ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementing Tasks with Interactive Technologies in Classroom Computer Assisted Language Learning (CALL): Towards a Developmental Framework
Author: Whyte, Shona
Date: 2014-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Task Analysis,English (Second Language),Questionnaires,Video Technology,Teaching Methods,Interviews,Teacher Attitudes,Foreign Countries,Language Teachers,Profiles,Learning Activities,Elementary School Teachers,Secondary School Teachers,Teacher Educators,Computer Mediated Communication

Classroom foreign language teachers using technology in task-based language teaching (TBLT) may experience pedagogical regression during technological development (Fullan, 2001), and fail to transform pedagogy because tools like interactive whiteboards (IWBs) support traditional as well as newer approaches (Avvisati et al., 2013). IWB-supported teacher education in TBLT must therefore develop new technological know-how and encourage pedagogy often also experienced as innovative. This study used questionnaire, video, and interview data from 9 French EFL teachers contributing to a website for IWB-supported TBLT to explore a) teachers' IWB use; b) task versus non-task-oriented activities; and c) teachers' IWB confidence and engagement. Results suggest three developmental stages: 1) restricted IWB use, little techno-pedagogical development; 2) improvement in technical but not pedagogical skills; and 3) high IWB fluency, greater pedagogical engagement, and some more task-oriented teaching. A starting point for a developmental framework, these findings also suggest need for more pedagogically oriented teacher support.
Teachers' Roles in Designing Meaningful Tasks for Mediating Language Learning through the Use of ICT: A Reflection on Authentic Learning for Young ELLs
Author: Roessingh, Hetty
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Role,Information Technology,Task Analysis,Second Language Learning,English (Second Language),Teaching Methods,Educational Technology,Learning Experience,Personal Autonomy,Vocabulary Development,Learning Motivation,Elementary School Students,English Language Learners,Preservice Teachers,Mainstreaming,Foreign Countries

Task based learning (TBL) continues to evolve as information and communication technology (ICT) inspired tools and teaching approaches afford the possibilities of transforming students' learning experiences by heightening their motivation and sense of autonomy, and in turn, their vocabulary development. To capture this synergy, teachers will need to reimagine authentic learning and task design. This paper describes and reflects on the shifting demands and roles of the teacher in the elementary school setting. An illustrative sample of a series of linked tasks provides a model for pre-service teachers as they take on the work of preparing meaningful work for ELLs who are increasingly present in today's mainstream class settings.
From First Life to Second Life: Evaluating Task-Based Language Learning in a New Environment
Author: Jee, Min Jung
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Computer Assisted Instruction,English (Second Language),Undergraduate Students,Decision Making,Discussion,Computer Mediated Communication,Computer Simulation,Teaching Methods,Institutes (Training Programs)

With its growing number of users, Second Life as one of the avatar-based 3D virtual worlds has received attention from educators and researchers in various fields to explore its pedagogical benefits. Given the increasing implementation of technologies broadly in much instruction, this study investigated how ESL students negotiated meanings in Second Life while using the features of Second Life. Enrolled in a university ESL program, 34 high- and low-intermediate students participated. In order to investigate a new function of Second Life, students were asked to use the voice-chat function and communication features of avatars as they participated in three task types: Jigsaw, Decision-making, and Discussion tasks, representing the continuum of communicative tasks by Pica, Kanagy, and Falodun (1993). Negotiation of meaning model by Varonis and Gass (1985) was used as the main construct to analyze students&apos; language use. Phenomena emerging from the data pointed to the utility of a sociocultural approach and led to a focus on patterns of negotiation of meaning as differentially elicited in different task types and on an in-depth analysis of the students&apos; collaborations with their group members in Second Life.
Digitizing Practical Production Work for High-Stakes Assessments
Author: Newhouse, C. Paul
Date: 2014-00-00
Type: Journal Articles
Subjects: High Stakes Tests,Student Evaluation,Evaluation Methods,Scoring,Alternative Assessment,Educational Technology,Portfolio Assessment,Summative Evaluation,Computer Assisted Testing,Ethnography,Action Research,Qualitative Research,Statistical Analysis,Observation,Student Surveys,Interviews,Scoring Rubrics,Design,Visual Arts,Secondary Schools,Foreign Countries

High-stakes external assessment for practical courses is fraught with problems impacting on the manageability, validity and reliability of scoring. Alternative approaches to assessment using digital technologies have the potential to address these problems. This paper describes a study that investigated the use of these technologies to create and submit digital representations of practical production work and forms of creative expression for summative high-stakes assessment. The study set out to determine the feasibility of students creating and submitting these digital representations for assessment and to identify which of analytical or comparative pairs scoring generated the more reliable scores. This paper proposes that scoring digital representations of creative practical work submitted by students is a viable alternative to traditional approaches to assessment.
Investigating the Benefits and Challenges of Using Laptop Computers in Higher Education Classrooms
Author: Kay, Robin Holding
Date: 2014-00-00
Type: Journal Articles
Subjects: Laptop Computers,Higher Education,College Students,Computer Software,Computer Mediated Communication,Notetaking,Social Networks,Video Technology,Computer Games,Research,Teaching Methods,Learning Activities,Cooperation,Student Surveys,Predictor Variables

The purpose of this study was to investigate the benefits and challenges using laptop computers (hereafter referred to as laptops) inside and outside higher education classrooms. Quantitative and qualitative data were collected from 156 university students (54 males, 102 females) enrolled in either education or communication studies. Benefits of using laptops in class were active note taking, particularly when instructors provided materials ahead of time, searching for academic resources, use of subject-specific software, communicating and sharing information with peers, and engaging with online interactive tools. Challenges of using laptops inside the class included surfing the web for personal reasons, social networking with peers and, to a lesser extent, entertainment in the form of watching video podcasts or playing games. Benefits were reported far more often than challenges inside the classroom. Benefits of using laptops outside of class included collaboration with peers, increased productivity, and conducting research. Challenges of using laptops outside of class included surfing the web for personal reasons, social networking, and entertainment. Benefits and challenges were reported equally often outside the classroom. More research needs to be conducted on the extent to which distractions impede learning and productivity inside and outside the class.
Co-Teaching an Online Action Research Class
Author: Wilson, Brent G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Team Teaching,Teacher Collaboration,Action Research,Teaching Experience,Masters Degrees,Course Descriptions,Teaching Methods,Educational Strategies,Educational Practices,Success,Performance Factors,Scaffolding (Teaching Technique),Communities of Practice,Time Management,Instructional Improvement,Barriers,Course Objectives

Two instructors report our experience co-teaching an action research (AR) required as part of an e-learning master&apos;s degree. Adopting a practice-centered stance we focus on the course activities of participants (instructors and students), with particular attention to the careful crafting of course elements with the goal of achieving an excellent learning experience for students. The case narrative describes the course and ways in which we have modified the course based on a variety of considerations. We also outline problems and areas still in need of improvement. We reflect on the role of theory in our own pursuit of excellence, and the role of theory in our students&apos; inquiry processes. We find that theory is just another tool or resource to apply to the work, with the core concerns being the needs of students and the learning environment.
Language Tasks Using Touch Screen and Mobile Technologies: Reconceptualizing Task-Based CALL for Young Language Learners
Author: Pellerin, Martine
Date: 2014-00-00
Type: Journal Articles
Subjects: Handheld Devices,Second Language Learning,Second Language Instruction,Teaching Methods,Task Analysis,French,Immersion Programs,Foreign Countries,Action Research,Ethnography,Interviews,Teacher Attitudes,Student Attitudes,Learning Processes,Sociocultural Patterns,Computer Assisted Instruction,Metacognition,Elementary School Students,Elementary School Teachers,Qualitative Research,Grounded Theory

This article examines how the use of mobile technologies (iPods and tablets) in language classrooms contributes to redesigning task-based approaches for young language learners. The article is based on a collaborative action research (CAR) project in Early French Immersion classrooms in the province of Alberta, Canada. The data collection included digital ethnographic observation in the classrooms, students' artifacts, and interviews with teachers and students. The findings outlined how the use of mobile technologies such as iPods and tablets contributes to redesigning language tasks and activities by helping young learners to create their own learning environment and meaningful language tasks, as well as self-assess and regulate their language learning process. The research also provides evidence of how the use of mobile technologies contributes to redesigning task-based approaches for young language learners that reflect learning principles based on emergent learning theories as well as Vygotskian sociocultural theories in second language acquisition (SLA).
A National Study of Training Content and Activities for Faculty Development for Online Teaching
Author: Meyer, Katrina A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Colleges,National Surveys,Faculty Development,Online Courses,Virtual Classrooms,Student Evaluation,Academic Achievement,Integrated Learning Systems,Cognitive Style,Models,Instructional Design,Workshops,Individual Instruction,Experiential Learning,Teaching Methods,Classification,Measures (Individuals),School Surveys

This article presents the results of a national study of 39 higher education institutions that collected information about their practices for faculty development for online teaching and particularly the content and training activities used during 2011-2012. This study found that the most frequently offered training content (97% of the institutions) was assessment of student learning, followed by creating online community (91.1%), and training on the institution&apos;s CMS, student learning styles, and instructional design models (all at 84%). Most frequent training activities (over 90% of institutions) were the workshop, one-on-one training, short sessions, hands-on training, one-time training, and creating an online course. Interesting differences by Carnegie institution type were found, perhaps explained by developers placing more value on teaching pedagogies than tools.
A Study of Personal Information Management Strategies for Online Faculty
Author: Kearns, Lorna R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Information Management,Management Systems,Online Courses,College Faculty,Web Based Instruction,Science Instruction,Teacher Attitudes,Electronic Mail,Surveys,Faculty Workload,Consortia

The literature suggests that personal information management is a serious challenge for many computer users. Online faculty are especially challenged because of the large number of electronic files necessitated by teaching online. Those who have experience in this environment may offer valuable insights regarding information management challenges and practices. Faculty who teach online courses as part of the WISE (Web-based Information Science Education) Consortium responded to a survey that questioned the ways they manage email, computer desktop, Web-based information and learning management systems. The authors concluded that &quot;filter failure&quot; rather than information overload is the key issue in information management. The study concludes with a list of recommendations for faculty to manage their personal information.
An Analysis of the Cost and Cost-Effectiveness of Faculty Development for Online Teaching
Author: Meyer, Katrina A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Colleges,Higher Education,Faculty Development,Cost Effectiveness,Costs,Budgets,College Faculty,Online Courses,Virtual Classrooms,Measures (Individuals),School Surveys,National Surveys

This article presents the results of a national study of 39 higher education institutions that collected information about their cost measures used to evaluate faculty development for online teaching as well as decisions they would make to expand, keep, scale back, or eliminate various faculty development activities and contents in a budget-cutting situation. Generally, institutions are more likely to expand low marginal cost training (e.g., online modules) and eliminate training content dealing with tools (e.g., Facebook/Twitter). The two most popular cost measures used are dollars per hours of training provided per academic year and dollars spent per new online course per academic year.
A Confirmatory Factor Analysis of Teaching Presence within Online Professional Development
Author: Miller, Melinda G.
Date: 2014-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Teacher Behavior,Online Courses,Teacher Student Relationship,Factor Analysis,Faculty Development,Student Attitudes,Satisfaction,Inservice Teacher Education,Test Validity,Test Construction,Factor Structure,Reading Instruction,Likert Scales,Student Surveys,Hypothesis Testing,Goodness of Fit,Statistical Analysis,Test Reliability,Correlation

The Community of Inquiry model provides a framework for recognizing and evaluating interpersonal behaviors in online educational settings. One of its three components, teaching presence, describes behaviors that are under the auspices of the online instructor. By examining behaviors through the theoretical lens provided by teaching presence, and by measuring them with the Teaching Presence Scale (TPS), it may be possible to better understand the most effectively online instruction practices. The purpose of the study was to confirm the factor composition of TPS in an online professional development course and to determine the relationship between teaching presence and student satisfaction. Participants (n = 718) were in-service educators enrolled in online professional development. Confirmatory factor analysis results provided strongest support for a three-factor TPA model using 17 of the 28 original TPS items and evidence of a strong relationship between TPS and student satisfaction. The implications for practice center primarily on how enhanced knowledge of teaching presence may be used to develop instructor/facilitators as online educators of adults. It is important that such instructors have a solid knowledge base in their field, as well as knowledge and experience with andragogy.
Thematic Analysis of the &quot;Games&quot; Students Play in Asynchronous Learning Environments
Author: MacMillan, Thalia
Date: 2014-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Online Courses,Cooperative Learning,Discussion Groups,Qualitative Research,Coding,Interpersonal Communication,Interaction Process Analysis,Student Behavior,Student Attitudes,Attitudes toward Disabilities,Games,Figurative Language,Teacher Role,Teaching Methods,Questioning Techniques,Human Services,Undergraduate Students

The dynamics of the student-student relationship within the asynchronous online classroom, as evidenced by conversations in an online discussion board, is a balancing act potentially more complex than those occurring in real-time. In order for learning to truly be considered effective, a collaborative, safe environment needs to exist among students within the online conversation [1]. In the present study, student conversations and postings were examined by two raters using qualitative analysis. Thematic coding and member checking was conducted. Several prevalent themes emerged around the metaphor of &quot;playing a game.&quot; Students established rules, they followed suit of the lead of player, formed team alliances, and established who was &quot;in&quot; and who was &quot;out&quot; of the game. Based on these results, strategies have been identified to demonstrate techniques on how instructors can create a more effective learning environment for students, and what strategies can be used to examine and advance conversations, regardless of discipline. These techniques focus on creating awareness among students of potential issues in asynchronous student to student interactions, how to examine and engage in a diversity of student perspectives, and ways to facilitate intellectual growth and advancement in the asynchronous online classroom.
Investigating Asynchronous Online Communication: A Connected Stance Revealed
Author: Wegmann, Susan J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Computer Mediated Communication,Group Discussion,Learner Engagement,Student Participation,Discourse Analysis,Coding,Participant Observation,Masters Programs,Graduate Students

This research project explores the effects of altering the structure of discussion board formats to increase students&apos; engagement and participation. This paper will present the findings of a two-university, two-class research project in which asynchronous discussion board entries were analyzed for substance. By using oral discourse analysis techniques, the postings of two distinct structures of discussion board entries were analyzed. A baseline of typical student interactions was established by using an Open-ended discussion board assignment. Then the requirements were changed and an Experimental discussion board format was introduced on which students were placed into smaller groups and expected to enact a 3R pattern of Respond, React, and Reply. The ways in which students make their thinking visible were coded and tabulated. Findings suggest that a &quot;Connected Stance,&quot; identified by a high level of participation coupled with a high level of engagement, was an optimal online discourse pattern.
Applying a Model of Communicative Influence in Education in Closed Online and Offline Courses
Author: Carr, Caleb T.
Date: 2014-00-00
Type: Journal Articles
Subjects: Influences,Communication (Thought Transfer),Structural Equation Models,Online Courses,Conventional Instruction,Student Surveys,Grades (Scholastic),Effect Size,Hypothesis Testing,Teacher Influence,Teaching Methods,Interpersonal Communication,Identification (Psychology),Cognitive Development,Undergraduate Students,Online Surveys,Likert Scales,Credibility,Student Attitudes,Cognitive Processes,Prediction,Goodness of Fit,Affective Behavior,Educational Technology

This research explores communicative influences on cognitive learning and educational affect in online and offline courses limited to only enrolled students. A survey was conducted of students (N = 147) enrolled in online and offline courses within a single department during Summer, 2013. Respondents were asked about their classroom communication and perceptions, and survey responses were subjected to structural equation modeling to predict each respondent's final course grade and educational affect. Results provide mixed support for Carr et al.'s [1] communicative influence in education model (CIEM), with strong and significant effects identified only for online courses. While hypotheses regarding the mediating effects of instructor credibility and social identification with colearners were rejected, direct effects of course modality on these variables were identified. Findings are discussed with respect to differences in online and offline communication, online and offline courses, and implications for educators and institutions.
Technology-Enhanced Language Learning (Tell): An Update and a Principled Framework for English for Academic Purposes (EAP) Courses
Author: Chau, Juliana
Date: 2014-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Teaching Methods,Holistic Approach,Educational Trends,Vocabulary Development,Grammar,Guidelines,Educational Technology,Psycholinguistics,Journal Articles,Educational Research,Sociocultural Patterns,Mixed Methods Research

The range and number of technologies currently available have yielded both opportunities and challenges for language educators. This study aims to review recent technology-enhanced language learning (TeLL) research, and to examine their potential relevance to EAP pedagogy, curricula, assessment and instruction. The results of this study show TeLL research with rising interest in vocabulary, grammar and writing, but less so in speaking, listening, and reading. The results also reveal a shift from a tool-centric view of technology use to one that emphasises the technology-pedagogy-human alliance in the last decade, noting three emerging trends in recent TeLL studies, namely, those that are multi-purpose, multi-genre, and multi-role/skill in design and evaluation. The lack of a holistic approach to TeLL for EAP courses to date, however, has made it necessary and desirable to develop a framework for EAP-specific TeLL, to identify a principle for a generic TeLL programme, and to propound ways of operationalizing such a framework
How Much &quot;Group&quot; Is There in Online Group Work?
Author: Lowes, Susan
Date: 2014-00-00
Type: Journal Articles
Subjects: Group Activities,Cooperative Learning,Online Courses,High School Students,Problem Solving,Interaction,Educational Technology,Group Dynamics,Distance Education,Psychology,Economics Education,Cooperation,Content Analysis,Computer Mediated Communication,Coding,Asynchronous Communication

The ability to work in groups across time and space has become a frequent requirement for the workplace and is increasingly common in higher education, but there is a surprising lack of research on how online groups work. This research applies analytic approaches used in studies of face-to-face classroom &quot;talk&quot; to multiple groups in two online high school courses. We found two activities that demanded group problem-solving styles--one for deciding how to work as a group and a second for responding to the content of the assignment; that successful groups had directive leaders; and that most groups divided the labor, working in parallel rather than collaboratively.