ethanporcaro/eric-fulltext-meta huggingface dataset:
Community at a Distance: Employing a Community of Practice Framework in Online Learning for Rural Students
Author: Kimmel, Sue C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Rural Schools,Online Courses,Communities of Practice,Faculty Development,Interaction,Educational Technology,Technology Uses in Education,Library Education,Higher Education,School Libraries,Librarians

Library and information science education today must prepare future professionals to leverage various technologies and develop professional networks that will propel them into future careers. Increasingly, today's information professionals need to understand how to create identities, build relationships, and engage in productive work with others in an online, digital environment. A community of practice framework may help to promote the kinds of interactions and identity work needed in an online course and work environment. Additionally, the application of a community of practice framework in an online setting may serve to mitigate the geographic and professional isolation that characterizes rural librarianship.
The Historical Development and Adaptation of Open Universities in Turkish Context: Case of Anadolu University as a Giga University
Author: Bozkurt, Aras
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Open Universities,Distance Education,Educational History,College Role,School Size,Access to Computers,Disadvantaged,Equal Education,Lifelong Learning,Educational Demand,Developing Nations,Student Characteristics,College Students,Global Approach,Educational Innovation

Open and Distance Learning (ODL) has a long history, one marked by the emergence of open universities, which was a critical development in the ecology of openness. Open universities have taken on significant local and global roles within the framework of meeting the needs of their respective regions of influence, and as such, their roles have evolved over time. Against this background, the purpose of this research is to explore the open university phenomenon by examining the case of Anadolu University in Turkey, a mega university that has transformed into what is now a giga university. More specifically, the research first looks at openness in education and how the concept itself has led to the emergence of open universities, before turning attention to Anadolu University, which is a dual-mode, state university with around 3 million enrolled students. Other issues that are addressed as part of this research include the rise of ODL and how it positioned itself within Turkish higher education; the historical development of Anadolu University and its massiveness, in terms of student numbers and services provided; local and global ODL practices; learner profiles, learning materials and spaces; exams and assessment and evaluation processes; learner support services, and Anadolu University's contribution, as an open university, to the field of ODL. The research shows that as an open university, Anadolu University has narrowed the information gap and digital divide, has enhanced equality of opportunity in education, and has provided lifelong learning opportunities. More importantly, as an institution that has gone beyond the conventional understanding of an open university, Anadolu University serves as a catalyst of change and innovation in its emergence as a role model for other higher education institutions. The following recommendations were able to be developed from the examinations of this study: (1) develop a definition of &quot;openness&quot; based on the changing paradigms of the 21st century and online learning, (2) enter into national and international collaborations between open universities, (3) adopt culturally relevant open pedagogies, (4) develop and design heutagogy based curricula, and (5) unbundle ODL services in mega and giga universities.
Copyright Literacy of Library and Information Science Students in the United States
Author: Saunders, Laura
Date: 2019-00-00
Type: Journal Articles
Subjects: Copyrights,Library Education,Graduate Students,Familiarity,Accuracy

Copyright has an impact on nearly every aspect of the information professions, from developing collections to creating local policy and educating patrons. Given the apparent importance of copyright to information professionals, it is crucial that librarians and other information professionals be prepared for copyright-related responsibilities through their degree programs and that they be comfortable in their knowledge of copyright issues. However, there is limited research on the copyright literacy of librarians, relying mostly on their self-perceptions of their copyright literacy, and virtually no research on the copyright knowledge or training of LIS students. The current study expands upon previous research by surveying LIS students to determine how familiar they believe they are with certain copyright topics, and to explore their subjective sense of professional preparation with regard to copyright law and practice. The results of this study will be of interest to library managers interested in the copyright knowledge and preparation of emerging professionals and might also inform curricular decisions for LIS programs interested in ensuring adequate preparation for their students.
Four Key Ideas about Coteaching in High School Classrooms
Author: Willard, Carol A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Team Teaching,High School Teachers,Students with Disabilities,Special Education Teachers,Inclusion,Block Scheduling,Faculty Development,Pedagogical Content Knowledge,Teaching Conditions,Expertise,Individualized Instruction,Educational Objectives,Regular and Special Education Relationship

Coteaching is becoming a common practice in secondary classrooms as a way to provide special education services to students with disabilities (SWD). Effective coteaching supports an inclusive philosophy of schooling by creating appropriate learning spaces for diverse learners, allowing learners access to general education curricula, building a community of learners, establishing collaborative relationships, and using authentic multi-level instruction to provide worthwhile and engaging learning tasks for all students. While content teachers have expertise in their subject area and special educators have expertise in adaptations and supports for SWD, efficient coteachers must coordinate their ideas and practices to maximize the learning for all students. Implementing coteaching practices in any setting may be challenging; however, conditions in high school settings are conducive to coteaching, an idea that has been overlooked in the literature on inclusive practices in secondary settings. Furthermore, the learning objectives of a given lesson and the characteristics of learners in secondary settings provide the potential for the use of varied coteaching practices within the scheduled instructional block and an opportunity for ongoing professional learning. Shared pedagogical content knowledge (shared PCK) characterizes the new knowledge base teachers develop from their unique experience of coteaching. Coteaching in high school classrooms offers the potential of equitable access to content-specific pedagogical practices as well as the specialized instruction SWD need to be successful.
Can (Post-Heroic) Leadership Be Taught (Online)? A Library Educator&apos;s Expansion of Baldwin, Ching, and Friesen&apos;s Grounded Theory Model of Online Course Design and Development
Author: Openo, Jason
Date: 2019-00-00
Type: Journal Articles
Subjects: Library Education,Masters Programs,Leadership Training,Online Courses,Curriculum Design,Curriculum Development,Grounded Theory,Feminism

Many Master of Library and Information Science (MLIS) programs are now offered online, and most of these programs offer courses on leadership and management principles. Teaching leadership in any context presents challenges because leadership is a hazy and confounding concept. The intrinsic problems in teaching leadership are compounded by the professional context of libraries; librarianship is a feminized profession whereas being a leader is often a male-oriented construct. This confounding mix of teaching leadership informed by feminist theory is magnified by the challenge of teaching online, where the harassment of women academics (such as MIT's Chris Bourg) is pervasive and destructive. There is a paucity of research and discussion on how to design online leadership courses in graduate MLIS programs that account for these challenges. This paper contributes to this discussion by expanding upon Baldwin, Ching, and Friesen's grounded theory model of online course design and development. Grounded theory is an experiential methodology, and this paper aligns with Baldwin et al.'s grounded theory approach by applying constant comparison between the author's experience designing an online graduate-level leadership course and their model.
Academic Engagement and Learning Outcomes of the Student Experience in the Research University: Construct Validation of the Instrument
Author: Bae, Yunhee
Date: 2019-07-00
Type: Journal Articles
Subjects: Learner Engagement,Outcomes of Education,Student Experience,Research Universities,Construct Validity,Student Behavior,Student Satisfaction,Academic Achievement,Undergraduate Students,Grade Point Average,Parent Background,Family Income,Educational Attainment,Research Skills,Communication Skills,Knowledge Level,Public Colleges,Measurement,Models

The Student Experience in the Research University is an online survey instrument that serves to assess institutional functions of research universities in the U.S. and understand students' behaviour, satisfaction, and achievement. The present study explored measurement models describing two primary domains (i.e., Academic Engagement and Self-Reported Learning Abilities), and examined the adequacy of the measurement models. Exploratory factor analysis was initially conducted to identify the number of structural components of each domain, which was followed by confirmatory factor analysis specifying a factorial structure and verifying how well the structural model fits into the collected data. Six and three factors were extracted from the academic engagement and the self-reported learning abilities domains. The structural model verified indicated that the relationships among the academic engagement and self-reported learning abilities domains and covariates such as grade point average, parental income, and education were consistent with the findings from relevant literature. The findings of the current study contribute to the understanding of student engagement in research universities in the U.S. Further, the implications for educational research and practice were discussed.
Can Information and Communication Technology Improve College Access for All in the United States of America?
Author: Kim, Sunha
Date: 2019-07-00
Type: Journal Articles
Subjects: Access to Education,Higher Education,Postsecondary Education,High School Graduates,Racial Differences,Ethnicity,Minority Group Students,English Language Learners,Educational Technology,Technology Uses in Education,At Risk Students,Internet,Access to Computers,Gender Differences,Socioeconomic Status,Mathematics Achievement,Reading Achievement

In response to the increasing importance of a college education, this study investigates the college access trajectories of targeted racial and linguistic minority students and recommends ways to promote their college access. High school completers drawn from the U.S. National Center for Education Statistics were tracked for eight years, and a series of discrete-time survival analyses was conducted. The results revealed significantly lower college access rates for racial and linguistic minority students than for comparable White English-speaking students. Information and Communication Technology (ICT) access and ICT use for educational purposes were identified as potential ways to support college access for racial and linguistic minority students.
Media Competence in Spanish Secondary School Students. Assessing Instrumental and Critical Thinking Skills in Digital Contexts
Author: Pérez-Rodríguez, Amor
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Media Literacy,Critical Thinking,Thinking Skills,Knowledge Level,Competence

The ways in which young people communicate have changed in line with the impact of technologies. This change has been accompanied by growing differences between the young, and their &quot;liquid&quot; experience, and adults with their &quot;solid&quot; experience, and these shapes the state of the question that defines young people as digital natives. This work analyses Spanish adolescents' level of media competence. The sample consisted of 672 students attending secondary schools in 10 provinces in Spain. The average age of the participants was 14. The study aims to show that, although today's adolescents are described as the digital generation, and there is a widely held belief that they are digital natives, their level of media competence is low and there is need for fomenting greater literacy skills in this field. The &quot;ad hoc&quot; questionnaire yielded results that indicate an overall medium level of media competence, but a skills shortage in the dimensions relating to critical thinking, such as in reception and audience, production and programming processes, and ideology and values. The conclusions question the supposed superior competence of digital natives in media. This study underlines the need for a clear definition of the concept of media competence from a convergence perspective.
Students&apos; and Teachers&apos; Perceptions of Moxtra as an Online Space for Blended Learning
Author: Davies, Renaud Jonathan
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Universities,Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Work Environment,Cooperation,Blended Learning,Teaching Methods,Self Efficacy,Females,Single Sex Colleges,College Freshmen,Computer Software,Factor Analysis,Language Teachers,Portfolios (Background Materials),Social Networks,Independent Study,Telecommunications,Handheld Devices,Class Activities,Computer Assisted Instruction

In this exploratory study, the author examines both students' and teachers' perceptions of Moxtra, a cross-platform cloud collaboration service, as a blended learning tool in a language course. Participants were 242 first-year students studying General English and 8 teachers at the Bunkyo English Communication Centre (BECC) at Hiroshima Bunkyo Women's University in Japan. Both students and teachers were given an iPad self-efficacy survey along with a Moxtra Perceptions and Attitudes questionnaire with student survey results being followed by principal components analysis. Findings showed positive indicators regarding the potential for Moxtra in a language learning context, not only as a tool to support blended learning, but also as a tool to support teachers in a collaborative working environment. With that said, the results also indicate that for Moxtra to reach its full potential, students need to be inculcated, nurtured and encouraged to engage fully with the application. Similarly, teachers must also be encouraged to utilize Moxtra's many features with their students in order to benefit from all of its affordances. The study provides both curriculum developers and language instructors with insights into the adoption of Moxtra in an EFL context.
The Effect of Instructor&apos;s Learning Modes on Deep Approach to Student Learning and Learning Outcomes
Author: Peng, Michael Yao-Ping
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Learner Engagement,Outcomes of Education,Learning Processes,Learning Strategies,Student Attitudes,College Faculty

The multiple characteristics of students motivate universities to provide a learning environment that integrates teaching and learning in one and to strengthen students' learning motivation through student-oriented learning mode, so as to enhance students' input in study. In this study, the concept of depth learning is adopted to measure students' input in study and to explore the effectiveness of specialized learning modes and students' learning outcomes. Therefore, this study aimed to analyse a sample of 2,340 students from 16 Taiwanese higher education institutions by structural equation modelling. The results showed that specialized learning modes (explorative and exploitative learning) could increase deep approach to learning. Explorative and exploitative learning have positive effects on learning outcomes (cognitive gains and non-cognitive gains). Deep approach to learning has significant mediating effect between learning modes and learning outcomes.
Problematic Internet Use and Protective Factors Related to Family and Free Time Activities among Young People
Author: Tomczyk, Lukasz
Date: 2019-07-00
Type: Journal Articles
Subjects: Internet,Leisure Time,At Risk Persons,Addictive Behavior,Emotional Response,Self Control,Foreign Countries,Behavior Problems,Recreational Activities,Secondary School Students,Late Adolescents,Interests,Individual Characteristics,Student Attitudes,Resilience (Psychology)

Problematic Internet use (PIU) is one of the most notable of all Internet threats. Young people are one of the groups at particular risk of PIU. PIU has become a research and educational priority due to its scale and the accompanying shifts in the media pedagogy paradigm. PIU is also the subject of many discussions and raises many methodological questions. The goal of the present study was to highlight the scale of PIU, and its accompanying protective factors related to interests, emotions and offline time spent on developing hobbies and passions. The study was conducted in 2016 in Poland, among 663 school students aged 17.93 (SD = 1.46), by means of triangulation of quantitative research methods. The scale of PIU was determined using a shortened version of Young's Internet Addiction test. Warning symptoms of PIU were found in 23.52% of the respondents (&quot;yellow light&quot;), whereas full PIU can be observed in 5.88% of the students (the results are independent of gender). Thus, the stereotypical view that PIU is common is not true. PIU is connected with negative emotions offline (mostly boredom and a lack of self-control) and too little time spent on developing passions and interests. PIU presents a challenge in terms of both research and prevention. Depending on the criteria adopted, the scale of young people at risk of PIU changes. PIU is connected with offline activities. Failure to provide effective media education (focused on strengthening self-control when using new media) and neglecting individual passions and interests intensify PIU. Further discussion of the key factors that would allow PIU to be more clearly determined is also necessary.
Methodology for Teaching Students the Analysis of Turkish Fiction Texts
Author: Rakhimova, Asiya Rizvanovna
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Fiction,Reader Text Relationship,Literary Criticism,Second Language Instruction,Non Western Civilization,Vocabulary Development,Language Usage,Translation,Authors,Turkish,Russian

When preparing specialists of Oriental studies, reading fiction in the language being studied is very effective for mastering a foreign language. The fiction text reflects not only the richness of a language and style, but also features of the development of the standard language and changes in its lexical composition. It is also expedient not only to read the literature in the studied language, but also the ability to analyze a literary work in the language this work is written. For this purpose it is necessary to teach students to use literary terms and the style of scientific analysis. Such training facilitates students' understanding of literary works in the language they study, and they use those works when writing course and diploma research papers. This article examines the stages of forming students' ability to analyze a literary work in the studied language. The important stages are the following 1) mastering literary terms and expressions, 2) the use of scientific style in the oral or written analysis of a work. In addition, the teaching comparative-contrastive analysis of the works of Turkish and Russian authors is another significant aspect of the methodology for teaching students the analysis of literary works.
To the Question of the Interference and Positive Transfer When Teaching Russian to Hispanic Students
Author: Valeeva, Dinara Rashidovna
Date: 2019-00-00
Type: Journal Articles
Subjects: Interference (Language),Transfer of Training,Russian,Second Language Learning,Second Language Instruction,Contrastive Linguistics,Spanish,Native Language,Grammar,Vocabulary,Error Correction,Teaching Methods,Language Tests,Verbs,Nouns

The real research is devoted to problems of an interlingual interference in the process of studying of Russian by students of the Hispanic countries. The relevance of the article is caused by the fact that at all variety of the scientific works devoted to the contrast description of various languages and the analysis of their interference, it is a little work comparing the Russian and Spanish languages. The research was conducted for the purpose of comparison of the separate language phenomena of the Russian and Spanish languages and the description of those lexical and grammatical features which knowledge will allow teachers to warn and correct native speaker errors in the Russian speech, therefore, to optimize training process. According to the authors, it is advisable to use the national focused tests and tasks on classes in RKI and also governed with explanations and examples in the native language of students that will increase their intellectual activity.
On Some Difficulties in Students&apos; Independent Work in Learning Foreign Languages
Author: Ilyasova, Asiya Mirgasimovna
Date: 2019-00-00
Type: Journal Articles
Subjects: Difficulty Level,Independent Study,Second Language Learning,Second Language Instruction,Learning Processes,College Students,Student Attitudes,Student Interests,Family Environment,Teaching Methods,Study Habits,Academic Persistence,Homework

The study conducted a questionnaire survey of university students, the purpose of which was to determine how students do their independent work while learning a foreign language and to reveal the difficulties in this process .The whole learning process of a structured in such a way as to arouse students' interest in those materials on the language that carry important and new information, in order to constantly maintain the desire to learn the language at home, so that students can see this need. Only in this case the study can have a positive effect on the development of such student qualities, purposefulness, organization, and perseverance. A brief analysis of students' answers about difficulties in independent work while learning foreign languages, the investigation emphasize that for the organization of the foreign language learning process, it is important to investigate not only the issues of the teacher's work, questions of teaching methods, but also questions of organizing student's work, namely, questions of studying and mastering skills in foreign languages.