ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation Faculty of Education Students' Cyberloafing Behaviors in Terms of Various Variables
Author: Arabaci, I. Bakir
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Technology Uses in Education,Internet,Student Behavior,Preservice Teachers,Computer Science Education,Student Attitudes,Gender Differences,Age Differences,Technological Literacy,Computers,Recreational Activities,Social Media,Electronic Mail

Today, internet-based information technologies are sine qua non of effective learning and teaching. By the use of multiple multi-media tools in education, learning environment is enriched, persistence of learning is ensured and the boringness of the course is prevented. However, the purposeless use of internet in classrooms leads students to get disconnected from the course and become distracted, the prevention of motivation, and discipline problems. In particular, the fact that smart mobile phones have become widespread and students come to classroom with their mobile phones can lead to the spread of cyberloafing behaviors during courses. The cyberloafing behaviors in education refer to the fact that students use the internet within course hours for the things irrelevant to the course. This research aims to investigate the states of showing cyberloafing behaviors in these courses of the faculty of education students taking Computer I and II courses. The students taking computer I and II courses in different departments of Firat University Faculty of Education and 1st and 4th grade students in the Computer Instructional Technologies (CIT) department constitute the study population of the research. According to research findings, although students stated that the idea of being engaged in cyberloafing during the course cannot be accepted, it was concluded that they followed their e-mail, participated in discussion groups, and that further cyberloafing behaviors were shown by male students in terms of gender variable, the students in the upper class in terms of class variable, the students who are experts in using the internet, those with more internet seniority and those with personal computers.
A Systematic Review on Mobile Learning in Higher Education: The African Perspective
Author: Kaliisa, Rogers
Date: 2017-01-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Higher Education,Foreign Countries,Literature Reviews,Computer Mediated Communication,Educational Technology,Technology Uses in Education,Student Participation,Reflection,Communities of Practice,Teacher Student Relationship,Teaching Methods,Barriers,Access to Computers,Technological Literacy

The spread and popularity of mobile devices has led to their increased application in higher education. While studies have reviewed mobile learning initiatives in different contexts, none has explored this subject in Africa. This systematic review collates and compares studies published between 2010 and 2016 on mobile learning in higher education in the African context to explore the application, impact and challenges of mobile technology-supported learning. Findings show that mobile learning within higher education institutions in Africa increased student and lecturer collaboration, and provide distant communication, increased student participation and engagement, facilitating authentic learning and reflective practice, as well as fostering learning communities. A change in the lecturers' approaches to teaching also occurred. The findings also indicate significant challenges in integrating mobile learning in higher education institutions within Africa: poor technological infrastructure, lack of access to modern mobile devices, lack of mobile learning pedagogical skills among lecturers, poor attitudes among students and lecturers, and incompatibility of mobile devices with the university online management systems. Policies to guide the implementation of mobile learning were also lacking. Large-scale studies assessing the effectiveness of mobile learning within African higher education institutions are lacking and existing studies lacked a theoretical framework. The review highlights enabling conditions for successful integration of mobile learning in African institutions addressing access, training, curriculum design, support and technical requirements. The absence of studies reporting on existing mobile learning projects reflects the limited penetration of this technology and associated pedagogies and a need to strengthen research in this emerging field.
Information and Communications Technology Acceptance among Malaysian Adolescents in Urban Poverty
Author: Halili, Siti Hajar
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Poverty,Urban Areas,Educational Technology,Technology Uses in Education,Case Studies,Questionnaires,Statistical Analysis,Adolescents,Attitude Measures,Access to Computers,Secondary School Students

This study was conducted to identify the information communication and technology (ICT) usage among adolescents in urban poverty and their acceptance of using ICT in teaching and learning (T&amp;L) process. The Technology Acceptance Model was used in determining the acceptance of ICT by focusing on factors such as perceived ease of use and perceived usefulness as the two main factors that is much referred for technology acceptance. This case study was conducted using a quantitative and a questionnaire was used to collect data from 50 respondents. SPSS software was used in the form of descriptive statistics. The results showed that the majority of the respondents do not spend much time in using ICT at home or even during class session. However, their acceptances in using ICT are positive in T&amp;L process. Based on the findings, suggestions have been proposed to increase the effective use of ICT among adolescents in urban poverty.
Pre-Service Teachers' Perception of Quick Response (QR) Code Integration in Classroom Activities
Author: Ali, Nagla
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Handheld Devices,Coding,Technology Integration,Undergraduate Students,Questionnaires,Likert Scales,Student Journals,Focus Groups,Usability,Positive Attitudes,Intention,Educational Benefits,Barriers,Regression (Statistics)

Quick Response (QR) codes have been discussed in the literature as adding value to teaching and learning. Despite their potential in education, more research is needed to inform practice and advance knowledge in this field. This paper investigated the integration of the QR code in classroom activities and the perceptions of the integration by pre-service teachers. Forty-four pre-service teachers enrolled in an undergraduate degree at a higher education institution in the United Arab Emirates took part in the study. Data were collected from a questionnaire, student journals and focus group interviews to enable triangulation. The main results suggested that the pre-service teachers perceived the use of QR codes to be easy and useful in learning activities. They also demonstrated positive attitudes towards the QR codes and stated the intention to use this application in their future career. The study provided practical examples of how QR codes can be integrated in teaching. It also revealed certain challenges that could hinder effective integration of QR code applications in the classroom. Recommendations for practice and future research are discussed.
Students' Perceptions of E-Assessment at Saudi Electronic University
Author: Alsadoon, Hamadah
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,College Students,Virtual Universities,Integrated Learning Systems,Teaching Methods,Technology Uses in Education,Educational Technology,Computer Assisted Testing,Online Surveys

This study explored students' perceptions of E-assessment at Saudi Electronic University. The university recently implemented this mode of assessment in the learning management system it uses. Therefore it is important to examine the students' perceptions of this mode at the university level. The results were encouraging. Students had positive perceptions of e-assessment and valued its features such as immediate feedback and unbiased grading.
Teachers' Attitudes toward Mobile Learning in Korea
Author: Baek, Youngkyun
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Teacher Attitudes,Gender Differences,Teaching Experience,Intellectual Disciplines,Teacher Surveys,Secondary School Teachers,Elementary School Teachers,Questionnaires,Statistical Analysis

Mobile devices have become ubiquitous, and their uses are various. In schools, many discussions about mobile devices are ongoing as more and more teachers are adopting the technology for use in their classrooms. Teachers' attitudes toward mobile learning takes an important role in initiating its usage in schools. This study aims to investigate the attitudes toward mobile learning among Korean teachers. The authors' primary focus lies on the teachers' attitudes toward mobile learning in view of their differences in gender, school level, teaching experience, and subjects taught. In order to find out teachers' attitudes toward mobile learning, the Mobile Learning Perception Scale (MLPS) developed by Uzunboylu and Özdamli was utilized. The results of this study showed Korean teachers' mobile learning attitudes was low in general. Female teachers were more positive than male teachers in their attitudes. Secondary school teachers' attitudes on the Forms of Mobile Learning Application and Tools' Sufficient Adequacy of Communication (FMA&amp;TSAC) was significantly higher than elementary school teachers. The group with more than 15 years of teaching experience showed higher attitudes toward mobile learning than those groups that were less experienced. Language teachers showed higher attitudes toward FMA&amp;TSAC domain than all other subjects' teachers.
Examining Cyberbullying Tendency and Multidimensional Perceived Social Support Status of Teacher Candidates
Author: Levent, Faruk
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Computer Mediated Communication,Social Influences,Preservice Teachers,Statistical Analysis,Social Support Groups,Internet,Gender Differences,Surveys

The teachers have a substantial role for students through consciously the Internet usage and struggle with cyberbullying. The purpose of this study is to investigate cyberbullying tendency and multidimensional perceived social support status of the teacher candidates. The participants of this research have become 412 teacher candidates as education faculty students. In this research, co-relational screening model has been used. In addition, Mann Whitney-U and Kruskal Wallis statistical analysis have been used to determine differences within variables. The findings of the study indicate that cyberbullying tendency and multidimensional perceived social support status have been differentiated in accordance with daily Internet usage time and sexuality. Moreover, according to the attractive findings of this study, the cyberbullying tendency ratio of females is higher than males and the social support ratio of males is higher than females.
Investigating Causal DIF via Propensity Score Methods
Author: Liu, Yan
Date: 2016-12-00
Type: Journal Articles
Subjects: Test Items,Test Bias,Probability,Scores,Evaluation Methods,Psychometrics,Regression (Statistics),Validity,Comparative Analysis,Achievement Tests,Foreign Countries,International Assessment,Mathematics Tests,Mathematics Achievement,Science Achievement,Science Tests,Elementary Secondary Education,Culture Fair Tests

A variety of differential item functioning (DIF) methods have been proposed and used for ensuring that a test is fair to all test takers in a target population in the situations of, for example, a test being translated to other languages. However, once a method flags an item as DIF, it is difficult to conclude that the grouping variable (e.g., test language) is responsible for the DIF result because there may exist many confounding variables that lead to the DIF result. The present study aims to (i) demonstrate the application of propensity score methods in psychometric research on DIF for day-to-day researchers, and (ii) describe conditional logistic regression for matched data in a DIF context. Propensity score methods can help to achieve the comparability between different populations or groups with respect to participants' pre-test differences, which can assist in examining the validity of making a causal claim with regard to DIF.
The Effect of Using Online Discussion Forums on Students' Learning
Author: Alzahrani, Majed Gharmallah
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Mediated Communication,Group Discussion,Educational Technology,Technology Uses in Education,Undergraduate Students,Experimental Groups,Control Groups,Academic Achievement,Statistical Analysis,Correlation,Grades (Scholastic),Grade Point Average,Interaction,Cooperation,Active Learning,Blended Learning,Quasiexperimental Design,Pretests Posttests,Achievement Tests

This study was conducted to investigate the effect of using online discussion forums (ODFs) on students' learning, particularly on their achievement. In order to achieve this, a quasi-experimental design was implemented during one academic semester at one of the leading universities in Saudi Arabia. The sample of this study involved undergraduate students (N = 138) divided into two groups: the experimental group involved 67 students and the control group involved 71 students. The findings indicate that using ODFs is likely to lead students to gain a better achievement. In addition, statistical analyses reveal significant and positive relationships between student participation in ODFs and their final course mark, but no significant relationships between their participation in ODFs and grade point average. The social interaction and the collaborative nature in ODFs environments as well as the active learning in blended learning courses were likely to be the possible reasons for the increased achievement when students utilise ODFs to enhance traditional learning. However, contextual dimensions need to be given a great deal of attention in order to find satisfactory results.
Evolution of a Model for Socio-Scientific Issue Teaching and Learning
Author: Sadler, Troy D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Science and Society,Science Instruction,Models,Research Projects,Science Curriculum,Scientific Concepts,Science Process Skills,Educational Objectives,Alignment (Education),Curriculum Design

Socio-scientific teaching and learning (SSI-TL) has been suggested as an effective approach for supporting meaningful learning in school contexts; however, limited tools exist to support the work of designing and implementing this approach. In this paper, we draw from a series of four design based research projects that have produced SSI curriculum materials, research findings, and design insights. The paper describes the creation and evolution of a model for SSI-TL. The model highlights a sequence of learning experiences that should be featured in SSI-TL and the kinds of learning objectives that should result. Student learning experiences should include encountering a focal SSI; engaging in science practices, disciplinary core ideas and crosscutting concepts as well as socio-scientific reasoning practices; and synthesizing key ideas and practices through a culminating exercise. The proposed learning objectives align with Next Generation Science Standards and also reflect the important social dimensions of SSI.
Analysis of the Underlying Cognitive Activity in the Resolution of a Task on Derivability of the Absolute-Value Function: Two Theoretical Perspectives
Author: Pino-Fan, Luis R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Theories,Mathematics Education,Networks,Cognitive Psychology,Semiotics,Cognitive Processes,Mathematics Instruction,Mathematical Concepts,Symbols (Mathematics)

This paper presents a study of networking of theories between the theory of registers of semiotic representation (TRSR) and the onto-semiotic approach of mathematical cognition and instruction (OSA). The results obtained show complementarities between these two theoretical perspectives, which might allow more detailed analysis of the students' performance.
The Need for a More Efficient User Notification System in Using Social Networks as Ubiquitous Learning Platforms
Author: Mihci, Can
Date: 2017-01-00
Type: Journal Articles
Subjects: Electronic Learning,Efficiency,Formative Evaluation,Comparative Analysis,Pretests Posttests,Undergraduate Students,Preservice Teachers,Social Media,Computer Mediated Communication,Handheld Devices,Telecommunications,Synchronous Communication,Integrated Learning Systems,Quasiexperimental Design,Foreign Countries

While carrying out formative assessment activities over social network services (SNS), it has been noted that personalized notifications have a high chance of &quot;the important post getting lost&quot; in the notification feed. In order to highlight this problem, this paper compares within a posttest only quasi-experiment, a total of 104 first year undergraduate students, all of which are prospective ICT teachers, in two groups. A formative assessment system in the ubiquitous learning context is delivered over an SNS in both groups. In the first group, the SNS has been used for the entire assessment task. In the second group, the questions have been delivered and responses were received over mobile phone &quot;SMS&quot; messages, while the SNS was used solely for providing feedback. The cases were compared in terms of voluntary participation rates and academic success. Both response rates and academic success have been significantly higher in the SMS group. When asked their reasons for not responding to questions; the SNSonly group frequently reported &quot;not noticing the questions being sent.&quot; This may indicate a flaw in message design for using social networks as LMS's. Sensible use of push-messages is advised.
Engaging Elementary School Pre-Service Teachers in Modeling a Socioscientific Issue as a Way to Help Them Appreciate the Social Aspects of Science
Author: Evagorou, Maria
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Social Sciences,Science Instruction,Social Influences,Student Attitudes,Lesson Plans,Planning,Foreign Countries,College Students,Case Studies,Learning Activities,Social Problems,Inquiry,Program Effectiveness,Coding,Pretests Posttests

Socioscientific issues are ill-structured problems that involve moral, ethical, and financial aspects, and lack clear-cut solutions. Teaching socioscientific issues necessarily puts a demand on teachers to draw on knowledge stemming from other domains, and to also appreciate, and present to the students the societal aspects of science. For new teachers, and those who have not tried integrating complex social issues into their instruction, SSI-based teaching may seem too great a hurdle to overcome. The aforementioned ought to call for teacher educators to focus on the pedagogical challenges of teaching socioscientific issues. Therefore, the aim of this study was to explore whether, and how engaging elementary pre-service teachers in critical discussions of socioscientific issues, can change their views of science, and science teaching, and help them design lessons which include the social aspects of science. A sequence of activities to engage pre-service teachers with modeling a socioscientific issue was implemented with 20 participants, over seven weeks. Findings show that elementary pre-service teachers do not include social aspects of science in their initial reflections, but engaging with a socioscientific issue helps change their views of science, and science teaching. However, when they are asked to design lesson plans that include social aspects of science, most of the pre-service teachers are not able to do so. Implications include designing teacher training programs that support teachers in their transition from understanding the social aspects of science, to designers of learning activities that promote social aspects of science through the use of socioscientific issues.
Design, Explanation, and Evaluation of Training Model Structures Based on Learning Organization--In the Cement Industry with a Nominal Production Capacity of Ten Thousand Tons
Author: Rahimian, Hamid
Date: 2017-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Productivity,Manufacturing Industry,Qualitative Research,Workplace Learning,Structural Equation Models,Reliability,Sampling,Questionnaires,Leadership Training,Human Resources,Labor Force Development,Trust (Psychology),Self Efficacy,Organizational Culture,Correlation,Foreign Countries,Mixed Methods Research

This research aims to determine the effectiveness of training based on learning organization in the staff of cement industry with production capacity over ten thousand tons. The purpose of this study is to propose a training model based on learning organization. For this purpose, the factors of organizational learning were introduced by qualitative research in the form of open codes, axial codes, selective codes and the resulted observations, and then the final model was obtained by structural equation model. The data were collected from the staff of three cement companies of Abyek, Tehran, and Sepahan, with a statistical population of 1719 staff of cement industry. The qualitative research sample included 29 experienced experts in the field of cement industry, and the quantitative research sample included 326 staff and experts, who were selected by multi-stage cluster sampling. A self-made questionnaire consisting of 72 questions was used to measure quantitative variables. The reliability of the questionnaire was 0.93 and its content and face validity was determined by expert colleagues and professors, the structural equation model and regression was used to analyze the quantitative data. The results showed that the status of learning organization in cement companies is in average level. Finally, the obtained model consisted of both individual and organizational factors. The individual factors affecting organizational learning include teaching scientific content, perception, trust, and self-efficacy of training. The organizational factors affecting organizational learning include organizational culture, forming the structure, the method of management and leadership, preparing human resource (identity), adaption to the environment, policies, rules, and regulations, and achieving a viable product. The share of individual factors on learning organization is higher than the effect organizational factors; the share of each factor is also determined.