ethanporcaro/eric-fulltext-meta huggingface dataset:
A Renaissance of Audio: Podcasting Approaches for Learning on Campus and Beyond
Author: Edirisingha, Palitha
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Distance Education,Educational Strategies,Computer Assisted Instruction,Asynchronous Communication,Internet,Computer Mediated Communication,Educational Technology,Handheld Devices,Technology Integration,Audiovisual Communications,Instructional Materials,Multimedia Materials

In this paper, we urge practitioners to consider the potential of podcasting for teaching, learning and assessment. Our perspective is drawn from research on IMPALA (Informal Mobile Podcasting And Learning Adaptation), which showed that there is a range of successful podcasting approaches for students on campus. After briefly surveying the background literature, we provide examples of three approaches, from three different universities: 1) helping students to prepare presentations and assessed work, 2) offering feedback from staff on students' assessed work, and 3) assisting undergraduates to make the transition from school or college to university. Finally, we would like readers to consider how podcasting approaches like these can be converted for distance education. On the evidence available to date from IMPALA and other studies, we feel confident in predicting that podcasting will be integrated more and more into distance education, to the immense benefit of the long distance learner.
Tutoring at a Distance, Online Tutoring and Tutoring in Second Life
Author: Hawkridge, David
Date: 2010-00-00
Type: Journal Articles
Subjects: Web Sites,Electronic Publishing,Open Universities,Distance Education,Educational Technology,Tutors,Teleconferencing,Virtual Classrooms,Tutoring,Foreign Countries,Higher Education,Electronic Learning,Computer Assisted Instruction,Computer Mediated Communication,Online Courses,Synchronous Communication,Asynchronous Communication,Electronic Mail

Research into tutoring at a distance has a fairly long history and the functions of tutors in distance education institutions are well understood. Over the past 20 years research into online tutoring has advanced significantly as such institutions have &quot;gone electronic&quot;: in this paper we cite published research from the UK Open University. Recently, blogs, wikis and podcasts have arrived to supplement established systems like email, virtual learning environments (VLEs, such as Blackboard) and computer conferencing. Little research has been published so far, however, on tutoring distant students in three-dimensional multi-user virtual environments (3-D MUVEs). Distance educators may well ask whether the best practices from tutoring at a distance and online tutoring can be transferred to these environments, which do &quot;not&quot; resemble VLEs. To clarify what may or may not be feasible in a prime example of a 3-D MUVE, this paper elucidates tutoring by and through avatars on a Second Life Island created by the Beyond Distance Research Alliance at the University of Leicester (which has 7,000 students learning at a distance). It analyses what can be done in Second Life by way of meeting students' needs for tutoring, and discusses some of the opportunities and challenges inherent in asking students and tutors to meet in such an environment. (Contains 1 table.)
Empirical Research on Learners' Perceptions: Interaction Equivalency Theorem in Blended Learning
Author: Miyazoe, Terumi
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interaction,Educational Theories,Course Content,Teacher Student Relationship,Student Surveys,Student Attitudes,Second Language Instruction,English (Second Language),Online Courses,Web Based Instruction,Electronic Learning,Instructional Design,Distance Education,Asynchronous Communication,Blended Learning,Internet,Computer Mediated Communication,Discussion Groups

This paper reports on an empirical research on the Interaction Equivalency Theorem posited by Anderson (2003a), consisting of the three elements of teacher-student-content interaction. Using an author-developed survey, the paper reports the priority order of interaction elements to assure learning quality with two parameters of learning modes and subject orientations. The inventory was tested in four universities with a total of 236 students. The results revealed that student-teacher interaction for face-to-face (F2F) and language-oriented course, and student-content for online and knowledge-oriented course were prioritized in students' perceptions to obtain higher satisfaction. In addition, the experience of increased asynchronous online written interaction with peers in the blended course design produced a change in the students' perceptions towards the necessary interaction elements. The research therefore adds empirical validity of the Theorem. Further research directions regarding the Theorem are also provided. (Contains 7 figures and 1 table.)
Emotional Obstacles for E-Learning--A User Psychological Analysis
Author: Juutinen, Sanna
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Psychological Patterns,Barriers,Interaction,Emotional Response,Job Training,Employee Attitudes,Foreign Countries

E-learning has constantly increased its importance in education. Both public and private organizations use it extensively. However, doubts have been expressed in regards to its effectiveness. These difficulties often have their origin in human-system interaction, thus there is the necessity to investigate interaction in e-learning. We approach these interaction problems from a user psychological point of view. This means that we apply psychological concepts, methods and theories to solve interaction problems. In this paper, we want to emphasize that there are many emotional aspects in the human-technology interaction processes, and consequently we analyze the emotional processes involved in e-learning. Here we have studied the e-learning system used by the Finnish Tax Administration to train their employees. We presented their students with a questionnaire analyzing different emotional aspects of the learning process. By means of factor analysis we found that the respondents could be divided into two major groups. The members of the first group were successful and felt pride in their performance, while those of the second were less successful and developed shame reactions towards e-learning. From our point of view, it is essential that the negative group is able to be transformed as much as possible into a positive one. (Contains 1 figure and 3 tables.)
Corporate Blended Learning in Portugal: Current Status and Future Directions
Author: Marcal, Julia
Date: 2010-00-00
Type: Journal Articles
Subjects: Industrial Training,Blended Learning,Foreign Countries,Electronic Learning,Distance Education,Surveys,Cooperation,Integrated Learning Systems,Evaluation,Outcomes of Education

The aim of this study is to characterize the current status of blended learning in Portugal, given that b-learning has grown exponentially in the Portuguese market over recent years. 38 organizations (representing 68% of all institutions certified to provide distance training by the Government Labour Office--DGERT-) participated in this study. The results revealed that in 2007, although the predominant instructional format in Portugal was still face-to-face training (65%), e-learning at 15% came in behind b-learning with 20%. Data also revealed that 50% of distance training department coordinators believe that b-learning produces better training outcomes than face-to-face training alone, when considering the same content and learning objectives. Furthermore, when comparing b-learning and e-learning outcomes with similar content and learning objectives, 78.1% of these coordinators declared that b-learning produces better outcomes than e-learning alone. Hence, the content analysis indicated positive perceptions with regard to the future direction of b-learning, leading to the conclusion that in the long-term, corporate b-learning training will develop considerably in this country. (Contains 7 tables.)
Successful E-Learning in Small and Medium-Sized Enterprises
Author: Paulsen, Morten Flate
Date: 2009-00-00
Type: Journal Articles
Subjects: Electronic Learning,Small Businesses,Foreign Countries,Corporate Education,Delivery Systems,Online Courses,Performance Factors,Case Studies,Barriers,Cost Effectiveness,Graduation Rate,Participant Satisfaction,Educational Quality,Distance Education,Online Vendors

So far, e-learning has primarily been used when there are many learners involved. The up-front investments related to e-learning are relatively high, and may be perceived as prohibitive for small and medium-sized enterprises (SMEs). Some e-learning is, however, getting less expensive, and some e-learning models are more suited for small-scale training than others. Therefore, this article presents some e-learning experiences derived from case studies of eighteen enterprises in eight European countries. The case studies represent small, medium-sized and large enterprises as well as e-learning providers. The analysis suggests that SMEs could use e-learning successfully based on three different types of courses: Generic courses, sector courses and internal courses. The small enterprises have so few employees that they are most likely to enrol individual students in generic courses. The medium-sized enterprises may also benefit from more specialized sector courses offered through a branch association or in cooperation with suppliers or chains. Large enterprises may have enough resources to develop e-learning courses internally. The e-learning providers are SMEs that may be especially interesting as examples of how other enterprises may use e-learning in the future. The article concludes with a number of success factors and advantages with e-learning in SMEs. (Contains 1 table.)
Teacher-Coach Role Conflict in School-Based Physical Education in USA: A Literature Review and Suggestions for the Future
Author: Konukman, Ferman
Date: 2010-00-00
Type: Information Analyses
Subjects: Physical Education,Role Conflict,Athletic Coaches,Physical Education Teachers,Literature Reviews,Teacher Role,Undergraduate Students,Student Teachers,Majors (Students)

Teaching and coaching are two different occupational roles, and teachers who also coach have stressful work environments common to all educational settings, but each occupational role has specific stress and burnout problems. The responsibilities of physical education (PE) teachers and coaches are distinguishable from one another. These different roles and role conflicts may create stress among PE teachers who also coach. The history of physical education shows that there are contextual factors that promote PE teacher-coach role conflict. The aim of this paper is to analyse these contextual factors via using a literature review analysis and to provide suggestions about teacher-coach role conflict for school-based physical education in USA.
On-Line Course Curricula and Interactional Strategies: The Foundations and Extensions to Adult e-Learning Communities
Author: Chaves, Christopher A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Transfer of Training,Adult Learning,Adult Students,Course Content,Interaction,Models,Educational Strategies,Curriculum Design,Workplace Learning,Interpersonal Relationship,Community,Andragogy,Educational Theories,Online Courses,Web Based Instruction,Electronic Learning,Instructional Design,Distance Education

The purpose of this article is to provide researchers and, in particular, practitioner-scholars of e-learning curricular designs and instructors with one conceptual model that supports more involvement and interaction within on-line courses. The "On-line Curriculum Interaction Model" posited by the author is informed by the foundational philosophical, theoretical, research-based results, and professional experience (i.e., Blackboard, WebCT, eCollege) about on-line learning and interactional strategies designed to create community and better transfer of learning among adult learners. Specifically, four levels of interaction stages are explored to describe ascending levels of interaction including initial course content (academic) involvement, student-peer interaction, and instructor-student interaction within various on-line learning community e-contexts, for workplace application. (Contains 1 figure.)
Towards Innovative Virtual Learning in Vocational Teacher Education: Narratives as a Form of Meaningful Learning
Author: Haverila, Matti
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education,Learning Strategies,Adult Learning,Adult Students,Andragogy,Personal Narratives,Reflection,Educational Principles,Self Concept,Open Universities,Transfer of Training,Metacognition,Student Attitudes,Online Courses,Web Based Instruction,Electronic Learning,Distance Education,Internet,Computer Mediated Communication,Discussion Groups,Vocational Education,Interviews,Content Analysis,Virtual Classrooms

The purpose of the research was to get insights into the ways learning strategies typically used by adult learners can be taken into consideration when designing web-based courses to facilitate learning in teacher education. Teacher students wrote narratives in discussion forums by completing various types of group projects. The relevant theoretical frameworks regarding the transfer effect, learning strategies and meaningful learning are discussed. The narratives of the teacher students are then analysed. In order to achieve meaningful learning in online teacher education, careful pedagogical principles need to be followed. The learning environment should provide the students possibilities to utilize effective learning strategies like reflection, prior experience, conversations and authentic experiences in order to achieve better learning results. Finally conclusions and recommendations are presented.
Mobile Learning: From Single Project Status into the Mainstream?
Author: Zawacki-Richter, Olaf
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Distance Education,Access to Education,International Education,Educational Trends,Web Based Instruction,Blended Learning,Internet,Computer Mediated Communication,Educational Technology,Handheld Devices,Laptop Computers,Technology Integration,Teacher Surveys,Teacher Attitudes

During recent years, many distance teaching as well as residential institutions have started to experiment with mobile learning through pilot projects as part of their e-learning and technology enhanced learning environments. The practical experience gained with the employment of strategies and approaches within distance education can assist with the conceptualisation of mobile learning as well as the development of applications for this new learning medium. Information and communication technologies (ICTs)--especially mobile devices--open up new paths for learning support and opportunities to reach a wider audience for (higher) education. However, will mobile learning bring about a paradigm shift in distance education? Or is it perhaps a new generation of distance education? Does it afford new opportunities for teaching and learning in terms of access and flexibility? This paper reports on an international survey that was conducted amongst distance educators in order to explore these questions. (Contains 17 figures and 7 tables.)
The Influence of Experience, Ability and Interest on e-Learning Effectiveness
Author: Haverila, Matti
Date: 2009-00-00
Type: Journal Articles
Subjects: Electronic Learning,Program Effectiveness,Foreign Countries,Learning Experience,Comparative Education,Models,Computer Software,Courseware,Learning Processes,Predictor Variables,Mail Surveys,Student Attitudes,Influences,Academic Ability,Student Interests

The purpose of this paper is to report the findings of a research conducted to evaluate the effect of learning preconceptions, prior e-learning experience, ability and interest of students on their perceptions regarding the process of e-learning. We study the effectiveness of e-learning as it relates to the level of e-learning experience. The participants came from two courses: Software business course at Tamk University of Applied Sciences in Tampere, Finland, and e-learning Professional course at Open University in United Kingdom. We use a quantitative and a qualitative research approach to interpret the results of this research study. The results imply that there are significant differences between the two groups regarding their perceptions of the effectiveness of e-learning. We provide specific recommendations for the practitioners, discuss the implications for educators, and provide suggestions for further research on e-learning. (Contains 1 figure and 5 tables.)
Swimming in the Deep-End: An E-Mentoring Approach to Help Mature Students' Transition to Higher Education
Author: Edirisingha, Palitha
Date: 2009-00-00
Type: Journal Articles
Subjects: Higher Education,Mentors,Learning Strategies,Social Capital,Transitional Programs,Electronic Learning,College Preparation,Adult Students,Access to Education,School Orientation,Participant Satisfaction,Academic Persistence,Nontraditional Students,Self Efficacy,Educational Counseling,Foreign Countries

This paper reports findings from research into the benefits of e-mentoring for mature students (21 years old and above) preparing for university study through taking Access courses. The research was carried out at Kingston University in the UK in the context of current policies of widening participation in higher education (HE). It was aimed at adding to student satisfaction and retention in university, particularly for those from families without a background in HE. Previous studies suggested that good pre-entry preparation and support improves students' chances of success in HE. This paper describes how an e-mentoring scheme, called eAccess, was developed to prepare students taking Access courses for learning at undergraduate level. The research showed that eAccess supported students in three ways: learning about university life, helping with the HE application process and developing confidence and effective learning strategies. The paper identifies the potential of e-mentoring schemes to enable students to prepare better for HE through the development of social capital which enables them to tap into &quot;hot knowledge&quot;--an un-codified and un-institutionalised form of knowledge available amongst mature undergraduates at university.
The E-Learning Readiness of Cyprus Primary Teachers Ahead of Dias System Integration into Cyprus Schools
Author: Hadjiathanasiou, Panayiota
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Readiness,Elementary School Teachers,Technology Integration,Computer Literacy,Teacher Attitudes,Preservice Teachers,Faculty Development

This research study aimed to evaluate the e-learning readiness of Cyprus's primary teachers ahead of DIAS web-platform integration into Cyprus's schools. The Cyprus Ministry of Education and Culture (MOEC) aims through DIAS to enhance the integration of e-learning in all areas of the curriculum in primary and secondary education. As the effective implementation of e-learning in schools relies on teachers' abilities, beliefs and motivations, there is a clear need to understand where teachers are in terms of their level of ICT adoption, so that if necessary suggestions might be made for raising their e-learning readiness. This study focused on a theoretical framework that evaluated teachers' e-readiness by measuring their technological, psychological and pedagogical readiness for conversion to a blended learning system. The research used a questionnaire and an interview survey as principal methods of data collection. The research results revealed that Cyprus' primary teachers need continuous professional development in order to: (a) become psychologically ready to move towards e-learning and (b) to realize how pedagogical practices change in an e-learning environment. The study concludes by suggesting ways that might increase Cyprus' primary teachers' e-learning readiness, so that they will embrace the DIAS system in their daily teaching practices. (Contains 1 figure and 3 tables.)
Designing Online Learning Communities: Lessons from Eksisozluk
Author: Soylu, Firat
Date: 2009-00-00
Type: Journal Articles
Subjects: Electronic Learning,Instructional Design,Motivation,Cooperation,Community,Program Descriptions,Surveys,Educational Strategies,Case Studies,Social Environment,Use Studies,Interviews,Asynchronous Communication,Internet,Computer Mediated Communication,Electronic Publishing,Web Sites,Participation,Dictionaries,Turkish

Lack of student participation and intrinsic motivation in online learning environments is a challenge to instructional design. There are some online communities which overcome this challenge by attracting participants from diverse backgrounds to engage, learn, and share information within their context. Eksisozluk, an online collaborative dictionary, is one of these communities. In this study we inquire for the unique characteristics of Eksisozluk that can be applied to online learning environments to increase student motivation and participation. Study data were collected through online surveys and one-to-one interviews. Study findings show that the unique characteristics of Eksisozluk include a community history, individual identities evolved through participation, an effective search facility, and representation of multiple perspectives. In the implications for practice section, we discuss the identified characteristics and address some strategies to implement them in learning environments. (Contains 3 figures and 1 table.)
Implementing a Cost Effectiveness Analyzer for Web-Supported Academic Instruction: A Campus Wide Analysis
Author: Cohen, Anat
Date: 2009-00-00
Type: Journal Articles
Subjects: Cost Effectiveness,Models,Courses,Web Based Instruction,Universities,Efficiency,Educational Quality,Knowledge Management,Foreign Countries

This paper describes the implementation of a quantitative cost effectiveness analyzer for Web-supported academic instruction that was developed in Tel Aviv University during a long term study. The paper presents the cost effectiveness analysis of Tel Aviv University campus. Cost and benefit of 3,453 courses were analyzed, exemplifying campus-wide analysis. These courses represent large-scale Web-supported academic instruction processes throughout the campus. The findings were described, referring to students, instructors and university from both the economical and educational perspectives. The cost effectiveness values resulting from the calculations were summarized in four &quot;coins&quot; (efficiency coins=$; quality coins; affective coins; and knowledge management coins) for each of the three actors (students, instructors and university). In order to examine the distribution of those values throughout the campus assessment scales were created on the basis of descriptive statistics. The described analyzer can be implemented in other institutions very easily and almost automatically. This enables us to quantify the costs and benefits of Web-supported instruction on both the single-course and the campus-wide levels. (Contains 1 figure and 3 tables.)