ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Language Learning Textbooks Enriched with Sense of Literacy: The Case of Junior High School in Indonesia
Author: Sodiq, Syamsul
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indonesian Languages,Language of Instruction,Textbook Preparation,Literacy,Junior High School Students,Case Studies,Native Language Instruction,Daily Living Skills,Qualitative Research,Observation

This research is aimed at developing an Indonesian course-books integrated with the materials for life skill education (LSE). It can support effective learning through literacy models and results qualified book on Indonesian language learning. By applying Fenrich's method on development model (1997) include five phases of analysis, planning, constructing, developing, and implementation, analysis was carried out by focusing on the synergy of the basic competence (BC) compared to the competency of general life skill (CGLS) and the students learning needs. The research was conducted at Sekolah Alam Insan Mulia or SAIM (Insan Mulia School of Universe) Junior High School in Surabaya as a case of study. The research data consists of information about the validity of the course-books, the applicability of the lesson unit, teacher's activities, student's activities, student's responses, completeness of the learning outcomes, and information about field barriers during the course-books implementation. By developing and enriching sense of literacy in Indonesian learning textbooks, numerous positive impacts could be achieved.
A Comparison between the Effect of Cooperative Learning Teaching Method and Lecture Teaching Method on Students' Learning and Satisfaction Level
Author: Mohammadjani, Farzad
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Cooperative Learning,Questionnaires,Test Reliability,Test Validity,Lecture Method,Comparative Analysis,Elementary School Students,Student Attitudes,Science Teachers,Science Instruction,College Faculty,Boards of Education,Foreign Countries,Grade 5,School Districts,Computer Software,Gender Differences,Instructional Effectiveness

The aim of the present research is to investigate a comparison between the effect of cooperative learning teaching method and lecture teaching method on students' learning and satisfaction level. The research population consisted of all the fourth grade elementary school students of educational district 4 in Shiraz. The statistical population included 120 students (60 female and 60 male) of fifth grade elementary school that were selected randomly. The research method was semi-experimental and the research tools included a 40-item exam aimed at evaluating the students' learning level and also a questionnaire aimed at measuring student's satisfaction level that included 25 items. Validity was calculated by asking 14 educational science professors and 12 members of the board of education to examine the content of the items. The reliability of the test was confirmed through retesting (r = 0.88). For data analysis, t-test and variance analysis were used by utilizing SPSS software. The results showed that the cooperative learning teaching method has a higher effect on students learning than the lecture teaching method. Also the results showed that the cooperative learning method results in higher satisfaction in students that the lecture teaching method. Female students had higher satisfaction and learning levels in cooperative learning teaching method than male students did.
Development of Knowledge Management Model for Developing the Internal Quality Assurance in Educational Opportunity Expansion Schools
Author: Pradabpech, Pipat
Date: 2015-00-00
Type: Journal Articles
Subjects: Knowledge Management,Quality Assurance,Educational Opportunities,Educational Quality,Questionnaires,Interviews,Statistical Analysis,Goal Orientation,Role,Specialists,Models,Pretests Posttests,Institutional Evaluation,Standards,Administrator Attitudes,Teacher Attitudes,Likert Scales,Elementary School Students,Foreign Countries,Educational Administration

This research for: 1) to study the current situation and problem in KM, 2) to develop the KM Model, and 3) to evaluate the finding usage of the KM Model for developing the Internal Quality Assurance of Educational Opportunity Expansion Schools. There were 3 Phases of research implementation. Phase 1: the current situation and problem in KM, was studied. Phase 2: the KM Model, was constructed, investigated, revised. Phase 3: the findings of usage in the KM Model for developing the Internal Quality Assurance of Educational Opportunity Expansion Schools. The research instruments for data collection were: the Questionnaire, and the Interview Form. The statistic using for data analysis included the Mean, Standard Deviation, and Percentage. The research findings found that: 1) The current situation and problem, found that were 7 Steps of implementation in KM including: the goal setting, the role determination, the knowledge construction, the shared learning, the knowledge selection, and the conclusions in body of knowledge, and the problem of KM, in overall, was in &quot;High&quot; level. 2) The KM Model, found that were 7 Steps of implementation in KM including: the goal setting, the role determination, the knowledge construction, the shared learning, the knowledge selection, and the conclusions in body of knowledge, and the delimitation of 8 aspects of Internal Quality Assurance. The findings of investigation in the KM Model, by all of 7 experts, found that the Mean Value was in &quot;High&quot; level. 3) The findings of evaluation in usage of KM Model, found that the Mean Value of testing after implementation of KM (posttest), was higher than before implementation of KM (pretest) at .01 significant level. The administrators and teachers had satisfaction in of KM Model, after the usage, found that it was in &quot;High&quot; level.
Open Educational Resources: American Ideals, Global Questions
Author: Weiland, Steven
Date: 2015-00-00
Type: Journal Articles
Subjects: Open Education,Educational Resources,Online Courses,Educational Development,Global Education,Educational Innovation,Educational Change,Educational Technology,Transformative Learning,Information Technology,Criticism,Higher Education,Mass Instruction

Educational relations between societies and cultures that begin with benevolent intentions can come to be seen as threats to national autonomy and local preferences. Indeed, side by side with the growth since the first years of this century of Open Educational Resources (OER) there has been worry about their impact on global educational development. Evaluation and research have lagged behind the steady expansion of access to online resources, leaving estimates of the value of digital innovation to the enthusiasm of OER providers and technology minded educational reformers. The advent of the &quot;Massive Open Online Course&quot; (or MOOC) has exacerbated the problem, with attention moving toward a form of OER reflecting the enthusiasm of leading institutions in industrialized nations. The American led movement on behalf of the MOOC requires new questions about the motives, impact, and future of OER. This essay accounts for the history of OER, culminating in the MOOC, including how the latter in particular is an expression of American pedagogical and institutional interests representing belief in the transformative educational powers of the latest communications technologies. Criticism of OER and MOOCs can reflect organizational, operational, and ideological considerations. But it should recognize what they offer when there are few other opportunities for formal learning, and as research demonstrates their uses and impact.
Geospatial Thinking of Information Professionals
Author: Bishop, Bradley Wade
Date: 2013-00-00
Type: Journal Articles
Subjects: Thinking Skills,Spatial Ability,Information Science Education,Pilot Projects,Professional Development,Capacity Building,Librarians,Skill Development,Technology Education,Technological Literacy,Information Literacy,Geographic Information Systems,Pretests Posttests,Information Skills

Geospatial thinking skills inform a host of library decisions including planning and managing facilities, analyzing service area populations, facility site location, library outlet and service point closures, as well as assisting users with their own geospatial needs. Geospatial thinking includes spatial cognition, spatial reasoning, and knowledge discovery. A lack of understanding of librarians' geospatial thinking called for some preliminary investigation into the geospatial thinking skills of information professionals. Findings from this pilot study's performance task indicate geospatial thinking skills improved for ten information professionals tested after some training with geospatial technologies. A summary provides recommendations on how to both improve future study of geospatial thinking and suggestions on ways to incorporate geospatial thinking into library and information science curricula.
Examining the Relations among Student Motivation, Engagement, and Retention in a MOOC: A Structural Equation Modeling Approach
Author: Xiong, Yao
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Motivation,Learner Engagement,Retention (Psychology),Online Courses,Incentives,Correlation,College Students,Measures (Individuals),Predictor Variables,Structural Equation Models

Students who are enrolled in MOOCs tend to have different motivational patterns than fee-paying college students. A majority of MOOC students demonstrate characteristics akin more to &quot;tourists&quot; than formal learners. As a consequence, MOOC students' completion rate is usually very low. The current study examines the relations among student motivation, engagement, and retention using structural equation modeling and data from a Penn State University MOOC. Three distinct types of motivation are examined: intrinsic motivation, extrinsic motivation, and social motivation. Two main hypotheses are tested: (a) motivation predicts student course engagement; and (b) student engagement predicts their retention in the course. The results show that motivation is significantly predictive of student course engagement. Furthermore, engagement is a strong predictor of retention. The findings suggest that promoting student motivation and monitoring individual students' online activities might improve course retention.
The Google Online Marketing Challenge and Distributed Learning
Author: Brown, Ron T.
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Science Education,Skill Development,Educational Needs,Publicity,Library Services,Library Administration,Institutional Advancement,Distance Education,Use Studies,Job Skills,Online Courses,Online Surveys,Student Surveys,Student Attitudes,Semi Structured Interviews,Coding,Interpersonal Relationship,Barriers,Feedback (Response),Change Strategies,Course Organization,College Students

Stagnant perceptions continue to persist in the general public regarding the services libraries offer. LIS research suggests an increased need for marketing, yet LIS programs and students may not view marketing as core to the degree. The Google Online Marketing Challenge (GOMC), a global competition for online marketing, was incorporated into two LIS courses to build skills in project management, industry analysis, marketing, and search engine optimization. A qualitative analysis was conducted to investigate whether they perceived the marketing project as relevant to their courses and degrees. A model was created to represent the factors that had an impact on project success. Overall students experienced an increased interest in marketing. Leadership, teamwork, and communication played strong roles in how students dealt with project challenges and their perceptions toward the end of the project.
Empowering Accelerated Personal, Professional and Scholarly Discovery among Information Seekers: An Educational Vision
Author: Harmon, Glynn
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Seeking,Discovery Learning,Discovery Processes,Scholarship,Inquiry,Library Education,Information Science Education,Behavior Theories,Acceleration (Education),Models,Educational Objectives

The term discovery applies herein to the successful outcome of inquiry in which a significant personal, professional or scholarly breakthrough or insight occurs, and which is individually or socially acknowledged as a key contribution to knowledge. Since discoveries culminate at fixed points in time, discoveries can serve as an outcome metric for both inquirers and the information professionals who support inquiry. First, the primacy of information seeking behavior is explored, particularly its key role in guiding the development of various kinds of supportive information architectures and services. Second, three models of the discovery process are presented, with suggested ways to accelerate discovery via each model. Last, a case is made for developing a strategic vision for LIS and iSchool education. This educational vision involves augmenting information behavior theory with a generalized art and science of search, research and accelerated discovery, and the development of systems and technologies to prompt discovery.
Private Cloud Communities for Faculty and Students
Author: Tomal, Daniel R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Computer Software,Information Storage,Higher Education,Information Dissemination,Interpersonal Relationship,Computer Mediated Communication,Communities of Practice,Technical Assistance,Integrated Learning Systems,Costs,Cost Effectiveness,Web Sites,Internet,Planning,College Students,College Faculty

Massive open online courses (MOOCs) and public and private cloud communities continue to flourish in the field of higher education. However, MOOCs have received criticism in recent years and offer little benefit to students already enrolled at an institution. This article advocates for the collaborative creation and use of institutional, program or student-specific private cloud communities developed as a way to promote academic identity, information dissemination, social discourse, and to form a bridge between faculty, administration and students. Concrete steps to build a private cloud are described. Placing a greater emphasis on meeting the needs of enrolled students versus engaging the masses in a MOOC for &quot;edutainment&quot; purposes is recommended.
A Case Study of Periodical Use by Library and Information Science Students
Author: Ivins, Tammy
Date: 2013-00-00
Type: Journal Articles
Subjects: Library Education,Information Science Education,College Students,Periodicals,Journal Articles,Student Research,Citations (References),Academic Libraries,College Libraries,Research Libraries,Masters Programs,Graduate Students,Bibliographies,Information Sources

There is a lack of information in the literature about the sources used for research by modern Master of Library and Information Science students in the United States, and so the objective of this project is to understand the use of periodical articles by these students. Specifically: do articles play a major role in student research, how current are the articles cited, and can a core group of periodicals be identified? 192 capstone papers from 2005-2010 at the University of North Carolina at Chapel Hill were sampled for a bibliographic analysis. The results show that periodical articles do play a significant role (making up 48% of all references) and are fairly current (49% of all article citations were from within five years). This study identified four core LIS periodicals among its results: &quot;The Journal of Academic Librarianship, College &amp; Research Libraries,&quot; &quot;Library Journal,&quot; and &quot;Communications of the ACM.&quot; Finally, 85% of all periodicals were cited by only one student, indicating that MLIS students use a broad variety of periodicals for their research. A bibliography is included.
Critical Spaces for Critical Times: Global Conversations in Literacy Research as an Open Professional Development and Practices Resource
Author: Albers, Peggy
Date: 2015-00-00
Type: Journal Articles
Subjects: Faculty Development,Open Education,Educational Resources,Critical Literacy,Longitudinal Studies,Seminars,Web Based Instruction,Educational Practices,Critical Theory,Program Descriptions,Sustainability,Global Education,Online Courses

This paper reflects an OER (Open Educational Resources) critical literacy project, Global Conversations in Literacy Research (GCLR), (www.globalconversationsinliteracy.wordpress.com), now in its fourth year. GCLR annually hosts seven web seminars presented by internationally recognized literacy and education scholars. We outline key dimensions of GCLR not only as an OER but as an open educational practice (OEP) (Andrade et al., 2011) that through its design, not only provides open access to scholarship, but also understands the critical nexus among resources, practices and theory. Informed by data from a longitudinal study, this paper situates these dimensions within professional development literature, and outlines GCLR as a critical space designed for critical times, and the importance of intentionality when accessing OER. Like scholars before us, we argue that that availability is not the only consideration when using OER (Andrade et al., 2011); OER must be considered in relation to pedagogical considerations and how OER are used as a critical component to online professional development.
Transfer, Lead, Look Inward: Further Study of Preservice School Librarians' Development
Author: Mardis, Marcia A.
Date: 2013-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Librarian Attitudes,Career Choice,Library Education,Transfer of Training,Skill Development,Leadership Training,Semi Structured Interviews,Practicums,Longitudinal Studies,Qualitative Research,Student Attitudes,Case Studies

School librarianship is affected by the widespread challenges affecting schools and changing notions of school libraries' relevancy. The purpose of this study was to ascertain how these societal trends influenced educators' decisions to be school librarians. In this second phase of a longitudinal qualitative study, five school library program graduates were re-engaged four years after the conclusion of the first phase. Critical event narrative analyses of interview transcripts suggested that while their preservice education experiences prepared them to embrace school library and technology leadership, some participants chose not to pursue or stay in school librarianship and applied their preparation to roles as classroom teachers and school administrators. Many participants' choices reflected themes found in literature pertaining to situated learning, transfer of training, transfer of skills, and leadership development. In addition, the powerful presence of teacher acculturation factors and phases of career development affected the experiences of these school library preparation program graduates.
Educational Cooperation between Thailand and Cambodia: Outcomes on Human Development, International Understanding and Future Prospect
Author: Kijtorntham, Wichuda
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Cooperation,International Cooperation,Surveys,Foreign Countries,Futures (of Society),Educational Policy,Vocational Education,Educational Research,Participant Characteristics,Sampling,Program Descriptions,Administrator Attitudes,Educational Trends

Thailand and Cambodia set up educational cooperation since 1996, before signed a Memorandum of Understanding on Cooperation in the Promotion of Education in 2003. This research aimed to investigate outcomes of educational cooperation projects on Cambodia human development and international understanding, process of participatory learning and action on educational cooperation among Cambodian coordinators and beneficiaries, driving force and future prospect on educational cooperation, and propose policy recommendation for educational cooperation in the middle future (2020). This research performed 3 phases: documentary research, survey research, and futures research. The samples were 2 groups of participants: 1) 10 Thai and 7 Cambodian coordinators; and 2) 311 Cambodian beneficiaries. The research results revealed Thailand and Cambodia had 4 main educational cooperation projects which consisted of 7 sub-projects. About 14,923 Cambodian beneficiaries were developed by educational cooperation projects. Most of them participated in the project initiated by Her Royal Highness Princess Maha Chakri Sirindhorn. After participating with the projects, international understanding among Cambodian coordinators was increased by 2.47 to 3.47 (40 percent); while among Cambodian beneficiaries was increased by 2.81 to 3.59 (28 percent). Analyzing the driving forces affected by the interaction between human development and international understanding indicated educational cooperation between Thailand and Cambodia in the middle future should be focused on higher education and vocational education scholarship.
Atypical: Analysis of a Massive Open Online Course (MOOC) with a Relatively High Rate of Program Completers
Author: Alemán de la Garza, Lorena Yadira
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Program Effectiveness,Efficiency,Dropout Rate,Measures (Individuals),Educational Administration,Comparative Analysis,Participant Characteristics,Foreign Countries,Statistical Analysis

Nowadays, Massive Open Online Courses (MOOCs) have raised great expectations due to their potential for changing the relationship between students and professors, academy and the general community. To conceptualize, the terms &quot;course&quot;, &quot;online&quot;, &quot;massive&quot; and &quot;open&quot; have been redefined and reinvented so many times that it is difficult to offer a wide broad definition to cover their whole activity, for example, the term &quot;massive&quot; most of the times it only refers to the number of learners joined, but it does not refers to the massive desertion levels. This document presents a comparative analysis for 11 MOOCs that obtained a terminal efficiency equal to or less than 11% and a MOOC whose calculated terminal efficiency was of 22.35%. This last course was created as part of a teacher training strategy, was developed at Coursera's platform and 10,161 total learners from 81 different countries joined. The obtained results describe the characteristics of the participants, the technological resources, the tools and the didactic strategies implemented by the instructors. It is concluded that without a correct measurement of the final results, it is not possible to evaluate the success of a MOOC, so the institutions and consortia must establish indicators to focus the efforts in order to improve the quality of teaching.
Teachers' and Students' Preliminary Stages in Physics Problem Solving
Author: Mansyur, Jusman
Date: 2015-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Problem Solving,Phenomenology,High School Students,Science Teachers,Secondary School Teachers,Protocol Analysis,Interviews,Foreign Countries,Grade 12,Semi Structured Interviews

This paper describes the preliminary stages in physics problem-solving related to the use of external representation. This empirical study was carried out using a phenomenographic approach to analyze data from individual thinking-aloud and interviews with 8 senior high school students and 7 physics teachers. The result of this study is a set of outcome space that describes the teachers' and students' preliminary stages in solving a physics problem. The outcome space includes three categories, i.e: the Constructing Diagram: Lead to Successful Solution; Constructing Diagram: Lead to Unsuccessful Solution: and No Diagram: Lead to Unsuccessful Solution. Linkage of student-teacher pairs in the same school is found on the pattern of the preliminary stages of their problem solving.