ethanporcaro/eric-fulltext-meta huggingface dataset:
Inspecting the Theoretical Model of Junior High School Students' Learning in English Village with Structural Equation Modeling
Author: Wen, Jia-Rong
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Junior High School Students,Computer Uses in Education,Cooperative Learning,Predictor Variables,Structural Equation Models,Questionnaires,Factor Analysis,Web Based Instruction,Goodness of Fit,Educational Technology,Validity

English teaching in elementary and junior high schools in Taiwan has been criticized for years as being restricted  in classroom learning and not being expanded out of the classrooms and combined with real situations so that  students are not really prepared to successfully use English outside of school therefore, the computer supported  collaborative learning (CSCL) platform for subsequent learning was established in English Village to help the  students continue with applicable English learning after studying in English Village. CSCL is therefore worth  using for remedial or broader learning. Based on the past literature, this study constructed a theoretical model for  junior high school students learning in English Village and discussed the interaction among latent variables in  the model. The research tools contained the sub-scales of Learning Motivation, Learning Behavior, and CSCL,  as well as four English Village situational  tests. A total of 243 grade 7 students in five classes in a junior high  school in Pingtung County were selected as the research subjects to test the theoretical model and to observe the  fit of the data with Structural Equation Model. The research outcomes show that the theoretical model in English Village presents the goodness of fit on the observed data that students' learning motivation positively and  directly affected the expression of learning behaviors, the performance of learning achievements, and the collaborative quality in the CSCL. Students' learning behaviors positively and directly affected the collaborative  quality in the CSCL.
Instructor's Perceptions towards the Use of an Online Instructional Tool in an Academic English Setting in Kuwait
Author: Erguvan, Deniz
Date: 2014-01-00
Type: Reports - Research
Subjects: Foreign Countries,Teacher Attitudes,College Faculty,Web Based Instruction,Private Colleges,English for Academic Purposes,Second Language Instruction,Interviews,Individualized Instruction

This study sets out to explore the faculty members' perceptions of a specific web-based instruction tool (Achieve3000) in a private higher education institute in Kuwait. The online tool provides highly differentiated  instruction, which is initiated with a level set at the beginning of the term. The program is used in two  consecutive courses as part of the coursework, with the main focus on Academic English skills. For that purpose,  8 faculty members, 6 of which have used it for the first time, have been interviewed. The questions have been  designed to seek responses about faculty members' perceptions of using the branded program in EAP practice,  perceptions related to the strengths and weaknesses of the program, opinions about the contribution to student learning, and student attitudes towards web-based instruction. The analysis of the data reveal that participants  have positive views towards differentiated instruction and seem to think this is one of the major strengths of the  ICT tool. In addition to this instructors think ICT motivates students, adds variety to class, but it makes them  question their role in the classroom, and also aggravates the already existing plagiarism endemic among students.
Interpretive Structural Modeling of MLearning Curriculum Implementation Model of English Language Communication Skills for Undergraduates
Author: Abdullah, Muhammad Ridhuan Tony Lim
Date: 2014-01-00
Type: Journal Articles
Subjects: Electronic Learning,Undergraduate Students,English (Second Language),Second Language Instruction,Learning Activities,Curriculum Implementation,Models,Handheld Devices,Communication Skills

In the field of distance education, learning mediated through mobile technology or mobile learning (mLearning) has rapidly building a repertoire of influence in distance education research. This paper aims to propose an mLearning curriculum implementation model for English Language and Communication skills course among undergraduates using Interpretive Structural Modeling (ISM) technique. The model was constructed to  complement the formal in-class learning in view of mLearning as a solution to cater the diverse undergraduate language learning needs. The ISM technique was used to integrate selected expert views to develop the model  which was generated through ISM software. The model consists of a network of mobile language activities and  in-class activities determined prior to the development of the model through focus group activity. Findings of the  study resulted in an interpretive structural model of a network of mobile language activities weaved into in-class  activities which could dynamically illustrate how undergraduate language learners with different learning needs  could be solved collaboratively via mLearning. The model was further evaluated to be refined by the experts. Interestingly through the evaluation, the experts found out that the activities in the model could be classified into  three main domains: Knowledge Input activities, enabling skills activities, and Evaluation and Reflection activities without disrupting the relationships among the activities. This categorization of the activities aims to  guide the curriculum implementers through how an activity or a group of activities influence or depend on other  activities which is vital, for example in determining sets of appropriate mobile learning and in-class activities for  a particular lesson to fulfill the course outcome in optimally aiding more students to achieve their individual learning targets.
Unlocking Insights about Military Children and Families
Author: Chandra, Anita
Date: 2013-00-00
Type: Journal Articles
Subjects: Military Personnel,Military Service,Children,Family Environment,Data Collection,Research Needs,Surveys,Data Analysis,National Surveys,Child Development,Well Being,Child Health,Social Development,Emotional Development,Research Methodology

As this issue of the &quot;Future of Children&quot; makes clear, there is much yet to learn about military children and their families. A big part of the reason, write Anita Chandra and Andrew London, is the lack of sufficiently robust sources of data. Until more and better data are collected about military families, Chandra and London say, it will be difficult to study the breadth of their experiences and sources of resilience, distinguish among subgroups within the diverse military community, or compare military children with their civilian counterparts.  After surveying the available sources of data and explaining what they are lacking and why, Chandra and London make several recommendations. First, they say, major longitudinal national surveys, as well as administrative data systems (for example, in health care and in schools), should routinely ask about children's connections to the military, so that military families can be flagged in statistical analyses. Second, questions on national surveys and psychological assessments should be formulated and calibrated for military children to be certain that they resonate with military culture. Third, researchers who study military children should consider adopting a life-course perspective, examining children from birth to adulthood as they and their families move through the transitions of military life and into or out of the civilian world.
Universal Design in First-Year Composition--Why Do We Need It, How Can We Do It?
Author: Nielsen, Danielle
Date: 2013-00-00
Type: Journal Articles
Subjects: Freshman Composition,Access to Education,Curriculum Implementation,Instructional Design,Educational Practices,Classroom Techniques,Barriers,Integrated Curriculum,Teacher Student Relationship,Cognitive Style

This essay takes up the question of fostering independent student identities and universal student success by exploring Universal Design for Learning (UDL) in the first-year composition classroom. To do so, the author first defines Universal Design for Learning and then attends briefly to contemporary English studies research on UDL. The author next analyzes different ways she integrates it in her first-year composition course; then, she discusses some of the complications instructors may encounter trying to implement these strategies. The author argues that although UDL cannot ensure universal student success, the pedagogical practice fosters an inclusive classroom that makes it more likely that higher numbers of students will not only succeed, but also learn in ways that best suit them.
AgShare Open Knowledge: Improving Rural Communities through University Student Action Research
Author: Geith, Christine
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Agricultural Education,Resource Units,Shared Resources and Services,Computer Uses in Education,Masters Programs,Partnerships in Education,Graduate Students,College Faculty,Agricultural Occupations,Program Development,Pilot Projects,Program Effectiveness,Student Research,Action Research,Theory Practice Relationship,Capacity Building

The aim of AgShare is to create a scalable and sustainable collaboration of existing organizations for African publishing, localizing, and sharing of science-based teaching and learning materials that fill critical resource gaps in African MSc agriculture curriculum. Shared innovative practices are emerging through the AgShare projects, not only for creating and sharing Open Educational Resources (OER), but also for collaborating with stakeholders and with students to bridge the gap between theory and local practice in African university agriculture curriculum. This article describes AgShare, co-created by Michigan State University. It includes three activities such as a report commissioned by the Bill &amp; Melinda Gates Foundation to the university in 2008.
Leveraging Disinhibition to Increase Student Authority in Asynchronous Online Discussion
Author: Martin, Kenneth H.
Date: 2013-10-00
Type: Reports - Research
Subjects: Inhibition,Blended Learning,Asynchronous Communication,Discussion (Teaching Technique),Grade 12,English Instruction,High School Seniors,Secondary School Teachers,Classroom Communication,Power Structure,Social Structure,Interaction,Student Responsibility,Case Studies,Surveys,Interviews,Observation,Qualitative Research

Disinhibition is recognized as an effect that prompts online users to communicate with less constraint than in face-to-face discussion. This article describes how disinhibition may affect more than individual instances. In a blended learning environment, disinhibition may alter the entire context of discussion by disrupting established patterns of interaction among students and their teacher. In this developed case study, asynchronous online discussion accompanied classroom instruction in a 12th-grade English class. Online, students interacted with a wider circle of classmates and took more responsibility for managing their discussion while the teacher&apos;s presence was more restrained. This study has implications for educators that wish to increase student authority in discussion while supporting their achievement of particular academic and discipline-specific discourse practices.
Strategies to Increase Online Student Success for Students with Disabilities
Author: Betts, Kristen
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: Success,Disabilities,Online Courses,Distance Education,Educational Technology,Computer Uses in Education,Access to Education,Educational Methods,Student Experience,Accessibility (for Disabled),Faculty Development,Learner Engagement,Visual Impairments,Speech Impairments,Deafness,Physical Disabilities,College Students

Online learning provides extensive opportunities for individuals with disabilities to enroll in degree and certificate programs. However, accessibility must be central to online course development since this can have a profound effect on student engagement, academic performance, and completion rates. This article provides a unique perspective on accessibility in online learning. One current online student and three alumni of online programs provide video self-introductions, an overview of their online experience, and strategies for increasing student success in online courses and programs for students with disabilities. Strategies are also shared for integrating accessibility as a critical component into faculty development to ensure accessibility goes beyond the office of disability services and becomes an integral part of online teaching, learning, and assessment.
Queer and Nondemagogic Pedagogy in the Classroom
Author: Faunce, Robert
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Classroom Techniques,Homosexuality,Social Theories,Classroom Environment,Social Justice,Social Attitudes,Social Bias,Writing Instruction

In this article, the author presents his considerations and antecedents (theoretical and practical) that lead to the development of a nondemagogic classroom practice. He expounds on the impact of queer theory, queer pedagogy, and nondemagogic pedagogy, and encourages educators to consider best classroom practices using these ideas.
Understanding Disabilities &amp; Online Student Success
Author: Betts, Kristen
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: Disabilities,Online Courses,Educational Technology,Success,Academic Accommodations (Disabilities),College Students,Access to Education,Assistive Technology,Technology Uses in Education,Veterans,Physical Disabilities,Visual Impairments,Hearing Impairments,Learning Disabilities,Accessibility (for Disabled),Training,Blindness,Deafness,Mental Disorders,Mental Retardation,Student Needs

Online learning has been growing at an exponential rate over the past decade, providing new opportunities for students seeking quality courses and programs offered through flexible formats. However, as higher education continues to expand online offerings, services must be expanded simultaneously to support all students. This article focuses on online student success and the importance of ensuring that accessibility is at the forefront of course design. Included are responses to 20 questions regarding disabilities and online student success. The article is interactive and provides readers with the opportunity to engage in simulations, to complete online assessments, and to watch/listen to demonstrations on assistive technologies. Recommended resources and strategies are provided that can be integrated into course design and faculty development.
cMOOCs and Global Learning: An Authentic Alternative
Author: Yeager, Carol
Date: 2013-07-00
Type: Journal Articles
Subjects: Global Education,Online Courses,Open Source Technology,Educational Resources,Network Analysis,Definitions,Program Descriptions,Multiple Literacies,Case Studies,Reflection,Instructional Development,Global Approach

Massive open online courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations, and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC because it is based on the theory of connectivism and fits the definition of an open educational resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate how a cMOOC can facilitate intercultural connections are shared. We end with reflections, lessons learned, and recommendations.
The Potential of a Multimedia Open Educational Resource Module in Enhancing Effective Teaching and Learning in a Postgraduate Agricultural Program: Experience From AgShare Project Model
Author: Hassen, Jemal Yousuf
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Agricultural Education,Masters Programs,Resource Units,Shared Resources and Services,Multimedia Instruction,Relevance (Education),Education Work Relationship,Instructional Effectiveness,Teacher Student Relationship,Graduate Students,College Faculty,College Curriculum,Learning

Graduate programs in agriculture in developing countries such as in Ethiopia are often designed in cognizance of the need for skilled manpower for agricultural development. In Ethiopia, the contribution of graduates of agricultural graduate programs to the attempt to transform smallholder agriculture has become a matter of urgency in the face of the increasing challenge of food insecurity. However, the performance of graduates of those programs in making concrete contributions to the urgent needs of agricultural development has been patchy at best. There might be no single best solution as to how to make agricultural graduate programs and/or their graduates responsive to the needs of agricultural development. In particular, hopes that effective teaching and learning in agricultural graduate programs would lead their students to attain the relevant knowledge and skills to make concrete contributions to agricultural development are frequently not realized. This article seeks to share the experience of implementing the AgShare project model to develop and use an open education resource (OER) module, and in so doing, furthering our understanding of the possibilities of enhancing the quality of teaching and learning toward its intended purpose. Among the key findings from this experience is that a multimedia OER module developed against clearly defined educational needs, with authentic content designed according to sound educational principles, can lead to direct and immediate improvements in the quality of teaching and learning, which enables learners to acquire knowledge and skills that fit an ultimate purpose in a real-life context.
Online Graduate Student Identity and Professional Skills Development
Author: Hurst, Deborah
Date: 2013-00-00
Type: Journal Articles
Subjects: Graduate Students,Online Courses,Skill Development,Teacher Student Relationship,Communities of Practice,Workshops,Writing Skills,Career Development,Focus Groups,Foreign Countries,Academic Discourse,Time Management,Mixed Methods Research,Identification (Psychology),Communication Skills,Collegiality,Professional Development,Pretests Posttests,Educational Technology

Graduate students are assumed to develop skills in oral and written communication and collegial relationships that are complementary to formal graduate programs. However, it appears only a small number of universities provide such professional development opportunities alongside academic programs, and even fewer do so online. There appears to be an assumption in higher education that students develop professional skills by virtue of learning through required academic tasks and having proximity to other students and faculty. Skeptics of online study raise questions about whether graduate students studying online can participate fully in such graduate communities and access these informal professional skill-building opportunities. It is possible that such activities may have to be designed and delivered for online graduate students. This paper presents preliminary qualitative findings from a project that developed, offered, and evaluated such online opportunities. Findings suggest that while online graduate students can and do develop professional skills while navigating their studies, building relationships, and participating in online learning communities, they are keen to develop such professional skills in a more deliberate way.
Remediating Remediation: From Basic Writing to Writing across the Curriculum
Author: Faulkner, Melissa
Date: 2013-00-00
Type: Journal Articles
Subjects: Remedial Programs,Writing Across the Curriculum,Basic Writing,Definitions,Grammar,Cognitive Structures,Writing Instruction,Educational Practices,Educational Change,Educational Assessment,Educational Indicators

This article challenges faculty members and administrators to rethink current definitions of remediation. First year college students are increasingly placed into basic writing courses due to a perceived inability to use English grammar correctly, but it must be acknowledged that all students will encounter the need for remediation as they attempt to use and learn the grammar of their chosen disciplines. This article presents assessment data from the author&apos;s home institution to show that students&apos; mastery of writing outcomes actually decreases as they proceed through upper level general education courses, as well as their disciplines. Writing across the curriculum programs and required writing-intensive courses serve as effective means of dismantling negative perceptions of basic writing instruction, teaching discipline specific grammar, and achieving mastery of student learning outcomes.
Using Blended Learning Strategies to Address Teaching Development Needs: How Does Canada Compare?
Author: Kanuka, Heather
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Blended Learning,Interviews,Internet,Experiential Learning,Communities of Practice,Sustainability,Inquiry,Interpersonal Relationship,Educational Methods,Technology Uses in Education

The provision of blended learning strategies designed to assist academics in the higher education sector with the knowledge, skills, and abilities required for effective teaching with technology has been, and continues to be, a challenge for teaching centres in Canada. It is unclear, first, whether this is an ongoing issue unique to Canada; and, second, if it is not unique to Canada, whether we might be able to implement different and/or more effective strategies based on what others outside Canada are doing. Teaching centre leaders in Australia, Finland, Sweden, Denmark, Britain, Scotland, and the United States (n = 31) were interviewed to explore how their units used blended learning strategies. Findings suggest that, as in Canada, there is a &quot;value gap&quot; between academics and leaders of teaching centres regarding teaching development initiatives using blended learning strategies.
Teaching Laura Kipnis&apos;s &quot;Love&apos;s Labors&quot; in &quot;Ways of Reading&quot;
Author: Fike, Matthew A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teaching Methods,Critical Thinking,Psychology,Higher Education,Thinking Skills,Social Problems,Sociology,Psychological Patterns,Writing Assignments,Discussion (Teaching Technique)

This essay describes a method of teaching a very challenging anthology piece: Laura Kipnis&apos;s &quot;Love&apos;s Labors&quot; (chapter 1 of her 2003 &quot;Against Love: A Polemic&quot;). The method, although designed for a critical thinking course, should also provide resources for those who teach Kipnis&apos;s work in writing courses. Using the elements of critical thinking, the essay analyzes a difficult text and provides a range of questions and exercises that will complement the instructors&apos; guide to &quot;Ways of Reading,&quot; 9th edition. The guide suggests a sociological approach; the present essay aims to investigate the chapter&apos;s psychological material.