ethanporcaro/eric-fulltext-meta huggingface dataset:
Interventions for Second-Order Change in Higher Education: Challenges and Barriers
Author: Fiedler, Sebastian
Date: 2010-00-00
Type: Journal Articles
Subjects: Higher Education,Research and Development,Intervention,Educational Research,Educational Objectives,Intentional Learning,Educational Experience,Colleges,Social Networks,Field Studies,Interviews,Electronic Publishing,Web Sites,Foreign Countries,Evaluation

From 2005 to 2008 the international research and development project iCamp carried out a series of targeted educational interventions into existing teaching and studying practices within a cluster of European universities. These interventions were meant to establish educational experiences that would correspond with key features of international, distributed and technologically mediated work settings. The main educational objective was the advancement of important dispositions (skills, knowledge, attitudes and orientations) for collaborating with others and for self-directing intentional learning projects in such settings. The large-scale, homogenous and centrally administered landscapes of tools and services commonly provided in institutions of higher education proved to be conceptually and technologically incompatible with iCamp's overall intervention perspective. Instead, iCamp fostered the systematic use of loosely-coupled, networked tools and services in the realm of social media and social software (such as Wikis, Weblogs, Webfeeds, etc.) to augment personal and distributed learning environments. The conceptual and technological shift provoked by iCamp challenged institutional representatives, facilitators, and students alike. This paper focuses on the description and interpretation of some key challenges, tensions, and barriers experienced by the research and intervention team in the context of the final field study carried out within the project. The paper finally suggests that the reported challenges and barriers represent re-occurring problems in educational research and argues for the need to develop an adequate conceptual framework for educational intervention that focuses on second-order change.
The Lecture Is Dead Long Live the e-Lecture
Author: Folley, Duncan
Date: 2010-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Teaching Methods,Learning Experience,Lecture Method,Blended Learning,Higher Education,Constructivism (Learning),Foreign Countries,College Faculty,Evaluation

This research paper investigates if the traditional lecture is no longer appropriate for Neomillennial Learning Styles and whether an alternative blended approach could/should be used? Over the past decade the lecture as we know it, has gradually been under attack from constructivists, Twigg (1999) for example argues that the lecture is in the main a one-way process with little or no active participation and does not allow the student an opportunity to learn in a collaborative form. Exley &amp; Dennick (2004) quote an unknown source as saying, &quot;Lecturing is the transference of the notes of the lecturer to the notes of the student without passing through the brains of either&quot; (p3). To counter balance this Race (1999) explores different methods of how active, interactive learning can take place within a lecture. With these and many more damming critiques of the lecture it is no wonder that HE is looking at alternative methods of delivery. This research explores whether there is a place for lectures and if blended learning technology can enhance the learning experience given within a lecture theatre environment. The primary research is based on two questionnaires, the first to a cohort of undergraduate students and the second to academic staff at Leeds Metropolitan University. The results of the research shows that students are demanding more for their tuition fees, this is in agreement with the BBC education reporter Sean Coughlan (2009) who reported that &quot;Fees fuel campus consumer culture&quot; and also discussed the Swansea University's student paper who following the recent bad weather reported &quot;Students lose 20 British Pounds a lecture after snow sends university into lockdown.&quot; (par 2). The paper also looks at the effects of increasing demands being placed on students' time and how this has developed the students into becoming more strategic learners in what they are prepared to attend and how much time they are willing to give to a subject. Therefore the use and availability of blended learning techniques (VLE, podcast) was investigated. The research shows that both students and academics see value in lectures, however the traditional didactic form of lecturing needs to change and academics need to embrace new technology, which can enhance the lecture and as such the overall teaching and learning experience. (Contains 10 tables.)
Enhancing the Impact of Formative Feedback on Student Learning through an Online Feedback System
Author: Hatziapostolou, Thanos
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Feedback (Response),Management Systems,Web Based Instruction,Online Courses,Motivation,Learning Experience,Distance Education,Formative Evaluation,Computer Mediated Communication,College Students

Formative feedback is instrumental in the learning experience of a student. It can be effective in promoting learning if it is timely, personal, manageable, motivational, and in direct relation with assessment criteria. Despite its importance, however, research suggests that students are discouraged from engaging in the feedback process primarily for reasons that relate to lack of motivation and difficulty in relating to and reflecting on the feedback comments. In this paper we present Online FEdback System (OFES), an e-learning tool that effectively supports the provision of formative feedback. Our aims are to enhance feedback reception and to strengthen the quality of feedback through the way feedback is communicated to the students. We propose that an effective feedback communication mechanism should be integrated into a student's online learning space and it is anticipated that this provision will motivate students to engage with feedback. Empirical evidence suggests that the developed system successfully addressed the issues of student engagement and motivation and achieved its objectives. The results of using the system for two years indicate a positive perception of the students which, in turn, encourage us to further explore its effectiveness by extending its functionality and integrating it into a an open source learning management system. (Contains 1 table and 5 figures.)
Wiki Tools in the Preparation and Support of e-Learning Courses
Author: Jancarik, Antonin
Date: 2010-00-00
Type: Information Analyses
Subjects: Electronic Learning,Distance Education,Web Sites,Editing,Collaborative Writing,Encyclopedias,Electronic Publishing,Internet,Mathematics Education,Higher Education,Preservice Teachers,Preservice Teacher Education,Teacher Education,Foreign Countries,Information Technology

Wiki tools, which became known mainly thanks to the Wikipedia encyclopedia, represent quite a new phenomenon on the Internet. The work presented here deals with three areas connected to a possible use of wiki tools for the preparation of an e-learning course. To what extent does Wikipedia.com contain terms necessary for scientific lectures at the university level and to what extent are they localised into other languages? The second area covers the use of Wikipedia as a knowledge base for e-learning study materials. Our experience with Enviwiki which originated within the E-V Learn project and its use in e-learning courses is presented. The third area aims at the use of wiki tools for building a knowledge base and sharing experience of the participants of an e-learning course. (Contains 5 figures.)
Building the Future Students' Blended Learning Experiences from Current Research Findings
Author: Jefferies, Amanda
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Undergraduate Students,Adult Education,Diaries,Student Volunteers,Blended Learning,Foreign Countries,Higher Education,Reflection,Student Experience,Technology Uses in Education,Information Technology,Internet,Experiential Learning,Prior Learning

Between March 2007 and February 2009, the Joint Information Systems Committee (JISC) funded a Learners Journeys project at the University of Hertfordshire. This was part of their second phase of investment in research into the Learners' Experiences through their E-Learning Programme and was known as LXP2. STROLL (STudent Reflections On Lifelong e-Learning), as the Learners' Journeys project was known, researched into the experiences of current undergraduate students in Higher Education (HE) and Further Education (FE) primarily through a series of diaries constructed by student volunteers. Using video and audio recording to capture students' own reflections on their learning and their use of technology over the 2 year period the project data has offered many reflections from students on their use of technology for both learning and leisure. Building on this and other recent research data, the authors now suggest that for many HE students, technology has become a ubiquitous part of their lives to the extent that they may own or access regularly multiple items of personal technology that are used interchangeably for learning and leisure, including their computers and their mp3 players. At the University of Hertfordshire access to technology enhanced learning has included use of the managed learning environment (MLE) which is called StudyNet. This MLE has been highly praised by the campus-based undergraduates and especially those participating in STROLL for making their learning accessible wherever and whenever they want to access it. In this paper we explore how academics might learn from the experience of these current students and their reflections on becoming effective learners supported by technology. This research indicates that technology can be a vital support for students in their complex balancing act between their busy studying, working and personal lives and the students have enthusiastically reported that technology is a key enabler for them. This paper presents the ways in which students use technology in HE and raises the questions of how institutions might support some of the diverse needs of future students.
Multiple Criteria Evaluation of Quality and Optimisation of e-Learning System Components
Author: Kurilovas, Eugenijus
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Architecture,Opinions,Evaluation Criteria,Computer Software,Resource Units,Virtual Classrooms,Decision Making,Information Technology

The main research object of the paper is investigation and proposal of the comprehensive Learning Object Repositories (LORs) quality evaluation tool suitable for their multiple criteria decision analysis, evaluation and optimisation. Both LORs "internal quality" and "quality in use" evaluation (decision making) criteria are analysed in the paper. The authors have analysed several well-known LORs quality evaluation tools. In their opinion, the comprehensive multiple criteria LOR quality evaluation tool should include both general software "internal quality" evaluation criteria and "quality in use' evaluation criteria suitable for the particular project or user. In the authors" opinion, the proposed LOR "Architecture" group criteria are general "internal quality" evaluation criteria, and "Metadata", "Storage", "Graphical user interface" and "Other" are "customisable" "quality in use" evaluation criteria. The authors have also presented their comprehensive Virtual Learning Environments (VLEs) quality evaluation tool combining both "internal quality" (i.e., "General Architecture") and "quality in use" (i.e., "Adaptation") technological evaluation criteria. The authors have proposed to use the quality evaluation rating tool while evaluating LORs and VLEs. The authors have analysed that if we want to optimise LORs and VLEs (or the other learning software packages) for the individual learner needs, i.e., to personalise his/her learning process in the best way according to their prerequisites, preferred learning speed and methods etc., we should use the experts' additive utility function including the proposed LORs and VLEs expert evaluation criteria ratings together with the experts preferred weights of evaluation criteria. In this case we have the multiple criteria optimisation task using criteria ratings, and their weights. Quality evaluation criteria of the main e-Learning system components, i.e., LORs and VLEs are further investigated as the possible learning software packages optimisation parameters. Scalarization method is explored in the paper to be applied to optimise the learning software packages according to the individualised learners needs. Several open source VLEs evaluation results are also presented in the paper. (Contains 3 tables and 2 figures.)
How Do Students Measure Service Quality in e-Learning? A Case Study regarding an Internet-Based University
Author: Martinez-Arguelles, Maria
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Curriculum Development,Student Attitudes,Virtual Universities,Teaching Methods,Case Studies,Higher Education,Information Technology,Foreign Countries,Internet,Open Universities

This article discusses the importance of measuring how students perceive quality of service in online higher education. The article also reviews the existing literature on measuring users' perceptions about quality in e-services. Even when there are a lot of articles on this matter, none of them focuses on e-learning services, so this paper tries to fill that gap. The article proposes using the Critical Incident Technique to perform a qualitative analysis, which contributes to identify the main dimensions and categories that contribute to students' perception of service quality. A case study, regarding a completely online university, is presented and the proposed model is used to obtain some preliminary research results. Among these, key quality dimensions from a student point of view are identified. Some of these dimensions are: learning process, administrative processes, teaching materials and resources, etc. After discussing the research results, a list of recommendations for university managers is formulated. We believe that both the proposed methodology and the case-study recommendations can be of potential interest for managers of several universities offering online higher-education worldwide. (Contains 1 table and 4 figures.)
The Role of Essay Tests Assessment in e-Learning: A Japanese Case Study
Author: Nakayama, Minoru
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Testing,Essay Tests,Online Courses,Computer Software,Program Effectiveness,Scoring,Language Processing,Information Literacy,Learning Experience,Foreign Countries,Case Studies,Evaluation,Multiple Choice Tests

e-Learning has some restrictions on how learning performance is assessed. Online testing is usually in the form of multiple-choice questions, without any essay type of learning assessment. Major reasons for employing multiple-choice tasks in e-learning include ease of implementation and ease of managing learner's responses. To address this limitation in online assessment of learning, this study investigated an automatic assessment system as a natural language processing tool for conducting essay-type tests in online learning. The study also examined the relationship between learner characteristics and learner performance in essay-testing. Furthermore, the use of evaluation software for scoring Japanese essays was compared with experts' assessment and scoring of essay tests. Students were enrolled in two-unit courses which were taught by the same professor as follows: hybrid learning course at bachelor's level, fully online course at bachelor's level, and hybrid learning course at masters level. All students took part in the final test which included two essay-tests at the end of course, and received the appropriate credit units. Learner characteristics were measured using five constructs: motivation, personality, thinking styles, information literacy and self-assessment of online learning experience. The essay-tests were assessed by two outside experts. They found the two essay-tests to be sufficient for course completion. Another score, which was generated using assessment software, consisted of three factors: rhetoric, logical structure and content fitness. Results show that experts' assessment significantly correlates with the factor of logical structure on the essay for all courses. This suggests that expert evaluation of the essay is focused on logical structure rather than other factors. When comparing the score of experts' assessment between hybrid learning and fully online courses at the bachelor's level, no significant differences were found. This indicates that in fully online learning, as well as in hybrid learning, learning performance can be measured using essay tests without the need for a face-to-face session to conduct this type of assessment. (Contains 4 tables and 2 figures.)
Experiences Obtained with Integration of Student Response Systems for iPod Touch and iPhone into e-Learning Environments
Author: Stav, John
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Student Reaction,Active Learning,Foreign Countries,Educational Technology,Telecommunications,Educational Environment,Information Technology,Handheld Devices,Blended Learning,Feedback (Response),Synchronous Communication,Technology Uses in Education,Higher Education

A new type of Student Response System (SRS) based up on the latest wireless technologies and hand held mobile devices has been developed to enhance active learning methods and assess students' understanding. The key services involve a set of XML technologies, web services and modern mobile devices. A group consisting of engineers, scientists and instructors with pedagogical competence, from seven European countries has designed the services. The new SRS provides intuitive control interfaces, which an instructor quickly learns how to use, provides more flexible and cheaper response services than existing on-site technologies based upon so-called &quot;clickers&quot;, since it uses the Wi-Fi or mobile network to provide responses from students. The technology may be used for in-class, laboratory and distance training purposes, the latter being an entirely new option in SRS technology. We report experiences from using this SRS technology in physics teaching in engineering classes, as well as in distance learning in Europe. (Contains 1 table and 3 figures.)
Examining the Prevalence of Self-Reported Foodborne Illnesses and Food Safety Risks among International College Students in the United States
Author: Lyonga, Agnes Ngale
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Students,College Students,Safety,Incidence,Geographic Regions,Food Standards,Risk,Foreign Countries,Food,Health Services,Diseases,Health Education,Acculturation

Foodborne illness and food safety risks pose health threats to everyone, including international college students who live in the United States and encounter new or unfamiliar foods. This study assessed the prevalence of self-reported foodborne illness among international college students by cultural regions and length of time in the United States. Eight land grant institutions were contacted for participation. Directors of international students and scholars (ISS) programs at participating institutions agreed to forward a link containing an online survey to international students enrolled at their respective universities. Cross-tabulations were used to determine percentages of self-reported foodborne illness and other food safety risks among respondents by cultural regions and length of time lived in the U.S. Results indicated that 28.6% respondents self-reported they have been sick due to foodborne illness within the past year in the U.S., 10.1% have sought medical attention, and 3.2% have reported a suspected foodborne illness, 30.8% and 29.8%, respectively, have avoided particular restaurants or foods for fear of foodborne illness. Foodborne illness may be a concern among international college students in the U.S. International students in cultural regions with high percentages of self-reported foodborne illness such as Latin America, Africa, Ex-Communist, Catholic Europe, Confucian, and South Asia were more at risk of foodborne illness than other population groups. The self-reported percentage of foodborne illness was higher among international students who had lived in the U.S. for 3 years or more, than those who had lived in the U.S. for 2 years or less. Health educators could focus efforts on reaching international college students with appropriate food safety messages during their early stages of acculturation to mitigate risks of foodborne illness. (Contains 4 tables.)
Salutogenesis 30 Years Later: Where Do We Go from here?
Author: Becker, Craig M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Health Promotion,Diseases,Pathology,Well Being,Health Services

In 1979 Aaron Antonovsky introduced the concept of salutogenesis as the study of health development. This approach contrasted with the concept of pathogenesis or the study of disease development. Pathogenesis works retrospectively from disease to determine how individuals can avoid, manage, and/or eliminate that disease. Salutogenesis works prospectively by considering how to create, enhance, and improve physical, mental, and social well-being. Salutogenesis provides a framework for researchers and practitioners to help individuals, organizations, and society move toward optimal well-being. This article reviews the development and benefits of the salutogenic approach to health, how it complements pathogenesis, and suggests how to use the salutogenic model to develop a science for positive health. The article also suggests using salutogenesis as a basis for the new health care system in America. (Contains 1 table.)