ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning Technology through Three Generations of Technology Enhanced Distance Education Pedagogy
Author: Anderson, Terry
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Design,Technological Advancement,Outcomes of Education,Learning Theories,Educational History,Taxonomy,Alignment (Education),Distance Education,Educational Technology,Web Based Instruction,Computer Mediated Communication,Influence of Technology,Internet,Social Networks,Educational Environment,College Instruction,Data Analysis,Data,Information Retrieval

This paper updates earlier work in which we defined three generations of distance education pedagogy. We then describe emerging technologies that are most conducive to instructional designs that evolve with each generation. Finally we discuss matching the pedagogies with learning outcomes. (Contains 3 figures.)
The Freshers' Week Experience in a VLE: Can It Be Achieved?
Author: Winnard, Yvette
Date: 2012-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Online Courses,Educational Experience,School Orientation,Learner Engagement,Student Attitudes,Feedback (Response),College Freshmen,Foreign Countries

Campus based students are welcomed to our University during the first week of their course, but for students studying by online distance learning (ODL) a comparable mechanism does not exist. Academic staff experienced in teaching by ODL considered this to be a gap in students' educational experience and, furthermore, that opportunities for early engagement of students in their online course could be enhanced. The aim of this paper is to explain the rationale for an online induction, to outline the activities undertaken by students and staff and to consider whether online induction is an effective strategy for online learning. (Contains 2 tables.)
Financial Operations of Distance Education and Campus-Based Education: A Zambian Case
Author: Chakupalesa, Anna Bucheba
Date: 2012-00-00
Type: Journal Articles
Subjects: Vocational Education,Foreign Countries,Distance Education,Comparative Analysis,Private Sector,Nongovernmental Organizations,Unit Costs,Access to Education,Educational Quality,Questionnaires,Interviews,Educational Finance,Financial Support

Distance education is often hailed as the answer to the worlds problems of educational provision particularly in the developing countries of which African governments are no exception. Distance education has been used for both pre-service and in-service education, and at most levels of education. However, other than the structural differences between the distance education system and the conventional educational system, there is an economic dimension too. Claims are made that distance education can improve the access to, and the quality of, educational provision at a lower unit cost. It is in this vein that a case study was undertaken in order to make a comparative analysis of the financial operations of the two education systems--distance education and conventional education--of Nkrumah College of Education of Kabwe, Zambia. The study captured the views and experiences of respondents and analysed numerical figures. In order to achieve the above stated objectives, the sampled respondents and documents were drawn from the two systems of Nkrumah College of Education. Primary information was gathered from the accounting staff and administrators of Nkrumah College of Education, using a self-designed questionnaire and interview schedule. Secondary information was obtained from documentary analysis of the financial records of Nkrumah College of Education. It was found that the unit cost, i.e. cost per graduate was lower in the distance education system than in the conventional education system. With regard to funding of the two systems, this study established that student fees were the sole source of finances for the distance education system whilst the conventional system was financed by various sources other than student fees: grants from the government, private sector/NGOs, international funding agencies, and from sale of materials and services. The study also established that the government did not fund the distance education system at NCE; rather the distance learners financed the entire operations of the distance education system. Arising from the findings of this study, various recommendations have been made, including the need for the government to offer some funding to the distance education system so that student fees may not be beyond the reach of the neediest for whom the distance education system is mainly intended. (Contains 8 tables and 2 figures.)
Illuminating the Importance of Learning Interaction to Open Distance Learning (ODL) Success: A Qualitative Perspectives of Adult Learners in Perlis, Malaysia
Author: Dzakiria, Hisham
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Educational Technology,Computer Literacy,Web Based Instruction,Computer Mediated Communication,Influence of Technology,Educational Environment,Qualitative Research,Case Studies,Interviews,Open Universities,Student Motivation,Adult Learning,Adult Students,Interaction,Interpersonal Relationship,Barriers

Open Distance Learning (ODL) provides learners with the greatest possible control over time, place and pace of education. The educational delivery of ODL has improved greatly over the years with growing number of students continuously enrolling into various ODL programs globally. ODL however does come with issues and problems. Loss of student motivation due to the lack of learning interaction with peers, tutors and computer skills are some possible to ODL. Interaction is a fundamental instructional component to ODL. It is the most challenging element to build into an ODL system and delivery that fit-all-learner needs and requirements. The level of interactivity within the interaction triads from student-to-student, student-to-tutor, and student-to-interface (technology) has a major impact on the quality of ODL programs and its educational experience. Research studies on interactivity show that learners have a real need to make connections with their peers, tutors and the technology use in their pursue for learning, and this research reports similar findings. This article is based on a qualitative research investigating issues of learning interaction in ODL of eight adult learners in the state of Perlis, Malaysia. The study findings supported the widely held belief that a high level of interaction is desirable in ODL environment (Anderson, 2003; Tinto, 2002; Dzakiria, 2008; Dzakiria &amp; Idrus, 2003; Rumble, 2000; Walker, 2002) and positively affects the learning experiences. In order to improve ODL experience, this research suggests that all-important stakeholders in ODL must improve the provision of interaction and interactivity.
Open Textbooks and Increased Student Access and Outcomes
Author: Feldstein, Andrew
Date: 2012-00-00
Type: Journal Articles
Subjects: Copyrights,Course Content,Textbooks,Curriculum Implementation,Core Curriculum,Access to Education,Access to Information,Economics,Grades (Scholastic),Pilot Projects,Business Administration Education,Distance Education,Educational Technology,Web Based Instruction,Computer Uses in Education,Multimedia Materials,Program Effectiveness,College Instruction,College Students,Student Attitudes,Electronic Publishing,Open Source Technology,Use Studies,Usability,Correlation,Comparative Analysis,Student Surveys,Data Analysis,Student Costs

This study reports findings from a year-long pilot study during which 991 students in 9 core courses in the Virginia State University School of Business replaced traditional textbooks with openly licensed books and other digital content. The university made a deliberate decision to use open textbooks that were copyrighted under the Creative Commons license. This decision was based on the accessibility and flexibility in the delivery of course content provided by open textbooks. More students accessed digital open textbooks than had previously purchased hard copies of textbooks. Higher grades were correlated with courses that used open textbooks. (Contains 5 tables and 3 figures.)
Web 2.0 and Higher Education: Its Educational Use in the University Environment
Author: Campion, Raul Santiago
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Faculty Development,Behavior Theories,Teacher Role,Adoption (Ideas),Qualitative Research,Gender Differences,Age Differences,Intellectual Disciplines,Predictor Variables,Statistical Analysis,Teacher Surveys,College Faculty,Teacher Attitudes,Internet,Computer Uses in Education,Web 2.0 Technologies,Virtual Universities,Social Networks,Multimedia Materials

The aim of this study is for the teachers in higher education to provide relative information about the use of the web 2.0 resources within its context and within the framework of the university staff training program. In this context, we have developed a tool in order to study 400 teachers attitude, use and perceived usefulness of web 2.0 resources at the Spanish National University of Distance Education (UNED: largest distance university in Europe). Findings indicated that while some teachers feel that some web 2.0 applications can be effective at increasing satisfaction with a course, improving their learning and their writing ability, and increasing teachers interaction with students; few choose to use them in educational contexts. Additional results indicated that teachers use the 2.0 resources in accordance with the role of &quot;content consumer&quot; more than a &quot;content creator.&quot; (Contains 1 table, 17 figures and 4 endnotes.)
Will We Be Admitting Foreign Students in 1975?
Author: Dremuk, Richard
Date: 2012-00-00
Type: Journal Articles
Subjects: College Faculty,Admissions Officers,International Educational Exchange,Foreign Students,College Admission,Higher Education,Campuses,Developed Nations,Developing Nations,Enrollment

Over the past several years, the admissions officer has been confronted with a situation that does not fit into the scheme of his normal operations--namely, the admission of foreign students. Often, because it has not been in the order of things, he has delegated this "irksome" problem to some "lowly" assistant or to the interested professor who at one time volunteered to assist on the occasional application from abroad. These applications continue to come and will increase in number--perhaps beyond the present expectations. Many administrators and faculty members express affirmative interest in having foreign students simply to provide an international flavor or color to their campuses. In this paper, the author proposes that each college and university undertake a self-evaluation of its resources in order to determine if and how it can educate foreign students. The institution must also decide on the extent of its investment toward international exchange either alone or in cooperation with other institutions. In order to provide a basis for even making this investment, the author will discuss several reasons why foreign students should be accepted and enrolled. By pooling resources and sharing ideas, both locally and nationally, colleges will best be able to initiate and carry out international student programs most appropriate and beneficial to them.
The International Student Question: 45 Years Later
Author: Aw, Fanta
Date: 2012-00-00
Type: Journal Articles
Subjects: Enrollment Management,International Educational Exchange,Exchange Programs,Foreign Students,Enrollment,Higher Education,Colleges

Since the publication of Dremuk's article 45 years ago, the landscape of international educational exchange has changed significantly. Some of the most notable trends distinguishing the past from the present are highlighted. Forty-five years ago, Dremuk's article emphasized the importance of institutional commitment to international educational exchange while expressing concerns regarding different dimensions of institutional readiness. Key issues of institutions' ability to recruit, retain and graduate international students persist. In fact, the challenges identified in Dremuk's article have become even more pronounced in this larger context of global competition for international students. The most pressing challenges are: (1) Socioeconomic diversity; (2) Lack of diversity in institutions where international students study; (3) Knowledge base of admission professionals; and (4) Intercultural competence. The changing landscape of international educational exchange calls for US institutions to consider a holistic, strategic approach to international enrollment management. Such an approach includes strategic recruitment, admission, retention, graduation, and reentry of international students.
The Cultural Bind on the American Male
Author: Chenoweth, Gene
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Females,College Admission,Admissions Officers,Males,Infant Mortality,Gender Differences,Cultural Influences,Genetics,At Risk Persons,Physical Health,Cognitive Ability,Gender Bias,Selective Admission,College Entrance Examinations

In this article, the author talks about the cultural bind on the American male. The process starts with conception. If the spermatozoid that fertilizes the egg contains only X chromosomes a girl will be produced. If a single Y chromosome out of the 24 produced by the father is included, the baby will be a boy. From this point on the girls have a pronounced genetic edge on the boys in many ways. Not only is the infant mortality rate higher among boy babies, but the girls will have, in the main, a longer life expectancy. Most of them will survive their husbands. The boys will be sick more frequently and they are prone to many more diseases. On psychological tests, as a group, girls always score higher in the verbal section than do boys; the boys do correspondingly better on the use of mathematical symbols. This is an invariant sex difference. And people must note that college admissions officers invariably give more weight in their indexes to the verbal score when predicting academic achievement in the college program. The author illustrates the "sex gap" on college admissions by creating a story, which could be a true one. The author believes that there is enough data to indicate the "sex-gap" as a national phenomenon. It is not restricted to any one school district or section of the country. Studies are now in progress which, to date, have maintained the same male-female achievements ratios in college as pertain to high schools.
A Letter of Apology Nearly 50 Years in the Making: How We've Failed to Solve the Cultural Bind of the American Male. Response to "The Cultural Bind of the American Male"
Author: McCandless, Greg
Date: 2012-00-00
Type: Journal Articles
Subjects: Males,Higher Education,College Students,College Applicants,College Admission,School Counselors

This article presents the author's letter of apology as a response to "The Cultural Bind of the American Male". In the letter, the author offers his apologies because educators have failed to solve the cultural bind of the American male.
The Evolution of College Admission Requirements
Author: Beale, Andrew V.
Date: 2012-00-00
Type: Journal Articles
Subjects: Admission Criteria,College Admission,Graduates,Colleges,Universities,Higher Education,College Entrance Examinations,Scores

The development of college admissions requirements during the seventeenth and eighteenth centuries was basically the story of the admission policies and practices at Harvard College. Candidates for admission were examined on their ability to read and translate Latin and Greek, and a careful check was made of their character and background. With the exception of changes in the content of the subjects required for entrance, requirements for admission to American colleges and universities changed little during the 1800's. Studies conducted during the 1900's revealed that changes in admission requirements were in the direction of greater insistence upon the completion of a four-year high school course and greater flexibility in admission standards. The trend during the 1930's and 1940's was for colleges to accept secondary school graduates on the basis of ability rather than subjects studied. The decade 1949-1959 witnessed an increased interest in standardized examinations sponsored by regional or national associations. The most apparent development in college admissions during the decade of the 60's was the growing emphasis placed upon environmental and nonintellective factors in the admission process. Many colleges became increasingly aware of the need to broaden their view of the admission process in order to ensure that the full range of talent that an institution is capable of developing is properly represented in the student body.
The More Things Change, the More They Stay the Same
Author: Beale, Andrew V.
Date: 2012-00-00
Type: Journal Articles
Subjects: College Admission,Higher Education,Counselors,Standardized Tests,School Counselors,Minority Group Students

The author remembers his article on college admission requirements quite well. It was the first article he had ever written. Now, 40 years and more than 150 articles later, he is grateful to the Editorial Committee for the opportunity to look back. Fortunately, he wrote about the history of college admission requirements, rather than attempting to foretell the future. While examining the past may have been easier than predicting what would lie ahead, he believed then and he believes now that admission counselors benefit from reflecting on their historical roots. An appreciation of how admission practices evolved provides an essential historical context for more properly evaluating contemporary thought and practice (and for better anticipating the future). With so many names, dates and organizations to keep up with, it is understandable why admission counselors sometimes lose their historical perspective. Plus, the press of day-to-day job demands makes it easy for counselors to neglect to take time away from the present to reflect on the past. Nonetheless, it continues to be the author's hope that by better understanding their professional history, admission counselors will be able to chart a clearer course for the future.
Twenty Myths that Can Jinx Your College Choice
Author: Pope, Loren
Date: 2012-00-00
Type: Journal Articles
Subjects: College Choice,Misconceptions,Outcomes of Education,School Catalogs,College Applicants,Institutional Characteristics,School Size,Geographic Location,Reputation,Peer Influence,Proximity,Familiarity,High Achievement,Grades (Scholastic),Majors (Students),Scholarships,College Admission,High Schools,Graduation,College Preparation,College Entrance Examinations,Private Schools,Clubs,Test Wiseness,Teacher Influence

The four college years is the last important developmental period of a young person's life, and what happens then can and often does have substantial consequences. He can be awakened and fired up to develop himself and his talents, he can plod through largely untouched or unenlightened, he can be frustrated and turned off, he can transfer, or he can drop out. What happens to the majority is one of the last three. Aside from acquiring the credentials, the place where a person goes to college can make a vast difference in his life. A college education is also the most expensive product--aside from a house--that a parent can buy. How do intelligent students and their parents arrive at their decisions in making this costly and important purchase? Do they do some probing consumer research? Do they sample and test the merchandise? No. And unfortunately there is no Ralph Nader; indeed there is no consumer research available to the public in this vital field. There is much objective data in directories, but few guiding clues to reveal the hundreds of obvious or subtle differences in ambience, values, or character among colleges of the same level. For the parents or the student to fill the information credibility gap themselves would require more time and work than they could reasonably afford. The result is that the American family relies chiefly on the pig-in-a-poke plan of college selection, which is based on twenty myths that profoundly influence millions of college choices. On the whole, it is such bad consumerism that fewer than 40 percent of this fall's freshman class will still be in the same colleges on cap-and-gown day four years hence. These myths constitute a body of dogma accepted as gospel by the able and the mediocre student alike. This article discusses these myths, along with the reality on each, and offers some tips at the end on how not to let them jinx one's college choice.
Myths and the College Process, a Retrospective
Author: Sachs, Frank
Date: 2012-00-00
Type: Journal Articles
Subjects: College Choice,College Admission,School Counselors,Higher Education,College Instruction,Beliefs,Misconceptions

In 1973, the domestic climate was surprisingly similar to today in that the economy was bad, unemployment was high, an energy crisis was looming, and there was social and political unrest across the country. At that time, a college education was considered expensive, yet as is true now, education was seen as the doorway to economic opportunity. One perceptive observer of those times was Loren Pope, already an icon in college admission, who would later become the author of "Colleges That Change Lives." It was in this climate that Pope wrote an insightful article for the Journal, "20 Myths That Can Jinx Your College Choice." In his critique he addressed what he believed were the great untruths or exaggerations of his era. In some of his analysis, he was ahead of his time, in some he was off target, as he could never have foreseen the path college admission would follow. Pope dedicated his life to empowering students, parents and professionals. He believed college, in America, is the great equalizer. He embraced such themes as, "One size cannot fit all" students and that there is room for both the big and small schools. During his lifetime Loren Pope influenced not just a generation of guidance counselors and admission professionals; he made a difference.
Student Recruitment Practices: A Survey Yields Some Surprises
Author: Haines, Richard W.
Date: 2012-00-00
Type: Journal Articles
Subjects: College Admission,Admissions Officers,Student Recruitment,School Counselors,Questionnaires,Enrollment Management,Educational Practices,Best Practices,School Surveys

Your name: F. Stanley Gogettum. Your job: Director of Admissions. Your institution: floundering University. Like all good admissions directors, you constantly ask yourself about your work and its effectiveness. Should you continue high school visits? Should you use Student Search Service, or maybe an unscreened (but perhaps cheaper) &quot;commercial&quot; mailing list? What about &quot;merit&quot; scholarships, as opposed to those based on financial need? What about &quot;you&quot;--might your president consider replacing you with an &quot;admissions takeover&quot; company? Are your recruitment techniques perceived by others as ethical and professional? What do your colleagues at other institutions think about some of the things you do? What do secondary school counselors think? In one state, Pennsylvania, some answers are not necessarily valid for other states, but they may be instructive to admissions officers everywhere. They derive from a Recruitment Practices Survey conducted by the Admissions Practices and Procedures (AP&amp;P) Committee of the Pennsylvania ACAC in the spring of 1974. The Recruitment Practices Survey was an extensive questionnaire sent to all PACAC member institutions. Its purpose was to elicit reactions of member professionals to various college recruitment techniques. Each institution (secondary school or college/university) was asked to indicate the degree to which its guidance or admissions staff approved of sixty-four different recruitment techniques. This article provides some interesting and useful answers which can help guide the admissions officer in his day-to-day work, and in his efforts to influence recruitment policy development within his institution.