ethanporcaro/eric-fulltext-meta huggingface dataset:
Five C Framework: A Student-Centered Approach for Teaching Programming Courses to Students with Diverse Disciplinary Background
Author: Tom, Mary
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Centered Curriculum,Teaching Methods,Programming,Student Diversity,Interdisciplinary Approach,Introductory Courses,Cooperative Learning,Constructivism (Learning),Outcome Measures,Student Surveys,Interviews,Cohort Analysis,Negative Reinforcement,Active Learning,Learner Engagement,Group Discussion,Communication Skills,Creativity,Teamwork,Graduate Students,Educational Practices,Foreign Countries

The already existing complexities of teaching and learning computer programming are increased where students are diverse in their disciplinary backgrounds, language skills, and culture. Learners experience emotional issues of anxiety, fear or boredom. Identifying opportunities for improvement and applying theoretical and empirical evidence found in literature, this study presents a framework named Five Cs--&quot;Consistency,&quot; &quot;Collaboration,&quot; &quot;Cognition,&quot; &quot;Conception,&quot; and &quot;Creativity&quot;--that integrates constructivist and collaborative learning theories in a student-centered teaching pedagogy. This framework is found to be effective by using it in the instruction of introductory programming course to post graduate students in three consecutive terms. Analysis conducted using survey questionnaires and interviews indicates that use of this framework has reduced negative emotional issues, motivated students to become active learners, and improved the overall performance. The five Cs framework provides an applicable model for a student-centered teaching pedagogy to minimise complexities from diversity of student cohorts.
Blended Learning and Teaching Writing: A Teacher Action Research Project
Author: Camahalan, Faye Marsha G.
Date: 2014-10-00
Type: Journal Articles
Subjects: Blended Learning,Writing Instruction,Action Research,Research Projects,Middle School Students,Intervention,Writing Skills,Sentence Structure,Pretests Posttests,Achievement Gains,Teaching Methods,Instructional Effectiveness,Grade 7

This teacher research project focused on utilizing blended learning to teach writing to middle school students. The intervention was designed to fit into individual lessons needed to improve students' writing skills with the main focus on sentence structure. Sixteen (16) 7th grade students were assessed with a writing sample applying the new skills they have learned. The intervention took a total of two weeks with six lessons implementing instruction. These lessons included a pre-assessment of student knowledge and a post assessment summarizing their gain of knowledge. The participants are from a small private school in the Midwest of the United States.
Remixing to Design Learning: Social Media and Peer-to-Peer Interaction
Author: Casey, Gail
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Networks,Creativity,Preservice Teacher Education,High School Students,Educational Resources,Instructional Design,Teaching Methods,Web 2.0 Technologies,Coding,Peer Relationship,Feedback (Response),Management Systems,Foreign Countries

Social and participatory media offer opportunities to interact and share user-generated content. After some investigation and research, the authors are in their initial stages of using such media to provide a pathway for thinking about learning design in higher education. Using the concept of remixing, the authors aim to creatively blend and manipulate ideas to build a sustainable approach to course/program enhancement. Remixing is touted as one of the most important practices within the field of open educational resources, but it is not mainstream practice in educational thinking or design. This article highlights the authors' approach and uses their pre-service teacher education program and their previous high school study as an example of remixing. The high school study involved the integration of social and participatory media into the face-to-face classroom; Author 1 was the practitioner researcher in the high school study. This article articulates the use of online social environments at the high school level to highlight concepts of sharing and remixing as a creative and social approach to designing learning in higher education. It also attempts to consider this within a course-wide approach.
Improving Intercultural Education at Chinese Institutions from German Experience
Author: Huang, Lihe
Date: 2015-00-00
Type: Journal Articles
Subjects: Multicultural Education,International Education,Foreign Countries,Educational Improvement,Second Language Learning,Study Abroad,Educational Experience,Second Language Instruction,Seminars,Grants,Intercultural Communication,Skill Development,Universities,Higher Education,Comparative Education,Educational Policy,Foreign Students,Cultural Awareness

In this reflection paper, Lihe Huang describes his experience studying abroad in Germany as a visiting scholar. Through the well-designed introductory seminar and study tour arranged by the Alexander von Humboldt Foundation, which provided the grant for Huang's research on foreign languages teaching and intercultural education in Germany, he familiarized myself with many facts related to the social, economic, political, cultural and historical situation in Germany. He sought to enrich himself with deeper exposure to his new intercultural settings by making efforts to venture out and explore the country and other European countries to gain a better understanding of the cultures. In addition, he learned a great deal during his one-year appointment about how German higher education integrates itself into the process of internationalization while keeping its own traditions. Today, great emphasis on intercultural education is advocated at Chinese universities as the importance of cultivating greater numbers of globally-aware individuals has become a priority. The establishment of the global vision and the improvement of intercultural communication skills demand students to acquire basic intercultural knowledge, global awareness, attitudes to respect multiculturalism, and common values in different cultures. Germany's approach to the internationalization of higher education helps students to function competitively around the world, and better understanding the German approach has framed Huang's research, in which he examines how China can benefit from understanding the German experience. Herein, he provides a brief glimpse into his comparative investigation of the University of Cologne and University of Bremen with regard to improving students' intercultural competence, and of these universities and his home university in China regarding international strategy and policy; service for international students; intercultural competence training; building of campus diversity; and intercultural activities organization.
Re-Thinking Microbiology/Infection Control Education to Enhance the Practice-Readiness of Health Professional Students: More than Just a Curriculum Issue
Author: Cox, Jennifer L.
Date: 2015-00-00
Type: Journal Articles
Subjects: Microbiology,Disease Control,Science Instruction,Undergraduate Study,Health Sciences,College Graduates,Risk,Self Efficacy,Health Behavior,Student Attitudes,Instructional Design,Curriculum Design,Prevention,Knowledge Level,Nursing Education,Safety,Epidemiology,Foreign Countries

Undergraduate education in the health professions is intended to produce competent health professional graduates. Infection prevention and control (IPC) is a necessary element of daily practice in many health professions, to safeguard patients and staff, however previous research has established poor knowledge and implementation of IPC precautions despite escalating rates of potentially lethal healthcare-associated infections (HAIs) across the globe. This paper will discuss three key areas of influence for graduates' IPC knowledge, intentions and practice: perceptions of science, health behaviour beliefs (perceived risk and self-efficacy) and applied knowledge (microbiology). To date, each of these areas have been researched individually however there is an urgent need for improved synthesis and integration of these factors in curriculum planning and design, both inside and outside the classroom, to enhance the development of competent, work-ready graduates.
Authentic Instruction and Technology Literacy
Author: Cydis, Susan
Date: 2015-00-00
Type: Journal Articles
Subjects: Technological Literacy,Technology Integration,Preservice Teacher Education,Preservice Teachers,Educational Practices,Pedagogical Content Knowledge,Competency Based Teacher Education,Lesson Plans,Teaching Skills,Technology Education,Student Surveys,Instructional Effectiveness,Teaching Methods

Technology integration is an important aspect of student competence in the 21st century. The use of technology in teaching and learning is a valuable practice for supporting student learning and engagement. Modelling the pedagogical practices that integrate authentic, performance-based opportunities for technology integration was the focus of a project designed to support future teachers with acquiring these same pedagogical practices. The project was an opportunity to demonstrate value for a competency-based approach to teacher education that integrates technology literacy as a required component of teaching and learning in the 21st century. It explored the extent to which preservice teachers integrated technology tools in the lesson plans they created. The use of various self-selected technology tools using this approach served as an illustration of the important aspects of sound instructional pedagogy including authentic learning, technology integration and performance-based learning.
The &quot;Gourmet&quot; Sausage Factory: Keeping It Human
Author: Willems, Christiaan
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Communication Skills,Teaching Methods,Higher Education,Computer Mediated Communication,Faculty Development,College Faculty,Video Technology,Foreign Countries,Self Esteem,Teacher Student Relationship,Workshops,Program Descriptions,Feedback (Response),Teacher Attitudes

Whilst tertiary institutions have and continue to invest heavily in the technological aspects of online Teaching &amp; Learning (T&amp;L), there does not appear to have been a commensurate investment in the &quot;human&quot; aspects of the utilising the technology. Despite the broad recognition that teaching &amp; learning &quot;materials&quot; need to be adapted for and to the onscreen medium, little attention appears to have been paid thus far to the actual &quot;people&quot; who are delivering it--who equally need to &quot;adapt themselves&quot; to that medium, in order to maximise the benefit of the technology by maximising the human communication skills of the people using the online medium--as distinct from the technical skills required to drive and deliver the bits and bytes. The &quot;REdelivery Initiative&quot; was a direct response to that notion. This paper details--by way of a narrative of one of the workshop participants--that part of the process involving the professional development of academics specifically in and specifically for the digital, online, T&amp;L context, in order to both illuminate and maximise the potential and opportunities afforded by the technology.
The Value of Video in Online Instruction
Author: Rudd, Denis P., II.
Date: 2014-02-00
Type: Journal Articles
Subjects: Video Technology,Online Courses,Teaching Methods,Instructional Effectiveness,Videoconferencing,Computer Assisted Instruction,Asynchronous Communication,Synchronous Communication,Computer Simulation

Online educational instruction has become more prevalent in American and international educational institutions and is increasingly the chosen format for many academic programs. The use of web conferencing, virtual classrooms, and computer-based training are becoming the common platform in which schools provide education in online teaching. This paper will review the use of synchronous and asynchronous video in online classes and identify the value in using this form of media as an instructional method. Appropriate specific studies have been examined to determine the effectiveness of the format and resources implemented. Conclusions based on research indicate that different uses of video are effective in online education, but educators need to be prepared for many technological hurdles they and their institution must overcome.
Developing and Testing a Mobile Learning Games Framework
Author: Busch, Carsten
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Games,Educational Technology,Telecommunications,Handheld Devices,Design,Teaching Methods,Informal Education,Private Education,Mathematics Education,Science Education,Quasiexperimental Design,Robotics,Grade 5,Grade 6,Elementary School Students,Grade 7,Grade 8,Geography

In 2010 1.1 million pupils took private lessons in Germany, with 25% of all German children by the age of 17 having attended paid private lessons at some point in their school career (Klemm &amp; Klemm, 2010). The high demand for support for learning curricular content led us to consider an integrated solution that speeds up both the design of mobile learning games as well as their implementation and adaption. This paper describes the iterative development of a game development framework for touch-based mobile learning games. The framework focuses on touch-controlled interaction due to the fact that in 2014 more than 87% of German teenagers possess a smart phone with touch input (Feierabend, Plankenhorn, Rathgeb, 2014) as well as the possibility to engage in short bursts of learning experiences during their idle time, e.g. when commuting. The framework consists of a conceptual component that specifies five different game modes for casual mobile learning games. The technical part of the framework builds on the Unity game engine and offers an architecture that mirrors the game modes and objects from the conceptual part as well as a layer of service building blocks that cover generic functionality like logging, high score management or social media integration. The development of the framework is iterative and cyclic in that each produced game enriches the framework, which in turn accelerates the prototyping and development of further games. Additionally the games themselves are developed and tested iteratively, both concerning usability/user-experience and transfer, which is described in this paper.
An Assessment of Students' Perceptions of Learning Benefits Stemming from the Design and Instructional Use of a Web3D Atlas
Author: Salajan, Florin D.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Dental Schools,Dentistry,Questionnaires,Graduate Students,Educational Technology,Student Attitudes,Anatomy,Computer Uses in Education,Web Based Instruction,Computer Simulation,Internet,Multimedia Instruction,Educational Theories,Constructivism (Learning),Statistical Analysis,Correlation,Computer Literacy

This article has a dual purpose: it describes the development of First Year Dental Anatomy (FYDA), a web-based 3D interactive application used in the dental curriculum at a major Canadian university, and it reports on the results of a research study conducted to assess the perception of learning benefits students experienced through the use of FYDA in a dental anatomy course. Questionnaires administered upon the completion of three semesters during which FYDA was used reveal some benefits for learning, but also a few deterrents for use, primarily related to some aspects of design. Generally, the students received the application with interest and viewed it as a useful aiding tool in learning dental anatomy. The results suggest the overall 3D m odels met the students learning objectives and expectations and, in their view, were conducive to their understanding of internal and external dental anatomy. Issues related to the over-sensitive controls, navigational flaws and manipulation difficulties caused some learners a certain level of frustration, but these were not severe enough to hinder the students learning.
The Role of Open Access and Open Educational Resources: A Distance Learning Perspective
Author: Hatzipanagos, Stylianos
Date: 2015-00-00
Type: Journal Articles
Subjects: Open Education,Educational Resources,Access to Education,Consciousness Raising,Distance Education,Foreign Countries,Case Studies,Correlation,Role,Librarians,Administrator Attitudes,Educational Practices,Universities,International Programs,Educational Finance,Educational Benefits,Marketing,Electronic Publishing

The paper explores the role of Open Access (in licensing, publishing and sharing research data) and Open Educational Resources within Distance Education, with a focus on the context of the University of London International Programmes. We report on a case study where data were gathered from librarians and programme directors relating to existing practice around Open Access; the major constraints in using Open Educational Resources and the main resource implications, when adopting Open Educational Resources, were also investigated. Our aim was to (a) raise awareness and understanding of what is possible to achieve in higher education by embracing the Open Access movement (b) identify next steps and actions that could be taken to improve institutional use of Open Access materials, including Open Educational Resources, (c) examine the implications of such actions for Open Distance Learning and generally the higher education sector. Our investigation highlighted some opportunities and the findings resulted into some clear recommendations that emerged both for practitioners and for students in this area. There seems to be a clear synergy between the different but related movements of Open access and OERs as both have to address issues of ease of access, quality and visibility in order to become accepted in higher education.
Effect of Female Education and Labor Force Ratio on Economic Development
Author: Turanli, Munevver
Date: 2015-04-00
Type: Journal Articles
Subjects: Womens Education,Labor Force,Regression (Statistics),Factor Analysis,Income,Economic Development,Gender Differences,Elementary Secondary Education,Scores,Correlation,Human Capital,Population Trends,Public Officials,Females,Indexes,Statistical Analysis,Foreign Countries

This study investigates the effects of women's education and labor force ratio on the level of development in countries. We use a complete dataset covering 44 countries over the period 1990-2010. It comprises the following: education index, the ratio of girls to boys in primary and secondary education, income per capita, human development index, life expectancy at birth, population in the 0-14 and 15-64 age intervals, population over 64, number of seats held by women in parliaments, and female labor force ratio. We interpret this dataset using panel regression analysis, with the human development index as the depend ent variable. The variables are also subject to factor analysis and this results in three statistically significant factors--education and development, female labor force ratio, and population. We examine the rankings of factor scores for the countries covered and relevant to the issues in question. We then interpret their consequences. The countries are ranked using factor analysis and the results of the fixed effects model, which studies the changes that occurred between 1990 and 2010.
Telling Tales: Towards a New Model of Literacy Development Using E-Readers in Teacher Education in Chile
Author: Charbonneau-Gowdy, Paula
Date: 2015-00-00
Type: Journal Articles
Subjects: Literacy Education,Electronic Learning,English (Second Language),Second Language Learning,Information Technology,Longitudinal Studies,Teacher Education,Preservice Teachers,Language Teachers,Handheld Devices,Reading Programs,Sociocultural Patterns,Learning Theories,Socialization,Participatory Research,Action Research,Lifelong Learning,Qualitative Research,Ethnography,Pretests Posttests,Foreign Countries,Literacy,Self Concept,Influence of Technology,Educational Policy

Current debates on quality standards in education often look to the levels of an increasingly diverse array of literacies as a measure of that standard. At the same time, while mobile technologies are profoundly changing the way we live, communicate and learn in our everyday lives, relatively little seems to be known about their potential to influence even basic literacy in formal education sites. Examining the use of &quot;practical&quot; and &quot;affordable&quot; emerging technologies in many countries worldwide where literacy rates are an issue, seems as yet to have been overlooked. Considering the implication of multiple literacy and communication skills to economic and cultural development and stability in emerging countries and increasingly in developed ones as well, finding immediate answers to challenges in this area is critical. This paper reports on a longitudinal study that examined the power of e-readers to support change in the literacy habits and ultimately the learning cultures of a group of English as a foreign language (EFL) teachers-in-training in Chile. The aim of the study was to determine if access to low-cost mobile readers and a social-learning driven, technology-supported, guided reading program, could reverse their literacy challenges. The study is based on social-cultural theory in which learner agency, access to funds of knowledge and social interaction are imperative ingredients for developing engaged, life-long learners and readers. Participatory Action Research (PAR) is used to conduct the inquiry. Working within a qualitative research paradigm, ethnographic tools and numerical data from pre- and post-test results, helped to uncover how the use of technology influenced both the literacy practices and identities of the teachers-in-training. The findings have led to the proposal of a new 21st century model for literacy education for such challenging contexts. This model could have important implications for Chile as well as learners, educators and policy makers elsewhere.
The Impact of Household Heads' Education Levels on the Poverty Risk: The Evidence from Turkey
Author: Bilenkisi, Fikret
Date: 2015-04-00
Type: Journal Articles
Subjects: Correlation,Family Income,Poverty,Heads of Households,At Risk Persons,Regression (Statistics),Educational Attainment,Females,Males,Gender Differences,Geographic Location,Place of Residence,Employment Level,Age Differences,Surveys,Probability,Foreign Countries,Social Services

This study aims to analyze the relationship between the education levels of household heads and the poverty risk of households in Turkey. The logistic regression models have been estimated with the poverty risk of a household as a dependent variable and a set of educational levels as explanatory variables for all households. There are subgroups of households with female and male heads as well as that of different geographical regions. Other household characteristics, including gender, location of residence, employment status, age, and social allowances, have been used as control variables to capture individual heterogeneity. The data has been obtained from the Income and Living Conditions Survey (SILC) conducted by the Turkish Statistical Institute (TURKSTAT) for the year 2011. One of the main results is that, in general, there is a negative association between the probability of a household being poor and the education level of the household heads. It has also been found that the poverty risk of those households whose heads graduated from a vocational or technical high school is less than those who graduated from high school. However, when we focus on only female-headed households, the situation is reverse. Another prominent result is that gaining a vocational or technical high-school diploma takes precedence over graduating from a university with regard to the probability of a household falling below the poverty line in Istanbul and Southeast Anatolia contrary to other regions.