ethanporcaro/eric-fulltext-meta huggingface dataset:
Virtual Chemistry Laboratory: Effect of Constructivist Learning Environment
Author: Tatli, Zeynep
Date: 2012-01-00
Type: Journal Articles
Subjects: Constructivism (Learning),Experimental Groups,Control Groups,Chemistry,Instructional Materials,Grade 9,Educational Environment,Science Laboratories,Quasiexperimental Design,Virtual Classrooms,Semi Structured Interviews,Electronic Learning,Courseware,Appropriate Technology,Computer Simulation,Instructional Effectiveness,Distance Education,Technology Uses in Education,Teaching Methods

The lab applications, which were started to be applied through mid 19th century, not only provide a new point of view but also bring about a new dimension to the lessons. At early times they were used to prove theoretical knowledge but lately they turned into environments where students freely discover knowledge as an individual or in groups. The activities that have come up with the recent form of labs substantially contributed to training ideal students for constructivist approach, who research, inquire, test, seek solutions, wear scientist shoes and deeply reason about the concept of concern. However, on the present stage of our educational system, these activities cannot be included in science lessons for several reasons. At that point virtual labs emerged as an alternative solution for the problems of the instruction in science courses. Thanks to virtual labs presenting different disciplines in a flexible manner, the interaction between the teacher and the learner become 7/24 independent from time and place. This article presents a study that provides insight in the appropriateness of Virtual and real laboratory applications on constructivist learning environment using interactive virtual chemistry laboratory (VCL) development was used in academic year of 2009-2010 for a six week period. The sample of this quasi-experimental study was 90 students from three different 9th grade classrooms of an Anatolian Secondary school in the center of Trabzon city. The student groups were randomly attained as one experimental and two control groups. The data collection tools of the study were; questionnaire of teaching philosophy (QTP), Semi-structured interviews and unstructured observations. The results showed that virtual chemistry laboratory software was just as effective as real chemistry laboratory and it positively affected the facilitating of constructivist learning environment. It was determined that the students in experimental group conducted the experiments as precise as the real ones; they felt themselves safe during the experiments; they could relate the experiments with daily life; they had the opportunity to investigate both macro-molecular and symbolical dimensions of the experiments. It was speculated that using virtual chemistry laboratories as a supportive complement in education will become an indispensable instructional material in terms of both the economy of the nation and the persistency of the learning. (Contains 1 figure and 5 tables.)
Developing a Questionnaire to Measure Students' Attitudes toward the Course Blog?
Author: Shahsavar, Zahra
Date: 2012-01-00
Type: Journal Articles
Subjects: Undergraduate Students,Web Sites,Electronic Publishing,Student Attitudes,Online Courses,Questionnaires,Guidelines,Statistical Analysis,Test Construction,Psychometrics,Course Evaluation,Web 2.0 Technologies,Program Validation,Interviews,Item Analysis,Attitude Measures,Distance Education

The rapid growth of using Web 2.0 tools such as blogs has increased online courses in education. Questionnaires are the most commonly used instruments to assess students' attitudes toward the online courses. This study provides a set of specific guidelines that the researchers used to develop a questionnaire to measure students' attitudes toward the course blog. It focuses on test construction and instrument validation as two primary stages in developing the questionnaire and details a series of steps nested within two stages. Participants were 30 undergraduate students enrolled in a course blog. To analyze the data, qualitative findings of interview were complemented by statistical results from quantitative data. To improve content adequacy and internal validity of the instrument items, 25 students who took part in piloting the instrument were interviewed. We carried out Statistical analysis to evaluate inter-item correlations, and reliability alpha coefficient of the instrument items. The guidelines applied in this study can be used in other studies to develop a valid instrument to measure other constructs, particularly when a researcher does not have access to a large sample. (Contains 1 figure and 2 tables.)
A Web-Based Virtual Classroom System Model
Author: Adewale, Olumide S.
Date: 2012-01-00
Type: Journal Articles
Subjects: Blended Learning,Constructivism (Learning),Active Learning,Virtual Classrooms,Web Based Instruction,Educational Technology,Internet,Technology Integration,Colleges,Cooperation,Foreign Countries,Computer Uses in Education

The population of students all over the world is growing without a proportionate increase in teaching/learning resources/infrastructure. There is also much quest for learning in an environment that provides equal opportunities to all learners. The need to provide an equal opportunity learning environment that will hitherto improve the system of education globally has therefore become imperative. Based on our findings, a mathematical model Web-based Virtual Classroom system (WebVCS) was developed to provide a viable medium through which sound education can be offered in tertiary institutions that can carter for varieties of learners irrespective of their abilities, dispositions and geographical locations. Our system model is developed based on active learning approach that adopts blended learning theory (Constructivist-Cognivist learning approach), incorporating e-pedagogy that supports collaboration among participants in the web-based Virtual learning environment. The key objects used in creating the WebVCS model are: Courses, Students, Instructors and Learning performances. Our system model sets a framework for developers of virtual classrooms and successful implementation of the model leads to students learning by interacting with their peers resulting in the construction of knowledge. (Contains 6 figures.)
Impact of Technological Advancement on Pedagogy
Author: Abik, Mounia
Date: 2012-01-00
Type: Journal Articles
Subjects: Constructivism (Learning),Computer Assisted Instruction,Technological Advancement,Technology Uses in Education,Influence of Technology,Educational Technology,Instructional Effectiveness,Electronic Learning,Teaching Methods,Performance Factors,Change Strategies,Educational Change,Virtual Classrooms,Synchronous Communication,Distance Education

To improve the quality of learning, pedagogues have prescribed different pedagogical approaches (constructivist, cognitivist...). However, the effective implementation of the majority of these approaches has not been possible only after the advent of new forms of learning (E_learning, M-learning...). These forms are closely related to technological development. Later with the emergence of technology (pervasive computing, Artificial Intelligent...) a new form of learning is established. It is called Pervasive Learning "P-Learning". P-Learning is a social process that connects learners to communities of devices, people, and situations in a transparent and independent manner. This learning form goes far beyond the predictions suggested by pedagogue. Learning can then take part outside the learner via technology, which will be an extension of his brain by unloading the cognitive practices he performs. The aim of this paper is to answer the following questions: What alliance is there between pedagogy and technology? Are we in need of a new pedagogical approach in the new learning environment "P-Learning"? What are the new pedagogical challenges to resolve? (Contains 4 figures and 1 table.)
Attitudes of Students towards Learning Objects in Web-Based Language Learning
Author: Basal, Ahmet
Date: 2012-01-00
Type: Journal Articles
Subjects: Student Attitudes,Instructional Materials,Programming,Web Based Instruction,English Instruction,Computer Science Education,Curriculum Implementation,Courseware,Database Management Systems,Instructional Material Evaluation,Measures (Individuals),Attitude Measures,Instructional Effectiveness,Material Development,Distance Education,Foreign Countries

Language education is important in the rapidly changing world. Every year much effort has spent on preparing teaching materials for language education. Since positive attitudes of learners towards a teaching material enhance the effectiveness of that material, it is important to determine the attitudes of learners towards the material used. Learning objects (LOs) are a new type of material on which many studies have been conducted in recent years. The aim of this study is to determine the attitudes of students towards LOs in web-based language learning. To this end, the study was conducted in English I Course at the Department of Computer Programming in Kirikkale University in 2010-2011 Fall Semester. Seventy LOs appropriate for six-week long lecture program were integrated into the Learning Management System (LMS) of Kirikkale University. The study group consisted of 38 students. After the six weeks long implementation period of the study, an attitude scale was administered to the students. The findings indicated that students in web based language education have positive attitudes towards LOs. (Contains 1 table.)
Assigned Positions for In-Class Debates Influence Student Opinions
Author: Lilly, Emily
Date: 2012-00-00
Type: Journal Articles
Subjects: Learner Engagement,Controversial Issues (Course Content),Student Attitudes,Opinions,Discussion (Teaching Technique),Environmental Education,Persuasive Discourse,Attitude Change,Conservation (Environment),College Students

In-class debates are frequently used to encourage student engagement. Ideally, after researching both sides of the debate, students will form their own opinions based on what they have learned. However, in a large course of Environmental Science, opinions of students, when surveyed after the debate, were remarkably consistent with the position that they had been assigned. This study aimed to determine whether an assigned debate position influenced student opinion. Prior to being assigned a debate position, 132 students in Environmental Science were polled for their opinions on six controversial issues. Each student was assigned to a position, without regard to their opinion, for a debate on one of the issues. Students researched both positions and constructed arguments and counter arguments for both sides, but only argued one side of the debate in class. One week following the debates, students were again polled for their opinions. Prior to debating, only 41% of students happened to agree with their assigned position, yet following the debates, 77% of students agreed with their assigned positions (p = 0.0000005). This suggests that researching and/or arguing an assigned position in a class debate influences student opinion toward that position. (Contains 1 table and 2 figures.)
The Influence of International Service-Learning on Transcultural Self-Efficacy in Baccalaureate Nursing Graduates and Their Subsequent Practice
Author: Amerson, Roxanne
Date: 2012-00-00
Type: Journal Articles
Subjects: Grounded Theory,Nursing Education,Self Efficacy,Public Health,Graduates,Service Learning,Foreign Countries,Comparative Analysis,Interviews,Telecommunications,Affective Behavior,Cognitive Development,Case Studies,Cultural Awareness,Experiential Learning,Health Services

The purpose of this study was to explain how participation in an international service-learning project during a community health course influenced transcultural self-efficacy of baccalaureate nursing graduates following graduation and their subsequent clinical practice. A qualitative, explanatory case study was used to conduct telephone interviews with 14 nursing graduates, who had previously participated in international trips to Ecuador or Guatemala. A constant comparative analysis revealed themes related to increased self-efficacy in the cognitive, practical, and affective learning dimensions of cultural competence. Additional themes focused on the importance of experiential learning, the provision of culturally congruent care, and a commitment to international service. The findings indicate that service-learning promotes social growth while providing opportunities to increase self-efficacy during cultural encounters with diverse populations. Nursing graduates were able to provide culturally congruent care as a result of their increased transcultural self-efficacy.
The Impact of Faculty Teaching Practices on the Development of Students' Critical Thinking Skills
Author: Shim, Woo-jeong
Date: 2012-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Instructional Effectiveness,Critical Thinking,Liberal Arts,Thinking Skills,Teaching Methods,Student Projects,Group Discussion,Measurement Techniques,Regression (Statistics),Educational Objectives,Goal Orientation,College Freshmen,Learner Engagement,Student Experience,Predictor Variables,Measures (Individuals)

Colleges and universities recognize that one of the primary goals of higher education is to promote students' ability to think critically. Using data from the Wabash National Study of Liberal Arts Education (WNS), this study examined the relationship between faculty teaching practices and the development of students' critical thinking skills, specifically the differences between students' self- report and the direct assessment (i.e., CAAP) of critical thinking. The results from multinomial logistic regression and OLS regression analyses showed that asking challenging questions increased both students' self-reported and the directly measured critical thinking abilities. Interpreting abstract concepts as well as giving well-organized presentation increased students' self-reported gains in critical thinking; however, these same practices did not significantly impact their CAAP scores. Inconsistent with previous literature, class presentations as well as group discussions decreased either students' self-reported or directly assessed critical thinking abilities. These findings can guide faculty teaching practices to foster critical thinking for first-year college students. (Contains 2 tables and 1 figure.)
Emotional Intelligence: A Stable Change?
Author: Goroshit, Marina
Date: 2012-00-00
Type: Journal Articles
Subjects: Expertise,Emotional Intelligence,Emotional Adjustment,Psychotherapy,Social Work,Well Being,Interpersonal Relationship,Teaching Methods,Higher Education,Behavior Change,Knowledge Level,Performance,Education Majors,Course Descriptions

In recent decades, emotional intelligence (EI) has emerged as one of the crucial components of emotional adjustment, personal well-being, interpersonal relationships, and overall success in life. Yet few professional curricula adequately address this subject. The results of this study indicate that the potential for enhanced emotional intelligence can be improved in the traditional classroom, employing experiential teaching methods. Further, the findings revealed a significant difference in stability measures between social work and education students, indicating that EI course "Doing Psychotherapy" (conceived by the study's authors) has a differential effect on students of the two faculties. This suggests that EI may not be perceived by all students in the same way; rather, specific goals, the nature of the participants, and the professional setting must be taken into consideration when assessing the impact of EI programs in higher education. Future research should focus on specific EI teaching strategies and on designing evaluation studies that assess changes in knowledge (learning), behavior (expertise), and results (performance). (Contains 4 tables and 2 figures.)
Assessing the Quality of Problems in Problem-Based Learning
Author: Sockalingam, Nachamma
Date: 2012-00-00
Type: Journal Articles
Subjects: Construct Validity,Problem Based Learning,Rating Scales,Factor Analysis,Psychometrics,Teaching Methods,Reliability,Student Interests,Cooperative Learning,Student Attitudes,Measures (Individuals),Foreign Countries

This study evaluated the construct validity and reliability of a newly devised 32-item problem quality rating scale intended to measure the quality of problems in problem-based learning. The rating scale measured the following five characteristics of problems: the extent to which the problem (1) leads to learning objectives, (2) is familiar, (3) interests students, (4) stimulates critical reasoning, and (5) promotes collaborative learning. The rating scale was administered to 517 polytechnic students enrolled in problem-based curricula and the data collected were subjected to confirmatory factor analysis. The results revealed a good fit of the data with the hypothesized five-factor model. The coefficient &quot;H&quot; values of the five factors suggested acceptable factor reliability. Overall, the psychometric characteristics of the rating scale indicated adequacy of the instrument to measure the quality of problems in problem-based learning. Although there are other ways to assess problem quality, the ease of use and means to measure multiple indicators makes the problem quality rating scale useful. (Contains 4 tables.)
Online Graduate Education: Developing Scholars through Asynchronous Discussion
Author: Bowden, Randall
Date: 2012-00-00
Type: Journal Articles
Subjects: Expertise,Graduate Students,Graduate Study,Computer Mediated Communication,Interaction,Teaching Methods,Scholarship,Asynchronous Communication,Higher Education,Governance,Online Courses,Technological Advancement,Educational Technology

Considerable effort has been placed on understanding and enhancing online interaction to increase student learning, examine teaching strategies, and build learning communities. This research explored another aspect of interaction: the emergence of scholarship by graduate students through asynchronous discussion. Qualitative analysis of archived discussion postings found that graduate students rely on their experience, expertise, and each other. Three major aspects of scholarship emerged: (1) recognizing task difficulty; (2) posing difficult questions; and (3) applying information to other fields. Overall, graduate students welcomed the opportunity to express their knowledge and competencies, showing signs of learning and scholarship. (Contains 3 tables.)
Present Practices and Background to Teaching and Learning at the Royal University of Bhutan (RUB): A Pilot Study
Author: Gyamtso, Deki
Date: 2012-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Qualitative Research,Student Evaluation,Focus Groups,Program Effectiveness,Teaching Methods,Foreign Countries,Teacher Education,Case Studies,Questionnaires,Interviews,College Faculty,Teaching Experience,Observation,Student Centered Curriculum,Evaluation Methods,Teacher Attitudes,Criticism

In Bhutan relatively few studies at the higher education level have been done and fewer still reported in international journals. This pilot study highlights the present practices and culture of teaching and learning at one of the teacher education colleges of the Royal University of Bhutan (RUB). It looks broadly across the issues of teaching/learning practices and identifies ways forward in teaching and learning. It is largely qualitative research based on constructivist principles using the case study design. Multiple methods were used including lesson observations, focus group discussions, questionnaires and interviews to seek answers to the questions of this study. The study found that college lecturers' behaviors varied between teacher-centered and learner-centered practices. Although lecturers were conversant with many of the concepts of learner-centered pedagogy, there were some grey areas in understanding notably in assessment and evaluation. Planning, implementation and assessment practices were only to some extent congruent with RUB policies and the present situation can be largely understood through a socio-historical analysis as well as the resource base to the teaching and learning approaches and academics' knowledge and experiences. (Contains 2 tables, 3 figures and 1 footnote.)
Educating the Disagreeable Extravert: Narcissism, the Big Five Personality Traits, and Achievement Goal Orientation
Author: Watson, Joan Monahan
Date: 2012-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Personality Traits,Extraversion Introversion,Goal Orientation,Program Effectiveness,Personality Problems,Academic Achievement,Longitudinal Studies,Correlation,Scores,Sampling

Despite the fact that longitudinal data have been compiled over the past 30 years among undergraduate students in higher education settings regarding narcissism, the literature is devoid of empirical investigations that explore the relationships between narcissism and learning. Because the data suggest that narcissism scores are increasing each year among this population, an exploration of the relationship between narcissism and learning is timely and warranted. Sampling from university undergraduate students, this study uses the Narcissistic Personality Inventory, the Big Five Inventory, and the Achievement Goal Questionnaire to verify the known relationships between narcissism and the Big Five personality traits of extraversion and agreeableness; to verify the known relationships between the Big Five personality traits of extraversion and agreeableness and goal orientation; and to explore a previously undocumented empirical relationship between narcissism and performance goal orientation. Results of this exploratory study indicate that while narcissism does contribute to a performance goal orientation, it is not a substantial variable in determining achievement goal orientation in general. The study addresses the implications and limitations of this research in addition to areas for additional investigation. (Contains 4 tables.)
Interdisciplinary School Leadership Development for Pre-Service Graduate Students
Author: Holtzman, Elizabeth
Date: 2012-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Behavior,School Psychologists,School Counselors,Instructional Leadership,Preservice Teacher Education,Leaders,Principals,Models

Schools need leaders who are prepared to address the complex challenges of the current educational landscape. Questions remain, however, as to the best way to support the development of leaders across disciplines. As graduate educators training new principals, school psychologists and school counselors, a strength afforded is the opportunity to explore the value of shared leadership at the pre- service level. This paper presents a piloted model of interdisciplinary training of graduate students in education to be leaders and change agents committed to culturally responsive positive outcomes in addressing challenging student behavior. The roles and functions of each specific discipline were explored, frames of viewing discipline unpacked and skill development in communicating around emotionally challenging topics provided. (Contains 1 table.)