ethanporcaro/eric-fulltext-meta huggingface dataset:
Proposing and Evaluating a Model of Co-Construction of the Learning Scenario by the Learner
Author: Mbatchou, Guy Merlin
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Learning Processes,Vignettes,Teaching Methods,Learning Activities,Mastery Learning,Usability,Management Systems,Economics Education,Student Attitudes,Models,Foreign Countries,Learning Experience,Evaluation Methods,College Students

To improve the learning process, the evolution of learner's characteristics (cognitive, affective, prior knowledge, workflow, organization, ...) must be taken into account during the personalization or adaptation. This requires generating several scenarios (a description of activities, their order and links in the learning sequence as well as the expected outcome for the learner) adapted to the identified profiles. We propose a model which aims at improving learners' learning processes by giving them control over two key aspects: (1) the steps of the learning scenario to be followed: after each learning goal is completed, the learner chooses the next one among the possible ones (in terms of their current knowledge) while respecting pedagogical constraints (time and quality of the solutions produced according to satisfaction thresholds); (2) the assessment mode: the learner chooses a mode corresponding to their own goals in terms of mastery, while respecting the minimum thresholds set by the teacher. We assess our approach with learners in terms of (a) adequacy of the model with learners' expectations, (b) usability of the system and (c) learning experience satisfaction, through self-report questionnaires and an analysis of the data collected over 11 learners who used an implementation of our system on the LMS (Learning Management System) in the context of a real course on Economy. The results reveal an a priori acceptance of our model, a diversity of the scenarios constructed, and the use of 2 (out of 3) assessment modes to progress. We use these results to analyze current limits of the system and propose redesign ideas to minimize them. [For the complete proceedings, see ED600498.]
AUTODIDACT: Introducing the Concept of Mutual Learning into a Smart Factory Industry 4.0
Author: Ansari, Fazel
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Measurement,Identification,Outcomes of Education,Artificial Intelligence,Task Analysis,Learning Processes,Independent Study,Barriers,Manufacturing,Work Environment,Productivity,Information Technology,Program Descriptions,Labor Force Development,Computer Assisted Instruction,Foreign Countries,Computer Software

This paper explores the concept of mutual (reciprocal) learning as an enabler of the emergence of a collective human-machine intelligence across a smart factory. The interlinking of digital profiles of humans and machines permits the identification and measurement of learning outcomes through participating in and performing of (shared) tasks. To achieve this goal and ultimately to transform today's smart factory into a self-learning factory, the concept model of AUTODIDACT, underlying objectives and research questions related to mutual (reciprocal) learning are outlined. [For the complete proceedings, see ED600498.]
The Communication Preferences of Collegiate Students
Author: Swanson, Joan Ann
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: College Students,Interpersonal Communication,Preferences,Computer Mediated Communication,Communication (Thought Transfer),Electronic Mail,Letters (Correspondence),Social Media,Telecommunications,Handheld Devices

This paper presents findings on communication preferences of college students (N=1986) related to academic and non-academic purposes. This study also examines the use of technological tools which influence student communication preferences. Findings indicate a preference for face-to-face interactions despite the heavy utilization of technological devices. Educational implications are shared which challenge educators to incorporate communication involving not only reading or hearing others, but using tools for technological interactions to also view others, thus creating situations utilizing face-to-face encounters via those tools. [For the complete proceedings, see ED600498.]
Effects of Content and Language Integrated Learning Class Design Based on the First Principle of Instruction Theory: A Case Study
Author: Hao, Hao
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Second Language Learning,Second Language Instruction,Teaching Methods,Correlation,Language Tests,Japanese,Majors (Students),Interdisciplinary Approach,Cultural Awareness,Course Content,Language of Instruction,Instructional Design,Course Descriptions,Multicultural Education,Student Attitudes,Undergraduate Students,Language Proficiency,Foreign Countries

Content and Language Integrated Learning (CLIL) has emerged as a popular approach to language education in Europe and America in recent years. The main features of CLIL are learning foreign languages while gaining professional knowledge, enhancing student thinking, and improving the understanding of culture. However, CLIL has certain limitations, which a more effective course design may address. This paper aims to use the First Principle of Instruction (FPI) theory, one of the Instructional Design (ID) theories, to design CLIL in order to improve the course. This paper has selected the Japanese CLIL course in China as an example. The target learners are 16 students of the Japanese major at the university. The subject of the course is Intercultural Education. The results indicated that the FPI-based pre- and post- questionnaires revealed significant difference, as compared to those of the Japanese proficiency test. The analyses of the proficiency test, FPI, and CLIL indicated that there is a high correlation between the test and FPI whereas there is a moderate correlation between the test and CLIL and between FPI and CLIL. [For the complete proceedings, see ED600498.]
Self-Organizing Map Analysis of Educational Skills Using Questionnaire to University Students in Computing Classes
Author: Taniguchi, Tadanari
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Computer Science Education,Self Evaluation (Individuals),Information Technology,Visual Aids,Classification,Advanced Courses,21st Century Skills,College Students,Foreign Countries,Difficulty Level,Introductory Courses,Skill Development

We propose developing a method to set key educational skills which students need to achieve for each class using a student self-assessment questionnaire in analytical approach. It is difficult to set key academic skills for class since there are little systematic methods to set them. The questionnaire survey with 25 educational skills was conducted to ICT classes in our university using a computer-assisted web-interviewing (CAWI) technique. The questionnaire results are analyzed using self-organizing maps (SOMs). A SOM is used to visualize the similarity relations between educational skills based on student's consciousness. We show that 25 skills were classified into several skill groups of introduction, fundamentals, and advanced courses, respectively. [For the complete proceedings, see ED600498.]
Insights into Persuasive Technology for M-Learning Using Activity Theory
Author: Sibanyoni, Nhlanhla A.
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Electronic Learning,Technology Uses in Education,Handheld Devices,Study Habits,Attitude Change,Behavior Change,Learning Motivation,Mathematics Instruction,Computer Oriented Programs,Educational Technology,Homework,Telecommunications,After School Programs,Social Theories

In theory, educational applications that are engaging and motivating should easily persuade learners to use a mobile device for studying. Since this technology is already familiar to learners, mobile learning should be easily accessible; given a suitable m-learning application, learners could practice mathematics anytime or anywhere. LevelUp is an m-learning application, an example of educational persuasive technology that provides learners with educational content to practice mathematics exercises, it offers learners who successfully complete mathematics exercises with rewards, such as airtime or data bundles. The use of rewards is intended to persuade the learners to establish a new, sustained, learning behaviour. However, in the research reported on in this paper the learners were not attracted to and persistent in using the application. The aim of this study was, therefore, to understand the learners' perspective of the LevelUp application as a persuasive technology. This is an explanatory case study where the interpretive paradigm was used for analysis. The analysis used Fogg's Behaviour Model and Activity Theory as a way to understand this complex activity and to highlight the contradictions between LevelUp's intentions as a persuasive technology and the learners' perspective. Focus group interviews, questionnaire and observation were all used to collect data. The study contributes towards designing educational persuasive technologies that are effective and sustainable for use after school time from the learners' perspective. [For the complete proceedings, see ED600498.]
Shared Cooperative Activities in Parent-Child Dyads in an Educational Robotics Workshop
Author: vel Zabik, Katarzyna Potega
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Cooperative Learning,Parent Child Relationship,Robotics,Workshops,Learning Activities,Interaction,Technological Literacy,Attention

Learning robotics can be performed individually or as a collaborative problem-solving activity. Effective pedagogy is based on the latter. In this paper, we offer a work-in-progress report of an observational analysis of parent-child dyads engaged in an educational robotics workshop in a Science Center. We chose this context because learning technological fluency is largely sustained by family-based interactions. We aim to observe what is the relationship between the occurrence of joint engagement in parent-child dyads and their effectiveness in beta-testing of an interactive robot. We use the concept of a shared cooperative activity (Bratman, 1992) as a framework for this analysis and argue for the importance of conducting such analyses in an ecologically valid learning environment. [For the complete proceedings, see ED600498.]
Visuospatial Working Memory and Early Math Skills in First Grade Children
Author: Fanari, Rachele
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Visual Perception,Spatial Ability,Short Term Memory,Mathematics Skills,Elementary School Students,Grade 1,Mathematics Achievement,Predictor Variables,Longitudinal Studies,Foreign Countries,Numeracy

This study aimed to investigate the relationship between different components of active visuospatial working memory and math ability in young children. In a longitudinal study, we compared the contributions of active visual and spatial working memory (WM) tasks in early math performance at two times: the beginning of the first class of primary school (T1) and the end of the first class of primary school (T2). Two tests were conducted with 43 young participants to investigate active visual WM (Imaginative Puzzles) and active spatial WM (Corsi Backward). Measurements related to pre-math ability (BIN 4-6 test) at T1 and math skills (AC-MT 6-11 test) at T2 were accomplished. The relationship between visual and spatial WM and math ability was analyzed using a regression model in which the predictors were identified through a forward selection based on the use of the BIC index (Bayesian Information Criterion). Results show that at the beginning of primary school, basic knowledge of magnitude and numbers is strongly influenced by spatial WM. T1 pre-math performance is the sole predictor of mathematical performance at T2. These results suggest different implications of domain-general and domain-specific variable on early math performance, depending on the child's development period. This finding brings additional evidence to the debate on the relationship between visuospatial WM and math ability in young children. [For the complete proceedings, see ED600498.]
Flipping Your Classroom: A Methodology for Successful Flipped Classrooms
Author: Isaias, Pedro
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Blended Learning,Teaching Methods,Higher Education,Student Centered Learning,Independent Study,Course Content,Active Learning,Evaluation Methods,College Students,Case Studies,Workshops

As higher education reinvents itself to respond to the needs of a new generation of learners and novel workplace demands, it pivots towards student-centred pedagogical approaches and focuses on the promotion of active and lifelong learning. The flipped classroom model emerges in this context to address the limitations of the traditional classroom. When successfully implemented, it can provide students with the opportunity to learn at their own pace and to develop self-learning competences that are useful both academically and professionally. This paper proposes a methodology for the effective deployment of the flipped classroom that aims to assist educators in their efforts to flip their classrooms. The methodology comprises five core aspects: pre-class content delivery, pre-class assessment, in-class content review, classroom active learning and in-class assessment. [For the complete proceedings, see ED600498.]
Analysing University Student Academic Performance at the Unit Level
Author: Parkin, Eric
Date: 2019-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Academic Achievement,Foreign Students,Graduation Rate,Units of Study,Communication Skills,Enrollment,Withdrawal (Education)

This paper describes the creation of a dataset to enable the analysis of student academic performance at the unit level at a large Australian University. The dataset was designed to enable academic leaders to explore research questions concerning student performance and pass rates in units. Four example research questions are presented here and explored, to demonstrate the value of the exploratory dataset, along with an overview of the methodology and tools used to synthesise the data. The data handling methodology and reflections on tools and processes may be useful for other analysts. [For the complete proceedings, see ED600498.]
Language and Electronic Medium Skills Development through Autonomous and Ideological Practices
Author: Radi, Odette Bourjaili
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Students,Private Schools,Computer Literacy,Single Sex Schools,Coeducation,Comparative Analysis,Educational Environment,Family Environment,Language Skills,Handheld Devices,Telecommunications,Independent Study,Assignments,Literacy,Laptop Computers,Technological Literacy,Technology Uses in Education,Foreign Countries,Females,Printed Materials,Textbooks,Teaching Methods,Personal Autonomy,Institutional Characteristics

The purpose of this paper is to report on how the concepts of autonomy and ideology are perceived by scholars, educators and researchers. The project is a preliminarily study to investigate the connections between the language and computer literacies, that would lead to further influences the implications on the development of traditional language learning. The study will be covering 180 secondary students in two private schools (one is only girls, referred to as G school and the other is co-educational, referred to as BG school). This paper will mainly focus on comparing the students' performance and use of the electronic medium at school and at home. The G school students do not bring nor use any of the electronic medium at school, except when the library computers are booked by their teachers for research. They handwrite their notes and assignments in their workbooks. Their education is focused on mastering the autonomous dimensions of a given literacy, the ideological dimensions can present much more compelling and in depth challenges. The literature reviews differentiate between language literacy and computer literacy acquisitions, the two literacies require different skills from each other. Even though, the BG students are using their electronic devices at school as well as in their domestic environment for homework. They are using the devices more than seven to nine hours a day. They access their textbooks as eBooks on their devices and they compose their notes and school work electronically. However, the G students are also practising on their personal computers and are familiar in operating the software and hardware as much as the BG students who spend a substantial amount of time each day on their electronic devices. [For the complete proceedings, see ED600498.]
Digital Ethnicity
Author: Adams, Nan B.
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Computer Mediated Communication,Cultural Influences,Ethnicity,Social Influences,Educational Needs,Teacher Education Programs,Teacher Competencies,Verbal Communication,Nonverbal Communication,Social Values,Cognitive Processes

Digital Ethnicity is a concept based on Longstreet's (1978) model of the Aspects of Ethnicity. Digital Ethnicity was developed to describe the impact human interaction with digital communication technologies is having on cultural development. The ultimate goal for the development of Digital Ethnicity as a concept is to describe those aspects of digital ethnicity to achieve profiles of various digital ethnicities. These digital ethnic profiles are intended to guide thinking and provide insight into the social and educational needs of rapidly changing societal groupings by providing guidance for educational leaders, teachers and teacher education programs to prepare candidates who will be able to address the biological, social and cognitive changes brought about by pervasive use of digital communication technologies. [For the complete proceedings, see ED600498.]
Student Debt and the Class of 2018. 14th Annual Report
Author: Gonzalez, Veronica
Date: 2019-09-00
Type: Reports - Research
Subjects: College Graduates,Debt (Financial),Student Loan Programs,Student Financial Aid,State Policy,Federal Programs,Federal Aid,Paying for College,Private Financial Support,Loan Repayment,Tuition,Accountability,Risk,Public Colleges,Private Colleges,Grants

&quot;Student Debt and the Class of 2018&quot; is the fourteenth annual report produced by The Institute for College Access &amp; Success (TICAS) on the student loan debt of recent graduates from four-year colleges, documenting the changes in student loan debt and variation among states as well as colleges. This report includes federal policy recommendations to reduce debt burdens, including the collection of more comprehensive college-level data. Other recommendations focus on reducing the need to borrow, keeping loan payments manageable, improving consumer information, strengthening college accountability, and protecting private loan borrowers. [For &quot;Student Debt and the Class of 2017. 13th Annual Report,&quot; ED591121.]
Hispanic Higher Education and HSIs. 2019 Fact Sheet
Author: Hispanic Association of Colleges and Universities (HACU)
Date: 2019-07-11
Type: Numerical/Quantitative Data
Subjects: Hispanic American Students,Demography,Student Characteristics,Educational Attainment,Higher Education,Racial Composition,Colleges,Enrollment,Institutional Characteristics,Geographic Regions,Undergraduate Students

This fact sheet presents statistical information on Hispanic higher education and Hispanic-Serving Institutions (HSIs) from 2019 on: (1) Hispanic demographics; (2) Hispanic academic attainment; (3) Hispanic higher education; and (4) Hispanic-Serving Institutions. A 2017-18 enrollment snapshot of Hispanic undergraduate students across the United States is included. [For &quot;Hispanic Higher Education and HSIs. 2018 Fact Sheet,&quot; see ED591544.]
Online Professional Learning Communities for Developing Teachers&apos; Digital Competences
Author: Seufert, Sabine
Date: 2018-10-00
Type: Speeches/Meeting Papers
Subjects: Communities of Practice,Electronic Learning,Faculty Development,Teacher Competencies,Technological Literacy,Pedagogical Content Knowledge,Foreign Countries,Vocational Education Teachers,Self Evaluation (Individuals),Educational Technology

Digital transformation shapes the educational system in many ways. It has also far-reaching implications for teachers as their job description may fundamentally change in the future. In this light, it is important 1) to identify necessary digital competences of teachers and 2) to find ways to foster those competences in an efficient way. By means of a literature review and expert interviews, we developed a framework of teachers' digital competences. In line with Baumert and Kunter (2006) as well as Koehler and Mishra (2009), it comprises content knowledge, pedagogical content knowledge, and pedagogical knowledge. However, these facets have extended meaning in the context of digital transformation. Moreover, our framework considers the official EU competence framework (Carretero et al., 2017) and hence covers instrumental skills and knowledge in handling digital media. We successfully validated our framework by means of structural equation modelling with a sample of 215 Swiss teachers. Utilising an Importance Performance Map Analysis, we identified competence facets that show the highest effects on the (self-reported) use of digital media and content. For efficiently fostering those facets, we will establish online professional learning communities consisting of a communication platform, webinar series, and blended learning courses. [For the complete proceedings, see ED600498.]
Beach Books: 2018-2019. What Do Colleges and Universities Want Students to Read outside Class?
Author: Randall, David
Date: 2019-09-00
Type: Reports - Research
Subjects: College Students,Recreational Reading,Books,Reading Programs,Reading Assignments,Reading Material Selection,College Faculty,Literary Genres,Student Educational Objectives,Institutional Characteristics

The National Association of Scholars (NAS) has analyzed college common readings since 2010. The limitations of college common reading selections derive from their institutional frameworks. Non-academic mission statements steer selection committees away from intellectually challenging books toward those promoting progressive beliefs or activism; the selection committees are usually run or dominated by activist &quot;co-curricular&quot; administrators rather than professors; and common reading programs are frequently integrated with programs of service-learning and civic engagement, which are designed to promote student activism rather than to educate. NAS advocates for systematic reform of college common reading programs. They also advocate external supervision of common reading programs at public universities, to guarantee their intellectual diversity. This year's report has added two sections of practical advice for working within the system as it currently exists. One section provides advice for authors wishing to market their books to common reading selection committees; the second provides advice for selection committee members who want to persuade their colleagues to choose classic books. While the NAS can still call for thoroughgoing reform of common reading programs, the NAS believes these new sections will forward useful, if marginal, reforms within the current system. &quot;Beach Books 2018-2019&quot; is organized into the following sections: (1) an introductory essay summarizing the report; (2) an analysis of the 2018-2019 selections; (3) advice to would-be authors and to selection committee members; and (4) appendices with full data, including an expanded list of 150 books the NAS recommends for colleges and universities with common reading programs. [For the previous edition, &quot;Beach Books: 2017-2018. What Do Colleges and Universities Want Students to Read outside Class?,&quot; see ED595199.]