ethanporcaro/eric-fulltext-meta huggingface dataset:
The Framework of Knowledge Creation for Online Learning Environments
Author: Huang, Hsiu­-Mei
Date: 2004-00-00
Type: Journal Articles
Subjects: Electronic Learning,Knowledge Management,Information Technology,Information Dissemination,Information Retrieval,Constructivism (Learning),Learner Controlled Instruction,Cooperative Learning,Educational Strategies

In today's competitive global economy characterized by knowledge acquisition, the concept of knowledge management has become increasingly prevalent in academic and business practices. Knowledge creation is an important factor and remains a source of competitive advantage over knowledge management. Information technology facilitates knowledge management practices by disseminating knowledge and making codified knowledge retrievable. Thus, this paper proposes a framework of knowledge creation in online learning environments. In addition, the features and issues of knowledge creation in these environments are discussed.
&quot;I Don't Like Hearing Angel and Not Seeing Her! Why Did We Do That?&quot; An Exploration of Students' Media Literacy Development through Production
Author: Luchs, Michele
Date: 2004-00-00
Type: Journal Articles
Subjects: Educational Media,Video Technology,Documentaries,Rape,Group Activities,Technology Uses in Education,Foreign Countries,Secondary School Students,Observation,Interviews,Student Projects,Film Production,Visual Stimuli,Auditory Stimuli,Music,Narration,Ideology,Values,Audiences,Cultural Influences,Gender Differences

In this exploratory case study we look at student media production to find out what students know and have learned about the media through production work. We used a media education conceptual framework developed by Dick as a means of describing the day to day media learning of a group of ten students, four girls and six boys, producing a video documentary on rape. We found that as they worked, the students encountered most of the concepts of Dick's framework; however, with the exception of the development of a sophisticated understanding of the documentary genre, there was little formal opportunity for the students to articulate their nascent critical consciousness about the media.
Identifying and Measuring Ill-Structured Problem Formulation and Resolution in Online Asynchronous Discussions
Author: Murphy, Elizabeth
Date: 2004-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Computer Mediated Communication,Problem Solving,Educational Technology,Thinking Skills,Science Process Skills,Web Based Instruction,Measurement Techniques,Test Construction

This paper reports on a study involving the development and application of an instrument to identify and measure ill-structured problem formulation and resolution (PFR) in online asynchronous discussions (OADs). The instrument was developed by first determining PFR processes relevant to ill-structured problems in professional practice. The processes were derived from a conceptual framework. Further refinement of the instrument was achieved by the addition of indicators of processes. These indicators are derived through application of the instrument to an actual discussion in which the processes are operationalized. Results of the application of the instrument indicated that participants engaged more in problem resolution than in problem formulation. The instrument can be further developed and refined through its application in other contexts by researchers or practitioners interested in the design and use of OADs.
Planning for Integrating Teaching Technologies
Author: Aaron, Mandie
Date: 2004-00-00
Type: Journal Articles
Subjects: Technology Integration,Technology Uses in Education,Educational Technology,Teaching Methods,Planning,Higher Education,Failure,Evaluation Methods,Readiness,Models,Resistance to Change

Teaching technologies offer pedagogical advantages which vary with specific contexts. Successfully integrating them hinges on clearly identifying pedagogical goals, then planning for the many decisions that technological change demands. In examining different ways of organizing this process, we have applied planning tools from other domains--&quot;Fault Tree Analysis&quot; and &quot;Capability Maturity Modeling&quot;--at the school and college levels. In another approach, we have examined attempts to broadly model the integration process at the university level. Our studies demonstrate that the use of a variety of tools and techniques can render the integration of teaching technologies more systematic.
Off with Their Heads! Copyright Infringement in the Canadian Online Higher Educational Environment
Author: Edmonds, Kelly
Date: 2006-00-00
Type: Journal Articles
Subjects: Copyrights,Electronic Publishing,Foreign Countries,College Students,College Faculty,Higher Education,Intellectual Property,Ownership,Federal Legislation,Internet,Plagiarism

Issues of copyright infringement are contentious for academia in the online environment. The educational community on campus must carefully consider how digital materials are used, created and disseminated online given that present laws that regulate these actions are not well developed. It can seem like anyone's guess on how to proceed in order to avoid copyright infringement. This paper offers current descriptions of intellectual property, copyright laws, infringements, and plagiarism in a Canadian context with a view on creating, using and disseminating digital works. The impact of copyright infringement on students and faculty in higher education is explored and some suggestions are made for protective practice.
Designing and Implementing Performance Technology for Teachers
Author: Moore, Joi L.
Date: 2004-00-00
Type: Journal Articles
Subjects: Performance Technology,Technology Planning,Program Design,Program Implementation,Models,Design Preferences,Educational Theories,Adoption (Ideas),Attribution Theory,Middle School Teachers,Questionnaires,Transcripts (Written Records),Interviews,Teaching Guides,Task Analysis,Computer Attitudes,Cooperative Planning,Usability,Intervention,Educational Innovation,Case Studies,Observation

This paper synthesizes research findings from a performance analysis of teacher tasks and the implementation of performance technology. These findings are aligned with design and implementation theories to provide understanding of the complex factors and events that occur during the implementation process. The article describes the necessary elements and conditions for designing and implementing performance tools in school environments that will encourage usage, efficient performance, and positive attitudes. Two models provide a visual representation of causal relationships between the implementation factors and the technology user. Although the implementation process can become complex because of the simultaneous events and phases, it can be properly managed through good communication and strategic involvement of teachers during the design and development process. The models may be able to assist technology designers and advocates with presenting innovations to teachers who are frequently asked to try technical solutions for performance support or improvement.
Graduate Students' Experiences of Challenges in Online Asynchronous Discussions
Author: Murphy, Elizabeth
Date: 2004-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Asynchronous Communication,Computer Mediated Communication,Questionnaires,Interviews,Qualitative Research,Student Behavior,Communication Problems,Online Courses,Teacher Role,College Faculty,Group Dynamics,Foreign Countries

This paper presents one of five categories of findings of a qualitative study of students' experiences of challenges encountered in a web-based graduate program. The findings relate to the category of experiences with online asynchronous discussions. Data collection relied on a discussion, questionnaire and interview all conducted within WebCT™. The category's findings were grouped into four sub-categories of challenges as follows: student behaviour; text-only, online communication; purpose and quality of the discussion; and forum features. Challenges related to students' behaviour included domination of the discussion by individual students or groups of students resulting in feelings of exclusion, frustration and inadequacy. Text-only communication caused difficulties related to misinterpretation and conveying and deriving intent. Challenges related to the purpose and value of the discussion resulted from low quality and high quantities of postings to meet grade requirements. Technical features that presented challenges included the inability to delete messages.
Inquiry-Based Learning, the Nature of Science, and Computer Technology: New Possibilities in Science Education
Author: Kubicek, John P.
Date: 2005-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Science Instruction,Inquiry,Scientific Literacy,Teaching Methods,Educational Technology,Technology Uses in Education,Scientific Principles

The teaching of science in the K­-12 classroom has been less than successful. Students typically do not develop science literacy and do not understand the role and relevance of science in society. Inquiry­-based learning is an approach which promises to improve science teaching by engaging students in authentic investigations, thereby achieving a more realistic conception of scientific endeavour as well as providing a more learner-­centred and motivating environment. It can also be used to support teaching the nature of science. The inquiry approach, while lauded by educators, is still not prevalent in the classroom, and is often misused. This may be the result of multiple factors, such as amount of classroom time, lack of effective means for students to conduct independent investigations, the difficulty of incorporating abstract concepts with inquiry, and lack of teacher expertise and experience. Computer technology has evolved now to the point where it can greatly facilitate the use of inquiry learning on many levels, and provide new tools for representing the nature of science in the classroom. This use of technology to support new teaching approaches and objectives holds great promise for improving science education in the classroom, as long as the inherent limitations are recognized and technology is used as a tool rather than as a foundation.
Integrating Information and Communication Technology in the Classroom: A Comparative Discourse Analysis
Author: Sasseville, Bastien
Date: 2004-00-00
Type: Journal Articles
Subjects: Classroom Environment,Classroom Techniques,Discourse Analysis,Comparative Analysis,Information Technology,Technology Integration,Technology Uses in Education,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Educational Change,Educational Practices,Change Strategies,Educational Objectives,Educational Attitudes,Foreign Countries

The discourse about information technology is often overlooked by researchers and scholars as a means of understanding the recent process of computerization in education. The research explores this phenomenon through a comparative discourse analysis of primary and secondary school teachers and promoters of ICT integration. The results show that promoters tend to view ICT as a way of transforming education whereas teachers see it only as a means to an end. The former's vision is borrowed from a prospective current of thought, a vision of social changes based on technological advances; the latter's considers only the needs of the students and the practical ways to respond to them. The research shows that teachers are not opposed to ICT integration; they're interested in effective ways to implement learning. The organizational context into which ICT is integrated is also a major impediment when it comes to changing the teacher's practice.
Creating Appropriate Online Learning Environments for Female Health Professionals
Author: Pinheiro, Marise
Date: 2006-00-00
Type: Journal Articles
Subjects: Online Courses,Females,Allied Health Personnel,Interviews,Journal Writing,Electronic Mail,Qualitative Research,Interaction,Barriers,Self Esteem,Communities of Practice,Teacher Student Relationship,Mentors,Masters Programs,Graduate Students,Questionnaires,Coding,Foreign Countries,Scheduling,Geographic Location,Student Attitudes,Teaching Methods,Communication Strategies,Theory Practice Relationship

In this study, the experiences of seven female health professionals learning online are examined and, in this context, the implications for online course designs and future research are discussed. The instruments of data collection include individual telephone interviews, journals written by the participants during online courses, and e-­mails exchanged by the participants and researcher. The principles of qualitative research are integrated into the process of collecting and analyzing the data. Participants identified lack of face­-to-­face interaction and overload of work as major challenges to learning online. Increase in confidence and the opportunity to belong to a community of learners were cited as rewards of learning online. In addition, the participants identified preferences for contextual and experiential learning, and for learning environments that foster collaboration. Participants agree that interacting with other classmates, building local support, and developing a mentoring relationship with instructors are key aspects of a successful learning experience
Strategic Planning for Technological Innovation in Canadian Post Secondary Education
Author: Stockley, Denise
Date: 2004-00-00
Type: Journal Articles
Subjects: Strategic Planning,Technological Advancement,Foreign Countries,Postsecondary Education,Educational Technology,Content Analysis,Discourse Analysis,Program Implementation,Formative Evaluation,Check Lists,Educational Administration,Professional Development

In this study, institution-wide strategic plans that were available online were examined in detail to determine how educational technology was referred to in these documents. Based on this data and the literature, a schedule of principles for supporting the implementation of educational technology in post-secondary teaching was developed. Institutions that are formatively evaluating local efforts to understand and improve technologically supported instruction can use this checklist diagnostically.
Integration of an Online Discussion Forum in a Campus-based Undergraduate Biology Class
Author: Turcotte, Sandrine
Date: 2004-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Problem Solving,Cooperative Learning,Computer Mediated Communication,Videoconferencing,Educational Experience,Student Participation,Teaching Methods,Undergraduate Students,Instructional Innovation,Case Studies,Intervention,Interaction Process Analysis,Questionnaires,Student Attitudes,Teacher Student Relationship,Scientific Research,Foreign Countries,Concept Formation,Scientific Concepts,Electronic Learning

This research paper describes the use of computer mediated conferencing (CMC) to support the teaching of biology to undergraduates. The use of this pedagogical innovation was a first-time experience for both the instructor and his students. The objectives of this project were to increase students' active participation, to facilitate collaborative knowledge building, and to enhance the use of the scientific approach in problem-solving activities. The data indicate that some positive results were achieved for each objective. The use of online computer conferences shows a lot of promise when it is based on reflection, problem-solving, collaborative learning and knowledge building. Internet conferencing tools support students as they reflect and work together and open doors to numerous new educational experiences for both the students and the professors.
Digital Teaching Portfolios: Catalysts for Fostering Authentic Professional Development
Author: Milman, Natalie B.
Date: 2005-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Qualitative Research,Faculty Development,Educational Practices,Classroom Techniques,Electronic Publishing,Teaching (Occupation),Content Analysis,Interviews,Elective Courses,Learning Experience,Role Perception,Teaching Methods,Capacity Building

This paper reports the findings of a qualitative study examining the role of digital teaching portfolios in teachers' professional development and classroom practice. The participants, all teachers, took part in a formal course in which they develop a digital teaching portfolio. The findings suggest that the processes involved in creating digital teaching portfolios fostered their authentic professional development, and were a catalyst for their ongoing professional development. Furthermore, engagement in creating a portfolio was instrumental in these teachers' self­-discovery and learning.
An Electronic Portfolio to Support Learning
Author: Wade, Anne
Date: 2005-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Portfolio Assessment,Research Projects,Web Based Instruction,Evidence,Feedback (Response),Courseware,Computer System Design,Active Learning,Independent Study,Metacognition,Time Management,Alternative Assessment,Middle Schools,Pretesting,Usability,Computer Software Reviews,Educational Improvement,Foreign Countries

In this paper, we provide a description of a CSLP research project that looked at portfolio use within a middle school, the web-based e-portfolio software we have developed within the context of the Quebec educational system, our plans for further development of the tool, and our research plans related to the use of portfolios to support learning. Our aim is to combine research evidence on portfolio use with practical feedback from the field in an attempt to develop easy-­to-­use, powerful software designed to support active self-­regulated student learning in schools.
Learning Design Repositories: Adapting Learning Design Specifications for Shared Instructional Knowledge
Author: Buzza, Dawn C.
Date: 2004-00-00
Type: Journal Articles
Subjects: Instructional Design,Educational Technology,Shared Resources and Services,Foreign Countries,Information Storage,Search Strategies,Electronic Publishing,Web Sites,Inquiry,Vocabulary,College Faculty,Interviews,Technology Uses in Education

The IMS Learning Design specification provides a potential means for capturing units of instruction in a machine-readable, consistent way. However, in order for the IMS Learning Design specification to be used widely by educators and instructional designers for whom it is intended, we will need effective ways for users to contribute to, access and adapt the repositories where reusable learning designs are collected and stored. This paper describes a project conducted to develop and test a prototype search model for learning design repositories. We argue for development of a controlled vocabulary to describe and label learning designs. In this way, designs can be accessed according to a variety of pedagogical, as well as topical criteria specific to the instructional purposes and perspectives of the user.
Developing a Holistic Approach for Elearning Accessibility
Author: Kelly, Brian
Date: 2004-00-00
Type: Journal Articles
Subjects: Holistic Approach,Educational Technology,Technology Uses in Education,Internet,Access to Computers,Teaching Methods,Cognitive Style,Foreign Countries,Access to Information,Educational Legislation,Surveys,Disabilities,Accessibility (for Disabled),Usability,Web Sites,Models

The importance of accessibility to digital resources is now widely acknowledged. The W3C WAI has played a significant role in promoting the importance of accessibility and developing a framework for accessible Web resources. The accessibility of e-learning provides additional challenges that may not be faced when providing access to other Web resources. The authors argue that there is a need for a more sophisticated model for addressing e-learning accessibility which takes into account the usability of e-learning, pedagogic issues and student learning styles in addition to technical and resource issues. The authors expand on these issues and propose a holistic model for the development of accessible e-learning resources.
Building an Online Course Based on the Elearning Standards: Guidelines, Issues, and Challenges
Author: Mohan, Permanand
Date: 2004-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Academic Standards,Guidelines,Database Design,Metadata,Information Storage,Information Retrieval,Usability,Educational Resources,Semantics

This paper provides a comprehensive set of guidelines for building an online course based on the e-learning standards. It discusses the steps that should be followed to build a digital repository that facilitates the storage, retrieval, and reuse of the learning resources that comprise an online course in a standard way. The paper also examines various shortcomings associated with adopting the e-learning standards that threaten the viability of widespread reuse of learning resources. Finally, the paper highlights research challenges that must be surmounted in order to gain the benefits of reusable digital learning resources.
A Review of e-Learning in Canada: A Rough Sketch of the Evidence, Gaps and Promising Directions
Author: Abrami, Philip C.
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Evidence,Barriers,Educational Benefits,Literature Reviews,Content Analysis,Documentation,Coding,Educational Objectives,Educational Practices,Instructional Effectiveness,Educational Policy,Decision Making,Discourse Analysis,Cataloging,Attitudes,Public Opinion,Adult Education,Early Childhood Education,Elementary Secondary Education,Postsecondary Education,Health Education,Predictor Variables,Context Effect,Blended Learning,Conventional Instruction,Technology Integration,Technology Uses in Education,Professional Development,General Education,Special Needs Students,Disproportionate Representation,Distance Education,Information Networks,Internet,Simulation,Computer Mediated Communication

This review provides a rough sketch of the evidence, gaps and promising directions in e-learning from 2000 onwards, with a particular focus on Canada. The authors searched a wide range of sources and document types to ensure that we represented, comprehensively, the arguments surrounding e-learning. Overall, there were 2,042 entries in their database, of which they reviewed 1,146, including all the Canadian primary research and all scholarly reviews of the literature. In total, there were 726 documents included in the review: 235--general public opinion; 131--trade/practitioners' opinion; 88--policy documents; 120--reviews; and 152--primary empirical research. The Argument Catalogue codebook included the following eleven classes of variables: (1) Document Source; (2) Areas/Themes of e-learning; (3) Value/Impact; (4) Type of evidence; (5) Research design; (6) Area of applicability; (7) Pedagogical implementation factors; 8) A-priori attitudes; (9) Types of learners; (10) Context; and (11) Technology Factors. The authors examined the data from a number of perspectives, including their quality as evidence. In the primary research literature, they examined the kinds of research designs that were used. They found that over half of the studies conducted in Canada are qualitative in nature, while the rest are split in half between surveys and quantitative studies (correlational and experimental). When they looked at the nature of the research designs, they found that 51% are qualitative case studies and 15.8% are experimental or quasi-experimental studies. The findings of this review showed that studies that can increase the general understanding of &quot;what works&quot; in e-learning settings are underrepresented in the Canadian research literature. This article discusses the results of the research as well as implications for K-12 practitioners, post-secondary education, and policymakers.