ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Korean Learners' Online Experiences on Their English Writing
Author: Park, Chanho
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Writing (Composition),Self Efficacy,Student Attitudes,Computer Assisted Instruction,Writing Instruction,College Students,Comparative Analysis,Conventional Instruction,Online Courses,Feedback (Response),Peer Evaluation,Revision (Written Composition),Writing Skills,Educational Technology,Age Differences,Language Proficiency,Questionnaires,Statistical Analysis

This study aims to examine the effects of the online writing experiences of English as a foreign language (EFL) learners on their self-efficacy, attitudes, and performance in a computer-mediated writing classroom (CMC). Although the close relationship between students' computer experiences and class performance has been positively confirmed in many studies, it has rarely been examined in the context of an EFL writing course. In this study, two groups of Korean university EFL learners, regular (15) and non-regular (17) online writers, were compared regarding their self-efficacy, attitudes, and the extent to which they incorporated online peer feedback into revision. The results reveal that regular online writers, in comparison with non-regular online ones, are likely to have more positive attitudes towards CMC and to incorporate feedback into revision more successfully and extensively. This finding implies that the introduction of a new technology should be accompanied with extra assistance and device to those who are not familiar with the technology.
The Impact of Cognitive Styles on Design Students' Spatial Knowledge from Virtual Environments
Author: Yildirm, Isil
Date: 2014-07-00
Type: Journal Articles
Subjects: Cognitive Style,Spatial Ability,College Students,Interior Design,Computer Simulation,Animation,Knowledge Level,Computer Uses in Education,Foreign Countries

In parallel with the technological developments dominating usage of digital tools in science and education, caused the transform of knowledge in new ways. The reflection of these integration is seen in design discipline as its active role in this circle whether in practice or in the era of education, Benefit from the capabilities of new technologies in the education process for increasing design students' spatial knowledge, benefit from them digital tools also effect their carrier life in positive direction. By noticing the traditional education methods which are still using in many design school, the endeavor indicates that determine the appropriate learning method by considering individuals different cognitive style. The cognitive styles mean classify individuals according the way of perceive information and process it. Through this way, as subjects of the study, students categorized in respect to their cognitive styles whether field dependence or field independence, and then the relation between their cognitive style and spatial knowledge acquisition from virtual environment was observed. While defining digital tools in design education, the need of differences related to cognitive styles should be considered, this is supported by the data from this study which are indicating the increase of students' spatial knowledge in different scale of virtual environments.
Investigating the Interpersonal and Contextual Factors Govern Saudi Lecturers' Motivation in Creating Innovative Blended Learning Environment That Web 2.0-Based
Author: Alghanmi, Sahar
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Motivation,Blended Learning,Web 2.0 Technologies,Case Studies,Self Determination,Creativity,Qualitative Research,Context Effect,Personality,Semi Structured Interviews,Needs

Sustaining success in higher education within an ever-changing landscape largely depends on academics' motivation to cope with it. Essentially, this study aims to explore the interpersonal and contextual factors that govern the introduction of blended learning in a Saudi context. A collective case study approach was employed with Self- determination theory (SDT) as a theoretical framework. Findings of this study discuss concerns associated with promoting autonomy-supportive environment in Saudi higher education. It concludes that change management strategies have to play a more open role in unleashing the lecturers' creativity on adopting innovative technologies and in teaching strategies and thereby creating a meaningful blended learning environment.
Mobile Devices: Toys or Learning Tools for the 21st Century Teenagers?
Author: Kee, Ch'ng Lay
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Handheld Devices,Adolescents,Learning Activities,Adolescent Attitudes,Positive Attitudes,Computer Games,Electronic Learning,Educational Technology,Motivation,Interests,Qualitative Research,Statistical Analysis,Semi Structured Interviews,Measures (Individuals),Comparative Analysis,Social Networks,Web Sites

Learning is interwoven in daily life and so it can be take place at anytime and anywhere by using mobile device. In the 21st century, mobile devices have become ubiquitous, affordable and accessible for the teenagers. The teenagers have the opportunity to perform the learning activities by using the mobile devices. However, what are they used their mobile devices for? Many quantitative studies have been done for investigating the perception of technology use in education, but the studies done do not specifically focus on the use of mobile devices into ubiquitous learning by the teenager especially in Malaysia. Therefore, this research is conducted to obtain an in depth understanding of the usage pattern of the teenagers on their mobile devices and to clarify to what extent they used the mobile devices in performing learning activities. The study also analyzes the factors affecting the teenagers from using mobile devices to perform learning and provides a snapshot of how the teenagers perceive the use of mobile devices qualitatively. The study shows that teenagers possessed positive attitudes towards using mobile devices in performing ubiquitous learning. The teenagers perceived that the mobile devices can be used for gaming, entertainment as well as learning because they are very convenient, fast response and easy to use to access to knowledge of information. However, using mobile devices to perform ubiquitous learning is much depends on the individual's preference, interest and self-motivation. Learning facts, languages and skills using mobile devices are the most preferable activities among the teenagers.
Students, Computers and Mathematics the Golden Trilogy in the Teaching-Learning Process
Author: García-Santillán, Arturo
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Computer Attitudes,Self Esteem,Student Motivation,Educational Technology,Learner Engagement,Mathematics Education,Questionnaires,Student Surveys,Likert Scales,Factor Analysis,Computers

In this paper we examine the relationships between students' attitudes towards mathematics and technology, therefore, we take a Galbraith and Hines' scale (1998, 2000) about mathematics confidence, computer confidence, computer and mathematics interaction, mathematics motivation, computer motivation, and mathematics engagement. 164 questionnaires were applied to undergraduate students of several profiles: business and management, mecatronic engineering, industrial engineering, strategic system engineering and mechanic engineering all they in a study carried out at the &quot;Universidad Politécnica de Aguascalientes&quot;. The statistical procedure used was factorial analysis with an extracted principal component. The Hypothesis: Ho: ?=0 has no correlation, while Ha: ? ?0 does. Statistics test to prove: ?[super script 2], Bartlett test of sphericity, KMO (Kaiser- Meyer_Olkin) Significance level: a=0.05; p&lt;0.05 therefore reject Ho if X [superscript 2] [subscript calculated] &gt; X [superscript 2] [subscript tabulated]. The results obtained from the sphericity test of Bartlett KMO (0.859), ?[superscript 2] [subscript calculated], 539.612 with 10 df &gt; ?[superscript 2] [subscript tabulated], Sig. 0.00 &lt; p 0.01, MSA (MATH-CONFI 0.853; MATH-MOTI 0.884; MATH-ENGA 0.846; COMPU-CONFI 0.868 and INTEMACO 0.848) provide evidence to reject &quot;Ho&quot;. Thus, the variables of Galbraith and Hines' scale help us to understand the student's attitude toward mathematics and technology.
The Relationship between the Embedded Instruction Approach and Modern Citizenship Competency
Author: Wu, Chen-Fong
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,College Instruction,Case Studies,Statistical Analysis,College Students,Civics,Citizenship Education,Competence,Student Projects,Active Learning,Citizenship Responsibility,Questionnaires,Qualitative Research,Factor Analysis,Aesthetics,Interdisciplinary Approach,Integrated Curriculum,Instructional Effectiveness,Structural Equation Models

Since 2011, universities in Taiwan have being pursuing a new direction in education--embedding citizenship in professional courses to help students achieve professional competencies and modern citizenship competency. By applying both quantitative research and case analysis, the study presents 2 conclusions. First, student ethical literacy reached the highest level and aesthetic literacy reached the lowest among the learning outcomes of the 5 civic literacies by applying the embedded instruction approach. Second, the 8 embedded teaching methods significantly influenced the student recognition level of citizenship; among these methods, &quot;performance/exhibition&quot; and &quot;disputation&quot; had the greatest efficiency. The course case analysis of this study also demonstrated that a practice-oriented teaching strategy, such as encouraging students to undertake learning projects and public exhibitions, is considerably effective in promoting citizenship.
The Nearly Forgotten Malay Folklore: Shall We Start with the Software?
Author: Abd Rahim, Normaliza
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Folk Culture,Elementary School Students,Computer Software,Computer Uses in Education,Interviews,Student Attitudes,Discourse Analysis

The study focuses on the nearly forgotten Malay folklore in Malaysia. The objectives of the study were to identify and discuss the types of Malay folklore among primary school learners. The samples of the study were 100 male and female students at schools in Selangor. The samples were picked at random from several schools and they were given software to view which consisted of Malay folklore. The subjects were interviewed based on their opinions on the use of the software in disseminating the Malay folklore. The data were analysed by using the discourse analysis method by Brown &amp; Yule (1983). The results revealed that the software has given the awareness of the forgotten Malay folklore and further, it has given the overview of most types of stories in Malay folklore. The subjects seemed to favor most of the stories and state that the technology has given them the opportunity to appreciate the forgotten Malay folklore. The study implicates school students, teachers and researchers in understanding, appreciating, disseminating and identifying the moral values from the Malay folklore.
Symbiotic Relationship between Telecentre and Lifelong Learning for Rural Community Development: A Malaysian Experience
Author: Malek, Jalaluddin Abdul
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Lifelong Learning,Rural Development,Community Development,Access to Computers,Rural Education,Resource Centers,Sustainability

Telecentres in the 21st century may be able to improve standard of living, quality of life, and stability of knowledge for the rural population. The role of telecentres is widely increasing in developing political and management awareness, economic, socio-culture, technology, education and regulation awareness in rural communities. Telecentres in this context is a premise or a centre of information and communications technology (ICT) for rural residents to obtain information and knowledge. The major role of telecentre is to bridge the digital divide and socio-economic gap between rural and urban population. Telecentre is also a centre of lifelong learning activities for the rural population to seek formal and informal knowledge. This paper is intended to demonstrate the development of telecentre experiences in Malaysia that focuses on scholarly activities through lifelong learning of the rural population. The scope of discussion depicts the seven routes of informal symbiosis between lifelong learning with the telecentres that gave positive impact on rural development in Malaysia. The discussion is based on the discourse and experience of telecentre development in Malaysia.
Improving Undergraduates' Critique via Computer Mediated Communication
Author: Mohamad, Maslawati
Date: 2014-07-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Computer Mediated Communication,Web Sites,Electronic Publishing,Criticism,Instructional Effectiveness,Computer Uses in Education,Online Surveys,Student Surveys,Qualitative Research,Student Attitudes

Our current university students, labeled as &quot;Generation Y&quot; or Millennials, are different from previous generations due to wide exposure to media. Being technologically savvy, they are accustomed to Internet for information and social media for socializing. In line with this current trend, teaching through computer mediated communication (CMC) is highly recommended at higher institutions as students learn by doing, relating the discussion to real world issues, and the use of current social media. In this study, blog was employed in assessing students' critiques in an Academic Communication II course at the Centre for General Studies, Universiti Kebangsaan Malaysia (UKM). This study aims to investigate the effectiveness of using blog as CMC tool in encouraging students to read, analyze and information in argumentative texts critically. It also attempts to identify the challenges faced by students in using blog in completing the assigned critique task. An online survey was administered to gather feedback on the use of blog in the Critique evaluation of the course. The class instructor's reflective notes were also analyzed. The findings revealed that blog has helped the participants namely in generating ideas, motivating participation and improving their critique. However, it was also discovered that participants encountered some challenges especially technical glitches.
Empowering Knowledge-Building Pedagogy in Online Environments: Creating Digital Moments to Transform Practice
Author: Barber, Wendy
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Learning,Teaching Methods,Constructivism (Learning),Innovation,Undergraduate Students,Graduate Students,Communities of Practice,Management Systems,Color,Asynchronous Communication,Qualitative Research,Risk,Knowledge Level,Best Practices,Computer Software

The purpose of this paper is to examine a specific online pedagogical tool, &quot;Digital Moments&quot; that can be an effective strategy for building online communities in a knowledge building environment. While the paper will examine the specific techniques and teaching methodologies that enabled the authors to create authentic online learning experiences in undergraduate and graduate courses, it also analyses how and why this strategy moves beyond simple constructivist thinking to the complexities of teaching in the digital world. Knowledge building in online environments requires students to take risks, try new digital tools, and find the modalities that work best to express the new knowledge they are creating. This pedagogical approach views students as more than consumers of technology, but creators of new and innovative digital means of expressing concepts. Using both synchronous and asynchronous methodologies, the authors examined the highs and lows of translating meaningful face to face practice to the online environment. The paper examines teaching strategies used in a six week online graduate course using Adobe connect, Blackboard LMS and synchronous weekly meetings. Through the use of unique strategies such as &quot;digital moments&quot; and embracing creative thought, an authentic, constructivist community was created. The authors&apos; journey to developing this authenticity, their online pedagogical style and an innovative, safe learning community has been chronicled using narrative qualitative inquiry in this paper. The writers&apos; use of digital moments empowers students to create and have ownership of their own online community. This paper articulates their journey into the abyss of digitizing themselves as teachers; it examines the specific techniques used for best practice in online learning, while simultaneously celebrating the splash of colour that is essential to brighten digital learning environments.
Knowledge Sharing: Exploring Institutional Policy and Educator Practice through ePortfolios in Music and Writing
Author: Blom, Diana
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Learning,Portfolios (Background Materials),Foreign Countries,Reflection,Teacher Student Relationship,Collaborative Writing,Essays,Peer Evaluation,Identification (Psychology),Employment Potential,Career Exploration,Accountability,Accreditation (Institutions),Fine Arts,Case Studies,Participant Observation

Many higher education institutions have embraced e-Learning and urge, or make compulsory, engagement by academics. Despite this, it is often the educators themselves who take the initiative to engage with innovative e-learning approaches. These approaches, in turn, can influence both peer-and institution-wide thinking about e-Learning. This paper focuses on the introduction or extension of ePortfolios within the creative arts at four Australian universities. Each educator adopted the ePortfolio for a different purpose, and in doing so has influenced, or is at least being monitored by, their university. All four studies have resulted in the growth, development and enrichment of teaching and learning because of the ePortfolio's facility to engage students in such activities as reflection, ongoing student-teacher dialogue, collaborative essay writing, peer evaluation, identity formation, and the documentation of skills, competencies and graduate attributes for career awareness and employability. In sharing this knowledge the studies have also influenced curriculum design and e-learning policy. The academic literature notes institutional interest in ePortfolios in relation to career preparation, demonstrating and assessing student learning, academic advising, and addressing public accountability concerns by facilitating internal and external departmental review and accreditation. Within this paper we discuss the bi-directional impact and sharing of knowledge about ePortfolio use as it occurs between institution and educator. The study findings inform future development of curriculum, policy and practice for creative arts students and academics in a variety of higher education settings. Further, the findings suggest that ePortfolios provide an efficient and transparent means to archive and access student work, and that they facilitate internal and external departmental review and broader institutional assessment.
Wiki Based Collaborative Learning in Interuniversity Scenarios
Author: Katzlinger, Elisabeth
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Educational Technology,Technology Uses in Education,College Students,Virtual Classrooms,International Programs,Case Studies,Computer Mediated Communication,Social Networks,Social Influences,Conflict,Student Characteristics

In business education advanced collaboration skills and media literacy are important for surviving in a globalized business where virtual communication between enterprises is part of the day-by-day business. To transform these global working situations into higher education, a learning scenario between two universities in Germany and Austria was created where students worked together in virtual interregional learning groups. This article reports about a study of an interuniversity collaborative learning scenario within the subject of e-business. Participating students collaborated virtually and documented a shared case study in a Wiki. When working together, learners used different synchronous and asynchronous tools for close virtual collaboration around a Wiki toolset such as forum, chat, video conferencing and other social media. Students applied given case studies (e.g. from &quot;Harvard Business Review&quot;) or they worked out a business case from their own experience, which covered a range of upcoming e-business topics. In an attending evaluation study with around 460 participants from two universities, 259 questionnaires were evaluated. It reveals several substantive effects like: (1) Tremendous influence of interregional group work for media competencies; (2) Hidden social aspects and conflict potential; (3) Scenario design and different media usage; (4) Teaching effort vs. learning outcome of such a scenario; and (5) Learning impact for different student groups depending on gender, employment, graduation or online-moderation. The findings of this study reveal several interesting aspects concerning media usage and show how students benefited from Wiki work in this virtual learning scenario.
Designing for Quality: The Understanding Dementia MOOC
Author: King, Carolyn
Date: 2014-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Class Size,Distance Education,Dementia,Public Health,Program Design,Expertise,Teaching Methods,Curriculum Design,Educational Technology,Foreign Countries

The introduction of Massive Open Online Courses (MOOCs) as a vehicle for education delivery presents opportunities and challenges. In the context of the Wicking Dementia Research and Education Centre (Wicking Centre), the driver to develop a MOOC was the promise of addressing the international deficit in evidence-based dementia education, as well as the lack of research into international perspectives on dementia. The Wicking Centre's activity integrates research and education, framed by the concept of &quot;quality of life across the trajectory of dementia.&quot; With dementia emerging as the public health issue of the 21st century, lack of dementia education at multiple levels, professional and non-professional, is of increasing concern. The disruptive character of MOOCs, with associated risks and uncertainties, warranted the application of a research-oriented project management approach to development. This included investing resources in gathering and analysing data to underpin each phase of decision-making. We used a design-based research approach incorporating the concept of &quot;life-cycle of an e-learning design&quot; (Phillips et al. 2012). Data collection and analysis focused on three dynamically interacting components: 1) expertise in dementia knowledge and dementia education; 2) a cohort-centric approach to design and delivery, and 3) models and designs for MOOCs currently promoted, discussed and reported in the higher education discipline. Laurillard's Conversational Framework, relating types of learning, teaching-learning activities and the digital technologies that support them (2012), informed the selection of digital technology elements for massive-scale engagement of our identified cohort. The paper describes the initial design process and the outcomes of the limited release pilot that informed the first full offering of the MOOC.