ethanporcaro/eric-fulltext-meta huggingface dataset:
Standards Assessment in English Language Teacher Education
Author: Staub, Donald
Date: 2019-00-00
Type: Journal Articles
Subjects: Standards,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Educators,College Faculty,Teacher Attitudes,State Universities,Private Colleges,Foreign Countries,Educational Quality,Quality Assurance,Case Studies,Teacher Education Programs,Knowledge Level,Educational Improvement

Instructional quality among English as a foreign language (EFL) teachers requires the identification and assessment of professional standards for the field. Although Quality Assurance, Outcomes Assessment and Accreditation may be understood within language teacher education programs, successful and sustained implementation of quality improvement processes largely remain elusive. This paper explores standards assessment in EFL teacher preparation programs in Turkey. Primary issues examined were: 1) awareness of instructors in EFL teacher preparation programs of standards assessment; 2) the degree to which the standards are assessed; and, 3) the degree to which assessment data is analyzed and acted upon. This study utilized the Instrumental Case Study combined with a mixed-method approach. Data was collected via survey and interviews. An internet-based survey was distributed to teacher preparation faculty members across Turkey. One-on-one structured interviews were conducted with instructors from EFL teacher preparation programs at public and private universities. Results indicate that despite relatively high levels of awareness among university faculty members and the standards established by the Turkish Higher Education Council, there is little evidence to suggest that assessment data is collected or acted upon.
A Case Study on Intercultural Awareness of Lower Secondary School Students in Turkey
Author: Zorba, Mehmet Galip
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Cultural Awareness,Public Schools,Program Effectiveness,Textbooks,Barriers,Consciousness Raising,English (Second Language),Second Language Instruction

This case study investigates factors negatively affecting lower secondary students' intercultural awareness and ways to raise their intercultural awareness. The study was carried out at a public state school in Turkey, and 32 students participated in the study. An 8-week implementation was designed in accordance with the conceptual framework of intercultural awareness to raise students' intercultural awareness. Coursebook analysis, semi-structured interview and classroom observation were used to collect qualitative data, whereas a questionnaire was used as pre- and posttest to collect quantitative data. Findings revealed that cultural elements in English coursebooks were represented in fragments, and they also involved false or invented cultural information. In addition to coursebook-related problems, grammar-based instruction and lack of focus on cultural topics were also among the main factors negatively affecting intercultural awareness. As for the implementation, findings indicated that students were able to compare cultures in a better way, improved their knowledge about other cultures and their home culture, and were more interested in cultural topics at the end of the implementation process.
Disability in Postsecondary STEM Learning Environments: What Faculty Focus Groups Reveal about Definitions and Obstacles to Effective Support
Author: Bettencourt, Genia M.
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Educational Environment,College Faculty,Definitions,Barriers,College Students,Students with Disabilities,Access to Education,Teacher Attitudes,Attitudes toward Disabilities,Academic Accommodations (Disabilities),Academic Support Services,Postsecondary Education

Students with disabilities lag behind their peers without disabilities in success outcomes related to access to, persistence within, and completion of postsecondary degree programs (National Center for Education Statistics [NCES], 2017). Faculty play a key role in shaping student success. To date, however, most of the work exploring faculty attitudes and behaviors has drawn from a broad sample (e.g., Buchanan, Charles, Rigler, &amp; Hart, 2010; Kraska, 2003; Jensen, McCray, Krampe, &amp; Cooper, 2004; Rao &amp; Gartin, 2003), with only limited exploration of the attitudes and behaviors of science, technology, engineering, and mathematics [STEM] faculty (e.g., Milligan, 2010; Moon, Utschig, Todd, &amp; Bozzorg, 2011). This study seeks to understand how STEM faculty think about and respond to students with disabilities in order to shape effective interventions. Data were collected through a series of four focus groups with 27 participants across 17 STEM majors including lecturers, pre- and post-tenure, and academic administrators. Key findings from the focus groups illuminated the impact of a formal accommodations process, individual approaches to providing support, and perceptions of the STEM climate towards students with disabilities. Recommendations for research and practice include strengthening support and training for faculty in STEM disciplines while continuing to explore these themes across institutional types.
Modeling E-Learning Interactivity, Learner Satisfaction and Continuance Learning Intention in Ugandan Higher Learning Institutions
Author: Bashir, Kishabale
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Educational Technology,Student Satisfaction,Intention,Teacher Student Relationship,Peer Relationship,Interaction,Educational Environment,College Students,Academic Persistence,Feedback (Response)

This study based on a cross-sectional survey approach, examined E-learning interactivity which was hypothesised to be a multidimensional construct, and its association with learner satisfaction continuing learning intentions. The Transactional Distance theory by Moore (1989) and the three-way model for computer-initiated interaction by Evans &amp; Sabry (2003) formed the study's theoretical framework. The quantitative data were collected using a 28-item questionnaire from 232 learners who had enrolled in various CISCO E-learning courses. Principle Components Analysis revealed a three-factor structure of E-learning interactivity comprised of learner-content, learner-interface, and learner-E-learning system feedback interactivity. Additionally, Confirmatory Factor Analysis confirmed the reliability and validity of the three-factor measurement model; while the SEM fit indices revealed that the structural model has achieved goodness-of-fit. Lastly, the results have confirmed that with the exception of learner-content, the other interactivity sub dimensions demonstrated a significant relationship with learner satisfaction, and in turn, learner satisfaction had a positive influence on continuance learning intention. The results have supported and extended previous works on E-learning interactivity. This study is important for making evidence-based decisions by E-learning instructional designers, interface designers, subject matter experts and instructors, while designing, implementing and evaluating E-learning interventions for open and distance learning.
Do Multimedia Instructional Designs Enhance Comprehension in College Students with Dyslexia?
Author: Kim, Sunjung
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Multimedia Instruction,Educational Technology,Technology Uses in Education,Instructional Design,Dyslexia,College Students,Eye Movements,Recall (Psychology),Transfer of Training,Pictorial Stimuli,Auditory Stimuli

The current study tested the effects of multimedia instructional designs (text+picture, audio+picture, and text+audio+picture) on retention and transfer of information in college students with and without dyslexia while tracking students' eye movements. After controlling for verbal ability, the dyslexia group differed from controls only in the text+picture condition. Retention performance for the dyslexia group was optimal in the no written text (audio+picture) condition. Eye-tracking data showed that the dyslexia group spent significantly more time viewing the picture when audio augmented written text. These findings show that students with dyslexia can learn as easily from multimedia instruction as their peers and multimedia combinations can be manipulated to optimize specific learning outcomes.
Technology Innovation Diffusion at the University of Botswana: A Comparative Literature Survey
Author: Dintoe, Seitebaleng Susan
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Foreign Countries,Higher Education,Institutional Characteristics,School Policy,Faculty Development,College Administration,Planning,Administrator Role,Educational Needs,Innovation,Online Courses,Blended Learning,Barriers,Technological Literacy,Developing Nations,Influences,College Faculty

The purpose of this study was to identify factors that influence adoption and diffusion of information and communication technology in developing countries through a thorough review of past and current literature, focusing on the case of University of Botswana. Despite the value in adoption and diffusion of technology innovation in the developing world, universities are faced with problems, and studies show that generally, use of accessible and available technology implementation is not successful. The Rogers (2003) concepts of social systems, compatibility of technology, early adopters and factors, are complex. This includes organizational characteristics focusing on policies, faculty support through professional development and training, time, beliefs, and workload. The article concluded that (a) the social system (university administration) develops policies, which accounts for little when the technology plan is not concrete for implementation, (b) technology is not compatible with faculty traditional teaching practices, and (c) university administration does not consider understanding the faculty (early adopters) in context. The study suggests that developing countries need to understand the faculty as early adopters from a bottom-up approach instead of top-down, and should not base success on outcomes, but rather, strategies based on the context.
The Changing the Face of Higher Education through Digital Technologies: A Case Study
Author: Fox, Bob
Date: 2019-00-00
Type: Journal Articles
Subjects: Higher Education,Technology Uses in Education,Foreign Countries,Educational Change,Universities,Sustainability

Universities today face many challenges, brought about in part by changing needs in society, changing attitudes towards higher education, new research into adult learning and the introduction and use of new digital technologies to improve efficiencies and effectiveness in educational delivery and at the same time introducing new opportunities to change the curriculum and methods of teaching and learning. Each country and each university are seeking their own ongoing solutions though many can learn from what other universities are doing, few are able to merely adopt the same strategies. This paper, using a case study approach, explores how one university in Australia is seeking to find sustainable improvements in teaching and learning through a large-scale introduction of digital technology solutions, accompanied by a shared and aligned curriculum framework and learning design models as well as capacity building opportunities for its staff and students. This paper first aims to highlight the many changes within this single university and to show how reform has been established through the adoption of a strategic and wholistic approach to change and second through sharing key changes to identify strategies that could be adapted to suit different university needs in their search for sustainable solutions to some of the big challenges we all face.
Promoting Inclusive Teaching among College Faculty: A Framework for Disability Service Providers (Practice Brief)
Author: Lombardi, Allison
Date: 2018-00-00
Type: Journal Articles
Subjects: Inclusion,Teaching Methods,College Faculty,Students with Disabilities,College Students,Faculty Development,Teacher Competencies,Accessibility (for Disabled),Academic Accommodations (Disabilities),Agency Cooperation,Professional Personnel

As increasing numbers of students with disabilities enter higher education, the need for college faculty to adopt inclusive teaching practices intensifies. Professional development (PD) opportunities involving inclusive teaching strategies are a useful way to help instructors develop these skills; unfortunately, many colleges and universities do not offer such trainings due to lack of resources or limited faculty time. This practice brief presents a framework for disability service providers (DSPs) to utilize and guide instructors to create accessible class materials and assessments. Following a &quot;plan, deliver, assess&quot; structure, the framework includes multiple tools, including self-assessments, check lists, and work sheets, that instructors can use following PD activities to continue to make their teaching more accessible.
S-TECHNO: An Instructional Design Model for Redesigning Instructional Technology Courses
Author: Korucu-Kis, Saadet
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Design,Educational Technology,Constructivism (Learning),Barriers,Learner Engagement,Program Implementation,Instructional Effectiveness,Models,Teacher Education Programs,Technological Literacy,Teacher Competencies,Technology Integration,Student Teacher Attitudes,Pedagogical Content Knowledge,Beliefs,Preservice Teachers,Foreign Countries,Public Colleges,Second Language Instruction,English (Second Language),Attitude Change

This study describes the development and implementation of an instructional design (ID) model to increase the efficiency of instructional technology (IT) courses, by adopting a constructivist perspective envisaging the simultaneous treatment of multiple barriers (technological beliefs, knowledge, skills) to engage student teachers as whole persons in the learning-to-teach process. To this end, the paper first presents the theoretical framework underpinning the study. This is followed by the introduction of the Set-up, Think, Explore, Create, Hone, Negotiate and Opine (STECHNO) model. The model was implemented in a 14-week program with 80 student teachers. A quasi-experimental research design was employed to evaluate the effectiveness of the model. Data included survey responses, semi-structured interviews, written metaphors, reflection journals, observations and lesson plans. The results revealed that the S-TECHNO model can significantly improve student teachers' beliefs, knowledge and skills about the instructional use of technology. Implications for teacher education programs are highlighted and some future research possibilities are discussed.
Instructional Design Enabled Agile Method Using ADDIE Model and Feature Driven Development Process
Author: Budoya, Christian Misobi
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Design,Computer Software,Computer Uses in Education,Educational Needs,Multimedia Instruction,Daily Living Skills,Elementary School Teachers,Foreign Countries,College Faculty,Models

Software developers nowadays are adopting agile methods to overcome challenges faced by traditional methods in developing software. However, agile methods lack instructional design to take care of learning needs required in designing software for supporting teaching and learning. This study aimed at designing an integrated model using Feature Driven Development Process (FDDP) and Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model to accommodate learning needs at design stage. Participatory action research method and four design strategies including decompositional, compositional, template based, and incremental and evolutionary strategies were used in designing the integrated ADDIE-FDDP Model. A case study of designing Interactive Multimedia Content for Life Skills Education (IMCLSE) was used to test the model, especially its analysis and design phases. A questionnaire was adapted to evaluate the IMCLSE design involving 10 software developers and 65 teachers who teach life skills subjects in 10 primary schools. The results show that software developers and teachers agreed that the integrated FDDP-ADDIE Model was effective in guiding the design process of software that support teaching and learning. Therefore, the integrated FDDP-ADDIE Model can be adopted and used for developing effective and quality learning software.
Integrated Computer-Based Management Information Systems: The Complexity and Diffusion in Rwandan Higher Education Institutions
Author: Byungura, Jean Claude
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Systems,Higher Education,Foreign Countries,Information Technology,Universities,Electronic Learning,Management Systems,Case Studies,College Administration,Technology Integration,Organizational Change,Innovation

The current trend in universities is marked by integrating information technologies into their service delivery. Particularly in administration and management, processes are being modernized, although not successful in some institutions. This study aims first to understand the complexity of an integrated educational management information system (UR-IEMIS) at the University of Rwanda and then to evaluate the degree of its diffusion in university services. Complex Adaptive System and Innovation Diffusion theories were used as a conceptual framework for this study. Document survey, observations, and interviews were used for data collection. Findings indicate that the UR-IEMIS is characterized by the complexity features as it is composed of several different subsystems (Organism, Roles, Objects, Method, and Concept) which emerge, interact, co-evolve, and re-organize to adapt to the disruptive institutional structures. It was also revealed that the UR-IEMIS integration is still at the abstraction level for all subsystems while for only few university functions, the system is diffused at knowledge, persuasion, and decision stages. Likewise, concerns related to the current unsatisfactory state of UR-IEMIS integration and proposals for improvement are discussed. Further studies should explore the complexity and diffusion levels for E-learning systems that support pedagogical activities in a similar case study context.
Harnessing the Power of a Mobile Phone in the Promotion of Teacher Ethics in Tanzania
Author: Mfaume, Hamisi
Date: 2019-00-00
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Ethics,Foreign Countries,Teacher Attitudes,Teaching (Occupation),Preservice Teachers,Elementary School Teachers,Secondary School Teachers,Technology Uses in Education,Student Attitudes

This study examined teachers' perspectives on using a mobile phone in the promotion of teacher ethics in Tanzania. It was informed by the qualitative approach, using a sample of forty-eight (48) respondents who were drawn through purposive and convenient sampling techniques. Data were sought through Focus Group Discussions (FGDs) and were subjected to thematic data analysis. Findings indicated that a handful of respondents perceived a mobile phone as a viable tool in the promotion of teacher ethics. Moreover, ownership and accessibility, popularity and ease of use, internet coverage and connectivity, as well as the ubiquitous nature of the device were the reasons given for their perceptions. However, teachers' lack of knowledge, attitude and beliefs, financial problems, limited network connection, and poor coordination and technical support were the anticipated challenges in using the device in the promotion of teacher ethics. Based on the noted potential of the device, the study recommends the need for Teachers' Service Commission in Tanzania to adopt and use the device so as to ensure wider coverage of ethical information and combat unethical conduct amongst teachers.
Institutional Repositories Adoption and Use in Selected Tanzanian Higher Learning Institutions
Author: Nunda, Israel Malweta
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Adoption (Ideas),Electronic Libraries,Academic Libraries,Information Utilization,Gender Differences,Student Attitudes

The study explored the adoption and use of institutional repositories among postgraduate students in Muhimbili University of Health and Allied Sciences and Sokoine University of Agriculture. This study applied a mixed methods descriptive research design employing qualitative and quantitative methods. Interviews and questionnaires were used to collect data from respondents. Simple random sampling was used to select 55 respondents. Key findings showed 48 (87.3%) respondents were aware of institutional repositories. However, 21 (38.2%) were only moderately aware. Findings indicate low awareness of institutional repository services among respondents. Results also showed 43 (78.2%) respondents use institutional repositories. Nonetheless, interview findings indicate low adoption rate of institutional repositories among students. Visibility and information sharing were factors which mostly influence students to use institutional repositories. Findings further showed library staff and lecturers are sources of awareness and the pulling factors in adoption and use of institutional repositories. The study concludes that information literacy (IL) training is crucial in promoting adoption and usage of institutional repositories. The study recommends academic libraries to establish embedded IL programs to increase adoption and usage. The study also suggests improving the quality of resources in the institutional repositories to reflect students' needs.
Effects of Microteaching on the Pre-Service Teachers&apos; Teaching Competence -- A Case in Bhutan
Author: Wangchuk, Sangay
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Microteaching,Preservice Teachers,Instructional Effectiveness,Teaching Skills,Pretests Posttests,Student Journals,Reflection,Self Esteem,Preservice Teacher Education

Microteaching, an efficient teacher training technique, provides teachers an opportunity to enhance their teaching competencies. This study explored the effects of microteaching on the teaching skills of the pre-service teachers at a college of education in Bhutan. The study pursued a mixed mode of research methodology adopting a quasi-experimental pretest-posttest design. A sample of 64 Bachelor of Education (B.Ed.) second year students were selected to participate by clustered random sampling. The students received microteaching guidance from a team of four tutors including the researcher. The data source included teaching skills assessment, assessment of the analysis report, and students' reflective journal. After performing satisfactory validity and reliability checks, the quantitative data assembled from pretests and posttests and reflective journals were analyzed and interpreted using t-test with p&lt;0.05 level of significance, mean, standard deviation and descriptive statistics frequency. Qualitative data was analyzed based on the grounded theory of Strauss and Corbin (1998). Analysis from the teaching skills assessment analysis report and student's reflective journal revealed that microteaching not only improved the teaching skills of the pre-service teachers but also enhanced their confidence in general.