ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Internet-Based Learning in Public Health Training: An Exploratory Meta-Analysis
Author: Peng, Ying
Date: 2017-07-00
Type: Speeches/Meeting Papers
Subjects: Internet,Web Based Instruction,Public Health,Health Education,Meta Analysis,Outcomes of Education,Effect Size,Conventional Instruction,Comparative Analysis,Foreign Countries,Knowledge Level,Literature Reviews

Internet-based learning is increasingly applied in medical education, but its effect in the field of public health training is still unclear. This meta-analysis was undertaken to explore the impact of Internet-based learning on students'/professionals' knowledge of public health compared with no intervention and with traditional face-to-face (FTF) formats. Two reviewers independently searched Medline, Web of Science, ProQuest, Google scholar, ERIC and Elsevier databases for relevant studies between 1st January, 1990 and 30th December, 2016. Studies in English language providing information on educational outcomes after Internet-based training in public health courses compared with no-intervention or a pre-intervention assessment, or with FTF control group were retrieved, reviewed, and assessed according to the established inclusion/exclusion criteria in the current study. There were 16 eligible studies with 1183 participants in total. Heterogeneity in results was detected across studies. A random effects model was used to pool effect sizes for knowledge outcomes. The pooled effect size (standardized mean difference, SMD) in comparison to no intervention was 1.92 (95% CI: 1.05 to 2.78; P&lt;0.0001), favoring Internet-based interventions. Compared with FTF formats, the pooled effect size was 0.39 (95% CI: -0.06 to 0.83; P = 0.09). The study suggested that Internet-based learning was superior to no-intervention in improving students'/professionals' public health knowledge. Compared with traditional FTF formats, Internet-based learning showed a similar effect. [For the complete proceedings, see ED579335.]
Designing a Web-Based Asynchronous Innovation/Entrepreneurism Course
Author: Ghandforoush, Parviz
Date: 2017-07-00
Type: Speeches/Meeting Papers
Subjects: Instructional Design,Web Based Instruction,Entrepreneurship,Teaching Methods,Online Courses,Business,Web Sites,Course Descriptions,Communities of Practice,Computer Science Education,Computer Software,Computer Mediated Communication,Help Seeking,Teacher Student Relationship

Teaching an online fully asynchronous information technology course that requires students to ideate, build an e-commerce website, and develop an effective business plan involves a well-developed and highly engaging course design. This paper describes the design, development, and implementation of such a course and presents information on students' learning effectiveness and challenges associated with managing a course using this approach. [For the complete proceedings, see ED579335.]
Using Games, Comic Strips, and Maps to Enhance Teacher Candidates&apos; E-Learning Practice in the Social Studies
Author: Sardone, Nancy B.
Date: 2017-07-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Cartoons,Social Studies,Teacher Educators,Technology Integration,Educational Technology,Electronic Learning,Learning Activities,Maps,Computer Games,Geography Instruction,National Standards,Consciousness Raising,Elementary Secondary Education

This article reports on teacher candidates' use of e-learning tools and activities designed for their future students. Candidates offered comments to give an idea of the strengths and challenges of each. Suggestions are made for teacher educators on the types of technology-integrated activities that lend themselves to both traditional and e-learning environments, offering an updated perspective on teaching and learning in the Social Studies. [For the complete proceedings, see ED579335.]
Post Graduations in Technologies and Computing Applied to Education: From F2F Classes to Multimedia Online Open Courses
Author: Marques, Bertil P.
Date: 2017-07-00
Type: Speeches/Meeting Papers
Subjects: Synchronous Communication,Electronic Learning,Online Courses,Distance Education,Foreign Countries,Comparative Analysis,Graduate Study,Information Technology,Portuguese,Interaction

Promoted by the significant increase of large scale internet access, many audiences have turned to the web and to its resources for learning and inspiration, with diverse sets of skills and intents. In this context, Multimedia Online Open Courses (MOOC) consist in learning models supported on user-friendly web tools that allow anyone with minimum computer literacy to get involved. Although this model is popular abroad, it is not commonly used in the Portuguese Higher Education scenario. Therefore, this paper presents a proposal for structuring in a MOOC an already validated set of post-graduation courses in the field of Information and Communication Technologies applied to education in Portuguese. This paper also aims to establish a threshold for perfect MOOC framing in higher education contexts. The Quantitative Evaluation Framework (QEF) approach was selected for this evaluation to highlight the strengths and limitations of the Post-graduations in Technologies and Computing Applied to Education. With this project we intend to contribute for promoting education professionals' personal training at distance, in a stimulating, interactive and flexible environment, giving access to knowledge to innumerable amount of professionals who might not have access to these courses with adjustable schedules, and real life validation (and accreditation). [For the complete proceedings, see ED579335.]
Promoting Best Practices in Teaching and Learning in Nigerian Universities through Effective E-Learning: Prospects and Challenges
Author: Obuekwe, Grace Ifeoma
Date: 2017-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Best Practices,Electronic Learning,Higher Education,Computer Uses in Education,Educational Practices,Barriers

The importance of e-learning in our educational system as well as the nation's development cannot be over-emphasized. The use of e-learning in impartation and acquisition of knowledge by lecturers and students is becoming a vital tool in meeting the demands of education in the 21st century. The paper is aimed at exploring the prospects and challenges of e-learning towards promoting best practices in university education in Nigeria. It was discovered that effective communication between lecturers and students is enhanced through e-learning which has the potential to make learning to be realized faster and more efficiently than existing learning methods. However, literature revealed that the major challenges to e-learning remain that the various technologies used do not make provision for people who are visually impaired; unavailability of the equipment such as computers, digital technology, and internet for proper utilization due to cost; irregular supply of electricity, lack of both technical and social skills required for the implementation of e-learning. Recommendations made include the development of voice based e-learning applications for the visually impaired faculties and learners; recruitment of indigenous IT professionals for the development of low cost software packages; provision of incentives for private and non-governmental organisations that contribute to e-learning in Nigerian universities; Webinars, drills and workshops that engage participants in the active use of and development of e-learning technologies should be instituted at intervals. [For the complete proceedings, see ED579335.]
The Next Stage of Development of eLearning at UFH in South Africa
Author: Wright, Graham
Date: 2017-07-00
Type: Reports - Research
Subjects: Foreign Countries,Electronic Learning,Virtual Classrooms,Case Studies,Problem Based Learning,Constructivism (Learning),Case Method (Teaching Technique),Integrated Learning Systems,Undergraduate Students,Health Sciences

This paper is a review of eLearning using Blackboard as a Virtual Learning Environment (VLE) to identify the future development of the VLE within the Faculty of Health Sciences at the University of Fort Hare. The paper uses a case study approach to identify problems associated with the implementation of VLE's in Sub-Saharan Africa. Problem-Based Learning (PBL) and Case-Based Learning (CBL) are both based on a constructivist learning model that is used in many Health Faculties to underpin undergraduate and postgraduate education. All over the developed world, Higher Education Institutions (HEI) have introduced online learning systems, and this has been repeated in Sub-Saharan Africa during the last decade alongside student-focused curriculum designs. The challenges of producing harmony between the classroom and electronic learning environments are discussed within the case study. The paper concludes that there is a need to explore the tools and applications available to enable student focused and initiated interfaces with &quot;Blackboard Learn&quot; to support the implementation of an environment suitable for PBL and CBL. [For the complete proceedings, see ED579335.]
A Game Based e-Learning System to Teach Artificial Intelligence in the Computer Sciences Degree
Author: de Castro-Santos, Amable
Date: 2017-07-00
Type: Reports - Research
Subjects: Electronic Learning,Educational Games,Artificial Intelligence,Computer Science Education,Instructional Effectiveness,College Students,Instructional Innovation

Our students taking the Artificial Intelligence and Knowledge Engineering courses often encounter a large number of problems to solve which are not directly related to the subject to be learned. To solve this problem, we have developed a game based e-learning system. The elected game, that has been implemented as an e-learning system, allows to develop Artificial Intelligence Decision Making Systems of very diverse complexity level. The e-learning system discharges the students of doing work not directly related with the Artificial Intelligence and Knowledge Engineering problems. This way, students can try their development and self-evaluate their progression level. The results obtained after using this e-learning system with the students (during the Artificial Intelligence and Knowledge Engineering course) show a substantial improvement in students' learning outcomes. [The authors thank the Secretariat for Teaching Innovation of the University of Granada for the funding provided for the development of this project. For the complete proceedings, see ED579335.]
Semantic Annotation of Resources to Learn with Connected Things
Author: Bouchereau, Aymeric
Date: 2017-07-00
Type: Speeches/Meeting Papers
Subjects: Semantics,Internet,Teaching Methods,Information Technology,Electronic Learning,Computer Simulation,Shared Resources and Services,Technology Uses in Education,Educational Resources,Computational Linguistics,Documentation

Computer systems tend to be ubiquitous as they become more integrated in our everyday activities, embedded in tables, shoes, watch and plenty of others connected things (CT). In the e-learning field, the transformations induced by the Internet of Things (IoT) allow individuals to learn whenever they want, accessing a quantity of diverse digital learning resources (DLR) and experiencing new interaction modes paired with innovative pedagogical methods. In the perspective of ubiquitous learning in line with the IoT paradigm, accessibility and interoperability of the DLRs became critical for accessing knowledge. The growing volume of online data scattered in heterogeneous repositories restrains these DLR characteristics. In these conditions, we think semantic Web technologies can be used to face these challenging issues enhance DLR accessibility and interoperability to sustain ubiquitous learning. [For the complete proceedings, see ED579335.]
Freedom of Speech under Assault on Campus. Policy Analysis No. 796
Author: Jacobson, Daniel
Date: 2016-08-30
Type: Reports - Evaluative
Subjects: Freedom of Speech,Policy Analysis,Campuses,Resistance to Change,College Environment,Academic Freedom,Violence,Educational Practices,College Administration

John Stuart Mill thought higher education should not tell us what it is our duty to believe, but should &quot;help us to form our own belief in a manner worthy of intelligent beings.&quot; He added that &quot;there ought to exist the fullest liberty of professing and discussing, as a matter of ethical conviction, any doctrine,&quot; regardless of its falsity, immorality, or even harmfulness. The classical liberal argument for free speech has historically been championed in two distinct ways. First, the Founding documents of the United States recognize freedom of speech as a natural right. Second, alternatively, that right might be grounded in utility, meaning its acceptance best promotes human flourishing. In this article, the author examines Mill's philosophy on freedom of speech and how it has been challenged at American universities.
Enhancing a Syllabus for Intermediate ESL Students with BYOD Interventions
Author: Kilar-Magdziarz, Ewa
Date: 2017-07-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,Telecommunications,Handheld Devices,Ownership,Case Studies,Student Motivation,Learner Engagement,Course Descriptions,Foreign Countries,Questionnaires,Online Surveys,Focus Groups,Lesson Plans,Homework,Program Implementation,Program Effectiveness,Teacher Attitudes,Student Attitudes

Mobile devices such as tablets and smart phones have entered education and started being used by teachers and learners for studying. This evidence-based case study focuses on the enhancement of a syllabus with BYOD classes and the role it played in boosting motivation and classroom engagement. It shows how to enhance a syllabus for Intermediate level students of English and how to implement any syllabus changes, furthermore, it shows the impact of the changes on the staff members and learners. The study was carried out in an Irish, middle-sized language school, concluding that the enhanced syllabus had a positive impact both on the learners and the teachers. [For the complete proceedings, see ED579335.]
Towards Architecture for Pedagogical and Game Scenarios Adaptation in Serious Games
Author: Debabi, Wassila
Date: 2017-07-00
Type: Reports - Research
Subjects: Computer Games,Educational Games,Computer System Design,Computer Science Education,Programming,Teaching Methods,Vignettes,Case Studies,Instructional Innovation,Educational Practices,College Science,Adoption (Ideas)

Serious games seem to be a promising alternative to traditional practices for learning. Recently, their use in computer science education and learning programming became more widespread. Actually, many students in programming courses have difficulties to master all required competencies and skills especially at introductory level and games have the potential to be an important teaching tool for their interactive, engaging and immersive activities. However, the critical point of a serious game remains the relation between the game and its pedagogical content. In fact, a serious game has to deal with two scenarios: the game scenario and the pedagogical scenario. In this paper, we introduce a system that aims to improve algorithmic learning using serious games. We propose a method for managing both game and pedagogical scenarios along with a double adaptation: the first phase that adapts the pedagogical scenario and the second phase that adapts the game scenario. We propose a software architecture that ensures the interaction between the aforementioned two phases. The learning and the game scenarios are planned according to the student's profile, his pedagogical path, his progress in the game and also taking into account the collected traces in the observation phase. [For the complete proceedings, see ED579335.]
Semantic Modelling for Learning Styles and Learning Material in an E-Learning Environment
Author: Alhasan, Khawla
Date: 2017-07-00
Type: Speeches/Meeting Papers
Subjects: Semantics,Models,Cognitive Style,Electronic Learning,Learning Processes,Individualized Instruction,Instructional Materials,Instructional Design,Information Science,Educational Technology,Internet,Questionnaires

Various learners with various requirements have led to the raise of a crucial concern in the area of e-learning. A new technology for propagating learning to learners worldwide, has led to an evolution in the e-learning industry that takes into account all the requirements of the learning process. In spite of the wide growing, the e-learning technology is still lacking the ability to achieve the best personalised learning path for each learner resulting in performance dissatisfaction. Recent research indicates that each learner has a unique way of learning that leads to different preferences in the selection of the learning resources. Thus, the learning material must be tailored for the individual learners in order to meet their own personal needs. In this paper, we present a novel approach for designing a model for an adaptive e-learning course and learning styles based on ontology and semantic web technologies. In this approach, we build an adaptive student profile through analysing the pattern of the learner's behaviour while using the e-learning course in accordance to the Felder-Silverman learning style model (FSLSM). [For the complete proceedings, see ED579335.]
Physical Interactive Game for Enhancing Language Cognitive Development of Thai Pre-Schooler
Author: Choosri, Noppon
Date: 2017-07-00
Type: Reports - Research
Subjects: Foreign Countries,Cognitive Development,Language Skills,Preschool Children,Child Development,Intervention,Language Acquisition,Receptive Language,Computer Games,Pretests Posttests

The intervention for cognitive language development is required to conduct at the young ages. As children usually gain the skill through their plays, this study proposed a physical interactive game to help children improve their language skill in both Thai and English language for pre-schooler. The motivation of this research is to create a game that has a characteristic of a toy where children require bodily engagement to touch and move the objects to enhance their cognitive for gaining language skill using interactive and game technologies. The game is evaluated in three methods: paired t-test is used to determine the overall performance of the proposed game; the 90/90 standard evaluation is also applied to see whether if the game is used for formal education majority of the group (&gt;90%) will achieve the objective of learning. Also, the feedbacks from expert validation are collected. All three evaluations method indicate the primary success of the game to assist Thai pre-schooler in improving their skill at the young age. [For the complete proceedings, see ED579335.]
The Power of Career- and Employer-Focused Training and Education. Looking Forward
Author: MDRC
Date: 2017-03-00
Type: Reports - Evaluative
Subjects: Job Skills,Employment Qualifications,Job Training,Training Methods,Change Strategies,Skilled Occupations,Skilled Workers

Many adults--particularly those with just a high school education--struggle to get and keep jobs that pay enough to support their families and permit upward mobility. At the same time, some employers report difficulty finding people with the right skills to meet their needs. Programs that target in-demand industries or sectors and heavily involve employers in training and work-based learning are effective when well implemented. These approaches can be used for different populations at different stages of their education and employment trajectory--from high school students to the long-term unemployed--and help them build pathways to careers. They can also assist dislocated workers and those without 21st-century skills to (re)gain a foothold in the job market, while helping employers find the skilled workers they need. The policy memo answers two questions: (1) What do we know? and (2) What are the common lessons across successful programs?
2013/14 Annual Service Plan Report
Author: Ministry of Advanced Education (British Columbia)
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Annual Reports,Strategic Planning,Accountability,Program Effectiveness,Organizational Objectives,Change Strategies,Income,Educational Finance,Postsecondary Education,Government Role,Investment,Foreign Countries

In 2013/14, the Ministry of Advanced Education invested $1.9 billion in operating funding for the post-secondary education system, up from $1.4 billion in 2001. This direct investment resulted in $5.2 billion in annual expenses at British Columbia's (B.C.'s) public post-secondary institutions to provide high quality education to over 430,000 learners, awarded 56,000 certificates, diplomas and degrees and provided continued financial support for over 69,000 learners. The goal of this government is to make sure British Columbians are first in line to take advantage of the one million job openings in B.C. they are expecting by 2022. The ability of British Columbians to take full advantage of B.C.'s growing economy is determined in part by ensuring that the right training is available at their post-secondary institutions in different regions of the province. At the same time B.C. needs to ensure they are stretching the value of every dollar provided by taxpayers to B.C.'s institutions. To this end, B.C. has evaluated all of their programs and services as part of government's core review and identified key strategic shifts that will position their post-secondary system for greater success. The report is divided into the following sections: (1) Message from the Minister and Accountability Statement; (2) Highlights of the Year; (3) Purpose of the Ministry; (4) Strategic Context; (5) Report on Performance; (6) Goals, Objectives, Strategies and Performance Measures; (7) Report Resources: Summary Table; and (8) Annual Service Plan Report Appendices.
Asymmetry in the Perception of Friendship in Students Groups
Author: Lancieri, Luigi
Date: 2017-10-00
Type: Reports - Research
Subjects: Friendship,Interpersonal Relationship,Academic Achievement,Social Networks,Network Analysis,Interpersonal Competence,Personality Traits,Social Attitudes,College Students,Interaction,Cluster Grouping,Foreign Countries

Several studies point out the link between sociability and academic results. In this paper, we highlight a phenomenon of asymmetry in the perception of friendship. This occurs when a student think he has more or less friends than he really has. We present an experimental method that allows us to analyze this question in relation with the academic performances of 15 groups of students. We show that students having a symmetric view of their friendship relations tend to have the better results. Furthermore, our study shows that the link between sociability and results improvement is stronger for lower grades (i.e younger students). [For the complete proceedings, see ED579395.]