ethanporcaro/eric-fulltext-meta huggingface dataset:
Telecollaboration as a Tool for Building Intercultural and Interreligious Understanding: The Sousse-Villanova Programme
Author: Mason, Jonathan
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Intercultural Communication,International Cooperation,Program Descriptions,Muslims,Western Civilization,Foreign Countries,Cultural Awareness,College Students,Diaries,Computer Mediated Communication,Exchange Programs,Student Attitudes,Universities,Outcomes of Education,Terrorism,Misconceptions,Social Bias,Prosocial Behavior

The Paris and San Bernardino attacks in autumn 2015, along with various retaliatory incidents, and Donald Trump's suggestion that Muslims should be banned from entering the US, have reminded us again of the deep misunderstandings and resentments that often exist between the Muslim and Western worlds. In order to improve intercultural and interreligious understanding, students at the University of Sousse, Tunisia, took part in an online exchange programme with students from Villanova University in Pennsylvania, USA. Using student diaries and end of course reflection exercises, this study investigated both the benefits and limits that the exchange had in developing understanding, as well as the impact the process had on the outcomes. The findings showed numerous positive developments in intercultural and interreligious understanding, but also limits to the depth of discussion, particularly concerning conflict situations. The diaries also revealed some cases of limited communication, which undermined some of the benefits of the exchange. [For the complete volume, see ED571330.]
Multimodal Strategies Allowing Corrective Feedback to Be Softened during Webconferencing-Supported Interactions
Author: Wigham, Ciara R.
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Feedback (Response),Videoconferencing,Interaction,Error Correction,Semiotics,Synchronous Communication,Computer Mediated Communication,Qualitative Research,Educational Strategies,Intermode Differences,Sequential Approach,Visual Aids,Verbal Communication,French,Second Language Learning,Undergraduate Students,Student Exchange Programs,International Educational Exchange,Foreign Countries

This paper focuses on corrective feedback and examines how trainee-teachers use different semiotic resources to soften feedback sequences during synchronous online interactions. The ISMAEL corpus of webconferencing-supported L2 interactions in French provided data for this qualitative study. Using multimodal transcriptions, the analysis describes multimodal strategies used both in the error and resolution phases of the corrective sequences and in face work during these. These include combining visual and verbal modes in mitigation/remedial strategies and in role-switching cues. [For the complete volume, see ED571330.]
Telecollaboration, Challenges and Oppportunities
Author: Abruquah, Emmanuel
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Barriers,Educational Opportunities,Intercultural Programs,Student Exchange Programs,International Educational Exchange,Social Media,Computer Mediated Communication,Student Motivation,Access to Computers,Educational Objectives,Intercultural Communication,Interaction,Pilot Projects,College Students,Student Experience,Student Surveys,Student Satisfaction,Questionnaires,Foreign Countries

This article discusses some practical ideas associated with a pilot intercultural telecollaboration project. The aim of the project was to connect students from five countries: Estonia, Finland, Hungary, Poland and Spain, and to make them interact using social media, such as Facebook, Skype, Google Hangouts, etc. There were success stories connected with the project outcomes, as well as some challenges and problems, such as students' motivation and the available technology. This paper presents the project's objectives, methods and results. [For the complete volume, see ED571330.]
What Are the Perceived Effects of Telecollaboration Compared to Other Communication-Scenarios with Peers?
Author: Nissen, Elke
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Cooperation,Comparative Analysis,Blended Learning,Second Language Learning,Student Attitudes,Group Activities,Synchronous Communication,Asynchronous Communication,German,College Students,Interaction,Peer Relationship,Questionnaires,Essays,Foreign Countries

What are the perceived effects of Telecollaboration (TC), compared to other types of communication-scenarios with peers (i.e. local peers in small groups and Erasmus students abroad)? This is the question this exploratory study tackles within a blended language learning course. The analysis of students' perceptions paints a rather contrastive picture of telecollaboration. While it stays in the shadow of interaction with Erasmus students, it is complementary to local small-group work and does sustain learning. [For the complete volume, see ED571330.]
DOTI: Databank of Oral Teletandem Interactions
Author: Aranha, Solange
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Databases,Data Collection,College Students,Speech Communication,Second Language Learning,Computer Uses in Education,Computer Mediated Communication,Educational Research,Metadata,Foreign Countries,Portuguese,Italian,English (Second Language)

This contribution aims at (1) discussing the characteristics of collecting, filing and storing data to have a databank of oral interactions between university students whose main objective is the learning of a second language through teletandem; and (2) defining the steps for further collections and storage. Our data are Skype sessions of foreign language learners who interact via Voice Over Internet Protocol (VOIP) with a proficient partner in the language they are learning. Our databank aims at (1) giving value to teletandem as a situated learning context, (2) substantiating the research carried out in the field, and (3) offering other researchers the possibility to access data to confirm or refute published research. We first define a schema for interpreting teletandem sessions according to the Interaction Space (IS) Model as defined by Chanier and colleagues (2014). Subsequently, we discuss metadata concerning contexts (e.g. description of the university and of the language courses) and learning scenarios (e.g. objectives, materials). [For the complete volume, see ED571330.]
E-Learning in Chemistry Education: Self-Regulated Learning in a Virtual Classroom
Author: Eidelman, Rachel Rosanne
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Chemistry,Science Education,Science Instruction,Virtual Classrooms,Educational Environment,Grade 10,Grade 11,Correlation,Thinking Skills,Control Groups,Self Management,Learning Strategies,Measures (Individuals),Study Skills,Secondary School Science,Secondary School Students,Questionnaires,Intervention

The virtual Chemistry classroom is a learning environment for students that are willing to study Chemistry, but have no opportunity to do so at school. The program launched in 2015, and currently, there are 22 students in the 11th grade and 80 students in the 10th grade. This study investigates and characterizes the virtual learning environment, students' learning profiles and self-regulated learning processes, and tries to establish a connection between these variables. Self-regulated learning skills (SRL) help cope with learning and learning progression. Comparing students' SRL skills and strategies whilst studying Chemistry in two different learning environments (face to face and virtual classrooms), may result in answering the questions: what are the needed skills and strategies in order to be successful in the virtual Chemistry environment, and can one predict which student will do well studying in a virtual learning environment, based on their SRL profile? Can these skills be developed in a virtual environment using aids, and what aids can contribute to acquisition of SRL skills? Initial results indicate that there are small differences in some SRL categories between control and intervention groups. Significant differences were found in intervention students chat activity over time, and in their ability to answer different level questions (categorized by Bloom's Taxonomy). These findings were used to build a student profile and advance understanding of the correlation between course characteristics and the SRL of students in the program. The students will be followed over a period of 3 years, and the link between SRL and their ability to answer higher level questions in Chemistry will be further investigated. [For full proceedings, see ED571332.]
Searching for Telecollaboration in Secondary Geography Education in Germany
Author: Deutscher, Jelena
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Cooperation,Foreign Countries,Geography,Geography Instruction,Qualitative Research,Research Projects,Information Technology,Teaching Methods

The majority of studies on telecollaboration for educational purposes focus on language-related aspects. Therefore, a qualitative explorative research project was set up at the RuhrUniversity Bochum, Germany, dealing with telecollaboration from the perspective of a non-language discipline; it is based on the approach of transferring telecollaboration to content subjects, more precisely to geography education in the context of Content and Language Integrated Learning (CLIL). In this paper, the proceedings and main findings of the preliminary study of the research project are presented. The aim of the preliminary study was to learn more about the extent to which telecollaboration existed in geography education in the whole of Germany and in particular in the federal state of North-Rhine Westphalia (NRW). [For the complete volume, see ED571330.]
Connectivist Communication Networks
Author: Waßmann, Ingolf
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Information Networks,Constructivism (Learning),Learning Strategies,Courseware,Social Networks,Social Media,Web 2.0 Technologies,Integrated Learning Systems,Technology Uses in Education

Facing the challenges of the digital age concerning lifelong learning, this contribution presents an approach to dynamically establish Connectivist communication networks. According the statement &quot;the pipe is more important than the content within the pipe&quot; by Georg Siemens, learning in digital age includes the connection of people to share required information. For this purpose, the Wiki-Learnia learning platform, which collects context information about users, is combined with the InterLect software, which identifies topics and semantic relations of contents. Based on mapping of both data sources, a wide range of matched users can be found for a specific content-related communication channel. By analyzing the course of conversation at runtime, participants can adaptively be added and removed from communication. Consequently, the presented solution serves as a just-in-time learning approach for finding direct help by experts. [For full proceedings, see ED571332.]
Students' Perspective on Web 2.0-Enhanced Telecollaboration as Added Value in Translator Education
Author: Marczak, Mariusz
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Web 2.0 Technologies,Translation,Cooperative Learning,Computer Mediated Communication,Surveys,Questionnaires,Thinking Skills,Cooperation,Teamwork,Foreign Countries,Personality Traits,Graduate Students

The development of soft skills, which are the most critical skills in the global job market (Abbas &amp; Hum, 2013), is an essential goal of contemporary translator education (Mathias, 2013). A solution that permits students to simultaneously develop translation skills and soft skills is telecollaboration (Dooly &amp; O'Dowd, 2012), i.e. the use of Computer-Mediated Communication (CMC) for collaborative project work. This paper investigates students' views of the usefulness of telecollaboration in translator education, particularly in relation to the development of soft skills. Initially the author introduces the notions of soft skills (Bartel, 2011; Mathias, 2013) and telecollaboration (Belz, 2003; Dooly &amp; O'Dowd, 2013). Then he demonstrates how the latter links to the development of the former (Fleet, 2013; Keedwell, 2013). Finally, he reports the results of a survey study on students' perceptions of the value of CMC in translator education. [For the complete volume, see ED571330.]
Alumni Go Europe: A Lifelong Learning Grundtvig Project--2008-2010
Author: Council for Advancement and Support of Education
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Alumni,Lifelong Learning,Benchmarking,Volunteers,Fund Raising,Databases,Social Media,Activities,Public Relations,Universities

This article reports on the results of a two-year project to strengthen and enhance alumni relations programmes at European universities. Members of the &quot;Alumni go Europe&quot; partnership include CASE Europe, the University of Linz in Austria, the University of Navarra in Spain, and the University of Siegen in Germany. The project is funded as part of the European Commission's Lifelong Learning programme. The report, which is available at no cost, features proven ideas and suggestions as well as group findings for alumni relations practitioners, especially those who are new to the field. A few examples of lessons learned in the report include: (1) Working with volunteers and students to help alumni relations practitioners support the activity; (2) Organizing fewer, more focused events each year. Concentrate on running those events which have good attendance levels; (3) Organizing low-cost events where possible by sharing costs with other departments; and (4) Being targeted and realistic about what you can do when it comes to online communications-don't follow every new trend just for the sake of it. From 2008 to 2010, alumni relations practitioners with the University of Linz in Austria, the University of Navarra in Spain, and the University of Siegen in Germany met with CASE Europe staff in seven European cities to discuss ways to strengthen alumni programmes and networking between institutions. UK colleagues from the Universities of Birmingham, Liverpool, Reading, University College London, Birkbeck, and the School of Oriental and African Studies also participated in the project.
Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning
Author: Mittelmeier, Jenna
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Statistical Analysis,Correlation,Foreign Countries,Tutorial Programs,Tutors,Cultural Differences,Electronic Learning,Blended Learning,Feedback (Response),Higher Education,Cultural Traits,Cultural Background,Undergraduate Students

In this empirical study, we investigate the role of national cultural dimensions as distal antecedents of the use intensity of e-tutorials, which constitute the digital component within a blended learning course. Profiting from the context of a dispositional learning analytics application, we investigate cognitive processing strategies and metacognitive regulation strategies, motivation and engagement variables, and learning emotions as proximal antecedents of tool use and tool performance. We find that cultural diversity explains a substantial part of the variation in learning dispositions and tool use. The design of personalized learning paths will, therefore, profit from including national cultural dimensions as a relevant design factor. [For full proceedings, see ED571332.]
Charitable Giving to Universities in Australia and New Zealand Survey: Findings from Data Collected from 24 Universities in Australia and New Zealand for 2013, 2014 and 2015
Author: Council for Advancement and Support of Education
Date: 2016-10-27
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Universities,Educational Finance,Private Financial Support,Fund Raising,Donors,Surveys,Income,Alumni,Investment

The Charitable Giving to Universities in Australia and New Zealand Survey collects detailed information about fundraising and donors to measure the philanthropic performance of higher education institutions. It also provides an estimate of the overall impact of philanthropy on the higher education sector. This survey of philanthropic giving uses the Ross-CASE Survey methodology adopted by UK universities. It is an important tool for institutional leaders and development and alumni staff who work at education institutions as it allows them to be more rigorous in benchmarking, more confident in accountability, and more persuasive in relationships with alumni and other donors. This survey is a key source of information on this subject, enabling institutions to compare themselves with similar universities. This year's report, which draws on information from 2013-2015, charts several heights--though it also indicates some areas for concern and for future attention. The largest number of universities to date have taken part this year: 24 in total, with over 50 percent of eligible Australian institutions submitting a response. Being willing and able to undertake a demanding benchmarking exercise is not only an indicator of increasing competence; it also provides a valuable tool for improving fundraising performance. The survey Supporting Document prescribes definitions for recording philanthropic income. The main findings in this survey pertain to the following: (1) new funds secured; (2) cash income received; (3) annual funds; (4) donors; and (5) investment in fundraising and alumni relations. An appendix contains the following sections: (1) CASE; (2) About the survey; (3) Reporting conventions; (4) Acknowledgements; (5) Participating institutions; and (6) Glossary. [The Editorial Board members were involved with survey review, script creation, survey promotions, data collection, data verification, analysis, report writing, and dissemination. The 2016 committee consisted of: Nikki McGregor, Rosalind Ogilvie, Stefanie Hardacre, Agatha Albano, Mark Bentley, Louise McCarthy, and Ruth O'Hanlon.]
Educational Criteria for Evaluating Simple Class Diagrams Made by Novices for Conceptual Modeling
Author: Kayama, Mizue
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Visual Aids,Design Requirements,Concept Teaching,Novices,Statistical Analysis,Reading Tests,Creativity Tests,Error Correction,Computer Science Education,Teaching Methods,College Freshmen,Evaluation Criteria

Conceptual modeling is one of the most important learning topics for higher education and secondary education. The goal of conceptual modeling in this research is to draw a class diagram using given notation to satisfy the given requirements. In this case, the subjects are asked to choose concepts to satisfy the given requirements and to correctly extract the relations between objects and services. In this paper, we aim to propose criteria for evaluating conceptual modeling errors made by university freshmen. To achieve this research goal, we quantitatively analyzed class diagrams made by novice learners. Based on the results of three types of experiments, we propose 12 criteria, which are divided into 4 types, for evaluating class diagrams made by novices. [For full proceedings, see ED571332.]
A Portfolio for Optimal Collaboration of Human and Cyber Physical Production Systems in Problem-Solving
Author: Ansari, Fazel
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Problem Solving,Cybernetics,Feasibility Studies,Human Factors Engineering,Design Requirements,Industrial Education,Man Machine Systems,Portfolios (Background Materials),Benchmarking,Qualifications

This paper discusses the complementarity of human and cyber physical production systems (CPPS). The discourse of complementarity is elaborated by defining five criteria for comparing the characteristics of human and CPPS. Finally, a management portfolio matrix is proposed for examining the feasibility of optimal collaboration between them. The optimal collaboration refers to the exchange of knowledge, reciprocal learning, and interaction of human and CPPS in smart factories. The proposed portfolio matrix provides feasibility check rules to trigger the transition towards ideal state of human and CPPS collaboration in Industry 4.0. [For full proceedings, see ED571332.]
A Learning Support System Regarding Motion Trigger for Repetitive Motion Having an Operating Instrument
Author: Toyooka, Hiroshi
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Motion,Repetition,Learning Processes,Skill Development,Psychomotor Skills,Perceptual Motor Learning,Feedback (Response),Prediction,Pacing,Instrumentation

In the learning support for repetitive motions having an operating instrument, it is necessary for learners to control not only their own body motions but also an instrument corresponding to the body. This study focuses on the repetitive motion learning using single operation instrument without the movement in space; i.e. jump-rope and hula-hoop. The proposed system makes it possible for learners to strengthen their ability of perceiving the motion timing depending on the instrument state in time. [For full proceedings, see ED571332.]
An Empirical Study on the Impact of Self-Regulation and Compulsivity towards Smartphone Addiction of University Students
Author: Kanthawongs, Penjira
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Handheld Devices,Telecommunications,Addictive Behavior,Foreign Countries,College Students,Multiple Regression Analysis,Self Control,Higher Education,Student Surveys,Questionnaires,Internet,Social Media,Likert Scales,Hypothesis Testing,Research Methodology

Apart from Internet addiction, smartphone addiction has played important roles in students' lives as observed in recent studies. There are positive and negative aspects in using smartphones especially in higher education. University administrators or instructors should take into account what factors are affecting students' smartphone addiction in order to limit its negative effect and introduce more innovative measures such as developing ways of teaching and learning in digital age using smartphones. The aim of this study is to investigate the impact of self-regulation and compulsivity towards smartphone addiction of university students in two private universities in Thailand. 157 survey questionnaires were collected during April to May 2016 and analyzed with multiple regression analysis. Although the conceptual model explains 60.40% of the variance in smartphone addiction, only compulsivity is found to have significant determinant of smartphone addiction. Self-regulation has no significant effect on smartphone addiction. [For full proceedings, see ED571332.]