid-19 emergency. Main goal of the paper is to present and compare the different scenarios envisioned, depending on the number of students to be monitored in parallel to avoid cheating. For limited numbers, direct monitoring by the teacher has been suggested, with different supports depending on the type of exam proposed by the teacher (open vs. closed answer questions, presence of handwritten parts). For larger numbers, a proctoring system has been adopted, after some comparisons between two commercial solutions. Results show a very large adoption of a solution allowing teachers to monitor in real time students answering open questions on their home computers. [For the full proceedings, see ED621620.]
Using Social Media for Peer Interaction in Higher Education: Students&apos; Perception of Using Facebook to Support Peer Learning
Author: Ukwishaka, Marie Claire
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Social Media,Higher Education,Computer Mediated Communication,Cooperative Learning,Student Attitudes,Standards,Student Motivation,Graduate Students,Undergraduate Students,Majors (Students),Foreign Countries,Learning Processes,Computer Games,Social Networks,Information Sources,Learner Engagement,Peer Relationship

Facebook is growing fast in various fields including education field. Most studies showed that today students in higher education use Facebook to communicate, cooperating and finding solutions. The main purpose of this study is to investigate and reflect on students' perspectives regarding the use of Facebook and its influence on students' collaborative learning, motivation of communication, and peer connection, in higher education. Concerning to the purpose of the study, how students perceive using Facebook to support peer interaction and educational learning. In addition, students' perspective on the benefits and limitations of using Facebook in educational learning were investigated. A qualitative interpretative research study was conducted and data was collected through interviews. The main results showed both benefits and limitations of using Facebook followed by a set of strategic suggestions that would be beneficial for students, universities, and this research area to associate with a set of standards for Facebook usage in higher education. [For the full proceedings, see ED621620.]
Early Student-Teacher Relationships and Autism: Student Perspectives and Teacher Concordance
Author: Losh, Ainsley
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Autism,Pervasive Developmental Disorders,Elementary School Students,Student Attitudes,Elementary School Teachers,Teacher Attitudes,Primary Education,Check Lists,Child Behavior,Cognitive Development,Intelligence Tests,Young Children,Diagnostic Tests,Observation

Early elementary students on the autism spectrum are at risk for poor quality student-teacher relationships (STRs), a key contributor to student outcomes. However, these students' own appraisals of their STRs are nearly absent from the literature. This study examined children's perspectives of STRs and agreement with teacher-reported STRs for a sample of young autistic students (N = 136; 5-9 years). Although a majority of students responded affirmatively to items reflecting positive perceptions of STRs (e.g., 80.7% reported liking their teacher, 75.0% reported being liked by their teacher), results also revealed that some students perceived negative STR experiences (e.g., 14.7% reported that they get angry with their teacher, 17.6% reported that they get in trouble a lot). Student and teachers' scores were not significantly correlated, suggesting that students and teachers may have unique perspectives on specific aspects of their relationship.
Taking Business to School: A Resource Guide for Building an Employer Partner Engagement Plan
Author: Association for Career and Technical Education (ACTE)
Date: 2022-00-00
Type: Guides - General
Subjects: Partnerships in Education,School Business Relationship,Career Development,Vocational Education,Career Planning,Education Work Relationship,Career Exploration,Experiential Learning,Work Experience Programs,Educational Legislation,Federal Legislation

Student career development is an important element of a high-quality career and technical education (CTE) program. Students enrolled in programs with high-quality career development activities are able to identify a personalized career plan related to their strengths, interests and abilities, and are informed about post high school education and training options that will help them achieve their career goals. This toolkit is intended to be used by program leaders who have some prior work-based learning (WBL) experience and are interested in expanding the scope and/or quality of their programs through improved employer partner engagement.
Instructional Design to &quot;Train the Trainers&quot;: The Start@Unito Project at the University of Turin
Author: Marchisio, Marina
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Instructional Design,Foreign Countries,College Faculty,Faculty Development,Web Based Instruction,MOOCs

Online learning has become essential in higher education. In order to follow the best practices in education and innovation and provide quality of online courses, careful and thorough instructional design is necessary. In this research we analyze the instructional design methods employed and focus on the training of the professors and grant holders who created and developed the 50 open online courses in a variety of disciplines developed in the start@unito project, a recent enterprise of the University of Turin with the aim of bridging the gap between secondary and higher education and provide open online courses that can be accessed anytime anywhere. The data gathered from the questionnaires given to the grant holders before and after the training show encouraging results as far as the effectiveness of our instructional method is concerned. At the same time, though, they reveal a lack and a disparity of technical, pedagogical and linguistic competences, which in turn require tailored and individualized support. In light of the feedback received, we conclude by envisaging possible improvements and further research, in order to understand what can be done to perfect the instructional design of an ever-expanding project. [For the full proceedings, see ED621557.]
&quot;INTERNOVA&quot; E-Learning Platform in an Entrepreneurial Context
Author: Araújo, Isabel
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Entrepreneurship,Food,Integrated Learning Systems,Teaching Methods,Information Technology,Learning Processes,Student Behavior,Teacher Behavior,Profiles,Technology Uses in Education,Program Descriptions,Masters Programs,Graduate Students,Units of Study,Food Standards,Comparative Analysis,Student Attitudes,Curriculum Development,Personal Autonomy,Safety,Certification,Foreign Countries

Currently, there is still an opposition of teachers to the implementation of new technologies in an educational context. Although several studies point out the relevance of the use of information and communication technologies in pedagogical practices, providing educational contexts more focused on learning practices and fostering more active and autonomous professionals. In this context, this article emphasizes the purpose of using Information and Communication Technologies (ICT), as well as virtual learning environments, in the higher education system, to support the teaching-learning processes. In this article, a state of the art was carried out, in order to demonstrate some advantages of the teaching-learning process, the teacher's and student behaviour profiles and its role in relation to the use of new technologies. The objective of this study was to analyse the impact of using a digital platform on the teaching-learning process in an educational context. An e-learning digital platform, &quot;INTERNOVA,&quot; developed within the scope of the INTERNOVAMARKET-FOOD project (0437_internovamarket-food_1_E - Internovamarket accelerator program to increase the competitiveness of the food sector in Galicia-Northern), within the curricular unit of Food Safety and Certification of the Master in Food Engineering's curriculum. In order to assess the impact of the training course on the students' learning outcomes, a survey was applied to master's students and Food Engineering research fellows (participants). The same survey was applied before the training and after it in order to compare both results. At the end of each training course, another survey was addressed to all the participants asking about the organization, quality and the easiness of the platform. The results obtained show that the students had no difficulties in using the platform, having revealed that they would like to continue using it more frequently. The data obtained are an evidence of the participants' learning improvement and their involvement in the learning process through the &quot;INTERNOVA&quot; platform. With this work, it can be concluded that the ICT applied to a curricular program can be a very important support in the teaching-learning process. In this context, it is important to recommend well-designed curricular programs so that teachers can improve their teaching practices, enhancing students' digital skills, and thus contributing to the development of more active and autonomous professionals. [For the full proceedings, see ED621620.]