ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nexus of Problem-Based Learning and Learning Technology: Does It Enable Transformative Practice?
Author: Donnelly, Roisin
Date: 2009-00-00
Type: Journal Articles
Subjects: Electronic Learning,Problem Based Learning,Teaching Methods,Masters Programs,Computer Mediated Communication,Higher Education,Models,Transformative Learning,Educational Technology,Synchronous Communication,Tutors,Tutorial Programs,Tutoring,Asynchronous Communication,Information Technology

This paper describes a qualitative study which took place over a two year period with academic staff engaged on a blended Masters programme delivered with the learning environment based around problem-based learning. At the pedagogical level, transformative practice has the potential to engage students as critical thinkers, by encouraging them to be both participatory and active. By exploring the application of Mezirow's transformative pedagogy framework on blended problem-based learning (PBL), it is hoped that the transformative dimension of this pedagogy is clarified with respect to the role it plays in the development of individuals, Inherent in this is the role given to e-learning technologies, supporting peer-to-peer collaboration in PBL groups as well as learners' autonomy and responsibility for learning. (Contains 2 figures and 2 tables.)
Evaluating Continuous Assessment Quality in Competence-Based Education Online: The Case of the E-Folio
Author: Pereira, Alda
Date: 2009-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Distance Education,Online Courses,Program Effectiveness,Competency Based Education,Educational Quality,Program Evaluation,Virtual Classrooms,Evaluation Methods,Models,College Outcomes Assessment,Educational Indicators,Foreign Countries,Measurement Techniques

Universidade Aberta (UAb), being a distance teaching university, is particularly suited to tackle some of the recommendations concerning the assurance of accessibility to education expressed in the &quot;Education and Training 2010&quot; goals. Meanwhile, the University's strategic plan for 2006/2010 decided to implement a fully virtual innovative teaching and learning methodology. The pedagogical model adopted by the University is &quot;strongly dominated by the valuing of students' social and communal integration, personalized monitoring of their learning and the respect for the particular life experience of each student&quot;. This pedagogical model, in use since 2007, is based on four cornerstones: (1) student-centered learning; (2) flexibility; (3) interaction; and (4) digital inclusion, aligned with the key competences required for learners in this knowledge-based society. The dramatic changes that are taking place at the University call for close monitoring of its implementation and for applied research on online methodologies, which call for new open and distant learning assessment strategies. For this reason, a new research unit was created at the University: the Distance Education Laboratory (LEaD--Laboratorio de Educacao a Distancia). The current research, being part of a larger project, is focused on assessment issues concerning undergraduate education. The pedagogical model calls for two main types of instruments to be used in undergraduate fully online courses: (1) e-folios; and (2) p-folios. The current project intends to research and develop the pedagogical model for undergraduate courses at Universidade Aberta, and to identify strategies that promote the students' learning and success. In particular, the authors are concerned with the development of instruments and approaches to continuous assessment, targeted at the promotion of specific competences. (Contains 1 figure and 4 tables.)
Reconsidering Moore's Transactional Distance Theory
Author: Giossos, Yiannis
Date: 2009-00-00
Type: Journal Articles
Subjects: Distance Education,Educational Theories,Realism,Epistemology

One of the core theories of distance education is Michael Graham Moore's "Theory of Transactional Distance" that provides the broad framework of the pedagogy of distance education and allows the generation of almost infinite number of hypotheses for research. However, the review of the existing studies relating to the theory showed the use of a variety of functional definitions of "transactional distance" that reveals an absence of consensus. The purpose of the present study is the theoretical processing of its fundamental concept "transactional distance", as well as the incorporation of the theory into the epistemological framework of "realism". In particular, the absence of consensus is overcome through the work of John Dewey. On this basis, "transactional distance" was defined as "the distance in understanding between teacher and learner". Additionally, an attempt is made to position the "Theory of Transactional Distance" in the epistemological framework of realism. From this point of view, "transactional distance" is one of the results of teaching. (Contains 2 figures.)
Teaching European Studies Online: The Challenge of Quality Assurance
Author: Mihai, Alexandra
Date: 2009-00-00
Type: Journal Articles
Subjects: Electronic Learning,Web Based Instruction,Online Courses,Quality Control,Educational Quality,Social Sciences,Learning Modules,Barriers,Case Studies,Information Sources,Courseware,Computer System Design

This paper will be looking into the issue of quality assurance in online learning from the perspective of the e-learning tool developed by the Institute for European Studies in Brussels--the E-modules. The E-modules have been designed with the purpose of offering a structured and interactive way of learning how the European Union functions. As European law and policies exert an important influence in the everyday life of European citizens, the E-modules aim at providing the essential information, helping, at the same time, the users to find their way through the complexity of existing information sources. Therefore, assuring the quality of the content is an essential feature for the developers of the E-modules and, at the same time, a great challenge, taking into account, on the one hand, the complexity of social science and, on the other hand, the quick pace with witch the European Union evolves. (Contains 1 figure.)
Narrowing the Distance: Using E-Learner Support to Enhance the Student Experience
Author: Kelly, Patrick
Date: 2009-00-00
Type: Journal Articles
Subjects: Open Universities,Distance Education,Prior Learning,Foreign Countries,Student Experience,Information Technology,Higher Education,Learner Engagement

The United Kingdom Open University has experimented with a range of information and communication technologies (ICT) to support learners and foster the development of learning communities, including online resources, email, e-messages, SMS messaging, and Second Life. The initial creation of information and resources to support study has been followed by the expansion of e-communications and interactive activities, which form part of a revitalised learner support blend, aimed at reducing the &quot;distance&quot; in distance education for the learner. Here we describe how ICT has been used by two major learner support projects to strengthen student identity in the context of a programme of study, and to support students at key points in their learning journey.
Impact of Learning Modalities on Academic Success
Author: Fenouillet, Fabien
Date: 2009-00-00
Type: Journal Articles
Subjects: Academic Achievement,Undergraduate Students,Graduate Students,Correspondence Study,Electronic Learning,Blended Learning,Art History,Education,Foreign Countries

This study is based on the analysis of academic results of 692 undergraduate and graduate students in two disciplines in a French university who attended their courses using one out of four possible learning modalities. Within the two disciplines, Art History and Educational Sciences, students chose between face-to-face learning (on campus), paper-based distance learning (correspondence), Web-based distance learning (e-learning) or a blend of Web-based and face-to-face learning (combined) modalities. Comparison, using two indicators of overall academic success between the four learning modality types was conducted. The analyses revealed that e-learners attending at least one course on-campus (combined modality) did just as well as students attending all their courses using the on-campus only modality. Furthermore, depending on the discipline, e-learners' academic success was higher than correspondence learners', albeit not as high as on-campus and combined learners' achievements. (Contains 15 tables.)
Effects of Two Modes of Exercise Training on Physical Fitness of 10 Year-Old Children
Author: Ribeiro, Ligia G. dos Santos Chaves
Date: 2010-00-00
Type: Journal Articles
Subjects: Maturity (Individuals),Age Differences,Physical Fitness,Exercise,Children,Child Health,Comparative Analysis,Males,Foreign Countries,Child Development,Psychomotor Skills,Physical Education

Study aim: To compare two exercise training modes on the physical fitness of 10 year-old children. Material and methods: A sample of 60 schoolboys aged 10 years were randomly divided into 3 groups: Traditional (TG), trained according to the Brazilian national curricular parameters, Maturational (MG), in which the degree of difficulty of the activities was adjusted to the level of maturity of subjects, and Control group (CG). The Greulich-Pyle protocol was used to assess biological maturity. The following fitness tests were applied: 5x10 m shuttle run (SHR), Burpee's test (BCT), goniometric (LABIFIE) measurement of shoulder joint flexibility (SAA), horizontal shoulder flexion (HSF), shoulder joint abduction (SJA), lumbar spine flexion (LSF), hip joint extension (HJE) [10], Sargent's Jump Test (SJT), endurance shuttle run (ESR) and 50-m run. The TG and MG groups trained 16 weeks, twice weekly. Results: The only significant (p less than 0.05) between-group differences were found for SJA (TG greater than MG) and LSF (TG greater than CG). Conclusions: Despite the lack of clear-cut results, biological maturation combined with chronological age should be considered when applying various methodological approaches in order to encourage the engagement in physical exercises as this would have favourable carry-over effects. (Contains 1 table.)
The Acquisition of Generalized Matching in Children with Developmental Delays
Author: Gaisford, Kristen L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Developmental Delays,Prompting,Young Children,Generalization,Stimuli,Intervention,Skill Development,Early Intervention,Reinforcement,Pictorial Stimuli,Manipulative Materials,Emotional Response

The purpose of this study was to assess the extent of a generalized matching repertoire. Three children, ranging from two to four years of age, were selected from an early childhood developmental delay classroom. They were taught identical matching with six objects. After the children mastered those six objects, they were tested for a generalized matching repertoire, and all three children demonstrated a generalized identical-object matching repertoire. One of the children was tested with two-dimensional picture cards and demonstrated a generalized two-dimensional matching repertoire. While the other two children were not formally tested, two-dimensional matching was specifically targeted as part of their individual curricula; and both children mastered two-dimensional matching so quickly as to suggest they had already acquired a generalized two-dimensional matching repertoire as a result of the original training. Additionally, two of the children had a history of emotional responding prior to this study and with procedures conducted concurrently outside of the present experiment when prompted responses were not reinforced, yet they displayed almost no emotional responding in the study itself, suggesting that the reinforcement of prompted responses was the reason for the absence of emotional responding. (Contains 1 table and 1 figure.)
Effective Behavioral Intervention for Adults on the Autism Spectrum: Best Practices in Functional Assessment and Treatment Development
Author: Manente, Christopher J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Intervention,Autism,Alternative Assessment,At Risk Persons,Functional Behavioral Assessment,Pervasive Developmental Disorders,Adults,Behavior Modification,Behavior Problems,Skill Development

As individuals with autism age out of the educational system, families and practitioners are faced with a number of challenges, including placement concerns and limited behavioral support. Among the most significant concerns is the assessment and treatment of challenging behavior in this population. While assessment and treatment strategies have been well described in the literature, practical solutions for adults with autism are needed. The current manuscript reviews some of the challenges to best practice with older learners and potential risk factors associated with the absence of effective intervention. Alternative assessment and treatment strategies, with implications for adults on the autism spectrum, are presented as part of the review.
A Review of Timeout Ribbons
Author: Kostewicz, Douglas E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Behavior,Timeout,Behavior Problems,Discipline,Classroom Techniques,Behavior Change,Behavior Modification,Compliance (Psychology),Program Effectiveness,Literature Reviews,Reinforcement

Researchers and practitioners often employ timeout procedures to manage inappropriate classroom behavior. When implemented inappropriately, however, timeout can result in dangerous situations and have received increased scrutiny (i.e., seclusion). The timeout ribbon procedure can prevent some of the dangerous situations associated with other forms of the punishment procedure. This review examines how researchers have used the timeout ribbon to affect change in the behaviors of school-aged children. A summary of the findings indicates that the timeout ribbon procedure effectively reduced inappropriate behaviors but did not increase compliance. The review provides both implications for practitioners and additional research directions. (Contains 1 table.)
A Quantitative Analysis of Language Interventions for Children with Autism
Author: Kane, Meghan
Date: 2010-00-00
Type: Journal Articles
Subjects: Speech,Autism,Intervention,Meta Analysis,Oral Language,Instructional Effectiveness,Integrity,Generalization,Language Skills,Language Acquisition,Teaching Methods

Research and services continue to expand to community-based programs serving individuals diagnosed with autism. A focus of great interest in those efforts is that of language acquisition and functional usage. For the purpose of this evaluation, language acquisition interventions are grouped into two broad categories, contrived and naturalistic. Contrived interventions include those in tightly controlled settings with specific instructional sequences (e.g. discrete trials), whereas naturalistic interventions are defined as less structured and with instructional sequences that change with the child's interest. This meta-analysis focuses on interventions of spoken language developed for children diagnosed with autism. Contrived teaching approaches were compared to naturalistic approaches during intervention, generalization, and maintenance conditions by calculating the percentage of non-overlapping data (PND). The results illustrate that naturalistic interventions are more effective than contrived interventions for teaching language skills and for maintaining the skills learned. The data also indicate that contrived approaches result in greater generalization than naturalistic approaches. Implications and future directions for the acquisition and generalization of acquired language skills and the importance of treatment integrity are discussed. (Contains 3 figures.)
Delay Discounting of Self-Determined and Experimenter-Determined Commodities
Author: Weatherly, Jeffrey N.
Date: 2010-00-00
Type: Journal Articles
Subjects: Delay of Gratification,Incentives,Reinforcement,College Students,Smoking,Decision Making,Self Determination,Task Analysis

Research suggests that individuals prefer self-determined reinforcers over experimenter-determined ones. The present study had 518 college students complete a delay-discounting task in which the commodity was cigarettes, a grocery store gift card, casino tokens, cash, or the choice of the four. The least amount of delay discounting was observed for the group that was given a choice, although the difference was not significantly different from two of the individual commodities (casino tokens & cash). The results support the conclusion that participants place a high value on having choice. These results have practical implications for teachers, researchers, and/or businesses who want to provide incentives for their students, participants, or customers, respectively. The results also highlight the usefulness of measuring delay discounting. (Contains 1 figure.)
Challenges in Diagnosing and Treating Postpartum Blues, Depression and Psychosis
Author: Lewis, Carol A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Popular Culture,Psychosis,Depression (Psychology),Clinical Diagnosis,Incidence,Females,Mental Health,Counseling Techniques,Symptoms (Individual Disorders),Severity (of Disability),Drug Therapy,Consciousness Raising,Mass Media Role

With recent media attention and a growing awareness in popular culture, the appropriate treatment for postpartum depression has taken center stage as a prevalent women's health issue. There is little agreement on the definition, existence and treatment of postpartum depression. Contributing to this factor is the lack of research that exists to support which method of counseling best treats postpartum depression. The intent of this paper is to suggest that with increased counseling and counselor involvement postpartum depression can be lessened, decreasing the length and severity of the symptoms without the use of anti-depressants.
Scaffolding of Continuing Competency as an Essential Element of Professionalism
Author: Daughhetee, Charlotte
Date: 2010-00-00
Type: Journal Articles
Subjects: Supervision,Counseling,Professional Development,Competence,Scaffolding (Teaching Technique),National Competency Tests,Professional Continuing Education,Counselor Training,Counseling Psychology,Training Methods

In recent years, regulatory boards have been asked to implement procedures to evaluate the competency of licensees throughout their careers, but the implementation of such competency measures is not on the immediate horizon. The responsibility for continuing competency, therefore, lies with each counselor. The work of Vygotsky is put forth as a developmental framework for conceptualizing the scaffolding of continuing competency through mentoring, supervision, consultation, professional involvement, advocacy and self care. Counselor educators and supervisors are encouraged to both model and emphasize continuing competency scaffolding elements in training and supervision.
Impact of an Adlerian Based Pretrial Diversion Program: Self Concept and Dissociation
Author: Norvell, Jeanell J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Self Concept,Program Effectiveness,Multivariate Analysis,Client Characteristics,Caseworker Approach,Outcomes of Treatment,Intervention,Rehabilitation Programs,Correctional Rehabilitation,Pretests Posttests,Attitude Change,Attitude Measures,Alienation,Social Justice

Clients' self concepts and dissociative experiences were examined to determine the impact of an Adlerian based pretrial diversion program. Clients completing the program displayed a significant change in self concepts and dissociative experiences. A repeated measures multivariate analysis of variance indicated a 35% change, made up of the self-concept subscales: Physical, Moral, Social, Academic/Work, and Personal and an overall dissociation score. (Contains 3 tables and 1 figure.)
A Quantitative Synthesis of Developmental Disability Research: The Impact of Functional Assessment Methodology on Treatment Effectiveness
Author: Delfs, Caitlin H.
Date: 2010-00-00
Type: Journal Articles
Subjects: Developmental Disabilities,Functional Behavioral Assessment,Literature Reviews,Research Methodology,Comparative Analysis,Behavior Modification,Behavior Problems,Outcomes of Treatment,Evaluation Methods,Pervasive Developmental Disorders,Mental Retardation,Effect Size

Methods and outcomes from functional behavioral assessment have been researched widely over the past twenty-five years. However, several important research questions have yet to be examined sufficiently. This quantitative review of developmental disability research aims to make comparisons of different functional behavioral assessment methodologies, both across and within diagnostic categories. Quantitative synthesis data were used to answer questions regarding behavioral function, assessment type, differences based upon diagnostic category, and treatment effectiveness. Results indicate that assessment methodology does not impact treatment effectiveness, but both identified functions and treatment effectiveness are impacted by diagnosis. Implications for clinicians as well as future research directions are also discussed. (Contains 7 tables.)
Students' Perception on the Effect of Participating in a Study Abroad Program on One's Multicultural and Professional Identity
Author: Gesinski, BrieAnna
Date: 2010-00-00
Type: Journal Articles
Subjects: Travel,Student Attitudes,Study Abroad,Self Concept,Cultural Awareness,Individual Development,Counselor Training,Cultural Influences

Research shows that participating in various types of study abroad experiences may have an impact on student learning and awareness. Structured travel experiences that expose students to diverse cultures emphasize using international travel tend to produce individual awareness, change, and growth. This article explores two student's perceptions on the effect of participating in a study abroad program on their multicultural and professional identity.
Psychological Treatments to Avoid
Author: Thomason, Timothy C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Therapy,Counseling Techniques,Counselors,Counseling Effectiveness,Outcomes of Treatment,Psychotherapy

Certain psychological treatments should be avoided, and a list of such treatments would provide valuable guidance for counselors, as well as potential clients. It is well established that some therapies are potentially dangerous, and some fringe therapies are highly unlikely to help clients beyond a placebo effect. This article provides an overview of the need for lists of such treatments, cautions about such lists, and examples of lists of therapies that should be avoided because they are unsafe and/or highly unlikely to be effective. (Contains 1 table.)
Study of Graduate Student Perceptions at The University of West Alabama
Author: Chism, Michele
Date: 2010-00-00
Type: Journal Articles
Subjects: On Campus Students,Graduate Students,Predictor Variables,College Choice,Student Attitudes,Student Surveys,Teacher Student Relationship,Educational Environment,Academic Standards,Delivery Systems,Student Participation,Rural Schools,Counselor Training,Performance Factors,Cost Effectiveness,Interest Inventories

With the increase in the number of online graduate programs available and economic considerations, small, rural universities have to be concerned about a possible decline in their on-campus enrollment. This study examines those factors that effect students' decisions to take on-campus classes that can impact recruitment of on-campus students. Participants included both MEd and MSCE students (n = 90). The researcher team-constructed instrument consisted of seven variables associated with graduate student choice. The study found that the financial cost of the program was the only significant variable. (Contains 1 table.)