ethanporcaro/eric-fulltext-meta huggingface dataset:
Elementary Science and Technology Teachers' Views on Problems Encountered in the Instructional Process
Author: Gecer, Aynur
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Science Teachers,Teacher Attitudes,Elementary School Science,Semi Structured Interviews,Science Instruction,Curriculum Implementation,Instructional Effectiveness,Problems,Case Studies,Alternative Assessment,Time Factors (Learning),Laboratory Equipment,Class Size

This research aims to explore the problems that teacher have experienced their opinion towards effectives and and functionality of teaching-learning process of Primary Science and Technology curriculum started to be implemented in 2004-2005 academic year in Turkey. The qualitative research design is used in this study. Research data are collected through interviews (semi-structured) with Science and Technology teachers who works at various primary schools in Kocaeli. The data are presented through classified as themes and codes. 75% of teachers have expressed that they realize their acquisition effectively. Teachers of Science and Technology course have indicated that they have a couple of problems such as crowded classes, insufficient labs and equipment etc. Additionally, teacher's opinions towards alternative evaluation methods of Science and Technology course are studied. 25% of teachers have expressed that the most important problem is shortage of time. They have also implied that they have usually used blackboard and book to perform on Science and Technology course.
Harmony between Turkish Early Childhood and Primary Mathematics Education Standards
Author: Caliskan Dedeoglu, Nuray
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Academic Standards,Spiral Curriculum,Early Childhood Education,Kindergarten,Grade 1,Elementary School Mathematics,Content Analysis,School Readiness,Mathematics Skills,Outcomes of Education,Comparative Analysis

The aim of this study was to explore the spiral relation and the congruency between mathematics standards listed in the Early Childhood and First Grade curricula in Turkey. A descriptive content analysis was conducted on Early Child Education Curriculum (OOEP) for 36-72 months old children and Math Curriculum for the Grades 1-5 (IMOP), both prepared by Turkish Ministry of Education. Results revealed the inadequacy of OOEP in its provision of showing clear linkages between early math skills and future learnings despite the statements made for the importance of schools readiness in its texts; and complete disregard for early math education and school readiness in IMOP. The ratio of spiral design established between OOEP and first grade standards was only 51%, pinpointing the need for a revision of almost half of the first grade standards in IMOP. These findings show the importance of collaborative work between early childhood and elementary math educators in the processes of curriculum development. (Contains 1 graph.)
An Error Analysis in Division Problems in Fractions Posed by Pre-Service Elementary Mathematics Teachers
Author: Isik, Cemalettin
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Mathematics Teachers,Elementary School Mathematics,Arithmetic,Mathematics,Error Patterns,Semi Structured Interviews,Case Studies

The present study aimed to make an error analysis in the problems posed by pre-service elementary mathematics teachers about fractional division operation. It was carried out with 64 pre-service teachers studying in their final year in the Department of Mathematics Teaching in an eastern university during the spring semester of academic year 2010-2011. The data collection instrument used in the study was the four-item Problem Posing Test (PPT) developed about fractional division operation. Semi-structured interviews were conducted with 16 pre-service teachers so as to confirm the errors observed in the responses to the PPT and to reveal the reasons behind these errors in detail. Seven types of errors were identified in the problems posed by the pre-service teachers about fractional division. In addition, it was also found that the pre-service teachers overlooked the conceptual aspect of division in the problems they posed about fractional division.
A Comparison of Mathematics Textbooks from Turkey, Singapore, and the United States of America
Author: Erbas, Ayhan Kursat
Date: 2012-00-00
Type: Journal Articles
Subjects: Textbooks,Comparative Analysis,Elementary School Mathematics,Grade 6,Textbook Content,Design,Foreign Countries

The purpose of this study was to compare 6th grade Turkish, Singapore, and American mathematics textbooks in terms of certain features of textbook design. Textbooks were compared based on their visual design, text density, internal organization, weights of curriculum strands, topics covered, and content presentation. The results revealed varied assumptions for student learning and choices of design. Singapore books reflected simple features of text density and enriched use of visual elements, fewer number of topics, and an easier inner organization to follow. American books were mainly designed as reference books. Turkish books reflected a measured middle way between the two and reflected a design that valued active student learning. However, Turkish books could use ideas to improve visual design and presentation of certain topics.
Odyssey of the Mind: Social Networking in Cyberschool
Author: Barbour, Michael K.
Date: 2012-06-00
Type: Journal Articles
Subjects: Charter Schools,Interpersonal Communication,Electronic Learning,Online Courses,Elementary Secondary Education,Social Networks,Socialization,High Schools,Pilot Projects,Teaching Methods,Safety

K-12 online learning and cyber charter schools have grown at a tremendous rate over the past decade. At the same time, these online programs have struggled to provide the social spaces where students can interact that K-12 schools are traditionally able to provide. Social networking presents a unique opportunity to provide these kinds of social interactions in an online environment. In this article, we trace the development and use of social networking at one cyber charter school to extend the space for online instruction and provide opportunities for social interaction that online schools are often unable to provide.
Motivation Levels among Traditional and Open Learning Undergraduate Students in India
Author: Singh, Shashi
Date: 2012-06-00
Type: Journal Articles
Subjects: Student Motivation,Incentives,Foreign Countries,Undergraduate Students,Open Education,Gender Differences,Conventional Instruction,Goal Orientation,Student Surveys,Questionnaires,Student Attitudes,Study Habits,Rating Scales

Motivation plays a crucial role in learning. Motivation energizes the behavior of the individual. It also directs the behavior towards specific goals. It helps students acquire knowledge, develop social qualities, increase initiation, persist in activities, improve performance, and develop a sense of discipline. This paper aims to compare the levels of motivation between students in the open education system (OES) and in the traditional education system (TES) in India. The study further investigates the motivation levels of male and female students in the two systems. An Academic Motivation Scale was prepared and administered on the students of TES (n = 200) and OES (n = 151). Results show that there exist significant differences in the level of motivation between the students of TES and OES. The study concludes that it is the presence or absence of extrinsic motivation which is predominantly responsible for this difference. (Contains 6 tables and 6 figures.)
Development and Validation of the Online Student Connectedness Survey (OSCS)
Author: Bolliger, Doris U.
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Computer Science Education,Online Surveys,Test Construction,Test Validity,Test Reliability,Educational Certificates,Electronic Learning,Web Based Instruction,Distance Education,International Education,College Instruction,College Students,Student Attitudes,Student Surveys,Questionnaires,Social Isolation

With the growth of online courses and programs in higher education, considerable concerns emerge about student feelings of isolation and disconnectedness in the online learning environment. A research study was conducted to develop and validate an instrument that can be used to measure perceptions of connectedness of students enrolled in online programs or certification programs in higher education. The instrument consists of 25 items and has four scales: (a) community, (b) comfort, (c) facilitation, and (d) interaction and collaboration. One hundred and forty-six online learners who were enrolled in courses at a Turkish university completed the online questionnaire. Results of a factor and reliability analysis confirmed that the instrument is a valid and reliable measure of students' perceived connectedness in an online certificate program. (Contains 1 figure and 2 tables.)
Quality Assurance in E-Learning: PDPP Evaluation Model and Its Application
Author: Zhang, Weiyuan
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Instructional Design,Technical Support,Web Based Instruction,Distance Education,International Education,College Instruction,Course Descriptions,Instructional Effectiveness,College Students,Student Attitudes,Course Evaluation,Evaluation Methods,Case Studies,Student Surveys,Quality Assurance,Instructional Development,Sustainability,Intercollegiate Cooperation,International Cooperation

E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses. This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development, process, and product evaluation, called the PDPP evaluation model. Planning evaluation includes market demand, feasibility, target student group, course objectives, and finance. Development evaluation includes instructional design, course material design, course Web site design, flexibility, student-student interaction, teacher/tutor support, technical support, and assessment. Process evaluation includes technical support, Web site utilization, learning interaction, learning evaluation, learning support, and flexibility. Product evaluation includes student satisfaction, teaching effectiveness, learning effectiveness, and sustainability. Using the PDPP model as a research framework, a purely e-learning course on Research Methods in Distance Education, developed by the School of Professional and Continuing Education at the University of Hong Kong (HKU SPACE) and jointly offered with the School of Distance Learning for Medical Education of Peking University (SDLME, PKU) was used as a case study. Sixty students from mainland China, Hong Kong, Macau, and Malaysia were recruited for this course. According to summative evaluation through a student e-learning experience survey, the majority of students were very satisfied/satisfied on all e-learning dimensions of this course. The majority of students thought that the learning effectiveness of this course was equivalent, even better, than face-to-face learning because of cross-border collaborative learning, student-centred learning, sufficient learning support, and learning flexibility. This study shows that a high quality of teaching and learning might be assured by using the systematic PDPP evaluation procedure. It is hoped that the PDPP evaluation model and its application can provide a benchmark for establishing a wider e-learning quality assurance mechanism in educational institutions. (Contains 6 tables and 1 figure.)
Creating a Sustainable Online Instructor Observation System: A Case Study Highlighting Flaws when Blending Mentoring and Evaluation
Author: Schulte, Marthann
Date: 2012-06-00
Type: Journal Articles
Subjects: Student Evaluation,Faculty Evaluation,Electronic Learning,Distance Education,Mentors,Educational Experience,Case Studies,Formative Evaluation,Summative Evaluation,Accountability,Feedback (Response),Professional Development,Course Content,Evaluators,Educational Technology

Quality and accountability mandates require institutions to monitor online instruction in a uniform and complete manner. In many institutions, instructor training is sparse and faculty evaluation occurs only through end-of-course student evaluations that may or may not yield adequate information on how the instructor performs online. Consequently, the "online instructor evaluation system" (OIES) was developed to ensure the finest quality educational experience for online students via a systematic approach to faculty training, mentoring, and evaluation. Research has shown that combining mentoring and evaluation is not feasible, and therefore another approach is warranted.
Mapping the Interplay between Open Distance Learning and Internationalisation Principles
Author: Msweli, Pumela
Date: 2012-06-00
Type: Journal Articles
Subjects: Higher Education,Prior Learning,Distance Education,Colleges,Curriculum Design,Blended Learning,Foreign Countries,Global Approach,Educational Technology

Open distance learning is viewed as a system of learning that blends student support, curriculum and instruction design, flexibility of learning provision, removal of barriers to access, credit of prior learning, and other academic activities such as programme delivery and assessment for the purpose of meeting the diverse needs of students. Internationalisation, on the other hand, is viewed as a process that blends intercultural international dimensions into different academic activities, such as teaching, learning, and research, into the purpose and functions of higher education. The common feature in the narratives that define open distance learning and internationalisation is the blending of university services to achieve specific outcomes. This blending feature has instigated an inquiry into identifying the interplay between the two concepts in as far as how the concepts are defined and what their goals and rationale are in the context of higher education institutions. While there are a breadth and variety of interpretations of the two concepts, there are differences and common features. The purpose of such an analysis is to open a new window through which institutions of higher learning can be viewed. (Contains 4 tables and 4 figures.)
Economies of Scope in Distance Education: The Case of Chinese Research Universities
Author: Li, Fengliang
Date: 2012-06-00
Type: Journal Articles
Subjects: Information Technology,Cost Effectiveness,Distance Education,Research Universities,Foreign Countries,Higher Education,Colleges

With the rapid development of information technologies, distance education has become &quot;another form of product differentiation in the output mix produced by the multi-product university or college&quot; (Cohn &amp; Cooper, 2004, p. 607). This article aims at analyzing the economies of scope of distance education (as an educational output) in Chinese research universities. The empirical results show that a) product-specific economies of scope do exist in distance education programs offered by Chinese research universities; b) there are economies of scale in distance education; and c) there are weak cost complementarities between distance education and research output, meaning that distance education and academic research can promote each other to reduce the costs in Chinese research universities. (Contains 4 tables, 1 figure and 14 footnotes.)
Teaching Time Investment: Does Online Really Take More Time than Face-to-Face?
Author: Van de Vord, Rebecca
Date: 2012-06-00
Type: Journal Articles
Subjects: Faculty Workload,Teaching Methods,Online Courses,Enrollment,Higher Education,Undergraduate Students,Comparative Analysis,Educational Technology,Synchronous Communication

Enrollments in online programs are growing, increasing demand for online courses. The perception that teaching online takes more time than teaching face-to-face creates concerns related to faculty workload. To date, the research on teaching time does not provide a clear answer as to the accuracy of this perception. This study was designed to investigate which aspects, if any, are more time consuming for instructors teaching in the online environment. Time logs were kept by four online instructors (eight classes) and six on-campus instructors (six classes) through six weeks of the 15-week semester. Results indicated that, overall, face-to-face teaching required more time per student, but certain aspects of online teaching take considerably more time per student than in the face-to-face classroom. (Contains 2 tables.)
M-Learning Adoption: A Perspective from a Developing Country
Author: Iqbal, Shakeel
Date: 2012-06-00
Type: Journal Articles
Subjects: Educational Technology,Student Attitudes,Developing Nations,Foreign Countries,Handheld Devices,Usability,Social Influences,Electronic Learning,Computer Attitudes,College Students,Student Surveys,Questionnaires

M-learning is the style of learning for the new millennium. Decreases in cost and increases in capabilities of mobile devices have made this medium attractive for the dissemination of knowledge. Mobile engineers, software developers, and educationists represent the supply side of this technology, whereas students represent the demand side. In order to further develop and improve this medium of learning it is imperative to find out students' perceptions about m-learning adoption. To achieve this objective a survey was conducted among the students of 10 chartered universities operating in the twin cities of Rawalpindi and Islamabad in Pakistan. The results indicate that perceived usefulness, ease of use, and facilitating conditions significantly affect the students' intention to adopt m-learning, whereas perceived playfulness is found to have less influence. Social influence is found to have a negative impact on adoption of m-learning. The findings of this study are useful in providing guidance to developers and educators for designing m-learning courses specifically in the context of developing countries. (Contains 7 tables and 1 figure.)
The Development of Distance Education in the Russian Federation and the Former Soviet Union
Author: Zawacki-Richter, Olaf
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Statistical Data,Educational Development,Educational Research,Educational History,Case Studies,Educational Practices,Delivery Systems,Instructional Systems,Educational Methods,School Statistics

Distance education in the present Russian Federation and former Soviet Union has a long tradition that prevails to this day. The majority of students in Russia are enrolled in distance learning programs. The numbers indicate the existence of a well-established system for distance education, of which little is known in Western literature. A review of distance education research in the Anglo-American sphere showed that within the past 10 years not a single article dealing with the Russian system was published. Consequently, within international DE research Russia remains uncharted territory. The following explorative study introduces the educational and tertiary educational system and presents current statistical data while emphasizing the historical perspective to further describe how the distance education system is embedded therein. In order to discuss current practice in this field, one of the biggest higher distance education institutions in Moscow with approximately 110,000 students is used as an example. (Contains 3 tables, 4 figures and 7 footnotes.)
Delivery of Open, Distance, and E-Learning in Kenya
Author: Nyerere, Jackline Anyona
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Delivery Systems,Distance Education,Open Education,Open Universities,Content Analysis,Position Papers,Educational Development,Performance Factors,Barriers,Access to Education,Educational Resources,Change Strategies,Models,Participant Satisfaction,Questionnaires,Interviews,Administrator Attitudes,Student Attitudes,Teacher Attitudes

The increased demand and need for continuous learning have led to the introduction of open, distance, and e-learning (ODeL) in Kenya. Provision of this mode of education has, however, been faced with various challenges, among them infrastructural ones. This study was a survey conducted in two public universities offering major components of ODeL, the University of Nairobi and Kenyatta University. These universities were purposely selected for the study, whose respondents included the students registered in ODeL and the lecturers and senior administrators involved. Analysis of the relevant documents was also undertaken, while library literature was reviewed on the integration of ODeL into the provision of education in Kenya. The study established that efficient and optimal delivery of ODeL in Kenya faces both economic and infrastructural challenges. However, strengthening the existing relevant structures would address some of the challenges. (Contains 5 tables and 4 figures.)
Learning in Educational Computer Games for Novices: The Impact of Support Provision Types on Virtual Presence, Cognitive Load, and Learning Outcomes
Author: Schrader, Claudia
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Games,Educational Games,Computer Uses in Education,Comparative Analysis,Experimental Groups,Control Groups,Questionnaires,Difficulty Level,Cognitive Processes,Novices,Grade 8,High School Students,Physics,Science Instruction,Electronic Learning,Instructional Design,Scaffolding (Teaching Technique)

Embedding support devices in educational computer games has been asserted to positively affect learning outcomes. However, there is only limited direct empirical evidence on which design variations of support provision influence learning. In order to better understand the impact of support design on novices' learning, the current study investigates how support devices and their type of provision (intrinsic vs. extrinsic) determine games' effectiveness on learning outcomes. This effectiveness is also related to how the design-type of provision influences learners' virtual presence and cognitive load. Compared to an educational adventure game without additional support, the results indicate that the game equipped with support devices enhances learning outcomes, although no differences in cognitive load were found. A variation in the design of provision shows no effect. In order to gain a more thorough understanding of support devices and their design for games, additional learner characteristics (e.g., interest) should be considered in future research. (Contains 2 tables and 3 figures.)