ethanporcaro/eric-fulltext-meta huggingface dataset:
Dual Mode Offering as Viable Approach for Promotion of Higher Education in Pakistan
Author: Hussain, Irshad
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Universities,Distance Education,Access to Education,Admission Criteria,Student Attitudes,Institutional Mission,Curriculum Development,Delivery Systems,Workshops,School Orientation,On Campus Students,Case Studies,Observation,Participant Satisfaction

Pakistan is a developing country with 148 universities and degree awarding institutions including public and private sector. The enrolment as given in the National Educational Policy 2009 was up to 5% only. It reflects greater demands of higher/tertiary education and calls for alternative strategic measures for addressing the issue. An innovative approach was necessary to address the issue of access. Therefore, the Islamia University of Bahawalpur--a formal mode university took an innovative initiative to become a dual mode university by establishing an Institute of Distance Education (IDE) in 2011. The institute offered along with others, an M.Phill programme in ten disciplines through distance education mode in semester fall 2011. More than eight hundred applications were received by potential learners against 275 seats. However, after test and interview 189 students were enrolled in M.Phill programme in Applied Psychology, Arabic, Education, English, Media Studies, Islamic Studies, Pakistan Studies, History, Persian, and Urdu. In the beginning, the Institute organized an orientation workshop for learners to guide them studying in distance education system. The programme was offered under semester system and the semester was broke up into two halves--mid-term and final term. The respective departments provided learning materials to students whereas the IDE provided instructional booklet. Submission of two assignments was compulsory for the entire semester; one before mid-term and second before final-term workshop/examination for each of the courses. Similarly, students' presence in workshops for 24 hours (12 during mid-term and 12 during final-term workshop) for one 3-credit hour course was mandatory. Students' support services were provided through Skype conference, social media and mobile phones. Students necessarily had to give presentations and submit their assignments after checking their similarity index by using turnitin software. At the end of the course work the instructors rated performance of learners' to be good. Learner's appeared to be enthusiastic for continuing their studies. The experience appeared to be a milestone in promoting higher education and feasible for replication at larger scale in Pakistan. The process and procedures; achievements; and problems, issues and challenges were discussed paper to be presented during the conference. The detailed experience will be shared during the conference.
Evaluation of Webquest in Biology: Teachers' Perception
Author: Osman, Kamisah
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,Web Sites,Educational Technology,Technology Uses in Education,Technology Integration,Biology,Science Teachers,Teacher Attitudes,Computer Attitudes,Constructivism (Learning),Andragogy,Computer Assisted Instruction,Discovery Learning,Problem Solving,Cooperative Learning,Student Projects,High Schools,Secondary School Teachers,Faculty Development,Questionnaires,Teacher Competencies

Teaching and learning based on web or web-based learning is a concept which integrates information and technology in education. Teachers and instructors have to assist their learners to learn to function in this information environment. However, teacher trainers and instructors have limited experience in the integration of ICT by using web in their teaching, mainly for Biology subject. The Indonesian Ministry of Education has started to implement ICT in the process of learning and teaching. Hence, it geared our attention to evaluate the suitability of WebQuest to be used in teacher training among Biology teachers in central Kalimantan. Results showed those teachers' perceptions towards WebQuest on technical, content, as well as teaching and learning structure were on the high level. However, there was no significant difference on teachers' perception towards WebQuest based on their experience. Further evaluation study should be done on students to gauge their perception towards the WebQuest.
A Comparison of Student Knowledge between Traditional and Blended Instruction in a Physical Education in Early Childhood Course
Author: Giannousi, Maria
Date: 2014-01-00
Type: Journal Articles
Subjects: Blended Learning,Conventional Instruction,Educational Technology,Physical Education,Early Childhood Education,Knowledge Level,Instructional Effectiveness,Computer Software,Lecture Method,Technology Uses in Education,Pretests Posttests,Undergraduate Students,Statistical Analysis,Scores,Comparative Analysis,Foreign Countries

Blended learning model combines different advantages of face to face education and e-learning to ensure an effective learning environment for students. The purpose of this study was to investigate the impact of traditional and blended instruction, in students' knowledge in a Physical Education in Early Childhood course. For the purpose of this study a knowledge test was created and item analysis and validity and reliability tests were conducted. The course was developed to meet the learning needs of students and the course's objectives. The curriculum lasted 13 weeks and included for the traditional instruction 12 face to face lectures and for the mixed 7 face to face lectures and 6 on line lectures. The software platform supporting the operation of blended instruction was the course management system E-Class. The study involved 60 students, (35 men, 25 women) aged 19-23 years old (M=20,22, SD=0.98). Data analysis indicated that the knowledge test was valid and reliable. Although both groups improved their cognitive learning in this course, the blended learning group was more successful than the traditional on students´ achievement. Based on the findings, blended instruction appears as an alternative teaching practice that should be embraced by educators, in order to assist students to improve their performance.
Any Time, Any Place, Any Pace-Really? Examining Mobile Learning in a Virtual School Environment
Author: Barbour, Michael K.
Date: 2014-01-00
Type: Journal Articles
Subjects: Educational Technology,Online Courses,Technology Uses in Education,Case Studies,History Instruction,Advanced Placement,Virtual Classrooms,Telecommunications,Student Attitudes,Negative Attitudes,Surveys,High School Students,Handheld Devices,Computers

Over the past decade, the number of K-12 students engaged in online learning has increased from between 40,000 and 50,000 to more than two million. Students have also gained increased access to mobile devices throughout recent years, and educators have actively looked for ways to capitalize on this trend. A case study of students enrolled in an Advanced Placement European History course, offered by a statewide, supplemental virtual school in the Midwest. The students were studied over the course of four weeks, using &quot;Mobl21,&quot; an app that works on mobile devices, and offers an emulated version that runs on a computer. The results showed that despite the fact that existing literature indicated students' perceptions were positive toward mobile technologies; these students' perceptions were negative. The isolated implementation of the project may have affected these perceptions. However, students' access to mobile devices limited the project implementation.
Implementation of Elaboration Theory in Material Design for Distance Education
Author: Cakiroglu, Unal
Date: 2014-01-00
Type: Journal Articles
Subjects: Material Development,Distance Education,Instructional Design,Theories,Course Content,Introductory Courses,Programming,Validity,Specialists,Computer Software,Independent Study

Distance Education is a kind of teaching in which a variety of teaching activities and the communication between students are achieved through peculiarly prepared contents and environments at a certain station in the cases when there is no possibility to conduct in-class activities. One of the most significant constraints of distance education conducted by several universities is the lack of qualified content and the limitations in the presentation of the content. Herein there is a need for reference models that will show how to make material design, constitute an efficient theoretical base for presentation of the course content. Therefore, in this study for material design in Distance Education, Elaboration Theory was employed, and a sample course design was accomplished. With its seven basic components (an Elaborative Sequence, Learning Prerequisite Sequences, Summarizers, Synthesizers, Analogies, Cognitive Strategy Activators, Learner Control) Elaboration Theory guides the teaching designers about how the teaching content and its presentations should be. In this study, a material design including four subjects was conducted for an introductory programming course in the scope of guiding principles of ET, and at every stage of this design, four experts&apos; views were received in order to ensure its validity. The suggested style of material design is hoped to eliminate at a visible level the insufficiencies in favor of synchronous distance learning practices.
Attitudes of Distance Learning Students at UKM's Faculty of Islamic Studies towards Learning Arabic Language Skill Courses
Author: Arifin, Zamri
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,Semitic Languages,College Students,Student Attitudes,Student Motivation,Statistical Analysis,Distance Education,Second Language Instruction,Second Language Learning,Questionnaires

Attitude is the most important element in determining one's achievements in learning the Arabic language either as a full or part-time student. This study is based on the Gardner's socio-educational model, and focuses on two types of motivational orientation, which are integrative and instrumental, and attitudes toward the learning conditions. The main purpose of this study is to identify the level of integrative orientation, attitudes toward the learning conditions and instrumental orientation among students in a Distance Learning (DL) program at the Faculty of Islamic Studies (FPI), Universiti Kebangsaan Malaysia (UKM, The National University of Malaysia). This study used a quantitative research design. Data were collected through questionnaires and analyzed descriptively. A total of 170 distance learning students were selected using the simple random sampling technique. Findings show that the students possessed a high level of integrative orientation and their attitudes toward learning environment were positive. The level of instrumental orientation, on the other hand, was very high with the instrumental orientation obtaining the highest mean score. One of the implications that can be drawn from this study is that teachers and students need to take into account and emphasize integrative orientation, attitudes toward learning conditions and instrumental orientation in order to develop a positive attitude in students who aim to master the Arabic language. Other than that, educational institutions should provide support and carry out other related activities and programs in order to ensure that students consistently have positive attitudes whilst achieving excellent results in learning the Arabic language.
Students' Preferences and Opinions on Design of a Mobile Marketing Education Application
Author: Ozata, Zeynep
Date: 2014-01-00
Type: Journal Articles
Subjects: Marketing,Business Administration Education,Electronic Learning,Handheld Devices,Graduate Students,Student Attitudes,Cognitive Style,Learning Processes,Preferences,Computer Oriented Programs,Learning Modalities,Foreign Countries,Mixed Methods Research,Questionnaires,Undergraduate Students,Semi Structured Interviews

The purpose of this study was to define and better understand business school students' opinions and preferences on the design of a mobile marketing education application. To accomplish this purpose an explanatory mixed methods study design was used and the data was collected sequentially. First, a questionnaire was conducted with 168 business school students from Anadolu University to define their learning styles. The learning orientation questionnaire produced five factors: visual, auditory, dependent, collaborative, and reading &amp; writing learning styles. In the second phase of the study, semi-structured in depth interviews were conducted with nine graduate students at Anadolu University to better understand their preferences and explore their opinions on the mobile application. After the coding process three themes emerged: learning styles, content, and tools. Added to these themes, eight motives for the use of a mobile marketing education application were also identified.
Enhancing Educators' Skills for Promoting Critical Thinking in Their Classroom Discourses: A Randomized Control Trial
Author: Gul, Raisa B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Critical Thinking,Skill Development,Intervention,Teaching Methods,Control Groups,Pretests Posttests,Nursing Education,Foreign Countries,Workshops,Statistical Analysis,Experimental Groups,Teaching Skills,Teacher Education,Teacher Characteristics,College Faculty,Outcomes of Education,Observation

The literature reveals that educators find it challenging to foster critical thinking (CT) in their students if they have not learned how to use CT in their educational system or training. This paper reports findings from a national research project that was undertaken to enhance the educators' ability to promote CT in their teaching practices. Using a randomized control trial design with a preand post-test, 91 educators from 14 of the 17 schools of nursing in Pakistan consented to enroll in the study and 72 completed the study. The intervention included 40 hours of learning experience during two workshops that focused on CT. Data were collected, pre- and post-intervention, via observations and audiotaping of the participants teaching sessions for 60-90 minutes. The data obtained was assessed for the educators' level of questioning, teaching strategies, and facilitation skills. Data were analyzed using descriptive and inferential statistics. Compared with the preintervention data, findings from the post-intervention data in the experimental group revealed positive changes in their pedagogical skills, including a significant increase in the number of higher order questions that are considered important for developing students' CT skills. This study affirms that educators must have structured training to use and foster CT in their teaching practices.
Experiences of College Students with Psychological Disabilities: The Impact of Perceptions of Faculty Characteristics on Academic Achievement
Author: Stein, Kathleen F.
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Mental Disorders,Disabilities,Academic Achievement,Interviews,Grounded Theory,Teacher Attitudes,Attitudes toward Disabilities,Academic Accommodations (Disabilities)

Despite the increase of individuals with psychological disabilities (PD) attending college and universities, students with PD are less likely to complete their college programs than their nondisabled peers and peers with other disabilities. This qualitative study examined the perceptions and beliefs of individuals with PD attending a four year university regarding faculty characteristics and behaviors that promote academic achievement, as well as faculty behavior and characteristics that encourage disclosure and requests for accommodations or other supports. The researcher conducted in-depth interviews with 16 participants and utilized grounded theory research methods to collect and analyze data. Various themes emerged from the study, including participants' considerations when asking for accommodations, faculty characteristics and behaviors identified as impacting academic achievement, and suggestions for faculty members to help students succeed in their coursework.
Breaking It Down: Knowledge Transfer in a Multimedia Learning Environment
Author: Mariano, Gina
Date: 2014-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Multimedia Materials,Educational Environment,Recall (Psychology),Tutorial Programs,Factor Analysis,Transfer of Training,Time Perspective,Undergraduate Students,Questionnaires,Pretests Posttests,Auto Mechanics,Epistemology,Sequential Approach,Sequential Learning,Teaching Methods,Academic Achievement,Achievement Gains

The purpose of this study was to determine the effects of segmentation on immediate and delayed recall and transfer in a multimedia learning environment. The independent variables of segmentation and non-segmentation, as well as immediate and delayed transfer assessments, were manipulated to assess the effects of segmentation on the participant's ability to recall and transfer information from the multimedia tutorial. Data was analyzed using a 2x2 factorial design. The results of this study found that segmentation of multimedia tutorials did not result in significant differences in recall or transfer. The results also revealed that the time period between when a tutorial was viewed and when the recall and transfer assessments were taken did significantly affect participants' abilities to recall and transfer information.
Enhancement of Quality Learning: Capitalizing on the SAL Framework
Author: Phan, Huy
Date: 2014-00-00
Type: Journal Articles
Subjects: Learning Strategies,Student Attitudes,Educational Quality,Higher Education,College Students,Educational Assessment,Educational Environment,Educational Objectives,Teaching Methods,Thinking Skills

Quality learning in higher education is an impetus and major objective for educators and researchers. The student approaches to learning (SAL) framework, arising from the seminal work of Marton and Säljö (1976), has been researched extensively and used to predict and explain students&apos; positive (e.g., critical reflection) and maladaptive behaviors (e.g., work avoidance). It is prudent for educators to cultivate and encourage students to actively construct and make sense of their own learning, rather than to simply memorize and reproduce contents for assessment purposes. In this review, we revisit and examine the SAL theorization within the contexts of higher education. We scope the importance of quality learning and propose three major elements in our discussion, which may foster deep, meaningful learning inclination: assessment strategies, the classroom milieu, and alignment of learning objectives. We conclude this theoretical article with an offering of issues for continuing research development. This focus, in our view, is significant as we believe the SAL framework is not robust in its explanation of students&apos; learning behaviors in different sociocultural settings.
Exploring Students' Perspectives of College STEM: An Analysis of Course Rating Websites
Author: Chang, YunJeong
Date: 2014-00-00
Type: Journal Articles
Subjects: STEM Education,Undergraduate Students,Student Attitudes,Student Evaluation of Teacher Performance,Web Sites,Content Analysis,Course Evaluation,Satisfaction,Teacher Effectiveness,Teacher Characteristics,Knowledge Base for Teaching,Teacher Attitudes

One of the crucial goals of higher education is building a scientifically literate citizenry. The science, technology, engineering, and mathematics (STEM) subject areas are indicated as good domains to develop knowledge and skills for becoming future leaders. However, previous research has indicated a constant decline in the number of American college students enrolled in the STEM areas. Several studies have indicated that instructors play a critical role in promoting students' satisfaction that influences their learning. This study explores the teaching characteristics that influence student satisfaction in college STEM courses through document analysis. The data include students' comments reported on two college course-rating websites. Thematic analysis was used to analyze the data. Four identified instructional attributes pertinent to student satisfaction are as follows: (a) teaching styles, methods, or strategies; (b) teacher knowledge and preparation; (c) teacher attitude toward teaching, subject, and students; and (d) practical workload and expectations. We discuss implications of the study results and future research directions.
The Perception of English Literature Students on E-Xamination and Online (Web-Based) Learning
Author: Iwuchukwu, Onyeka
Date: 2014-01-00
Type: Journal Articles
Subjects: Student Attitudes,Online Courses,Web Based Instruction,Foreign Countries,Open Universities,English Literature,Law Students,Undergraduate Students,Interviews,Focus Groups,Computer Assisted Testing,Questionnaires,Creative Writing,Technological Literacy,Distance Education,Electronic Learning

The purpose of this study is to investigate the perception of students on the implementation of e-examination and their preparedness for facilitation through a web-based learning platform at the National Open University of Nigeria. Information gathered from the year three and year four students who registered for courses in English Literature in the undergraduate English Programme and Law at the Lagos Study Centre of the university was evaluated. This group of students has participated in the e-examination as well as the pen on paper (POP) examinations so are in a better position to evaluate the e-examination. The investigation was carried out through interviews, focus discussions and questionnaires and the result indicated that the students' perceptions of online examination were generally positive and that they were enthusiastic about online facilitation but skeptical about its workability at this stage of our nation's technological development.