ethanporcaro/eric-fulltext-meta huggingface dataset:
Parents&apos; and Students&apos; Attitudes toward Tablet Integration in Schools
Author: Zhu, Sha
Date: 2018-09-00
Type: Journal Articles
Subjects: Parent Attitudes,Student Attitudes,Handheld Devices,Technology Integration,Grade 7,Educational Benefits,Positive Attitudes,Technological Literacy,Chinese,Mathematics Instruction,Teaching Methods,Foreign Countries,Computer Software

This study explored parents' and students' attitudes toward tablet usage in a formal educational setting. A total of 212 students from four 7 th-grade classes, along with 145 of their parents, responded to the Tablet Acceptance Questionnaire. Quantitative methods including a t-test and partial least square (PLS) analyses were employed to examine students' and parents' attitudes toward tablet integration in schools, and to investigate factors influencing students' and parents' attitudes toward tablet usage, respectively. The results indicated significant differences between students' and parents' attitudes. Empirical findings suggested students hold more positive views than their parents with regard to tablet usage, tablet benefits for learning, and technical advantages and ease of use. Conversely, parents expressed greater concern over potential negative effects of tablet usage in education than do their children. This study also suggested educational benefits of tablet usage were the key factor influencing both students' and parents' attitudes. Based on the cross-examined understanding of parents' and students' attitudes, suggestions for large scale tablet initiatives are proposed.
MOOC Makers: Professors&apos; Experiences with Developing and Delivering MOOCs
Author: Blackmon, Stephanie J.
Date: 2018-09-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Higher Education,College Faculty,Experience,Teacher Attitudes,Teaching Methods,Distance Education

Massive open online courses (MOOCs) have been described as purposeful educational resources for teaching, open educational initiatives, competency-based learning, and the like. They have also been described as an agent of higher education's deterioration. Although MOOCs are often discussed in terms of their current and future usefulness, or lack thereof, in higher education contexts, very little data exists on professors' experiences creating and teaching these courses. Therefore, I conducted a qualitative study, more specifically a phenomenography, to examine professors' experiences with developing and teaching a MOOC. Data include their thoughts on why they decided to teach a MOOC and the benefits and challenges associated with making and teaching a MOOC.
Influence of Learning Design of the Formation of Online Communities of Learning
Author: Jan, Shazia K.
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Design,Online Courses,Communities of Practice,Undergraduate Students,Bachelors Degrees,Health Sciences,Computer Mediated Communication,Discussion Groups,Learner Engagement,Social Networks,Group Dynamics

This paper presents the findings of a study on a fully online Bachelor's level course in Health Sciences at a European University conducted to explore the influence of learning design on the formation and evolution of different types of communities of learning. The impetus for the study came from the well-established effectiveness of community-based learning, a need for understanding learning design and analytics within networked structures and, the lack of theoretical grounding for social network analysis (SNA) in previous literature. Our study uses the Integrated Methodological Framework (IMF) which employs SNA as the key methodology for exploring community-based learning in light of the Communities of Practice (CoP) and Community of Inquiry (CoI) frameworks. The course comprised of three differently designed successive discussion forums spanning three weeks each. Network diagrams and SNA measures clearly showed the impact of the different learning designs on student engagement in the discussion forums. Based on CoP and CoI structural components within the IMF, a comparative analysis of whole-network properties of the three networks indicated the formation of a CoP, initiated and mediated by the tutor in discussion 1, sustained by the students in discussion 2, and disintegrated due to lack of guidance and facilitation in discussion 3. Qualitative analysis on the content of discussion posts revealed the importance of group oriented messages in the formation of the CoP. The paper discusses findings in terms of implications for learning design and analytics in online learning and the role of the tutor in community formation.
How Do Virtual Teams Collaborate in Online Learning Tasks in a MOOC?
Author: Verstegen, D. M. L.
Date: 2018-09-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Computer Mediated Communication,Teamwork,Problem Based Learning,International Programs,Adult Students,Interaction

Modern learning theories stress the importance of student-centered and self-directed learning. Problem-Based Learning (PBL) supports this by focusing on small group learning centered around authentic problems. PBL, however, usually relies heavily on face-to-face team collaboration and tutor guidance. Yet, when applied in online/blended environments, such elements may not be feasible or even desirable. This study explores how virtual teams collaborate in online learning tasks in the context of a nine-week Massive Open Online Course (MOOC) where international, virtual teams worked on PBL-like tasks. Twenty-one self-formed teams were observed. An inductive thematic analysis resulted in five themes: 1) team formation and team composition, 2) team process (organization and leadership), 3) approach to task work (task division and interaction), 4) use of tools, and 5) external factors (MOOC design and interaction with others). Overall findings revealed that online, virtual teams can collaborate on learning tasks without extensive guidance, but this requires additional communication and technological skills and support. Explicit discussion about group organization and task work, a positive atmosphere, and acceptance of unequal contributions seem to be positive factors. Additional support is required to prepare participants for virtual team work, develop digital literacy, and stimulate more elaborate brainstorming and discussion.
Effect of Communication Management on Distance Learners&apos; Cognitive Engagement in Malaysian Institutions of Higher Learning
Author: Kayode, Bakare Kazeem
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Distance Education,Learner Engagement,Educational Technology,Technology Uses in Education,Communication Strategies,College Faculty,Teacher Attitudes,College Students,Computer Mediated Communication

Rapid development of communication tools has brought about contentious issues in communication management in distance learning (DL) programs. The aim of this study is to investigate the relationships between communication management indicators, namely, communication practices, communication tools, and students' cognitive engagement in distance learning programs. A conceptual framework for communication management was developed from Moore's Transactional Distance Learning Theory (TDLT) and other existing literature. This study was conducted using quantitative research design. A questionnaire (a survey method) was used to elicit responses from 450 randomly selected in-service teachers from three Malaysian Public universities that offer blended mode distance-learning programs. Data analysis was conducted using Analysis of Moment Structures (AMOS) software to test the structural path of communication practices, communication tools, and students' cognitive engagement. Tests of hypotheses provided evidence of measures of fit statistics. The findings provide evidences that effective communication practices and communication tools have strong positive influence on distance students' cognitive engagement.
Developing a Mobile App for Learning English Vocabulary in an Open Distance Learning Context
Author: Makoe, Mpine
Date: 2018-09-00
Type: Journal Articles
Subjects: Distance Education,Computer Software,English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Instructional Design,College Students,Foreign Countries,Teaching Methods,Learning Processes,Telecommunications,Handheld Devices

Academic success depends on the comprehension of a language, which is linked to vocabulary learning. Many distance students in South Africa find it difficult to comprehend learning in a language other than their mother tongue. Finding effective strategies for enhancing English vocabulary of university students amidst the spatial, temporal, and pedagogic distance associated with Open Distance Learning (ODL) practices remains a challenge. To address the need for enhancing vocabulary development, mobile application systems (apps) were explored as the best vehicle for the delivery of the vocabulary learning. Mobile learning technologies are ideal in the ODL context because they are flexible, accessible, available, and cater for a myriad of interaction activities. The purpose of the study is to design and implement a mobile-based application aimed at enhancing English vocabulary teaching and learning. Using the Design-Based Research methodology, this study maps the steps taken to develop a vocabulary learning mobile app named VocUp; it describes the architecture, user interface, features of VocUp, and advocates for contextually-conscious and learning-driven app development.
&quot;Doing the Courses without Stopping My Life&quot;: Time in a Professional Master&apos;s Program
Author: Oliphant, Tami
Date: 2018-09-00
Type: Journal Articles
Subjects: Masters Degrees,Library Science,Information Science Education,Online Courses,Program Descriptions,Student Attitudes,Graduate Students,Decision Making,Academic Degrees,Futures (of Society),Interpersonal Relationship,Time Management,Foreign Countries,Teaching Methods,Computer Mediated Communication,Course Content,Part Time Students

This study investigates how time intersects with student learning in Canada's first, and only, Master of Library and Information Studies (MLIS) in an online teaching and learning stream. Thirty-two students responded to a survey that asked about their experiences, perceptions, and challenges after their first year of the program. Descriptive statistics and NVIVO 10 were used to analyze survey responses and to develop themes through open coding. The findings indicate that time shapes students' decisions to pursue the MLIS online, their perception of what the degree might mean for their future, their experience in the program, the quality of their relationships, and their learning. The perceived flexibility of the MLIS program was incredibly important to students. However, the majority of students described themselves as &quot;time poor&quot; and many students underestimated the time commitment necessary to complete the program, to manage coursework, and to build and maintain relationships with others.
Motivation and Knowledge: Pre-Assessment and Post-Assessment of MOOC Participants from an Energy and Sustainability Project
Author: Vázquez, Juan Antonio Valdivia
Date: 2018-09-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Energy Conservation,Sustainability,Knowledge Level,Student Motivation,Correlation,Prior Learning,Student Satisfaction,Pretests Posttests,Test Validity,Foreign Countries,Late Adolescents,Adults

Understanding factors promoting or preventing participants' completion of a massive open online course (MOOC) is an important research topic, as attrition rates remain high for this environment. Motivation and digital skills have been identified as aspects promoting student engagement in a MOOC, and they are considered necessary for success. However, evaluation of these factors has often relied on tools for which the psychometric properties have not been explored; this suggests that researchers may be working with potentially inaccurate information for judging participants' profiles. Through a set of analyses (t-test, exploratory factor analysis, correlation), this study explores the relationship between information collected by administering valid and reliable pre and post instruments to measure traits of MOOC attendees. The findings from this study support previously reported outcomes concerning the strong relationships among motivation, previous knowledge, and perceived satisfaction factors for MOOC completers. Moreover, this study provides evidence of the feasibility of developing valid assessments for evaluation purposes.
Defining OER-Enabled Pedagogy
Author: Wiley, David
Date: 2018-09-00
Type: Journal Articles
Subjects: Educational Resources,Computer Uses in Education,Open Education,Shared Resources and Services,Instruction,Instructional Materials,Evaluation Criteria

The term &quot;open pedagogy&quot; has been used in a variety of different ways over the past several decades. In recent years, its use has also become associated with Open Educational Resources (OER). The wide range of competing definitions of open pedagogy, together with its semantic overlap with another underspecified term, open educational practices, makes it difficult to conduct research on the topic of open pedagogy. In making this claim we do not mean to cast doubt on the potential effectiveness of the many pedagogical approaches labeled open. In this article, rather than attempting to argue for a canonical definition of open pedagogy, we propose a new term, &quot;OER-enabled pedagogy,&quot; defined as the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions that are characteristic of OER. We propose criteria used to evaluate whether a form of teaching constitutes OER-enabled pedagogy and analyze several examples of OER-enabled pedagogy with these criteria.
A Framework for Implementing OER-Based Lesson Design Activities for Pre-Service Teachers
Author: Kim, Dongho
Date: 2018-09-00
Type: Journal Articles
Subjects: Models,Preservice Teachers,Preservice Teacher Education,Educational Technology,Technology Uses in Education,Instructional Materials,Lesson Plans,Cognitive Processes,Curriculum Design,Pedagogical Content Knowledge,Curriculum Implementation,Curriculum Guides,Faculty Development

The demand for qualified teachers with sufficient pedagogical knowledge and skills is high. However, existing teacher education programs do not provide adequate experiences through which to develop pre-service teachers' professional foundations. This study recognized Open Educational Resources (OER) as a means by which to address the issue of enhancing teacher education. The purpose of this study was to propose a framework to be used to integrate OER into lesson design activities for pre-service teachers. In this study, a focused literature review investigated the frameworks of distributed cognition and example-based learning. This review process resulted in a unified framework that provides a description of how preservice teachers learn with OER at both the individual and cognitive system levels. Four principles and 10 guidelines are provided to guide the implementation of OER-based lesson design activities in real settings. The new framework has the potential to enhance pre-service teachers' Web resource-based professional development.
Critical Factors of the Adoption of e-Textbooks: A Comparison between Experienced and Inexperienced Users
Author: Hung, Wei-Hsi
Date: 2018-09-00
Type: Journal Articles
Subjects: Electronic Publishing,Textbooks,College Students,Student Attitudes,Expectation,Student Behavior,Intention,Experience,Gender Differences,Performance,Psychological Patterns,Social Influences,Foreign Countries

The use of e-textbooks has become popular in certain countries, yet there is debate in the literature about whether it is advantageous to adopt e-textbooks and if they positively influence students' learning and performance. Prior studies on the acceptance of e-textbooks were mainly based on one theoretical perspective, and did not differentiate samples between experienced and inexperienced users. From a social- and task-related view, this study aims to identify the critical factors that stimulate acceptance intentions of e-textbooks among tertiary students, particularly between experienced and inexperienced users. Based on 912 questionnaires, this study found that performance expectancy, perceived enjoyment, and perceived task-technology fit are the factors affecting students' behavioral intention for acceptance in both sampling groups. However, social impact only has significant influence on acceptance intention of inexperienced users. Also, gender has a moderating effect on the relationship of performance expectancy and behavioral intention of inexperienced users only. This study provides useful implications for marketing e-textbooks, and fills the literature gap.
Student Attitudes toward Blended Learning in Adult Literacy and Basic Skills College Programs
Author: Li, Jia
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Adult Students,Adult Literacy,Student Attitudes,Blended Learning,Basic Skills,Electronic Learning,Individual Differences,Age Differences,Gender Differences,Educational Attainment,Disabilities,Computer Literacy,Employment Level,Community Colleges,Assistive Technology

Literacy and Basic Skills (LBS) programs in many Ontario colleges offer adult learners who have low literacy and basic skills with opportunities to improve their employment skills as well as results on prerequisite courses for entrance into post-secondary education. LBS students encounter many challenges and require extra interpersonal instructional support, which may be overcome through a blended learning approach. Due to limited access to technology in LBS programs, little is known about adult learners' attitudes toward online learning. This study investigates learners' attitudes and perceived success in blended learning, and key factors contributing to individual differences. A survey was administered to 149 LBS student participants at three Ontario community colleges, along with interviews conducted with 37 students. The results of correlation and thematic analysis have shown that differences exist in their attitudes between face-to-face and online learning environments, 90% versus 40% positive respectively. Individual differences in their perceptions were found to be associated with their age, time out of formal education, education levels, and computer skills.
What Is a Digital Electronic Portfolio in Teacher Education? A Case Study of Instructors&apos; and Students&apos; Enabling Insights on the Electronic Portfolio Process
Author: Hopper, Timothy
Date: 2018-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Electronic Publishing,Teacher Education Programs,Technology Uses in Education,Educational Technology,Social Networks,Constructivism (Learning),Elementary Education,Faculty Development

Professional programs in postsecondary education have long been using electronic portfolios (ePs) for diverse purposes, for example, assessment, certification, showcasing, and learning. However, in our practices of using ePs in teacher education for the past several years, we have found that the question of &quot;what is an eP?&quot; requires substantial unpacking. This paper will offer insights on our evolving understanding on ePs in teacher education based on three interacting areas: (a) rich media reframing how we understand professional learning in a digitally linked world; (b) literature from the last 10 years in the use of ePs; and (c) insights from instructors and students using an eP process in one term of a teacher education program. We conclude with a re-visioning of learning in teacher education in relation to the emerging practices enabled by an eP process.
Critical Thinking in Asynchronous Online Discussions: A Systematic Review
Author: DiPasquale, Joshua
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Thinking,Computer Mediated Communication,Teaching Methods,Higher Education,Reflection,Databases,Educational Research

Enhancing critical thinking is a common goal of higher education. Designing and facilitating learning environments in which critical thinking may develop is a key responsibility for instructors. In this paper, we seek to inform future research and practice by investigating instructional strategies that could be used to promote critical and reflective thinking in asynchronous online discussions. Our literature review was qualitative and systematic, and focused specifically on strategies that were effective in fully-online higher education contexts. Thematic analysis was used to synthesize the findings and conclusions from the various studies into recurrent themes and sub-themes. The results of the analysis indicated that practitioners should employ a multi-step approach to facilitating critical thinking and reflection in asynchronous online discussions. Implications for future research and practice are discussed.
Connecting Learner Motivation to Learner Progress and Completion in Massive Open Online Courses
Author: Najafi, Hedieh
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Motivation,Academic Achievement,Intention,Online Courses,Self Efficacy,Goal Orientation,Correlation

We examined how massive open online courses (MOOC) learners' motivational factors, self-efficacy, and task-value related to their course progress and achievement, as informed by learners' initial course completion intention. In three individual MOOCs, learners completed a pre-course survey to report their levels of task-value and self-efficacy and to indicate their intention to complete each course topic. Using clustering techniques, we identified two distinct groups of learners in the three MOOCs based on self-efficacy and task-value variables: higher-motivation group and lower-motivation group. The higher-motivation group achieved significantly higher grades in two of the MOOCs, and also adhered to their initial completion intention significantly more so than the lower-motivation group. We posit that MOOC completion research should consider learners' topic-level interest as one success criterion. Further research can clarify perceived task-value in relation to learners' existing knowledge, their learning goals, and learning outcomes related to the MOOC participation.
Preservice Turkish Teachers&apos; Views and Perceived Competence Related to Inclusive Education
Author: Horzum, Tugba
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Inclusion,Special Education,Regular and Special Education Relationship,Competence,Experience,Disabilities

The focus of this study was to examine the influence of special education course on preservice teachers' views of inclusive education. &quot;Scale for view of inclusive education&quot; was applied to 68 pre-service teachers and based on the pre and post-test scores, ten pre-service teachers were selected for identifying their views and perceived competences related to inclusive education. Case study design was used in the study and collected data analyzed by using content analysis. The findings indicated that preservice teachers presented both positive and negative views related to inclusive education while the present inclusive education practices they observed and the fear of unfavorable impact on regular students formed the reasons for negative view of inclusion. The results showed that lack of training in and experience with special needs students caused preservice teachers to illustrate low level perceived competences while experience with students with special needs resulted in high level perceived competences.