ethanporcaro/eric-fulltext-meta huggingface dataset:
Students Perceived Value towards Quality of Distance Education in Tamil Nadu
Author: Jeyaraj, P.
Date: 2014-04-00
Type: Journal Articles
Subjects: Course Content,Foreign Countries,Distance Education,Graduate Students,Student Attitudes,Educational Technology,Educational Quality,Questionnaires,Surveys,Interviews,Scores,Statistical Analysis,Program Effectiveness,Assignments,Tests

The quality of education of any distance learning programme is maintained by various ways, such as: quality of study material, internal and external evaluation, and student support methods and so on. The above aspects should be available in aspects to the Post graduate degree students. In this research Ex Post Facto research with field survey is used. It was carried out all over Tamil Nadu. The students who have enrolled for Distance post graduate Programme through Study Centres of Tamil Nadu Open University (TNOU), Anna Malai University and Alagappa University were taken into consideration for collecting data. The total sample size was 600 respondents who were selected equally from all locations. The primary data were collected through questionnaire cum interview schedule method. The questionnaire is well structured and tested for reliability, testability and analytical ability. This study concludes that distance education programmes. With such a huge network spanning across the country, and the growth being exponential in a comparatively short period of time, there is a growing concern for the quality in education being imparted through such institutions. This study has confirmed that most of the students are highly satisfied towards the management education by the distance education mode expect few facts, there are students not satisfied with the PCP time schedule, syllabus covered by the course material and stipulated time for the payments of course fees. This study has identified some of the dissatisfying factors and suggested various ways and means to overcome those problems. Based on this research it may presume that there would be grater satisfaction towards most of the tested variables.
Students' Views on Distance Learning in Turkey: An Example of Anadolu University Open Education Faculty
Author: Gurbuz, Fatih
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Distance Education,College Students,Interviews,Reliability,Content Analysis,Positive Attitudes,Qualitative Research,Sampling,Student Characteristics,College Choice,Expectation

The aim of the study is to reveal the students' views who are studying in different departments of distant education programs provided by Anadolu University in Turkey. Qualitative research method was used in the study and purposeful sampling was followed. The research was conducted with 10 students who were working in different jobs and taking distance education courses in different departments. The interviews carried out face to face with the participants by the researcher were recorded by getting their consents. The interview data recorded were later transcribed. Then the texts were given to the participants and the recordings were verified for their accuracy and completeness, so the reliability of data was obtained. Content analysis method was used for the data analysis. When the findings obtained as a result of data analysis were examined, the students taking distance education courses in different departments stated that this education method was a great opportunity and chance for them. Moreover, it was determined that the participant students in the study had positive attitudes and views towards distance education, but they had some negative views such as lack of course materials.
A Study on Improving Information Processing Abilities Based on PBL
Author: Kim, Du Gyu
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Problem Based Learning,Cognitive Processes,Information Technology,Pretests Posttests,Comparative Analysis,Reliability

This study examined an instruction method for the improvement of information processing abilities in elementary school students. Current elementary students are required to develop information processing abilities to create new knowledge for this digital age. There is, however, a shortage of instruction strategies for these information processing abilities. This research proposes a method for teaching information processing abilities based on a problem-based learning model, and was tested with elementary students. The students developed an improved ability to create new knowledge and to present relationships with information through the process of problem solving. This study performed experimental research by comparing pre- and post-tests with twenty-three fifth grade elementary students over the course of eight months. This study produced a remarkable improvement in information selection, information reliability, information classification, information analysis, information comparison, and information internalization. This study presents an improved methodology for the teaching of information processing abilities.
Study Habits and Academic Achievement of Kashmiri &amp; Ladakhi Adolescent Girls: A Comparative Study
Author: Nadeem, N. A.
Date: 2014-04-00
Type: Journal Articles
Subjects: Study Habits,Academic Achievement,Adolescents,Females,Foreign Countries,Ethnic Groups,Measures (Individuals),Statistical Analysis,Scores,Classification,High School Students

The present study was conducted to study the Study Habits and Academic Achievement of Adolescents girls in Jammu and Kashmir. 400 sample subjects were selected randomly from two ethnic groups' viz. Kashmiri and Ladakhi. The investigators used Palsane &amp; Sharma's study habits inventory (PSSHI) to collect data from the field. Certain statistical techniques like percentage, S. D., Mean and t-value were used to analyze the data. The result confirms Significant mean difference were found between Kashmiri and Ladakhi adolescents on their study habits and academic achievement.
A Comparison of Student Views on Web-Based and Face-to-Face Higher Education
Author: Sad, Suleyman Nihat
Date: 2014-04-00
Type: Journal Articles
Subjects: Higher Education,Student Attitudes,Distance Education,Web Based Instruction,Conventional Instruction,College Students,Predictor Variables,Program Descriptions,Comparative Analysis,Gender Differences,Marital Status,Employment Level,Student Surveys,Lifelong Learning,Teaching Methods,Educational Strategies,Learning Strategies,Access to Information,Socialization,Curriculum Evaluation,Likert Scales,Correlation,Foreign Countries

The study aimed to describe and compare the perceptions of web-based distance education students and campus-based face-to-face students about the quality of education provided in their programs with regard to variables including gender, marital status, and employment status. A baseline descriptive survey design and complementary &quot;ex post facto&quot; design were used in this study. A total of 536 students studying at two higher education institutions participated in the study. &quot;Student Program Assessment Scale&quot; [&quot;SPAS&quot;] was developed and used to assess web-based and face-to-face students' perceptions about the quality of education in their programs. The results showed that web-based students were most positive about lifelong learning opportunities provided in their distance programs, followed by &quot;learning-teaching procedures,&quot; abilities to &quot;access and share resources,&quot; and lastly chances of &quot;cooperation and socialization.&quot; Face-to-face students were almost neutral in all aspects and, compared to web-based students, they were significantly less positive about &quot;lifelong learning&quot; opportunities (large effect size), &quot;learning-teaching procedures&quot; (medium effect size), and abilities to &quot;access and share resources&quot; (small effect size) provided by their programs. Face-to-face and web-based learners were similarly and moderately positive about the &quot;cooperation and socialization&quot; opportunities provided in their programs. Gender, marital status and employment were found to cause no differences in practical sense on perceptions of web-based and face-to-face students.
Mobile Fatwa (M-Fatwa): The Integration of Islamic Fatwa through Mobile Technology
Author: Nawi, Mohd Aliff Mohd
Date: 2014-04-00
Type: Journal Articles
Subjects: Islamic Culture,Telecommunications,Handheld Devices,Religious Factors,Religion,Foreign Countries,Legal Responsibility,Legislation,Social Influences,Islam,Muslims,Information Technology,Communication Strategies,Information Dissemination

Fatwa institutions play an important role to disseminate information about the fatwa decision that has been discussed. Fatwa is decided will be a guide and reference to the Muslims for dismantling all the problems related to religious law in everyday life. The purpose of this paper to discuss the integration method fatwa information using a mobile device technology. The challenges of Fatwa integration using mobile technology is also reviewed in detail to create a new prospect in explaining the current issues or problems in religion. Some recommendation to achieve this combination of two elements was also made to implement using M-Fatwa through mobile technology in Malaysia.
System Expertise Training Courses in Private Sector: Can They Be Given Online?
Author: Balci Demirci, Birim
Date: 2014-04-00
Type: Journal Articles
Subjects: Expertise,Private Sector,Online Courses,Training Methods,Computer Science Education,Enrollment Rate,Student Educational Objectives,Teaching Methods,Questionnaires,Student Surveys,Educational Attainment,Graduation Rate,Employment Statistics,Employment Potential,Curriculum Evaluation,Comparative Analysis,Educational Practices,Institutional Characteristics,Computer System Design,College Students,Foreign Countries

It is widely known that there are many schools in the private sector offering courses in Computer Technology, Computer Engineering, Information Systems and similar disciplines in addition to Universities presenting such courses. The private sector programs are extremely popular with students already studying at university as well as being of great interest to previously graduated university students. The first purpose of this study is to determine the percentage of university students who attend theses education programs. Both previously graduated and presently studying students have been included. Secondly it aims to understand the reasons behind the attendance of such courses by students who are already studying a similar curriculum or have previously studied and graduated in similar and related fields. In the light of this information, some suggestions have been made about giving these courses as online.
Why Do Institutions Offer MOOCs?
Author: Hollands, Fiona M.
Date: 2014-10-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Colleges,Educational Objectives,Goal Orientation,Access to Education,Marketing,Educational Finance,Costs,Outcomes of Education,Educational Innovation,Educational Research,Qualitative Research,Interviews,Barriers

By reviewing the literature and interviewing 83 individuals knowledgeable about massive open online courses (MOOCs), we investigate the goals of institutions of higher education that are currently developing and delivering such courses. We identify six major goals for MOOC initiatives: extending reach and access, building and maintaining brand, improving economics by reducing costs or increasing revenues, improving educational outcomes, innovation in teaching and learning, and conducting research on teaching and learning. Comparing these goals with the data being collected about MOOCs, their participants, and educational outcomes, as well as the resource requirements and cost drivers of the development and delivery process, we assess whether these goals are being met, or are likely to be in the future. While quantification of success in achieving these goals is for the most part lacking, we conclude that institutions are experiencing at least partial success in achieving each of these goals except for improving economics. We identify obstacles to fuller achievement of the goals and some potential solutions.
Personal Outcome and Leadership as Defining Factors of Satisfaction in the Context of the Course &quot;Arts II: Overview of Greek Music and Dance&quot; of the Hellenic Open University
Author: Bebetsos, Evangelos
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Construct Validity,Satisfaction,Athletes,Distance Education,Dance,Music,World History,Leadership,Factor Analysis,Age Differences,Adults,Test Validity,Open Universities,Art Activities,Questionnaires,Teacher Characteristics,Program Effectiveness,Likert Scales,Gender Differences,Statistical Analysis

The purpose of this study was twofold: (1) to assess the construct validity of the modified Greek version of the &quot;Scale of Athlete Satisfaction&quot; presented by Theodorakis and Bebetsos (2003) in the broader academic research sector and specifically in the field of Open and Distance Learning; and (2) to examine if variables such as sex, age, marital status and prior experience, influence the levels of students' satisfaction. Participants were 144 students (55 men and 89 women) of the Hellenic Open University who participated in the course &quot;Arts II: Review of the Greek Music and Dance&quot;, between the ages of 25 up to 67 years of age (?[subscript age]=42, SD=7.62). The scale consists of two factors: a) personal outcome and b) leadership. Results from factor analysis provided evidence for the construct validity of the scale developed by Theodorakis and Bebetsos (2003). Additionally, results indicated differences between the age groups on the factor of &quot;personal outcome&quot; were the youngest age group had the lowest scores among all three and also, results indicated differences on the factor of &quot;leadership&quot;, were men had higher scores than women. Overall, the study underlines the necessity of adaptation and usage of such an instrument in order to inform and educate educators, teachers and students about the factors that influence the learning process in combination with personal satisfaction and leadership behavior.
The Role of Enrollment Choice in Online Education: Course Selection Rationale and Course Difficulty as Factors Affecting Retention
Author: Wladis, Claire
Date: 2014-10-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Online Courses,Course Selection (Students),Difficulty Level,Enrollment,Academic Persistence,Withdrawal (Education),Required Courses,Elective Courses,Urban Schools,Measures (Individuals),Conventional Instruction,Regression (Statistics),Comparative Analysis

There is well-documented evidence that online retention rates are lower than face-to-face retention rates. However, most past research on online retention focuses on student characteristics, with little knowledge existing on the impact of course type. This study uses a matched sample of 2,330 students at a large urban community college to analyze two key course-level factors which may be impacting online retention: the student's reason for taking the course (as an elective or a requirement) and course difficulty level. The results of this study indicate that the online modality increases dropout risk in courses that are taken as an elective or distributional requirement, particularly for lower-level courses. The findings suggest that in the online environment, the student's reason for course enrollment may be considered a risk indicator and that focused learner support targeted at particular course types may be needed to increase online persistence and retention.
Exploring the Use of Discussion Strategies and Labels in Asynchronous Online Discussion
Author: Gao, Fei
Date: 2014-10-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Teaching Methods,Discussion (Teaching Technique),Educational Strategies,Educational Practices,Experimental Groups,Control Groups,Transcripts (Written Records),Content Analysis,Student Surveys,Learning Strategies,Discourse Analysis,Discourse Communities,Educational Quality,Instructional Effectiveness,Educational Psychology,Graduate Students,Likert Scales,Use Studies,Student Attitudes,Quasiexperimental Design,Multivariate Analysis

Drawing on research in constrained online discussion environments and strategy instruction, this approach combines explicit instruction on discussion strategies with the use of post type labels. In a trial of this approach in an online course, students actively used the discussion strategies and post type labels in their discussions. Analysis of student posts and survey responses suggested that students in the experimental group used discussion strategies more frequently after the intervention as compared to the control group and perceived that this approach positively impacted their discussions. In addition, there was a certain degree of improvement in the quality of discussion as measured by Gunawardena, Lowe, and Anderson&apos;s (1997) critical analysis model.
Transformation of Online Teaching Practices through Implementation of Appreciative Inquiry
Author: Johnson, Bruce A.
Date: 2014-10-00
Type: Journal Articles
Subjects: Online Courses,Inquiry,Case Studies,Andragogy,Graduate Study,Undergraduate Study,Student Motivation,Learner Engagement,Academic Achievement,Educational Strategies,College Faculty,Adult Educators,Qualitative Research,Measures (Individuals),Instructional Effectiveness,Adult Students

The purpose of this case study was to explore the application and outcome of appreciative inquiry as an online instructional strategy for the development of three specific factors: adult learner motivation, engagement, and performance. Appreciative andragogy was an original phrase developed for this study and is an adaptation of appreciative inquiry. Appreciative inquiry has been successfully utilized within organizations to facilitate change and development, while enhancing employee motivation, engagement, and performance. Because there is little research concerning the application of appreciative inquiry to an academic environment, elements of appreciative inquiry were implemented as an instructional strategy within undergraduate and graduate online classrooms. The appreciative inquiry model was adapted for this study as appreciative andragogy and utilized over a four-week implementation period. The participants worked with selected students from their online class and they measured the three factors (motivation, engagement, and performance) before and after the implementation phase. The findings of this study indicate that appreciative andragogy can be applied as an instructional strategy in any online classroom regardless of the subject matter and it holds the potential to have a positive impact on the online learning classroom environment. The study concluded that appreciative andragogy has an ability to take the distance out of distance learning.
Teaching Presence in Online Education: From the Instructor's Point of View
Author: Preisman, Kristi A.
Date: 2014-10-00
Type: Journal Articles
Subjects: Online Courses,Teaching Methods,Educational Practices,Mixed Methods Research,Teacher Attitudes,Teacher Participation,Electronic Learning,Academic Achievement,Teacher Student Relationship,Interpersonal Communication,Course Evaluation,Discourse Analysis,Electronic Mail,Comparative Analysis,Evidence,Incidence,College Students,College Faculty

Most often the topic of creating presence in online education is viewed from the student perspective (Oztok &amp; Brett, 2011). The purpose of this mixed methods research was to look at the creation of teaching presence from the vantage point of a &quot;lone ranger&quot; instructor (Anderson, 2004). Based on data collected from student grades, student-instructor communication, and course evaluations, the researcher/instructor set out to determine if creating a greater sense of teaching presence was a worthwhile investment of her time and energy. Over the course of three semesters, the researcher/instructor incorporated various techniques to create a greater sense of teaching presence in one of two simultaneously occurring graduate assessment courses. There was minimal evidence from this study that demonstrated that creating a greater sense of teaching presence in the online classroom was an effective use of the instructor's time and efforts. It was also determined that instructors play a key role in the creation and facilitation of the learning process, but it is likely more important for the instructor to simply be available for students through a well-structured course as opposed to creating a presence of oneself in the online classroom.
Digging beneath the Surface: Analyzing the Complexity of Instructors' Participation in Asynchronous Discussion
Author: Clarke, Lane Whitney
Date: 2014-10-00
Type: Journal Articles
Subjects: Asynchronous Communication,Teacher Participation,Discussion (Teaching Technique),Content Analysis,Communities of Practice,Discourse Analysis,Student Participation,Literacy,Masters Programs,Transcripts (Written Records),Interaction,Student Attitudes,Teacher Role,Cognitive Processes,Profiles,Discourse Communities,Electronic Publishing,Foreign Countries,Teaching Methods,Educational Practices

The purpose of this study was to investigate instructor participation in asynchronous discussions through an in-depth content analysis of instructors' postings and comments through the Community of Inquiry (COI) framework (Garrison et. al, 2001). We developed an analytical tool based on this framework in order to better understand what instructors were saying in discussions. We found instructors relied heavily on social codes and were less likely to employ cognitive codes, that there was a variance in the types of discursive interactions as indicated by different discursive profiles, and that students tended to favor instructors who balanced their comments across the three elements of the framework. We believe engaging in this type of analysis can help us become more effective online instructors and provide a next step for research investigating relationships between comments supporting the COI framework and student participation.
Collaboration in E-Learning: A Study Using the Flexible E-Learning Framework
Author: Vandenhouten, C.
Date: 2014-10-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Surveys,Online Courses,Electronic Learning,Partnerships in Education,Cooperative Programs,Videoconferencing,Online Surveys,Pedagogical Content Knowledge,Technological Literacy,Technology Planning,Program Evaluation,Program Administration,Ethics,Educational Resources,Institutional Characteristics,Computer System Design,Role Perception,College Faculty

E-Learning remains a new frontier for many faculty. When compared to the traditional classroom, E- Learning requires the talents of many team members from a variety of departments as well as the use of different teaching and learning strategies. Pedagogy as well as team configurations must change when moving to the online environment. As a result, collaboration is a key component in creating quality E- Learning. This article describes the results of a faculty survey based on the Flexible Framework for E- Learning. The authors developed a survey to capture faculty perceptions of E-Learning dimensions. Using a descriptive design, the authors surveyed participating faculty (N = 45) from several Midwestern campuses during a year-long faculty development program on E-Learning. Items related to the E- Learning dimension being discussed during the monthly videoconference were distributed prior to the monthly video sessions to assess faculty understanding of the E-Learning dimensions. The project was designed to foster a deeper understanding of E-Learning dimensions and of collaborative roles and activities necessary for E-Learning.