ethanporcaro/eric-fulltext-meta huggingface dataset:
Painting with the Multiple Intelligences: Defining Student Success and Permanence in Art Class
Author: Taspinar, Seyda Eraslan
Date: 2016-07-00
Type: Journal Articles
Subjects: Multiple Intelligences,Teaching Methods,Visual Arts,Experimental Groups,Control Groups,Comparative Analysis,Program Effectiveness,Statistical Analysis,Conventional Instruction,Grade 8,Multiple Choice Tests,Scores,Foreign Countries

Objectives of the study are to determine the effect of teaching based on multiple intelligence theory (TBMIT) in visual arts class on student success and permanence. Experimental design is used in the study. Study group is composed of students at 8th grade in 2012-2013 educational term at Atatürk Secondary School in Igdir city centre. Experimental and control groups are made up of 32 and 31 students, respectively. In control group, conventional teaching method was used for expressing the subject of &quot;miniature picture&quot; in visual arts class while in experimental group a teaching method based on multiple intelligence theory (MIT) was applied for 3 weeks in both groups. Success test developed by the researchers was applied to measure success readily after and permanence of the knowledge learned 3 weeks after the experiment. In the comparison of the results obtained from Success and Permanence tests of experiment and control groups, t test was used by considering the statistical analyses of data obtained. It was found form the results that experimental group is more successful than control on the average. According to P test results, experimental group had larger P scores than the control. As a conclusion, MIT was found to affect Success and Permanence of 8th grade students in miniature picture subject in visual arts class.
Blended Course Design for Multi-Campus Technology Instruction: An Expository Study
Author: Thrasher, Evelyn
Date: 2014-10-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Online Courses,Synchronous Communication,Distance Education,Interactive Video,Videoconferencing,Access to Computers,Communication Strategies,Knowledge Level,College Students

This manuscript shares the results of an experimental blended course design that combines online and synchronous technology instruction across four geographically dispersed computer classrooms using ITV technology. Lessons learned include equipment requirements, both in the main classroom and remote classrooms, taking insufficient bandwidth into account, remote communications, and accounting for small class sizes. The successes include reaching students where they are, not where we want them to be, and increased enrollment and sustainability. The future of this study includes initiating a policy that requires students to purchase and maintain their own hardware with programs like Microsoft Developer Network Academic Alliance (MSDNAA) and Dreamspark supplying the software. Additionally, students that are embracing a field in technology need to have Internet access based on the ubiquitous availability and inexpensive pricing structure for minimal high-speed bandwidth. Finally, students need an alternate plan that requires both access to a computer and Internet access.
Tools for Engaging Online Learners: Increasing Student Involvement in Online Classes
Author: Acosta-Tello, Enid
Date: 2010-10-00
Type: Journal Articles
Subjects: Student Participation,Electronic Learning,Online Courses,Learner Engagement,Web Based Instruction,Newsletters,Teaching Methods,Higher Education,College Students,Teacher Student Relationship,Electronic Mail,Technology Uses in Education,Virtual Classrooms,Telecommunications,Synchronous Communication,Distance Education,College Faculty,Simulated Environment

Faculty who have taught in a traditional classroom are finding themselves having to teach in a setting in which they are unable to interact face-to-face with their students. Online instruction increases yearly. An important factor in the success of online instruction is the degree of student engagement. Though academic content remains substantially the same, the different nature of the online environment should cause faculty to re-examine the methods they use to deliver this instruction and engage students. Online faculty need to investigate new methods of enhancing student engagement. This paper proposes methods of engaging the learner through the online environment.
School-Based Human Rights Education: Young Bahrainis' Knowledge and Understanding
Author: Eid, Fatima H.
Date: 2014-10-00
Type: Journal Articles
Subjects: Foreign Countries,Civil Rights,Student Attitudes,Knowledge Level,Citizenship Education,Field Studies,High School Graduates,Mixed Methods Research,Questionnaires,International Organizations,Childrens Rights,Civics,Statistical Significance,Student Characteristics,Student Rights,Gender Differences,Child Responsibility,Student Responsibility,Legal Responsibility,Laws,Semi Structured Interviews,Nonparametric Statistics,Statistical Analysis

The growing interest in Human Rights Education (HRE) is linked in this paper to the UN Convention on the Rights of the Child (CRC, 1989). The linkage between citizenship education and HRE is also highlighted, along with the necessary critiques of human rights pronouncements regarding the situation of HRE in Bahrain while the challenges ahead in improving and spreading HRE are also discussed. In an attempt to bring some much needed clarity to this field, this paper presents the theoretical and conceptual background for a field study that intends to examine whether young people graduating from high school in Bahrain are equipped with the civic knowledge and understanding necessary to participate effectively in society. It also presents young peoples' understanding of their rights, responsibilities and their awareness of the need for laws. In a mixed methods approach, quantitative and qualitative data were analyzed. A questionnaire was administered to 460 final year high school students (53.3% females and 46.7% males) with a mean age of 18. Followed by in-depth interviews with a stratified sample of 22 students. The findings provide valuable insights into the problems encountered by young Bahrainis as they engage in the process of learning about HRE. This helps the educators, curriculum designers and policy makers to rewrite the objectives, content, approach and methods of school HRE to ensure they match the changing context and the changing needs of the young citizens in Bahrain. (A bibliography is included.)
Challenges in Database Design with Microsoft Access
Author: Letkowski, Jerzy
Date: 2014-10-00
Type: Journal Articles
Subjects: Computer Software,Technology Uses in Education,Business Administration Education,Educational Technology,Databases,Design,Spreadsheets

Design, development and explorations of databases are popular topics covered in introductory courses taught at business schools. Microsoft Access is the most popular software used in those courses. Despite quite high complexity of Access, it is considered to be one of the most friendly database programs for beginners. A typical Access textbook teaches students first how to design and build databases. Next the students are exposed to forms, reports and queries. Advanced courses also delve into applications of modules and macros. In many database design situations, separation of a logical data model from its physical implementation is necessary. Nontechnical, subject-matter, experts and end-users can better understand the logical data model and thus they can help improve the model's structure. This paper focuses on the database design phase. It shows a database design cases implemented in MySQL Workbench and in Microsoft Access. It also attempts to expose some difficulties and anomalies that may be encountered when using exclusively Microsoft Access. Alternative logical-design solutions are also presented.
&quot;Sankofa&quot; Teaching and Learning: Evaluating Relevance for Today's African-American Student
Author: Talpade, Medha
Date: 2014-10-00
Type: Journal Articles
Subjects: African American Students,Culturally Relevant Education,Teaching Methods,Critical Theory,Race,Age Groups,Generational Differences,Black Colleges,Technology Uses in Education,Nonparametric Statistics,Statistical Analysis,Student Attitudes,College Students,Student Surveys,Likert Scales

The intent of this project was to identify and relate the values and perceptions of today's African American students to culturally relevant teaching and learning practices. The reason for relating student culture with teaching practices is to improve pedagogical processes for African American students. Culturally relevant pedagogy, according to previous research, is considered rewarding to students, teachers, and the local and national community. However, culturally relevant teaching and learning elements have yet to be evaluated in the context of today's African American students (members of Generation Y), who live in a very diverse and technologically savvy world. Critical race theory (CRT) is the main framework used in this project to explain the ubiquity of a culturally relevant pedagogy. The purpose of this quantitative study is to test this critical race theory, which relates the presence of the factors associated with culturally relevant teaching strategies with perceived relevance, controlling for race, at a historically black university (HBCU) in the southeast. The culturally relevant teaching strategies were defined based on characteristics recommended by previous researchers. The presence and importance of the existing teaching strategies was evaluated based on student self-report. Participants in this study included approximately 145 students from a HBCU. A survey consisting of 37 items related to culturally relevant pedagogy was constructed. Overall themes included; use of culturally-specific examples in class whenever possible; use of culture-specific presentational models, use of &quot;relational reinforcers&quot;, and active engagement. Each of these themes was captured by the survey items. Participants reported the extent to which teaching strategies were present on a 5-point scale Likert-type scale ranging from strongly disagree to strongly agree and importance of these on a 3-point scale ranging from not at all important to very important. A new variable, &quot;Relevance&quot; was formed based on the multiplicative function of importance and presence of a teaching and learning strategy. A set of six demographic questions were also included in the survey. Results of a factor analyses with varimax rotation identified 8 factors that explained 71% of the variance. Factors considered relevant included some identified in previous studies, intertwined with others which were more related to the technology skills of Gen-Y. Results of this study are expected to inform educational practices and pedagogies for African American students and improve teaching and learning outcomes.
Confronting Pedagogy in &quot;Confronting Globalization&quot;: The Use of Role-Play Simulations to Foster Interdisciplinary/Global Learning
Author: DeNardis, Lesley A.
Date: 2015-07-00
Type: Journal Articles
Subjects: Global Approach,Global Education,Role Playing,Interdisciplinary Approach,Undergraduate Students,Problem Based Learning,Problem Solving,Teaching Methods,Educational Benefits,Computer Simulation,Cultural Differences,Geography,Economic Development,Civil Rights,Poverty,International Organizations,Nongovernmental Organizations,Agenda Setting,Public Policy

With the increasing emphasis on global learning as part of the redesigned institutional mission of American higher education, there will arguably be a need for a variety of global learning experiences across the undergraduate curriculum. Efforts to incorporate global learning in course content at home by globalizing or internationalizing the curricula are already underway at many institutions of higher education. This article offers a set of recommendations for educators wishing to globalize their courses by adopting an interdisciplinary approach to global learning specifically through the use of role-play simulations. As a problem-based pedagogy, role-play simulations are uniquely equipped to deliver interdisciplinary and global learning outcomes since both fields are explicitly geared towards practical problem-solving. It will be argued that an interdisciplinary approach to global learning through the use of role-play simulations offers a number of pedagogical advantages to traditional teaching techniques.
E-Learning and Flipped Instruction Integration in Business Education: A Proposed Pedagogical Model
Author: King, Chula
Date: 2015-00-00
Type: Journal Articles
Subjects: Blended Learning,Business Administration Education,Higher Education,Technology Uses in Education,Educational Technology,Video Technology,Homework,Educational Resources,Teaching Methods,Course Content

While Blended pedagogical approaches are a ubiquitous feature in higher education, the Flipped class is a rather recent instructional format in undergraduate-level instruction. The Flipped paradigm blends together many of the benefits of E-Learning courses, with many of the benefits of face-to-face instruction. At the same time, the disadvantages of each mode of instruction are minimized. However, the modern college instructor has the challenge of incorporating a host of online educational resources into Flipped learning approaches. This study: a) reviews the relevant literature on the Flipped model of instruction with a focus on applications in business school coursework; b) outlines the available major E-learning resources and tools based on the experiences of the first author in designing and executing Flipped classes for a business school curriculum; and c) reports on experience based successes and failures with this pedagogical model of integrating E-Learning and Flipped instruction in face-to-face instruction. Future research should examine specific aspects of Flipped techniques that enhance or detract optimal student learning and those modalities that hamper the role of the instructor.
The Meaning of a Compact
Author: Wasescha, Anna
Date: 2016-00-00
Type: Journal Articles
Subjects: Position Papers,Organizational Objectives,Democratic Values,Generational Differences,Higher Education,Role of Education,Change Strategies,Educational Change,Educational Objectives,Educational Practices,Educational Administration,Knowledge Economy

To mark the 30th anniversary of &quot;Campus Compact,&quot; leaders from across the network came together in the summer of 2015 to reaffirm a shared commitment to the public purposes of higher education. Campus Compact's 30th Anniversary Action Statement of Presidents and Chancellors is the product of that collective endeavor. In signing the Action Statement, institutional leaders commit to deepening engagement work that maximizes impact for students and communities by building effective partnerships, preparing students for lives of citizenship, embracing place-based responsibilities, and challenging inequality. They also make a specific commitment to developing a campus civic action plan that makes public how they will implement the principles articulated in the document. As chair of the board of Connecticut Campus Compact, Anna Wasescha was an active participant in shaping the Action Statement; in this President's Essay, she shares her vision for why a compact still matters from the perspective of a community college president.
Stakeholders' Voices: Defining Needs of Students with Emotional and Behavioral Disorders Transitioning between School Settings
Author: Buchanan, Rohanna
Date: 2016-05-00
Type: Journal Articles
Subjects: Behavior Disorders,Emotional Problems,Special Needs Students,Needs Assessment,Stakeholders,Transitional Programs,Focus Groups,Qualitative Research,Semi Structured Interviews,Parent Surveys,Teacher Surveys,Feedback (Response),Positive Reinforcement,Prosocial Behavior,Interpersonal Competence,Family School Relationship,Middle School Students,Educational Practices

Students with emotional and behavioral disorders (EBD) too often do not receive adequate services or care in their school settings, particularly during transitions in educational placements. In addition, school support teams often struggle with creating transition plans that honor the needs of students with input from key stakeholders responsible for supporting student success. This article presents findings from the information-gathering phase of an iterative project that aims to develop a support program for students with EBD transitioning from day-treatment schools to district schools. We conducted 5 semistructured, qualitative focus groups with parents and teachers to explore needs during students' transitions between school settings. Five themes emerged from the focus groups: (a) consistent, behavior-specific feedback and positive reinforcement are vital to sustaining learned prosocial skills; (b) students benefit from regular opportunities to learn and practice social skills; (c) transition programming should emphasize communication between school and home; (d) routines at home and school should be coordinated; and (e) parents need support at school meetings. We will use findings from this study to develop a multifaceted intervention that aims to support students, their caregivers, and their teachers during transitions between the aforementioned types of schools.
Internet Usage Habits as a Part of Distance Higher Education
Author: Tufan, Firat
Date: 2016-00-00
Type: Journal Articles
Subjects: Internet,Distance Education,Focus Groups,Correlation,Student Attitudes,Social Media,Social Networks,Learning Processes,College Students,Foreign Countries,Computer Mediated Communication,Semi Structured Interviews

Within the scope of this study, which deals with distance education method as a communication process, a focus group interview was conducted with voluntary students who were randomly selected from various areas/majors at the Department of Distance Education in Istanbul University in order to determine the relationship between their general Internet usage habits and their Internet usage as a part of distance learning and in line with their expectations. The questions posed for the students during the interview process were drawn up on the basis of Internet medium serving a mass medium and for multi-purposes. The study revealed a positive relationship between general Internet usage habits of distance education students and their particular Internet usage habits during their education. It is concluded that the ability of students to adapt to social media applications and especially to social networks, which are the latest Internet applications based on interactive communications, is considerably high. The expectations of the students from the latest Internet applications are also high when it comes to distance education process.
Literature Review of Faculty-Perceived Usefulness of Instructional Technology in Classroom Dynamics
Author: Salas, Alexandra
Date: 2016-00-00
Type: Journal Articles
Subjects: Literature Reviews,Educational Technology,Classroom Techniques,Integrated Learning Systems,Online Courses,Teacher Role,Distance Education,Technology Uses in Education,Computer Mediated Communication,Technological Advancement,Influence of Technology,Technology Integration,Computer Oriented Programs,Teacher Attitudes,Educational Innovation,Information Technology,Faculty,Electronic Learning,Multimedia Instruction,Foreign Countries

This article provides a literature review of the research concerning the role of faculty perspectives about instructional technology. Learning management systems, massive open online courses (MOOCs), cloud-based multimedia applications, and mobile apps represent the tools and the language of academia in the 21st century. Research examined illustrates how important understanding user attitudes can be in the technology deliberation process. Consequently, the faculty opinions should not be underestimated in technology acceptance discussions as coupled with ongoing education technological developments is the challenge of innovation adoption.
An Investigation of Human-Computer Interaction Approaches Beneficial to Weak Learners in Complex Animation Learning
Author: Yeh, Yu-Fang
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Man Machine Systems,Computer Uses in Education,Animation,Educational Technology,Educational Benefits,Outcomes of Education,College Students,Interaction,Data,Introductory Courses,Teaching Methods,Transfer of Training,Learning Processes,Student Surveys,Likert Scales,Learning Disabilities,Measures (Individuals),Statistical Analysis,Comparative Analysis

Animation is one of the useful contemporary educational technologies in teaching complex subjects. There is a growing interest in proper use of learner-technology interaction to promote learning quality for different groups of learner needs. The purpose of this study is to investigate if an interaction approach supports weak learners, who have poor domain knowledge and comprehension difficulty of the learning subject, in complex animation learning. Three interaction approaches were designed and evaluated in an educational animation program teaching a complex subject of data structures. Participants were 70 undergraduate students who performed poorly in the experimental course of introductory data structures. They were randomly assigned into one of the three interaction approaches: pure-reason-dialogue, predict-oriented, and reason-predict-combination interactions. Learning effects of these interaction approaches were measured by near-transfer and far-transfer tests as well as learning process surveys including perceived content difficulty, mental effort expenditure, and usefulness of the interaction approach. Findings indicate that the reason-predict-combination interactions approach led to the greatest transfer performance and was rated by students as the most useful interaction approach for understanding the animation content. The findings generally recommend that for weak learners, interactions of reasoning dialogue is effective to develop near-transfer ability at the initial learning phase, whereas when learners' knowledge grows to be capable of near-transfer task, the predict-oriented interactions become more helpful to gain far-transfer knowledge. Implications for design principles for interactive instructional animations and recommendations for future research are discussed.
Building Collegiate E-Loyalty: The Role of Perceived Value in the Quality-Loyalty Linkage in Online Higher Education
Author: Kilburn, Brandon
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Student Attitudes,Online Surveys,Online Systems,Electronic Learning,Online Courses,College Students,Intention,Web Sites,Graduate Students,Correlation,Regression (Statistics),Factor Analysis,Structural Equation Models

E-service quality of online higher education reflects the student's perception of quality of online exchanges across four dimensions: fulfillment, efficiency, system availability and privacy. This study links e-service quality to intentions to remain loyal as mediated by perceived value in an online higher education environment. AMOS is used to examine the structural model based on responses to a student self-report online survey (n=127). Results indicate a strong causal linkage between e-S-QUAL and Loyalty Intentions as mediated by Perceived Value. Further, the direct linkage between e-S-QUAL and Loyalty Intentions was found to be insignificant, substantiating the proposed full mediation model.