ethanporcaro/eric-fulltext-meta huggingface dataset:
Impacts of MediaWiki on Collaborative Writing among Teacher Students
Author: Hadjerrouit, Said
Date: 2014-10-00
Type: Reports - Research
Subjects: Preservice Teachers,Collaborative Writing,Content Area Writing,Web 2.0 Technologies,Electronic Publishing,Usability,Learning Activities,Teacher Education Curriculum,Cooperative Learning,Teaching Models,Group Dynamics,Research Needs,Educational Practices,Teaching Methods

The very nature of wiki-based collaborative writing around a topic-related content is the interaction of wiki functionality, content, and collaborative learning, and how the functionality is used to create the content collaboratively. This way of looking at wikis provides a theoretical model that helps researchers and educators to identify a number of category actions that can be carried out on wikis when students perform collaborative writing activities. This work aims at using the proposed model to evaluate the impacts of MediaWiki on collaborative writing among students in teacher education. Pedagogical implications are drawn from the results and future research actions are envisaged to enhance the quality of wiki-based collaborative writing in teacher education. [For complete proceedings, see ED557311.]
Collaborative Creativity Processes in a Wiki: A Study in Secondary Education
Author: Pifarré, Manoli
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Students,Creativity,Science Projects,Web Sites,Collaborative Writing,Web 2.0 Technologies,Cooperative Learning,Teaching Methods,Technology Uses in Education,Educational Technology,Scaffolding (Teaching Technique),Thinking Skills,Leadership,Peer Evaluation,Reflection,Group Activities,Discussion (Teaching Technique),Coding,Content Analysis,Computer Mediated Communication

This paper explores how wiki may be used to support secondary education students' collaborative creativity processes and how such interaction can promote critical and creativity thinking. A science case-based project in which 81 secondary students participated was designed, implemented and evaluated. Students worked in the science wiki project during two weeks. We scaffold students to be collaboratively engaged in purposeful critical and creative discourse in order to solve collectively science challenges and construct meaning about topics related to environmental challenges. Through the analyses of students' contributions in the wiki we have characterized collaborative creativity processes in science inquiry that includes performance (processes to develop a novel way of approaching and understanding the problem) and collaboration (peer collaboration, dialogue). The significance of the paper relays on the operationalization of the collaborative creativity processes in the wiki within four overarching learning to learn together skills, which are: distributed leadership, mutual engagement, peer evaluation and group reflection. Our findings showed that the wiki environment afforded the development of an effective and creative online collaborative learning community. In student's wiki contributions, the four learning to learn together skills took place. However, not all the groups displayed the four learning together skills during their collaboration in the wiki and there were differences among groups in relation to the presence and proportion of these skills. We discuss the contribution of these four learning to learn together skills for the collaborative creativity processes and the relation of the presence of the above mentioned skills with the level of creativity showed in the collaborative writing product students produced in the wiki project. Besides, the paper discusses a series of issues that instructors should consider when wikis are incorporated into teaching and learning for creativity. We claim that embedded scaffolds to help students to argue and reason creatively in their contributions in the wiki environment are needed. [For the complete proceedings, see ED557311.]
Exploring Opportunities to Boost Adult Students' Graduation--The Reasons behind the Delays and Drop-Outs of Graduation
Author: Aarreniemi-Jokipelto, Päivi
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Adult Students,Graduation,Dropouts,Undergraduate Students,Graduate Students,Interviews,Computer Science Education,Business Administration Education,Dropout Attitudes,Academic Persistence,Foreign Countries

Drop-outs and delays of graduation is currently a huge problem in adult education. The main reason for the drop-outs and delays is usually stated to be the difficulty of combining studies with family and work. This study was based on interviews where students studying in the bachelor's or master's degree programme were interviewed to find out the main reasons for delays and drop-outs, and to ideate and evaluate various ways of supporting students. There were two main types of reasons for delays and drop-outs: reasons relating to difficulties in combining personal and working life with studies, and problems related to the institution, e.g. challenges related to the theses, teaching methods, and lack of guidance counselling. According to the study, there are several opportunities to boost students' graduation: a named personal guidance counsellor during the studies and for the thesis, regular follow up of studies, individual learning paths counselled by a guidance counsellor, prior competence recognition, flexible methods to study for example by offering E-learning courses. [This work was carried out in the Adult Education and Corporation Staff Training project as part of DIGILE's Digital Services Program. For the complete proceedings, see ED557311.]
ASK4Labs: A Web-Based Repository for Supporting Learning Design Driven Remote and Virtual Labs Recommendations
Author: Zervas, Panagiotis
Date: 2014-10-00
Type: Reports - Research
Subjects: Science Instruction,Science Laboratories,Virtual Classrooms,Lesson Plans,Metadata,Educational Technology,Usability,Models

Over the past years, Remote and Virtual Labs (RVLs) have gained increased attention for their potential to support technology-enhanced science education by enabling science teachers to improve their day-to-day science teaching. Therefore, many educational institutions and scientific organizations have invested efforts for providing online access to state-of-the-art science experiments via RVLs. Currently, there are existing initiatives for the storage and organization of existing RVLs into web-based repositories towards increasing their findability and enabling science teachers to search and retrieve them for further usage into their lesson plans. Nevertheless, most of these repositories adopt metadata models that store limited information related to the pedagogical context of their lesson plans. As a result, science teachers are not supported in selecting RVLs taking into consideration core elements of their lesson planning. In this paper, we aim to tackle this problem by proposing the ASK4Labs a web-based repository for supporting learning design driven RVLs recommendations. Preliminary evaluation results are also described, which indicate that the proposed recommender system can provide robust identification of appropriate RVLs based on the pedagogical context elements of the intended lesson plans. [The work presented in this paper has been partially funded by the European Commission in the context of the Go-Lab project (Grant Agreement No. 317601) under the Information and Communication Technologies (ICT) theme of the 7th Framework Programme for R&amp;D (FP7). For complete proceedings, see ED557311.]
Towards a Collaborative Intelligent Tutoring System Classification Scheme
Author: Harsley, Rachel
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Intelligent Tutoring Systems,Classification,Instructional Effectiveness,Educational Technology,Technology Uses in Education,Models,Group Dynamics,Cooperation,Cues,Teaching Methods

This paper presents a novel classification scheme for Collaborative Intelligent Tutoring Systems (CITS), an emergent research field. The three emergent classifications of CITS are unstructured, semi-structured, and fully structured. While all three types of CITS offer opportunities to improve student learning gains, the full extent to which these gains may be achieved is subject to future research. [This work was supported by award NPRP 5-939-1-115 from the Qatar National Research Fund. For complete proceedings, see ED557311.]
ICT Competence-Based Learning Object Recommendations for Teachers
Author: Sergis, Stylianos
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Technological Literacy,Resource Units,Technology Uses in Education,Educational Technology,Teacher Competencies,Computer Software,Value Judgment,Prediction

Recommender Systems (RS) have been applied in the Technology enhanced Learning (TeL) field for facilitating, among others, Learning Object (LO) selection and retrieval. Most of the existing approaches, however, aim at accommodating the needs of learners and teacher-oriented RS are still an under-investigated field. Moreover, the systems that focus on teachers, do not explicitly exploit their ICT competence profiles when providing LO recommendations. This is a significant drawback, since it can result in LO recommendations that are beyond the teachers' competence to use. Towards tackling this issue, this paper extends previous work and proposes a teacher ICT Competence-based RS that considers teachers' ICT Competence Profiles when recommending Learning Objects. Moreover, the results of its accuracy evaluation are presented. The results indicate that the proposed approach provides high predictive accuracy and outperforms commonly used, existing RS approaches. [The work presented in this paper has been partly supported by the Open Discovery Space Project that is funded by the European Commission's CIP-ICT Policy Support Programme (Project Number: 297229). For complete proceedings, see ED557311.]
Design in Practice: Scenarios for Improving Management Education
Author: Schlenker, Lee
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Learning Experience,Design,Business Administration Education,Business Administration,Case Studies,Teaching Methods,Educational Practices,Creative Thinking,Holistic Approach,Context Effect,Educational Technology,Theory of Mind,Student Development,Innovation,Interdisciplinary Approach,Computer System Design,Higher Education,Educational Improvement,Vignettes,Change Strategies,Foreign Countries

Despite the increasing attention given to design in business, Design Thinking has had little impact on the quality of business school education. Building upon the foundations of long-standing critiques of management education and the potential for student-centric learning, the authors propose that the use of Design in Practice can significantly improve the learning experience. The contribution concludes with an outline of the tenets of this vision that underpin their current work in management and corporate education. [For complete proceedings, see ED557311.]
Factors Influencing Students' Choice of Study Mode: An Australian Case Study
Author: Ifenthaler, Dirk
Date: 2014-10-00
Type: Reports - Research
Subjects: Foreign Countries,Study Habits,Humanities,College Students,Conventional Instruction,On Campus Students,Open Education,Electronic Learning,Blended Learning,Enrollment,Student Experience,Student Attitudes,Preferences,Influences,Multivariate Analysis

Despite the expansion of online and blended learning, as well as open education, little research has been undertaken on what motivates students to enrol in particular study modes at university level. This project addresses this gap in higher education research by exploring the reasons why humanities students choose to study through specific modes. The research was conducted between October 2013 and March 2014 administering three waves of data collection to over 700 students who were enrolled in humanities units being offered simultaneously through three different modes: on-campus, distance, and open and online. The findings suggest that students choose different enrolment modes based on factors such as personal, learning support, environment, advise and marketing, teaching and learning as well as logistics. However, the importance students ascribe to particular factors changes during their educational experience. This study found significant differences in the importance of factors between initial and subsequent choices of enrolment mode, suggesting that the &quot;lived&quot; experience of students at university influences their perception of which factors are important. [Research conducted for this article was generously funded by Macquarie University, Sydney (Australia) under its Learning and Teaching Competitive Grans Scheme, 2013. For complete proceedings, see ED557311.]
Effective Use of a Learning Management System to Influence On-Line Learning
Author: Hongjiang, Xu
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Integrated Learning Systems,Electronic Learning,User Satisfaction (Information),Student Attitudes,Satisfaction,Student Surveys,Online Courses,College Students,Private Colleges,Statistical Analysis,Regression (Statistics)

Many studies suggest factors that might influence online learning and assessment, but most have not been empirically tested. We use survey data from 91 students to investigate what factors influence students' satisfaction with online assessment, and overall student satisfaction with the learning management system--Moodle. The survey questionnaire was sent anonymously to all students who took the online or hybrid course sections at a private Midwest university in summer 2013, as well as to all instructors who taught those courses. The result showed that overall student satisfaction with online learning is significantly affected by how the course is organized and how the content is sequenced, the ease with which students can complete assignments, and the use of the system to engage students with content. [For the complete proceedings, see ED557311.]
Teachers' Perceptions of the Individual Case Studies' Literacy Performance and Their Use of Computer Tools
Author: Radi, Odette Bourjaili
Date: 2014-10-00
Type: Reports - Research
Subjects: Educational Technology,Spelling,Grammar,Writing (Composition),Language Arts,Case Studies,Standardized Tests,Writing Achievement,Comparative Analysis,Interviews,Self Concept,Teacher Surveys,Teacher Attitudes,Student Attitudes,Foreign Countries,Mixed Methods Research,Reading Achievement,Learning Strategies,Computer Uses in Education,Reading,Secondary School Students

This paper presents the results of a study aimed at investigating how and why secondary school students use spelling and grammar checkers to aid them in their English writing. The study was a result of close observation over many years of how some students use computers effectively to support their writing, while others make just as much use of computers, but struggle to read and write in English. Six Year 8 students (as case studies) were selected to participate in the study based on their performances in validated standardised literacy tests. Two case studies in each of the scoring categories of 'high', 'medium' and 'low' were observed during their English writing activities with and without the use of computers. The students were interviewed about their self-ratings and experiences. Their teachers were also surveyed and interviewed to validate points of concerns. The students' perceptions indicated that the regular uses of computer tools (spelling and grammar checkers) at Years 8 and 9 aided them in their English writing, but they did not retain the skills that the tools offered. [For the complete proceedings, see ED557311.]
Organizational Leadership Process for University Education
Author: Llamosa-Villalba, Ricardo
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Instructional Leadership,Educational Administration,Higher Education,Universities,Governance,Problem Solving,Decision Making,Simulation,Vignettes,Identification,Emotional Response,Quality Assurance,Teaching Methods,Learning Processes,Performance Based Assessment,Engineering Education,School Administration,Pilot Projects,Management Systems,Foreign Countries

This paper relates the &quot;Agile School&quot;, an emerging archetype of the enterprise architecture: &quot;Processes of Organizational Leadership&quot; for leading and managing strategies, tactics and operations of forming in Higher Education Institutions. Agile School is a system for innovation and deep transformation of University Institutions in which it starts with the identity and it ends at the self-governance and social responsibility, around satisfaction and transcendence by the outcomes at environment, resources and people. Our work research is based on the &quot;Executables Enterprise Architectures&quot; using &quot;Lean and Agile methodologies through of Serious Play paradigm&quot; for linking the senses with emotional and cognitive areas as a means to accelerate identification, analysis and problem solving, enhance decision-making and develop commitment actions by all stakeholders. With Agile School, it is possible to acknowledge and reach consensus to propose architectural solutions supported in the holistic views of individuals and collectives, using simulation scenarios of past and future, to build concrete and clear architectures that enable innovation and iterative improvement using information and communication technologies through of real and virtual environments. With this perspective it could ensure efficient and effective quality of design and development according of required products and services. Particularly, Agile School is based in the &quot;Educational Process Maturity Model--EPMM/PE&quot; with five high performance levels, in which products or services are on a continuous improvement due to innovation, competitiveness, flexibility and productivity. [For the complete proceedings, see ED557311.]
Improving Content Area Reading Comprehension with 4-6th Grade Spanish ELLs Using Web-Based Structure Strategy Instruction
Author: Wijekumar, Kausalai
Date: 2014-10-00
Type: Speeches/Meeting Papers
Subjects: Content Area Reading,Reading Comprehension,Grade 4,Grade 5,Grade 6,Spanish Speaking,English Language Learners,Web Based Instruction,Educational Technology,Teaching Methods,Technology Uses in Education,Reading Fluency,Bilingual Students,Program Effectiveness,Elementary School Students,Hispanic American Students,Intelligent Tutoring Systems,Quasiexperimental Design,Reading Skills,Usability

Reading in the content areas of science, social studies, and current events is a difficult task that is even more elusive to Spanish speaking English language learners. There is a huge increase in children transitioning from their L1 (e.g., Spanish) to L2 (e.g., English) in classrooms across the US. These ELs face challenges due to a lack of fluency in decoding, vocabulary, and word, sentence, and discourse level complexities in English learning. Structure strategy instruction on the Web for English Language Learners (SWELL) is a web-based tutoring system that supports ELs in reading comprehension by teaching them about five text structures. In addition SWELL provides two adaptations for ELs--Spanish Scaffolding (where students were presented materials in both Spanish and English) and English Hybrid (where students were given the option of seeking assistance in Spanish by hovering over words, clicking on sentences, or viewing a full page in Spanish). In this paper we report on the design and pilot studies conducted within five classrooms at grades 4,5, and 6. Our results show improvements in reading comprehension measured by researcher design measures. [For the complete proceedings, see ED557311.]
Comparative Case Study on Designing and Applying Flipped Classroom at Universities
Author: Lim, Cheolil
Date: 2014-10-00
Type: Reports - Research
Subjects: Comparative Analysis,Case Studies,Blended Learning,Educational Technology,Homework,Technology Uses in Education,Teaching Methods,Video Technology,Instructional Design,Universities,Learning Activities,Student Characteristics,Foreign Countries,Surveys,Interviews

There have been many reports on cases where flipped classroom was applied which put greater emphasis on conducting various learning activities during class. However, there is a limitation in redesigning existing university lectures as flipped classrooms merely based on reports that describe the learning activities of and their effects on individual subjects. Therefore, for this study, flipped classroom was applied to and managed two different courses and a comparison was made on different application types and learners' responses depending on the different instructors, learners, subjects and teaching methods of the class before the redesign. The result showed that the types and numbers of learning activities redesigned into flipped classrooms turned out to be different depending on the characteristics of the learners, the teaching methods of the previous class, and the types of activities that instructors thought were significant but insufficient. Moreover, surveys and interviews were conducted on positive and negative aspects of online video, learning activities, homework, and the overall flipped classrooms. We suggest different opinions according to characteristics of learners and composition of learning activities as a result. This study has its significance in demonstrating that various kinds of flipped classrooms can be designed and managed in accordance with various compositions of different courses while providing an overall guideline on how to design the course based on the different factors of each course. [For the complete proceedings, see ED557311.]
Faculty Professional Development: A Primer for School Leaders
Author: Friedman, Lynn
Date: 2005-04-22
Type: Reports - Descriptive
Subjects: Faculty Development,Private Schools,Barriers,Program Implementation,Partnerships in Education,Program Effectiveness,Program Design

Effective faculty professional development programs in independent schools can lead to a collegial, intellectually stimulating school culture. These programs can inspire exciting partnerships. Importantly, there's a &quot;trickle down effect&quot;; energized faculty lead to energized students. Yet, many independent schools lack faculty professional development programs. This piece examines why schools whose commitment is to education may fail to develop a community of life-long learners among the faculty. It details the obstacles to the design and implementation of these programs and it addresses how these roadblocks can be overcome. After describing the critical ingredients of effective programs, it examines how these programs can benefit independent schools and how they can lead to fruitful and productive partnerships with universities and community agencies. Finally, it discusses how these programs can aid faculty development and retention.