ethanporcaro/eric-fulltext-meta huggingface dataset:
Conceptual Framework for Parametrically Measuring the Desirability of Open Educational Resources Using D-Index
Author: Abeywardena, Ishan Sudeera
Date: 2012-04-00
Type: Journal Articles
Subjects: Educational Resources,Shared Resources and Services,Distance Education,Internet,Access to Education,Educational Quality,Content Analysis,Rating Scales,Computer Uses in Education,Indexes,Information Retrieval,Calculus,Information Literacy,Electronic Publishing

Open educational resources (OER) are a global phenomenon that is fast gaining credibility in many academic circles as a possible solution for bridging the knowledge divide. With increased funding and advocacy from governmental and nongovernmental organisations paired with generous philanthropy, many OER repositories, which host a vast array of resources, have mushroomed over the years. As the inkling towards an open approach to education grows, many academics are contributing to these OER repositories, making them expand exponentially in volume. However, despite the volume of available OER, the uptake of the use and reuse of OER still remains slow. One of the major limitations inhibiting the wider adoption of OER is the inability of current search mechanisms to effectively locate OER that are most suitable for use and reuse within a given scenario. This is mainly due to the lack of a parametric measure that could be used by search technologies to autonomously identify desirable resources. As a possible solution to this limitation, this concept paper introduces a parametric measure of desirability of OER named the "D-index," which can aid search mechanisms in better identifying resources suitable for use and reuse. (Contains 13 tables and 2 figures.)
Contradictions in a Distance Course for a Marginalized Population at a Middle Eastern University
Author: Madyarov, Irshat
Date: 2012-04-00
Type: Journal Articles
Subjects: English (Second Language),Foreign Countries,Distance Education,Second Language Learning,Critical Thinking,Language of Instruction,Bilingual Education,Political Influences,Case Studies,Disadvantaged,College Students,Qualitative Research,Course Descriptions

This study explores six cases of non-native English speaking students engaged in a distance English-medium course on critical thinking at a university in Iran. Framed within activity theory, the study investigated students' course-related activity systems with a particular focus on contradictions that underlie any human activity. The construct of contradictions provides a theoretical lens to understand a web of relationships among a number of elements in course-related activities situated in a cultural-historical setting beset with political controversies, technological challenges, and needs for a bilingual curriculum. The findings indicate that all student participants had multiple activity systems within the course environment. Most participants had primary, secondary, and quaternary contradictions that had positive and negative consequences on the expansion of their activity systems. Discussion also includes practical implications for the distance university under study that could potentially be applied to similar distance schools. (Contains 1 table and 7 figures.)
The Relationship between Flexible and Self-Regulated Learning in Open and Distance Universities
Author: Bergamin, Per Bernard
Date: 2012-04-00
Type: Journal Articles
Subjects: Student Attitudes,Teaching Methods,Learning Strategies,Cognitive Style,Distance Education,Time Management,Self Management,Correlation,Open Universities,Personal Autonomy,Questionnaires,Validity,Metacognition

Flexibility in learning provides a student room for volitional control and an array of strategies and encourages persistence in the face of difficulties. Autonomy in and control over one's learning process can be seen as a condition for self-regulated learning. There are a number of categories and dimensions for flexible learning; following professional publications, time, location, lesson content, pedagogy method, learning style, organization, and course requirements are all elements to consider. Using these categories and the dimensions of flexible learning, we developed and validated a questionnaire for an open and distance learning setting. This article reports on the results from a study investigating the relationship between flexible learning and self-regulated learning strategies. The results show the positive effects of flexible learning and its three factors, time management, teacher contact, and content, on self-regulated learning strategies (cognitive, metacognitive, and resource based). Groups that have high flexibility in learning indicate that they use more learning strategies than groups with low flexibility. (Contains 5 tables and 1 figure.)
&quot;Everybody Is Their Own Island&quot;: Teacher Disconnection in a Virtual School
Author: Hawkins, Abigail
Date: 2012-04-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Secondary School Teachers,Educational Technology,Virtual Classrooms,Teacher Role,Teacher Attitudes,Teacher Student Relationship,Peer Relationship,Teacher Collaboration,High Schools,Barriers

Virtual schooling is a recent phenomenon in K-12 online learning. As such, the roles of the online teachers are emerging and differ from those of the traditional classroom teacher. Using qualitative interviews of eight virtual high school teachers, this study explored teachers' perceptions of their online teaching role. Teachers expressed a sense of disconnection from their students, the profession, and their peers as a result of limited interactions due to significant institutional barriers. Researchers discuss the implications of this disconnection as well as future avenues for research. (Contains 2 tables and 1 figure.)
Building an Inclusive Definition of E-Learning: An Approach to the Conceptual Framework
Author: Sangra, Albert
Date: 2012-04-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Distance Education,Expertise,Intellectual Disciplines,Education,Technology,Definitions,Group Unity,Delphi Technique,Computer Uses in Education,Electronic Publishing

E-learning is part of the new dynamic that characterises educational systems at the start of the 21st century. Like society, the concept of e-learning is subject to constant change. In addition, it is difficult to come up with a single definition of e-learning that would be accepted by the majority of the scientific community. The different understandings of e learning are conditioned by particular professional approaches and interests. An international project, based on the participation of experts around the world, was undertaken to agree on a definition of e-learning. To this end, two main research activities were carried out. First, an extensive review was conducted of the literature on the concept of e-learning, drawing from peer-reviewed journals, specialised web pages, and books. Second, a Delphi survey was sent out to gather the opinions of recognised experts in the field of education and technology regarding the concept of e-learning with a view to reaching a final consensus. This paper presents the outcomes of the project, which has resulted in an inclusive definition of e-learning subject to a high degree of consensus that will provide a useful conceptual framework to further identify the different models in which e-learning is developed and practiced. (Contains 1 table and 2 figures.)
Determining the Feasibility of an E-Portfolio Application in a Distance Education Teaching Practice Course
Author: Kecik, Ilknur
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,Portfolios (Background Materials),Electronic Publishing,Preservice Teacher Education,Preservice Teachers,Student Teacher Supervisors,Cooperating Teachers,English (Second Language),Second Language Instruction,Teaching Models,Distance Education,Mixed Methods Research,Feedback (Response),Reflective Teaching

In this study we aim to conduct a complete evaluation of the e-portfolio application in the distance teaching practice course that is part of the Distance English Language Teacher (DELT) program at Anadolu University from the perspective of three groups: university supervisors, preservice teachers, and cooperating teachers. Using a survey on the needs of preservice teachers and how well these were met according to the three groups' perspectives, we gathered qualitative and quantitative data on the feasibility of the e-portfolio application. Our analysis of the findings revealed that all three groups agreed about the needs of preservice teachers. And despite some minor variance in the perspectives of each group, we determined that e-portfolio applications can meet the majority of the planning, teaching, and reflection needs in the teaching process. We offer suggestions to improve e-portfolio applications so they will better meet preservice teachers' needs. (Contains 5 tables and 2 figures.)
Developing and Deploying OERs in Sub-Saharan Africa: Building on the Present
Author: Wright, Clayton R.
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Uses in Education,Shared Resources and Services,Educational Opportunities,Cost Effectiveness,Virtual Universities,Distance Education,Internet,Educational Resources,Access to Education,Program Development,Goal Orientation,Educational Quality

Open educational resources (OERs) have the potential to reduce costs, improve quality, and increase access to educational opportunities. OER development and deployment is one path that could contribute to achieving education for all. This article builds on existing information and communication technology (ICT) implementation plans in Africa and on the experiences of organizations and initiatives such as the African Virtual University (AVU), OER Africa, the South African Institute of Distance Education (SAIDE), and the Teacher Education in Sub Saharan Africa (TESSA) Project, to present one view of the benefits, challenges, and steps that could be taken to realize the potential of OERs in sub-Saharan Africa. Thus, the article focuses on the factors necessary for creating and sustaining a vision for OER development and deployment; developing and distributing resources with an open license; improving technology infrastructure and reducing the cost of Internet access; establishing communities of educational collaborators; sustaining involvement in the OER initiative; producing resources in interoperable and open formats; establishing and maintaining the quality of OERs; providing local context to address national and regional needs and conditions; informing the public about OERs; and taking the initiative to build on the knowledge, skills, and experiences of others. In order to assist educators and decision makers, links to a variety of resources are provided.
Assessment of Challenges in Developing Self-Instructional Course Materials at the National Open University of Nigeria
Author: Okonkwo, Charity Akuadi
Date: 2012-04-00
Type: Journal Articles
Subjects: Open Universities,Teaching Methods,Foreign Countries,Performance Factors,Barriers,Distance Education,Delivery Systems,Instructional Materials,Material Development,Systems Analysis,Critical Path Method,Critical Incidents Method,Organizational Communication,Organizational Change

The National Open University of Nigeria (NOUN) is Nigeria's only university dedicated to providing education through the use of distance instructional methods. So far, however, the lack of availability and poor distribution of course materials, which underpin instructional delivery at NOUN, continue to be hindrances to achieving the university's vision and mission. There are delays and difficulties in developing and distributing materials to students and Study Centres. Many pioneer students cannot graduate because of this challenge. This paper examines the process of developing self-instructional course materials at NOUN. It reflects on the challenges associated with the quantity, quality, and timely production of course materials, labelled &quot;the hills, the wills, and the skills&quot; obstacles. The paper concludes that there is a need for better professional development in order to provide efficient ODL delivery. (Contains 3 tables.)
Educational Leadership for E-Learning in the Healthcare Workplace
Author: Fahlman, Dorothy
Date: 2012-04-00
Type: Journal Articles
Subjects: Electronic Learning,Skill Development,Instructional Leadership,Workplace Learning,Leadership Effectiveness,Professional Development,Health Services,Health Occupations,Performance Factors,Leadership Styles,Work Environment,Distance Education

Effective educational leadership can make a difference in the resolution of complex issues that impact today's demand-driven educational marketplace. The ongoing professional and skill development needs of human health resources may be best managed through distributed strategic leadership blended with servant leadership. Together these two approaches may offer the critical bridge for effective educational leadership for e-learning within the healthcare workplace.
Lift-off to the Common Core
Author: Kaiser, Sue
Date: 2012-00-00
Type: Journal Articles
Subjects: State Standards,Reading Comprehension,Hands on Science,Science Activities,Content Area Reading,Change Strategies,Educational Strategies,Learning Strategies,Reading Strategies,Teaching Methods,Educational Improvement

Hands-on science activities help to make science more interesting for children and create that sense of wonder and excitement. But hands-on science and teacher lectures do not offer the full course meal. The textbook is often missing. As stated in the Common Core State Standards, students must have multiple opportunities to become independent in their ability to extract meaning from expository text in order to prepare for exams that will require them to read multiple sources to extract meaning, as well as develop arguments and opinions regarding information presented. The authors suggest that educators must seek ways to integrate pedagogy in efficient ways in order to help students master essential reading skills. In this article, the authors offer five steps schools can take to help students become independent, literate learners in content areas.
Diving into Real World Challenges
Author: Saldana, Matt
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Technology Education,World Problems,Problem Based Learning,Science Course Improvement Projects,Science Process Skills,Robotics,Computer Simulation,Problem Solving,Competition,Change Strategies,Educational Strategies

In this article, the authors discuss how educators can engage students in real world learning using their academic knowledge and technical skills. They describe how school districts have discovered that the world of robotics can help students use technical skills to solve simulated problems found in the real world, while understanding the relevance of challenging academics. The Marine Advanced Technology Education (MATE) Center is one of many valuable industry/education resources that creates new curricula that include student competitions based on real world problems.
A Quiet Transformation
Author: Dierke, James S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Physical Health,Educational Change,Learning Readiness,Stress Management,Stress Variables,Classroom Environment,Classroom Techniques,Change Strategies,Educational Strategies,Functional Behavioral Assessment,Integrated Services,Developmentally Appropriate Practices

The author's 40 years as an educator have led him to an important insight: stress is crippling the schools. On top of other extreme conditions in schools and on students, there is the pressure to achieve and succeed in a fast-paced, chaotic world. This pervasive stress compromises the physical health, and in turn the cognitive and psychological capacity, of the students. It also compromises the teachers' ability to teach effectively and survive in the teaching profession. Stress not only contributes to violence and behavior issues, it impacts focus and memory, fundamentally impairing a child's ability to learn and make good decisions. In search of the options that would address stress, the author found a program known as Quiet Time, an innovative, high impact stress reduction and readiness to learn initiative that integrates medication into the daily routine of the school. The author believes that the Quiet Time program is a cutting-edge, 21st century educational initiative that can help educators realize the goals of modern education: help students grow into healthy, well educated, well adjusted, happy, contributing members of society.
Maintaining High Challenge and High Support for Diverse Learners
Author: Athanases, Steven
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Teaching Methods,Second Language Learning,Culturally Relevant Education,Change Strategies,Educational Strategies,Student Diversity,English Language Learners,Questioning Techniques,Scaffolding (Teaching Technique),Instructional Improvement,Behavioral Objectives,Educational Objectives,Achievement Need

As teachers, schools and school leaders work to better prepare California's culturally and linguistically diverse students, methods for doing so vary widely. One approach prioritizes safe spaces, welcoming environments, well-structured routines--school and classroom culture features essential for students' well-being. A second key priority, often harder to achieve, is maintaining and supporting rigorous academic challenges needed for students' current and future success. Academic rigor warrants particular attention, as unchallenging curricula often occur in high-need, lower-income settings with many diverse youth and many English language learners. A combination of nurturing and rigor is essential to educating the student population, but targeted supports are also needed to help students meet achievement goals. The author discusses how a balance of high challenge and high support for diverse learners provides the right context for learning and growth.
Top 10 Instructional Strategies for Struggling Students
Author: Carr, John
Date: 2012-00-00
Type: Journal Articles
Subjects: Academically Gifted,Learning Problems,Learning Disabilities,Educational Strategies,Second Language Learning,English Instruction,Student Diversity,School Culture,English Language Learners,Teaching Methods,Inquiry,Lesson Plans

Given new, more rigorous content standards and expanding student diversity, how can school leaders leverage limited resources to guide teachers to effectively teach standards-aligned lessons to all learners? The authors propose that leaders leverage familiar instructional strategies but in a new way to support all students--English learners, students with learning disabilities, gifted students, and the mythical "average" student. They begin by describing a balance of teacher-led and student-led instruction within an inquiry-based approach to learning. Then, they present a specific set of "doable" instructional strategies that form an integrated approach to "good first teaching"and scaffold learning for a variety of students. They end by identifying major strategies that district and school leaders can use to ensure that these practices do not fall by the wayside, but become habits within the school culture. These suggestions highlight some key information in the guidebook, "Teaching English Learners and Students with Learning Difficulties in an Inclusive Classroom: A Guidebook for Teachers."
Court Schools: Embracing a Culture of Learning
Author: Garcia, Paul A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Best Practices,Educational Practices,Change Strategies,Educational Strategies,Instructional Development,Instructional Improvement,Instructional Innovation,Juvenile Justice,Youth Opportunities,Youth Programs,School Safety,School Security,English Language Learners,Culturally Relevant Education

It is ironic that the population of students on which educators have the most surveillance, either through ubiquitous video cameras or through the vigilant presence of probation officers, have been the most invisible in many educational practices. English learners who are incarcerated youth and attend county court schools throughout California are less likely to receive instruction from teachers who are trained on research-based best practices to help EL students acquire English. In this article, the authors discuss how court schools have stepped up to the challenge of providing safe and secure classrooms while offering rigorous academic instruction.
Alternatives to Student Suspension
Author: Robinett, David
Date: 2012-00-00
Type: Journal Articles
Subjects: Suspension,High School Students,Discipline Policy,State Legislation,Program Effectiveness,Parents,Citizen Participation,Parent Participation,Parent Role

Seven years ago, James A. Garfield High School in East Los Angeles set a school record with 613 student suspensions, out of a total enrollment of 5,000 students. The school, made famous by the 1988 film &quot;Stand and Deliver&quot;, was no stranger to the high rates of student discipline all too common within the Los Angeles Unified School District. However, by the 2004-2005 school year, it had become clear to school officials that the proliferation of suspensions was having little, if any, positive impact on student conduct and simply resulted in more students missing a greater number of instructional days. In this article, the author talks about alternatives to student suspension and discusses how officials at Garfield High were able to use disciplinary alternatives in lieu of suspension because of the substantial discretion afforded to them by the California Education Code. The Education Code provides a variety of disciplinary alternatives to student suspension, which should be used only as a last resort.
Impacting Motivation in the Virtual Classroom
Author: Artyushina, Galina
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,Virtual Classrooms,Distance Education,Web Based Instruction,Instructional Design,Models,Student Motivation,Teacher Role

Teachers, educational managers and learners must realize that new opportunities are offered by modern on-line communication. A person with basic Internet and Web skills is open to a new world of knowledge, from free Web surfing and self-organized education--through on-line resources and familiarization with Internet culture, its places, sites, search engines etc.--up to a more structured approach.