ethanporcaro/eric-fulltext-meta huggingface dataset:
Social and Instrumental Interaction between Parents and Their Toddlers with Autism: A Qualitative Analysis
Author: Schertz, Hannah H.
Date: 2018-03-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Social Development,Child Development,Parent Child Relationship,Interaction,Infants,Toddlers,Qualitative Research,Video Technology,Observation,Coding,Interpersonal Communication,Intervention,Data Analysis

A qualitative study of three parents and their toddlers with autism was conducted to investigate the communicative functions underlying parent-toddler interactions and how the instrumental or social nature of one partner's actions influenced the other's engagement. Parent-child interaction videos collected from a separate intervention study were transcribed with thick description, coded for literal and inferential meaning by independent coders, and analyzed for emergent themes following an iterative process of code categorization. Themes converged around the partner as instrument, attempted but missed social connections, and congruent social engagement. A complementary interactional sequential analysis revealed that communicative functions of initiating partners were largely mirrored in their partners' responding actions, suggesting that actively supporting parents to interact with their toddlers socially, rather than prescriptively or instrumentally, may be a potent intervention strategy to address the core social communication challenge in autism during the formative early developmental period.
Performance of Automated Speech Scoring on Different Low- to Medium-Entropy Item Types for Low-Proficiency English Learners. Research Report. ETS RR-17-12
Author: Loukina, Anastassia
Date: 2017-03-00
Type: Journal Articles
Subjects: Automation,Scoring,Speech Tests,Test Items,Language Proficiency,English (Second Language),Second Language Learning,Test Scoring Machines,Models,Comparative Analysis

This report presents an overview of the &quot;SpeechRater&quot;? automated scoring engine model building and evaluation process for several item types with a focus on a low-English-proficiency test-taker population. We discuss each stage of speech scoring, including automatic speech recognition, filtering models for nonscorable responses, and scoring model building and evaluation and compare how the performance at each step differs between different item types. We conclude by discussing the effect of item type on automated scoring performance. We also give recommendations about what considerations should be taken into account when developing tests for low-proficiency English speakers to obtain reliable scores from an automatic scoring engine.
Effects of Reinforcement on Peer Imitation in a Small Group Play Context
Author: Barton, Erin E.
Date: 2018-03-00
Type: Journal Articles
Subjects: Reinforcement,Imitation,Play,Child Behavior,Contingency Management,Group Activities,Disabilities,Interpersonal Relationship,Preschool Children,Generalization,Females

Children with disabilities often have deficits in imitation skills, particularly in imitating peers. Imitation is considered a behavioral cusp--which, once learned, allows a child to access additional and previously unavailable learning opportunities. In the current study, researchers examined the efficacy of contingent reinforcement delivered within a small group play context on the unprompted peer imitation (UPI) behaviors of three children with disabilities. UPI behaviors increased when contingent reinforcement was provided, and maintained with a thinned schedule of reinforcement. However, pretend play and social interactions did not increase concurrently with peer imitation.
The Effects of Different Levels of Performance Feedback on &quot;TOEFL iBT&quot;® Reading Practice Test Performance. TOEFL iBT Research Report. TOEFL iBT-29. ETS Research Report. RR-17-31
Author: Sawaki, Yasuyo
Date: 2017-12-00
Type: Journal Articles
Subjects: English (Second Language),Language Tests,Second Language Learning,Feedback (Response),Reading Tests,Accuracy,Pretests Posttests,Hierarchical Linear Modeling,Achievement Gains,Scores,Predictor Variables,Correlation,Statistical Analysis,Test Preparation,Foreign Countries

The purpose of the present study is to examine whether performance on the &quot;TOEFL iBT&quot;® Reading practice test is affected by 3 different levels of feedback provided to learners upon completion of reading exercises: (a) correctness of learner response (the knowledge of correct results [KCR] feedback), (b) KCR feedback and rationales for correct/incorrect answers, and (c) KCR feedback and the rationales along with on-demand video lectures. Japanese learners of English completed 18 reading exercises and reviewed the results by using the type of feedback provided to the group to which each learner had been assigned. They also completed 2 TOEFL iBT Reading test forms: 1 as a pretest and 1 as a posttest. A multilevel modeling analysis of data from 193 participants who completed the study showed that despite a gain of over 3 scaled score points on the TOEFL iBT Reading test from the pretest to the posttest, the level of feedback was not found to affect the test score. A learner background variable, previous knowledge about the TOEFL iBT test, was identified as a predictor positively related to the test score. Moreover, a series of ANOVAs conducted on learner survey data suggested that the level of feedback affected the degree to which study participants perceived the usefulness of the study materials in understanding different item types that appear on the TOEFL iBT Reading section and in developing strategies for understanding the gist of the text within a short time.
Variability in Percentage above Cut Scores Due to Discreteness in Score Scale. Research Report. ETS RR-17-32
Author: Lu, Ying
Date: 2017-06-00
Type: Journal Articles
Subjects: Cutting Scores,Evaluation Methods,Mastery Learning,Performance Based Assessment,Statistical Analysis,Trend Analysis,Mathematics Achievement,Reading Achievement,Elementary Secondary Education,Simulation,Test Length,Item Response Theory,Test Items

For standard- or criterion-based assessments, the use of cut scores to indicate mastery, nonmastery, or different levels of skill mastery is very common. As part of performance summary, it is of interest to examine the percentage of examinees at or above the cut scores (PAC) and how PAC evolves across administrations. This paper shows that discreteness in score scales can affect the PAC statistics considerably, especially when the test is short and when there are high examinee density and low item density near the cut score on the reporting score scale. This paper also includes recommendations on how to adjust the PAC statistics when they are used in trend analyses.
Enhancing Beginners&apos; Second Language Learning through an Informal Online Environment
Author: Chakowa, Jessica
Date: 2018-01-00
Type: Journal Articles
Subjects: Informal Education,Online Courses,Second Language Learning,Web 2.0 Technologies,Technology Uses in Education,Blended Learning,French,Introductory Courses,Online Surveys,Focus Groups,Student Surveys,Student Motivation,Student Attitudes,Preferences,Student Participation,Educational Quality,Teaching Methods,College Freshmen,Foreign Countries

Web 2.0 tools are used increasingly to support second language learning, but there have been limited studies involving beginner learners, multiple technologies, and informal settings. This current study addresses this gap and investigates the factors affecting students' interest in a nongraded online learning environment and what kinds of tools, modes of expression, and activities they prefer. Findings reveal that students enjoyed being able to consolidate their skills in a personalized and flexible environment, which highlights the importance of addressing students' needs and interests and providing the appropriate facilitation and finding strategies to maintain their interest. Students showed interest in the different aspects of the platform under investigation, although to differing extents, hence the relevance of balancing opportunities, combining different tools, and sustaining activities.
Effect of Motivational Scaffolding on E-Learning Environments: Self-Efficacy, Learning Achievement, and Cognitive Style
Author: Valencia-Vallejo, Nilson
Date: 2018-01-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Electronic Learning,Self Efficacy,Cognitive Style,Mathematics Education,Pretests Posttests,Motivation Techniques,Technology Education,Design,Multivariate Analysis,Experimental Groups,Control Groups,Questionnaires,Cognitive Tests,Undergraduate Students,Instructional Effectiveness,Teaching Methods,Foreign Countries,Learning Strategies,Statistical Analysis

The present research studies the effects of motivational scaffolding that favor self-efficacy and improve learning achievement in students with different cognitive styles in the Field Dependence/Independence (FDI) dimension, when they interact in an e-learning environment on mathematics. The research has an experimental design with two groups and a posttest. One group of students interacted with an e-learning environment that contained the motivational scaffolding within its structure and the other group interacted with a computational environment without the scaffolding. The results showed significant differences in learning achievement and academic self-efficacy attributable to the effect of the scaffolding. In addition, it was found that the interaction with the computational environment neutralized cognitive style effects.
Beyond Online versus Face-to-Face Comparisons: The Interaction of Student Age and Mode of Instruction on Academic Achievement
Author: Slover, Ed
Date: 2018-01-00
Type: Journal Articles
Subjects: Academic Achievement,Age Differences,Intermode Differences,Online Courses,Conventional Instruction,Undergraduate Students,Business Administration Education,Comparative Analysis,Scores,Achievement Gains,Instructional Effectiveness,Teaching Methods

While it is well-established that nontraditional students are more likely to take online courses than their traditional-age counterparts, investigations of the learning equivalence between online and campus-based instruction typically fail to consider student age as a mediating factor in the learning experience. To examine learning outcomes as a function of student age (traditional versus nontraditional) in relation to mode of instruction (online versus face-to-face), the current study examined cumulative outbound assessment scores of 1,276 students enrolled in an undergraduate business program. The results revealed that traditional-age students, regardless of whether they take courses on campus or online, performed similarly on the outbound Peregrine assessment; in contrast, there was a marked difference in the performance of nontraditional-age students as those learning online scored significantly higher than those taking classes on campus. Recognizing that nontraditional students who choose to take online courses (as compared to campus-based alternatives) likely do so because of practical factors associated with active work schedules, it is possible that active work experience contributed to increased learning gains. Strategies to allow online programs to utilize this information to better serve their students are discussed.
Indonesian Perspective on Massive Open Online Courses: Opportunities and Challenges
Author: Berliyanto
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Educational Opportunities,Barriers,Program Implementation,Feasibility Studies,Content Analysis,Position Papers,Literature Reviews,Educational Policy,Qualitative Research,Curriculum Development,Observation,Change Strategies,Educational Technology,Higher Education,Educational Change,Educational Innovation

There are two indications that Indonesia needs to improve its education quality. The first is the Human Development Index (HDI), which is still at the medium level, and the second is the enrollment rate in higher education, which is also at the low level. MOOCs have the potential to solve both problems. However, implementing MOOCs in a developing country needs a specific analysis to determine the opportunities and challenges. This study aims to identify the opportunities and challenges in implementing MOOCs from an Indonesian perspective. We observed four local MOOCs and analyzed various documents, including literature and government regulations. As a result, this study identified seven opportunities and seven challenges in implementing MOOCs in Indonesia. Recommendations are also provided.
Orientation Programs and Student Retention in Distance Learning: The Case of University of Cape Coast
Author: Arhin, Vera
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,School Holding Power,Academic Persistence,Distance Education,School Orientation,Correlation,Undergraduate Students,Questionnaires,Hypothesis Testing,Student Satisfaction,Likert Scales,Statistical Analysis

This study investigated how orientation programs predict student retention in distance learning at the University of Cape Coast. A correlational research design was employed for the study. The target population was level-200 students in the distance education program at the university. Seven hundred and twenty-seven participants were selected from a sampling frame of 8,731. Responses of 625 out of the 727 questionnaires administered were used for analysis. The hypothesis for the study was set at p &lt; 0.05. The findings of the study revealed that the orientation program is a significant predictor of student retention at p &lt; 0.001.
The Art of Blending: Benefits and Challenges of a Blended Course for Preservice Teachers
Author: Shand, Kristen
Date: 2018-01-00
Type: Journal Articles
Subjects: Blended Learning,Instructional Effectiveness,Preservice Teachers,Preservice Teacher Education,Social Studies,Teaching Methods,Curriculum Design,Student Teacher Attitudes,Educational Principles,Student Surveys,Student Satisfaction,Barriers

In this study, we explore the design and delivery of a blended social studies teaching methods course according to principles and core attributes of blended course design. In a survey at the end of the course, pre-service teachers were asked to reflect on their experience in the course, and identify the benefits and challenges of the blended design. Five overarching themes were identified from the analysis, which include the benefits of flexibility and pace, access and modeling, peer relationships and community, clear communication and feedback, and the challenges of time management and self-discipline.
Social Impact in Personalised Virtual Professional Development Pathways
Author: Owen, Hazel
Date: 2018-01-00
Type: Journal Articles
Subjects: Faculty Development,Individualized Instruction,Virtual Classrooms,Mentors,Phenomenology,Elementary Secondary Education,Online Surveys,Transcripts (Written Records),Communities of Practice,Teaching Skills,Interpersonal Relationship,Access to Education,Synchronous Communication,Anxiety,Self Actualization,Sense of Community,Participant Satisfaction,Foreign Countries

This article presents exploratory research into an education-based virtual mentoring provision, the Virtual Professional Learning and Development (VPLD) program, and uses the Elements of Value Pyramid to help frame findings in a way that highlights the participants' (mentors' and mentees') perceived value of working together. Participants were educators and education leaders based within primary and secondary schools and kura in Aotearoa New Zealand. Drawing on principles of phenomenology, the four authors/virtual mentors used self-study to unpack their &quot;lived experience,&quot; and draw on previous case study data that focused on the VPLD program. By building on the benefits, while also working within the constraints, of the virtual environment, the mentors were able to adapt their mentoring skills and approaches to answer the questions, &quot;Without the face-to-face collaborative, empathic, and full sensory human experience, how can virtual mentors be responsive to diversity among mentees?&quot; and &quot;What approaches support the raising of collaborative understandings, the recognition and acknowledgement of assumptions, the exploration of protocols, and the respectful engagement with the languages, cultures, and identities of self and others?&quot; Findings, although related to virtual mentoring in the school sector, have relevance for higher education, especially aspects such as workload. Overall, the findings indicate that the culturally responsive, highly fluid approach of the mentoring partnership meant that participants felt they 1) participated in initiatives where they had a social impact, 2) had a strong sense of hope and belonging, 3) had access to people, skills, and strategies that helped increase their motivation and self actualization, and 4) had access to multiple professional and personal development pathways.
Professional Development in an Online Context: Opportunities and Challenges from the Voices of College Faculty
Author: Wynants, Shelli
Date: 2018-01-00
Type: Journal Articles
Subjects: College Faculty,Faculty Development,Barriers,Online Courses,Teacher Attitudes,Educational Opportunities,Attitudes toward Disabilities,Qualitative Research,Communities of Practice,Interviews,Usability,Educational Technology

Given the variety of learning and engagement needs of the increasingly diverse student population in higher education, flexible approaches to teaching are critical for improving student success. Professional development that provides faculty exposure to effective, evidence-based instructional strategies in an online context may enhance their teaching practices. This study explored the advantages and disadvantages of the online context from the perspectives of ten faculty who completed an online disability awareness program, designed using two promising models: Universal Design for Instruction and Community of Inquiry. Thematic analysis of the qualitative results indicated control of pace, flexibility, and continued access to resources were benefits of the online context, while lack of social interaction, intrinsic motivation, and accountability were challenges for faculty in completing professional development online. Implications for designing and promoting online faculty professional development are presented.
Implementation of New Communication Tools to an Online Chemistry Course
Author: Ng, Karno
Date: 2018-01-00
Type: Journal Articles
Subjects: Online Courses,Chemistry,Program Implementation,Educational Technology,Technology Uses in Education,Communication Strategies,Electronic Mail,Web 2.0 Technologies,Courseware,Nursing Education,Interpersonal Communication,Undergraduate Students

Online courses provide flexibility and convenience for students and have become very popular in recent years. With the advance of technology and change of habits for the uses of traditional communication tools among students, there is a need for educators to explore effective ways to communicate with students that fit their social-media life styles. Two communication tools--web-based text messaging via cellular phone and real-time webinar software--were implemented in a fully online preparatory chemistry course with a full-time working student body. The text messaging system allows the instructor to send short text messages directly to all students' cellular phones while keeping the students' phone numbers anonymous. Important announcements and information were texted to the students' phone number throughout the course. In addition, the instructor conducted individual appointments with each student via webinar software. The number of students who contacted the instructor for course-related inquiries increased 25% after the webinars and 96% of the students turned in all the assignments on time. With the implementation of these two communication tools, the drop-out rate of the course was decreased by 42%. It was concluded that these tools enhanced student engagement and increased the retention rate.
The Development of a Learning Dashboard for Lecturers: A Case Study on a Student-Centered E-Learning Environment
Author: Santoso, Harry B.
Date: 2018-01-00
Type: Journal Articles
Subjects: Case Studies,Educational Environment,Student Centered Learning,Electronic Learning,Computer Science Education,Visualization,Database Management Systems,Courseware,Progress Monitoring,Content Analysis,Data Collection,Learning Activities,College Programs,Foreign Countries,College Faculty

Student Centered e-Learning Environment (SCELE) is a Moodle-based learning management system (LMS) that has been modified to enhance learning within a computer science department curriculum offered by the Faculty of Computer Science of large public university in Indonesia. This Moodle provided a mechanism to record students' activities when engaged in learning with e-Learning software. However, while the software captured the data and presented it adequately, there is room for enhancement and further refinement. The purpose of this research is to investigate and understand lecturer needs as they monitor student activities in SCELE and then develop a learning monitoring tool capable of visualizing and collecting data in a form that facilitates lecturer observation, analysis, and targeting of specific concepts. Theories found within information architecture and information visualization are used as a foundational approach in the development of the application. The result of the research focuses on developing a learning dashboard Moodle plugin that can be easily utilized by lecturers engaging SCELE.
The Association between Students&apos; Style of Learning Preferences, Social Presence, Collaborative Learning and Learning Outcomes
Author: Chen, Clement
Date: 2018-01-00
Type: Journal Articles
Subjects: Correlation,Learning Strategies,Cognitive Style,Preferences,Outcomes of Education,Interpersonal Relationship,Cooperative Learning,Accounting,Conventional Instruction,Online Courses,Delivery Systems,Student Satisfaction,Majors (Students),Gender Differences,Student Surveys,Instructional Effectiveness,Teaching Methods,Graduate Students,Undergraduate Students,Statistical Analysis

Differences in styles of learning have become important considerations at all levels of education over the last several years. Examining college students' preferred style of learning is useful for course design and effective instructional methods. Using the Felder-Silverman Index of Learning Styles (ILS), we investigate how students' styles of learning preferences differ in accounting courses delivered in traditional and online formats. We further investigate the interactions between students' learning style preferences and collaborative learning with regard to perceived learning effectiveness and satisfaction. The results indicate some differences between genders and between accounting vs. nonaccounting majors. For instance, females lean more toward a verbal and sequential learning approach than do males, who lean more toward a visual approach. Perhaps consistent with the reputation of accounting as &quot;rule-based,&quot; accounting majors are somewhat more likely than are nonaccounting majors in general to prefer a sequential learning approach, and they are less likely to prefer a more &quot;global&quot; look at a problem. We also find that the dimensions of learning styles interact with the extent of collaborative learning in affecting the students learning outcomes. The findings have implications for both full-time educators and practitioners because firms also provide considerable amounts of continuing education for their professionals in either a classroom or online setting.