ethanporcaro/eric-fulltext-meta huggingface dataset:
Stress in Medical Students in a Problem-Based Learning Curriculum
Author: Dagistani, Ahmad
Date: 2016-00-00
Type: Journal Articles
Subjects: Stress Variables,Problem Based Learning,Medical Students,Teaching Methods,Incidence,Instructional Program Divisions,Foreign Countries,Males,Statistical Analysis,Questionnaires,Anxiety

Background: This study aims to assess stress level and its drivers among medical students using a PBL teaching system Method: Higher Education Stress Inventory (HESI,) was used to assess stress among medical students. All students in the College of Medicine were enrolled. Results: The response rate was 99%.The prevalence of stress was 54.7%. The overall mean stress score was higher in the 4th year students (2.64) than 1st year students (2.52) (p = 0.01). Junior students were more likely to be stressed by lack of clarity of the aims of the study (p = 0.014) and lack of feedback from the teachers (p = 0.003). Senior students were more likely to be stressed by lack of time for other activities (p = 0.036), financial worries (p = 0.027) and about preparedness for future profession (p = 0.007) Despite the high stress scores, only 8.3% regretted their choice of career and 9.3% felt that they are not prepared well for their future profession Conclusions: High level of stress was noted especially among senior students. Stress in junior students was more likely to be medical training-related and to be personal problems-related in senior students. The vast majority of students were happy with their choice of profession and optimistic about their future.
Identifying Tensions in the Use of Open Licenses in OER Repositories
Author: Amiel, Tel
Date: 2016-04-00
Type: Journal Articles
Subjects: Audits (Verification),Educational Resources,Certification,Conflict,Identification,Classification,Open Source Technology,Computer Software,Organizational Communication,Information Policy,Alignment (Education),Metadata,Elementary Secondary Education,Web Sites,Electronic Libraries,Usability,Access to Information,Use Studies,Content Analysis,Foreign Countries

We present an analysis of 50 repositories for educational content conducted through an &quot;audit system&quot; that helped us classify these repositories, their software systems, promoters, and how they communicated their licensing practices. We randomly accessed five resources from each repository to investigate the alignment of licensing information between the resources themselves, metadata pages and overall site policies. We identified a high level of incongruity that could lead to a limited impact in OER use and reuse. We discuss the lack of guidance in implementation of such repositories, particularly to those who do not have wide institutional support to implement such systems. We finalize with a critical discussion on the emphasis given to licensing in the OER movement, and how it may be an evidence of a clash between the social and legal commons.
A Study on Reflective Reciprocal Peer Coaching for Pre-Service Teachers: Change in Reflectivity
Author: Gonen, S. Ipek Kuru
Date: 2016-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Coaching (Performance),Conceptual Tempo,Higher Education,Foreign Countries,Professional Development,Mixed Methods Research,Reflection,Teacher Education,Teacher Education Programs,Teacher Educators,Observation,Likert Scales,Focus Groups,Interviews,Video Technology,Scores,Pretests Posttests,Teaching Experience,Teaching Methods

Reflective practice is considered as an effective way for professional development in order to gain awareness of one's own teaching as well as to compete with the changing needs of the students. Especially in pre-service period, when pre-service teachers work cooperatively with their peers in a reciprocal fashion towards reflectivity, it has a potential to promote advancement in reflective practices and help them focus on the underlying meaning behind their actions. Based on these ideas, this study aimed at engaging pre-service teachers in a reflective reciprocal peer coaching experience and investigating whether such experience caused any changes in their reflectivity. For this purpose, 12 pre-service teachers in a Turkish ELT context participated in the study and a reflective reciprocal peer coaching program was implemented with a training aspect. In a mixed method study design, change in participants' reflectivity was measured with a profile of reflective thinking attributes scale quantitatively and data were supported qualitatively with reflective diaries, video recordings of post-conference sessions and focus-group interviews. Results of quantitative and qualitative analyses put forward that the pre-service teachers advanced in their reflectivity throughout the reflective reciprocal peer coaching practice and benefited much from this experience before they embark into professional life. This study provides valuable implications to use reflection embedded in a peer coaching program and offers suggestions for teacher educators
Self-Efficacy, Self-Esteem, and Subjective Happiness of Teacher Candidates at the Pedagogical Formation Certificate Program
Author: Erozkan, Atilgan
Date: 2016-08-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Self Esteem,Psychological Patterns,Positive Attitudes,Preservice Teacher Education,College Students,Attitude Measures,Correlation,Structural Equation Models,Well Being,Likert Scales,Statistical Analysis,Factor Analysis

This study investigated the relationship between self-efficacy, self-esteem, and subjective happiness. The study group is composed by 556 (291 female; 265 male) students who were studying at the pedagogical formation program at Mugla Sitki Kocman University. The data were collected by using the General Self-Efficacy Scale-Turkish Form, Self-Confidence Scale, and Subjective Happiness Scale. Pearson product-moment correlation analysis was employed to study the relationship between self-efficacy, self-esteem, and subjective happiness; structural equation modeling was also used for explaining subjective happiness. Initiation, effort, and persistence subdimensions of self-efficacy and internal self-confidence and external self-confidence subdimensions of self-esteem were found to be significantly correlated to subjective happiness. A significant impact of initiation, effort, and persistence subdimensions of self-efficacy and internal self-confidence and external self-confidence subdimensions of self-esteem on subjective happiness was detected. The theoretical implications of the link between self-efficacy, self-esteem, and subjective happiness were discussed.
Blending Formal and Informal Learning Networks for Online Learning
Author: Czerkawski, Betül C.
Date: 2016-04-00
Type: Journal Articles
Subjects: Blended Learning,Informal Education,Conventional Instruction,Electronic Learning,Graduate Students,Student Centered Learning,Student Surveys,Student Attitudes,Networks,Online Courses,Instructional Design,Use Studies,Educational Benefits,College Faculty,Teacher Attitudes,Mixed Methods Research,Case Studies,Likert Scales,Interaction,Network Analysis

With the emergence of social software and the advance of web-based technologies, online learning networks provide invaluable opportunities for learning, whether formal or informal. Unlike top-down, instructor-centered, and carefully planned formal learning settings, informal learning networks offer more bottom-up, student-centered participatory but somewhat disorganized learning opportunities for students. This paper presents a research study where graduate students are surveyed in their use of informal and formal learning networks in online courses to understand the interaction between the two and how they impact each other. The findings showed that students and professors use both environments often, to optimize learning but online course design is usually not designed to consider informal experiences of the students. The results and illustrated course design framework may contribute to the discussion of blending informal and formal learning for online learning.
Growth Patterns and E-Moderating Supports in Asynchronous Online Discussions in an Undergraduate Blended Course
Author: Ghadirian, Hajar
Date: 2016-04-00
Type: Journal Articles
Subjects: Undergraduate Study,Blended Learning,Asynchronous Communication,Computer Mediated Communication,Group Discussion,Foreign Countries,Technology Uses in Education,Higher Education,Case Studies,Discussion Groups,Taxonomy,Peer Teaching,Tutors,Tutor Training,Online Courses,Undergraduate Students,Educational Trends,Content Analysis

This study presents a case study of asynchronous online discussions' (AOD) growth patterns in an undergraduate blended course to address the gap in our current understanding of how threads are developed in peer-moderated AODs. Building on a taxonomy of thread pattern proposed by Chan, Hew and Cheung (2009), growth patterns of thirty-six forums were explored on three patterns: Short Thread Pattern (SHTP), Extended Thread Pattern (ETP), and Split Thread Pattern (STP). The impact of peer moderating supports on thread growth was also investigated. Types of peer moderators' supports were explored utilizing a coding scheme from Smet, Keer, Wever, and Valcke's (2010) study. STP pattern was found to be more common than the other patterns with 74 (37.94%) out of 195 threaded discussions growing on it. The results also showed that, compared to SHTP, in both STP and ETP the occurrences of &quot;Information exchange&quot; and &quot;Knowledge construction&quot; supports appeared to be more, while the presences of supports stimulating &quot;Development&quot;, &quot;Access and motivation&quot; and &quot;Socialization&quot; were less. Furthermore, the use of &quot;Access and motivation&quot; and &quot;Socialization&quot; supports appeared to enhance early thread termination when used individually. Thread continuity was reinforced by the use of &quot;Knowledge construction&quot; support with other moderating supports.
Educational Infrastructure Using Virtualization Technologies: Experience at Kaunas University of Technology
Author: Miseviciene, Regina
Date: 2012-00-00
Type: Journal Articles
Subjects: Computer Simulation,Universities,College Students,College Faculty,Family Environment,Information Technology,Foreign Countries,Educational Technology,Computer Security,Computer Networks,Access to Computers,Internet,Computer Science Education

Many factors influence education nowadays. Educational institutions are faced with budget cuttings, outdated IT, data security management and the willingness to integrate remote learning at home. Virtualization technologies provide innovative solutions to the problems. The paper presents an original educational infrastructure using virtualization technologies implemented in a training process at Kaunas University of Technology. This infrastructure allows university students and staff to access virtual desktops and applications viaWeb, both in computer classes at the University, and for self-working at home. This paper introduces virtualization technologies of the implemented infrastructure highlighting the benefits, outlines functions of the infrastructure and presents research experiments of network load monitoring that have been performed to find out problems of the infrastructure.
Interaction Gaps in PhD Education and ICT as a Way Forward: Results from a Study in Sweden
Author: Aghaee, Naghmeh
Date: 2016-04-00
Type: Journal Articles
Subjects: Information Technology,Foreign Countries,Doctoral Programs,Online Surveys,Questionnaires,Doctoral Degrees,Graduate Students,Technology Uses in Education,Educational Technology,Distance Education,Cooperative Learning,Synchronous Communication,Asynchronous Communication,Peer Relationship,Higher Education,Test Items,Questioning Techniques,Correlation,Access to Information,Electronic Learning,Student Attitudes,Statistical Analysis,Qualitative Research

Many research studies have highlighted the low completion rate and slow progress in PhD education. Universities strive to improve throughput and quality in their PhD education programs. In this study, the perceived problems of PhD education are investigated from PhD students' points of view, and how an Information and Communication Technology Support System (ICTSS) may alleviate these problems. Data were collected through an online open questionnaire sent to the PhD students at the Department of (the institution's name has been removed during the double-blind review) with a 59% response rate. The results revealed a number of problems in the PhD education and highlighted how online technology can support PhD education and facilitate interaction and communication, affect the PhD students' satisfaction, and have positive impacts on PhD students' stress. A system was prototyped, in order to facilitate different types of online interaction through accessing a set of online and structured resources and specific communication channels. Although the number of informants was not large, the result of the study provided some rudimentary ideas that refer to interaction problems and how an online ICTSS may facilitate PhD education by providing distance and collaborative learning, and PhD students' self-managed communication.
Status of E-Learning in Public Universities in Kenya
Author: Makokha, George L.
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Public Colleges,Universities,Questionnaires,Interviews,Focus Groups,Statistical Analysis,Educational Policy,Program Implementation,Teacher Attitudes,Student Attitudes,Online Courses,Learning Modules,Lecture Method,Information Technology,Partnerships in Education,Private Sector,Capacity Building,Use Studies

The purpose of this study was to assess the status of e-learning in public universities in Kenya. Data were collected using questionnaires administered to both students and lecturers randomly sampled from seven public universities. Questionnaire responses were triangulated with interviews from key informants and focus group discussions (FGDs). Data were analyzed qualitatively and through use of descriptive statistics. Findings revealed that e-learning is at its infant stage in universities in Kenya. Majority of universities lacked senate approved e-learning policies to guide structured implementation. A few lecturers (32%) and students (35%) used e-learning and few courses (10%) were offered online. Majority of online uploaded modules (87%) were simply lecture notes and not interactive. Again, universities in Kenya lacked requisite ICT infrastructure and skills. The study recommends that universities partner with the private sector to improve ICT infrastructure, build capacity, and standardize e-learning programs in the country.
Enhancing Student-Student Online Interaction: Exploring the Study Buddy Peer Review Activity
Author: Madland, Colin
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Study Habits,Cooperative Learning,Learning Activities,Peer Relationship,Peer Evaluation,Learning Strategies,Distance Education,Social Isolation,Mixed Methods Research,Student Attitudes,Scaffolding (Teaching Technique),Educational Benefits,Outcomes of Education,Asynchronous Communication,Computer Mediated Communication,Online Courses,Instructional Design,Interaction Process Analysis,Academic Achievement,Learning Processes,Learning Motivation,Group Unity,Developmentally Appropriate Practices,Cognitive Restructuring

The study buddy is a learning strategy employed in a graduate distance course to promote informal peer reviewing of assignments before submission. This strategy promotes student-student interaction and helps break the social isolation of distance learning. Given the concern by Arum and Roksa (2011) that student-student interaction may be distracting from instead of contributing to academic achievement it was felt important to examine the way peer interaction can contribute to learning in a well-structured collaborative learning activity. This mixed-methods study (n = 31) examined both quantitative and qualitative aspects of student perceptions of the study buddy activity. While quantitative findings regarding depth of processing were inconclusive due to the small and homogeneous sample, qualitative analysis showed very high levels of learner support for the activity as well as evidence that the activity encouraged learners to approach their learning with greater depth. 88% of study buddies said they found the activity well worth their time, and would recommend it for other graduate courses. It is thought with greater scaffolding, the quality of buddy feedback might be improved. The few who did not appreciate the activity felt let down by a lack of buddy commitment to the process.
Diffusion of Innovations Approach to the Evaluation of Learning Management System Usage in an Open Distance Learning Institution
Author: Mkhize, Peter
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Integrated Learning Systems,Distance Education,Open Universities,Educational Innovation,Technology Uses in Education,Educational Technology,Technology Integration,Questionnaires,Student Attitudes,Statistical Analysis,Intention,Factor Analysis,Maximum Likelihood Statistics,Construct Validity

Academic institutions such as the University of South Africa (Unisa) are using information and communication technology (ICT) in order to conduct their daily primary operations, which are teaching and learning. Unisa is the only distance learning university in South Africa and also in Africa. Unisa currently has the highest number of students on the continent of Africa. In an attempt to bridge the gap between facilitators and students, Unisa introduced a learning management system known as myUnisa. MyUnisa is used by facilitators and students as a tool to conduct teaching and learning, and for communication. To the best of the researcher's knowledge, factors that influence its acceptance and usage have not been studied prior to this study. The main deciders of the success of technology are the users, as is reflected in the well-established theories and models that exist to evaluate the acceptance of technology and innovation. The objective of this study was to understand the factors that contribute to the usage of myUnisa by students. An online questionnaire was used for data collection, and a quantitative analysis was conducted. Among others, the results reveal that complexity does not have a significant impact on the students' decision to use myUnisa.
Flipped Classroom Research and Trends from Different Fields of Study
Author: Zainuddin, Zamzami
Date: 2016-04-00
Type: Journal Articles
Subjects: Blended Learning,Technology Uses in Education,Journal Articles,Content Analysis,Video Technology,Homework,Educational Objectives,Teaching Methods,Educational Technology,Research Methodology,Citations (References),Instructional Effectiveness,Student Motivation,Learner Engagement,Interaction,Literature Reviews

This paper aims to analyse the trends and contents of flipped classroom research based on 20 articles that report on flipped learning classroom initiatives from 2013-2015. The content analysis was used as a methodology to investigate methodologies, area of studies, technology tools or online platforms, the most frequently used keywords and works cited references, impacts for students' learning, and flipped classroom challenges. The results of the analysis were interpreted using descriptive analysis, percentages, and frequencies. This analysis found that various fields were practiced in the flipped classroom approach, and some technology tools were used as the online platform for its practice. Analysis of the impacts showed that flipped classroom brought positive impacts toward students' learning activities such as achievement, motivation, engagement, and interaction. Several issues in this discussion become implications that can be taken into consideration for future research. Some challenges found in applying flipped classroom are needed to be addressed by future researchers, such as suitability of the flipped classroom for poor quality of video lectures and untrained instructor. This study also becomes an implication for government or policymakers to determine the flipped classroom as a contemporary model to be implemented in teaching-learning activities for higher education, even K-12 students.
Hispanic or Latino Student Success in Online Schools
Author: Corry, Michael
Date: 2016-04-00
Type: Journal Articles
Subjects: Graduation Rate,Dropout Rate,Hispanic American Students,Elementary Secondary Education,Online Courses,Blended Learning,Public Schools,Distance Education,Multivariate Analysis,Institutional Characteristics,Charter Schools,Delivery Systems,Comparative Analysis,Student Records

The purpose of this study is to examine graduation and dropout rates for Hispanic or Latino K-12 students enrolled in fully online and blended public school settings in Arizona. The independent variables of school type (charter vs. non-charter) and delivery method (fully online vs. blended) were examined using multivariate and univariate methods on the dependent variable's graduation and dropout rates for Hispanic or Latino students. The results of this research study found a statistically significant difference when using multivariate analysis to examine school type (charter vs. non-charter) and delivery method (fully online vs. blended) on graduation and dropout rates. This finding warranted further univariate examination which found a statistically significant difference when examining delivery method on dropout rates. A comparison of mean dropout rates shows that Hispanic or Latino students involved in K-12 online learning in Arizona are less likely to drop out of school if they are in a fully online learning environment versus a blended learning environment. Students, parents, teachers, administrators, instructional designers, and policy makers can all use this and related research to form a basis upon which sound decisions can be grounded. The end result will be increased success for Hispanic or Latino online K-12 students not only in Arizona schools, but in many other important areas of life.
New Ideas on the Design of the Web-Based Learning System Oriented to Problem Solving from the Perspective of Question Chain and Learning Community
Author: Zhang, Yin
Date: 2016-04-00
Type: Journal Articles
Subjects: Web Based Instruction,Problem Solving,Foreign Countries,Information Processing,Scaffolding (Teaching Technique),Electronic Learning,Cognitive Processes,Questioning Techniques,Peer Relationship,Comparative Analysis,Technological Advancement,Educational Technology,Systems Approach,Classification,Computer Uses in Education,Computer Mediated Communication,Instructional Design

In recent years, a number of models concerning problem solving systems have been put forward. However, many of them stress on technology and neglect the research of problem solving itself, especially the learning mechanism related to problem solving. In this paper, we analyze the learning mechanism of problem solving, and propose that when designing Web-based problem solving systems, more attention should be paid to the learning mechanism involved in the problem solving process than to the technology itself. On the basis of that, some new ideas on the design of the problem solving systems are put forward in order to promote the rapid development of the Web-based problem solving systems.