ethanporcaro/eric-fulltext-meta huggingface dataset:
High School Students' Views on Blended Learning
Author: Yapici, Ibrahim Umit
Date: 2012-10-00
Type: Journal Articles
Subjects: High School Students,Internet,Blended Learning,Student Attitudes,Computer Uses in Education,Conventional Instruction,Educational Technology,Attitude Measures,Foreign Countries,Interviews,Teaching Methods,Biology,Biodiversity,Science Instruction

In this study, it is aimed to determine the high school students' views on blended learning. The study was carried out in biology course for the lesson unit of &quot;Classification of Living Things and Biodiversity&quot; with 47 9[superscript th] grade students attending Nevzat Ayaz Anatolian High School in the second term of the academic year of 2009-2010. The lessons were taught in a way appropriate to the blended learning model both via the Internet and on face-to-face basis. As the online dimension of the blended learning model, Moodle, a Learning Management System (LMS), was used. The application lasted 10 weeks. The scale of learners' views on blended learning was applied and interviews were held to determine the views. As a result of the analysis of the scale, it was seen that their views were &quot;highly&quot; positive. The interviews held with the students revealed that the blended learning model provided students with various opportunities such as getting prepared for the lessons, reviewing the lessons as many times as wanted, reaching the subject-related materials without being dependent on time and place, testing oneself and communicating with the teacher and other students out of the school. The interviews also revealed that there were various problems though such as lack of Internet connection at home and problems experienced while playing the videos. (Contains 3 tables.)
The Use of e-Assessments in the Nigerian Higher Education System
Author: Osuji, U. S. A.
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Electronic Equipment,Computer Assisted Testing,Global Approach,Responsibility,Program Effectiveness,Barriers,Design Requirements,Evaluation Methods,Use Studies,Testing Problems,Testing Programs,Higher Education

The rapid development of the information and communication technologies has brought about the modernization of teaching and learning across the globe. Today, teaching and learning are made easy through the use of computer technologies and/or the electronic and other multi-media elements. It is widely accepted that electronic learning naturally leads to electronic assessments or examinations. e-assessments and e-examinations are widely used all over the world in the Open and Distance Learning institutions and some conventional face to face institutions. We are thus, moving from the pen and paper assessments to a paperless e-platform and e-assessments, which are necessary constants in the Open and Distance Learning (ODL) system. e-assessments tend to eliminate the limitations and give answers to many questions emanating from the traditional assessments/examinations. Higher institutions in Nigeria are therefore advised to embrace it. The rest of the paper looks at e-assessment as a global change in assessment, benefits of e-assessment, challenges, requirements and responsibilities.
To Learn from Teachers at School, Ideal Teacher or E-Learning Applications from the Perspectives of Gifted Students
Author: Eristi, Bahadir
Date: 2012-10-00
Type: Journal Articles
Subjects: Academically Gifted,Faculty,Student Attitudes,Electronic Learning,Teacher Role,Elementary School Students,Teacher Characteristics,Teacher Behavior,Predictor Variables,Foreign Countries,Computer Uses in Education,Validity,Reliability,Statistical Analysis,Educational Environment,Likert Scales,Student Surveys,Teacher Effectiveness

The present study, aimed at revealing the views of elementary school gifted students about the roles and behaviors of their teachers in class as well as about the in-class roles and behaviors that they expect from an ideal teacher with respect to different variables. Another question in the study was directed to determine students' views about learning academic subjects via e-learning applications instead of at teachers. The participants of the study were 46 gifted students identified with the diagnosis system of &quot;Education program for the gifted&quot; executed in the Department of Gifted Education at the Education Faculty of Anadolu University. The research data were collected via a five-point Likert-type scale developed and tested by the researcher for its validity and reliability. For the analysis of the research data, paired sample t-test, one of descriptive parametrical statistical techniques, was applied. The findings obtained in the study revealed that according to gifted students, the in-class behaviors demonstrated by the course teachers were mostly those related to their roles of guidance for students. The behaviors of the course teachers within the scope of this role were followed by those related to providing information and maintaining the discipline, respectively. The behaviors least demonstrated by the teachers were those related to the role of supporting the students and those related to being a model for them. According to the students, an ideal teacher should at most demonstrate behaviors in class regarding the role of guiding the students and those regarding the role of providing information. According to the gifted students, the roles and behaviors of their teachers in class are quite different from the behaviors expected from an ideal teacher. Students do not regard e-learning applications as an alternative to learning from teachers. Rather, they prefer learning from their teachers to technology-aided learning environments. According to students, compared to structure academic learning, technology is a better environment to make good use of their time, to satisfy their curiosity about certain subjects, to establish communication with others and to play games. (Contains 3 tables.)
Virtual or Physical: In-Service and Pre-Service Teacher's Beliefs and Preferences on Manipulatives
Author: Akkan, Yasar
Date: 2012-10-00
Type: Journal Articles
Subjects: Preschool Education,Mathematics Curriculum,Teacher Attitudes,Mathematics Education,Foreign Countries,Mathematics Teachers,Preservice Teachers,Comparative Analysis,Interviews,Rating Scales,Manipulative Materials,Theory Practice Relationship,Measures (Individuals),Elementary Secondary Education,Computer Uses in Education,Computer Assisted Instruction,Positive Attitudes

Although the use of physical manipulatives, which have been emphasized to use in preschool education program and primary and secondary mathematics curriculum, in classroom environments is old, it is very new to use virtual manipulatives in classroom environments. The selection, preparation, and the integration to learning environments of both types of manipulatives are the most basic duties of teachers. However, the experiences, of using the physical and virtual manipulatives in course environments, of teachers and pre-service teachers are influenced by beliefs about the nature, teaching and learning of mathematics. The aim of this study is to determine and compare the beliefs of teachers and pre-service teachers in different branches for the use of virtual and physical manipulatives in mathematics education. For this purpose, 148 teachers, in the provinces of Trabzon, Kars and Gumushane, and 228 pre-service teachers, in the Education Faculties of Karadeniz Technical University and Kafkas University, have been applied two types of scales and interviews have been conducted with 40 teachers and pre-service teachers selected from that sample. Frequencies, percentages and arithmetic averages have been used to analyze the data. As a result, the majority of teachers and pre-service teachers have been identified to carry positive beliefs for the use of virtual and physical manipulatives in mathematics education and they have expressed that they desire to use both types of manipulatives more in the future. (Contains 6 tables and 4 figures.)
Comparison between Synchronous and Asynchronous Instructional Delivery Method of Training Programme on In-Service Physical Educators' Knowledge
Author: Emmanouilidou, Kyriaki
Date: 2012-10-00
Type: Journal Articles
Subjects: Teaching Methods,Control Groups,Experimental Groups,Asynchronous Communication,Synchronous Communication,Physical Education Teachers,Inservice Teacher Education,Comparative Analysis,Foreign Countries,Educational Technology,Intervention,Questionnaires,Computer Uses in Education,Elementary School Teachers,Knowledge Level

The purpose of the study was to compare the influences of a training programme's instructional delivery method (synchronous and asynchronous) on Greek in-service physical educators' cognitive understanding on student assessment. Forty nine participants were randomly divided into synchronous, asynchronous, and control group. The experimental groups participated in the same training programme with different online instructional method. The control group received no intervention. A 17-item questionnaire was completed before and after programme implementation by the entire sample. A two-way analysis of variance with repeated measures on the last factor was used for data analysis. The methods x measures interaction effect were significant. Both experimental groups, unlike the control, presented a similar significant increase in their understanding. Conclusively, synchronous and asynchronous instructional approaches of a training programme enhance equally Greek physical educators' cognitive understanding. (Contains 1 table and 1 figure.)
Using Blogs to Improve Students' Summary Writing Abilities
Author: Kitchakarn, Orachorn
Date: 2012-10-00
Type: Journal Articles
Subjects: Writing Tests,Cooperative Learning,Student Attitudes,Teaching Methods,Web Sites,Electronic Publishing,Writing Ability,Pretests Posttests,Writing Skills,College Freshmen,Foreign Countries,Questionnaires,English (Second Language),Educational Technology

The research compared students' summary writing ability before and after they were taught through blog, a new medium or tool for written communication and interaction in many different languages around the world. The research design is a kind of one group pretest posttest. Participants were 33 first-year students who studied EN 011 course (English in Action) in the first semester of the academic year 2012 at Bangkok University. They were divided into six groups. Five or six students in each group created a blog; www.blogger.com, and they worked together for fourteen weeks to produce six pieces of summary written work. Each member in the group worked through providing comments, editing and revising on the blog until the group got a final summary paper and submitted that to the teacher for grading. The instruments used in this study were (1) two summary writing tests (2) a questionnaire surveying students' attitude toward learning through blogs, and (3) postings on blogs to reflect their learning experience. The results revealed that after the students worked together on weblogs, their English summary writing mean score of the posttest was higher than that of the pretest, and they had positive attitudes towards using weblogs in learning. Regarding cooperative learning experiences through using weblogs, most students thought that it was interesting, a new experience to work with their friends on the weblogs. (Contains 2 tables.)
D[superscript 4]S[superscript 4]: A Four Dimensions Instructional Strategy for Web-Based and Blended Learning
Author: Abdelaziz, Hamdy A.
Date: 2012-10-00
Type: Journal Articles
Subjects: Educational Strategies,Electronic Learning,Internet,Blended Learning,Graduate Students,Open Education,Pedagogical Content Knowledge,Instructional Design,Teaching Methods,Educational Technology,Technology Integration,Comparative Analysis,Academic Achievement,Foreign Countries,Web Based Instruction

Web-based education is facing a paradigm shift under the rapid development of information and communication technology. The new paradigm of learning requires special techniques of course design, special instructional models, and special methods of evaluation. This paper investigates the effectiveness of an adaptive instructional strategy for teaching and learning through the Web and blended learning environments. The central theme of this strategy is that instructional strategies give instructors and students a conceptual as well as a practical mode of delivery from which to teach and learn. Considering and applying new instructional strategy can help instructors to understand the uses of pedagogical content knowledge, as well as to reflect the role of technological content knowledge that can be adapted and/or adopted in teaching in all educational levels and environments. The main objective of this paper was to develop a holonomic instructional strategy for Web-based and blended learning. This strategy is guided by the non-linear and interactive features of learning environments. The strategy is consisted of four dimensions: designing, developing, delving and distributing. In this new instructional strategy, learning is holonomic and adaptive. Learning occurs in an open learning environment, in which instructors are designing a shared vision, developing a sharable e-learning task, delving students' learning through scaffolding and salvaging students' knowledge. The expected outcome of this instructional strategy is that each learner will develop a cognitive schema to be used to organize and construct knowledge and meaning in similar context of learning which may increase the generalizability, trustworthiness and transferability of learning. The results of applying this new strategy showed that this strategy is effective on developing both achievement and deep learning levels among a sample of graduate students. (Contains 5 tables and 1 figure.)
A Study of Attitude and Perception of the Learners towards Distance Education in Relation to Their Biographical Factors
Author: Lenka, Samir Kumar
Date: 2012-10-00
Type: Journal Articles
Subjects: Student Attitudes,Distance Education,Social Class,Positive Attitudes,Graduate Students,Student Surveys,Measures (Individuals),Attitude Measures,Rating Scales,Gender Differences,Socioeconomic Status

Distance education may play an increasingly important role during this decade in helping address the growing shortage of teachers, educational administrators and other educational professionals experienced in both developing and developed countries. In this study, with the help of one self made tool and a sample of 150 graduate distance learners, it is revealed that gender plays no important role to develop positive attitude and perception. It means, both male and female learners have similar positive attitude towards distance education and biographical factors i.e. locality, stream, SES and caste plays a vital role to develop positive attitude towards distance education. (Contains 7 tables.)
Interaction in Distance Nursing Education
Author: Boz Yuksekdag, Belgin
Date: 2012-10-00
Type: Journal Articles
Subjects: Validity,Attitude Measures,Statistical Analysis,Interaction,Psychiatry,Construct Validity,Nurses,Nursing Education,Distance Education,Positive Attitudes,Reliability,Computer Use,Internet,Cooperation,Interpersonal Relationship

The purpose of this study is to determine psychiatry nurses' attitudes toward the interactions in distance nursing education, and also scrunize their attitudes based on demographics and computer/Internet usage. The comparative relational scanning model is the method of this study. The research data were collected through "The Scale of Attitudes of Nurses towards Distance Nursing Education", developed by the researcher. Reability coefficients for the whole scale and the two sub-dimensions determined by varimax rotation were calculated through Cronbach [alpha] Formula. The Chi-Square test was employed to test the construct validity of the scale could be determined. The research findings revealed that the scale was valid and reliable and the nurses' attitudes towards interaction in distance nursing education in the sub-dimensions were high. (Contains 9 tables.)
ICT and Web Technology Based Innovations in Education Sector
Author: Sangeeta Namdev, Dhamdhere
Date: 2012-10-00
Type: Journal Articles
Subjects: Educational Environment,Libraries,Teaching Methods,Library Services,Foreign Countries,Electronic Learning,Internet,Online Courses,Synchronous Communication,Information Technology,Technology Uses in Education,Web 2.0 Technologies,College Students,Distance Education,Web Sites,Computer Software,Computers,Delivery Systems,Social Networks

ICT made real magic and drastic changes in all service sectors along with higher education and library practices and services. The academic environment is changing from formal education to distance and online learning mode because of ICT. Web technology and mobile technology has made great impact on education sector. The role of Open Access, institutional repositories, opens archives and e-publishing trends indicates the shift towards new way of communication on an increasing scale in the students and researchers. E-learning is more popular day by day. The students are more prone towards the use of technology. Users of Web 2.0 tools (Students 2.0) are self learner, self searcher, fast communicators, self publishers, self motivated. There is rapid growth of students using internet and web tools in India. Their expectations from the teachers, libraries, and administrative staff of academic institutes has changed and increased. In developed countries use of Web 2.0, cloud computing technology and its use in educational, library websites are normally used to provide best services with blogs, RSS, instant messaging, social networking services, wikis, and social tagging applications. Use of web technology in education sector has some advantages and disadvantages too. In short education and library services are now based on digital resources, customized, user based, and web based and internet based information services .The present paper highlights innovation in education sector and libraries and impact of web 2.0 on students, teaching learning process, educational policies. Future 3.0 generation will be discussed in detail.
Cultural Variations in Learning and Learning Styles
Author: Omidvar, Pegah
Date: 2012-10-00
Type: Journal Articles
Subjects: Cultural Differences,Cultural Awareness,Cognitive Style,Classroom Environment,Research Needs,Meta Analysis,Psychology,Anthropology

The need for cross-cultural understanding of the relationship between culture and learning style is becoming increasingly important because of the changing cultural mix of classrooms and society at large. The research done regarding the two variables is mostly quantitative. This review summarizes results of the existing research on cultural variations in learning styles. Limitations of the existing studies are discussed and some suggestion for future research is proposed. (Contains 1 table and 1 figure.)
Impact of Self-Concept of Disabled Learners on Inclusive Physical Education
Author: Ali, Mohammed Y.
Date: 2012-10-00
Type: Journal Articles
Subjects: Physical Education,Self Esteem,Self Concept,Inclusion,Mainstreaming,Disabilities,Social Discrimination,Equal Education

This paper examines the conceptual foundations of self-concept, self-esteem and the self as they relate to disabled students in the context of physical education. Disable school children experience severe discriminations in society and within the school system, especially if the school is the mainstream type. With increasing emphasis on inclusiveness in school to different groups of excluded children, the need to thoroughly examine the psychological frame of mind of these children is now more important than ever before. Consequently, this paper sought to uncover the fundamental tenets of self-concept of disabled learners and highlight the key characteristics of disabled children. The paper concludes by with an analysis of the major impacts that disabled learners self-concept has on participation in physical education activities.
Challenges and Strategies for E-Learning Development in the University of Payam Noor in Iran
Author: Mohamadzadeh, Mahnaz
Date: 2012-10-00
Type: Journal Articles
Subjects: College Faculty,Educational Demand,Lifelong Learning,Foreign Countries,Electronic Learning,Sampling,Educational Change,Financial Support,Higher Education,Teacher Effectiveness,Instructional Effectiveness,Policy Formation,Teacher Surveys,Teacher Characteristics,Predictor Variables

Higher education in Iran is confronting with several challenges; Some of them are increasing demand for education and insufficiency of current programs to meet the growing needs, emerging information age and the necessity of achieving information literacy, speed up in knowledge production and the necessity of development of a lifelong and continuous training system, necessity of considering to user orientation and extending educational justice. It is assumes that a high performance e-learning system can overcome to the mentioned problems. E-learning is main component of educational systems in 21st century. It removes time and place restrictions and creates economical benefits, and makes available lifelong learning opportunity for all. The primary purpose of this study was to identify challenges of electronic learning development in Payam Noor University of Ardabil province of Iran to present feasible solutions for establishing a suitable e-learning system. Descriptive survey design for data collection was adopted in this study. The population of this study was consisted of 600 instructors and faculty members. A sample of 160 faculty member was selected by using random sampling method. Results show that barriers such as incompatibility of contents and methods, skill unavailability, attitudinal hampering, cultural barriers, infrastructural obstacles, encouraging and credit barriers as well as barriers related to incorporating e- learning into traditional education systems were the main challenges of e-learning in the Payam Noor University. Also results revealed that factors such as educational effectiveness in e- learning, policy making, university's technical and social support of e- learning, financial support and expansion of income earning for instructors and faculty members, improving working conditions, foreign language skill and faculty members interest in professional development were the most important factors in developing e-learning in Payam Noor University of Iran. (Contains 5 tables.)
Cross-Border Distance Education (CBDE) in a Wired World: The Experience of a Student in Nigeria
Author: Fakinlede, Charity
Date: 2012-10-00
Type: Journal Articles
Subjects: Access to Education,Educational Technology,Educational Quality,Foreign Countries,Distance Education,Student Experience,Online Courses,Phenomenology,Student Attitudes,Delivery Systems,Sociocultural Patterns,Student Costs,Web Based Instruction,Performance Factors

It is imperative for countries to provide quality education that would empower their people to compete and benefit from the growing socio-cultural global exchanges of the 21[superscript st] century. The Internet is expanding the global village, thereby, enhancing communication, collaboration and the cooperation of peoples with each other across the world. As a result, cross-border education is growing worldwide and creating greater access to education in developing countries including Nigeria. Therefore, the concerns of a potential online student among others should include the state of ICT infrastructure, student's computer skills, financial implications, and socio-cultural issues in distance education among others. This article is a narrative of the lived experience of a Nigerian student who has undertaken cross-border distance education in a wired world-an age of the Internet.