ethanporcaro/eric-fulltext-meta huggingface dataset:
A Critical Look at the Policy Environment for Opening up Public Higher Education in Rwanda
Author: Nkuyubwatsi, Bernard
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Policy Analysis,Access to Education,Educational Opportunities,Higher Education,Open Education,Distance Education,Public Education,Stakeholders,Interviews,Content Analysis,Research Methodology,Federal Regulation,Faculty Promotion,Writing for Publication,Shared Resources and Services,Access to Information

Policies play a critical role in the implementation of open, distance education and opening up higher education. To encourage participation of different stakeholders in related practices, policies may need to embody values and benefits for those stakeholders. It is in this perspective that this study was conducted to investigate the policy environment for opening up public higher education in Rwanda. An interview was conducted with a leader/policy maker at the University of Rwanda and three policy documents were analyzed. Results indicated that existing policies were unlikely to inform practices that contribute to opening up higher education. Related policy documents were decontextualized in some aspects. Different ways in which these policies may be contextualized to inform opening up higher education were recommended. The findings and recommendations are particularly important to policy makers and institutional leaders who are interested in opening up higher education in Rwanda and other settings.
Mobile Learning: Challenges for Teachers of Indian Open Universities
Author: Awadhiya, Ashish Kumar
Date: 2016-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Foreign Countries,Technology Uses in Education,Educational Technology,Distance Education,Barriers,Open Universities,College Faculty,Teacher Surveys,Technology Integration,School Policy,Gender Differences,Teacher Attitudes,Questionnaires,Statistical Analysis,Teacher Characteristics,Likert Scales

&quot;Mobile Learning&quot; (m-Learning) has emerged as a trend in the field of Open and Distance Learning (ODL). It is removing the time and geographical barriers for learning by placing learning opportunities at the fingertips of learners. ODL institutes in India are also adopting m-learning in different forms; however, it is not fully implemented due to various reasons. This paper aims to explore possible challenges faced by teachers of Open Universities of India in implementation of m-learning. In this context the teachers of Indian Open Universities were surveyed to identify and rate the intensity of various challenges in the successful implementation of m-learning in the ODL system. The findings from respondents (n = 72) revealed that out of thirteen (13) challenges presented to them, the three most important challenges were: (a) lack of support for instructional design for m-learning; (b) lack of institutional policy for m-learning and (c) lack of infrastructure/technological support. These barriers were extrinsic in nature as they were institution dependent. The least important challenges were found to be: (a) intrusion on personal time due to 24 x 7 access; (b) reluctance to adopt technology; and (c) difficulty of use. These barriers were intrinsic in nature as they were person-driven. Challenges of m-learning were found to be the same irrespective of gender. Institutions need to provide adequate institutional support in terms of policy, infrastructure and instructional design for the successful implementation of m-learning.
Mobile Learning Research: The Focus for Policy-Makers
Author: Traxler, John
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Research,Educational Policy,Policy Analysis,Policy Formation,Educational Technology,Disadvantaged,Access to Education,Access to Computers,Technology Uses in Education,Financial Support,Developing Nations,Educational Trends,Ethics,Information Utilization,Data Collection,Educational Researchers,Capacity Building

Mobile learning has moved in the last decade from being a small, scattered research interest to being viewed by many international agencies as a way of delivering their humanitarian missions to the developing contexts of the global South. This paper explores and documents fundamental concepts and concerns that characterize or perhaps jeopardise the relationships between the &quot;old&quot; research communities and &quot;new&quot; policy maker communities working to improve the nature and scope of learning in the developing contexts of the global South using personal mobile digital technologies. As becomes apparent, these concepts and concerns are relevant and interesting across a broader range of domains, touching perhaps under-privilege and access to education and technology in both the global North and the global South, the uses of technology to extend, enhance and transform learning and the various pressures and determinants of policy-making and of the public funding of research. A list of references and further relevant reading is provided.
The Open Flip--A Digital Economic Model for Education
Author: Weller, Martin
Date: 2016-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,Resource Units,Shared Resources and Services,Large Group Instruction,Online Courses,Textbooks,Electronic Publishing,Foreign Countries,Access to Education,Elementary Secondary Education,Higher Education

The advent of the internet and digital technologies has given rise to a number of new economic models. These have often been applied to education, but either through faults in the initial models or differences in the characteristics of the education sector, they have not proven to be widely applicable. The use of digital, network technologies combined with open licences is one area that has seen particular success in educational application. This field offers an economic model that has particular application to education, through the reallocation of finances to the production of openly licensed resources instead of the purchase of copyrighted ones. This has potential significant impact across a range of educational practices and beyond.
A Taxonomy of Massive Open Online Courses
Author: Pilli, Olga
Date: 2016-00-00
Type: Journal Articles
Subjects: Taxonomy,Online Courses,Large Group Instruction,Small Group Instruction,Distance Education,Definitions,Open Education,Shared Resources and Services,Models,Higher Education

Massive Open Online Courses (MOOCs) as a new approach to distance education, which originated from the open education resources (OER) movement, are becoming widespread throughout the world. Over time, early versions of cMOOCs have undergone changes in terms of use, name and structure. In their short life, MOOCs have been categorized into different taxonomies depending on, for example, their types, pedagogies, orientations, target participants, resources, and content. This article proposes a new taxonomy to position MOOCs on two dimensions: massiveness and openness, which brings a fresh perspective for understanding varieties of MOOCs based on the two definitional elements. The dimensions of massiveness and openness are identified and discussed. Based on these, we conclude two dimensional matrix with four categories: (i) small scale and less open, (ii) small scale and more open, (iii) large scale and less open, (iv) large scale and more open. This classification provides a comprehensive description of different types of MOOCs which could be helpful to answer the necessities of MOOC providers, educators, students, and researchers.
Designing and Developing Game-Like Learning Experience in Virtual Worlds: Challenges and Design Decisions of Novice Instructional Designers
Author: Yilmaz, Turkan Karakus
Date: 2016-00-00
Type: Journal Articles
Subjects: Simulated Environment,Computer Simulation,Observation,Interviews,Documentation,Content Analysis,Questionnaires,Instructional Design,Barriers,Cooperative Planning,Educational Games,Computer Games,Video Games,Qualitative Research,Case Studies,Undergraduate Students,Educational Technology,Foreign Countries,Computer Software

Many virtual worlds have been adopted for implementation within educational settings because they are potentially useful for building effective learning environments. Since the flexibility of virtual worlds challenges to obtain effective and efficient educational outcomes, the design of such platforms need more attention. In the present study, the aim was to investigate design issues and the concerns of novice instructional designers who were developing a virtual learning environment with a gaming approach. Active Worlds (AW), an immersive virtual environment, was selected as a platform to develop virtual world projects that presented instructional materials. Twenty-three novice instructional designers participated in this study. Data were collected through observations, interviews, document analysis, and a questionnaire. The results indicate that the novice instructional designers were most challenged when attempting to incorporate motivational and assessment features in their project designs. They ignored collaboration opportunities of the design platform. They also accepted that they could not achieve to provide a feel of real game. The results suggested that design and development in virtual worlds has many challenges but a broad experience for novice instructional designers.
Using Digital Storytelling to Help First-Grade Students' Adjustment to School
Author: Fokides, Emmanuel
Date: 2016-00-00
Type: Journal Articles
Subjects: Grade 1,Elementary School Students,Student Adjustment,Story Telling,Technology Uses in Education,Educational Technology,Student Behavior,Observation,School Readiness,Foreign Countries,Semi Structured Interviews,Student Participation,Influences,Student Attitudes,Teacher Attitudes

When coming to school for the first time, children might face a number of adjustment problems. The study presents the results of a project which used digital storytelling for helping first-grade primary school students during this transitional period. It was examined whether, through the development of the digital stories, students could understand how the school functions and whether this process helped them to change their attitudes and behaviors, thus achieving a smoother adaptation to the school environment. Students' active participation and behavioral modeling to enhance positive behaviors provided the theoretical basis. Due to the students' young age, their teachers functioned as their &quot;hands&quot;, executing their instructions when developing the stories. At the same time, however, they indirectly guided them to certain key-points that had to be highlighted, without openly lecturing them. Observations and interviews with the classes' teachers and with the students that presented significant adaptation problems were used for data collection purposes. The results are considered satisfactory. Adaptation issues ceased to pose a significant problem and the overall classes' climate was improved. Finally, due to the project's short duration, it can be applied relatively easily, without altering the school's timetable.
Blended Learning Approach to Develop the Teachers' TPACK
Author: Qasem, Arwa Ahmed Abdo
Date: 2016-00-00
Type: Journal Articles
Subjects: Blended Learning,Technological Literacy,Pedagogical Content Knowledge,Information Technology,Technology Uses in Education,Online Courses,Instructional Design,Science Teachers,Secondary School Teachers,Preservice Teachers,Trainees,Foreign Countries,Knowledge Level,Experimental Groups,Control Groups,Quasiexperimental Design,Pretests Posttests,Likert Scales,Computer Assisted Instruction,Instructional Effectiveness

A theoretical framework has emerged recently to guide research in the teachers' use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers' ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.
Understandings and Tendencies of Edutainment in Turkey: An Evaluation Based on Neil Postman's Criticism on Education, Entertainment and Technology
Author: Yaylaci, Filiz Goktuna
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Practices,Educational Experience,Recreational Activities,Leisure Time,Program Design,Program Evaluation,Criticism,Definitions,Educational Technology,Qualitative Research,Literature Reviews,Journal Articles,Content Analysis,Bibliometrics

There have been a wide range of studies on the interplay between education and technology. Furthermore, there are many other studies aimed at analyzing the scholarly output on this subject with a holistic approach. However the studies are mostly focused on the facilitator role of technology. Although the idea that educational processes have become more fun, thanks to the widespread use of technology, there is a strong need for the critical analysis of the interplay among education, entertainment and technology. Taking this need into account, and drawing on Neil Postman's critical approach on this trio, this article aims to discuss and evaluate the tendencies and understandings in relation to the notion of &quot;edutainment&quot; primarily with reference to &quot;edutainment&quot; studies carried out in Turkey. It is expected that this evaluation would contribute to similar future studies, thus helping the policy development. According to findings of the study, although the edutainment studies in Turkey reflect the general tendency throughout the world, there only a few of them quantitatively. There is no consensus on the designation and definition of the concept of edutainment. From Postman's point of view, it could be said that edutainment studies in Turkey lack a critical perspective with regard to technology and entertainment, and there is a quite limited framework.
A Preliminary Study of Taiwanese NNETs' Self-Assessment of Intercultural Communicative Competence in English Language Teaching
Author: Chao, Tzu-Chia
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Teachers,Foreign Workers,Teacher Attitudes,Self Evaluation (Individuals),Intercultural Communication,Communicative Competence (Languages),English (Second Language),Second Language Instruction,Official Languages,Data Analysis,Measures (Individuals),Cultural Awareness,Educational Policy,Native Speakers,Culturally Relevant Education,Textbooks,Models,Intelligence,Anxiety,Communication (Thought Transfer),Multicultural Education,Textbook Selection,Interviews,Statistical Analysis

In the context of globalisation, intercultural teaching has been suggested as an objective in English as lingua franca (ELF) education, which has challenged English teachers in acquiring the intercultural communicative competence (ICC) in English language teaching (ELT). However, empirical research exploring the intercultural capabilities and practices of nonnative English teachers (NNETs) teaching English as a foreign language (EFL) in Asian contexts remains scant. This study was a preliminary exploration of Taiwanese NNETs' ICC in ELT, namely their affective orientations regarding intercultural communication, personal capabilities of intercultural communication, perspectives of ELT, and practices related to the intercultural dimensions of ELT. A self-assessment inventory of ICC in ELT was used in combination with follow-up interviews to collect data from Taiwanese NNETs in different institutional contexts. An analysis of the data revealed inconsistencies between the NNETs' self-reported ICC (e.g., personal capabilities) and ICC-oriented teaching practices (e.g., teaching objectives and strategies). Personal (e.g., interests and life experience) and sociocultural factors (e.g., entrance exams and social norms) identified in the interview data were applied to interpret the survey results. This paper addresses the importance of developing NNETs' ICC in ELT, particularly their awareness and practices of various Englishes and cultures to help EFL learners communicate effectively with the increasing number of nonnative English speakers. Some suggestions for Taiwanese English educational policy and future studies on the topic of developing NNETs' ICC in ELT are provided.
Self-Assessment Accuracy: Correlations between Japanese English Learners' Self-Assessment on the CEFR--Japan's Can Do Statements and Scores on the TOEIC®
Author: Runnels, Judith
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Curriculum,Language Tests,Second Language Learning,English (Second Language),Student Centered Learning,Personal Autonomy,Self Evaluation (Individuals),Student Evaluation,Scores,Listening Skills,Reading Skills,Correlation,Self Efficacy,Test Interpretation,Language Proficiency,College Students,Majors (Students),Student Surveys,Statistical Analysis

Since its release in 1979 the TOEIC® (Test of English for International Communication) has been consistently and widely used by educational institutions and companies of Japan despite criticisms that it provides little useable information about language ability. In order to both reduce the extreme focus on and also aid with the practical interpretability of TOEIC® test scores, other approaches to the assessment of language proficiency have started to gain popularity. One notable shift seems to be towards the usage of the Common European Framework of Reference (CEFR), which is purported to provide a highly learner-centered approach to the teaching, learning and assessment of languages. The CEFR promotes the development of learner autonomy and supports learner self-assessment through the usage of can do statements, which describe the communicative actions learners are able to perform at any given time. Due to the increasing interest in using the CEFR as an assessment tool for learning in Japan, further study of the relationship between language proficiency and self-assessment is required. The current study thus explored the relationship between Japanese English language learners' self-assessment scores on listening and reading can do statements from the Common European Framework of Reference-Japan (CEFR-J, a modified version of the CEFR) with test scores from the TOEIC. Moderate correlations between the TOEIC and can do self-assessment scores were found for listening, while no correlations were found for reading. The factors that may influence a learner's self-assessment tendencies, the efficacy of a self-assessment system for Japanese learners and the interpretability of TOIEC® scores are discussed.
EFL Learners' Vocabulary Consolidation Strategy Use and Corresponding Performance on Vocabulary Tests
Author: Lai, Ying-Chun
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Vocabulary Development,Learning Strategies,Language Tests,Outcomes of Education,College English,College Freshmen,Freshman Composition,Taxonomy,Lexicology,Short Term Memory,Retention (Psychology),Recall (Psychology),Thinking Skills,Language Acquisition,Pretests Posttests,Language Proficiency,Statistical Analysis,Questionnaires

This study describes English as a Foreign Language (EFL) learners' use of vocabulary consolidation strategies and explores the connection between strategy use and vocabulary learning outcomes. This study included 218 participants who were students from five freshman English classes at a university in Taiwan. Students' self-reports on their use of vocabulary consolidation strategies were collected using Schmitt's (1997) taxonomy, and their lexical competence, short-term vocabulary retention, and long-term vocabulary retention were measured using a vocabulary levels test, a post-test, and a delayed recall test, respectively. The study results demonstrated that the use of more vocabulary consolidation strategies, particularly memory strategies that involved the higher-order thinking skills of analyzing, synthesizing, and organizing, was related to higher vocabulary levels. Little evidence was found with regard to the link between strategy use and short-term vocabulary retention as well as the link between strategy use and long-term vocabulary retention. The findings of this study suggest that although the positive impacts of appropriate vocabulary consolidation strategy use may not be significant and immediate, these strategies could greatly benefit learners' long-term vocabulary acquisition.
No Longer a Teacher Monologue--Involving EFL Writing Learners in Teachers' Assessment and Feedback Processes
Author: Huang, Shu-Chen
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Student Evaluation,Writing Evaluation,Feedback (Response),Formative Evaluation,Essays,Writing Improvement,Scaffolding (Teaching Technique),Writing Assignments,Teacher Student Relationship,Case Studies,College English,College Students,Writing Instruction,Scores,Readability,Readability Formulas

This paper reports the design of learning-oriented formative assessments in an EFL writing course that involved learners in regularly responding to teacher feedback. Following major assessment and feedback frameworks developed recently, these formative assessments were explicated in three aspects: the scheduling of learning and assessment activities, instruments used to encourage learner responses to teacher assessment feedback, and the arrangement of gradually removing scaffolds provided by the teacher and peers. Four batches of learner essays written throughout the semester were rated for quality. Results revealed significant improvement from the first to the second, from the second to the third, and from the third to the fourth assignment. To further examine the characteristics of learning, analysis was conducted on the teacher-learner dialogues documented in teacher feedback forms and learner revision reports. Two learners were chosen as cases to exhibit their gradual development on cognitive and affective dimensions. It was found that, with the repetitive opportunities to perform, assess, articulate, and reflect as afforded by conversations on these formative assessments, learners could revisit major themes and deepen understanding, receive consistent support adjusted for their personalities, and co-construct meaning through challenges and scaffolds.