ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Immediate Repetition in L2 Speaking Tasks: A Focused Study
Author: Bei, Gavin Xiaoyue
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Video Technology,Language Proficiency,Task Analysis,Oral Language,Second Language Instruction,Language Fluency,Accuracy,Cartoons,Interviews,Self Concept,Linguistic Performance,Graduate Students,Asians,Chinese,Native Language,Foreign Countries,Correlation,Scores

This paper reports on a focused investigation into the immediate effects of oral narrative task repetition by two adult EFL learners of intermediate and high proficiency. Two participants performed a narrative speaking task after watching a cartoon video clip and repeated their performance three times, followed by a retrospective report in an interview. The results showed that repetition of narrative tasks increased fluency and accuracy, while complexity was the least sensitive to the practice effect. At the same time, it was found that the learners had generally correct self-perception of their performances, which was the interaction of enhanced repeated performance, fatigue, and their proficiency levels.
The Loss of Aura in Education
Author: Mamlok, Dan
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Figurative Language,Global Approach,Commercialization,Culture,Simulation

The allegory of the cave illustrates one of the central problems in philosophy: the gap between reality as it appears to be and the reality in itself. The allegory of prisoners in the cave, as opposed to being free out of the cave, symbolizes the gap between illusion and truth--between the thing and the thing in itself. The moment of getting out of the cave is an educative act, a unique moment of illumination that requires one's action toward awareness. Benjamin interprets the unique moment of experience as &quot;aura&quot;. In his essay &quot;The Work of Art in the Age of its Technological Reproducibility,&quot; Benjamin elucidates the disappearance of aura as a result of technological progress that entails social reproduction. His analysis focuses on the sociological and cultural aspects of the changes in human experience that are a result of technological and socio-economical processes. Since Benjamin's essay, the influence of technology has increased, becoming an integral part of everyday life. While Benjamin portrayed the influences of the revolution of the camera on human perception, people currently live in a cyber-world in which individuals, at least in the western world, have become increasingly more dependent on digital technology. It is suggested that digital technology has changed the way learners perceive information--the unique moment of appreciating an experience is missed. Rather, technology offers a ready-made formula for learning that is based on standardized methods. In the first part of this paper, the author will draw on Walter Benjamin's notion of &quot;aura,&quot; and discuss the relationship between aura and education. Then he will elaborate on the notion of reproduction by following Jean Baudrillard's concept of &quot;simulacra.&quot; Finally, the author will examine the ramifications of globalization and consumerism on knowledge reproduction in a simulated world, following Zygmunt Bauman's analysis of globalization. The intent of the author is to argue that the decay of &quot;aura&quot; in education in a simulated globalized world may lead to two opposite trajectories: indoctrination or social emancipation.
Contribution of Bilingualism in Language Teaching
Author: Sipra, Muhammad Aslam
Date: 2013-00-00
Type: Journal Articles
Subjects: Bilingualism,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Learning Processes,Questionnaires,Semi Structured Interviews,Role,Qualitative Research,Native Language,Foreign Countries,Communicative Competence (Languages),College Students,College Faculty,Language Attitudes,Language Teachers,Student Attitudes,Teacher Attitudes,Observation

This study is an investigation into the contribution of the use of bilingualism as an aid in learning/teaching English as a foreign language and bilingualism in EFL classroom does not reduce students' communicative abilities but in effect can assist in teaching and learning process. The study employed a qualitative, interpretive research design involving questionnaires, classroom observations and semi-structured interviews. The data part analyzed the students and the teachers' expressed responses and beliefs about the role of bilingualism in EFL classes. The findings of the study in general are that bilingualism as a resource in teaching facilitates in learning L2 and helps make more people acknowledge the contribution of bilingualism in EFL classes.
Framework for the Development of OER-Based Learning Materials in ODL Environment
Author: Teng, Khor Ean
Date: 2013-00-00
Type: Journal Articles
Subjects: Programming Languages,Programming,Instructional Materials,Material Development,Open Universities,Open Source Technology,Educational Resources,Courseware,Quality Assurance,Feedback (Response),Instructional Development,Online Courses,Access to Education,Student Surveys,Instructional Effectiveness,Student Evaluation,Scores,Learning Modules,Learning Activities,Foreign Countries

This paper describes the framework for the development of OER-based learning materials &quot;TCC121/05 Programming Fundamentals with Java&quot; for ODL learners in Wawasan Open University (WOU) using three main development phases mainly: creation, evaluation and production phases. The proposed framework has further been tested on ODL learners to promote greater use of OER [Open Educational Resources] repositories and further the acceptance of a wider range of learning resources. By using collective feedback sessions, the walkthrough of available OER resources to be integrated or assembled into the learning materials is illustrated in the course development cycle and the interaction among students and instructors and learning experiences of courses units' content are evaluated at the end of each of the courses with the production of external course assessor's reports (Quality Assurance). The learners' interactions with OER materials in LMS have demonstrated the development of a model for effective knowledge transfer using OER.
Supporting Learning through the Use of Self-Reflection Blogs: A Study of the Experience of Blended Learning Students in the United Arab Emirates
Author: Isakovic, Adrienne A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Web 2.0 Technologies,Electronic Publishing,Reflection,Transformative Learning,College Students,Student Attitudes,Student Centered Learning,Learning Experience,Likert Scales,Student Surveys,Teaching Methods,Educational Practices,Student Writing Models,Focus Groups,Statistical Analysis

This exploratory study seeks to examine how the use of student-written blogs support student learning through the student perspective. The blogs were introduced to provide support in four distinct areas: as a medium for facilitating learning; as a medium for interactivity; as a medium for metacognitive thought and reflection; and as a learning tool. This study was conducted over the course of one academic year with undergraduate and postgraduate students enrolled in a blended learning university located in the United Arab Emirates. Results indicate that for the students in this study, the use of blogs provided support in all four identified areas, as well as in additional areas not expected by the researchers. This paper provides details of the results of the data analysis, provides suggestions for classroom implementation, discusses the limitations of this research study, and proposes research questions which can guide future research studies on this topic.
Open and Distance Education Systems: Do They Enhance Graduates' Soft Skills? The Results from 2009 Universitas Terbuka Tracer Study
Author: Ratnaningsih, Dewi Juliah
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Open Education,Distance Education,Stakeholders,College Graduates,Time Management,Self Esteem,Participative Decision Making,Interpersonal Competence,Interpersonal Relationship,Creativity,Teamwork,Questionnaires,Interviews,Independent Study,Education Work Relationship,Qualitative Research,Statistical Analysis

The vision and mission of Universitas Terbuka (UT) is to become a highly qualified open and distance education institution and to provide higher education access to all communities. Graduates of UT are expected to acquire adequate knowledge, hard skills and soft skills. Soft skills play important roles in the world of work. The aim of this article is to describe: (1) whether the open and distance education systems are capable of providing graduates with soft skills, (2) how soft skills are acquired during the period of study, and (3) how are the range of soft skills acquired by graduates and required by stakeholders at work. This article uses 2009 UT tracer study, which employed survey and in-depth interviews to selected respondents and stakeholders. 2.417 pairs data (graduates and stakeholders) were analysed. The rating scales were from 1 (very poor) to 4 (excellent). The attributes analysed were personal, interpersonal and situational skills. The results show that learning systems that are based on individual learning and tutorial did provide graduates with soft skills. Graduates and stakeholders perceived interpersonal skills as fair. In general, soft skills required at work were time management, self-confidence, problem solving, creativity and team-work.
In Their Own Words: Student Stories of Seeking Learning Support
Author: Brown, Mark
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Open Education,Distance Education,School Holding Power,Academic Persistence,Phenomenology,Student Attitudes,Reflection,Grounded Theory,Data Analysis,Social Support Groups,Undergraduate Students,Longitudinal Studies,Help Seeking

Many Open and Distance Learning (ODL) providers report that their students are prone to lower rates of retention and completion than campus-based students. Against this background, there is growing interest around distance-specific learning support. The current research investigated the experiences of students during their first semester as distance learners at Massey University in New Zealand. The overarching methodology was Design-Based Research, within which phenomenological data gathering methods were used to study the experiences of twenty participants from their own point of view. Using video cameras, over twenty-two hours of self-reflections were gathered between July and November 2011 using a technique adapted from previous studies. A grounded theory approach was applied to the process of thematic data analysis. Results revealed how participants varied in their engagement with learning supports, including orientation events, outreach activity, cultural services, learning consultants, library services, fellow students, lecturers, residential courses, and other people. The discussion reflects on clusters of participants who utilised learning supports effectively, moderately and barely. The paper concludes by summarizing how the current research has had an impact on the design of learning support services at one of the world's leading providers of distance education. [This paper has been awarded an ICDE Prize for Innovation and Best Practice on the theme of Impact at the 25th ICDE Conference, held in Tianjin (China) in October 2013.]
Formalising Informal Learning: Assessment and Accreditation Challenges within Disaggregated Systems
Author: McGreal, Rory
Date: 2014-00-00
Type: Journal Articles
Subjects: Informal Education,Prior Learning,Student Certification,Student Evaluation,Postsecondary Education,Economics,Governance,Models,School Surveys,Universities,Program Implementation,Educational Resources,Shared Resources and Services,Barriers,Foreign Countries

This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners undertaking post secondary education. It presents some key economic and governance challenges for universities to consider in implementing OER assessment and accreditation policies. It also includes discussion of findings from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post secondary institutions, with a particular focus on the &quot;OER universitas&quot; (OERu) concept. [This paper was presented at the OpenCourseWare Consortium Global Conference (Ljubljana, Slovenia, April 23-25, 2014).]
From OCW to MOOC: Deployment of OERs in a Massive Open Online Course. The Experience of Universidad Carlos III de Madrid (UC3M)
Author: Fernández, José Vida
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Courseware,Educational Technology,Access to Education,Distance Education,Online Courses,Educational Resources,Open Education,Context Effect,Educational Change

The emergence of Massive Open Online Courses (MOOCs) is focusing all its attention on open education. There is growing interest in creating MOOCs, which can be done by transferring OCW courses to MOOC format. However, a series of doubts arise regarding the pros and cons implied in this transformation. In this paper we discuss the conclusions derived from our experience at Universidad Carlos III de Madrid with a widely disseminated OCW course that was satisfactorily converted into a MOOC. This experience has allowed us to compare two different models of open education initially based on the same content. We also analyze the difficulties incurred in the transformation process and present strategies to successfully carry out this change. [This paper was presented at the OpenCourseWare Consortium Global Conference (Ljubljana, Slovenia, April 23-25, 2014).]
Supporting Wellness in Adult Online Education
Author: Thompson, Jacklyn J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Wellness,Adult Education,Online Courses,Health Promotion,Distance Education,Educational Environment,College Students,Teaching Methods,Teacher Role,Peer Teaching,College Role,Literature Reviews

Online education cannot continue to grow at the current pace while ignoring a crucial component of campus support, wellness for adult online learners. This paper brings awareness to the concept of wellness as an important student support service in adult online education. It includes a summarized review of relevant literature and identifies specific wellness concerns of adult online learners. The paper also provides examples of how three American higher education institutions are addressing the issue of wellness promotion in online learning. It identifies areas for improvement in current wellness initiatives and offers recommended strategies for supporting adult online learner wellness to professional organizations, institutions, instructors, and distance learners.
Using Cloud Collaboration for Writing Assignments by Students with Disabilities: A Case Study Using Action Research
Author: Keane, Kjrsten
Date: 2014-00-00
Type: Journal Articles
Subjects: Writing Assignments,Case Studies,Action Research,Disabilities,Computer Mediated Communication,Assistive Technology,Coaching (Performance),Mentors,Distance Education,Revision (Written Composition),Educational Principles,Educational Practices,Access to Education,Participant Satisfaction,College Students,Collaborative Writing,Ethnography

Though separated by geographical distance, a student with disabilities, his advisor, and his writing coach consorted in the Cloud using Google applications to achieve a writing goal. Our scenario demonstrates how emerging technologies can bridge transactional distance and &quot;virtually&quot; supplant face-to-face conferencing around a college writing assignment. Individual levels of technical acumen with digital technology evolved to bridge the psychological and communication space between the student and his instructors. As a result, the telecollaborators developed an efficient coaching process adaptable for all students who need assistance in revising college writing assignments at a distance. Action research frames our discussion of the Cloud collaboration and provides a scaffold for student autonomy. The advantages as well and disadvantages of Cloud collaboration are outlined with reference to the National Institute of Standards of Technology definition of Cloud Computing and the Seven Principles of Universal Course Design.
Course-Embedded Student Support for Online English Language Learners
Author: Andrade, Maureen Snow
Date: 2014-00-00
Type: Journal Articles
Subjects: English Language Learners,Online Courses,Curriculum Enrichment,Program Descriptions,Language Acquisition,Distance Education,Learning Theories,Self Management,Foreign Students,Curriculum Design,Academic Support Services,Learning Activities,Peer Teaching,Tutoring,Courseware,College Students,English (Second Language)

This paper describes an embedded approach to learner support in online English language courses. The support model is based on language acquisition, transactional distance, and self-regulated learning theories. Based on these theories, courses were designed to provide the interaction necessary for academic English language gains, decrease the transactional distance between the teacher and learner, and assist learners in developing the ability to control the factors that affect their learning; in other words, to be self-regulated learners. The latter is critical for those who lack the autonomy needed for successful distance learning. In this paper, three course activities are described and analyzed to demonstrate how the embedded support model responds to the needs of diverse learners and assists them in achieving identified outcomes. The courses were designed for off-site international students enrolled in traditional English-speaking higher education institutions.
Patterns of Student Enrolment and Attrition in Australian Open Access Online Education: A Preliminary Case Study
Author: Greenland, Steven J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Enrollment Trends,Student Attrition,Higher Education,Distance Education,Electronic Learning,Online Courses,Access to Education,Open Education,Withdrawal (Education),Academic Achievement,Marketing,Undergraduate Students,Undergraduate Study,Context Effect

Swinburne University of Technology has experienced tremendous growth in open access online learning and as such is typical of the many Australian institutions that have ventured into online tertiary education. While research in online education continues to expand, comparatively little investigates students' enrolment and attrition. This research examines commencing enrolment and associated student withdrawal data, as well as performance scores from eight units forming a Marketing Major for an open access online undergraduate degree. Since data were collected over a five year period, trends and patterns within a substantial online undergraduate program can be explored. The paper discusses the challenges of analysing enrolment data. Initial findings suggest that retention strategies should be designed according to the stage students are at in their studies. Furthermore, the research informs the prioritisation and development of more effective enrolment and performance data reporting capabilities, which in turn would benefit student management and retention.
Opening Teaching Landscapes: The Importance of Quality Assurance in the Delivery of Open Educational Resources
Author: Atenas, Javiera
Date: 2014-00-00
Type: Journal Articles
Subjects: Open Education,Educational Practices,Open Source Technology,Resource Units,Computer Uses in Education,Shared Resources and Services,Multimedia Materials,Quality Assurance,Archives,Educational Resources,Teacher Surveys,Online Surveys,Educational Benefits,Barriers,Expertise,Foreign Countries,Use Studies,Usability,Higher Education,Interviews

Scholars are increasingly being asked to share teaching materials, publish in open access journals, network in social media, and reuse open educational resources (OER). The theoretical benefits of Open Educational Practices (OEP) have become understood in the academic community but thus far, the use of OER has not been rapidly adopted. We aim to understand the challenges academics face with in attempting to adopt OEP, and identify whether these are related to or stem from the functionalities afforded by current repositories of OER (ROER). By understanding what academics and experts consider good practices, we can develop guidelines for quality in the development of ROER. In this article we present the findings from a study surveying academics using OER and experts who develop and/or work with ROER. We conclude by suggesting a framework to enhance the development and quality of ROER.
Virtual Tutorials in Adult ODL: A WizIQ Case Study of Wawasan Open University
Author: Bhandigadi, Phalachandra
Date: 2014-00-00
Type: Journal Articles
Subjects: Tutorial Programs,Case Studies,Open Universities,Access to Education,Nontraditional Students,Distance Education,Synchronous Communication,Virtual Classrooms,Best Practices,Program Implementation,Academic Support Services,Delivery Systems,Courseware,Technology Integration,Technology Uses in Education,Technology Planning,Guidelines,Program Effectiveness,Foreign Countries

Wawasan Open University (WOU) was established in 2007 with the sole aim of providing affordable and accessible higher education opportunities to working adults in the fields of business, technology, education and liberal studies. As part of its Open Distance Learning (ODL) delivery, WOU provides tutorial support for students every semester through 5 sessions of 2 hours each. These tutorials are considered to be crucial in the learning process as they provide an opportunity for students to get their doubts clarified by a subject matter expert (tutor) in a synchronous environment. In the initial years, the University used face-to-face and video conferencing modes for conducting tutorials. However, both these modes have their own limitations. As a possible alternative, WOU has since ventured into Virtual Learning Environments (VLE) in the form of WizIQ to remedy some of these limitations. This paper discusses in detail the processes which took place in migrating to WizIQ tutorials and provides some best practices for implementation.
From Place to Virtual Space: Reconfiguring Student Support for Distance and E-Learning in the Digital Age
Author: Tait, Alan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Distance Education,Electronic Learning,Technology Uses in Education,Student Personnel Services,Dropouts,At Risk Students,Models,Academic Persistence,School Holding Power,Teaching Methods

This article examines the impact of digital technologies on student support in distance and e-learning, drawing on the case of Open University UK. Giving a historical perspective on the use of technologies in learning over many centuries, it argues that the dominant paradigm of geography--which has defined the structures for student support services in second generation distance education--has now been overtaken in digital distance and e-learning contexts by the more powerful affordances of learning design. The article examines in detail the issue of student drop-out as the major challenge for student support in distance and e-learning, and argues that educational mission, not mode of delivery, is the more powerful explanatory driver. The article proposes that student support should now be understood as integrated with teaching and assessment, not separately organised structurally and professionally.