ethanporcaro/eric-fulltext-meta huggingface dataset:
Critical Literacy Performances in Online Literature Discussions
Author: Forest, Danielle E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Critical Literacy,Online Courses,Literature Appreciation,Computer Mediated Communication,Asynchronous Communication,Graduate Students,Childrens Literature,Qualitative Research,Content Analysis,Information Science Education,Transcripts (Written Records),Social Behavior,Behavior Standards,Interpersonal Relationship,Context Effect,Group Discussion

In today's media-laden environment, the ability to read text from a critical literacy perspective is imperative, particularly for librarians who influence children's reading choices and behaviors. This study examines the critical literacy performances of students in an online, asynchronous, graduate-level children's literature course using a qualitative approach to content analysis. The findings indicate that students performed critical literacy in four ways: (1) they unpacked the social identities and norms evident in the books, (2) considered characters and events from multiple viewpoints, (3) interrogated issues of power, authority, and agency and (4) analyzed the historical, cultural, and sociopolitical contexts of the books. While the findings reveal critical literacy can be enacted in the context of online courses, students' critically literate thinking was sometimes limited and superficial, suggesting students' understanding of critical literacy could be deepened with additional instruction and scaffolding.
Development of Open Textbooks Learning Analytics System
Author: Prasad, Deepak
Date: 2016-09-00
Type: Journal Articles
Subjects: Textbooks,Shared Resources and Services,Data Collection,Data Analysis,Educational Research,Electronic Publishing,Computer Uses in Education,Use Studies,Users (Information)

Textbook costs have skyrocketed in recent years, putting them beyond the reach of many students, but there are options which can mitigate this problem. Open textbooks, an open educational resource, have proven capable of making textbooks affordable to students. There have been few educational development as promising as the development of open textbooks to lower costs for students. While the last five years have witnessed unparalleled interest and significant advances in the development and dissemination of open textbooks, one important aspect has, until now, remained unexplored: the praxis of learning analytics for extracting information regarding how learners interact and learn with open textbooks, which is crucial for their evaluation and iterative improvement process. Learning analytics offers a faster and more objective means of data collection and processing than traditional counterparts, such as surveys and questionnaires, and--most importantly--with their capability to provide direct evidence of learning, they present the opportunity to enhance both learner performance and environment. With such benefits on offer, it is hardly surprising that the optimism surrounding learning analytics is mounting. However, in practice, it has been pointed out that the technology to deliver its potential is still very much in its infancy, which is true in the case of open textbooks. Against this background, the main aim of our study was to develop a prototype open textbook learning analytics system to track individual learners' online and offline interactions with their open textbooks in electronic publication (EPUB) format, and to present its developmental work as building blocks for future development in this area. We conclude with a discussion of the practical implications of our work and present directions for future work.
An Analysis of Online Students&apos; Behaviors on Course Sites and the Effect on Learning Performance: A Case Study of Four LIS Online Classes
Author: Zhang, Xiangmin
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Student Behavior,Case Studies,Information Science Education,Database Management Systems,Academic Achievement,Transcripts (Written Records),Grades (Scholastic),Time Factors (Learning),Time on Task,Correlation,Incidence,Electronic Learning,Course Descriptions,Performance Based Assessment,Masters Programs

This research investigated the relationship between online students' behaviors in a learning management system and their learning performance, as measured by their final grades. Four online information technology classes in a major U.S. library and information science program were studied. The course sites' log data, as well as the students' final grades were analyzed at both the class level and the general level using the aggregated data from all four classes. The results show that the number of days students delayed in accessing weekly lecture materials had a significantly negative correlation with the final grade, while an increased number of discussion board postings had a positive correlation with the final grade. This correlation was significant on borderline, at p = 0.05 level. In one class an increase in the frequency of accessing the syllabus was significantly correlated with the final grade. The implications of the results are discussed. Based on the findings, suggestions on strengthening e-learning are proposed.
Exploring Communication and Course Format: Conversation Frequency and Duration, Student Motives, and Perceived Teacher Approachability for Out-of-Class Contact
Author: Brooks, Catherine F.
Date: 2016-09-00
Type: Journal Articles
Subjects: Delivery Systems,Teacher Student Relationship,Noninstructional Responsibility,Student Motivation,Incidence,Interpersonal Communication,Time Perspective,Teacher Behavior,Teaching Methods,Blended Learning,Conventional Instruction,Online Courses,Teacher Attitudes,Online Surveys,Likert Scales,College Students

This study explored how course instructional format (i.e., online, face-to-face, or hybrid) is related to the frequency and duration of out-of-class communication (OCC) between college instructors and students, to student motives for communicating with teachers, and to perceived teacher approachability for conversation outside of class. Though differences in frequency of and student motives for engaging in OCC were not significant, students enrolled in face-to-face courses reported significantly more ongoing/durative OCC with their instructors compared to students enrolled other course types (i.e., online or hybrid). Students in fully online courses reported instructors to seem less receptive to but also less discouraging of OCC than students in face-to-face or hybrid courses. Overall, this study offers a sense of how students who seek informal interaction with instructors beyond the classroom are faring amid the increased reliance on web-based learning environments in higher education.
Opportunities and Challenges for Students in an Online Seminar-Style Course in LIS Education: A Qualitative Case Study
Author: Farooq, Omer
Date: 2016-00-00
Type: Journal Articles
Subjects: Qualitative Research,Case Studies,Online Courses,Educational Opportunities,Barriers,Library Science,Synchronous Communication,Seminars,Intermode Differences,Delivery Systems,Interaction,Group Dynamics,Technological Literacy,Learning Experience,Educational Environment,Electronic Learning,Constructivism (Learning),Online Surveys,Facilitators (Individuals),College Students

Online enrollments in U.S. higher education programs continue to grow, a trend that is also seen in LIS education where in some cases entire MLIS programs are being offered online. Synchronous online seminar-style courses present interesting challenges for both radical inclusion and innovation. This qualitative case study explored the effectiveness of a synchronous, online seminar conducted via Google Hangout in an online program. The findings revealed similarities and differences between a face-to-face seminar and a synchronous online seminar. Factors such as meaningful interactions, group collaborations, and technology literacy--hallmarks of a social constructivist learning environment, play critical roles in optimizing the experience. These findings emphasize the need for a stronger pedagogical framework to guide online LIS education.
From Presences to Linked Influences within Communities of Inquiry
Author: Peacock, Susi
Date: 2016-09-00
Type: Journal Articles
Subjects: Inquiry,Communities of Practice,Influences,Educational Experience,Cognitive Mapping,Tutoring,Interaction,Evidence,Correlation,Schematic Studies,Social Influences,Teacher Influence,Online Courses,Social Isolation,Cooperative Learning,Higher Education

Much research has identified and confirmed the core elements of the well-known Community of Inquiry Framework (CoIF): Social, Cognitive and Teaching Presence (Garrison, 2011). The overlap of these Presences, their definitions and roles, and their subsequent impact on the educational experience, has received less attention. This article is prompted by the acceptance of that omission (Garrison, Anderson, &amp; Archer, 2010). It proposes enrichment to the Framework, by entitling the overlapping spaces uniting pairs of Presences as &quot;Influences.&quot; These three spaces, linking pairings of Social, Teaching, and Cognitive Presences, can be labelled as &quot;trusting,&quot; &quot;meaning-making,&quot; and &quot;deepening understanding.&quot; Their contribution to the educational experience is to address constructively some of the challenges of online learning, including learner isolation, limited learner experience of collaborative group work and underdeveloped higher-level abilities. For these purposes we also envisage &quot;cognitive maps&quot; as supporting learners to assess progress to date and identify pathways forward (Garrison &amp; Akyol, 2013). Such maps, developed by a course team, describe the territory that learners may wish to explore, signpost possible activities, and encourage the development of cognitive and interpersonal abilities required for online learning. We hope that considering the Influences may also assist tutor conceptualisations of online community-based learning. Our proposals call on both learners and tutors to conceive of the Presences and Influences as working together, in unison, to enhance the educational experience whilst fostering deep learning. Our suggestions are presented to stimulate scholarly debate about the potential of these interwoven sections, constructively extending the Framework.
Online Learning in a South African Higher Education Institution: Determining the Right Connections for the Student
Author: Queiros, Dorothy R.
Date: 2016-09-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Higher Education,Disadvantaged,Access to Education,Student Attitudes,Barriers,Conventional Instruction,College Seniors,Usability,Delivery Systems,Questionnaires,Likert Scales,Multimedia Materials,Interaction,Access to Information,Statistical Analysis,Nonparametric Statistics,Factor Analysis

Online learning is a means of reaching marginalised and disadvantaged students within South Africa. Nevertheless, these students encounter obstacles in online learning. This research investigates South African students' opinions regarding online learning, culminating in a model of important connections (facets that connect students to their learning and the institution). Most participants had no prior experience with online learning. Their perceptions and barriers to learning may apply to other developing countries as well. A cross-sequential research design was employed using a survey among 58 fourth-year students who were studying a traditional paper-based module via open distance learning. The findings indicated certain essential connections: first, a &quot;strong social presence&quot; (through timely feedback, interaction with facilitators, peer-to-peer contact, discussion forums, and collaborative activities); second, &quot;technological aspects&quot; (technology access, online learning self-efficacy, and computer self-efficacy); and third, &quot;tools&quot; (web sites, video clips). The study revealed low levels of computer/internet access at home, which is of concern in an ODL milieu heading online. Institutions moving to online learning in developing countries should pay close attention to their students' situations and perceptions, and develop a path that would accommodate both the disadvantaged and techno-savvy students without compromising quality of education and learning. The article culminates in practical recommendations that encompass the main findings to help guide institutions in developing countries as they move towards online teaching and learning.
The Work Calls for Men: The Social Construction of Professionalism and Professional Education for Librarianship
Author: Stauffer, Suzanne M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Professionalism,Professional Education,Library Science,Intellectual History,Educational History,Educational Development,Advisory Committees,African American Students,War,Masculinity,Gender Discrimination,Racial Discrimination,Higher Education

The leaders of the library profession in the United States in the 19th century were white, middle-class, college-educated men. They attempted to construct librarianship in the United States as an equivalent profession to the other white, masculine professions of their day. They also created education for librarianship in the same mold. They subscribed to, and employed, the traditional white Western masculine definition of profession as one of expertise derived from education based on science. They also employed the control of knowledge and its application as exemplified by the type of professional education they promoted. Their efforts were not restricted to education but also included active discrimination against female librarians in the Library War Service during the First World War. This paper presents a new perspective on the meaning of &quot;profession&quot; which recognizes it as situated at the intersection of gender, race, and nationality and explores the implications for modern education for librarianship.
Examining Student Social Capital in a Comprehensive School-Based Health Intervention
Author: Jordan, Michelle E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Intervention,Social Capital,Health Education,Interaction,Comprehensive School Health Education,Incidence,Teacher Student Relationship,Family Relationship,Time Perspective,Cohort Analysis,Program Implementation,Health Behavior,Elementary School Students,Middle School Students,Predictor Variables,Correlation,Statistical Analysis

The purpose of this study was to explore 188 third through eighth-grade students' patterns of social interaction related to a comprehensive school-based health program, and to investigate relationships between student social capital (i.e., number and frequency of interactions with friends, teachers, and guardians/family members) and teacher implementation. Analyses of survey responses across three time periods revealed that students' patterns of social interaction differed significantly by grade level (elementary versus middle school) and time. There were also significant associations between student social capital and teacher implementation of intervention activities. These results suggest that educational leaders and policy makers attend to social interaction as a lever for intervention success.
There&apos;s No &quot;I&quot; in Team: Building a Framework for Teacher-Paraeducator Interactions in Self- Contained Special Education Classrooms
Author: Cipriano, Christina
Date: 2016-00-00
Type: Journal Articles
Subjects: Teamwork,Self Contained Classrooms,Teacher Collaboration,Paraprofessional School Personnel,Interaction,Special Education,Special Education Teachers,Emotional Problems,Behavior Disorders,Behavior Problems,Regular and Special Education Relationship,Teacher Student Relationship,Content Analysis,Observation,Semi Structured Interviews,Outcomes of Education,Video Technology,Mixed Methods Research,Q Methodology,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9

Students educated in self-contained special education classrooms and the teachers who serve them are in crisis. Self-contained classrooms are separate from general education classrooms and may be resource classrooms housed within general education schools or separate schools or districts serving primarily students with disabilities. Under-researched and excluded from most large-scale efficacy and response to intervention (RTI) trials, students in self-contained classrooms make little progress academically and behaviorally (Lane, Wehby, Little, &amp; Cooley, 2005; Siperstein, Wiley, &amp; Forness, 2011). These outcomes are poorest among the approximately 362,000 students in American public schools who are categorized as having an emotional and/or behavioral disorder (EBD; US Department of Education, 2015). Among the promising strategies for improving student outcomes is ensuring that their instruction occurs in settings with high quality teacher-student interactions (Curby, Rudasill, Edwards, &amp; Pérez-Edgar, 2011). A key distinguishing feature of the self-contained special education classroom is the regular presence of multiple educators, namely a special education teacher and one or more paraeducators. Classroom quality, as well as student and teacher outcomes, in self-contained special education classrooms may be improved by targeting the interactions between the special educator and paraeducators. Drawing from evidence that quality teacher-student relationships lead to positive student outcomes (Battistich, Schaps, &amp; Wilson, 2004; Rimm-Kaufman, Curby, Grimm, Nathanson, &amp; Brock, 2009), the authors argue that positive teacher-paraeducator relationships support student learning in important ways (Goddard, Goddard, &amp; Tschannen-Moran, 2007) and also provide students with a model for positive interaction styles. The first step in supporting the relationship between teachers and paraeducators in self-contained special education classrooms is to identify the full range of interactions that may promote or inhibit this relationship. This research builds a framework of teacher-paraeducator interactions in restrictive settings with an aim of improving student and teacher outcomes.
Barriers and Opportunities of e-Learning Implementation in Iraq: A Case of Public Universities
Author: Al-Azawei, Ahmed
Date: 2016-09-00
Type: Journal Articles
Subjects: Barriers,Educational Opportunities,Electronic Learning,Program Implementation,Public Colleges,Universities,Foreign Countries,Developing Nations,Blended Learning,Technology Uses in Education,Adoption (Ideas),College Faculty,Undergraduate Students,Data Collection,Surveys,Semi Structured Interviews,Focus Groups,Data Analysis,Educational Technology

Although the implementation of e-learning initiatives has reached advanced stages in developed countries, it is still in its infancy in many developing nations and the Middle East in particular. Recently, few public universities in Iraq have initiated limited attempts to use e-learning alongside traditional classrooms. However, different obstacles are preventing successful adoption of this technology. The present research aimed to highlight challenges that hinder effective implementation of e-learning in Iraq and recommend possible solutions to tackle them. A total of 108 respondents voluntarily participated in this research. They consisted of academic staff (N=74), professors in charge of e-learning (N=3), and undergraduate students (N=31). Three methods were used to collect data: a survey instrument, semi-structured interviews, and focus groups. Data was then analyzed and reported quantitatively and qualitatively. This provided in-depth understanding to the current status of e-learning in public Iraqi universities and highlighted major hindrances of its successful application. Based on this analysis, the study proffered many recommendations that should be considered in order to fully benefit from e-learning technologies.
From On-Campus to Online: A Trajectory of Innovation, Internationalization and Inclusion
Author: Moreira, Darlinda
Date: 2016-09-00
Type: Journal Articles
Subjects: Inclusion,Educational Change,Educational Practices,Educational Innovation,Ethnography,Organizational Change,Delivery Systems,Interviews,Educational Environment,Faculty Development,Teacher Attitudes,Resistance to Change,School Support,Administrative Principles,College Planning,Participant Observation,College Faculty,Online Courses

This paper presents a study focused on a trajectory for developing an online operating mode on a campus-based university in the area of Massachusetts, USA. It addresses the innovation process and the changes and challenges faced by faculty and administrators. Methodologically-speaking, a mainly ethnographic approach was used for a systematic process of collecting data in context, in order to understand organizational strategies put in place to launch and improve online course provision. Leaders of the process and teachers of online courses were also interviewed. What emerged was: a) the online operating mode was prepared much in advance and linked to scenarios of internationalization and inclusion in higher education; b) there was an underlying discourse of interconnectedness among different places and groups of people; and c) the partnership and collaboration between administration and faculty was essential. One of the main conclusions demonstrates that, despite careful formulation of the online component, it still does not enjoy the same status as the face-to-face element of courses, and, as a result, is largely ignored in terms of promotion in the teaching profession.
Supervision on Social Media: Use and Perception of Facebook as a Research Education Tool in Disadvantaged Areas
Author: Pimmer, Christoph
Date: 2016-09-00
Type: Journal Articles
Subjects: Supervision,Social Media,Disadvantaged,Research Tools,Disadvantaged Environment,Rural Areas,Distance Education,Foreign Countries,Adult Learning,Nurses,Nursing Education,Mixed Methods Research,Nursing Students,Obstetrics,Surveys,Pretests Posttests,Access to Information,Educational Resources,Computer Mediated Communication,Affordances,Handheld Devices,Social Networks,Electronic Learning,Coaching (Performance)

This exploratory study investigates how a typically disadvantaged user group of older, female learners from rural, low-tech settings used and perceived a Facebook group as a research supervision and distance learning tool over time. The within-stage mixed-model research was carried out in a module of a part-time, advanced midwifery education course in rural South Africa. To address the research questions, three quantitative and qualitative surveys were repeated, pre, post, and three months post evaluation. The findings indicate that using the social media space lowered learners' threshold to accessing educational resources. The increased ease of communication was afforded in particular by using mobile phones to access the space. The analysis also suggests that the social networking site became a more integral part of students' learning environments. The learners' use of the site to discuss further course and work-related issues increased during the intervention and also remained significantly higher in the three-month, post evaluation survey, indicating the routinisation and habitualisation of this learning space. The practical implications and constraints of using social networking spaces to enhance disadvantaged groups of learners' access to educational resources are discussed.