ethanporcaro/eric-fulltext-meta huggingface dataset:
Longitudinal Changes and Predictors of Adolescents&apos; Enjoyment in Physical Education
Author: Lagestad, Pål
Date: 2017-09-00
Type: Journal Articles
Subjects: Adolescents,Adolescent Attitudes,Predictor Variables,Physical Education,Physical Education Teachers,Grade 8,Statistical Analysis,Secondary School Students,Foreign Countries,Physical Activities,Physical Activity Level,Grade 10,Grade 9,Physical Fitness,Team Sports,Questionnaires,Interviews,Qualitative Research

Longitudinal studies on adolescents' enjoyment in physical education (PE) are lacking. This study examined students' self-reported enjoyment and predictors of enjoyment in PE in school among students from age 14 to 19, using questionnaires and interviews. From the results, enjoyment in PE increases among girls during high school, while students that participate weekly in organized sport report greater enjoyment in PE than those who are not, at the age of 14; but there is no such group difference in high school. Furthermore, the findings from the interview analysis highlight the importance of greater autonomy in high school.
The Effects of Blended Text-Processing and Linguistic Comprehension Interventions among Struggling Middle-School Readers
Author: Barth, Amy E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Middle School Students,Reading Difficulties,Intervention,Reading Instruction,Teaching Methods,Reading Comprehension,Inferences,Language Processing,Listening Comprehension,Control Groups,Experimental Groups,Comparative Analysis,Statistical Analysis,Pretests Posttests,Instructional Effectiveness,Reading Tests,Student Characteristics

Reading comprehension is an essential academic skill (Nash &amp; Snowling, 2006;National Reading Panel, National Institute of Child Health and Human Development, 2000).Yet, among students in the eighth grade, approximately 64% of all students and 91% of students with disabilities do not read at proficient levels (National Center for Education Statistics [NCES], 2013). This suggests that when reading grade-level texts, a large percentage of middle grade readers are not able to accurately connect important ideas in text, form inferences that integrate information in text with general knowledge of the topic, and synthesize common ideas across various texts (NCES, 2013). These data highlight the need for intensive reading interventions that explicitly teach middle-grade struggling readers how to comprehend grade level texts and acquire content knowledge from the texts they read. [This paper is based on the William M. Cruickshank Memorial Lecture delivered at the 2015 Conference of the International Academy for Research in Learning Disabilities.]
Institutional Collaboration on MOOCs in Education--A Literature Review
Author: Nortvig, Anne-Mette
Date: 2017-09-00
Type: Journal Articles
Subjects: Literature Reviews,Online Courses,Institutional Cooperation,Institutional Characteristics,Barriers,Electronic Learning,Performance Factors

This literature review seeks to outline the state of the art regarding collaboration between educational institutions on Massive Open Online Courses (MOOCs) launched in Europe and in the US for the past 10 years. The review explores enablers and barriers that influence national institutional MOOC collaboration, and looks into how existing knowledge about institutional collaboration on e-learning can be used in MOOC collaboration. The review is based on a literature search in databases and on snowballing techniques. It concludes that collaboration on MOOCs can be advantageous in terms of ensuring quality and innovation in the common learning designs, and that--in order to succeed--such projects need strategic and institutional support from all partners involved. Moreover, the review points out barriers concerning the reluctance of individual institutions to engage in national collaboration due to fear of potential loss of their own national branding and the teachers' hesitancy or passive resistance to new educational platforms and formats.
Challenges of Implementing Free and Open Source Software (FOSS): Evidence from the Indian Educational Setting
Author: Thankachan, Briju
Date: 2017-09-00
Type: Journal Articles
Subjects: Computer Software,Shared Resources and Services,Open Source Technology,Costs,Educational Technology,Technology Uses in Education,Access to Computers,Barriers,Secondary Education,Interviews,Documentation,Content Analysis,Case Studies,Educational Resources,Teacher Education,Foreign Countries,Administrator Attitudes,Web Sites

The use of Free and Open Source Software (FOSS), a subset of Information and Communication Technology (ICT), can reduce the cost of purchasing software. Despite the benefit in the initial purchase price of software, deploying software requires total cost that goes beyond the initial purchase price. Total cost is a silent issue of FOSS and can only be evaluated in the particular environment in which it is adopted, in this case Kerala, India, fora state-level FOSS project called IT@School. This project is one of the largest deployments of free open source software FOSS-based ICT education in the world and impacts 6 million students and 200,000 teachers every year. This study analyzes the perception of 43 senior FOSS implementation project officials. It details how FOSS was introduced and reports on major challenges and how those challenges were overcome in a secondary educational setting in India. Email interviews, document analysis, and online case studies were used to collect the data. The lack of adequate resources to train the teachers was the single biggest challenge in the adoption of FOSS. The emerging strategies for efficient FOSS implementation could be used in other states in India and in other developing countries.
A Co-Design Process Microanalysis: Stages and Facilitators of an Inquiry-Based and Technology-Enhanced Learning Scenario
Author: Barbera, Elena
Date: 2017-09-00
Type: Journal Articles
Subjects: Vignettes,Case Studies,Sustainable Development,Online Courses,Active Learning,Inquiry,Technology Uses in Education,Models,Performance Factors,Qualitative Research,Teamwork,Cooperative Programs,Educational Principles,Design Requirements,Tourism,Educational Change,Change Strategies,Learning Activities,Educational Resources,Educational Technology,Curriculum Design,Higher Education,Foreign Countries,Workshops,Participatory Research,Observation,College Students,College Faculty

This paper presents a case study of the co-design process for an online course on Sustainable Development (Degree in Tourism) involving the teacher, two students, and the project researchers. The co-design process was founded on an inquiry-based and technology-enhanced model that takes shape in a set of design principles. The research had two main objectives. Firstly, to identify the moments of change that occur during the co-design process and secondly, to describe the causes and agents that motivate them. This study applied design-based research methodology and used a qualitative approach to collect, analyse, and interpret data. The results show that the co-design methodology led to moderate changes consisting of the progressive construction and refinement of the activities, seeking a sense of continuum throughout by including students' collaboration. The findings also reveal the main role of each of the actors involved. Thus, the teacher focused on basic instructional design related aspects while students focused on improving the use of resources and learning aids. Researchers helped them to embody and achieve the proposed changes and also acted as mediators of pedagogical concepts and vocabulary. CompendiumLD software was a helpful tool to graphically represent and share the prototyping of the activities and to help analyse the design process.
An Evaluation Framework and Instrument for Evaluating e-Assessment Tools
Author: Singh, Upasana Gitanjali
Date: 2017-09-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Multiple Choice Tests,Test Selection,Action Research,Evaluation Criteria,Evaluation Methods,Mixed Methods Research,Semi Structured Interviews,Questionnaires

e-Assessment, in the form of tools and systems that deliver and administer multiple choice questions (MCQs), is used increasingly, raising the need for evaluation and validation of such systems. This research uses literature and a series of six empirical action research studies to develop an evaluation framework of categories and criteria called SEAT (Selecting and Evaluating e-Assessment Tools). SEAT was converted to an interactive electronic instrument, e-SEAT, to assist academics in making informed choices when selecting MCQ systems for adoption or evaluating existing ones.
Digital Immigrants in Distance Education
Author: Salazar-Márquez, Roberto
Date: 2017-09-00
Type: Journal Articles
Subjects: Distance Education,Qualitative Research,Online Courses,Higher Education,Technological Literacy,Media Literacy,Access to Education,Andragogy,Social Networks,Virtual Classrooms,Teacher Student Relationship,Interpersonal Communication,Communication Strategies,Blended Learning,Technical Support,Foreign Countries

The constant growth of methods of education that incorporate the Internet into teaching-learning processes has opened up a wide range of opportunities for students across the world to gain entry to undergraduate or graduate degree programs. However, if the enrolling student is a digital immigrant, the chances of success may be limited by the difficulty of using the Internet to communicate. This laid the groundwork for a qualitative study aimed at determining, from an ontological, epistemological, methodological, and instrumental approach, and from a teacher's perspective, the main technical and communication challenges faced by digital immigrants as they follow an online higher-education study program.
Formal Lifelong E-Learning for Employability and Job Stability during Turbulent Times in Spain
Author: Martínez-Cerdá, Juan-Francisco
Date: 2017-09-00
Type: Journal Articles
Subjects: Lifelong Learning,Electronic Learning,Employment Potential,Adult Education,Student Surveys,Job Security,Learning Activities,Economic Impact,Computer Literacy,Educational Attainment,Tenure,Multivariate Analysis,Contracts,Statistical Analysis,Foreign Countries,Regression (Statistics)

In recent decades, international organizations have developed initiatives that incorporate lifelong learning as a tool to increase the employability of citizens. In this context, the goal of this research is to test the influence of formal e-learning on estimating employment status. The research made use of a sample of 595 citizens in 2007 and 1,742 citizens in 2011, using microdata from Eurostat's Adult Education Survey (AES) implemented by the Spanish Statistical Office [Instituto Nacional de Estadística] (INE) in Spain. Controlling for socio-demographics and formal education-level information, multiple binary logistic and ordinal regression models on formal education activities are used to check the separate effects of independent variables and demonstrate that Spanish people who have done formal lifelong e-learning activities are more likely to have an employment contract: i) in 2007, before the start of the economic crisis, for all individuals; ii) in 2011, during the economic crisis, for all individuals; iii) in 2011, for individuals with any level of computer literacy; iv) in 2011, for individuals whose highest education level is primary, secondary, or post-secondary non-tertiary; and v) in 2011, for individuals having more stable employment contracts, understood as a combination of duration (temporary, permanent), and working hours (part-time, full-time). Consequently, after inferential judgements based on the empirical results, it is shown that one of the most important factors for estimating employability in times of economic crisis has to do with lifelong e-learning. Moreover, formal e-learning activities can be a strategy for obtaining better job stability.
Assessing Acceptance toward Wiki Technology in the Context of Higher Education
Author: Altanopoulou, Panagiota
Date: 2017-09-00
Type: Journal Articles
Subjects: Undergraduate Students,Intention,Technology Uses in Education,Web 2.0 Technologies,Models,Personality Traits,Behavior Standards,Social Behavior,Student Attitudes,Beliefs,Least Squares Statistics,Usability,Pretests Posttests,Statistical Analysis,Comparative Analysis

This study investigated undergraduate students' intention to use wiki technology. An extension of the Technology Acceptance Model (TAM) has been used by taking into account not only students' wiki perceived utility and usability, but also Big Five personality characteristics and two other variables, social norms, and facilitating conditions, as proposed in the Unified Theory of Acceptance and Use of Technology (UTAUT). Students' beliefs before (pre-wiki scenario) and after (post-wiki scenario) the actual use of the wiki system were investigated, with 85 and 86 participants respectively. The hypotheses were tested using partial least squares analysis. For the pre-wiki scenario, 8/15 hypotheses were confirmed and 11/15 for the post-wiki scenario. The relationship between perceived ease of use and perceived usefulness was found to be of the highest magnitude. The most notable difference across the two scenarios was that the relation between perceived ease of use and attitudes towards use was significant only in the first scenario. The results demonstrate that the proposed TAM-extended model could predict students' wiki acceptance.
Narratives of Learning: The Personal Portfolio in the Portfolio Approach to Teaching and Learning
Author: Leslie, Paul
Date: 2017-09-00
Type: Journal Articles
Subjects: Foreign Countries,Portfolios (Background Materials),Reflective Teaching,Participatory Research,Action Research,Autobiographies,Ethnography,Interviews,Observation,Focus Groups,Student Teacher Attitudes,Teacher Attitudes,Teacher Improvement,Electronic Publishing,Electronic Journals,Feedback (Response),Instruction,Qualitative Research,Statistical Analysis

This paper will explore how a portfolio approach to teaching and learning can help the educator incorporate unique forms of reflective practice into his or her daily work. By being able to express ideas more clearly to himself, the educator can better promote the relational construction of knowledge in his educational communities. This paper, as part of a larger body of research asks, how can a portfolio approach to teaching and learning help the educator develop unique forms of reflective practice that will help him express his ideas more clearly, first to himself and then secondly to his educational communities? Research methodology is primarily participatory action research and includes an autoethnographic review of the author's work, reviews, interviews, observations, and focus groups with student teachers and professional teachers in the United Arab Emirates. The research concludes that in consideration of McLuhan's (1964) notion that the &quot;medium is the message,&quot; the interactions that arise through the use of new media tools can lead us to relational, co-constructed ideas that are not those simply passed on from other texts. By making our thinking visible, the portfolio approach allows the educator to capture the contextual relationship between the author, the audience or community, and the knowledge being created.
The &quot;Tutorless&quot; Design Studio: A Radical Experiment in Blended Learning
Author: Hill, Glen Andrew
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,Learning Strategies,Architecture,Design Crafts,Studio Art,Problem Based Learning,Teaching Methods,Teaching Models,Curriculum Design,Student Satisfaction,Course Descriptions,Instructional Development,Educational Change,Higher Education,Foreign Countries,College Students

This paper describes a pedagogical experiment in which a suite of novel blended learning strategies was used to replace the traditional role of design tutors in a first year architectural design studio. The pedagogical objectives, blended learning strategies and outcomes of the course are detailed. While the quality of the student design work produced by the blended learning design studio was independently assessed as being of a high standard, the student feedback on the course was mixed. Given the equivocation evident in the student feedback, the paper concludes by speculating on factors beyond the educational strategies that may have led to the high quality of student design work.
Evaluation of Student Learning in Remotely Controlled Instrumental Analyses
Author: Meintzer, Chris
Date: 2017-09-00
Type: Journal Articles
Subjects: Science Laboratories,Foreign Countries,Student Evaluation,Distance Education,Computer Uses in Education,Student Attitudes,Learning,Chemistry,College Science,Science Experiments,Science Achievement,College Students,Comparative Analysis,Online Surveys

The Canadian Remote Sciences Laboratories (CRSL) website (www.remotelab.ca) was successfully employed in a study of the differences in the performance and perceptions of students' about their learning in the laboratory (in-person) versus learning at a remote location (remote access). The experiment was completed both in-person and via remote access by 70 students, who performed essentially the same, academically, in the two modes. One set of students encountered the in-person laboratory first and then did the remote laboratory, while the other set of students did the activities in the reverse order. The student perception survey results (n = 46) indicated that the students found both experimental scenarios to be at appropriate levels of difficulty, clear to understand, and did not overall prefer one way of completing the experiment over the other. However, they felt that they learned more about the theory of the experiment, more hands-on skills, and more about the operation of the instrument when they performed the experiment in the laboratory in the presence of an instructor. They also believed that they learned more about the instrument operation from their laboratory partner when they completed the experiment in the laboratory, but learned more from their partner about the operation of the instrument software when they completed the procedure from a remote location.
The Intentional Use of Learning Management Systems (LMS) to Improve Outcomes in Studio
Author: MacKenzie, Andrew
Date: 2017-00-00
Type: Journal Articles
Subjects: Database Management Systems,Courseware,Intention,Educational Improvement,Technology Uses in Education,Architecture,Design Crafts,Studio Art,Feedback (Response),Qualitative Research,Statistical Analysis,Usability,Formative Evaluation,Summative Evaluation,Video Technology,Online Courses,Multimedia Materials,Access to Information,College Programs,Foreign Countries,Case Studies,College Students

At the University of Canberra, Australia, the design and architecture faculty are trialling a range of approaches to incorporating learning technologies in the first year foundation studio to improve student learning outcomes. For this study researchers collected information on students' access to their assignment information and feedback from the learning management system (LMS) to discover how the students engaged in the design process. The studio curriculum was designed to encourage students to engage in a convergence, divergence dynamic (Brown 2009, Thomas, Billsberry et al. 2014) in developing their own understanding of the design process. The staff tailored around points of convergence, online instruction, assessment tools and feedback in studio. We argue that using learning technologies in this way can improve intentionality at the beginning of semester, enhance students understanding of feedback and facilitate a more iterative approach to problem based learning in studio practice.
Net Neutrality and Its Implications to Online Learning
Author: Yamagata-Lynch, Lisa C.
Date: 2017-09-00
Type: Journal Articles
Subjects: Internet,Electronic Learning,Distance Education,Qualitative Research,Access to Information,Telecommunications,Public Agencies,Federal Regulation

In this article, we studied net neutrality as a complex sociocultural phenomenon that can affect the works of distance education scholars and online learners. We decided to take part in this research because many distance education scholars and learners take net neutrality for granted. We engaged in a qualitative investigation of US public documents and explored the effects of net neutrality and public digital access, which can influence learner engagement with online educational materials. We focused on identifying tensions in the discourse about net neutrality, especially surrounding the Federal Communication Commission's (FCC) 2015 Open Internet Order. Our research question was: How do the complexities involved in the net neutrality debate in the United States affect public access to online information and services, and what implications does this hold for online learning? We relied on activity systems as an analytical framework for making sense of net neutrality.
The Effect of Universal Design for Learning (UDL) Application on E-Learning Acceptance: A Structural Equation Model
Author: Al-Azawei, Ahmed
Date: 2017-09-00
Type: Journal Articles
Subjects: Electronic Learning,Technology Integration,Information Systems,Web Sites,Design,Computer Science Education,Blended Learning,Structural Equation Models,Student Satisfaction,Undergraduate Students,Mixed Methods Research,Student Surveys,Action Research,Least Squares Statistics,Educational Technology,Self Efficacy,Experimental Groups,Control Groups,Online Courses,Predictor Variables,Hypothesis Testing,Foreign Countries

Standardising learning content and teaching approaches is not considered to be the best practice in contemporary education. This approach does not differentiate learners based on their individual abilities and preferences. The present research integrates a pedagogical theory &quot;Universal Design for Learning&quot; (&quot;UDL&quot;) with an information system (IS) theory &quot;Technology Acceptance Model&quot; (&quot;TAM&quot;). It aims to examine the effectiveness of a technology-enhanced traditional web design course on blended e-learning acceptance and learner satisfaction in which UDL principles (multiple means of representation, action and expression, and engagement) were implemented. This casts some light on the role of addressing curricula limitations on learner perceptions and e-learning adoption. A mixed research design combining survey and action methods was followed. Overall, 92 undergraduate students took part in the study. The research instrument was validated first. Subsequently, partial least squares-structural equation modelling (PLS-SEM) was applied to identify the path associated among constructs used in the proposed framework. The extended model accounted for 45.4% and 41.6% of the variance of perceived satisfaction and behavioural intention respectively. The findings suggest that using educational technologies to address curricula limitations is a bridge to enhancing learner willingness to accept e-learning.