ethanporcaro/eric-fulltext-meta huggingface dataset:
The Siyavula Case: Digital, Collaborative Text-Book Authoring to Address Educational Disadvantage and Resource Shortage in South African Schools
Author: Lambert, Sarah
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Textbooks,Disadvantaged Schools,Electronic Publishing,Shared Resources and Services,Educational Resources,Collaborative Writing,Social Justice,Elementary Secondary Education,Faculty Development,Costs

Siyavula is known as a pioneer developer of high-quality free digital maths and science textbooks to address resource gaps and disadvantage in South African schools. This case study identifies the success factors which could be replicated in other contexts. Siyavula has developed expertise in digital developing, editing and improving maths and science workbooks and teachers' guides and distributing them in multiple digital and mobile formats for free. In 2013 the government took the free texts and sponsored the printing and distribution of c500K copies of Grade 4-6 titles, saving the government approximately USD$83.5 Million for each of the 12 books (student workbook and teacher guide in both English and Afrikaans). The collaborative authoring system is identified as instrumental to the success of the project to address under-resourced schools, through a combination of personal (attitudinal), technical (online systems) and social resources (volunteers and stakeholders). Siyavula leaves a legacy of multi-stakeholder volunteer text-books sprints where an intense face-to-face experience provides the ground-work for constructive online authoring inclusive of diverse stakeholder input across different roles and ranks. Collaborative authoring advances curriculum and pedagogy sharing, expertise and capacity building. Collaborative authoring systems are found to have potential in many under-resourced school contexts not only for school texts, but also for early reading, multi-lingual and culturally appropriate book adaptations.
Soloborative Learning: Solo Thinking, Collaborative Tinkering
Author: Özdemir, Selçuk
Date: 2019-01-00
Type: Journal Articles
Subjects: Entrepreneurship,Cooperation,Innovation,Thinking Skills,Interdisciplinary Approach,Problem Based Learning,Instructional Design,Computer Science Education,Coding,Educational Environment,Foreign Countries,Elementary Secondary Education,Individual Activities

The history of innovation is constructed by solo thinkers and collaborative makers. The word innovation here comprises changes on technology, art and science. This article aims to reflect the way successful inventors, artists and scientists followed to do whatever they succeeded so that the coming generations can learn from predecessors' positive and negative experiences. Thinking and observing as solo may be the first step of an entrepreneur dreamer. Thinking and observation allow her to understand the size and depth of the gap on her knowledge integrity. This understanding process is a kind of challenge annoying and disturbing the entrepreneur dreamer during days and nights and causing his/ her to focus on the subject including examining the existing knowledge and experiences. Successful entrepreneur dreamers are aware of the historical knowledge accumulation on the field they focus on. After an entrepreneur dreamer understands what to do, on the second step, she starts tinkering collaboratively with other people whom the dreamer needs because of their own knowledge, experiences, point of view etc. With the help of others, entrepreneur starts the attempts to fill gap on his/her knowledge. These attempts require series of trial and error. First thinking and focusing on a subject as solo and then taking action and tinkering to realize dreams and thoughts as collaborative may lead us to a new learning design approach. &quot;Soloborative Learning&quot; is a derivative word offering the schools a new way to design learning environments, interactions and learning materials so that learners can construct their own knowledge on an innovative and entrepreneurial ecosystem.
Longitudinal Impacts of Home Computer Use in Early Years on Children&apos;s Social and Behavioral Development
Author: Talaee, Ebrahim
Date: 2019-01-00
Type: Journal Articles
Subjects: Computer Use,Elementary School Students,Family Environment,Social Development,Child Behavior,Child Development,Self Control,Social Behavior,Preschool Children,Computer Games,Correlation,Background,Foreign Countries

This study presents a pattern for Home Computer Use (HCU) and its relation to children's social and behavioural development during primary education. This study answers whether and how HCU (either educational or recreational) during primary school is related to children's social/ behavioural development such as self-regulation, anti-social behaviour and pro-social behaviour. To do so, information about types and frequency of HCU from nearly 2000 children were analysed using hierarchical linear regression and path analysis on children ranging from 3 to 11 years old. Hierarchical linear regression was applied to study the main effects (i.e. direct effects) and the path analysis was used to investigate mediating (i.e. indirect effects) of HCU on children outcomes. The results showed that the use of HCU for playing games has a linear and negative association with children's Pro-social behaviour as reported by class teachers in Year 6, while the effects of other background characteristics were partialled out. Two other social/behavioural outcomes--anti-social behaviour and self-regulation--were not associated with children's HCU over and beyond what can be predicted based on children's prior social/behavioural profile and their demographic background characteristics. The theoretical and practical implications of these results are discussed.
Transgression as Creative Freedom and Creative Control in the Media Production Classroom
Author: Hobbs, Renee
Date: 2019-01-00
Type: Journal Articles
Subjects: Creativity,Freedom,Teacher Student Relationship,Mass Media,Popular Culture,Information Technology,Information Dissemination,Art Education,Media Literacy,Social Status,Peer Relationship,Learning Experience,Instructional Design,Teaching Methods,Secondary School Teachers,Teacher Attitudes,Video Technology,Audiences,Technological Literacy,High School Students,Novices,Power Structure

When students have the freedom to use digital media to create, communicate and disseminate messages, transgression occurs. In this paper, I situate in-school youth production in the context of pedagogical theories of participatory culture, art education, and digital and media literacy education. Using interviews with four experienced high school media production educators, I examine how educators perceive school situations where behavior or student media work products disrupt or transgress expectations. Teachers experience student transgression as an essential dimension of the dialectic between creative freedom and creative control. They perceive creative control to be a negotiation between students and teachers on issues of content, format, production and distribution processes. Teachers conceptualize the distinctions between students who use transgression as a form expressive creativity, a reproduction of the tropes of mass media and popular culture, the result of novices making mistakes as part of learning, an attempt to gain social power and status among their peers, or a challenge to adult authority. Teacher reflection on creative control and creative freedom may inform the design of media production learning experiences.
Rags to Riches: One Migrant Worker&apos;s Journey to Educational Triumph
Author: Broman, Sarah E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Migrant Workers,Poverty,First Generation College Students,Elementary School Teachers,Family Relationship,Teacher Student Relationship,Success

The effect poverty has on a child's education is tragic. Without the necessary life-sustaining resources, many of our nation's children struggle to concentrate on anything other than their immediate dire circumstances. This article tells the story of how one migrant farm worker overcame her struggles living in abject poverty to become a first generation college student and future elementary education teacher thanks to her supportive family and her compassionate, caring educators along the way.
Implementing an Instructional Design on Intercultural Communicative Competence (ICC) with Foreign Language Students Aimed at Joining the Corporate World
Author: Dimas, Héctor Manuel Serna
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Design,Communicative Competence (Languages),Cultural Awareness,Introductory Courses,German,English (Second Language),Second Language Learning,Second Language Instruction,Modern Languages,College Second Language Programs,French,Italian,Portuguese,Oral Language,Student Projects,Decision Making,Lesson Plans,Intercultural Communication,Foreign Countries,Units of Study,College Faculty,Teaching Methods,Business Communication,Corporations

This study intends the validation of an instructional design on intercultural communicative competence (ICC) in the beginning levels of German, French, Italian, Portuguese, and English in the Modern Languages program at EAN University in Colombia. The design constituents: language integration, oral production, fieldwork activities, and a product/project gravitated around thematic units. The faculty application of the design is evidenced through annotated lesson plans together with the rationale for their classroom decision-making. The results indicate that an instructional design on intercultural communicative competence offers teachers and students a framework whose components acknowledge the participants' diverse views and promote an intercultural learning environment in both relational and interpersonal terms.
The Potential of Sentence Trees in English Grammar Teaching
Author: Huang, Danyan
Date: 2019-00-00
Type: Journal Articles
Subjects: Grammar,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Language Tests,Sentence Structure,College Students,Schemata (Cognition),Phrase Structure,Reading Tests,Essays,Writing Tests,Pretests Posttests,Error Patterns,Student Attitudes,Student Motivation,Positive Attitudes,Learning Processes,Foreign Countries

This study aims to explore the potential use of sentence tree-structure in English grammar teaching in college. After combining Schema Theory and Lexical Chunk Theory, the writer proposed the sentence tree-structure tool and tried to apply it in one of her grammar classes in college. During the teaching process, students were asked to analyze long and complex sentences from IELTS reading texts and to write paragraphs and essays for IELTS writing task two topics, with the purpose of applying the new tool in productive activities. Data collection instruments include a pre-test, a post-test, questionnaires and interviews. Both quantitative and qualitative analysis of the data was employed. The difference in students' performance in the pre-test and the post-test revealed that the majority of students showed improvement in their ability to analyze long complex sentences and there was an obvious decline in the number of sentence structure-related grammar errors in their writing. Students' responses in questionnaires and interviews showed a growth in their study motivation and positive perceptions towards the use of this new tool in their grammar learning.
The Effect of &quot;WhatsApp&quot; Usage on the Attitudes of Students toward English Self-Efficacy and English Courses in Foreign Language Education outside the School
Author: Aktas, Bilge Çam
Date: 2019-01-00
Type: Journal Articles
Subjects: Student Attitudes,Grade 11,High School Students,Foreign Countries,English (Second Language),Second Language Instruction,Self Efficacy,Computer Oriented Programs,Language Proficiency,Social Media,Internet,Educational Technology,Technology Uses in Education,Leisure Time

The aim of this study is to examine if using WhatsApp actively in English outside the school has any effect on the students' attitudes and self-efficacy belief on English course. In this study, a sequential explanatory pattern was used. In order to obtain quantitative data, one group pretest-posttest design was used. The participants consist of 11th grade students studying in an Anatolian High School in the center of Sivas. The implementation of the study lasted eight weeks. In terms of the experiment, WhatsApp meetings were held twice a week for evaluating the achievement of 11th grade English course. &quot;English Self-Efficacy Scale&quot; and &quot;Attitude toward English Scale&quot; were applied before and after the experiment. In addition, semi-structured questionnaire was used in order to get the opinions of the students about the implementation at the end of the experiment. The results of the study revealed that using WhatsApp outside the course leads to a significant differentiation in the self-efficacy beliefs of the students for both reading and listening. The data obtained from qualitative processes also confirm this. In addition, it shows that the practice has a statistically meaningful effect on students' attitudes toward the course. The data obtained from the qualitative processes have proved that the implementation is influential in the emotions such as happiness, joy, excitement, pride and that the students considerably support the use of this implementation.
Use of Mixed Item Response Theory in Rating Scales
Author: Yalçin, Seher
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Item Response Theory,Rating Scales,Models,Information Technology,Middle School Students,Grade 8,Student Interests,Learner Engagement,Multivariate Analysis,Computer Literacy,Information Literacy,Scores,Readiness

This study aimed to compare the Graded Response Model (GRM) and the Mixed-Graded Response Model (MixGRM) in terms of model data-fit and parameters and demonstrate the application of MixGRM on real data. In this context, this study is basic research based on the International Computer and Information Literacy Study in 2013 conducted with eighth-grade participants from Turkey. The data from a total of 2,356 students were used in the study. In testing the models, data was obtained from an 11-item Likert scale that measured the students' interest and enjoyment in using Information and Communication Technologies (ICTs). When the GRM- and MixGRM-based model data-fit results were compared, the model with the best fit was the MixGRM with four latent classes. Students who reported to enjoy using ICT and who had the highest computer and information literacy (CIL) score were found to be in the first latent class, those with least enjoyment or dislike and those with the lowest CIL score were in the fourth latency class. The findings show that reducing the heterogeneity of Mixed-Item Response Theory models in the dataset is a preferable model for research situations and that Turkish students are not yet prepared for life in the digital age.
Factors Influencing the Adoption of e-Learning in an Open and Distance Learning Institution of Pakistan
Author: Ahmed, Moiz Uddin
Date: 2018-00-00
Type: Journal Articles
Subjects: Adoption (Ideas),Electronic Learning,Foreign Countries,Distance Education,Open Education,Information Technology,Educational Strategies,Developing Nations,Technology Uses in Education

The revolution in technology has led to new approaches toward open and distance learning, particularly in the form of e-learning. E-learning governs the system of modern education by using Information and Communication Technology (ICT). There are different design approaches and interpretations of e-learning, primarily involving variations in instructional strategies and pedagogical models employed with the technology. These innovations offer compelling opportunities to educational institutions, students and faculty alike, yet they have also posed formidable challenges for e-learning. This is especially the case in the developing countries. This paper engages the concept and aims of e-learning with regard to the issues in the developing countries. The next part of the paper presents the need of e-learning in Pakistan and describes the major institutes offering e-learning and distance education as an alternate mode of education. The paper also elaborates major challenges of e-learning and explores the influencing factors for the adoption of e-learning in Pakistan. The important factors are investigated in terms of available ICT infrastructure and other country specific parameters. The paper also presents results of a survey that was conducted to evaluate students' preferences regarding e-learning. The survey result demonstrates a strong preference for e-learning by the students. The paper concludes by presenting a generalized model of e-learning that can fulfill the needs of learners under available technology infrastructure.
Assessing Air Force Officers&apos; Satisfaction on the Use of SOC Virtual Classroom: Input to Professional Military Education e-Learning Design and Implementation
Author: Chua, Christopher
Date: 2018-00-00
Type: Journal Articles
Subjects: Military Training,Military Personnel,Student Satisfaction,Virtual Classrooms,Electronic Learning,Online Courses,Instructional Design,Curriculum Implementation,Foreign Countries,Integrated Learning Systems,Military Schools

As the power of Learning Management System (LMS) in supporting classroom instruction has been observed in Higher Education Institutions (HEIs), only a few have been documented in military environment using this kind of learning technology. This paper is the first attempt to investigate the satisfaction of air force officers on the use of Squadron Officer Course Virtual Classroom (SOCVC) in the Philippines. The popular Modular Object-Oriented Dynamic Learning Environment (MOODLE) was used to implement the SOCVC. A total of 47 Philippine Air Force (PAF) officers enrolled in the SOC participated in this study. Satisfaction in terms of learner interface, learning community, content and usefulness on the use of SOCVC was obtained using a questionnaire. The respondents are seen comfortable and satisfied with the use of the virtual classroom. Profile variables used in the study when taken separately do not show significant difference as to the respondents' satisfaction on the use of the virtual classroom. The findings oppose what are already established pertaining to the variables that affect the use of Virtual Learning Environment (VLE) in civilian setting.
Hopscotch 2.0: An Enhanced Version of the Model for the Generation of Research Designs in Social Sciences and Education
Author: Jorrín Abellán, Ivan M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Research Design,Educational Research,Models,Qualitative Research,Statistical Analysis,Mixed Methods Research,Research Tools

The development of educational research designs might be daunting for novice researchers that have to make choices among the plethora of philosophical frameworks, research traditions, and different methods existing in the field. In this article we describe the process followed to formally evaluate Hopscotch, a model and a web-tool created by the author in 2015 to help novice researchers in the generation of solid and well-informed qualitative research designs. To do so, a responsive evaluation based on case study methods was conducted. The obtained results led us build a new 2.0 version of the Hopscotch's web-tool overcoming the limitations identified by the users of the initial version launched in 2015. Among others, the web-tool now offers the possibility of creating not only qualitative research designs, but also quantitative and mixed-methods designs. The system also allows for the collaboration and sharing of research designs among its users. It also provides the option of generating visual representations of the key components of six different types of qualitative research designs, four types of quantitative research designs, and four types of mixed-methods research designs. This newly developed tool based on the principles of Open Science, aims at helping novice researchers to deeply reflect on the research designs for their dissertations, research studies and even capstone projects.
An Interprofessional Education Pilot Program on Screening, Brief Intervention, and Referral to Treatment (SBIRT) Improves Student Knowledge, Skills, and Attitudes
Author: van Eeghen, Constance
Date: 2019-00-00
Type: Journal Articles
Subjects: Screening Tests,Intervention,Referral,Student Attitudes,Knowledge Level,Skill Development,Allied Health Occupations Education,Allied Health Personnel,Patients,Substance Abuse,Graduate Students,Professional Education,Interdisciplinary Approach,Mental Health,Medical Students,Outcomes of Education,Instructional Effectiveness,Motivation Techniques,Counselor Training,Medical Education,Nursing Education,Social Work,Curriculum

Background: Recent efforts to prepare healthcare professionals to care for patients/clients with substance use problems have incorporated SBIRT (Screening, Brief Intervention, and Referral to Treatment) into graduate education programs. This pilot study adds to the literature by examining the impact of an SBIRT interprofessional education approach for behavioral health graduate students and medical residents as planned by faculty from multiple professions at a state university. It measured changes in attitudes, abilities, skills, and knowledge in these interprofessionally trained students. Methods: Faculty in Counseling, Family Medicine, Internal Medicine, Nursing and Social Work departments collaborated to develop an interprofessional curriculum delivered through a small-group and active learning approach. Seventy-one residents and graduate students participated. Pre- and post-training surveys measured self-perceived attitudes, abilities, and skills along with objectively measured knowledge. Analysis examined pre- to post-training changes in scores. Results: Pre-training surveys yielded an 89% response rate; post-training, 85%. Self-perceived attitudes did not change significantly, except a 20% increase in how rewarded students felt while working with patients/clients with alcohol/drug use disorders (P &lt; 0.01). Compared to baseline, there was a statistically significant increase in all items of self-perceived ability (P&lt;0.01) and all items of self-perceived communication skills (P=0.04). Knowledge mean scores also increased significantly (P &lt; 0.001) across both primary care and behavioral health student groups. Conclusions: Interprofessional training in SBIRT produced improvements in ability, skills, knowledge, and some attitudes. Such programs may inform providers who care for patients/clients with substance use problems, improving their personal experience and professional competence.