ethanporcaro/eric-fulltext-meta huggingface dataset:
How Older Adults Use Virtual Personal Learning Networks to Support Informal, Self-Directed Lifelong Learning Goals: A Research Program Description
Author: Morrison, Dirk
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Older Adults,Informal Education,Lifelong Learning,Independent Study,Web 2.0 Technologies,Internet,Networks,Adult Learning,Mixed Methods Research,National Surveys,Focus Groups,Foreign Countries

This short paper will describe the details of a SSHRC/IDG-funded research program currently underway (2015-2016) that will investigate how older adults (65+) use Web 2.0 tools and Internet-based resources to establish and expand their virtual personal learning networks (PLNs) for the purposes of enriching their expertise and knowledge within the framework of their particular informal, self-directed learning goals. [For the full proceedings, see ED562093.]
Accounting Professor Qualification in Digital Age: A Perception Study on Brazilian Professors
Author: Vendruscolo, Maria Ivanice
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Accounting,College Faculty,Teacher Qualifications,Teacher Attitudes,Undergraduate Study,Teacher Surveys,Online Surveys,Business Administration Education,Teacher Competencies,Technological Literacy,Qualitative Research

This papers aims at analyzing the perception of Accounting professors about the necessary qualifications in Accounting undergraduate courses. The contribution of this study is to theoretically discuss the education of Accounting professors, with empirical data, because Accounting teaching requires specific competencies in the digital area. The research is applied in the Accounting Higher Education, descriptive in relation to the objectives, a qualitative approach to the problem with quantitative elements for descriptive data analysis. The technical procedure was the survey by online questionnaire via Google Forms. The research population are professors of the Accounting professional education in undergraduate courses in Brazil. The sample consisted of 378 professors, selected by the representativeness and typicality criteria. The results evidenced the perception of professors about the complexity of Accounting teaching, by applying a set of professional, academic and pedagogical competencies as well as practical knowledge about the accounting practice and teaching. However, they indicated the prevalence attributed by professors to the technical competency and professional practice knowledge over the other educational competencies. The professors showed feeling of deficiency in relation to the academic education received and they worried about the need for continuous training. They also prove, with empirical data, that mastering contents by Accounting professors is not enough to the teaching practice in Accounting courses. The results obtained in this paper may support institutional policies regarding continuous education of professors in Accounting undergraduate courses as well as the proposition of initiatives to develop them systematically by the education institutions. [For the full proceedings, see ED562093.]
Learner-Content-Interface as an Approach for Self-Reliant and Student-Centered Learning
Author: Nicolay, Robin
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Educational Technology,Technology Uses in Education,Higher Education,Foreign Countries,College Students,College Faculty,Ethics,Information Sources,Student Centered Learning,Lecture Method,Course Content

Conceptualization and implementation of computer supported teaching and training is currently not tailored to the paradigm of learner centration. Many technical solutions lack transparency and consistency regarding the supported learner activities. An insight into learners activities correlated to learning tasks is needed. In this paper we outline recent developments in university's higher education concepts. We introduce InterLect as a tool to observe student's activities in lecture content acquisition and describe first insights and questions derived using this tool in a lecture scenario. Based on a new understanding of activity transformation cycles, an elaborated didactical design is modeled, which allows to address and observe learning activities. Ideas for a valid evaluation process are derived in order to investigate efficiency of the digital tool within the didactical framework. [For the full proceedings, see ED562093.]
Supervisory and Digital Literacy Practices in Postgraduate Supervision: A Case Study
Author: Kaur, Sarjit
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Educational Technology,Technology Uses in Education,Higher Education,Foreign Countries,Questionnaires,College Students,College Faculty,Ethics,Global Approach,Graduate Study,Supervision,Technological Literacy,Supervisors,Public Colleges,Individual Characteristics,Educational Environment,Mixed Methods Research,Semi Structured Interviews,Role,Likert Scales

The twin forces of globalisation and internationalisation witnessed the global democratisation of higher education leading to the mushrooming of institutions of higher learning alongside with the rapid increase in student enrolments at all levels including postgraduate study. Despite the rapid developments in higher education, postgraduate study has been plagued with high attrition and low completion rates. Consequently, there is a need to look into delivery systems to ensure postgraduate supervisors use effective delivery systems in providing quality supervision. This paper investigated the supervisory and digital literacy practices among 40 supervisors in two public universities in Malaysia in the following four aspects: ethics, personal commitment, climate and use of digital tools. This mixed methods study collected data using questionnaires and semi-structured interviews. The findings revealed that the supervisors provided academic support, created a positive climate and guided their students about ethics in research to a great extent. The findings also revealed that supervisors should equip themselves with a diversity of supervisory practices, including making use of digital tools in managing their supervision practices more effectively. While a majority of the supervisors made use of digital tools in their supervision process, the interview sessions with six supervisors revealed that some of them reported being reluctant to make use of digital tools to check their students' draft chapters. These findings have implications for the need of quality delivery systems especially institutional and academic support for postgraduate study. [For the full proceedings, see ED562093.]
Cache-Cache Comparison for Supporting Meaningful Learning
Author: Wang, Jingyun
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Foreign Countries,Information Storage,Information Management,Discovery Learning,Teaching Methods,Knowledge Level,Correlation,Interviews,Questionnaires,Attitude Measures,Textbooks,Inquiry,Grammar

The paper presents a meaningful discovery learning environment called &quot;cache-cache comparison&quot; for a personalized learning support system. The processing of seeking hidden relations or concepts in &quot;cache-cache comparison&quot; is intended to encourage learners to actively locate new knowledge in their knowledge framework and check the logical consistency of their ideas for clearing up misunderstandings. This active engagement is also expected to prevent a) the emergence of cognitive overload and b) the decreasing of the curiosity and willingness to explore as in the meaning reception learning environment. [For the full proceedings, see ED562093.]
The Relationship among Self-Regulated Learning, Procrastination, and Learning Behaviors in Blended Learning Environment
Author: Yamada, Masanori
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Blended Learning,Learning Strategies,Time Management,Student Behavior,College Freshmen,Questionnaires,Pretests Posttests,Path Analysis,Likert Scales

This research aims to investigate the relationship among the awareness of self-regulated learning (SRL), procrastination, and learning behaviors in blended learning environment. One hundred seventy nine freshmen participated in this research, conducted in the blended learning style class using learning management system. Data collection was conducted in two ways; questionnaires for SRL scale &quot;Motivated Strategies for Learning Questionnaire&quot; (Pintrich and DeGroot, 1990), and procrastination, and data log for learning behavior (report submission time). Students were asked to take the questionnaires in both pre and post class. As for learning behaviors, report submission time and one-minute paper submission time were collected using learning management system. The results revealed that internal value, self-regulation, and procrastination were fundamental elements that enhance the awareness of time management for learning plan, and positive time management awareness promoted to submit one-minute paper report within deadline, and regular report early. [For the full proceedings, see ED562093.]
A Fundamental Study for Efficient Implementaion of Online Collaborative Activities in Large-Scale Classes
Author: Matsuba, Ryuichi
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Group Activities,Computer Uses in Education,Peer Evaluation,Writing Instruction,Student Characteristics,Student Surveys,Cognitive Style,Grouping (Instructional Purposes),Large Group Instruction,Online Courses

We study tactics for writing skills development through cross-disciplinary learning in online large-scale classes, and particularly are interested in implementation of online collaborative activities such as peer reviewing of writing. The goal of our study is to carry out collaborative works efficiently via online effectively in large-scale classes with more than one hundred students. In this short paper we describe our recent progress of a survey of relevance between a peer reviewing activity and students' characteristics with the perception obtained from investigation of earlier studies regarding the grouping method. We conduct questionnaire surveys regarding the learning style, students' characteristics and adaptability of peer activities, and recognize the perception can adapt to most of students we supposed. Also from the perception if we employ an online collaborative activity in the large-scale classes by using our supporting tool, we consider that it is better to group students arbitrary under a certain condition. We propose a grouping method in which a student pairs with peers who submit his/hers assessment report around the same time as the student hand in own report. We think the grouping may powerfully act the group formation in large-scale classes we supposed, because the grouping need not to demand any additional task for instructors such as preliminary survey of students' characteristics or learning styles widely used in any collaborative learning. [For the full proceedings, see ED562093.]
Process Models in E-Learning--Bottom-Up or Top-Down?
Author: Sahl, Sarah
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Models,Standards,Computer Software,Systems Development

In the paper, different approaches of process modelling in e-learning system development are investigated. We provide a look at the DIN PAS 1032-1 and in the process model ROME, which is a derivation of the DIN PAS 1032-1. ROME has been extended by several pattern approaches. However, after several years of using ROME, we found out that ROME has some major flaws, which can be traced back to the so-called top-down approach. In ROME, the decision for a certain type of e-learning system is the first step. After this, the process model is used to structure the development process. In reality, in most cases a bottom-up approach would be better suited: centred around the learner and focused on the learner's needs, a content reduction and development should take place, and later, as second level step in the process, a decision for a certain e-learning type can take place. [For the full proceedings, see ED562093.]
Developing a Disposition for Social Innovations: An Affective-Socio-Cognitive Co-Design Model
Author: Lee, Chien-Sing
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Metacognition,Formative Evaluation,STEM Education,Social Cognition,Design,Inquiry,Problem Based Learning,Scaffolding (Teaching Technique),Transfer of Training

Advancements in technology and liberalization of educational opportunities have transformed the knowledge landscape into an emergent innovation incubator, where sense-making and creativity in and for ill-structured environments are especially relevant. In addition, opportunities are often &quot;found&quot; or &quot;made.&quot; The quality of solutions, however, is mediated by different conceptualizations of contexts. As such, we need new teaching-learning models which help students to become more effective and creative knowledge builders and creative innovators. In this paper, we present a summary of our prior work towards this objective, our framework and the refined assessment rubric derived from our various studies. Our design factors/scaffolds are: design thinking as design methodology, metacognitive reflective scaffolds and formative assessment as framing technique. We hope our findings can be applied to the learning of Science, Technology, Engineering and Mathematics (STEM) and its variants. Future work may involve its application to MOOCs or Cloud Computing. [For the full proceedings, see ED562093.]
Inside the Digital Wild West: How School Leaders Both Access and Avoid Social Media
Author: Corrigan, Laurie
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Social Media,Assistant Principals,Administrator Role,Secondary Schools,Administrator Attitudes,School Policy,Student Behavior,School Safety,Bullying,Computer Mediated Communication,Administrator Surveys,Online Surveys,Mixed Methods Research

This study examines the roles of Canadian school leaders in response to the rising phenomenon of student use of social media which impacts school climate and safety. The use of social media has resulted in more online text and image-based communication to multiple users and less face-to-face communication with single users. Adolescent communication, a previously invigilated phenomenon, has not yet been replaced by an online &quot;social presence&quot; with a &quot;social regulation&quot;. Secondly, there have been changes in national, provincial, and district Safe School policies in response to online misbehaviour that impacts student safety within the school environment. This small study considers the views of nine Canadian secondary school vice-principals about school policies and students' cyber behaviours. Their responses were collected on a NING, a private cyber environment. Findings indicate that when cyber events come to the awareness of the school administration, the school becomes a nexus for investigation and resolution. The study also finds that when Canadian secondary school administrators are compelled to respond to the event, these school leaders can and do access social media, employ cyber skills to identify users, intervene in wrongdoing and, in the process, follow and enact Canadian Safe School legislation. However, these same school leaders express great reluctance to use social media for their personal or professional purposes. The authors hypothesize that this may be due to their exposure to negative experiences with social media in schools. [For the full proceedings, see ED562093.]
A Semantic Basis for Meaning Construction in Constructivist Interactions
Author: Badie, Farshad
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Semantics,Constructivism (Learning),Interaction,Interaction Process Analysis,Mentors,Teacher Student Relationship,Definitions,Comprehension,Concept Formation

Regarding constructivism as a learning philosophy and/or a model of knowing, a person (learner or mentor) based on her/his preconceptions and on personal knowings could actively participate in an interaction with another person (learner or mentor) in order to construct her/his personal knowledge. In this research I will analyse &quot;meaning construction&quot; within constructivism. I will focus on a semantic loop that the learner and mentor as intentional participants move through and organise their personal constructed conceptions in order to construct meanings and produce their individual meaningful comprehensions. Subsequently, I will provide a semantic framework for analysing the meaning construction based on personal knowings and personal conceptions within constructivist interactions. This research could propose a new scheme for interpretation based on semantics and on interaction. [For the full proceedings, see ED562093.]
Moving in Time to a Digital Tune: A Crisis in Our Identity?
Author: Mc Taggart, Breda
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Technology Uses in Education,Educational Technology,Foreign Countries,Technology Integration,Identification,Institutional Characteristics

The higher educational landscape nationally and internationally has changed over the last decades, moving from an elite to a mass higher educational system (Trow,1984). Currently this system and the organisations within it are contending with new external influences on their future structure--the arrival of the technological revolution and digitalisation of learning. Technology has taken global access to our living rooms. Many embrace digitalisation of learning, but others are not so positive. Using identity theory, we examine the potential impact of this shift within the Institute of Technology sector in the Republic of Ireland with a particular emphasis on exploring the impact of learning technology on organisational and academic identity, concluding that exploring this impact is the first step on the journey of digitalisation of learning. [For the full proceedings, see ED562093.]
Predicting the Risk of Attrition for Undergraduate Students with Time Based Modelling
Author: Chai, Kevin E. K.
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Student Attrition,Prediction,Models,College Freshmen,At Risk Students,Time,Regression (Statistics),Taxonomy,Foreign Countries,Computer Uses in Education,Artificial Intelligence

Improving student retention is an important and challenging problem for universities. This paper reports on the development of a student attrition model for predicting which first year students are most at-risk of leaving at various points in time during their first semester of study. The objective of developing such a model is to assist universities by proactively supporting and retaining these students as their situations and risk change over time. The study evaluated different models for predicting student attrition at four different time periods throughout a semester study period: pre-enrolment, enrolment, in-semester and end-of-semester models. A dataset of 23,291 students who enrolled in their first semester between 2011-2013 was extracted from various data sources. Three supervised machine learning techniques were tested to develop the predictive models: logistic regression, decision trees and random forests. The performance of these models were evaluated using the precision and recall metrics. The model achieved the best performance and user utility using logistic regression (67% precision, 29% recall). A web application was developed for users to visualise and interact with the model results to assist in the targeting of student intervention responses and programs. [For the full proceedings, see ED562093.]
Assessing Problem Solving Competence through Inquiry-Based Teaching in School Science Education
Author: Zervas, Panagiotis
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Inquiry,Active Learning,Science Instruction,Problem Solving,Competence,Student Evaluation,Formative Evaluation,International Assessment,Compulsory Education,Elementary Secondary Education

Nowadays, there is a consensus that inquiry-based learning contributes to developing students' scientific literacy in schools. Inquiry-based teaching strategies are promoted for the development (among others) of the cognitive processes that cultivate problem solving (PS) competence. The build up of PS competence is a central objective for most compulsory education (K-12) curricula and a critical competence for both professional career readiness and effective citizenship. A widely accepted framework for assessing individual students' PS competence at large scale is PISA 2012 Problem Solving Framework (PSF). Nevertheless, PISA 2012 PS competence assessment is primarily summative (one-off assessment) and disconnected from the daily school science teaching practice. Within this context, the aim of this paper is to address this issue by proposing a framework for incorporating assessment tasks of PISA 2012 PSF to the various phases of an inquiry teaching model. This framework sets the ground for supporting domain specific assessment of students' problem solving competence during day-to-day school science teaching practice. [For the full proceedings, see ED562093.]
The Development and Empowerment of Mathematical Abilities: The Impact of Pencil and Paper and Computerised Interventions for Preschool Children
Author: Mascia, Maria Lidia
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Preschool Children,Mathematics Skills,Numbers,Computer Uses in Education,Mathematics Tests,Intelligence Tests,Intervention,Mathematics Instruction,Instructional Effectiveness,Kindergarten,Pretests Posttests,Statistical Analysis,Foreign Countries,Multivariate Analysis

The development of numerical abilities was examined in three groups of 5 year-olds: one including 13 children accomplishing a numerical training in pencil-and-paper format (EG1); another group including 21 children accomplished a homologous training in computerized format; the remaining 24 children were assigned to the control group (CG). The participants were assessed at three successive times (t0, t1 and t2) with a battery of validated tests assessing numerical abilities and fluid intelligence. At times t1 and t2 we found differences between experimental groups and CG, while the children's abilities in the two experimental groups were similar. We underline the crucial role of pre-syntactical and counting dimensions, accounting for a distinction between the experimental groups and control. Results are discussed with reference to the relevance for training activities of the presentation format (pencil-and-paper versus computer-assisted). Pragmatical and practical implications are also considered. [For the full proceedings, see ED562093.]