ethanporcaro/eric-fulltext-meta huggingface dataset:
Statistical Measures of Integrity in Online Testing: Empirical Study
Author: Wielicki, Tom
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Integrity,Online Courses,Statistical Surveys,Longitudinal Studies,Computer Assisted Testing,Cheating,Evaluation Criteria,Intermode Differences,Test Format,Test Validity,Test Reliability,Predictor Variables,Testing Problems,Undergraduate Students

This paper reports on longitudinal study regarding integrity of testing in an online format as used by e-learning platforms. Specifically, this study explains whether online testing, which implies an open book format is compromising integrity of assessment by encouraging cheating among students. Statistical experiment designed for this study focused on combining such variables as numerical scores on tests and quizzes with type of feedback received by students during the test and question randomization. Results obtained proved that cheating during well designed online tests is more of a myth than reality. [For full proceedings, see ED571430.]
The Complexities of Digital Storytelling: Factors Affecting Performance, Production, and Project Completion
Author: Gobel, Peter
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Story Telling,Performance Factors,Electronic Publishing,Statistical Analysis,Student Attitudes,Questionnaires,Task Analysis,Action Research,English (Second Language),College Students,Active Learning,Student Projects,Technological Literacy,Program Design,Difficulty Level,Likert Scales,Multimedia Materials

Digital storytelling projects provide a variety of opportunities for learning in the language classroom, but along with these opportunities come a number of challenges for both pedagogy and technology. This presentation describes an ongoing multi-method study into factors involved in task-based learning using digital storytelling. Using intact classes over a three-month period, participants were required to create a series of digital stories and present them to their peers. The stories were quantitatively analyzed using the factors of module (topic), time, medium, and reported technological proficiency. Student attitudes towards the tasks were gauged using and a questionnaire, based on the theoretical framework of Self-determination Theory (Deci &amp; Ryan, 1985), which measured perceived task cost and value, engagement with the task, and expectancy for success on future tasks. The results suggest that digital storytelling can be incorporated into EFL classes for distinct purposes: to reduce foreign language anxiety; provide greater opportunities to use English for lower proficiency learners; and to foster ICT skills, such as knowledge of computers and using software for higher proficiency students. [For full proceedings, see ED571430.]
Informal Language Learning in Authentic Setting, Using Mobile Devices and SNS
Author: Aladjem, Ruthi
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Informal Education,Second Language Learning,Handheld Devices,Social Media,Web Sites,Instructional Design,Spanish,Supplementary Education,Electronic Learning,Blended Learning,Sociolinguistics

One of the challenges of teaching a foreign language in non-immersive contexts, is extending the exposure of learners to the target language, beyond school hours. Since it is quite common to find linguistic and cultural exponents of foreign languages, in authentic contexts (i.e., the &quot;Linguistic Landscape&quot;), those exponents may serve as triggers for students to interact and engage with the foreign language, on a daily basis. Using mobile devices and social media to increase awareness to the exponents, may facilitate foreign language learning outside the classroom and across settings. This paper describes an approach for designing an informal, contextual, foreign language learning experience. Students were encouraged to utilize their mobile devices in order to document the presence of Spanish exponents in their surroundings and to share them in a dedicated Facebook group. The findings suggest that this approach may hold the potential to increase learner awareness to language learning opportunities, thus supplementing formal learning in the classroom and encouraging a continuous learning process. [For full proceedings, see ED571430.]
Creating Micro-Videos to Demonstrate Technology Learning
Author: Frydenberg, Mark
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Technological Literacy,Technology Education,Concept Teaching,Video Technology,Multimedia Materials,Story Telling,Creativity,Student Projects,International Educational Exchange,Questionnaires,Online Surveys,Student Experience,College Freshmen,Foreign Countries

Short videos, also known as micro-videos, have emerged as a platform for sharing ideas, experiences, and life events on online social networks. This paper shares preliminary results of a study involving students from two universities who created six-second videos using the Vine mobile app to explain or illustrate technology concepts. An analysis of their videos shows that the six-second constraint often inspires creativity and critical thinking, as students need to carefully consider the message they wish to convey, and how they can do so effectively in a compelling micro-video. The creation of such videos provides a way to demonstrate student learning. [For full proceedings, see ED571430.]
How Do K-12 Students' Manage Applications on Their Mobile Devices?
Author: Aladjem, Ruthi
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Elementary Secondary Education,Elementary School Students,Secondary School Students,Information Management,Computer Oriented Programs,Handheld Devices,Use Studies,Users (Information),Pilot Projects,Information Storage,Information Retrieval,Questionnaires

Personal information management (PIM) is a research field that examines the activities by which users save, organize and retrieve personal information items. PIM is a one of the essential new literacies for learners in the 21st century. This paper reports results from a pilot study that explored PIM practices and strategies of K-12 students, on their mobile devices. The results reveal three practices of organizing mobile applications: Never Organize (applications are left in the default location), Organize Occasionally (applications are organized periodically) and Organize Immediately (applications are organized as soon as they are downloaded). Three main strategies for organizing the applications were found: Organization by frequency of use and relevance, Organization by themes and Organization by visual cues. Finally, it was found that when trying to allocate applications on their mobile device, most students prefer to swipe the screens, rather than use the search option, even if it means going back and forth several times. The study is a part of a larger research which examines PIM strategies on mobile devices by adults and children. [For full proceedings, see ED571430.]
Enhancing Third-Year Medical Clerkships: Using Mobile Technology for Teaching and Learning
Author: Hill, Janette R.
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Clinical Experience,Handheld Devices,Electronic Learning,Medical Students,Medical Education,Practicum Supervision,Professional Personnel,Physicians,Case Studies,Longitudinal Studies,Interviews,Observation

The third year clerkship is one of the most exciting and challenging times for medical students (Cooke, Irby, &amp; O'Brien, 2010) when students spend significant time in clinical settings (e.g., hospitals) assisting in the care of patients on a daily basis. Getting information and resources just-in-time and at point-of-care (Author, 2009) is one challenge faced by supervising doctors and students. Technology has long been used to assist in point-of-care decision-making (Burke &amp; Weill, 2008); mobile technology has added value to this activity. In this study, we explore how mobile technologies (e.g., iPads) were being used to support supervising doctors and medical students. After completing full data analysis of year one of two, results indicate that the faculty and students benefitted from the use of the iPads during the third year clerkship. [For full proceedings, see ED571430.]
A Holistic Approach to Scoring in Complex Mobile Learning Scenarios
Author: Gebbe, Marcel
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Holistic Approach,Scoring,Electronic Learning,Computer Oriented Programs,Student Evaluation,Banking,Foreign Countries,Vocational Education,Adult Education

Interactive dialogues are key elements for designing authentic and motivating learning situations, and in combination with learning analysis they provide educators and users with the opportunity to track information related to professional competences, but mind-sets as well. This paper offers exemplary insights into the project NetEnquiry that is concerned with the development of an m-learning app which provides learners with complex learning scenarios. In these scenarios, we combine different approaches to scoring and assessment. A specialty of the assessment is that it adapts to scenario settings given by the lecturer, and runs mainly in stealth mode. These settings consider formal correctness, social and communicative skills, but also norms that influence whether a given answer is correct, or not. [For full proceedings, see ED571430.]
EvalCOMIX®: A Web-Based Programme to Support Collaboration in Assessment
Author: Ibarra-Sáiz, María Soledad
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Computer System Design,Educational Technology,Material Development,Teacher Attitudes,Student Attitudes,Computer Assisted Testing,Web Based Instruction,Computer Software Evaluation,Automation,Questionnaires,College Faculty,Undergraduate Students,Instrumentation,Foreign Countries,Student Surveys

For many years assessment strategies and practices have emphasized on the one hand the importance of integrating assessment and learning and, secondly, the need to develop technological tools that facilitate this relationship and integration. In this paper, firstly we describe the EvalCOMIX® web service and then we present the opinions of university tutors and students that have used this web service in their courses. We conclude that EvalCOMIX® is actually more than a just a web-based programme for assessment. Through its use, on the one hand, it can encourage student participation in the assessment process, by selecting or defining criteria, building tools and processes used in self-assessment and peer assessment. In addition, students receive valuable and relevant information about their performance and progress, so that improvements can be incorporated both in their learning process and the results they achieve. [For full proceedings, see ED571430.]
Can E-Learning Change Work Practices?
Author: Noesgaard, Signe Schack
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Workplace Learning,Work Environment,Individualized Instruction,Job Training,Scaffolding (Teaching Technique),Behavior Change,Sustainability,Blended Learning,Teaching Methods,Conventional Instruction,Intervention,Employee Attitudes,Persistence,Models,Cost Effectiveness,Professional Development,Instructional Effectiveness,Motivation

Stand-alone e-learning is unlikely to change work practices. This claim contrasts with a comprehensive body of research arguing that e-learning is at least as effective as face-to-face instruction in improving work performance. Such a comparison is, however, problematic. On the one hand, it relies on the premise that face-to-face instruction is effective in changing work behaviors. This article argues that instruction--whether e-learning, face-to-face, or a blend of both--cannot stand alone. Individualized on-the-job scaffolding of employees is needed for meaningful learning transfer and sustainable behavior change to occur. On the other hand, e-learning can be as important as face-to-face instruction in preparing the ground for advancing work practices, when e-learning is designed in acknowledgement of its strength and limitations. In outlining the above arguments, this article contributes a four-step model of intervention-based change. The model lists the key motivational drivers of employee persistence and commitment to change. The article illustrates e-learning as an assimilative learning catalyst and offers an overview of the scaffolding needed for advancing workplace practices. Ultimately, the article acknowledges organizational cost concerns regarding individualized scaffolding and discusses how a redefinition of e-learning can cost-effectively scaffold employees to sustainable change. [For full proceedings, see ED571430.]
Attributions to Success and Failure in English Language Learning: The Effects of Gender, Age and Perceived Success
Author: Genç, Gülten
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Student Attitudes,College Students,Difficulty Level,Task Analysis,Gender Differences,Foreign Countries,Academic Achievement,Academic Failure,Age Differences,Questionnaires,Statistical Analysis,Correlation,Attribution Theory

The main purpose of this study is to analyze Turkish tertiary level EFL learners' attributions to success and failure and the effects of gender, age, and perceived success on their attributions. The results indicated that EFL learners respectively attributed interest, ability, task difficulty, effort, luck and the influence of teacher and school as influential factors of their success whereas they respectively rated effort, interest, the effect of teacher and school, ability, task difficulty, and luck as influential factors of their failure. Furthermore, they were more inclined to agree that internal reasons are responsible for their success while blaming external reasons for their failure. In addition, females seemed to attribute external factors more than their male counterparts and unsuccessful learners attributed more importance to effort and internal dimension than successful students. Finally, the study revealed that age was not an important factor in EFL learners' attribution to success and failure.
A Multivariate Analysis of Pre-Service Teachers Use of Metacognitive Reading Strategies
Author: Kana, Fatih
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multivariate Analysis,Preservice Teachers,Metacognition,Reading Strategies,Turkish,Language Teachers,Statistical Analysis,Status,Gender Differences,Learning Strategies,Student Attitudes,Graduation,Grade Point Average

The aim of this study is to analyze the level of Turkish language pre-service teachers metacognitive reading strategy use by various variables. Relational screening model is used in the study. Participants are 342 Turkish language pre-service teachers studying in the Turkish Language Education Program of a university located in the Western part of Turkey. The &quot;Metacognitive Reading Strategy Scale,&quot; adapted to Turkish by Çögmen and Saracaloglu (2010), is used in the study. T-test analysis is used for the bivariate data and one-way analysis of variance is used for the data with more than three variables. The analyses demonstrate that there is no significant relationship between the class level (seniority) of pre-service teacher and their metacognitive reading strategies, that there is a significant difference between pre-service teachers gender and their learning and guessing strategies, and that there is a significant difference between their education types and guessing strategies. Preservice teachers report viewing themselves effective in imagining descriptions, re-reading texts when they have difficulty in understanding them, having an idea about the reading difficulty or ease of a text, activating their background knowledge about the subject to help their reading comprehension, and assessing texts while reading them.
Parental Encouragement in Relation to Academic Achievement of Higher Secondary School Students
Author: Lawrence, A. S. Arul
Date: 2016-00-00
Type: Journal Articles
Subjects: Academic Achievement,Secondary School Students,Parent Student Relationship,Positive Reinforcement,Student Surveys,Correlation,Foreign Countries,Gender Differences,Rural Urban Differences

Parental Encouragement refers to the general process undertaken by the parents to initiative and directs the behaviour of the children towards high academic achievement. The present study aims to probe the relationship between Parental Encouragement and Academic Achievement of Higher Secondary School Students. Survey method was employed and the investigators used stratified random sampling technique. The sample consists of 350 higher secondary school students from ten schools at Thanjavur district. Parental Encouragement Scale developed by Kusum Agarwal (1999) and academic achievement constructed by investigator (2012) were used as the tool. Karl Pearson's product moment co-efficient of correlation was used as the statistical technique for analyzing the data. The result shows that there is significant relationship between parental encouragement and academic achievement of higher secondary school students.
Systemic Modelling for Relating Labour Market to Vocational Education
Author: Papakitsos, Evangelos C.
Date: 2016-12-00
Type: Journal Articles
Subjects: Labor Market,Vocational Education,Models,Systems Approach,Social Systems,Foreign Countries

The present study introduces a systemic model that demonstrates a description of the relationship between the labour-market and vocational education from the perspective of systemic theory. Based on the application of the relevant methodology, the two open social systems are identified and analyzed. Their key-features are presented and the points of contact are examined and linked, with the purpose to define more efficient manners of interrelation. This study has been conducted using information from the equivalent systems of Greece, as an example, and proposes this systemic method for further research in other countries as well.
Principal Selection and School District Hiring Cultures: Fair or Foul?
Author: Palmer, Brandon
Date: 2015-06-00
Type: Journal Articles
Subjects: Principals,Personnel Selection,School Districts,Organizational Culture,Qualitative Research,Public Schools,Administrator Attitudes,Equal Opportunities (Jobs),Selection Criteria,Administrator Surveys,Experience

A host of research dating back to the 1970's has established the link between principals and school success. Yet, research on how principals are selected has been infrequent, and, the use of merit-based within principal selection processes has been a concern of researchers since the 1950s. This qualitative research study examined the perceptions of 221 California public school principals regarding inequity within their principal selection experiences. Results of this study indicated a considerable number of participants had encountered inequity in their experiences as analyzed through the lens of a justice judgment theoretical framework. In many districts, participants perceived that merit-based selection was practiced; however, other participants described pervasive inequity. Participants also described a dichotomy within school district hiring cultures regarding the use of merit. Students need the most-qualified principals leading their schools as Common Core implementation marches toward assessment. Subjective selection procedures and hiring cultures which breed inequity may lead school districts to select less-qualified principals at a critical time when the highest order of leadership is needed to raise and sustain student achievement within public schools. Using rigorous selection methods which minimize bias ensure equity and may improve the quality of educational leaders assuming the principalship.
Information Competencies and Their Implementation in the Educational Process of Polish Universities Exploratory Studies
Author: Tonakiewicz-Kolosowska, Anna
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Information Skills,Competency Based Education,Information Literacy,Curriculum Implementation,Educational Change,Educational Practices,Teaching Methods,Qualifications,National Standards,Library Instruction,Academic Libraries,Foreign Countries,Questionnaires

The authors present the development and perspectives of improving the quality of Information Literacy programmes in Polish technical universities, considering the Bologna Process and the general conditions of the Polish higher education system. The survey conducted in selected technical and medical universities provided an overview of changes introduced recently in Polish higher education (assumptions of the Ministry of Science and Higher Education and Polish Qualifications Framework). These changes are directly related to the implementation of Information Literacy into the curriculum using different forms of teaching, including e-learning. The study comprises analysis of different teaching methods (traditional, e-learning, blended learning) in developing information competencies. [For full proceedings, see ED571430.]
Guidelines for Conducting a Post-Graduate Module within a Blended Synchronous Learning Environment, Facilitator and Student Perspectives
Author: Upfold, Christopher
Date: 2016-07-00
Type: Speeches/Meeting Papers
Subjects: Guidelines,Graduate Study,Learning Modules,Blended Learning,Synchronous Communication,Computer Mediated Communication,Facilitators (Individuals),Graduate Students,Student Attitudes,Teacher Attitudes,Communities of Practice,Virtual Classrooms,Information Systems,Honors Curriculum,Action Research,Lecture Method,Data Collection,Instructional Design,Educational Environment,Simulated Environment,Diaries,Recordkeeping,Feedback (Response),Integrated Learning Systems,Outcomes of Education,Foreign Countries

Technology facilitated teaching and learning can now influence the way both lecturers and students collaborate. The problem is that many of these interventions are conducted in a non-systematic ad-hoc way. There are concerns that merely adopting a traditional lecturing approach to a technology based environment provides little if any advantage to the education processes resulting in no manifest difference. During 2013 and 2014, an attempt was made to offer a virtual collaboration (VC) module blending a traditional face-to-face approach with a blended teaching approach by adding a synchronous virtual classroom environment. The VC module had previously been offered to Information System honours students in a traditional face-to-face environment only. An action research methodology was deemed the most appropriate and in the first year, a conservative, phased approach was adopted to mitigate risk to both students as well as the lecturer concerned. After attempting a traditional lecturing style within the virtual environment, it was quickly realized that a facilitative role is necessary to achieve the potential of a virtual classroom. During the first year, data was collected from students as well as a virtual participant. The lecturer maintained a detailed log of experiences as well. During the second year, major process changes reflected the lessons learned from year one. This also resulted in six (6) guidelines believed to be appropriate for conducting a post-graduate module within a blended synchronous learning environment. The most significant contribution, however, is believed to be in the realization of what a virtual classroom environment means to an extended learning community and the value of providing a collaborative learning environment and encouraging students to engage with external stakeholders. [For full proceedings, see ED571430.]