ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation of Online Peer Assessment in a Design for Learning and Portfolio (D4L+P) Program to Help Students Complete Science Projects
Author: Wuttisela, Karntarat
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Evaluation,Science Projects,Student Projects,Comparative Analysis,Feedback (Response),Planning,Student Attitudes,Grade 10,Secondary School Science,Secondary School Teachers,Expertise,Reinforcement,Scoring Rubrics,Workshops

Peer assessment was one of the most effective strategies to improve students' understanding, metacognitive skills, and social interaction. An online tool, &quot;Designing for Learning and Portfolio (D4L+P)&quot;, was developed solely to support the T5 (tasks, tools, tutorials, topicresources, and teamwork) method of teaching and learning. This research used the D4L+P program ina project-based learning (PBL) approach and developed a marking scheme rubric as a topic resource in a task to improve peers' abilities as assessors. The objectives of this research were to compare the points offered for effort to plan proposals for science projects and the points offered for effort to give feedback, and also to analyze students' reflections as evaluators of the science projects using the D4L+P program compared to the reflections of teachers and experts in PBL. The participants were twenty-five grade 10 students aged 15 and 16 in a science enrichment program, 15 teachers, and five experts Findings showed that 94% of students preferred giving suggestive feedback about doing science projects. Results also indicated that the students and the experts had similar patterns of giving feedback (suggestive-corrective-reinforcing) while the teachers' patterns emphasized reinforcing feedback. The researchers regard the use of the D4L+P program with the marking scheme rubric in a PBL approach as an alternative learning strategy that requires students to practice the giving of suggestive feedback online.
Blended E-Learning Acceptance as Smart Pedagogical Tools: An Initial Study in Malaysia
Author: Wong, Kung-Teck
Date: 2016-00-00
Type: Journal Articles
Subjects: Blended Learning,Technology Uses in Education,Foreign Countries,Educational Technology,Teaching Methods,Secondary School Teachers,Questionnaires,Computer Attitudes,Self Efficacy,Educational Environment,Structural Equation Models,Statistical Analysis

The use of technology in classrooms has been considered as the solution to social, economic and educational problems since its introduction to education in mid-1970. There have been many studies conducted on the different aspects of the use of technology in teaching and learning. However, study on teaching with Blended Learning in teaching and learning has not been highlighted especially in Malaysian context. It examines the effects of the exogenous variables towards with use of Blended Learning in teaching and learning among secondary teachers. The proposed research variables are based on previous models of technology acceptance. A total of 98 secondary teachers completed the questionnaire measuring their responses to computer attitudes (CA), computer teaching efficacy (CTE) and school environment (SE) and Blended Learning (BL). Structural Equation Modelling (SEM) was used as the main technique for data analysis. All hypotheses were supported by the data and have direct effects towards Blended Learning use. To sum up, the study provided larger implications for development in theory, practices and policymaking that could be related to the BL use among teachers.
How Students Perceived Social Media as a Learning Tool in Enhancing Their Language Learning Performance
Author: Kitchakarn, Orachorn
Date: 2016-10-00
Type: Journal Articles
Subjects: Social Media,Student Attitudes,Learning Strategies,Language Acquisition,Learning Activities,Mass Media Use,Language Proficiency,Language Tests,Questionnaires,Usability,Technology Uses in Education,College Freshmen,Writing Ability,Correlation,English (Second Language),College Second Language Programs,Learning Processes,Teaching Methods,Foreign Countries

Social media like Facebook has been used for teaching and learning for quite some time. Since it allows for better participation in the learning activities, a fundamental English course at a private university integrated Facebook as a learning platform making it possible for students to do self-study, exchange ideas, give comments, and submit the assignments in order to improve their grammar knowledge and writing ability. This study investigated to see how students perceived Facebook in terms of ease of use, usefulness, and attitude toward the use of Facebook for doing the activities and examined whether these factors were correlated. The participants were 86 first-year students who took an English course in the first semester of 2015 academic year. This study employed the proficiency test and the questionnaire to collect data. The results reveal that overall mean scores of perceived ease of use and perceived usefulness were at a high level, and students had a positive attitude toward the use of Facebook for doing the activities. It was also found student learning performance was positively correlated with perceived usefulness of Facebook and attitude toward doing the activities in Facebook. The perceived ease of use had positive relationships with perceived usefulness of Facebook and attitude toward doing the activities in Facebook. Moreover, attitude was related to perceived usefulness while no relationship was found between perceived ease of use and learning performance. The concluding remarks suggested the possibility to integrate social media in future courses with an awareness of some factors that may facilitate or obstruct learning via online learning environments.
Impact of Text-Mining and Imitating Strategies on Lexical Richness, Lexical Diversity and General Success in Second Language Writing
Author: Çepni, Sevcan Bayraktar
Date: 2016-10-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Imitation,Lexicology,Writing (Composition),English (Second Language),College Second Language Programs,Experimental Groups,Control Groups,Essays,Vocabulary Skills,Reading Strategies,Writing Ability,Writing Achievement,Foreign Countries,Statistical Analysis

This study aimed to find out the impact of &quot;text mining and imitating&quot; strategies on lexical richness, lexical diversity and general success of students in their compositions in second language writing. The participants were 98 students studying their first year in Karadeniz Technical University in English Language and Literature department. Participants in the experimental group were instructed on how to use mining and imitating strategies in their essays to be more competent in vocabulary choice while writing. On the other hand, students in the control group were only instructed on how to write their essays following lesson plans. After treatment, participants in the both group were asked to write two essays. A corpus of 15826 (control group) and a corpus of 25027 (experimental group) words were compiled in two months, and these essays were tagged using a computerized tagging system (Biber 1993). Though there is statistically slight difference in terms of lexical richness, the study revealed that compositions in the experimental group are lexically richer than those in the control group. Common nouns and general verbs subclasses were found to be used more in compositions of the experimental group. In addition to that, students in the experimental group received significantly higher grades than those in the control group.
Blended Learning Experience in a Programming Language Course and the Effect of the Thinking Styles of the Students on Success and Motivation
Author: Yagci, Mustafa
Date: 2016-10-00
Type: Journal Articles
Subjects: Blended Learning,Programming Languages,Success,Student Motivation,Cognitive Style,Problem Solving,Thinking Skills,Teaching Methods,Conventional Instruction,Electronic Learning,Instructional Effectiveness,Computer Science Education,Pretests Posttests,Achievement Tests,Student Attitudes,Rating Scales,College Students,Foreign Countries,Learning Strategies,Questionnaires,Statistical Analysis

High-level thinking and problem solving skill is one requirement of computer programming that most of the students experience problems with. Individual differences such as motivation, attitude towards programming, thinking style of the student, and complexity of the programming language have influence on students' success on programming. Thus, curriculums and learning environments should be designed in order to support students' learning attempts and willingness to achieve the goals of the course. Blended learning is one of the educational approaches that used in Information and Communication Technology (ICT) courses in order to ease the learning process. In this manner, the purpose of this study is to investigate the effect of blended learning approach, consisted be blending face-to-face and e-learning approaches, on academic success and motivations of students with different learning styles in a programming language course. Results of the study showed that courses supported with online learning tools has a positive effect on students' motivation, and correspondingly has a positive effect on academic success. In addition, the results revealed that introvert students need online learning tools more than others. Furthermore, it was found that thinking styles have an effect on motivation and academic success. Eventually, using blended learning approach in a programming language course has a positive effect of students' motivation, academic success and satisfaction.
#Beyond140: Helping Pre-Service Teachers Construct a Community of Inquiry on Twitter
Author: Solmaz, Osman
Date: 2016-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Communities of Practice,Web 2.0 Technologies,Social Media,Electronic Publishing,Mass Media Use,Synchronous Communication,Transcripts (Written Records),Student Surveys,Social Networks,Network Analysis,Teacher Participation,Learner Engagement,Teaching Methods,Foreign Countries

The development of socio-interactive web technologies such as social media necessitates the exploration of how they can be effectively appropriated and implemented in educational contexts. In an effort to respond the need, the present study examines the use of a synchronous multimodal tool in higher education context. By applying the Community of Inquiry (CoI) framework by Garrison, Anderson and Archer (2000) on Twitter, the study investigates the social and teaching presence elements of the CoI and pre-service language teachers' perspectives pertaining to the integration of a microblogging tool into a college-level course. For this purpose, the participants and the instructor's tweets posted during the course were collected, and students' opinions regarding the implementation of Twitter were gathered through a survey. Quantitative and qualitative analyses of the data revealed that the participation of pre-service language teachers and the instructor highly indicated social and teaching presences, respectively. It was also documented that students who took the designed hybrid course often reported positive experience in regards to the implementation of Twitter, including a perceived increase in social network literacies. Informed by the scholarship, the results of the study illustrated that social networking sites could provide spaces to establish and maintain a participatory community of inquiry in post-secondary settings.
Use of Intelligent Tutor in Post-Secondary Mathematics Education in the United Arab Emirates
Author: Dani, Anita
Date: 2016-10-00
Type: Journal Articles
Subjects: Postsecondary Education,Mathematics Education,Intelligent Tutoring Systems,Technology Uses in Education,Student Records,Statistical Analysis,Correlation,Regression (Statistics),Cluster Grouping,Academic Achievement,Success,Language Proficiency,Usability,Performance Factors,Foreign Countries

The purpose of this paper is to determine potential identifiers of students' academic success in foundation mathematics course from the data logs of the intelligent tutor Assessment for Learning using Knowledge Spaces (ALEKS). A cross-sectional study design was used. A sample of 152 records, which accounts to approximately 60% of the population, was extracted from the data-logs of the intelligent tutor, ALEKS. Two-step clustering, correlation and regression analysis, Chi-square analysis and ANOVA tests were applied to address the research questions. The data-logs of ALEKS include information about number of topics practiced and number of topics mastered by each student. A derived attribute, which is the ratio of &quot;number of topics mastered&quot; to &quot;number of topics practiced&quot; is found to be a predictor of final marks in the foundation mathematics course. This variable is represented by the name &quot;mtop.&quot; Cluster classification based on this derived attribute resulted into three groups of students for which the mean values of the variable &quot;mtop&quot; are 0.80, 0.66 and 0.53 respectively. A moderately strong, positive and significant correlation was found between &quot;mtop&quot; and the final exam marks.
Primary School Principals' Experiences with Smartphone Apps
Author: Çakir, Rahman
Date: 2016-12-00
Type: Journal Articles
Subjects: Principals,Elementary Schools,Computer Oriented Programs,Foreign Countries,Handheld Devices,Telecommunications,Qualitative Research,Technological Advancement,Technology Uses in Education,School Administration,Surveys,Educational Technology,Computer Software,Access to Information

Smartphones are not just pieces of hardware, they at same time also dip into software features such as communication systems. The aim of this study is to examine primary school principals' experiences with smart phone applications. Shedding light on this subject means that this research is qualitative. Criterion sampling has been intentionally selected for use in this research. The criteria taken into consideration include that the research participants must be primary school principals, and that the participants use smart phones with Android-based communication systems and Android-based apps. Participants voluntarily used the application that was developed by the researchers over a one-month period during the 2015-2016 Spring teaching term. The vast majority of primary school principals who use smartphones found smartphone apps to be very beneficial. On one hand, primary school principals experienced a number of positive encounters with smartphone apps, including instant accessibility, quick access to information, the steer away from memorizing information, access to contemporary information, time saved in terms of decision making, as well as refrain from making errors. On the other hand, principals also experienced several negative encounters, including confronting inaccessibility, addiction, and making lazy education.
Teachers' Opinions Concerning Microteachings as a Training Technique: A Case Study from ASPETE, Greece
Author: Marios, Koutsoukos
Date: 2016-11-00
Type: Journal Articles
Subjects: Teacher Attitudes,Foreign Countries,Microteaching,Case Studies,Secondary School Teachers,Teacher Education,Teaching Methods,Statistical Analysis,Qualitative Research,Questionnaires,Teaching Skills,Preservice Teachers,Likert Scales

The main objective of the present research is to investigate teachers' opinions concerning microteachings as a training technique. For research purposes, a case study was conducted, studying a sample of secondary education teachers in the School of Pedagogical and Technological Education (ASPETE) in Kozani, Greece. Among the research's main findings is teachers' belief that microteachings serve as a beneficial tool which helps them improve their teaching skills, having also a significant effect on various aspects of teaching.
Inquiry-Based Learning for a Virtual Learning Community to Enhance Problem-Solving Ability of Applied Thai Traditional Medicine Students
Author: Chanprasitchai, Ong-art
Date: 2016-10-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Virtual Classrooms,Problem Solving,Academic Ability,Medical Students,Semi Structured Interviews,Questionnaires,Teacher Attitudes,Student Attitudes,Skill Development,Instructional Effectiveness,Achievement Gains,Foreign Countries,Undergraduate Students

The recent growth in collaborative and interactive virtual learning communities integrating innovative digital technologies and contemporary learning frameworks is contributing enormously to the use of e-learning in higher education in the twenty-first century. The purpose of this study was to describe the development of a virtual learning community system within the Applied Thai Traditional Medicine (ATTM) instruction context. This started with collecting data from ATTM students (n = 303) from eight universities in Thailand. In addition, experts (n = 30) in various areas of ATTM, educational technology, and assessment participated in semistructured interviews. Using the information obtained, an online learning community system guided by the Community of Inquiry (COI) framework which incorporated advanced virtual innovations such as inquiry-based learning (IBL) activities was consequently developed. Test score results of students obtained before studying via the ATTM VCOI system showed that the sample group of 39 ATTM students had an average score of ability in problem-solving at 16.87 with standard deviation at 3.25. After studying with the system, they achieved an average score of 18.41 with standard deviation at 3.05. The results indicate that average test scores were statistically different at a 0.05 level of significance (t = -2.140, p = 0.03). Furthermore, the results also point to efficacy in regards to teaching, social and cognitive presences. The data collected indicates that use of the ATTM VCOI system can lead to a more collaborative community learning environment that can enhance ATTM students' problem-solving ability and improve the effectiveness of online learning in higher education in general and in ATTM instruction in particular.
Developing Teaching Skills through the School Practicum in Turkey: A Metasynthesis Study
Author: Tas, Mükerrem Akbulut
Date: 2016-11-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Skills,Practicums,Meta Analysis,Qualitative Research,Educational Theories,Instructional Innovation,Change Strategies,Incidence,Teaching Experience,Student Teaching,Preservice Teacher Education

Using a metasynthesis approach, this study examined general teaching skills in previous studies on school practicum. The results and suggestions from 53 qualitative primary research studies that focused on school practicum in Turkey were reviewed. Data were collected using document analysis and content analysis using the NVivo10 programme. The results revealed that existing studies on practicum processes have focused mainly on pre-service teacher problems, such as classroom management, teaching management and the transformation of theoretical knowledge to practice; however, there was significantly less discussion on the development of teaching skills. There was also a lack of focus on the development of pre-service teaching skills, mentor interactions, integration of content and pedagogical knowledge and content organization and presentation. It was concluded that these areas require more detailed research.
Flexible Studies as Strategy for Lifelong Learning
Author: Bugge, Liv Susanne
Date: 2016-10-00
Type: Journal Articles
Subjects: Lifelong Learning,Student Participation,Student Characteristics,Flexible Scheduling,Statistical Analysis,Questionnaires,Student Surveys,Educational Strategies,Foreign Countries,Preservice Teacher Education,Preservice Teachers

Many countries face a challenge in recruiting teachers. At the same time, the labour market is changing and the demand for re-education is increasing. In this situation, lifelong learning is seen as relevant and higher education institutions are asked to offer flexible and decentralised study programmes in order to accommodate the need for formal education for adults. High dropout rates, partly explained by a diverse student body with little time for study, aggravate the situation. Progress might be influenced by how the study programme is organised. In this quantitative study among 511 student teachers, we examine whether there are differences between students attending differently organised studies. The findings indicate that flexible and campus-based study programmes attract students with different characteristics. In a lifelong learning perspective, it looks to be a promising strategy to offer flexibly organised studies to meet the demands of an increasingly diverse student body.
The Effect of Online Learning Environment Based on Caricature Animation Used in Science and Technology Course on the Success and Attitude of the Student for Humor
Author: Basarmak, Ugur
Date: 2016-10-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Virtual Classrooms,Computer Simulation,Animation,Experimental Groups,Control Groups,Teaching Methods,Instructional Effectiveness,Achievement Gains,Pretests Posttests,Likert Scales,Student Attitudes,Humor,Success,Science Instruction,Foreign Countries,Statistical Analysis

The purpose in this study is to examine the effect of &quot;Online Learning Environment based of Caricature Animation&quot; which is prepared for &quot;Human and Environment&quot; and &quot;Sun and Space&quot; units in the secondary school 7th Grade Science and Technology course, on the success and attitude of the students for humor. The participants consist of 7th grade students who take Science and Technology course and study in Kirsehir State Secondary School. Online learning environment has two sub-level according to the situation of existence or nonexistence of caricature animation. The implementation stage is actualized with the participation of 46 students; 23 students in experiment group and 23 students in control group. Success test and attitude scale is used for both groups before and after the implementation. At the end of the study, it is observed that the successes of the students studying in online learning environment with caricature animation are higher in significant level than the students studying in online learning environment without caricature animations.
The Evaluation of the Cognitive Learning Process of the Renewed Bloom Taxonomy Using a Web Based Expert System
Author: Goksu, Idris
Date: 2016-10-00
Type: Journal Articles
Subjects: Learning Processes,Cognitive Processes,Taxonomy,Web Based Instruction,Academic Achievement,Mastery Learning,Statistical Analysis,Control Groups,Matched Groups,Pretests Posttests,Grade 8,Experimental Groups,Educational Technology,Computer Managed Instruction,Intermode Differences,Instructional Effectiveness,Foreign Countries

The aim of this study is to develop the Web Based Expert System (WBES) which provides analyses and reports based on the cognitive processes of Renewed Bloom Taxonomy (RBT), and to put forward the impact of the supportive education provided in line with these reports, on the academic achievement and mastery learning state of the students. The study was carried out in a quantitative method, and pre-test, post-test matching control group model of semi-experimental designs have been used. A total of 50 students which are in 8th grade and also participate in supportive education have been selected (25 as the experimental group, 25 as control group) using the purposive sampling method. The experimental group has been given supportive education based on WBES system and the control group has been given the traditional supportive education. According to the conducted independent groups t-test and descriptive analysis, it's been found out that the method based on WBES is more effective than the traditional methods both in academic achievement rate and also mastery learning.