ethanporcaro/eric-fulltext-meta huggingface dataset:
An Artificial Intelligence-Based Distance Education System: Artimat
Author: Nabiyev, Vasif
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Artificial Intelligence,Distance Education,Problem Solving,Mathematics Instruction,Mathematical Concepts,Teacher Attitudes,Student Attitudes,Grade 10,High School Students,Program Effectiveness,Interviews,Mathematics Teachers,Secondary School Teachers,Mixed Methods Research

The purpose of this study is to evaluate the artificial intelligence-based distance education system called ARTIMAT, which has been prepared in order to improve mathematical problem solving skills of the students, in terms of conceptual proficiency and ease of use with the opinions of teachers and students. The implementation has been performed with 4 teachers and 59 students in 10th grade in an Anatolian High School in Trabzon. Many institutions and organizations in the world approach seriously to distance education besides traditional education. It is inevitable to use the distance education in teaching the problem solving skills in this different dimension of the education. In the studies in Turkey and abroad in the field of mathematics teaching, problem solving skills are generally stated not to be at the desired level and often expressed to have difficulty in teaching. For this reason, difficulties of the students in problem solving have initially been evaluated and the system has been prepared utilizing artificial intelligence algorithms according to the obtained results. In the evaluation of the findings obtained from the application, it has been concluded that the system is responsive to the needs of the students and is successful in general, but that conceptual changes should be made in order that students adapt to the system quickly. (Contains 3 tables and 7 figures.)
From Physical Benchmarks to Mental Benchmarks: A Four Dimensions Dynamic Model to Assure the Quality of Instructional Activities in Electronic and Virtual Learning Environments
Author: Ahmed Abdelaziz, Hamdy
Date: 2013-04-00
Type: Journal Articles
Subjects: Benchmarking,Educational Quality,Virtual Classrooms,Models,Learning Activities,Cognitive Processes,Constructivism (Learning),Learning Theories,Integrity,Difficulty Level,Communities of Practice,Interpersonal Communication,Transfer of Training,Problem Solving,Computer Mediated Communication

The objective of this paper was to develop a four dimensions dynamic model for designing instructional activities appropriate to electronic and virtual learning environments. The suggested model is guided by learning principles of cognitivism, constructivism, and connectivism learning theories in order to help online learners to build and acquire meaningful knowledge and experiences. The proposed model consists of four dynamic dimensions: (1) Cognitive presence activities; (2) Psychological presence activities; (3) Social presence activities; and (4) Mental presence activities. Cognitive presence activities refer to learner&apos;s ability to emerge a cognitive vision regarding the content of learning. The cognitive vision will be the starting point to construct meaningful understanding. Psychological presence activities refer to the learner&apos;s ability to construct self awareness and trustworthiness. It will work as psychological schema to decrease the load of learning at distance. Social presence activities refer to the learner&apos;s ability to share knowledge with others in a way to construct a community of practice and assure global understanding of learning. Finally, mental presence activities refer to learners&apos; ability to construct mental models that represent knowledge creation. It will help learners to make learning outcomes and experiences transferable. Applying the proposed model will improve the process of developing e-based activities throughout a set of adaptive and dynamic frameworks and guidelines to meet online learners&apos; cognitive, psychological, social and mental presence. (Contains 3 tables and 2 figures.)
Technology Related Expectations of Turkish as a Second Language Learners at Hacettepe University
Author: Kalfa, Mahir
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Turkish,Foreign Student Advisers,College Students,Questionnaires,Teaching Methods,Technology Uses in Education,Second Language Instruction,Student Characteristics,Student Attitudes,Computers

Aside from &quot;lingua franca&quot; of the current age, technology enhanced language learning is still in its infancy for the less commonly taught languages. Hacettepe TOMER has been teaching Turkish as a foreign/second language to the exchange students for several years though; technology related expectations of the language learners have never been precisely determined. The current study, as an action research of which the institution would benefit from, aimed to explore the language learners' technology related expectations. The sample of the study is 17 foreigner students attending Turkish as a second language programs with different native languages. The data were gathered through a questionnaire form developed by the researchers and a thorough literature review. The results revealed that HUTOMER should enhance their technologic facilities and improve the quality of the language education provided at the institution because participants do expect more multimedia resources during their language education. Suggestions were made for further research. (Contains 3 tables.)
E-Learning Implications for Adult Learning
Author: Criu, Roxana
Date: 2013-04-00
Type: Journal Articles
Subjects: Adult Education,Educational Technology,Distance Education,Technology Uses in Education,Educational History,Academic Ability,Adult Learning,Young Adults,Older Adults,Individual Characteristics,Personality Traits,Access to Education,Technological Literacy

If a few decades ago, &quot;the education received in school could be in most of the cases enough to go with for the rest of one&apos;s entire life,&quot; today the situation has changed dramatically. The individual has to be prepared for a new type of life and training, namely lifelong learning. The individual&apos;s survival in society could depend on his capacity to learn, to re-qualify, to forget what he once learned and to train for the future in an entirely different manner. Within this context, e-learning and distance education can be viable alternatives for the necessary and imperative adaptation process. Modern man&apos;s education has to go beyond the stage of level oriented education (limited in terms of trainee number and training duration) and advance towards continuous education, which is able to train the individual irrespective of his location and with no limitations in terms of time. The passage towards the information society involves mutations in the object of the activities, mainly in terms of selecting, storing, preserving, managing and protecting information. Against this extremely fluctuant background, a relevant question rises: is the adult capable of coping, both individually and socially, with the challenge of e-learning? (Contains 1 table.)
Scaffolding in Connectivist Mobile Learning Environment
Author: Ozan, Ozlem
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Social Networks,Distance Education,Educational Environment,Scaffolding (Teaching Technique),Educational Change,Computer Networks,Learning Processes,Mixed Methods Research,Electronic Publishing,Web Sites,Electronic Mail,Surveys,Undergraduate Students

Social networks and mobile technologies are transforming learning ecology. In this changing learning environment, we find a variety of new learner needs. The aim of this study is to investigate how to provide scaffolding to the learners in connectivist mobile learning environment: (1) to learn in a networked environment; (2) to manage their networked learning process; (3) to interact in a networked society; and (4) to use the tools belonging to the network society. The researcher described how Vygotsky's &quot;scaffolding&quot; concept, Berge's &quot;learner support&quot; strategies, and Siemens' &quot;connectivism&quot; approach can be used together to satisfy mobile learners' needs. A connectivist mobile learning environment was designed for the research, and the research was executed as a mixed-method study. Data collection tools were Facebook wall entries, personal messages, chat records; Twitter, Diigo, blog entries; emails, mobile learning management system statistics, perceived learning survey and demographic information survey. Results showed that there were four major aspects of scaffolding in connectivist mobile learning environment as type of it, provider of it, and timing of it and strategies of it. Participants preferred mostly social scaffolding, and then preferred respectively, managerial, instructional and technical scaffolding. Social scaffolding was mostly provided by peers, and managerial scaffolding was mostly provided by instructor. Use of mobile devices increased the learner motivation and interest. Some participants stated that learning was more permanent by using mobile technologies. Social networks and mobile technologies made it easier to manage the learning process and expressed a positive impact on perceived learning. (Contains 4 figures and 7 tables.)
Distance Learning Students' Need: Evaluating Interactions from Moore's Theory of Transactional Distance
Author: Ustati, Rusmanizah
Date: 2013-04-00
Type: Journal Articles
Subjects: Distance Education,Student Needs,Focus Groups,Interviews,Foreign Countries,Islam,Student Attitudes,Religious Education,Undergraduate Students,Government School Relationship,Universities,Management Systems,Electronic Learning,Teacher Student Relationship,Feedback (Response),Teaching Methods,Qualitative Research,Personal Autonomy,Computer Mediated Communication

This study draws on the experience from a focus group interviews under the distance learning programme known as &quot;Program Pensiswazahan Guru&quot; (PPG) organized by the Malaysian Ministry of Education in collaboration with local universities and institutes of education. Its purpose is to uncover students' perception about the platform used by International Islamic University Malaysia (IIUM) which is the Learning Management System (LMS). LMS is a vital instructional medium especially for the varsity distant learners. Michael Moore's &quot;Theory of Transactional Distance&quot; is used as the guiding framework to gain insights on learning and interactions in this e-learning setting. Teacher-student interactions are analyzed for better understanding of the phenomena under study. The findings indicate that in terms of usability LMS is perceived as a good platform to acquire information on content and to receive feedback from instructors. However, IIUM learners hope for more interactivity where learners can communicate amongst themselves beside engaging with the instructor-learner-content interactions that they currently experience via the system. This study aspires to provide insights on the significance of interactions from distance learners' perception. (Contains 3 figures.)
The Effects of Different Interaction Types in Web-Based Teaching on the Attitudes of Learners towards Web-Based Teaching and Internet
Date: 2013-04-00
Type: Journal Articles
Subjects: Web Based Instruction,Student Attitudes,Internet,Pretests Posttests,Measures (Individuals),Control Groups,Experimental Groups,Computer Mediated Communication,Teacher Education,Foreign Countries,Asynchronous Communication,Attitude Measures,Scores,Teacher Student Relationship,Peer Relationship,College Students

It might be said that attitudes impact success directly in web-based teaching and timely and appropriate fulfillment of learners' expectations bear utmost significance for their success. From this perspective a properly designed web supported teaching application can provide positive contribution as well to learners' attitudes towards web supported teaching and internet. Based on this premise, the objective of present research is to explore the effects of different interaction types in web-based teaching setting on the attitudes of learners towards web-based teaching and internet. An experimental pattern with pretest-posttest control group was used in the study. Study group of research consists of 77 students. Research data have been compiled via Attitude towards Internet Scale (alpha = 0,77) and Attitude towards Web-based Learning Scale (alpha = 0,86). In one of the experimental groups, synchronous web-based training interaction and in the other group asynchronous web-based training interaction and in the control group learner-content only interaction has been provided. In data analysis; standard deviation, arithmetical means, one-way variance analysis and LSD tests have been employed. As a result: Web-based training applications with synchronous interaction, compared to web-based training application with learner-content only interaction, have significantly higher contribution on learners' attitudes towards web-based teaching. In Web-based teaching settings different types of interaction have no effect on learners' attitudes towards internet which may be attributed to the fact that learners' attitudes towards internet were already in quite high levels prior to the procedure. (Contains 9 tables.)
Distance Education in the United States: From Correspondence Courses to the Internet
Author: Caruth, Gail D.
Date: 2013-04-00
Type: Journal Articles
Subjects: Distance Education,Online Courses,Educational History,Intellectual History,Educational Development,Electronic Learning,Educational Trends,Educational Change,Trend Analysis,Delivery Systems,Intermode Differences,Internet,Correspondence Study,Literature Reviews

Online learning is a descendant of distance education. Online education has a shared history with correspondence learning. In 1873, Anna Eliot Ticknor founded the Society to Encourage Studies at Home. Ticknor's Society established one of America's first correspondence schools, a distance learning option conducted through the mail. This Society was aimed at the education of women and enrolled more than seven thousand women. Education by mail was a quality approach to provide education for all because it allowed universities to access an infinite number of potential students. Today there are institutions that offer only online courses. At the same time, brick and mortar or traditional institutions offer online courses in addition to their face-to-face courses. A review of the literature suggests that as indicated by enrollment figures, the number of students taking online courses is growing and continued growth can be expected in the future.
iPad Learning Ecosystem: Developing Challenge-Based Learning Using Design Thinking
Author: Marin, Catalina
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Based Learning,Handheld Devices,Problem Solving,Instructional Design,Critical Thinking,Program Implementation,Learning Experience,Student Responsibility,Distance Education,English (Second Language),Second Language Learning,Higher Education,College Students,College Faculty,Workshops

In order to maximize college English language students' learning, product development, 21st Century skills and engagement with real world meaningful challenges, a course was designed to integrate Challenge Based Learning (CBL) and iPad mobile learning technology. This article describes the course design, which was grounded in design thinking, and provides an overview of the pilot implementation of the course. The course achieved its goals to a great extent in that learners felt that they were beginning to help build a better college community by sharing stories of their learning experience and their insights about the essential question they chose with other students and with other teachers. The course also helped the students discover the use of English as they found ways to reach out to the broader college community and held meaningful conversations with teachers, librarians, managers, and staff from different departments and other students. The course transformed the teacher/researcher into an observer of learning and a guide, thus flipping the classroom and allowing the learners to take responsibility and steer their own learning experiences. Further development is needed in the areas of CBL assessment rubric development in English Language Teaching (ELT) and the analysis of student generated content through iPad applications. (Contains 1 table.)
Service Teachers' Academic Achievements in Online Distance Education: The Roles of Online Self-Regulation and Attitudes
Author: Uzun, Ahmet Murat
Date: 2013-04-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Academic Achievement,Distance Education,Foreign Countries,Metacognition,Attitude Measures,Student Attitudes,Grades (Scholastic),Prediction,Goal Orientation,Help Seeking,Online Courses,Time Management

The purpose of this study is to examine pre-service teachers' academic achievements in terms of different variables such as online self-regulated learning skills and attitudes towards distance education. This study is descriptive in nature. Survey study design was implemented to examine the relationships among variables. The study was implemented at Afyon Kocatepe University Faculty of Education in Turkey. The study group consists of 114 students from different departments including primary school education, social studies education and preschool education. 84 (73.7%) were females and 30 (26.3%) were males. Ages of the group ranged between 18 and 28 with a mean of 19.42 (SD: 1.30). In Afyon Kocatepe University some courses named &quot;Computer II&quot; and &quot;Principles of Ataturk and the History of Revolution&quot; are presented by using computer based online distance education. We selected &quot;Computer II&quot; as data collection medium. The course was introduced to students for one semester. Online self-regulated learning scale ([alpha]=0.948) and attitude scale towards distance learning ([alpha]=0.835) are used as data instruments. Students' final grades were taken into account as achievement scores to examine the relationship between achievement attitude and self-regulated learning. Pearson's correlation coefficient, multiple regression analysis, independent samples t-test and one-way ANOVA are conducted to analyze collected data. The results showed that online self-regulated learning strategies and attitude towards distance education accounted for 15% of variation of students' achievement. Attitude made a significant contribution to the prediction of achievement while the sub factors of self-regulated learning did not make a significant contribution to achievement. (Contains 4 tables.)
Attitudes of Undergraduate Students towards an Online English Class
Author: Srichanyachon, A. Napaporn
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Higher Education,Web Sites,Computer Mediated Communication,Student Attitudes,English (Second Language),Teaching Methods,Undergraduate Students,Questionnaires,Computer Literacy,Gender Differences,Access to Computers,Socioeconomic Status,Correlation,Computer Uses in Education,Computer Software,Internet

Distance online learning has been regarded as a useful learning method, especially when we faced the big flood crisis in Thailand. To solve the lack of classrooms, our university administrators decided to implement WebEx system as an alternative to continue teaching. And, there were some relevant aspects that we needed to consider. Therefore, this study investigated students' attitude toward WebEx system. It aimed to examine students' attitudes toward using WebEx for an online English class, compare students' attitudes toward WebEx system with their background and investigate the relationship between students' computer aptitude and their attitudes towards WebEx system. The samples were 211 undergraduate students enrolled in Fundamental English course. The instrument in this study was a questionnaire. Results indicated that the levels of computer aptitude and attitudes towards WebEx system in general were moderate. There were no statistically significant differences at 0.05 level found in students' attitudes toward WebEx system as classified by gender, computer ownership, and monthly allowance. As hypothesised, there was a positive relationship between students' computer aptitude and their attitudes toward WebEx at 0.01 levels. Students with high computer aptitude were found to have more positive attitudes toward WebEx system than those with low computer aptitude. The research was done during the flood crisis.
Thus, it is interesting to find out whether an English online class through WebEx system will be more accepted by users in the future, especially in a normal circumstance after the flood crisis. Nevertheless, the results of this study will give some ideas to institutions that plan to use online learning technologies. (Contains 4 tables.)
Learner's Attitudes towards Online Language Learning; and Corresponding Success Rates
Author: Cinkara, Emrah
Date: 2013-04-00
Type: Journal Articles
Subjects: Online Courses,Courseware,Technology Uses in Education,English (Second Language),English Language Learners,Student Attitudes,Foreign Countries,Student Characteristics,Questionnaires,College Freshmen,Distance Education,Electronic Learning,Correspondence Study,Videoconferencing,Internet

Online teaching has long been a key area of interest recently in every field of education as well as English language teaching. Numerous hardware tools, such as, mp3 players, mobile devices, and so on; and software applications, such as, podcasts, wikis, learning management systems, and so on, have been used in distance and online instruction and they have proved to be useful in facilitating learning individually (Finger, Sun, &amp; Jamieson-Proctor, 2010). Learning management systems (LMS) provide a virtual environment and various tools to support learning. The current institution where the researchers work deliver two 2-credit online English courses for a specific group of learners at a state university in south-eastern Turkey by using Modular Object Oriented Distance Learning Environment (MOODLE). Moodle is an open code LMS which provides teachers and course developers with numerous online tools to enhance distance learning/teaching environment. The course has both a synchronous and asynchronous instruction. Synchronous and asynchronous instructions are associated with the delivery of content in campus-based environments; however, their role differs in off the campus environments as they solve the problems of distance learners. Universities, colleges, and other education institutions are integrating online learning into every aspect of higher education. Many teachers and faculty members at higher education institutions who already run face-to-face courses have a website to post lecture notes or slide presentations as well as other course material. There is no doubt that these are effective strategies to expand teaching efforts. Still, there are other educators who design and teach totally online classes. The main purpose of this paper is to evaluate learners' attitudes towards these online language courses, and there are two objectives of this research. The first one is to discover learners' attitudes towards the online English course; and the second purpose is to evaluate and correlate learners' attitudes with their success determined with their end-of-the-year grades. For the unique purpose of this study, an Online Language Learning Attitude Test (OLLAT) has been constructed and distributed to about 7000 learners who were invited to complete this task online. 3,516 of these learners took the OLLAT voluntarily and 1,783 were successfully completed the test and were included in this study. The findings showed that there is a statistically significant positive correlation between learners' OLLAT scores and their course success. (Contains 2 tables.)