ethanporcaro/eric-fulltext-meta huggingface dataset:
Grit, Growth Mindset, and Deliberate Practice in Online Learning
Author: McClendon, Cristie
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Learning,Resilience (Psychology),Online Courses,Adults,School Holding Power,Retention (Psychology),Academic Persistence,College Students,Student Attrition,Questionnaires,Student Attitudes

Online education continues to grow in popularity and is an attractive option for individuals of all ages, but particularly for adults who must balance work, family, and school responsibilities. Attrition rates in online courses are high for a variety of personal and institutional reasons. Some of the personal reasons attributed to retention in online courses and degree programs focus on non-cognitive factors related to persistence, a growth mindset, and grit. Prior research has demonstrated that higher grit scores could equate to higher achievement in multiple areas of a person's life--professionally and personally, and in academic settings. However, to mindfully improve retention of online learners, faculty need training and should implement strategies such as deliberate practice, which requires full engagement, repeated attempts at success, openness to taking risks, and reflection on learning and failures. Thus, it makes sense that grit, a growth mindset, and deliberate practice strategies may improve retention of online students. Identifying reasons for high attrition rates in online courses and non-cognitive traits that lead to academic success will offer a foundation for more research to identify ways to increase student persistence in online degree programs.
Reframing Research on Methods Courses to Inform Mathematics Teacher Educators&apos; Practice
Author: Kastberg, Signe E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Methods Courses,Mathematics Teachers,Teacher Educators,Educational Practices,Educational Research,Mathematics Activities,Teacher Surveys,Educational Change

Calls have been made for the creation of a shared knowledge base in mathematics teacher education with the power to inform the design of scholarly inquiry and mathematics teacher educators' (MTEs) scholarly practices. Focusing on mathematics methods courses, we summarize and contribute to literature documenting activities MTEs use in mathematics methods courses. We suggest two strands of a research program that have the potential to structure and inform the development of MTEs' scholarly inquiry and practices. A summary of findings from research studies exploring one type of methods course activity is shared. The research is explored for its potential to contribute to two different strands of the research program and to MTEs' practices. Recommendations and implications for inquiry that supports MTEs' practices are provided.
The Symbolic World of Mathematics
Author: Lingefjärd, Thomas
Date: 2017-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Secondary School Students,Mathematical Concepts,Concept Formation,Symbols (Mathematics),Motion,Video Technology,Mathematical Logic,Group Discussion,Mathematical Formulas,Mathematics Instruction

In understanding upper secondary school students' interpretations of information in symbolic representations of a distance-time-relation, little attention has been paid to the analysis of the condition of the conceptual development related to utterances. Understanding this better can help improve the teaching of attribute and information in symbolic representations of different phenomena. Two theoretical perspectives have been used to conduct the analysis: Tall and Vinner's theoretical perspectives on learning and Gray's &amp; Talls's theory of three mathematical worlds. The findings provide evidence that a detailed analyse of student's utterances show difference in quality related to student's interpretations of a distance-time relation. The qualities were related to student's concept images of functions and derivatives.
ICT Accessibility and Usability to Support Learning of Visually-Impaired Students in Tanzania
Author: Eligi, Innosencia
Date: 2017-00-00
Type: Journal Articles
Subjects: Accessibility (for Disabled),Usability,Visual Impairments,Assistive Technology,Mixed Methods Research,Student Surveys,Student Satisfaction,Participant Observation,Interviews,Questionnaires,Incidence,Preferences,Barriers,Access to Computers,Intermode Differences,College Students,Technology Uses in Education,Foreign Countries

The main objective of this study was to assess the accessibility and usability of Information and Communication Technology facilities to facilitate learning among visually-impaired students at the University of Dar es Salaam (UDSM). The study employed a mixed methods design in gathering, processing and analysing quantitative and qualitative data. A survey was conducted at the UDSM main campus and the Dar es Salaam University College of Education (DUCE). A total of 36 respondents took part in the survey. The study found that ICTs support innovative learning, encourage independent learning, and promote participatory and collaborative learning. On the other hand, the units surveyed at the UDSM faced challenges such as insufficient special ICTs to cater for the needs of visually-impaired students, inadequate training on the use of special ICTs, and a shortage of ICT experts. There is also a necessity for the visually-impaired students' education needs and wants to be met to engender effective learning.
Critical Discussions on the Massive Open Online Course (MOOC) in India and China
Author: Trehan, Sangeeta
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Developing Nations,Program Effectiveness,Cross Cultural Studies,Program Development,Higher Education,International Cooperation,Delphi Technique,Surveys,Language of Instruction,Barriers,Access to Computers,Accreditation (Institutions),Teaching Methods,Social Media,Economic Factors,Information Literacy,College Students,College Faculty

Massive Open Online Courses (MOOCs) have been a relatively recent entrant in the field of online learning, yet with their &quot;massiveness&quot; and &quot;openness&quot; were posited to have the potential to transform learning and development in developing countries by providing willing learners with ready access to knowledge and Higher Education (HE). Early research has shown that MOOCs have mostly been deepening, rather than broadening, access to education. Yet they have strengthened in numbers since their inception. The current article situates the discourse around MOOCs from the unique perspectives of India and China with three broad objectives of sharing MOOC development in these countries, conducting a high-level discussion of the potential value of MOOCs for their HE systems and critiquing current issues with MOOC development there. This discussion is timely, since MOOC discourse in the international literature has swung between trumpeting MOOCs as &quot;disruptive&quot; technologies to warning of the &quot;MOOC delusion&quot;. We find that the concept and practice of MOOC in India and China are emerging. From the supply side, there is a need to focus on sound design, quality and accessible delivery, multi-lingual facilitation and efficient regulation of MOOC-credits, besides development of critical literacies for MOOCs in learners to realize the potential and promise of the MOOC.
Influence of Selected Factors on the Implementation of Information and Communication Technology Policy in Public Secondary Schools in Naivasha Sub-County, Kenya
Author: Francis, Njoroge Ngugi
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Attitudes,Information Technology,Public Schools,Secondary Schools,Questionnaires,Structured Interviews,Regression (Statistics),Institutional Mission,Strategic Planning,Technology Integration,School Policy,Technological Literacy,Program Implementation,Costs,Secondary School Teachers

The aim of this study was to examine the influence of selected factors on implementation of Information and Communication Technology in public secondary schools in Naivasha sub-county, Kenya. The study investigated whether the ICT infrastructural cost, schools' visions, and teachers' ICT skills hinder effective implementation of ICT policy in schools. The researcher adopted &quot;ex post facto&quot; research design whereby data was collected using a questionnaire for 32 Head teachers of public secondary schools and structured interview for the Quality Assurance and Standard Officers (QASO) from the Sub-county Educations office, Naivasha Sub-county. The population targeted in this study was all the Head Teachers of public secondary schools in Naivasha Sub-County. The Nominal scale data was analyzed through frequency counts and percentages while hypotheses were tested using simple regression statistic at a=0.05 level of significance. The data was interpreted and findings were highlighted. Factors related to schools' visions on ICT policy have the highest negative impact on implementation of ICT policy compared to selected factors related to cost of ICT infrastructure and teachers skills in ICT. These findings imply that implementation of ICT policy in school depends on school's vision on ICT; where school strategic plan has clear vision and strategy of implementing ICT rather than the cost of ICT infrastructure or teachers' skills in ICT. Suggested further research area in ICT implementation is, the Head teachers' attitude toward implementation of ICT policy, and the influence of teacher's age factor and implementation of ICT policy.
Internet Access and Usage by Secondary School Students in Morogoro Municipality, Tanzania
Author: Tarimo, Ronald
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Internet,Access to Computers,Secondary School Students,Questionnaires,Student Surveys,Statistical Analysis,Computer Use,Technological Literacy,Barriers,Recreational Activities

The purpose of this paper was to report results of a study on the investigation of the Internet access and usage by secondary school students in Morogoro municipality in Tanzania. A simple random sampling technique was used to select 120 students from six schools. The data was collected through a questionnaire. A quantitative approach using the survey research design was used. Data was analyzed using Statistical Package for the Social Sciences version 19. The results found out that of 120 students involved in the study, 78 (87.6%) who were the majority indicated that they were using Internet services for playing and downloading music, 73 (82.0%) for searching for academic information, 72 (80.9%) indicated playing and downloading games, 55 ( 61.8%) said browsing for fun, 51 (57.3%) use Internet for visiting different websites while 50 (56.2%) indicated that they use Internet to read online newspapers and 40 (44.9%) for instant messaging. On the issues of access and use, 58 (48.3%) respondents indicated that Internet accessibility in their schools was intermediate while only 26 (21.7%) stated that the Internet accessibility in their schools was high. It was also reveled that majority of students did not have enough skills for Internet browsing and Internet speed was slow. It was recommended that respondents should be made aware of the importance of using Internet services for searching academic information rather than use it for entertainment.
Implementation of Flipped Instruction in Language Classrooms: An Alternative Way to Develop Speaking Skills of Pre-Service English Language Teachers
Author: Köroglu, Zeynep Çetin
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Educational Technology,Technology Uses in Education,Homework,Video Technology,Course Descriptions,Pretests Posttests,Experimental Groups,Control Groups,Statistical Analysis,English (Second Language),Second Language Instruction,Quasiexperimental Design,Conventional Instruction,Scores,Language Fluency,Language Proficiency,Grammar,Pronunciation

Flipped Instruction is overemphasized in recent years that has a significant impact in language education. In this context, the current research investigates the effects of Flipped Instruction on pre-service English language teachers' speaking skills development. The research covers subskills of speaking skills. In this study quantitative data were collected. The data were collected to investigate whether Flipped instruction based syllabus which was designed specifically for the research is effective to develop participants' speaking skills. The syllabus is called as OCS1FS which stands for flipped syllabus for the course. Pre-test and post-tests were administered to both experimental group and control group with the aim of collecting data. The data were analysed through SPSS. The results show that there is statistically significant difference at, 000 (Sig &gt; 0.05) levels between groups at the end of an eight-week treatment process. It is found that experimental group students developed significantly in terms of fluency, coherence, lexical resource, grammar, pronunciation and accuracy skills.
Creating Space for Agency
Author: Altobelli, Rachel
Date: 2017-00-00
Type: Journal Articles
Subjects: Sexual Orientation,Sexual Identity,Library Materials,Library Services,Access to Information,Technology Uses in Education,Appropriate Technology,Student Diversity,User Needs (Information),Library Role,School Libraries,Elementary Secondary Education

It's easy to imagine no gay, lesbian, bisexual, transgender, or questioning (LGBTQ) students are at a given school, and, therefore, no need exists to court controversy and potential challenges by providing LGBTQ materials. LGBTQ students are everywhere, though, and they are at increased risk for a host of issues, including bullying, assault, and suicide. Representing LGBTQ perspectives in the library helps future-ready students chart their own paths.
Challenges of Introducing E-Learning at Botswana University of Agriculture and Natural Resources: Lecturers&apos; Perspective
Author: Moakofhi, Moakofhi
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Barriers,Agricultural Education,Teacher Attitudes,Teacher Surveys,Technology Integration,Technology Uses in Education,Questionnaires,Interviews,Educational Facilities,Technological Literacy,Information Security,Computer Security,Privacy,Copyrights,Teacher Motivation,Social Influences,Program Administration,College Programs,College Faculty,Qualitative Research

The integration of technology in the education process has immensely improved the acquisition and retention of knowledge. Although e-learning initiatives bring many advantages to the education system, these rewards have not been fully realised in developing countries like Botswana. Therefore, in the current study, authors set out to identify issues that may impede the introduction of an e-learning initiative at the Botswana University of Agriculture and Natural Resources. This paper presents findings from a survey of 50 academic staff of the university, to which 88 % (44/50) of the sample satisfactorily responded. Data was collected using a questionnaire and analysed using Microsoft Excel package. Four major challenges that should be addressed before an elearning initiative can be introduced successfully are identified as: poor infrastructure, inadequate IT support, lack of e-learning policy, and lack of university management support. Recommendations are made on the basis of the main findings, and can further be applied to other universities in a similar situation.
A Decade of Technology Enhanced Learning at the University of Dar es Salaam, Tanzania: Challenges, Achievements, and Opportunities
Author: Mtebe, Joel S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,Higher Education,Technology Integration,Blended Learning,Distance Education,Educational Technology,Integrated Learning Systems,Documentation,Reports,Attitude Measures,Access to Education,Training,Workshops,Consciousness Raising,Educational Quality,International Cooperation,Telecommunications,Handheld Devices,Barriers,Resistance to Change

For a decade past, integration of technology in teaching and learning has been received with both apprehension and skeptism from academics and student majority at the University of Dar es Salaam (UDSM). The study recounts real, professional and practical experiences, challenges, and opportunities of integrating educational technologies using available official documents and reports covering real practical experience in the period of ten years at UDSM. The study identifies gaps that need to be worked upon to unleash full potentials brought by educational technologies at the university. The study recommends more support to early adopters committed to initiating blended learning programs, strengthening and expanding existing blended distance programs as well as seeding new ones and building capacity in developing and testing more reliable blended distance program innovations
Living and Learning beyond One Dimension
Author: Dooly, Dustin L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Information Seeking,Information Literacy,Empathy,Interpersonal Relationship,Library Instruction,Change Strategies,Perspective Taking,World Views,Library Role,Library Services

We seem to instinctively crave information that confirms our biases. Rather than learning knowable things, we shrink inside ourselves and hunker down with the familiar, comfortable information that feeds our narrative of what we think we know, of how we think the world works. Students do not naturally know how to open up their perspective to other points of view. We must model it. We must teach it. We must practice it.
Computational Algorithmization: Limitations in Problem Solving Skills in Computational Sciences Majors at University of Oriente
Author: Castillo, Antonio S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computation,Majors (Students),Mathematics,Qualitative Research,Statistical Analysis,Programming,Computer Science Education,Student Surveys,College Students,College Faculty,Interviews,Information Science,Telecommunications,Electronics,Attitude Measures

This paper analyzes the results of a diagnostic study carried out with second year students of the computational sciences majors at University of Oriente, Cuba, to determine the limitations that they present in computational algorithmization. An exploratory research was developed using quantitative and qualitative methods. The results allowed verifying insufficiencies that have their base in the processes of interpretation and understanding of the problematic situations and in the insufficient design of algorithms, using pseudocodes, before implementing the solutions in a programming language.
Moving Forward: School Library Experiences beyond the Expected
Author: Allen, James
Date: 2017-00-00
Type: Journal Articles
Subjects: School Libraries,Library Services,Library Development,Performance Factors,Change Strategies,Student Centered Learning,Student Projects,Active Learning,Success,Elementary Secondary Education

If you stopped by and visited the author's school library in Eminence, Kentucky, it would be difficult to predict everything you might see and experience. You might see first-grade students browsing and finding books to check out, a ninth-grade student using a compound miter saw to prepare parts for a project in an engineering class, a fifth-grade class receiving instruction and practice in research best practices, or maybe even a seventh grade student using vector-based design software and a laser engraver to create a model of a black hole. Shifting the focus of the school library program and broadening the range of resources and experiences available to learners seemed at times to have happened rapidly. However, for the most part, the transformation has happened gradually, organically, and in close connection with the changing needs of students and teachers. The author's goal now is to make sure the school library provides students with fun, unique, and individualized opportunities and learning experiences that they otherwise would not have. Developments in technology have definitely shaped and will continue to shape the evolution of school libraries, but the author believes that some other areas will also have a huge impact on how libraries serve their patrons. He discusses some of these areas that are transforming his own school library program, but they all have a common connection: our students.
Disturbances and Contradictions in an Online Conference
Author: Carr, Tony
Date: 2017-00-00
Type: Journal Articles
Subjects: Conferences (Gatherings),Teleconferencing,Social Theories,Computer Mediated Communication,Design,Experience,Educational Technology,Technology Uses in Education,Asynchronous Communication,Foreign Countries,Content Analysis

This article analyses participant experiences and statements about perceived problems in two online conferences to identify tensions and disturbances relating to external factors, conference technology, online discussions and design choices and then considers the underlying contradictions within the conference systems which generate both positive and negative experiences of participation. The analytic stance is based on cultural historical activity theory (CHAT) since this approach gives a framework to understand and explain dilemmas, tensions, disturbances and possible contradictions as drivers for change in socio-technical systems. The article ends with reflections on the implications for designers of online conferences as convenors and technology stewards.
Personal Learning Environments: A Study among Higher Education Students&apos; Designs
Author: Bartolomé, Antonio
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Web 2.0 Technologies,Educational Technology,Technology Uses in Education,Higher Education,Design,College Students,Integrated Learning Systems,Self Management,Questionnaires,Student Attitudes

Even if we can find several PLE models and proposals based on the use of Web 2.0 resources, the problem of what resources to choose and how to organize them has not yet reached a specific or clear solution. During a semester, 18 students of Social Education at the University of Barcelona learnt how to use Web 2.0 resources in Social Education, and were then invited to prepare and use their own Personal Learning Environments (PLEs) with two platforms: Symbaloo and Protopage. An analysis of both platforms, demonstrates their preferences in software, functionality, web tools, individual application and those aspects of the software that they choose to include in their spaces. Results show that the subjects prefer flexible and simple platforms that let them integrate their own resources from Web 2.0. We have found some notable contradictions between the theoretical models and the practical applications that seemed more coherent and logical. Students broadened the use of these PLEs to other subjects and non-formal learning situations. Future studies ought to consider the importance of the freedom to choose resources and the use of Web 2.0 services for practical and useful PLEs.