ethanporcaro/eric-fulltext-meta huggingface dataset:
Modeling Pedagogy for Teachers Transitioning to the Virtual Classroom
Author: Canuel, Michael J.
Date: 2014-07-00
Type: Reports - Research
Subjects: Faculty Development,Online Courses,Program Development,Virtual Classrooms,High Schools,Communities of Practice,Reflective Teaching,Educational Technology,Electronic Learning,Constructivism (Learning),Foreign Countries,Secondary School Teachers,Teacher Competencies,Teaching Methods

This study is a review of the creation and evolution of a professional development program modeled on social constructivist principles and designed for online educators in a virtual high school who transitioned from the conventional classroom to the virtual educational environment. The narrative inquiry focuses on the critical events within the professional development program and which were transformational in the process of transitioning from conventional brick and mortar instructor to online educators. In addition, the research examined whether or not the social constructivist inspired methodology modeled in the professional development transferred into the online teachers' classroom practice. The results of this research have contributed to an understanding of the key components required for the design and implementation of a professional development program for teachers who have been trained for conventional classroom practice, but who are now called on to teach online in virtual classrooms. [For full proceedings, see ED557189.]
Dynamic Fuzzy Logic-Based Quality of Interaction within Blended-Learning: The Rare and Contemporary Dance Cases
Author: Dias, Sofia B.
Date: 2014-07-00
Type: Reports - Research
Subjects: Blended Learning,Distance Education,Educational Technology,Technology Uses in Education,Dance Education,Higher Education,Online Courses,Integrated Learning Systems,Foreign Countries,Motion,Physiology,Kinetics,Interaction

The combination of the process of pedagogical planning within the Blended (b-) learning environment with the users' quality of interaction (&quot;QoI&quot;) with the Learning Management System (LMS) is explored here. The required &quot;QoI&quot; (both for professors and students) is estimated by adopting a fuzzy logic-based modeling approach, namely &quot;FuzzyQoI,&quot; applied to LMS Moodle data from two academic years of two dance disciplines, i.e., the Rare and Contemporary ones. The distribution of the estimated &quot;QoI&quot; across the segmented time-period of the each academic year for each user's type and for each discipline show the beneficial role of &quot;QoI&quot; to shift the educational scenarios and strategies towards a more dynamic design, yet taking into consideration the inherent tendencies and attitudes of the users' interaction within the b-learning context. These are revealed as causal relations in the LMS interaction patterns between users, along with dynamic variations in their individual attitude when interacting with LMS. The findings presented here could shed light upon designing factors of educational scenarios, in general, but also to those involved in cultural preservation and exploitation initiatives, such as the i-Treasures project (http://i-treasures.eu/). [This work has been supported by the EU Seventh Framework Programme FP7-ICT-2011-9-ICT-2011.8.2, under the grant agreement No. 600676: &quot;i-Treasures&quot; Project (http:/i-treasures.eu), and by the Foundation for Science and Technology (FCT, Portugal). For the complete proceedings, see ED557189.]
Do English Listening Outcome and Cognitive Load Change for Different Media Delivery Modes in U-Learning?
Author: Chang, Chi-Cheng
Date: 2014-07-00
Type: Reports - Research
Subjects: Technology Uses in Education,Teaching Methods,Listening Comprehension,English (Second Language),Second Language Learning,Majors (Students),College Students,Foreign Countries,Cognitive Processes,Difficulty Level,Long Term Memory,Educational Technology,Delivery Systems,Correlation,Visual Stimuli,Printed Materials,Auditory Stimuli,Language Proficiency,Pretests Posttests,Comparative Analysis,Intervention,Training,Instructional Effectiveness,Multivariate Analysis

Although ubiquitous learning enhances students' access to learning materials, it is crucial to find out which media delivery modes produce the best results for English listening comprehension. The present study examined the effect of media delivery mode (sound and text vs. sound) on English listening comprehension and cognitive load. Participants were 162 students majoring in Applied Foreign Language at a university in Taiwan. The students were randomly assigned to either single mode (sound) or double mode (sound and text). The research questions are (a) whether students learning with double mode outperformed students learning with single mode in listening comprehension; and (b) whether students learning with double mode hold less cognitive load than students learning with single mode. If the answers to these questions are affirmative, then the modality effect occurs and the redundancy effect does not occur. The results demonstrated that (a) text significantly enhanced English listening comprehension and lowered cognitive load; (b) students with higher English listening comprehension held lower cognitive load, and vice versa; (c) text was added no benefit to schema construction in long-term memory; and (d) complex media deliveries were not necessarily helpful to learning. Results (a) and (b) confirmed that the modality effect occurred, and the redundancy effect did not occur in the present study. [For full proceedings, see ED557189.]
Facebook Mediated Interaction and Learning in Distance Learning at Makerere University
Author: Mayende, Godfrey
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Social Networks,Computer Mediated Communication,Distance Education,Information Technology,Undergraduate Students,Student Attitudes,Questionnaires,Teaching Methods,Business Administration Education,Feedback (Response),Contingency Management,Instructional Effectiveness,Foreign Countries,Interaction

This paper reports on an investigation of the use of Facebook as a tool to mediate learning amongst distance learners at Makerere University, a dual-mode institution offering both conventional and distance learning programs. While conventional courses take 17 weeks in a semester, the distance learners come in for two residential sessions, each lasting for two weeks. The study focused on Bachelor of Commerce (External) students doing an Introduction to Information and Communication Technology course. This course was run through face-to-face sessions and the use of Facebook to increase interaction among learners. Out of the 650 students on the course, 621 joined the Facebook class page. In this paper we report on the students' perceptions about using Facebook for teaching and learning, and specifically if it mediated interactive learning. The Facebook class page was used as a discussion board. The questionnaire on which this evaluation was based was uploaded two months after the course ended. Interactive feedback through posts, 'likes' and comments were received from students. Results show that learners appreciated the use of Facebook for interactive learning, hence fostering meaningful learning. We also tried to match the affordances of Facebook for modeling, contingency management, feedback, instructing and questioning. Feedback and questioning were well received on Facebook during the course, indicating that Facebook mediated interaction and learning. We contend that if Facebook is to be used for meaningful teaching and learning, then there must be an appropriate and systematic mechanism for integrating educational activities in the platform. [The work reported in this paper was financed by DELP project which is funded by the NORAD. For full proceedings, see ED557189.]
The Curriculum Design and Development in MOOCs Environment
Author: Li, Fei
Date: 2014-07-00
Type: Reports - Research
Subjects: Foreign Countries,Online Courses,Case Studies,Curriculum Design,Models,Educational Environment,Course Content,Large Group Instruction,Learner Controlled Instruction,Cognitive Processes,Difficulty Level,Knowledge Level,Multimedia Materials,Equipment

The paper selects over 20 online courses and analyses the subjects, organization, the way to show the content of the courses, the use of media, and design of the teaching in the case study of Chinese popular MOOC platform. On this basis, the paper summarizes the principles of curriculum design and design models in MOOC environment, such as practical course content, minimized but continuous course structure, simplified course content, the effective combination of the media with the content, learners-centered, and stressing social construction. The author is not only a member of the curriculum development team of MOOC, but also experiences the online courses as a learner, and tries to summarize the principles of curriculum design and design models after analyzing the design elements with the case study method. [For full proceedings, see ED557189.]
How Digital Technologies, Blended Learning and MOOCs Will Impact the Future of Higher Education
Author: Morris, Neil P.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Higher Education,Blended Learning,Online Courses,Large Group Instruction,College Students,Educational Technology,College Faculty

Digital technologies are revolutionizing all parts of society, including higher education. Universities are rapidly adapting to the prevalence of staff and student mobile devices, digital tools and services on campus, and are developing strategies to harness these technologies to enhance student learning. In this paper, I explore the use of digital technologies to support blended learning in universities, and discuss how massive open online courses (MOOCs) can be improved through better understanding of successful use of technology, communication and collaboration in such scenarios. [For the complete proceedings, see ED557189.]
Stereo Orthogonal Axonometric Perspective for the Teaching of Descriptive Geometry
Author: Méxas, José Geraldo Franco
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Geometry,Mathematics Instruction,Visual Aids,Geometric Concepts,Computer Graphics,Computer Uses in Education,Computer Software,College Mathematics,Engineering Education,Foreign Countries

The representation of figures in mongean projection (double system planned orthographic projection used in the studies of Descriptive Geometry), specially when placed in a particular situation in relation to the projection plans, possesses the quality that, through them, the actual dimensions of represented spatial objects can be found directly and without additional geometric constructions. However, these representations using orthogonal views present a disadvantage that had been observed in which the representation is not always compared to the sight of the actual object. In some complex problems, even with great effort of concentration and imagination, the idea of the represented spatial figure cannot be reached. For current students and future engineers and architects, spatial visualization in perspective and depth is of most importance. The binocular or stereo perspective is necessary for the improvement of students' spatial reasoning. For this, stereo visualization programs used in computer graphics can be used. They differ from the method of the cylindrical orthogonal axonometric perspective, often taught in the courses of Descriptive Geometry. Thus, it is proposed in this work, the use of computational method anaglyphic, in which the binocular axonometric perspective is obtained from the mongean projections of the object. The developed program is indicated for the teaching/learning Descriptive Geometry. [For the complete proceedings, see ED557189.]
Using Agent-Based Technologies to Enhance Learning in Educational Games
Author: Tumenayu, Ogar Ofut
Date: 2014-07-00
Type: Reports - Descriptive
Subjects: Educational Technology,Educational Games,Teaching Methods,Cooperative Learning,Learning Motivation,Tutors,Intelligent Tutoring Systems,Problem Solving,Intervention,Feedback (Response)

Recent research has shown that educational games positively motivate learning. However, there is a little evidence that they can trigger learning to a large extent if the game-play is supported by additional activities. We aim to support educational games development with an Agent-Based Technology (ABT) by using intelligent pedagogical agents that can intervene to offer hints, assistance and suggestions when the learner is lacking knowledge, but does not intervene otherwise, so as not to interrupt game flow. In this paper we describe the possibilities of using pedagogical agents to infer learner's motivation and emotional state as they allow communication and interaction in a digital learning environment. Our approach emphasizes on improving pedagogical agent interactivity: from pedagogical agent techniques to &quot;Tutor and Tutee&quot; Agents' techniques to create a high social and collaborative Digital Educational Game (DEG) environment. [For full proceedings, see ED557189.]
The Efficiency of E-Learning Activities in Training Mentor Teachers
Author: Serbanescu, Laura
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Mentors,Supervisory Training,Efficiency,Electronic Learning,Learning Activities,Models,Content Analysis,Secondary School Teachers,Teacher Surveys,Program Effectiveness,Program Evaluation,Transcripts (Written Records),Participant Satisfaction,Aptitude Treatment Interaction,Usability,Teaching Methods,Instructional Effectiveness,Master Teachers,Educational Technology,Foreign Countries,Statistical Analysis

In the present article we aim to present the general framework related to the laws and practice of mentorship in Romania, as well as the results of a related investigation of the POSDRU project concerning the training of professional insertion mentors, &quot;From start to success--national program for the professional insertion mentorship of teachers&quot;. The paper aims to measure the degree of efficiency of the project's e-learning platform. In this sense we are using an evaluation model for e-learning activities called Kirkpatrick's progressive evaluation model on 4 levels: Reaction, Learning, Behaviour, Results. To obtain a maximum congruence with these 4 progressive levels we use the following research methods: document analysis and survey-based research. The sample was comprised of 342 teachers from the lower secondary system, participants in the project in order to obtain an extra mentor qualification. The data processing was done in the IBM SPSS software package, the obtained results indicating a maximum level of efficiency of the project's e-learning platform both in assuring a high level of learning as well as implementing information on a behavioural level and the impact on the organizational context through the effects it can produce. [For full proceedings, see ED557189.]
Incorporating Collaborative, Interactive Experiences into a Technology-Facilitated Professional Learning Network for Pre-Service Science Teachers
Author: Delaney, Seamus
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Communities of Practice,Social Networks,Science Education,Chemistry,Pedagogical Content Knowledge,Demonstrations (Educational),Technology Uses in Education,Phenomenology,Masters Programs,Instructional Design,Teaching Methods,Educational Technology,Scaffolding (Teaching Technique),Educational Practices,Foreign Countries

This paper describes the utilisation of a technology-facilitated professional learning network (PLN) for pre-service teachers, centred on chemical demonstrations. The network provided direct experiences designed to extend their pedagogical content knowledge on demonstrations in Chemistry teaching. It provided scaffolded opportunities to collaborate as they &quot;negotiated their identity&quot; as chemistry educators. Using technology to facilitate conversations around the use of chemical demonstrations was seen as advantageous as it provided an explorative workspace to discuss and refine pedagogical approaches. Importantly, it was anticipated that through these personal experiences the pre-service teachers would better understand ways to utilise technology within a PLN. The design of the PLN, and two examples of discussions designed to phenomenologically explore the teaching and learning associated with chemical demonstrations, ably facilitated by technology, are described here. [For full proceedings, see ED557189.]
Culture, Gender and Technology-Enhanced Learning: Female and Male Students' Perceptions across Three Continents
Author: Richter, Thomas
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Gender Differences,Culture Conflict,Questionnaires,Foreign Countries,Surveys,Comparative Analysis,Cross Cultural Studies,Gender Issues,Electronic Learning,Educational Technology,Feedback (Response),Higher Education,Likert Scales,Attitude Measures,Student Attitudes,Cultural Differences,Teaching Methods,Equal Education

With the on-going &quot;Learning Culture Survey&quot;, we aim to foster the implementation of culture-sensitive education. The motivation of this study is based on the need of a better understanding of the reasons for intercultural conflicts in education. These issues are particularly pertinent to international learning scenarios, such as in urban education, or Internet-based e-Learning. The results of this research are geared towards a development of activities that prevent students from losing their initial learning motivation. With our standardized questionnaire, we collected and analysed data from Germany, Ghana, and South Korea. In such a comparative culture-related analysis, the population is usually considered as a whole, regardless of the respondents' socio-cultural differences and assuming a single representative value per item. In this paper, we first analyse and discuss the results of our questionnaire section &quot;Gender Issues&quot;. Afterwards, we analyse the overall questionnaire data to focus on the extent to which female and male students' answers differed. Finally, we engage in a discussion to what degree these differences impact the design of e-Learning scenarios. [For full proceedings, see ED557189.]
A Platform for Learning Internet of Things
Author: Bogdanovic, Zorica
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Web Based Instruction,Educational Technology,College Students,Information Technology,Design,Equipment,Foreign Countries,Internet,Information Storage,Business Administration Education,Models,Computers,Computer Software,Teaching Methods,Information Science,Automation,Questionnaires,Student Attitudes,Program Effectiveness

This paper presents a model for conducting Internet of Things (IoT) classes based on a web-service oriented cloud platform. The goal of the designed model is to provide university students with knowledge about IoT concepts, possibilities, and business models, and allow them to develop basic system prototypes using general-purpose microdevices and a cloud and service infrastructure. The model was based on a cloud infrastructure deployed at the E-Business Department at the Belgrade University, and some implementation details are given. The model was tested and evaluated in a pilot course. [For full proceedings, see ED557189.]
E-Learning Trends and Hypes in Academic Teaching. Methodology and Findings of a Trend Study
Author: Fischer, Helge
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Trend Analysis,Teaching Methods,Conference Papers,Instructional Innovation,Educational Trends,Literature Reviews,Journal Articles,Content Analysis,Courseware,Computer Assisted Testing,Social Networks,Video Technology,Virtual Classrooms,Access to Information,Open Source Technology,Open Education,Electronic Publishing,Foreign Countries

What comes next in the field of academic e-learning? Which e-learning trends will dominate the discourse at universities? Answering such questions is the basis for the adaptation of service strategies and IT-infrastructures within institutions of Higher Education. The present paper therefore introduces methodology and findings of a trend study in the field of e-teaching. The overall interest of the study was the analysis of life stages and future potentials of e-learning innovations. A content analysis has been conducted based on 427 scientific articles of leading German-speaking e-learning conferences. Thus, e-learning trends and hypes in academic teaching have been identified and characterised. The following paper focusses on two things: on the one hand, existing academic concepts of trend research in the field of elearning will be discussed, and on the other hand, the above-mentioned study will be introduced. [For full proceedings, see ED557189.]
Acceptance and Success Factors for M-Learning of ERP Systems Curricula
Author: Scholtz, Brenda
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Foreign Countries,Training,Planning,Telecommunications,Handheld Devices,Educational Resources,Technology Integration,Electronic Learning,College Students,Questionnaires,Teaching Methods,Qualitative Research,Feedback (Response),Student Attitudes,Video Technology,Simulation

The effective training of users is a key factor of the success of Enterprise Resource Planning (ERP) system projects. This need for ERP system training is exacerbated by a demand for quality ERP consultants which is evident in Europe and in African countries, particularly in South Africa where science and technology education has been identified as a national priority. However, the high costs of traveling in developing countries within Africa can make it difficult to offer traditional face to face training by vendors. Mobile learning or m-learning has shown a significant rise in use by companies and researchers developing learning platforms. M-learning can be used to aid in the training of ERP users who are on the go as well as those who do not have direct access to desktop PCs in their work environment. Whilst several studies propose the use of m-learning systems, research related to the implementation and evaluations of m-learning systems which focus on ERP system education are limited. In this paper success factors for m-learning of ERP systems are identified. An understanding of these factors can improve the design of an ERP m-learning system, thereby facilitating an improvement in ERP and more broadly speaking, technology education. This paper reports on field studies where the Technology Acceptance Model (TAM) was used to evaluate the acceptance, usefulness and perceived ease of two systems, the OpenSAP e-learning application and the SAP Learn Now m-learning application. The study found that the m-learning system was accepted by the learners and was rated positively for perceived ease of use (PEOU) and perceived usefulness (PU). The study results also showed that the TAM model could be successfully used to evaluate elearning and m-learning systems. [For full proceedings, see ED557189.]