ethanporcaro/eric-fulltext-meta huggingface dataset:
Prototyping Visual Learning Analytics Guided by an Educational Theory Informed Goal
Author: Hillaire, Garron
Date: 2016-00-00
Type: Journal Articles
Subjects: Visual Learning,Educational Theories,Visualization,Computer Graphics,Design,Best Practices,Interdisciplinary Approach,Cooperation,Case Studies,Educational Research,Research and Development,Data Analysis,Decision Making,Formative Evaluation,Summative Evaluation,Grade 8,Reading Achievement,Achievement Gap,Disabilities,Middle School Students,Brainstorming

Prototype work can support the creation of data visualizations throughout the research and development process through paper prototypes with sketching, designed prototypes with graphic design tools, and functional prototypes to explore how the implementation will work. One challenging aspect of data visualization work is coordinating the expertise of people from a variety of roles to produce data visualizations guided by an educational theory informed goal (ETIG) in order to better support research. When collaborating, concessions must be made: typically, everyone seeks to follow the best practices established within their own disciplines. This paper attempts to illustrate how to rethink this interdisciplinary approach to adhere more strictly to educational research goals and consider how we may need to, at times, break away from best practices with the intent to evaluate the novel decisions resulting from this approach. A case study of the creation of a self-reported emotional measure is used to illustrate this type of collaboration. By taking this approach, a clear departure from best practices occurs in the scale selection for the visualization in order to support the ETIG.
Student Vulnerability, Agency, and Learning Analytics: An Exploration
Author: Prinsloo, Paul
Date: 2016-00-00
Type: Journal Articles
Subjects: Data Collection,Data Analysis,Educational Research,Information Security,Higher Education,Privacy,Informed Consent,Student Records,Ethics,Power Structure,Student Empowerment,Self Disclosure (Individuals),At Risk Students,Taxonomy,Information Dissemination,Accountability,Information Utilization,Self Management

In light of increasing concerns about surveillance, higher education institutions (HEIs) cannot afford a simple paternalistic approach to student data. Very few HEIs have regulatory frameworks in place and/or share information with students regarding the scope of data that may be collected, analyzed, used, and shared. It is clear from literature that basic opting in or out does not sufficiently address many of the complex issues in the nexus of privacy, consent, vulnerability, and agency. The notion of vulnerability (institutional and individual) allows an interesting and useful lens on the collection and use of student data. Though both institutional and individual vulnerability need to be considered, this paper focuses specifically on &quot;student&quot; vulnerability. In this conceptual article, we explore student vulnerability in the nexus between realizing the potential of learning analytics; the fiduciary duty of HEIs in the context of their asymmetrical information and power relations with students; and the complexities surrounding student agency in learning analytics. This article expands on an earlier framework developed by Prinsloo and Slade (2015). It aims to explore ways to decrease student vulnerability, increase their agency, and empower them &quot;as participants&quot; in learning analytics--moving them from quantified data objects to qualified and qualifying selves.
Effect of Phonetic Association on Lexis Learning in Natural Language Context: A Comparative Study of English, French and Turkish Words
Author: Ebubekir, Bozavli
Date: 2017-01-23
Type: Journal Articles
Subjects: Contrastive Linguistics,Phonetics,Lexicology,Native Language,English,French,Turkish,Language Acquisition,Vocabulary Development,Grammar,Efficiency,Retention (Psychology),Junior High School Students,High School Students,Grade 6,Grade 9,Second Language Learning,Structured Interviews,Reading Tests,Association Measures,Psycholinguistics,Foreign Countries

Mother tongue acquisition starts with words and grammar acquired spontaneously by means of communication, while at school foreign language learning takes place based on grammar. Vocabulary learning is very often neglected or rather it turns into an individual activity. The present study, which is considered to be unique on its own, is to reveal the effect of phonetic association method within the context of natural languages on efficiency and retention of vocabulary teaching. To be more concise, this is to assess the rate of learning homonymous English and French words with Turkish as well as success rate of retention of the words learned. The sample of the study consists of 6th grade students learning English at 3 junior high schools and 9th grade students learning French at 3 high schools, which are socio-economically in good-state. These grades are the first years when students start to learn foreign languages systematically. A total of 70 respondents, 21 female and 14 male 6th graders and 19 female and 16 male 9th graders, participated in the study. Structured interview method was used in this research. A phonetic association test of 25 English and 25 French words homonymous with Turkish words was developed, and it was conducted on the groups in different time zones: the rate of learning words was measured in the first week for four hours while in the second week the success rate of recalling the words was evaluated. Descriptive and content analysis were used to interpret and analyze the data. The results have suggested that those learning English were better than those learning French in learning vocabulary by means of phonetic association method and their rate of acquisition was higher while the rate of success of both groups increased in the second week compared to the first week. However, the rate of success of those learning English was found higher. Learners of English in the second week remembered more words than those learning French. These results could be related to the difficulty level of the words or the attitude of learners toward languages they were studying.
The Role of a Reference Synthetic Data Generator within the Field of Learning Analytics
Author: Berg, Alan	M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Research,Data Collection,Data Analysis,Higher Education,Foreign Countries,Literature Reviews,Data,Simulation,Information Management,Integrated Learning Systems,Educational Technology,Technology Uses in Education

This paper details the anticipated impact of synthetic &quot;big&quot; data on learning analytics (LA) infrastructures, with a particular focus on data governance, the acceleration of service development, and the benchmarking of predictive models. By reviewing two cases, one at the sector-wide level (the Jisc learning analytics architecture) and the other at the institutional level (the UvAInform learning analytics project at the University of Amsterdam), we explore the need for an on-demand tool for generating a wide range of synthetic data. We argue that the application of synthetic data will not only accelerate the creation of complex and layered learning analytics infrastructure, but will also help to address the ethical and privacy risks involved during service development.
Actualization of the Onion Model of Reflection in Turkish English Language Instructors' Practices: A Case Study
Author: Ekizer, Feyza Nur
Date: 2017-01-23
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Models,Self Evaluation (Individuals),Reflection,Teacher Competencies,Correlation,Professional Identity,Language Teachers,Teacher Characteristics,Teacher Behavior,Environmental Influences,Teacher Surveys,Semi Structured Interviews,Observation

Teachers spend so much time and energy focused on their students' progress that they often forget to consider their own performances. Self-reflection here is a very valuable tool that helps make the teacher aware of how he/she is teaching, which in turn makes him/her a better teacher. Teaching without reflection is teaching blind-without any knowledge of effectiveness. Therefore, this study aimed at finding the relationship between professional identity and practice of English teachers by making use of &quot;The Onion Model&quot; proposed by Korthagen (2004). This reflection model, as it includes different interrelated processing steps/layers (Environment, Behavior, Competencies, Beliefs, Identity and Mission) that could significantly affect professions, is important since it helps people to know each other and develop a healthy relationship with their environments. On the other hand, more importantly, it is directly associated with professional identity which is the main concern of the study, because it has 6 layers one of which is identity. This study is aimed at examining how these layers can be actualized in English teachers, if their self-report and actual practices are in accordance or not. As a result, the biggest differentiation between the reported and the performed was under the layer of behavior. Particularly, the interviewees' statements about their behaviors towards positive and negative attitudes of the students in the class seemed to be different. The second top difference was competency. Here, the interviewees' believed that they were good at doing something, however, it was monitored that they were actually not that successful. The third biggest difference between the said and the done came under identity. Most of the interviewees' thought they were a certain kind of a teacher, yet they were scrutinized as not. Environment, belief and mission were layers that were not easy to monitor in the observation classes. However, as far as the researcher felt, the surveyed attitudes were put down. The grounds, the purpose, the application method and the results of the study together with the evaluations are discussed in detail in the following parts of this article.
Marks Should Not Be the Focus of Assessment -- But How Can Change Be Achieved?
Author: Thompson, Darrall G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Student Evaluation,Self Evaluation (Individuals),Feedback (Response),Visual Stimuli,Computer Software,Criterion Referenced Tests,College Students,Foreign Countries,Computer Assisted Testing,Job Skills,College Graduates,Grading

This paper attempts to address the possibility of real change after a hundred years of exam-based assessments that produce a single mark or grade as feedback on students' progress and abilities. It uses visual feedback and analysis of graduate attribute assessment to foreground the diversity of aspects of a student's performance across subject boundaries. The use of assessment as the key driver and data source requires the refocusing of staff and student attention away from marks and towards the development of knowledge literacies, conceptual frameworks, and a broad range of personal qualities and skills. It is suggested that the use of student self-assessment with visual feedback on progress in important attributes can engage students with assessment as part of their personal and professional development. Web-based software (REVIEW) developed by the author and refined for more than a decade to facilitate this approach retains categorized and colour-coded student progress data through the day-to-day criterion-referenced marking of assignments and exams. It has been practically applied in four Australian universities with pilot schemes now beginning at the secondary/high school level. This paper examines a typical application at the author's institution with background research and insights into the challenges involved.
Why Are Manuscripts Unacceptable for Publication? An Analysis of &quot;Ethiopian Journal of Education&quot; (&quot;EJE&quot;) Rejections
Author: Kibret, Berhanu Abera
Date: 2017-01-23
Type: Journal Articles
Subjects: Foreign Countries,Periodicals,Journal Articles,Writing for Publication,Scholarship,Peer Evaluation,Evaluation Criteria,Selection Criteria,Teacher Researchers,Research Methodology,Data Analysis,Error of Measurement,Research Problems,Guidelines,Revision (Written Composition),Publishing Industry

This paper discusses reasons why manuscripts are not accepted for publication in &quot;Ethiopian Journal of Education&quot; (&quot;EJE&quot;). It intends to promote publication by domestic and/or international authors in &quot;EJE&quot; by analyzing the reasons for rejection of manuscripts. To gather the relevant data, a total of 101 rejected manuscripts submitted for publication &quot;EJE&quot; in the years 2008 to 2013 was collected and assessed. Moreover, contents of rejection letters were looked into. In doing so, the institutional affiliation of authors of the rejected manuscripts, editorial processes in which manuscripts were rejected mostly, the principal reasons for rejecting manuscripts of &quot;EJE,&quot; types of manuscripts which were more often exposed to rejection, and the nature of comments recommending rejection were analyzed. The results reveal that most of rejected manuscripts of &quot;EJE&quot; were affiliated from Addis Ababa University and Bahir Dar University, and the manuscripts were rejected mostly during the preliminary assessment, initial reviewing phase. Furthermore, using inappropriate research methods, poor data analysis and presentation, inadequacy of data to justify the conclusions, failure to follow the Journal's styles and formats (guidelines) and failure or unwilling to revise manuscripts as per reviewers' suggestions were principal reasons for rejecting manuscripts of &quot;EJE.&quot; The highest numbers of rejected manuscripts of &quot;EJE&quot; were also empirical studies which &quot;EJE&quot; accepts for publication consistently, and reviewers rejected those manuscripts after indicating their weaknesses and remarking further organization for resubmission. Finally, based on the results, the paper outlined recommendations for minimizing rejected manuscripts of &quot;EJE,&quot; and further studies were suggested.
Design and Use of Interactive Social Stories for Children with Autism Spectrum Disorder (ASD)
Author: Sani-Bozkurt, Sunagul
Date: 2017-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Children,Mothers,Technology Uses in Education,Educational Technology,Story Telling,Interpersonal Competence,Interviews,Video Technology,Observation,Satisfaction,Multimedia Instruction,Teaching Methods,Attitude Measures,Inclusion,Special Education,Questionnaires,Teacher Attitudes,Student Attitudes,Parent Attitudes,Adolescents,Secondary School Students

The current study aimed to design technology-supported interactive social stories to teach social skills to children with autism spectrum disorder (ASD). A design-based research was implemented with children with ASD along with the participation of their mothers, teachers, peers and field experts. An iterative remediation process was followed through the feedback of participants. The data collection process was further supported through researcher notes, interviews, video-recorded observations and log files. Three cycles of remediation were employed to improve the interactive materials, which lead them to be perceived as pleasant, interesting, engaging and user-friendly. It was observed that children gained useful non-target skills as well as the target behaviors. Interactive stories were particularly helpful in raising satisfaction as they provided children with the opportunity to make their own learning decisions.
What Do Students Want? Making Sense of Student Preferences in Technology-Enhanced Learning
Author: Pechenkina, Ekaterina
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Educational Technology,Preferences,Electronic Learning,Case Studies,Mixed Methods Research,Student Surveys,Likert Scales,Learner Engagement,Blended Learning,Social Media,Integrated Learning Systems,Access to Education,Educational Quality,Alignment (Education),Delivery Systems

This article, with its focus on university students as intended recipients and users of technological innovations in education, explores student preferences across three dimensions of technology-enhanced learning: mode of instruction; communication; and educational technology tools embedded in learning and teaching activities. The article draws on results of an exploratory case study, where mixed (quantitative and qualitative) data was collected from a randomized student sample generated through the institutional learning management system. An online survey (N = 66) gaged students' engagement with educational technologies, online and blended learning and social media as a learning tool. The findings confirmed previous research arguing that students generally use educational technology in a narrow way, rarely engaging with technological tools, unless it is presented to them as integral to their learning or if they are already familiar with a particular tool and/or perceive it as useful. Despite a well-cited characteristic by proponents of &quot;digital natives&quot; that students need constant entertainment, this study found no evidence that this was the case.
The Effects of the First Part of the CoRT Program for Teaching Thinking (BREADTH) on the Development of Communication Skills among a Sample of Students from Al al-Bayt University in Jordan
Author: Alshurman, Wael Mohammad
Date: 2017-01-23
Type: Journal Articles
Subjects: Teaching Methods,Thinking Skills,College Students,Foreign Countries,Training,Communication Skills,Statistical Analysis,Pretests Posttests,Experimental Groups,Control Groups,Program Effectiveness,Gender Differences,Lesson Plans

This study aimed to investigate the effects of the first part of the CoRT program for teaching thinking (BREADTH) on the development of communication skills among a sample of students from Al al-Bayt University in Jordan. The study sample consisted of all the students enrolled in the training session for the first part of the CoRT program held by the Excellence and Innovation Center at Al al-Bayt University during the second semester of 2014/2015 academic year. It included 36 participants (20 females and 16 males) from different specializations and academic levels at the university. The researcher prepared a training program and a scale for communication skills, for which he extracted validity and reliability. Diagrams for arithmetic averages, standard deviations, T-test and Wilcoxon W test were used to answer the questions of the study. The results showed that there were statistically significant differences (a = 0.05) between the pre and post measurements for members of the experimental group on the communication skills scale in favor of the post measurement. This indicates the effectiveness of the first part of the CoRT program (BREADTH) on the development of communication skills as well as the lack of statistically significant differences based on sex in the post measurement. The study recommended the need to implement the training program for more than one person including all the university students to develop their effective communication skills.
Perspectives of Students on Acceptance of Tablets and Self-Directed Learning with Technology
Author: Gokcearslan, Sahin
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Handheld Devices,Educational Technology,Technology Uses in Education,Mixed Methods Research,High School Students,Correlation,Student Centered Learning,Gender Differences,Surveys

Recent mobile learning technologies offer the opportunity for students to take charge of the learning process both inside and outside the classroom. One of these tools is the tablet PC (hereafter &quot;tablet&quot;). In parallel with increased access to e-content, the role of tablets in learning has recently begun to be examined. This study aims to reveal the relationship between the level of acceptance of tablets (TAM) and the level of self-directed learning with technology (SDLT) of students and to differentiate these in terms of gender. A mixed method research design is used in this study. In addition, the qualitative part of the study aims to determine the reasons students have for using or not using tablets for supporting learning. The study group consisted of 414 high school students, involved in the pilot application group of the FATIH project in Turkey. According to the study, a significant positive relationship was determined between four of the variables of tablet acceptance and the SDLT level. While the degree of acceptance of tablets was different according to gender, the SDLT level was not.
Greek Pre-Service Teachers' Intentions to Use Computers as In-Service Teachers
Author: Fokides, Emmanuel
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Technology Integration,Computer Uses in Education,Intention,Educational Technology,Use Studies,Usability,Self Efficacy,Computer Attitudes,Structural Equation Models,Elementary School Teachers,Questionnaires,Likert Scales,Factor Analysis,Statistical Analysis

The study examines the factors affecting Greek pre-service teachers' intention to use computers when they become practicing teachers. Four variables (perceived usefulness, perceived ease of use, self-efficacy, and attitude toward use) as well as behavioral intention to use computers were used so as to build a research model that extended the Technology Acceptance Model (TAM) and structural equation modeling was used for parameter estimation and model testing. Self-reported data were gathered from 487 pre-service teachers studying at the Departments of Primary School Education in Greece. Results revealed a good model fit and of the nine hypotheses formulated, seven were supported. Overall, the TAM, with the addition of computer self-efficacy beliefs, adequately represented the relationships among the factors. It also possesses the explanatory power to predict pre-service teachers' intention to use computers when they become practicing teachers since a high percentage (68%) of the variance in behavioral intention to use computers was explained, while the most influential factors were perceived usefulness and attitude toward computers. Implications for practice are also discussed.
A Comparison of Video Formats for Online Teaching
Author: Malaga, Ross A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Video Technology,Online Courses,Teaching Methods,Technology Uses in Education,Blended Learning,Higher Education,Educational Technology

The use of video to deliver content to students online has become increasingly popular. However, educators are often plagued with the question of which format to use to deliver asynchronous video material. Whether it is a College or University committing to a common video format or an individual instructor selecting the method that works best for his or her course, this research presents a comparison of various video formats that can be applied to online education and provides guidance in which one to select.