ethanporcaro/eric-fulltext-meta huggingface dataset:
Mobile App Design for Teaching and Learning: Educators' Experiences in an Online Graduate Course
Author: Hsu, Yu-Chang
Date: 2013-10-00
Type: Journal Articles
Subjects: Handheld Devices,Computer Software,Programming,Electronic Learning,Online Courses,Computer Science Education,Graduate Students,Student Attitudes,Student Experience,Learning Activities,Reflection,Feedback (Response),Peer Influence,Student Journals,Electronic Publishing,Mixed Methods Research,Student Surveys

This research explored how educators with limited programming experiences learned to design mobile apps through peer support and instructor guidance. Educators were positive about the sense of community in this online course. They also considered App Inventor a great web-based visual programming tool for developing useful and fully functioning mobile apps. They had great sense of empowerment through developing unique apps by using App Inventor. They felt their own design work and creative problem solving were inspired by the customized mobile apps shared by peers. The learning activities, including sharing customized apps, providing peer feedback, composing design proposals, and keeping design journals (blogging), complemented each other to support a positive sense of community and form a strong virtual community of learning mobile app design. This study helped reveal the educational value of mobile app design activities and the web-based visual programming tool, and the possibility of teaching/learning mobile app design online. The findings can also encourage educators to explore and experiment on the potential of incorporating these design learning activities in their respective settings, and to develop mobile apps for their diverse needs in teaching and learning.
Learning in a Small, Task-Oriented, Connectivist MOOC: Pedagogical Issues and Implications for Higher Education
Author: Mackness, Jenny
Date: 2013-10-00
Type: Journal Articles
Subjects: Higher Education,Teaching Methods,Online Courses,Teaching Skills,Faculty Development,Case Studies,Qualitative Research,Surveys,Interviews,Social Networks,Computer Mediated Communication,Independent Study,Role Models,Instructional Design,Creativity,Self Concept,Open Universities,Foreign Countries

Despite the increase in massive open online courses (MOOCs), evidence about the pedagogy of learning in MOOCs remains limited. This paper reports on an investigation into the pedagogy in one MOOC--Oxford Brookes University's &quot;First Steps in Learning and Teaching in Higher Education&quot; MOOC (FSLT12). FSLT12 was an open and free professional development opportunity for people moving into HE teaching. It was a small course (200 participants registered from 24 countries) which was focused on introducing HE teaching skills, and, uniquely, to deliberately integrate open academic practice as a vital part of professional development for HE teachers. A qualitative, case-study approach was used in the research, based on surveys, interviews, and social media, to provide evidence about how people learned in this course and consider wider implications for teaching and learning in higher education. The evidence shows that participants who completed the course were able to learn autonomously and navigate the distributed platforms and environments. The most challenging issues were acceptance of open academic practice and difficulty in establishing an academic identity in an unpredictable virtual environment. An interesting and significant feature of the course was the support for learners from a number of MOOC &quot;veterans&quot; who served as role models and guides for less experienced MOOC learners. The research shows that small task-oriented MOOCs can effectively support professional development of open academic practice.
Virtual Worlds: Relationship between Real Life and Experience in Second Life
Author: Anstadt, Scott P.
Date: 2013-10-00
Type: Journal Articles
Subjects: Computer Simulation,Distance Education,Social Work,Constructivism (Learning),Surveys,Interviews,Motivation,Interaction,Social Influences,Role Playing,Interpersonal Relationship,Virtual Classrooms,Educational Technology

Due to the unique applications of virtual reality in many modern contexts, Second Life (SL) offers inimitable opportunities for research and exploration and experiential learning as part of a distance learning curriculum assignment. A review of current research regarding SL examined real world social influences in online interactions and what the effects on users may be. This aids students in understanding the social constructionist perceptions and worldview of those persons they may serve in social services. This suggests the importance of developing an understanding of the relationship between users' real life (RL) and their SL. Some research has begun to reveal the effectiveness of telecommunication and computer simulation with certain clients in the fields of mental health and social work, yet there is a lack of sufficient research done within the context of virtual worlds. The current study surveyed users of several educationally and health focused SIMS (simulations) as to what motivates their SL and RL interactions. The data explores associations between users' RL and their SL in several areas, potentially addressing the future role of educating social work students regarding research methodology in online virtual reality interactions. Implications for social work are discussed including engaging clients using incentives for social participation built into the SL milieu.
The Influence of E-Learning on Individual and Collective Empowerment in the Public Sector: An Empirical Study of Korean Government Employees
Author: Hur, Mann Hyung
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Government Employees,Empowerment,Influences,Surveys,Predictor Variables,Multiple Regression Analysis,Self Determination,Competence

Our study explores the influence of e-learning on individual and collective empowerment by using data collected from e-learning class participants of Korea's Cyber-Education Center. For the survey, a questionnaire was sent to each of the 41 central ministries' education and training officers (ETO) via email. The ETOs distributed the questionnaire to individuals in their ministries who have taken e-learning classes offered by the Cyber-Education Center during the first half of 2012. Out of more than 1,000 e-learning class attendees, 161 responded to the questionnaire survey. A set of multiple regression models was employed to explore significant predictors of government employees' individual and collective empowerment in e-learning environments. Using existing literature on empowerment theories, a set of 16 questions was developed. A factor analysis was conducted to condense 16 individual variables into several large categories. Four factors including meaning, competence, self-determination, and collective empowerment were extracted from the 16 questions. The first three equations stood for individual empowerment and the last one for collective empowerment. Each of the four factors was utilized as a dependent variable in the multiple regression analysis. Each regression model uncovered its own set of variables that played a role in empowerment. The predictor variables of the meaning dimension were more widely split than those of the competence dimension or the self-determination dimension and collective empowerment. Only one independent variable--preference of e-learning class to offline class--was associated with all four dependent variables. However, modalities of e-learning activity, which were expected to be a significant predictor of empowerment, were not associated with any of the four dependent variables. In addition, lecture types of the e-learning class were also expected to be a significant predictor of empowerment but were only associated with the competence dimension.
Personal Learning Environments (PLEs) in a Distance Learning Course on Mathematics Applied to Business
Author: Bidarra, Jose
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Educational Environment,Virtual Classrooms,Instructional Design,Online Courses,Large Group Instruction,Class Size,Web 2.0 Technologies,Cognitive Style,Questionnaires,Online Surveys,Integrated Learning Systems,Synchronous Communication,Social Networks,Mathematical Applications,Business Administration Education,College Students

This paper argues that the dominant form of distance learning that is common in most e-learning systems rests on a set of learning devices and environments that may be outdated from the student's perspective, namely because it is not supportive of learner empowerment and does not facilitate the efforts of self-directed learners. For this study we gathered and examined data on student's use of Personal Learning Environments (PLEs) within a course on Mathematics Applied to Business offered by the Portuguese Open University (Universidade Aberta). We base the discussion on aspects that characterize student's conceptions of PLEs, the emergence of connectivism as a new account of how learning occurs in a networked global environment, and conclude that an important goal of online course design should be to let students explore what the emergent Web 2.0 tools have to offer in distance learning. The widespread adoption of PLEs, bringing together learning from different contexts and sources of learning, shows that students are capable of expression in different forms, generating an added-value to distance learning environments.
Connectivism: 21st Century's New Learning Theory
Author: Kropf, Dorothy C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Learning Theories,Electronic Learning,Influence of Technology,Technology Uses in Education,Online Courses,Social Networks,Virtual Classrooms,Handheld Devices,Foreign Countries,Educational Technology,Teaching Methods,Internet,Information Retrieval

Transformed into a large collaborative learning environment, the Internet is comprised of information reservoirs namely, (a) online classrooms, (b) social networks, and (c) virtual reality or simulated communities, to expeditiously create, reproduce, share, and deliver information into the hands of educators and students. Most importantly, the Internet has become a focal point for a potentially dynamic modern learning theory called connectivism. Like any learning theory, connectivism has its share of supporters and critics. Unlike any other learning theory, connectivism attributes learning through cyber nodes specifically rooted in social networks. The purpose of this article is to introduce or reacquaint readers with three of the largest reservoirs of information attributed to the principles of connectivism. In addition, it aims to examine these information reservoirs through modern empirical studies in order to determine if their findings carry sparks of likeness or alignment with the principles of connectivism.
Completion Rates--A False Trail to Measuring Course Quality? Let's Call in the HEROEs Instead
Author: Creelman, Alastair
Date: 2013-00-00
Type: Reports - Research
Subjects: Educational Quality,Electronic Learning,Distance Education,Online Courses,Educational Practices,Web Based Instruction,School Surveys,Academic Persistence,Achievement Need,Questionnaires,Foreign Countries,Course Evaluation,Instructional Effectiveness,Dropouts,Withdrawal (Education)

Statistics are often used to reveal significant differences between online and campus-based education. The existence of online courses with low completion rates is often used to justify the inherent inferiority of online education compared to traditional classroom teaching. Our study revealed that this type of conclusion has little substance. We have performed three closely linked analyses of empirical data from Linnaeus University aimed at reaching a better understanding of completion rates. Differences in completion rates revealed themselves to be more substantial between faculties than between distribution forms. The key-factor lies in design. Courses with the highest completion rates had three things in common; active discussion forums, complementing media and collaborative activities. We believe that the time has come to move away from theoretical models of learning where web-based learning/distance learning/e-learning are seen as simply emphasizing the separation of teacher and students. Low completion rates should instead be addressed as a lack of insight and respect for the consequences of online pedagogical practice and its prerequisites.
OERScout Technology Framework: A Novel Approach to Open Educational Resources Search
Author: Abeywardena, Ishan Sudeera
Date: 2013-10-00
Type: Journal Articles
Subjects: Resource Units,Shared Resources and Services,Computer Uses in Education,Online Searching,Metadata,Information Retrieval,User Satisfaction (Information),Feedback (Response),Higher Education,Information Technology,Open Universities,Distance Education,Educational Technology

The open educational resources (OER) movement has gained momentum in the past few years. With this new drive towards making knowledge open and accessible, a large number of OER repositories have been established and made available online throughout the world. However, the inability of existing search engines such as Google, Yahoo!, and Bing to effectively search for useful OER which are of acceptable academic standard for teaching purposes is a major factor contributing to the slow uptake of the entire movement. As a major step towards solving this issue, this paper proposes &quot;OERScout,&quot; a technology framework based on text mining solutions. The objectives of our work are to (i) develop a technology framework which will parametrically measure the usefulness of an OER for a particular academic purpose based on the openness, accessibility, and relevance attributes; and (ii) provide academics with a mechanism to locate OER which are of an acceptable academic standard. From our user tests, we have identified that OERScout is a sound solution for effectively zeroing in on OER which can be readily used for teaching and learning purposes.
E-Learning Readiness in Public Secondary Schools in Kenya
Author: Ouma, Gordon O.
Date: 2013-00-00
Type: Journal Articles
Subjects: Secondary Schools,Electronic Learning,Foreign Countries,Public Schools,Computer Literacy,Teacher Attitudes,Student Attitudes,Technology Uses in Education,Technology Integration,Information Technology,Program Implementation,Learning Readiness,Competence,Questionnaires,Administrator Attitudes

As e-learning becomes useful to learning institutions worldwide, an assessment of e-learning readiness is essential for the successful implementation of e-learning as a platform for learning. Success in e-learning can be achieved by understanding the level of readiness of e-learning environments. To facilitate schools in Kenya to implement e-learning, the government selected five public secondary schools in each district and provided funds for Information Communication and Technology (ICT) infrastructure development and teachers training on ICT. The selected schools are also intended to serve as reference e-learning centres for other schools. In attempt to implement e-learning, the institutions involved need to be assessed to ascertain their level of preparedness lest the noble initiative be of no benefit to the society. The study investigated the preparedness of ten schools which benefited from ICT development funds within Rachuonyo South and Rachuonyo North districts. The survey examined the level of technical competency and computer literacy among teachers and students, their attitude and perception towards the use of e-learning. Descriptive research was used to obtain information concerning the level of e-learning implementation readiness and to describe the scenarios with respect to conditions in schools. Teachers' and students' computer literacy as well their perceptions and attitude towards technology were significant measures of e-learning implementation readiness. This research findings show that teachers and students are ready to embrace e-learning technology, but there is needed to enhance their technical capacity through training for successful e-learning adoption. Though most students accept e-learning, they lack basic computer skills required of them to effectively use e-learning platform. The study revealed a positive correlation between computer literacy and e-learning acceptance.
Organisational Problem Based Learning and Social Communities for SMEs
Author: O'Brien, Emma
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Problem Based Learning,Workplace Learning,Staff Development,Communities of Practice,Technology Uses in Education,Corporate Education,Informal Education,Social Networks,Mentors,Educational Practices

This paper highlights reasons for SMEs low uptake of training and argues that current offerings are not suitable for their needs. It highlights the need to leverage the benefits of work based learning through the use of technology. Social media and web 2.0 has significantly changed the way people learn and access knowledge. The body of knowledge is exponentially increasing every day. It is difficult for individuals and companies to keep abreast of new developments. A new approach to learning is required for companies, focusing on their immediate needs while building competitive advantage. Problem based learning (PBL) is a highly contextualised approach to learning and can use staff development to target real problems the companies face. PBL requires collaboration from mentors and peers, thus there is an element of social learning that takes place. The paper examines the use of problem based learning and social learning and communities in SMEs. It highlights the fact that this approach will allow SMEs acquire additional expertise and skills outside of their organisation while at the same time developing staff. To date there has been little research conducted into organisational problem based learning. PBL is widely used in academic courses however not in companies. Mentoring and social learning are widely used in SMEs however it is often unstructured and the return of such is unclear compared to academic contexts. This paper suggests that further research needs to be conducted in using Problem based learning. It examines the use of PBL in an organisational context and explores the role of ICT based mentoring through social communities in supporting such.
The Intersection of Dialogue and Low Transactional Distance: Considerations for Higher Education
Author: Farquhar, Lynn
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Constructivism (Learning),Social Distance,Teacher Student Relationship,Peer Relationship,Distance Education,Online Courses,Personal Autonomy,Course Organization,Epistemology,Educational Practices,Interpersonal Communication,Communication Strategies

The theory of transactional distance has been subjected to a variety of empirical tests and philosophical critiques. Throughout this process, the variable of dialogue has attracted much attention. Although dialogue has proven difficult to measure and define, it is widely regarded as an ideal outcome of the teacher-learner transaction. Considered from a constructivist perspective, dialogue can also be understood as an ideal outcome of classroom transactions among and between the learners themselves. Subject matter experts in post-secondary education responsible for designing, implementing and presenting classes online might consider the possibility of embracing constructivist pedagogy in order to create what Moore (1993) referred to as low transactional distance.
Exploring Distributed Leadership for the Quality Management of Online Learning Environments
Author: Palmer, Stuart
Date: 2013-00-00
Type: Reports - Research
Subjects: Participative Decision Making,College Administration,Leadership Styles,Quality Control,Online Courses,Distance Education,Foreign Countries,Leadership Responsibility,Administrator Attitudes,Planning,Educational Technology,Satisfaction,Peer Relationship,Governance,Institutional Characteristics,Evaluation Methods,Online Surveys

Online learning environments (OLEs) are complex information technology (IT) systems that intersect with many areas of university organisation. Distributed models of leadership have been proposed as appropriate for the good governance of OLEs. Based on theoretical and empirical research, a group of Australian universities proposed a framework for the quality management of OLEs, and sought to validate the model via a survey of Australasian university representatives with OLE leadership responsibility. For the framework elements: Planning and Resourcing were rated most important; Organisational structure was rated least important; Technologies were rated low in importance and high in satisfaction; Resourcing and Evaluation were rated low in satisfaction; and Resourcing had the highest rating of importance coupled with low satisfaction. Considering distributed leadership in their institution, respondents reported that the organisational alignments represented by &quot;official&quot; reporting and peer relationships were significantly more important and more effective than the organisational alignments linking the formal and informal leaders. From a range of desirable characteristics of distributed leadership, &quot;continuity and sustainability&quot; received the highest rating of importance and a low rating of &quot;in evidence&quot;--there are concerns about the sustainability of distributed leadership for the governance of OLEs in universities.
Power Distance in Online Learning: Experience of Chinese Learners in U.S. Higher Education
Author: Zhang, Yi (Leaf)
Date: 2013-10-00
Type: Journal Articles
Subjects: Higher Education,Foreign Students,Student Experience,Online Courses,Electronic Learning,Confucianism,Cultural Influences,Learner Engagement,Interaction,Undergraduate Students,Teacher Student Relationship,Peer Relationship,Social Distance,Semi Structured Interviews,Student Attitudes,Teacher Participation,Conflict,Social Cognition,Phenomenology

The purpose of this research study was to explore the influence of Confucian-heritage culture on Chinese learners' online learning and engagement in online discussion in U.S. higher education. More specifically, this research studied Chinese learners' perceptions of power distance and its impact on their interactions with instructors and peers in an online setting. This study was conducted at a research university in the southwestern U.S. Twelve undergraduate students from the Confucian-heritage culture, including mainland China, Taiwan, and Hong Kong, participated in the study. This study provided evidence that the online setting benefited these Chinese learners' engagement in class discussion, but it may increase the level of anxiety in their participation. Learning, perceived by the Chinese learners, was more instructor-centered. Instructors were viewed by students as authorities, major sources of knowledge, and possessing high power. As a result, when encountering difficulties in learning, the Chinese learners were intimidated to interact with their instructors. Instead, they tended to seek help from peers, particularly those who shared similar cultural and linguistic backgrounds.