ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Digital Literacy Competences and Learning Habits of Open and Distance Learners
Author: Ozdamar-Keskin, Nilgun
Date: 2015-00-00
Type: Journal Articles
Subjects: Computer Literacy,Distance Education,Open Education,Factor Analysis,Problem Solving,Cognitive Style,College Students,Preferences,Student Surveys,Student Projects,Technology Uses in Education,Computer Use,Foreign Countries

The purpose of the study is to examine digital literacy competences and learning habits of learners enrolled in the open and distance education system of Anadolu University in Turkey. Data were gathered from 20.172 open and distance learners through a survey which included four parts: demographic information, abilities to use digital technologies, learning habits, preferences in using digital technologies for learning purposes. Principal Component Factor Analysis was applied in order to group and classify the attitudes and statements of the learners in their personal learning preferences, problem solving skills, project work skills, and abilities to use digital tools for learning purposes. Their personal learning preferences produced five factors: visual, auditory, dependent, collaborative, and reading-writing learning styles. According to the results of the study, learners believe that they have problem-solving and project-working skills to deal with educational difficulties. However, they seem to have only basic competences of digital literacy and the skills to use information and communication technologies at a basic level. They need training on how to use digital tools more efficiently for learning purposes. Further research is needed to explore how to increase the use of digital tools for the purpose of effective learning and also how to design learning environments to improve digital literacy of open and distance learners.
Media Culture 2020: Collaborative Teaching and Blended Learning Using Social Media and Cloud-Based Technologies
Author: Vickers, Richard
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Blended Learning,Social Media,Web 2.0 Technologies,Information Storage,Computer Software,Electronic Learning,Cooperative Learning,Educational Innovation,Delivery Systems,Active Learning,Student Projects,Workshops,Intercollegiate Cooperation,International Cooperation,Synchronous Communication,Asynchronous Communication,Computer Mediated Communication,Foreign Countries,Comparative Education

In 2013 five universities from across Europe undertook an innovative project &quot;Media Culture 2020&quot;, combining skills and forces to develop new practices that would face the challenge of the convergence of digital media, taking full advantage of social media and cloud-based technologies. The aim of the Media Culture 2020 project was to demonstrate what 21st century converged and interactive European Media Culture could be in comparison to the broadcasting based one-way 20th century model. The main objective of the project was to break down classroom and campus walls by creating open virtual learning environments where students from different countries and fields could explore and learn together. Media Culture 2020 developed innovative digital learning environments that consider new forms of production, transmission and representation of knowledge. The project utilized a range of online platforms, social media and cloud-based technologies including Facebook, Google+ Google Hangout, Google Docs, and Blogger in the collaborative development, management, and delivery of the project.
An Exploration of Student Experiences with Learner-Centered Instructional Strategies
Author: Stefaniak, Jill E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Experience,Student Centered Learning,Learning Motivation,Introductory Courses,Public Speaking,Educational Strategies,Apprenticeships,Participant Observation,Semi Structured Interviews,Surveys,Student Surveys,Learner Engagement,Control Groups,Experimental Groups,Comparative Analysis,Statistical Significance,Ethnography,Readiness,Learning Activities

In this exploratory study, we examined how undergraduate students experience learning in a learner-centered teaching environment and their perceptions of motivation towards learning material in an introductory public speaking communications course. Six faculty members participated in a semester-long study where their teaching strategies were observed. Three faculty members participated in a cognitive apprenticeship where they were taught how to implement learner-centered instructional strategies into their coursework. Participants were 109 students who were enrolled in an introductory public speaking course. Data was collected by means of classroom observations, interviews, and the administration of a survey. Our findings indicated that students who were engaged in learner-centered activities within the communications course demonstrate higher levels of motivation towards the course and are more actively engaged in their learning.
An Evaluation of Applying Blended Practices to Employ Studio-Based Learning in a Large-Enrollment Design Thinking Course
Author: Brown, Sydney E.
Date: 2015-00-00
Type: Journal Articles
Subjects: College Freshmen,Blended Learning,Design,Outcomes of Education,Large Group Instruction,Interdisciplinary Approach,Mixed Methods Research,Educational Technology,Instructional Design,Class Size,Student Surveys,Pretests Posttests,Thinking Skills,Empathy,Concept Formation,Teamwork,Self Esteem,Student Empowerment,Active Learning

DSGN110 was a multidisciplinary course teaching first year students enrolled in in a variety of majors about design thinking. The course is offered for the majors of architecture, landscape architecture, interior design, community and regional planning, along with computer science and business students. By blending face-to-face and online instructional strategies, desired practices and learning outcomes associated with the more intimate nature of studio-based learning and learning through action were scaled and achieved in the large enrollment course. The quantitative analysis of the pre and post survey revealed significant change across all constructs and the qualitative data analysis supported these findings, demonstrating that a blended course design utilizing collaborative technology platforms offered an innovative solution to teaching and learning in a manner reflective of a studio-based pedagogy.
A Needs Analysis for Technology Integration Plan: Challenges and Needs of Teachers
Author: Vatanartiran, Sinem
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Integration,Technology Uses in Education,Foreign Countries,Mixed Methods Research,Questionnaires,Teacher Attitudes,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers,Online Surveys,Teacher Surveys,Needs Assessment

Lack of technology leadership and technology integration plans are important obstacles for using technology effectively in schools. We carried out a large-scale study to be able to design a technology integration plan for one of the pilot provinces that Fatih Project was initiated. The purpose of this research is to examine the perceived challenges and needs of K12 teachers when integrating technology into their classes, which would be used as the needs analysis data of the technology integration plan. A mixed design was used and 844 teachers participated in the study. An online survey was used to gather both the quantitative and qualitative data. The findings showed that there are three major issues for teachers to integrate technology into their instruction: Executive, infrastructural, and instructional. Executive issues are mostly related to managerial and financial challenges. Infrastructural issues include technological and physical challenges, and instructional issues consist of challenges related with instructional materials, students' readiness, and teacher competencies.
Preservice Teachers' Critical Thinking Dispositions and Web 2.0 Competencies
Author: Sendag, Serkan
Date: 2015-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Critical Thinking,Web 2.0 Technologies,Thinking Skills,Questionnaires,Electronic Publishing,Web Sites,Surveys,Social Networks,Handheld Devices,Audio Equipment,Information Dissemination,Educational Technology,Comparative Analysis,Research Design,Correlation,Predictor Variables,Teacher Education Programs,Higher Education,Foreign Countries,Likert Scales,Technology Uses in Education,Delphi Technique,Preservice Teacher Education

The aim of this study was to investigate the associations between preservice teachers' Web 2.0 competencies and their critical thinking disposition (CTD). The study employed an associational research design using California Critical Thinking Disposition-Inventory (CCTD-I) and a Web 2.0 competency questionnaire including items related to Web 2.0 awareness, Web 2.0 use, and educational use of Web 2.0 tools. Five different Web 2.0 tools included in the study: (a) blogs, (b) wikis, (c) social networking websites, (d) YouTube, (e) podcasts. A total of 1,335 preservice teachers completed the survey. Findings indicated that participants had a medium level internet use, Web 2.0 awareness, Web 2.0 use, and Web 2.0 skills while their educational Web 2.0 use level was low. In terms of competencies on certain Web 2.0 tools, their blog, wiki, and podcast competencies were at a very low level, whereas their social networking and YouTube competency levels were high. Findings also showed that there were significant relationships between preservice teachers' Web 2.0 competencies and their critical thinking disposition. The results highlighted that the use of different Web 2.0 tools can be complementary to each other during certain instructional activities to improve different dimensions of critical thinking disposition.
An Assessment of Teachers' Abilities to Support Blended Learning Implementation in Tanzanian Secondary Schools
Author: Kihoza, Patrick D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Technology Uses in Education,Secondary Education,Foreign Countries,Mixed Methods Research,Teaching Methods,Technological Literacy,Knowledge Level,Secondary School Teachers,Teacher Attitudes,Questionnaires,Interviews,Preservice Teachers,Educational Attainment

The purpose of this study was to describe instances of pedagogical practices of teachers using ICTs and the enhancements of practices using traditional methods, to more fundamental changes in their approach to teaching. Using a mixed method, the research examined the impact of increased education level on the ICT use competence perception and the influence of ICT knowledge level and skills on the adoption of blended learning contents. Four schools were used for this study; two picked out of 50 that are enhanced with ICT infrastructures while the other two were picked from schools without enough ICT infrastructures. Three research questions guided the study. Data collection included teachers, schools inspection officers, curriculum development experts, teacher trainees, and policymakers' interviews, questionnaires, classroom observations, and document reviews. Data analysis concentrated on the central questions of the study. The results suggested that teachers' education level could not determine their ICT knowledge level. Either, the ICT knowledge level has influences on the decision to use blended learning. Barriers to ICT use in education were revealed as: internal--more of personal attitudes and perceptions about a technology, and external--lack of availability and accessibility to the relevant resources (hardware and software), lack of framework that address integration of ICTs in teaching and learning, and unreliable Internet connection. Resulting from the results, this study suggests a goal-oriented teacher training framework which should address a complex integration of technology, content, pedagogy, school infrastructures, and the overall objectives of the education systems as trivial of ICT use determining factors.
Students' Attitudes towards Information Technology and the Relationship with Their Academic Achievement
Author: Abdullah, Zhwan Dalshad
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Technology,Technology Uses in Education,Academic Achievement,Correlation,Statistical Analysis,Science Education,Humanities,Intellectual Disciplines,Undergraduate Students,Student Surveys,Likert Scales,Foreign Countries,Questionnaires

The present quantitative study aims to find out the underlying factors of attitudes towards information technology and the relationship with academic achievement among students, through a self-developed questionnaire. The attitudes of the respondents were assessed in terms of three dimensions; namely affection, behavior, and belief. The results revealed a statistically significant difference between Arts and Science students in terms of their attitude towards IT in favor of Science students, and also proved that there was no statistically significant correlation between students' academic achievement and their attitudes towards IT. While students at the medium level of academic achievement tended to score higher on the affection toward IT comparing with students at the satisfactory level of the academic achievement. The results of this study provide information for policymakers, and the researchers who are interested in understanding the factors that affect technology use by students in their learning.
How Does Self-Regulation Affect Computer-Programming Achievement in a Blended Context?
Author: Cigdem, Harun
Date: 2015-00-00
Type: Journal Articles
Subjects: Metacognition,Computer Science Education,Measures (Individuals),Blended Learning,Correlation,Academic Achievement,Self Efficacy,Anxiety,Student Attitudes,Online Courses,Military Training,Programming,Teaching Methods,Graduates,Vocational High Schools,Questionnaires,Grades (Scholastic),Regression (Statistics),Foreign Countries

This study focuses on learners' self-regulation which is one of the essential skills for student achievement in blended courses. Research on learners' self-regulation skills in blended learning environments has gained popularity in recent years however only a few studies investigating the correlation between self-regulation skills and student achievement in blended learning environments exist. Self-regulation is related to self-efficacy, anxiety, interactivity, satisfaction with and usefulness of the system. Self-regulated learners are more likely to accomplish at online learning. In this study, a total of 267 military vocational college students were taught computer programming during a 15-week-long semester in a blended learning context, which involved using both face-to-face teaching and online learning through MOODLE over intranet. Participants were the graduates of vocational high schools and the students at the departments of Computer Technologies and Electronics &amp; Communication Technologies and were all male. Liaw and Huang's Self-Regulation Scale with six subscales was used to collect the data during the last two weeks of instruction. Regression analyses were conducted to analyze the data. The results revealed that self-regulation was affected by perceived anxiety, interactivity in the online learning environment, and perceived self-efficacy. Learners' academic achievement has been affected only by perceived self-efficacy.
Opinions and Attitudes of Prospective Teachers for the Use of Mobile Phones in Foreign Language Learning
Author: Cakir, Ismail
Date: 2015-00-00
Type: Journal Articles
Subjects: Telecommunications,Teaching Methods,Second Language Learning,Second Language Instruction,Teacher Attitudes,Statistical Analysis,English (Second Language),Preservice Teachers,Questionnaires,Language Teachers

The aim of this study is to explore the current use of mobile phones in a foreign language teaching context where English is used as the medium of instruction by prospective teachers. To this end, it presents the views of prospective English teachers on utilizing the mobile phone as an instructional tool for foreign language learning purposes in the educational and instructional setting of foreign language teaching classrooms. The study utilized a quantitative methodology. In this context, a questionnaire was developed and administered to a sample of 193 participants in an English Language Teaching (ELT) department. The data gathered through the questionnaire were processed and analyzed descriptively. Results indicate that most of the participants would prefer to use mobile phones as instructional tools in foreign language learning. The results also provided some insights as to how foreign language teachers could employ suitable approaches to make learning and teaching English meaningful and communicative. The results suggested that the participants would like to make use of mobile phones for educational purposes when they become teachers of English. It is recommended that some of technology-based language teaching activities can be implemented using mobile phones and they can be integrated into foreign language teaching curriculum.
Investigating Student Use of Electronic Support Tools and Mathematical Reasoning
Author: Higgins, Kristina N.
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematical Logic,Mathematics Instruction,Technology Uses in Education,Educational Technology,Grade 3,Grade 4,Grade 5,Elementary School Students,Private Schools,Teaching Methods,Interviews,Formative Evaluation,Statistical Analysis,Pretests Posttests,Nonparametric Statistics

Mathematical reasoning involves comprehending mathematical information and concepts in a logical way and forming conclusions and generalizations based on this comprehension. Computer-based learning has been incorporated into classrooms across the country, and specific aspects of technology need to be studied to determine how programs are influencing student reasoning and learning. This article explores how one aspect of computer-based learning, electronic support tools (ESTs), influences students' mathematical reasoning over the course of an online supplemental mathematics program, the Math Learning Companion (MLC). Students in Grades 3, 4, and 5 (N = 31) from two private schools participated in MLC, and their reasoning was assessed before and after participating in the program. EST use was measured by using frequency counts for each tool. Results describe students' tool use and reflect an overall change in their reasoning over the course of the intervention, indicating that students use ESTs as needed to individualize the learning program. Students specifically used ESTs as needed to improve their mathematical reasoning, their correctness of response, and their mathematical explanations of their answers over the course of the intervention.
A Study into the Perceptions of Students of Color and Their Ninth-Grade Academic Experience
Author: Barnes, J. Ako
Date: 2014-03-00
Type: Journal Articles
Subjects: Minority Group Children,Race,Critical Theory,Racial Bias,Academic Achievement,Grade 9,High School Students,Student Attitudes,Gender Differences,Cultural Influences,Teacher Effectiveness,Dropout Rate,Interviews,Coding,Observation,Career Academies

Barnes, Mullen, and Lieb (2013) suggested that the effective implementation of the freshman academy promoted positive achievement outcomes for students of color. From a sociocultural perspective through the theoretical framework of Critical Race Theory (CRT), understanding the existence of racism is crucial to a positive academic environment (Beachum, 2013; Chapman, Dixon, Gillborn, &amp; Ladson-Billings, 2013; Ladson-Billings, 1999a). Using CRT, this study examined the perceptions of ninth-grade students of color who attended a ninth-grade academy in a racially diverse high school in North Carolina. The aim of the study was to provide educators with insight into how race and ethnicity play a factor in the educational experiences of ninth grade students of color and to determine if there are patterns or characteristics in their experiences. Additionally, this research study provided insight into programs and practices, which might lead to improved educational experiences for students of color and result in higher student achievement and decreases in dropout rates. This study found that 16 out of 26 students had positive experiences with the ninth-grade academy, race did not play a role in the programs and practices affecting their perceptions and experiences in the ninth-grade academy, and none of the 26 participants mentioned that race played a major factor in their overall ninth-grade academy experience. Evidence from this study suggests that neither race, gender, culture, nor teaching credentials played a major role in the student's perception of an effective teacher.
A Study of the Value Added by Transformational Leadership Practices to Teachers' Job Satisfaction and Organizational Commitment
Author: Kieres, Katherine H.
Date: 2014-03-00
Type: Journal Articles
Subjects: Transformational Leadership,Job Satisfaction,Teacher Attitudes,Sense of Community,Statistical Analysis,Administrator Behavior,Leadership Effectiveness,Secondary School Teachers,Teacher Surveys,Principals,Hierarchical Linear Modeling,Leadership Styles,Questionnaires

Based on Bass and Riggio's (2006) Augmentation Model of Transactional and Transformational Leadership, this quantitative study sought to identify the amount of variance in teacher job satisfaction and organizational commitment that can be explained by principals' transformational leadership behaviors, above and beyond the influence of transactional behaviors. Pennsylvania high school teachers totaling 156 and located in five Pennsylvania high schools were surveyed about their job satisfaction and organizational commitment, and about the leadership behaviors in which their principals engaged. The researcher then used hierarchical linear modeling to test the augmentation model within this sample group. The results of this study provide researchers with a replicable method with which to examine this leadership model. They also provide practitioners with actionable guidance on leadership behaviors that can positively influence teachers' job satisfaction and organizational commitment.
&quot;Having Our Say&quot;: High Achieving African American Male College Graduates Speak about Parental Involvement and Parenting Style
Author: Odom, Lynn Lanier
Date: 2014-03-00
Type: Journal Articles
Subjects: African American Students,Males,Parent Participation,Parenting Styles,Child Rearing,African Americans,College Graduates,Black Colleges,Correlation,Educational Attainment,Family Structure,Grade Point Average,Surveys,Interviews,Mixed Methods Research,Questionnaires

The purpose of this study was to examine the patterns of parental involvement and parenting styles of the parents of academically successful African American males who graduated from historically Black colleges or universities (Odom, 2013). More specifically, the study investigated relationships among students' perceptions of their parents' involvement, parenting styles, educational level, and family structure with the student's higher education grade point average. An online self-reported student perception survey instrument was developed and administered to 36 African American male participants. Survey data focused on how the graduates perceived their parents' child rearing practices or parenting style during their educational experiences from kindergarten through 12th grades. Additionally, three students agreed to participate in individual follow-up phone interviews designed to provide in-depth information regarding their perceptions of their parents' impact on their academic success. Common themes discovered in the data revealed that parents were involved every step of the way of their educational journey by holding their son(s) accountable, instilling the value of hard work, mandating rule following, encouraging curiosity, fostering a rich learning environment, and requiring academic excellence.