ethanporcaro/eric-fulltext-meta huggingface dataset:
360 Degree Videos within a Climbing MOOC
Author: Gänsluckner, Michael
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Video Technology,Online Courses,Blended Learning,Recreational Activities,Computer Simulation,Course Descriptions,Course Evaluation,Instructional Effectiveness,Outcomes of Education,Comparative Analysis,Technology Uses in Education,Computer Assisted Instruction,Feedback (Response),Multiple Choice Tests,Field Studies,College Students,Foreign Countries,Student Surveys

In this research study a course, combining both computer-supported and face-to-face teaching using the concept of blended learning, has been designed. It is a beginners climbing course called &quot;Klettern mit 360° Videos&quot; (climbing with 360° videos) and the online part has been implemented as a Massive Open Online Course (MOOC). This research study presents the background of the course, the course concept, the course itself and the results of the evaluation. To measure the difference between the pure online participants and the blended learning participants the MOOC has been evaluated independently from the blended learning course. It should be mentioned that all participants (whether pure online or both) evaluated the course in a positive manner. The use of technology enhanced learning realized by the concept of blended learning proved to be a well-suited method for this course setting. Furthermore, many advantages of computer based learning, blended learning and 360°-videos have been reported by the participants. [For the complete proceedings, see ED579395.]
Are Learning Logs Related to Procrastination? From the Viewpoint of Self-Regulated Learning
Author: Yamada, Masanori
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Independent Study,Time Management,Self Efficacy,Learning Strategies,Correlation,Academic Achievement,Student Behavior,Reports,College Students,Questionnaires

This study investigated the relationships between self-regulated learning (SRL) awareness, time-management awareness, learning behaviors (report submission), and learning performance. Psychometric data and learning logs for both in-class and out-of-class activities were collected in the lecture course, and their relationships were analyzed using Pearson's correlation analysis. The results indicated that awareness of self-efficacy, intrinsic value, and cognitive learning strategies use had significant correlations with the frequency of out-of-class activities, submission time of report, and learning performance. Regarding the relationships between SRL awareness and out-of-class activities, usual reading activities as well as additional actions, such as bookmarking, had significant correlations with SRL awareness. [The research is supported by &quot;Research and Development on Fundamental and Utilization Technologies for Social Big Data&quot; (178A03), the Commissioned Research of the National Institute of Information and Communications Technology (NICT), Japan; Grant-in-Aid for Scientific Research (B) No. 16H03080 and the Qdai-jump Research(QR) Program of Kyushu University. For the complete proceedings, see ED579395.]
I Might Not Be as Tech as You Think: Collegiate Print versus Digital Preferences
Author: Swanson, Joan Ann
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: College Students,Student Attitudes,Preferences,Printed Materials,Books,Electronic Publishing,Student Surveys,Textbooks,Demography,Gender Differences,Age Differences,Handheld Devices,Time on Task

Participants in this study (N = 1,986) were college students from four different regions of the United States: northeastern, southeastern, southwestern, and northwestern. Using survey methodology, participants indicated technology preferences and frequency of use as well as demographic information. Findings reveal a strong preference for print text; however frequency in digital use for contextualized purposes. Educational implications include professional development for educators to further understand these nuances and utilize tools and technology which most fit course and students' differentiated needs. [For the complete proceedings, see ED579395.]
How to Flip a Classroom and Improve Student Learning and Engagement: The Case of PSYC1030
Author: Isaias, Pedro
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Psychology,Blended Learning,Online Courses,Student Attitudes,Student Surveys,Learner Engagement,Course Evaluation,Active Learning,Outcomes of Education,Student Improvement

The flipped classroom's pervasiveness in different educational contexts derives from the growing need to focus on student-centered and active learning approaches. The fact that the flipped classroom allocates the lecture delivery to the outside of the classroom endows teachers with the possibility of using the in-class time to develop active learning tasks. At the same time, since students gain insight of the learning material prior to attending the class, they are more prepared to actively engage with the resources and their peers inside the classroom. This paper presents a project developed by the School of Psychology from the University of Queensland in Australia that consisted in flipping a course, PSYC1030, and creating a series of four MOOCs. The students' evaluation of the experience was measured via a survey and showed that, in general, they found the outcomes to be positive, namely at the level of the assessment, collaboration, interaction and their understanding of the material. [For the complete proceedings, see ED579395.]
Early Numerical Competence and Number Line Task Performance in Kindergarteners
Author: Fanari, Rachele
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Kindergarten,Young Children,Numeracy,Numbers,Standardized Tests,Symbols (Mathematics),Mathematics Tests,Mathematics Achievement,Predictor Variables,Semantics,Foreign Countries,Intelligence Tests,Statistical Analysis,Regression (Statistics)

This work aims to evaluate the relationship between early numerical competence in kindergarteners and their numerical representations as measured by the number line task (NLT). Thirty-four 5-year-old children participated in the study. Children's early performance on symbolic and non-symbolic numerical tasks was considered to determine which was a better predictor of NLT performance. Children completed an early number competence standardized test comprising symbolic semantic tasks (Arabic digit comparison and Arabic digit linear order), lexical tasks (numbers recognition and numbers reading), and non-symbolic semantic tasks (dots comparison and picture linear order), and the NLT 0-100. The relationship between early number competence (both symbolic and non-symbolic) and performance on the NLT was analyzed using a regression model in which the predictors were identified through a forward selection based on the use of the index BIC (Bayesian Information Criterion). Results show that symbolic number knowledge tasks (Arabic linear digits order and Arabic digits comparison) are the best predictors of performance on the NLT. This suggests that knowledge of the semantics of Arabic digits is more important than non-symbolic quantity knowledge in predicting number line task accuracy among young children. This finding brings additional evidence to the debate on the relationship between non-symbolic numeral knowledge and symbolic number processing. [This study was supported by Cagliari University (Italy). For the complete proceedings, see ED579395.]
Exploring the Impact of the Informational Value of Feedback Choices on Performance Outcomes in an Online Assessment Game
Author: Cutumisu, Maria
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Feedback (Response),Value Judgment,Evaluation Methods,Grade 8,Middle School Students,Computer Assisted Testing,Criticism,Performance,Learning Strategies,Correlation,Video Games,Positive Reinforcement,Decision Making,Student Attitudes,Science Instruction,Regression (Statistics),Visual Aids,Design

This paper examines the impact of the informational value of feedback choices on students' performance, their choice to revise, and the time they spend designing posters and reading feedback in an assessment game. Choices to seek confirmatory or critical feedback and to revise posters in a poster design task were collected from a hundred and six Grade 8 students from a middle school in California via Posterlet, a computer-based assessment. Results show that critical uninformative feedback is associated with performance, critical informative feedback is associated with students' learning strategies (i.e., willingness to revise and feedback dwell time), while confirmatory informative feedback is negatively associated with performance and learning strategies. This research has implications for designing the informational content of feedback messages to support student performance on an open-ended design task. [For the complete proceedings, see ED579395.]
Exploring Teacher Use of an Online Forum to Develop Game-Based Learning Literacy
Author: Barany, Amanda
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Educational Games,Educational Practices,Educational Technology,Electronic Libraries,Information Management,Network Analysis,Social Networks,Educational Resources,Behavioral Objectives,Usability,Predictor Variables,Technological Literacy,Masters Programs

Game-based learning researchers have emphasized the importance of teachers' game literacy and knowledge of pedagogical approaches involved in successfully adopting an instructional approach (Bell and Gresalfi, 2017). In this paper, we describe findings from an online resource that teachers used to generate a repository of games for use both during their involvement in a Masters in Learning Technologies program and after the completion of the program. We argue that such a repository providing information on games in terms of their technology, pedagogy, and content may prove useful for teachers searching for games to align with their area of practice. This paper presents a descriptive analysis of a sample of 82 posts posted from September 2010-November 2016 to demonstrate participants' emerging proficiency in assessing games for their technological, pedagogical, and content-related affordances and constraints (as supported by the Game Network Analysis (GaNA) framework) (Shah &amp; Foster, 2015). The paper also presents a case example to illustrate a forum user's developing game literacy and the community and contextual factors that influence post content. We conclude with implications for future research. [For the complete proceedings, see ED579395.]
Impact of Early Numeracy Training on Kindergarteners from Middle-Income Families
Author: Meloni, Carla
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Numeracy,Mathematics Instruction,Kindergarten,Preschool Children,Young Children,Cooperative Learning,Individual Instruction,Comparative Analysis,Pretests Posttests,Instructional Effectiveness,Foreign Countries,Experimental Groups,Control Groups

The aim of this work was to evaluate the effectiveness of a supplemental early numeracy skills training program for typically developing middle-income pre-school and kindergarten children (age 4-5) enrolled in a standard educational program. Three conditions were compared: cooperative learning training; individual learning training; and no training (control group). Results showed that the scores of all groups increased significantly between pre-test and post-test, but no significant differences were found between the children exposed to additional training and the control group. This finding suggests that an intervention may not be more effective than good standard schooling with such young children, and that there is a need for further investigation in this area. In a follow-up analysis, the hypothesis that the effectiveness of an early math intervention is more apparent in low-ability children was tested. For children with low early math ability, performance in terms of early numerical competence before and after the intervention was compared to a control group of equally low early math ability kindergarteners. Results showed a significant difference between pre- and post-test in both the experimental and control groups, but the training group showed higher achievement with respect to the control group. This finding suggests that it may be important to carry out interventions on children with low-ability in early math competence, even in a middle-income social context. [For the complete proceedings, see ED579395.]
A Visualization System for Predicting Learning Activities Using State Transition Graphs
Author: Okubo, Fumiya
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Learning Activities,Graphs,Prediction,Grades (Scholastic),Markov Processes,Accuracy,Validity,Foreign Countries,Computer Uses in Education,College Students,Questionnaires,Integrated Learning Systems

In this paper, we present a system for visualizing learning logs of a course in progress together with predictions of learning activities of the following week and the final grades of students by state transition graphs. Data are collected from 236 students attending the course in progress and from 209 students attending the past course for prediction. From these data, the system constructs a state transition graph, where the prediction is based on the Markov property. We verify the performance of predictions by experiments in which the accuracy of prediction using the data of the course in progress and the one by 5-fold cross validation. [The research results have been achieved by &quot;Research and Development on Fundamental and Utilization Technologies for Social Big Data&quot; (178A03), the Commissioned Research of National Institute of Information and Communications Technology (NICT), Japan. For the complete proceedings, see ED579395.]
Cultivating Students&apos; Reading Literacy Using Digital Lexile-Based Reading in a Chinese Primary School
Author: Norte, Patricia
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Students,English (Second Language),Reading,Literacy,Computer Uses in Education,Action Research,Mixed Methods Research,Reading Ability,Focus Groups,Reading Attitudes,Student Attitudes,Reading Motivation,Reading Improvement,Educational Practices

This Macau study investigates the unwillingness of primary 5 Chinese native students to read in English on a Lexile® Framework based digital reading platform provided by their school, with visible negative consequences on their English reading literacy, and whether or not it is possible for teachers to help improve students' reading literacy by adopting specific instructional practices. The study, carried out in a school which uses Chinese (Cantonese) as medium of instruction, initially measured student's reading level and tried to identify possible reasons that deterred students from reading in a digital reading platform. The investigation was based on an action research model (to look, think, act) while a mixed method approach was deployed to collect data: numerical information from the platform which informed about students reading ability was treated with descriptive and inferential statistics and focus group interviews were conducted to allow a deeper understanding of students' attitudes towards reading. The findings revealed that students in general were not averse to reading, although they seemed to need someone to facilitate the process for them as well as to guide and encourage them to read. Extrinsic motivation strategies were found helpful and, by way of teacher's same intervention with all her students (group A), such as constant reminders to read, compulsory reading of a certain number of books per month, publicly praising students and granting them bonus points on their marks, meaningful improvement was achieved. These findings are discussed in relation to the significance of the teacher's intervention, in terms of providing constant support, facilitating the reading process and monitoring students' reading activity, by adopting varied instructional practices to appeal and motivate children to engage in reading. [For the complete proceedings, see ED579395.]
Educational Assessment of Students in Primary School in Tunisia
Author: Khalifa, Wiem Ben
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Elementary School Students,Educational Assessment,Student Evaluation,Electronic Learning,Computer Assisted Testing,Adaptive Testing

Regardless of the study level, the assessments applied in the different educational institutions in Tunisia raise many questions. Do these practices indicate the learners' cognitive metamorphoses? Do formative and summative evaluations intend to access knowledge acquisition at the expense of understanding? Is the content of the evaluation approaches and instruments an important part of the learners' previous knowledge? Is there any relationship between this content and the specific knowledge base of the learner? Does the evaluation instruments structure provide access to knowledge construction? Is this structure oriented towards the evaluation of low-level cognitive skills more than to the assessment of high-level cognitive skills? Does the assessment context introduce affective variables that may influence learners' results in a negative way? Do the used instruments allow consistently determining the learners' strengths and weaknesses? Do the correction criteria respect all the learner's responses worth to build up a special knowledge? Do objectivity requirements influence these criteria more than the cognitive value of responses? In fact, all of these questions risen show the seriousness and complexity of the evaluation problem in the school environment as well as the cognitive progress of the learners. They are quite related to the subject matter of the evaluation instruments and their structure as well as their objectives and the background they are taking place in than to the correction criteria. In this paper, we propose a personalized evaluation environment for mobile learning. We first introduce m-evaluation scenario. Then, we describe this personalization as well as the architecture of the evaluation environment composed of Web services and based on communication between these services carried out via Semantic web technologies. The environment presented allows assessing the learners' knowledge of a particular teaching content by first of all searching, then selecting and finally generating a test well adapted to their knowledge level. In fact, a new course will be introduced once the evaluation is accomplished. We also managed an experimentation based on concluding the student's satisfaction degree. [For the complete proceedings, see ED579395.]
Teaching Strategies and Methods in Modern Environments for Learning of Programming
Author: Djenic, Slobodanka
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Computer Science Education,Blended Learning,Educational Strategies,Teaching Methods,Programming,Internet,Distance Education,Cooperative Learning,Independent Study

This paper presents teaching strategies and methods, applicable in modern blended environments for learning of programming. Given the fact that the manner of applying teaching strategies always depends on the specific requirements of a certain area of learning, the paper outlines the basic principles of teaching in programming courses, as well as the possibilities for applying modern teaching strategies in this area. Blended learning of programming is gaining dominance in higher education, through combining traditional and modern technologies and teaching methodologies in classroom and via the internet: in traditional courses--with lessons in the classroom and regular additional forms of teaching via the Internet and in distance courses--with regular lessons and additional forms of teaching in the classroom/via the internet. This paper describes teaching strategies which are implemented within the blended programming traditional and distance courses in the School of Electrical and Computer Engineering of Applied Studies in Belgrade: Programming fundamentals, Programming languages and Object oriented design. The methods recommended for carrying out teaching strategies in this area have been described: modernized teaching strategies and the increasingly popular strategies of collaborative, situated and self-directed learning. Considering all the above, this paper can in fact motivate teachers in the given area to improve their teaching and adjust it to modern generations of students. [For the complete proceedings, see ED579395.]
The Knowledge Development Model: Responding to the Changing Landscape of Learning in Virtual Environments
Author: Adams, Nan B.
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Teaching Methods,Learning Processes,Learning Theories,Transfer of Training,Models,Scaffolding (Teaching Technique),Learner Engagement,Teacher Student Relationship

Society's relationship to knowledge and what is considered to be factual is changing. Effective teaching models focused on leveraging strategic control of the knowledge from teachers to learners in virtual learning environments are critical to insuring a positive path is charted. The Knowledge Development Model serves as the guide for determining how to move learners through stages of knowledge acquisition to knowledge application and ultimately to knowledge generation in virtual settings. Instructional strategies for fostering student engagement in a virtual learning environment are identified as critical, and a number of relevant theories focusing on student learning, affect, needs and adult concerns are presented to provide a basis for transfer of knowledge from teacher to learner. The validated (2009, Adams, DeVaney &amp; Sawyer) Knowledge Development Model combines the dimensions of knowledge approach, knowledge authority and teaching approach to demonstrate the recursive and scaffolded design for creation of virtual learning environments. [For the complete proceedings, see ED579395.]
Contrasts in Openness toward Mobile Learning in the Classroom: A Study of Elementary, Middle and High School Teachers
Author: Christensen, Rhonda
Date: 2017-10-00
Type: Speeches/Meeting Papers
Subjects: Teacher Attitudes,Electronic Learning,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,High Schools,Differences,Teacher Surveys,Readiness,Technology Integration,Technological Literacy,Public School Teachers

In a study involving 1414 elementary, middle school, and high school teachers from a large school district in the southwestern USA, the authors examine the similarities and differences among teachers at the three levels of K-12 education common in US school systems: elementary, middle school and high school. Major findings are that elementary school teachers are typically more open to mobile learning based on analysis of scores for three of the four factors (Possibilities, Benefits, and Preferences) assessed by the Mobile Learning Readiness Survey. For the fourth factor on the MLRS (External Influences), elementary teachers less strongly agree than either their middle school or high school counterparts that external influences determine whether it is practical to use mobile learning for teaching and learning in a classroom-centered context. [For the complete proceedings, see ED579395.]