ethanporcaro/eric-fulltext-meta huggingface dataset:
A Collaborative Capstone to Develop a Mobile Hospital Clinic Application through a Student Team Competition
Author: Wong, Wilson
Date: 2013-08-00
Type: Journal Articles
Subjects: Hospitals,Clinics,Models,Teamwork,Competition,Cooperative Learning,Computer Software,Telecommunications,Handheld Devices,College Students,School Business Relationship

A new collaborative capstone model is presented that consists of three synergistic elements: (1) a capstone course component; (2) a business component; and (3) an advanced technical course component geared towards enhancing the student capstone learning experience. The model was fully implemented at Bentley University in spring 2012 with collaboration among a software project management capstone course, a research and teaching hospital, and a mobile application development course. The capstone project was structured as a student team competition to create the best mobile wayfinding application for patients and employees of Massachusetts General Hospital's clinic and labs. The collaborative capstone teaching methods leading to the successful student team outcomes are presented along with success factors and lessons learned.
Personal Reflection: &quot;Joy Ride&quot; with SoTL Practice: The Investigation of the Effectiveness of Assistive Technology Course Contents on Student Learning
Author: Cho, Jeong il
Date: 2012-01-00
Type: Journal Articles
Subjects: Assistive Technology,Teacher Education Programs,Faculty Development,Scholarship,Instruction,Learning,Disabilities,Course Content,Academic Achievement,Introductory Courses,Special Education

This reflection is based on my project that investigated the impact of new course content on student learning of basic knowledge and attitudes toward various assistive technology (AT) devices and services using multiple measures in an introductory-level course in a special education program at Indiana University-Purdue University Fort Wayne. Through this project, I experienced an unexpected paradigm shift, realized a strong connection between teaching and research, and launched my journey to practice the Scholarship of Teaching and Learning (SoTL). Practicing SoTL allowed me to constantly reflect on my own teaching and model effective teaching practices I preach to current and future teachers of students with disabilities.
A Design Quality Learning Unit in Relational Data Modeling Based on Thriving Systems Properties
Author: Waguespack, Leslie J.
Date: 2013-08-00
Type: Journal Articles
Subjects: Units of Study,Design,Data,Models,Systems Development,Systems Approach,Information Systems,Undergraduate Students,Computer Software,Computer Science Education

This paper presents a learning unit that addresses quality design in relational data models. The focus on modeling allows the learning to span analysis, design, and implementation enriching pedagogy across the systems development life cycle. Thriving Systems Theory presents fifteen choice properties that convey design quality in models integrating aspects of aesthetics, the more subjective phenomena of satisfaction; a quality perspective more expansive than that usually found in software engineering, the traditional &quot;objective&quot; notion of metrics. Recent IS curriculum guidelines relegate software development to elective status confining design pedagogy into smaller and smaller pockets of course syllabi. Where undergraduate IS students may once have practiced modeling in analysis, design, and implementation across several courses using a variety of languages and tools, they commonly now experience modeling in two or three courses in at most a couple of paradigms. And in most of these courses their modeling focuses on acceptable syntax rather than achieving design quality in information systems. Learning design quality may once have been an osmotic side effect of development practice, but now it must be a conscious goal in pedagogy if it is to be taught at all. This learning unit is intended as an adaptable framework to be tailored to the coursework and the overall objectives of specific IS programs.
Fostering Entrepreneurship in the CIS Sandbox
Author: Frydenberg, Mark
Date: 2013-06-00
Type: Journal Articles
Subjects: Entrepreneurship,Information Systems,Information Science Education,Case Studies,Tutoring,Computer Centers,Student Surveys,Student Attitudes,Interviews,Social Media,College Students,Departments,Information Technology,Computer Mediated Communication,Learning Experience,Skill Development

A fresh coat of paint and new furniture were the obvious external changes to an eleven-year-old computer lab at Bentley University when it was renovated in 2011. More difficult than changing the outward appearance of the room was changing the perceptions of what happens inside. The facility had a reputation of being a place where only students who needed help would go, and the role of assistants who worked there was limited to tutoring and maintaining equipment. This case study describes the transformation of a Computer Information Systems (CIS) department tutoring laboratory into a Learning and Technology Sandbox where student lab assistants are employed as staff of a startup company, whose responsibilities include not only tutoring, but managing the technology and business infrastructure, publicity, and day-to-day operations of the facility. Students who frequent the facility go for tutoring as well as to independently explore new technology. This study, which included both surveys and personal interviews of student workers and student attendees, suggests that through the use of web-based collaborative applications, social media, and a work environment that encourages exploration, the Sandbox has provided student workers with an opportunity to build skills as entrepreneurs, and changes the nature of what a computer lab can be for the students who frequent it.
Impact of a Counseling Ethics Course on Graduate Students' Learning and Development
Author: Lambie, Glenn W.
Date: 2012-01-00
Type: Journal Articles
Subjects: Graduate Students,Ethics,Counseling Services,Legal Problems,Counselor Training,Knowledge Level,Intervention,Questionnaires,Participant Characteristics,Academic Achievement,Student Development,Instructional Effectiveness,Student Satisfaction,Statistical Analysis,Pretests Posttests

Data from graduate counseling students (N = 28) enrolled in an ethical and legal issues in professional school counseling course at a research university were used to investigate the impact of the course on students' levels of ethical and legal knowledge (Lambie, Hagedorn, &amp; Ieva, 2010) and ego development (Loevinger, 1976, 1998). Students' ethical and legal knowledge scores increased significantly and pre-course ego maturity correlated with post-course ethical and legal knowledge. Implications for the scholarship of teaching and learning are discussed.
Curriculum Design for Distance Education in the Tertiary Sector
Author: Chugh, Ritesh
Date: 2017-04-00
Type: Journal Articles
Subjects: Curriculum Design,Distance Education,Higher Education,Educational Principles,Electronic Learning,Educational Technology,Educational Practices,Holistic Approach,Definitions,Foreign Countries

A growing number of students globally are enrolling in distance education programs and it is becoming important now, more than ever before, to design curriculum that reflects educational principles, represents elements of engagement and pedagogy and meets institutional and industry requirements. In doing so, it is vital to design contemporary curriculum that ensures these outcomes are attained. This paper adopts a narrative and integrative approach to advance the understanding of curriculum design practices, with particular relevance to distance education. In order to effectively design curriculum, this paper views the role of the educator as a conductor, technician and choreographer. Finally, a triad has been proposed comprising of pedagogy, technology and an engaged community of learners as a basis for ensuring curriculum meets contemporary practices.
Students' Attitudes towards Edmodo, a Social Learning Network: A Scale Development Study
Author: Yunkul, Eyup
Date: 2017-04-00
Type: Journal Articles
Subjects: Student Attitudes,Social Networks,Educational Environment,Communities of Practice,Attitude Measures,Test Construction,Psychometrics,Online Surveys,Undergraduate Students,Factor Analysis,Factor Structure,Social Media,Computer Mediated Communication,Foreign Countries,Statistical Analysis

Social Learning Networks (SLNs) are the developed forms of Social Network Sites (SNSs) adapted to educational environments, and they are used by quite a large population throughout the world. In addition, in related literature, there is no scale for the measurement of students' attitudes towards such sites. The purpose of this study was to develop a scale to determine students' attitudes towards Edmodo, a Social Learning Network (Edmodo Attitude Scale, EAS). The scale development process included reviewing the related literature, developing an item pool, asking for expert's views, developing a draft form, carrying out two different applications for exploratory and confirmatory factor analyses and conducting validity and reliability analyses. The scale was developed in Turkish and applied online. The participants of the study were selected among undergraduate students who experienced Edmodo in a university in Turkey. At the end of the research process, a scale made up of 18 items and 4 factors was developed. The factors were found to be collaboration, usefulness, instructor support and self-confidence. Consequently, the scale could be said to be a valid and reliable attitude scale that could be used in learning environments which involves the use of a SLN.
The Effects of Mind Mapping Activities on Students' Motivation
Author: Jones, Brett D.
Date: 2012-01-00
Type: Journal Articles
Subjects: Concept Mapping,Student Motivation,Mixed Methods Research,Undergraduate Students,Educational Psychology,Questionnaires,Preferences,Models,Scores,Correlation,Student Empowerment,Learner Engagement,Social Cognition

We examined how students' motivation differed when they participated in three different types of mind mapping activities: one activity that was completed individually outside of class time, one that was completed individually in class with the instructor available for help, and one that was completed in class with other students and the instructor available for help. Using the MUSIC Model of Academic Motivation (Jones, 2009) as a framework, we implemented a concurrent mixed methods design using identical samples whereby the quantitative component was dominant over the qualitative component. Participants included 40 undergraduate students enrolled in an educational psychology course at a U.S. university. After each of the mind mapping activities, study participants completed questionnaires that included open- and closed-ended items. Although the three activities had similar effects on students' motivation-related beliefs, some differences were documented in their preferences of mind mapping activities. Instructional implications are provided.
Development of Web-Based Examination System Using Open Source Programming Model
Author: Abass, Olalere A.
Date: 2017-04-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Computer System Design,Test Format,Design Requirements,Program Implementation,Test Construction,Usability,Open Source Technology,Programming,Programming Languages,Models

The traditional method of assessment (examination) is often characterized by examination questions leakages, human errors during marking of scripts and recording of scores. The technological advancement in the field of computer science has necessitated the need for computer usage in majorly all areas of human life and endeavors, education sector not excluded. This work, Web-based Examination System (WES) was, therefore, born out of the will to stymie the problems plaguing the conventional (paper-based) examination system by providing a campus-wide service for e-assessment devoid of irregularities and generally fair to examinees and equally enhances instant feedback. This system developed using combination of CSS, HTML, PHP SQL MySQL and Dreamweaver is capable of reducing proportion of workload on examination, grading and reviewing on the part of examiners. Thus, the system enables the release of examination results in record time and without error. WES can serve as an effective solution for mass education evaluation and offers many novel features that cannot be implemented in paper-based systems, such as real time data collection, management and analysis, distributed and interactive assessment towards promoting distance education.
An Evaluative Study of an ICT Module for a School Leadership and Management Preparation Program
Author: Musgrave, Sarietjie
Date: 2017-04-00
Type: Journal Articles
Subjects: Learning Modules,Program Evaluation,Program Effectiveness,Management Development,Leadership Training,School Administration,Information Technology,Distance Education,Student Surveys,Quality Assurance,Questionnaires,Administrator Education,College Students,Student Satisfaction,Foreign Countries

This study reports on findings of an evaluative study on the effectiveness of an information and communication technology (ICT) module that forms part of the Advanced Certificate in Education: School Leadership and Management program. The study was carried out among distance education (DE) students from the University of the Free State enrolled for above mentioned module. Two ICT audit surveys were used to gather data. This study used two modes of evaluation: Jung and Latchem's (2007) quality indicators for DE and comparison. The findings highlight ready access to ICT, technical support, appropriate guidance and support by knowledgeable, innovative and committed facilitators and the creation of a sense of community as imperatives for teaching education leaders ICT skills and knowledge.
MOOCs 2.0: The Social Era of Education
Author: Soylev, Arda
Date: 2017-04-00
Type: Journal Articles
Subjects: Online Courses,College Students,Blended Learning,Distance Education,Large Group Instruction,Social Networks,Cooperative Learning,Teaching Assistants,Electronic Learning,Educational Quality,School Holding Power,Teaching Methods,Influence of Technology,Certification,College Credits,Educational Change

The improvements in the Internet technology led an evolution in education. Some students' lives have changed since 2012 when the MOOCs gained popularity among the academia. The students now take courses from the top universities all around the world without time limitations and they even earn credits for their courses. They are able to discuss lecture topics not only with their instructors in the class but also with thousands of other online students and can get just-in-time help regarding to their questions from teaching assistants. These are some of the practices from the new era of MOOCs called &quot;social MOOCs&quot; or MOOC 2.0. The concepts of collaboration, blended learning and TAs are the new consequences. In this paper, we review the problems and the current solutions associated with MOOC 1.0 era. In the light of these, we analyze the MOOC 2.0 era and discuss its present and possible future affects to our lives.
Gender Differences in Mobile Phone Usage for Language Learning, Attitude, and Performance
Author: Hilao, Marites Piguing
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Gender Differences,Handheld Devices,Telecommunications,Second Language Learning,English (Second Language),Language Usage,Student Attitudes,Use Studies,Questionnaires,Likert Scales,Technology Integration,Computer Mediated Communication,Learner Engagement,Electronic Learning,Hypothesis Testing,Statistical Significance,Scores,Statistical Analysis

Mobile phone technology that has a huge impact on students' lives in the digital age may offer a new type of learning. The use of effective tool to support learning can be affected by the factor of gender. The current research compared how male and female students perceived mobile phones as a language learning tool, used mobile phones to learn English and developed their learning performance. A five-point rating scale questionnaire was used to collect data from 122 students, comprising 65 females and 57 males. They were enrolled in a fundamental English course where mobile phone usage was integrated in certain language learning tasks with an aim to facilitate learning. The findings demonstrated that male and female students did not differ in their usage, attitudes toward mobile phone uses for language learning as well as their learning performance at a significance level. In addition, the constraints of using mobile phone for learning that students identified in an open-ended question included the small screen and keyboard the most, followed by intrusiveness of SMS background knowledge, and limited memory of mobile phone. The implication for classroom practice was proposed in how mobile phone can be fully incorporated into the instructional process in order to enhance learner engagement. The results of this study are important for teachers when implementing the mobile phone technology in language teaching. They can be used as a guideline of how mobile phone can be fully incorporated into the instructional process in order to enhance learner engagement.
Analyzing the Efficacy of the Testing Effect Using Kahoot™ on Student Performance
Author: Iwamoto, Darren H.
Date: 2017-04-00
Type: Journal Articles
Subjects: Educational Technology,High Stakes Tests,College Freshmen,Introductory Courses,Psychology,Test Preparation,Teaching Methods,Scores,Computer Assisted Testing,Computer Oriented Programs,Educational Games,Formative Evaluation,Delivery Systems,Quasiexperimental Design,Action Research,Control Groups,Experimental Groups,Multiple Choice Tests,Statistical Significance

Lower than expected high-stakes examination scores were being observed in a first-year general psychology class. This research sought an alternate approach that would assist students in preparing for high-stakes examinations. The purpose of this study was to measure the effectiveness of an alternate teaching approach based on the testing effect to address low high-stakes examination scores. This was accomplished through the introduction of an online quizzing application that utilized a game show-like user interface called Kahoot™. The results showed a significant difference in high-stakes examination scores for students who utilized Kahoot™ versus students who did not. It can be suggested that pedagogical tools like Kahoot™ have the potential to enhance and improve high-stakes examination scores at the college and university level. Students that used Kahoot™ felt positive about their experience. The results of this study also suggest that creating a fun and engaging environment also supports improved academic performance.
Trend of De La Salle Lipa Education Graduates' Performance in the Licensure Examination for Teachers
Author: Kalaw, Maria Theresa B.
Date: 2017-06-00
Type: Journal Articles
Subjects: Licensing Examinations (Professions),Teacher Certification,Statistical Analysis,Trend Analysis,Student Records,Elementary Secondary Education,English (Second Language),Language Proficiency,College Graduates,Performance Based Assessment,Correlation,Grade Point Average,Intelligence Tests,Diagnostic Tests,Foreign Countries

This study aimed to examine the trend of performance of De La Salle Lipa (DLSL) education graduates in the Licensure Examination for Teachers (LET). Quantitative trend analysis employed on the data collected from records officially released by the Professional Regulation Commission (PRC) for the years 2011 to 2015 revealed that the performance of both elementary and secondary education passers were significantly higher than the national passing rates and showed a significant relationship between the graduates' English proficiency and their LET- General Education performance. When grouped according to their profile, there were significant differences in the education graduates' performance in terms of the year LET was taken, their GPA, and results of English Proficiency and Culture Fair Intelligence Tests but not in terms of their field of specialization. These results were considered in proposing a syllabus incorporating the strategies to further improve the program offerings of the Education Department particularly in terms of curriculum development, recruitment and selection of qualified students, continuous professional training for faculty, and more intensified LET review for the education graduates. Findings of the study showed that DLSL is eligible to qualify as a Center of Development in Teacher Education in the area of instructional quality.
Adolescent Students and Their Experiences of Dealing with Pregnancy: A Mexican Mixed-Method Study
Author: Atienzo, Erika E.
Date: 2017-06-00
Type: Journal Articles
Subjects: Pregnancy,Mixed Methods Research,Poverty,Mothers,Adolescents,Early Parenthood,Educational Experience,Family Environment,Educational Environment,Questionnaires,Interviews,Sexuality,Gender Differences,Dropouts,Family Relationship,Teacher Student Relationship,Academic Aspiration,Educational Strategies,Educational Attainment,Foreign Countries,Marriage,Housing,Student Attitudes,Middle School Students,High School Students,Academic Achievement,Grounded Theory

In impoverished communities in Mexico, most adolescent mothers do not attend school; but typically, they become pregnant once they dropped out. Understanding the experiences of adolescents who have had a pregnancy and continue in school is complicated since few manage to do it. The goal of this study is to describe experiences within the family and school context and plans for the future of a sample of Mexican students who have had a pregnancy. We analyze information from the questionnaires of 68 women and 44 men and interviews to 6 women and 5 men. First intercourse was at age 15 and first pregnancy at 16; 39% of men and 57% of women already have a child; 54% of men and 19% of women work and study simultaneously. Dropping out because of a pregnancy/marriage was reported by 41% of women and 14% of men. The support of family and teachers is crucial to stay in school; but the institution remains indifferent to their plight. The immediate needs easily defeat their aspirations. It is fundamental to acknowledge and notice the experiences of these vulnerable young people in order to design focused strategies promoting their success in adult life.
Teacher Behaviours Explaining Turkish and Dutch Students' Mathematic Achievements
Author: Yalçin, Seher
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Behavior,Teacher Student Relationship,Mathematics Achievement,Comparative Analysis,Principals,Cross Cultural Studies,Foreign Countries,Hierarchical Linear Modeling,Achievement Tests,International Assessment,Secondary School Students,Formative Evaluation,Mathematics Instruction,Teacher Characteristics,Scores,Secondary School Teachers,Mathematics Tests

The purpose of this study was to examine the differences between Turkish and Dutch students' mathematics achievement and to examine the predictive level of teacher behaviours for student performance. The participants were 3210 students and principals from 168 schools in Turkey and 2541 students and principals from 156 schools in the Netherlands, who attended the Program for International Student Assessment in 2012. According to the results of the multilevel latent class and three-step analyses, for both countries, teacher behavior related to student orientation, teacher focus on student achievement and formative assessment predicted the mathematical achievement. It is seen that a high level of teacher behavior related to student orientation and formative assessment plays an important role in schools' achievement at very low, low, and low-medium levels for Turkey and at medium and medium-high levels for the Netherlands. Furthermore, it was determined that the students who had low- or medium-level achievement were more affected by teacher characteristics/behaviours.