ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparison of Student Experiences with Different Online Graduate Courses in Health Promotion
Author: Varnhagen, Stanley
Date: 2005-00-00
Type: Journal Articles
Subjects: Online Courses,Graduate Students,Graduate Study,Health Promotion,Asynchronous Communication,Computer Mediated Communication,Teleconferencing,Transcripts (Written Records),Student Attitudes,Satisfaction,Barriers,Teaching Methods,Cognitive Processes,Social Influences,Teacher Student Relationship,Educational Technology,Course Content,Foreign Countries,Group Discussion

The purpose of this study was to understand the experience of students as they progressed through three specific online graduate courses in health promotion studies delivered primarily by asynchronous computer conferencing. Focused teleconference discussions were conducted with approximately 45 students from the different courses and the transcripts subjected to qualitative analysis. Themes that emerged included what new students appreciated most when adapting to learning online, factors that contributed to learner satisfaction, and the difficulties encountered by students taking a course when the content was not as well suited to the instructional method. The findings are discussed in relation to the three components of Garrison, Anderson and Archer's (2000) Community of Inquiry model of learning: cognitive, social and teacher presence. Implications are presented for assisting students with the process of adapting to online learning and enhancing the &quot;fit&quot; between course content and online instructional methods.
Shadow netWorkspace: An Open Source Intranet for Learning Communities
Author: Laffey, James M.
Date: 2006-00-00
Type: Journal Articles
Subjects: Open Source Technology,Communities of Practice,Social Networks,Instructional Development,Learning Experience,Pilot Projects,Program Descriptions,Technology Uses in Education,Usability,Formative Evaluation,Program Development,Information Networks,Computer Software Reviews

Shadow netWorkspace (SNS) is a web application system that allows a school or any type of community to establish an intranet with network workspaces for all members and groups. The goal of SNS has been to make it easy for schools and other educational organizations to provide network services in support of implementing a learning community. SNS is open source software using the GNU General Public License (GPL). The software is freely available, and can be downloaded and distributed under the terms of the GPL. SNS is an ongoing project and this instructional development report describes the system, some ways that it is being used, and some key lessons learned from the development and initial deployment of SNS.
Ubiquitous Technology Integration in Canadian Public Schools: Year One Study
Author: Sclater, Jennifer
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Laptop Computers,Access to Computers,Computer Uses in Education,Educational Technology,Elementary School Students,Secondary School Students,Control Groups,Experimental Groups,Comparative Analysis,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Questionnaires,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Student Attitudes,Interviews,Academic Achievement,Scores,Reading Tests,Mathematics Achievement,Reading Achievement,Mathematics Tests,Statistical Analysis

The current investigation was an exploration of the first year of a multi-year project designed to provide every Grade 3 to Grade 11 student throughout an English school board in Quebec with a laptop computer. Data were collected from 403 elementary and 270 secondary students from the experimental school board and also from 330 students in the control school board. In addition, questionnaire data were collected from 60 elementary school teachers and 51 secondary school teachers. Finally, interviews were conducted with 72 students and 20 teachers. Potentially the most interesting finding was the difference in achievement scores between the experimental and control boards. Secondary students from the experimental board had higher scores on the CAT-3 reading test and indicated making six times more frequent use of computer technology in their English classes, suggesting a possible treatment effect. In contrast, math scores were higher at the control board where neither board indicated high levels of computer use. Nevertheless, these findings must be interpreted with some caution until the threats to validity of selection bias are more clearly overcome.
Human-Computer Interaction: A Review of the Research on Its Affective and Social Aspects
Author: Deaudelin, Colette
Date: 2003-00-00
Type: Journal Articles
Subjects: Man Machine Systems,Literature Reviews,Interaction,Trust (Psychology),Locus of Control,Student Attitudes,Usability,Qualitative Research,Statistical Analysis

Prevailing research influenced by cognitive psychology has dealt mainly with the cognitive aspects of the human-­computer interaction (HCI). The advent of computers in schools should prompt educational researchers to scrutinize the affective and social aspects of student-­computer interactions since they play an important role in learning. A review of 34 qualitative and non-qualitative studies was conducted. Its main purpose is to synthesize results and to highlight important issues that research has left unsolved. Results concern the nature of the HCI (social or parasocial), the interface (mainly a comparison between graphic and text types), and the relation between variables linked to HCI (mainly trust, locus of control, attitude, ease of use, and liking).
Implementation and Deployment of the IMS Learning Design Specification
Author: Paquette, Gilbert
Date: 2005-00-00
Type: Journal Articles
Subjects: Program Implementation,Database Management Systems,Computer System Design,Courseware,Programming Languages,Delivery Systems,Online Systems,Educational Environment,Educational Resources,Distance Education,Instructional Development,Foreign Countries,Knowledge Management

Knowledge management in organizations, the learning objects paradigm, the advent of a new web generation, and the &quot;Semantic Web&quot; are major actual trends that reveal a potential for a renewed distance learning pedagogy. First and foremost is the use of educational modelling languages and instructional engineering methods to help decide how to aggregate learning objects in learning and knowledge management environments. This article proposes a set of tools under implementation, such as a graphic Learning Design Editor and a delivery system, using learning object repositories to create IMS-­LD online environments. We also propose a strategy for the deployment of learning design tools and methods in learning organizations.
A Review of What Instructional Designers Do: Questions Answered and Questions Not Asked
Author: Kenny, Richard F.
Date: 2005-00-00
Type: Journal Articles
Subjects: Instructional Design,Instructional Systems,Literature Reviews,Models,Educational Responsibility,Evidence,Time on Task,Competence,Knowledge Level,Decision Making Skills,Problem Solving,Task Analysis

The purpose of this literature review was to determine what evidence there is that instructional designers apply ID Models, as well as to establish what other activities and processes they might use in their professional activities. Only ten articles were located that directly pertained to this topic: seven reporting on empirical research and three case descriptions recounting development experiences. All ten papers pertained to process-­based ID models. Results showed that, while instructional designers apparently do make use of process­-based ID models, they do not spend the majority of their time working with them nor do they follow them in a rigid fashion. They also engage in a wide variety of other tasks that are not reflected in ID models.
Seeking Information for School Purposes on the Internet
Author: Gunn, Holly
Date: 2003-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Grade 12,Information Seeking,Search Strategies,Internet,Technology Uses in Education,Expectation,Search Engines,Student Attitudes,Self Concept,Questionnaires,High School Students

This paper reports the findings of a study undertaken in four Nova Scotia public schools of twelfth grade students' information seeking strategies when they use the Internet as an information source. Various Nova Scotia Department of Education curriculum documents hold high expectations of students' information seeking strategies when using the Internet for educational purposes. This study looks at whether these expectations are being realized. The results include the students' use of specific information seeking strategies, knowledge of World Wide Web Search engines, as well as how students acquired their Internet information seeking knowledge, and students' perceptions of their ability to locate information on the Internet. The results of the study have important implications for Internet education and the role of information professionals in public schools.
Self-Regulated Inquiry with Networked Resources
Author: Nesbit, John C.
Date: 2003-00-00
Type: Journal Articles
Subjects: Internet,Access to Education,Criticism,Models,Instructional Design,Metacognition,Computer Networks,Learning Theories,Learning Activities,Constructivism (Learning),Problem Based Learning,Cooperative Learning,Student Projects,Shared Resources and Services,Goal Orientation

In the context of continued growth in the accessibility of information through the internet, recent advances in theories of self-regulated learning present an opportunity to reexamine how learners work with networked resources in constructivist approaches such as problem-based learning, project-­based learning, and collaborative problem solving. We present a Resource Inquiry model consisting of five stages: (1) Set resource inquiry goals, (2) Plan for resource study, (3) Search and select resources, (4) Study and assess new knowledge, and (5) Critique and recommend resources. Our model informs designers of online tools about how to support learners' cognitive and metacognitive strategies when learning activities involve interacting with networked resources.
Accessible Computer Technologies for Students with Disabilities in Canadian Higher Education
Author: Fichten, Catherine S.
Date: 2003-00-00
Type: Journal Articles
Subjects: Access to Computers,College Students,Disabilities,Information Technology,Universities,Foreign Countries,French,English,Language of Instruction,Structured Interviews,College Faculty,Teacher Attitudes,Student Needs,Institutional Evaluation,College Preparation,Computer Assisted Instruction,Instructional Materials,Teaching Methods,Computer Software,Access to Education,Technology Integration,Community Colleges,Assistive Technology

Two studies explored how well English and French speaking colleges and universities in Canada address availability and access to new computer and information technologies for individuals with disabilities. In Study 1, 156 professionals who provide disability-related supports on campus responded to structured interview questions. In Study 2, 40 professionals who work in Quebec's Francophone junior/community college system (CEGEP) participated. Results showed that most institutions had specialized adaptive computer equipment, though colleges were less likely than universities, and loan programs providing adaptive computer equipment were seen as very effective. Respondents believed they were not very knowledgeable about adaptive computer technologies and those from Francophone institutions scored lower than from Anglophone institutions. The needs of students were seen as moderately well met, with Francophone respondents more favorable than Anglophone. Respondents from Anglophone universities expressed different needs than those from Anglophone colleges or Francophone institutions. Disability service providers wished students were better equipped and prepared for the postsecondary experience, computer based teaching materials used by professors were more accessible, and more extensive support services for adaptive hardware and software available. We provide recommendations based on universal design principles that are targeted at those involved in technology integration in postsecondary education.
Towards the Mature ePortfolio: Some Implications for Higher Education
Author: Challis, Di
Date: 2005-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Higher Education,Educational Benefits,Check Lists,Universities,Information Management,Integrated Curriculum,Content Analysis

Electronic portfolios [ePortfolios] are a recent addition to the language of higher education. Commencing with a summary of their role from EDUCAUSE, whose mission is to advance higher education by promoting the intelligent use of information technology, the distinctive characteristics of ePortfolios are outlined and salient differences from conventional portfolios in terms of process and outcomes are explored. Having considered the attributes of a mature ePortfolio, the paper focuses on pedagogical and technological issues for students and staff to move to mature ePortfolios. While accepting the valuable role ePortfolios can play in higher education, and that students increasingly come to the tertiary sector with expectations and experience that appear to warrant this approach, the paper concludes that decision making in this area is not yet adequately supported by research. Educators need to be open to the promise ePortfolios offer their students and staff but be aware of the implications for their adoption.
Considerations for Producing Re-Usable and Sustainable Educational Streaming Materials
Author: Calverley, Gayle
Date: 2006-00-00
Type: Journal Articles
Subjects: Instructional Materials,Sustainability,Educational Technology,Video Technology,Educational Change,Barriers,Technology Transfer,Certification,Educational Benefits,Foreign Countries,Metadata

Useful lifetime of educational materials should be defined by their continuing ability to help meet defined learning objectives. More often lifetime is compromised by changes in the educational environment that do not specifically relate to the capacity of the material to assist learning. Approaches for integration of materials into the learning environment can be designed to maximise useful lifetime of materials against potential barriers created by, for example, instances of technological change. In this study, the impact of different approaches is demonstrated by examining the development of 163 learning objects, based on several licensed collections of streaming video procured for cross-­sector educational use by the UK Lifesign project. Constraints relating to sustainability work within the limitations of a short-­term project environment are specifically considered.
Profiling Individual Discussants' Behaviours in Online Asynchronous Discussions
Author: Murphy, Elizabeth
Date: 2006-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Computer Mediated Communication,Graduate Students,Student Behavior,Group Discussion,Content Analysis,Transcripts (Written Records),Problem Solving,Coding,Learner Engagement

This paper provides an illustrative example of an approach to creating and reporting individual profiles of engagement in particular behaviours in an online asynchronous discussion (OAD). Individual results of analysis of transcripts of an OAD can provide insights different from those gained by focusing on aggregate measures of group behaviours. In this case, we focused on individual behaviours associated with Problem Formulation and Resolution (PFR) in a one-month long OAD with seven graduate students. The transcripts of each participant were analysed for patterns of PFR behaviours using a previously designed instrument. Individual profiles of the seven participants were created. The paper provides examples of how the approach facilitated identification and comparison of individual weaknesses and strengths. Also provided are examples of how individual profiles might be useful in professional development and instructional contexts for formative or summative assessment purposes.
Open Source Software and Schools: New Opportunities and Directions
Author: Hepburn, Gary
Date: 2005-00-00
Type: Journal Articles
Subjects: Open Source Technology,Computer Software,Costs,Ethics,Information Technology,Technology Integration,Technology Uses in Education,Teaching Methods,Technical Support,Social Problems,Decision Making,Taxes,Learning Processes,Educational Finance

Integrating information and communication technology into schools has been challenging. A central component of the challenge is coping with the expense and usage restrictions of software that is installed on school computers. An alternative approach to the educational software problem is, however, emerging. This approach involves making greater use of open source software. In many cases open source software can effectively replace the proprietary or commercial software that dominates the educational computing landscape. Using this software option would result in decreased costs, increased flexibility, and increased opportunities to address social and ethical issues related to information and communication technology. In order to responsibly spend taxpayers' money and to maximize the potential of information and communication technology in education, it is important that educators learn about open source software and challenge conceptions that give priority to proprietary software.
Social Capital in Virtual Learning Communities and Distributed Communities of Practice
Author: Daniel, Ben
Date: 2003-00-00
Type: Journal Articles
Subjects: Social Capital,Interdisciplinary Approach,Electronic Learning,Communities of Practice,Trust (Psychology),Measurement,Educational Benefits,Barriers,Outcomes of Education,Computer Mediated Communication,Communication (Thought Transfer),Educational Research,Cooperative Learning

Social capital has recently emerged as an important interdisciplinary research area. It is frequently used as a framework for understanding various social issues in temporal communities, neighbourhoods and groups. In particular, researchers in the social sciences and the humanities have used social capital to understand trust, shared understanding, reciprocal relationships, social network structures, common norms and cooperation, and the roles these entities play in various aspects of temporal communities. Despite proliferation of research in this area, little work has been done to extend this effort to technology-driven learning communities (also known as virtual learning communities). This paper surveys key interdisciplinary research areas in social capital. It also explores how the notions of social capital and trust can be extended to virtual communities, including virtual learning communities and distributed communities of practice. Research issues surrounding social capital and trust as they relate to technology-driven learning communities are identified.
Virtual Ethnography: Interactive Interviewing Online as Method
Author: Crichton, Susan
Date: 2003-00-00
Type: Journal Articles
Subjects: Ethnography,Computer Mediated Communication,Interviews,Research Methodology,Internet,Teleconferencing,Constructivism (Learning),Interaction Process Analysis,Case Studies,Technology Uses in Education,Educational Benefits,Synchronous Communication,Asynchronous Communication,Cues,Nonverbal Communication,Emotional Response,Foreign Countries

Recognizing the power of the Internet to connect people, regardless of place or time, we explore the notion of a virtual form of ethnography, suggesting online, textual interactive interviews are worthy of research consideration. This paper reports on three research projects, drawing examples from almost ten years in the evolution of Internet supported conferencing software. It is the position of this paper that we were able to share and develop new insights into being authors, interlocutors, online learners, online researchers, and members of an educational context. Further, we feel that we were able to sustain conversations beyond the scope of many traditional face-to-face interview sessions, noting that the participants enjoyed the process and often found it hard to quit their interactions with us. Hence our position that even though the technology is still emerging and improving, the potential is clearly rich, inviting, and worth continued study.
Optional Online Quizzes: College Student Use and Relationship to Achievement
Author: Johnson, Genevieve Marie
Date: 2006-00-00
Type: Journal Articles
Subjects: Drills (Practice),Tests,Computer Assisted Testing,Test Wiseness,Multiple Choice Tests,Undergraduate Students,Educational Psychology,Scores,Student Records,Academic Achievement,Statistical Analysis,Comprehension

Online practice tests and quizzes are commonly available to higher education students. The extent of student use of such study tools and the relationship of use to achievement, however, have not been fully investigated. One hundred twelve college students were encouraged to use optional online quizzes in preparation for proctored examinations. In-class examinations included multiple choice items that assessed four cognitive domains: factual, application, comprehension, and conceptual. In general, few students made extensive use of the optional online quizzes. Analysis revealed that student use of online quizzes was associated with increased academic achievement, although it was not clear if quiz use caused achievement or achievement caused quiz use. Short-answer and true-­false online quiz items were differentially associated with measures of academic achievement, suggesting that cognitive processing differed across item format. Implications for further research are provided.
Teaching Media Literacy in Grade Five: The Development of Technological Literacy among Teachers and Students--A Case Study
Author: McCabe, Rachel
Date: 2003-00-00
Type: Journal Articles
Subjects: Technological Literacy,Media Literacy,Grade 5,Case Studies,Curriculum Implementation,Concept Teaching,Program Descriptions,Online Courses,Electronic Learning,Educational Technology,Behavioral Objectives,Audience Participation,Computer Literacy,Qualitative Research,Class Activities,Participant Observation,Interviews,Technical Support,Problem Solving,Participative Decision Making,Models,Expertise,Ideology,Foreign Countries

This is the second of two articles about a study of the implementation of a media literacy curriculum project in three inner city schools Grade 5's in Montreal. The authors describe the development of technological literacy among the teachers and students as they learned about two Media Literacy concepts. The teaching featured the use of a SMARTboard interface, a listserv and Web resources. The findings affirm the positive contribution of the devices to the development of technological literacy among teachers and pupils. But they also raise other issues: technological determinism and the role of interpretive teaching in educational technology.