ethanporcaro/eric-fulltext-meta huggingface dataset:
Metacognition: Transforming Learning Experience
Author: Chekwa, Emmanuel
Date: 2014-00-00
Type: Journal Articles
Subjects: Metacognition,Transformative Learning,Teaching Methods,College Students,Program Descriptions,Academic Achievement,Student Attitudes,Grade Point Average,Outcomes of Education

A simplistic definition of metacognition is &quot;thinking about thinking.&quot; It involves taking time to analyze and delve into the various ways the mind receives and retains information. It is not a new concept but metacognition is evolving as a new word for successful learners. It is stimulating much conversation and excitement in academia as educators strive to enhance learning skills. This paper dissects the concept of metacognition and argues that it could be the new &quot;best&quot; thing in the field of thinking and learning. It discusses the Miles College experience in using metacognition principles to enhance student learning.
A Test of Learning Concepts: Teaching Business Integration to the Freshman Business Student Learner via Podcasting
Author: Muller, Richard
Date: 2014-00-00
Type: Journal Articles
Subjects: College Freshmen,Correlation,Business Administration Education,Introductory Courses,Teaching Methods,Multiple Choice Tests,Essays,Academic Achievement,Audiovisual Instruction,Handheld Devices

The research in this paper is designed to discover if the use of supplemental instruction through the use of podcasts enhance learning for students in a business school environment. Specifically, previous experience in an entry level Survey of Business class suggested that topics regarding the integration of the business disciplines have been difficult for the freshman and sophomore learner. A review of the literature shows that research does not address this specific problem, nor propose any solutions. Thus, a series of podcasts were developed for the purpose of emphasizing the integrative nature of the business disciplines. These podcasts were provided to one section of Survey of Business students, while a similar section acted as control, and did not have access to the podcasts. However, the concept of integration was taught in both sections. An assessment of one multiple choice question on each of three interim exams, and an essay question on the final exam was used to reveal whether the supplemental delivery of content via podcasting influenced student learning. Results from this research indicated a correlation between student success and use of podcasts.
The Effect of Student Learning Styles, Race and Gender on Learning Outcomes: The Case of Public Goods
Author: Devaraj, Nirupama
Date: 2014-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Cognitive Style,Active Learning,Case Studies,Teaching Methods,College Students,Experimental Groups,Control Groups,Economics Education,Economics,Personality Measures,Race,Gender Differences

We investigate the impact of active learning techniques, specifically experiment based learning, in a Principles of Economics class. Our case study demonstrates that when using pedagogical techniques intended to facilitate active learning, teachers should be intentional about incorporating components of learning that appeal to students with different learning preferences and demographic characteristics. Drawing upon an earlier study by Emerson and Taylor (2005) we explore the effectiveness of alternative teaching methods conditional upon their learning style preferences, race and gender. We find no significant evidence of gains in learning outcomes from a single case study of experiment based learning. We conclude that experiment based learning as a pedagogical tool is most effective when it is adopted as the dominant teaching/learning strategy for an entire course. Repeated participation in experiment based learning has the potential to foster strategic thinking and provides catch-up opportunities for different groups of students. The use of experiment- based learning as an occasional teaching tool, while engaging students in the classroom, does not appear to translate into significant learning gains.
Improving Motivation and Persistence of Online Human Resource Students through the Use of E-Mail Communication: A Study Employing a Single Case Study Design
Author: Al-Asfour, Ahmed
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Mail,Online Courses,Student Motivation,Case Studies,Observation,Group Discussion,Intervention,Student Behavior,Educational Technology,Technology Uses in Education,Integrated Learning Systems,College Students

The purpose of this study was to evaluate the effectiveness of using e-mails to motivate and retain online learners. The study used a single case study design to quantify the number of discussion posts the students selected for the study made. Using ABA design, the researcher observed four students who did not make the discussion posts needed for each week and made an intervention of e-mailing each student at the beginning of each week. The findings resulting from the study showed that the intervention used made a difference in the behavior of students and enabled them to perform better in the virtual class.
The Woodworker's Website: A Project Management Case Study
Author: Jance, Marsha
Date: 2014-00-00
Type: Journal Articles
Subjects: Program Administration,Case Studies,Woodworking,Business,Time on Task,Web Sites,College Students,Decision Making,Business Administration Education,Scoring Rubrics

A case study that focuses on building a website for a woodworking business is discussed. Project management and linear programming techniques can be used to determine the time required to complete the website project discussed in the case. This case can be assigned to students in an undergraduate or graduate decision modeling or management science course. The case study, solution, and grading rubric are presented.
Success through Dancing: Teaching Skills and Awakening Young Souls
Author: Miles, Tara
Date: 2017-00-00
Type: Journal Articles
Subjects: Dance Education,Deafness,Hearing Impairments,Teaching Methods,Elementary Education

Dance is important for all students, but it is especially important for deaf and hard of hearing students. Dance is visual, and students can learn to dance without barriers. Teaching dance to deaf and hard of hearing children allows them to have the same kind of experiences as those of hearing children. It allows them to be open to taking risks, solving problems, figuring out solutions, and working together. Through dance, deaf and hard of hearing children thrive and grow.
Researching Learner Self-Efficacy and Online Participation through Speech Functions: An Exploratory Study
Author: Sánchez-Castro, Olga
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Synchronous Communication,Technology Uses in Education,Educational Technology,Self Efficacy,Role,Interaction,Computer Mediated Communication,Documentation,Statistical Analysis,Speech Communication,English (Second Language),Second Language Learning,Foreign Countries,Spanish,College Students,Communication Strategies,Qualitative Research

This study explores the potential contribution of Eggins and Slade's (2004) Speech Functions as tools for describing learners' participation patterns in Synchronous Computer-Mediated Communication (SCMC). Our analysis focuses on the relationship between learners' self-efficacy (i.e. personal judgments of second language performance capabilities) and discourse roles displayed in the online medium. A small corpus of data was selected as a sample from a larger study, comprising one face-to-face interaction (FtF2) and one synchronous text-based chat interaction (SCMC2) between two participants: Celine, a high-self-efficacy (HSE) learner, and Concetta, a low-self-efficacy (LSE) learner. The chat-log and conversation transcript were analyzed by employing: (a) quantitative measures of participation; namely words and turns produced by the participants, (b) Dörnyei and Kormos's (1998) taxonomy of Communication Strategies, and (c) Eggins and Slade's (2004) classification of speech functions. Our results suggest that speech functions are indeed effective at describing the social roles enacted by learners during interaction across the two media, in terms of discourse dependence or independence, as well as dominance. Therefore, by complementing other methods, such as quantitative measures of participation and qualitative analyses of communication strategies, speech functions can contribute to providing a comprehensive picture of the relationship between SCMC, learners' self-efficacy, and participation patterns.
The Effects of Captions on EFL Learners&apos; Comprehension of English-Language Television Programs
Author: Rodgers, Michael P. H.
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Video Technology,Television,Programming (Broadcast),Teaching Methods,Listening Comprehension Tests,Scores,Difficulty Level,Language Processing,Multimedia Instruction,Foreign Countries,Language Tests,Undergraduate Students,Statistical Analysis

The Multimedia Principle (Fletcher &amp; Tobias, 2005) states that people learn better and comprehend more when words and pictures are presented together. The potential for English language learners to increase their comprehension of video through the use of captions, which graphically display the same language as the spoken dialogue, has been documented in previous research. However, studies have generally used short videos (Markham &amp; Peter, 2003; Montero Perez, Peters, &amp; Desmet, 2014) or videos designed for language learning (Chung, 1999) rather than episodes of L2 television programs that students are most likely to watch on their own outside of the classroom. The present study aimed to fill this gap by investigating the comprehension of 372 Japanese university students who watched ten 42-minute episodes of an American television program with and without captions. While viewing the episodes, the participants completed comprehension tests. Analysis indicated that although the participants who viewed the episodes with captions had comprehension scores that were slightly higher across all episodes, their scores were only significantly different for three of the ten episodes. The results revealed that captions are likely to aid comprehension when episodes are most difficult. Explanations for the findings and pedagogical applications are offered.
Effects of Audiovisual Media on L2 Listening Comprehension: A Preliminary Study in French
Author: Becker, Shannon R.
Date: 2017-00-00
Type: Journal Articles
Subjects: French,Second Language Instruction,Audiovisual Instruction,Listening Comprehension,Educational Technology,Technology Uses in Education,Pretests Posttests,Control Groups,Experimental Groups,Program Effectiveness,Scores,Effect Size,College Students,Teaching Methods,Statistical Analysis

The purpose of the present study was to determine whether integrating online audiovisual materials into the listening instruction of L2 French learners would have a measurable impact on their listening comprehension development. Students from two intact sections of second-semester French were tested on their listening comprehension before and after a four-week learning phase during which the treatment group received listening instruction via audiovisual materials while the control group completed a different listening task that did not involve audiovisual materials. Results from the pretest indicated that the two groups began the study at a nearly identical level of listening ability. The experimental group subsequently increased its listening proficiency in the immediate and delayed posttests, achieving considerably higher scores when compared to the control group. While the difference in scores on the posttests was not significant, effect sizes suggested a positive outcome for the experimental group. This study represents a preliminary indication that activities using online audiovisual materials may have a positive impact on the acquisition of listening comprehension skills.
Online Fan Practices and CALL
Author: Sauro, Shannon
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Fiction,Teaching Methods,Popular Culture,Literacy Education,Second Language Learning,Feedback (Response),Identification (Psychology),Bilingualism,Web Sites,Electronic Publishing

This article provides a narrative overview of research on online fan practices for language and literacy learning, use, and identity work. I begin with an introduction to online fan communities and common fan practices found in these online affinity spaces, the best known of which is fan fiction, fictional writing that reinterprets and remixes the events, characters, and settings found in popular media. I then look to other online fan practices that have been explored in language and literacy learning research such as fan-subbing and scanlation, amateur subtitling and translation of popular media carried out by individual or teams of fans. Finally, this article concludes by looking to research that has begun to explore the integration of fan practices found in the digital wilds into the language classroom as a way to illuminate how our growing understanding of online fan practices can motivate the design of computer-mediated tasks or the integration of social media into formal language teaching.
State of the App: A Taxonomy and Framework for Evaluating Language Learning Mobile Applications
Author: Rosell-Aguilar, Fernando
Date: 2017-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Computer Software,Computer Oriented Programs,Second Language Learning,Teaching Methods,Program Evaluation,Dictionaries,Second Language Instruction

The widespread growth in availability and use of smartphones and tablets has facilitated an unprecedented avalanche of new software applications with language learning and teaching capabilities. However, little has been published in terms of effective design and evaluation of language learning apps. This article reviews current research about the potential of apps for language learning and presents a taxonomy of available apps and their use for language learning. The article also presents a framework consisting of four categories for evaluating language learning apps (technology, pedagogy, user experience, and language learning) and a set of criteria within the categories. Finally, the article proposes areas for further research.
Queer(y)ing Culture through Professional Learning Communities: A Reimagining of Culturally Relevant and Responsive Pedagogy
Author: Guerrero, Cristina
Date: 2017-00-00
Type: Journal Articles
Subjects: Communities of Practice,Learner Engagement,Underachievement,At Risk Students,Culturally Relevant Education,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Faculty Development,Teacher Collaboration,Teamwork,Feedback (Response),Achievement Gains,Interpersonal Relationship,Program Effectiveness,Social Influences

In this article we document our experiences as facilitators for the &quot;Engaging All Students&quot; professional learning community (PLC), which was implemented to help Toronto public school teachers re-engage underachieving students. These students, who are known as &quot;marker students,&quot; are members of the school system's most marginalized groups and are identified by their schools based on cultural aspects like race, place of origin, and language(s) spoken. Along with our problematization of the naming and concept of &quot;marker students,&quot; we also propose a queer(y)ing of the notion of culture to re-imagine how we engage students with culturally responsive and relevant pedagogy.
Situated Learning for Foreign Language Teachers in One-to-One Computing Initiatives
Author: Wesely, Pamela M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Spanish,Language Teachers,Rural Schools,High Schools,Secondary School Teachers,Computer Uses in Education,Educational Technology,Second Language Instruction,Observation,Documentation,Teaching Methods,Technology Integration,Mixed Methods Research,Semi Structured Interviews

This study focuses on how Spanish teachers in four different rural US high schools use computer-assisted language learning (CALL) in their classrooms, and the nature of the relationship between their use of CALL and their experience of learning about CALL. A situated learning framework was used to evaluate the teachers' learning opportunities in light of their CALL implementation. Teacher interviews, classroom observations, and class documents and websites suggested that the teachers rarely altered their pedagogy or their curriculum to integrate technology. Crucial elements of a situated learning environment were missing, and they corresponded to areas where teachers' usage was not consistent with CALL principles. The study concludes with implications for practitioners, researchers, and theorists.
The Effects of Group Dynamics on Language Learning and Use in an MMOG
Author: Vosburg, Donald
Date: 2017-00-00
Type: Journal Articles
Subjects: Video Games,Teaching Methods,Educational Technology,Second Language Learning,Simulated Environment,Interviews,Student Journals,Student Participation,Language Teachers,Student Motivation,Student Interests,College Students,German,Student Attitudes,Program Effectiveness,Language Usage

The use of video games as a learning tool, in particular massively multiplayer online games (MMOGs), continues to grow, as does the research in this field of study; research to date has revealed benefits to the language learner as well as hindrances and research gaps (Godwin-Jones, 2014). This study examines participant perspectives on group dynamics, and how comradery and a foreign language guide affect participants' in-game production of L2 German while playing World of Warcraft (WoW) as an extramural activity. This study focuses on an eight-week long MMOG gaming project, in which two groups of participants played WoW with a native German speaker in order to investigate the effects inter-group dynamics have on a participant's real-time target language production and willingness to communicate. Participants reported during interviews and written journal entries that a lack of shared interests and motivation (learning and gaming) negatively affected the groups' target language participation. The findings additionally suggest that a trained foreign language instructor paired with a motivated learner may result in increased participation; however, these increases may be temporary if a group's relationship does not extend beyond the shared goal of foreign language improvement.
Negatively-Worded Multiple Choice Questions: An Avoidable Threat to Validity
Author: Chiavaroli, Neville
Date: 2017-05-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Test Construction,Test Items,Validity,Psychometrics,Item Analysis,High Stakes Tests,Test Interpretation,Language Usage,Evidence

Despite the majority of MCQ writing guides discouraging the use of negatively-worded multiple choice questions (NWQs), they continue to be regularly used both in locally produced examinations and commercially available questions. There are several reasons why the use of NWQs may prove resistant to sound pedagogical advice. Nevertheless, systematic inspection of item-level analysis often reveals anomalous behavior of NWQs on high-stakes examinations, due to otherwise high-performing students selecting the incorrect option for those questions. Highlighting the negative term as commonly recommended does not prevent this, since both anecdotal and empirical evidence suggests that many students answer the question as if it were positively phrased. The continued use of NWQs in high-stakes examinations poses a significant threat to the validity of interpretation based on these assessments. This is a form of &quot;construct-irrelevant variance&quot; within the control of the item writer, and is therefore completely avoidable.
Constructing Multiple-Choice Items to Measure Higher-Order Thinking
Author: Scully, Darina
Date: 2017-05-00
Type: Journal Articles
Subjects: Test Construction,Test Items,Multiple Choice Tests,Thinking Skills,Taxonomy,Formative Evaluation,Educational Benefits,Cognitive Processes,Verbs,Attention,Validity,Difficulty Level,Protocol Analysis

Across education, certification and licensure, there are repeated calls for the development of assessments that target &quot;higher-order thinking,&quot; as opposed to mere recall of facts. A common assumption is that this necessitates the use of constructed response or essay-style test questions; however, empirical evidence suggests that this may not be the case. In this paper, it is argued that multiple-choice items have the capacity to assess certain higher-order skills. In addition, a series of practical recommendations for test developers seeking to purposefully construct such items is provided.
The Use of Reddit as an Inexpensive Source for High-Quality Data
Author: Jamnik, Matthew R.
Date: 2017-05-00
Type: Journal Articles
Subjects: Web Sites,Internet,Recruitment,Comparative Analysis,Undergraduate Students,Well Being,Psychological Evaluation,Research Methodology,Stress Variables,Life Satisfaction,Measures (Individuals),Participant Characteristics,Correlation,Statistical Analysis

Today, researchers have the ability to conduct their investigations in a number of different manners, including both traditional testing using university subject pool participants and the more recent method of online recruitment. Although the use of internet participants is becoming more popular, this area of research is still very much in its infancy and needs further examination. Additionally, alternative web-based platforms need to be investigated because much of the literature has focused on using Amazon.com's Mechanical Turk (MTurk). Therefore, the current study recruited an internet population using the website Reddit, and compared them to a traditional undergraduate sample to learn more about this web-based platform. The results demonstrated similarities and distinctions between the two samples. Furthermore, previous findings in the psychological well-being literature were replicated. As a whole, the participants recruited from Reddit provided high-quality data that were inexpensive and comparable to the responses gathered using undergraduate participants. We conclude that this website appears to be a promising tool for the field of psychological assessment, research, and evaluation.
Math Manipulatives for Students with Severe Intellectual Disability: A Survey of Special Education Teachers
Author: Jimenez, Bree Ann
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Surveys,Severe Intellectual Disability,Special Education Teachers,Manipulative Materials,Difficulty Level,Teaching Methods,Numeracy,Mathematics Instruction,Barriers,Psychomotor Skills,Tactual Perception,Concept Formation,Teacher Attitudes

A survey was conducted with 86 teachers across 10 states regarding their students' ease of use of physical manipulatives incorporated with implementing evidence-based early numeracy instruction. The majority of respondents indicated significant student accessibility barriers. Specifically, 75% of respondents had students with tactile defensiveness or lack of gross motor skills; 85% had students with weak to no fine motor skills; and 83% had students who lost track of the math objectives while manipulating materials, making the use of manipulatives difficult or impossible. Ninety-four percent of respondents agreed or strongly agreed that the use of manipulatives are valuable for students to gain early numeracy concepts; however almost half indicated difficulty using them within math instruction. Finally, respondents overwhelmingly noted their student engagement with technology (e.g., iPad, Smart Board) to support learning. Overall, survey results and the need for future research, including the use of virtual manipulatives, are discussed.