ethanporcaro/eric-fulltext-meta huggingface dataset:
Benchmarking the Habits and Behaviours of Successful Students: A Case Study of Academic-Business Collaboration
Author: Archer, Elizabeth
Date: 2014-02-00
Type: Journal Articles
Subjects: Benchmarking,Student Behavior,Foreign Countries,Academic Achievement,Academic Persistence,School Holding Power,Universities,School Business Relationship,Case Studies,Pilot Projects,Measurement Techniques,Models,Prediction,Distance Education,Surveys,Profiles,College Students,Success

Student success and retention is a primary goal of higher education institutions across the world. The cost of student failure and dropout in higher education is multifaceted including, amongst other things, the loss of revenue, prestige, and stakeholder trust for both institutions and students. Interventions to address this are complex and varied. While the dominant thrust has been to investigate academic and non-academic risk factors thus applying a &quot;risk&quot; lens, equal attention should be given to exploring the characteristics of successful students which expands the focus to include &quot;requirements for success&quot;. Based on a socio-critical model for understanding of student success and retention, the University of South Africa (Unisa) initiated a pilot project to benchmark successful students' habits and behaviours using a tool employed in business settings, namely Shadowmatch®. The original focus was on finding a theoretically valid measured for habits and behaviours to examine the critical aspect of student agency in the social critical model. Although this was not the focus of the pilot, concerns regarding using a commercial tool in an academic setting overshadowed the process. This paper provides insights into how academic-business collaboration could allow an institution to be more dynamic and flexible in supporting its student population.
Multi-Country Experience in Delivering a Joint Course on Software Engineering--Numerical Results
Author: Budimac, Zoran
Date: 2014-02-00
Type: Journal Articles
Subjects: Computer Software,Engineering Education,Foreign Countries,Higher Education,Computer Science Education,Educational Cooperation,Undergraduate Students,Graduate Students,Course Descriptions,Assignments,Case Studies,Comparative Analysis,Test Results,Grades (Scholastic),Course Evaluation,Course Content,Evaluation Methods,Institutional Cooperation

A joint course, created as a result of a project under the auspices of the &quot;Stability Pact of South-Eastern Europe&quot; and DAAD, has been conducted in several Balkan countries: in Novi Sad, Serbia, for the last six years in several different forms, in Skopje, FYR of Macedonia, for two years, for several types of students, and in Tirana, Albania, in the form of a crash, 7-day course, for the last two years. In this paper, we will put an emphasis on the assessment methods used within these courses, and compare them with the &quot;original&quot; course that has been conducted at the Humboldt University in Berlin for almost a decade. Having a good environment for comparisons we draw some conclusions about teaching software engineering in different environments.
An Exploratory Study of Effective Online Learning: Assessing Satisfaction Levels of Graduate Students of Mathematics Education Associated with Human and Design Factors of an Online Course
Author: Lee, Joohi
Date: 2014-02-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Participant Satisfaction,Online Courses,Course Content,Surveys,Methods Courses,Teacher Competencies,Foreign Countries,Masters Programs,Geometry,Pedagogical Content Knowledge,Educational Technology,Electronic Learning,Teacher Characteristics,Grading,Teaching Assistants,Teacher Student Relationship,Teaching Methods,Expectation

This exploratory research project investigated graduate students' satisfaction levels with online learning associated with human (professor/instructor and instructional associate) and design factors (course structure and technical aspects) using a survey study. A total of 81 graduate students (master's students who majored in math and science education) enrolled in an online math methods course (Conceptual Geometry) participated in this study. According to the results of this study, student satisfaction level is closely associated with clear guidelines on assignment, rubrics, and constructive feedback. In addition, student satisfaction level is related to professor's (or course instructor's) knowledge of materials.
Initial Trends in Enrolment and Completion of Massive Open Online Courses
Author: Jordan, Katy
Date: 2014-02-00
Type: Journal Articles
Subjects: Enrollment Trends,Open Universities,Open Source Technology,Enrollment Influences,Online Courses,Distance Education,Access to Computers,Trend Analysis,Academic Persistence,Regression (Statistics)

The past two years have seen rapid development of massive open online courses (MOOCs) with the rise of a number of MOOC platforms. The scale of enrolment and participation in the earliest mainstream MOOC courses has garnered a good deal of media attention. However, data about how the enrolment and completion figures have changed since the early courses is not consistently released. This paper seeks to draw together the data that has found its way into the public domain in order to explore factors affecting enrolment and completion. The average MOOC course is found to enroll around 43,000 students, 6.5% of whom complete the course. Enrolment numbers are decreasing over time and are positively correlated with course length. Completion rates are consistent across time, university rank, and total enrolment, but negatively correlated with course length. This study provides a more detailed view of trends in enrolment and completion than was available previously, and a more accurate view of how the MOOC field is developing.
A Case Study of Integrating Interwise: Interaction, Internet Self-Efficacy, and Satisfaction in Synchronous Online Learning Environments
Author: Kuo, Yu-Chun
Date: 2014-02-00
Type: Journal Articles
Subjects: Videoconferencing,Synchronous Communication,Foreign Countries,Undergraduate Students,Student Attitudes,Interpersonal Relationship,Internet,Self Efficacy,Satisfaction,Interaction,Surveys,Correlation,Multiple Regression Analysis,Computer Mediated Communication,Educational Technology,Teacher Student Relationship,Questionnaires,Regression (Statistics)

This paper reports research on the implementation of a web-based videoconferencing tool (Interwise) for synchronous learning sessions on an industrial technology course offered through a university in northern Taiwan. The participants included undergraduate students from the same course offered in two different semesters. We investigated students' perceptions of interactions with the instructor and fellow students, their confidence in utilizing the Internet (Internet self-efficacy), and the satisfaction level that students perceived throughout the learning process with Interwise. We also examined the effect of interactions and Internet self-efficacy on student satisfaction. Data collected through paper-based and online surveys were analyzed using correlation and multiple regression. The results revealed that overall, learners perceived Interwise as a tool that was moderately easy to use for synchronous learning. Learners seemed to prefer using the Interwise features, such as emotion icons, talk, or raise hand, to interact with their instructor. Learners had high confidence in gathering data or getting support through the Internet, but low confidence in resolving Internet related problems. Both learner-learner and learner-instructor interactions were significant predictors of student satisfaction, while Internet self-efficacy did not significantly contribute to satisfaction. Learner-instructor interaction was found to be the strongest predictor of student satisfaction.
Design and Implementation of a Simulation-Based Learning System for International Trade
Author: Luo, Guo-Heng
Date: 2014-02-00
Type: Journal Articles
Subjects: Simulation,International Trade,Business Administration Education,Business English,Statistical Analysis,Qualitative Research,Teaching Methods,Letters (Correspondence),Student Attitudes,Undergraduate Students,Electronic Learning,English (Second Language),Second Language Instruction,Second Language Learning,Graduate Students,Questionnaires,Foreign Countries,Teacher Attitudes,Writing Evaluation,Mixed Methods Research

In the traditional instructional method used in international trade, teachers provide knowledge to learners by lecturing using slides and setting assignments; however, these methods merely deliver international trade knowledge rather than facilitating student development of relevant skills. To solve these problems, we proposed a simulation-based learning system for international trade, combining international trade-process simulation and business letter writing. We investigated learner opinions toward the system and the quality of business letters by using quantitative and qualitative analyses. Regarding the results, learners perceived that the proposed system improved their knowledge of international trade and business English.
How Well Do Canadian Distance Education Students Understand Plagiarism?
Author: Kier, Cheryl Ann
Date: 2014-02-00
Type: Journal Articles
Subjects: Foreign Countries,Plagiarism,Error Patterns,Online Courses,Distance Education,College Students,Phrase Structure,Identification,Psychology,Writing Skills,Multiple Choice Tests,Vignettes

This project ascertains how well students taking online, distance education courses at a Canadian university recognize plagiarised material and how well they paraphrase. It also assesses the types of errors made. Slightly more than half of 420 psychology students correctly selected plagiarised phrases from four multiple choice questions. Only a minority was able to rewrite a phrase properly in their own words. A more diverse sample of university students also had difficulty recognizing plagiarised passages from multiple choice options. The poor ability of students to identify plagiarised passages may suggest poor understanding of the concept. Students may benefit from training to improve their understanding of plagiarism.
Challenges and Instructors' Intention to Adopt and Use Open Educational Resources in Higher Education in Tanzania
Author: Mtebe, Joel Samson
Date: 2014-02-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Open Source Technology,Open Universities,Regression (Statistics),Technology Integration,College Faculty,Access to Education,Blended Learning,Intention,Teacher Attitudes,Expectation,Teacher Effectiveness,Social Influences,Likert Scales,Questionnaires,Hypothesis Testing

Higher education in Tanzania like in many other Sub-Saharan countries suffers from unavailability of quality teaching and learning resources due to lack of tradition, competence, and experience to develop such resources. Nevertheless, there are thousands of open educational resources (OER) freely available in the public domain that can potentially improve the quality of existing resources or help to develop new courses. The uptake and reuse of these resources in higher learning institutions (HLIs) in Tanzania has been very low. The study applied the unified theory of acceptance and use of technology (UTAUT) model to elicit instructors' intention to adopt and use OER in teaching. The paper also investigated challenges that hinder instructors to adopt and use OER. A sample of 104 instructors selected randomly from five HLIs was collected and tested against the research model using regression analysis. The study found effort expectancy had significant positive effect on instructors' intention to use OER while performance expectancy, facilitating conditions, and social influence did not have significant effect. Challenges that were found to hinder instructors to adopt and use OER are discussed. The findings of this study will help those who are involved in OER implementation to find strategies that will maximize OER adoption and usage in higher education in Tanzania.
Introducing a Learning Management System at a Russian University: Students' and Teachers' Perceptions
Author: Emelyanova, Natalya
Date: 2014-02-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Management Systems,Teacher Attitudes,Student Attitudes,Economics Education,Electronic Learning,Computer Attitudes,Technological Literacy,Grades (Scholastic),Scores,Instructional Effectiveness,College Faculty,College Students,Questionnaires

Learning management systems (LMS) have been proven to encourage a constructive approach to knowledge acquisition and support active learning. One of the keys to successful and efficient use of LMS is how the stakeholders adopt and perceive this learning tool. The present research is therefore motivated by the importance of understanding teachers' and students' perceptions of LMS in order to anticipate possible issues (problems) and help to build a productive learning environment and a committed user community. The paper looks at this process at a Russian university (National Research University Higher School of Economics-HSE) where the system is being implemented and examines the following issues: qualification and readiness of the stakeholders to use LMS and their perceptions of the system's convenience, effectiveness, and usefulness. The research reveals remarkable divergence of students' and teachers' perceptions of various aspects of LMS which must be considered when raising the effectiveness of the system and building commitment to e-learning. They are analyzed and explicated in the present paper.
Rethinking Dropout in Online Higher Education: The Case of the Universitat Oberta De Catalunya
Author: Grau-Valldosera, Josep
Date: 2014-02-00
Type: Journal Articles
Subjects: Online Courses,College Students,Dropouts,Foreign Countries,Distance Education,Definitions,Statistical Analysis,Enrollment Trends,Databases,Dropout Research,Departments

In recent years, several studies have been carried out into the reasons why students drop out of online higher education, following the rise in the relative weight of this form of education. However, more effort has gone into analyzing the causes of this phenomenon than into trying to characterize students who drop out, that is defining what a dropout student is. But obtaining a proper definition of dropout is just as important as describing its causes. It also appears that the definition of dropout is very sensitive to context. As one of the main findings of this article, we reach a pure empirical definition, at a programme level, of students who drop out of an online higher education context with non-mandatory enrollment. This definition is based on the probability of students not continuing a specific academic programme following several consecutive semesters of &quot;theoretical break&quot;, and is highly adaptable to institutions offering distance education with no permanence requirements, that is ones offering the possibility of taking breaks. Our findings show that there are differences regarding the number of consecutive semesters that define dropout depending on whether the programme requires previous experience or not. Additionally, we observe significant differences in the dropout rate between specific programmes, as well as a higher level of dropout in the first semesters. Analyzing the reasons behind these facts should help higher education institutions to make more sound and efficient decisions.
The Reciprocal and Correlative Relationship between Learning Culture and Online Education: A Case from Saudi Arabia
Author: Hamdan, Amani K.
Date: 2014-02-00
Type: Journal Articles
Subjects: Correlation,Online Courses,Cultural Influences,Foreign Countries,Learning Strategies,Females,Undergraduate Students,Student Attitudes,Computer Mediated Communication,Surveys,Distance Education,Communication Skills,Futures (of Society),Empowerment,Educational Change

The purpose of this paper is to build on the insights of educators regarding the relationship between culture and online learning. More specifically, this paper aims to explore the ways in which students' culture of learning is changing as a result of the introduction of various modes of online learning. It also aims to explore the ways in which culture and cultural values affect the application and success of online-learning strategies. Particular attention is directed to learners' perceptions of the advantages and disadvantages of online communication. The paper is based on primary data drawn from undergraduate female students' responses regarding how online education is changing their learning culture and how their culture is influencing online education. Sixty-seven undergraduate Saudi female students participated in the survey. The literature in the field of online and distance education is explored to help answer these questions. The participants indicated that online education helped them to challenge some cultural norms, enhance their learning culture, and improve their communication skills.
Evidence-Based Practice Guidelines for Fetal Alcohol Spectrum Disorder and Literacy and Learning
Author: Mitten, H. Rae
Date: 2013-00-00
Type: Journal Articles
Subjects: Evidence,Best Practices,Guidelines,Fetal Alcohol Syndrome,Indigenous Populations,Interviews,Parents,Children,Focus Groups,Qualitative Research,Foreign Countries,Teachers,Stakeholders,Canada Natives,Urban Schools,Observation,Learning Modalities,Learning Processes,Holistic Approach,Language Skills,Story Telling,Writing (Composition),Reading Instruction,Sensory Integration,Attention,Communication Problems,Student Motivation,Learner Engagement,Academic Persistence,Adolescents

Evidence-based Practice Guidelines for Fetal Alcohol Spectrum Disorder (FASD) and Literacy and Learning are derived from an inductive analysis of qualitative data collected in field research. FASD is the umbrella term for a spectrum of neurocognitive and physical disabilities caused by prenatal exposure to alcohol. Data from a sample of N=150 was collected using sharing circles with Aboriginal elders and community members; conversational interviews with parents and their children with FASD; and interviews and focus groups with professionals who support children with FASD and their families. Special protocols were followed in collaboratively planning and participating in research involving Aboriginal communities. Aboriginal research methodologies utilized are situated among emerging, multi-disciplinary, qualitative research methodologies suitable for understanding the complexity of natural phenomena such as FASD. The goal of dissemination is to further translation of research findings regarding evidence-based guidelines for FASD to the clinical or practice levels, across disciplines and sectors, as well as across the life cycle, in order to prevent adverse life outcomes.
Saudi Special Education Student Teachers' Knowledge of Augmentative and Alternative Communication (AAC)
Author: Subihi, Ahmad Saeed
Date: 2013-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Preservice Teacher Education,Foreign Countries,Augmentative and Alternative Communication,Knowledge Level,Statistical Analysis,Assistive Technology,Questionnaires,Specialization,Disabilities

Speech-language pathologists (SLPs), special education teachers (SETs), and occupational therapists (OTs) are all expected to encounter individuals with complex communication needs, who need for Augmentative and alternative communication (AAC) (Costigan &amp; Light, 2010). This study aimed to reveal special education student teachers' knowledge of AAC, and its relation to their academic levels and unique-specializations. To achieve this objective, the researcher administered a ten questions test on 30 participants all of whom met the study including criteria. The means and standard deviations relevant to their responses to the test were counted and then analyzed by means of Analysis of Covariance ANCOVA. Results of ANCOVA haven't shown any statistically significant difference in the participants' knowledge of AAC attributed to their academic levels and unique-specializations. The percentage of fully accurate responses of all participants to the ten tests' questions was 2.66%. This result suggests an inadequacy of participants' knowledge of AAC and a dire need for relevant education and training. Results and implications for future research and practices are discussed.
Individual Educational Plans in Swedish Schools -- Forming Identity and Governing Functions in Pupils' Documentation
Author: Andreasson, Ingela
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Needs Students,Special Education,Individualized Education Programs,Documentation,Academic Achievement,Social Behavior,Student Evaluation,Behavior Problems,Teacher Role,Special Education Teachers,Human Body

The documentation of pupils in Swedish schools is extensive and a documentation culture has come to characterize the schools in recent years. In the context of decentralization and changing governance, focus has increasingly been directed towards assessment, follow-up and evaluation of pupils' learning and social development. This article examines the Individual Educational Plans (hereafter IEP) used for pupils with special educational needs in Swedish compulsory schools from the perspective of text analyses based on discourse theory. The aim of this study is to shed light on how pupils are constructed in the school's documentation. The study examines how these IEPs are used as a pedagogical technique for new ways of governing in order to impose self-regulation, individual responsibility and social control. The documents, which comprise the empirical material in this article, are gathered from 14 different schools and consist of documents for a total of 136 pupils with special educational needs.
Social Competence Intervention in Autistic Spectrum Disorders (ASDS) - A Case Study
Author: Amin, Noor A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Autism,Pervasive Developmental Disorders,Case Studies,Intervals,Program Effectiveness,Peer Teaching,Story Telling,Elementary School Students,Males,Hypothesis Testing,Social Behavior,Behavior Change,Social Development,Functional Behavioral Assessment,Observation,Probability

The purpose of this case study was to determine the effectiveness of a combined intervention in remediating the social skills in a first-grader with a disorder from the autism spectrum disorders (ASDs). The researcher also aimed to identify the changes observed during the intervention period. The combined intervention consisted of reading personalized Social Stories that targeted specific social skills and peer mediated intervention. The intervention took place for a period of eight weeks. In order to determine the effectiveness of the intervention, the researcher compared the teachers&apos; ratings on the Social Behaviour Assessment Inventory (SBAI) (Stephens, 1992), data gathered from the Conditional Probability Record (Steege, &amp; Watson, 2009), and informal interviews conducted with the teachers and mother before and after intervention. The results showed that the combined intervention did improve the targeted social skills; there was an increase in target behaviours post intervention and a minimal improvement in the rating scales. Based on the results, implications and recommendations for future research were drawn.