ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of L2 Reading Skills on L1 Reading Skills through Transfer
Author: Altmisdort, Gonca
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Learning,Reading Skills,Transfer of Training,Native Language,Correlation,Grammar,Vocabulary Development,Turkish,Reading Tests,Role,English (Second Language),Language Proficiency,College Students,Reading Instruction,Course Descriptions,Statistical Analysis,Foreign Countries

This study investigated whether transfer from L2 to L1 in reading occurs, and if so, which reading sub-skills are transferred into L1 reading. The aim is to identify the role of second language reading skills in L1 reading skills by means of transfer. In addition, the positive effects of the second language transfer to the first language in the context of reading skills and sub-skills were analyzed. Fifty-three native Turkish-speaking adults English language learners were tested in this study. These participants were university students who had the same L1 Turkish proficiency backgrounds. While 26 students took L2 reading courses for four months, the other 27 students did not take any L2 reading courses. After four months of L2 reading courses, these two groups were given a standard L1 (Turkish) reading test. The Turkish reading test included vocabulary, comprehension, grammar and reading sub-skills questions. The results revealed that L1 reading skills were affected positively by the L2 reading skill transfer. The study reveals which L1 reading sub-skills are more developed by L2 reading skills transfer. For further studies, the correlations in L1 and L2 courses may open a way in language curriculum design. Both courses can be designed as an adjunct course formulated on the skill-based syllabus model, and reading skills can be transferred cross-linguistically. Thus, L2 reading proficiency will be transferred to L1 proficiency.
The Directed Reading-Thinking Activity (DR-TA) and the Traditional Approach Using Tales of Virtue Based on His Majesty the King's Teaching Concepts in Seventh Grade Students' Reading Comprehension
Author: Chaemsai, Rungruedee
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Instruction,Grade 7,Teaching Methods,Directed Reading Activity,Experimental Groups,Control Groups,Pretests Posttests,Multivariate Analysis,Foreign Countries,English (Second Language),Second Language Learning,Ethics,Moral Values,Tales,Comparative Analysis,Tests,Questionnaires,Hypothesis Testing,Statistical Analysis,Reading Skills

This study compares the English reading comprehension and ethical awareness of 7th grade students, when using either a directed reading-thinking activity (DR-TA), or a more traditional approach, involving tales of virtue based on His Majesty the King's teaching concepts. A randomized control group pretest-posttest design was used for the study, and the data were analyzed using one-way MANOVA and t-tests for dependent samples. The results showed a significant difference in English reading comprehension, and ethical awareness of learning English reading, between both groups at 0.01 level. Students through the DR-TA method had significantly higher English reading comprehension, and increased ethical awareness, at the 0.01 level.
Lecturers' Experiences of Teaching STEM to Students with Disabilities
Author: Ngubane-Mokiwa, S. A.
Date: 2016-00-00
Type: Journal Articles
Subjects: STEM Education,Teaching Experience,Teaching Methods,Educational Strategies,Student Centered Learning,Vocational Education,Vocational Education Teachers,Case Studies,Interviews,Technology Integration,Accessibility (for Disabled),Qualitative Research,Technological Literacy,Pedagogical Content Knowledge,College Faculty,Foreign Countries,Observation

Innovative teaching is a concept based on student-centred teaching strategies. Access to Science, Technology, Engineering and Mathematics (STEM) subjects has not been equitable due to use of traditional teaching strategies. These strategies tend to exclude students with disabilities who can effectively learn in environments that appropriately and innovatively integrate technology. BeMer use of technology in teaching also requires teachers to have the relevant skills to take advantage of the devices in their disposal. This article provides an overview of the literature and experiences of lecturers on the use of technology to facilitate access to STEM subjects at Technical and Vocational Education and Training (TVET) institutions. Using two TVET colleges as case studies, it seeks to clarify how technology is currently used in vocational training. Data gathering was done through in-depth e-interviews and observation of classes. Purposive convenience sampling was used to select the most accessible teachers that teach students with disabilities for this study. Understanding of prior practices and current teacher technological competency are the initial points in the development of TVET technology integration model. In this article, the experiences of teachers were used to guide the development of an inclusive and equitable technology integration model.
Positioning Extension Massive Open Online Courses (xMOOCs) within the Open Access and the Lifelong Learning Agendas in a Developing Setting
Author: Nkuyubwatsi, Bernard
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Foreign Countries,Access to Information,Electronic Publishing,Lifelong Learning,Higher Education,Developing Nations,Developed Nations,Distance Education,Electronic Learning,Technology Uses in Education

Recent reports on xMOOCs indicate that underprivileged learners in need of higher education have minimally been reached by these courses. While the &quot;open access&quot; agenda is needed to reach such learners, most MOOCs have been developed in societies that have shifted toward the &quot;lifelong learning&quot; agenda. In this paper, xMOOCs are positioned in both the &quot;open access&quot; and the &quot;lifelong learning&quot; agendas in a developing country context. Findings from ten xMOOCs are presented and discussed. The findings suggest that two of the ten xMOOCs may be adapted for direct use in opening up higher education within the open access agenda, and two xMOOCs may contribute indirectly to the same agenda. Nine xMOOCs were found to have the potential to contribute to the lifelong learning agenda. These findings may inform policies and practices that underpin opening up higher education and open education in general.
Tracking Students' Eye-Movements When Reading Learning Objects on Mobile Phones: A Discourse Analysis of Luganda Language Teacher-Trainees' Reflective Observations
Author: Kabugo, David
Date: 2016-00-00
Type: Journal Articles
Subjects: Eye Movements,African Languages,Language Teachers,Qualitative Research,Preservice Teachers,Educational Technology,Electronic Learning,Experiential Learning,Learning Theories,Student Attitudes,Teaching Methods,Telecommunications,Handheld Devices,Discourse Analysis,Reading Processes,Observation,Foreign Countries

Although eye-tracking technologies such as Tobii-T120/TX and Eye-Tribe are steadily becoming ubiquitous, and while their appropriation in education can aid teachers to collect robust information on how students move their eyes when reading and engaging with different learning objects, many teachers of Luganda language are yet to gain experiences of utilizing these technologies in their teaching. This paper emerges from a semester-long (17 weeks) study which followed a Design Based Research (DBR) approach and deployed qualitative techniques to cultivate the experiences of 68 Luganda language teacher-trainees in utilizing different emerging Educational Technologies (ETs) in their teaching. The study was guided by Kolb's (1984) Experiential Learning Theory (ELT) and Reeves' (2006) model of conducting research in authentic e-learning contexts. During the study, trainees concretely experienced, abstractly conceptualized and made observational reflections about their own active experimentations of different ETs in teaching Luganda language. In this paper, we describe how we supported the trainees in conducting an active experimentation of Tobii-T120 to track how students moved their eyes when reading and engaging with learning objects on an emulated smartphone. Following the observational reflections, which the trainees made about their active experimentation, this paper also presents a discourse analysis thereof.
Unlocking the Potential of Public Libraries in Supporting Distance Learning
Author: Nabushawo, Harriet Mutambo
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Libraries,Distance Education,Library Services,College Libraries,Use Studies,College Students,Student Surveys,Data Collection,Focus Groups,Questionnaires,Interviews,Library Role,Instructional Materials,Study Centers

This paper examines the place of public libraries in supporting distance learners in Makerere University, exploring the factors which affect utilisation of their services. The study adopted a survey design with 300 B.Ed. students, collecting data through focus group discussions, structured questionnaires and individual interviews.
From Learning to Empowerment: A Study of Smallholder Farmers in South West Uganda
Author: Carr, Alexis M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Agricultural Occupations,Empowerment,Correlation,Learning Processes,Rural Areas,Lifelong Learning,Comparative Analysis,Surveys,Regression (Statistics),Influences,Human Capital,Social Capital,Income,Questionnaires,Likert Scales,Gender Differences,Socioeconomic Status,Educational Attainment,Individual Characteristics,Multivariate Analysis

The relationship between education and empowerment has been widely debated in development literature. In recent times, social capital and community-centric learning have been increasingly recognized as important variables in the empowerment process. This paper outlines the development of a &quot;Three-dimensional Empowerment Framework&quot;, and looks at the relationship between a community-centric learning process and empowerment in selected villages in Uganda. Based on a study of two villages, the paper evaluates the role of the &quot;Lifelong Learning for Farmers&quot; (L3F) programme, developed and supported by the Commonwealth of Learning (COL), in empowering farming communities. The purpose of the study was to gain a better understanding of empowerment in the selected farming communities and to identify factors that may contribute to empowerment, including the L3F programme. Two sample villages with similar demographics were used for comparison, one L3F village and one non-L3F village, with 62 respondents from the L3F village and 78 from the non-L3F village, selected randomly. A survey, which included demographic questions as well as an empowerment scale, was administered to respondents from both groups. The responses were analysed and a regression model showing the factors that influenced empowerment was developed. The study shows that the integration of human capital (viewed purely from learning, knowledge acquisition, reflective practices, skills and competencies), social capital and financial capital, has a positive impact on development outcomes such as empowerment.
A Discourse Analysis of Teacher-Trainees' Abstract Conceptualizations of Emerging Technologies in Teaching to Revitalise Luganda Language
Author: Kabugo, David
Date: 2015-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Experiential Learning,Learning Theories,Electronic Learning,Language Maintenance,African Languages,Language Teachers,Teaching Methods,Scaffolding (Teaching Technique),Knowledge Base for Teaching,Technological Literacy,Models,Preservice Teachers,Universities,Foreign Countries

While many young learners of the 21st century have grown up with, and generally prefer to learn using Emerging Technologies (ETs), few teachers of Luganda language graduate with learning experiences of integrating ETs in their teaching. One of the most crucial stages of gaining experiences in any subject or object of interest is making Abstract Conceptualizations (ACs) about it (Kolb, 1984). Whereas, scaffolding ACs has potential to expand a teacher's knowledge of integrating ETs in teaching, it is difficult to enact in a pedagogically sound manner. This paper emerges from a Design Based Research in which 68 Luganda language teacher-trainees at Makerere University were enrolled in a semester-long (17 weeks) blended learning course aimed at cultivating their experiences of integrating ETs in teaching. The study was informed by Kolb's (1984) Experiential Learning Theory (ELT) and Reeves' (2006) model of conducting research in authentic e-learning contexts. Six distinct abstract conceptualisations of ETs emerged from trainees' responses. This paper discusses the implications of such abstract conceptualization in the revitalisation of Luganda language.
Developing Multimedia Enhanced Content to Upgrade Subject Content Knowledge of Secondary School Teachers in Tanzania
Author: Mtebe, Joel S.
Date: 2015-00-00
Type: Journal Articles
Subjects: Multimedia Materials,Course Content,Spelling,Grammar,Error Correction,Foreign Countries,Secondary School Students,Pedagogical Content Knowledge,Mathematics Instruction,Science Instruction,Program Descriptions,Accuracy

The failure rates and lack of interest amongst students in science and mathematics in secondary schools in Tanzania is a serious problem. The Ministry of Education and Vocational Training (MoEVT) implemented a project to enhance and upgrade the pedagogical knowledge and subject content knowledge of teachers in selected difficult topics in science and mathematics in secondary education. This article reports on the process involved in the development of multimedia enhanced content that involved teachers, facilitators, and technical staff. The developed content was evaluated for its satisfaction using a sample of 72 experts that included teachers and instructors after using the content for 10 days. Generally, respondents were satisfied with the quality of the developed multimedia enhanced content. However, accuracy had a minimum percentage of users' satisfaction with 37%. This shows that the majority of the content had spelling and grammatical errors that were supposed to have been corrected before producing the final product. Although this is ongoing work, we believe that the lessons learned from our efforts can be useful to similar organizations planning to develop multimedia enhanced content for educational purposes.
Quality Assurance in Asian Open and Distance Learning: Policies and Implementation
Author: Darojat, Ojat
Date: 2015-00-00
Type: Journal Articles
Subjects: Quality Assurance,Educational Quality,Distance Education,Case Studies,Comparative Analysis,Public Agencies,Cultural Influences,Open Universities,Semi Structured Interviews,Policy Analysis,Educational Policy,Feedback (Response),Guides,Teaching Methods,Human Resources,Foreign Countries,Standards,Technical Support,Services,Empathy,Academic Advising

Open universities have emerged as an innovative pillar in the expansion of access to higher education participation, with single-mode distance education providers broadening access in many countries through economies of scale supported by large enrolments. These models raise questions about the quality of education provided. This paper reports on a comparative case study of quality assurance (QA) programs in distance education at three open universities in Southeast Asia. Focusing on QA development and implementation in learner support services, the study explored QA policies, supporting management practices and structures, and the influence of internal and external environmental factors, as identified through thematic analysis of data from semi-structured interviews and policy documents. The results showed many similarities in QA for learner support at the three institutions. Their learner support services were determined to be responsive to government and external quality agencies, external cultural and language factors, and student feedback. [NOTE: Issue number shown on this PDF (no. 1) is incorrect. The correct issue number is no. 2.]
Developing and Piloting Interactive Physics Experiments for Secondary Schools in Tanzania
Author: Msoka, Vidate C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physics,Science Experiments,Secondary School Students,Student Interests,Interaction,Student Attitudes,Motion,Statistical Analysis,Qualitative Research,Questionnaires,Semi Structured Interviews,Prior Learning,Technological Literacy

Students in secondary schools in Tanzania have been facing difficulties in conducting laboratory experiments. This has been due to the acute shortage of laboratory facilities and poor teaching methodologies. Consequently, students perceive science subjects as unattractive, difficult and irrelevant to understanding the world around them. An interactive physics experiment was developed and piloted in two schools with 157 students to investigate whether interactive experiments can be used as an alternative to physical experiments. Results show that students found the interactive experiment was easier and more efficient, and, therefore, can be used as an alternative to physical experiments. [NOTE: Issue number shown on this PDF (no. 1) is incorrect. The correct issue number is no. 2.]
The Nexus between Stakeholder Engagement and Instructional Quality: The Case of the UWI Open Campus's Awareness and Professional Development towards a Quality Support Framework
Author: Gilzene-Cheese, Florence
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Virtual Universities,Educational Quality,Adjunct Faculty,College Faculty,Faculty Development,Online Courses,Quality Assurance,Learner Engagement,Mixed Methods Research,Open Universities,Distance Education

With changes in the global economic landscape, universities are employing adjunct staff to instruct their online courses in new and expanding programs. Concomitantly, the growth of information and communication technology worldwide has facilitated the creation of classrooms without walls and universities without borders. The challenge for institutions is to create that nexus between programme quality and instructor engagement, especially where the instructors are just adjunct members of the staff. The University of the West Indies (UWI), through its virtual Open Campus (OC), has aligned its strategic objective of excellence to &quot;…provide multiple, flexible paths for all constituencies to pursue tertiary education over their lifetime (UWI, 2012)&quot; with the development of a framework that provides support for adjunct faculty members who are often &quot;new to online&quot;. This article is predicated on a quality framework established within the UWIOC at the start of the academic year 2012/13. It draws on the processes used with online educators while the university restructured its quality assurance (QA) procedures. I will discuss how a quality framework might affect instructional practices in distance education while broadening the understanding of what it means to facilitate focused student engagement. Data for the study will be generated through multiple methods: ethnographic observations; focus group interviews and document and artefact collection--reports on the use of two monitoring instruments. I will analyse key components of the OC quality structure; quality context issues and their contribution to success; and essential principles for ongoing assessment and planning to maintain the cycle. The discourse examines the possible effects of the changes, if any, through a practice-oriented perspective on quality amidst changes occurring within the UWI's virtual campus. it also contemplates how the process of increased monitoring and accountability works towards quality improvement. Key findings are presented with graphic and narrative arrangements supported by literature in the area of institutional quality.
Department Involvement in Instructional Materials Development for ODL Study at the Zimbabwe Open University (ZOU)
Author: Tanyanyiwa, Vincent Itai
Date: 2015-00-00
Type: Journal Articles
Subjects: Instructional Materials,Open Universities,Foreign Countries,Case Studies,Surveys,Material Development,Geography Instruction,Environmental Education,Time on Task,Preferences,College Faculty,Teacher Attitudes,Educational Quality,Instructional Design,Editing,Content Analysis,Teamwork,Quality Assurance,Observation,Interviews

The teaching and designing of modules at Zimbabwe Open University (ZOU) is the principal responsibility of a single body of teaching staff, although some authors and content reviewers could be sourced from elsewhere if they are not available in ZOU. This survey, through a case study, examines the involvement of lecturers and staff in the Department of Geography and Environmental Studies in instructional materials development for open and distance learning (ODL). The study inquired into the time lecturers spent on module development and writing, their levels of satisfaction with the materials they produced, their preferences with regard to teaching and instructional materials development strategies, and their views on how the process of instructional materials development at the university could be improved. The study found out that there is need for more time for materials development, better coordination and planning, greater consultation among colleagues, and adequate support services in instructional materials development for ODL to improve on the quality of modules. The department should be fully involved in instructional materials design and development to be effectively familiar with the ODL mode of learning and the students for whom the materials are intended. There is need for course writers (designers), prior to developing instructional materials, to spend time in the regional centres, which are located in the ten geo-political regions of Zimbabwe, so that they become familiar with the local learning context. One of the main recommendations is that there is need for course writers and content reviewers, as well as editors, to always undergo training in ODL and instructional materials development for ODL.
The Blind Leading the Blind: Goalball as Engaged Scholarship
Author: Van Rheenen, Derek
Date: 2016-00-00
Type: Journal Articles
Subjects: Research Universities,Disabilities,Athletics,Visual Impairments,Blindness,College Students,Recreational Activities,School Community Relationship

The paper describes an engaged scholarship course at a large public research university on the west coast of the United States. The pilot course introduces students to the scholarship on disability framed within the cultural studies of sport. Participants engage with existing literature while actively participating in goalball, a sport designed for the blind or visually impaired. Through narrative analyses of participants, three themes emerged within this engaged scholarship experience: (a) an increased sensitivity to disability issues through an academic and somatic experience; (b) challenging ableism by privileging visual impairment in a sports context; and (c) envisioning political action by creating community among unlikely partners. Based upon research findings from this pilot study, the paper proposes an integrated model of sport and disability studies at the postsecondary level, bringing together campus and community, combining academic and athletic curriculum and integrating sighted and visually impaired participants. One important outcome of the course has been to help redefine the popular adage of the blind leading the blind from an ableist metaphor to an expression of emancipatory education.