ethanporcaro/eric-fulltext-meta huggingface dataset:
Adaptive Teaching: An Invaluable Pedagogic Practice in Social Studies Education
Author: Ikwumelu, S. N.
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Studies,Teaching Methods,Individual Differences,Individualized Instruction,Learner Controlled Instruction,Direct Instruction,Concept Formation,Barriers,Instructional Effectiveness,Instructional Innovation

The paper delved into the issue of learner/teacher centredness in Social Studies and held that the choice of around whom Social Studies teaching would be centred should be determined by the individual differences of the learners. Adaptive teaching was explained as an approach aimed at achieving a common instructional goal with learners considering their individual differences. Differentiated teaching and individualized instruction were contrasted with adaptive teaching and illustrated with a diagram. The paper further discussed the application of, and obstacles to adaptive teaching. It was concluded that the dynamic nature of Social Studies as a discipline necessitated adoption of adaptive teaching to take care of the learners' individual differences via remediation and compensatory approaches.
Economic Education Laboratory: Initiating a Meaningful Economic Learning through Laboratory
Author: Noviani, Leny
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Economics Education,Laboratories,Learning Activities,Simulation,Productivity,Observational Learning,Failure,Free Enterprise System

Laboratory is considered as one of the resources in supporting the learning process. The laboratory can be used as facilities to deepen the concepts, learning methods and enriching students' knowledge and skills. Learning process by utilizing the laboratory facilities can help lecturers and students in grasping the concept easily, constructing the learned concepts, and developing the thinking skills. The roles of Economic Education laboratory is to be the source of learning; as a learning methods and also as a supporting place for infrastructure. The purpose of this article is to develop an the understanding on the importance of the economic education laboratory function in preparing prospective teachers to achieve competency in economic. It is concluded that laboratory has an important role to encourage greater student engagement and helps to improve the quality of economic education.
Exploring the Digital Divide: The Use of Digital Technologies in Ontario Public Schools
Author: Chen, Bodong
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,Public Schools,Administrator Surveys,Principals,Access to Computers,Information Technology,Faculty Development,Computer Literacy,Questionnaires,Technology Integration

Combining data from a school principal survey with student demographics and achievement data, the present study aimed to develop a much needed understanding of ICT usage in Ontario's K-12 public schools. Results indicated equitable first-order access to technology for schools, early integration of ICT from the earliest grades, frequent application of ICT in teaching, and an enabling effect of ICT on additional access to learning resources and distance learning. However, challenges were also uncovered in building technology infrastructure for a small fraction of schools; ensuring home access for schools with lower family incomes, smaller size or from remote regions; and providing teachers with professional development for choosing online materials and adopting emerging ICT-enabled teaching practice. Furthermore, this study highlighted the importance of parent involvement in ICT usage and the potential beneficial linkage between ICT usage and student learning achievement.
Reflecting on Teaching Experiences in the Lab: Challenges with Classroom Design
Author: Cozza, Vanessa
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Technology,Computer Uses in Education,Classroom Design,Teaching Methods,Educational Philosophy,Classroom Environment,Space Utilization

In Cynthia Selfe's &quot;Technology and Literacy: A Story about the Perils of Not Paying Attention,&quot; she advises that composition teachers &quot;have to pay attention to technology.&quot; Similar to Brittany B. Cottrill's discussion of issues of access, this reflective piece pays attention to another issue concerning technology, specifically focusing on computer-equipped classroom designs. Not only has the author questioned the various ways that she uses technology in the classroom, such as blogs, wikis, and social networking sites, but she has also reflected on the advantages and disadvantages of computer-equipped classroom settings. Drawing heavily on Valerie Balester's &quot;The Evolving Computer Classroom for English Studies,&quot; where she focuses on the effects of design on student learning, the author has realized how her previous lesson plans oftentimes became difficult to manage in certain computer classroom environments. In this article, she shares what she has learned based on her observations and teaching experience by first describing two computer-equipped classroom settings: University B (UB), a four-year, mid-size, rural, public university located in the Midwest, and University N (UN), a four-year, small-size, rural, private university located in the east. The author discusses how both UB's and UN's classroom designs can affect teaching philosophies and ideologies. Finally, she concludes by reflecting on how teachers can overcome the physical technological environment when design negatively affects their pedagogical goals and student learning.
Developing Tutorials for Several Institutional Partners: A Real Challenge!
Author: Belzile, Brigitte
Date: 2015-00-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,College Faculty,Colleges,Information Literacy,Institutional Cooperation,Skill Development,Instructional Design,Educational Technology,Web Sites,Instructional Materials,Models,Cooperative Planning,Curriculum Development,Technology Uses in Education,Guides

This case describes the two-year development of a set of interactive tutorials for students and faculty at a number of community colleges and one university in order to target information literacy skills among their students, primarily searching for and evaluating information found online. The tools created were published under a &quot;Creative Commons&quot; license and made available to faculty members and instructors for the purposes of both online and classroom delivery. The main problems encountered dealt with collaboration issues arising between participating institutions, the availability and skill sets of the main contributors and the beta testing of materials developed for the target clientele.
The Challenge of Designing Blended Courses: From Structured Design to Creative Faculty Support!
Author: Carré, Catherine
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Instructional Design,Case Studies,Business Administration Education,Educational Technology,Online Courses,Program Development,College Faculty,Teaching Methods,Teacher Attitudes,Undergraduate Study,Models,Program Evaluation,Questionnaires,Curriculum Development,Workshops,Faculty Development

This case study deals with the implementation of an e-learning program in a business school in Canada. Cabot Business School decided to offer the program in a blended format so as to increase the flexibility of the program for clientele enrolled in the undergraduate certificate program. A pilot was initiated in 2009 starting with four hybrid courses. Now, three years later, 35 courses are being offered in blended mode by lecturers and a handful of professors who, for the most part, had no previous experience teaching online. Given the rapid development of this program, this case deals with how the instructional designer, without the benefit of any additional resources, managed to juggle both the development of the certificate program as well as parallel projects. The issues encountered deal with the extent to which the instructional designer can support faculty who are converting their courses from in-class to online, one of the main design challenges encountered by faculty. This case describes training strategies and implemented solutions provided by the instructional designer as well as the results obtained, faculty perceptions, and food for thought on the possible evolution of the role of the instructional designer.
Analysis on Students' Late-Coming Factors in Selected Secondary Schools in Zaria: Implications for Educational Managers
Author: Jumare, Abubakare M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Gender Differences,Age Differences,Questionnaires,Secondary School Students,Attendance Patterns,Socioeconomic Status,Student Surveys,Administrators

This study attempted to answer the following research questions among others: Has gender any relation with students' late-coming to school? Has age any relation with students' late-coming to school? Do senior students come to school later than juniors? Four secondary schools were selected for the study. A sample of sixty students late comers were administered with the questionnaire within a period of two weeks. The instrument was partly adopted, while the other part was self constructed. The instrument was validated by an expert in educational administration and language. Data collected was analyzed using simple percentages and frequencies for easy interpretation and understanding. The results indicate that late coming to school is higher among female students, those within the ages of 16-20 are frequent late comers and senior among others. It was recommended that parents (especially mothers) should reduce engaging female students with home activities especially in the morning; school administrators and teachers should increase effort on counseling strategies to adolescent students due to their change in perception and school rules.
Evolution of the Instructional Design in a Series of Online Workshops
Author: Patry, Anne
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Instructional Design,Online Courses,Workshops,Electronic Learning,Program Development,Continuing Education,Expertise,Access to Education,Mobility,Educational Quality,Training,French,Health Personnel,Knowledge Level,Labor Turnover,Program Evaluation

This case recounts the story of the design and production of a series of online workshops for French-speaking healthcare professionals in Canada. The project spans a couple of years and, despite encountering some challenges, succeeds in large part because of its strong foundation: the instructional design. This case study features an instructional designer from a central Canadian university and three SMEs. The main design issues highlighted are the target population's limited availability for continuing education, the SME's lack of knowledge of the instructional design process, the magnitude of this project with its national scope but limited time frame and human resources, as well as personnel changes among the SMEs and the instructional design team. This case outlines how the project team deals with these challenges to produce a series of online workshops that provide high quality training in French to healthcare professionals across Canada.
A Conceptual Analysis of Quality in Quality Function Deployment-Based Contexts of Higher Education
Author: Matorera, Douglas
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Quality,Quality Assurance,Models,Best Practices

The purpose of this paper is to assess and evaluate how higher education institutions (HEIs) using Quality Function Deployment draw out the relevancy and potential of the model in shaping their concept of &quot;Quality&quot; and how that Quality can be assured in higher education institutions' (HEIs') programmes. An intensive literature review was undertaken with the idea of building a repertoire of behaviours that capture what HEIs perceive as QFD, why its migration into higher education has increased over the years and how HEIs are working the QFD model. This critical analysis densifies our potential to read and understand related literature and assess the potential of QFD in higher education. It should also help us evaluate the worth of (dis)encouraging the adoption and diffusion of QFD or its tools within higher education. Conceptualising Quality in terms of the amount of transformation in the knowledge-base, attitudes, skills-set, understanding, belief systems and behaviour of the student should challenge our thinking about designing educative experiences and environments that create a &quot;fit-for-purpose&quot; graduate. Higher education has globally struggled with the gaps between expected Quality and the Quality offered in their various programmes. This paper show the need for research on how HEIs should close gaps among the voices of their constituencies and on how to align hypothesised, planned, and offered Quality to expected Quality.
Understanding EFL Students' Errors in Writing
Author: Phuket, Pimpisa Rattanadilok Na
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Writing Instruction,Error Patterns,Writing (Composition),Translation,Thai,Morphemes,Verbs,Form Classes (Languages),Native Language,Interference (Language),Teaching Methods,Essays,College Students,Language Usage,Error Analysis (Language),Foreign Countries

Writing is the most difficult skill in English, so most EFL students tend to make errors in writing. In assisting the learners to successfully acquire writing skill, the analysis of errors and the understanding of their sources are necessary. This study attempts to explore the major sources of errors occurred in the writing of EFL students. It also investigates the types of errors and the linguistic level that presents the most errors in their writing. Forty narrative essays composed by Thai university students were collected and analysed. Results showed that the mostly frequent types of errors were translated words from Thai, word choice, verb tense, preposition, and comma. The errors derived from two sources: interlingual and intralingual. Interlingual or native language interference was found to be the dominant source of errors. This study provides pedagogical implications for EFL instructors. Instructors should pay attention to the influence of learners' native language.
Implementing a Diversity-Orientated Online Graduate-Level Health Professions Education Program
Author: Savard, Isabelle
Date: 2015-00-00
Type: Journal Articles
Subjects: Graduate Study,Masters Programs,Online Courses,Interdisciplinary Approach,Information Technology,Technological Literacy,Instructional Design,Administrators,Cooperation,Distance Education,Health Education,Professional Education

This case describes the strategies implemented in the development of an online Master's degree program in Health Professions Education (HPE) and an online short, Master's level diploma program. The strategies presented pertain to three of the main challenges identified: program cohesiveness, a multidisciplinary approach, and information technology literacy. The case describes meetings between the senior instructional designer, the program director, and the members of the development committee, which occurred over a period of approximately one year.
An Online Training Course to Learn How to Teach Online
Author: Bachy, Sylviane
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Training,Online Courses,Teacher Education,Web Based Instruction,Case Studies,Distance Education,Intercollegiate Cooperation,International Cooperation,Instructional Design,Curriculum Design,Teaching Methods,Universities,Barriers,Educational Strategies,Learning Modules,Educational Benefits,Program Implementation

This case study deals with the implementation of ongoing training, offered wholly through distance and online learning, and conducted within the framework of an inter-university partnership linking two European countries. The case story relates the experience of several instructional designers (called &quot;Academic Advisors&quot; in this part of French-speaking Europe) who were in charge of designing, developing, and implementing an online course as well as conducting follow-up assessment on the skills acquired. The project occurred over a period of two years, from the initial course design during the first year to its implementation during the second year. During the design phase, a number of issues arose with regard to the didactic method used, institutional isomorphism, and the digital platforms operating in the two universities. Hindrances and facilitating factors encountered in the second year, during the trainees' tutorship and guidance, are also analysed.
From Intent to Action: An Iterative Engineering Process
Author: Mouton, Patrice
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Masters Degrees,Masters Programs,Instructional Design,Economics Education,Tutorial Programs,Synchronous Communication,Online Courses,Cooperation,Supervision,Student Projects,Enrollment Trends,Global Approach

Quite by chance, and over the course of a few haphazard meetings, a Master's degree in &quot;E-learning Design&quot; gradually developed in a Faculty of Economics. Its original and evolving design was the result of an iterative process carried out, not by a single Instructional Designer (ID), but by a full ID team. Over the last 10 years it has been successfully delivered by focusing on its strengths: the tutorial system, synchronous-mode online learning, collaborative work, and the supervision of professional projects. However, its success has led to new issues such as larger groups of enrolled students, program diversification, and internationalization.
Guiding Professional Life-Long Learning Projects: The Case of an Immersive Blended Learning Certificate
Author: Benetos, Kalli
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Lifelong Learning,Blended Learning,Certification,Professional Continuing Education,Student Projects,College Faculty,Active Learning,Stakeholders,Case Studies

This case study presents a blended learning study program offered as a continuing education certificate of advanced studies for post-secondary educators and training professionals in the private, non-governmental, and public sectors. This accredited certificate program is unique in that it allows participants to propose and develop their own practical pedagogical projects. Another distinguishing characteristic is that it is offered in blended learning mode, i.e., alternating face-to-face phases with tutored distance learning phases. The pedagogical team includes one professor and one coordinator who supervise the entire program, as well as external instructors who provide individually tailored consulting on participants' projects. During their studies, participants experience first-hand, the techno-pedagogical solutions proposed through their implementation within the program.
A Learning Module for BA Students to Develop ICT Skills for Their Learning Activities
Author: Platteaux, Hervé
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Technology,Learning Activities,Undergraduate Students,Skill Development,Case Studies,Workshops,Online Courses,Tutorial Programs,Instructional Design,Transfer of Training,Blended Learning,Student Needs,Foreign Countries

This case illustrates the process of developing a learning module to support BA students in their use of ICT (Information and Communication Technology) tools in their learning. At the university where this case occurred, the skill level of ICT use among students in a learning context was very heterogeneous. The E-learning Competency Centre, or ECC, which was in charge of techno-pedagogical development at the institution, created a hybrid learning module that offered students learning materials and activities with both face-to-face workshops and online tutorials for autonomous learning. The students were able to choose subjects they wanted to learn &quot;à la carte&quot; by taking tutorials on their own and/or by participating in face-to-face workshops. The module described in this case is currently under construction. The design phase of this project is the focus of this case study.
How Do You Implement a Digital Environment to Support a Training Group?
Author: Ronchi, Anne
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Design,Program Development,Online Courses,Training,Interpersonal Relationship,Learning Modules,Knowledge Level,Technological Literacy,Technology Uses in Education,Integrated Learning Systems,Blended Learning,Educational Technology,College Faculty

This case deals with an instructional designer (ID) working at a European university who has been asked to convert an existing on-campus program for working professionals to online delivery. This case took place over a period of several months and led to the development of an online training program. The program was designed to facilitate management of the individual training courses, while supporting exchanges between participants from a highly heterogenous audience. Interpersonal relationships that developed within the group remained a basic component of the training experience. The main challenges encountered by the instructional designer were the module-based courses that emphasized personalized learning, a lack of confidence in the Program Coordinator, and a lack of ICT knowledge by the design team in an institutional context unfavorable to the use of ICT. The courses offered by this university were mainly on-campus and the LMS was mainly used as a content repository.
Moving Forward in Writing Program Assessment Design: Why Postmodern Qualitative Assessment Makes Sense
Author: Nora, Krystia
Date: 2010-00-00
Type: Journal Articles
Subjects: Program Evaluation,Qualitative Research,Postmodernism,Grounded Theory,Writing (Composition),Research Methodology,College Outcomes Assessment,College Faculty,Focus Groups,Writing Teachers

An examination of postmodern grounded theory and narrative research methodology philosophies should make us rethink foundational issues in writing assessment design. Postmodern approaches emphasize interpretation and meaning-making, arguing that truths are made rather than found. In fact, many postmodern researchers emphasize the impossibility of objective, reliable results, especially in human research. In a communicative field such as teaching writing, this makes particular sense--the myriad of factors involved in a student writer's progress and in a teacher's ability to facilitate writing development cannot be isolated from each other. The realization that conducting a qualitative assessment of whether departmental objectives are being met is an investigation and an evaluation led the author to the conclusion that in order to do qualitative assessment well, it should be treated as a qualitative research project. This article describes how the faculty at the Art Institute of Pittsburgh used a postmodern qualitative approach to allow for a co-created and co-constructed research methodology. They studied themselves as a focus group, and they discerned how and why students earned the grades they did in the researchers' classes.