ethanporcaro/eric-fulltext-meta huggingface dataset:
The Tutors' Views on the Utilization of E-learning System in Architectural Education
Author: Sidawi, Bhzad
Date: 2013-00-00
Type: Reports - Research
Subjects: Foreign Countries,Architectural Education,Electronic Learning,College Faculty,Teacher Attitudes,Negative Attitudes,Teacher Surveys,Technical Support,Strategic Planning,Technological Literacy,Online Courses

The design studio is the core of Architectural education where--face to face--social interaction, negotiations and communications happen between tutors and students. These communications are essential for development of the design concept and initiation of student's innovation. At the University of Dammam, an ambitious e-learning system plan was initiated in 2011 and the system was gradually installed during the year 2012. The faculty have been encouraged to use it and integrate it with their traditional teaching system. However, the use of e-learning system was assessed by the e-learning deanship and it found that the system is of little use by the faculty of college of Architecture. So, a pilot study followed by a questionnaire survey was launched in early 2013 and it targeted the faculty of college of architecture and planning. The aim is to find out why the faculty are reluctant to utilize the system and the utilization's obstacles. The survey's results showed that the faculty appreciated the qualities of the e-learning system. However, they felt that the e-learning system has not been tailored to respond to the requirements of architectural education. They said that it can be used, to a certain extent, for theoretical courses but it would not be beneficial for design studio courses. This paper argues that potential shortages of the system should be dealt with; otherwise, the present e-learning system, as it is, will not respond to the architectural education's needs and would have negative impact on architectural education.
Assessment of the Effectiveness of Internet-Based Distance Learning through the VClass e-Education Platform
Author: Pukkaew, Chadchadaporn
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Electronic Learning,Instructional Effectiveness,Student Experience,Computer Science Education,Computer Mediated Communication,Web Based Instruction,College Freshmen,Comparative Analysis,Internet,Scores,Questionnaires,Conventional Instruction,Student Behavior,Gender Differences,Social Networks,Hypothesis Testing

This study assesses the effectiveness of internet-based distance learning (IBDL) through the VClass live e-education platform. The research examines (1) the effectiveness of IBDL for regular and distance students and (2) the distance students' experience of VClass in the IBDL course entitled Computer Programming 1. The study employed the common definitions of evaluation to attain useful statistical results. The measurement instruments used were test scores and questionnaires. The sample consisted of 59 first-year undergraduate students, most of whom were studying computer information systems at Rajamangala University of Technology Lanna Chiang Mai in Thailand. The results revealed that distance students engaged in learning behavior only occasionally but that the effectiveness of learning was the same for distance and regular students. Moreover, the provided computer-mediated communications (CMC) (e.g., live chat, email, and discussion board) were sparingly used, primarily by male distance students. Distance students, regular students, the instructor, and the tutor agreed to use a social networking site, Facebook, rather than the provided CMC during the course. The evaluation results produce useful information that is applicable for developing and improving IBDL practices.
Reviews and Practice of College Students Regarding Access to Scientific Knowledge: A Case Study in Two Spanish Universities
Author: Lopez, Jose Manuel Saez
Date: 2013-12-00
Type: Reports - Research
Subjects: College Students,Foreign Countries,Scientific Research,Student Attitudes,Access to Information,Questionnaires,Pretests Posttests,Factor Analysis,Online Searching,Search Engines,Educational Innovation,Open Source Technology,Case Studies

This study analyzes the concepts, attitudes, and practices of 327 pedagogy students from two major Spanish universities related to the process of finding academic information utilizing open access. A training program has been developed through an innovation project (PIMCD) to address the problem of the lack of university training designed to enable students to access reliable sources of scientific knowledge. A mixed questionnaire with a pretest-posttest design, applying a descriptive analysis, a factor analysis, and a Wilcoxon test was administered to students. The results show that it is essential to provide information and training to encourage university students to learn how to find and manage rigorous and reliable sources of information. While searching for academic information, Spanish students tend to focus on the use of Google and, to a lesser extent, Google Scholar. Although there are no significant limitations of access to Spanish language articles, students' attitudes remain very positive towards the concept of open access. In short, in accordance with the study results, the promotion of educational activities relating to the search for and selection of information and the use of reliable and rigorous academic content is highly recommended in the university context.
Leader-Member Exchange Theory in Higher and Distance Education
Author: Power, Robert Leo
Date: 2013-10-00
Type: Journal Articles
Subjects: Leadership,Social Theories,Interprofessional Relationship,Higher Education,Distance Education,Transformational Leadership,Organizational Effectiveness,Group Dynamics

Unlike many other prominent leadership theories, leader-member exchange (LMX) theory does not focus on the specific characteristics of an effective organizational leader. Rather, LMX focuses on the nature and quality of the relationships between a leader and his or her individual subordinates. The ideal is for a leader to develop as many high-quality relationships as possible. This will lead to increases in subordinates&apos; sense of job satisfaction and organizational citizenship, as well as to increased productivity and attainment of organizational goals. LMX has been criticized for its potential to alienate some subordinates, failing to account for the effects of group dynamics and social identity, and failing to provide specific advice on how leaders can develop high-quality relationships. However, LMX has been heralded as an important leadership theory in higher and distance educational contexts because of its emphasis on promoting autonomy and citizenship, as well as its ability to complement and mediate transformational leadership styles. Recent authors have attempted to provide specific advice for leaders who want to learn how to build and capitalize on the high-quality relationships described by LMX theory.
Synchronous Online Collaborative Professional Development for Elementary Mathematics Teachers
Author: Francis, Krista
Date: 2013-07-00
Type: Journal Articles
Subjects: Synchronous Communication,Professional Development,Elementary School Mathematics,Elementary School Teachers,Hermeneutics,Teacher Collaboration,Communities of Practice,Science Course Improvement Projects,Electronic Learning,Online Courses,Foreign Countries,Teaching Methods,Instructional Innovation,Instructional Improvement,Teacher Improvement,Problem Solving,Learning Experience,Program Descriptions,Group Dynamics,Teacher Education Programs,Learning Processes

Math is often taught poorly emphasizing rote, procedural methods rather than creativity and problem solving. Alberta Education developed a new mathematics curriculum to transform mathematics teaching to inquiry driven methods. This revised curriculum provides a new vision for mathematics and creates opportunities and requirements for professional learning by teachers. Conventional offsite, after school, or weekend professional development is typically &quot;sit and listen, maybe try on Monday&quot;. Professional development that is embedded, responsive, and personalized is known to be more effective at changing teaching practice. Alberta teachers are geographically dispersed making online professional learning a desirable alternative to on-site workshops. As access to and use of the Internet gains momentum in schools across the country, opportunities for collaborative, online professional development become more viable. The online professional development in this hermeneutic study maps on to the new vision promoted in Alberta's math curriculum, and addresses the challenge of a distributed teacher population. Thirteen geographically dispersed participants, including 10 teachers, a PhD mathematician, and two mathematics education specialists, collaborated in an online professional learning community to build knowledge for teaching mathematics. This paper describes and interprets the shared experiences of learners within an online, synchronous learning community that focused on discipline rich, focused inquiry with mathematics. Findings show that the nature and quality of the mathematics task impacted the quality and nature of the online interaction. Mathematics problems that incorporated easily drawn symbols and minimal text worked best in the online collaborative space. Members of this learning community discovered how to assert their identity in the online environment.
Factors Influencing Students' Acceptance of M-Learning: An Investigation in Higher Education
Author: Abu-Al-Aish, Ahmad
Date: 2013-12-00
Type: Reports - Research
Subjects: Investigations,Performance Factors,Higher Education,Handheld Devices,Electronic Learning,Student Attitudes,Structural Equation Models,Prior Learning,Intention,Technology Uses in Education,Hypothesis Testing,Participant Characteristics,Questionnaires,Foreign Countries,Attribution Theory,Teacher Influence,Usability,Individual Characteristics

M-learning will play an increasingly significant role in the development of teaching and learning methods for higher education. However, the successful implementation of m-learning in higher education will be based on users' acceptance of this technology. Thus, the purpose of this paper is to study the factors that affect university students' intentions to accept m-learning. Based on the unified theory of acceptance and use of technology (UTAUT) (Venkatesh et al., 2003), this study proposes a model to identify the factors that influence the acceptance of m-learning in higher education and to investigate if prior experience of mobile devices affects the acceptance of m-learning. A structural equation model was used to analyse the data collected from 174 participants. The results indicate that performance expectancy, effort expectancy, influence of lecturers, quality of service, and personal innovativeness were all significant factors that affect behavioural intention to use m-learning. Prior experience of mobile devices was also found to moderate the effect of these constructs on behavioural intention. The results of this research extend the UTAUT in the context of m-learning acceptance by adding quality of service and personal innovativeness to the structure of UTAUT and provide practitioners and educators with useful guidelines for designing a successful m-learning system.
Institutional Level Identity Control Strategies in the Distance Education Environment: A Survey of Administrative Staff
Author: Amigud, Alexander
Date: 2013-12-00
Type: Reports - Research
Subjects: Foreign Countries,Distance Education,Higher Education,Information Security,Identification,Integrity,Cheating,College Students,Plagiarism,Deception,Case Studies,School Surveys,Barriers

Physical separation of students and instructors creates the gap of anonymity and limited control over the remote learning environment. The ability of academic institutions to authenticate students and validate authorship of academic work at various points during a course is necessary for preserving not only perceived credibility but also public safety. With the growing scope of distance education programs that permeate critical areas such as healthcare, airspace, water management, and food solutions, universities have a moral obligation to employ secure measures to verify learning outcomes. This study examines the measures universities with large distance education programs employ to align identity of learners with the academic work they do, as well as the effectiveness of and challenges and barriers to their implementation. The research was undertaken using a multiple case approach and examined survey responses from five academic administrators at five officially accredited post secondary institutions in three countries. The cases examined in the study include: Athabasca University, Open University UK, Penn State University World Campus, University of Maryland University College, and eConcordia, Concordia University's distance learning facility. This study is not an exhaustive attempt to examine all aspects of academic integrity, but rather to create awareness about various learner authentication strategies. This study confirms that secure learner authentication in the distance education environment is possible. However, with greater pressure to enhance security of learner authentication, the openness of open learning is challenged and may change as we know it.
Improved Fuzzy Modelling to Predict the Academic Performance of Distance Education Students
Author: Yildiz, Osman
Date: 2013-12-00
Type: Reports - Research
Subjects: Prediction,Academic Achievement,Distance Education,Integrated Learning Systems,College Students,Computer Science Education,Mathematical Models,Mathematical Logic,Mathematics,Accuracy,Foreign Countries

It is essential to predict distance education students' year-end academic performance early during the course of the semester and to take precautions using such prediction-based information. This will, in particular, help enhance their academic performance and, therefore, improve the overall educational quality. The present study was on the development of a mathematical model intended to predict distance education students' year-end academic performance using the first eight-week data on the learning management system. First, two fuzzy models were constructed, namely the classical fuzzy model and the expert fuzzy model, the latter being based on expert opinion. Afterwards, a gene-fuzzy model was developed optimizing membership functions through genetic algorithm. The data on distance education were collected through Moodle, an open source learning management system. The data were on a total of 218 students who enrolled in Basic Computer Sciences in 2012. The input data consisted of the following variables: When a student logged on to the system for the last time after the content of a lesson was uploaded, how often he/she logged on to the system, how long he/she stayed online in the last login, what score he/she got in the quiz taken in Week 4, and what score he/she got in the midterm exam taken in Week 8. A comparison was made among the predictions of the three models concerning the students' year-end academic performance.
Learning Needs Analysis of Collaborative E-Classes in Semi-Formal Settings: The REVIT Example
Author: Mavroudi, Anna
Date: 2013-12-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Electronic Learning,Online Courses,Distance Education,Instructional Design,Needs Assessment,Educational Objectives,Theory Practice Relationship,Lifelong Learning

Analysis, the first phase of the typical instructional design process, is often downplayed. This paper focuses on the analysis concerning a series of e-courses for collaborative adult education in semi-formal settings by reporting and generalizing results from the REVIT project. REVIT, an EU-funded research project, offered custom e-courses to learners in several remote European areas and received a 'best practice' distinction in social inclusion. These e-courses were designed and developed for the purpose of providing training in aspects of the learners' professional domains related to the utilization of information and communication technologies. The main challenge was to prove that it is possible and economically feasible to provide meaningful training opportunities via distance education, by utilizing existing infrastructure (&quot;revitalizing schools&quot;) and by making use of modern digital technology affordances coupled with suitable distance learning techniques and Web 2.0 tools. ADDIE, the generic instructional systems design model, enhanced with a rapid prototyping phase, was put forth in order to allow stakeholders to interact with a prototypical e-course, which served as an introductory lesson and as a reference point, since its evaluation informed the design choices of all subsequent e-courses. The learning needs approach adopted in REVIT combined learner analysis, context analysis, and needs analysis into a coherent analysis framework in which several methods (observation, estimation, document analysis, survey, and dialogue) were exploited. Putting emphasis on the analysis phase and decoupling the design from the delivery of the e-courses facilitated adaptation and localization. Adaptation and localization issues concerning the adoption of the REVIT distance learning framework, taking into account the socio-cultural and pedagogical context, are discussed. A central result reported is that the analysis phase was crucial for the success of the whole endeavour and that carrying it out properly is not straightforward or easy. The analysis framework presented in this paper could be useful in other similar e-learning situations whose &quot;educational-identity&quot; also involves distance and adult learning in a semi-formal setting.
An Investigation of Practices and Tools that Enabled Technology-Mediated Caring in an Online High School
Author: Velasquez, Andrea
Date: 2013-12-00
Type: Reports - Research
Subjects: Caring,Educational Practices,High Schools,Teacher Student Relationship,Phenomenology,Technology Uses in Education,Ethics,Interpersonal Relationship,Computer Mediated Communication,Electronic Learning,Semi Structured Interviews,Preferences,Social Psychology,Familiarity,Teacher Attitudes,Student Attitudes,High School Students,Online Courses,Educational Technology

The ethic of care has been an important part of the dialogue related to learning in traditional K-12 learning environments particularly because emotional relationships and caring pedagogies have been shown to be particularly important for adolescent learners. However, as online learning has become increasingly popular, there are concerns about the perceived impersonal nature of the online medium, and how this might particularly affect adolescent learners. The purpose of this study was to examine technology choices when experiencing caring interactions in the online schooling context of Mountain Heights Academy (formerly Open High School of Utah). The caring experience of two teacher participants and four of their students was examined through interpretative phenomenological analysis. Results suggest that teacher choices regarding technology use are an integral part of creating caring relationships with students online. The ethics of caring is an essential model in understanding the communication of caring interactions in the online setting.
Online Social Media Applications for Constructivism and Observational Learning
Author: Mbati, Lydia
Date: 2013-12-00
Type: Reports - Research
Subjects: Web 2.0 Technologies,Social Networks,Teaching Methods,Constructivism (Learning),Management Systems,Asynchronous Communication,Computer Mediated Communication,Qualitative Research,Ethnography,Observational Learning,Learning Motivation,Social Cognition,Retention (Psychology)

Web 2.0 technologies have a range of possibilities for fostering constructivist learning and observational learning. This is due to the available applications which allow for synchronous and asynchronous interaction and the sharing of knowledge between users. Web 2.0 tools include online social media applications which have potential pedagogical benefits. Despite these potential benefits, there is inadequate utilization of online social media applications in learning management systems for pedagogical purposes. Reasons cited for the limited uptake of online social media applications in learning management systems include the lack of consideration regarding the pedagogical benefits of these applications (Christie &amp; Garrote-Jurado, 2009, pp. 273-279). There is limited information regarding experiences of the use of online social media that foster constructivist and observational learning. Using a qualitative meta-ethnographic approach, this article explores the experiences of students and instructors regarding online social media applications for constructivism and observational learning. Constructivist criteria (Baviskar, Hartle, &amp; Whitney, 2009, pp. 543-544) and observational learning, based on Bandura&apos;s (2001, pp. 265-299) social cognitive theory, formed the theoretical grounding for this research. The findings suggest that discussion forums are ideal for the stimulation of constructivism and observational learning in online learning programmes.
Online Interaction in Higher Education: Is There Evidence of Diminishing Returns?
Author: Castano-Munoz, Jonatan
Date: 2013-12-00
Type: Reports - Research
Subjects: Higher Education,Interaction,Electronic Learning,Evidence,Instructional Effectiveness,Productivity,Incidence,Conventional Instruction,Group Dynamics,Achievement Gains,Foreign Countries,Academic Achievement,Online Surveys,Interaction Process Analysis,Computer Mediated Communication,Blended Learning,College Students,Online Courses,Internet,Time to Degree

Online interaction is considered to be a key aspect of effective e-learning and improved academic achievement. However, few studies have examined how effectiveness varies with the degree of interaction intensity. Using data for 17,090 students from three Catalan universities, in this paper we study the productivity associated with five different levels of interaction intensity in learning. We also compare the results obtained for fully online education with those for face-to-face learning. The analyses show that interaction in online education has diminishing returns, while in face-to-face learning it does not do so in a pure way. These results have implications for determining the optimum level of interaction that should be sought when designing courses and educational policies.
Peer Feedback to Facilitate Project-Based Learning in an Online Environment
Author: Ching, Yu-Hui
Date: 2013-12-00
Type: Reports - Research
Subjects: Peer Evaluation,Feedback (Response),Active Learning,Student Projects,Student Participation,Student Attitudes,Graduate Students,Instructional Design,Content Analysis,Electronic Learning,Scaffolding (Teaching Technique),Participant Satisfaction,Computer Mediated Communication,Mixed Methods Research,Student Surveys,Performance Factors

There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students' participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design course. Our findings indicate that peer feedback can be implemented in an online learning environment to effectively support project-based learning. Students actively participated in the peer feedback activity and responded positively about how the peer feedback activity facilitated their project-based learning experiences. The results of content analysis exploring the peer feedback reveal that learners were mostly supportive of peers' work and they frequently asked questions to help advance their peers' thinking. The implications and challenges of implementing peer feedback activity in an online learning environment are discussed.