ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of 3-D Mechanical Models of Electric Circuits and Their Effect on Students' Understanding of Electric Potential Difference
Author: Balta, Nuri
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Instruction,Scientific Concepts,Equipment,Visualization,Concept Formation,Grade 10,Secondary School Science,Teaching Methods,Conventional Instruction,Models,Science Tests,Females,Pretests Posttests,Comprehension,Foreign Countries,Achievement Tests

Visualizing physical concepts through models is an essential method in many sciences. While students are mostly proficient in handling mathematical aspects of problems, they frequently lack the ability to visualize and interpret abstract physical concepts in a meaningful way. In this paper, initially the electric circuits and related concepts were taught to tenth grade students traditionally, then, once more, only concepts of electric potential and electric potential difference were taught to them along with 3-D mechanical models of electric circuits developed by the author and finally the effectiveness of the models was assessed. A twelve-item achievement test was given to twenty-two female students from the tenth grade as pre-and post-tests to assess students' comprehension of the concept of electrical potential. We showed that working and, more so interacting, with 3- D electrical circuits in a classroom-improved students' understanding of the idea of electrical potential. Initial experience of using 3-D models of the electrical circuits in a high school physics course is also reported.
Investigation of the Perceived Causes of Pre-Service Physics Teachers' Problems Encountered in School Experience
Author: Körhasan, Nilüfer Didis
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Instruction,Physics,Science Teachers,Preservice Teachers,Student Attitudes,Attribution Theory,Foreign Countries,Audio Equipment,Coding,Problems,Student Experience,Secondary School Teachers,Semi Structured Interviews,Behavior,Teaching Methods,Self Concept,Cooperating Teachers,Student Teacher Supervisors,Administrators,High School Students,Educational Facilities

This study investigates a group of pre-service physics teachers' perceptions about the causes of problems in school experience through the attribution theory. The participants were thirteen pre-service physics teachers from a public university in Turkey. Data were collected through the interviews by requesting the participants to reflect their own problems encountered during school experience, and discuss the reasons for these problems. Audio-recorded interviews were transcribed and coded under six themes. The results revealed that (i) 1/3 of the attributions regarding the causes of problems in their school experience were internal, (ii) the internal and external attributions were mainly linked, and (iii) a limited number of attributions have an iterative relation with each other. Improvement of internal elements might be effective for preventing the external causes of the problems.
Learning Management System Success: Increasing Learning Management System Usage in Higher Education in Sub-Saharan Africa
Author: Mtebe, Joel S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Management Systems,Cost Effectiveness,Expenditures,Electronic Learning,Higher Education,Technology Integration,Foreign Countries,Usability,Information Systems,Educational Quality,Instructional Materials,Technical Support,Educational Policy,Handheld Devices,Information Technology,College Faculty,Social Networks

Learning Management Systems (LMS) have been widely adopted by higher education institutions globally for over a decade. Institutions in sub-Saharan Africa now spend a significant proportion of their limited resources on installing and maintaining these systems. This expenditure continues to increase, raising questions as to whether LMS in these institutions are fulfilling their potential. The article investigates this question by analyzing the literature published on LMS usage from across the region. The article concludes by proposing strategies that can help institutions make more effective use of their LMS. The aim is to help institutions to identify effective strategies for supporting increased and cost-effective LMS usage.
Prospective Physics Teachers' Awareness of Radiation and Radioactivity
Author: Tasoglu, Aslihan Kartal
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Teachers,Preservice Teachers,Physics,Radiation,Questionnaires,Knowledge Level,Fear,Scientific Concepts,Student Attitudes,Statistical Analysis,Foreign Countries

The purpose of this study is to investigate prospective physics teachers' knowledge of and attitude towards radiation and radioactivity. Participants of this study are 56 prospective physics teachers. A questionnaire related with the knowledge about radiation and radiation fear was conducted. The results of this study showed that most of the prospective physics teachers did not have enough knowledge about the ionising radiation and they lacked differentiation between contamination and irradiation. Moreover, majority of them were not aware of the degree of radiation exposure during their daily life experiences. Most of them could not give logical reasoning for their positive or negative attitudes towards radiation. In addition, it was found that the prospective physics teachers who know more about radiation and radioactivity have more positive attitude towards radiation and give more reasonable answers about it. Based on the above facts, the authors recommend that new teaching and information processes are needed to provide more beneficial learning environments about radiation and radioactivity.
Teachers' ICT Usage in Second-Cycle Institutions in Ghana: A Qualitative Study
Author: Buabeng-Andoh, Charles
Date: 2015-00-00
Type: Journal Articles
Subjects: Qualitative Research,Information Technology,Focus Groups,Interviews,Foreign Countries,Student Attitudes,Instructional Leadership,Secondary School Students,Technology Integration

The purpose of this study was to investigate teachers' use of ICT and the factors that affect their ICT use in secondary schools in Ghana. A focus group interview was used to gather data from participants. Ten groups of six students each from urban, semi-urban and rural schools were chosen for the focus group interviews. The results of this study have shown that teachers' way of teaching is still teacher-centred. They mainly use ICT for organizational and informative purposes. Teachers' limited use of ICT in teaching is attributed to lack of technological resources (i.e. hardware, software and the internet) and school leadership support for the teachers in schools.
When Going Hybrid Is Not Enough: Statistical Analysis of Effectiveness of Blended Courses Piloted within Tempus BLATT Project
Author: Jovanovic, Aleksandar
Date: 2015-00-00
Type: Journal Articles
Subjects: Delivery Systems,Student Projects,Grades (Scholastic),College Students,Foreign Countries,Blended Learning,Educational Technology,Electronic Learning,Academic Achievement,Conventional Instruction,Comparative Analysis,Educational Objectives,Statistical Analysis,Instructional Effectiveness

The paper describes the delivery of the courses in the framework of the project implementation and presents the effect the change in the methodology had on student performance as measured by final grade. Methodology: University of Pristina piloted blended courses in 2013 under the framework of the Tempus BLATT project. The blended learning approach was tackled through a supplemental model where online component was added to unreduced seat time of the courses. A total of 791 students were observed. Student performance and attainment of learning objectives in traditional vs. blended courses were compared. Notwithstanding the improved students' performance in some of the courses, the overall grades were not significantly higher with the introduction of blended approach (p&gt;0.05). Despite the divergence from the Gaussian curve, showing the prevailing low grades, teachers tend to estimate the attainment of the learning objectives favorable. The differences between final grades and learning objectives score ranks were highly significant.
Poem Generator: A Comparative Quantitative Evaluation of a Microworlds-Based Learning Approach for Teaching English
Author: Jenkins, Craig
Date: 2015-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Statistical Analysis,Teaching Methods,Computer Assisted Instruction,Intervention,Quasiexperimental Design,Literacy Education,English Instruction,Foreign Countries,Programming,Secondary School Students,Pretests Posttests,Thinking Skills,Achievement Gains,Correlation,Multiple Regression Analysis

This paper is a comparative quantitative evaluation of an approach to teaching poetry in the subject domain of English that employs a &quot;guided discovery&quot; pedagogy using computer-based microworlds. It uses a quasi-experimental design in order to measure performance gains in computational thinking and poetic thinking following a microworld-based intervention in English lessons. Preliminary findings reveal a distinct increase in computational thinking and poetic thinking performance for learners who participated in the intervention. There is also some evidence, though this requires further research, to suggest a relationship between high performance in computational thinking and high performance in poetic thinking.
Teaching Faculty's Perception about Implementing Elearning Practices at the University of Guyana
Author: Livingstone, Kerwin A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,Electronic Learning,Higher Education,Information Technology,Mixed Methods Research,Online Surveys,Technology Uses in Education,Instructional Leadership,Measures (Individuals),Case Studies

In this modern era, the traditional approach to learning and teaching, which may engage students, does not lend itself to diversity. Since this approach is viewed as a barrier to significant learning experiences, teachers, educators, and other stakeholders have been calling for improved pedagogical practices in educational institutions. Since the dawn of technology, the continued use of information and communication technologies (ICTs) has created the path for elearning. Elearning facilitates the learning-teaching process with an array of channels and technologies, and has the potential to revolutionise instructional practices in educational institutions in both developed and developing countries, including the University of Guyana. Considering the aforesaid, this study surrounds teaching faculty's perception about implementing elearning practices at the University of Guyana. Through a mixed methods approach, teaching faculty from the University was sampled purposively, facilitated by the design and implementation of an online survey, with the objective of finding out their perception about the adoption of elearning practices at the institution. By means of empirical analysis, the results show that teaching faculty is generally prepared to upgrade their teaching methods and embrace elearning as a viable alternative. It is recommended that elearning practices be integrated into the pedagogical practices of the University's teaching faculty.
Barriers and Strategies on Adoption of E-Learning in Tanzanian Higher Learning Institutions: Lessons for Adopters
Author: Kisanga, Dalton
Date: 2015-00-00
Type: Journal Articles
Subjects: Barriers,Electronic Learning,Semi Structured Interviews,Foreign Countries,Best Practices,Financial Support,Technical Support,Educational Strategies,Specialists,Teacher Attitudes,Educational Change,Administrator Attitudes,Strategic Planning,Technology Integration,Higher Education

Tanzanian Higher learning institutions (HLIs) are faced with challenges of adopting e-learning in education. This study involved experts in e-learning to examine barriers of adopting e-learning and the best strategies to address them. Data were gathered from a series of semi-structured interviews with e-learning experts from two HLIs in Tanzania. Five major barriers were identified: poor infrastructure; financial constraints; inadequate support; lack of e-learning knowledge and teachers' resistance to change. The study further describes best practice approaches used by the two HLIs to address each of the challenges. It is recommended that training in e-learning needs to be provided to teachers and administrators; provide financial, technical and managerial support geared towards adoption. Successful adoption of e-learning requires a strategic approach that factors out barriers identified in this study and, which involve all education stakeholders.
Uncovering Reading Habits of University Students in Uganda: Does ICT Matter?
Author: Mlay, Samali V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Habits,College Students,Information Technology,Family Environment,School Culture,Income,Correlation,Qualitative Research,Phenomenology,Interviews,Hermeneutics

This paper investigates how Information and Communication Technology (ICT) can improve reading habits among university students. We also investigated the influence of home culture, school culture and disposable income on reading habit. Our main objective was to assess the effect of ICT on the reading habit of particularly university students in Uganda. We adopted a qualitative phenomenological approach for the study in order to get an in-depth understanding of how the ICT phenomenon impacts reading habits. Participants from four universities in Uganda were interviewed. Major findings indicate that most of the students find the use of ICT a necessity that lends a helping hand in accessing reading sources. The school culture, home culture and disposable income also impact the reading habit of students and particularly have an influence on ICT and reading. We also found that most participants were initiated into reading by use of force at home. This study provides a unique contribution through empirical evidence that ICT indeed impacts one's reading habit and thereafter proposes policy implications that may improve the reading habit of students through ICT interventions.
Promoting Teaching and Learning in Ghanaian Basic Schools through ICT
Author: Natia, James Adam
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interviews,School Surveys,Data Analysis,Access to Computers,Technology Uses in Education,Technology Integration,Program Implementation,Educational Policy,Educational Technology,Influence of Technology,Gender Differences,Educational Resources,Enrollment Rate,Tenure,Teacher Student Ratio,Barriers,Elementary Secondary Education,Educational Assessment

The Basic School Computerization policy was created in 2011 to introduce computers and e-learning into the entire educational system to promote training and life-long learning. Using data obtained by Connect for Change Education Ghana Alliance, this paper investigates the extent to which school administration, and teaching and learning are promoted through the use of ICT in Ghanaian Basic Schools. The data was obtained through a cross-sectional survey involving a random sampling of 333 Primary and 295 Junior High Schools across four regions (Northern, Upper East, Upper West and Volta) in Ghana. Expert interviews on ICT policy implementation were also conducted with ten District and four Regional Directors of Education. The findings show that there are relatively low computers at Primary Schools (4%) compared to the Junior High Schools (10%). In the Primary Schools, 69% of female teachers and 50% of male teachers use ICT tools to teach. The ability of teachers to use computer to teach and research is weak due to lack of access to internet, electricity/power problem, inadequate number of computers and technical know-how. The study recommends a strong and sustainable Public-Private-Partnership between the government, private sector and civil society organizations to map out plans and strategies in order to minimize the problems associated with the integration of ICT in the education system.
The Efficacy of Social Media Technologies in Academia: A Pedagogical Bliss or Digital Fad?
Author: Kivunja, Charles
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Networks,Communities of Practice,Teaching Methods,Universities,Preservice Teacher Education,Foreign Countries,Instructional Effectiveness,Critical Thinking,Creativity,Cooperation,Outcomes of Education,Curriculum Development,Student Attitudes,Technology Uses in Education,Educational Practices,Communication Skills,Learning Theories,Multiple Intelligences,Problem Solving,Cognitive Processes,Constructivism (Learning),Computer Mediated Communication

Efficacy of a teaching strategy technically refers to the ability of that strategy to produce a desired or intended learning outcomes. To date, there is little information on the efficacy of social media technologies in academia and it is likely to be some time before their effectiveness is proven. It is therefore legitimate to ask the question, is their use in education a pedagogical bliss or merely a digital fad? To answer this question, this paper reports the current results of a study being conducted at a University in Australia to investigate the efficacy of using Google Circles Learning Communities (GCLC) social media technologies to facilitate teaching, learning, assessing and curriculum development for 2nd year, Bachelor of Education students in a pre-service teacher training award. The digital structures for the study were set up in the 1st trimester of 2015 with a small cohort of only 35 students. Those structures were then used in the 2nd trimester to conduct a formal research study involving a much larger cohort of 106 students. As the research is still ongoing, finalized results are yet to be obtained. The results reported here are drawn from the findings in the data gathered over the first five weeks of trimester 2 relating to the use of cutting-edge social media technologies to help students engage with and develop the Super 4Cs skills of the 21st century, namely Critical thinking, Collaboration, Creativity and Communication. The results indicate that while there is some anxiety among students about using social media technologies for academic work, there is a willingness to have a go. The data also provide evidence that students are keen to engage with the Super 4Cs of the 21st century, and that the use of social media technologies gives them an opportunity to do so. In particular the data provide evidence that the use of these technologies has potential to bridge gaps between internal and external students.
Interdisciplinarity: Suffering from a Lack of Effective Marketing?
Author: Wardley, Leslie J
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interdisciplinary Approach,Marketing,Higher Education,Intellectual Disciplines

After a lulled period there is renewed debate in first-world institutions for increasing interdisciplinary studies and research. The literature has occasionally attempted to capture what &quot;true interdisciplinary work&quot; was and to lure the unbelievers with the use of metaphors, fables, and stories that has led to confusion. As a result, interdisciplinarity is not well understood and the lack of message clarity impacts it's standing within the industry and society in general. This paper purports to overcome marketing communications barriers by: a) defining and positioning the interdisciplinary movement vis-a-vis more traditional approaches; b) explaining what it is and what it is not; c) examining whether interdisciplinarity is on its way of becoming an established discipline; and d) parting with some concluding remarks.
Creating a Climate in Which Students Can Flourish: A Whole School Intercultural Approach
Author: Read, Karen
Date: 2015-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Resilience (Psychology),Well Being,Moral Values,Self Concept,Educational Environment,Student Diversity,Student Attitudes,Scores,Statistical Analysis,Inclusion,Feedback (Response),High School Students,Low Income,Foreign Countries,Sociocultural Patterns,Cultural Differences,English (Second Language),Second Language Learning,Communities of Practice,Self Evaluation (Groups),Audits (Verification),Cultural Awareness,Factor Analysis,Multivariate Analysis

This article reports part of an ongoing process that is taking place at one high school. With the vision of an inclusive school in which all students could flourish, the school deliberately set out to develop a culture in which the students would feel welcome, connected and have a sense of belonging. This article focuses on, first, how the school, with a culturally-diverse student population, implemented a whole school intercultural approach aimed at improving students' views of the school climate and, second, the impact that this had on students' perceptions of the school climate and their self-reports of wellbeing, resilience and identity. These results indicated that, at the end of the 18 month period, students' perceptions of the school climate were statistically significantly higher for four of the six school climate scales. Further, students' scored statistically higher in terms of their wellbeing, resilience, self-anchoring and moral identity.
Friendship Experiences of Participants in a University Based Transition Program
Author: Nasr, Maya
Date: 2015-00-00
Type: Journal Articles
Subjects: Friendship,Transitional Programs,Mental Retardation,Developmental Disabilities,College Students,Self Esteem,Universities,Independent Living,Skill Development,Focus Groups,Observation,Educational Benefits,Conflict Resolution,Social Support Groups,Qualitative Research

This study examined the nature of friendships of 14 students with intellectual and developmental disabilities participating in a university-based transition program in the United States. The transition program is a bridge between high school and adulthood, designed to foster students' self-esteem and self-confidence by providing them with training and support and encouraging self-advocacy and independence skills in an age-appropriate integrated environment. Data collection procedures consisted of a focus group session and direct observations of the participants' interactions on the university campus. Results indicate that participants do indeed have friends and are eager to establish and sustain long lasting relationships. Even though participants have developed relationships that are similar in nature to those typically developed among college-age individuals, some reluctance of the participants to venture out independently and initiate connections with non-program students was observed. Further, the constructive role that parents of students in the transition program made in facilitating relationships of friendship was evident.
Developing a Faculty Learning Community for Non-Tenure Track Professors
Author: Bond, Nathan
Date: 2015-00-00
Type: Journal Articles
Subjects: College Faculty,Faculty Development,Communities of Practice,Case Studies,Interviews,Instructional Materials,Educational Strategies,Nontenured Faculty,Tenure,Qualitative Research,Program Implementation,Curriculum Design,Recruitment,Psychological Needs

Non-tenure track faculty vary greatly in terms of their ranks, teaching abilities, workloads, and motivational levels and have unique professional development needs. In response, universities are differentiating professional development for these professors. This case study examined an emerging research university's efforts to provide a faculty learning community (FLC) for its non-tenure track professors. Data were collected during an academic year from interviews with the participants, evaluations completed by the participants after the meetings, and the facilitators' curricular materials. The participants learned useful instructional strategies and felt more connected to their colleagues, more supported by the university, and more confident in their teaching. The findings suggest that FLCs are a viable method of professional development for non-tenure track faculty.