ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Virtual Analytical Chemistry Laboratory on Enhancing Student Research Skills and Practices
Author: Bortnik, Boris
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,Academic Achievement,Computer Simulation,Electronic Learning,Chemistry,Science Laboratories,Foreign Countries,Science Instruction,College Science,Undergraduate Students,Research Skills,Control Groups,Experimental Groups,Hands on Science

This article aims to determine the effect of a virtual chemistry laboratory on university student achievement. The article describes a model of a laboratory course that includes a virtual component. This virtual component is viewed as a tool of student pre-lab autonomous learning. It presents electronic resources designed for a virtual laboratory and outlines the methodology of e-resource application. To find out how virtual chemistry laboratory affects student scientific literacy, research skills and practices, a pedagogical experiment has been conducted. Student achievement was compared in two learning environments: traditional -- in-class hands-on -- learning (control group) and blended learning -- online learning combined with in-person learning (experimental group). The effectiveness of integrating an e-lab in the laboratory study was measured by comparing student lab reports of the two groups. For that purpose, a set of 10 criteria was developed. The experimental and control student groups were also compared in terms of test results and student portfolios. The study showed that the adopted approach blending both virtual and hands-on learning environments has the potential to enhance student research skills and practices in analytical chemistry studies.
The Impact of Participation in Music on Learning Mathematics
Author: Holmes, Sylwia
Date: 2017-11-00
Type: Journal Articles
Subjects: Music Activities,Mathematics Instruction,Quasiexperimental Design,Young Children,Experimental Groups,Control Groups,Intervention,Comparative Analysis,Spatial Ability,Logical Thinking,Hypothesis Testing,Foreign Countries,Mathematics Achievement,Tests,Scores,Program Effectiveness,Reading Achievement,Writing Achievement,Statistical Analysis

Music psychologists have established that some forms of musical activity improve intellectual performance, spatial-temporal reasoning and other skills advantageous for learning. In this research, the potential of active music-making for improving pupils' achievement in spatial- temporal reasoning was investigated. As spatial-temporal skills are considered to be high-level mathematical abilities, this study also aimed to explore if learning music might have an effect on pupils' achievement in mathematics, and whether spatial-temporal reasoning plays a role in this process. The study had a quasi-experimental design in which groups of children aged 4 to 7 participated in a music programme containing a variety of musical, predominantly rhythmical, activities. Parallel classes made up control groups. Throughout the intervention, pupils' attainment in mathematics, reading, writing and spatial-temporal reasoning was recorded and compared between the music and control groups. The findings of the project supported the hypothesis that music instruction has an impact on the development of spatial-temporal skills. A statistically significantly greater progression was observed in most of the intervention groups, as compared in all periods of measurement to the control groups. The attainment in general mathematics did not always differ between the intervention and control groups but the analyses provided evidence of a consistent and statistically significant enhancement in learning mathematics between the youngest participants of the programme. This knowledge could inform pedagogical practice, while further research in this area could offer more insight into the association between music and mathematics.
Factors Affecting the Participation of the Deaf and Hard of Hearing in e-Learning and Their Satisfaction: A Quantitative Study
Author: Ferreiro-Lago, Emilio
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Student Participation,Hearing Impairments,Deafness,Electronic Learning,Student Satisfaction,Access to Education,Accessibility (for Disabled),Online Surveys,Statistical Analysis,Online Courses,Educational Attainment,Knowledge Level,Sign Language,Family (Sociological Unit),Correlation,Equal Education

Today the digital divide is measured not so much by access to the internet but by people's ability to interact in cyberspace, which calls for specific digital communication skills. These skills are also required for participation in e-learning, bearing in mind that the deaf and hard of hearing have certain characteristics related to their condition. This study aims to identify inequalities in access to e-learning by those who are deaf or hard of hearing, observe how they are related to social and demographic factors, and confirm whether the accessibility of the e-learning environment has a direct influence on their satisfaction. The study has been conducted via an electronic survey in Spain with a non-probabilistic sample, in line with the characteristics of this sector of the population, recording social and demographic data, and information about the participants' experience of e-learning and their satisfaction with the experience. The representative survey sample consisted of 484 deaf and hard-of-hearing individuals in Spain, aged between 16 and 64. Using a chi-square test for independence we obtained a significant relationship between participation in online courses and the following variables: level of education, knowledge of sign language, and number of members in the household. A correspondence analysis was then carried out to detect particular relationships between classes of the related variables.
Can Student Interdependence Be Experienced Negatively in Collective Music Education Programmes? A Contextual Approach
Author: Sarazin, Marc
Date: 2017-11-00
Type: Journal Articles
Subjects: Music,Music Education,Mixed Methods Research,Case Studies,Group Unity,Musicians,Social Networks,Foreign Countries,Elementary School Students,Ethnography,Observation,Semi Structured Interviews

Many studies and accounts argue that collective music-making can contribute to building social cohesion and training social skills, and particularly that student interdependence in collective music education programmes can foster this. I argue that this implies two assumptions: first, that students mostly experience interdependence in music programmes positively, and second that their experiences of interdependence are not significantly affected by their experiences in other settings. To address these assumptions, this paper reports on findings from a mixed-methods case study of a French in-school collective music education programme targeting disadvantaged students. The findings suggest that students could experience interdependence negatively in the music programme, and that this was informed by the tendency for interdependence to be framed negatively in the school context. Further, the study suggests that the school's pedagogical notion of the &quot;cadre&quot; led students to frame negative interdependence not as an encouragement to act cohesively, but rather as an adult imposition. The paper ends by discussing the implications of these findings and arguing for further studies investigating the mechanisms that link different collective music-making and educational settings with positive outcomes.
The Impact of Making Music on Aural Perception and Language Skills: A Research Synthesis
Author: Hallam, Susan
Date: 2017-11-00
Type: Journal Articles
Subjects: Auditory Perception,Language Skills,Music Activities,Literature Reviews,Correlation,Research Methodology,Cognitive Processes,Genetics,Time,Theories,Musicians,Intervention,Disadvantaged Youth,Program Effectiveness,Language Acquisition

This paper provides a synthesis of research on the relationship between music and language, drawing on evidence from neuroscience, psychology, sociology and education. It sets out why it has become necessary to justify the role of music in the school curriculum and summarizes the different methodologies adopted by researchers in the field. It considers research exploring the way that music and language are processed, including differences and commonalities; addresses the relative importance of genetics versus length of time committed to, and spent, making music; discusses theories of modularity and sensitive periods; sets out the OPERA hypothesis; critically evaluates research comparing musicians with non-musicians; and presents detailed accounts of intervention studies with children and those from deprived backgrounds, taking account of the importance of the nature of the musical training. It concludes that making music has a major impact on the development of language skills.
Print versus Digital Texts: Understanding the Experimental Research and Challenging the Dichotomies
Author: Ross, Bella
Date: 2017-00-00
Type: Journal Articles
Subjects: Layout (Publications),Printed Materials,Electronic Publishing,Intermode Differences,Interdisciplinary Approach,Literature Reviews,Preferences,Familiarity,Electronic Learning,Educational Technology,Higher Education

This article presents the results of a systematic critical review of interdisciplinary literature concerned with digital text (or e-text) uses in education and proposes recommendations for how e-texts can be implemented for impactful learning. A variety of e-texts can be found in the repertoire of educational resources accessible to students, and in the constantly changing terrain of educational technologies, they are rapidly evolving, presenting new opportunities and affordances for student learning. We highlight some of the ways in which academic studies have examined e-texts as part of teaching and learning practices, placing a particular emphasis on aspects of learning such as recall, comprehension, retention of information and feedback. We also review diverse practices associated with uses of e-text tools such as note-taking, annotation, bookmarking, hypertexts and highlighting. We argue that evidence-based studies into e-texts are overwhelmingly structured around reinforcing the existing dichotomy pitting print-based (&quot;traditional&quot;) texts against e-texts. In this article, we query this approach and instead propose to focus on factors such as students' level of awareness of their options in accessing learning materials and whether they are instructed and trained in how to take full advantage of the capabilities of e-texts, both of which have been found to affect learning performance.
Does Successful Use of Digital Learning Materials Predict Teachers&apos; Intention to Use Them Again in the Future?
Author: Kreijns, Karel
Date: 2017-11-00
Type: Journal Articles
Subjects: Instructional Materials,Computer Assisted Instruction,Use Studies,Intention,Educational Practices,Multiple Regression Analysis,Structural Equation Models,Prediction,Hypothesis Testing,Questionnaires,Likert Scales,Teacher Attitudes,Teacher Behavior

Do perceptions of success in using digital learning materials (DLMs) &quot;regularly&quot; (i.e., several times a week) strengthen (or weaken) teachers' behavioural intentions to use DLMs again? And which psychological factors have a relationship with the intention to use DLMs again? These questions are important in light of stimulating teachers' use of DLMs. To answer this question, teacher &quot;flows&quot; were analysed using crosstabs and multinomial logistic regression. These flows visualize how teachers go from a certain degree of perceived success to a certain strength of behavioural intention. Second, Hayes (2013) process method and structured equation modeling (SEM) techniques were applied to determine the mediating role of attitude, perceived norm, and perceived behavioural control of perceived success on the behavioural intention. The results suggested that the teachers' strength in behavioural intention was in accordance with their perceived success for the case that their self-prediction was positive but that this strength became weaker when teachers' self-prediction was negative. Attitude and perceived norm mediated the effects only when self-prediction was positive whereas perceived behaviour control did this in both cases. Also, there was a direct effect between perceived success and behavioural intention. It is important that teachers get a chance to experience success with the use of DLMs, enabled either by school leaders (regarding in-service teachers) or by teacher training institutions (regarding pre-service teachers). Only then we will see teachers' willingness to use DLMs on a &quot;regular&quot; basis to grow.
Special Report on the Role of Open Educational Resources in Supporting the Sustainable Development Goal 4: Quality Education Challenges and Opportunities
Author: McGreal, Rory
Date: 2017-11-00
Type: Journal Articles
Subjects: Resource Units,Shared Resources and Services,Instructional Materials,Educational Technology,Sustainable Development,Educational Quality,Foreign Countries,International Organizations,Indigenous Knowledge,Access to Education,Online Courses,Lifelong Learning

Open Educational Resources (OER) and their offspring, Massive Open Online Courses (MOOCs), are becoming important factors in achieving the &quot;Sustainable Development Goal 4: Quality Education&quot; (&quot;SDG4&quot;). The OER movement is less than 15 years old and is growing rapidly as more and more nations and institutions adopt the view that publicly-funded research and educational content belongs to the people and should therefore be open and accessible to them. Canada can play an important role in supporting SDG4 by increasing its support for OER and open education in general, both in Canada and abroad. OER can be a significant aid in ensuring inclusive and equitable quality education and can promote lifelong learning opportunities for all. OER, by their very nature as freely available and usable learning resources, can be considered important, if not essential, for supporting the expressed goals in all areas of education. From pre-kindergarten to lifelong learning, including technical and vocational training, OER can have significant impact. Governments can better support free K12 education financially because the OER are available at no cost. They can be taken &quot;as is&quot; or modified and they can be made available to all. This includes all levels from early childhood to secondary school. One of the biggest boosts to literacy is the open availability of OER. They not only assist in promoting literacy education, they actually can serve as an incentive. Finally, OER can be used to help ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity, and of culture's contribution to sustainable development. OER can be child, disability, and gender sensitive, and provide safe, nonviolent, inclusive, and effective learning environments for all, including diverse Indigenous communities. And if not, OER can be altered and or modified to be so.
Addressing New Challenges for a Community Music Project in the Context of Higher Music Education: a Conceptual Framework
Author: Gande, Andrea
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Higher Education,Community Programs,Cooperative Learning,Art Education,Elective Courses,College Students,Leadership Training,Lifelong Learning,Interviews,Refugees,Immigrants,Workshops,Communication Strategies,Singing,Musical Instruments

In response to Europe's societal challenges, such as current issues about migration, the Institute of Music Education at the University of Music and Performing Arts Graz established Meet4Music (M4M), a low-threshold community music project. M4M is open to individuals from all sociocultural and musical backgrounds and ages, and provides them with the opportunity to socialize with others and to express themselves musically. M4M is based on collaborative learning in an open community ensemble, which includes choir, dance, theatre and percussion, alternating with one another on a weekly basis. University students can choose M4M as an elective course to gain relevant experience in leading heterogeneous and intercultural ensembles. The aim of this paper is to present this project, with a special focus on its dimensions, aims and pedagogical implications for educating reflective teachers. A conceptual framework that contributes to the concept of lifelong learning in (higher) music education will be provided, and foundations for further research and theory will be offered.
Professional Online Presence and Learning Networks: Educating for Ethical Use of Social Media
Author: Forbes, Dianne
Date: 2017-11-00
Type: Journal Articles
Subjects: Ethics,Social Networks,Social Media,Feedback (Response),Reputation,Computer Mediated Communication,Case Studies,Cooperative Learning,Risk,Educational Environment,Safety,Blended Learning,Teacher Education Programs,Teaching Methods,Foreign Countries,Privacy,Integrity

In a teacher education context, this study considers the use of social media for building a professional online presence and learning network. This article provides an overview of uses of social media in teacher education, presents a case study of key processes in relation to professional online presence and learning networks, and highlights issues and challenges for wider consideration. Specific practical illustrations are provided, relating experiences when starting out with social media, integrating coursework challenges for student teachers, and considering feedback and future planning. Social media is used in teacher education for sharing content, discussing, and collaborating. There are challenges and risks with social media in an academic context. Students require differentiated scaffolding depending on their expertise and confidence. In terms of social implications, professionals are warned to safeguard online reputation, while making proactive use of social media to enhance learning networks.
Community Music as a Vehicle for Tackling Mental Health-Related Stigma
Author: Rodgers, Debra
Date: 2017-11-00
Type: Journal Articles
Subjects: Social Bias,Mental Disorders,Mental Health,Music Activities,Community Programs,Program Effectiveness,Intervention,Sociology,Case Studies,Musical Instruments,Social Justice

This paper seeks to highlight some of the key issues of the social stigma associated with mental health-related issues, to present examples of some existing anti-stigma concepts found within mental health literature and, in turn, to begin to suggest ways in which the personal and social experience of participation within community music activities may provide a means of challenging and resisting such stigma. The research involved a literature review of existing theoretical concepts surrounding mental health stigma interventions and sought to link such concepts with examples from community music and music sociology, examining concepts such as identity construction, removal and refurbishment activities and tachytopian experiences. The work of the Me2/Orchestra (Vermont, USA) is presented as a case study, with use of some supporting preliminary interview data. While hypothetical in nature at present, the article discusses the potential of community music for addressing and erasing mental health stigma.
Design-Based Research as an Informal Learning Model for Choral Conductors
Author: Cooper, Naomi
Date: 2017-11-00
Type: Journal Articles
Subjects: Singing,Music Education,Musicians,Models,Informal Education,Music,Foreign Countries,Research Design,Case Studies,Observation,Interviews,Ethnography,Reflection,Intervention,Journal Writing,Imagery

The number of community choirs continues to grow, and literature endorsing the benefits of choral singing for physical, mental and emotional health and well-being is rapidly expanding, meaning that the professional development of community choral conductors is in the public interest. However, research on choral conductor education remains limited. Theoretical perspectives on choral conductor training presented by Varvarigou and Durrant (2011) have provided a useful framework for conceptualizing a formal training model. As opportunities to study using such a model are not widely available in Australia and other locations, it is pertinent to consider alternative methods for community choral conductors to learn the craft and develop their skills. A design-based research model has been proposed as a possible format for learning choral conducting and the case study of the author's own practice reported here reveals its effectiveness. The design-based research structure, incorporating observation and interview with ten professional choral conductors, as well as cycles of design, intervention and evaluation is proposed as a possible informal learning approach for other choral conductors.
Internal versus External Assessment in Vocational Qualifications: A Commentary on the Government&apos;s Reforms in England
Author: Vitello, Sylvia
Date: 2017-11-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Qualifications,Educational Change,Educational Policy,Institutional Evaluation,Self Evaluation (Groups),Policy Analysis,Technical Education,Quality Control,Quality Assurance

The distinction between external assessment and internal assessment underpins a major reform to vocational qualifications underway in England. To be approved by the Department for Education, vocational qualifications must now include a minimum proportion of external assessment, regardless of subject. This paper discusses the nature and implications of this constraint on qualification design. First, it clarifies the meaning of external assessment and the key arguments underpinning the reform. Second, it evaluates the use and implementation of this blanket rule. The final section discusses the nature of internal assessment in more detail, highlighting its heterogeneity and potential advantages over external assessment.
Teaching Music Online: Changing Pedagogical Approach When Moving to the Online Environment
Author: Johnson, Carol
Date: 2017-11-00
Type: Journal Articles
Subjects: Music,Music Education,Online Courses,Electronic Learning,Educational Technology,Case Studies,Musicians,Semi Structured Interviews,Focus Groups,Technology Uses in Education,Constructivism (Learning),College Faculty,Undergraduate Study

The development of educational technology has provided platforms for undergraduate music courses to take place in an online environment. While technology is available, this does not mean that all teaching staff are ready for the pedagogical change required to implement teaching online. A transformation of pedagogical practice (that is, to online pedagogy) is required for teaching courses online. Researchers suggest that the use of social-constructivist learning and collaborative online learning models strongly support online student learning. The following case study explores how teaching staff in an American university music department (N = 7) transformed their pedagogy when teaching undergraduate music courses online. The study highlights the diversity of perceptions about teaching music online, and the influence of these perceptions on the pedagogical approaches and strategies used when teaching and developing an online music course. The pedagogical elements of teaching music online were found to have connections with the community of inquiry framework's nexus of teaching presence, cognitive presence and social presence, and suggested a social-constructivist course design. Finally, the findings show that teaching staff experienced a shift of pedagogical approach when transitioning to teaching music online. Implications include assisting music faculty in the adoption of pedagogical approaches and that they should be addressed at individual, departmental and institutional levels.