ethanporcaro/eric-fulltext-meta huggingface dataset:
Adults Pursuing E-Learning in Ghana--Opportunities, Challenges and Expectations
Author: Boateng, John Kwame
Date: 2015-00-00
Type: Journal Articles
Subjects: Electronic Learning,Foreign Countries,Distance Education,Online Courses,Adult Learning,Adult Students,Questionnaires,Surveys,Technology Integration,Outcomes of Education

It has been said that the debate over effectiveness of learning online has ended and that several large-scale studies are reporting better learning outcomes for online learning than for some face-to-face courses. In the Central Region of Ghana, a study was carried out to explore opportunities, challenges and expectations confronting adults who learn online. Adult learners' completed a survey modeled on a five-point Likert scale. One hundred and fifty respondents from two districts completed the survey. Respondents perceived their greatest opportunity to be earning a degree online while maintaining their job. Their greatest challenge was with interactivity. Respondents expected information in online courses to be communicated clearly and also be provided with feedback on their progress.
Effective Knowledge Development in Secondary Schools Educational Level in Contemporary Information Age: Assessment of Availability of Electronic Information Resources in Nigerian School Libraries
Author: Bello, Stephen Adeyemi
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Questionnaires,Observation,Interviews,Secondary Schools,School Libraries,Knowledge Level,Educational Background,Information Technology,Access to Information,Secondary School Teachers

Relevant electronic information resources in contemporary information age are necessity to buttress teaching and learning for effective knowledge development in educational institutions. The purpose of the study is to know the state of availability of electronic information resources in government owned secondary school libraries in Ijumu Local Government Area of Kogi State, Nigeria. Descriptive survey design was adopted for the study. Questionnaire, observation and interview are instruments of data collection. Sixteen (16) secondary schools were randomly selected from 22 and their libraries were studied. Simple percentage was used for data analysis where below 50% was considered disagreed and above 50% was considered agreed. Hence, out of nine (9) itemized electronic information resources in the questionnaire 3 (33.3%) are available; while 6 (66.7%) are not available (Table 1). Identify challenges associated with availability of electronic information resources is 10 (90.9%), (Table 2). More to these, data gathered through observation and interview were used to buttress the discussion of the study. Recommendations are provided to know the precise types of electronic information resources to acquire into secondary school libraries and services those resources can rendered (Table 3). Also, how to curb the identify challenges are proffered in Table 4.
Potholes and Strategies on the Road to Campus Internationalization
Author: Legreid, Ann Marie
Date: 2016-00-00
Type: Journal Articles
Subjects: International Education,Fund Raising,Case Studies,Liberal Arts,Holistic Approach,Curriculum Development,Partnerships in Education,Institutional Cooperation,Universities,College Faculty,Professional Recognition,Educational Change,Educational Objectives,Course Evaluation,Educational Quality,Instructional Leadership,Change Strategies,Barriers

This article will highlight the major potholes or chuckholes in the process of moving forward with campus internationalization. Each pothole will have a strategy or strategies associated with filling or avoiding the pothole. These potholes fall into the broad categories of leadership, resources and fundraising, consensus building, curriculum review and reform, campus activities, community outreach, partnering with institutions outside the US, and expanding student services to accommodate international guests. Much of this material comes from a real-world case study conducted at Shepherd University, a public liberal arts institution on the Potomac in the Panhandle of West Virginia. Like any institution undergoing internationalization, Shepherd has a few potholes. The potholes have not been overwhelming, but they are there, even on the best of roads and for the best of drivers. The key to overcoming these potholes has been a holistic approach and broad participation by the campus.
Usage and Efficacy of Electronic Dictionaries for a Language without Word Boundaries
Author: Toyoda, Etsuko
Date: 2016-09-00
Type: Journal Articles
Subjects: Electronic Publishing,Dictionaries,Japanese,Second Language Instruction,Second Language Learning,Reading Processes,Reading Comprehension,Surveys,Comparative Analysis,Vocabulary Development,Advanced Courses,Foreign Students,Foreign Countries,Questionnaires,Statistical Analysis,Usability,Telecommunications,Handheld Devices,Computer Software,College Students

There is cumulative evidence suggesting that hyper-glossing facilitates lower-level processing and enhances reading comprehension. There are plentiful studies on electronic dictionaries for English. However, research on e-dictionaries for languages with no boundaries between words is still scarce. The main aim for the current study is to investigate the usage and efficacy of e-dictionaries for Japanese language learners. This article reports the results of two studies concerning e-dictionaries: a survey study investigating the use of e-dictionaries (with a particular focus on e-glossaries that change a digital text into a hypertext) by L2 learners of Japanese, and a comparative study examining existing e-glossaries to evaluate whether they provide the optimal level of support for reading Japanese e-texts. The results of the survey showed that learners have their preferred e-dictionaries (in most cases, &quot;e-word dictionaries&quot; in which the user can look up individual words), and that few learners are aware of the existence of e-glossaries. The results of further study revealed that existing e-glossaries have various functions, but lack some requisite information crucial to the target language. This study suggests that technical issues revolving around the lack of spaces between words may be a reason for the lag in usage and efficacy of e-glossaries for languages without word boundaries.
Effects of Information and Communication Technology (ICT) on Nigerian Educational System: A Case Study of Kogi State University, Anyigba
Author: Baba, Pauline A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Information Technology,Foreign Countries,Hypothesis Testing,Statistical Analysis,Technology Uses in Education,College Students,College Faculty,Questionnaires,Technology Integration,Universities,Teacher Effectiveness,Research Methodology,Surveys

This research paper examines the effects of Information and Communication Technology (ICT) on Nigerian educational system with a focus on Kogi State University (KSU), Anyigba. The study employed the survey method, choosing 40 academic staff, five library staff, 5 management staff and 250 students randomly from the seven (7) faculties at KSU. A questionnaire containing 39 questions was administered using mean (X) and standard deviation (SD) and t-test to analyze the data. The hypotheses were tested at 0.05 level of significance and a coefficient of 0.85 was established using the statistical tool of Pearson product moment correlation coefficient. The result among other things showed that (1) lack of ICT professional, resources, infrastructure and management support affects effective teaching and learning and research development in Nigerian schools, (2) common challenges include but not limited to poor funding, lack of infrastructure, lack of technical support and lack of professional development in ICT use and integration into curriculum. It is the recommendation of this study among other things, that the government and her agencies should support their own ICT policy by providing funding to schools and to also look at curriculum changes that encourages ICT integration.
Could a Multimodal Dictionary Serve as a Learning Tool? An Examination of the Impact of Technologically Enhanced Visual Glosses on L2 Text Comprehension
Author: Sato, Takeshi
Date: 2016-09-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Multimedia Materials,Reading Processes,Dictionaries,Electronic Publishing,Vocabulary Development,Bilingualism,Retention (Psychology),Reading Comprehension,Pictorial Stimuli,Listening Comprehension Tests,Animation,Form Classes (Languages),Undergraduate Students,English (Second Language),Foreign Countries,Control Groups,Experimental Groups,Pretests Posttests,Comparative Analysis,Statistical Analysis,Prior Learning,Management Systems

This study examines the efficacy of a multimodal online bilingual dictionary based on cognitive linguistics in order to explore the advantages and limitations of explicit multimodal L2 vocabulary learning. Previous studies have examined the efficacy of the verbal and visual representation of words while reading L2 texts, concluding that it facilitates incidental word retention. This study explores other potentials of multimodal L2 vocabulary learning: explicit learning with a multimodal dictionary could enhance not only word retention, but also text comprehension; the dictionary could serve not only as a reference tool, but also as a learning tool; and technology-enhanced visual glosses could facilitate deeper text comprehension. To verify these claims, this study investigates the effects of multimodal representations on Japanese students learning L2 locative prepositions by developing two online dictionaries, one with static pictures and one with animations. The findings show the advantage of such dictionaries in explicit learning; however, no significant differences are found between the two types of visual glosses, either in the vocabulary or in the listening tests. This study confirms the effectiveness of multimodal L2 materials, but also emphasizes the need for further research into making technologically enhanced materials more effective.
Content and Language Integrated Learning with Technologies: A Global Online Training Experience
Author: Cinganotto, Letizia
Date: 2016-09-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Course Content,Language of Instruction,Correlation,Teaching Methods,Asynchronous Communication,Synchronous Communication,Feedback (Response),Teacher Attitudes,Faculty Development,Reflective Teaching,Course Descriptions,Online Courses,Language Teachers,English (Second Language),Brainstorming,Cooperative Learning,Experiential Learning

The focus of this report is the link between CLIL (Content and Language Integrated Learning) and CALL (Computer-Assisted Language Learning), and in particular, the added value technologies can bring to the learning/teaching of a foreign language and to the delivery of subject content through a foreign language. An example of a free online global training initiative on these topics will be described: &quot;Techno-CLIL for EVO 2016&quot;. An overview of the course will be offered, detailing some of the asynchronous and synchronous activities proposed during the five-week training experience which registered about 5000 participants from all over the world. Special attention will be devoted to the feedback from the teachers on how this experience helped their professional growth as reflective practitioners.
A Study of Chinese Engineering Students' Communication Strategies in a Mobile-Assisted Professional Development Course
Author: Cheng, Li
Date: 2016-09-00
Type: Journal Articles
Subjects: Engineering Education,English (Second Language),Second Language Learning,Foreign Countries,Professional Development,Communication Strategies,Handheld Devices,Telecommunications,Second Language Instruction,Blended Learning,Recall (Psychology),Questionnaires,Longitudinal Studies,Interviews,Transfer of Training,Conventional Instruction,Oral Language,Student Attitudes,College Students,Interpersonal Communication,Academic Achievement,Statistical Analysis,Qualitative Research

The development of students' professional skills is an important issue in higher education in China. This research reports a 3-month study investigating engineering students' communication strategies (CSs) while they were interacting to do a 12-week mobile-assisted learning project, i.e., &quot;Organizing and Attending a Model International Conference&quot;. This learning project was a major teaching module of the English course of Professional Applications, which used a blended teaching mode integrating face-to-face instruction and mobile learning. Sixty-seven students volunteered to participate in the study. The instruments included eight oral communication sessions, a questionnaire, stimulated recall interviews, the participants' WeChat exchanges, etc. Results showed that the participants used a variety of CSs when completing the academic learning project. Moreover, these CSs were closely related to the students' involvement in social interaction. Future research should focus on a longitudinal investigation of the amount of scaffolding that helps students transfer their communication strategies across tasks.
Dialogical Grammar: Varieties of Dialogue in Wittgenstein's Methodology
Author: Lemberger, Dorit
Date: 2015-00-00
Type: Journal Articles
Subjects: Grammar,Language Variation,Educational Philosophy,Dialogs (Language),Teaching Methods,Language Usage,Cognitive Processes

The dialogical character of Wittgenstein's &quot;Philosophical Investigations&quot; has received scant attention in the literature, given the work's status in his total oeuvre, and is dismissed as a marginal as compared to the other differences between the &quot;Tractatus&quot; and the &quot;Investigations.&quot; The main lines of interpretation that have been proposed see dialogue as a rhetorical technique intended to present erroneous positions and then refute them, as an exemplification of what can be expressed in language (McGinn 1997; Rhees 1998), or as a reflection of Wittgenstein's informal teaching method (Malcolm 2001; Savickey et al. 1990). The present article adopts the perspective that Wittgenstein's use of dialogue makes it possible to track the various modes of language-acts, consonant with his directions to examine the daily use of language (Wittgenstein 2009, §116 and esp. §132), &quot;when language is, as it were, idling.&quot; In his later inquiries, Wittgenstein frequently considers the nature of mental states, accompanied by an attempt to characterize the differences between them while at the same time dealing with the cases in which it is difficult to distinguish them. In this process he made a variety of uses of dialogue, each of which embodies a different aspect of language action. Subsequently I will demonstrate that these different uses are not haphazard. A scrutiny of the nature of the dialogue can help us understand the nature of the activity carried out of the state of consciousness. Finally, I propose a distinction among three main types of dialogue: technical, conversational, and reflexive.
Dialogic Multicultural Education Theory and Praxis: Dialogue and the Problems of Multicultural Education in a Pluralistic Society
Author: Elkader, Nermine Abd
Date: 2015-00-00
Type: Journal Articles
Subjects: Multicultural Education,Teaching Methods,Preservice Teachers,Freedom of Speech,Dialogs (Language),Democratic Values,Teacher Education,Civil Rights,Student Attitudes,Educational Change,Educational Philosophy,Theory Practice Relationship

The purpose of this theoretical article is to highlight the role that dialogic pedagogy can play in critical multicultural education for pre-service teachers. The article starts by discussing the problematic that critical multicultural education poses in a democratic society that claims freedom of speech and freedom of expression as a basic tenet of democracy. Through investigating research findings in the field of critical multicultural education in higher education, the author argues that many of the educational approaches--including the ones that claim dialogue to be their main instructional tool--could be described as undemocratic, and thus have done more harm than good for the multicultural objectives. On the other hand, the author argues that dialogic pedagogy could be a better approach for critical multicultural education as it promises many opportunities for learning that do not violate the students' rights of freedom of expression and freedom of association. Throughout this article, the author tries to clarify the difference between dialogic pedagogy and other conceptualizations of dialogue in critical multicultural education arguing for the better suitability of dialogic pedagogy for providing a safer learning environment that encompasses differing and at times conflicting voices.
Dialogic Action in Climate Change Discussions: An International Study of High School Students in China, New Zealand, Norway and the United States
Author: Arya, Diana J.
Date: 2015-00-00
Type: Journal Articles
Subjects: High School Students,Cross Cultural Studies,Computer Mediated Communication,Climate,Change,Social Networks,Asynchronous Communication,Classroom Communication,Student Attitudes,Foreign Countries,Scientific Research,Science Instruction,Scientists,Problem Based Learning,Dialogs (Language),Teaching Methods,Management Systems,Reading Materials,Program Descriptions,Discourse Analysis

Global efforts to prepare young developing minds for solving current and future challenges of climate change have advocated interdisciplinary, issues-based instructional approaches in order to transform traditional models of science education as delivering conceptual facts (UNESCO, 2014). This study is an exploration of the online interactions in an international social network of high school students residing in Norway, China, New Zealand and the United States (N=141). Students participated in classroom-based and asynchronous online discussions about adapted versions of seminal scientific studies with facilitative support from seven scientists across various fields. Grounded in a language-in-use frame for investigating facilitation and demonstrations of problem-based and evidence-based reasoning (Kelly &amp; Chen, 1999), we traced the varied questions, assertions, and evidentiary sources within student-led online discussions. We found that questions from scientific experts in the form of unconstrained, open-ended invitations for exploration were followed by students' acknowledgement and consideration of complex and, at times, conflicting sociopolitical and economic positions about climate change issues. These findings suggest that broadening science classroom discussions to include socially relevant, unsolved issues like climate change could open potential entry points for a dialogic approach that fosters a scientific community in the classroom.
Avoiding Dialogues of Non-Discovery through Promoting Dialogues of Discovery
Author: Richards, Kendall
Date: 2015-00-00
Type: Journal Articles
Subjects: Dialogs (Language),Classification,Interpersonal Communication,Higher Education,Foreign Countries,Socioeconomic Influences,Cultural Influences,Linguistics,Focus Groups,Foreign Students,College Students,College Faculty,Chinese,Language Usage,Teacher Attitudes,Student Attitudes

International students and direct entrants--those entering a higher year of a degree--often come from socioeconomic or cultural backgrounds different from traditional students, and have different educational backgrounds. It is assumed such students need help with unfamiliar assessment tasks such as essays, reports, and so on, and many sources aim to help with these elements. Further assumptions are that dialogue helps, and that the words used in such dialogue will be understood similarly. Yet, if the assumed meanings of the words actually differ, then such dialogue is based on a false assumption; rather than genuine dialogue, what actually occurs is an exchange of monologic utterances. This article is a structured narrative of our ongoing research into how key assessment task words such as &quot;discuss,&quot; &quot;analyse,&quot; and &quot;critically evaluate&quot; are understood differently in higher education. We describe how such differences are perpetuated through Martin Buber's (1947) ideas of monologic utterances, and what we call &quot;dialogues of non-discovery&quot;. Here we detail a research-based approach to promote genuine and technical dialogue: what we call &quot;dialogues of discovery.&quot; We first introduce a dialogue that led to the genesis of the study and theoretical context of our dialogues with the literature. We then detail our methods of data collection in a section of &quot;dialogues of exploration&quot;. We present our findings in the form of categorizations of the different elements underpinning people's understandings of &quot;the word.&quot; Our own categorizations of these elements encourage dialogue around the elements of language, culture, stakeholder, subject, weight, and development over time. This is an approach we term an &quot;antiglossary approach&quot; in that it is opposite to, and against, &quot;fixing&quot; or &quot;ossifying&quot; the language in a glossary. In the Bakhtinian tradition of &quot;incompletedness,&quot; we conclude by encouraging readers to take and adapt our findings as an &quot;anti-glossary&quot; approach to engage in genuine and technical dialogue with their students. In this way, we believe the quality and depth of student work can improve. [This article was presented at the Dialogic Pedagogy Institute, Waikato, New Zealand, January 18-19, 2014.]
Legitimacy of Non-Negotiable Imposition in Diverse Approaches to Education
Author: Matusov, Eugene
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Teaching Methods,Educational Innovation,Educational Objectives,Power Structure,Disadvantaged,Alienation,Antisocial Behavior,Incidence,Educational Practices,Social Systems,Progressive Education,Democratic Values,Social Change

Modern conventional education is full of impositions on its students. Schools often impose on students where they must be, what they must do and learn, how they must behave and communicate in the places and the ways that the teacher and school define. However, the legitimacy of this imposition--how much of this imposition is necessary, useful, justified, and desirable for education itself--has not been specifically discussed and analyzed yet. The legitimacy of this imposition is especially important to do for innovative education, evaluating and reconsidering its goals and practices of education. Analysis of imposition in education can help to address important questions of why oppression, alienation, if not pedagogical violence, are so prevalent in organized education and whether this is can be avoided or not. The goal of this paper is to consider different approaches to non-negotiable imposition in education, its legitimacy, and justifications and analyze their pros and cons. I consider Totalizing conventional, Capitalist, Progressive, Democratic, Anarchist, and Communitarian educational approaches to non-negotiable imposition and its legitimacy from an educational perspective.