ethanporcaro/eric-fulltext-meta huggingface dataset:
Embedding Mixed-Reality Laboratories into E-Learning Systems for Engineering Education
Author: Al-Tikriti, Munther N.
Date: 2013-00-00
Type: Journal Articles
Subjects: Engineering Education,Electronic Learning,Virtual Classrooms,Blended Learning,Computer Simulation,Laboratories,Educational Environment,Design Requirements,Computer System Design,Technology Integration,Educational Practices,Teaching Methods

E-learning, virtual learning and mixed reality techniques are now a global integral part of the academic and educational systems. They provide easier access to educational opportunities to a very wide spectrum of individuals to pursue their educational and qualification objectives. These modern techniques have the potentials to improve the quality of the teaching and learning process and elevate its performance to higher standards. Furthermore, e-learning in conjunction with mixed reality techniques can reduce the cost of higher education at both institutional and individual learner levels. In this paper, the focus will be on teaching-learning of applied science such as engineering. These studies demand special requirements, such as acquiring specific technical skills and practices through training. Our objective in this paper is the explanation and design of remote laboratories in mixed-reality mode. Decision making and evaluation of performance using fuzzy logic will be embedded in the proposed design.
Towards Quality Higher Education in the Arab World: Challenges of the Present and Aspirations of the Future
Author: Awwad, Mohammad Amin
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Quality,Arabs,Educational Trends,Higher Education,Educational Needs,Educational Improvement,Electronic Learning,Blended Learning,Adoption (Ideas),Meta Analysis,Research and Development,Open Source Technology,Courseware,Foreign Countries,Educational Development

This paper aims at providing an objective evaluation and transformation of Higher Education in the Arab World with a focus on its contribution to knowledge and human development. It argues that despite the great expansion in the number of higher education institutions and the great increase in the number of students enrolled in them, the needs and aspirations of Arab societies have not been fulfilled as the contribution of these institutions to human development and applied science and technology does not measure up to international standards. In order to improve the quality of higher education provision, outcomes, and economic feasibility, the paper provides a survey of e-learning and blended education and argues that blended education should be adopted as the backbone of higher education in the Arab World due to its excellent content, methodology, outcomes, and economic feasibility.
A Rotational Blended Learning Model: Enhancement and Quality Assurance
Author: Ghoul, Said
Date: 2013-00-00
Type: Journal Articles
Subjects: Blended Learning,Quality Assurance,Models,Program Implementation,Program Evaluation,Conventional Instruction,Computer Assisted Instruction,Online Courses,Educational Practices,College Programs,Program Improvement

Research on blended learning theory and practice is growing nowadays with a focus on the development, evaluation, and quality assurance of case studies. However, the enhancement of blended learning existing models, the specification of their online parts, and the quality assurance related specifically to them have not received enough attention. This paper presents in detail an enhancement, implementation, and evaluation of a rotational blended learning model. This model was adopted by the UNISCO Avicenna Virtual University. Also, its impact on some quality assurance criteria of the rotational blended learning model was presented. This research is unique in the sense that it specifies clearly the online part of the rotational blended learning model with its impact on the main quality assurance criteria.
Blended Learning Environments in Arab Universities: Probing Current Status and Projecting Future Directions
Author: AlFuqaha, Isam Najib
Date: 2013-00-00
Type: Journal Articles
Subjects: Blended Learning,Universities,Teaching Methods,Questionnaires,Learning Processes,Attendance,Educational Practices,Foreign Countries,Educational Technology,Cognitive Style,Arabs,College Faculty,Teacher Attitudes,Electronic Learning,Online Courses,Access to Information,Plagiarism,Technological Literacy

This paper is a review of blended learning as a catalyst of optimizing the achievement of learning objectives. Blended learning forms an attempt to apply the right learning technologies to match the right personal learning styles to transfer the right skills to the right persons at the right times. The paper is about rethinking the teaching and learning processes through reconsidering the traditional concepts of university pedagogy, student attendance patterns and methods of learning. The paper uses three questionnaires to examine the environment of educational practices at Philadelphia University-Jordan as a model of Arab universities. It outlines the pros and cons of new technological devices currently used, or are projected to be used within the coming five years from the point of view of a stratified random sample of around (42%) of the faculty at Philadelphia University. It demarcates the challenges and risks waiting ahead from using such devices, and tries to describe some future directions in the field of blended learning. The paper also delineates the structure-map of a model of the teaching process of an e-learning module. Responses to the questionnaires indicate that online courses, social networks and text messaging notification will certainly be in use in university pedagogy within five years, while mashups and sensor networks have meager opportunity to prevail. Results show that the semester university system is expected to become obsolete due to the varied lengths of modules, and that university requirements will vary. Feasibility of tailoring programs according to student preferences has low opportunity of adoption. The responses indicate a high risk of students graduating without obtaining the basic knowledge of certain subjects due to easy access to information and research. Results also reveal an increased possibility of plagiarism, and that there is no expected increase in students engaging in unacceptable behavior towards faculty as a result of using new technological devices. The paper concludes that Arab universities are still lagging in adopting blended learning due to the inadequacy of organizational readiness, unqualified faculty, high cost of module production, and the unavailability of the infrastructure needed especially in rural areas. Collaborative work among universities seems essential to achieve positive change in the modes of education based on interactivity. Recommendations at university and governmental levels are highlighted to promote the implementation of blended learning at Arab universities.
Effect on E-Content Learning Package in Mathematics Education for the Prospective Teachers
Author: Joan, D. R. Robert
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Mathematics Teachers,Preservice Teachers,Teacher Education Programs,Mathematics Education,Technology Uses in Education,Program Effectiveness,Foreign Countries,Experimental Groups,Control Groups,Comparative Analysis,Pretests Posttests,Scores

E-content learning package will progress the learning process of students in formal or informal setting. It allows us to sort out the information to analyse and make meaning for conceptualization and applications which is suitable for individual learners. The objectives of the study was to measure the effectiveness of the E-content learning package in learning Mathematics for prospective teachers and the experimental research is essential for finding out the effective from the population of prospective teachers. The investigator selected 30 students from a college of education in Tamil Nadu. Tools used were E-content learning package for Mathematics prospective teachers developed by the investigator and pre-test in Mathematics developed by the investigator. In the experimental group, students learn the subject Mathematics by using this E-content learning package for Mathematics. The control group student teachers were taught using conventional method. Findings of the study showed that there was significant difference between pre-test and post-test scores for the experimental group in learning Mathematics. That is experimental group Prospective Teachers have achieved high in post-test than the pre-test. And also there was significant difference in the post-test scores of the experimental and control group. That is experimental group Prospective Teachers have achieved high in post-test than the control group Prospective Teachers. The investigator concludes that the experimental group is more effective than the control group. Thus E-content learning package in Mathematics Education for the prospective teachers is more effective.
Integrating Digital Technologies in Teaching Learning Process
Author: Nagarajan, R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Teacher Education Programs,Teaching Methods,Cooperative Learning,Technology Integration

India has made impressive strides in the application of information and communication technology in recent years and this has reflected in a vibrant and fast growing economy. It is now an acknowledged world leader in the knowledge industry. In this paper an attempt is made to highlight the role of Information and Communication Technology (ICT) in teacher education. A brief introduction to ICT, and the role of ICT in teacher education is herewith presented. Some suggestive ideas for designing the teacher education course are also presented. ICT is a generic term referring to technologies, which are being used for collecting, storing, editing and passing on information in various forms. Information and Communications Technologies are one of the major contemporary factors shaping the global economy and producing rapid changes in society. Research and evaluation indicate that exposure to ICTs has really changed the lives of lecturers and students in tremendous and positive ways. The teacher training institute is providing the teachers of the future and National Council for Teacher Education (NCTE) assumes that teachers are the new figures in arranging learning process. At the degree level an entire paper on ICT titled &quot;Educational Technology and Computer Education&quot; is offered to the students.
Perceptions of Using Social Media as an ELT Tool among EFL Teachers in the Saudi Context
Author: Allam, Madawi
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Media,English (Second Language),Second Language Instruction,Foreign Countries,Statistical Analysis,Teacher Surveys,Language Teachers,College Faculty,Likert Scales,Teacher Attitudes,Technology Uses in Education,Educational Technology

Social media technologies have undeniably become an integral part of people's lives and they have been widely used amongst the new generations, particularly, university students. This widespread of social media technologies has certainly made a huge impact on the way people learn and interact with each other resulting in the emergence of communities of learning that are supported by collective intelligence. This study is based on quantitative methods using a survey instrument to gather descriptive data regarding the perceptions of seventy-five (n = 75) randomly chosen male and female English as a Foreign Language (EFL) teachers at two Saudi tertiary institutions. The study utilized a 14 Likert scale statements where each statement had five Likert-type items for the participants to choose from. Analysis of the gathered data indicated that the majority of the participants believe strongly in the pedagogical values and benefits of using social media as an ELT tool in the EFL classes in the Saudi context. Nevertheless, the majority expressed reservations with regards to the extent to which social media can be freely allowed to be used in the EFL classroom where they perceive it as having a double edged sword effect and that is mainly due to some undesired distractions that some students may resort to which may occasionally result in the opposite of the intended effect of their usage. The study recommends more research studies in this area so as to closely understand how experienced EFL teachers utilize social media in their classes in order to develop best practices for implementing social media in teaching and learning in EFL in the Saudi contexts.
Degree of Hybridity: Peer Review in the Blended Composition Classroom
Author: Middlebrook, Rebecca Helminen
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Blended Learning,Technology Uses in Education,Writing (Composition),Writing Instruction,Peer Evaluation,Online Courses,Conventional Instruction,College Freshmen

As the move to increase availability of composition courses in the online environment continues, it is important to understand the ways in which composition instructors take on the challenges associated with moving their teaching online and how they modify, or re-mediate, their pedagogy for this new teaching and learning environment. By investigating the views composition instructors hold regarding technology use in their teaching practices, factors that may influence the degree of re-mediation of pedagogical practices seen in hybrid, or blended, first-year composition courses were identified. One factor in particular that had a great effect on the degree of pedagogical re-mediation in this study was identified and defined as degree of hybridity.
The Role of Native and Learner Corpora in Vocabulary Test Design
Author: Akeel, Eman Saleh
Date: 2016-00-00
Type: Journal Articles
Subjects: Language Usage,Vocabulary,Language Tests,Test Construction,Second Language Learning,Native Speakers,English Language Learners

The growing field of corpus linguistics has been engaged heavily in language pedagogy during the last two decades. This has encouraged researchers to look for more applications that corpora have on language teaching and learning and led to the emergence of using corpora in language testing. The aim of this article is to provide an overview of using corpus data for the purpose of vocabulary test designing. It presents some native and learner corpora which are available for item writers to use. It covers the benefits and limitations of using corpora in language testing and argues for the importance and usefulness of using native as well as learner corpora as tools for designing a vocabulary test. The article aims to illustrate how both native and learner corpora can be used in language testing in general and in the development of vocabulary tests in particular.
Educational Technology and Its Effective Use
Author: Puckett, Rhonda
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Teaching Methods,Program Effectiveness,Technology Integration,Individualized Instruction,Elementary Secondary Education,Student Participation,Skill Development,Financial Support,Teacher Attitudes,Teacher Competencies

Technology is becoming more and more prevalent in the American classroom. Students are becoming extremely knowledgeable of computer programs, iPads, and their applications are in an increasing manner. The reasoning behind the push for such technology in the classroom is for students to become accomplished twenty-first century learners, college- or career-ready upon graduation. The motivation of this research is to determine the effectiveness of technology in the classroom. Questions used in this inquiry include: What subject areas can technology successfully be integrated into; is technology an effective source of individualized instruction to create a successful learning atmosphere; and what types of technology are most effective in educational settings? Concluding evidence determined that technology can be highly effective with various forms of implementation in classrooms ranging from kindergarten to twelfth grades. Further research would be helpful in the various ways that technology can be implemented more successfully for individualized instruction and whether particular types of technologies are superior to others.
Faculty Development on Online Instructional Methods: A Protocol for Counselor Educators
Author: Cicco, Gina
Date: 2013-00-00
Type: Journal Articles
Subjects: College Faculty,Online Courses,Counselor Training,Graduate Study,Technology Uses in Education,Educational Technology,Faculty Development,Teaching Methods,Teacher Competencies,Cognitive Style,Simulation,Interpersonal Relationship

This article will address the importance of properly training faculty members to teach online courses within graduate counseling programs. The number of online course offerings among graduate education programs is steadily increasing across colleges and universities. This trend is of particular interest for counselor educators because counseling courses, particularly those that teach and assess counseling skills and techniques, have traditionally been delivered in the face-to-face classroom setting. Converting skills-based courses to the online modality requires appropriate faculty preparation, ongoing and strategic planning, and frequent evaluation exercises (Cicco, 2013; Fish &amp; Wickersham, 2009). This article will present counseling and other education faculty members with a protocol for faculty development on online instructional methods. The protocol consists of five major steps including an introduction to navigating through online courses, learning-styles training, online course simulation experiences, review of tools for relationship-building, and finally the launching of an actual online course under the supervision of a mentor. Faculty members that are assigned to teach online courses should complete a series of training sessions, such as those presented in this sample protocol, prior to the start of their first online course. The protocol is intended to serve as a training model for novice online instructors, who have not previously taught completely online courses, especially those who have a commitment to teaching within the online classroom. Participation in this type of faculty development is encouraged because appropriate training and preparedness typically result in improved levels of faculty and student performance and satisfaction in online courses (Cicco, 2012; Santovec, 2004).
The Effect of Teaching Structural Discourse Markers in an EFL Classroom Setting
Author: Alraddadi, Budoor Muslim
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Task Analysis,College Students,Foreign Countries,Oral Language,Instructional Effectiveness,Discourse Analysis,Females,Language Proficiency,Pretests Posttests,Comparative Analysis,Communicative Competence (Languages),Scores,Statistical Analysis

This study aimed to explore the effects of explicit teaching on the acquisition of spoken discourse markers (DMs) on EFL learners' presentation production. It also aimed to measure the impact of two different treatments on the acquisition of a set of DMs. This study is an experimental study and focuses on the overall production of spoken structural DMs in pre and post instruction where two particular teaching methods are employed. For this purpose, 41 English as a Foreign Language (EFL) female learners from the foundation program participated and they were on the Upper intermediate or B2 level on the Common European Framework of Reference Ability Scale (CEFR) at Taibah University in Saudi Arabia. Learners were divided into two groups; one group was taught using Task-Based-Language Teaching method (TBLT) while for the other group was taught using the Presentation-Practice-Production model (PPP) was used. Based on the functions of structural discourse markers, five selected topics were taught by the researcher for two hours per lesson, which makes up ten hours per group. The study mainly aspires to answer three questions; Firstly, it explores which discourse markers do Saudi EFL learners use in giving presentations in English speaking classes (pre--test) and the reason for doing so, is to examine the progress of learners use of DMs through the whole teaching period. Secondly, it investigates which DMs do Saudi learners use after instruction in the immediate post-test and in the delayed post-test that is four weeks after the instruction. Finally, by carrying out a comparative analysis between (TBLT and PPP) the study aims to find out which teaching method is more effective and why.
Tri-Squared Mean Cross Comparative Analysis: An Advanced Post Hoc Qualitative and Quantitative Metric for a More In-Depth Examination of the Initial Research Outcomes of the Tri-Square Test
Author: Osler, James Edward
Date: 2013-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Qualitative Research,Statistical Analysis,Psychometrics,Statistical Significance,Investigations,Mathematical Models,Outcome Measures,Meta Analysis

This monograph provides an epistemological rational for the design of an advanced novel analysis metric. The metric is designed to analyze the outcomes of the Tri-Squared Test. This methodology is referred to as: &quot;Tri-Squared Mean Cross Comparative Analysis&quot; (given the acronym TSMCCA). Tri-Squared Mean Cross Comparative Analysis involves the computation and in-depth study of means extracted from an initial Tri-Squared Test. The Tri-Squared Test had an established level of statistical significance that provided the grounds for further Post Hoc investigation. The TSMCCA statistic is an Advanced Post Hoc test of the transformative process of qualitative data into quantitative outcomes through the Tri-Squared Test first introduced in the i-managers &quot;Journal on Mathematics&quot;. Advanced statistical analytics are involved in the TSMCCA mathematical model that allows for critical analysis of mean scores on item results. This type of in-depth post hoc statistical analysis permits a higher level of Tri-Squared meta-analytical investigative inquiry.
Attitude toward Enhancing Extensive Listening through Podcasts Supplementary Pack
Author: Alshaikhi, Dalal
Date: 2016-00-00
Type: Journal Articles
Subjects: Handheld Devices,Audio Equipment,Foreign Countries,Listening Skills,Teaching Methods,Focus Groups,Online Surveys,College Students,College Faculty,Teacher Attitudes,Student Attitudes,Technology Uses in Education,English (Second Language),Second Language Instruction,Mixed Methods Research,Single Sex Colleges,Females,Likert Scales

To promote independent extensive listening, the aim of this study is to investigate Saudi preparatory level students' and their teachers' perception about podcasts' criteria and contents to include in an extensive supplementary listening pack. An exploratory sequential design was adopted to collect data. The results of the focus group thematic analysis helped designing an online close-ended survey. The participants were 120 students and teachers sampled from the four proficiency levels of the English Language Institute (ELI) at King Abdulaziz University (KAU) in the Kingdom of Saudi Arabia (KSA). The findings of the study revealed that teachers were more familiar with the podcasts than students. Furthermore, all participants had a positive attitude toward using a listening instructional supplementary pack that can include few short authentic podcasts. They recommended using various challenging topics that are related to students' interests and proficiency levels. This study contributes to the literature of integrating podcasts to enhance extensive listening. It recommends designing an extensive listening supplementary pack based on Vandergrift and Goh's (2012) metacognitive approach and testing its suitability for application.