ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating Dynamic Learning Communities in Synchronous Online Courses: One Approach from the Center for the Integration of Research, Teaching and Learning (CIRTL)
Author: McDaniels, Melissa
Date: 2016-03-00
Type: Journal Articles
Subjects: Graduate Students,Online Courses,Synchronous Communication,Computer Mediated Communication,Student Attitudes,Satisfaction,Sense of Community,Communities of Practice,Integrated Learning Systems,STEM Education,Student Educational Objectives,Mentors,Asynchronous Communication,Online Surveys,Likert Scales,Self Esteem,Barriers,Program Effectiveness,Qualitative Research,Statistical Analysis

The ability to convert face-to-face curricula into rigorous and equally rich online experiences is a topic of much investigation. In this paper, we report on the conversion of a face-to-face research mentor training curriculum into a synchronous, online course. Graduate students and postdoc participants from the Center for the Integration of Research, Teaching and Learning (CIRTL) reported high satisfaction with the online training and increased confidence in their mentoring. Both quantitative and qualitative data indicate that the synchronous environment was successful in creating a strong sense of community among the participants. Specific pedagogical approaches for cultivating learning communities online as well as implications for scaling up such efforts are discussed.
Utilizing a Simulation within an Online School Technology Leadership Course
Author: Strycker, Jesse
Date: 2016-03-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Online Courses,Leadership Training,Masters Programs,Case Studies,Student Attitudes,Technology Integration,Data Analysis,Systems Approach,Fidelity,Risk,Schemata (Cognition),Student Surveys

Online courses and programs have grown to become and continue to be a popular option for students. As part of an online Master's of Education in Instructional Technology program, students must complete a school technology leadership course. Leadership decision making, policy making, and how to have innovations take hold in a school settings are important things to learn about, but are even more important concepts for students to be able to practice. This case study details the reasoning behind, utilization of, adjustments to, and results from bringing a simulation into the program's online school technology leadership course. Results show that students found the simulation to provide a mostly authentic experience and grew to understand that they should view the simulation as a system, but some students were averse to risk taking and were not always able to adjust to details within the simulation that challenged their existing schema regarding technology leadership and how innovations are diffused within a school setting.
Creating a Sticky MOOC
Author: Oakley, Barbara
Date: 2016-03-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Student Attitudes,Student Satisfaction,College Students,Academic Persistence,Student Surveys,Statistical Analysis,Correlation,Factor Analysis,Program Effectiveness,Teaching Methods

&quot;Learning How to Learn,&quot; a MOOC from UC San Diego, is one of Coursera's most successful offerings; in its first year, nearly one million learners enrolled in the course. As a result of its high student satisfaction levels (4.55 on a 5-point Likert scale) and the persistence of strong student interest in the course, it is worth examining the course's dynamics more closely in an effort to tease out its sources of satisfaction and popularity. For this paper, we used students' responses to an open-ended question to develop a list of potentially important &quot;stickiness&quot; features. A subset of students enrolled in the third session of Learning How to Learn then rated their overall satisfaction with the course and the extent to which each feature contributed to their persistence in the course. Three primary factors suggested by a factor analysis of stickiness items correlated most highly with course satisfaction: &quot;Instructor Quality,&quot; &quot;Conceptual Clarity/Importance,&quot; and &quot;Format.&quot; A description of the course creation process explains how these factors were achieved through the use of metaphor and analogy, instructor interactions with the graphics, the use of motion to maintain students' attention, tight scripting, a relaxed presentation demeanor, volunteer TA support, and relevant yet occasionally humorous quizzes.
Chair Perceptions of Trust between Mentor and Mentee in Online Doctoral Dissertation Mentoring
Author: Rademaker, Linnea L.
Date: 2016-03-00
Type: Journal Articles
Subjects: Department Heads,Doctoral Dissertations,Trust (Psychology),Mentors,Teacher Student Relationship,Computer Mediated Communication,Graduate Students,Case Studies,Questionnaires,Data Analysis,Feedback (Response),Academic Ability,Educational Strategies,Self Disclosure (Individuals),Student Development,Student Surveys,Reliability,Self Esteem,Social Isolation,Skill Development,Qualitative Research

We explored online dissertation chairs' perceptions of trust in the mentor-mentee relationship, as trust was identified as a crucial factor in the success of doctoral students. Through the implementation of a multiple-case study, and a qualitative, online questionnaire, and through qualitative data analysis, we discovered 16 chairs' perceptions of trust and that student vulnerability is an important part of the relationship that chairs consistently work to alleviate. Findings point to the importance for chairs to establish trust through feedback, consistency, and personal connections with students. Second, chairs perceived student vulnerability to include both students' discussion of their academic skills (or lack thereof) and their willingness to share personal information. Chairs were very resourceful in enacting strategies to alleviate all types of student vulnerability, including recognizing student strengths and pointing to the positives of vulnerability and by offering scholarly resources for students to develop their academic strengths.
Variations in Motivation, Anxiety and Boredom in Learning English in Second Life
Author: Kruk, Mariusz
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Summer Programs,Teaching Methods,Questionnaires,Qualitative Research,Statistical Analysis,Student Motivation,Anxiety,Psychological Patterns,Simulated Environment,Technology Uses in Education,Females

The article presents the results of a study whose main aim was to investigate the changes in motivation, language anxiety and boredom in learning English in &quot;Second Life.&quot; The sample consisted of 16 second year students of English philology. The study was conducted over the period of a summer semester. During that time the participants of the study were asked to use &quot;Second Life&quot; and practice English there in their own time. The data were obtained by means of a background questionnaire and session logs and subjected to quantitative and qualitative analysis. The results show that the students declared quite high level of motivation to learn English in Second Life, low level of anxiety and relatively low level of boredom. In addition, the findings of the study revealed that both the reported motivation as well as the experience of boredom fluctuated over time. In contrast, the levels of foreign language anxiety declared by the subjects remained almost unchanged. Possible causes of such fluctuations are offered. [Note: The attached content shows an incorrect citation. This article was published in v24 n1 Mar 2016.]
Creating an Avatar to Become a &quot;Spect-Actor&quot; of One's Learning of English for Specific Purposes
Author: Privas-Bréauté, Virginie
Date: 2016-03-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Business English,Transfer of Training,Business Communication,Time Management,Interpersonal Relationship,Business Administration Education,Electronic Learning,Computer Simulation,Drama,Foreign Countries,Teaching Methods,Computer Assisted Instruction,Undergraduate Students

In this article, we shall examine why the creation of avatars in virtual worlds facilitates the learning of business English. We are committed to determining the factors that enable students in a French business school to consolidate their skills in English (from linguistic, socio-linguistic and pragmatic standpoints) and to develop more general competences (such as self-confidence, the management of space and time, interpersonal relationships) through the creation and use of avatars. Our article aims at showing that these skills are then transferable to real communication situations. Our research comes within the scope of a &quot;communic-actional&quot; approach of English learning. It relies on the notions of &quot;distanciation,&quot; &quot;fragmentation&quot; and &quot;spect-actor&quot; of dramaturgs Bertolt Brecht and Augusto Boal, which give a scientific framework to our research. [Note: The attached content shows an incorrect citation. This article was published in v24 n1 Mar 2016.]
Attitudes of Turkish EFL Student Teachers towards Technology Use
Author: Baz, Esra Harmandaoglu
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Student Teacher Attitudes,Technology Uses in Education,English (Second Language),Language Teachers,Second Language Instruction,State Universities,Mixed Methods Research,Positive Attitudes,Rating Scales,Focus Groups,Semi Structured Interviews

The hot debate of integrating technology into instruction has captured the interest of the world in the context of 21st century education. A considerable amount of effort has been presented in order to incorporate technology into education. In this respect, attitudes have been considered as a good indicator of the tendency to implement technology into instruction. Therefore, the aim of this study is to investigate the attitudes of Turkish English as a foreign language (EFL) student teachers at a major state university in Turkey towards technology use in language learning and teaching. Using a mixed methods approach, 98 student teachers participated in the study. The attitude towards technology scale developed by Yavuz (2005) and focus group interview were used to collect data from the participants. The findings indicate that the student teachers have highly positive attitudes towards the use of technology in language learning and teaching. Some pedagogical implications and suggestions for student teachers, teacher trainers and schools were provided for future development.
Cross-Cultural Comparison of Teachers' Views upon Integration and Use of Technology in Classroom
Author: Kayalar, Fethi
Date: 2016-04-00
Type: Journal Articles
Subjects: Technology Integration,Teacher Attitudes,Educational Technology,Technology Uses in Education,Cultural Differences,Cross Cultural Studies,Elementary School Teachers,Electronic Publishing,Web Sites,Diaries,Qualitative Research,Semi Structured Interviews,Telecommunications,Teaching Methods,Foreign Countries

The purpose of the study is to compare teachers' views upon integration and use of technology in classroom. To make cross-cultural comparison of teachers' views, we interviewed with nine teachers in a primary school in city of Erzincan, Turkey and compared the views of the teachers with those of the teachers living in foreign countries. To obtain the data from other countries, we used the comments of the teachers who shared their views with us at &quot;Edutopia&quot; Blog Page. We used a qualitative research method with semi structured interview form to gather data and to compare them with the comments in blog page. Having analysed, compared and discussed the views of the teachers, we recommended that the school principals, teachers and students should be encouraged to integrate technology and use mobile technology in classroom so that the students can prepare themselves for competition and race with the others and future careers.
Development of Digital Instruction for Environment for Global Warming Alleviation
Author: Praneetham, Chuleewan
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Climate,Computer Assisted Instruction,Academic Achievement,Scores,Student Attitudes,Satisfaction,Grade 6,Questionnaires,Statistical Analysis,Electronic Learning,Statistical Significance,Energy Conservation,Pretests Posttests,Multimedia Instruction

Technological education and instruction are widely used in the present education trend. Using of digital instruction for environmental subject can encourage students in learning and raise their awareness and attitude on environmental issues. The purposes of this research were: 1) to construct and develop the digital instruction for environment for global warming alleviation, 2) to compare the difference of the student' achievement scores earned before and after using the digital instruction, and 3) to study the students' satisfaction towards the digital instruction for environment for global warming alleviation. The research samples consisted of 40 students in grade 6 collected by purposive sampling technique. The instruments used in this research were the digital instruction for environment for global warming alleviation and satisfied evaluated questionnaire. The frequency, percentage, mean, standard deviation, and t-test were used to analyze the data. The findings indicated that: 1) the digital instruction for environment for global warming alleviation comprised of five environmental topics, 2) the students' achievement scores after using the digital instruction increased with statistical significance (p&lt;0.01), and 3) students' satisfaction in knowledge receiving was at good level and the overall satisfaction of students in digital instruction was at high level.
E-Learning of Andalusian University's Lecturers. Gender
Author: Tena, Rosalía Romero
Date: 2016-04-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Foreign Countries,Questionnaires,Statistical Analysis,College Faculty,Integrated Learning Systems,Teacher Attitudes,Technology Uses in Education,Gender Differences,Technology Integration,Teaching Methods

This study forms part of the research project: &quot;Use of eLearning in Andalusian Universities: current status and analysis of good practice&quot;. Our research focuses on two fundamental areas: firstly, the Virtual Andalusian Campus (VAC) as defined in the Digital University project set up by the Andalusia's Regional Administration, and secondly an assessment of the technical and didactic potential of Learning Management Systems (LMS) for the teaching staff at these universities. The research was undertaken using a quantitative methodology which collected and analysed data through questionnaires to find out how eLearning is used by 1302 lecturers of different level of six different Andalusian´s university, and to assess their levels of satisfaction with it. The university teaching staff demonstrated positive attitudes towards the e-learning and b-learning process, the methods used, the support offered by the university, and the development programme. The research demonstrates the success of the programme, and shows that it promotes diversity within the university by making use of a variety of personal and professional factors. It also confirms that the majority of teaching staff at the universities do not consider the use of different platforms to be a problem, and that the success of the experience is dependent on the support and attitudes of the university. We found significant differences between the lecturers in terms of gender in two areas: male lecturers had more knowledge of the tools, and female lecturers made more use of them.
EMMA: Towards Multicultural Learning
Author: Kerr, Ruth
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,Multicultural Education,Online Courses,Inclusion,Consortia,Student Diversity,Translation,Educational Environment,Multilingualism,Instructional Design,Open Universities,Blended Learning,Program Effectiveness

Interest on the part of European Institutions to explore the potential of MOOCs for providing the kind of inclusive and multicultural education that was needed for 21st century learners was confirmed by funding of projects such as EMMA (http://www.europeanmoocs.eu). The definition of &quot;European&quot; for the EMMA consortium was based on diversity--of culture, language and approach--and integration of the same. This paper looks at how EMMA is responding to the challenge of embracing diversity and integration in the same technological artefact through the use of embedded translation services, and an experimental PLE. We will also introduce the ad hoc evaluation services that are designed to test the impact of the EMMA concept. [Note: The attached content shows an incorrect citation. This article was published in v24 n1 Mar 2016.]
Why and How Do Distance Learners Use Mobile Devices for Language Learning?
Author: Demouy, Valérie
Date: 2016-03-00
Type: Journal Articles
Subjects: Distance Education,Handheld Devices,Second Language Learning,Telecommunications,Adults,Surveys,Use Studies,Student Motivation,Semi Structured Interviews,Mixed Methods Research,Preferences,Computer Oriented Programs,Electronic Learning,Learner Engagement,Independent Study

Most of the literature on mobile language learning is located in classroom contexts, and often concerns the use of resources developed by teachers or researchers. However, we also need to understand learner initiated practices, in informal as well as formal settings, where mobile language learners are increasingly using digital resources. In this paper, we focus on the emerging practices of students learning languages at a distance. Adult students of five languages at different levels were surveyed about using their mobile devices to support their learning as well as their motivations in doing so. We also draw on eight follow-up interviews. We discuss the learners' preferred activities, the resources and apps that they use, and also their motivations for their mobile language practices. These distance learners are very aware of how their devices provide them with high exposure to their target language and the importance of such exposure. They also use their mobile devices to introduce variety into their learning and to make it enjoyable. This knowledge of self-directed learners' practices is extremely valuable in informing educators about how mobile devices feature in language learning and can be harnessed in contributing to it. [Note: The attached content shows an incorrect citation. This article was published in v24 n1 Mar 2016.]
Review of the Technology-Utilization Level of String Instrument Teachers
Author: Döger, Didem
Date: 2016-04-00
Type: Journal Articles
Subjects: Music Teachers,Musical Instruments,Secondary School Teachers,High Schools,Computer Uses in Education,Questionnaires,Music Education,Internet,Gender Differences,Teaching Experience,Teacher Attitudes,Foreign Countries,Statistical Analysis

The purpose of this study is to determine the technology-utilization level of Fine Arts High School string instrument teachers. A pattern based on descriptive method has been used to conduct the researchers. Research data has been collected via literature review and questionnaire developed and prepared by the researcher. SPSS program has been utilized for processing the data. As a result of the analysis carried out in the research, this paper concludes that string instrument teachers make use of computers at the intermediate level and have adequate knowledge on its area of utilization in the Internet and music, and benefit from the Internet in instrument courses as well. The paper also concludes that in the classes the technology-utilization level of viola teachers is the highest; cello and contrabass teachers rather make their students watch videos while viola teachers mostly make use of tuning programs. Moreover, string instrument teachers commented that video camera recording can be used for beginner level instrument courses but that there were not adequate resources to teach viola as the technological advancement in Turkish Music is not enough. One of the string instrument teachers also stated that technology-utilization is not necessary for instrument training. Taking these findings into account, the paper offers some views and suggestions in order to respond to today's requirements and to guide instrument training course in this direction.
Supportive Learning: Linear Learning and Collaborative Learning
Author: Lee, Bih Ni
Date: 2016-04-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Electronic Learning,Cooperative Learning,Teaching Methods,Learner Engagement,Internet,Computer Mediated Communication,Information Management,Online Searching,Telecommunications

This is a conceptual paper which is trying to look at the educational technology is not limited to high technology. However, electronic educational technology, also known as e-learning, has become an important part of today's society, which consists of a wide variety of approaches to digitization, components and methods of delivery. In the literature, researchers used narrative literature review to describe the current states of both art (i.e., practice) and science (i.e., research) in focused areas of inquiry. Researchers collect all the important points of discussion, and synthesis them here with reference to the specific field where this paper is originally based on. The findings show that Computer-based training (CBT) initially delivered content via CD-ROM, and is usually presented linear content, much like reading an online book or manual. Computer supported collaborative learning (CSCL) use teaching methods that are designed to encourage or require students to engage in learning tasks. CSCL is similar in concept to the term, &quot;collaborative learning network,&quot; &quot;e-learning 2.0&quot; and (NCL).
Music Software in the Technology Integrated Music Education
Author: Nart, Sevan
Date: 2016-04-00
Type: Journal Articles
Subjects: Computer Software,Technology Uses in Education,Music Education,Teacher Role,Technology Integration,Teaching Methods,Educational Technology,Foreign Countries

The role of the teacher has changed as the traditional education methods, techniques and applications have left its place to the student-centered methods, techniques and applications along with the 21st century. Teachers are no more &quot;source and share the information&quot; but they do &quot;guide&quot; students to access information and &quot;manage the process.&quot; Today, it has become an inevitable requirement that a teacher who guide his student should follow technological developments in his field; master and use the technology in the classroom and integrate it to his lessons. Prensky (2001) who calls today's students as &quot;Net Jeneration&quot; states that these students are all &quot;native speakers&quot; of the language of &quot;digital&quot; by spending hours per day with computers, internet, video games, IPhones, IPads and television and brands them as &quot;Digital Natives.&quot; This study aims to find out the software used and deemed to be beneficial at music education and the usage of the software in music education. For this purpose the publications, researches and internet sources of current literature were examined by screening method and the data obtained brought together and interpreted. As a result, it was determined that, there is a lot of software able to be used in music education and they provide an effective and efficient education process for both the teachers and learners. Based on these results what needs to be done on this issue was discussed and suggestions were made.