ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Impact of Role-Playing on Peer Feedback in an Online Case-Based Learning Activity
Author: Ching, Yu-Hui
Date: 2014-07-00
Type: Journal Articles
Subjects: Role Playing,Peer Evaluation,Feedback (Response),Electronic Learning,Case Method (Teaching Technique),Problem Based Learning,Online Courses,Student Attitudes,Learning Activities,Content Analysis,Web Based Instruction,Educational Benefits,Teaching Methods,Experiential Learning,Masters Programs,Higher Education,Graduate Students,Asynchronous Communication

This study explored the impact of role-playing on the quality of peer feedback and learners' perception of this strategy in a case-based learning activity with VoiceThread in an online course. The findings revealed potential positive impact of role-playing on learners' generation of constructive feedback as role-playing was associated with higher frequency of problem identification in the peer comments. Sixty percent of learners perceived the role-play strategy useful in assisting them to compose and provide meaningful feedback. Multiple motivations drove learners in making decisions on role choice when responding to their peers, mostly for peer benefits. Finally, 90% of learners reported the peer feedback useful or somewhat useful. Based on the findings of this study, we discussed educational and instructional design implications and future directions to further the line of research using role-play strategy to enhance peer feedback activity.
Exploring the Moderating Role of Perceived Flexibility Advantages in Mobile Learning Continuance Intention (MLCI)
Author: Huang, Rui-Ting
Date: 2014-07-00
Type: Journal Articles
Subjects: Electronic Learning,Handheld Devices,Undergraduate Students,English Instruction,Majors (Students),Business Administration Education,Academic Persistence,Least Squares Statistics,Hypothesis Testing,Student Attitudes,Structural Equation Models,Surveys

The primary purpose of this study was to explore the key factors that could affect mobile learning continuance intention (MLCI), and examine the moderating effect of perceived flexibility advantages (PFA) on the relationship between key mobile learning elements and continuance intention. Five hundred undergraduate students who had previously adopted mobile devices to learn English took part in this study. Partial least squares (PLS) analysis was utilized to test the hypotheses in this study. It has been found that the perceived usefulness of mobile technology, subjective norm, and self-management of learning could be closely linked to mobile learning continuance intention. With particular respect to the moderating role of perceived flexibility advantages, it has been demonstrated that PFA could moderate the relationship between perceived usefulness of mobile technology and mobile learning continuance intention, as well as the association between subjective norm and mobile learning continuance intention, whereas PFA did not moderate the link between self-management of learning and mobile learning continuance intention.This report has further added to the body of knowledge in the field of mobile learning through empirical examination.
Examining the Impact of Video Feedback on Instructor Social Presence in Blended Courses
Author: Borup, Jered
Date: 2014-07-00
Type: Journal Articles
Subjects: Video Technology,Feedback (Response),Blended Learning,Educational Technology,Interpersonal Relationship,Interviews,Student Attitudes,Teacher Attitudes,Emotional Response,Teacher Student Relationship,College Faculty,College Students,Computer Mediated Communication,Experimental Groups,Control Groups,Comparative Analysis,Surveys,Mixed Methods Research

This mixed method research examined instructors' use of video feedback and its impact on instructor social presence in 12 blended sections of three preservice educational technology courses. An independent samples t-test was conducted and found no significant difference in perceptions of instructor social presence between students who received video feedback (M = 5.77, SD = 0.85) and those who received text (M = 5.62, SD = 0.75); t(178) = 1.23, p = 0.22. The analysis of 22 student and nine teacher interviews found that participants generally viewed video feedback to be more effective at establishing instructor social presence because instructors could better speak with emotions, talk in a conversational manner, and create a sense of closeness with students. Students also explained that the blended learning format lessened the impact of video feedback on instructor social presence, which may help to explain why statistical differences were not found.
Ghosts, Stars, and Learning Online: Analysis of Interaction Patterns in Student Online Discussions
Author: Samuels-Peretz, Debbie
Date: 2014-07-00
Type: Journal Articles
Subjects: Case Studies,Content Analysis,Computer Mediated Communication,Discussion Groups,Interaction,Interaction Process Analysis,Sociometric Techniques,Group Dynamics,Interpersonal Communication,Peer Evaluation,Student Behavior,Teacher Education,Statistical Analysis,Qualitative Research,Females

Discussions are commonly used in online teaching and have been shown to foster student learning and collaboration. This case study uses content analysis to explore the interaction patterns of student online discussions during a semester-long teacher preparation course using concepts from sociometry. Findings suggest that interaction patterns were influenced by the content of student posts. Online discussions in this case were found to be an equitable form of collaborative learning, enabling each student to have a voice. There were, however, indications that gendered &quot;ways of knowing&quot; may play a role in the content of interaction, if not in the patterns themselves.
Mediating Knowledge through Peer-to-Peer Interaction in a Multicultural Online Learning Environment: A Case Study of International Students in the US
Author: Sadykova, Gulnara
Date: 2014-07-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Foreign Students,Peer Influence,Multicultural Education,Electronic Learning,Mixed Methods Research,Graduate Students,Research Universities,Case Studies,Females,Surveys,Likert Scales,Interviews,Cooperative Learning,Interpersonal Relationship

The continuous growth of online learning and its movement towards cross-border and cross-culture education has recently taken a new turn with the epic hype that currently surrounds the development of massive open online courses (MOOCs) (Beattie-Moss, 2013). This development brings to focus the experiences of international students who take online courses designed and offered within the paradigm of Western pedagogy. Employing a sociocultural theoretical framework (Vygotsky, 1978; Scollon &amp; Scollon, 2001), this paper examines the mediating roles that peers may play in the context of multicultural online learning environments. This two-stage, mixed methods study explored the experiences of 12 international graduate students who took fully online courses in a large research university in the northeastern region of the United States. The data included a survey, online interviews, as well as a case study that took a close look at the experiences of a female student from China. Findings of the study demonstrated that international students that come from diverse native academic backgrounds and cultures may necessitate a close relationship with peers they meet in the US courses. Peers become invaluable mediators of knowledge for international students who seek peer assistance to compensate for the lack of culture-specific knowledge and skills and to satisfy their interest in the host culture. The study suggests that course developers and facilitators should be proactive when assigning group projects and activities so as to enable close peer-to-peer interaction and opportunities for building personal relationships with other class members.
Factors Driving Learner Success in Online Professional Development
Author: Vu, Phu
Date: 2014-07-00
Type: Journal Articles
Subjects: Online Courses,Performance Factors,Success,Online Surveys,Journal Writing,Inservice Teacher Education,Learning Activities,Achievement Need,Student Characteristics,Computer Assisted Instruction,Language Teachers,Technology Education,Teacher Competencies,Faculty Development

This study examined factors that contributed to the success of online learners in an online professional development course. Research instruments included an online survey and learners&apos; activity logs in an online professional development course for 512 in-service teachers. The findings showed that there were several factors affecting online learners&apos; success in online professional development. In addition, there were also significant differences between successful and unsuccessful online learners in terms of course login frequency and learning activities viewed.
First Steps Towards a University Social Network on Personal Learning Environments
Author: Marín-Diaz, Veronica
Date: 2014-07-00
Type: Journal Articles
Subjects: Social Networks,Web 2.0 Technologies,Faculty Development,Cooperative Learning,Foreign Countries,Universities

The evolution of the media and the Internet in education today is an unquestionable reality. At the university level, the use of Web 2.0 tools has become increasingly visible in the new resources that professors have been incorporating both into the classroom and into their research, reinforcing the methodological renewal that the implementation of the EHEA has demanded. The aim of this article is to introduce DIPRO 2.0, an educational social network for university professors to develop their training in the area of personal learning environments through collaborative learning and production of knowledge.
Global Transition in Higher Education: From the Traditional Model of Learning to a New Socially Mediated Model
Author: Mbatha, Blessing
Date: 2014-07-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Computer Uses in Education,Web Based Instruction,Distance Education,Electronic Learning,Educational Benefits,Foreign Countries,Cooperative Learning,Teacher Attitudes,Teacher Surveys,Universities,Higher Education,Statistical Analysis,Questionnaires

This article reports on the pedagogical value of Web 2.0 tools at Unisa (i.e., whether these tools can improve teaching and learning). A quantitative approach was used to conduct the study, with a questionnaire as a data collection instrument. The sample size was 301 lecturers drawn using stratified sampling, with proportional allocation drawn from all Unisa colleges. Descriptive statistics were employed to analyse and interpret the data. The results show that Web 2.0 tools are playing a pivotal role when it comes to opening avenues and collapsing the transactional distance in an ODL institution. A combination of web technology and the trend of constructivism can transform the learning process. This article therefore recommends that Unisa sensitise its lecturers to the adoption of Web 2.0 tools as an innovative way to improve teaching and learning.
Peer Assessment for Massive Open Online Courses (MOOCs)
Author: Suen, Hoi K.
Date: 2014-07-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Peer Evaluation,Formative Evaluation,Feedback (Response),Credibility,Accuracy

The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative assessment and feedback, MOOCs amount to information dump or broadcasting shows, not educational experiences. A number of remedies have been attempted to bring formative assessment back into MOOCs, each with its own limits and problems. The most widely applicable approach for all MOOCs to date is to use peer assessment to provide the necessary feedback. However, unmoderated peer assessment results suffer from a lack of credibility. Several methods are available today to improve on the accuracy of peer assessment results. Some combination of these methods may be necessary to make peer assessment results sufficiently accurate to be useful for formative assessment. Such results can also help to facilitate peer learning, online discussion forums, and may possibly augment summative evaluation for credentialing.
Promoting Reflection in Asynchronous Virtual Learning Spaces: Tertiary Distance Tutors' Conceptions
Author: Rivers, Bethany Alden
Date: 2014-07-00
Type: Journal Articles
Subjects: Reflection,Asynchronous Communication,Online Courses,Electronic Learning,Distance Education,Open Universities,Foreign Countries,Tutors,Phenomenology,Demography,Questionnaires,Interviews

Increasingly, universities are embedding reflective activities into the curriculum. With the growth in online tertiary education, how effectively is reflection being promoted or used in online learning spaces? Based on the notion that teachers' beliefs will influence their approaches to teaching, this research sought to understand how a group of distance tutors at the UK Open University conceptualised reflection. It was hoped that these findings would illuminate their approaches to promoting reflection as part of their online pedagogies. Phenomenographic analysis indicated that these tutors conceptualised reflection in four qualitatively different ways. Furthermore, the data suggested that these educators held a combination of two conceptions: one that understood the origin of being reflective and one that understood the purpose of reflection. Analysis of structural aspects of these conceptions offered insight into tutors' own perspectives for what is needed to make online learning environments fertile territory for reflective learning.
Success Factors for e-Learning in a Developing Country: A Case Study of Serbia
Author: Raspopovic, Miroslava
Date: 2014-07-00
Type: Journal Articles
Subjects: Electronic Learning,Developing Nations,Foreign Countries,Case Studies,Online Courses,Models,Program Evaluation,Measurement Techniques,Academic Achievement,User Satisfaction (Information),Success,Statistical Significance,Graphic Arts,Information Technology,Business Administration Education,Higher Education,Undergraduate Students,Questionnaires,Statistical Analysis

In this paper, DeLone and McLean's updated information system model was used to evaluate the success of an e-Learning system and its courses in a transitional country like Serbia. In order to adapt this model to an e-Learning system, suitable success metrics were chosen for each of the evaluation stages. Furthermore, the success metrics for e-Learning evaluation are expanded by providing several systems for quantifying the given success metrics. The results presented in this paper are based on courses that were taught both online and traditionally in three different subject areas: graphic design, information technology, and management. Of particular interest were success metrics which can be determined using quantifiable data from the e-Learning system itself, in order to evaluate and find the relationship between students' academic achievement, usage of learning materials, and students' satisfaction. The results from different courses were used to illustrate the implementation and evaluation of these success metrics for both online and traditional students.
University Faculty's Perspectives on the Roles of E-Instructors and Their Online Instruction Practice
Author: Chang, Chiungsui
Date: 2014-07-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Electronic Learning,Online Courses,Teacher Role,Web Based Instruction,Foreign Countries,Pedagogical Content Knowledge,Expertise,Instructional Design,Statistical Analysis,Questionnaires,Likert Scales

Despite the rapid use of e-Learning in higher education, the beliefs of instructors about and their practices during online instruction have been seldom addressed. This study explores the role perceptions of e-instructors in higher education. In total, 106 instructors from 20 Taiwanese universities filled out a questionnaire. Analytical results indicate that &quot;content expertise&quot; and &quot;instructional designer&quot; are perceived by university faculty as the key components in e-instruction in higher education. A gap exists between ideal and practical roles of e-instructors in higher education. Role perceptions and role-based practices of e-instructors in higher education differ significantly in terms of gender and teaching experience. This study also provides suggestions for e-instructor training.
From Data Poor, Information Poor to Data Rich, Information Rich Decision-Making: Design and Implementation of a Student Information System
Author: Burger, John M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Systems,Data Collection,Criterion Referenced Tests,Achievement Tests,Ability,Aptitude Tests,Interest Inventories,Educational Benefits,Educational Assessment

In this paper, we report on the design and implementation of a state of the art Student Information System (SIS) being developed in a moderate size Alberta, Canada school jurisdiction. The SIS design is premised upon transparency, balanced, comprehensive, and multi-method assessments that links qualitative and quantitative data in support of enhanced, evidence-based instructional leadership. Practical examples of data analytic strategies are discussed in relationship to educational leadership enhancement. The article concludes that as SIS design evolves more optimal, data informed supports for student learning will be realized.
Supporting Children with Mental Health Concerns in Classrooms
Author: Climie, Emma
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mental Health,Educational Environment,Partnerships in Education,Teacher Education,Prevention,Intervention,Faculty Development,Language of Instruction,Mental Health Programs,Barriers,Role of Education,Administrator Role,Children,Adolescents,Literature Reviews

There are a growing number of children who begin to develop mental concerns during the school-age years. As such, it is important that schools recognize and understand mental health issues and are actively engaged in supporting these students. This article provides a review of mental health in schools, highlighting the importance of school-health partnerships and supportive school environments. Additionally, the role of teacher training programs, prevention and intervention programs, professional development for teachers, and school leadership in the context of mental health support are discussed.
Leadership Strategies for Maintaining Success in a Rural School District
Author: Freeman, Greta G.
Date: 2013-00-00
Type: Journal Articles
Subjects: Rural Schools,Educational Strategies,Success,Leadership Effectiveness,Leadership Styles,Budgeting,Educational Finance,Teacher Recruitment,Teacher Persistence,Community Involvement,Academic Achievement,Educational Improvement,Sustainability

Success in a PK-12 educational environment begins at the top with school leadership. Due to economic problems, poverty and added responsibilities, leaders in rural communities throughout the United States face sensitive and distinctive challenges. Based on research and years of administrative experience as school and school system leaders, the authors aim to provide specific strategies for successful school leadership. These strategies will support positive actions and decisions related to financial and budget issues; recruitment and retention of teachers and other personnel; community involvement and intrusion; and the push for continued progress in the area of academic achievement. Included are detailed examples from the authors' personal experiences and support from the literature related to rural leadership.
School Supported Work Placements for Students with Intellectual Disabilities: Why Inclusive Principles/Principals Matter!
Author: Gallagher, Tiffany L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Principals,Mental Retardation,Surveys,Interviews,Employers,Coaching (Performance),High School Students,Supported Employment,Job Placement,Student Attitudes,Attitude Measures,Administrator Attitudes,Employer Attitudes,Paraprofessional Personnel,Likert Scales,Attitudes toward Disabilities,Positive Attitudes,Job Skills,Competence,Foreign Countries

This article offers considerations for principals and other educators as they seek to provide students with intellectual disabilities (ID) with authentic work placement experiences. Survey and interview data gathered from 20 employers, 7 paraprofessionals (job coaches), a principal, and 21 students with intellectual disabilities provide a triangulated perspective from which to view supported and successful work placements. These perspectives offer recommendations for coordinated, collaborative and belief-driven action on the part of high school principals that will enhance the opportunities for successful community engagement beyond high school for students with intellectual disabilities.
The Leader's Role in Strategic Knowledge Creation and Mobilization
Author: Reid, Steven
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Leadership,Leadership Effectiveness,Teacher Effectiveness,Educational Theories,Learning Theories,Mixed Methods Research,Questionnaires,Focus Groups,Content Analysis,School Districts,Faculty Development,Educational Cooperation,Leadership Role,Data Collection,Educational Assessment,Literacy,Academic Achievement,Academic Standards,Alignment (Education),Participative Decision Making

The purpose of this paper is to explore how leaders influence knowledge creation and mobilization processes. As a basis for the theoretical framework, the researcher selected theories that informed the investigation of this influence: leadership theory, knowledge theory, learning theory, organizational learning theory, and organizational knowledge creation and mobilization theory. A pragmatic paradigm and mixed methodology was utilized as a valid and reliable approach to engaging with system leaders, principals, and educators to develop an in-depth understanding of knowledge creation and mobilization processes. Districts and schools participating in this study were selected after being identified as high-performing based on student achievement as compared to socio-economic factors. The following participants were involved in this study from Ontario, Canada: 11 principals, 11 teacher leaders, 26 teachers, and 5 system leaders. Based on the study results, four themes surfaced from the analysis of the qualitative and quantitative data: inquiry; learning beyond the boundaries; collaboration; and focus. These findings were further analyzed based on the theoretical framework of this study. The resultant significant findings are highlighted under the following themes: assessment literacy; range of data sets; marker students; system priorities; promoting alignment; and time factors.