ethanporcaro/eric-fulltext-meta huggingface dataset:
How to Practice Posthumanism in Environmental Learning: Experiences with North American and South Asian Indigenous Communities
Author: Datta, Ranjan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Humanism,Environmental Education,Indigenous Populations,Indigenous Knowledge,Science Education,Field Studies,World Views,Philosophy,Theory Practice Relationship,Interdisciplinary Approach,Epistemology,Participatory Research,Action Research,Natural Resources,Sustainable Development

This paper explores how to practice posthumanism in everyday life. This idea has increasingly come under scrutiny by posthumanist theorists, who are addressing fundamental ontological and epistemological questions in regard to defining an essential &quot;human,&quot; as well as the elastic boundary work between the human and nonhuman subject. Posthumanism is essential for considering today's environmental problems and environmental science education. This paper then has three goals: developing posthumanist ontology, exploring methodology, and investigating whether environmental science education and practices can help students, teachers, and community in learning, teaching, and practicing processes. I demonstrate the complementary contributions from two Indigenous communities' field studies that can be made when a researcher moves beyond an exclusive focus on western interests and considers participants as co-researchers. This paper concludes with a discussion of implications for this field.
A Model of Small-Group Problem-Based Learning in Pharmacy Education: Teaching in the Clinical Environment
Author: Khumsikiew, Jeerisuda
Date: 2015-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Group Activities,Pharmaceutical Education,Clinical Teaching (Health Professions),Questionnaires,Likert Scales,Instructional Effectiveness,Student Satisfaction,Competence,Quasiexperimental Design,College Students

Problem-based Learning (PBL) is an alternate method of instruction that incorporates basic elements of cognitive learning theory. Colleges of pharmacy use PBL to aid anticipated learning outcomes and practice competencies for pharmacy student. The purpose of this study were to implement and evaluate a model of small group PBL for 5th year pharmacy students in the clinical environment that facilitated by pharmacy instructors. A PBL model was implemented in 1-day periods each week in total of 15 weeks at clinical practice sites. PBL activities consisted of providing pharmaceutical care service, collecting patients based clinical data, evaluation therapeutic regimens, developing SOAP note, peer feedback and case wrap-up sessions. In data collection, 36 students who had participated model completed a 17-items questionnaire using 5- point Likert scale (Cronbach's Alpha is 0.96) about their pharmacy student competencies at before and after finished course. They also completed 11-items questionnaire using 5-point Likert scale (Cronbach's Alpha is 0.87) about their satisfaction. Data of pharmacy student competencies and satisfaction were analyzed by paired sample t-test and descriptive statistics in respectively. From the result of this study indicated that pharmacy student's competencies have been increased through PBL course and also statistical significant (P &lt; 0.05) have found in every items mainly in clinical skills regarding apply didactic knowledge to direct patients care activities such as identifying, prioritization, solving therapy-drug related problem as well as clinical communication with patients or other members of interdisciplinary team. Moreover, in the part of satisfaction found that all of questions were scored range from high to highest level of mean score and most of modes were 4. Overall concluded that the PBL model enhances pharmacy student competencies and students were satisfied with PBL course.
Web 2.0 and Social Media Connecting Learners in Self-Paced Study: Practitioners' Perspectives
Author: Thiessen, Janice
Date: 2016-00-00
Type: Journal Articles
Subjects: Distance Education,Web 2.0 Technologies,Technology Uses in Education,Case Studies,Undergraduate Study,Independent Study,Teacher Attitudes,College Faculty,Curriculum Development,Design,Interaction,Computer Mediated Communication,Public Colleges,Teaching Methods,Social Media

Distance learners determine the time and place for their studies--those engaged in self-paced study may also choose the rate at which they proceed through their courses. However, it is difficult to incorporate purposeful learner-learner interaction into self-paced study. A multiple-case study included three open universities with in-house design and development of self-paced undergraduate courses. Data was gathered from in-depth interviews with course developers (academics and learning/teaching specialists), self-paced course materials, and institutional documents. This article reports on the ways in which these course designers and developers are making use of Web 2.0 and network-based approaches to encourage open, social forms of learner-learner interaction in self-paced courses.
Development of a Blended Instructional Model via Weblog to Enhance English Summary Writing Ability of Thai Undergraduate Students
Author: Termsinsuk, Saisunee
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Blended Learning,Web Sites,Diaries,Writing Skills,Foreign Countries,Undergraduate Students,Semi Structured Interviews,Technology Uses in Education,Educational Technology,English (Second Language),Second Language Instruction,Mixed Methods Research,Student Journals,Pretests Posttests

The objective of this research and development was to develop an effective blended instructional model via weblog to enhance English summary writing ability of Thai undergraduate students. A sample group in the English program of Nakhon Ratchasima Rajabhat University was studied in academic year 2010-2013. The research instruments were an effective semi-structured interview form, the learning and instructional record format, the test of English summary writing ability, and the English summary writing criterion. The data were analyzed by percentage, means, standard deviation, and the t-test. It was found that the blended instructional model via weblog comprised three stages of blended activities: extracting information via face to face instruction, summarizing via weblog, and publishing on weblog. It was named &quot;S2A Model.&quot; The model was effective in enhancing the university students' English summary writing ability as the post-test scores of the students met the set criterion of the study.
Strategies for Digital Inclusion: Towards a Pedagogy for Embracing and Sustaining Student Diversity and Engagement with Online Learning
Author: Clarida, Baylie Hart
Date: 2016-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,Blended Learning,Student Characteristics,Qualitative Research,Gender Differences,Age Differences,Racial Differences,Ethnic Groups,Geographic Location,Socioeconomic Status,Educational Attainment,Institutional Characteristics,Student Diversity,Web Based Instruction,Foreign Countries,Technology Integration

This paper reports on the progress of a current PhD research study. The research study will evolve through four phases and eventually develop a conceptual framework for effective teaching and learning approaches that influence digital inclusion and exclusion of students from diverse backgrounds. It will also seek to identify differences in learner characteristics and how these characteristics impact on needs, experiences and engagement with technology for learning, specifically within a blended learning programme. The research will move away from traditional definitions of diversity and explore the differing characteristics of a varied learner population. The research adopts a critical realist perspective, using a qualitative multi-phase methodology that will evolve sequentially in the future. The focus of this paper is to outline the research to date. Phase 1 and Phase 2 have been completed and are reported in this paper. Findings suggest that digital exclusion cannot be predicted or dealt with by categorising students into groupings of: gender, age, ethnicity, geography, socio-economic status and educational background. Additionally, the findings indicate that digital exclusion is influenced by organisational factors, such as elements of the course content or navigation of the virtual learning environment rather than intrinsic factors such as individual technological skills.
Persistent Artefacts in an Online Classroom: The Value of a Dynamic Learning Archive
Author: Berry, Stuart C.
Date: 2016-00-00
Type: Journal Articles
Subjects: Research Projects,Online Courses,Electronic Learning,Educational Environment,Integrated Learning Systems,Teaching Methods,Educational Technology,Learner Engagement,Qualitative Research

This paper summarizes a multi-year research project that examines the use and value of visible and persistent artefacts within an online learning environment. This study is framed within elements of a business management theory. Changes to an online learning environment are documented as well as an examination of the impact of these changes on the learning process. The study also shows the impact of learner engagement with artefacts over the life of multiple iterations of a course within this socially networked online learning space. Two significant outcomes emerged: 1) How the use of a socially networked online learning environment can offer a rich and supportive place for teaching and learning; and 2) That students in this study support the inclusion of an archive containing artefacts from learners in prior iterations of a course. The connection between the inclusion of this archive and the impact of a socially networked online learning environment will be demonstrated throughout.
A Case Study on Learning Difficulties and Corresponding Supports for Learning in cMOOCs
Author: Li, Shuang
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,Learning Disabilities,Online Courses,Content Analysis,Computer Mediated Communication,Social Media,Distance Education,Social Support Groups,Student Improvement,Data Collection,Data Analysis,Coding,Learning Strategies,Psychological Patterns,Learning Processes,Research Methodology,Learning Experience,Dropout Rate

cMOOCs, which are based on connectivist learning theory, bring challenges for learners as well as opportunities for self-inquiry. Previous studies have shown that learners in cMOOCs may have difficulties learning, but these studies do not provide any in-depth, empirical explorations of student difficulties or support strategies. This paper presents a case study on student difficulties and support requirements at the beginning of a cMOOC. Content analysis of messages posted by learners and instructors in four main online course learning spaces including Moodle, blogs, Facebook and Twitter was conducted. Three questions are explored in this paper: (1) What kinds of difficulties do learners encounter at the beginning of a cMOOC?; (2) Which of these difficulties are typical for most learners?; and (3) How are these difficulties responded to and supported in the cMOOC environment? Based on the research results of this study, we provide some reflections on learning support for cMOOCs and a discussion of the research itself in the last part of the paper.
Factors Influencing Self-Regulation in E-Learning 2.0: Confirmatory Factor Model
Author: Zhao, Hong
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Open Universities,Foreign Countries,Higher Education,Correlation,Web 2.0 Technologies,Online Courses,Questionnaires,Structural Equation Models,Self Management,Likert Scales,Hypothesis Testing

The importance of self-regulation in e-learning has been well noted in research. Relevant studies have shown a consistent positive correlation between learners' self-regulation and their success rate in e-learning. Increasing attention has been paid to developing learners' self-regulated abilities in e-learning. For students, what and how to learn are largely predetermined by the learning environment provided by their institutions. Environmental determinants play a key role in shaping self-regulation in the learning process. This paper reports a study on the influences of the e-learning 2.0 environment on self-regulation. The study identified the factors that influence self-regulation in such an environment and determine the relationships between the factors and self-regulation. A theoretical model to categorize the success factors for self-regulated learning was proposed for this kind of environment. Based on the model, a questionnaire was designed and administered to more than two hundred and fifty distance learning students in Beijing and Hong Kong. Through structural equation modeling (SEM) technique, relationships between environmental factors and self-regulation were analyzed. Statistical results showed that several factors affect self-regulation in the e-learning 2.0 environment. They include system quality, information quality, service quality, and user satisfaction.
Conducting a Multivocal Thematic Synthesis on an Extensive Body of Literature
Author: Befus, Madelaine
Date: 2016-00-00
Type: Journal Articles
Subjects: Methods,Grounded Theory,Research Projects,Teaching Methods,Distance Education,Pilot Projects,Sample Size,Mixed Methods Research,Comparative Analysis,Surveys,Interviews,Focus Groups,Online Courses,Electronic Learning,Blended Learning,Synchronous Communication,Integrated Learning Systems,Content Analysis

This paper will provide a methodology and progress report from a multivocal thematic synthesis being conducted on an extensive, diverse body of empirical studies. The study data includes a corpus of peer-reviewed empirical literature sharing a common reference published in English between 2000 and 2014. In this study, data to be synthesized share a common reference to the Garrison, Anderson, and Archer (2000) seminal paper introducing the Community of Inquiry framework, one of the most influential distance and blended learning theories published (Halverson, Graham, Spring, Drysdale, &amp; Henrie, 2013). The study has two deliverables: 1) a multivocal thematic synthesis analysing contexts, populations, learning and teaching environments, and aspects of learning being studying through the lens of the CoI framework; and 2) an online, open, dynamic compendium of all CoI empirical research citing the Garrison et al., 2000, seminal paper. The purpose of the study is two-fold: to bring systematization and organization to a large body of research to support the work of other researchers, practitioners, and policy makers; and to provide an up-to-date methodology framework for creating an online database from large bodies of literature with a common reference. The data used in the thematic synthesis study consisted of full-text copies of peer-reviewed research articles. The data was analysed using an open, constant-comparative, three-stage thematic synthesis methodology. As the procedures used to gather, organize, and archive the data in this study could be applied to any multivocal body of research, the methodological processes was documented in detail to provide a framework for future research and may serve as an exemplar for sharing research data as an open-access resource.
Using Mobile Technology to Enhance Undergraduate Student Digital Information Literacy Skills: A Canadian Case Study
Author: Hanbidge, Alice Schmidt
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Information Literacy,Case Studies,Handheld Devices,Telecommunications,Instructional Effectiveness,Electronic Learning,Pretests Posttests,Student Surveys,Mixed Methods Research,Knowledge Level

Learning essential information literacy skills through the use of mobile phones is an innovative m-learning pilot project that was collaboratively undertaken in a Canadian university college over the course of two academic terms by faculty and the library staff. The research pilot project involved ninety one undergraduate students in five different classes majoring in psychology, social work, education or social development studies in an attempt to determine the effectiveness of using mobile technology to enhance students' information literacy skills and learning experiences. Pre and post-test measures, and survey questionnaires generated quantitative and qualitative data that was analyzed to determine the degree of changes in frequency of mobile device information literacy access and fluency in digital literacy skills. The article highlights the Mobile Information Literacy innovation and includes the development and design of the mobile lessons, interactive exercises, and its applications. The study's main results and conclusions are also discussed. Additionally, the successes and challenges of the pilot to support anytime, anywhere student mobile information literacy eLearning training that engages mobile learners and enhances their learning experience are identified and critically reflected upon to improve the innovation for stage two of the project.
General Attitude and Acceptance of Holography in Teaching among Lecturers in Nigerian Colleges of Education
Author: Ahmad, Suleiman A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Photography,Schools of Education,Foreign Countries,Teaching Methods,College Faculty,Higher Education,Electronic Learning,Teacher Education,Statistical Analysis,Constructivism (Learning),Structural Equation Models,Regression (Statistics),Computer Simulation,Correlation,Questionnaires,Surveys,Technology Uses in Education

E-learning is a byproduct of instructional design. Thus online learning designers, in their approaches are expected to be familiar with the epistemological underpinnings of several theories and their consequences on the process of instruction. In the same vein constructivism holds assumptions, that learning is an active process whereby the learner constructs knowledge base on experience. Secondly, learning occurs when there is disequilibrium. It therefore takes place in a social context. Recently, technological developments are playing an important role in improving the educational process especially the integration of holographic presentation in the area. A hologram is a three-dimensional record of the positive interference of laser light waves. Teacher training in virtual holographic classrooms could help the new teachers adapt to a real problematic classroom with such tools. Nigeria being one of the moderately growing economy and a successful and relatively stable democracy, educational development is always on the increase due to commitment of government in the area. Holography is a virgin area in the Nigerian educational mindset. Colleges of education in Nigeria are basically teacher training institutions. Teachers are the backbone of education every development. This brought about the need of this study to investigate on the perception, appreciation attitude as well as acceptance of holography in teaching among the academicians in colleges of education in the Nigerian context. This study therefore in a small sample of 100 teachers survey opinions and reported the results in a descriptive statistics as well as variance (t-test and ANOVA) with regards to gender and designation. On the scale of structural equation modeling (SEM) tool and SPSS regression analysis as well, it presents the actual model of the modified technology acceptance model TAM. The finding indicates less positive attitude and less general acceptance of the holographic system in the teaching processes by teachers in the Nigerian College of Education.
Teacher Education Perceptions of a Proposed Mobile Classroom Manager
Author: Marcial, Dave E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Electronic Learning,Teacher Educators,Teacher Attitudes,Technology Uses in Education,Usability,Relevance (Education),Questionnaires,Teacher Surveys,Classroom Techniques,Demography,Access to Computers,Courseware,Foreign Countries

In a knowledge-driven enterprise, mobile learning introduces new ways for students to learn and educators to teach. This paper investigates the acceptability of a mobile classroom manager among teacher educators in Central Visayas, Philippines. Specifically, this paper presents findings from an empirical investigation on the level of perceived usefulness and ease of use of the mobile classroom manager. A total of 383 responses from 76 private and public higher education institutions were included in the analysis. The instrument used in data gathering was a survey questionnaire adopted from the first Technology Acceptance Model by Davis (1989). The study reveals that a mobile class record application is highly useful as perceived by the respondents (x-bar = 5.48). A mobile class record application is also perceived to be good in terms of its ease of use (x-bar = 5.32). The result implies that the respondents will assuredly accept and use the mobile tool in their classroom. It can be concluded that teacher educators will strongly adopt the proposed instructional tool and integrate it into their teaching and learning activities. It is highly recommended that the mobile classroom manager application will be developed in accordance with the teaching practices of the teacher educators.
Taiwanese EFL Learners' Perceived Use of Online Reading Strategies
Author: Chen, Lisa Wen Chun
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Foreign Countries,Reading Strategies,Gender Differences,Reading Comprehension,Reading,Technological Literacy,Technology Integration,Reading Materials,Teaching Methods,Electronic Learning,Hypermedia,Undergraduate Students,Graduate Students,College Graduates,Questionnaires,Web Based Instruction,Internet,Problem Solving,Online Surveys

Reading strategies are beneficial to learners' reading comprehension. The strategies can be divided into different categories, such as global reading strategies, problem solving strategies and support strategies. Most previous studies investigated the importance of reading strategies in the paper-based reading. However, relatively few studies examined online reading strategies and their effects on reading comprehension. Online reading materials are important sources for EFL students since an increasing number of learners read texts and learn through the Internet. EFL learners in Taiwan, unfortunately, are reported to be overwhelmed with English online materials on the Internet. Therefore, this study intends to examine EFL learners' perceived use of online reading strategies and whether their perceived strategy uses are different in terms of proficiency levels and gender. There are 94 Taiwanese EFL learners (43% of them are males, n = 40 and 57 % of them are females, n = 54), who received the Online Survey of Reading Strategies (OSORS) adapted from Anderson (2003) in the study. The result showed that EFL online readers tend to use more global strategies, such as using contextual clues and observing tables, figures, and pictures in the on-line text to increase understanding. High level learners used more global and problem solving strategies than low level learners, which corresponds to previous studies. Additionally, there is no difference of strategy use between males and females. Several pedagogical implications, such as the need to raise students' awareness of strategy use, are addressed in the present study.