ethanporcaro/eric-fulltext-meta huggingface dataset:
Journey to Textbook Affordability: An Investigation of Students' Use of eTextbooks at Multiple Campuses
Author: Baek, Eun-Ok
Date: 2013-07-00
Type: Journal Articles
Subjects: Campuses,Electronic Publishing,Use Studies,Textbooks,Student Experience,Student Attitudes,Questionnaires,Participant Satisfaction,Age Differences,Educational Technology,Technology Uses in Education,Higher Education,Online Surveys,Student Surveys,Costs,Textbook Research,Gender Differences,Educational Attainment

eTextbooks have steadily and recently more rapidly penetrated the textbook market. In order to effectively support students' learning, it is important to comprehend students' experiences using eTextbooks. This survey study was designed to gain an understanding of students' experiences in using eTextbooks and variables that impact their experiences, perceptions, and attitudes towards eTextbooks. In a total of 33 courses, faculty members at five state university campuses in California participated in the eTextbook pilot project during the fall of 2010. Six hundred and sixty-two student questionnaires were returned from those courses. Key findings include: 1) More than one-third of the students were satisfied with the eTextbook; 2) more than half of the students felt that the eTextbook was easy-to-use; 3) older students (22 or older) tended to have more positive experiences with the eTextbook than younger students; and 4) students most liked the eTextbook's cost, accessibility, light weight, and keyword search features. This study implies that the eTextbook must be a high-quality, easy-to-use resource to serve as a viable textbook option for student learning.
Promoting Teachers' Learning and Knowledge Building in a Socio-Technical System
Author: Tammets, Kairit
Date: 2013-07-00
Type: Journal Articles
Subjects: Workplace Learning,Informal Education,Independent Study,Professional Development,Program Implementation,Formative Evaluation,Inservice Teacher Education,Portfolio Assessment,Electronic Publishing,Educational Practices,Correlation,Scaffolding (Teaching Technique),Training Methods,Technology Integration,Communities of Practice,Case Studies,Learning Modules,College School Cooperation,Teacher Collaboration,Transcripts (Written Records),Content Analysis,Foreign Countries,Technology Uses in Education,Teacher Education Programs

The study proposes a way in which the learning and knowledge building (LKB) framework, which is consistent with the knowledge conversion phases proposed by Nonaka and Takeuchi, supports teachers' informal and self-directed workplace learning. An LKB framework in a socio-technical system was developed to support professional development in an extended professional community. The LKB framework was implemented and formatively evaluated in the &quot;in-service&quot; course that prepares teachers for accreditation in an e-portfolio community. The extended community consisted of 16 participants, in-service teachers and domain experts. The evaluation considered (a) how the LKB practices of the framework became actualized among the community members and (b) what supported these LKB practices. Data were collected from log-files of the portfolio system. Correlation analysis and Bayesian dependency modelling revealed the way in which the bottom-up peer scaffolding from community members influences teachers' LKB practices. As a result, the study proposes that a socio-technical system might promote LKB in a professional community.
Sustaining Teacher Control in a Blog-Based Personal Learning Environment
Author: Tomberg, Vladimir
Date: 2013-07-00
Type: Journal Articles
Subjects: Electronic Publishing,Web Sites,Journal Writing,Teacher Role,Online Courses,Independent Study,Educational Technology,Web 2.0 Technologies,Locus of Control,Teacher Student Relationship,Questionnaires,Teacher Attitudes,Educational Environment,Teaching Methods,Foreign Countries,Computer Software,Difficulty Level

Various tools and services based on Web 2.0 (mainly blogs, wikis, social networking tools) are increasingly used in formal education to create personal learning environments, providing self-directed learners with more freedom, choice, and control over their learning. In such distributed and personalized learning environments, the traditional role of the teacher is being transformed into that of a facilitator. This change inevitably means a reduced level of control on the part of the teacher. This is evidenced, for example, in difficulties experienced in retaining the necessary levels of control when the learning process moves away from institutionally maintained systems to blog-based personal learning environments. In conducting a course in a formal education setting however, it is still essential for the teacher to retain control over certain learning activities, such as course enrolment, assignments, and the assessment process. A course management plug-in for the WordPress blog platform called &quot;LePress&quot; was designed and developed as a possible solution to this problem. By using LePress, teachers are able to more easily manage and coordinate courses in a distributed blog-based environment. Teachers are able to regain control over some important aspects of online course management, while maintaining the learners' freedom and choice for self-directed learning. This paper documents the results of a survey of a group of 37 teachers who used LePress for at least six months. The study demonstrates that by using LePress, teachers experienced an enhanced level of control over several aspects of the course and this reinforced their perception about the ease of use of the system.
Virtual Attendance: Analysis of an Audiovisual over IP System for Distance Learning in the Spanish Open University (UNED)
Author: Vazquez-Cano, Esteban
Date: 2013-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Distance Education,Open Universities,Blended Learning,Student Attitudes,Teacher Attitudes,College Students,College Faculty,Audiovisual Communications,Videoconferencing,Problems,Training,Student Characteristics,Teacher Characteristics

This article analyzes a system of virtual attendance, called &quot;AVIP&quot; (AudioVisual over Internet Protocol), at the Spanish Open University (UNED) in Spain. UNED, the largest open university in Europe, is the pioneer in distance education in Spain. It currently has more than 300,000 students, 1,300 teachers, and 6,000 tutors all over the world, besides Spain. This university is redefining, on the lines of other universities, many of its academic processes to meet the new requirements of the European Higher Education Area (EHEA). Since its inception, more than 30 years ago, the methodology chosen by UNED has been blended learning. Today, this university combines face-to-face tutorial sessions with new methodological proposals, mediated by ICT. Through a quantitative methodology, the perception of students and tutors of the new model of virtual tutoring, called AVIP Classrooms, was analyzed. The results show that the new model greatly improves the orientation and teaching methodology of tutors. However, it requires training and new approaches to provide a more collaborative and participatory environment for students.
The Preferred Learning Modes of Online Graduate Students
Author: Kuboni, Olabisi
Date: 2013-07-00
Type: Reports - Research
Subjects: Graduate Students,Learning Strategies,Preferences,Online Courses,Electronic Learning,Questionnaires,Independent Study,Cooperative Learning,Factor Analysis,Outcome Based Education,Learning Theories,Interaction,Learning Processes,Likert Scales,Foreign Countries

This paper reports on a research project aimed at identifying the preferred approaches to learning of mature students in an online graduate programme. Interest in this issue was generated by the positions taken by certain theorists who argue for less focus on interaction and collaboration as the basis for learning in the online environment. They contend that the learner as an individual should be acknowledged. A questionnaire, operationalizing four learning modes, was used to solicit responses from graduate students. The modes were independent learning, instrumental learning, interactive learning, and collaborative learning. Factor analysis confirmed the four as student preferred learning modes. In addition it allowed for the emergence of specific attributes of each. While instrumental learning emerged as a strong factor, the most dominant construct emerging was a dimension of collaborative learning. It is envisaged that the findings of the study can inform the design of online teaching-learning strategies for this category of students.
Proposing an Acceptance and Commitment Therapy Intervention to Promote Improved Diabetes Management in Adolescents: A Treatment Conceptualization
Author: Hadlandsmyth, Katherine
Date: 2013-00-00
Type: Journal Articles
Subjects: Diabetes,Disease Control,Adolescents,Intervention,Patients,Children,Health Behavior,Cognitive Processes,Therapy,Futures (of Society)

Pediatric diabetes is linked with adverse medical outcomes, the risks of which increase with poor or intermittent adherence (Diabetes Control and Complications Trial Research Group, 1994). Further, during adolescence, diabetes management tends to deteriorate (Anderson &amp; Laffel, 1996; Bryden et al., 2001; Insabella, Grey, Knafl, &amp; Tamborlane, 2007; La Greca, Follansbee, &amp; Skyler, 1990). This paper proposes that cognitive fusion and experiential avoidance negatively influence diabetes management behaviors in adolescents. To date, no published interventions address these psychological processes in this patient group. Acceptance and Commitment Therapy (ACT) is presented as an approach for targeting experiential avoidance and cognitive fusion among adolescents with diabetes.
The Influence of the Openness of an E-Learning Situation on Adult Students&apos; Self-Regulation
Author: Jezegou, Annie
Date: 2013-07-00
Type: Journal Articles
Subjects: Electronic Learning,Metacognition,French,Independent Study,Distance Education,Adult Learning,Engineering Education,Qualitative Research,Student Adjustment,Student Behavior,Higher Education,Educational Technology,Social Cognition,Social Theories,Open Education,Test Validity,Role,Educational Environment,Student Characteristics

This article presents empirical research conducted with French speaking adults studying for a diploma. Their training took place mainly in e-learning. The goal of this research was to identify and explain the processes of influence existing between two specific dimensions: the degree of openness of the components of the e-learning situation and students&apos; self-regulated behaviors in the management of these components. This research was based on the socio-cognitive theory of self-regulation (Bandura, 1986; Schunk &amp; Zimmerman, 2007; Zimmerman, 2002) and on a theoretical definition of the notion of &quot;openness&quot; (Jezegou, 2005). It applied the &quot;actantial model&quot; (Greimas, 1966; Hiernaux, 1977) for analyzing data collected while using a specific validated instrument of assessment of openness (Jezegou, 2010a). The main results of this empirical work are the role played by three psychological dimensions in the influence processes identified. More empirical study is required to confirm their validity.
Discomfort with Emotion Moderates Distress Reduction in a Brief Mindfulness Intervention
Author: Sass, Sarah M.
Date: 2013-00-00
Type: Reports - Research
Subjects: Intervention,Metacognition,Emotional Disturbances,Counseling Techniques,Outcomes of Treatment,Effect Size,Correlation,Measures (Individuals),Questionnaires

The goal of this study was to investigate moderators of mindfulness training. The present study employed a brief form of mindfulness training with moderately distressed participants. Psychological distress was measured before and after a five-session mindfulness intervention. Two hypothesized moderators of treatment outcome, discomfort with emotion and mindfulness were measured before the intervention. Consistent with previous research, the brief mindfulness intervention was associated with reductions in psychological distress with a large pre-post effect size. Importantly, reductions in distress were significantly moderated by discomfort with emotion. Individuals reporting the most discomfort with emotion showed less reduction in distress after the mindfulness intervention. Results highlight the importance of investigating moderators of mindfulness intervention outcome.
Measuring Use and Creation of Open Educational Resources in Higher Education
Author: McKerlich, Ross
Date: 2013-10-00
Type: Reports - Research
Subjects: Educational Resources,Open Source Technology,Use Studies,Technology Uses in Education,Higher Education,Foreign Countries,Courseware,Instructional Material Evaluation,Material Development,Performance Factors,Multimedia Materials,Teacher Developed Materials,Student Developed Materials,Teacher Surveys,Student Surveys

The open educational resources initiative has been underway for over a decade now and higher education institutions are slowly adopting open educational resources (OER). The use and creation of OER are important aspects of adoption and both are needed for the benefits of OER to be fully realized. Based on the results of a survey developed to measure the readiness of faculty and staff to adopt OER, this paper focuses on the measurement of OER use and creation, and identifies factors to increase both. The survey was administered in September 2012 to faculty and staff of Athabasca University, Canada's open university. The results offer a snapshot of OER use and creation at one university. The survey tool could provide a mechanism to compare and contrast OER adoption with other higher education institutions. Forty-three percent of those in the sample are using OER and 31% are creating OER. This ratio of &quot;use&quot; to &quot;creation&quot; is introduced as a possible metric to measure adoption.
A Comparison of Rational Emotive Therapy and Tibetan Buddhism: Albert Ellis and the Dalai Lama
Author: Holt, Susan A
Date: 2013-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Buddhism,Psychopathology,Psychotherapy,Metacognition,Therapy,Values,Philosophy,Mental Health,Psychological Patterns,Behavior Change

This article explores conceptual and methodological similarities between Rational Emotive Behavior Therapy (REBT) and Tibetan Buddhism (TB). The authors examine some of the values and concepts they share. They compare the two systems on a number of issues: philosophical underpinnings, concepts of what causes human psychopathology, techniques to bring about change, outcome expectancies and goals. The purpose of this exploration is to increase awareness of the need for Western psychotherapists to develop a comprehensive science of the mind to help humans overcome difficulties and to live more fulfilling lives.
Distance and E-Learning, Social Justice, and Development: The Relevance of Capability Approaches to the Mission of Open Universities
Author: Tait, Alan
Date: 2013-09-00
Type: Journal Articles
Subjects: Social Justice,Distance Education,Electronic Learning,Open Universities,Institutional Mission,College Programs,Access to Education,Student Recruitment,Policy Analysis,Educational Policy,Audits (Verification),Human Capital,Social Development,Economic Development,Economic Impact,Institutional Characteristics,Educational Practices,Organizational Theories,Organizational Objectives

This article reviews the discourse of mission in large distance teaching and open universities, in order to analyse the theories of development and social justice that are claimed or may be inherent in them. It is suggested that in a number of cases the claims are unsupported or naive. The article goes on to set out the nature of Amartya Sen&apos;s capability approach for development, and to identify its potential for reviewing distance and e-learning more widely as a contributor to development and social justice.
The Extent of and Reasons for Non Re-Enrollment: A Case of Korea National Open University
Author: Choi, Hyoseon
Date: 2013-09-00
Type: Journal Articles
Subjects: Open Universities,Foreign Countries,Distance Education,Dropout Prevention,School Holding Power,Academic Persistence,Dropout Rate,Student Characteristics,Student Attitudes,Dropout Attitudes,Dropout Characteristics,Performance Factors,Etiology,Demography,Online Surveys,Questionnaires,Enrollment Influences

Despite continuous efforts to increase retention, dropout rates are high in distance universities. The objectives of this study were: 1) to investigate the extent and causes of non re-enrollment at a mega university, Korea National Open University; and 2) to suggest actions to improve the retention of students, in general, and those with higher risks of dropout in particular. A survey designed to establish the student demographics and the students' main reasons for non re-enrollment was carried out during spring, 2009 with 1,353 respondents. The results indicate that a lack of feedback from the instructors, heavy workload, and difficulties in studying at a distance were the main reasons for non re-enrollment. The learners' perceptions of the value of the degrees and their ages, gender, and educational backgrounds were also found to be significant factors in decisions not to re-enroll. The suggested solutions for reducing non re-enrollment include: a decrease in the number of required credit hours' study per semester; the provision of stronger social support; the introduction of a more flexible enrollment system; and better use of the available technology and infrastructure to help both students and instructors build stronger learning communities.
Making Distance Visible: Assembling Nearness in an Online Distance Learning Programme
Author: Ross, Jen
Date: 2013-09-00
Type: Journal Articles
Subjects: Online Courses,Distance Education,Part Time Students,Proximity,College Students,Higher Education,Geography,Space Utilization,Foreign Countries,Learner Engagement,Masters Programs,Educational Environment,Student School Relationship

Online distance learners are in a particularly complex relationship with the educational institutions they belong to (Bayne, Gallagher, &amp; Lamb, 2012). For part-time distance students, arrivals and departures can be multiple and invisible as students take courses, take breaks, move into independent study phases of a programme, find work or family commitments overtaking their study time, experience personal upheaval or loss, and find alignments between their professional and academic work. These comings and goings indicate a fluid and temporary assemblage of engagement, not a permanent or stable state of either &quot;presence&quot; or &quot;distance&quot;. This paper draws from interview data from the &quot;New Geographies of Learning&quot; project, a research project exploring the notions of space and institution for the MSc in Digital Education at the University of Edinburgh, and from literature on distance learning and online community. The concept of nearness emerged from the data analyzing the comings and goings of students on a fully online programme. It proposes that &quot;nearness&quot; to a distance programme is a temporary assemblage of people, circumstances, and technologies. This state is difficult to establish and impossible to sustain in an uninterrupted way over the long period of time that many are engaged in part-time study. Interruptions and subsequent returns should therefore be seen as normal in the practice of studying as an online distance learner, and teachers and institutions should work to help students develop resilience in negotiating various states of nearness. Four strategies for increasing this resilience are proposed: recognising nearness as effortful; identifying affinities; valuing perspective shifts; and designing openings.
Evaluation of the Vocational Education Orientation Programme (VEOP) at a University in South Africa
Author: Jacobs, Lynette
Date: 2013-10-00
Type: Journal Articles
Subjects: Vocational Education,Program Evaluation,Foreign Countries,Educational Quality,Questionnaires,Quality Assurance,Learning Modules,Course Evaluation,Graduate Surveys,Participant Satisfaction,Faculty Development,Teacher Orientation,Teacher Education Programs,Audits (Verification),Distance Education

To address the training needs of Further Education and Training college (FETC) lecturers, and in the absence of a full professional education qualification, several higher education institutions, FETCs, and other bodies in South Africa formed an alliance to develop a short programme towards a possible future full qualification. In 2010 a Vocational Education Orientation Programme (VEOP) was piloted. In line with the responsibility for quality assurance, and the need to inform further developments in the training of FETC lecturers, the aim of this research was to evaluate the VEOP presented by the University of the Free State (UFS). To reach the stated aim, a two phase evaluative study was undertaken (1) to assess the individual modules, and (2) to holistically investigate the quality of the programme. Two questionnaires were used to gather data. The first set of data was collected at the completion of each of the six modules. For the second phase of the study, 48 lecturer-students were randomly selected more than a year after completion of the VEOP. The study identified a number of strengths and weaknesses of the VEOP. The results emphasise the need to carefully select tutors and train them to have an understanding of the FETC milieu, rethink the methodology employed in the education training of FETC lecturers, and redesign the modules' contents to better reflect the FETC sector. The need to enhance student support and improve administration is also highlighted by the study. The results of the study may inform the development of a full qualification for FETC lecturers.
Comparison of Course Completion and Student Performance through Online and Traditional Courses
Author: Atchley, Wayne
Date: 2013-10-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Conventional Instruction,Comparative Analysis,Academic Achievement,Graduation Rate,Student Records,Student Characteristics,Statistical Significance,Intellectual Disciplines,School Holding Power,Funding Formulas,Academic Persistence,Data Analysis,Statistical Analysis,Intermode Differences

Enrollment in online courses has outpaced overall university enrollment for the past several years. The growth of online courses does not appear to be slowing. The purpose of this study was to compare course completion and student academic performance between online and traditional courses. Archival data from the host university student records system was collected using the Structured Query Language. Descriptive statistics were used to analyze student characteristics. Chi-square analysis was used to determine if statistically significant differences existed between students enrolled in online and traditional courses when comparing course completion and academic performance. Analysis found statistically significant differences existed in both course completion and academic performance for students enrolled in online versus traditional courses. Additional analysis indicated statistically significant differences existed in course completion by course discipline.