ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessment of Utilization of Internet Facilities among Pre-Service Teachers in University of Ilorin, Nigeria
Author: Ogunlade, Oyeronke Olufunmilola
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Internet,Preservice Teachers,Technology Uses in Education,Gender Differences,Questionnaires,Student Teacher Attitudes,Technological Literacy,Incidence,Competence,Access to Computers,Computer Attitudes

The use of the Internet can further equip teachers by providing them with the latest information on their discipline. The purpose of technology in teacher training is to provide pre-service teachers with the capability of integrating computer technologies into curriculum and instructional activities.This study therefore assessed the internet facilities among pre-service teachers in the University of Ilorin in Nigeria. The use of internet facilities based on gender was also examined. The instrument used was a questionnaire. All pre-service teachers in the Faculty of Education, University of Ilorin were the population for the study. Some 150 students in 400 level were randomly sampled (89 males, 61 females). Frequency counts and percentage were used to answer three research questions while the independent t-test statistic was used to test the hypothesis. The results show that: 80% of the respondents had a positive attitude toward the use of internet facilities, 62% agreed that males were more internet literate; and there was no significant difference between male and female in the use of internet facilities. Based on the findings, it was recommended that training should be emphasized for pre-service teachers, female pre-service teachers should be encouraged to be part of change and pre-service teachers should learn to balance their time.
Analysis of Distance Learning in Smart Schools in Iran: A Case Study of Tehran's Smart Schools
Author: Motamedi, Vahid
Date: 2014-00-00
Type: Journal Articles
Subjects: Distance Education,Case Studies,Teacher Surveys,Administrator Surveys,Questionnaires,Likert Scales,Technical Support,Electronic Libraries,Access to Computers,Internet,Familiarity,Hypothesis Testing,Correlation,Educational Technology,Technological Literacy,Electronic Learning,Foreign Countries,Regression (Statistics)

In the paradigm of information society the structure and facts have become flexible and subjective. In the recent social-economic order, IT and communication have taken over the leading role. Distance learning in smart schools is one of the flexible realities in the education field that has crossed the format of the hard and inflexible traditional schools such as boundaries of time and place and has provided educational content by using multimedia and networking software and computers. This study analyzed distance learning in smart schools within the regions of education of Tehran. The subjects for study were teachers and administrative staff of Tehran's four smart schools. Survey research method was used. Then using a questionnaire, smart school teachers' comments were collected and analyzed. Using a Likert 5 spectral pattern in the form of questionnaire, indicators were identified. The population of this research was the smart schools in Tehran. Given the widespread pattern of Tehran, four top smart schools in Tehran were identified as sample. Our sampling method involved two-stage cluster sampling and census. At first among smart schools in Tehran, four clusters were selected with indicators such as history, area of education, student population, and gender. Data collection was conducted in two phases and with two methods. Then an attempted was made to test the hypothesis using Pearson's correlation and regression testing. Results indicated that there should be an emphasis on systematic approach in distance training and also that one-dimensional view lead to failure to achieve distance learning objectives. There was a significant relationship between elements of software and hardware infrastructure and distance learning in smart schools and also between the ability of teachers and the establishment of distance education.
Developing and Evaluating of Non-Realistic Three-Dimensional (3d-Nr) and Two-Dimensional (2d) Talking-Head Animation Courseware
Author: Hamdan, Mohd Najib
Date: 2015-00-00
Type: Journal Articles
Subjects: Courseware,Animation,Visual Aids,College Students,Foreign Countries,Emotional Response,Usability,Student Satisfaction,English (Second Language),Second Language Learning,Pronunciation,Realism

The talking-head animation is an instructional animation capable of improving the communication skills through enhancing the pronunciation skills; whereby a word is pronounced correctly and accurately. This had been proven by several researches, which indicate that learning with interactive animation is much more advantageous than conventional learning. Hence, the mistake in choosing the realistic level of an animated character at a particular condition has negative effect on students' learning performance. Therefore, this study would focus on the Uncanny Valley phenomenon, which is understood to have an effect on the students' emotions. This phenomenon is mainly attributed to the animated character design which is almost similar to real humans. To overcome these problems, the non-realistic three-dimensional and two-dimensional talking-head animation courseware has been developed to ensure that students get the maximum learning from the point of emotional reaction and learning performance. In this regard, the focus of this study was mainly on developing non-realistic three-dimensional talking-head animation. The courseware was developed based on theories, principles and literature review conducted. The paper also reports the evaluation of usability and user satisfaction (PSSUQ) test carried out. One hundred students from Teluk Intan Community College in Malaysia were involved in this study. Overall, the findings of this study show that the students agreed on the level of usability and satisfaction of using the non-realistic three-dimensional and two-dimensional talking-head animation courseware and that it meets the standards of an animated instruction, specifically for learning to pronounce English words.
Adoption of 4G Mobile Services from the Female Student's Perspective: Case of Princess Nora University
Author: Rawashdeh, Awni
Date: 2015-00-00
Type: Journal Articles
Subjects: Females,Information Technology,Adoption (Ideas),Factor Analysis,Regression (Statistics),Correlation,Usability,Intention,Student Attitudes,Use Studies,Telecommunications,Electronic Learning,Relevance (Education),Value Judgment,Models,College Students,Foreign Countries,Questionnaires,Statistical Analysis,Structural Equation Models

The aim this study was to examine the relationship between the perceived usefulness, perceived ease of use, perceived entertainment, attitude and the users' intention toward using the fourth-generation (4G) wireless mobile services. Data of this study were collected by survey with a cross sectional approach. The data were analyzed with factor analysis, as well as correlation and regression analyses. The findings reveal that the combination of perceived usefulness, perceived ease of use, perceived entertainment value and attitude are together responsible for determining the users' intention to use the 4G mobile services. However, the chief predicting factor influencing user intention to use the 4G mobile services is perceived entertainment value. A study of the factors identified should result in a more successful adoption of 4G.
Understanding Patterns of Interactive Courseware Use within Malaysian Primary Smart Schools
Author: Kamaruddin, Norfadilah
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Courseware,Technology Uses in Education,Use Studies,Elementary Education,Multimedia Materials,Self Efficacy,Teacher Effectiveness,Teacher Participation,Student Participation,Behavior Patterns,Observation

Rapid advancement of multimedia technology plays one of the most important roles in classrooms as interactive courseware has been used in presenting content and information. These initial forms of analysis have helped to establish the extent that the current existing interactive courseware used are present and contribute to users' interaction and learning experience. Moreover, the outcomes has helped to establish the actual needs of the teachers and students as end-users of interactive courseware.
Response Rate and Teaching Effectiveness in Institutional Student Evaluation of Teaching: A Multiple Linear Regression Study
Author: Al-Maamari, Faisal
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Evaluation,Student Evaluation of Teacher Performance,Multiple Regression Analysis,Statistical Analysis,English (Second Language),Teacher Characteristics,Gender Differences,Class Size,Course Descriptions,Participation,Teacher Effectiveness,Predictor Variables,Educational Quality,Instructional Effectiveness,Response Rates (Questionnaires),College Students,Foreign Countries

It is important to consider the question of whether teacher-, course-, and student-related factors affect student ratings of instructors in Student Evaluation of Teaching (SET) in English Language Teaching (ELT). This paper reports on a statistical analysis of SET in two large EFL programmes at a university setting in the Sultanate of Oman. I carried out a multiple regression analysis to address the research questions of whether instructor sex, class size, course type and percent participation would affect teaching effectiveness scores, and whether or not response rate can be predicted by instructor sex, class size and course type. The study utilizes a dataset of over 2000 student ratings obtained from an SET survey covering the period from Fall 2011 through to Spring 2014 in these two programmes. Results indicated that the modeled predictors showed extremely low bias towards both teaching quality scores and response rate. Although the effect sizes of these results are extremely small, they are still significant due to the large sample size (comprising over 2000). The findings also suggest that contrary to common parlance in some quarters claiming students' unreliable ratings, this analysis has shown that students can judge teaching effectiveness and do not allow other teacher-, course- and student-related factors to bias their responses. The study's significance stems from the fact that it adds to instructional evaluation in ELT, a field characterized by a clear lack of research on SET.
Inflation Metaphor in Contemporary American English
Author: Hu, Chunyu
Date: 2015-00-00
Type: Journal Articles
Subjects: Economic Climate,Figurative Language,North American English,Context Effect,Economics Education,Phrase Structure,Language Usage

Inflation is often regarded as a dangerous phenomenon which poses a potential threat to economies in the world. It is thus an entity that demands the constant attention of economists, policymakers and the general public. In order to make this abstract entry more concrete and vivid, a number of metaphorical expressions are used to depict inflation. Building on previous studies that relied on researchers' intuition or a small corpus, this paper sets out to investigate the use of inflation metaphor by examining a 450-million-word Corpus of Contemporary American English (COCA). The results show that there exist a considerable number of metaphorical collocates of inflation, which can be grouped into separate yet closely related categories: INFLATION IS FIRE, INFLATION IS DISEASE, INFLATION IS AN ANIMAL, INFLATION IS AN ENEMY, INFLATION IS A RACER, INFLATION IS A MACHINE, and the like. This study shows how these metaphors function in specific contexts, and how they structure and reframe our thinking about inflation and other related economic concepts. These findings have pedagogical implications for both teaching of economics and second language learning of relevant words and phrases.
Comparing the Effect of EDPA and FDPA on University Students' Examination Results
Author: Kamarulzaman, Mohammad Shah
Date: 2015-00-00
Type: Journal Articles
Subjects: Test Items,Test Preparation,Test Wiseness,Academic Achievement,Achievement Gains,Courseware,Educational Practices,Experimental Groups,Control Groups,Scores,College Students,Intermode Differences,Foreign Countries

It has been long accepted that students are themselves great resources when it comes to developing questions and activity guidelines. The present study utilizes a strategic understanding of how students can be encouraged to perform better in preparation for exams, by allowing them to frame their own subject wise questions. The application of drill and practice application (DPA) such as Peerwise and StudySieve focus on different batches of University students has revealed performance results that show us how to enhance examination performance. In this study, each student was required to use either fixed DPA (FDPA) or editable DPA (EDPA). The students used the assigned software for one whole semester. The treatment effectiveness was compared using students' final examination results. Results show that those students who were given the EDPA protocol scored better than those given the FDPA protocol of practice. There is a clear indication of better subject engagement in students who practiced using the EDPA application since they were allowed to edit and create the questions to which answers were to be written. In addition, students were shown to be able to understand subject contents better when they are responsible for generating items for their EDPA activities.
Aesthetic Analysis of Media Texts in the Classroom at the Student Audience
Author: Fedorov, Alexander
Date: 2015-00-00
Type: Journal Articles
Subjects: Aesthetics,Media Literacy,Media Selection,Literacy Education,Multimedia Materials,Literary Genres,Heuristics

Aesthetic analysis of media texts, ie the analysis of art concept of the media texts of different types and genres, is closely related to the aesthetic (artistic) theory of media (Aesthetical Approach, Media as Popular Arts Approach, Discriminatory Approach). Aesthetic theory of media literacy education has been very popular in the 1960s (especially among active supporters of film education in the era of the triumph of &quot;auteur&quot;). Since the 1970s, it became rapidly superseded by theories of media literacy education as critical thinking, semiotic and cultural theories, when the media educators believe that art in media--not the most important target. Therefore, it is necessary to evaluate the media text, not primarily for its aesthetic qualities, but in fact the content on the ideas, the components of language, symbols and signs. However, many training programs in media culture are now trying to find a compromise solution to disputes &quot;aesthetics&quot; and &quot;pragmatists&quot;, combining the sphere of artistic, experimental, analytical media literacy education with practice and creative approaches.
Impact of European Media Education Strategies on Russian Media Education Development
Author: Mikhaleva, Galina V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Strategies,Educational Development,Educational Theories,Educational History,Comparative Analysis,Comparative Education,Media Literacy,Journalism Education,Content Analysis

The article attempts to examine the impact of European media education theories and approaches on Russian media education evolution basing on a comparative analysis of Russian and European media literacy promotion strategies in the historical context. This influence resulted in the appearance and development of socio-cultural models of media education in Russia basing on the cultural studies and critical thinking theories of media education, including the adopting of integrated media education approach in schools and universities.
The Potential of an Alliance of Media Literacy Education and Media Criticism in Russia
Author: Levitskaya, Anastasia
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Media Literacy,Criticism,Fused Curriculum,Interdisciplinary Approach,Journalism Education,Comparative Analysis,Educational History,Discourse Analysis,Educational Practices

Media criticism and media literacy education have much in common. For example, media literacy education and media criticism attaches great importance to the development of analytical thinking audience. Indeed, one of the most important tasks of media literacy education is precisely to teach the audience not only to analyze media texts of any kinds and types, but also to understand the mechanisms of creation and functioning in society. Actually, the same is engaged in media criticism and, at the same time addressing both the professional and to the widest possible audience. That is why, in our opinion, is so important synthesis of media criticism and media literacy education. That is why it is so important debate on the role and functions of the media in society and analysis of media texts of different types and genres in classrooms of schools and universities.
Social Skills Expression of Senior High School Age Students in Physical Education Classes
Author: Akelaitis, Arturas V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interpersonal Competence,Physical Education,High School Students,Communication Skills,Questionnaires,Empathy,Diagnostic Tests,Gender Differences,Age Differences,Student Surveys

The main purpose of the present study is to reveal the peculiarities of social skills expression of senior high school age students in physical education classes. The independent random sample consisted of 244 (15-16 years old) students and 258 (17-18 years old) students, of which there were 224 boys and 278 girls. L. Bulotaite and V. Gudžinskiene communication skills survey questionnaire, Tromsø social intelligence questionnaire and I. Yusupov's empathy diagnostic method were employed. It was found that 17-18 years old students have higher rate of social awareness abilities, while 15-16 years old students have higher rate of empathy abilities and girls have a higher rate of communication and empathy skills in physical education classes than boys.
Attitudes of Elementary Schools Pupils to the Physical and Sport Education
Author: Kolofík, Tomáš
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Attitudes,Physical Education,Grade 7,Grade 8,Grade 9,Questionnaires,Gender Differences,Cohort Analysis,Sport Psychology,Foreign Countries

The aim of the research was to find out the attitudes of the pupils of the seventh, eighth and ninth year-classes of the elementary schools in Banská Bystrica to the physical and sport education. The research sample comprised 1092 pupils, out of which 584 were boys and 508 were girls. A standardised questionnaire according to Sivák et al. (2000) was used to gather the factual material. The research showed that 475 pupils (43.5%) took positive attitude to the physical and sport education, 531 pupils (48.63%) took indifferent attitude and 86 pupils (7.87%) took negative attitude. The pupils acquired majority of points in the questions focused on the cognitive part of the attitudes. On the contrary, they acquired the least number of points in the questions related to the emotional part of the attitudes. The highest average score of 67.1 points was acquired by the pupils of the 7th year-class, significantly lower value of 61.78 points was acquired by the pupils of the 8th year-class and the lowest value of 61.05 points was acquired by the pupils of the 9th year-class. The Kruskal-Wallis test revealed statistically significant differences (p &lt; 0.01) among the attitudes of the pupils of the 7th and 8th year-classes as well as among the pupils of the 7th and 9th year-classes. Statistically significant differences (p &lt; 0.05) were revealed through the chi-square test also among the attitudes of the boys and girls, while boys acquired the average score of 65.92 points and girls acquired the average score of 61.05 points.
The Place of Place-Based Education in the Australian Primary Geography Curriculum
Author: Preston, Lou
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Place Based Education,Primary Education,Geography Instruction,Curriculum Development,National Curriculum,Curriculum Implementation,Field Instruction

The idea for this paper emerged from a recent qualitative investigation which examined the ways in which six Australian primary teachers conceptualised geography and geography teaching (Preston, 2014b). A finding of this research was a strong correlation between the breadth of geographical understandings and the years of experience and age of participants. For early career teachers, conceptions of geography were narrowly confined to information-oriented perceptions. Whereas, the two teachers, with more than 30 years in primary schools, portrayed much more complex understandings. Their conceptions depicted geography as process-oriented and in relational terms, that is, understandings of geography that recognise the interactions and interdependence of people and environments (Bradbeer, Healey, &amp; Kneale, 2004). Both these experienced teachers were also committed to place-based, inquiry approaches to geography teaching and had been using place-based methodologies long before it became a new movement in education (Morgan, 2009, p. 521). This prompted me to question why geography education seldom features in discourses of place-based education and to contemplate the oft-cited argument (at least in the United States) that the recent focus on curriculum standards is incompatible with locally responsive curriculum (Jennings, Swidler, &amp; Koliba, 2005). In order to answer these questions, I explore the intersections and divergences between place-based education and geography education in the Australian context. Drawing on Smith's (2002) and Gruenewald's (2003) conception of place-based education, and the new Australian geography curriculum document, I argue that primary geography education has strong synergies with place-based education methodologies and aims. I further suggest that a geographical perspective can augment place-based education to enrich and broaden students' understandings of the complex interactions between and within places. This argument is balanced with a critical examination of the practice of geography education acknowledging that the tradition of fieldwork might benefit from place-based education approaches that enable more embodied, socially engaged interactions with places. Thus, I contend, place-based education and geography education are mutually supportive and each can extend the other. The paper concludes with a reflection on the challenges in Australia in preparing primary teachers for the implementation of the new (place-based) geography curriculum.