ethanporcaro/eric-fulltext-meta huggingface dataset:
Distinguishing the Field of Educational Technology
Author: Czerniewicz, Laura
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Technology,Electronic Learning,Professional Occupations,Sciences,Social Sciences,Scholarship,Epistemology,Classification,Interdisciplinary Approach

Drawing on what researchers and professionals in the field internationally report, this paper reviews educational technology as an emergent field. The review reveals the continuum of perspectives on what the field is, and how it is bounded or fragmented. The paper describes the field from two perspectives: the professional and scholarly and considers how the forms of knowledge differ and overlap in each domain. It posits some dichotomies which may frame the field such as science/social science and positivist/post-modernist. Finally the paper provides conceptual frameworks for distinguishing fields from each other and suggests what the categorisation of the field might mean, especially considering its emergent status in a rapidly changing context.
Online Students: Relationships between Participation, Demographics and Academic Performance
Author: Coldwell, J.
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Technology,Online Courses,Electronic Learning,Student Participation,Academic Achievement,Information Technology,Postsecondary Education,Learning Experience,Distance Education,Foreign Countries

Using information technology to support teaching and learning is becoming ubiquitous in tertiary education. However, how students participate and perform when a major component of the learning experience is conducted via an online learning environment is still an open question. The objective of this study was to investigate any relationships between the participation, demographics and academic performance of students in an information technology course that was taught wholly online. Through a detailed analysis of tracking data of student participation, which was automatically collected by the online learning environment, it was found that a relationship existed between students' participation in the online learning environment and their performance, as measured by final results in the course. Relationships also existed between gender, nationality, participation and performance. However, there was no relationship between age and performance and participation. These findings suggest that when designing online learning for a diverse population, student demographics should be taken into account to maximise the benefits of the learning experience.
The U.S. Charter School Landscape: Extant Literature, Gaps in Research, and Implications for the U.S. Educational System
Author: Gawlik, Marytza A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Charter Schools,Educational Policy,Educational Research,Outcomes of Education,Models,Educational History,Educational Change,Academic Achievement,Satisfaction,Professional Autonomy,Educational Innovation,Privatization,Access to Education,Equal Education,Unions,School Closing,Literature Reviews

More than 20 years into the implementation of public charter schools, the U.S. experience can inform policymakers and others about how to achieve the best possible results through charter school policies. This paper describes the history and current state of the charter school movement, presents a conceptual model of the charter school system, and reviews the extant research on charter school outcomes. The paper concludes with a discussion of the implications of the findings, reviewed for policymakers and researchers, and a list of remaining research topics in the field of charter school research.
(Re)Defining Translation in EFL Classrooms: Comments on Sakurai (2015)
Author: Quiñones-Guerra, Víctor R.
Date: 2016-04-00
Type: Journal Articles
Subjects: Translation,English (Second Language),English Language Learners,Reading Comprehension,Reading Rate,Reading Programs,Reading Instruction,Second Language Instruction,Grammar Translation Method,Foreign Countries,Instructional Effectiveness,Reading Skills,Teaching Methods,Barriers

Nobuko Sakurai (2015) presents insightful research results that help educators better understand the impact of translation as it limits reading quantity, reading comprehension, and reading rate in an extensive reading (ER) program. Overall, the results of the study encourage educators to restrict translation as a means of obtaining better results when using ER. Víctor Quiñones-Guerra points out two controversial issues raised in this study that are redefining how students should be taught to read in English: (a) the influence of the ever-growing discourse of grammar-translation as an outdated and ineffective method and (b) the role of the first language (L1) in the English-as-a-foreign-language (EFL) classroom. These views are explained by the context of Sakurai's research, where policy is the driving force that is redefining EFL practices in schools throughout Japan, moving toward communicative instruction. To an even greater extent, the study reinforces the notion that the grammar-translation method is ineffective, and consequently, it portrays the debilitating effect of referencing the L1 in the learning process. Quiñones-Guerra argues that what should not be lost is that not all forms of translation imply the practice of the grammar-translation method. Furthermore, use of the L1 can enhance the learning of the target language. Translation or skills-based learning have been found to be as effective as (extensive reading) ER, where both have the potential to produce positive results in the incidental learning of English (Lee, Schallert, &amp; Kim, 2015; Robb &amp; Susser, 1989).
Using Weblogs as a Tool for Reflective Learning
Author: Hussain, Raja Maznah Raja
Date: 2008-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Study,Technology Uses in Education,Foreign Countries,Reflection,Electronic Publishing,Web Sites,Technology Education,Higher Education,Preservice Teacher Education,Teaching Methods,Instructional Design,Educational Technology,Focus Groups,Interviews,Technology Integration,Content Analysis,Metacognition

This study explores the phenomenon of reflective learning through weblogging among pre-service teachers enrolled in an undergraduate technology course. Teacher trainees used weblogs to record their experiences in learning to use technology in teaching and learning. Although weblogging has emerged as a new form of mainstream communication among younger &quot;digital citizens&quot; (Prensky, 2001), it has yet to be widely studied in the teacher training program in Malaysia, as a tool for reflective learning. This study seeks to find out the practicability of introducing weblogging in an instructional setting by examining the focus and level of reflection weblogging is able to facilitate. The findings from the content analysis of individual weblogs and focus group interviews show that the sample of six pre-service teachers were generally at ease and optimistic about using weblogging to reflect on a range of content. However, some weblogs were more reflective than others and seven factors were found to influence the level of reflection in the weblogs. This paper reveals that assessment in weblogging for reflective learning is contentious and may be a culture-specific issue. It is suggested that weblogging is generally a viable tool to facilitate reflective learning; not only about course content but also professional values, attitudes and learning strategies. The condition is that instructional design elements must be observed.
School Choice in Spain and the United States: A Comparative Study
Author: Umpstead, Regina
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Choice,Comparative Education,Private Schools,Charter Schools,Educational Policy,Educational Practices,Educational Finance,Accountability,Ideology,Government Role,Politics of Education,Federal Regulation,Educational Innovation,Religious Factors,Case Studies,Interviews

This article explores issues of school choice in Spain and the United States by examining the roles and functions of &quot;centros concertados,&quot; publicly funded private schools in Spain, and public charter schools in the United States, to provide key insights into the similarities and differences between them. After making a national comparison, this work looks more specifically at a comparison of two regions--&quot;Comunitat Valenciana&quot; (Valencian Community), Spain and Michigan, United States. It concludes with a discussion about the applicability of the school choice theoretical framework to both educational systems.
The Politics of Educational Reform: The Alberta Charter School Experiment 20 Years Later
Author: Bosetti, Lynn
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Charter Schools,Politics of Education,Educational Change,Educational Policy,Public Education,Competition,School Choice,Outcomes of Education,Policy Analysis,Stakeholders,State Regulation,Educational Innovation,Academic Achievement,Semi Structured Interviews

In this paper we examine the public charter school movement in the Province of Alberta, Canada over the past 20 years to determine how charter school policy and regulations have limited and controlled the impact of charter schools on public education. Specifically we focus on the extent to which charter schools in Alberta fulfilled the aims and expectations of policy reformers as sites of research and innovation, vehicles to create competition, and expanded public school choice options for parents, and to enhance student learning and outcomes. Based on a critical policy analysis and interviews with stakeholder groups we argue that charter schools in Alberta have been a controlled experiment in the introduction of quasi-markets in the public education system. The Ministry of Education created a regulatory structure permitting a limited number of charter schools to exist at any point in time, and a rigorous approval process that created sufficient pressure to leverage change in public education and expanded choice options for parents; however, the tight regulations have also prevented charter schools from fulfilling their full mandate as a vehicle of educational reform.
Help! Active Student Learning and Error Remediation in an Online Calculus e-Help Community
Author: van de Sande, Carla
Date: 2007-00-00
Type: Journal Articles
Subjects: Active Learning,Error Correction,Help Seeking,Calculus,Mathematics Instruction,Computer Mediated Communication,Problem Solving,Tutoring,Web Sites,Technology Uses in Education,Coding,Homework,Educational Technology

Free, open, online homework help sites appear to be extremely popular and exist for many school subjects. Students can anonymously post problems at their convenience and receive responses from forum members. This mode of tutoring may be especially critical for school subjects such as calculus that are intrinsically challenging and have high attrition rates. However, educational research has focused on tutoring sessions that instruct students on a pre-determined set of material or topics, and there has been no systematic research on these dynamic, free, open, online tutoring communities. In order to distinguish the student-initiated e-help episodes from traditional tutoring sessions, we refer to them as &quot;tutorettes.&quot; Each tutorette was assigned a participation code that contained information on the number of contributions by each participant, the sequence of contributions, and the number of different participants. Student problem solving activity, defined by mathematical contributions and efforts, was measured for initial postings and for subsequent contributions. Finally, each tutorette was examined for evidence of mathematical errors and these were classified according to type: pre-calculus, operational, and conceptual. A tutorette on the limit concept is provided to demonstrate how mathematical queries are resolved in an SOH e-help community. Participation and problem solving attempts provided evidence of active student learning. Instead of simply using the tutors to do their homework, many students made initial attempts at solutions, queried tutor responses, and applied the help they received to make progress on solving problems. This behaviour appeared to be influenced by the actions of the tutor: Providing solution sketches accompanied by asking direct questions encouraged dialogue, whereas providing quasi-complete worked solutions seemed to have the opposite effect. In contrast to classroom instruction, students in this e-help community appeared comfortable in presenting incorrect work and tutors were open and forthright in their commentaries, evaluations, and explanations. In addition, tutors modulated their responses according to the type of error. Pre-calculus errors and operational (calculus) errors were not accorded the same depth of explanation as conceptual misunderstandings.
An Innovative Junior Faculty Online Development Program
Author: Villar, Luis M.
Date: 2007-00-00
Type: Journal Articles
Subjects: Online Courses,Computer Mediated Communication,College Faculty,Higher Education,Electronic Learning,Teaching Methods,Staff Development,Teaching Experience,Questionnaires,Foreign Countries

This study examines whether two online courses offering educational support for junior faculty have a positive effect on their attitudes and curriculum and teaching capacities (CTC) learning. The data used in the analysis are from two 2005 online University training courses. The tasks the online courses assign to faculty, the resources they provide, the learning environment they create, and the conversations they provoke proved to be consequential in shaping faculty's attitudes. The results also indicate that junior faculty who participate in individual and collective online developing activities, such as constructing teaching episodes and communicating with other colleagues, are more likely to gain a better understanding of how to teach their scientific disciplines.
Managing e-Learning: What Are the Real Implications for Schools?
Author: Boulton, Helen
Date: 2008-00-00
Type: Journal Articles
Subjects: Electronic Learning,Secondary Education,Adolescents,Technology Uses in Education,Secondary School Students,Foreign Countries,Interviews,Information Technology,Student Attitudes,Instructional Materials,Distance Education,Parent Attitudes,After School Programs,Student Satisfaction,Student Needs

This paper is concerned with the use of e-learning in secondary education. It is based on research that has taken place over a period of two years with students aged 14-16 (Key Stage 4). The paper considers the current research in e-learning and identifies the challenges faced by students, the changing role of the learner, and the impact elearning can have on students. The author argues that preparation needs to be carried out at the school level prior to introducing e-learning into the Key Stage 4 curriculum. It concludes by discussing the findings of the research which identifies a range of issues schools may want to consider, when embracing e-learning.
Is a Blended Learning Approach Suitable for Mature, Part-Time Finance Students?
Author: Burgess, Julia
Date: 2008-00-00
Type: Journal Articles
Subjects: Blended Learning,Electronic Learning,Educational Benefits,Part Time Students,Business Administration Education,Finance Occupations,College Students,Adult Students,Foreign Countries,Online Courses,Integrated Learning Systems,Questionnaires,Preferences,Learning Strategies,Case Studies

Blended learning is a pedagogy that is sometimes heralded as the answer to some of the problems which part time students face. Creating a module for part-time students with some e-learning elements is time consuming and resource intensive. Therefore it must be demonstrated that the investment in such innovations will benefit the students and create wider learning opportunities in the most effective manner. A small investigation has been conducted which has looked at the learning needs of part-time finance students at The University of Winchester to see whether a blended approach would have benefited their studies. The results of this investigation have been used as the basis for developing the course to allow a more blended style. This paper attempts to outline how the course was designed and to do a preliminary analysis of the use of blended learning for part-time mature finance students.
Evaluating Online Dialogue on &quot;Security&quot; Using a Novel Instructional Design
Author: Arora, Payal
Date: 2008-00-00
Type: Journal Articles
Subjects: Instructional Design,Evaluation Methods,Community Involvement,Disadvantaged Environment,Program Evaluation,Participation,Computer Mediated Communication,Social Networks,Network Analysis,Discourse Analysis,Discourse Communities,Content Analysis,Transcripts (Written Records),International Relations

This paper explores evaluation strategies to gauge the impact of a novel instructional design on international community participation online. This is done by conceptualizing and devising indicators for measuring &quot;engagement&quot; online amongst marginalized adult communities worldwide. In doing so, a review of online evaluation literature is conducted. In comparing dialogue sessions based on an ongoing traditional model to the new instructional approach, various challenges are faced in &quot;measuring&quot; asynchronous discussion. While the initial findings of marginal increase in engagement with the adapted instructional approach is not sufficient to prove that the new model works, this paper demonstrates various strategies/challenges in evaluating dialectic engagement.
Cognitive Training as Treatment for ADHD: Effectiveness in School-Aged Children
Author: Garner, Emily J.
Date: 2008-00-00
Type: Journal Articles
Subjects: Grade 3,Grade 4,Grade 5,Grade 6,Children,Attention Deficit Hyperactivity Disorder,Control Groups,Experimental Groups,Pretests Posttests,Multivariate Analysis,Computer Games,Correlation,Short Term Memory,Academic Achievement,Technology Uses in Education,Rural Schools

The purpose of this investigation was to ascertain the effectiveness of Captain's Log, a computerized cognitive-training program designed to improve attention and reduce impulsivity. Participants consisted of 48 children in third through sixth grades, nominated by teachers for classroom behavior that interfered with their learning. Students were randomly assigned to either an experimental group or the control condition. All of the students first completed the Integrated Visual and Auditory Continuous Performance Test (IVA CPT), which served as a pre-test measure of attention and impulsivity. Those assigned to the experimental group then received seven weekly sessions of Captain's Log, each lasting approximately 30 minutes. Those in the control group were excused from class for an equal amount of time, but played a basic computer game (Solitaire) instead. In addition, teachers completed the BASC Teacher Rating Scale at the beginning and conclusion of the study in order to determine if behavioral changes were recognized in the classroom. A multivariate analysis of variance (MANOVA) of the post-test measures found that the visual-focused attention scale showed a statistically significant improvement in the experimental group.
Developing Critically Thoughtful, Media-Rich Lessons in Science: Process and Product
Author: Balcaen, Philip
Date: 2008-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Technology Uses in Education,Critical Thinking,Thinking Skills,Faculty Development,Communities of Practice,Laptop Computers,Inquiry,Teamwork,Mentors,Grade 7,Foreign Countries

In this paper, I describe a professional development approach and a conceptual framework used to create critically thoughtful and media-rich science learning resources. Greater clarity about the nature of critical thinking and how to support teachers in learning to implement it are needed if we are to respond to broader calls for critical thinking both as a central goal in science education and as a key aspect in the ecology of 21st Century e-learning environments. The conceptual framework is a model of critical thinking developed by the Canadian Critical Thinking Consortium that involves embedding the teaching of five categories of intellectual tools into the teaching of curriculum content. The &quot;tools for thought&quot; include addressing the need for focused and relevant &quot;background knowledge,&quot; &quot;criteria for judgment,&quot; &quot;thinking concepts,&quot; &quot;thinking strategies&quot; and the development of &quot;habits of mind.&quot; The professional development approach engages practicing teachers through focused inquiry groups in collaboration with rich media technicians to develop the e-critical challenges (lessons). Aspects of this &quot;comet approach&quot; include a series of face-to-face sessions, gradual and planned for introduction to use of laptop computers, developing inquiry oriented writing teams and expert mentorship between large group face-to-face sessions. I explain the unique aspects of both the development process and the challenges in the context of a project involving twelve teachers in the creation of media-rich critical thinking lessons in science for Grade 7 students. Although project assessment data analysis is currently underway, I offer several initial conclusions in relation to the four goals of the project.
IT Worked for Us: Online Strategies to Facilitate Learning in Large (Undergraduate) Classes
Author: Greyling, F.
Date: 2008-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Online Courses,Learning Strategies,Class Size,Business Administration Education,Educational Technology,Learning Experience,Blended Learning,Teaching Methods,Large Group Instruction,Action Research,Educational Strategies,Educational Practices,Foreign Countries

Higher education institutions are compelled to accommodate growing class sizes as student numbers have increased over time, especially at undergraduate level. Good teaching principles are relevant to all class sizes. For example, teachers of all classes are required to create safe learning environments, motivate and engage students, interact with students, provide stimulating assessment tasks and give prompt feedback. However, meeting these requirements in the context of large classes is more challenging. As a result, traditional large class teaching methods are often characterised by the passive absorption of material, which is not ideal. What constitutes a large class? Class sizes of 60 or more have been considered large. In this paper, we report on online teaching, learning and assessment strategies for classes made up of approximately 600 first year students in Business Management 1 offered at the University of Johannesburg, South Africa. The purpose of this ongoing research project is to integrate educational technologies in the classroom and study the impact of these classroom changes on the students' learning experience. The programme, which blends face-to-face teaching, paper-based teaching materials and online learning by means of WebCT/Blackboard tools, is now in its second cycle of implementation. This teaching strategy aims at greater lecturer-student interaction, engaging students with the course materials on a regular basis and eliciting feedback from students, which is used to re-teach concepts that the students find particularly difficult. The blended learning strategy resulted in enhanced student perceptions of the quality of teaching and learning, and a significant improvement in student throughput. The findings and recommendations reported in the paper are based on student feedback, gleaned through online surveys, online artefacts created by students and lecturers' classroom experiences. Although the authors report on online teaching, learning and assessment practices that proved to be effective in large classes, many conclusions may be of relevance to smaller classes.