ethanporcaro/eric-fulltext-meta huggingface dataset:
Mapping the Evolution of Elearning from 1977-2005 to Inform Understandings of e-Learning Historical Trends
Author: Sun, Pei Chen
Date: 2014-03-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Educational Trends,Educational History,Trend Analysis,Literature Reviews,Journal Articles,Computer Science,Classification,Multivariate Analysis,Multidimensional Scaling,Educational Practices,Technological Literacy,Pedagogical Content Knowledge,Likert Scales

While there have been very limited studies of the educational computing literature to analyze the research trends since the early emergence of educational computing technologies, the authors argue that it is important for both researchers and educators to understand the major, historical educational computing trends in order to inform understandings of current and future eLearning trends. This study provides the findings of an analysis of 2,694 journal articles published between 1977 and 2005 in four major, international educational computing journals. It provides the platform for a subsequent analysis for the period 2006-2013 and beyond, as future educational computing research is published. The journal articles analyzed were categorized according to their research themes. Subsequently, clustering analysis, multi-dimension scale analysis, and research diversity analysis were performed on the categorized results to explore the research trends. The research literature analysis confirmed that there were identifiable evolutionary trends dating from 1977, and, importantly, the analysis highlighted that each key breakthrough in technology was accompanied by increased educational research about those technologies to inform educational practices. Importantly, two major driving forces of the historical trends identified were technologies and pedagogical approaches. The paper concludes with explanations of how these trends from 1997-2005 have shaped the current focus on Technological Pedagogical Content Knowledge (TPACK) needed for effective current and future eLearning.
&quot;E-tivities from the Front Line&quot;: A Community of Inquiry Case Study Analysis of Educators' Blog Posts on the Topic of Designing and Delivering Online Learning
Author: Wright, Phemie
Date: 2014-06-00
Type: Journal Articles
Subjects: Case Studies,Electronic Publishing,Electronic Learning,Curriculum Design,Communities of Practice,Affective Objectives,Cognitive Psychology,Educational Principles,Interpersonal Relationship,Teaching Methods,Qualitative Research,Statistical Analysis,Content Analysis,Instructional Design,Barriers,Foreign Countries,Higher Education

Designing and implementing successful online learning has been at the forefront of institutional agendas since digital learning increased in market demand over the last decade. However there is still ongoing debate as to the &quot;how&quot; of this arduous task. The Community of Inquiry (CoI) is one learning design method that has seen potential in the field, but practical implementation of designing for the important components of Social, Cognitive and Teaching Presence have yet to be fully realised. This paper researches an e-learning design strategy called E-tivities as a suggested possible method for designing for CoI components. The research explored recent online blog posts of experienced learning designers' and educators' experience in designing successful online learning using E-tivities. Results suggest the E-tivities do have the potential to cater for all Presences of CoI. Specifically when using E-tivities to design online learning Affective Expression was the highest reported Social Presence design factor. All four components of Cognitive Presence appeared to be present in E-tivities design. The most important component for adequate Teaching Presence factors was the initial Design and Organisation of the course. E-tivities and the 5-Stage Model provides a solid framework for this to occur.
The Effects of Facilitating Feedback on Online Learners' Cognitive Engagement: Evidence from the Asynchronous Online Discussion
Author: Guo, Wenge
Date: 2014-06-00
Type: Journal Articles
Subjects: Feedback (Response),Asynchronous Communication,Online Courses,Electronic Learning,Cognitive Psychology,Learner Engagement,Quasiexperimental Design,Statistical Analysis,Qualitative Research,Control Groups,Experimental Groups,Educational Strategies,Faculty Development,Inservice Teacher Education,Elementary Secondary Education,Incidence,Foreign Countries

With a large-scale online K-12 teacher professional development course as the research context, this study examined the effects of facilitating feedback on online learners' cognitive engagement using quasi-experiment method. A total of 1,540 discussion messages from 110 learners (65 in the experimental group and 45 in the control group) were both quantitatively and qualitatively analyzed. Results revealed that facilitating feedback significantly impacted learners' cognitive engagement: (1) the level of cognitive engagement presented in treatment group was significantly higher than that of control group; (2) cognitive engagement levels of original postings increased overtime in the treatment group, while decreased in the control group; (3) the difference in discussion quantities between two groups was not significant. Effective feedback strategies and the importance of facilitating feedback in creating quality online instruction were discussed.
Learning about Drinking Water: How Important Are the Three Dimensions of Knowledge That Can Change Individual Behavior?
Author: Fremerey, Christian
Date: 2014-12-00
Type: Journal Articles
Subjects: Water,Ecology,Water Pollution,Grade 9,Grade 10,Grade 11,High School Students,Outreach Programs,Sanitation,Experiential Learning,Knowledge Level,Conservation (Environment),Program Effectiveness,Behavior Change,Questionnaires,Pretests Posttests,Foreign Countries,Control Groups,Experimental Groups,Statistical Analysis

Clean drinking water, our most important resource, needs comprehensive protection. Due to its ubiquitous availability, the awareness of the importance of clean drinking water has partially vanished. Therefore, sensitizing within this context and improving individual ecological behavior has become an important issue in science curricula. We developed a student-centered guided-learning module based on nine workstations, with the themes: occurrence rates, purification methods, cleaning guidelines, distribution patterns, use and consumption, pollution, problems, types of drinking water and virtual water. One hundred and seventy four ninth to eleventh graders participated in our outreach intervention. All tasks presented via workstations were completed before participants inspected a nearby reed sewage treatment plant and completed hands-on experiments. For empirical analyses, we collected the newly acquired knowledge in three dimensions: system-knowledge, action-related knowledge and effectiveness knowledge, which together are assumed to provide a sufficient basis for conservation behavior. System knowledge directly affects action-related and effectiveness knowledge and these two types of knowledge, in turn, affect directly the ecological behavior. At all three test schedules, the three dimensions of knowledge correlated with each other, especially in both follow-up tests. The relevance of these results for schools is discussed.
Exploring the Impact of the Increased Tuition Fees on Academic Staffs' Experiences in Post-92 Universities: A Small-Scale Qualitative Study
Author: Bates, Elizabeth A.
Date: 2014-12-00
Type: Journal Articles
Subjects: Tuition,College Faculty,Teacher Attitudes,Teaching Experience,Semi Structured Interviews,Psychology,Attitude Change,Student Educational Objectives,Student Experience,Learning Strategies,Employment Potential,Teacher Student Relationship,Teaching Load,Institutional Characteristics,Job Satisfaction,Teacher Persistence,Finance Reform,Qualitative Research,Foreign Countries,Family Work Relationship

The introduction of the new tuition fee regime in the UK academic session 2012-2013 has resulted in concerns in the Higher Education (HE) community that students' expectations may become unmanageable. Previous research has explored the expectations and experiences of undergraduate psychology students; the current study extended this by considering whether the increased tuition fees have changed the experiences of academic staff in HE. To achieve this, five semi-structured interviews with psychology staff in two post-92 Higher Education Institutions (HEIs) were undertaken. Results suggested staff perceptions have undergone minimal change in their day-to-day experiences. However, perceptions of the wider HE issues, such as meeting targets and fulfilling requirements of the role, appear to be enhanced following the contextual changes of HE. Finally, the results reported here suggest generally good staff satisfaction, regardless of these changing times within the sector. Future research and the need for more widespread, large scale studies are discussed.
Student Engagement and Blended Learning: Making the Assessment Connection
Author: Vaughan, Norman
Date: 2014-12-00
Type: Journal Articles
Subjects: Blended Learning,Learner Engagement,Higher Education,Cooperative Learning,Student Satisfaction,Academic Achievement,Educational Assessment,Online Surveys,Interviews,Focus Groups,College Freshmen,Foreign Countries,Statistical Analysis,Educational Technology,Technology Uses in Education,Electronic Learning,Action Research,Qualitative Research

There is an increased focus on student engagement and blended approaches to learning in higher education. This article demonstrates how collaborative learning applications and a blended approach to learning can be used to design and support assessment activities that increase levels of student engagement with course concepts, their peers, faculty and external experts, leading to increased student success and satisfaction.
Teachers' and Learners' Attitudes towards Culture and Culture Learning in a Turkish Context
Author: Kahraman, Ayhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Cultural Influences,English (Second Language),Second Language Instruction,Cultural Awareness,Communicative Competence (Languages),Questionnaires,Likert Scales,College Students,College Faculty,Foreign Countries,Teaching Methods,Statistical Analysis,Language Teachers

In the field of ELT, the undeniable relationship between language and culture has always been a focus of attention from a variety of perspectives. Sociologists, anthropologists and naturally applied linguists have tried to understand whether cultural aspects of L2 scaffold or interfere in much the way where other types of contrasting linguistic systems do. Therefore, the aim of this study is to investigate teachers' and EFL learners' perspectives on understanding of &quot;culture&quot;; attitudes towards culture teaching; the cultural topics they favour to teach/learn in the classroom; time allocation to culture teaching/learning and finally their attitudes towards intercultural communicative competence. The data were collected through a Likert type questionnaire in which Turkish teachers of English and Turkish university students were asked questions to respond with the purpose of finding the importance of cultural aspects in learning the target language. The analysed results show encouraging signs for changing the perception of cultural teaching by some sound evidence provided by the participants of the study.
A Study on Gender Differences in the Length of Requests in Turkish
Author: Önem, Engin Evrim
Date: 2016-00-00
Type: Journal Articles
Subjects: Gender Differences,Language Usage,Speech Acts,Speech Communication,Turkish,College Students,Statistical Analysis,Foreign Countries

Gender can be considered as an important variable in language use and research suggest that men and women use language differently. Speech acts are not exception and this study aimed to find out whether gender played a role in making requests. To analyze this, a Discourse Completion Task in Turkish consisting of five situations was given to 54 students (30 male/24 female) studying at a state university and were asked to write how they would make requests for each situation. Then, the number of the words used for each requests and in total were calculated and compared according to the gender of the participants. The results of the independent samples &quot;t-test&quot; showed a statistically significant difference between the female and male participants in the number of words used in total and for each request, in favor of females. The results were similar to the previous research suggesting that women had a tendency to include more details and men tended to be more direct. Discussion of the results and implications for future studies are presented in the final section.
An Investigation on the Use of Oral Corrective Feedback in Turkish EFL Classrooms
Author: Öztürk, Gökhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Investigations,Feedback (Response),Classroom Techniques,English (Second Language),Second Language Instruction,Error Correction,Video Technology,Classroom Research,Oral Language,Teaching Experience,College Second Language Programs,Educational Practices,Foreign Countries,College Students,Semi Structured Interviews,College Faculty

This classroom research study investigates corrective feedback implications in a sample of Turkish EFL classrooms. The types of corrective feedback, their distribution and the reasons of error ignorance were the foci. Four speaking classes in the English preparatory program of a Turkish state university were video-recorded for 12 hours in total and their teachers were interviewed through stimulated recalls. The video-recorded data were transcribed verbatim and the feedback types were identified based on the taxonomy of Lyster and Ranta (1997) and the interviews were analyzed through content analysis. The results demonstrated that recasts and explicit correction were the most widely used corrective feedback types, and experienced and novice teachers' preferences on corrective feedback type differed in recasts and clarification requests. It was also indicated that teachers sometimes ignored oral errors due to several reasons such as the lack of knowledge about the target item, unwillingness to intervene in the task or activity, tiredness of correcting the same error or paying attention not to affect students negatively.
Significance of Linguistics in Translation Education at the University Level
Author: Erton, Ismail
Date: 2016-00-00
Type: Journal Articles
Subjects: Translation,Linguistics,Student Surveys,Statistical Analysis,Relevance (Education),Questionnaires,Curriculum Research,Course Descriptions,Comparative Analysis,Educational Needs,College Programs,Foreign Countries,Qualitative Research,College Students

Translation studies--that is translation and Interpretation, is a field that evolved as a sub-discipline of Linguistics and its related subjects. In the course of time, it developed as a separate area of study with roots still attached to its origins. Hence, the training of translator and the interpreter cannot be totally separated from linguistics. The view presented in this paper is that linguistic-based courses in Translation and Interpretation departments contribute to the grounding and achievement of the students in translation and interpreting classes in upper-grade levels. To this end, two universities--Atilim University and Bilkent University--have been selected as sources for this study, conducting two surveys among the students studying there. The findings based on the statistical analysis represent the usefulness of linguistic-based courses and their contribution to translation and interpretation studies.
Self-Efficacy and Anxiety within an EFL Context
Author: Dogan, Cemile
Date: 2016-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Self Efficacy,English (Second Language),Second Language Learning,College Freshmen,Gender Differences,Parent Background,Educational Attainment,Student Characteristics,Anxiety,Correlation,Questionnaires,Likert Scales,Foreign Countries

The current study is a quantitative research that aims to investigate the university students' self-efficacy levels and their relation to their anxiety within an EFL context. To do this, a quantitative research was conducted to scrutinize the self-efficacy and anxiety levels of students at a state university. The participants of the study were 150 first year students of the English Language Teaching Department. The gender of the students in addition to their parents' educational background were also incorporated into the study to detect the impact of students' individual and demographic differences on their levels of self-efficacy and anxiety. The results revealed a significant relationship between students' levels of self-efficacy and anxiety while indicating that the demographic differences may have a role in dealing with anxiety.
On the Role of L1 Markedness and L2 Input Robustness in Determining Potentially Fossilizable Language Forms in Iranian EFL Learners' Writing
Author: Nushi, Musa
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Longitudinal Studies,English (Second Language),Second Language Instruction,Second Language Learning,Test Reliability,Test Validity,Error Analysis (Language),Error Correction,Error Patterns,Feedback (Response),Persuasive Discourse,Language Tests,Language Proficiency,Essays,Scoring Rubrics,Questionnaires,Learning Motivation,Form Classes (Languages),Interlanguage,College Second Language Programs,College Students,Psycholinguistics,Language Processing,Grammar,Language Usage

Han's (2009, 2013) selective fossilization hypothesis (SFH) claims that L1 markedness and L2 input robustness determine the fossilizability (and learnability) of an L2 feature. To test the validity of the model, a pseudo-longitudinal study was designed in which the errors in the argumentative essays of 52 Iranian EFL learners were identified and categorized based on a researcher-developed error taxonomy. Next, the learners were provided with implicit and explicit corrective feedback on those errors to see if there existed any errors that would persist despite learners' motivation and the pedagogical intervention to eliminate them from their writing. ANOVA results revealed that the errors in the &quot;pronoun,&quot; &quot;word order,&quot; &quot;passive voice&quot; and &quot;possessive categories&quot; persisted in the written output of the participants. A sub-classification of errors in the pronoun and possessive categories showed that deletion and redundant addition of subject pronouns, lack of agreement between pronouns and their antecedents, vague or ambiguous pronoun references in the pronoun category, and a wrong use of the apostrophe (') or apostrophe + s ('s) with regular plurals in the possessive category proved most resistant to correction, pointing to their tendency towards becoming fossilized. That tendency, however, could not be accounted for by the SFH.
Students' Views on Contextual Vocabulary Teaching: A Constructivist View
Author: Tosun, Bahadir Cahit
Date: 2016-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Vocabulary Development,Vocabulary Skills,Statistical Analysis,Student Attitudes,Second Language Instruction,Correlation,Individual Differences,Academic Achievement,Attitude Measures,Age Differences,Gender Differences,Likert Scales,College Seniors,Success,Teaching Methods,Context Effect,Foreign Countries,Construct Validity,Factor Analysis,Questionnaires

The current study is a quantitative research that aims to throw light on the place of students' views on contextual vocabulary teaching in conformity with Constructivism (CVTC) in the field of foreign language teaching. Hence, the study investigates whether any significant correlation exists between the fourth year university students' attitudes concerning CVTC in terms of their individual differences and their achievement scores. In this sense, a case-specific attitude scale was also developed for the purpose of the study. The results juxtaposed with the previous findings in the literature indicate that CVTC would serve new benefits for the interests of foreign language teaching.
Ten Years' Experience with an E-Learning Lecture Series on Cancer Biology and Pharmacology
Author: Efferth, Thomas
Date: 2013-03-00
Type: Journal Articles
Subjects: Pharmacology,Teaching Experience,Lecture Method,Electronic Learning,Cancer,Biology,Teacher Attitudes,Student Attitudes,Constructivism (Learning),Molecular Biology,Student Participation,Learning Experience,Student Satisfaction,College Students,Foreign Countries

In life sciences, the internet is an indispensable medium for research, but has not yet realized its full potential for teaching. The concept of e-learning has been developed over the past decades for undergraduate, graduate and postgraduate programs. We set up an e-learning lecture on cancer biology and pharmacology that was first offered in 2003 to students of Molecular Biotechnology at the University of Heidelberg and to students of Pharmacy at the University of Mainz, Germany. The present paper recapitulates the first decade of experiences with this e-learning lecture from both the students' and the teachers' perspectives. A total of 317 students during the past 10 years participated in a survey. In general, the students enjoyed the possibilities that self-controlled learning offers. E-learning interested them as a novel educational method. They felt quite comfortable listening to the material despite the interdisciplinary nature of the lectures, which included molecular biological, pharmacological and medical aspects of cancer biology and pharmacology. This lecture was the first e-learning experience for the majority of students, and their impressions were generally positive. The students not only indicated that they would like to continue with e-learning, but also would recommend e-learning to other students. Remarkably, the majority of students would like to see more e-learning offered in their present curricula. They indicated interest in mixed forms of traditional learning and e-learning (&quot;blended learning&quot;), although it is recognized that face-to-face contact between teachers and students is critical. Overall, many students would consider e-learning for further and continuing education after graduation.
Curriculum Designed for an Equitable Pedagogy
Author: Cullen, Roxanne
Date: 2013-03-00
Type: Journal Articles
Subjects: Curriculum Design,Curriculum Development,Integrated Curriculum,College Programs,Postmodernism,Constructivism (Learning),Models,Student Evaluation,Curriculum Implementation,Bachelors Degrees

Rather than viewing curriculum as linear, a post-modern, learner-centered curriculum design is a spiral or recursive curriculum. Post-modernism provides a much less stable foundation upon which to build a model of student learning, a model that recognizes and even celebrates individual difference and one that is supported by research on how people learn. We propose one such curricular approach through an examination of a Bachelor of Integrative Studies program.