ethanporcaro/eric-fulltext-meta huggingface dataset:
Metacognitive Strategy Instruction as a Means to Improve Listening Self-Efficacy among Iranian Undergraduate Learners of English
Author: Rahimirad, Maryam
Date: 2015-01-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Metacognition,Learning Strategies,Listening Comprehension,Self Efficacy,English (Second Language),Second Language Instruction,Females,Language Proficiency,Language Tests,Questionnaires,Likert Scales,Pretests Posttests,Experimental Groups,Control Groups,Quasiexperimental Design,Second Language Learning

Metacognitive strategy instruction (MetSI) has been shown to have a strong impact on various aspects of English as a second/foreign language instruction. The present study aimed to investigate the effect of MetSI on the improvement of listening self-efficacy among English-as-a-foreign-language (EFL) learners. A group of sixty female undergraduate learners of English literature at a state-run university in Iran consented to take part in this study. After homogenizing the participants' English proficiency level using a sample section of the British Council IELTS test, 40 learners were selected whose English proficiency fell within intermediate to upper-intermediate level. A listening self-efficacy questionnaire (borrowed from Rahimi and Abedini, 2009) was used to measure the participants' level of listening self-efficacy in the pre and post-test phases of the study. The participants were randomly assigned to treatment (n = 20) and control (n = 20) groups. The treatment group received 8 hours of MetSI during eight sessions based on the model proposed by Vandergrift (2003) while the control group didn't receive any explicit MetSI. The control group received the usual training in listening instead.
The Impact of Culture on Instructional Design and Quality
Author: Sharif, Afsaneh
Date: 2015-01-00
Type: Journal Articles
Subjects: Cultural Influences,Instructional Design,Educational Quality,Generalization,Cultural Differences,Online Courses,Scoring Rubrics,Foreign Countries,Questionnaires,Course Evaluation,Budgets,Technological Literacy,Instructional Materials

The purpose of this study was to investigate the effect of cultural differences, i.e. different contexts and backgrounds, on instructional designers' perspectives of quality in online environments. Using a questionnaire developed based on the Quality Matters rubric, we found designers in Canada focus slightly more on Learner Support strategies than designers in Spain. Despite differences in their contexts and some responsibilities, instructional designers in both countries consider the same features important and pay attention to them in their practices in order to develop good quality online courses. These features are institutional commitment, faculty support, student support, technology, course structure/instructional design, and assessment/evaluation and accessibility. Future research is required to improve the generalization of the results of the existing study while identifying other factors, such as budget and technology literacy that influence instructional designers' approaches in developing high-quality online learning materials.
Adoption of Mobile Technology for Teaching Preparation in Improving Teaching Quality of Teachers
Author: Nawi, Aliff
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Handheld Devices,Telecommunications,Teacher Education,Technology Uses in Education,Teacher Attitudes,Mixed Methods Research,Questionnaires,Interviews,Age Differences,Religious Education,Islam,Secondary School Teachers,Instructional Effectiveness

This study aims to identify the readiness of teachers to use mobile phones for the purpose of teaching preparation. The study also reviewed the level of teachers' satisfaction when using the mobile technology applications developed for the purpose of teaching and learning in the classroom. This study used the mix method to collect data. A total of 31 teachers were involved in answering the questionnaire and seven teachers were interviewed to obtain supportive data. The findings show that the use of applications on mobile phones can help teachers smoothen the lesson preparation. In addition, the use of mobile technology also gives satisfaction to the teachers in enhancing their knowledge in the field of teaching. However, the technical aspects are still a priority and influence the usability aspects of an educational application. The study also revealed that the end users' age factor is important because it affects the frequency and usage of mobile technology in developing their skills. In conclusion, the use of mobile technology among teachers is appropriate and facilitates the teaching activities.
A Teacher's Experience in Teaching with Student Teams-Achievement Division (STAD) Technique
Author: Yusuf, Yunisrina Qismullah
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Reading Achievement,Reading Improvement,Qualitative Research,Observation,English Teachers,Teacher Attitudes,Cooperative Learning,Semi Structured Interviews,Measures (Individuals),Language Tests,Junior High School Students,Middle School Teachers

This study looks at Student Teams-Achievement Division (STAD) implementation from a qualitative approach by observing and interviewing a teacher who successfully improved his EFL students' reading achievement with this technique. The procedures by Shaaban and Ghaith (2005) were the foundation for STAD implementation, and an interview was done to exhibit the teacher's stance on the use of STAD. Based on our observation during his teaching in a reading class by implementing STAD, it was found that he did not implement one procedure of this technique, which was assigning a role for each member of the groups. From the interview, he informed that he did not conduct this procedure because he believed that assigning roles should be entrusted to the students to increase their sense of responsibility towards the accomplishment of the group task. Furthermore, he also modified five procedures from nine procedures of STAD proposed by Shaaban and Ghaith (2005). The modified procedures were related to the way the quiz was given to students, providing printed answer key, ways of correcting the student's quiz, providing the team recognition form, and ways of recognizing the students' achievement. He informed that they were modified due to the efficacy of students, time limitation and the school's financial problem.
Using Online Video Lectures to Enrich Traditional Face-to-Face Courses
Author: Makarem, Suzanne C.
Date: 2015-07-00
Type: Journal Articles
Subjects: Lecture Method,Video Technology,Technology Integration,College Faculty,College Students,Electronic Learning,Blended Learning,Marketing,Business,Cost Effectiveness,Time Management,Instructional Effectiveness,Student Attitudes,Statistical Analysis,Academic Achievement

University educators need to meet changing needs of the digital generation by integrating technology through online content delivery. Despite the many advantages of online education, a large number of university professors are reluctant to make the transition from traditional-face-to-face lectures to online delivery, mainly due to the time, cost, and technical competence requirements to make this transition, in addition to the lack of beliefs in the legitimacy of online education. This article demonstrates the use of online video lectures to adapt traditional university courses to a blended format. The study is implemented for a School of Business Marketing course. We illustrate a cost-effective and time-efficient way for faculty members to record and share online video lectures with limited training and technical support. Using a student sample from two sections of the same marketing course, the study findings support the use of online video lectures as an effective way to free class time for learner-centred activities, without sacrificing student performance outcomes or course satisfaction.
The Definition of the Term &quot;Inquiry-Based Instruction&quot;
Author: Dostál, Jirí
Date: 2015-07-00
Type: Journal Articles
Subjects: Inquiry,Vocabulary,Definitions,Problem Solving

The article reacts on the current needs based not only in the educational practice and pedagogical theory, but also in the requirements of the society. These requirements focus on the pupils' competences that have to be able to think rationally, to deal with the new situations, and to solve problem situations. Conceptually, this paper concentrates on the issues related to the terminology, which are arising mainly from the pedagogical theory that is nowadays limited by an unsatisfactory degree of completion in the field that is aimed on the inquiry-based instruction. With the application of the inquiry-based instruction (not only in Czech Republic) closely related to the development of the pedagogical theory, there emerged a problem of the terminological basis. The inquiry-based instruction is neither well-known nor understood what the term itself means. Therefore, this paper focuses on the resolution of a comparatively well-defined area of the pedagogical reality which, however, has a broader context when discussing other related scientific fields--psychology, philosophy, and technology. The outcome of this article is to specify the term inquiry-based instruction from the various points of view in a form of a definition that characterizes the basic elements contained in it.
Multimedia Scenario Based Learning Programme for Enhancing the English Language Efficiency among Primary School Students
Author: Tupe, Navnath
Date: 2015-07-00
Type: Journal Articles
Subjects: Multimedia Instruction,Teaching Methods,English (Second Language),Language Proficiency,Elementary School Students,Second Language Learning,Pretests Posttests,Control Groups,Access to Education,Program Implementation,Course Content,Delivery Systems,Instructional Effectiveness,Program Descriptions,Remedial Instruction,Foreign Countries,Recall (Psychology),Prior Learning,Feedback (Response),Transfer of Training,Experimental Groups

This research was undertaken with a view to assess the deficiencies in English language among Primary School Children and to develop Multimedia Scenario Based Learning Programme (MSBLP) for mastery of English language which required special attention and effective treatment. The experimental study with pre-test, post-test control group design was employed to carry out the experiment of MSBLP in a sample school and to determine its efficacy for enhancing English Language skills among Primary School Students. In India, the Central and State Government has made great efforts to Education for All (EFA) and initiated several programs to provide universal access to education, to reduce the drop-out rates and ensure achievement of minimum levels of learning. To our surprise the scenario had not much changed inside the classroom even implementing several programmes. However, it was still unclear how effective was the delivery of the course content in the classroom. An intensive training for teachers on a regular basis on a state-wide scale may not be feasible again and again. Hence, multimedia offers pragmatic solutions so that this research paper devoted to explore the issues of learning English and describes the creation of MSBLP as a solution in scientific manner.
Texas Sexuality Education Instruction: Shame and Fear-Based Methodology
Author: Wilson, Kelly L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Sex Education,Fear,Psychological Patterns,Curriculum,Teaching Methods,School Districts,Student Behavior,Sexuality,Social Attitudes,Sexually Transmitted Diseases,High School Students,Secondary School Students

State policy and curriculum standards establish general guidelines regarding sexuality education while local school boards decide how teachers provide sexuality education. Local school districts may utilize programs and speakers from outside organizations and locally produced materials for sexuality education. Purpose: This article examines Texas curricular materials that commonly rely on scare and shaming tactics to teach students sexuality education. Methods: Materials provided by 990 Texas school districts were evaluated. The information related to the content of sexuality education was catalogued and entered into an SPSS database. Results: Problems with fear-based instruction about sexuality fell into three broad categories: 1) exaggerating negative consequences of sexual behavior; 2) demonizing sexually active youth; and 3) cultivating shame and guilt to discourage sexual activity. Conclusions: Informing students about realistic consequences of sexual activity is a vital element of sexuality education; however, in their eagerness to scare students away from a behavior (i.e. sexual activity), teachers use exaggerated, misleading, and misinterpreted facts. Recommendations: Young people need scientific, medically accurate information about sexuality to help them make healthy decisions. The use of fear, shame and guilt are not supported educational strategies in sexuality education.
Design, Implementation, and Lessons Learned from a Digital Storytelling Project in an Undergraduate Health Promotion Theory Course
Author: Rimando, Marylen
Date: 2015-00-00
Type: Journal Articles
Subjects: Story Telling,Health Promotion,Student Projects,Undergraduate Students,Majors (Students),Theories,Models,Computer Uses in Education,Active Learning,Health Education,Teaching Methods,Observation

This article describes the design, implementation and lessons learned from a digital storytelling project in a health promotion theory course. From 2011-2012, 195 health promotion majors completed a digital storytelling project at a Midwestern university. The instructor observed students' understanding of theories and models. This article adds to the limited literature on digital storytelling in health promotion teaching. Digital storytelling offers faculty opportunities to apply active learning strategies to teach theory and complement lecture format.
The Longitudinal Impact of an Undergraduate General Education Wellness Course in Early Adulthood
Author: Polacek, Georgia N.
Date: 2013-00-00
Type: Journal Articles
Subjects: Longitudinal Studies,Undergraduate Students,General Education,Wellness,Young Adults,Measures (Individuals),Health Behavior,Health Education,Instructional Effectiveness,Retention (Psychology),College Curriculum,National Surveys,Multivariate Analysis

Purpose: To examine the relationship of general education wellness coursework on wellness behavior and knowledge of students as undergraduates and again four years after graduation. Methods: Participants were 87 college students at a large, southeastern public university. Three administrations of the General Education Wellness Test were conducted with the same participants as freshmen, late sophomores, and as alumni four to five years beyond graduation, spanning nine years. Results: Wellness Behavior increased for participants between freshmen and late sophomore years. Wellness Knowledge increased for participants between freshmen and late sophomore years and again between late sophomore year and as alumni. These changes were the same whether the wellness course was taught from a kinesiology or personal health wellness perspective. Conclusions: This study found that wellness education offered in a general education curriculum has an impact on individuals' wellness; wellness knowledge was retained after graduation. Recommendations: General education wellness courses should be required as part of an undergraduate curriculum.
Prediction of Participation of Undergraduate University Students in a Music and Dance Master's Degree Program
Author: Bebetsos, Evangelos
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Masters Degrees,Music Education,Dance Education,Prediction,Student Attitudes,Intention,Questionnaires,Age Differences,Gender Differences,Distance Education,Student Characteristics,Demography,Likert Scales,Reliability,Statistical Analysis

The aim of the study was the investigation of students' attitudes and intention towards their possible participation in a graduate Music and Dance Distance Learning Master's Degree Program. The sample consisted of consisted of 229 undergraduate University students, between the ages of 20 to 63 yrs. of age (M = 34.24, SD = 10.70). More specifically, 134 were students of the Hellenic Open University and 95 were students of the School of Physical Education and Sport Science, of the Democritus University of Thrace. The sample completed the version the &quot;Planned Behavior Theory&quot; questionnaire. Results revealed differences among students of both Universities, between experienced and less experienced ones, and also among age groups. On the contrary, no sex differences in any of the questionnaire's factors were indicated. In conclusion, the findings of this research allow a better understanding of the distance education process, which explains the attitudes and intention(s) of students' participation, and the factors that might influence their particular participation.
Computer Assisted Project-Based Instruction: The Effects on Science Achievement, Computer Achievement and Portfolio Assessment
Author: Erdogan, Yavuz
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Grade 7,Science Instruction,Technical Education,Technology Education,Science Achievement,Portfolios (Background Materials),Quasiexperimental Design,Control Groups,Experimental Groups,Comparative Analysis,Student Projects,Computer Assisted Instruction,Measures (Individuals),Science Tests,Achievement Tests,Peer Evaluation

The purpose of this study is to compare the effects of computer assisted project-based instruction on learners' achievement in a science and technology course, in a computer course and in portfolio development. With this aim in mind, a quasi-experimental design was used and a sample of 70 seventh grade secondary school students from Org. Esref Bitlis Primary School in Istanbul was selected. The students were randomly assigned to one of the two groups: the control group and experimental group. Instruction to control group was provided by the traditional project-based learning approach, to the experimental group was provided computer assisted project-based learning approach. Both groups were given instruction on the topic of Our Living Conditions in the syllabus of 7th grade Science and Technology course. During the five-week instruction, experimental group was required to prepare the projects with using computer assisted project-based method, while control group used traditional project-based method. At the end of the study, the findings revealed that science and technology and portfolio assessment scores of the experimental group were significantly higher than that of the control group. This result indicates that the learning gains are higher when instruction is provided by computer assisted project-based instruction than by the traditional method.
Eye on Health: Giving Students a Voice through Photography
Author: Rhoads, Misty
Date: 2011-00-00
Type: Journal Articles
Subjects: Photography,Health Education,Student Attitudes,Secondary School Students,Undergraduate Students

The purpose of this activity is to provide an opportunity for students to explore and share their view of the six domains of health through the use of photography and personal interpretive analysis. After reviewing the domains of health and receiving in-class instructions, students are given two weeks to collect photos in their environments that reflect their own interpretation of the heath domains. The students then create presentations to share their views with the class. The project is evaluated using rubrics to determine if objectives were met and to assess participant satisfaction with the activity.
Applying the Transtheoretical Model to Reality Television: The Biggest Loser Case Study
Author: Barry, Adam E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Health Education,Programming (Broadcast),Models,Competition,Patients,Case Studies,Body Weight,Guidelines,Course Descriptions

This teaching idea presents a heuristic example using reality television as a tool for applying health behavior theory. It utilizes The Biggest Loser (TBL) to provide &quot;real world&quot; cases depicting how individuals progress through/experience the Transtheoretical Model (TTM). Observing TBL contestants provides students practice grounding actions of patients/program participants in health behavior theoretical constructs. Understanding which TTM stage an individual resides in provides a framework from which change strategies and overall health recommendations can be tailored to unique needs and context. Incorporating reality television in health education classrooms allows students to become engaged/stimulated while also fostering the conceptual link between course work and reality.
Teaching Goal-Setting for Weight-Gain Prevention in a College Population: Insights from the CHOICES Study
Author: Gardner, Jolynn
Date: 2013-00-00
Type: Journal Articles
Subjects: Intervention,Body Weight,Health Behavior,Goal Orientation,Teaching Methods,Prevention,Sleep,Stress Management,Exercise,Nutrition,Instructional Effectiveness,Behavior Change,Futures (of Society),Eating Habits,College Students

Purpose: This article describes the effectiveness of goal setting instruction in the CHOICES (Choosing Healthy Options in College Environments and Settings) study, an intervention evaluating the effectiveness of weight gain prevention strategies for 2-year college students. Methods: Four hundred and forty-one participants from three community colleges were recruited. Participants randomized into the intervention (n = 224) enrolled in a course that taught strategies to help maintain or achieve a healthy weight. Participants were instructed in SMART (Specific, Measurable, Attainable, Realistic, Time-based) and behavioral goal-setting practices. Throughout the course, participants set goals related to improving their sleep, stress-management, exercise, and nutrition. Results: Intervention participants set four hundred eighteen goals. Each goal was carefully evaluated. The efforts to teach behavioral goal-setting strategies were largely successful; however efforts to convey the intricacies of SMART goal-setting were not as successful. Conclusions: Implications for effective teaching of skills in setting SMART behavioral goals were realized in this study. The insights gained from the goal-setting activities of this study could be used to guide educators who utilize goals to achieve health behavior change. Recommendations: Based on the results of this study, it is recommended that very clear and directed instruction be provided in addition to multiple opportunities for goal-setting practice. Implications for future interventions involving education about goal-setting activities are discussed.