ethanporcaro/eric-fulltext-meta huggingface dataset:
Verifying Causal Relationships among the Presences of the Community of Inquiry Framework in the Chinese Context
Author: Ma, Zhiqiang
Date: 2017-09-00
Type: Journal Articles
Subjects: Attribution Theory,Correlation,Foreign Countries,Validity,Reliability,Measures (Individuals),Factor Analysis,Teaching Methods,Statistical Analysis,Blended Learning,Humanities,Online Courses,Undergraduate Students,Translation,Communities of Practice,Student Attitudes,Student Surveys,Path Analysis,Regression (Statistics)

The purpose of this study was to verify a Chinese version of Community of Inquiry (CoI) instrument with learning presence and explore the causal relationships of the factors in the instrument. This study first examined the reliability and validity of the instrument. All four presences had acceptable levels of reliability (all Cronbach's a &gt; 0.765 or higher). The confirmatory factor modeling approach was used to assess its validity. Then, the study used path analysis and regression analysis to explore the causal relationships of the presences. The key findings showed that teaching and social presences directly influenced the perceptions of learning presence. Learning presence was a partial mediating variable of interactional relationship within CoI constructs.
Predicting Success in an Online Course Using Expectancies, Values, and Typical Mode of Instruction
Author: Zimmerman, Whitney Alicia
Date: 2017-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Teaching Methods,Success,Prediction,Undergraduate Students,Statistics,Conventional Instruction,Expectation,Self Efficacy,Predictor Variables,Tests,Scores,Comparative Analysis,Student Characteristics,Grades (Scholastic),Adult Learning,Student Surveys,Statistical Analysis,Rating Scales

Expectancies of success and values were used to predict success in an online undergraduate-level introductory statistics course. Students who identified as primarily face-to-face learners were compared to students who identified as primarily online learners. Expectancy value theory served as a model. Expectancies of success were operationalized as self-efficacy for learning online and self-efficacy for learning statistics. Values were separated into the worth of learning statistics and the value of grades in the course. The purpose of this study was to determine if there are differences in the variables that may be used to predict final exam scores and successful course completion in typically face-to-face and typically online students, because there are differences in the populations of students who tend to take courses in these two different formats (i.e., traditional and adult learners). In predicting final exam grades there were no interactions with typical mode of instruction, though worth of statistics was a significant covariate and there was a main effect for typical mode of instruction. In predicting successful course completion, there were interactions between typical mode of instruction and one of the online learning self-efficacy subscales as well as the worth of statistics scale. These results are discussed in relation to the application of mainstream motivational models in the populations of traditional and adult learners.
The Hybrid Studio--Introducing Google+ as a Blended Learning Platform for Architectural Design Studio Teaching
Author: Steinø, Nicolai
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,Computer Uses in Education,Architectural Education,Undergraduate Students,Integrated Learning Systems,Computer Mediated Communication,Case Studies,Student Attitudes,Foreign Countries

Much architecture and design teaching is based on the studio format, where the co-presence in time and space of students, instructors and physical learning artefacts form a triangle from which the learning emerges. Yet with the advent of online communication platforms and learning management systems (LMS), there is reason to study how these technologies may enhance this well-established learning format and transform it into a blended learning format. In this paper, the introduction of an online communication platform--Google+--as a supplement to an administrative LMS--Moodle--in a four month BSc level urban design studio course is evaluated and discussed with regard to its capacity to facilitate blended learning as a transforming blend. The online platform was used for general instructor/student communication, for student/student communication, as well as for sharing of student work in progress. It also worked as a one-on-one supervision platform for whenever students were in need of supervision and advice outside class hours. Methodologically, a phenomenographic approach was adopted in a single-case study in the form of a student workshop using an adapted problem-tree analysis method as a participatory learning and action method, in order to understand the students' experiences and evaluation of blended learning systems and contexts. The paper gives an introduction to the traditional architecture and design studio teaching format, to blended learning, as well as to the preparation and setup of the studied blended learning course. The implementation of Google+ into the studio course was experimental and ran alongside the administrative Moodle platform which was used in parallel. The positive and negative aspects of both platforms were evaluated by the students. While they were mostly critical of Moodle, they valued the functionality of Google+ from several perspectives, although they also made critical remarks. While the experiment was not entirely successful, it seems to suggest that transforming blends, if well implemented, may offer a pedagogical enhancement to architecture and design studio teaching.
Collaboration and Dialogue in Virtual Reality
Author: Jensen, Camilla Gyldendahl
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Simulation,Web 2.0 Technologies,Problem Based Learning,Teaching Methods,Architectural Education,Building Design,Learning Processes,Video Games,Computer Software,Design,College Students,Foreign Countries,Intervention,Participant Observation

&quot;Virtual reality&quot; adds a new dimension to problem-based learning (PBL) environments in the architecture and building construction educations, where a realistic and lifelike presence in a building enables students to assess and discuss how the various solutions interact with each other. Combined with &quot;Building Information Models&quot; (BIM), &quot;Virtual Reality&quot; provides an entirely new opportunity to innovate and optimize architecture and construction in its early stages, which creates an iterative learning process. The analysis identifies several clear opportunities regarding extended use and involvement of the gamification mechanisms known from, e.g., video games software--like the principles behind quest, levels, dungeons, etc.--to support web 2.0 features in the future development of VR systems. The study clarifies the challenges of creating web 2.0 solutions with the complexity and robustness that supports a sketching, design-oriented, exploratory and investigative learning process, which is at the core of problem-based learning.
Integrating Blended and Problem-Based Learning into an Architectural Housing Design Studio: A Case Study
Author: Bregger, Yasemin Alkiser
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,Problem Based Learning,Integrated Activities,Architectural Education,Housing,Building Design,Foreign Countries,Cooperative Learning,College Students,Case Studies,Student Attitudes,Academic Achievement

This paper presents how a blended learning pedagogic model is integrated into an architectural design studio by adapting the problem-based learning process and housing issues in Istanbul Technical University (ITU), during fall 2015 and spring 2016 semesters for fourth and sixth level students. These studios collaborated with the &quot;Introduction to Housing&quot; collaborative learning space carried out in the EU OIKONET project are also evaluated through the content and the process of ITU design studios.
A Socio-Cognitive Approach to Knowledge Construction in Design Studio through Blended Learning
Author: Kocaturk, Tuba
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Cognition,Design,Blended Learning,Higher Education,Foreign Countries,Educational Research,Architecture,Information Technology,Educational Technology,Architectural Education,Teaching Methods,Cooperative Learning,Interviews,Semi Structured Interviews,Student Attitudes,College Students,Collaborative Writing,Web Sites,Ethnography,Qualitative Research,Statistical Analysis

This paper results from an educational research project that was undertaken by the School of Architecture, at the University of Liverpool funded by the Higher Education Academy in UK. The research explored technology driven shifts in architectural design studio education, identified their cognitive effects on design learning and developed an innovative blended learning approach that was implemented at a master's level digital design studio. The contribution of the research and the proposed approach to the existing knowledge and practice are twofold. Firstly, it offers a new pedagogical framework which integrates social, technical and cognitive dimensions of knowledge construction. And secondly, it offers a unique operational model through the integration of both mediational and instrumental use of digital media. The proposed model provides a useful basis for the effective mobilization of next generation learning technologies which can effectively respond to the learning challenges specific to architectural design knowledge and its means of creation.
Bringing the Classroom into the World: Three Reflective Case Studies of Designing Mobile Technology to Support Blended Learning for the Built and Landscaped Environment
Author: Smith, Wally
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,Case Studies,Handheld Devices,Architectural Education,Architecture,Horticulture,Urban Renewal,Observation,Educational Objectives,Technology Uses in Education,Teaching Methods,Educational Practices,College Students,Foreign Countries,Student Surveys,Interviews

We report and reflect on three projects, carried out by us as educators and technology researchers over a four year period, that explore the use of mobile technologies in the fieldwork of Australian tertiary students of architectural history, landscape history and urban design. Treating these as three case studies, our focus is on the emerging process of designing, developing and deploying different forms of mobile-inspired fieldwork to complement class-based learning. The first two cases involve the development of apps that work as guides for students to explore places of architectural and historical significance in Melbourne, while the third case invited students themselves to create designs for a mobile app intended to communicate the influence of urban design thinkers on a particular place in Sydney. We consider how the iterative development and deployment of the apps and field exercises, over successive semesters, became one of extended co-design between students, tutors and teaching staff.
The Role of an Aligned Curriculum Design in the Achievement of Learning Outcomes
Author: Alfauzan, Abdullah A. H.
Date: 2017-00-00
Type: Journal Articles
Subjects: Curriculum Design,Articulation (Education),Correlation,Outcomes of Education,Models,Translation,Course Descriptions,Case Studies,Semitic Languages,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Educational Change,Student Mobility,International Cooperation,Educational Cooperation,Workshops,Linguistic Theory,Higher Education,Teaching Methods,Observation

The importance of learning outcomes (LOs) as a central component of LOs-based curriculum design has been emphasized by many higher education experts and researchers (Biggs, 1999; Adam, 2006; Kennedy et al., 2006; Biggs and Tang, 2007; Warnier et al., 2010). However, the important role played by program and course curriculum design in securing a successful shift from the intended learning outcomes (ILOs) to the achieved learning outcomes (ALOs) or simply (LOs) still requires further attention. This study highlights the tight relationship between learning outcomes and LOs-based curricula and argues that an appropriately aligned curriculum design can facilitate and optimize the successful achievement of the intended learning outcomes. A practical model of the implementation of Biggs's theory of &quot;Constructive Alignment&quot; (CA) is, also, presented through an application on the course (Theories of Translation) delivered under the code (ENG 371) by the department of English language and translation, Faculty of Arabic Language and Social Studies, Qassim University, KSA. The focus on HE systems in countries which are not part of the European Higher Education Area (EHEA), like KSA, could contribute to a better mapping and evaluation of the effects of the implementation of Bologna reforms outside Europe. This research mainly outlines, John Biggs's constructive alignment method, theoretically, and then, puts to practice its operational model through a practical case study of course curriculum design. The main question this research aspires to answer is: &quot;How to implement the constructive alignment method in a course curriculum design to best support the achievement of learning outcomes?&quot;
Time Shifting and Agile Time Boxes in Course Design
Author: Norberg, Anders
Date: 2017-09-00
Type: Journal Articles
Subjects: Information Technology,Instructional Design,Computer Software,Technology Integration,Case Studies,Physics,Engineering Education,College Preparation,Synchronous Communication,Asynchronous Communication,Blended Learning,Foreign Countries,Distance Education,Qualitative Research,Content Analysis,Guidelines,Interviews,Student Attitudes

The ongoing integration of Information and Communication Technologies (ICTs) into higher education courses is often called &quot;blended learning&quot; although it often relates to course design. It is usually understood in place categories, as a combination of traditional classroom-based sessions and Internet-enabled distance or online learning practices. One alternative understanding of ICT integration can be constructed of time categories, with an understanding of ICTs more as process- and project-related. Two such design frameworks are conceptually presented and then used together in a small case study in a pilot experiment in physics at the preparatory level for entering engineering programs at a university in Northern Sweden. These are a) time shift mechanisms between synchronous and asynchronous learning modes in the course process and b) agile frameworks mechanisms adapted from work process developments in the software industry. Both are here used to address common procrastination problems in flexible education. Data were collected in student interviews and analysed with qualitative content analysis. Results show student satisfaction with the work rhythm and that a feeling of presence, which enables easy interaction, can be facilitated by synchronicity.
Using Design-Based Research to Develop Meaningful Online Discussions in Undergraduate Field Experience Courses
Author: Johnson, Carol
Date: 2017-09-00
Type: Journal Articles
Subjects: Design,Teaching Methods,Online Courses,Undergraduate Students,Field Experience Programs,Learning Processes,Learner Engagement,Scaffolding (Teaching Technique),Computer Mediated Communication,Learning Strategies,Instructional Design,Content Analysis,Metacognition,Foreign Countries,Mixed Methods Research,Semi Structured Interviews,Questionnaires

From a design perspective, the intentionality of students to engage in surface or deep learning is often experienced through prescribed activities and learning tasks. Educators understand that meaningful learning can be furthered through the structural and organizational design of the online environment that motivates the student towards task completion. However, learning engagement is unique for each student. It is dependent on both how students learn and their intentions for learning. Based on this challenge, the design of online discussions becomes a pedagogical means in developing students' intentionality for the adoption of strategies leading to deep learning. Through a Design-Based Research (DBR) approach, iterative design of online learning components for undergraduate field experience courses were studied. For this paper, the focus of the research is on examining factors that influenced deep and surface levels of learning in online discussion forums. The results indicate that design factors (i.e., student engagement, group structures, and organization) influence the nature and degree of deep learning. From the findings, two implications for practice are shared to inform the design and scaffolding of online discussion forums to foster deep approaches to student learning.
Types of Participant Behavior in a Massive Open Online Course
Author: Kahan, Tali
Date: 2017-09-00
Type: Journal Articles
Subjects: College Students,Student Behavior,Online Courses,Large Group Instruction,Data Collection,Multivariate Analysis,Participant Characteristics,Classification,Demography,Student Participation,Academic Achievement,Certification,Graduation Rate,Student Motivation,Student Needs,Learner Engagement,Statistical Analysis

In recent years there has been a proliferation of massive open online courses (MOOCs), which provide unprecedented opportunities for lifelong learning. Registrants approach these courses with a variety of motivations for participation. Characterizing the different types of participation in MOOCs is fundamental in order to be able to better evaluate the phenomenon and to support MOOCs developers and instructors in devising courses which are adapted for different learners' needs. Thus, the purpose of this study was to characterize the different types of participant behavior in a MOOC. Using a data mining methodology, 21,889 participants of a MOOC were classified into clusters, based on their activity in the main learning resources of the course: video lectures, discussion forums, and assessments. Thereafter, the participants in each cluster were characterized in regard to demographics, course participation, and course achievement characteristics. Seven types of participant behavior were identified: &quot;Tasters&quot; (64.8%), &quot;Downloaders&quot; (8.5%), &quot;Disengagers&quot; (11.5%), &quot;Offline Engagers&quot; (3.6%), &quot;Online Engagers&quot; (7.4%), &quot;Moderately Social Engagers&quot; (3.7%), and &quot;Social Engagers (0.6%)&quot;. A significant number of 1,020 participants were found to be engaged in the course, but did not achieve a certificate. The types are discussed according to the established research questions. The results provide further evidence regarding the utilization of the flexibility, which is offered in MOOCs, by the participants according to their needs. Furthermore, this study supports the claim that MOOCs' impact should not be evaluated solely based on certification rates but rather based on learning behaviors.
Student Voice in Textbook Evaluation: Comparing Open and Restricted Textbooks
Author: Woodward, Scott
Date: 2017-09-00
Type: Journal Articles
Subjects: Graduate Students,Participative Decision Making,Textbook Evaluation,Open Source Technology,Comparative Analysis,Qualitative Research,Program Administration,Business Administration Education,Copyrights,Media Adaptation,Educational Quality,Summative Evaluation,Hermeneutics

Advocates for student voice in higher education believe students should have the right and power to engage in much of the decision-making traditionally dominated by instructors or administrators. This qualitative study examines the role of student voice in the evaluation of textbook quality. Evaluators included two graduate students enrolled in a project management course at a university in the western U.S. and their instructor. Evaluators used their own student-created metric to analyze the comparative quality of eight graduate-level project management textbooks, two of which were open and six copyright-restricted. The purposes of this study were to assess the comparative quality of low-cost open textbooks and traditional copyright-restricted textbooks and to identify key student-generated criteria wherein all textbooks may be improved to better serve student needs. The analysis revealed that textbooks can be rigorously and meaningfully evaluated by students, that open textbooks can compete with restricted textbooks in terms of quality, and that polyphonic approaches to textbook evaluation can be valuable for learning. We discuss the implications of open textbooks as viable, high-quality classroom options, and the importance of valuing both student voice and instructor perspectives to ensure the highest quality textbook selection for courses in higher education.
The Pedagogic Architecture of MOOC: A Research Project on Educational Courses in Spanish
Author: Fernández-Díaz, Elia
Date: 2017-09-00
Type: Journal Articles
Subjects: Spanish,Qualitative Research,Video Technology,Questionnaires,Teaching Methods,Models,Electronic Learning,Online Courses,Open Education,Language of Instruction,Foreign Countries,Computer Simulation,Course Evaluation

This study has been carried out within the context of the ECO European Project (E-learning, Communication Open-Data: Massive Mobile, Ubiquitous, and Open Learning) which is being financed by the European Union over four years (2014-17). It analyses the pedagogic architecture of MOOC on pedagogic/educational subjects in Spanish over one academic year (September 2015-June 2016). The analysis focuses on five major dimensions from a qualitative perspective: subjects and the promoting institution, methodology, resources, type of videos, and evaluation. The results demonstrate the hegemony of subjects linked to the Society of Knowledge, such as the widespread use of traditional methodology based on video lessons (the &quot;talking head&quot; model). Communication tools are clearly underused and evaluation based on the use of questionnaires is dominant. The findings show the need for further research into MOOC based on a pedagogic approach such as the one adopted here.