ethanporcaro/eric-fulltext-meta huggingface dataset:
Accreditation of Online and Distance Learning Programs: Online GIS Education Program Experience
Author: Cabuk Anaper, Saye Nihan
Date: 2013-01-00
Type: Journal Articles
Subjects: Higher Education,Accreditation (Institutions),Information Technology,Quality Control,Associate Degrees,Distance Education,Geographic Information Systems,Quality Assurance,Academic Standards,Foreign Countries,Educational Quality,Program Descriptions

The quality issue emerged as a topic of concern for the goods and product market has also become a key element in services like higher education. With the rise of the mobility of students, academicians and graduates, the quality and the compatibility of education systems have recently been subject to much debate. Moreover, the huge role of higher education in a society's economy and prosperity has added new dimensions to the measures of quality in higher education. With the quality assurance as a separate instrument in university management and in government policy, accreditation processes referring to compatibility of a higher education institution or a program with national or international performance standards started as a new quality assurance mechanism in different geographies around the World. On the other hand, the varying needs and living conditions, advancements in information technologies and internet, easy access and communication opportunities, and increased willingness to share information have given rise to a new form of education called distance learning. Online geographical information systems (GIS) program of Anadolu University is one of the distance education programs awarding an associate degree in the field. Using the GIS program as a case study, this paper analyses the eminent role of accreditation of online and distance learning programs on the transformation of quality measures in higher education. This paper also presents the detailed learning outcomes of the program and its importance for accreditation. (Contains 2 figures and 4 tables.)
Development and Evaluation of Ning Social Network for Teaching Training Online Surveillance
Author: Mohd Nawi, Mohd Aliff
Date: 2013-01-00
Type: Journal Articles
Subjects: Teaching Methods,Trainees,Foreign Countries,Online Courses,Student Teachers,Social Networks,Web 2.0 Technologies,Supervisory Methods,Teacher Supervision,Teacher Education Programs,Courseware,Interviews,Observation

Supervision of teaching practice is an important aspect of training teachers in improving their teaching skills. Barriers such as distance and time factor are the constraints faced by the lecturers at the National University of Malaysia to communicate with the teacher trainees under their supervision. Therefore, this study aims to develop and evaluate a social-networking site Ning's platform for the supervision of lecturers to teach on-line training. This study used the case design where a total of nine teacher trainees involved in this study. It found that overall, acceptance of the use of the social-networking site Ning mean score at the highest level of 3.91. In addition, all student teachers have positive attitudes towards the use of the social-networking site Ning social-networking site and agree a suitable approach to the supervision of one of the online teaching practices. While the &quot;blog&quot; is the most active facility used by student teachers in which they do self-reflection. In conclusion, the social-networking site Ning has the potential to assist lecturers to carry out supervision on-line teaching practice. (Contains 5 figures and 1 table.)
A Comparison of Internet-Based Learning and Traditional Classroom Lecture to Learn CPR for Continuing Medical Education
Author: Hemmati, Nima
Date: 2013-01-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Guidelines,Medical Education,Foreign Countries,Internet,Feedback (Response),First Aid,Quasiexperimental Design,Lecture Method,Medical Schools,Web Based Instruction,Professional Continuing Education,Physicians,Grades (Scholastic),Comparative Analysis,Satisfaction,Pretests Posttests,Visual Aids,Computer Software,Teaching Methods,Multimedia Instruction,Multimedia Materials,Self Evaluation (Individuals),Control Groups,Experimental Groups,Measures (Individuals),Questionnaires

The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL) and traditional classroom lecture (TCL) for continuing medical education (CME) programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR) curriculum guidelines training either by traditional or by an Internet-based CME. A randomized two-group pretest-posttest quasi-experimental design was used. Postgraduate general physician trainees of Iran medical schools were participated. Two methods were compared for teaching the newest curriculum guidelines of the American Heart Association: lecture method in which the teacher follows a Power point presentation with linear layout, and with interactive self-assessment and Scenario-based learning, feedback, multimedia with linear and nonlinear layout with the same power point presentation as lecture in terms of text and photography. The data on final CPR exam grades, collected both groups trained physicians, were obtained for a total of 80 physicians in 2011. An independent sample t-test analysis indicated that participants in the IBL format reported significantly higher mean ratings for this format (62.5 plus or minus 2.32) than TCL format (54.6 plus or minus 2.18) (p = 0.001). There were no significant differences between the two groups in cognitive gains (p less than 0.05) well-designed IBL content can be effective or a supplement component to CME. (Contains 3 tables.)
Multitasking or Continuous Partial Attention: A Critical Bottleneck for Digital Natives
Author: Firat, Mehmet
Date: 2013-01-00
Type: Journal Articles
Subjects: Technological Advancement,Usability,Generational Differences,Time Management,Executive Function,Attention,Influence of Technology

With the beginning of the second half of the past century, advances in Information and Communication Technologies had unprecedented influence deeply felt in all social structures. The effects were so much widespread that the differences in technology use have created a huge gap between generations in terms of everyday life and lifestyle. As a result, two groups occurred; those growing with technology digital natives and digital immigrants who try to keep pace with technology. Today, the computer, internet and mobile technologies like e-book readers, mobile phones, android devices, smart phones and tablet computers have become all-day business and communication tools used by digital natives. However, these high-tech tools, with their speed and ease of use, revealed some important issues that deeply affect digital natives' way of life. Among these most important effects are Continuous Partial Attention and Multitasking. In this study, these two conditions faced by digital natives were compared, and some suggestions have been put forward for the digital native learners. (Contains 3 figures and 1 table.)
OER on the Asian Mega Universities: Developments, Motives, Openness, and Sustainability
Author: Farisi, Mohammad Imam
Date: 2013-01-00
Type: Journal Articles
Subjects: Foreign Countries,Web 2.0 Technologies,Sustainability,Educational Development,Institutional Characteristics,Content Analysis,Position Papers,Web Sites,Partnerships in Education,Stakeholders,Institutional Mission,Educational Objectives,Organizational Objectives,Open Source Technology,Knowledge Management,Asian Studies

The OER movement originated and integrated into ODE developments. Mega Universities (MUs) are among the most important of ODE providers worldwide should be to be the primary organizations for providing access to OER. So far, however, in-depth studies on OER developments in the Asian MUs were very limited. This study focuses on the developments, motives, openness, and sustainability of OER at the six MUs official websites in Asia. Data were collected for six months using the documentation techniques and analyzed using web content or textual analyze. Results of the study shown, that: (1) OER developments on the Asian MUs' were an ongoing process, multiyear program, and developed into three characteristics: special projects or initiatives; uploading the existing learning resources collections on the Website; and by taken out-links to the centers of OER websites worldwide. Contents of OER are very rich, diverse in categories, forms, and organized integrally into &quot;One Stop Window&quot;. The OER materials have developed by university as well as by joined with various parties of internal and external universities; (2) OER developments are based on three motives: the altruistic motivation of sharing, ego-boost motivation, and combination of both; (3) The OER openness for use or reuse by others can be classified into five categories: openness in the public domain; openness under provision by any license; openness under guarantee by government Laws, policies, missions or visions; openness under guarantee by universities policies, missions or visions; and openness because it was developed as a special initiative of the universities; and (4) Sustainability models that have been used by MUs to makes OER become viable, and stable for the long-term are institutional, governmental, workflow, user-centered, wiki, and social software models.
Virtual Classroom Participants' Views for Effective Synchronous Education Process
Author: Karaman, Selcuk
Date: 2013-01-00
Type: Journal Articles
Subjects: Virtual Classrooms,Content Analysis,Distance Education,Semi Structured Interviews,Synchronous Communication,Educational Environment,Delivery Systems,Teaching Methods,Performance Factors,Case Studies,Theological Education,Employee Attitudes,Student Attitudes,Teacher Attitudes,Foreign Countries

Virtual classroom (VC) is the preferred application in distance education since it provides simultaneous interaction and a communication environment between the student and the instructor. The aim of this study is to determine the key components which make VC sessions effective in terms of environment and method. Determination of these components and their effects through experiences of VC is important to improve the design and management of VC sessions. In this case study, VC experiences at theology bachelor's completion degree distance education program are examined. Semistructured interviews were performed with 20 participants (8 instructors, 10 students, 2 technical staff) of this program, which had regular VC sessions. Data were analyzed by using content analysis. This study reveals that VC sessions should be well planned and includes interactive activities in addition to good technical support. The instructional techniques that are of importance for VCs are considered to be active participation of students, summarization of material, attraction of students' attention and high association with real life. (Contains 1 table and 1 figure.)
Meaningful Engagement in Facebook Learning Environments: Merging Social and Academic Lives
Author: Wang, Jenny
Date: 2013-01-00
Type: Journal Articles
Subjects: Grades (Scholastic),Student Attitudes,Teaching Methods,Control Groups,Experimental Groups,Learning Experience,Regression (Statistics),Correlation,Undergraduate Students,Learner Engagement,Social Networks,Web Sites,Pretests Posttests,Outcomes of Education,Web 2.0 Technologies,Prediction,Predictor Variables,Satisfaction,Content Analysis,Academic Achievement,Validity,Reliability,Comparative Analysis

This study compared the effectiveness of different learning environments between interactive Facebook instructional method and non-Facebook instructional method for undergraduate students. Two outcome dimensions were measured: student grades and learning engagement. A pre-test-posttest control group experimental design was used. The experimental group (n= 134) received the interactive Facebook instructional method, and the control group students (n= 57) received the non-Facebook instructional method. Data pertaining to student Facebook use and activities were also collected. Independent samples t-tests were used to measure significant differences in grades and engagement between the Facebook and non-Facebook classroom contexts. Pearson's correlation coefficient was used to measure the relationships between interactive Facebook instructional method and grades. A linear regression was also performed to analyze the predictors of student grades. Content analyses of samples of Facebook communication exchanges were also conducted. The results revealed that experimental group had a significant positive effect on grades and engagement. This study concludes that Facebook use in instructional method assists students in achieving better grades, higher engagement, and greater satisfaction with the university learning experience. Thus, the authors provides experimental evidence that Facebook can be used as an educational communication and interaction tool to enable faculty to assume a more active and participatory role. (Contains 7 tables and 2 figures.)
Distance Educator: A Multiskill Personality
Author: Malik, Sangeeta
Date: 2013-01-00
Type: Journal Articles
Subjects: Personality Traits,Teacher Characteristics,Distance Education,Teacher Role,Teacher Competencies,Teaching Skills,Internet,Educational Technology

When we talk about a distance educator and a conventional educator the difference we found about both of them is that a distance educator needs to play multiple roles as compared to a conventional educator. They require more skills and knowledge to cater to the needs of the learner. In this article we will cover all the responsible areas of a distance educator and why we should consider them as a multiskill personality.
Open Courseware in Design and Planning Education and Utilization of Distance Education Opportunity: Anadolu University Experience
Author: Halac, Hicran Hanim
Date: 2013-01-00
Type: Journal Articles
Subjects: Higher Education,Educational Technology,Architecture,Distance Education,Internet,Courseware,Electronic Learning,Architectural Education,Technological Advancement,Instructional Materials,Video Technology,Foreign Countries,Computer Uses in Education

Depending on the evolving technological possibilities, distance and online education applications have gradually gained more significance in the education system. Regarding the issues, such as advancements in the server services, disc capacity, cloud computing opportunities resulting from the increase in the number of the broadband internet users, web design applications; and increase in the number of mobile device and social media users and the time spent on the internet, traditional reading and working habits as well as the preferred information resources of man have considerably changed. In accordance with these changes, it has become an inevitable necessity to improve the higher education courses and learning materials. Any higher education system, which fails to keep up with these requirements, will inevitably have difficulties in providing the students with the necessary knowledge and skills within an appropriate workload frame. Within this context, one of the fields to benefit from distance and online education opportunities is undoubtedly &quot;architecture and design education&quot;. Although the use of computer technologies is inevasible and highly intensive in this field, the speed of conformance with the rapid technological changes and the adoption of the advancements is considerably slow compared to others. However, it is still among the fields where the technological opportunities are utilized at most. Thereby, distance and online education technologies present an essential potential to help students achieve the required planning and architectural knowledge and skills. In this respect, this article evaluates the distance and online education opportunities for design and planning education through the experience of Anadolu University. (Contains 1 table.)
As Public Relationship Application Countinability of Participated Art Projects via Distance Education Method: A Case of &quot;Women's Are Meeting with Literature Project&quot;
Author: Taskaya, Merih
Date: 2013-01-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Public Relations,Art Activities,Mass Instruction,Participation,Disadvantaged,Females,Literature,Writing (Composition),Sustainability,Access to Education,Womens Education,Figurative Language,Content Analysis,Discourse Analysis,Sex Role,Gender Discrimination,Adult Education

Observations of artistic activities' transformative influence in social sphere by social scientists have played an essential role in the rise of &quot;participative art&quot; works worldwide. Within the scope of the public relations practices performed by municipal administrations particularly in order to promote the cultural development of society, noteworthy examples of works to enable citizen's active participation in artistic activities occur in Turkey as well. Within these practices, the project carried out by Antalya Municipality in 2009, namely &quot;Women Meet Literature&quot; has been designed with a view to help women who are living in disadvantageous districts build solution-driven behavior patterns instead of perceiving the difficulties in their social life particularly in their family life, as &quot;irresolvable&quot;. In the wake of the workshops carried out with the participation of Turkey's famous authoresses and poetesses, it has been observed that the act of writing has a stimulating effect on women's courage to diagnose problems. This study evaluates, through the case of &quot;Women Meets Literature&quot; project as a public relations practice, the project realization process and outputs of the case regarding the use of &quot;participative art&quot; in mass education, within the context of &quot;participative art&quot;, &quot;mass education&quot; and &quot;public relations practices&quot;; and it discusses the contributions of distant education to sustainability of project based public relations practices. (Contains 3 tables.)
Barriers to Communication in Distance Education
Author: Berge, Zane L.
Date: 2013-01-00
Type: Journal Articles
Subjects: Distance Education,Communication Skills,Barriers,Social Networks,Internet,Context Effect,Cultural Differences,Cultural Influences,Psychological Characteristics,Information Technology,Instructional Improvement,Communication Problems,Interpersonal Communication,Teacher Student Relationship

To a large extent education can be thought of as a communication process among the participants. This article focuses on distance education, which has both the general communication processes that in-person education venues possess, and also communication specific to the technologies that mediate the teaching and learning taking place at a distance. There are various opportunities and barriers to effective communication. An exhaustive review of literature regarding communication barriers to distance education summarizes the technical, psychological, social, cultural, and contextual challenges leading to a significant conclusion: that as technology used for distance education improves so does both the opportunities to overcome many of the barriers to ineffective communication and the complexity of the barriers that are faced by the participants. The hierarchy of this structure is described. (Contains 1 figure.)
The Courage to Lead
Author: Heft, James L.
Date: 2004-03-00
Type: Journal Articles
Subjects: Catholic Educators,Catholic Schools,World Views,Leadership,Theories,Ethics,Risk,Congruence (Psychology),Integrity,Social Justice,Leadership Effectiveness,Leadership Role,Leadership Qualities,Differences,Cultural Pluralism

This article explores the relationship between courage and leadership as it applies to Catholic educators. Scripture, literature, contemporary leadership theory, and modern culture are used in the development of an approach to leadership that is both theologically sound and culturally relevant. The author criticizes popular views of leadership, especially the work of Stephen Covey, in articulating a Catholic worldview and a functional leadership theory for Catholic educators.
Tradition and Innovation at Catholic Universities: Ideas from Bernard Lonergan
Author: Teevan, Donna
Date: 2004-03-00
Type: Journal Articles
Subjects: College Faculty,Church Related Colleges,Educational Innovation,Catholics,Institutional Mission,Higher Education,Educational Philosophy

This article discusses applications of Lonergan's thinking on tradition and innovation to the world of Catholic education. Even now, at the beginning of the 21st century and 20 years after his death, it is worthwhile to explore his understanding of tradition and innovation, with attention to how it related to the Catholic intellectual culture of his own time and, more importantly, how it might contribute to an understanding of the identity of Catholic educational institutions in today's period of great transition. In recent years, faculty members and administrators at Catholic universities have been engaged in many discussions about the Catholic intellectual tradition and Catholic higher education. Most of the attention in these conversations has gone to the issue of what it means to be Catholic. The next step is to explore what it means to have a tradition. Thus, this essay examines the usefulness of one leading 20th century Catholic intellectual's approach to tradition as it relates to Catholic education in general and to Catholic universities in particular.
The Good under Construction and the Research Vocation of a Catholic University
Author: Byrne, Patrick H.
Date: 2004-03-00
Type: Journal Articles
Subjects: Higher Education,Church Related Colleges,Catholic Schools,Role of Education,Prosocial Behavior,Individual Development,Institutional Mission,Attitudes,Research,Institutional Characteristics,College Environment,Reputation,Educational Philosophy

Responding to challenges questioning the possibility of distinctively Catholic higher education, this article seeks to establish an integrated vision for Catholic universities. Relying on the works of Philip Gleason, Ignatius of Loyola, and Bernard Lonergan, the author provides a framework for the important research function of Catholic universities and conceives the mission of Catholic institutions of higher education as contributing to the ongoing, creative, and redemptive work that is ultimately God's plan for humanity.
The Hidden Civic Lessons of Public and Private Schools
Author: Sikkink, David
Date: 2004-03-00
Type: Journal Articles
Subjects: School Role,Civics,Political Socialization,Democracy,Hidden Curriculum,Experiential Learning,Citizen Participation,Political Attitudes,Curriculum,Theories,Private Schools,Catholic Schools,School Culture,Reputation,Interpersonal Relationship,Social Capital,Student School Relationship,Regression (Statistics),Discipline,Secondary Education,Public Education

Curriculum theory has long acknowledged the presence of a hidden curriculum in schools. Whereas the formal curriculum is explicit and documented, the hidden curriculum involves those attitudes, experiences, and learnings that are largely implicit and unintended. This article compares the hidden civic lessons found in public and private schools. Catholic and other private schools have measurable organizational strengths that socialize students into participation in public institutions more effectively than public schools. (Contains 5 figures and 2 tables.)