ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Social Media (Blog) in the Classroom: Reflecting Lecturer's Pedagogical Approach and Students (In-Service Teachers) Intrinsic Motivation
Author: Abulibdeh, Enas S.
Date: 2013-10-00
Type: Journal Articles
Subjects: Social Networks,Electronic Publishing,Web Sites,Teaching Methods,Student Motivation,Qualitative Research,Information Technology,Computer Literacy,Computer Attitudes,Psychological Needs,Personal Autonomy,Competence,College Faculty,Semi Structured Interviews,Student Attitudes,Foreign Countries,Adult Students

The demand of responsibilities among teachers has evolved not only in classroom management but also to the extent of promoting communication and interpersonal skills. Social media is integrated in schools and higher learning institutions for communication and reflection of learning which enhance teachers' performance in leadership quality and effective teaching. This study was designed in a qualitative approach mainly to explore the extent of interest and enjoyment students experienced during an intensive ICT course. Blog was used as a medium for reflection during the class where students posted their creations of videos, posters and other ICT materials. The three needs investigated were namely autonomy, competence, and relatedness support. The researcher further examined on students' awareness of the usefulness of the ICT skill they learned and how much they can use the blog for teaching and learning. Based on the Basic Psychological Needs Theory framework (BPNT), this study has adopted the direct observation, journal entry, and interviews as a triangulation approach.
Motivational Measure of the Instruction Compared: Instruction Based on the ARCS Motivation Theory vs Traditional Instruction in Blended Courses
Author: Colakoglu, Ozgur M.
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Instructional Design,Comparative Analysis,Undergraduate Students,Measures (Individuals),Factor Analysis,Student Motivation,Theories,Control Groups,Experimental Groups,Predictor Variables,Multivariate Analysis,Self Esteem,Attention,Relevance (Education),Satisfaction,Student Attitudes

The ARCS Motivation Theory was proposed to guide instructional designers and teachers who develop their own instruction to integrate motivational design strategies into the instruction. There is a lack of literature supporting the idea that instruction for blended courses if designed based on the ARCS Motivation Theory provides different experiences for learners in terms of motivation than instruction developed following the standard instructional design procedure for blended courses. This study was conducted to compare the students' motivational evaluation of blended course modules developed based on the ARCS Motivation Theory and students' motivational evaluation of blended course modules developed following the standard instructional design procedure. Randomly assigned fifty junior undergraduate students studying at the department of Turkish Language and Literature participated in the study. Motivation Measure for the Blended Course Instruction (MMBCI) instrument was used to collect data for the study after the Confirmatory Factor Analysis (CFA). Results of the study indicated that designing instruction in blended courses based on the ARCS Motivation Theory provides more motivational benefits for students and consequently contributes student learning.
Strategic Intervention of ODL in Bangladesh
Author: Rashid, A. Q. M. Bazlur
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Open Education,Open Universities,Access to Education,College Administration,College Programs,Academic Degrees,Intervention,College Students,Teaching Methods,Multimedia Instruction,Educational Assessment,Tests,Grading,Nonformal Education

Education has been considered as a priority sector and a great challenge to the Bangladesh Government, with a view to transforming human potential into a productive workforce. The conventional face to face education system is not enough to cope with the need of an ever increasing population, rapid changes in human knowledge and the global context being changed. Education through open and distance learning (ODL) has been recognized as an important alternative in the country. Bangladesh Open University (BOU), established in 1992, has been mandated to improve the quality, relevance and efficiency of the education system with a view to eradicating illiteracy, developing human resources and alleviating poverty in the country. This article outlines the services provided by BOU, and explains how BOU utilizes its infrastructure and support services to deliver formal and non-formal programmes in basic and applied sciences, agriculture, technology, health, environment, education, language, teaching education, literature, population and gender issues to create awareness and promote knowledge. The impact of the programmes are reviewed and evaluated, based on feedback studies with target groups, and with particular reference to ODL in agriculture and rural development.
Linking Emotional Intelligence to Achieve Technology Enhanced Learning in Higher Education
Author: Kruger, Janette
Date: 2013-10-00
Type: Journal Articles
Subjects: Emotional Intelligence,Information Technology,Case Studies,Foreign Countries,Blended Learning,Electronic Learning,Faculty Development,Role,Sampling,Educational Technology,Learning Activities,Coping,Trend Analysis,Decision Making,Stress Variables,Self Disclosure (Individuals),Social Networks,Correlation,Mixed Methods Research,College Faculty

Higher education institutions (HEIs) increasingly use technology-enhanced learning (TEL) environments (e.g. blended learning and e-learning) to improve student throughput and retention rates. As the demand for TEL courses increases, expectations rise for faculty to meet the challenge of using TEL effectively. The promises that TEL holds have not yet materialized, as not enough faculty master the skills and knowledge to integrate TEL into their teaching and learning. The role of emotional intelligence (EI) in attaining TEL in e-learning and blended learning environments is not yet clear. This article reports a case study at a South African university where the former Department of Telematic Education introduced a program to prepare faculty for the implementation of TEL for ODL. This research explores and describes links between emotional intelligence and faculty's ability to cope with new learning technologies. The purposive sampling comprised ten participants who completed a set of e-activities. A mixed methods approach triangulated the findings which provided insight into the coping tactics participants used to accomplish TEL for ODL. Five trends emerged: perception of adequate ability, cognitive decision making; perception of stressful situations; emotional disclosure; and social networking. Although the study identified links between emotional intelligence and coping strategies, the interdependency of coping strategies and emotional intelligence remains elusive.
Open Flexible Lifelong Learning as a Catalyst for Sustainable Development in Sub-Saharan Africa
Author: Olakulehin, Felix Kayode
Date: 2010-10-00
Type: Journal Articles
Subjects: Sustainable Development,Open Education,Foreign Countries,Access to Education,Costs,Educational Quality,Meetings,Literacy,Educational Opportunities,Educational Objectives,Educational Policy,Program Implementation,Educational Attainment

Educational provision in developing sub-Saharan Africa states has been severely hindered by the hydra-headed problems of access, cost and quality. Amidst these challenges is the pledge of regional and national education policymakers and development planners to ensure that there is maximum access equitable and qualitative education for all (EFA) in Africa. There is also a burning need for improved literacy levels and functional education, in order to overcome the development deficits that are currently facing the region. The pledge of education for all resonates the agreement which representatives of several nations of the world signed at the Jomtien summit on Education for All and the subsequent evaluation meetings. Following this pledge, several developing, sub-Sahara African nations have evolved initiatives for instituting sustainable Open Flexible Learning (ODL) systems in order to meet up with the seemingly intractable EFA objectives. This paper examined the potential impact of these OFL initiatives on the achievement of the EFA objectives which is seen as the basis of development planning, administration and implementation in Africa. It identified the various challenges confronting effective implementation of ODL on the continent, amidst the need to expand access to educational opportunities. An attempt was made to situate the OFL system at the centre of the strategies for achieving these EFA objectives in the region and finally, a proposal for sustainable policy initiatives for implementing OFL systems for the attainment of education for all in Africa is made.
Information Communication Technology for Educational Quality: Challenges, Prospects in Ethiopian Context
Author: Sani, Dureti
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Educational Improvement,Influence of Technology,Capacity Building,Access to Education,Educational Policy,Language Usage,Costs,Equal Education,Student Attitudes,Teacher Attitudes,Attitude Change,Strategic Planning,Elementary School Students,Secondary School Students

The major purpose of this project was to assess and review the principal role of ICT in supplementing the General Quality Improvement program (GEQIP) in Western Harerghe, Ethiopia. The project also further analyzed the contribution of Information Communication Technology (ICT) to the indicators of GEQIP like quality, equity, access and internal efficiency. Challenges and prospects in ICT adoption to educational system was also area of focus in the project. Enabling Policy conditions availability in the GEQIP document to implement ICT for educational quality improvement was also assessed. To investigate the above issue, relevant data were collected from secondary data sources like previous studies, journals, government reports websites, books and other related were used. From the history and philosophical ground of education and its aids in the country, if it is applied properly, ICTs have a positive impact on attaining GEQIP target in the Western Hararghe, Ethiopia. The status of GEQIP implementations supported by ICT in the area in relation to regional wise was pointed out in some parameters. The SWOT analysis of ICT application was briefed in relation to the area. Especially, the key challenges in ICT adoption to supplement GEQIP target was listed like infrastructure, capacity building, language and contents, cost effectiveness and sustainability. Finally, the project concluded that ICTs have a great role and relevance to GEQIP target. However, the ICT materials like plasma-TV, internet laboratory, computers and specialized libraries for ICT lessons are not available or insignificant to students' number and need. The institutional readiness in capacity building and skilled manpower is also not promising currently in relation to high skill gap in the project site. It recommends that filling the skill gap both in technical and political commitment, Stakeholders' involvement and capacitating ICT with fund. It also recommends that the policy makers should revise the ICT lesson in the educational system.
The Impact of Distance Education on Higher Education: A Case Study of the United States
Author: Caruth, Gail D.
Date: 2013-10-00
Type: Journal Articles
Subjects: Distance Education,Qualitative Research,Case Studies,Higher Education,Educational History,Holistic Approach,Electronic Learning

Distance education has been credited for bringing education to students who would not otherwise have educational opportunities. This study used a qualitative case study approach to examine the research to determine the impact of distance education on higher education in the United States. This look into the impact of distance education is significant to higher education because informed knowledge of the impact will provide insight into the effects of overall education in the United States. The researchers asked the following two exploratory questions: What happened during the evolution of distance education in the United States? What themes emerged over time? The findings suggested that the impact of distance education on higher education in the United States has been change. It can be anticipated that in the future changes will continue to occur. Consequently, higher education has to be prepared to teach about change and teach students how to handle change.
Peer Feedback on Facebook: The Use of Social Networking Websites to Develop Writing Ability of Undergraduate Students
Author: Wichadee, Saovapa
Date: 2013-10-00
Type: Journal Articles
Subjects: Social Networks,Web Sites,Grammar,Feedback (Response),Undergraduate Students,Writing Assignments,Interviews,Questionnaires,Writing Evaluation,Student Attitudes,Peer Evaluation,Statistical Analysis,Revision (Written Composition),Positive Attitudes,Teaching Methods,Writing Instruction,Computer Mediated Communication,Error Correction,English (Second Language),Second Language Learning,Second Language Instruction,Qualitative Research

The current study explores how integrating a social networking website called Facebook with peer feedback in groups supports student learning, investigates the nature of feedback students received on their writing, and examines their attitudes towards the use of Facebook for peer feedback. The study involves 30 undergraduate students who participated in giving and receiving feedback on Facebook with an aim to develop their writing competence over the fundamental English course of one-semester study. Data were collected from the first and final drafts of writing assignments, written peer comments, a questionnaire and an interview. While the document analysis was the main data collection method, a questionnaire and an interview provided crucial information. The results revealed that the nature of students&apos; feedback focused on content more than grammatical errors. However, quantitative analyses of the peer comments and revisions to the drafts show that feedback given on Facebook had an effect on improving revised drafts. There was statistically significant improvement in the revised drafts which was linked to peer feedback. Finally, the analysis of interviews indicated positive attitude on the use of Facebook for peer feedback in the English class.
Preparing Future Teachers through Distance Learning: An Empirical Study on Students' Perception of Teacher Education Program Provided by AIOU Pakistan
Author: Nadeem, Mohammed
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Open Universities,Likert Scales,Measures (Individuals),Meetings,Workshops,Student Teachers,Student Teacher Attitudes,Statistical Analysis,Child Psychology,Educational Facilities,Teacher Education Programs

The purpose of the current study was to analyse the pre service teachers training programs for the distance learners of Allama Iqbal Open University (AIOU) Islamabad, Pakistan. This kind of training is provided to the future teachers enrolled to acquire pre service training to become a teacher in a Government educational institution in Pakistan. The data was collected by administering a 45 items agree disagree four points Likert type scale to the subjects mainly through the scheduled meetings during the workshops. The independent sample t-test, and one way ANOVA along with mean difference was worked out for the data set. A group of 490 student teachers were randomly selected from the regions of Bahawalpur, Bahawalnagar, Rahimyarkhan, Multan, and D.G.Khan Districts (Southern Punjab). The planning for training is made timely but lacking physical facilities remains dominant in trainings. Although training plays an important role in students learning yet it is considered just a routine activity which made it a useless exercise. Similarly, findings reveal that co-curricular activities and child psychology are those aspects which ignored in the training. Future studies may be aimed at comparing the training system of teachers with teacher training through other channels of formal system of governments.
Web 2.0 Tools for Supporting Teaching
Author: Konstantinidis, Angelos
Date: 2013-10-00
Type: Journal Articles
Subjects: Technology Integration,Technological Advancement,Instructional Improvement,Instructional Innovation,Instructional Materials,Faculty Development,Technological Literacy,Technology Uses in Education,Teaching Methods,Web 2.0 Technologies,Electronic Publishing,Web Sites

Web 2.0 tools provide enormous opportunities for teaching and learning, yet their application in education is still underdeveloped. What is more, it is no longer possible for teachers to ignore such a technological advance, while they are expected to provide students with opportunities to take control of their learning. However, teachers are still reluctant with technology integration. This paper introduces four Web 2.0 tools; Blogger, StripGenerator, Go!Animate, and Google Forms, that are free and easy to use, in an effort to motivate teachers with low technological skills in integrating them into their instruction practices. The aforementioned tools comprised the curriculum in a blended-learning professional development course for in-service teachers and attracted many favourable comments from the participants.
What Is Said and What Is Done: EFL Student Writers' Perceptions of Peer Feedback through Blogs and Their Actual Use
Author: Lakarnchua, Onuma
Date: 2013-10-00
Type: Journal Articles
Subjects: Peer Evaluation,Electronic Publishing,English (Second Language),Second Language Learning,Interpersonal Competence,Social Networks,Classroom Techniques,Information Technology,Communication Skills,Video Technology,Visual Aids,Personal Autonomy,Psychological Needs,Guidelines,Theories,Journal Writing,Interviews,Observation,Skill Development,Second Language Instruction,Teaching Methods,Foreign Countries,Engineering Education,Undergraduate Students,Questionnaires,Student Attitudes,Qualitative Research

The demand of responsibilities among teachers has evolved not only in classroom management but also to the extent of promoting communication and interpersonal skills. Social media is integrated in schools and higher learning institutions for communication and reflection of learning which enhance teachers' performance in leadership quality and effective teaching. This study was designed in a qualitative approach mainly to explore the extent of interest and enjoyment students experienced during an intensive ICT course. Blog was used as a medium for reflection during the class where students posted their creations of videos, posters and other ICT materials. The three needs investigated were namely autonomy, competence, and relatedness support. The researcher further examined on students' awareness of the usefulness of the ICT skill they learned and how much they can use the blog for teaching and learning. Based on the Basic Psychological Needs Theory framework (BPNT), this study has adopted the direct observation, journal entry, and interviews as a triangulation approach.
Is the Mobile Based Learning Can Be Effective in Academic Learning? A Study to Check if Mobile-Based Learning Is Desirable in Presenting Educational Workshops
Author: Mosalanejad, Leili
Date: 2013-10-00
Type: Journal Articles
Subjects: Electronic Learning,Handheld Devices,Instructional Effectiveness,Teacher Workshops,College Faculty,Lesson Plans,Questionnaires,Pretests Posttests,Inservice Teacher Education,Satisfaction,Teacher Attitudes

Mobile technology has made the effective possibility of using technology to support education and learning in universities and colleges in a way that it makes better chance of e-learning. While mobile devices are becoming increasingly utilized, many researchers and practitioners have incorporated m- learning into educational environments. The aim of this study is to make a mobile-based educational design in workshop plans and investigate its effectiveness from users&apos; point of view.
Information-Seeking Behaviour on Internet: A Comparison between Arts and Science Undergraduate Students in Iran
Author: Omidian, Faranak
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Information Seeking,Internet,Online Searching,Comparative Analysis,Undergraduate Students,Electronic Mail,Electronic Publishing,Web Sites,Familiarity,Information Retrieval,Search Engines,Preferences,Search Strategies,Majors (Students)

The Internet has increasingly influenced the information-seeking behavior of students in higher education over the past few decades. The mass availability of information on the web has seen significant changes in the electronic information needs, information retrieval, and communication patterns (information seeking behavior) of university students. The easy-to-use Internet promotes more information-seeking while constantly attracting more new users, and achieves this immeasurably faster than traditional repositories. This has catapulted the Internet to the top of the pile of current information resources. This paper aims to compare information-seeking behavior on the Internet between arts and science undergraduate students in one of the major universities in Iran. Two hundred and fifty arts and science undergraduate students at Islamic Azad University were selected using a stratified sampling technique. The average age of the students was 24.11 (arts students) and 23.34 (science students). Approximately 43% of respondents were male and 57% were female. The results indicated that science students had a higher proficiency of using Internet search strategies than did the art students. Overall, this study suggests the need for improvements in Internet-related curricula for undergraduate students.
Academic Dishonesty in Distance Higher Education: Challenges and Models for Moral Education in the Digital Era
Author: Farisi, Mohammad Imam
Date: 2013-10-00
Type: Journal Articles
Subjects: Ethics,Distance Education,Higher Education,Models,Moral Values,Moral Issues,Integrity,Educational Practices,Student Behavior,Cheating,Electronic Learning,Plagiarism,Deception,Influence of Technology,Misconceptions,Ethical Instruction,Social Influences,Cultural Influences,Institutional Characteristics,Individual Characteristics,Prevention,Change Strategies,Educational Policy

Today, in the era of open access to digital-based information and communication, one of the biggest challenges in higher education to realize moral education and to build academic culture and integrity is the emergence of academic dishonesty behaviors among academic members. The paper describes academic dishonesty behaviors in Distance Higher Education (DHE) institutions within the context of moral education in the digital era. The paper reviews the results of the research on academic dishonesty behaviors and practices in DHE institutions worldwide; factors which have a very significant role for the emergence of academic dishonesty behaviors and practices. It is also discusses an integrated model of moral education as interdisciplinary strategy in combating academic dishonesty and in promoting academic culture and integrity in DHE.