ethanporcaro/eric-fulltext-meta huggingface dataset:
Applying the Technology Acceptance Model (TAM) to Explore the Effects of a Course Management System (CMS)-Assisted EFL Writing Instruction
Author: Tsai, Yea-Ru
Date: 2015-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Educational Technology,Writing Instruction,English (Second Language),Second Language Instruction,Integrated Learning Systems,Research Reports,Quasiexperimental Design,Technology Integration,Student Attitudes,Foreign Countries,Undergraduate Students,Experimental Groups,Control Groups,Comparative Analysis,Blended Learning,Questionnaires,Statistical Analysis

This study illustrates a teaching model that utilizes a Blackboard (Bb) course management system (CMS) to support English writing instruction. It was implemented in a blended English research paper (RP) writing course, with specific learning resources and activities offered inside and outside the Bb CMS. A quasi-experimental study in which the results of two academic years were analysed is presented. The results showed that the experimental group significantly outperformed the control group in their final drafts. The research methodology included the Technology Acceptance Model (TAM) to evaluate the course. The results of the survey showed that most students displayed positive learning outcomes, indicating that the instruction model could contribute to the effectiveness of learning English writing. Major factors influencing the improvement of writing performance included technical support, perceived usefulness, perceived ease of use, and attitude; however, the influence of writing activities on the Bb was limited in comparison to the other variables.
Enhancing L2 Reading Comprehension with Hypermedia Texts: Student Perceptions
Author: Garrett-Rucks, Paula
Date: 2015-00-00
Type: Journal Articles
Subjects: Hypermedia,Second Language Learning,Educational Technology,Technology Uses in Education,Audiovisual Instruction,Cultural Influences,Conventional Instruction,Student Attitudes,Reading Comprehension,Documentation,French,College Students,Reading Assignments,Printed Materials,Electronic Publishing,Student Surveys,Computer Software,Questionnaires

This study extends current research about L2 hypermedia texts by investigating the combined use of audiovisual features including: (a) Contextualized images, (b) rollover translations, (c) cultural information, (d) audio explanations and (e) comprehension check exercises. Specifically, student perceptions of hypermedia readings compared to traditional print texts are investigated in this study to address theoretical concerns that the combined use of multiple audiovisual annotations might split learners' attention from their reading comprehension. Additionally, student perceptions of the usefulness of the annotation features afforded by the hypermedia texts were investigated. Data were collected from 70 French language learners across four intermediate and advanced French courses at a large Midwestern research university. Participants in each course were assigned hypermedia readings, each of which being paired with an analogous traditional print reading of the same genre, with a similar word count and reading difficulty level, followed by a format preference survey. Results from data analysis of the format preference surveys showed statistically significant differences for user preference of the hypermedia texts and a user belief that the hypermedia format facilitated reading comprehension with less effort than print readings. Research findings about the reported usefulness of the annotation features are situated within Mayer's (2005) cognitive theory of multimedia learning. Directions for future research into the optimal design of hypermedia texts are discussed.
Giving and Receiving Advice in Computer-Mediated Peer Response Activities
Author: Tsai, Mei-Hsing
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,Computer Mediated Communication,Synchronous Communication,Second Language Learning,English Language Learners,Asians,Peer Evaluation,Guidance,Novices,Writing Evaluation,Help Seeking

In synchronous computer-mediated contexts, peer-to-peer interaction at the microlevel has received little scrutiny. In applying a conversation analysis approach, this study scrutinizes the precise nature of peer-to-peer advice giving and receiving. In this process, an advice giver can be viewed at certain moments as more competent to evaluate a recipient's essay and to provide advice, while the recipient can be positioned as being less knowledgeable. Therefore, the present study focuses on the following research question: How did advice givers and recipients manage the asymmetrical participant roles inherent in L2 peer response? More specifically, this study explores the relationship between institutional roles and social relationships during advising episodes by investigating three single cases of dyadic pairs in an ESL university writing classroom. We show the ambiguity arising in interactions as novice advice givers attempt to balance criticism with the maintenance of harmonious interpersonal relationships, offering compliments rather than straightforward advice.
Learning L2 Pronunciation with a Mobile Speech Recognizer: French /y/
Author: Liakin, Denis
Date: 2015-00-00
Type: Journal Articles
Subjects: French,Second Language Learning,Pronunciation,Telecommunications,Handheld Devices,Automation,Teaching Methods,Elementary School Students,Comparative Analysis,Feedback (Response),Computer Software,Educational Technology,Technology Uses in Education,Randomized Controlled Trials,Mixed Methods Research,Pretests Posttests,Surveys,Interviews,Foreign Countries

This study investigates the acquisition of the L2 French vowel /y/ in a mobile-assisted learning environment, via the use of automatic speech recognition (ASR). Particularly, it addresses the question of whether ASR-based pronunciation instruction using a mobile device can improve the production and perception of French /y/. Forty-two elementary French students participated in an experimental study in which they were assigned to one of three groups: (1) the ASR Group, which used an ASR application on their mobile devices to complete weekly pronunciation activities, with immediate written visual (textual) feedback provided by the software and no human interaction; (2) the Non-ASR Group, which completed the same weekly pronunciation activities in individual weekly sessions but with a teacher who provided immediate oral feedback using recasts and repetitions; and finally, (3) the Control Group, which participated in weekly individual meetings 'to practice their conversation skills' with a teacher who provided no pronunciation feedback. The study followed a pretest/posttest design. According to the results of the dependent samples t-tests, only the ASR group improved significantly from pretest to posttest (p &lt; 0.001), and none of the groups improved in perception. The overall success of the ASR group on the production measures suggests that this type of learning environment is propitious for the development of segmental features such as /y/ in L2 French.
Conversation Analysis in Computer-Assisted Language Learning
Author: González-Lloret, Marta
Date: 2015-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Computer Mediated Communication,Computer Assisted Instruction,Second Language Instruction,Second Language Learning,Qualitative Research,Data Analysis,Program Implementation,Educational Research,Applied Linguistics,Sequential Approach,Affordances,Longitudinal Studies,Concept Formation

The use of Conversation Analysis (CA) in the study of technology-mediated interactions is a recent methodological addition to qualitative research in the field of Computer-assisted Language Learning (CALL). The expansion of CA in Second Language Acquisition research, coupled with the need for qualitative techniques to explore how people interact in technology-mediated environments, has stimulated a small but growing body of research. This article reviews CALL research that employed a CA approach to the collection, microanalysis, and understanding of the data in a variety of technology-mediated fields (text, audio and video SCMC, email, forums and bulletin boards, social networks, and games), with participants from different contexts and languages, interacting in an L2 either among themselves or with native/more expert speakers of the language. Most research up to now has been descriptive in nature, illustrating the sequential organization of interaction, interactional and linguistic resources employed by the participants, and affordances and challenges of the media to promote language learning. In addition, a few studies have directly explored &quot;learning&quot; through the microanalysis of longitudinal data for any changes in the learners' linguistic and interactional patterns of engagement. The review of studies is followed by those challenges that affect the implementation of CA in CALL research and a vision of the future of CA for CALL in the larger field of Applied Linguistics.
Global Leadership Communication: A Strategic Proposal
Author: Lawrence, Tom
Date: 2015-05-00
Type: Journal Articles
Subjects: Global Approach,Leadership,Communication Strategies,Communication Skills,Strategic Planning,Cultural Differences,Position Papers,Organizational Objectives,Leadership Training

Organizations face a myriad of challenges as the world interconnects through the process of globalization. In order to sustain viability and produce competitive advantage, organizations must develop a global communication strategy. Communication skills need to be developed at all levels of the organization, from a coherent mission statement to individual employee development. Organizations need global leaders, capable of moving in and through divergent cultural environments. Identifying and equipping these future leaders is an antecedent to success in the global marketplace. This paper offers an instructive model to guide organizations as they face increasingly complex, cross-cultural environments.
How to Launch a Doctoral Interdisciplinary Leadership Program
Author: Brock, Barbara L.
Date: 2015-05-00
Type: Journal Articles
Subjects: Doctoral Programs,Interdisciplinary Approach,Leadership,Program Development,Social Justice,Teacher Student Relationship,College Faculty,Cooperation,Doctoral Dissertations,Christianity,Ideology,Graduate Students,Leadership Styles,Student Diversity,Diversity (Faculty),Interpersonal Communication,Student Experience

Building a doctoral program in leadership is never an easy task, and building an interdisciplinary doctoral program is even more difficult. Yet, it is the interdisciplinary approach that differentiates typical leadership programs from others and offers learners an integrated view of leadership theories and practices. This special report presents an example of designing and implementing an interdisciplinary doctoral program that promotes social justice leadership. Drawing from firsthand experiences of program faculty, staff, and administration, we share lessons learned and the logic behind adopting an interdisciplinary approach for those creating programs that seeks to promote social justice. We found that by allowing students and faculty to convene together, rather than disperse into separate, isolated academic disciplines, emerging scholar-practitioners are encouraged to engage in realistic, professional practice investigation and problem-solving techniques. Through this experience, we also found that conscious coursework design involves integrating multiple, often quite divergent, disciplines into a core set of courses. Additionally, we learned that unifying students through a common mission permits distinctive discussions, including personal reflection and ethical decision-making opportunities among the concepts, constructs, and knowledge that extend beyond disciplinary lines (Cherney et al., 2012). We also found that cultivating a diverse student body and faculty base requires everyone to work strategically within the program, recognizing the call for coherence and consistency across disciplinary lines. Finally, we discovered that developing a dissertation in practice allows students to implement an evidence-based solution within their professional practice setting as their pinnacle doctorate work (Herr &amp; Anderson, 2014; Olson &amp; Clark, 2009). We conclude this paper by reiterating our finding that leadership programs that promote social justice are enhanced by adopting an interdisciplinary approach as this allows for the creation of a program that challenges students to learn at a more complex level, faculty to integrate disciplines, and programs to promote socially just ideals. We discuss implications for other schools seeking to develop an interdisciplinary doctoral leadership program.
Self-Perceived Traits of Servant Leadership in AmeriCorps Volunteers: A Mixed Method Concurrent Explanatory Study
Author: Cook, Karen F.
Date: 2015-05-00
Type: Journal Articles
Subjects: Leadership Styles,Self Concept,Mixed Methods Research,Volunteers,Public Service,Questionnaires,Semi Structured Interviews,Leadership Qualities,National Programs

Although the tenets of modern servant leadership originated by Greenleaf (1970) have long been applied to service enterprise, no known research has applied the principles to the self-perception of AmeriCorps volunteers who commit to one year of service. The purpose of this mixed-method study was to determine whether volunteers who commit to one year of national service identify with characteristics and behaviors of modern servant leadership in order to operationalize the volunteer leadership experience for both the volunteer and the sponsoring agency, and to provide volunteers with personal awareness of their experiences. The quantitative portion of the study employed the results of 51 self/leader reports of Barbuto and Wheeler's (2006) Servant Leadership Questionnaire (SLQ) to discover that some significance existed between their original study and this study. The qualitative portion involved gathering information from 10 semi-structured, individual interviews. Analysis revealed two major themes: personal awareness responses and direct action responses. These themes supported favorable responses to the research questions. Empirical and narrative responses allow directors and leaders of AmeriCorps and long-term service programs to consider alternatives by which to discern incoming applications, reinforce candidate self-awareness, and provide a foundation for future research.
Support for Interdisciplinary Approaches in Emergency Medical Services Education
Author: Leggio, William J., Jr.
Date: 2015-05-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Professional Training,Emergency Medical Technicians,Allied Health Occupations Education,Simulation,Skill Development,Literature Reviews

This article analyzes the need for Emergency Medical Services (EMS) educational programs and academicians to develop interdisciplinary educational and training opportunities with other healthcare disciplines. A literature review was conducted on EMS education and interdisciplinary approaches in healthcare education. In general, support for both didactic and simulated interdisciplinary education in healthcare is supported by positive impacts on student learning and improved patient outcomes. Support for interdisciplinary approaches in EMS education was constructed by applying research on interdisciplinary healthcare education to the identified criticisms of EMS education. A critical analysis of the literature allowed for recommendations to be made on the implementation of and further research for interdisciplinary approaches in EMS education. This article supports EMS students to be educated in a way that is reflective of a profession that must work collaboratively to provide out-of-hospital healthcare.
An Exploration of the Moderating Effect of Motivation on the Relationship between Work Satisfaction and Utilization of Virtual Team Effectiveness Attributes: A Mixed Methods Study
Author: Day, Frederick C.
Date: 2015-11-00
Type: Journal Articles
Subjects: Motivation,Job Satisfaction,Teamwork,Mixed Methods Research,Online Surveys,Foreign Countries,Self Concept,Leadership,Correlation,Work Experience,Goal Orientation,Improvement,Technology,Interviews,Multiple Regression Analysis,Predictor Variables

A unique challenge for organizations is in leading diverse, dispersed teams whose members are motivated to work independently, but are willing to collaborate. The purpose of this study was to gain an understanding of how nuanced variations in motivational patterns influences the relationship between work satisfaction and virtual team effectiveness. A sequential, mixed methods design was used to analyze and explain the moderating effects of motivational orientation on this relationship. In the first, quantitative phase, participating virtual team members completed an online survey with items comprising the five motivation source scales from the Motivation Sources Inventory, work satisfaction, and eleven variables measuring utilization of virtual team effectiveness attributes from the Virtual Teams Survey. Seven hypotheses were tested, with support found for three of the hypotheses. Work satisfaction and utilization of the virtual team effectiveness attributes were found to be positively correlated. Support was also found for hypotheses that the relationship between work satisfaction and utilization of the virtual team effectiveness attributes will be stronger for virtual team members (VTMs) with low self-concept external and / or moderate or high goal internalization patterns. In the second, qualitative phase, follow-up interviews were conducted to support and provide rationale for the quantitative results. Qualitative analysis of interviews revealed three major themes focused on concerns regarding team leadership, organizational support, and technology. Viewed in context with the quantitative results, the themes suggest that work satisfaction may be improved for most VTMs, regardless of motivation pattern, by strengthening leadership, aligning rewards with goals, and enhancing the technology used for team communication.
Human Resource Management and Human Resource Development: Evolution and Contributions
Author: Richman, Nicole
Date: 2015-11-00
Type: Journal Articles
Subjects: Human Resources,Labor Force Development,Personnel Management,Leadership,Definitions

Research agrees that a high performance organization (HPO) cannot exist without an elevated value placed on human resource management (HRM) and human resource development (HRD). However, a complementary pairing of HRM and HRD has not always existed. The evolution of HRD from its roots in human knowledge transference to HRM and present day HRD activities reveals that environmental, social, and political influences have escalated the need for organizations to focus employee development in the areas of flexibility, innovation, and capability. The following review illustrates the importance of HRM and HRD to organizational leadership. Furthermore, the research examined builds a close association between the attributes of a HPO and the skills transferred through an effective collaboration of HRM and HRD activities.
Pratfalls, Pitfalls, and Passion: The Melding of Leadership and Social Justice
Author: Noble, Donnette J.
Date: 2015-11-00
Type: Journal Articles
Subjects: Leadership,Social Justice,Definitions,Social Issues,Labor,Economic Factors,Global Approach,Cultural Pluralism

Frequent conflicts over money, land, power, and other resources make it difficult for some societies to find or sustain any sense of equilibrium. Additionally, racial, ethnic, religious, socioeconomic, educational, and political injustices, among others, require that leaders increase their understanding and commitment to social justice. Such efforts are critical in light of the vastly disparate opinions and increasingly polarized positions at the heart of contentious relationships that exist among people. This paper explores the origins of social justice, discusses the definition and perceptions of social justice, introduces the relationship between social justice and leadership, addresses current social and environmental conditions, presents challenges for leaders in terms of addressing social justice, and offers implications for socially just leadership.
The Relationship between Transformational Leadership and Organizational Commitment in Nonprofit Long Term Care Organizations: The Direct Care Worker Perspective
Author: Porter, Jeanette A.
Date: 2015-11-00
Type: Journal Articles
Subjects: Transformational Leadership,Health Services,Nonprofit Organizations,Employee Attitudes,Work Attitudes,Health Personnel,Leadership Qualities,Supervisors,Statistical Analysis,Correlation,Persistence,Leadership Styles,Measures (Individuals)

The United States population is rapidly aging, and retaining direct care workers (DCWs) will continue to be a workforce concern for the industry in addressing the demand for long term care services. To date, scant literature exists that addresses the DCW perspective of leadership behaviors and their influence on organizational commitment. To respond to this deficiency, this research studied leadership behaviors of direct importance for DCWs at the immediate supervisor level, and provided empirical insight into organizational commitment among workers closest to patient care. Research on leader behaviors has focused on managerial and executive levels, with scant consideration in long term care at the lower hierarchical levels. Transformational leadership was hypothesized to have a significant positive relationship with organizational commitment, specifically affective and normative commitments, and a significant inverse relationship with continuance commitment. The quantitative correlational study explored the relationship between transformational leadership and organizational commitment among 322 direct care workers employed by nonprofit, multi-level long term care organizations located in the Midwest. Results revealed a statistically significant relationship between overall transformational leadership and organizational commitment as well as affective and normative commitment dimensions, with no significant relationship found between transformational leadership and continuance commitment. The study results are beneficial to industry leaders, researchers, and policymakers for addressing operational policies, leadership training, human resource practices, and workforce policy development. Operational policies should reflect the values of the organization and follow from a compelling, collective vision and mission. Human resources practices warrant review if not aligned with the vision, mission, and values. Leadership development training should be considered for continuing education for supervisors at all levels as well as for potential policy alternatives.
From Knowing to Understanding Student Empowerment: A Narrative Approach to Research in a Middle School
Author: Horn, Brian R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Empowerment,Middle School Students,Grade 8,Language Arts,Educational Research,Educational Policy,Educational Legislation,Federal Legislation,Ethnography,Critical Literacy,Communities of Practice,Culturally Relevant Education

This paper examines how, as a teacher researcher, I employed a narrative approach to research to better understand my 8th grade Language Arts students' empowerment in school. Drawing on sociocultural theory, critical pedagogy and a narrative approach to teacher research, students' voices were privileged and compared to the systemic assumptions regarding student empowerment inherent in No Child Left Behind (NCLB) policy in order to develop a stronger professional understanding of how schools empower and disempower students.