ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning through Telepresence with iPads: Placing Schools in Local/Global Communities
Author: Meyer, Bente
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Technology Uses in Education,Educational Technology,Rural Schools,Videoconferencing,Secondary School Students,Computer Mediated Communication,Handheld Devices,Telecommunications,Ethnography,Interaction,Synchronous Communication,Asynchronous Communication,German,Second Language Instruction,Geography,Video Technology

Distributed learning is a growing issue in education following the mainstreaming of technologies such as videoconferencing. However, though distance and distributed learning have been common in adult education and business since the 1990s little is still known about the use of videoconferencing in elementary education. This paper reports from ongoing research in three rural schools in Denmark where the use of videoconferences are used as part of the teaching at lower secondary level. The research focuses on how students learn from videoconferences that are both one-to-many and peer-to-peer. Videoconferencing, conceptualized by the schools in question as telepresence, is performed in a unique combination of desktop interaction through mobile devices (iPads) and studio-based large screen lectures and interaction. Preliminary results of the research suggest that telepresence could be enhanced in schools by seeing it as a broad framework for collaboration between schools, in which different kinds of connections--both synchronous and asynchronous, mediated and face-to-face, large screen and desktop interaction--can support the placement of schools within the community and in the global context of learning. [For the full proceedings, see ED562095.]
Increase in Testing Efficiency through the Development of an IT-Based Adaptive Testing Tool for Competency Measurement Applied to a Health Worker Training Test Case
Author: Kleinhans, Janne
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Competence,Allied Health Personnel,Computer Assisted Testing,Evaluation Methods,Integrated Learning Systems,Measurement,Technology Uses in Education,Test Construction,Time,Vocational Education,Vocational Schools,Computer Software,Efficiency,Quality Assurance,Adaptive Testing

In the context of education and training, competency measurement (CM) is a central challenge in competency management. For complex CMs, a compromise must be addressed between the time available and the number of dimensions to be measured or the quality of the measurements. Increasing the efficiency of existing tests for CMs therefore poses a key challenge. An important approach to this challenge is computerized adaptive testing. For CMs, there is currently a lack of integrated adaptive testing tools. This paper presents the implementation, integration and evaluation of an appropriate adaptive component for the example of the learning management system ILIAS used for a CM of health workers. The textbook scenario of a linear testing implementation is compared with concrete results from the adaptive testing tool implementation, and the potential for increasing the test efficiency is demonstrated. [For the full proceedings, see ED562095.]
Creating Games as Authentic Learning in the Information Technology Classroom
Author: Frydenberg, Mark
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Computer Games,Computer Science Education,Programming,Introductory Courses,Information Technology,Educational Games,Computer Literacy,Skill Development,Learning Experience,Cooperative Learning,College Freshmen,Student Surveys,Reflection

Teaching students to create computer games has become a common practice in both K-12 and tertiary education to introducing programming concepts, increasing student engagement, and recruiting majors and minors in technology fields. This study describes a project where first-year college students in an introductory technology concepts course use a visual game creation tool to develop original games to play on their computers and mobile devices. The paper argues that the process of making an original computer game develops digital literacy skills and provides an authentic learning experience as students collaborate to create, publish, and deploy interactive games that they can play on their computers and mobile devices. [For the full proceedings, see ED562095.]
Goal Setting, Decision-Making Skills and Academic Performance of Undergraduate Distance Learners: Implications for Retention and Support Services
Author: Tanglang, Nebath
Date: 2015-07-00
Type: Reports - Research
Subjects: Foreign Countries,Undergraduate Students,Goal Orientation,Decision Making Skills,Academic Achievement,Distance Education,Rating Scales,Grades (Scholastic),Content Validity,Pretests Posttests,Statistical Significance,Hypothesis Testing,Research Design,Psychometrics,Academic Persistence

The study adopted an ex-post facto research design. Randomization sampling technique was used to select 346 undergraduate distance learners and the learners were grouped into four, High and Low Goal setter learners and High and Low Decision-making skills learners. The instruments for data collection were Undergraduate Academic Goal Setting Scale (UAGSS), Undergraduate Decision-making Skills Scale (UADMSS) and Semester Examination Course Result Grades in four courses. The instruments were validated with face and content validity and a test re-test administered after three weeks. The obtained alpha value were 0.77 and 0.84 while, Semester Examination Course Result Grades for the four courses that formed the academic performance (Use of English and Communication skills 1, Use of English and Communication skills 11, History and Philosophy of Science and the Good Study Guides) were moderated by External examiners appointed by the Senate of the University. t-test for unequal samples and Pearson Moment Correlation Coefficient statistical method were used to analyse the data. The findings indicated statistically significant difference between high and low goal setter undergraduate distance learners academic performance (t = 4.01 &lt; 0.000), statistically significant difference between high and low decision-making skills undergraduate distance learners academic performance (t = -3.35.93 &lt; 0.001), statistically significant positive relationship between high goal setter undergraduate distance learners and high decision-making skills undergraduate distance learners academic performance (0.297&lt;0.000) and statistically significant negative relationship between low goal setter undergraduate distance learners and low decision-making skills undergraduate distance learners academic performance (-0.307&lt; 0.000). Recommendations were made towards learners' retention and provision of support services. [For the full proceedings, see ED562095.]
Utilizing E-Learning Systems in the Libyan Universities: Case Study; Tripoli University, Faculty of Engineering
Author: Almansuri, Aisha Ammar
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Electronic Learning,Program Implementation,Higher Education,Technology Uses in Education,Educational Benefits,College Faculty,Teacher Attitudes,College Students,Student Attitudes,Semi Structured Interviews

E-learning in teaching and learning considered as the easy way to use information and communication technology by using of the internet. With the support of E-learning higher education can be delivered anywhere and at any time. Although E-Learning is very importance in Libyan higher education, It's implementation is facing many challenges in the Libyan universities. This paper focuses on the implementation of E-learning in Libyan Universities. The main aim of this paper is to discover the implementation of E-learning in Libyan higher education and to identify the factors affecting the use of its technology. The research findings and recommendations will benefit the Libyan policymakers and the stakeholders. [For the complete proceedings, see ED562095.]
An OWL Ontology for Metadata of Interactive Learning Objects
Author: Luz, Bruno N.
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Resource Units,Metadata,Interaction,Learning Processes,Internet,Intelligent Tutoring Systems,Electronic Learning,Web 2.0 Technologies,Semantics,Taxonomy,Information Science,Programming Languages,Computer Science Education

The main purpose of this paper is to present the importance of Interactive Learning Objects (ILO) to improve the teaching-learning process by assuring a constant interaction among teachers and students, which in turn, allows students to be constantly supported by the teacher. The paper describes the ontology that defines the ILO available on the Internet. Besides, it shows the implementation of tests conducted on the virtual environment eTutor. Finally, it presents the assessment of the results based on the use of ILO in the subject Introduction to Hardware and Computing taught to 20 students. [For Full Proceedings, see: ED562095.]
Methodological Proposal for Elaboration of Learning Materials in Sign Language in University Teaching
Author: Viera-Santana, J. Guillermo
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Hearing Impairments,Sign Language,Federal Legislation,International Law,Spanish,Accessibility (for Disabled),Access to Information,College Students,Animation,Video Technology

Hearing impairment may constitute a barrier for accessing to information and communication in public places. Since the oral communication forms the basis of the learning process, this problem becomes of particular relevance at schools and universities. To cope with this situation is not enough to provide a textual translation for people with hearing disabilities, society via educational authorities must facilitate alternatives that improve access to information and education to this collective. According to this reality, the possibility of having an alternative tool of communication based in the Spanish Sign Language (SSL) emerges as a contribution to help overcoming the communication obstacles that the students with this difficulty usually find. The Spanish law 27/2007 recognizes and regulates that the sign language has to be used as the means of support for oral communication for deaf, hearing disability and deaf-blind people. It also determines the rights of the people to decide loosely how to communicate, to not to be discriminated because of it and lays different application areas. According to this law, the design of a communication system based on SSL is proposed, with the aim of contributing to the Universal Accessibility as indicated by the International Convention on the Rights of the Persons with Disability. [For the complete proceedings, see ED562095.]
Developing a Mobile Learning Management System for Outdoors Nature Science Activities Based on 5E Learning Cycle
Author: Lai, Ah-Fur
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Outdoor Education,Natural Sciences,Management Systems,Learning Activities,Elementary School Science,Elementary School Students,Science Achievement,Marine Education,Instructional Effectiveness,Grade 5,Foreign Countries,Likert Scales,Achievement Tests,Pretests Posttests,Handheld Devices

Traditional outdoor learning activities such as inquiry-based learning in nature science encounter many dilemmas. Due to prompt development of mobile computing and widespread of mobile devices, mobile learning becomes a big trend on education. The main purpose of this study is to develop a mobile-learning management system for overcoming the difficulties of outdoor learning activities. In addition, this study conducted a learning experiment on marine education in an elementary school for investigating its impact on the learners' learning achievement and attitudes, and evaluating the suitability of this system. The results show that the mobile learning model with the system developed by this study has positive and significant effect on learners' cognitive achievement. Nevertheless, the learners' attitudes toward marine education is not enhanced after experiment. In addition, the result of system evaluation reveals that the experts show high appraisal toward this system including system usefulness, suitability and operational easiness. [For the complete proceedings, see ED562095.]
A Case Study of the Feedback Design in a Game-Based Learning for Low Achieving Students
Author: Lai, Ting-Ling
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Feedback (Response),Design,Educational Games,Low Achievement,Mathematics Achievement,Pilot Projects,Learning Motivation,Suburban Schools,Middle School Students,Observation,Interviews,Use Studies

The purpose of the study is to explore the effects of text-based and non-text-based feedback in a game-based learning system. The pilot study is a case study to find low-achieving math students' comprehension and motivation in using the game-based systems. Four low-achieving students from a suburban middle school participated in the study. Data collection includes observation and in-depth interview about the use of the GBL. The results will be provided for future design and revision the math GBL. [For the complete proceedings, see ED562095.]
A Study on Teacher Training to Incorporate Gamification in Class Design--Program Development and Implementation in a Teacher Training Course
Author: Shiota, Shingo
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Educational Games,Teacher Education,Preservice Teachers,Instructional Design,Lesson Plans,Questionnaires,Student Attitudes,Statistical Analysis

Having classes with &quot;fun&quot; incorporated into their design is crucial for learners. Students can learn from classes that combine learning with fun. In this study, we developed a program for university students in a teacher training course that aimed to teach ways of incorporating gamification into class design. [For the complete proceedings, see ED562095.]
The Causal Effect of the School Day Schedule on Adolescents' Academic Achievement
Author: Shapiro, Teny M.
Date: 2015-00-00
Type: Reports - Research
Subjects: School Schedules,Academic Achievement,Correlation,Regression (Statistics),College Freshmen,Military Schools

This study looks at the causal impact of the school day schedule on student achievement. How a student's classes are scheduled throughout the day is often determined by necessity, but can have a meaningful impact on academic performance. Acknowledging students' internal clocks and making small changes to scheduling patters could be a relatively low-cost method for administrators to improve performance. This paper builds on literature that has shown the negative effects of early morning classes to consider the influence the school-day schedule has throughout the day. The data is from five cohorts of college freshman at the United States Air Force Academy who face randomized scheduling and largely take a common set of classes. The authors that the largest impact of the schedule is in the early morning, but also find evidence of academic fatigue and asymmetric effects among STEM, non-STEM, and physical education courses that vary over the day. Contrary findings in the literature are reconciled by showing that, all else equal, the afternoon is the best time of day for learning, but academic fatigue wears on students as the school day progresses. Tables and figures are appended.
Moodle E-Learning System and Students' Performance in Higher Education: The Case of Public Administration Programmes
Author: Umek, Lan
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Electronic Learning,Integrated Learning Systems,Information Technology,Academic Achievement,Grades (Scholastic),Test Results,College Faculty,Public Administration Education,Program Effectiveness,Statistical Analysis,Blended Learning,College Students

The use of information and communication technologies (ICT) and therefore e-learning is becoming an ever more frequently used teaching and learning technique at all levels of education. In higher education, it completely or partially substitutes the classical teaching methods. It provides richer resources than the traditional classroom and overcomes its limitations (time and space). In some cases, it has proved to be very effective. Some authors, however, also point out that e-learning requires highly self-regulated and independent students or their e-learning performance may be low. The purpose of the paper is to analyse how introduction of the e-learning system Moodle as part of the teaching process is related with students' performance, i.e. the average grade and the average number of admissions to the exams. We also examined the same relationship among different groups of students (based on selected individual socio-demographic factors). The study included a member of the University of Ljubljana (Faculty of Administration) with public administration programmes as our sample in the period from 2008 till 2014. The results of the analysis (using a t-test) show a significant improvement in performance (a higher average grade and lower average number of admissions) at the different (faculty-, student- and course-) levels after introducing the Moodle e-learning platform. The data show that the greatest improvement is seen among students with lower high school grades. The results can serve as important guidelines for university management when further investigating how to enhance students' performance on different levels when employing modern ICT solutions in the teaching process. [For the full proceedings, see ED562095.]
The Effect of iMentor's College Ready Program on High School Students' College Aspirations and Non-Cognitive Skills
Author: Merrill, Lisa
Date: 2015-00-00
Type: Reports - Research
Subjects: Mentors,Program Effectiveness,College Readiness,High School Students,Academic Aspiration,Student Attitudes,Interpersonal Competence,Interpersonal Relationship,Grade 9,Fidelity,Intervention,Program Implementation,Reliability

A growing body of research shows that school-based mentoring programs can be a flexible and cost-effective way to improve student outcomes. Effective mentoring programs create close bonds between students and caring adults, providing students with an important source of emotional support. This study tests the effects of a new model--whole school-based mentoring that aims to prepare students to be college-ready. The whole-school model enables iMentor to enhance the effects of the mentoring relationships with a structured, college-readiness curricular component. In this study, the authors follow 16 cohorts of 9th grade students participating in iMentor over five years beginning in 2012-13 school year. This paper provides results from the 9th grade year. The focus of this study is to identify the effects of the iMentor program after being exposed to one year of treatment. The following research questions will be examined: (1) Do the iMentor evaluation schools implement iMentor's College Ready Program with fidelity to the program model?; (2) What are the effects of iMentor on students' non-academic outcomes, such as building and maintaining strong adult relationships, college aspirations, and non-cognitive skills?; and (3) Do the overall effects of iMentor on students' outcomes depend on the relative intensity and quality of various components of the iMentor program? iMentor is being implemented in eight public, non-charter high schools in New York City, the largest school district in the country. This study uses a lagged cohort design with two treatment cohorts--essentially a double lagged design. iMentor collects data from mentees and mentors via iMi, their interactive online platform. The analysis is currently underway and will be completed by January 2015, in time for a published report in March. A table is appended.
Cada Día Spanish: An Analysis of Confidence and Motivation in a Social Learning Language MOOC
Author: Henry, Michael
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Spanish,Synchronous Communication,Student Motivation,Self Esteem,Student Surveys,Qualitative Research,Socialization,Blended Learning,Second Language Instruction,Second Language Learning,Teaching Methods,Instructional Design,Feedback (Response),Likert Scales

Student performance in a Connectivist Massive Open Online Course (cMOOC), featuring daily synchronous web meetings was analyzed to explore the possibility of increased participant motivation and confidence. Participant survey data and course performance data were compiled, analyzed, and interpreted for 1256 individuals who completed a pre-course survey and 54 selected individuals who completed the post-course survey and met the sample criteria. This qualitative study adds to the overall understanding of social learning in a blended cMOOC environment. Results suggest that Daily Online Task-based Social (DOTS) Learning in large-scale web meetings may increase an individual's language learning confidence and personal motivation. [For the full proceedings, see ED562095.]
What Specific Preschool Math Skills Predict Later Math Achievement?
Author: Nguyen, Tutrang
Date: 2015-00-00
Type: Reports - Research
Subjects: Mathematics Achievement,Mathematics Skills,Skill Analysis,Predictive Measurement,Predictive Validity,Data Analysis,Early Intervention,Program Evaluation,Preschool Children,Program Effectiveness,Multivariate Analysis,Elementary School Students,Mathematics Activities,Regression (Statistics)

The widespread concern about mathematics achievement has drawn extensive research attention to what skills predict later academic achievement. There is clear and consistent evidence that math achievement at school entry is the strongest predictor of later school success and educational attainment. Early childhood math achievement can thus have far-reaching effects on students' schooling. Using longitudinal data from a low-income sample of preschoolers, the authors identify specific preschool mathematical competencies and relate them to later math achievement for students of low-income and minority backgrounds. This study is a secondary data analysis of data collected from the Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD) intervention evaluation study, which assessed the impact of an early mathematics intervention in low-resource schools. The full sample consisted of 1375 students in the fall of the preschool year. This analysis employs a sub-sample of children (n = 781) who had valid mathematics achievement score data in pre-kindergarten and fifth grade. The current study utilizes data collected during preschool, kindergarten, 1st, 4th, and 5th grade. The authors use multivariate regression analyses to relate end of pre-k math skills to math achievement to later grades in elementary school. The results reported in this study, along with a growing body of research with converging data, lend support to strengthening the link between promoting math skills in early childhood education and elementary school mathematics for later success. Tables are appended.