ethanporcaro/eric-fulltext-meta huggingface dataset:
Alteration of Influencing Factors of E-Learning Continued Intention for Different Degrees of Online Participation
Author: Chang, Chi-Cheng
Date: 2015-10-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Electronic Learning,Intention,Student Participation,Professional Development,Adult Learning,Questionnaires,Structural Equation Models,Interaction,Web Based Instruction,User Satisfaction (Information),Educational Quality,Program Effectiveness,Self Efficacy,Technology Uses in Education,Hypothesis Testing,Computer Mediated Communication,Likert Scales,Factor Analysis

The purpose of the present study was to investigate the variation of influencing factors of e-learning continuance intention for different degrees of participation and to examine moderating effects of degrees of participation on influencing factors of e-learning continuance intention. Participants included 670 learners from an adult professional development website. Data was collected based on questionnaires and analyzed by Structural Equation Modeling (SEM). The Revised Information System Success Model proposed by DeLone and McLean and Innovation Adoption Theory of Rogers were adopted in the present study. A research model including two constructs (curriculum and system as well as innovation adaptation) and eight influencing factors were proposed in the present study based on features of e-learning. The results revealed that the factors in the construct of curriculum and system could be varied for different degrees of learner participation. Among those factors, system quality and online interaction were the factors for the differences between low and high groups of participation. Furthermore, the factors in the construct of innovation adaptation could be varied for different degrees of participation. Among those factors, compatibility was the factor for the differences between low and high groups of participation. Degree of online participation demonstrated moderating effects on the influences of online interaction, relative advantage and compatibility in e-learning continuance intention.
Teacher's Role in the Reading Apprenticeship Framework: Aid by the Side or Sage by the Stage
Author: Mehdian, Noosha
Date: 2009-03-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Role,Reading Teachers,Reading Instruction,Apprenticeships,Reading Programs,Literacy Education,Partnerships in Education,Expertise,Pedagogical Content Knowledge,Secondary School Students,Discovery Processes,Mixed Methods Research,Metacognition,Protocol Analysis,Scaffolding (Teaching Technique)

Despite decades of efforts, alarming statistics about the literacy crisis from secondary school teachers indicate that the reading abilities of the learners are inadequate for the materials to be taught and teachers wonder if adolescents are literate enough, language-wise, to leave school and enter colleges or universities. The common mode of teaching allows students a passive role in class which leads to their being disengaged from literacy. How we teach literacy is of great importance if students are to become empowered as lifelong readers. As individuals differ in their reading abilities, teachers must move beyond testing for comprehension if students are to embrace a new way of being literate. Although research has taught us much about what is needed to read, it has provided much less knowledge about effective means of helping students learn to read. This study hoped to design a literacy program to respond to this need through a Reading Apprenticeship Framework as a partnership of expertise, drawing on what the teacher knows and does as a reader and on pre- university students' often underestimated strengths as learners using exploratory mixed method design.
Appreciative Leadership: Supporting Education Innovation
Author: Orr, Tracy
Date: 2015-10-00
Type: Journal Articles
Subjects: Leadership Styles,Educational Innovation,Transformational Leadership,Inquiry,Elementary Secondary Education,Change Agents,Constructivism (Learning),Organizational Theories,Organizational Change

Appreciative Leadership is unique among leadership theories both past and present. This uniqueness includes its strength-based practice, search for the positive in people and organizations, and the role this plays in organizational innovation and transformation. What follows is a summary of Appreciative Inquiry and the five main principles on which it is based. We then discuss Appreciative Leadership in terms of its place among leadership theories in general. Finally we look at the potential of Appreciative Leadership in K-12 contexts.
Supporting Access to Open Online Courses for Learners of Developing Countries
Author: Nti, Kwame
Date: 2015-10-00
Type: Journal Articles
Subjects: Access to Education,Online Courses,Developing Nations,Open Education,Educational Resources,Delivery Systems,Academic Standards,Concept Formation,Barriers,Higher Education

This paper examines how access to, and use of, open online courses may be enhanced for learners of developing countries from a learner perspective. Using analysis of the open education concept, factors that affect access to open educational resources content, and universal standards for delivering online learning, the author demonstrates that the open education concept, access, and participation in open online courses follow a three-level relationship. This relationship is affected by technological, economic, and more importantly, social factors, all of which play dual and opposite roles. The open education concept forms the foundation of the three-level relationship, while access maintains a central role from which participation, including use, repurposing, and redistribution of resources depend. The submission is that the relationship among openness, access, and participation should be a major consideration for producers and providers of open online courses who seek to support access for learners of developing countries.
An Investigation of University Student Readiness Towards M-Learning Using Technology Acceptance Model
Author: Iqbal, Shakeel
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Electronic Learning,Student Attitudes,Computer Attitudes,Models,Private Colleges,Developing Nations,Questionnaires,Computer Literacy,Higher Education,Demography,Student Characteristics,Handheld Devices,Telecommunications,Factor Analysis,Validity,Reliability,Structural Equation Models

M-learning is learning delivered via mobile devices and mobile technology. The research indicates that this medium of learning has potential to enhance formal as well as informal learning. However, acceptance of m-learning greatly depends upon the personal attitude of students towards this medium; therefore this study focuses only on the individual context in which the role of student's readiness towards m-learning is investigated using Technology Acceptance Model (TAM). TAM is the popular choice among the researchers for investigating acceptance of any new technology primarily because of its robust and parsimonious nature. The sample selected for this study consisted of students from the private sector universities in a developing country. A structured questionnaire was used for data collection. The final results of investigation were based on 244 valid responses. The results indicate that the students' skills and psychological readiness strongly influence their perceived ease of use (PEU) and perceived usefulness (PU) of m-learning, whereas both these constructs positively influenced their behavioral intention to use m-learning. The findings of this study have theoretical as well as practical implications which are discussed at the end.
Design Considerations for Integrating Twitter into an Online Course
Author: Rohr, Linda E.
Date: 2015-10-00
Type: Journal Articles
Subjects: Design Preferences,Technology Integration,Curriculum Design,Online Courses,Program Implementation,Educational Strategies,Courseware,Database Design,Database Management Systems,Teaching Methods,Instructional Development,Instructional Design,Grading,Computer Mediated Communication,Foreign Countries,College Students

While the use of Twitter for communication and assessment activities in online courses is not new, it has not been without its challenges. This is increasingly true of high enrolment courses. The use of a Twitter Evaluation application which leverages a Learning Management System's (LMS's) application programming interface (API) provides a solution which reduces the administrative overhead associated with tracking students' Tweets and allows the grader to focus on the assessment of the Tweets' quality. Such an application and how it improved the assessment process of grading Tweet events is described. In addition to the technological considerations, the soundness of the Twitter learning design in the course also impacts the effectiveness of the Tweet events for learning and enhancing the much-needed online social presence. Learning design considerations are also discussed.
Exploring the Roles of Social Participation in Mobile Social Media Learning: A Social Network Analysis
Author: Norman, Helmi
Date: 2015-10-00
Type: Journal Articles
Subjects: Social Media,Telecommunications,Technology Uses in Education,Handheld Devices,College Students,Educational Technology,Group Discussion,Social Networks,Social Influences,Participation,Computer Mediated Communication,Communities of Practice,Females,Network Analysis,Interpersonal Relationship

Social media is increasingly becoming an essential platform for social connectivity in our daily lives. The availability of mobile technology has further fueled its importance -- making it a ubiquitous tool for social interaction. However, limited studies have been conducted to investigate roles of social participation in this field. Thus, the study investigates roles of social participation in mobile social media learning using the &quot;ladder of participation and mastering.&quot; Participants were students taking an educational technology course in a local university. The study was conducted in a four-month period. Data was collected from discussions while learning among the students a social media platform, Facebook groups, on mobile devices. The data was analyzed using a social network analysis tool, NodeXL. Data was analyzed based on egocentric networks, betweenness centrality, and closeness centrality. The findings revealed that there are four roles of social participation in mobile social media, which are: (i) lurkers; (ii) gradually mastering members/passive members; (iii) recognized members; and (iv) coaches. The findings also indicated that over the course of four months, learners can inter-change roles of social participation--becoming more central or less central in learning discussions. As a result, a &quot;roles of social participation&quot; continuum for mobile social media learning is proposed. Future research could be conducted in other fields to investigate whether the continuum produced could be used to understand the relationship between mobile social media learning and social participation roles.
Stories from Students in Their First Semester of Distance Learning
Author: Brown, Mark
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Mixed Methods Research,Student Journals,Student Experience,Video Technology,College Students,Student Surveys,Study Habits,Phenomenology

Online and distance learning is becoming increasingly common. Some would say it has quickly become the preferred or &quot;new normal&quot; mode of study throughout the world. However, surprisingly little is known about what actually happens to first year distance students once they have enrolled in tertiary institutions; what motivates them and how they actually experience the transition to formal study by distance. This gap in the literature presents a challenge for distance education providers who, worldwide, are coming under increasing scrutiny in light of poor retention, progression, and completion rates. Against this backdrop, the purpose of the current study was to gather insights and seek a deeper understanding from first-time distance learners about the nature of their experiences. The study involved a mixed method approach over three phases. This paper focuses on the third phase, which was the major component of the study. The lived experiences of 20 first-time distance learners were gathered, in their own words, using weekly video diaries for data collection. Over 22 hours of video data was transcribed and thematically analysed, from which five themes have been reported. The discussion reflects on the ways that video diaries have provided a unique insight around the complexities of distance learning--as distinct from campus-based learning. The paper concludes that the new digital learning environment made possible by the Internet offers a number of exciting possibilities for distance learners; however, more needs to be done by institutions to change the &quot;lone wolf&quot; preconception of distance education and to avoid the &quot;goulash approach&quot; to supporting distance learners. The lives of first-time distance learners are not black and white; they are complex shades of grey and this need to be taken in to account when designing appropriate learning experiences and supports to ensure student success.
Usability Evaluation of the Student Centered e-Learning Environment
Author: Junus, Inas Sofiyah
Date: 2015-10-00
Type: Journal Articles
Subjects: Usability,Student Centered Learning,Electronic Learning,Computer Science Education,Program Evaluation,Undergraduate Students,Foreign Countries,Learning Activities,Questionnaires,Interviews,Data Analysis,Content Analysis,Integrated Learning Systems,Blended Learning,Qualitative Research,Statistical Analysis,Likert Scales

Student Centered e-Learning Environment (SCeLE) has substantial roles to support learning activities at Faculty of Computer Science, Universitas Indonesia (Fasilkom UI). Although it has been utilized for about 10 years, the usability aspect of SCeLE as an e-Learning system has not been evaluated. Therefore, the usability aspects of SCeLE Fasilkom UI as a learning support system is not well-acquainted yet. Accordingly, the researchers are in need of conducting a usability evaluation in order to propose a set of recommendation for SCeLE usability improvement, based on usability evaluation reflecting both students and lecturers experience as user. In this present research, the usability testing was conducted for SCeLE, targeting learning activities underwent by undergraduate students at Fasilkom UI, in the form of blended mode online learning. The data collection stage in the usability testing was performed by distributing questionnaires to students and interviewing several lecturers and students. The collected data were then analyzed and interpreted in order to obtain usability problems and solution alternatives. The quantitative data were analyzed using the mean as a reference, while the qualitative data were analyzed using theme-based content analysis. Data interpretation was performed by determining how to handle each kind of data based on its theme, and classifying each of the identified usability problem referring to its severity rating.
Exploring New Learning Paradigms a Reflection on Barber, Donnelly, and Rizvi (2013): &quot;An Avalanche Is Coming: Higher Education and the Revolution Ahead&quot;
Author: Brown, Tom H.
Date: 2015-10-00
Type: Journal Articles
Subjects: Higher Education,Distance Education,Open Education,Educational Change,Technology Uses in Education,Influence of Technology,Educational Trends,Futures (of Society),Navigation (Information Systems),Models,Instruction,Learning

Barber, Donnelly &amp; Rizvi (2013): &quot;An avalanche is coming: Higher education and the revolution ahead&quot; addresses some significant issues in higher education and poses some challenging questions to open and distance learning (ODL) administrators, policy makers, and of course to ODL faculty in general. Barber et al.'s paper does not specifically address the area of teaching and learning theories, strategies, and methodologies. In this paper I reflect on the impact that contemporary changes and challenges that Barber et al. describe have on teaching and learning. I draw on earlier work about future learning paradigms and navigationism (Brown, 2006). This provides a fresh approach to survive the revolution ahead with new perspectives and strategies about teaching and learning, strategies which provide meaningful learning opportunities in the future.
The Role of Social Media for Collaborative Learning to Improve Academic Performance of Students and Researchers in Malaysian Higher Education
Author: Al-Rahmi, Waleed Mugahed
Date: 2015-10-00
Type: Journal Articles
Subjects: Social Media,Higher Education,Cooperative Learning,Literature Reviews,Intention,Student Attitudes,Foreign Countries,Computer Mediated Communication,Teacher Student Relationship,Supervisors,Student Participation,Researchers,Satisfaction,Academic Achievement,Surveys,Questionnaires,Graduate Students,Likert Scales,Structural Equation Models

Social media is widely considered to improve collaborative learning among students and researchers. However, there is a surprising lack of empirical research in Malaysian higher education to improve performance of students and researchers through the effective use of social media that facilitates desirable outcomes. Thus, this study offers a review of the empirical literature, and its distinctiveness stems from the focus on collaborative learning and engagement to understand the interactive factors relevant that affect academic performance. This study also explores factors that contribute to the enhancement of collaborative learning and engagement through social media. It is unique in that it highlights that the effective use of social media for collaborative learning, engagement, and intention to use social media&quot;--a phenomenon that relies on the theory of social constructivist learning. The findings showed that collaborative learning, engagement, and intention to use social media positively and significantly relate to the interactivity of research group members with peers and research students with supervisors to improve their academic performance in Malaysian higher education.
Student Enrollment and Dropout: An Evaluation Study of DCSA Program at Bangladesh Open University
Author: Rashid, Mohammad Mamunur
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Science Education,Open Universities,Open Education,Distance Education,Program Evaluation,Enrollment Trends,Dropout Rate,Academic Persistence,School Holding Power,Educational Quality,Teaching Methods,Statistical Analysis,Qualitative Research,Interviews,Delivery Systems,Trend Analysis,Educational Policy

The aim of this study is to investigate the present status of DCSA program focusing on student enrollment, dropout, and completion trends. The study tries to explore the factors that attract or pull students to enroll in the program and push them to dropout from the program. Secondary data analysis and interview are used to generate data of the study. Quantitative analysis for the secondary data is used to explore students' enrollment, dropout, and completion trends. Qualitative approach is used to analyze the information generated from key participants' interviews. The findings of the study reveal that students' enrollment and completion trends are not at satisfactory level. The push factors identified from the study are mostly extrinsic or institution related. The factors that need to improve are current instructional strategy, timely delivery of learning materials and course related information, strengthen the activities of Regional Resource Centers (RRC) and Sub Regional Resource Centers (SRRC). The findings have some policy implications implying that the policy makers of BOU should take into account the findings of the study to improve the quality of DCSA program offered by BOU through the delivery mode of ODL.
Mainstreaming Open Textbooks: Educator Perspectives on the Impact of OpenStax College Open Textbooks
Author: Pitt, Rebecca
Date: 2015-10-00
Type: Journal Articles
Subjects: Textbooks,Electronic Publishing,Teacher Surveys,Shared Resources and Services,Teacher Attitudes,Student Satisfaction,Mixed Methods Research,Questionnaires,Student Attitudes,Teacher Characteristics,College Faculty,College Students,Costs

This paper presents the results of collaborative research between open textbook provider OpenStax College (OSC) and the OER Research Hub (OERRH), a Hewlett funded mixed methods open research project examining the impact of open educational resources (OER) on learning and teaching. The paper focuses primarily on the results of two surveys that were conducted with educators using a range of OSC open textbooks during 2013 and 2014/2015. The results of this research shows that OER such as OSC enables a majority of educators to better respond to student needs whilst often making teaching easier and in some instances changing teaching practices. Although this paper does not focus on the impact of OER on students, a majority of educators surveyed perceive an increase in student satisfaction when using OER such as OSC and believe that OSC are saving students money. A list of resources is provided.
The Challenges of Assignment Design in Discipline-Based Freshman Writing Classes
Author: Wilner, Arlene
Date: 2005-00-00
Type: Journal Articles
Subjects: Freshman Composition,Writing Instruction,Writing Assignments,Writing Skills,Instructional Design,Essays,Prompting,Interviews,Video Technology,English Departments,Interdisciplinary Approach,Writing Across the Curriculum,Team Teaching,Theory Practice Relationship,Expertise,Novices,Writing Attitudes,Educational Strategies

In this author's research, the question of whether it makes sense to think of writing primarily as a generic skill acquired increasing urgency as she gathered qualitative data for a study of the relationship between instructors' expectations in the design of writing assignments and the students' thinking as evidenced both in their essay responses and in their commentary on the qualities of various writing prompts. What follows from the author is, first, an analysis of the problematic assignment as illuminated by reflections on it by the two professors (each of whom agreed to a separate videotaped interview), and by four students at different points in their academic careers, who discussed the prompt as part of a videotaped panel on assignment design. The author hoped to highlight some issues that may be increasingly worthy as the field of composition undergoes a metamorphosis from stepchild of the English department to a focus of interest for a growing number of faculty across the curriculum.