ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Teachers&apos; Attitudes toward Teaching Science and Their Science Learning at Indonesia Open University
Author: Suprapto, Nadi
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Open Universities,Science Instruction,Preservice Teacher Education,Elementary School Teachers,Factor Analysis,Longitudinal Studies,Student Surveys,Self Efficacy,Relevance (Education),Sex Stereotypes,Anxiety,Difficulty Level,Context Effect,Psychological Patterns

This study focuses on attitudes toward (teaching) science and the learning of science for primary school among pre-service teachers at the Open University of Indonesia. A three-year longitudinal survey was conducted, involving 379 students as pre-service teachers (PSTs) from the Open University in Surabaya regional office. Attitudes toward (teaching) science' (ATS) instrument was used to portray PSTs' preparation for becoming primary school teachers. Data analyses were used, including descriptive analysis and confirmatory factor analysis. The model fit of the attitudes toward (teaching) science can be described from seven dimensions: self-efficacy for teaching science, the relevance of teaching science, gender-stereotypical beliefs, anxiety in teaching science, the difficulty of teaching science, perceived dependency on contextual factors, and enjoyment in teaching science. The results of the research also described science learning at the Open University of Indonesia looks like. Implications for primary teacher education are discussed.
The Effect of Animation in Multimedia Computer-Based Learning and Learning Style to the Learning Results
Author: Rusli, Muhammad
Date: 2017-10-00
Type: Journal Articles
Subjects: Animation,Multimedia Instruction,Cognitive Style,Programming,Visualization,Teaching Methods,Outcomes of Education,Learning Processes,Computer Assisted Instruction,Multivariate Analysis,Foreign Countries,Computer Science Education,Information Systems,College Students

The effectiveness of a learning depends on four main elements, they are content, desired learning outcome, instructional method and the delivery media. The integration of those four elements can be manifested into a learning module which is called multimedia learning or learning by using multimedia. In learning context by using computer-based multimedia, there are two main things that need to be noticed so that the learning process can run effectively: how the content is presented, and what the learner's chosen way in accepting and processing the information into a meaningful knowledge. First it is related with the way to visualize the content and how people learn. The second one is related with the learning style of the learner. This research aims to investigate the effect of the type of visualization--static vs animated--on a multimedia computer-based learning, and learning styles--visual vs verbal, towards the students' capability in applying the concepts, procedures, principles of Java programming. Visualization type act as independent variables, and learning styles of the students act as a moderator variable. Moreover, the instructional strategies followed the Component Display Theory of Merril, and the format of presentation of multimedia followed the Seven Principles of Multimedia Learning of Mayer and Moreno. Learning with the multimedia computer-based learning has been done in the classroom. The subject of this research was the student of STMIK-STIKOM Bali in odd semester 2016-2017 which followed the course of Java programming. The Design experiments used multivariate analysis of variance, MANOVA 2 x 2, with a large sample of 138 students in 4 classes. Based on the results of the analysis, it can be concluded that the animation in multimedia interactive learning gave a positive effect in improving students' learning outcomes, particularly in the applying the concepts, procedures, and principles of Java programming. The difference of students' learning styles--visual or verbal, it can also gave the different effect in students' learning results acquisition. There was no interaction effect between the factors of visualization type and learning styles.
Influence of Students&apos; Feedback on the Quality of Adult Higher Distance Education Service Delivery
Author: Oduaran, Akpovire
Date: 2017-10-00
Type: Journal Articles
Subjects: Distance Education,Higher Education,Feedback (Response),Outcomes of Education,Foreign Countries,Questionnaires,Adult Learning,Statistical Analysis,Student Satisfaction,Educational Improvement,Part Time Students,College Students

The evaluation of a program's compliance with service delivery and features necessary for the attainment of the program's educational objectives, student outcomes and continuous improvement is an important element in program accreditation and continuous improvement process. The study reported in this paper investigated the possible effects of students' feedback on the improvement of adult higher education distance learning service quality in a South African rural-based university. The study interrogated the service provision factors that seemingly helped in improving the delivery of the program. Such information are vital for planning, good governance, policy formulation, monitoring and evaluation, and for decision-making. The study used a quantitative descriptive statistics analysis of data generated ranging from 2013-2014. It comprised of overall student satisfaction as the dependent variable and the explanatory variables were given by program management, facilitation, assessment, learner support, systems, resources, program outcomes and subject matter. Analytical results were obtained from the Mann Whitney Test. The population consisted of students enrolled in the Advanced Certificate in Education (ACE) program by distance mode. The 313 respondents sampled were randomly selected from a total population of 916 students. Data were collected using a semi-structured questionnaire. The results revealed that service qualities linked to effective management, facilitation, academic support and subject matter delivery were the main qualities that the students recommended for the improvement of the program. It is therefore recommended that adult higher education programs must have a documented systematically utilized and effective process involving program service delivery constituencies like assessment, academic support and resources provided, for the periodic review of the program educational objectives to ensure that the program remains consistent with the institutional mission, needs and criteria.
Building Productive Relationships: District Leaders&apos; Advice to Researchers
Author: Harrison, Christopher
Date: 2017-00-00
Type: Journal Articles
Subjects: School Districts,Instructional Leadership,Research and Development,Theory Practice Relationship,Leaders,Educational Improvement,Mathematics Instruction,Researchers,Educational Research,Partnerships in Education,Semi Structured Interviews

Expectations for the role of research in educational improvement are high. Meeting these expectations requires productive relationships between researchers and practitioners. Few studies, however, have systematically explored the ways researchers can build stronger, more productive relationships with practitioners. This study seeks to identify such strategies by examining district leaders' views of how researchers might work with practitioners in more effective, beneficial, and collaborative ways. Through an analysis of 147 interviews with 80 district leaders in three urban school districts in the United States, we identify several key pieces of advice highlighted by district leaders for researchers. For researchers, these findings reveal potential strategies for shaping the design, conduct, and communication of their research in order to ensure its usefulness for practitioners.
Degree of Practice of Emotional and Spiritual Education by Faculty Members of Tafila Technical University and Its Role in Development of Self-Behavior from the Perspective of Students
Author: Kraimeen, Hani
Date: 2017-00-00
Type: Journal Articles
Subjects: Emotional Development,Spiritual Development,Foreign Countries,College Students,Technical Institutes,Universities,Student Behavior,Self Concept,Student Attitudes,College Faculty,Moral Values,Questionnaires

This study aims to identify the practice of emotional and spiritual education by faculty members of Tafila Technical University and its relation in development of students' self-behavior, a notion that includes some aspects of self-emotions, behavior control, and emotional control and to guide a person towards achievement, excellence, in light of some variables like gender and specialization Al-Ahmad (2009). To achieve the goals of the study, a questionnaire was conducted to collect information to be distributed to a random sample consisting of 227 students (101 males and 126 females) in Tafila Technical University (TTU) in the academic year 2016/2017. The study concludes that the degree of practice of emotional and spiritual education and self-behavior by faculty members of TTU is average and that there is a correlation between spiritual and emotional values and self-behavior. According to these results, the study provides some recommendations including: to include contents of spiritual and emotional education in training programs for the faculty members of TTU, to develop teaching methods in universities in a manner that agrees with the moral curve that motivates students to develop self-discipline skills.
Exploring Moodle Functionality for Managing Open Distance Learning E-Assessments
Author: Koneru, Indira
Date: 2017-10-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Distance Education,Technology Integration,Computer Assisted Testing,Student Evaluation,Feedback (Response),Integrated Learning Systems,Formative Evaluation,Summative Evaluation,Diagnostic Tests,Grading,Tests,Competency Based Education,Foreign Countries

Current and emerging technologies enable Open Distance Learning (ODL) institutions integrate e-Learning in innovative ways and add value to the existing teaching-learning and assessment processes. ODL e-Assessment systems have evolved from Computer Assisted/Aided Assessment (CAA) systems through intelligent assessment and feedback systems. E-Assessment (electronic assessment) connotes using electronic technology and tools to design and administer assessments, collect and store students' assessment evidences, grade performance, provide feedback and generate reports. The widely recognized advantages of e-Assessment over traditional, paper-based assessment include: lower long-term costs, instant feedback to students, greater flexibility with respect to location and timing, improved reliability with machine marking, improved impartiality, and enhanced question styles that incorporate interactivity and multimedia. The advent of Learning Management Systems (LMS), such as Moodle (Modular Object-Oriented Dynamic Learning Environment) paved the way for integrated advanced services for: interactive dialogue, controlling knowledge at different stages of distance process and e-Assessment systems. Moodle provides the complete integrated environment for handling all aspects of e-Assessment from authoring questions through to reports for course teams (Butcher, 2008). This study explores how Moodle functionality: supports diagnostic, formative, summative and competency-based assessments and facilitates ODL institutions design, administer and manage e-Assessments.
Examination of the Relationship between Demographic Characteristics of the Family and the Language Development of Children
Author: Akçay, Ahmet
Date: 2017-00-00
Type: Journal Articles
Subjects: Demography,Family Characteristics,Language Acquisition,Vocabulary Development,Children,Language Skills,Check Lists,Foreign Countries,Statistical Analysis,Family Income,Educational Background

The aim of this study is to determine the relationship between the demographic characteristics and the language development of children. In the research, a &quot;Personal Information Form&quot; consisting of 14 items containing information about the demographic structure of the family was used and a &quot;Language Development Checklist&quot; consisting of 25 items that the students are required to possess the language skills in the learning process was used. The sample of the study consists of 147 children who are studying in Agri province center determined by purposeful sampling method. Descriptive statistics, t-test and one-way analysis of variance (ANOVA) and Tukey test of multiple comparison tests were used for the analysis of data in the study. As a result of the research, it was determined that there is a direct relationship between the demographic characteristics of the family and the language development of the children. The increase in the level of income and the level of educational background of the parents has influenced the language development of the child; besides, families with democratic attitude have been found to be more successful in terms of children's language development.
Faculty Perceptions Related to Teaching Online: A Starting Point for Designing Faculty Development Initiatives
Author: Walters, Shelly
Date: 2017-10-00
Type: Journal Articles
Subjects: Teacher Attitudes,Online Courses,College Faculty,Educational Technology,Technology Uses in Education,Faculty Development,Online Surveys,Universities,Learner Engagement,Active Learning,Teacher Student Relationship,Distance Education,Electronic Learning,Satisfaction

To design and deliver meaningful professional development programs for faculty who teach online, the unit responsible for these activities should have a clear idea of what content participants might find most beneficial to their practice, as well as what can improve instructor and student satisfaction. Using an online survey, this study explored the perceptions of 314 faculty members at a mid-southern university as they relate to the online environment and institutional factors, personal factors, and student engagement and active learning. Faculty reported high levels of satisfaction with the accessibility of their courses and the technical support they receive, but reported lower levels of satisfaction with the effectiveness of online communication tools. The results also revealed a significant difference in how faculty rated their satisfaction with student engagement and active learning based on their level of experience, indicating that alternative approaches to faculty development might be necessary for those new to online teaching and learning.
Pedagogical, Curricular and Didactic Elements Involved in the Creation of an E-Learning Environment: The Case of a Costa Rican University
Author: Baltodano, Manuel
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Electronic Learning,Instructional Design,Distance Education,Phenomenology,Mixed Methods Research,Questionnaires,Interviews,Student Satisfaction,Tutors,Information Technology,Statistical Analysis,Models

This article presents the results of a descriptive phenomenological study with mixed approach carried out to identify the pedagogical, curricular and didactic elements involved in the creation of an e-learning environment for the students of the course Directed Research I at the State Distance University in Costa Rica (UNED). As for the method, it is guided by a process of concurrent triangulation where there is a preeminence of data of a quantitative nature that are complemented and validated with qualitative data. Questionnaires were applied to all 60 students enrolled in Directed Research I and interviews were carried out with three tutors. Findings show that most students are satisfied with the pedagogical, curricular and didactic elements of UNED's educational model. However, both tutors and students agree on the need to strengthen actions that promote meaningful learning. The conclusions point the need to orient the teachers' work to the students' necessities using the potential offered by ICT for the generation of educational proposals in the form of e-learning.
Institutional and Community Perceptions of Distance Education in Bangladesh: Preparing for the 21st Century
Author: Aktaruzzaman, Md
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Institutional Characteristics,Community Attitudes,Distance Education,Open Universities,Qualitative Research,Case Studies,Focus Groups,Semi Structured Interviews,Flexible Scheduling,Instructional Materials,Delivery Systems,Technology Uses in Education,Vocational Education,Educational Quality,College Students,College Faculty

Bangladesh Open University (BOU), the sole distributor of distance education (DE) in Bangladesh, is regarded as one of the mega universities in the world. Nonetheless, the institution faces numerous issues and challenges that revolve around not only its administrative and academic operations, but also the lack of acknowledgement of its sociological value and concomitant recognition within the local community. This study examines the perceived challenges facing DE provision in Bangladesh from the point of view of the local Bangladeshi community as well as senior academics and administrators within the institution. Qualitative case study formed the methodological basis of the study. Using purposeful non-random sampling supplemented with snowballing technique, five senior academics and directors from BOU were selected for individual semi-structured interviews. Four focus groups were also formed using stratified purposeful sampling to determine the perception of the community towards DE. The paper introduces an innovative theoretical model, &quot;Adapting Structuration Theory In Distance Education (ASTIDE)&quot;, conceptualised as part of a broader study, to address the underlying issues and challenges relating to the future provision of DE in Bangladesh.
Evaluating Quality of Students&apos; Support Services in Open Distance Learning
Author: Nsamba, Asteria
Date: 2017-10-00
Type: Journal Articles
Subjects: Academic Support Services,Foreign Countries,Distance Education,Semi Structured Interviews,Student Attitudes,Open Universities,College Students,Educational Quality

Evaluating the quality of students' support services in distance education institutions is vital because by nature Open Distance Learning (ODL) is a high-involvement service industry, with multiple student support service encounters. Most quality evaluation models tend to view quality from the institutional perspective. As a result, little is known about the determinants of service quality, which distance education students can use to evaluate the support services provided by their institutions. The aim of this study is to evaluate the quality of support services from the current users of the services. It is through students' expectations and perceptions of their experiences that we shall understand the quality of the support services needed. Semi-structured interviews were conducted to understand distance students' perceptions and expectations of the service received. The results of the study indicated that service quality in distance education can be measured by six dimensions namely; tangibles, reliability, responsiveness, delivery, assurance and student participation. Each dimension can be measured by a number of attributes. The dimensions will be useful in helping distance education institutions evaluate the quality of their support services from students' perspective; by so doing monitoring the overall performance of their services.
An Examination of xMOOCs: An Embedded Single Case Study Based on Conole&apos;s 12 Dimensions
Author: Kocdar, Serpil
Date: 2017-10-00
Type: Journal Articles
Subjects: Online Courses,Case Studies,Heuristics,Inquiry,Open Universities,Distance Education,Qualitative Research,Electronic Learning,Foreign Countries

This study intends to examine the xMOOCs offered by one of the mainstream MOOC platforms in Conole's 12 dimensions. For this purpose, the research employed an embedded single case study using heuristic inquiry to collect data. The researchers participated in three xMOOCs and took into consideration the characteristics of these MOOCs by rating them as low, medium or high in terms of Conole's 12 dimensions. Inter-rater reliability was 92 percent. The study showed that the openness, massiveness, diversity, use of multimedia, communication among learners, learning pathway and amount of reflection dimensions were high. The communication with instructors, degree of collaboration and autonomy dimensions were medium, and the quality assurance, certification, and formal learning dimensions were low. After explaining characteristics of xMOOCs from the perspective of open learning, the study highlighted that xMOOCs dramatically differ with regard to the implementation of the freemium business model to education and course delivery methods. It was concluded that MOOCs are not a new form of learning, but a new form of organizing learning similar to the open university movement, but which promises more flexibility and access than open universities.
Cognitive Load Theory and the Use of Worked Examples as an Instructional Strategy in Physics for Distance Learners: A Preliminary Study
Author: Saw, Kim Guan
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Processes,Difficulty Level,Undergraduate Students,College Science,Physics,Distance Education,Teaching Methods,Scientific Concepts,Sequential Learning,Problem Solving,Mathematical Formulas

This article revisits the cognitive load theory to explore the use of worked examples to teach a selected topic in a higher level undergraduate physics course for distance learners at the School of Distance Education, Universiti Sains Malaysia. With a break of several years from receiving formal education and having only minimum science background, distance learners need an appropriate instructional strategy for courses that require complex conceptualization and mathematical manipulations. As the working memory is limited, distance learners need to acquire domain specific knowledge in stages to lessen cognitive load. This article charts a learning task with a lower cognitive load to teach Fermi-Dirac distribution and demonstrates the use of sequential worked examples. Content taught in stages using worked examples can be presented as a form of didactic conversation to reduce transactional distance. This instructional strategy can be applied to similar challenging topics in other well-structured domains in a distance learning environment.
Financial Management and Culture: The American Indian Case
Author: Danes, Sharon M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Money Management,American Indians,American Indian Culture,Well Being,Spiritual Development,Income,Worksheets,Context Effect,Decision Making,Holistic Approach,Family Relationship,Comparative Analysis

Study investigates distal and proximal contextual influences of the American Indian culture that affect financial decisions and behaviors. Primary household financial managers were interviewed. Study was grounded in Deacon and Firebaugh's &quot;Family Resource Management&quot; theory. Findings indicated that American Indians view many concepts differently than conventional disciplinary meanings. Most critical is that money is not the only currency used within the culture but relationships and nature are also used as other currencies. Further findings of note are (a) the cultural belief that resources must be shared with all family members is seen as an obligation and often creates major resource demands, (b) spirituality and nature are of major importance in resource decisions, and (c) the holistic, integrated view of health and well-being is essential to consider when working with American Indians on resource management. Three resource management patterns were discovered: mainstream, traditional, and hybrid. Expense and income worksheets were developed reflecting cultural nuances.