ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationship between Age, Experience, and Student Preference for Types of Learning Activities in Online Courses
Author: Simonds, Thomas A.
Date: 2014-01-00
Type: Journal Articles
Subjects: Learning Activities,Online Courses,Preferences,Age Differences,Student Experience,Focus Groups,Learning Strategies,Educational Practices,Teaching Methods,Multiple Regression Analysis,Student Surveys

In this study, two researchers explored student learning preferences in online courses. They used the scholarship of teaching and learning process as a research model, and embedded a web-based survey and online focus groups in the online courses they were teaching. After collecting data, the researchers conducted multiple logistic regression analyses to test their hypothesis that a relationship existed between some student factors and student preferences for types of online learning activities. The results of the data analysis revealed a statistically significant relationship between student age and student preference for certain types of online learning activities. Older students in the study indicated a much stronger preference for videos of the professor lecturing, while younger students tended to prefer more interactive learning strategies. Focus group comments from the older students provide insights into some of the reasons why they found watching video lectures to be helpful for their learning, and comments from younger students illustrate how they learn best in online courses. The researchers offer suggestions for online  instructors based on the findings of this study, and they explain why online instructors may find the scholarship of teaching and learning research process especially helpful for both teaching and research efforts.
Citation Analysis for the Modern Instructor: An Integrated Review of Emerging Research
Author: Piotrowski, Chris
Date: 2013-07-00
Type: Journal Articles
Subjects: Citation Analysis,Literature Reviews,Bibliometrics,Electronic Journals,Higher Education,Scholarship,Open Source Technology,Bibliographic Databases,Comparative Analysis,Usability

While online instructors may be versed in conducting e-Research (Hung, 2012; Thelwall, 2009), today&apos;s faculty are probably less familiarized with the rapidly advancing fields of bibliometrics and informetrics. One key feature of research in these areas is Citation Analysis, a rather intricate operational feature available in modern indexes such as Web of Science, Scopus, Google Scholar, and PsycINFO. This paper reviews the recent extant research on bibliometrics within the context of citation analysis. Particular focus is on empirical studies, review essays, and critical commentaries on citation-based metrics across interdisciplinary academic areas. Research that relates to the interface between citation analysis and applications in higher education is discussed. Some of the attributes and limitations of citation operations of contemporary databases that offer citation searching or cited reference data are presented. This review concludes that: a) citation-based results can vary largely and contingent on academic discipline or specialty area, b) databases, that offer citation options, rely on idiosyncratic  methods, coverage, and transparency of functions, c) despite initial concerns, research from open access journals is being cited in traditional periodicals, and d) the field of bibliometrics is rather perplex with regard to functionality and research is advancing at an exponential pace. Based on these findings, online instructors would be well served to stay abreast of developments in the field.
Technological Literacy for All: A Course Designed to Raise the Technological Literacy of College Students
Author: Baskette, Kimberly G.
Date: 2013-00-00
Type: Journal Articles
Subjects: Technological Literacy,College Students,Technology Education,Student Surveys,Likert Scales,Student Attitudes,Influence of Technology,Student Interests,Educational Technology,Correlation,Attitude Change,STEM Education,Instructional Effectiveness,Course Evaluation

Understanding what technology is, and is not, is the first step in becoming technologically literate. One should also understand how technology is created, how it works, how it shapes society, and how society shapes technology. This study was designed to gauge the ability of a single-semester course to raise students' technological literacy as well as gains in student perceptions of the importance of technology education in the K-12 curriculum.  The STEM 110T course, &quot;Technology and Your World,&quot; was developed through the Department of Science, Technology, Engineering, Mathematics, and Professional Studies as part of Old Dominion University's (ODU), VA, USA, Lower Division General Education requirement. The purpose of this study was to verify that the STEM 110T course is developing technological competencies outlined by the &quot;Standards for Technological Literacy.&quot;  A pre-post survey study was conducted during the spring 2012 semester at ODU to assess gains in the technological literacy of students enrolled in the STEM 110T course.  At the beginning of the spring 2012 semester, a total of 287 students were enrolled in the STEM 110T course. To ensure a high return rate, surveying took place in each of the STEM 110T classes during the first and last weeks of the semester. The survey instrument used in this study asked perception questions instead of knowledge questions. In total, 230 pre-surveys were completed and returned at the start of the semester and 204 post-surveys at the end, giving return rates of 93% and 84%, respectively. A paired samples t-test was run on the mean scores from the Likert scale questions to determine if there were significant differences between the STEM 110T students' pre- and post-survey responses.  Questions in the survey directed at assessing the students' concept of technology showed that completing the STEM 110T course was positively correlated with their concept of technology. The results from this study may aid other institutions interested in developing courses that are specifically designed to raise technological literacy. Efforts should be made to include content that emphasizes the global impact of technological literacy and the need to understand how it was developed, how it works, and how it shapes society and individuals.
Physical Learning Environment and its Suitability to the Objectives of Technology Education
Author: Soobik, Mart
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Education,Educational Environment,Physical Environment,Teacher Attitudes,National Curriculum,Satisfaction,Learning Activities,Experiential Learning,Comparative Analysis,Teacher Surveys

The present article focuses on Technology Education teachers' opinions on the physical learning environment of Technology Education. The study compares and analyses the changes in the physical learning environment of Technology Education. Two questionnaire surveys (Study I and Study II) were carried out among teachers of Technology Education in Estonian general education schools. In Study I, which was carried out in 2004, 157 teachers participated (women &quot;N&quot; = 8). In Study II, which was conducted in 2011, 109 teachers participated (women &quot;N&quot; = 6). The statistical data processing software SPSS 18.0 was used to process the survey data; descriptive statistics and t-tests were applied. The questionnaire is based on a survey used by Aki Rasinen, from &quot;In Search of Curriculum Elements for Finnish General Education Schools&quot; (2000), which was translated into Estonian with certain modifications added. The results revealed that the change toward higher satisfaction was the most apparent in the case of several characteristics. The study shows that during the observed period, the physical learning environment of Technology Education improved slightly in Estonia. Modern study aids are increasingly used in schools, including computer-run workbenches and corresponding programs, etc. However, modernising and developing the physical environment of Technology Education should be an ongoing objective, and means should be found to improve the physical environment of Technology Education in order to teach students using modern technology.
Where Has the Time Gone? Faculty Activities and Time Commitments in the Online Classroom
Author: Mandernach, B. Jean
Date: 2013-07-00
Type: Journal Articles
Subjects: Online Courses,Teaching Methods,Teacher Surveys,Time Management,Grading,Feedback (Response),Teacher Student Relationship,Interaction,Faculty Workload,College Faculty,Teacher Responsibility,Teacher Characteristics,Group Discussion

While research has examined the comparative time commitment required for online versus face-to-face teaching, little is known about the distribution of faculty time investment into the various aspects of online course facilitation. The purpose of this study is to examine the proportion of time faculty devote to each of the pedagogical components that are required to effectively teach an online course. A survey of fulltime online faculty reveals that online faculty, much like their face-to-face counterparts, spend the majority of their time grading, providing feedback, and communicating with students (including discussion threads and one-on-one interactions). Understanding the faculty time investment required to read and individually respond to student messages and written assignments may assist institutions in structuring online policies, course schedules and faculty development to ensure a balance between faculty workload and online course effectiveness.
Content Creators and Language Learners: Exploring Web 2.0 and Wikis
Author: Craig, Dorothy Valcarcel
Date: 2013-07-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Web Sites,Electronic Publishing,Collaborative Writing,Teaching Methods,English (Second Language),Second Language Instruction,Language Teachers,Graduate Students,Teacher Education Programs,Teaching Assistants,Grounded Theory,Teacher Surveys,Computer Uses in Education,Technology Integration,Instructional Design,Action Research,Qualitative Research

This qualitative study examined the use of Wikis and blogs among graduate students in an online class that was part of a teacher preparation program in English as a Second Language. Participants included practicing teachers and graduate assistants who represented a variety of learning environments and experiences. The study was framed by a set of overarching questions and utilized a variety of data sets, which were collected throughout the study. These included survey data on use of Web 2.0 tools, participant-designed classroom Wikis, instructional  materials for language learning, regular education teachers, ESL teachers, and resources for administrators and community stakeholders. Analysis employed the Constant Comparative process and Grounded Theory. Findings indicate several hindrances as well as benefits to using Wikis in the PreK-higher education environment. Participants emerged as content creators and  modeled the process for their ESL students.
The Evolving Classroom: A Study of Traditional and Technology-Based Instruction in a STEM Classroom
Author: Devlin, Timothy J.
Date: 2013-00-00
Type: Journal Articles
Subjects: STEM Education,Technology Uses in Education,Middle School Students,Outcomes of Education,Academic Achievement,Urban Schools,Mixed Methods Research,Hands on Science,Problem Solving,Class Activities,Observation,Check Lists,Student Surveys,Interviews,Focus Groups,Video Technology,Learner Engagement,Student Attitudes,Computer Literacy,Comparative Analysis,Action Research

During the last ten years, the No Child Left Behind Act of 2001 (NCLB) has ensured that educators at every level focus on accountability, use scientifically-based research, be data driven, and use standardized tests in an effort to improve student learning. Love it or hate it, NCLB has been the catalyst for huge changes in the world of education from kindergarten through 12th grade (K-12). Based on new reform models, some researchers have found that too many students enrolled in K-12 classrooms do not achieve at levels necessary to be globally competitive. New policies, expectations, and accountability measures have changed the way teachers teach and students learn. Any discussion of technology and engineering literacy must start with a clear idea of exactly what technology and engineering literacy means. That, in turn, requires clear definitions of technology. The use of technology has become more prevalent in schools and has been shown to facilitate student learning objectives. There is substantial evidence that incorporating technology, of any kind, in the classroom as an instructional tool enhances student learning and educational outcomes. The researchers' identified one problem, a lack of focus and inability of middle school students to follow instructions at the beginning of class during courses taught at a high-needs urban middle school of over 1,100 students. A concurrent triangulation mixed method action research design was then developed based on questions for mixed methods study. The key elements of this study included a hands-on, problem-solving, STEM activity, written instructions either read by a classroom teacher or delivered through video, an observation checklist, a two-question survey, and seven interview questions asked of a focus group. Although this research indicates that video instruction better engaged students, given that technology and its accessibility continue to advance and change, educators will be challenged not only to keep pace but also to ensure that they stay abreast of the latest technological developments and use them as learning tools.
The Relationship between Gender and Academic Success Online
Author: Kupczynski, Lori
Date: 2014-01-00
Type: Journal Articles
Subjects: Gender Differences,Online Courses,Distance Education,Education Majors,Academic Achievement,Grade Point Average,Predictor Variables,Statistical Analysis,Professional Identity

Distance learning may pose challenges to students in terms of satisfaction and academic success. This study examined the relationship between the final grade received in a distance learning course and the student characteristic of gender. Examined were differences in online course achievement between male and female students through the lens of identity theory. The sample included 959 education majors at a regional university. Simple main effect tests were conducted after assumption tests for the planned analysis of covariance were not met. Findings indicated that for students with lower overall GPAs, there were differences in online course achievement between male and female education majors. For students with mid-level and higher overall GPAs, no differences existed.
A Comparative Analysis of Point-of-View Modeling for Industrial and Technology Education Courses
Author: Katsioloudis, Petros J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Technology Education,Preservice Teacher Education,Distance Education,Video Technology,Modeling (Psychology),Experiential Learning,Instructional Effectiveness,Demonstrations (Educational),Comparative Analysis,Quasiexperimental Design,STEM Education

Enrollment in technology education at the college level has been declining, so it is becoming essential for technology teacher educators to investigate ways to increase the enrollment in their programs. Technology teacher educators are exploring the extent to which distance-learning technologies such as video modeling can be used by industrial and technical teacher education faculty. They are researching which point of view--reportorial, subjective, or objective--better promotes content understanding and learning for hands-on activities in a technology education and industrial technology context. The intention of this study is to add to the body of knowledge on effective video modelling procedures and, in particular, the point of view used when recording instructional videos. Video modeling can be described as a technique used to model a target skill by another individual whose actions and language are videotaped. While most of the video instruction literature relates to research in special education (specifically autism), its applicability to groups of college students in the field of industrial and technology education seems like a perfect fit. In particular, the study compared the objective, subjective, and reportorial points of view. It was found that the objective view (face to face) and the reportorial view (shot next to the instructor's head) both provided statistically significant higher scores than the subjective view (shot from where the students are standing). In addition, the researchers are interested in further exploring the optimal point of view. By understanding the optimal point of view for distance learning in technology education and industrial technology, distance instruction can be enhanced through the use of recorded or live video feeds.
Developing Effective STEM Professional Development Programs
Author: Avery, Zanj K.
Date: 2013-00-00
Type: Journal Articles
Subjects: STEM Education,Faculty Development,Interviews,Classroom Observation Techniques,Transcripts (Written Records),Teacher Workshops,Case Studies,Curriculum Implementation,Educational Environment,Teaching Models,Academic Standards,Change Strategies,Integrated Activities,Participant Satisfaction,Secondary School Teachers,Student Evaluation,Qualitative Research

To help the United States stay globally competitive in terms of innovation and invention, the teaching of science, technology, engineering, and mathematics (STEM) has become a priority in P-12 education today. As the need for students to become stronger in STEM grows, so does the need for well-qualified STEM teachers who understand what is needed to develop relevant and high-quality STEM programs. Professional development (PD) can offer opportunities for those involved in the teaching of STEM to learn how to effectively integrate various instructional approaches, including &quot;engineering design&quot; into their teaching and learning environments. Professional development is important to STEM education, especially in the areas of technology and engineering. If engineering is to be recognized as an integral part of science, technology, and math education, stakeholders, organizations and/or people directly involved have to share the burden of responsibility for these ideas to become reality. The authors describe a series of PD activities sponsored by the National Center for Engineering and Technology Education (NCETE) in 2005-2006. These activities steered a number of research efforts at various universities including: California State University, Los Angeles (CSULA); University of Wisconsin-Stout; Brigham Young University; and the University of North Carolina A&amp;T. The purpose of these activities was related to the identification of core engineering concepts, the production of logic models of effective PD, and the development of successive engineering design challenges. As a result of the university studies, those who develop STEM PD offered the following recommendations: (1) Provide a Supportive PD Environment; (2) Provide an Exemplar Engineering Design Challenge; (3) Provide Training on Managing Group Projects and Evaluating Student Contributions; (4) Developers of STEM PD Should Consider Standards-Based Pressures that Impact STEM Learning; (5) STEM PD Should Train Teachers How to Develop Their Own Standards-Based, Engineering Design Challenges; and (6) STEM PD Should Train Teachers How to Integrate STEM Concepts into Their Instructional Materials. The authors conclude with a description of recent pushes in the U.S. to infuse engineering design into science, math, and technology education. The preparation of teachers with the ability to develop relevant and high quality STEM programs becomes vital to these efforts. Given that teachers have a direct influence over student learning, it is important to invest the necessary resources to help teachers provide the best quality STEM education for their students.
Measuring Teacher Effectiveness When Comparing Alternatively and Traditionally Licensed High School Technology Education Teachers in North Carolina
Author: Bowen, Bradley
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Teacher Education,Teacher Certification,Alternative Teacher Certification,Comparative Analysis,High Schools,Secondary School Teachers,Technology Education,Transfer of Training,Work Environment,Time on Task,Statistical Analysis,Teacher Behavior,Quasiexperimental Design,Mixed Methods Research,Observation

According to No Child Left Behind (NCLB), the definition of a highly qualified teacher includes three components: obtaining a bachelor's degree; having full licensure as defined by the state; and demonstrating competency, as defined by the state, in each subject taught (U.S. Department of Education, 2004). However, NCLB does not specifically include career and technical education, of which technology education is a part. Due to the difficulty of filling all teaching positions with highly qualified teachers, the North Carolina Department of Public Instruction instituted an alternative licensure program established to allow individuals without an education degree from a university-based teacher preparation program to transfer their skills from the workplace into the classroom. This has caused some concern about the effectiveness of the alternatively licensed teachers. Some educators feel that an alternatively licensed teacher does not have the necessary understanding of pedagogical theories and practices they would obtain when completing a traditional education program. A quasi-experiment was designed to determine if there was a significant difference in teacher effectiveness when comparing alternatively licensed and traditionally licensed high school technology education teachers. The methodology was designed to use both a quantitative and qualitative approach to utilize triangulation. A series of research questions were presented and by comparing test results, the students' time on task, and qualitative data, a conclusion can be drawn as to whether or not there are any differences in alternatively licensed technology education teachers and traditionally licensed technology education teachers. By using the methodology in this study, the researcher was able to provide evidence that there may not be any statistically significant differences between alternatively licensed and traditionally licensed technology education teachers in North Carolina.