ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching in Cyberspace: The Faculty Perspective
Author: Tesone, Dana V.
Date: 2004-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Delivery Systems,Teaching Methods,Electronic Learning,Web Based Instruction,Online Courses,Teacher Student Relationship,Instructional Design,Instructional Development,Educational Practices,Course Content,Course Objectives,Course Organization,Higher Education

Broader audiences of students are seeking alternative course delivery methods using electronic formats. For this reason, business instructors are embracing web-based delivery modalities to accommodate the needs of such audiences. This presentation is intended for instructors choosing to enter online learning environments. It provides suggestions for student-friendly online course design, delivery and closure. Student friendly online courses begin with mental thought processes that drive course objectives and learning outcomes in the preparation phase of course development. The student friendly environment then transpires as a result of the instructor's style during course delivery. The online instructor then leaves the audience with a final impression through course closure activities. With the final course details completed, the instructor reflects on areas of success and potential improvement to be applied to future courses.
Designing an MBA Curriculum with AACSB in Mind
Author: Taylor, Virginia Anne
Date: 2004-12-00
Type: Journal Articles
Subjects: Curriculum Design,Curriculum Development,Masters Programs,Business Administration Education,Investigations,Academic Standards,Integrated Curriculum,Design Requirements,Curriculum Evaluation,Program Design,Behavioral Objectives,Educational Practices,Fidelity

This paper reports on our investigation of how AACSB standards can be woven into an MBA curriculum. The result is a bold move away from functional &quot;silos&quot; and a radical redesign using a cross-functional integrated approach. The Cotsakos College of Business's curricular requirements were examined in order to determine whether or not they addressed the pertinent issues and were suitable educational criteria for conference of the Masters of Business Administration Degree at an AACSB international school.
Web Site Accessibility at Institutions of Higher Education: An Introduction to Accessibility Awareness
Author: Calloway, Linda Jo
Date: 2004-11-00
Type: Journal Articles
Subjects: Higher Education,Access to Information,Web Sites,Accessibility (for Disabled),Usability,Navigation (Information Systems),Campuses,Assistive Technology,Internet,Educational Resources,Program Validation,Computer Software Evaluation,Online Searching,Teacher Surveys,Student Surveys,Student Attitudes,Teacher Attitudes,Employee Attitudes,User Needs (Information),User Satisfaction (Information)

The proliferation of information in electronic format does not guarantee its accessibility. The fact that many Web sites are not accessible to large segments of the disabled community has created a digital divide. Web accessibility is especially important in University communities, since the Internet and the digitization of information have changed the ways education is delivered. Over 9 percent of entering freshmen reported disabilities in 1998. There have been significant developments in the field of accessible design, legislation and institutional effort to remove inaccessibility of Web sites. But this research reveals that by far the majority of people surveyed in a representative University community are unaware of these developments, although they are positive that removing any inaccessibility will be a wise and mutually beneficial step. As aging of America continues, the number of people with disabilities is expected to increase.
The Efficacy of Remedial Education Program on Houston's At Risk Youth
Author: Bentley, Brigett T.
Date: 2004-12-00
Type: Journal Articles
Subjects: At Risk Persons,Youth Opportunities,Youth Programs,Remedial Programs,Outcomes of Education,Demography,Barriers,Performance Factors,Disadvantaged Youth,Intervention,Change Strategies,Poverty,Program Effectiveness

There is universal agreement that a good education for all our citizens is the harbinger of future personal success, a high standard of living, and a flourishing economy and improved global competitiveness. Actions that contradict that postulate must therefore be challenged, exposed and corrected. Remedial academic programs have effectively supplemented our core educational systems and elevated many minority sectors of our nation to productive contributions. A realignment of priorities influenced by political interests and budget constraints is threatening the continuity of these programs despite significant returns on investment. This paper explores the demographics of Houston's minority education, the effectiveness of remedial initiatives on at risk youth graduation outcomes and collaborative solutions to replicate and preserve the progress achieved.
Play as a Foundation for Hunter-Gatherer Social Existence
Author: Gray, Peter
Date: 2009-00-00
Type: Journal Articles
Subjects: Play,Cultural Influences,Child Development,Skill Development,Social Development,Group Dynamics,History,Social Behavior,Motivation,Standards,Imagination,Cognitive Processes,Governance,Participation,Justice,Participative Decision Making,Cooperation,Humor,Religion,Responsibility,Social Environment,Education

The author offers the thesis that hunter-gatherers promoted, through cultural means, the playful side of their human nature and this made possible their egalitarian, nonautocratic, intensely cooperative ways of living. Hunter-gatherer bands, with their fluid membership, are likened to social-play groups, which people could freely join or leave. Freedom to leave the band sets the stage for the individual autonomy, sharing, and consensual decision making within the band. Hunter-gatherers used humor, deliberately, to maintain equality and stop quarrels. Their means of sharing had gamelike qualities. Their religious beliefs and ceremonies were playful, founded on assumptions of equality, humor, and capriciousness among the deities. They maintained playful attitudes in their hunting, gathering, and other sustenance activities, partly by allowing each person to choose when, how, and how much they would engage in such activities. Children were free to play and explore, and through these activities, they acquired the skills, knowledge, and values of their culture. Play, in other mammals as well as in humans, counteracts tendencies toward dominance, and hunter-gatherers appear to have promoted play quite deliberately for that purpose.
Real-World Flowcharting--Willy Wonka Style!
Author: Noe, Kelly
Date: 2015-00-00
Type: Journal Articles
Subjects: Accounting,Information Systems,Flow Charts,Field Experience Programs,Program Development,Program Implementation,Critical Thinking,Thinking Skills,Cooperative Learning,Teacher Role,Feedback (Response),Business Administration Education,Problem Based Learning,Teaching Methods,College Programs

The purpose of this paper is to discuss the development, implementation and outcome of a field-based learning flow-charting project that was conducted in an accounting information systems (AIS) course. The emphasis for the project was strengthening the students' critical thinking skills. This paper advances AIS education by sharing a field-based learning project geared toward AIS.
Play, ADHD, and the Construction of the Social Brain: Should the First Class Each Day Be Recess?
Author: Panksepp, Jaak
Date: 2008-00-00
Type: Journal Articles
Subjects: Play,Attention Deficit Hyperactivity Disorder,Social Cognition,Recess Breaks,Physical Activities,Child Development,Neurosciences,Models,Drug Therapy,Stimulants,Self Control

Because of the role of play in the epigenetic construction of social brain functions, the young of all mammalian species need su?fficient play. For the same reason, the nature of that play becomes an important social policy issue for early childhood development and education. Animal research on this topic indicates that play can facilitate the maturation of behavioral inhibition in growing animals, while psychostimulants reduce playfulness. Our failure to provide adequate opportunities for natural play in modern societies, the author argues, may have contributed to the steady growth in the diagnosis of Attention De?ficit Hyperactivity Disorders (ADHD) in children, which in turn has increased prescriptions of highly e?ffective attention-promoting psychostimulants whose developmental e?ffects on growing brains remain unclear. ?The author concludes that the incidence of ADHD--and hence the need for psychostimulant medications for growing children--may diminish if we create play sanctuaries for preschool children, where they could play naturally with each other, and thereby facilitate frontal lobe maturation and the healthy development of pro-social minds. Physical play should be part of the daily social diet of all children throughout grade school.
Children's Pastimes and Play in Sixteen Nations: Is Free-Play Declining?
Author: Singer, Dorothy G.
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Play,Recreational Activities,Children,Experiential Learning,Comparative Analysis,Cross Cultural Studies,Mother Attitudes,Child Development,Television Viewing,Well Being,Child Safety,Socialization,Questionnaires,Interviews,Gender Differences,Psychological Patterns,Child Health,Imagination

This article is based on a study of the role of play and experiential-learning activities beyond formal schooling in sixteen nations. The study, supported by Unilever PLC, gathered information from the mothers of twenty-four hundred children in countries in North America, South America, Africa, Europe, and Asia who described and rated their children's daily activities in telephone interviews or face-to- face conversations. They answered questions about their beliefs and attitudes concerning experiential learning, about their worries for the safety and health of their children, and about the general values of their children's various pastimes, including the use of electronic media. The study concerned children of comparable socioeconomic status in each country and looked at equal numbers of boys and girls and an equal distribution of children's ages ranging from one to twelve. The study's findings indicate surprising similarities of children's play in all nations. The mothers interviewed agreed, for example, that a lack of free-play and experiential-learning opportunities was eroding childhood. The study indicates that children's major free-time activity is watching television. In analyzing the data collected in the study, the authors discuss detailed cross-national comparisons and differences in play activities by degrees of industrial development.
The Contribution of L1 Phonemic Awareness into L2 Reading: The Case of Arab EFL Readers
Author: Alshaboul, Yousef
Date: 2014-00-00
Type: Journal Articles
Subjects: Phonemic Awareness,Semitic Languages,English (Second Language),Reading Skills,Word Recognition,Orthographic Symbols,Skill Development,Second Language Learning,Phonics,Phonological Awareness,Foreign Countries,Grade 1,Elementary School Students,Correlation,Tests

Cross-language transfer is the extent, if any, to which phonological awareness in L1 facilitates learning to read in L2. This has been an area of investigation wherein researchers looked into the orthographic and phonological component processing skills L2 learners develop and utilize to facilitate word recognition. Given the difference between the orthographic systems of Arabic (L1) and English (L2), how difficult is it for beginning Arab EFL learners to develop these skills? Arab EFL learners seem to have difficulty with prelexical word recognition processes leading to slower and perhaps even less accurate L2 word recognition skills. This study examines the possibility of transferring Arabic phonological awareness to learning English. Results are reported, most important of which is the confirmation of cross-language transfer.
Annual Percentage Rate and Annual Effective Rate: Resolving Confusion in Intermediate Accounting Textbooks
Author: Vicknair, David
Date: 2015-00-00
Type: Journal Articles
Subjects: Accounting,Business Administration Education,Textbook Content,Textbook Evaluation,Evidence,Computation,Mathematical Formulas,Credit (Finance),Loan Repayment,Financial Services,Demonstrations (Educational),Bond Issues,Teaching Methods,Higher Education,Mathematical Concepts

Evidence of confusion in intermediate accounting textbooks regarding the annual percentage rate (APR) and annual effective rate (AER) is presented. The APR and AER are briefly discussed in the context of a note payable and correct formulas for computing each is provided. Representative examples of the types of confusion that we found is presented and evaluated.
Social Networks in the Classroom: Personality Factors as Antecedents of Student Social Capital
Author: Seevers, Matthew T.
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Networks,Classroom Environment,Classroom Techniques,Social Capital,Personality Traits,Extraversion Introversion,Sociometric Techniques,Hypothesis Testing,Incidence,Interpersonal Relationship,Proximity,Undergraduate Students,Predictor Variables,Attribution Theory,Behavior Theories,Educational Research,Educational Practices,Social Support Groups,Social Desirability,Regression (Statistics),Personality Measures

This study examines personality factors as antecedents of student social capital. We hypothesize relationships between two constructs taken from the five-factor model of personality (agreeableness and extraversion) and two variables that reflect a student's social capital (quantity of ties and strength of ties) in an academic setting. Analysis of roster-based, sociometric data suggests that agreeableness is associated with higher quantity of ties, but not higher tie strength. In contrast, extraversion is linked to higher tie strength, but not higher overall network size. The paper concludes with a discussion of the implications of student social capital for educational research and practice.
Changing the Priorities in Teaching English in Asia: A Monologue for Teachers and Students
Author: Patil, Z. N.
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Learner Controlled Instruction,Teacher Role,Educational Objectives,Language Fluency,Accuracy,Language Teachers,College Students

Language teaching methodology has been changing over a period of time. The teacher-centered approach is gradually giving way to learner-centered approach. Until a decade ago, the role of the teacher was that of a constant donor of knowledge and corrector of learner errors. But, the paradigms are shifting and teacher roles are altering. The teacher is now seen as a friend, philosopher and guide of the learner, a facilitator, consultant and co-learner. Simultaneously, the objectives of teaching English as a second and foreign language are constantly being shuffled and reshuffled. There was a time when the goal of English language teaching was to develop linguistic and literary competence in the learner. Accuracy was prioritized over fluency and appropriateness. Recently, we are talking about reordering our priorities. The present paper attempts to explain how it is imperative to place appropriateness before accuracy and narrates the author's personalized views on this issue.
Finding Quality Information on Internet for Educational Use
Author: Khine, Myint Swe
Date: 2006-00-00
Type: Journal Articles
Subjects: Internet,Information Sources,Information Literacy,Information Skills,Educational Resources,Educational Quality,Evaluation Criteria,Instructional Material Evaluation,Web Sites,Electronic Publishing,Access to Information,Accuracy,Navigation (Information Systems),Computer Software Evaluation,Authors,Content Analysis,Organizational Objectives

One of the major shifts in education today under the influence of information and communication technologies is that there is an increased tendency toward the use of computers and Internet. The process of ICT integration in schools reaches a considerable level of maturity and teachers and students are optimizing the learning opportunities with the use of ICT. However it is imperative that the teachers must know how to judge the quality and suitability of information before they can introduce to the students. Some evaluation criteria indicated in the literature are, authority, accuracy, objectivity, currency, coverage and intended audience. This paper describes ways to evaluate suitability of educational websites based on the well defined set of criteria.
Online Graduate Study Health Care Learners' Perceptions of Group Work and Helpful Instructional Behaviors
Author: Bergeron, Kim
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Online Courses,Graduate Students,Cooperative Learning,Group Activities,Qualitative Research,Facilitators (Individuals),Health Personnel,Nursing Education,Health Education,Integrated Learning Systems,Focus Groups,Interviews,Student Attitudes,Teacher Behavior,College Faculty,Masters Programs

Participating in small group activities has emerged as a trend in online learning events. However, little is known about how graduate students experience online group work and what instructional behaviors are perceived as helpful during the group process. This article discusses a qualitative research project that revealed how online health care professionals in two graduate studies programs valued knowing their facilitator was consistently present and available. The project was framed from a constructivist theoretical perspective and a descriptive research design. Participants were health care practitioners who graduated from a Master of Nursing or Master of Health Studies program offered exclusively through a WebCT online environment. Data sources included two focus groups and ten individual audio-tape recorded transcribed interviews. The data was analyzed for themes by two researchers and confirmed with participants through ongoing member checking. The following strategies for creating a safe and engaging online learning climate for members of small project groups are presented. 1) Create groups intentionally. 2) Intervene with non-contributing members. 3) Measure individual contributions.
Beyond No Significant Differences: A Closer Look at the Educational Impact of Computer-Based Instruction
Author: Mandernach, B. Jean
Date: 2006-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Computer Assisted Instruction,Introductory Courses,Instructional Effectiveness,Reading,Lecture Method,Comparative Analysis,Academic Achievement,Psychology,College Students,Predictor Variables,Statistical Analysis,Pretests Posttests

There is a host of research examining the equivalence of alternative modes of technology-facilitated educational delivery (such as computer-based or online instruction) and traditional classroom instruction. While various studies have promoted each of these modalities for specific populations or topic areas, the bulk of research supports relative equivalence between student learning as a result of any of these forms of instruction. Unfortunately, the majority of studies discuss &quot;learning&quot; as an outcome variable with little consideration to relevant components of learning such as depth of knowledge or level of understanding. The purpose of this study was to examine the educational impact (depth of knowledge) of different forms of instruction (computer-based, lecture, and readings) aimed at teaching basic, introductory-level concepts. Eighty-eight participants received informational material via computer, lecture, or a written article. Participants' knowledge of this material was assessed using three types of questions (multiple choice, fill-in- the-blank, and essay) that examined three levels of understanding (rote, application, and evaluation) of material from an introductory-level course. The results indicated that computer-based instruction and readings produced a more evaluative understanding of the material than did lecture regardless of question type, but failed to detect significant differences in rote or application level understanding. In addition, computer-based instruction and readings were significantly more efficient means of instruction than lecture. The implication of these findings for educators is discussed.
The Demands and Expectations in ESP Adult Teaching: English for BBA Executives
Author: Hashim, Fuzirah BT.
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),English for Special Purposes,Business Administration Education,Adult Students,Adult Education,Student Needs,Expectation,Learner Controlled Instruction,Public Speaking,Information Technology,Educational Technology,Instructional Effectiveness,College Faculty,Interviews,Student Surveys,Questionnaires,Student Attitudes,Teacher Student Relationship,Classroom Techniques,Student Evaluation,Bachelors Degrees

Teachers often adopt a particular teaching and learning approach in their classes to ensure that effective learning takes place. It is assumed that teaching working adults would require the teachers to indirectly adopt an approach that suits the learners. Knowles (1978) theorized that adult learners have distinct and unique characteristics and therefore require continual opportunities to identify their needs and recognize the relevance of their learning (Knowles,1978, Zemke &amp; Zemke, 1981). They need self directed learning opportunities in which they can actively participate. A learner-centred approach is commonly practiced in ESP classes in order to cater to learners' needs and expectations. This paper attempts to make recommendations on the feasible use of IT approach in its material use to enhance the quality of teacher expertise based on an investigation on the course effectiveness of Public Speaking to BBA executives. The data gathered is based on an investigation on the effectiveness of the teaching and learning of a Public Speaking course to a group of working adult students. We had interviewed four instructors who were involved in teaching a course on Public speaking to a group of BBA executives. Questionnaires were also distributed to the learners to mainly investigate their perceptions of the approach used by their instructors and the effectiveness of the present module in general.
Language Teaching: State of the Art
Author: Salmani-Nodoushan, Mohammad Ali
Date: 2006-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Sociolinguistics,Teaching Methods,Psychology,Personal Autonomy,Reflective Teaching,Educational Trends,Trend Analysis,Instructional Effectiveness,Cultural Awareness,Metalinguistics,Educational Philosophy

In its life-time, the profession of language teaching has undergone many changes. Early attempts at language teaching almost entirely lacked a theory base. In the 20th century, however, two sets of language teaching methods emerged; the first set borrowed theories from psychology, linguistics, and sociolinguistics whereas the second set was based on individual philosophies of method developers. Late in the twentieth century, an attempt on the part of some pedagogists to evaluate the different methods of language teaching resulted in the validity of language teaching methods being called into question. As a result, the question of how the profession of language pedagogy should be approached called into attention such notions as teacher plausibility, autonomy, and reflectivity as well as learner plausibility and autonomy. The result of such an expanded perspective was the introduction of effective and reflective teaching ideologies of the seventies and eighties. In 1994, an attempt at finding an alternative to methods instead of an alternative method culminated in the introduction of the post method era. The present paper tries to provide the reader with a brief account of these trends.