ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing Online Instruction for Success: Future Oriented Motivation and Self-Regulation
Author: Schmidt, Joel T.
Date: 2007-00-00
Type: Journal Articles
Subjects: Self Concept,Electronic Learning,Online Courses,Foreign Countries,Academic Achievement,Student Motivation,Time Perspective,Blended Learning,Teaching Methods,Web Based Instruction,Fundamental Concepts,Technology Uses in Education,Online Systems,Distance Education

Given the high rate of student drop-out and withdrawal from courses and programs using an online learning format, it is important to consider innovative ways to foster and encourage student success in online environments. One such way is to incorporate aspects of student future orientation into the design of online instruction. This paper presents an overview of a program of research examining whether perceptions of student motivation, self-regulation, and future time perspective can be positively influenced through future oriented instruction in a blended learning (semi-virtual) environment at a German university. Individual differences in student future time orientation can provide insight into this interesting connection between the influence of attitude toward time on motivational and self-regulatory processes in learning. In conclusion, the practical implications of this topic for the design of online learning environments must be considered: Increased effort needs to be taken for developing methods for online instruction to tap into and encourage the future orientation of students, and for providing meaningful connections to the content and possible future outcomes. This paper intends to provide insight into and examples of how an online course or semi-virtual programs can benefit from a future oriented design.
Developing and Sustaining Schools as Technology­ Enriched Learning Organizations
Author: Atkinson, Linda Cole
Date: 2008-00-00
Type: Journal Articles
Subjects: Technology Integration,Educational Practices,Technology Uses in Education,Technology Transfer,Influence of Technology,Teaching Methods,Technological Literacy,Computer Uses in Education,Teacher Education,Professional Development,Surveys,Correlation,Statistical Analysis,Qualitative Research,Factor Analysis,Interviews,Elementary Secondary Education

During the last two decades, an assumption was advanced by policy makers that making technology available would result in effective technology transfer and integration in the teaching and learning process (Cuban, 2001); however, reality has been less kind with research presenting a pessimistic picture regarding the impact of technology in the classroom and on teachers' instructional strategies (Becker, 2001). The purpose of this study was to examine how technology-enriched learning environments can be developed and sustained through professional learning community (PLC) paradigms that make meaningful differences in teacher and student learning.
Watch Out--The Power Users Are Coming
Author: Levinsen, Karin Tweddell
Date: 2007-00-00
Type: Journal Articles
Subjects: Higher Education,Technology Uses in Education,College Students,Electronic Learning,Educational Technology,Barriers,Educational Change,Technological Literacy,Social Influences,Readiness,Teacher Role,Cooperation,Teacher Competencies,College Faculty

This paper analyses and discusses the future challenges that tertiary educational institutions may expect to face when the traditional organisational forms and norms of the industrial society meet the first generation of &quot;natural born&quot; ICT using students who have lived their whole life with ICT and the ever changing norms and demands of the unfolding information society. In order to analyse the premise for these challenges the paper applies a long-term perspective on the generations and organisations affected by the transmission. A key to gain insight to the future students and the nature of the encounter is research aimed at the present primary school. Additionally a key to the organisational perspective is identification of organisations' readiness for change and the potential barriers for adaptation to the information society and the &quot;power users&quot;. Based on the analysis, the paper comprises an outline of institutional obstacles inhibiting a successful encounter and argues the necessity of integrating top-down and bottom-up initiatives in future organisations. Thus, the process of change demands awareness and support from both the authorities empowered to make grants and from the management of the educational organisations, and the paper explicitly focuses on collaborating teaching staffs as a tool for improving both individual and organisational adaptability.
Benefits of e-Learning Benchmarks: Australian Case Studies
Author: Choy, Sarojni
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Benefits,Electronic Learning,Benchmarking,Vocational Education,Educational Indicators,Case Studies,Surveys,Classification,Educational Strategies,Disabilities,Sustainability,Delivery Systems,Program Evaluation,Program Implementation,Performance Based Assessment,Data Collection,Data Interpretation

In 2004 the Australian Flexible Learning Framework developed a suite of quantitative and qualitative indicators on the uptake, use and impact of e-learning in the Vocational Education and Training (VET) sector. These indicators were used to design items for a survey to gather quantitative data for benchmarking. A series of four surveys gathered data from VET providers, teachers, students and their employers. The data formed baseline indicators that were used to establish organisational goals and benchmarks for e-learning. These indicators were the first known set for benchmarking e-learning in Australia. The case studies in this paper illustrate ways in which VET providers have approached e-learning benchmarking, the benefits achieved and the lessons that they learned. The cases exemplify how VET providers have adapted the baseline indicators, how the indicators informed organisational plans and e-learning outcomes. The benefits of benchmarking are categorised under three purposes: reporting, performance management, and service improvement. A set of practical strategies is derived from the cases for consideration by other organisations interested in benchmarking e-learning services.
The Importance of Supporting Inferences with Evidence: Learning Lessons from Huffman (2014) in the Hope of Providing Stronger Evidence for Extensive Reading
Author: McLean, Stuart
Date: 2016-04-00
Type: Journal Articles
Subjects: Inferences,Evidence,Reading Strategies,Reading Achievement,Reading Instruction,Research Methodology,Time on Task,Criticism,Reader Response,Second Language Learning,Intensive Language Courses

Stuart McLean refers in this commentary to Jeffrey Huffman's article &quot;Reading Rate Gains during a One-Semester Extensive Reading Course&quot; (v26 n2 p17-33 Oct 2014) [See: EJ1044344], in which Huffman reports that extensive reading (ER) was an effective way to provide large amounts of comprehensible input to foreign language learners, but that many teachers and administrators remained unconvinced, and that there was still insufficient evidence to support the claims that have been made regarding its benefits. McLean infers that Huffman's research methodology included a number of novel characteristics that future ER research would benefit from utilizing. However, a significant difference in time on task between groups, combined with weekly timed-reading practice by only the ER group participants, results in the presence of not one independent variable (ER versus IR) but three (ER versus IR, weekly timed reading practice versus a lack thereof, and time on task). As a result, McLean argues that Huffman cannot validly infer so strongly that ER more effectively develops learners' reading rate than IR. McLean hoped that this discussion will encourage researchers to make appropriate inferences, and so provide stronger evidence for the inclusion of ER in language programs.
The Dynamics of University/City Government Relationships: It's Personal
Author: Curry, Joanne E.
Date: 2016-00-00
Type: Journal Articles
Subjects: School Community Relationship,Urban Universities,City Government,Case Studies,Foreign Countries,Conflict,Trust (Psychology),Strategic Planning,Comparative Analysis,College Presidents,Public Officials

The rich potential of university/city government relationships is often overwhelmed by day-to-day conflicts over everything from planning and land use to transportation and noise. Such disputes--even a single, unresolved incident--can create an enduring narrative of antagonism that undermines the relationship ongoing. Leveraging recent doctoral research contrasting two case studies, this paper discusses the importance of history and context and describes management processes that can build trust and lead to a mutual strategic purpose.
Teacher Training in Urban Settings: Inquiry, Efficacy, and Culturally Diverse Field Placements
Author: McGlamery, Sheryl L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Field Experience Programs,Preservice Teachers,Elementary Education,Science Instruction,Methods Courses,Self Efficacy,Culturally Relevant Education,Self Concept Measures,Student Experience,STEM Education,Summer Programs,African American Students,Females,Inquiry,Active Learning,Urban Universities

This study describes two years of findings with a unique field experience (teaching science inquiry activities to African-American girls in a summer STEM camp) for preservice elementary education majors. It reports on the effects of the field experience, in conjunction with blocked science and mathematics methods courses, on preservice teachers' scores on the Science Teaching Efficacy Belief Instrument (STEBI-B), as well as their rankings of their course experiences with regard to science self-efficacy.
Role of Educational Technology in Distance Teacher Training Programme
Author: Gujjar, Aijaz Ahmed
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Technology,Distance Education,Teacher Education Programs,Technology Uses in Education,Technology Integration,Foreign Countries,Preservice Teachers,Questionnaires,Likert Scales,Computer Attitudes,Teaching Methods,Coding,Statistical Analysis

Educational technology is the development, application and evaluation of systems, techniques and aids to improve the process of human learning. In almost all the important activities engaged in the name of teaching, training or instructions the possibility of using educational technology has been explored and is being explored, even today. Educational technology is a matter of making education more meaningful or a question of improving its quality or even the issue of making it accessible to more children. One thing that always prominently matters is the teacher, the quality of his preparation and his maintenance as a professional. His/her performance is the most crucial input in the field of education. So their training with special linkage with technology is one of the most essential needs. The use of educational technology is an innovative practice, which needs to be adopted by every teacher. The present study was undertaken with a view to evaluate the quality of educational technology used in teacher training, to specify the advantages of educational technology in teacher training and to identify the problems in the use of educational technology in teacher training. To achieve the desire end, data was collected from 200 student teachers/prospective teachers enrolled in B.Ed course of Allama Iqbal Open University in the semester spring 2006 from Multan region through a thirty one items questionnaire on Likert scale. The study reports that use of educational technology does not get its due status in the Pakistani settings. The major findings are the course does not include all the essential components of educational technology, attitude towards usefulness of educational technology is not positive, teacher training programme is not supported by the use of mass media, the teacher training programme is not supported by models and display cards, teacher training programme is not supported by use of computers, teacher training programme is not supported by micro teaching. Besides it very interesting findings were found. It is recommended that computer must be provided during training, Internet facilities should be provided during training session and teacher training programme can be improved by the effective use of educational technology.
Developing Critically Thoughtful e-Learning Communities of Practice
Author: Balcaen, Philip L.
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Electronic Learning,Communities of Practice,Ecology,Information Technology,Educational Technology,Teaching Methods,Elementary Secondary Education,Participative Decision Making,Facilitators (Individuals),Group Dynamics,Modeling (Psychology)

In this paper, we consider an approach to developing critically thoughtful e-Learning communities of practice--where participants are deliberate about the use of specific intellectual tools supporting critical thinking. We address Garrison &amp; Anderson's (2003) argument that such critical thinking should play a central role within the ecology of e-Learning communities and provide our view of what such communities might look like. To do this, we offer four categories of strategies helping to develop such communities--collaborative agreement on goals; facilitator(s) modelling and teaching the tools supporting critical thinking; and shaping communicative interactions within the e-Learning environment to encourage thinking. We provide examples from a current study involving 36 kindergarten to grade 12 teachers' blended use of information and communication technologies (ICT) and face-to-face sessions to illustrate our view.
On the Road to Virtual Europe--Redux
Author: Pulman, Andy
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Simulation,Vignettes,Health Education,Teaching Methods,Technology Uses in Education,Educational Technology,Case Studies,Cultural Differences,Program Effectiveness,Barriers,Mobility,Curriculum,Feedback (Response),Usability,Program Evaluation,Electronic Learning,Interaction

Virtual Europe is a web-based European community from which health education scenarios may be accessed for learning and teaching purposes. Featuring a map giving access to country specific resources, it is populated with different cultural case studies allowing contrasts between cultures to be examined. For example, a student could evaluate the differences between UK, Belgium and Dutch approaches to the care of a patient in a particular situation. The project is initially funded by the Consortium of Institutes of Higher Education in Health and Rehabilitation in Europe (Cohehre). This paper offers a unique view on the benefits and limitations surrounding the development and implementation of a European health-based virtual community. How will it facilitate the elimination of barriers for international mobility of students and staff? How easy is it to integrate into differing European health curricula? How does it compare to the experiences offered by new virtual environments? During the first year, the pilot version of Virtual Europe was created incorporating cardiac and burns case studies. During the second year of the project, the aim is to refine the pilot and incorporate further case studies. During the third year of the project, Virtual Europe will be utilised within partner institutions as a learning and teaching tool. The project team is working to evaluate the user-friendliness of the system on an on-going basis encouraging feedback from the students and academics that will use it. Tutorials will be used to evaluate how successfully lecturers are able to utilise and integrate it within their curriculum. Evaluation will be iterative and formative, with feedback used to identify potential changes that will be incorporated into subsequent pilots, group sessions and system enhancements. The paper presents a cogent and stimulating analysis of an e-Learning virtual health education project which is interprofessional in outlook; interdisciplinary in approach; intercultural in background; interactive in design and international in scope.
Online Communities of Practice Enhancing Statistics Instruction: The European Project EarlyStatistics
Author: Meletiou-Mavrotheris, Maria
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Communities of Practice,Computer Mediated Communication,Statistics,Distance Education,Professional Development,Best Practices,Educational Innovation,Elementary Secondary Education,Elementary School Teachers,Middle School Teachers,Educational Quality,Mathematics Curriculum,Student Centered Curriculum

Acknowledging the fact that teachers are at the heart of any educational reform effort, the European Union funded project EarlyStatistics aims to enrich European children's learning of statistics by offering their mathematics teachers a high-quality online professional development program. A central conviction underlying the design of the program is that learning as part of a community of practitioners can provide a useful model for teacher professional development. Teachers participating in the program will form a , which will support best practices and innovation in statistics education by providing access to a wide array of colleagues, discussions, and resources eluding teachers in their workplaces.
Engaging the YouTube Google-Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning
Author: Duffy, Peter
Date: 2008-00-00
Type: Journal Articles
Subjects: Social Media,Teaching Methods,Technology Uses in Education,Web 2.0 Technologies,Electronic Learning,Learner Engagement,Student Participation,Student Motivation,Web Sites,Electronic Publishing,Collaborative Writing,Educational Technology

YouTube, Podcasting, Blogs, Wikis and RSS are buzz words currently associated with the term Web 2.0 and represent a shifting pedagogical paradigm for the use of a new set of tools within education. The implication here is a possible shift from the basic archetypical vehicles used for (e)learning today (lecture notes, printed material, PowerPoint, websites, animation) towards a ubiquitous user-centric, user-content generated and user-guided experience. It is not sufficient to use online learning and teaching technologies simply for the delivery of content to students. A new &quot;Learning Ecology&quot; is present where these Web 2.0 technologies can be explored for collaborative and (co)creative purposes as well as for the critical assessment, evaluation and personalization of information. Web 2.0 technologies provide educators with many possibilities for engaging students in desirable practices such as collaborative content creation, peer assessment and motivation of students through innovative use of media. These can be used in the development of authentic learning tasks and enhance the learning experience. However in order for a new learning tool, be it print, multimedia, blog, podcast or video, to be adopted, educators must be able to conceptualize the possibilities for use within a concrete framework. This paper outlines some possible strategies for educators to incorporate the use of some of these Web 2.0 technologies into the student learning experience.
Stemming Down High Rates of Truancy, Drop-Out and Failure in Secondary Schools in Osun State
Author: Alaba, Sofowora O.
Date: 2008-00-00
Type: Journal Articles
Subjects: Truancy,Dropout Rate,Academic Failure,Teaching Methods,Secondary School Teachers,Educational Technology,Teacher Competencies,Instructional Materials,Active Learning,Secondary School Students,Art Education,Science Education,Social Studies,Statistical Analysis,Student Attitudes,Libraries,Student Participation,Instructional Design,Foreign Countries,Correlation,Teacher Qualifications,Course Selection (Students),Questionnaires

The purpose of this study was to find out whether: (1) truancy, drop-out and failure rates was as a result of the teacher teaching strategy in Secondary Schools in Osun State, (2) If skill in instructional design has any relationship with failure rate; and (3) whether teachers that studied Educational Technology would perform significantly better in their teaching profession than those who did not. The study also investigated the rate at which teachers utilized instructional materials and the extent of ensuring active, participatory and effective learning among secondary school students in Osun State. Three hundred and sixty three samples were selected from all the secondary schools in Osun State. They were divided into three groups, that is, the Art subjects, Science subjects and the social sciences. The statistical programme for social sciences (SPSS) was used to analyze the data. The result showed that: (1) 65% of the students sampled showed great dissatisfaction with their teachers' teaching method (x[superscript 2] = 2.41&lt;p &lt; 0.05); (2) The data collected showed that only 20% of their teachers use the library always in Arts,4% in Sciences and 7% in Social sciences; (3) The teachers in Osun state seldom employed instructional materials that would have motivated the students and encouraged active and participatory learning; (4) The result also showed that there was a significant relationship between the teacher's teaching strategies, truancy, drop out and failure rate in secondary schools in Osun State(x[superscript 2] = 19.40 p &lt; 0.05); and (5) Teachers who studied Educational Technology and instructional design were able to use a better approach and performed significantly better in their teaching profession than those who did not study Educational Technology (x[superscript 2] = 2.52 p &lt; 0.05).
School Choice and Inequalities in Post-Apartheid South Africa
Author: Ndimande, Bekisizwe S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Choice,Equal Education,Educational Policy,Poverty,Neoliberalism,Privatization,Public Policy,School Desegregation,Educational Change,Blacks,Educational Opportunities,Educational Resources,Politics of Education

This paper examines the consequences of the new policies of school choice in post-apartheid South Africa and the reasons they have largely failed to achieve greater educational equality--their stated purpose. I argue that the dominant reason for this lies in the continuing inadequate resources of many poor schools and the failure to address them. It draws on the perspectives of parents whose children attend schools in poor neighborhoods, known as the townships. I argue that the resource situation in these schools directly contributes to poverty in their children's lives; further, the issue of resources is inextricably connected to the larger neoliberal agenda of privatization and markets that has influenced social policy in post-apartheid South Africa. Neoliberalism in education has encouraged school choice as a way to desegregate schools and reform education. I conclude that instead it has continued the marginalization of Black children in township schools, and adversely affects their future by limiting their educational opportunities and their right to quality education.