ethanporcaro/eric-fulltext-meta huggingface dataset:
School Reading by Grades: Third Year
Author: Baldwin, James
Date: 1897-00-00
Type: Historical Materials
Subjects: Textbooks,Reading Instruction,Grade 3,Elementary Education

This textbook is a third-year reader. Bearing in mind the fact that only those children who like to read ever become good readers, the author has endeavored so to construct and arrange the several lessons as to make each reading exercise a source of pleasure to all. Illustrations are intended to be valuable aids towards making the reading exercise enjoyable and instructive. Some will assist the child's understanding; some will excite and direct his imagination; nearly all may be used as the basis of interesting conversations or object lessons.
E-Learning Model for Training of Drivers in Traffic Based on Frequent Mistakes on the Practical Exam
Author: Jovanov, Goran
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Driver Education,Educational Technology,Electronic Learning,Error Patterns,Tests,Databases,Test Construction,Video Technology,Models

This paper presents the previous experience in the licensing process of the examiners at the driving test in the Republic of Serbia, with an analysis of the way in which the examiners assess the polygonal actions. The analysis covers the most common mistakes that have been registered with the examiners as well as in the candidates in the training. The main groups of application of this model are only candidates for the training for passing a driving test. The material is a practical part of taking the driver's exam. Based on the database of errors in the work of the examiners and the candidates themselves, a database of electronic knowledge is modeled - (video material with comments) based on which the training model of the training candidate will be formed, based on frequent and observed errors. Further analysis of the database will be updated continuously in everyday work. Forming a database of errors is the first step in the model. At the same time, the selection of candidates with observed errors in the practical part of the training is formed. The formed target group independently examines the video material (as well as the examiner) evaluates its and the practical content of other candidates. A comparative analysis compares the observed errors of examiners and candidates. The collected data is analyzed and interpreted with the aim of identifying frequent errors both in training and in the practical exam itself. E content of the new training in the second cycle is enriched by documenting (video material with comments on past mistakes). After a short cycle of do-training with the application of the model, the newly acquired knowledge is checked by assessing the knowledge test based on the review of the simulated video with errors. The aim of this paper is to create a model of e-learning based on mistakes, which will annoy the creation of mistakes that a candidate creates in taking the practical part of the driving test. We believe that the application of this model in constant work would create conditions for improving the quality of training, as well as easier learning model with the candidate. The result would be excellent quality training and a quality driver in traffic. [For the full proceedings, see ED621557.]
Expanded Learning Time Found to Have a Positive Impact on Student Achievement at Boston Public Schools
Author: American Institutes for Research (AIR)
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Public Schools,Outcomes of Education,Extended School Day,Minority Group Students,English Language Learners,Language Arts,Mathematics Achievement

Since 2006, Boston Public Schools (BPS) has been implementing expanded learning time (ELT) in schools to improve student outcomes, close opportunity and achievement gaps, and enhance preparation and planning opportunities for staff to support these efforts. In 2015, the district and the Boston Teachers Union agreed to add 40 minutes to the school day at 60 schools, known as &quot;Schedule A ELT.&quot; From 2015 to 2017, BPS collaborated with American Institutes for Research (AIR) on IES-funded grant R305H150013 to study its ELT program types, with the goal of understanding the impact of ELT on student, staff, and parent outcomes. Looking at whether additional time alone affects student outcomes, researchers performed comparative interrupted time series (CITS) analyses to examine impacts on student performance in the first two years after ELT implementation. This handout addresses the study's statistically significant findings, which are found only for student outcomes. [For the Year 1 Findings Report, see ED621605. For the Year 2 Findings Report, see ED621607.]
Models, Process and Tool to Assist Cooperative Scenarization of Distant Learning Modules
Author: Marquesuzaà, Christophe
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Distance Education,Integrated Learning Systems,Teaching Methods,Vignettes,Higher Education,College Faculty,Instructional Design,MOOCs,Foreign Countries,Models,Feedback (Response)

This paper deals with cooperative pedagogical scenarization. It presents a work carried out after an experience aiming at creating online training courses for an university degree. In the experience, lecturers had no experience in designing full online courses, and needed the support of pedagogical engineers to adapt their courses to suit online learner's requirements. The paper presents several models allowing pedagogical engineers to specify scenarios and also the process to be carried out in order to design these scenarios with lecturers. These models have been integrated in an online platform allowing pedagogical engineers to assist lecturers all along the design process to export the produced scenarios on the Moodle platform. [For the full proceedings, see ED621557.]
Learning Readiness When Sharing Knowledge While E-Learning
Author: Razzaque, Anjum
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Learning Readiness,Electronic Learning,Independent Study,Learning Motivation,Developing Nations,Foreign Countries,Undergraduate Students,Integrated Learning Systems

Past research indicates the importance of assessing the role of higher education (HE) students' Learning Readiness's (LR's (Self-Directed Learning - SDL and Motivation for Learning - MFL) on learning behaviors (Knowledge Sharing Quality -KSQ) during e-learning in developing countries. This article is a critique of a literature review led to a conceptual framework which in turn was empirically investigated (correlation analysis, using Pearson and Spearman correlation) shed new knowledge. This deductive cross-sectional research confirms this role via an adopted survey, n = 253 Ahlia University undergraduate e-learners, hence confirming positively significance between SDL [right arrow] KSQ and, MFL [right arrow] KSQ: new knowledge contributions. [For the full proceedings, see ED621557.]
Do Student Responses Decrease if Teachers Keep Asking Questions through Student Response Systems: A Quantitative Research
Author: Lam, Paul
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Student Participation,Audience Response Systems,Classroom Communication,Learner Engagement,Technology Uses in Education,Undergraduate Students,Foreign Countries,Comparative Analysis,Responses,Teaching Methods,Teacher Student Relationship,College Faculty

Student Response System (SRS) allows all students to have a chance to participate in the classroom with their own devices. While it is an effective tool for promoting active participation and classroom interaction, previous studies argue that overuse and over-dependence of the technology can pose a problem of student disengagement. This paper reports on a quantitative research about the relationship between the number of questions and the number of student responses, drawing data from a self-invented student response system that has been used campus-wide between 2012 and 2015 at The Chinese University of Hong Kong. Our results show that in general student responses are stable with virtually no significant drop at the end of the lessons regardless of how many questions are asked. To conclude, we refute the hypothesis that excess use of the technology would lower student participation. [For the full proceedings, see ED621557.]
Comparing Three Input Devices for Sketching Assignments in E-Exams in Computer Science
Author: Joshi, Suhas Govind
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Science Education,Computer Assisted Testing,Higher Education,Student Attitudes,Computer Graphics,Technology Uses in Education,College Students,Academic Achievement

E-exams used in higher education can accommodate a range of assignment types that have traditionally been conducted with pen-and-paper. However, one issue that remains a challenge is proper support of sketching in larger, generic e-exams systems. Different types of sketching assignment demand input devices suited to the specific type of problem-solving. Adopting an e-exam system may involve compromises in terms of restricted opportunities to use sketching assignments as part of the e-exam that affect the students' performance or their experience of the e-exam. This paper presents a comparison of 77 students' performance and preferences with three different input devices (a mouse, a graphical tablet, and a touchpad) when solving sketching assignments from three different computer science courses. The study focused on capturing the students' perspective, and the findings include identified benefits and challenges associated with using the three different input devices during sketching. [For the full proceedings, see ED621557.]
&quot;Gaming in Education and E-Learning: Mock-Trials, Mock-Elections and Crisis-Simulations for Political Sciences and Communications Courses&quot;
Author: Rimanelli, Marco
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Social Integration,Teaching Methods,Role Playing,Law Schools,Business Schools,Blended Learning,Educational Games,Programming,Case Studies,Political Science,Communications,Computer Science Education,Foreign Countries,Game Based Learning,Cross Cultural Studies,Computer Games,Universities,Private Colleges,War,International Relations,International Organizations,Presidents,Elections,Court Litigation

Among recent e-Learning Pedagogical Strategies, gaming and crisis-simulation games are increasingly used in recent years in university-learning and Blended-courses as an out-of-context effective tool for role-playing and education, especially in Law Schools and Business Schools. Gaming covers several sub-fields (war-games; Law School Mock-Trials; Tailor-made educational games in Business; playing commercials-off-the-shelf games; programming and code-learning; games to promote social inclusion of marginalized groups; Model U.N. and crisis-simulations) and are recently enhanced by the impact of using multi-modality and on-line education to apply several concurrent modes of presentation/communications, which are now being applied also in Political Sciences and Communications courses. In recent years, the much-touted future role of the Net-Generation of children and youth who grew-up with computer games should find a natural educational outlet in gaming, but this has been limited to the entertainment field, rather than university education, or in computer coding and programming, where gaming (both on-line and face-to-face) has only marginal effects, due to students' inability to grasp theoretical concepts, poor preparation or poor motivation. Thus, despite already existing methods of gamification in education, its promise as a didactic method in schools and universities is still at its beginnings. This paper analyzes as case-studies the emerging impact of gaming simulations in Political Sciences Blended-courses at Saint Leo University, USA and in Communications courses at the Pedagogical University of Kraków, Poland. [For the full proceedings, see ED621557.]
Flipped Classroom Assessment: A Learning Process Approach
Author: Lam, Paul
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Flipped Classroom,Homework,Student Attitudes,Learning Processes,Learning Analytics,Evaluation Methods,Integrated Learning Systems,Student Evaluation,Feedback (Response)

A successful flipped classroom relies heavily on student engagement in pre-class learning and their active participation in classroom activities. However, much to students' disappointment, their efforts in the learning process often go unnoticed in traditional assessment approaches (such as term papers and final examinations) that are more product-oriented. As one of the important goals of the flipped classroom approach is to improve students' learning behaviors and attitudes, we argue that more attention should be shifted to assessing the learning process in order to align with such goal. In this paper, we advocate the use of learning analytics as one of the assessment components in flipped classrooms. We show how this change in assessment can be beneficial to both student learning and teacher reflection. We also indicate some limitations on current learning management systems (LMS) in providing the learning analytics for assessment purposes and suggest several revisions on LMS for better facilitating implementation of the flipped classroom approach. [For the full proceedings, see ED621557.]
E-Learning -- Evolution, Trends, Methods, Examples, Experience
Author: Smyrnova-Trybulska, Eugenia
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Educational Trends,Educational Technology,Technology Uses in Education,Experience,Computer Simulation,Artificial Intelligence,Problem Based Learning,Video Technology,Active Learning,Student Projects,Flipped Classroom,Story Telling,Game Based Learning,Computer Oriented Programs,Educational Environment,Universities

The article focuses on an overview of evolution, trends, methods, examples and analyses of the experience of e-learning. The author presents theoretical and practical aspects of the use of e-learning in higher education, based on her own long-time experience. The paper comprises a description of stages of e-learning evolution and discusses such aspects as current and future trends (in addition to the LMS system/Next-Generation LMS also Augmented and virtual reality, Artificial intelligence, Natural User Interface, Videos, Podcasts); methods (Problem-based learning; Project-based learning; Inquiry-based learning; Flipped Classroom; Digital Storytelling; Gamification; App-based learning, Video-based learning); examples of experience (projects (earlier, current, and future (UPGOW, IRNet, Faculty Distance learning platform, MOOCs, teacher training in the area of innovative technologies and methods)), analysis of E-learning and universities' electronic environment. [For the full proceedings, see ED621557.]
E-Learning and Students&apos; Performance: Gender Perspective
Author: Murad, Maryam
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,College Students,Gender Differences,Student Attitudes,Program Effectiveness,Foreign Countries,Usability,Value Judgment,Academic Achievement,Single Sex Schools

The present research paper has been focused on one of the most critical issues in the field of education in the most recent times which is the impact of educational technology on students' performance. Our paper aim to identify if there is a significant difference between respondents' attitudes towards the impact of educational technology in Ahlia University on students' performance attributed to gender (boys' schools &amp; Girls' schools). Exploiting technology in the education sector is not a recent issue. The real start for integrating technology in education is actually known to be two decades ago when the internet started to be part and parcel of people's lives. Government of countries that have a vision and plans to develop their economies recognized that improving education and integrating the latest technologies is a key means for achieving their strategic plans and economic visions. education development was given due attention. The sample was selected randomly with the electronic sample calculator showing that the minimum number is 380 individuals. The questionnaire was circulated electronically via school administration in the four governorates. The received responses were 342 indicating that the return rate is 90%. Finally, it was concluded that there is a significant difference for gender (boys' schools &amp; Girls' schools) was on the respondents' attitudes towards the impact of educational technology in Ahlia University on students' performance. The implications of the findings of the research showed that the findings of the study can be used as a basis for future research about the relationship e-learning and effective educational outcomes. Also, the findings of the study can be used by MOE to enhance educational technology experiences. [For the full proceedings, see ED621557.]
Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Virtual, July 21-25, 2020)
Author: Nunes, Miguel Baptista, Ed.
Date: 2020-00-00
Type: Collected Works - Proceedings
Subjects: Educational Technology,Electronic Learning,Blended Learning,Open Educational Resources,Higher Education,COVID-19,Pandemics,Online Courses,Student Attitudes,Voting,Mathematics Education,Program Evaluation,Technological Literacy,Secondary School Teachers,Foreign Countries,Gender Differences,Developing Nations,Educational Quality,Tutoring,Secondary School Mathematics,Computer Assisted Testing,Allied Health Occupations Education,College Faculty,Test Construction,Social Media,Peer Relationship,Interaction,Student Motivation,Web Based Instruction,Entrepreneurship,Physical Education,Learning Analytics,Programming,Computer Simulation,Scaffolding (Teaching Technique),Elementary School Students,Cooperative Learning,Persuasive Discourse,Females,Textiles Instruction,Rehabilitation,Physical Therapy,Distance Education,Deafness,Social Isolation,Educational Media,Game Based Learning,Second Language Instruction

These proceedings contain the papers of the 14th International Conference on e-Learning (EL 2020), which was organised by the International Association for Development of the Information Society, July 21-23, 2020. This conference is part of the 14th Multi Conference on Computer Science and Information Systems 2020, July 21-25, which had a total of 625 submissions. Due to an exceptional situation caused by the COVID-19 pandemic, this year the conference was hosted virtually. The e-Learning (EL) 2020 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: (1) Organisational Strategy and Management Issues; (2) Technological Issues; (3) e-Learning Curriculum Development Issues; (4) Instructional Design Issues; (5) e-Learning Delivery Issues; (6) e-Learning Research Methods and Approaches; and (7) e-Skills and Information Literacy for Learning. [Individual papers are indexed in ERIC.]
Open Professional Development of Math Teachers through an Online Course
Author: Brancaccio, Anna
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Faculty Development,Mathematics Teachers,Online Courses,Educational Technology,Electronic Learning,Mathematical Models,STEM Education,Teacher Education,Foreign Countries,Secondary School Teachers

The professional development of teachers is a task recognized by the European parliament and pursued by many institutions, both national and international ones. The support to teachers in STEM disciplines was one of the aims of the Erasmus+ SMART (Science and Mathematics Advanced Research for good Teaching) project, born in a European context, which developed as its main intellectual output two open online courses called Mathematical Modelling and Observing, Measuring and Modelling in Science, in order to help teachers in their continuous professional development. Both courses contain interactive problem-based materials ready to be downloaded, modified, used in the classroom and redistributed to the community. This paper gives an overview of the structure of the course Mathematical Modelling and analyzes its instructional quality, taking into account some measurables obtained in two years of operativity. [For the full proceedings, see ED621557.]
A Case Study Examining the Cost Measurements in Production and Delivery of a Massive Open Online Course (MOOC) for Teaching the Relationship between Human Health and Climate Change
Author: Meinert, Edward
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Costs,Climate,Correlation,Citizen Participation,Online Courses,Access to Education,Mass Instruction,Natural Disasters,Productivity,Work Environment,Health,Graduate Study,Outcomes of Education,Well Being,Teaching Methods,Sustainability,Interdisciplinary Approach,Budgets,Behavior Change,Information Dissemination,Construct Validity

A Massive Open Online Course (MOOC) is a form of online education that makes available learning to a large number of individuals at no charge. The impact of climate change on public health has been introduced in MOOCs in various forms, for example, examining the impact of natural disasters, the increase in temperature on work productivity, and the monitoring and evaluation of health adaptation to climate change and its implications for policy. However, despite this work completed to advance understanding in both online and postgraduate education, more effort is required to provide the tools and capabilities to analyse evidence and present findings that demonstrate its impact on specific outcomes, including health and wellbeing. Although these courses are made publicly available, understanding the costs associated with their production and delivery will provide evidence to develop sustainable models for deployment of this form of citizen engagement education. [For the full proceedings, see ED621557.]
O Teu Mestre - A Distance Learning Platform (Results)
Author: Azevedo, Daniel
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Learning Processes,Information Technology,Case Studies,Educational Resources,Hospitals,Models,Special Education,Students with Disabilities,High School Students,Mathematics Teachers,Grade 12,Foreign Countries,Distance Education,Student Attitudes,Teacher Attitudes,Open Educational Resources,Evaluation Methods,Integrated Learning Systems

We live in an age of change regarding mentalities and a consequent time of change in the learning processes. In this sense, it is necessary to create new methodologies and alternative practices to learn, teach and, more importantly, to learn how to learn. In recent years there has been a widespread commitment to use Information and Communication Technologies as a tool to support teaching. It is in this context that this work is inserted. The aim is to validate a digital educational resource of school that will be able to contribute to the aid of students of traditional education and also of those hospitalized and/or prevented from being present in the classroom. The proposed model was validated through a case study developed during the second and third periods of the 2014/2015 school year, involving special education students, in a hospital context, students of Mathematics A of the 12th grade of a Porto school and high school mathematics teachers. [For the full proceedings, see ED621557.]