ethanporcaro/eric-fulltext-meta huggingface dataset:
Borderless Educational Practices in the Development of Commerce
Author: Barbre, James O., III
Date: 2010-07-00
Type: Journal Articles
Subjects: Masters Degrees,Business Administration Education,Electronic Learning,Online Courses,Cultural Influences,Business,Educational History,Standards,Organization,Power Structure,World Views

Commerce transcends the boundaries of nations. With so many people involved, a common approach and articulation is necessary to advance the interests of commerce for everyone involved. This paper addresses online MBA (Master of Business Administration) degrees and the nature of its presence alongside the more traditional face-to-face MBA program. While the MBA was not originally a global phenomenon, the development of so many online programs has made it one. Through this analysis, the MBA is first situated historically with subsequent challenges that have encouraged and/or forced it to go undergo changes in its structure over the last several decades. The approach to this analysis utilizes the lens of neo-realistic principles for organizational effectiveness at the international level. The conclusion(s) argue that both types of formal education form a symbiotic relationship as higher education&apos;s end goal is to better inform the workings of the business environment in ways that are consistent and stable across national borders and across the globe. The framework of operation in commerce requires training that is situated within the culture from which that training occurs, but also requires that, in order for more seamless business relationship to develop; this form of education is not strictly located within that same cultural framework. The creation and propagation of commerce requires that both forms of education be employed in complimentary ways. The final result is not the program(s) itself, but the business practices they are designed to enhance.
Students' First Impression of Second Life: A Case from the United Arab Emirates
Author: Abdallah, Salam
Date: 2010-07-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Simulated Environment,Computer Simulation,Islamic Culture,Educational Technology,Technology Uses in Education,Teaching Methods,Graduate Students,Attitude Measures,Cultural Influences,Barriers,Motivation

Emerging 3D virtual worlds such as Second Life can offer students with opportunities to enhance learning using rich collaborative asynchronous media. Virtual worlds are believed to impact the future of higher education and therefore, universities across the world are immersing themselves inside virtual worlds to establish a unique learning and research environments. This research examines the viability of Second Life as an educational platform from the perspective of a group of students in an Islamic society context. The students were attending one of the universities in the United Arab Emirates. The analysis indicates that students experienced both positive and negative aspects of Second Life. The results do encourage further experimentation in this positive novel way for learning.
A Critical Review of Instructional Design Process of Distance Learning System
Author: Chaudry, Muhammad Ajmal
Date: 2010-07-00
Type: Journal Articles
Subjects: Instructional Design,Questionnaires,College Faculty,Teacher Surveys,Teacher Attitudes,Distance Education,Models,Course Descriptions,Course Organization,Course Objectives,Change Strategies,Course Evaluation,Performance Factors,College Programs,Teacher Education Programs,Foreign Countries

Instructional design refers to planning, development, delivery and evaluation of instructional system. It is an applied field of study aiming at the application of descriptive research outcomes in regular instructional settings. The present study was designed to critically review the process of instructional design at Allama Iqbal Open University (AIOU). It was survey study. Population of the study consisted of 120 academicians of different academic department of AIOU. Survey was conducted through questionnaire for academic staff. It was revealed that need assessment is not done before conceiving the outlines of a course. Also the course did not contain sufficient activities, picture and illustrations. It was also found that did not confirm the course objectives. The study recommended that proper of the course writers for distance learning may be arranged.
Internet for Educational Television: An Opportunity or Threat
Author: Misra, Pradeep Kumar
Date: 2010-10-00
Type: Journal Articles
Subjects: Internet,Educational Television,Teaching Methods,Educational Technology,Technology Uses in Education,Foreign Countries,Broadcast Industry,Interaction,Educational Media

Among several uses, educational use of television is a prominent one. The public broadcasters of many countries routinely provide locally-relevant and useful educational television programs. In other side, there has been phenomenal growth in Internet use worldwide. The researchers are of the view that Internet has challenged the supremacy of television as an important medium to disseminate information to the learners. In this background, present paper attempts to answer the question, is Internet an opportunity or threat for educational television? To get the answer of this question, researcher presents an example of Germany where both television and Internet has been widely used for educational purposes. The outcome of this study depicts that instead of threats, Internet offers more opportunities for educational television. This analysis also leads the researcher to propose promotional strategies to use Internet for creating more opportunities for educational television in global perspectives.
&quot;Language Speaking the Subject Speaking the Arts&quot;: New Possibilities for Interdisciplinarity in Arts/English Education--Explorations in Three-Dimensional Storytelling
Author: Anae, Nicole
Date: 2014-09-00
Type: Journal Articles
Subjects: Foreign Countries,Interdisciplinary Approach,Teacher Education,Beginning Teachers,Creative Writing,Story Telling,Personal Narratives,Self Expression,Ethnography,Postmodernism,Art Expression,College English,Visual Arts,Professional Identity

This paper presents a theorised classroom-based account discussing the author's interdisciplinary approach to engaging first-year teacher-education students in self-critical inquiry using creative writing techniques as an entry point into Arts-based three-dimensional storytelling. Via an interpretation of Lacan's &quot;speaking subject&quot;--combined with theories of the postmodern &quot;self&quot;--the discussion explores the creative potential of autoethnography as a practice of self-reflection, writing, artistic expression and three-dimensional storytelling. Here, particular examples of students' works are provided to exemplify the power of this interdisciplinary Arts/English methodology to facilitate students' opportunities to: a) self-narrate and self-examine personal experience with a view to understanding and visually expressing the personal and public self; and b) utilise creative writing techniques in tandem with Arts-based forms of visual expression to raise questions about how language, dimensionality, and the Arts might intersect to construct and narrate individual subjectivity, and the implications for understanding professional identity.
Reflexivity and Aesthetic Inquiry: Building Dialogues between the Arts and Literacy
Author: Ryan, Mary
Date: 2014-09-00
Type: Journal Articles
Subjects: Reflection,Inquiry,Visual Arts,Literacy,Aesthetic Education,Creative Writing,Writing Instruction,Self Expression

Reflection can form the basis for powerful dialogue between the arts and literacy as we seek interpretive and expressive fluency across modes. Through deep, cumulative reflection we make aspects of our world and experiences more perceivable, and open them up for artistic expression and aesthetic inquiry. Such reflections are also the catalysts for self-awareness and identity-building. Theories of reflexivity offer a useful lens with which to understand our relationship with the world and the people, texts and things within it. The reflexive process can prompt us to challenge our understandings and change our representations of self and others through text. This paper offers a discussion of reflexivity and the ways in which it can be expressed and performed in discursive and non-discursive ways to develop literacies through and in the arts.
Interpreting the Images in a Picture Book: Students Make Connections to Themselves, Their Lives and Experiences
Author: Mantei, Jessica
Date: 2014-09-00
Type: Journal Articles
Subjects: Picture Books,Childrens Literature,Foreign Countries,Reader Text Relationship,Elementary School Students,Primary Education,Grade 4,Teaching Methods,Literacy Education,Learning Processes

Picture books are an important and accessible form of visual art for children because they offer, among other things, opportunities for making connections to personal experiences and to the values and beliefs of families and communities. This paper reports on the use of a picture book to promote Year 4 students' making of text-to-self connections, which they expressed through visual art. &quot;A funds of knowledge&quot; (Moll, Amanti, Neff, &amp; Gonzalez,1992) lens was used to analyse the representation of students' out-of-school lives and experiences within the artworks. In this paper, we argue for a pedagogical approach that creates opportunities for children to respond to picture books through visual art, identifying artworks as powerful avenues of insight into children's funds of knowledge that can inform literacy pedagogy.
The Effects of Computer-Assisted Instruction Designed According to 7E Model of Constructivist Learning on Physics Student Teachers' Achievement, Concept Learning, Self-Efficacy Perceptions and Attitudes
Author: Kocakaya, Serhat
Date: 2010-07-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Constructivism (Learning),Physics,Cognitive Development,Self Efficacy,Misconceptions,Preservice Teachers,Science Teachers,Science Achievement,Scientific Attitudes,Pretests Posttests,Instructional Effectiveness,Science Instruction,Scientific Concepts,Concept Formation,Foreign Countries

The purpose of this study was to investigate the effects of a Computer-Assisted Instruction designed according to 7E model of constructivist learning(CAI7E) related to &quot;electrostatic'' topic on physics student teachers' cognitive development, misconceptions, self-efficacy perceptions and attitudes. The study was conducted in 2006-2007 academic year and was carried out in three different classes taught by the same teacher, in which there were 79 2nd, 3rd and 4th grade university students, in central city of Diyarbakir in Turkey. An experimental research design including the electrostatic achievement test (EAT), the electrostatic concept test (ECT), physics attitude scale (PAS) and self-efficacy perception scale (SEPS) was applied at the beginning and at the end of the research as pre-test and post-test. After the treatment, general achievement in EAT increased (P&lt;0.05), but not all of subgroup. Difference between pre-test and post-test both knowledge and application levels of cognitive domain was found significant (P&lt;0.05), but not in comprehension level. This result showed that using CAI7E in teaching electrostatic topic was very effective for physics student teachers already learned this topic in several physics course to reach knowledge and application levels of cognitive domain. Analysis of electrostatic concept test (ECT); CAI7E changed students' misconceptions related to electrostatic and electric field positively (P&lt;0.05) and additionally change was found in SEPS (P&lt;0.05). It was also found out that there was no change about students' attitudes towards physics (P&gt;0.05). [See the related article: &quot;A Physics Lesson Designed According to 7E Model with the Help of Instructional Technology (Lesson Plan)&quot; in ERIC at EJ886456.]
Using an Arts-Integrated Multimodal Approach to Promote English Learning: A Case Study of Two Taiwanese Junior College Students
Author: Lee, Hsiao-Chien
Date: 2014-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Learning Modalities,Art Activities,Foreign Countries,Case Studies,Writing Assignments,Personal Narratives,Story Telling,Qualitative Research,Teaching Methods,Instructional Effectiveness,Interdisciplinary Approach,Literature,College Students,Participant Observation,Surveys,Language Skills,Scores,Tests

The theory of learning multimodality is receiving greater attention. Its application in language learning classes is also increasing in number. Since Chinese-speaking EFL learners are likely to be visual learners, as an instructor of Taiwanese EFL students, I have come to believe that arts integrated, multimodal projects help less confident and less motivated students. In this article I report on two case-study students over the two successive years, when they were under my instruction and engaged in a series of multimodal English writing tasks, including an online literature circle, five first-person narratives with images, and digital storytelling. Using a case study approach, I closely examined the two students' course work and closing reflections each semester. The results of the qualitative data analysis revealed that the multimodal learning practices enhanced the two students' motivation and confidence, after they had been discouraged by conventional language learning instructions. A discussion of the two students' evolution into active English writers is presented in detail. Their compositions, constructed within multiple modes, are provided to exemplify that arts integrated pedagogy can inspire and empower at-risk EFL students and lead them to a realm that a paper-and-pencil task can never match.
Learning through Story: A Collaborative, Multimodal Arts Approach
Author: Barton, Georgina
Date: 2014-09-00
Type: Journal Articles
Subjects: Teaching Methods,Cooperative Learning,Learning Modalities,Mentors,Drama,Singing,Dance,Story Telling,Childrens Literature,Teamwork,Small Schools,Mixed Age Grouping,Literacy Education,Qualitative Research,Interviews,Video Technology,Semiotics,Social Influences,Foreign Countries,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7

Literate practice in the arts encompasses both aesthetics and creativity. It is also multimodal in nature and often collaborative. This article presents data collected from a small multi-age school, with children from Prep to Year 7, during their preparation for an end-of-year show. The children had studied the topics of conservation and sustainability through the work of author Graeme Base and in particular his children's book &quot;The Sign of the Seahorse&quot; (1992). Using a mentoring and collaborative approach the children worked together to present the story through drama, dance and song. This research highlights the importance of expressing knowledge and meaning through multiple modes--not just using language. It demonstrates that creative and collaborative expression can be a powerful tool for learning and understanding story.
Indicator for Technological Pedagogical Content Knowledge (TPACK) Evaluation of Online Tasks
Author: Oster-Levinz, Anat
Date: 2010-10-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Online Courses,Task Analysis,Computer Assisted Testing,Program Evaluation,Educational Quality,Technology Integration,Evaluation Criteria,Program Descriptions,Test Construction,Test Validity,Test Reliability,Program Validation,Teacher Education Programs,Higher Education

In the Information Communication Technology era teachers will have to wisely use the online environment in order to realize a new pedagogy. The penetration of the internet and collaborative online instruments to teaching and learning affect the quality of teaching. We have developed a digital indicator to evaluate the quality of the online tasks in terms of content knowledge, pedagogical knowledge, technological knowledge and technological pedagogical content knowledge (TPACK). The score for the task is obtained immediately, with emphasis of its weaknesses and strengths. The indicator was used to examine 53 online tasks that were created by teachers from 2001 to 2007. We found that teachers can use this indicator for evaluating the quality of the tasks that were developed as well as to test the improvement that took place in their tasks over time.
&quot;Speaking Back&quot; from the English Periphery: Art-Work in a South Korean High School English Classroom
Author: Craig, Martin
Date: 2014-09-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Stereotypes,Curriculum,Disadvantaged,Neighborhoods,Literacy Education,High School Students,Newspapers,Language Proficiency,Editing,Political Power,Multilingualism,Art Education,Economics,Teaching Methods

South Korean English language teaching (ELT) has typically been represented as an arena dominated by excessive competition, test preparation, and the mastery of linguistic forms (Choi &amp; Park, 2013; Park, 2009). These notions have been compounded by stereotypical depictions of Korean students as passive learners incapable of critical thinking (Shin &amp; Crookes, 2005). While research suggests that top-down reform policies have failed to impact the culture of Korean English education (McGuire, 2007; Shin, 2012), the possibility of a relevant arts-based language and literacy curriculum in Korean ELT has not been explored. This paper reports on a classroom inquiry project designed to engage counter-literacies (Pennycook, 2010) and transgressive expression (Duncum, 2009) through an arts-based English curriculum in an economically disadvantaged neighbourhood on the outskirts of Seoul.This project came about in response to a school mandate to use an English medium newspaper as the centrepiece of a literacy curriculum for Korean high-school students with low to intermediate English proficiency. We drew inspiration from the Front Page project in which visual artist Nancy Chunn wrote and painted across &quot;The New York Times&quot; front pages every day for one year. She described these actions as a &quot;speaking back&quot; to the voices of power heard in authoritative media outlets. With the hopes of encouraging literacy practices that move beyond decoding and comprehension, we asked students to &quot;tag up&quot; newspapers by writing or drawing across their front pages. Drawings, graffiti-like slogans, and other multimodal representations suggest nuanced understandings of how participants felt positioned as consumers of media texts largely absent from the texts themselves. The opportunity to &quot;tag up&quot; these newspapers in a classroom environment evoked complex responses to editorial, economic, and political power in ways typically excluded from a more formal language and literacy curriculum. We argue that this dialogic, irreverent, and colourful exercise provided a medium through which learners positioned at the periphery of Korean education could respond to authority through a variety of artistic forms. This short unit offers a starting point for the implementation of an arts-based approach to multimodal and multilingual literacies. In particular, we suggest that counter-literacies in an arts-based language and literacy curriculum offer avenues for marginalised students to develop unique political voices in classroom spaces and beyond.
Enticers and Barriers to E-Learning Based Distance Corporate Training: The Case of a Greek Bank
Author: Seraphim, Katerina G.
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Distance Education,Banking,Employee Attitudes,Corporate Education,Learner Engagement,Barriers,Resistance (Psychology),Trainees,Learning Motivation,Qualitative Research,Statistical Analysis,Questionnaires,Interviews

The purpose of this study is to investigate what influences employees' acceptance and resistance to a corporate e-learning initiative provided by one of the leading Banks in Greece. The results of the research provide insight into the barriers and enticers in relation to e-learning and identify areas for improvement, with a view to developing and implementing efficient corporate e-learning initiatives. A combination of quantitative and qualitative research was conducted in order to examine the factors affecting learner's interest in, and resistance to e-learning along four axes: a) technology, b) time c) interaction/support, d) reward/recognition. Distractions to study and continuous interruptions were identified as the most serious barrier faced by the trainees, as e-learning material is available only on the Bank's intra-net, ie only at the work place and during working hours. Linking the completion of an e-learning course to a particular job description or to an opportunity for employee promotion, as well as the integration of the e-learning courses into a comprehensive training system leading to a certified business title, were identified, among others, as particularly encouraging factors.
Sustainable Assessment and Evaluation Strategies for Open and Distance Learning
Author: Okonkwo, Charity Akuadi
Date: 2010-10-00
Type: Journal Articles
Subjects: Distance Education,Sustainability,Evaluation Methods,Educational Strategies,Open Education,Evaluation Problems,Item Banks,Evaluation,Stakeholders,Test Reliability,Test Validity,Test Construction,Computer Assisted Testing,Performance Factors,Educational Practices,Item Analysis

This paper first presents an overview of the concepts of assessment and evaluation in Open and Distance Learning (ODL) environment. The large numbers of students and numerous courses make assessment and evaluation very difficult and administrative nightmare at Distance Learning (DL) institutions. These challenges informed exploring issues relating to assessment and evaluation like the development and use of question bank and deployment of technology in assessment with emphasis on strategies for sustainability. Assessment in ODL, unlike in the Conventional system where students have a range of opportunities to demonstrate their learning periodically, depends on formal assessment tasks only. Thus, for validity to be high in ODL assessment, assessment must provide the appropriate situation possible for measuring the specific abilities being measured. Reliability is maximized when the assessment items are many; the items are not too easy or too difficult for the candidates; and the marking consistent. Evaluation depends on Tutor Marked Assignments (TMAs) and End of Semester Examination (ESE) in ODL system. Large question/item bank (with reliable and valid questions) from which items are picked to constitute test are needed. Attempts are made to provide argument for the use of computer as a viable option for sustainable assessment based on its sustainable features especially for ODL institutions with a large number of students&apos; population. It is hoped that these strategies if adopted have the potentials to eliminate some of the challenges that ODL institutions are currently facing in assessment. It will also strengthen quality assurance mechanism in ODL institutions.