ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of the Flipped Classroom Model on Students&apos; Academic Achievement
Author: Cabi, Emine
Date: 2018-07-00
Type: Journal Articles
Subjects: Academic Achievement,Teaching Methods,Instructional Effectiveness,Teaching Models,Classroom Environment,Experimental Groups,Control Groups,Pretests Posttests,Statistical Significance,Student Teacher Attitudes,Achievement Tests,Focus Groups,Mathematics Education,Learning Activities,Foreign Countries,Blended Learning,Mixed Methods Research

The aim of this study is twofold. First, it aims to investigate the impact of the Flipped Classroom (FC) Model on students' academic achievement. Second, it reveals the students' opinions about the model itself. For four weeks, the students in the experimental group were taught in a blended learning context where the FC Model was applied, while the lessons in the control group were carried out through traditional blended learning. Both groups were administered a test before and after the Flipped Classroom sessions. To analyze the data, a two-way ANOVA for Mixed Measures was conducted to compare the means of test scores of each group. The results showed that there were no statistically significant differences between the scores of the two groups. Coming to classes prepared and completing the assignments in class, so that students did not need to do assignments at home, were among the positive aspects of the FC Model. The problems encountered in this model, however, are categorized under three main titles: Motivation, Content, and Learning. At the end of the study, the advantages and disadvantages of the FC Model are identified in accordance with the participants' opinions, and necessary suggestions made.
Understanding Student Engagement in Large-Scale Open Online Courses: A Machine Learning Facilitated Analysis of Student&apos;s Reflections in 18 Highly Rated MOOCs
Author: Hew, Khe Foon
Date: 2018-07-00
Type: Journal Articles
Subjects: Learner Engagement,Large Group Instruction,Online Courses,Man Machine Systems,Student Attitudes,Classification,Data Analysis,Factor Analysis,Preferences,Video Technology,Programming Languages,Attention,Tests,Distance Education,Electronic Learning,College Students

Although massive open online courses (MOOCs) have attracted much worldwide attention, scholars still understand little about the specific elements that students find engaging in these large open courses. This study offers a new original contribution by using a machine learning classifier to analyze 24,612 reflective sentences posted by 5,884 students, who participated in one or more of 18 highly rated MOOCs. Highly rated MOOCs were sampled because they exemplify good practices or teaching strategies. We selected highly rated MOOCs from &quot;Coursetalk,&quot; an open user-driven aggregator and discovery website that allows students to search and review various MOOCs. We defined a highly rated MOOC as a free online course that received an overall five-star course quality rating, and received at least 50 reviews from different learners within a specific subject area. We described six specific themes found across the entire data corpus: (a) structure and pace, (b) video, (c) instructor, (d) content and resources, (e) interaction and support, and (f) assignment and assessment. The findings of this study provide valuable insight into factors that students find engaging in large-scale open online courses.
Teaching Massive, Open, Online, Courses (MOOCs): Tales from the Front Line
Author: Lowenthal, Patrick R.
Date: 2018-07-00
Type: Journal Articles
Subjects: Online Courses,Teaching Methods,Open Education,Mixed Methods Research,Teacher Surveys,Followup Studies,Interviews,Teacher Motivation,Teaching Experience,Teacher Attitudes,Instructional Effectiveness,Relevance (Education),Higher Education,Educational Practices

Very little research has been conducted about what it is like to teach a MOOC. Given this, a mixed methods study, involving a survey of 186 MOOC instructors and 15 follow-up interviews, was conducted to explore the motivation, experiences, and perceptions of instructors who have taught massive open online courses. Findings indicate that instructors were motivated to teach MOOCs for three main reasons: (1) interest and passion, (2) publicity and marketing, or (3) benefits and incentives. Most instructors had little online teaching experience prior to teaching their first MOOC, but were satisfied with the experience. The majority believed their own MOOC provided a high quality learning experience but thought that MOOCs overall might not be as good as face-to-face courses. Concerns were raised about the future of MOOCs for online learning.
Validating Teacher Effects on Students&apos; Attitudes and Behaviors: Evidence from Random Assignment of Teachers to Students
Author: Blazar, David
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Behavior,Teacher Influence,Outcomes of Education,Student Improvement,Teacher Effectiveness,Program Validation,Value Added Models,Elementary School Mathematics,Grade 4,Grade 5,Attitude Measures,Attitude Change,Behavior Change,Predictive Validity

There is growing interest among researchers, policy makers, and practitioners in identifying teachers who are skilled at improving student outcomes beyond test scores. However, questions remain about the validity of these teacher effect estimates. Leveraging the random assignment of teachers to classes, I find that teachers have causal effects on their students' self-reported behavior in class, self-efficacy in math, and happiness in class that are similar in magnitude to effects on math test scores. Weak correlations between teacher effects on different student outcomes indicate that these measures capture unique skills that teachers bring to the classroom. Teacher effects calculated in nonexperimental data are related to these same outcomes following random assignment, revealing that they contain important information content on teachers. However, for some nonexperimental teacher effect estimates, large and potentially important degrees of bias remain. These results suggest that researchers and policy makers should proceed with caution when using these measures. They likely are more appropriate for low-stakes decisions--such as matching teachers to professional development--than for high-stakes personnel decisions and accountability.
Eight Patterns of Open Textbook Adoption in British Columbia
Author: Barker, Jennifer
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Shared Resources and Services,Textbooks,Higher Education,Longitudinal Studies,Adoption (Ideas)

Since the launch of the BC Open Textbook Project in 2012, the adoption of open textbooks has steadily grown within public post-secondary institutions in British Columbia, Canada. An analysis of adoption records over a five-year period reveals that open textbooks have been adopted across all types of institutions, including research universities, teaching universities, colleges, and institutes, and across a diverse set of disciplines, with the largest numbers in the sciences and social sciences. In this report we identify, describe, and illustrate eight distinct patterns of open textbook adoption. These are: stealth adoption, adoption by infection, committee adoption, sanctioned exceptional adoption, course developer adoption, infection by inter-institutional carrier, creation and adoption, and lone adoption. While these patterns are not intended to be exhaustive, we hope that identifying these patterns provides a useful framework for campus leaders to (a) understand how adoptions occur in their own contexts, (b) identify ways to support further adoptions, (c) recognize that there are multiple ways, and no single path, to supporting the adoption of educational innovations at their institutions, and (d) foster the embrace of wider open educational practices.
A Playful Approach to Fostering Motivation in a Distance Education Computer Programming Course: Behaviour Change and Student Perceptions
Author: Pilkington, Colin
Date: 2018-07-00
Type: Journal Articles
Subjects: Student Motivation,Distance Education,Programming,Behavior Change,Student Attitudes,Self Determination,Theories,Games,Motivation Techniques,Action Research,Learner Engagement,Student Surveys

The central role of motivation to learn in distance education has been noted, and gamification has been proposed as one approach to promote student motivation. This study explores promoting motivation in a distance education, third-year computer programming course via a gamified approach to improve coursework participation and student experience. Motivation was examined from a Self-Determination Theory (SDT) perspective, as gamified approaches often rely on external motivation and the explicit use of competition to engender internal motivation leading to desired behaviours. The results of using gamification in education are mixed, and its use is controversial. Two cycles of action research on the introduction of eight playful elements are reported on, and data relating to student engagement with the course and a student questionnaire was gathered. There was little evidence that the intervention led to behaviour change or improved scores; however, students responded very positively to the intervention, although some negative themes emerged. The extent to which the playful approach supported the basic psychological needs of SDT is discussed and the intervention's results critically considered, including whether the effort involved in such an approach was worth it. It was concluded that such playful approaches might have positive motivational effects.
Effects of Open Textbook Adoption on Teachers&apos; Open Practices
Author: Mason, Stacie L.
Date: 2018-07-00
Type: Journal Articles
Subjects: Adoption (Ideas),Textbooks,Qualitative Research,Educational Resources,Secondary School Teachers,Open Source Technology,Teacher Surveys,Educational Quality,Textbook Evaluation,Educational Practices,Educational Change,Secondary School Science,Relevance (Education),Teacher Collaboration,Semi Structured Interviews,Classroom Techniques,Teacher Attitudes

The purpose of this qualitative study was to understand whether certain theoretical benefits that open educational resources (OER) might have on teacher practice were being realized by a group of secondary teachers using open science textbooks. In surveys and interviews, teachers were asked to describe their classroom practice before and after adopting an open textbook, including practices relating to openness. Teachers were also asked to rate the quality of open textbooks they were using in contrast to textbooks used previously. Most participants reported changes to practice, and the most commonly cited changes could be attributed to a combination of openness and online format. For example, participants described linking textbook content to other online resources. In comparisons of current to previous practice, however, teachers did not report increases in the open practices of collaboration, revising, or adapting.
A Critical Review of Research on Social Networking Sites in Language Teaching and Learning
Author: Solmaz, Osman
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Networks,Second Language Instruction,Second Language Learning,Literature Reviews,Social Media,Teaching Methods,Technology Integration,Participant Characteristics,Sample Size,Literacy,Cultural Awareness,Interpersonal Competence,Group Membership,Identification (Psychology),Change Strategies

The current study aims to present a critical analysis of research on social networking sites (SNSs) in second language teaching and learning (L2TL) context. Twenty-two studies published from 2011 to 2017 were included in the analysis through the selection criteria devised by the researcher. The descriptive analysis reveals that Facebook was the most commonly explored medium, and more than half of the studies featured English language learners in various levels. Following the content analysis of the studies, the emerging aspects of the literature review are treated under five overarching themes: practicing multiple language areas and literacies; authenticity and negotiation of meaning through interaction; development of intercultural competence and socio-pragmatic awareness; membership in L2 communities; and (re)construction of identities. Following an account of pedagogical considerations such as the dynamics of classroom, technical features, and various cultural uses of the SNSs, the study concludes with suggestions and directions for future research in regards to the incorporation of SNSs such as Facebook and Twitter into L2 classrooms.
Computers in Reading and Writing Skills through the Motivational Lens: Snagit™, Screencast and E-Mail Services
Author: Yilmaz, Adnan
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Reading Skills,Writing Skills,Learning Motivation,Second Language Learning,English (Second Language),Likert Scales,Pretests Posttests,Foreign Countries,Computer Oriented Programs,Electronic Mail,College Freshmen,Statistical Analysis,Outcomes of Education,Correlation

The rapid and continuous developments in computer technologies underscores the need to investigate computers' impact on students' motivation in second/foreign language (L2)reading and writing skills. Given this need, the present empirical study aims to examine the effect of computers on students' motivation in L2 reading and writing skills. 35 students studying in the English Language Teaching Program at a state university in Turkey were firstly given a motivation scale as a pretest. Then they went through a five-week treatment phase during which they carried out various reading and writing activities designed around two different authentic short stories (&quot;The Lottery&quot; and &quot;The Cask of Amontillado&quot;) by using three different computer programs, namely &quot;Snagit™,&quot; &quot;Screencast,&quot; and &quot;e-mail services.&quot; Finally, they were again given the motivation scale to determine the change in their motivation level. The analysis of the data indicated a significant increase in student motivation in L2 reading and writing skills. The findings also indicated that the students' frequency and experience of computer use had no significant influence on L2 reading and writing motivation. Based on these findings, it can be inferred that computers have a positive effect on students' motivation in L2 reading and writing skills.
The Feasibility and Acceptance of Social Media Interventions in Higher Education Classrooms of Developing Nations with Special Reference to India
Author: Vivakaran, Mangala Vadivu
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Intervention,Foreign Countries,Regression (Statistics),Higher Education,Developing Nations,Teacher Student Relationship,Cooperation,Social Networks,Educational Technology,Technology Uses in Education,Computer Attitudes,Influence of Technology,Hierarchical Linear Modeling,Surveys

Computers, during its entry into the academic domain, were forecasted to revolutionize the entire educational system across the globe. At present, similar expectations have been encircling the social media technologies. Many researchers claim that social media, when introduced in higher education environments, tend to enhance the students' learning experience by facilitating heightened levels of instructor-student interactions, peer learner support and learners' collaboration. Though social media is claimed to take the higher education learning to the next level, it is crucial to identify the readiness and proficiency of the instructors who play the main role in efficiently implementing these technologies in their classrooms. Especially, instructors belonging to the institutions present in developing nations are less likely to have proper access to some of the basic facilities (such as power supply or internet connectivity) required for social media integration. Hence, the present study aims at identifying the feasibility of introducing social media aids to the higher education classrooms present in Tamil Nadu--one among the eight Indian states having the highest number of colleges in the Nation.
Investigation of Emerging Technology Usage Characteristics as Predictors of Innovativeness
Author: Kilicer, Kerem
Date: 2018-00-00
Type: Journal Articles
Subjects: Predictor Variables,Technology Uses in Education,Innovation,Student Characteristics,Ability Identification,Comparative Analysis,Regression (Statistics),Preservice Teacher Education,Preservice Teachers,Predictive Validity,Cognitive Mapping,Likert Scales,Questionnaires,Models,Foreign Countries

For today's societies trying to cope with the current globally increased competition, existence of individuals who can take risks, solve problems and adopt changes an innovation has gained more importance when compared to the past. This situation brings responsibility to educational institutions for increasing the number of innovative individuals and the qualifications of these individuals. Therefore, in the process of designing and developing any kind of in-class activities which will contribute to innovativeness, it is important to determine the technology usage characteristics that can be used to define individuals who have high levels of innovativeness. The purpose of the present study was to determine the variables related to technology which will be used to discriminate between individuals who have high and low levels of innovativeness. In the study, which was carried out using the causal-comparative design, a logistic regression model was formed by using technology-related variables, and which technology-related variables managed to predict high level of innovativeness was tested. In the logistic model, the technology budget (purchases, internet, and phone bills), technology ownership (smart phones, tablets, laptops, personal computers, internet, websites, blogs), technology renewal/update time (smart phones, computers), the number of utilized internet applications and internet usage habits were analyzed as predictors. The study was conducted with 244 university students from different class grades at a state university in Turkey. The results revealed that among the variables examined, only the variables of Internet usage habit, the number of Internet applications used, blog ownership and the money spent on technology use were significant predictors. In addition, the model in which these variables were used was found to classify high and low levels of innovativeness with accuracy of 71%. Implications are discussed.
The Effect of Augmented Reality Use on Achievement, Misconception and Course Engagement
Author: Sirakaya, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Misconceptions,Quasiexperimental Design,Pretests Posttests,Control Groups,Matched Groups,Academic Achievement,Experimental Groups,Achievement Tests,Questionnaires,Pilot Projects,Simulated Environment,Astronomy,Educational Technology,Technology Uses in Education,Scores,Learner Engagement,Foreign Countries,Factor Analysis,Statistical Analysis,Middle School Students,Grade 7

Augmented reality is defined as a technology in which real world and virtual objects are combined with a simultaneous interaction. The aim of this study is to determine the effect of augmented reality use on students' achievement, misconception and course engagement. A (matched) quasi-experimental research design with both pretest and posttest control groups was used in the study. The sample of the study consisted of 118 seventh grade students receiving education in six different classes. The students in the experimental group took their lessons with an augmented reality learning material, while the students in the control group continued using their traditional course materials. An achievement test, a misconception test and the student course engagement questionnaire were used as data collection tools. As a result of a 7-week implementation, this study found that augmented reality technology increased the achievement level of students and eliminated their misconceptions. However, the study also found that augmented reality technology did not affect the course engagement of students.
Detecting Aberrant Behavior and Item Preknowledge: A Comparison of Mixture Modeling Method and Residual Method
Author: Wang, Chun
Date: 2018-08-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Cheating,Guessing (Tests),Item Response Theory,Reaction Time,Accuracy,Bayesian Statistics

The modern web-based technology greatly popularizes computer-administered testing, also known as online testing. When these online tests are administered continuously within a certain &quot;testing window,&quot; many items are likely to be exposed and compromised, posing a type of test security concern. In addition, if the testing time is limited, another recognized aberrant behavior is rapid guessing, which refers to quickly answering an item without processing its meaning. Both cheating behavior and rapid guessing result in extremely short response times. This article introduces a mixture hierarchical item response theory model, using both response accuracy and response time information, to help differentiate aberrant behavior from normal behavior. The model-based approach is compared to the Bayesian residual-based fit statistic in both simulation study and two real data examples. Results show that the mixture model approach consistently outperforms the residual method in terms of correct detection rate and false positive error rate, in particular when the proportion of aberrance is high. Moreover, the model-based approach is also able to correctly identify compromised items better than residual method.