ethanporcaro/eric-fulltext-meta huggingface dataset:
Communication Vulnerability in the Digital Age: A Missed Concern in Constructivism
Author: Katada, Fusa
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Constructivism (Learning),English (Second Language),Second Language Learning,Language Role,Communication Skills,College Faculty,College Students,Asians,Preferences,Foreign Countries,Global Approach,Academic Discourse,Second Language Instruction,Student Surveys,Student Attitudes,Majors (Students),English for Special Purposes,Statistical Analysis

The current wave of globalization aided by ubiquitous computing necessarily involves interaction and integration among people and human institutions worldwide. This has led to a worldwide awareness that professionals in academia need to have effective communication skills. Such communication-driven academic discourse puts much demand on language education, particularly tied to English as a medium of global communication. There is, however, a critical but unidentified gap. The targeted students are technically and academically capable but often with general communication difficulties, and such a student population is growing. This poses a challenge to constructivist classroom that is marked by student-centered, interactive, and group-oriented learning. This paper reports on exploratory studies on the temperamental, autistic tendencies of university students carried out in Japan and their preference in academic subjects including the English language. Results indicate that the university students are in general more toward drawing into themselves; that is, they are neither sociable nor communicative. The survey also shows a clear preference for less communication-driven subjects within their major, as opposed to study of the more communication-driven English language. These findings indicate the necessity of calling for complementary constructivism that would accommodate a student population with communication vulnerabilities. As far as English classroom is concerned, the relevance of adopting ESP (English for Specific Purposes) is clarified, which focuses on the knowledge structure of the subjects that find the students' strength. ESP is expected to compensate for their communication vulnerabilities, and thus to offer a hint for a meaningful form of complimentary constructivism for educational settings. [For full proceedings, see ED571332.]
Amazed by Making: How Do Teachers Describe Their PBL Experience
Author: Levy, Dalit
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Active Learning,Student Projects,Instructional Innovation,Teacher Attitudes,High Schools,Secondary School Teachers,Participant Observation,Semi Structured Interviews,Teacher Motivation,Foreign Countries,Teaching Experience

This paper is based on data gathered in a study conducted during the 2015 school year, in a reputable Israeli high school experimenting project-based learning (PBL) as part of an innovative pedagogy for the information age. The overall research goal was to investigate the teachers' views of PBL and the ways by which these views have changed following the experience of designing, teaching, and evaluating PBL activities. Among the results, one noticeable theme has crystallized throughout the qualitative analysis: our participants felt excited about their in-school experiences with PBL, and expressed their enthusiasm and satisfaction repeatedly. The focus in this paper is therefore on the emergent theme of &quot;excitement&quot; and on its links to the realm of &quot;making&quot;. [For full proceedings, see ED571332.]
Online Learners' Navigational Patterns Based on Data Mining in Terms of Learning Achievement
Author: Keskin, Sinan
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Navigation (Information Systems),Integrated Learning Systems,Academic Achievement,Statistical Analysis,Information Retrieval,College Students

The aim of this study is to determine navigational patterns of university students in a learning management system (LMS). It also investigates whether online learners' navigational behaviors differ in terms of their academic achievement (pass, fail). The data for the study comes from 65 third grade students enrolled in online Computer Network and Communication lesson in a state university. As the online learning environment, Moodle, an open source software, is used in this study. Navigational log records derived from database were converted into sequential database format. According to students' achievement (pass, failure) at the end of the academic term, these data were divided in two tables. Page connections of the users were transformed into interaction themes namely, homepage, content, discussion, messaging, profile, assessment, feedback and ask the instructor. Data transformed to sequential patterns by the researchers were organized in navigational pattern graphics by taking frequency and ratio into consideration. To test the difference between obtained patterns ratio test was conducted by means of z statistics. The findings of the research revealed that first and second order navigational patterns of passed and failed students in the online learning environment had similar features, but passed students allocated more time to interaction process. [For full proceedings, see ED571332.]
The Effect of Choosing versus Receiving Feedback on College Students' Performance
Author: Cutumisu, Maria
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Feedback (Response),College Students,Academic Achievement,Research Design,Outcomes of Education,Pretests Posttests,Correlation,Statistical Analysis,Games

This study examines the effect of choosing versus receiving feedback on the learning performance of n = 98 post-secondary students from California on a digital poster design task. The study employs a yoked experimental design where college students are randomly assigned to play a choice-based assessment game, Posterlet, in one of two conditions, Choose or Receive. In the Choose condition, students choose confirmatory (i.e., positive) or critical (i.e., negative) feedback about their posters. In the Receive condition, students are assigned the same feedback valence that students in the Choose condition chose. Results show that 1) critical feedback and revision are positively associated with learning performance when students choose their feedback, but critical feedback is negatively associated with learning performance when students receive their feedback; 2) there is no significant effect of feedback choice between conditions; and 3) students enjoy and spend time designing posters significantly more when they choose rather than receive their feedback. Implications for designing feedback-rich environments are discussed. [For full proceedings, see ED571332.]
E-Learning System Using Segmentation-Based MR Technique for Learning Circuit Construction
Author: Takemura, Atsushi
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Technology Education,Experiments,Handheld Devices,Automation,Computer Simulation,Measurement Equipment,College Students,Computer Uses in Education,Systems Analysis,Foreign Countries

This paper proposes a novel e-Learning system using the mixed reality (MR) technique for technical experiments involving the construction of electronic circuits. The proposed system comprises experimenters' mobile computers and a remote analysis system. When constructing circuits, each learner uses a mobile computer to transmit image data from the circuit to the analysis system during experiment. The remote analysis system performs automated segmentation and recognition of the circuit image and automatically supplies the user with virtual measurement and the circuit behavior simulation using a segmentation-based MR technique. This proposed system is beneficial for practical use in that an experimenter who lacks sufficient circuit components, measurement instruments, or experimental facilities can learn to construct practical circuits and evaluate their behavior. The usefulness and effectiveness of the proposed system was evaluated by analyzing circuits made by 42 university students in a class. Results showing positive responses, which indicate the usefulness of the proposed system, were obtained from all the students. [For full proceedings, see ED571332.]
Building a Learning Experience: What Do Learners' Online Interaction Data Imply?
Author: Kokoç, Mehmet
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Learning Experience,Interaction,Electronic Learning,Online Courses,Computer Networks,Data Analysis,Student Records,Undergraduate Students,Factor Structure,Computer Mediated Communication,Aptitude Treatment Interaction,Foreign Countries,Pretesting

It is still under debate whether learners' interaction data within e-learning and/or open learning environments could be considered as reflections of their learning experiences to be effective or not. Therefore, it is meaningful to explore the nature of these interactions and to make meaningful conclusions. This study aims to explore what the nature of these interactions in an e-learning environment and to describe whether there is a meaningful pattern in their interaction data. For this purpose, a course on Computer Networks and Communication was designed in an e-learning platform, where learners could receive real-time responses and monitor their process through dashboards as recommendations for their learning process. 31 metrics were gathered from database records, which yielded a common factor with six sub-factors, where the highest correlation was between learners-learning dashboards interactions and learners-learning objects. In addition, this factorial structure could be considered a holistic view of a learning experience based on the interaction within an e-learning environment. Another finding of this study indicated that learners' interaction with learning dashboards had been one and meaningful dimension of their overall learning experiences. The results of this study presents instructional design cues and pedagogical outcomes. [For full proceedings, see ED571332.]
Numerical Acuity Enhancement in Kindergarten: How Much Does Material Presentation Form Mean?
Author: Mascia, Maria Lidia
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Kindergarten,Numbers,Young Children,Mathematics Instruction,Learning Modalities,Psychoeducational Methods,Multimedia Instruction,Instructional Effectiveness,Followup Studies,Intelligence Tests,Comparative Analysis,Correlation,Multivariate Analysis

The current study aimed at exploring the impact of the modality in which numerical trainings proposed in kindergarten school. Participants were recruited from some Sardinian kindergarten schools and were then divided into three groups: a control group, which had to carry out the activities planned by the educational curriculum, and two experimental groups, which were proposed a psychoeducational mathematical enhancement training via either hard copies or multimedia software, respectively. Regardless of the format in which the training was proposed, results showed that the psychoeducational mathematical training lead to improved learning regardless of the format in which the training was proposed. Its positive effects in terms of performance improvement in both the experimental groups. Moreover, as evidenced by a follow-up assessment conducted six months after the end of the enhancement activities, the effect of the mathematical training was maintained over time. In conclusion, the implementation of specific psychoeducational programs aimed at improving numerical mathematical knowledge seems to be a crucial resource to promote learning in pre-schoolers. [For full proceedings, see ED571332.]
Interactive Video, Tablets and Self-Paced Learning in the Classroom: Preservice Teachers Perceptions
Author: Papadopoulou, Anthia
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Interactive Video,Handheld Devices,Individualized Instruction,Pacing,Preservice Teachers,Student Attitudes,Electronic Learning,Undergraduate Students,Questionnaires,Observation,Focus Groups

In recent years, a lot of focus has been given to the study of interactive video. However, interactive video has not been examined as a tool for self-directed learning in the classroom and has not been exploited together with tablets. This study tries to assess the value of an e-learning environment which is based primarily on interactive learning video and which is supposed to enable self-paced learning in the classroom with the use of tablets. A study with 48 undergraduate students attending the third year of their studies in a Pedagogical Faculty was conducted. Students got connected to the online environment and without any guidance, they were asked to follow a learning path concerning thermal heat transfer for 45 minutes. Data collection came through a questionnaire, researchers' observation and focus groups and the participants were asked to express their views both as learners and as future teachers. Undergraduate students were very positive both in regards to the learning efficiency of the environment and the experienced enjoyment. The students assessed the interactive video as interesting, original, unexpected and innovative and were enthusiastic with the new pedagogical approach. Since the new approach requires students to work in teams and each team should be autonomous, they characterized the approach as a truly student-centered and innovative. [For full proceedings, see ED571332.]
Framework for Intelligent Teaching and Training Systems -- A Study of Systems
Author: Graf von Malotky, Nikolaj Troels
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Electronic Learning,Client Server Architecture,Computer Software,Computer Interfaces

Intelligent Tutoring System are state of the art in eLearning since the late 1980s. The earliest system have been developed in teams of psychologists and computer scientists, with the goal to investigate learning processes and, later on with the goal to intelligently support teaching and training with computers. Over the years, the eLearning hype appeared and vanished, and returned in a slightly different shape. However, Intelligent Tutoring Systems, as one of the most adaptive system types, remained in the focus of interest. Due to this, it is surprising that there exists no ITS architecture, no guideline how to implement these systems, and no structured, software engineered approach, which helps to develop comparable systems. In this paper, we will show the first steps toward such a system: a broad analysis of ITS over several years of research, with the resulting structured architecture. [For full proceedings, see ED571332.]
Human Computer Interaction (HCI) and Internet Residency: Implications for Both Personal Life and Teaching/Learning
Author: Crearie, Linda
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Student Experience,Engineering Education,Computer Uses in Education,Man Machine Systems,Internet,Learner Engagement,Computer Interfaces,Usability,Computer Use,Foreign Countries

Technological advances over the last decade have had a significant impact on the teaching and learning experiences students encounter today. We now take technologies such as Web 2.0, mobile devices, cloud computing, podcasts, social networking, super-fast broadband, and connectedness for granted. So what about the student use of these types of technologies? Is there a blurring of the distinction between using them for academic purposes versus social use in their everyday lives? If so, what lessons can Higher Education learn from the fields of HCI and User Experience Design (UXD) about improving engagement through using familiar, intuitive and exciting interactions with technology? One of the factors driving the development of new pedagogies associated with the use of technologies for learning is a concern that there may be differences between the way that students use technologies today for socialising, working and learning. This paper describes the experiences of undergraduate students within the School of Engineering and Computing at the University of the West of Scotland. Initially under the auspices of a UK Higher Education Academy (HEA) Digital Literacies project, groups of students have completed activity maps to show how they used modern technologies for educational and personal purposes, and whether Visitor or Resident behaviour is exhibited. An analysis of these maps may prove interesting showing which tools are most popular and which are niche-focussed in order to assess the implications for student engagement and enjoyment of learning. [For full proceedings, see ED571332.]
Music Technology Competencies for Education: A Proposal for a Pedagogical Architecture for Distance Learning
Author: Rosas, Fátima Weber
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Music,Distance Education,Foreign Countries,Virtual Classrooms,Technology Uses in Education,Computer Assisted Instruction,Standards,Musical Composition,Case Studies,Qualitative Research,Musical Instruments,Musicians,Music Education,Questionnaires,Information Technology,Music Teachers,Music Activities,Blended Learning

This article proposes a pedagogical architecture (PA) focused on the development of competencies for music technology in education. This PA used free Web 3.0 technologies, mainly those related to production and musical composition. The pedagogical architecture is geared for teachers and those pursing a teaching degree, working in distance education. The methodology used was a case study with a qualitative approach. XX teachers participated in the study. This article presents as a result a PA focused on the development of competencies for teachers and students in music technology in the educational context. [For full proceedings, see ED571332.]
Evaluation of Learning Unit Design with Use of Page Flip Information Analysis
Author: Horikoshi, Izumi
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Data,Data Analysis,Learning Processes,Foreign Countries,Educational Technology,Undergraduate Students,Computer Software,Correlation

In this paper, the authors attempted to evaluate design of leaning units with use of Learning Analytics technique on page flip information. Traditional formative assessment has been carried out by giving assignments and evaluating their results. However, the information that teacher can get from the evaluation is limited and coarse-grained. The authors set a research question that whether one can evaluate relation between learning objectives of learning units and the learners' actual activities in the units from page flip histories. The experimental result showed that the intensity of relation between the assignments and learning materials were different for each unit. Quantitatively, the correlation coefficients between &quot;p-value of chi-square tests between range of page flip count and grade of assignment&quot; and &quot;proportion of number of questions in an assessment with reference page&quot; was -0.889. With use of this relation, the authors attempted to evaluate design of units, and found out that the thing that may be critical to get high grade in an assignment of a certain unit was how many times they refer to their text book, though this assignment was designed for assessment of learners' skills to use or apply the learned knowledge. If teacher can get such suggestion as feedback, it is possible to utilize for formative assessment. [For full proceedings, see ED571332.]
Factors Affecting Perceived Satisfaction with Facebook in Education
Author: Kanthawongs, Penjuree
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Social Media,Influences,Student Satisfaction,Foreign Countries,Computer Uses in Education,Undergraduate Students,Internet

[For full proceedings, see ED571332.]The aim of this study is to explore the impact of perspectives on Facebook in education and relational commitment towards perceived satisfaction with Facebook. The sample included 157 students of two private universities in Bangkok and Pathum Thani province of Thailand during April to May of academic year 2015 to 2016 who use Facebook in their education. People around the world cannot live without Internet connections. Social networking sites (SNS) have become psychological needs for people's daily lives. People join SNS to create profiles, connect with existing friends, or maintain communication and interpersonal relationships. The top SNS around the world and in Thailand in 2015 was Facebook. If popular SNS such as Facebook play important roles in people's lives, how can they be used for higher education? Many universities around the world have used Facebook in their learning environment. While many researches have proven Facebook to be an effective tool for learning and sharing of knowledge, several studies pointed out lesser degrees use of Facebook for education. The results of this study confirmed that there was a positive impact of perspectives on Facebook in education and relational commitment towards perceived satisfaction with Facebook with a high total variance of 53.20%. The relative strength of the explanatory power of perspectives on Facebook in education is higher than relational commitment towards perceived satisfaction with Facebook. It is recommended that instructors, university administrators, or Facebook developers should implement the findings of this study into the learning environment. Limitations and future studies are proposed in this research.
Increasing Students' Science Writing Skills through a PBL Simulation
Author: Brown, Scott W.
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Writing Skills,Problem Based Learning,Content Area Writing,Science Instruction,Middle School Students,Persuasive Discourse,Blended Learning,Intervention,Hierarchical Linear Modeling,Simulation

Problem-based learning (PBL) is an instructional design approach for promoting student learning, in context-rich settings. GlobalEd 2 (GE2) is PBL intervention that combines face-to-face and online environments into a 12-week simulation of international negotiations of science advisors on global water resource issues. The GE2 environment is described examining the impact it has had on middle school students' written scientific argumentation during the intervention. Analyses using HLM on treatment and comparison groups demonstrated a significant positive impact on the written scientific argumentation scores of 1818 middle-grade students from two states with an effect size of 0.257 (p&lt;0.001). [For full proceedings, see ED571332.]
Investigating the Potential of the Flipped Classroom Model in K-12 Mathematics Teaching and Learning
Author: Katsa, Maria
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Blended Learning,Mathematics Education,Algebra,Quasiexperimental Design,Action Research,Educational Benefits,Outcomes of Education,Experimental Groups,Control Groups,Learning Motivation,High School Students,Foreign Countries,Student Improvement,Learning Activities,Case Studies,Scaffolding (Teaching Technique),Data Analysis,Secondary School Mathematics

The Flipped Classroom model (FCM) is a promising blended educational innovation aiming to improve the teaching and learning practice in various subject domains and educational levels. However, despite this encouraging evidence, research on the explicit benefits of the FCM on K-12 Mathematics education is still scarce and, in some cases, even inconclusive. Thus, the contribution of this paper is to present an action research for investigating the impact of FCM in K-12 Math (Algebra) teaching and learning in order to support and extend the narrow existing pool of works. The action research was based on a quasi-experimental design (using an experimental-control group protocol), with a sample of 40 students, for a full semester of the school year. The results provide evidence for potential advantages in students' cognitive learning outcomes (on knowledge of subject domain), students' level of motivation, as well as better use of teaching time during the face-to-face school-based sessions. [For full proceedings, see ED571332.]