ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing Rich Interactive Content for Blended Learning: A Case Study from Indonesia
Author: Prasetya, Didik Dwi
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Design,Blended Learning,Online Courses,Teaching Methods,Computer Mediated Communication,Course Content,Electronic Publishing,Integrated Learning Systems,Student Attitudes,Undergraduate Students,Models,Learning Experience,Learning Activities,Case Studies,Foreign Countries,Programming Languages,Computer Science Education,Outcomes of Education

Blended learning is a hybrid of traditional face-to-face and different types of online learning services. Blended learning offers synchronous and asynchronous learning experiences that combine the conveniences of online courses while maintaining in-person contact. Blended learning addresses the needs of students who are unable to attend classes entirely, but who nonetheless demand opportunities for personal interaction. The appropriate instructional content design becomes one of the crucial components to support the success of blended learning activities. This study proposed the development and practical use of document-based rich and interactive content in EPUB3 to provide an exciting instructional content model. EPUB3 is a digital publishing standard with prosperous features and flexible implementation that is widely accepted in academic and industry. The EPUB3 digital book content was integrated into a Moodle learning management system to support synchronous and asynchronous blended learning environments. A questionnaire was applied to find out the learners' responses and involved 155 undergraduate students at The State University of Malang, Indonesia. The questionnaire results showed the developed content model was feasible and suitable to be implemented in a blended learning environment. Students seem interested and enthusiastic about being involved in various learning activities that add new experiences.
Blackboard Collaborated-Based Instruction in an Academic Writing Class: Sociocultural Perspectives of Learning
Author: Motlhaka, Hlaviso
Date: 2020-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Academic Language,Writing Instruction,Writing Improvement,Instructional Effectiveness,Second Language Learning,English (Second Language),African Languages,Collaborative Writing,Electronic Learning,Communities of Practice,Peer Evaluation,Feedback (Response),Scaffolding (Teaching Technique),Revision (Written Composition),Rural Schools,College Freshmen,Young Adults,Foreign Countries

Academic writing in higher education involves acculturation of discourse characterised by new and unfamiliar social, cultural and academic conventions which remain a huge challenge for instructors and students worldwide. This study aimed at investigating the use of Blackboard Collaborated-Based Instruction to improve academic writing skills of second language writers. Drawing from Vygotsky's sociocultural framework, this study is premised on online collaborative writing tasks which encourage peer feedback and the exchange of ideas that gives sense of an audience larger than one consisting only of the teacher. Data were collected through metacognitive reflective interview of eight first-year students registered for a Bachelor of Education degree programme. The findings show that Blackboard Collaborated-Based Instruction provided second language writers with an online learning community in which they collaborate and help each other in editing, revising, and improving their academic essay through peer feedback. The findings also provide an insight into how learning academic writing skills is facilitated by scaffolding between peers wherein Blackboard Collaborated-Based Instruction serves as a mediator in students' development of academic writing.
Impact of the Lead TA Program on the Perceived Disciplinary Instructional Competence of Graduate Teaching Assistants
Author: Haque, Aisha
Date: 2020-09-00
Type: Journal Articles
Subjects: Teaching Assistants,Graduate Students,Research Universities,Program Implementation,Program Effectiveness,Training,Self Efficacy,Pedagogical Content Knowledge,Classroom Techniques,Workshops,Role Perception,Foreign Countries,Intellectual Disciplines,Competence

Graduate teaching assistant (GTA) training initiatives such as the Lead TA Program seek to enhance the instructional competence of GTAs at a disciplinary level. This paper outlines the results of a mixed-method study conducted to evaluate the perceived impact of the Lead TA Program on GTAs during a two-year pilot implementation stage at a large, research-intensive Canadian university. As a result of participating in programming offered by Lead TAs, GTAs reported overall gains in their confidence as an instructor as well as increased disciplinary instructional competence. GTAs' perceived benefits in relation to disciplinary instructional competence included: (a) increased knowledge of the TA role in the context of their department, (b) gains in pedagogical content knowledge, and (c) increased classroom management skills when facilitating disciplinary tasks or discussions. The study points to the potential for the Lead TA Program to enhance the general, domain, and topic-specific pedagogical content knowledge of GTAs. Unique challenges of implementing discipline-specific programming are addressed and recommendations are offered for establishing similar programs at other universities.
Do Healthcare Metadata Models Designed for Web Publishing Meet the Accreditation Standards? A Case Study in the Healthcare and Medical Education
Author: Al Fayez, Reem Q.
Date: 2020-00-00
Type: Journal Articles
Subjects: Metadata,Models,Web Sites,Medical Education,Health Education,Health Materials,Electronic Publishing,Electronic Libraries,Online Searching,Electronic Learning,Accreditation (Institutions),Standards,Alignment (Education),Educational Objectives,Organizations (Groups),Foreign Countries,Quality Assurance

This article reports comparison results from studying the alignment of selected metadata models, used to manage E-Learning Materials (ELM) in the medicine and healthcare education, against the accreditation standards of the European Accreditation Council for Continuing Medical Education (EACCME). The study aims to (1) illustrate the variety of application profiles developed as metadata models in that field, (2) identify the alignment of the metadata models with the criteria set by the EACCME. This study compared several application profiles, developed based on established metadata standards, using an evaluation matrix created using the accreditation criteria set by the EACCME. Further technical criteria were added to compare between the metadata models and their alignment with the new techniques used for publishing data online. Such techniques aid in the searchabililty and discovery of online content via the internet. Therefore, the use of XML and RDF technologies combined with the use of ontologies and controlled vocabulary was emphasized in the implementation of many metadata models. One limitation faced during conducting this research was the poor documentation of the methodology for designing the metadata models. Despite this, it is apparent that the EACCME criteria can work as best practices guidelines for describing the content of digital libraries with medical and healthcare content in order to be accredited later on. The study showed that the medicine and healthcare educational content requires specialized metadata models that consider having specific properties such as clinical history and expiry time of its material shown in some of the application profiles. Further research should be conducted to evaluate the completeness and conformity of applying the application profiles in digital libraries and online repositories to the standards' guidelines.
Effects of Video Discussion Posts on Social Presence and Course Satisfaction
Author: Xiu, Ying
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Asynchronous Communication,Video Technology,Electronic Learning,Technology Uses in Education,Student Satisfaction,Undergraduate Students,Communities of Practice,Group Discussion,Online Courses,Scores

Video is a rich medium that conveys more social cues than text. Use of video in an online discussion forum therefore has the potential to increase social presence in online learning environments. This experimental study compared a group using video for a portion of the required discussion posts to a group using only text in an online undergraduate course. While there was a correlation between perceived social presence and satisfaction with the course, there were no significant differences in perceived social presence or course satisfaction between the two groups. Open-ended comments revealed a mix of positive and negative reactions to the use of video. This study highlights the need for continuing research on the use of video in online discussion forums to assess the benefits of video relative to its possible negative effect on &quot;anytime, anywhere&quot; flexibility.
Systematic Review of a Nationwide MOOC Initiative in Malaysian Higher Education System
Author: Albelbisi, Nour Awni
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Large Group Instruction,Higher Education,Educational Technology,Technology Uses in Education,Educational Change,Technology Integration,Teaching Methods

The purpose of this study is to analyze and synthesize the recent research related to nationwide MOOC initiatives in Malaysian higher education that have been published from 2014 to 2018 in order to gain an overview of the growth of MOOC in Malaysia and to identify the issues facing implementation of nationwide MOOC initiatives in the Malaysian higher education context. This study utilized a descriptive systematic literature review (SLR) approach using systematic content analysis techniques to compile and analyze publications related to nationwide MOOC initiatives in the Malaysian higher education system. The 25 MOOC studies reviewed are categorized into three sections: Malaysia MOOC, followed by a summary of researches relevant to Malaysia MOOC and finally, issues of the nationwide MOOC implementation in Malaysia. Several recommendations are provided to expand MOOC's nationwide initiative in Malaysian higher education systems. The significance of the paper is twofold: (a) to inform researchers, designers, and teachers, about the state of the art of nationwide MOOC initiative in Malaysia; (b) to provide suggestions for adapting the nationwide MOOC initiative in Malaysian higher education system and other countries sharing similar interests in institutionalizing their MOOC.
Investigating Students&apos; Perceptions of Cognitive Presence in Relation to Learner Performance in Blended Learning Courses: A Mixed-Methods Approach
Author: Almasi, Mustapha
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Students,Blended Learning,Predictor Variables,Academic Achievement,Interpersonal Relationship,Feedback (Response),Cues,Time Factors (Learning),Self Esteem,Discussion (Teaching Technique),Cooperation,Foreign Countries,Educational Environment

Cognitive presence sustains the learning community through intellectual discourse. Previous studies have explored cognitive presence using mainly quantitative measures in relation to students' perceived learning. This study adopts a mixed-method approach to investigate students' perception of cognitive presence, its relationship with academic performance, and its manifestation in blended learning courses in selected Tanzanian universities. The study adds empirical evidence about the emerging blended learning courses. A total of 351 students were involved in the study. The findings show that students reported a high cognitive presence (mean = 3.9, SD = 0.51). Furthermore, cognitive presence predicted student performance. Qualitative data show that students explored information through interaction in group discussions and presentations, with the main push being questions from instructors (teaching presence). Students integrated and applied their knowledge by discussing among themselves, teaching others, and practicing what they had learned. Nevertheless, lack of prompts for feedback, time constraints and lack of confidence were linked with low levels of cognitive presence. The study concludes that students experience high cognitive presence, which predicts their academic performance. The findings imply that cognitive presence tends to influence student performance, regardless of the varying levels of its manifestation.
Implementation of an E-Learning Project in Tshwane South District: Towards a Paperless Classroom in South African Secondary Schools
Author: Msiza, Gloria Maite
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Implementation,Instructional Design,School Administration,Case Studies,Teacher Attitudes,Administrator Attitudes,Student Attitudes,Electronic Learning,School Districts,Secondary School Students,Secondary School Teachers,Foreign Countries,Educational Quality,Educational Improvement,Barriers,Program Development,Faculty Development,Technological Literacy,Integrated Learning Systems,Teaching Methods,Handheld Devices,Internet

An e-Learning project has been rolled out in Gauteng schools in an attempt to improve the quality of education and move towards paperless classrooms. The purpose of this study was to investigate the challenges faced by Tshwane South Secondary Schools associated with the implementation of the e-Learning project with a view to suggest possible solutions. The study followed a qualitative research approach with a case study research design. The study population consisted of teachers, school management team (SMT), and learners. Purposive sampling was used to select three teachers, six learners and three school management team members of the schools' e-Learning committees. Data was collected through individual semi-structure interviews and focus group interview. The Analysis, Design, Development, Implementation, and Evaluation model (ADDIE model) was used to provide a theoretical perspective on how instructional designers, training developers, and educators should design and develop a program such as e-Learning. The data was analysed using a thematic approach. The study found that teachers were not adequately trained prior to the implementation of e-Learning, which impacted negatively on the project. Teachers had difficulty in operating the smartboards and accessing the learning resources that has been loaded in the smartboards which affected the implementation of the project. The study concluded that poor planning on the site of Department of Basic Education has resulted into challenges that hampered the implementation of e-Learning. The study recommends extensive training of both learners and teachers in the use of e-Learning.
Differences in Academic Achievements among High School Graduates&apos; from Four Career and Technical Education (CTE) Program Areas
Author: Michaels, Christopher
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Achievement,Differences,High School Graduates,Vocational Education,Business Education,Marketing,Hospitality Occupations,Teacher Education,Human Services,Health Sciences,Information Technology,Safety Education,STEM Education,Scores,College Entrance Examinations,Experiential Learning

Career and Technical Education (CTE) is a popular trend in education due to the increased demand from American citizens to include CTE opportunities in schools along with federal funding to build new CTE programs and improve existing ones. Schools are tasked to improve student achievement. Testing performance is a central process to demonstrate satisfactory student achievement and school quality. In this study, the academic achievements of CTE completer high school graduates were measured by their performance on the nationwide American College Test (ACT), including the subjects of English, reading, writing, math, and science. CTE graduates in this study received CTE endorsements in the four program areas: 1) business and marketing education; 2) education, hospitality, and human services; 3) information and media technologies; and 4) skilled and technical sciences. The testing scores from an entire graduating class in a large school district with over 64,000 students were analyzed. The results revealed significant differences in students' academic achievements among the four CTE program areas. Especially, students in the Skilled and Technical Science cohort and the Information and Media Technologies cohort had higher mean scores on ACT examination subjects of math, reading, science, and English than those from the other two cohorts.
Leveraging Moya[superscript MA], WhatsApp and Online Discussion Forum to Support Students at an Open and Distance e-Learning University
Author: Chaka, Chaka
Date: 2020-00-00
Type: Journal Articles
Subjects: Technology Integration,Computer Mediated Communication,Discussion Groups,Integrated Learning Systems,Open Universities,Electronic Learning,Distance Education,Undergraduate Students,Teacher Education,Essays,Affordances,Scaffolding (Teaching Technique),Asynchronous Communication,Synchronous Communication,Metacognition,Foreign Countries,Reflection

This paper reports on a study that integrated two instant messaging applications (Moya Messenger App and WhatsApp) and a myUnisa's online discussion forum (ODF), and utilised them as tools to support student learning at an open and distance e-learning university in South Africa. The participants in this study were 41 undergraduate education students enrolled for an undergraduate English Studies module. Employing a case study research design, the study utilised voluntary sampling to select its participants, and set out to answer three research questions. Data were collected through the three afore-mentioned tools. To this effect, the study made the following observations. First, both the instructor and students were able to engage in asynchronous and synchronous scaffolding using Moya Messenger App. This included engaging in features of scaffolding such as orientation, coaching, conceptual scaffolding and meta-cognitive scaffolding, largely by the instructor. Second, the instructor used Moya Messener App to engage in presence teaching, while students utilised it to engage in presence learning. Third, students utilised WhatsApp to produce short synchronous formal essays based on a compare and contrast essay writing activity. Fourth and last, students used myUnisa's ODF to produce meta-content reflective writing about the module.
&quot;It&apos;s Hard to Be Everywhere&quot;: Teachers&apos; Perspectives on Spatiality, School Design and School Bullying
Author: Horton, Paul
Date: 2020-11-00
Type: Journal Articles
Subjects: Teacher Attitudes,Preschool Teachers,Elementary School Teachers,Educational Facilities Design,School Space,School Size,Environmental Influences,Bullying,Prevention,Observation,Social Environment,Foreign Countries

In this qualitative study, we explore teachers' perspectives on spatiality, school design and school bullying. The study is part of a larger, ongoing ethnographic research project into the relations between school bullying and the institutional context of schooling being conducted in schools in Sweden, focusing on the perspectives of teachers and students from pre-school class up to grade eight. The findings from this particular study are based on participant observations and semi-structured interviews with teachers from pre-school class to grade six (i.e. approx. ages 5-13) at three schools in Sweden. The findings demonstrate that environmental, social and structural elements of school spaces affect both social relations between students and teachers' ability to prevent school bullying. Taken as a whole, the study highlights the importance of looking beyond the issue of supervision in schools and considering in more detail the ways in which spatiality and school design influence school bullying and preventative work in schools.
Effect of Conflict Resolution Physchoeducation Programme on the Secondary School Sixth Grade Students Attitude towards Violence and the Level of Aggression
Author: Demirci, Ayse
Date: 2020-08-00
Type: Journal Articles
Subjects: Conflict Resolution,Grade 6,Secondary School Students,Student Attitudes,Violence,Aggression,Psychoeducational Methods,Program Effectiveness,Foreign Countries,Problem Solving

The purpose of this study is to examine the effect of conflict resolution physchoeducation programme on the secondary school sixth grade students' attitude towards violence and the level of aggression. In order to examine the effect of conflict resolution pyschoeducation programme on the secondary school sixth grade students' attitude towards violence and the level of aggression, quasi-experimental pattern with pre-test-post test control group was used. The study group of the research consists of 20 students. Among this group of 20 students, 10 students formed experimental group and 10 students formed control group. To choose the students to the conflict resolution pyschoeducation programme, &quot;Aggression Scale&quot; developed by Gültekin (2008) was applied. The Conflict Resolution Pyschoeducation Programme consisted of 8 sessions. It was applied throughout 8 weeks including 8 sessions, each lasting 40 minutes. No studies were led with the control group. In the study, &quot;Attitudes toward Violence Inventory&quot; which was developed by Blevins (2001) and adapted to Turkish by Balkis, Duru and Bulus (2005) was used as data collecting tool. It was tested whether there are meaningful differences among pre-tests and post tests of Experimental and Control Groups by using Wilcoxon Signed Ranks Test. At the end of the research of conflict resolution pyschoeducation programme, no meaningful differences were observed on the aggression levels of students in the experimental group. Nevertheless, it was observed that the scores of attitude towards violence were decreased. No meaningful difference was observed on the scores of students in the control group aggression and attitude towards violence.
Does Flipped Learning Promote Positive Emotions in Science Education? A Comparison between Traditional and Flipped Classroom Approaches
Author: Jdaitawi, Malek
Date: 2020-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Positive Attitudes,Psychological Patterns,Learning Motivation,College Students,College Science,Instructional Effectiveness,Conventional Instruction,Foreign Countries

Flipped learning has become a popular approach for supporting higher education, but less is known about its link with the learners' emotions, which are known to play an important role in science education. The main purpose of this study is to analyse the effects of the flipped learning approach on students' learning emotions. This research utilised a quasi-experimental design with two data collection time points (pre- and post-study). The sample involved 65 students from the science track in one Saudi university. The participants were distributed into two groups, taught by the traditional and the flipped learning methods respectively. Data collection took place over a period of 4 study weeks. The results show that the flipped mode group had obtained higher learning emotions mean score compared to its traditional counterpart, and they showed improvement in learning emotions mean score over the period of the study. The findings indicate that further study is needed both to validate the current study in a different context , and also to determine how the flipped learning environment can better support students' interactions and their emotions.