ethanporcaro/eric-fulltext-meta huggingface dataset:
The Influence of Learner Readiness on Student Satisfaction and Academic Achievement in an Online Program at Higher Education
Author: Kirmizi, Özkan
Date: 2015-01-00
Type: Journal Articles
Subjects: Academic Achievement,Online Courses,Self Efficacy,Distance Education,Correlation,Self Concept,Predictor Variables,Learning Motivation,Technological Literacy,Measures (Individuals),Higher Education,College Students,English (Second Language),Second Language Learning,Second Language Instruction,Literature,Foreign Countries,Student Attitudes,Computer Mediated Communication,Multiple Regression Analysis

The purpose of this study was to measure the self-perceptions of distance education learners in terms of learner readiness and to determine the predictors of satisfaction and success in distance education. Learner readiness consists of five sub-dimensions: (1) computer/internet self-efficacy, (2) self-directed learning, (3) learner control, (4) motivation for learning, and (5) online communication self-efficacy. The subjects of the study are 84 English Language and Literature Distance Education Program students. In order to collect data, Online Learning Readiness Scale (OLRS), developed and validated by Hung, et al. (2010), was used. For the current study the Cronbach Alpha was found 0.88. The correlation analysis revealed that all the sub-dimensions of learner readiness correlate significantly with the concept of student satisfaction and student success. In addition, regression analysis was carried out in order to see the impact of each of the sub-dimensions of learner readiness on satisfaction. As a result of the regression analysis, it was found out that &quot;motivation&quot; is the most important dimension that influences student satisfaction in online learning. As a next step, another regression analysis was carried out in order to determine the impact of the sub-dimensions of learner readiness on student success. The results indicate that &quot;self-directed learning&quot; is the most important predictor of success. The next two most important predictors of success in distance education were found to be &quot;learner control&quot; and &quot;motivation.&quot;
Reflection Tools in Teacher Education Classes: An Analysis of Implementation in Online, Hybrid, and Traditional Environments
Author: Williamson, Amy M.
Date: 2015-04-00
Type: Journal Articles
Subjects: Reflection,Teacher Education Programs,Online Courses,Electronic Learning,Blended Learning,Conventional Instruction,Curriculum Implementation,Educational Technology,Assignments,Cues,Web 2.0 Technologies,Course Organization,Discussion (Teaching Technique),Teaching Methods,Intermode Differences,Web Sites

This paper will introduce the nature of reflective tools in online, hybrid, and traditionally formatted teacher education courses. The specific context of implementation and impact on the quality of reflection for teaching candidates will be discussed. Examples of assignment prompts and recommendations for future use will be shared.
Evaluating Teacher Education Curricula's Facilitation of the Development of Critical Thinking Skills
Author: Tanriverdi, Belgin
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Curriculum,Curriculum Evaluation,Critical Thinking,Thinking Skills,Skill Development,Qualitative Research,Preservice Teachers,Grounded Theory,Student Attitudes,Focus Groups,Semi Structured Interviews,Comparative Analysis

Problem Statement: The economic and social changes in the 21st century have wide-ranging consequences for education systems. To acquire necessary competencies, what learners need most is to learn to learn by reflecting critically on their learning aims. To provide this kind of learning experience, teacher education curricula should be revised to promote critical thinking (CT). Purpose of Study: The purpose of this study is to investigate current teacher education curricula based on pre-service teachers' ideas about the development of CT skills (CTS). In order to fulfill that aim, courses in the curricula, teaching methods, evaluation and assessment methods, and the roles played by teachers were analyzed. Methods: In this study, a qualitative research design was used. 44 participants were selected using a purposive sampling method from the senior classes of different departments in the Faculty of Education. Three main questions including the three components of curricula (content, methods, and evaluation) were directed to the students. The students' answers compelled researchers add &quot;the role of the teacher&quot; to the entire process. Data were analyzed using a constant comparative method. Results: Students think that professional courses and elective courses are more effective than courses solely on their discipline. Participants also think that courses on art, media, and philosophy should be integrated into the current curriculum. In terms of teaching methods, student-centered methods as well as teacher-centered methods can be effective in developing students' CTS if they are used properly/effectively. However, the results of the study show that whatever method is used, the most important factor in developing CTS is the role/attitude of the teacher. Conclusions and Recommendations: The results of this study reveal that teacher education curricula should be enriched with interdisciplinary courses. Further studies should be done including primary and secondary education teachers and teacher trainers in order to provide data for developing teacher education curricula.
Three Preparatory Schools' Syllabus Designs in the Turkish Republic of Northern Cyprus
Author: Bensen, Hanife
Date: 2012-00-00
Type: Journal Articles
Subjects: Course Descriptions,Second Language Instruction,Foreign Countries,Curriculum Development,Course Content,Second Language Learning,Qualitative Research,Interviews,Coding,Grammar,Language Skills,English (Second Language),Teaching Methods,Universities,Case Studies,Educational Technology,Guidelines,Teacher Attitudes,Administrator Attitudes

Problem Statement: Curriculum development involves the process of planning, setting up and running courses. The knowledge about designing syllabi, making choices of content and materials and assessing student performances plays an important role in curriculum development. Syllabus design is one aspect of curriculum development. It covers the kind of materials that are adopted and the ways they will be exploited for the classroom teaching. Choosing a syllabus is a major decision in language teaching. Therefore, it should be made as conscientiously and with as much information as possible. Purpose of Study: The purpose of the study is to examine the syllabus designs used in the three preparatory schools of the three universities in the Turkish Republic of Northern Cyprus (TRNC) and make suggestions on how to improve these syllabus designs. Methods: A qualitative research method was used in this study. An interview schedule was used to collect data. The study was conducted with 27 participants from the preparatory schools of the three universities in the TRNC. The data were broken into categories followed by thematic coding. Findings and Results: The findings show that two universities are still using the traditional product-oriented approach (in other words, the grammar-based syllabus design), while one university is using a process-oriented approach with a skill-based syllabus design. Conclusions and Recommendations: The integrated syllabus design seems to be the most beneficial design type, as it involves the use of language skills, functions, texts and grammatical items. Institutions can also be flexible in making adjustments to fit their students' needs.
Understanding Synchronous Computer-Mediated Classroom Discussion through Cultural-Historical Activity Theory
Author: Park, Yangjoo
Date: 2015-04-00
Type: Journal Articles
Subjects: Synchronous Communication,Computer Mediated Communication,Educational Technology,Educational Practices,Graduate Students,Discourse Analysis,Educational Psychology,Educational Theories,Discourse Communities,Transcripts (Written Records),Cultural Context,Social Influences,Teaching Methods,Educational Experience

This study is about graduate students' discourse practices in classroom text-based synchronous computer mediated discussions (SCMD). Cultural historical activity theory (in short, Activity Theory) is the primary theoretical lens through which the data are analyzed. Engeström's (1987) Activity System model among the various theoretical positions or perspectives of activity theorists has guided the overall process of the study, especially having the researcher focus on the identification and description of the model's six key elements: subject, object, tool, community, rule, and division of labor. Several emerging themes were identified: instead of a single utterance, a topical pair needs to be investigated as a unit of analysis in SCMD research; a collective unit of actions emerges through the discourse activity; and, finally, an ecological view is needed to understand an activity system as a whole. Based on these emerging themes, the implications for future research are discussed as a conclusion.
The Place of Technology Integration in Saudi Pre-Service Teacher Education: Matching Policy with Practice
Author: Al-Zahrani, Abdulrahman
Date: 2015-01-00
Type: Journal Articles
Subjects: Technology Integration,Preservice Teacher Education,Preservice Teachers,Educational Practices,Educational Policy,Teacher Education Curriculum,Qualitative Research,Semi Structured Interviews,Global Approach,Trend Analysis,Content Analysis,Cultural Influences,Religious Factors,Curriculum Evaluation,Islamic Culture,Administrator Attitudes,Educational Objectives,Foreign Countries,Documentation

The current study aims at understanding the place of technology integration in Saudi pre-service teacher education curriculum. To achieve this, a sequential qualitative approach was implemented in two main stages. First, national and curriculum policies were thematically analysed. Based on this, semi- structured interviews with three key policymakers were conducted in the second stage. Main findings associated with document analysis revealed the importance of technology in advancing the country at all levels including pre-service teachers' preparation. In contrary, pre-service teachers' curriculum policies, structure and guidelines severely lack the vision of the effective integration of technology. Progressive interviews with key policymakers showed that the effective integration of technology is considered a high priority in their mission. However, the strong tendency toward cultural-religious conservatism seems to slow the change. Based on the current study's findings in association with previous research, context-appropriate recommendations are proposed. These involve two main domains: enforcing innovative technology-based pedagogical models and developing effective leadership.
Pre-Service Teachers' Learning Styles and Preferences towards Instructional Technology Activities and Collaborative Works
Author: Yusop, Farrah Dina
Date: 2015-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Learning Strategies,Cognitive Style,Preferences,Educational Technology,Educational Practices,Questionnaires,Early Childhood Education,Correlation,Cooperative Learning,Teamwork,Gender Differences,Majors (Students),Credits,Learning Activities,Demography,Educational Resources,Feedback (Response),Foreign Countries

The main purpose of this exploratory study was to investigate pre-service teachers' learning styles and their preferences with respect to 15 technology-based instructional activities and collaborative work tasks. Felder and Silverman's online Index of Learning Style (ILS) and a questionnaire were used to measure students' learning styles and preferences. Respondents were 53 third year pre-service teachers in the Early Childhood Education program and the Islamic Studies program at a Malaysian public university. Data analyses involved both descriptive and inferential statistics to further understand the learning style patterns of pre-service teachers. Findings revealed that pre-service teachers in this program tended to be reflective in the way they process information, sensitive in the way they perceive information, visual in the way they receive information, and sequential in the way they understand information. Although no significant correlation was found between students' learning styles and preferences towards collaborative and group work activities, interesting trends were observed in this study; active, intuitive, and global learners tended to dislike collaborative and group work activities when compared to reflective, sensing, and sequential learners. The findings of this study are important in assisting instructional technology instructors and higher education faculty in general in designing effective training programs for pre-service teachers particularly in relation to improve their technological skills.
Using Technology in the Classroom: A Study with Turkish Pre-Service EFL Teachers
Author: Merç, Ali
Date: 2015-04-00
Type: Journal Articles
Subjects: Technology Uses in Education,Classroom Techniques,Preservice Teacher Education,Preservice Teachers,English (Second Language),English Teachers,Teaching Experience,Student Teachers,Student Teaching,Questionnaires,Practicums,Semi Structured Interviews,Incidence,Educational Practices,Educational Technology,Access to Computers,Educational Quality,Educational Equipment,Student Teacher Attitudes,Foreign Countries,Qualitative Research,Statistical Analysis

The purpose of this study is to investigate the student teachers' use of technology in their classrooms during practice teaching experience. To this end, a questionnaire was given to 86 student teachers completing their teaching practicum at Anadolu University English Language Teaching Program. Semi-structured interviews were also conducted with 12 of the participants for data triangulation. The analyses of the quantitative and qualitative data indicated that the practicum schools were not very rich in terms of the technological devices available to the student teachers for their EFL classes. It was also discovered that student teachers were not benefiting from technology available to them in their teaching practice at a satisfying level. Insufficient training, lack of basic facilities in the practicum schools, and student teachers' own choices were found the main reasons for student teachers to utilize technology in the teaching practice process. The findings of the study revealed a mismatch between teacher training programs and real-world classrooms in terms of technology integration in EFL instruction. Pedagogical implications of the study consist of the need for better integration of technology in EFL teacher training and a stronger link between the placement schools and the university.
Validity and Reliability of Motivation Scale in Piano Education
Author: Kurtuldu, M. Kayhan
Date: 2012-00-00
Type: Journal Articles
Subjects: Music Education,Measures (Individuals),Test Validity,Test Reliability,Student Motivation,Student Surveys,College Students,Test Construction,Foreign Countries,Factor Analysis

Problem Statement: Studies on the factors of student motivation are currently addressing issues such as student attitudes, studying principles, studying environments, musical works and some personal issues. All of these elements undoubtedly have an effect on student motivation and success, so instructors should consider them while helping students to increase their motivation levels. Instructors should consider individual success in addition to the overall quality of their piano instruction if they wish to understand student motivation and other performance indicators, such as the self-consciousness of the students. Purpose of Study: In this study, the author aimed to develop the &quot;Motivation Scale in Piano Education&quot; and then test the scale's validity and reliability. The scale rates the motivation of piano students to play the piano, their performance on piano exams and their piano playing habits. The author then assessed the validity and reliability of the data collected with the scale. Methods: A survey method was used to collect data for this study. The &quot;Motivation Scale in Piano Education&quot; was applied to students who were taking the piano class for the first time when the study was conducted as well as students who were repeating the class at the time of the study. The work group consists of 258 piano students from the music teaching program. The author administered the survey to all 258 students from the work group within one month, including any related communication. Findings and Results: The study determined the validity and reliability of the scale and in so doing, it attempted to define individual and environmental factors that may affect a student's motivation to play piano. Data obtained through the implementation were filtered for testing the reliability and validity of the scale. Statistical processes of the scale revealed that the scale was significantly valid and reliable. Conclusion and Recommendations: In conclusion, the author found the &quot;Motivation Scale in Piano Education&quot; to be highly valid and reliable. The scale has high values in terms of both reliability coefficient measurements and factor loads and correlations. The author also revised the scale after taking measurements, which made the final scale practicable for music education in general and for piano education in particular.
Improving College Students English Learning with Dr. Eye Android Mid
Author: Yang, Ju Yin
Date: 2015-04-00
Type: Journal Articles
Subjects: College Students,Student Improvement,English Language Learners,Electronic Learning,Handheld Devices,Pretests Posttests,Semi Structured Interviews,Student Attitudes,Task Analysis,Performance Based Assessment,Teaching Methods,Courseware,Technology Uses in Education,English (Second Language),Educational Technology,Gender Differences,Educational Practices,Academic Achievement,Foreign Countries,Statistical Analysis,Qualitative Research

This paper investigates college students' English language learning through use of Dr. Eye Android handheld mobile Internet device (MID). Compared to related studies, students' English learning using MIDs has not been evaluated and fully understood in the field of higher education. Quantitatively, the researchers used TOEIC pretest and posttest to collect and analyze students' English performance; qualitatively, semi-structured group interviews were used to investigate student perspectives on using MIDs in learning English. Thirty-three participants completed a three-month intensive English course aiming to improve their English proficiency. The context of the tasks included collaborative development, general business, entertainment, finance and budgeting, manufacturing, and purchasing. Each task needed to be completed using the MID in class with instructions. Finally, ten participants participated in the semi-structured group interview. Results indicated that learning with an appropriate context designed in combination with the use of an MID yielded a significant improvement. The result showed that the educational background and teaching experience of the instructor was also a significant factor, as the quality of the instruction had a significant influence on student learning outcomes. This paper ends with further focus on the importance of using Bring Your Own Device activities (BYOD) in language learning and teaching.
The Impacts of Workplace Advantage, Learning Intentions, and Technology Skills on the Use of Information Technology-Assisted Instruction by Early Childhood Pre-Service Teachers
Author: Chen, Ru-Si
Date: 2015-04-00
Type: Journal Articles
Subjects: Preschool Teachers,Preservice Teachers,Technological Literacy,Surveys,Structural Equation Models,Factor Analysis,Student Attitudes,Knowledge Base for Teaching,Preservice Teacher Education,Work Environment,Computer Assisted Instruction,Information Technology,Intention,Foreign Countries,Path Analysis,Regression (Statistics)

The practical value and usefulness of IT-assisted instruction for Taiwanese preschool children are popular topics in academic and practical settings. The purpose of this study was to survey early childhood pre-service teachers' attitudes regarding the workplace advantage of IT-related pedagogy and their learning intentions regarding IT-based applications for teacher education in Taiwan. The researcher used a survey to collect data, and analyzed the data through structural equation modeling. The value obtained for the model fitness indices using the confirmatory factor analysis indicated that the measurement model demonstrated an acceptable level of fitness. The results demonstrate positive relationships among the hypotheses for pre-service teachers' attitudes regarding preschool infrastructure, workplace advantage, and utility value. The findings revealed that pre-service teachers consider IT-assisted instruction to be a useful tool for enhancing their teaching knowledge and abilities. Their perceptions of IT-related applications as useful positively influenced their learning intentions in IT-related courses in teacher education and their perception of the importance of advancing their technology skills to assist young children in preschool learning. The implications of the findings are also discussed.