ethanporcaro/eric-fulltext-meta huggingface dataset:
Getting the Most out of the Dictionary
Author: Marckwardt, Albert H.
Date: 2012-00-00
Type: Journal Articles
Subjects: Information Sources,Semantics,Spelling,Pronunciation,Inquiry,Grammar,Questioning Techniques,Language Usage,Dictionaries,Interpretive Skills,Best Practices,Use Studies,English Instruction,Teaching Methods

The usefulness of the dictionary as a reliable source of information for word meanings, spelling, and pronunciation is widely recognized. But even in these obvious matters, the information that the dictionary has to offer is not always accurately interpreted. With respect to pronunciation there seem to be two general pitfalls: (1) the interpretation of whatever pronouncing key the dictionary employs; and (2) the supposed superior credibility of the "first" pronunciation. Inspired by questions from language teachers, this discussion of dictionaries (reprinted from 1974) explores their utility in determining pronunciation, meaning, and points of grammar and makes recommendations about the kind of dictionaries teachers should use with their students. [This article was first published in Volume 12, No. 2 (1974).]
Learning for Life Transitions
Author: Varmecky, Jane Hyde
Date: 2012-00-00
Type: Journal Articles
Subjects: Experience,Aging (Individuals),Midlife Transitions,Divorce,Marriage,Adult Learning,Lifelong Learning,Conventional Instruction,Classroom Environment,Metacognition,Interpersonal Relationship,Improvement

Many adults return to formal learning situations to pursue lifelong learning goals because their lives are in transition from dealing with real-life problems such as divorce and re-marriage. The purpose of this study was to describe what couples learned that contributed to the success of their subsequent marriages and how they learned it. The following categories emerged from the data: Divorce Recovery Process, Life Stage Development, Tests, Communication, Spiritual Foundation, Children, and Zestful Companionship. The major conclusions from the study are (a) that a history of unsuccessful relationships can be changed to successful relationships with couples moving from the unsuccessful, divorce track to the long-term, successful marriage track and (b) that this successful transition is grounded in effective learning, utilizing adult learning principles that include self-directed learning, real-life learning, critical thinking, and metacognition.
Cultural Strategies for Teaching HIV/AIDS Prevention to American Indians
Author: McIntosh, Dannette R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Prevention,Measures (Individuals),American Indians,Learning Strategies,Problem Solving,Likert Scales,Surveys,Demography,Attitudes,Context Effect,Cultural Influences,Religious Factors,Community Role,Family Role,Story Telling,Humor,Time,Sexual Orientation,Multivariate Analysis,Discriminant Analysis,Adult Education,Cultural Awareness

The purpose of this study was to describe what tools and strategies Native Americans who live in Oklahoma believe are important in learning about HIV/AIDS, to determine if culturally specific information is important in developing prevention programs, and to ascertain learning strategies. Data collection was a two-part process. First, the Cultural Strategies Survey was distributed throughout Oklahoma by community gatekeepers. The survey consisted of demographic information, an 18-question Likert Scale, the questions for Assessing The Learning Strategies of AdultS (ATLAS), and an acculturation scale. Then, a &quot;talking circle&quot; was held after the data from the surveys were analyzed with the community gatekeepers. This process revealed that HIV prevention for American Indians is about traditional ways, personal beliefs, science-based beliefs, and tribal context, and it uncovered three distinct groups of learners. For some American Indians, using culture in prevention is not important at all; for others, certain strategies are somewhat important; and for another group, strategies that facilitate communication are important. ATLAS findings showed there were more Problem Solvers and Engagers than Navigators. This reflects a more traditional way of learning. (Contains 1 table.)
Technology, Learning, and Individual Differences
Author: Bear, Anne A. Ghost
Date: 2012-00-00
Type: Journal Articles
Subjects: Computer Literacy,Adult Learning,Andragogy,Literacy,Learning Strategies,Individual Differences,Independent Study,Inquiry,Lifelong Learning,Cognitive Style,Educational Principles,Learning Processes,Preferences,Computer Use,Influence of Technology,Educational Needs,Questionnaires,Online Searching,Merchandising

The learning needs for adults that result from the constant increase in technology are rooted in the adult learning concepts of (a) andragogy, (b) self-directed learning, (c) learning-how-to-learn, (d) real-life learning, and (e) learning strategies. This study described the learning strategies that adults use in learning to engage in an online auction process. The findings indicated that (a) the learning process of the participants supported adult learning principles, (b) there are additional descriptors for the learning strategy preference groups, (c) learners can achieve similar learning tasks by using different learning strategies, and (d) traditional literacy and computer literacy skills are enhanced by Internet use.
Identifying Individual Differences: A Cognitive Styles Tool
Author: Sanders, Perry R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Career Centers,Adult Education,Educational Principles,Identification,Individual Differences,Labor Market,Cognitive Style,Labor Force Development,Federal Legislation,Eligibility,Cognitive Processes,Learning Strategies,Interaction,Discriminant Analysis,Measurement Techniques

Although One-Stop Career Centers are mandated to promote client-centered services, patrons are ordinarily funneled through a standard procedure. Adult education principles suggest that these centers should be learner-centered and address individual differences. Therefore, the purpose of the this study was to describe the interaction of the cognitive styles of decision-making styles, ways of knowing approaches, and learning strategy preferences of customers of Workforce Oklahoma, a One-Stop Career Center in Tulsa, Oklahoma. To do this, data were collected from 255 customers at the center using the General Decision-Making Survey (GDMS), the Attitude Toward Thinking and Learning Survey (ATTLS), and Assessing The Learning Strategies of AdultS (ATLAS). While no interaction was found among these three cognitive processes using discriminant analysis, three naturally-occurring groups were found with cluster analysis for each decision-making styles and ways of knowing. Collectively, these findings were used to created a practitioner tool called AID: Addressing Individual Differences. (Contains 1 table and 2 figures.)
START! The Successful Transitions and Retention Track Program: A Comprehensive Approach to Supporting GED Holders Entering College
Author: Nix, J. Vincent
Date: 2012-00-00
Type: Journal Articles
Subjects: High School Equivalency Programs,Holistic Approach,College Students,Barriers,Academic Persistence,School Holding Power,Student Needs,Pilot Projects,College Instruction,Tutoring,Career Counseling,Individual Counseling

Students entering college face many obstacles to success. Students who received a General Education Development (GED) face additional barriers that must be addressed in order for success in higher education. The Successful Transitions and Retention Track Program employs a holistic approach to addressing the needs of GED holders entering college.
Transforming Teachers, Transforming Schools: Turning "Sages" into "Guides on the Side"
Author: McCrea, Steve
Date: 2012-07-00
Type: Journal Articles
Subjects: Brain Hemisphere Functions,Educational Change,Lecture Method,Scientific Research,Teaching Methods,Teacher Attitudes,Schemata (Cognition),Physiology,Online Courses,Classroom Environment,School Culture,Student Projects

Many teachers teach the way they were taught. If asked to explain why they lecture to their students, the response is often, "My teachers wrote on the board and I took notes. It worked for me." Brain research indicates that other techniques increase blood flow to parts of the brain associated with cognition. This presentation provides anecdotal evidence about the impact of this research when applied to a single classroom or in online classes. When a teacher becomes a "guide on the side," there is a change in the school's culture that can be measured. This presentation is extracted from a newly published book, Let's Lecture Less, edited by Steve McCrea (Visualandactive.com) and Mario Joel Llorente Leyva.
Challenges Encountered by a Distance Learning Organisation
Author: Malik, Sangeeta
Date: 2012-07-00
Type: Journal Articles
Subjects: Distance Education,Adult Education,Delivery Systems,Online Courses,Organizational Theories,Barriers,Performance Factors,Technology Uses in Education,Educational Practices

Distance learning as the name indicates is a learning, learner gets from distant places. In this learning system, learner and educators are separated by space & time. Lots of distance learning organizations are spreading to meet the increased demand of current & future needs of adult education. The rapid spread of these organizations doesn't mean that these organizations are easy to open and run. There are various challenges faced by these organizations.
Developing a Framework for the Effective Use of Blogs in Formative Assessment
Author: Joshi, Mahesh
Date: 2012-07-00
Type: Journal Articles
Subjects: Web Sites,Electronic Publishing,Web 2.0 Technologies,Computer Uses in Education,College Instruction,Teaching Methods,Guidelines,Evaluation Methods,Educational Technology,Formative Evaluation,Literature Reviews

The development of educational technologies has resulted in a fundamental shift in the educational paradigm with learning no longer equating to the assimilation of knowledge transmitted by textbooks and instructors but by personally building and communicating knowledge. The aim of this paper is to analyse and discuss the importance of infusing blogs as a formative assessment tool in university education. After describing the theoretical aims, design, implementation and evaluation of blogging as a formative assessment tool; the paper supports the argument for the educational use and pedagogical importance of blogging. The paper also highlights potential problems and limitations of the blogging as an assessment tool and provides a conceptual framework for the effective implementation of blogs for enhancing student learning outcomes.
Exploiting ICT and E-Learning in Teacher's Professional Development in Algeria: The Case of English Secondary School Teachers
Author: Guemide, Boutkhil
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Educational Technology,Electronic Learning,Computer Uses in Education,Distance Education,Technology Integration,Web Sites,Electronic Libraries,Guidelines,Program Descriptions,Educational Policy,Secondary School Teachers,Inservice Teacher Education,Second Language Instruction,English (Second Language),Program Content,Program Design

The real potential of ICT is the way it changes learners to become autonomous in their learning process. E-learning also plays a crucial role in today's life and in modern education. Its importance lies in the fact that people are finding that e-learning can make a remarkable change in teaching/ or learning: to how quickly they master a skill; how easy it is to study; and how much they enjoy learning. Besides, it can contribute to to policy-making in education: to raising standards; improving quality; removing barriers to learning and participation in learning, preparing for employment; upskilling in the workplace; and ultimately, ensuring that every learner achieves their full potential. E-learning can also be best exploited in teacher education and training. Since teacher development is critical, this paper explains why e-learning is a crucial factor in teacher development and outlines how both ICTs and E-learning can help English secondary school teachers' professional development in Algeria through the creation of an effective e-learning website. (Contains 2 tables and 1 figure.)
A Model for Beliefs, Tool Acceptance Levels and Web Pedagogical Content Knowledge of Science and Technology Preservice Teachers towards Web Based Instruction
Author: Horzum, Mehmet Baris
Date: 2012-07-00
Type: Journal Articles
Subjects: Technology Education,Web Based Instruction,Usability,Preservice Teachers,Pedagogical Content Knowledge,Knowledge Base for Teaching,Beliefs,Attitude Measures,Behavioral Science Research,Behavior Rating Scales,Schematic Studies,Student Teacher Attitudes,Difficulty Level,Intention,Predictive Measurement,Predictor Variables,Models,Foreign Countries

One of the applications applied most nowadays is web based instruction (WBI). Although there are many studies on WBI, no study which researched the relations between beliefs for WBI, WBI tools acceptance levels and web pedagogical content knowledge (WPCK) of science and technology pre-service teachers was found among these studies. The aim of this study is to examine this relation. In accordance with this aim, the study group of the study consisted of 363 pre-service teachers. The data collected from pre-service teachers under the research were collected with scales of belief, tools acceptance and WPCK towards WBI. 3 scales were used for the data collection in the research. The data were analyzed with structural equation modeling in the research. As a result of the research, behavioral and contextual beliefs in WBI beliefs were medium level. Perceived usefulness, ease of use, perceived attitude and intention positively affect WBI tools acceptance levels of pre-service teachers. When the relation between beliefs, tools acceptance levels and web pedagogical content knowledge of science and technology education pre-service teachers towards WBI is analyzed, it is seen that beliefs towards WBI affect acceptance levels of WBI tools and WBI tools acceptance levels affect web pedagogical content knowledge. (Contains 6 tables and 4 figures.)
A Multi-Cultural Interaction through Video Conferencing in Primary Schools
Author: Duygu Eristi, Suzan
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Multicultural Education,Intercultural Communication,Elementary School Students,Grade 5,Art Education,Student Attitudes,Distance Education,Web Based Instruction,Instructional Effectiveness,Qualitative Research,Interviews,Content Analysis,Interactive Video,Computer Mediated Communication,Videoconferencing

This study investigated Turkish and Canadian primary school students' ways of expressing their perception of cultural understanding through video conferencing and that of cultural interaction through video conferencing. The qualitative research data were collected in the form of interviews. The results obtained were analyzed and interpreted based on the quantitative content analysis method. The research results revealed that the majority of the students explained their viewpoints through the effectiveness of the process. The students highlighted the importance of learning a different culture, using technology effective and recognizing new friends in the process. Most of the students indicated that videoconferencing encouraged them to learn and understand about different cultures, helped them develop cultural awareness, attracted their attention and increased their motivation. (Contains 1 table.)
Teaching English through Open Non-Formal Education (ONFE) in Bangladesh with an Effective Integration of ICT to Support Learning
Author: Rahman, Md. Mizanoor
Date: 2012-07-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Foreign Countries,Distance Education,English Instruction,Technology Integration,Nonformal Education,Program Effectiveness,Second Language Learning,Second Language Programs,Handheld Devices,Open Education,Delivery Systems,Communicative Competence (Languages),Educational Media,Program Descriptions,Educational Strategies

The program entitled &quot;English in Action (EIA)&quot;, 9 year period DFID funded project in Bangladesh, was launched in 2008, for the desire to bring a change in the learning of English language. EIA works to reach a total of 25 million primary and secondary students and adult learners through communicative language learning techniques and the use of ICT, textbooks and supplementary materials in an innovative way. The project has been running, with the help of BBC World Service Trust and BBC Learning English, the program entitled &quot;BBC Janala&quot;, an initiative that is providing English language lessons to citizens via their mobile phones as part of the wider English in Action program in Bangladesh. Survey research found that women are particularly interested in learning by mobile (especially given its &quot;any time, any place&quot; nature). That means, it is absolutely being implemented as a non-formal education (NFE) under the Open and Distance Learning (ODL) mode what is known as Open Non-formal Education (ONFE). BBC Janala allows Bangladeshis to access short (2-3 minute) audio lessons through a simple voice call by calling a four digit short code. The program has been a real challenge as it has the ability to address the need of students with an effective integration of ICT to support learning. This paper discusses how one increasingly ubiquitous ICT device--the mobile phone--has become increasingly relevant to learners in Bangladesh, in various ways and contexts.
Accreditation of Open and Distance Learning: A Framework for Turkey
Author: Kocdar, Serpil
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Mixed Methods Research,Qualitative Research,Focus Groups,Questionnaires,Evaluation Criteria,Program Evaluation,Program Development,Accreditation (Institutions),Distance Education,Expertise,Delphi Technique,Open Universities,International Education,Quality Assurance,Educational Technology

The purpose of this study is to develop a framework for the accreditation of higher open and distance learning (ODL) programs in Turkey. The study was designed as a sequential monomethod multistrand mixed model including two strands which were both qualitative (QUAL[arrow right]QUAL). In the first strand, both quantitative and qualitative data were collected through a three-round Delphi study with an expert panel consisting of 28 experts. In the second strand, qualitative data were collected via focus group interview. Based on a comprehensive literature review and the findings from the study, a framework was proposed including an initial accreditation process for new ODL programs and a re-accreditation process for ongoing programs. In addition, 35 criteria for new programs and 42 criteria for ongoing programs were developed to be used in the accreditation process. (Contains 2 tables and 2 figures.)
Critical Reading of Research Articles as Oral Activator in the Language Class
Author: Vivanco, Veronica
Date: 2012-07-00
Type: Journal Articles
Subjects: Reading Instruction,Critical Reading,English (Second Language),Educational Practices,Critical Thinking,Oral Reading,Classroom Techniques,Teaching Methods,Classroom Communication,Student Experience,Learner Engagement,Journal Articles,Student Participation,Simulation,Student Attitudes,Instructional Effectiveness,Scientific and Technical Information

This paper reports on an experience carried out with second course students of the School of Aeronautical Engineers at the Polytechnic University of Madrid in the subject class Modern Technical Language. In the previous years the problem in that class had been the scarce participation of the students in the oral practices. They seemed to be lead and exclusively represented by a few students when it came to oral participation. The students proposed tackling recent research articles in which opinions could be discussed. The reading of these articles has risen new elements that work as language activators in the language classroom: critical reading and thinking have developed participation in the oral activities and produced a noticeable influence on their scientific and humanist thinking and behavior. From this, we may extract the consequence that the experience is not only related to scientific knowledge, since it has made them better speakers or speaking-counterparts and more class-participating and collaborative, which implies that the human, scientific and linguistic factors progress at the same time through the critical experience. This way, the exposition of their critical ideas has developed both their humanism and scientific mind. These two facets which seem to belong to far away fields become a bond in our experience: the process is scientific since it tries to be a systematic study of the knowledge fleshed in written texts and it is also humanist because it fulfills the students need to grow up as persons, that is absorbing knowledge and processing it in order to produce a new personal approach to the world.
Comparison of Novice Programmers' Performances: Blended versus Face-to-Face
Author: Cakiroglu, Unal
Date: 2012-07-00
Type: Journal Articles
Subjects: Cognitive Processes,Novices,Retention (Psychology),Preservice Teacher Education,Preservice Teachers,Conventional Instruction,Introductory Courses,Instructional Effectiveness,Educational Technology,Distance Education,Web Based Instruction,Programming,Computer Science Education,Synchronous Communication,Asynchronous Communication,Comparative Analysis,Blended Learning,Quasiexperimental Design,Control Groups,Experimental Groups,Pretests Posttests,Data Analysis,Laboratories

This study investigated the effect of blended learning on novices' understandings of the introductory programming. A quasi-experimental design with participants of preservice computer and instructional technologies teachers, one control group (CG, N =64) and one experimental group (EG, N=61) who received the course 11 weeks. While face-to-face courses were taught face-to-face in classroom and in lab, blended courses were conducted in synchronous and asynchronous settings and also in lab sessions. The pretest, posttest and delayed tests were used to collect data. The participants in two groups were separated into three categories (poor, average and good) according to the pretest results. The results of the study showed that blended and face-to-face courses have statistically similar effects on academic achievements among the three categories. However the delayed test results showed that, face-to-face courses were more effective on permanence than blended courses. Thus, considering the main goal of the introductory programming courses as enhancing students in the second category progress into the third, the organization of blended courses had to be revisited. Nevertheless, this study supported the idea that "Crucial challenges may exist on teaching some subjects via blended learning, which include intensive cognitive processes and some new approaches are needed to enhance permanence". (Contains 11 tables and 6 figures.)