ethanporcaro/eric-fulltext-meta huggingface dataset:
Learner Behaviour in a MOOC Practice-Oriented Course: In Empirical Study Integrating TAM and TPB
Author: Yang, Hsi-Hsun
Date: 2017-08-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Student Attitudes,Correlation,Intention,Student Behavior,Behavior Theories,Student Surveys,Questionnaires,Structural Equation Models,Animation,Difficulty Level,Foreign Countries,College Students,High School Students,Regression (Statistics),Goodness of Fit,Usability,Least Squares Statistics

Few practice-oriented courses are currently integrated into online learning platforms, such as OpenCourseWare, Khan Academy, and Massive Open Online Courses (MOOCs). It is worthwhile to explore how learners respond to information technology and new teaching methods when practice-oriented course are placed online. Therefore, this study probes learner willingness to participate in a practice-oriented course distributed through a MOOC platform, investigating relationships among perceptions, behavioural intentions, and actual behaviour. The current research framework integrates the Technology Acceptance Model and the Theory of Planned Behavior as its core theoretical basis. Empirical data were collected through a cross-section survey. All participants were students of 2D Animation Production, with a total of 272 respondents. The questionnaire data used Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis. Results show: (a) attitude exerted the greatest influence on learners' behavioural intention; (b) learners' perceived behaviour control, subjective norm, and attitude, which directly and positively influence their behavioural intention; (c) behavioural intention exhibited dual mediation effects; (d) behavioural intention positively influenced actual behaviour in the C-TAMTPB model, with a high level of overall model fit.
The Use of Social Media in E-Learning: A Metasynthesis
Author: Mnkandla, Ernest
Date: 2017-08-00
Type: Journal Articles
Subjects: Social Media,Electronic Learning,Educational Technology,Higher Education,Distance Education,Cooperative Learning,Electronic Publishing,Qualitative Research,Meta Analysis,Diaries,Collaborative Writing,Web Sites,Problem Solving,Knowledge Level,Social Influences,Teamwork,Trust (Psychology),Communities of Practice,Educational Environment,Literature Reviews

The adoption of social media in e-learning signals the end of distance education as we know it in higher education. However, it appears to have very little impact on the way in which open and distance learning (ODL) institutions are functioning. Earlier research suggests that a significant part of the explanation for the slow uptake of social media in e-learning lies outside of conventional factors attributed to distance learning reforms. This research used the conceptual framework for online collaborative learning (OCL) in higher education. Social media such as blogs, wikis, Skype or Google Hangout, Facebook; and even mobile apps, such as WhatsApp; could facilitate deep learning and the creation of knowledge in e-learning at higher educational institutions. This metasynthesis is an interpretative integration of peer-reviewed qualitative research findings on social media in e-learning. It includes a synthesis of data, research methods, and theories used to investigate social media in e-learning. Seven themes emerged from the data which have been recrafted into a framework for social media in e-learning as the final product. The proposed framework could be useful to instructional designers and academics who are interested in using modern learning theories and want to adopt social media in e-learning in higher education as a deep learning strategy.
The Relation between Academic Procrastination of University Students and Their Assignment and Exam Performances: The Situation in Distance and Face-to-Face Learning Environments
Author: Yilmaz, M. Betul
Date: 2017-09-00
Type: Journal Articles
Subjects: Distance Education,Synchronous Communication,Educational Environment,Time Management,Academic Achievement,Correlation,Regression (Statistics),Foreign Countries,Formative Evaluation,Integrated Learning Systems,Assignments,Undergraduate Students,Online Courses,Electronic Learning,Tests,Surveys,Statistical Analysis

The relation between assignment and exam performances of the university students and their academic procrastination behaviors in distance and face-to-face learning environments was investigated in this study. Empirical research carried out both in face-to-face and online environments have generally shown a negative correlation between academic procrastination and academic performance. However, the effect of academic procrastination on assignments in distance learning setting has not been analyzed extensively. To understand the interaction between academic procrastination and the learning environment; assignment and exam performances of eighty-eight university students in face-to-face (FtF) and distance learning (DL) environments were investigated. According to the findings of the study, students' academic procrastination and assignment scores were negatively correlated in both environments but especially in DL setting. Contrary to this, academic procrastination and exam scores were correlated to each other only in FtF environment. On the other hand, there was no correlation between total assignment and exam scores for DL group, while a medium positive correlation was found in FtF group. The findings of binary logical regression analysis demonstrated that predictive value of the DL environment for assignment score is much stronger than academic procrastination behavior of students.
Children&apos;s Perspective of Game: A Comparison of the Public and Private Schools
Author: Gündüz, Nevin
Date: 2017-09-00
Type: Journal Articles
Subjects: Childhood Attitudes,Parents,Games,Public Schools,Private Schools,Grade 3,Elementary School Students,Foreign Countries,Comparative Analysis,Parent Surveys,Semi Structured Interviews,Content Analysis,Qualitative Research,Play,Statistical Analysis

The purpose of this research is to determine what the game means from the perspectives of children studying at public and private schools. Four questionnaires were applied to all the third grade parents of four schools; two public and two private schools in Ankara, and questionnaires were completed and sent back by 212 parents. A total of 32 volunteer students from four schools, 4 girls and 4 boys, who were determined according to the results of parents surveys consist of our student research group. Qualitative data were obtained by semi-structured interview technique. Content analysis technique was used for qualitative data and six main themes were created. As a result, children at private and public schools have described as ''the meaning of the play'' theme, as ''having fun, being happy, having a good time with friends, &quot;learning new rules, being healthy and doing sports''. In the research, they also stated that they play game types such as ''rope, hide, hide and seek'' which do not require materials in public schools while they indicated they play games such as ''ball, dart, taboo and technological games'' in private schools. Children indicated that they play at school competitive games prepared by teachers in physical activities lessons. It is concluded that, there is not too much change in the meaning of the game in terms of children who study at private and public schools. Children's type of game and materials especially change for both girls and boys and schools. Although there are purpose of &quot;enjoy&quot; for both of the two groups, but materials and games that used and played are different.
A Learner Corpus-Based Study on Verb Errors of Turkish EFL Learners
Author: Can, Cem
Date: 2017-09-00
Type: Journal Articles
Subjects: Verbs,Computational Linguistics,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Foreign Countries,Interlanguage,Error Patterns,Language Tests,Error Analysis (Language),Program Design,Instructional Materials,Material Development,Identification,Classification,Morphemes,Turkish,Native Language

As learner corpora have presently become readily accessible, it is practicable to examine interlanguage errors and carry out error analysis (EA) on learner-generated texts. The data available in a learner corpus enable researchers to investigate authentic learner errors and their respective frequencies in terms of types and tokens as well as contexts in which they regularly occur. The need to consider these authentic learner errors in the design of useful language learning programs and remedial teaching materials has been widely emphasized by many researchers (see e.g., Juozulynas, 1994; Mitton, 1996; Cowan, Choi, &amp; Kim, 2003; Ndiaye &amp; Vandeventer Faltin, 2003; Allerton et al., 2004). This study aims at analyzing inflectional, derivational and word form errors for verbs produced by Turkish EFL learners across six distinct proficiency levels, A1-A2; B1-B2; C1-C2, as defined by Common European Framework of Reference for Languages (henceforth CEFR) (Council of Europe, 2001). The corpus used in this study is the Cambridge Learner Corpus (CLC), the largest annotated test performance corpora which enables the investigation of the linguistic and rhetorical features of the learner performances in the above stated proficiency bands. The findings from this study seem to indicate that, across different proficiency levels and across different registers and genres, the most common verb error categories are incorrect tense of verb (TV), wrong verb choice (RV), wrong verb form (FV), missing verb (MV), and verb agreement (AGV) errors. This study's approach uses the techniques of computer corpus linguistics and has its roots in the Error Analysis framework as proposed by Corder (1971): identification, description, classification and explanation of errors.
Design of Education Methods in a Virtual Environment
Author: Yavich, Roman
Date: 2017-09-00
Type: Journal Articles
Subjects: Training Methods,Instructional Design,Information Technology,Online Courses,Electronic Learning,Educational Technology,Virtual Classrooms,Web 2.0 Technologies

The purpose of the presented article is to review existing approaches to modern training methods design and to create a variant of its technology in virtual educational environments in order to develop general cultural and professional students' competence in pedagogical education. The conceptual modeling of a set of methods for students' training in the conditions of an information-and-communication saturated environment was carried out by means of a subject-design method within the framework of prescriptive theory. This allowed us to allocate the stages in designing the methods of student training when using a virtual educational environment. The presented results reflect the general approach to the design of teacher activity including the design of training methods on the basis of accounting for the primary structural components of educational technologies. The given results of examining the features and the opportunities of the virtual educational environment allow us to define the essence of training methods enrichment as well as mechanisms of self-adjustment and self-improvement for a training methods system in educational information environments, and to formulate conclusions about the impossibility of creating modern educational processes without virtual educational environments.
The Predictive Power of Preschool Children&apos;s Social Behaviors on Their Play Skills
Author: Ergin, Büsra
Date: 2017-09-00
Type: Journal Articles
Subjects: Play,Predictor Variables,Social Behavior,Antisocial Behavior,Aggression,Depression (Psychology),Interpersonal Relationship,Young Children,Early Childhood Education,Foreign Countries,Surveys,Regression (Statistics),Correlation

The aim of this research study is to investigate children's play skills in terms of social behaviours (physical aggression, relational aggression, positive social behaviors, and depressive feelings). The participants in this study consisted of 300 children between 60 and 72 months studying at preschool education institutions. The research data were collected via the &quot;Preschool Social Behaviour Scale-Instructer Form&quot; and the &quot;Play Skills Assessment Scale.&quot; Pearson's correlation analysis and simple linear regression analysis were performed to evaluate the data. The results of the research study indicate that there is a significant positive correlation between children's positive social behaviours and play skills while there is a significant negative relationship between children's play skills and the subscales of physical aggression, relational aggression, and depressive feelings. Besides, the results indicate that children's social behaviours (physical aggression, relational aggression, positive social behaviors and depressive feelings) are predictive of play skills. It can be concluded that 16.8% of total variance is explained by the subscales &quot;positive social behaviors,&quot; 9.6% is explained by &quot;relational aggression,&quot; 2.4% is explained &quot;physical aggression&quot; and 1.2% is explained by &quot;depressive feelings.&quot;
Nonnative English-Speaking Students&apos; Lived Learning Experiences with MOOCs in a Regular College Classroom
Author: Cho, Moon-Heum
Date: 2017-08-00
Type: Journal Articles
Subjects: Student Experience,Large Group Instruction,Online Courses,Educational Technology,Technology Uses in Education,Online Surveys,Observation,Journal Writing,Social Media,Foreign Countries,Phenomenology,Language of Instruction,English (Second Language),College Students,Web 2.0 Technologies,Interviews,Novelty (Stimulus Dimension),Student Attitudes,Video Technology,Learning Strategies,Student Motivation,Interaction

The goal of this study was to gain in-depth understanding about nonnative English-speaking students' lived experiences with massive open online courses (MOOCs) in a regular college classroom. Phenomenological methodology was used to examine those experiences in 24 Korean college students. Individual interviews, an open-ended online survey, observation notes, online weekly journal entries, and social media constituted the data sources. Findings show that students' lived experiences included (a) wonder and interest, (b) novel learning and teaching practices, (c) preference for video style, (d) learning strategies, (e) motivation to learn, and (f) need for face-to-face interaction. Implications for integrating a MOOC into a regular college course are also presented.
Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education
Author: Cronin, Catherine
Date: 2017-08-00
Type: Journal Articles
Subjects: Educational Resources,Educational Practices,Teaching Methods,Technology Uses in Education,College Faculty,Teacher Attitudes,Semi Structured Interviews,Constructivism (Learning),Grounded Theory,Educational Research,Educational Policy,Comparative Analysis,Teacher Collaboration,Technological Literacy,Privacy,Shared Resources and Services,Socialization,Teacher Role,Foreign Countries,Qualitative Research

Open educational practices (OEP) is a broad descriptor of practices that include the creation, use, and reuse of open educational resources (OER) as well as open pedagogies and open sharing of teaching practices. As compared with OER, there has been little empirical research on individual educators' use of OEP for teaching in higher education. This research study addresses that gap, exploring the digital and pedagogical strategies of a diverse group of university educators, focusing on whether, why, and how they use OEP for teaching. The study was conducted at one Irish university; semi-structured interviews were carried out with educators across multiple disciplines. Only a minority of educators used OEP. Using constructivist grounded theory, a model of the concept &quot;Using OEP for teaching&quot; was constructed showing four dimensions shared by open educators: balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching role expectations. The use of OEP by educators is complex, personal, and contextual; it is also continually negotiated. These findings suggest that research-informed policies and collaborative and critical approaches to openness are required to support staff, students, and learning in an increasingly complex higher education environment.
An Exploratory Study Investigating the Impact of a Differentiate Framework of Instruction on Generalist Teachers Perceived Confidence to Teach Visual Arts
Author: Eddles-Hirsch, Katrina
Date: 2017-00-00
Type: Journal Articles
Subjects: Art Education,Visual Arts,Self Esteem,Elementary Education,Foreign Countries,Individualized Instruction,Preservice Teacher Education,Student Attitudes,Instructional Effectiveness,Preservice Teachers,Mixed Methods Research,Surveys,Intervention,Pretesting

This article reports on an exploratory study that addressed the low confidence levels of 80 generalist primary student teachers enrolled in a mandatory visual arts course. Previous studies in this area have found that a cycle of neglect exists in Australia, as a result of educators' lack of confidence in their ability to teach visual arts. This is believed to create a knock on effect whereby generalist primary student teachers enter mandatory tertiary visual arts units with little belief in their own art ability. This exploratory study centred on proactively applying the Tomlinson Model of differentiation in an effort to raise student confidence levels. By providing students with multiple avenues to access essential course understandings, students' perceptions to teach visual arts changed significantly by course completion. This research has significance as there is a paucity of research re the implications of implementing a differentiated model of instruction at the tertiary level.
Developing Scholarly Identity: Variation in Agentive Responses to Supervisor Feedback
Author: Inouye, Kelsey S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Graduate Students,Doctoral Programs,Feedback (Response),Longitudinal Studies,Student Reaction,Professional Identity,Individual Power,Semi Structured Interviews,Theses,Differences,Student Experience,Psychological Patterns,Writing (Composition),Self Evaluation (Individuals),Foreign Countries

The central task for doctoral students, through the process of writing, feedback and revision, is to create a thesis that establishes their scholarly identity by situating themselves and their contribution within a field. This longitudinal study of two first-year doctoral students investigated the relationship between response to supervisor feedback on the thesis proposal and the development of scholarly identity (self-confidence, independence in research thinking, positioning the self in relation to others), through the lens of individual agency (self-assessing work, seeking and critically engaging with others' feedback in order to clarify research thinking). Data consisted of semi-structured interviews conducted over 3 months, different drafts of the research proposal, and written supervisor comments on the drafts. Narrative analysis and open coding were used to produce in-depth portraits of the individual experiences and perceptions of each participant. There were differences between the two individuals in their growing scholarly identities as regards their agency. The degree of agency exhibited in engaging critically with feedback in relation to self-assessment, and clarifying research thinking appeared linked to the development of the student's scholarly identity: her sense of confidence, scholarly independence in thinking, and positioning in relation to others. Such confidence and ownership in turn inspired greater agency. Interestingly, differences in the extent to which participants were agentive in relation to feedback appeared influenced by previous experiences with feedback. These results contribute a richer understanding of the relationship between use of supervisor feedback and growing scholarly independence.
Improving Digital Assessment Practice: A Case Study of a Cross-Institutional Initiative
Author: Chase, Anne-Marie
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Higher Education,Case Studies,Intercollegiate Cooperation,Undergraduate Students,Electronic Learning,Student Attitudes,Test Construction,Questionnaires,Interviews,School Personnel,Experience

Assessment practice is a crucial component of higher education learning and teaching, however many academic teachers lack formal teaching qualifications and often fall back on teaching and assessing the way they themselves were taught. Furthermore, with increasingly diverse student cohorts, larger classes and increasing components of teaching delivered online, it is unsurprising that students rate assessment as one of the poorest features of their learning experiences. For these reasons, understanding the specific contexts of assessment is important now more than ever. This paper will present the findings of a case study of a cross-institutional initiative aimed at exploring how to improve digital assessment practice by focusing on context, and encouraging and facilitating collegial collaboration. The aim of the case study was to progress a digital assessment project at an Australian higher education provider. Teams of staff from two higher education providers collaborated to develop and implement eight prototype assessments to reform digital assessment practices. The assessments were selected from online undergraduate academic subjects across a range of disciplines. Findings reveal that both staff and students felt that there were benefits to the cross-institutional collaboration. The resulting assessment was perceived as improving student motivation and engagement and more tailored for the online environment than the existing assessment.
Repositories of Open Educational Resources: An Assessment of Reuse and Educational Aspects
Author: Santos-Hermosa, Gema
Date: 2017-08-00
Type: Journal Articles
Subjects: Shared Resources and Services,Educational Technology,Technology Uses in Education,Higher Education,Educational Indicators,Content Analysis,International Cooperation,Web Sites,Best Practices,Information Storage,Metadata

This article provides an overview of the current state of repositories of open educational resources (ROER) in higher education at international level. It analyses a series of educational indicators to determine whether ROER can meet the specific needs of the education context, and to clarify understanding of the reuse of open educational resources (OER) provided by ROER. The aim of the study is to assess ROER by combining these two perspectives, and to form a basis for discussion among the universities that are responsible for these repositories. The method was based on content analysis and consisted of two phases: an exploration of international sources, and an analysis of 110 ROER using the proposed set of indicators. The results focus on data from the analysis of ROER websites and some models of good practices. They are presented according to three core dimensions for evaluating ROER: general factors to establish types of ROER, a focus on drivers for OER reuse, and a focus on educational aspects. It was found that most of the ROER that included one or more of the proposed reuse indicators were created exclusively for educational resources. Educational aspects are not yet firmly embedded into ROER. The few repositories that seem to have successfully included them are those that provide other educational metadata and use educational standards.