ethanporcaro/eric-fulltext-meta huggingface dataset:
Internationalization: From Concept to Implementation
Author: Billingham, Craig
Date: 2013-12-00
Type: Journal Articles
Subjects: Foreign Countries,Global Approach,Higher Education,Case Studies,Technology Integration,International Schools,Housing,Hospitality Occupations,Business Administration Education,Handheld Devices,Program Implementation,Program Effectiveness,Student Centered Learning,Student Mobility,Needs Assessment,Educational Change,Resistance to Change

Higher education is in a phase of rapid internationalization, with practices and impacts ranging from curriculum reform to satellite campuses to affiliated partner institutions. Internationally, higher education institutions are increasingly engaged with issues pertaining to technology integration. The primary reason for this is a growing acceptance of the importance of student-centered and heuristic learning, and the emergence of mobile devices as learning tools. The purpose of this case study is to describe and provide evidence for technology integration as an internationalizing practice that promotes and enables mobility for the brand, staff, and students of Blue Mountains International Hotel Management School (BMIHMS). This paper is also concerned to show technology integration as an internationalizing practice that promotes and enables brand, staff, and student mobility. In responding to the nascent trends in technology, and the continuing impacts globalization is having on higher education, BMIHMS has demonstrated that technology integration is an effective internationalizing practice. [This paper was presented at the International Conference on Teaching and Learning (ICTL) (4th, Bangkok, Thailand, Nov 13-15, 2013).]
Home and School Environmental Determinants of Science Achievement of South African Students
Author: Juan, Andrea
Date: 2017-02-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Grade 9,Family Environment,Family Influence,Educational Environment,Science Achievement,Multiple Regression Analysis,Elementary Secondary Education,International Assessment,Science Tests,Achievement Tests,Language Usage,Educational Resources,School Buildings,Predictor Variables

Determinants of educational achievement extend beyond the school environment to include the home environment. Both environments provide tangible and intangible resources to students that can influence science achievement. South Africa provides a context where inequalities in socio-economic status are vast, thus the environments from whence students draw resources vary. This paper investigates school and home environments to determine what resources influenced science achievement. Multiple regression analyses were conducted on data from 11,969 South African Grade Nine students, who participated in the Trends in International Mathematics and Science Study in 2011. The findings reveal that both the school and home environments play important roles in students' science achievement, with the strongest associations exhibited with: speaking the language of the test at home, home assets, and the condition of school buildings. Implications for policy are discussed.
Blogs, Webinars and Significant Learning: A Case Report on a Teacher Training Program for College Teachers
Author: Polanco-Bueno, Rodrigo
Date: 2013-03-00
Type: Journal Articles
Subjects: Electronic Publishing,Web Sites,Teacher Education Programs,College Faculty,Case Studies,Teacher Education,Technology Uses in Education,Pretests Posttests,Outcomes of Education,Higher Education,Synchronous Communication,Asynchronous Communication,Distance Education,Technological Advancement,Internet,Seminars,Web Based Instruction,Teaching Methods,Learning Experience,Student Attitudes,Foreign Countries,Teleconferencing

This case study reports on a teacher training experience for college professors in which participants were trained, taking advantage of technological tools, in two main teaching competences. First, professors were trained to use technology to enrich students' learning outcomes. Second, they applied strategies of significant learning in the design of students' learning experiences. The learning experience consisted in an &quot;International Certificate on Significant Learning&quot; integrated by six modules, 20 hours each. Every module of the program consisted of two consecutive webinars with online activities in between. The results showed the positive impact of the program on participants' perceptions about the quality of the contents, evidence of learning and products (E-portfolios) that served as content mastery evidences, as well as learning products produced by their students.
Educational Attainment: Success to the Successful
Author: Anthony, Peter
Date: 2013-03-00
Type: Journal Articles
Subjects: Success,Educational Attainment,Systems Analysis,Social Systems,Data Analysis,Student Records,Advantaged,Disadvantaged,Academic Achievement

Systems archetypes are patterns of structure found in systems that are helpful in understanding some of the dynamics within them. The intent of this study was to examine educational attainment data using the success-to-the-successful archetype as a model to see if it helps to explain the inequality observed in the data. Data covering 1990 to 2009 was collected from the United States Census Bureau for the United States, as well as for the States of Georgia and Washington. Findings indicated that this archetype is useful in explaining the variation, and there are several other terms and concepts that are helpful as well as the terms/concepts: success-to-the successful, the rich get richer, Pareto's law, Zipf's law, and power law distributions are related and sometimes used interchangeably.
The Laureate English Program: Taking a Research Informed Approach to Blended Learning
Author: Johnson, Christopher
Date: 2013-03-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Technology Uses in Education,Computer Literacy,Case Studies,Higher Education,Networks,English Instruction,International Cooperation,English (Second Language),Second Language Instruction,Language Proficiency,Educational Research,Competence,Student Characteristics,Academic Achievement,Faculty Development,Student Attitudes,Online Courses,College Students,College Faculty,Questionnaires

The aim of this case study is to describe the implementation of the Laureate English Program (LEP), the consequent decision to roll out blended learning across the network, and the Laureate-Cambridge University Press research partnership. Phase 1 of the research was completed in September 2012. The goal of this first phase was to gain a general understanding of student profile, computer literacy and competence, student levels of achievement, and student feedback on their blended learning experience. Six hundred and forty-eight students and 35 teachers responded to a questionnaire, which included multiple choice questions and open ended questions requiring extended comment. The questionnaires revealed that less than 25% of the Laureate student group had ever learned a language online before, which impacted significantly on student perception and use of online learning content. Furthermore, the first phase of research has revealed the impact that a complex interplay of different factors has on the relative effectiveness of these blended programs, and it has acknowledged that research is central to informed decision making in order to provide for effective blended learning.
Family Experiences, the Motivation for Science Learning and Science Achievement of Different Learner Groups
Author: Schulze, Salomé
Date: 2017-02-00
Type: Journal Articles
Subjects: Science Education,Science Achievement,Foreign Countries,Student Motivation,Questionnaires,Family Influence,Correlation,Self Efficacy,Active Learning,Goal Orientation,Gender Differences,Parent Background,Educational Attainment,Values,Hypothesis Testing,Grade 9,Likert Scales,Statistical Analysis,Racial Differences

Science education is particularly important for both developed and developing countries to promote technological development, global economic competition and economic growth. This study explored the relationship between family experiences, the motivation for science learning, and the science achievement of a group of Grade Nine learners in South Africa. A purposeful sample of 380 learners from three racial groups in public and independent schools completed the Student Motivation for Science Learning questionnaire combined with items investigating family experiences. The findings indicate that family experiences correlated significantly with three motivational aspects of science learning (self-efficacy, active learning and achievement goals); boys perceived family experiences significantly more positively than girls; and parental educational level as well as school values seemed to be related to science learning. Recommendations were made as to how schools can support families in enhancing family experiences that promote learners' motivation for science learning and science achievement.
Exploring Student Teachers' Views of Science Process Skills in Their Initial Teacher Education Programmes
Author: Molefe, Leonard
Date: 2016-08-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Science,Science Instruction,Science Process Skills,Questionnaires,Preservice Teachers,Statistical Analysis,Student Attitudes,Preservice Teacher Education

The South African secondary school curriculum emphasises the importance of science process skills in its respective natural sciences curricula. The purpose of this study was to explore the views of student teachers with regard to the importance they attach to these skills. A 14-item questionnaire was administered to 75 third- and fourth-year student teachers registered for a Bachelor of Education degree. A small qualitative component was included with a view to identifying selected skills embedded in practical activities the students found interesting. Statistical analysis of the students' responses to the questionnaire items revealed that they rated most skills as important for student teachers to acquire in their teacher education programmes. When asked to identify most important and least important skills for them to acquire personally, the findings were slightly different. With regard to analysis of the students' responses to practical activities, student teachers found interesting, observing and interpreting emerged as key skills. These findings point to indirect influence of their teacher educators' praxis, hence the recommendation to explicitly state the skills included in practical activities offered along with an explanation of how particular skills may be acquired.
Toward a Transnational Framework: Aligning Internal and External Quality Assurance Processes
Author: Plater, William M.
Date: 2013-03-00
Type: Journal Articles
Subjects: Educational Quality,Quality Assurance,Cultural Differences,Global Approach,Standards,Integrity,Accreditation (Institutions),Higher Education,Employment Potential,Credentials,Social Status,Institutional Evaluation,Evaluation Methods

This essay explores the tensions between internal and external quality assurance processes, making a case for the preeminence of internal actions to ensure the capacity of institutions to respond quickly and effectively to the rapidly evolving global conditions affecting all of higher education. As the forms and means of formal and informal learning evolve more rapidly than quality assurance and accrediting bodies can adapt, institutions themselves will have to take the steps necessary to ensure that students are actually learning at levels represented by a new array of credentials and to offer credible evidence to employers and others that the credentials are indeed accurate reflections of competence. There is a place for quality assurance bodies, but these agencies will find it in their best interest to operate in the areas where they can offer the greatest societal value by articulating the standards that define integrity and quality. Both institutions and quality assurance bodies alike must join forces to recognize that expectations for what actually constitutes quality, competence, and integrity transcend national borders, cultural differences, the ages, occupations or locations of learners, and outmoded notions of prestige. It is a new era where bold ideas and strong ideals can reshape our understanding of what it means to learn throughout life at demonstrable levels of quality and competence.
Creating a Simple Electric Circuit with Children between the Ages of Five and Six
Author: Kada, Vasiliki
Date: 2016-05-00
Type: Journal Articles
Subjects: Early Childhood Education,Science Instruction,Electronics,Equipment,Scientific Concepts,Energy,Concept Formation,Semi Structured Interviews,Foreign Countries,Observation

This paper presents a study of how preschool-aged children go about creating and operating a simple electric circuit (wires, light bulb, and battery), and how they view the elements that comprise it, particularly how they view the role of the battery. The research involved 108 children aged between five and six, who were individually interviewed. The results of the study show that the children have already begun to form representations which link the battery, the light bulb and the wires to electrical functions, and that the majority of children are able, with or without help, to successfully create a simple electric circuit. Moreover, their involvement in the process of creating and operating such a circuit leads many children not only to a comprehensive viewing of the circuit, but also to the creation of a pre-energy thought-form in which the battery is acknowledged as the distribution source of an entity which is responsible for the luminescence of the light bulb.
What is mLearning and How Can It Be Used to Support Learning and Teaching in Econometrics?
Author: Morales, Lucia
Date: 2013-03-00
Type: Journal Articles
Subjects: Case Studies,Electronic Learning,Economics,Handheld Devices,Technological Advancement,Technology Uses in Education,Telecommunications,Web Sites,Technology Integration,Higher Education,Blended Learning,Teaching Methods,Critical Thinking,Thinking Skills,Information Technology,Participant Observation,Questionnaires,Qualitative Research,Foreign Countries

The aim of case this study was to analyze the integration of mobile learning technologies in a postgraduate course in Finance (MSc in Finance) at Dublin Institute of Technology, where econometrics is an important course component. Previous experience with students undertaking econometrics modules supported this analysis, where the researcher detected a clear need for learning support. Econometrics courses are heavily supported by the use of sophisticated statistical software, the availability of which is normally restricted to designated labs in the college. As a result, this project has developed an application that facilitates students' access to econometrics course work, where a mobile device was used. The main objective of the project was to enable students to bring their course material home with them and use it anywhere, at any time, so that the basic material covered in class could be consulted and reviewed as many times as the students need. The results of this project are very encouraging, as evidence suggests mobile technologies can play a positive role in improving students' learning experience. Teachers should consider using mobile technologies to support their work in the classroom. In this context, smart phones and PC tablets, the devices used during this study, have proved to be particularly effective.
Students' Perceptions and Readiness towards Mobile Learning in Colleges of Education: A Nigerian Perspective
Author: Chaka, John Gyang
Date: 2017-02-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Technology Uses in Education,Educational Technology,Student Attitudes,Readiness,Educational Quality,College Students,Expectation,Social Influences,Correlation,Intention,Predictor Variables,Questionnaires,Statistical Analysis,Institutional Characteristics,Student Characteristics

Access to quality education is becoming a huge challenge in Nigeria, in view of the exponential growth in its population, coupled with ethno-religious crises and other acts of terrorism. A large chunk of the country's population--about 26% have no access to education, as existing teaching and learning facilities have become inadequate. Some interventions such as e-learning and mobile learning (m-learning) have been explored in other levels of education, particularly universities. In order to explore the viability of m-learning to address the inadequacies of facilities and poor access to quality education, this study ascertains the perceptions of students towards m-learning. A quantitative research design, using a sample of 320 students from three colleges of education, is adopted. Descriptive and regression analysis was performed. Based on the unified theory of acceptance and use of technology (UTAUT) model, the results show that performance expectancy, effort expectancy, social influence, and mobile learning conditions are positively correlated with behavioural intention, and that performance expectancy, effort expectancy, and mobile learning conditions significantly predict students' intention towards m-learning. The study therefore concludes that students in colleges of education in Nigeria had positive perceptions towards mobile learning and are therefore ready to embrace it.
Factors Influence the Digital Media Teaching of Primary School Teachers in a Flipped Class: A Taiwan Case Study
Author: Cheng, Yung-Hsun
Date: 2017-02-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,Educational Technology,Video Technology,Homework,Questionnaires,Teacher Surveys,Principals,Leadership Responsibility,Teacher Attitudes,Administrator Role,Technology Integration,Academic Achievement,Parent Participation,School Culture,Elementary Schools,Statistical Analysis,Hypothesis Testing,Correlation,Structural Equation Models

The current study focuses on the key roles that affect the success of a flipped classroom. The research was conducted with a questionnaire survey created from a study of literature review. Out of a total of 441 samples, 424 valid samples (96.14%) from teachers have been received. The study key conclusions are as follows: (1) a principal leadership has positive effect on student's learning achievement; (2) a principal leadership has positive effect on teacher's attitude of digital media teaching; (3) a teacher's attitude of using digital media has positive effect on student's learning achievement; (4) a teacher's attitude towards digital media teaching moderates the relationship between principal leadership and student's learning achievement; and (5) parental involvement has a positive effect on student's learning achievement. However, administrative support appeared to weakly influence teacher's attitudes towards digital media teaching. Very often in the culture of Taiwanese primary school, the teachers tend to only obey the principal and neglect the requirements of the administrative staff.
e-Portfolio as Reflection Tool during Teaching Practice: The Interplay between Contextual and Dispositional Variables
Author: Carl, Arend
Date: 2017-02-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Practicums,Electronic Publishing,Portfolios (Background Materials),College Students,Theory Practice Relationship,Urban Schools,Rural Schools,Handheld Devices,Reflection,Semi Structured Interviews,Writing (Composition),Technological Literacy,Technology Uses in Education,Student Centered Learning,Data Analysis,Case Studies,Qualitative Research

This paper focuses on an e-portfolio pilot initiative at the Faculty of Education at a South African university and aims to determine whether the theoretical underpinning and expectations of an e-portfolio aligns with the current practices and attributes of students' training during school practicum as teachers at a South African university. In the South African context, e-portfolios are increasingly being considered in teacher training programmes, to enable student teachers to reflect in, on and about practice in a structured way, whereby they demonstrate their growth and development as professionals. A self-selected sample of 11 student teachers placed in different urban and rural school contexts were provided with tablets and data bundles. Equipped with varying digital skills, daily reflections and regular online interaction with peers and project members was expected. Data gathering was done by means of semi-structured interviews which were analysed by means of framework analysis. Results suggest that student teachers still require support in reflective writing; that the social and collaborative aspects of e-portfolio use within the given context is underdeveloped, and that the level of digital skills of students will impact the potential success of the integration of e-portfolios as reflective tools. This paper contributes to the growing interest in South African literature regarding the use of e-portfolios for teacher training, by highlighting contextual and dispositional variables as essential considerations before adopting such a learning approach as part of teacher training.
Facilitating Inquiry-Based Science Learning Online in a Virtual University
Author: Kam, Rosalind
Date: 2013-06-00
Type: Journal Articles
Subjects: Science Education,Online Courses,Computer Simulation,Teaching Methods,Inquiry,Scientific Concepts,Science Teachers,Masters Programs,Elementary School Teachers,Middle School Teachers,Scientists,Career Development,Pedagogical Content Knowledge,Group Discussion,Cooperative Learning,Computer Mediated Communication,Hands on Science,Program Descriptions,Incentives,Distance Education

The purpose of this paper is to illustrate the authors' interaction-engagement approach in facilitating online courses, which focused on a guided inquiry approach to build understanding of core science concepts using hands-on experimental science investigations. The graduate-level courses were taught during 2005 through 2010, entirely online. The course participants were practicing teachers who were enrolled in the K-8 Science Specialization of a Master of Science in Education degree program. It was presumed that teachers undertook this graduate program to improve their content knowledge, as well as for their professional advancement in their teaching careers and, for some, financial incentives from their state. The courses in this graduate program integrated science and pedagogy; the science and pedagogy components of the courses were facilitated by two different people online: a scientist and a science educator. Most of the program participants were employed fulltime as teachers. For this reason, the weekly sessions began on Fridays to enable them to start their hands-on investigations during the weekend. The authors observed that group discussions and facilitators' postings that foster interactive engagement support collaborative learning among participants in online discussion boards.