ethanporcaro/eric-fulltext-meta huggingface dataset:
Working Memory Intervention: A Reading Comprehension Approach
Author: Perry, Tracy L.
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Short Term Memory,Reading Comprehension,Intervention,Elementary School Students,Grade 5,Statistical Analysis,Pretests Posttests

For any complex mental task, people rely on working memory. Working memory capacity (WMC) is one predictor of success in learning. Historically, attempts to improve verbal WM through training have not been effective. This study provided elementary students with WM consolidation efficiency training to answer the question, Can reading comprehension be improved by strategic updating of WMC and utilization of episodic memory during reading? We report preliminary data from 10 5th grade students who took three pretests to measure each student's 1) ability to comprehend sentences of varying lengths, 2) ability to decode English-like words (Snowling, 1986), 3) working memory capacity (Weschler, D, 2008). 5 students were chosen to receive a working memory training that consists of 2 sessions a week for 4 weeks. In the training sessions, the students were presented with a series of progressively longer sentences and were asked to choose a picture to demonstrate comprehension. All 10 students took 2 post-tests, alternate versions of the working memory capacity and sentence comprehension pre-tests. The working memory and sentence comprehension data were analyzed using a one-tailed t-test. A priori power analysis indicated that I need 35 subjects in each of the 2 groups to have 95% power for detecting a large sized effect when employing the traditional .05 criterion of statistical significance. I expect that this training will change the strategies elementary readers use to update their WMC while reading to understand progressively more complex sentences. If successful, this training will dramatically affect reader's interest and confidence, and can serve as a model for elementary reading programs. [For the full proceedings, see ED562107.]
Tekking: Transversing Virtual and International Boundaries to Explore and Develop Effective Adult Learner Experiences
Author: Cook, Ruth Gannon
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Adult Learning,Electronic Learning,Interdisciplinary Approach,Research,Intellectual Disciplines,School Holding Power,Case Studies,Online Courses,Adult Students,College Students,Distance Education

Most electronic communities have little crossover communication with each other, beyond specific linkages to other sites. So there is scant crossover among the world of academia, the &quot;world of work,&quot; and the virtual world of social media. The objective of this research is to examine e-learning communities across academic disciplines to explore &quot;crossover&quot; research in multiple academic disciplines, as well as in e-learning and adult learning, to see if there could be key issues brought to the foreground that affect adult learners and student retention. In addition to conducting historic research across a number of academic disciplines, the study also provides a case study that could reveal insights into factors that shed more light on adult learners and retention in online courses by traversing academic disciplines to achieve thicker research and contribute to the body of research on online adult learners in a range of academic disciplines. [For the full proceedings, see ED562107.]
Persistence of Cognitive Constructs Fostered by Hands-On Science Activities in Middle School Students
Author: Christensen, Rhonda
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Middle School Students,Hands on Science,Science Instruction,Cognitive Processes,STEM Education,Science Careers,Student Interests,Scientists,Pretests Posttests,Semantics,Engineering,Vocational Interests,Information Technology,Mathematics,Intervention,Attitude Change,Energy,Technology Uses in Education,Grade 6,Student Attitudes,Self Concept,Gender Differences,Correlation,Factor Analysis,Student Surveys,Computer Attitudes,Likert Scales,Grade 8

The purpose of this paper is to determine whether the changes that were found to occur pre- to post intervention in students' cognitive structures (Mills, 2013; Knezek, Christensen, Tyler-Wood, &amp; Periathiruvadi, 2013) continued to persist two years later. Major findings were: a) semantic perception of science and STEM as a career became more aligned with interest in being a scientist, from pretest to post test time during the treatment year and continued to be aligned two years later; b) semantic perception of engineering moved from alignment with science and STEM as a career at time 1, to alignment with semantic perception of technology and creative tendencies after the treatment year, at time 2, and remained aligned with technology two years later, at time 3; and c) semantic perception of mathematics was separated from the other constructs during the pre-post treatment year and remained largely separated two years later. Data mining techniques were also used to explore changes in relationships among these and other constructs over time. [For the full proceedings, see ED562107.]
Student and Teacher Use of Technology at the University Level
Author: Gobel, Peter
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Technology Integration,Web 2.0 Technologies,Foreign Countries,Questionnaires,Student Attitudes,College Faculty,College Freshmen,Self Efficacy,Technological Literacy,Teaching Methods,Cognitive Style,Teacher Attitudes

&quot;Digital Native&quot; and &quot;Digital Immigrant&quot; are terms, popularized by Prensky (2001), to describe those born either before, or in the digital era (i.e. after 1980). In recent years, this dichotomy has been used to raise awareness of differences in technology usage and what these differences may mean for education. The present study examines Japanese university teacher and student use of digital technology in academic settings, as well as their preferences for digital or paper-based educational practices. At a private university in Japan, 337 first-year university students and 170 full-time faculty responded to tailored questionnaires addressing digital technology use. Both questionnaires focused on four areas: technology use, self-efficacy, familiarity, and learning/teaching style preferences. The results showed that there are clear differences in technology use between teachers and students, with teachers using computers more than students. Self-efficacy of students was much lower than teachers, and there were distinct differences in the familiarity with software and web pages between the two groups, with students being much more comfortable with websites and teachers being more familiar with software. Learning/teaching styles of both groups were similar, with a bias towards teacher-centered and paper-based educational practices. These findings suggest that there is a mismatch between institutional goals and the beliefs and practices of both teachers and students regarding the role of technology in the curriculum. [For the full proceedings, see ED562107.]
Self-Assessment and Reflection in a 1st Semester Course for Software Engineering Students
Author: Nielsen, Jacob
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Self Evaluation (Individuals),Reflection,Computer Science Education,Computer Software,Pretests Posttests,Courses,College Students,Questionnaires,Comparative Analysis

How can student self-assessment be used as a tool and become beneficial for both lecturers and students? We used a simple self-assessment tool for pre- and post-testing on a first-semester engineering course. The students graded their knowledge on human-computer interaction based on their ability to understand and explain specific concepts. The assessment tool was inspired by the SOLO-model. The assessment tool promoted practice reflections on the academic concepts. In the pre-test the students became aware of specific academic expectations in the course and they got to grade the gap between their own current knowledge and what would be expected at the end of the course. The lecturer could right from the beginning sharpen the academic semester plan based on the assessment results. The post-test could be used by the students as a tool for grading their knowledge in preparation for the final exam. From the lecturer's perspective the post assessment was useful in optimising the course for the next throughput. [For the full proceedings, see ED562107.]
ICT Support for Collaborative Learning--A Tale of Two Cities
Author: Consiglio, Teresa
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Cooperative Learning,Electronic Learning,Peer Teaching,Blended Learning,Undergraduate Students,Graduate Students,Student Attitudes,Questionnaires,Media Adaptation,Action Research

Based on experiences in teaching service design in a blended learning context, we developed an electronic learning environment (ELE) including features that turned out to be suitable for learners from different cultures. We used this ELE in Italy and in China. Students were guided through collaborative learning and mutual teaching. Students were supported by the teacher with the help of didactic technologies in a learning process that merged theoretical understanding with design for real life applications in their culture. In both student groups, our intended improvements seem to be acknowledged by the students' opinions. [For the full proceedings, see ED562107.]
Interactive Technologies for Teacher Training: Comparing Performance and Assessment in Second Life and simSchool
Author: Meritt, Julia
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Teacher Education,Educational Technology,Technology Uses in Education,Computer Simulation,Role Playing,Social Media,Preservice Teachers,Grade 3,Student Attitudes,Comparative Analysis

Two alternative technologies forming the basis of computer-mediated teacher preparation systems are compared and contrasted regarding implementation, operation, and assessment considerations. The role-playing system in Second Life is shown to have the unique characteristic of developing a co-constructed pedagogical identity, while the flight simulator metaphor of simSchool encourages rapid, stepwise refinement of pedagogical expertise. Each has cost and traveling distance advantages over face-to face traditional meetings, as well as some shortcomings. Ultimately, the largest assessment issue for both is how to measure learning inside a simulator or a social media space. Further research is needed in this area. [For the full proceedings, see ED562107.]
Using Generic and Context-Specific Scaffolding to Support Authentic Science Inquiry
Author: Belland, Brian R.
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Scaffolding (Teaching Technique),Science Instruction,Inquiry,Active Learning,Heuristics,Computer Assisted Instruction,Logical Thinking,Thinking Skills

In this conceptual paper, we propose an heuristic to balance context-specific and generic scaffolding, as well as computer-based and teacher scaffolding, during instruction centered on authentic, scientific problems. This paper is novel in that many researchers ask a dichotomous question of whether generic or context-specific scaffolding is best, and fail to focus on what processes and cognitions each type of scaffolding excels at supporting. To arrive at the heuristic and construct the framework, we synthesized research on (a) student challenges gaining and using scientific reasoning strategies, and (b) computer-based and teacher scaffolding. [For the full proceedings, see ED562107.]
Math on a Sphere: Making Use of Public Displays in Education
Author: Eisenberg, Michael
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Visual Aids,Mathematics,Computer Software,Internet,Geometric Concepts,Programming,Computer Interfaces

Science on a Sphere (SoS) is a compelling educational display installed at numerous museums and planetariums around the world; essentially the SoS display is a large spherical surface on which multicolor high-resolution depictions of (e.g.) planetary weather maps may be depicted. Fascinating as the SoS display is, however, it is in practice restricted to the use of museum professionals; students (and for that matter, older museum visitors) are unable to create their own displays for the surface. This paper describes a working software system, &quot;Math on a Sphere&quot; (MoS), that democratizes the SoS display by providing a simple programming interface to the public, over the World Wide Web. Briefly, our system allows anyone to write programs for spherical graphics patterns, and then to upload those programs at a planetarium or museum site and see the result on the giant sphere. This paper describes the implementation of the MoS system; sketches a sample project; and concludes with a more wide-ranging discussion of our user testing to date, as well as strategies for empowering children and students with greater control of public displays. [For the full proceedings, see ED562107.]
Students' Facebook Usage and Academic Achievement: A Case Study of Private University in Thailand
Author: Sereetrakul, Wilailuk
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Social Media,Technology Uses in Education,Educational Technology,Academic Achievement,Case Studies,Private Colleges,Foreign Countries,Questionnaires,Undergraduate Students,Multiple Regression Analysis,Computer Mediated Communication,Cooperation,Time Management,Predictor Variables

The objective of this study was to determine if the time spent on Facebook and the purpose for which Facebook was used had any impact on the academic achievement of the students. This exploratory research used a questionnaire to collect data from 251 undergraduate students at a private university in Bangkok, Thailand. Data were analyzed using Multiple Regression Analysis to the conclusion that students used Facebook on an average of one hour and thirty minutes, for the purposes of communication and collaboration; that the number of hours spent on Facebook had no effect on their academic achievement; that using Facebook for communication impaired academic achievement; and, that using Facebook for collaboration did not impair academic achievement. The study has also found that time management is a key predictor in the determination of the students' academic achievement. [For the full proceedings, see ED562107.]
Implementing Collaborative Design in the Next Series of eLearning Platforms
Author: Kropf, Dorothy
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Integrated Learning Systems,Instructional Design,Cooperative Planning,Electronic Learning,Usability,Navigation (Information Systems),Aesthetics

Collaborative design empowers learning management system (LMS) providers and end users (online students) to develop a vibrant teaching and learning community. Successful periodic collaborations utilizing collaborative web tools between these two pivotal groups can produce the next series of eLearning platforms that are fertile grounds for successful online students. [For the full proceedings, see ED562107.]
Dealing with Unseen Obstacles to Education in the Digital Age
Author: Powell, Valerie J. H.
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Educational Technology,Technology Uses in Education,Higher Education,College Students,Blindness,Visual Impairments,Tactual Perception,Literacy,Braille,Assistive Technology,Barriers,Majors (Students),Computer Science Education,Information Technology,Programming,Databases,Handheld Devices

This paper updates the efforts to educate blind students in higher education in the digital age and describes how to support the development of mental models in learning through tactile learning and 3D-printing technology. It cites research documenting a drop in Braille literacy along with the growth in use of digital technologies by blind students. It identifies technologies, strategies, and techniques used to address barriers to progress faced by a student majoring in computer and information systems, where learning to program a computer and design databases were requirements for a degree. [For the full proceedings, see ED562107.]
Leverage Learning in the University Classroom
Author: Becker, Melissa Roberts
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: College Instruction,Student Centered Learning,Active Learning,Learner Engagement,Technology Uses in Education,College Students,Curriculum Design,College Curriculum,Instructional Innovation

Each semester faculty members at a regional university encountered students in their courses who were unprepared for learning. As the demand for rigor continues to increase in all fields of study continues to increase, professors expressed concern regarding preparedness of their students to enter the work-force. In an effort to leverage the learning taking place under their direct supervision, faculty members re-designed their courses and placed responsibility for basic content acquisition on the students. When students arrived in class each week, students were actively engaged in the learning process through student-centered learning events. After class, students were required to demonstrate reflective practitioner skills in a real-world format. Application of digital tools allowed students to learn the basic content and demonstrate learning in a manner conducive to their learner preferences. Students were engaged in the learning process before, during and after class. The course redesign instructional model provides a framework for CELDA participants as they address main issues with the evolving learning processes and technical applications in the digital age. [For the full proceedings, see ED562107.]
Can Free-Range Students Save Some Schools? A Case Study on a Hybrid Classroom
Author: White, Christopher Francis
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Blended Learning,Constructivism (Learning),College Curriculum,Undergraduate Students,Handheld Devices,Advanced Courses,Comparative Analysis,Instructional Effectiveness,College Instruction

In the face of budgetary constraints, new marketplace competition, digital innovation and an emerging generation of students with new demands and new needs, higher education in America is challenged as never before. This paper reviews the various challenges facing traditional non-profit educational institutions, considers the potential of an online, technology-mediated curriculum, reviews Constructivist Pedagogical Theory as a viable tool for faculty at traditional non-profit institutions and presents findings from a case study of a technology-mediated, hybrid course inspired by Constructivist Theory. [For the full proceedings, see ED562107.]
Volition Support Design Model
Author: Kim, ChanMin
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Individual Power,Design,Models,Success,Student Empowerment,Student Motivation

The purpose of this paper is to introduce a design model for supporting student volition. First, the construct of volition is explained and the importance of volition is further described in the context of goal attainment. Next, the theoretical basis of the model is described. Last, implications of the model are discussed for the design of learning environments as well as teacher education. [For the full proceedings, see ED562107.]
Cross-Continental Research Collaborations about Online Teaching
Author: Gosselin, Kevin P.
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Educational Research,International Cooperation,College Faculty,Educational Researchers,Foreign Countries,Educational Needs,Faculty Development,Self Efficacy,Teacher Effectiveness,Mixed Methods Research,Focus Groups,Diaries,Content Analysis,Questionnaires

Increasingly, faculty academics are required to teach and design online courses. However, in many cases, faculty members report having low levels of confidence, self-efficacy and competence to teach in online environments. Although their professional learning is often enhanced by institutional support strategies such as workshops, online instruction and mentoring systems, many faculty academics learn through &quot;just-in-time&quot; rather than &quot;just-in-case&quot; strategies. This paper reports on the findings from a cross-continental research project between researchers in two higher education institutions in the United States and Australia. The project was initiated to: 1) determine the learning needs of faculty members who teach online and design online courses; and 2) to develop tailored professional learning programs and resources to enable faculty members to become effective online teachers and skilled online course designers. As well as providing an account of the research findings to date, the paper provides recommendations for other researchers who may be considering cross-institutional or cross-continental research about online teaching, online course design and professional learning programs. [For Full Proceedings see: ED562107.]
Using REU Projects and Crowdsourcing to Facilitate Learning on Demand
Author: Liu, Hong P.
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: Undergraduate Students,Student Research,Research Projects,Student Projects,Group Activities,Instructional Materials,Data Analysis,Natural Language Processing,Systems Development,Scaffolding (Teaching Technique),Computer Uses in Education

With the increasing complexity of technology and large quantities of data in our digital age, learning and training has become a major cost of employers. Employee competence depends more and more on how quickly one can acquire new knowledge and solve problems to meet pressing deadlines. This paper presents a practical method to use REU (Research Experience for Undergraduates) projects and crowdsourcing to help students learn complex content as needed. The major question addressed in this work is to find ways to reduce the cost of learning for both the learners and their mentors. As a work-in-progress, we would like to share our preliminary design in using natural language processing (NLP) and data mining tools to retrieve and structure instructional materials semi-automatically. [For Full Proceedings, see: ED562107.]
Measuring Problem Solving Skills in &quot;Portal 2&quot;
Author: Shute, Valerie J.
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Problem Solving,Video Games,Student Evaluation,High School Students,Evaluation Methods,Intelligence Tests,Grade 11,Grade 12

This paper examines possible improvement to problem solving skills as a function of playing the video game &quot;Portal 2.&quot; Stealth assessment is used in the game to evaluate students' problem solving abilities--specifically basic and flexible rule application. The stealth assessment measures will be validated against commonly accepted external measures. For instance, basic rule application will be correlated with Raven's Progressive Matrices, and flexible rule application will be correlated with the Uses test, insight problems, and the compound remote association test. Improved problem solving outcomes will support our claim that &quot;Portal 2&quot; can be an effective method to enhance problem solving skills--one of the most important cognitive skills in the 21st century. [For the full proceedings, see ED562107.]
An Alternative Approach to Test Analysis and Interpretation
Author: Powell, J. C.
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Test Theory,Test Interpretation,Scoring,Multiple Choice Tests

This reflection paper challenges current test scoring practices on the grounds that most wrong-answer selections are thoughtful not random, presenting research supporting this proposition. An alternative test scoring system is presented, described and its outcomes discussed. This new scoring system increases the number of variables considered, reduces the mesh of the analytical screen and provided considerable more information to inform teaching. [For Full Proceedings, see: ED562107.]