ethanporcaro/eric-fulltext-meta huggingface dataset:
Effectiveness of OER Use in First-Year Higher Education Students&apos; Mathematical Course Performance: A Case Study
Author: Venegas-Muggli, Juan I.
Date: 2019-04-00
Type: Journal Articles
Subjects: Open Educational Resources,Instructional Effectiveness,College Freshmen,College Mathematics,Foreign Countries,Web Sites,Textbooks,Teacher Attitudes,College Faculty,Student Attitudes,Synchronous Communication,Scores,Attendance,Access to Education,Relevance (Education),Electronic Learning,Blended Learning,Student Characteristics,Educational Quality,Achievement Gains,Schools of Education,Engineering Education

This article examines the effect of two Open Educational Resources (OER)--Khan Academy Collection and a teacher-authored open textbook--on mathematical course performance and attendance amongst first-year higher education Chilean students. It also aims to find out about teachers' and students' views on the use of OER in order to understand how these resources are used and valued. To this end, quantitative and qualitative methods were employed. Findings indicate that students in face-to-face classes who used Khan Academy resources obtained better examination grades than students who used the open textbook or relied on traditional proprietary textbooks. Moreover, it was also found that students who used both types of OER had significantly lower attendance levels than students who relied on traditional proprietary textbooks. Finally, it was observed that teachers and students had very positive opinions on the use of both the Khan Academy Collection and open textbook resources.
Diversity in Video Lectures: Aid or Hindrance?
Author: Fanguy, Mik
Date: 2019-04-00
Type: Journal Articles
Subjects: Teaching Methods,Lecture Method,Video Technology,Homework,Educational Technology,Technology Uses in Education,Visual Stimuli,Foreign Countries,College Students,Academic Achievement

Media diversity within video lectures has been shown to have an effect on students who participate in both flipped classes as well as online courses. While some research claims that content delivered through multiple sources leads to more learning, contrasting research makes the claim that too much media hinders cognitive processing. The present study investigated the effects of varying levels of instructional media delivered to students (n=110) within a flipped scientific writing course to investigate the relationship between higher levels of media diversity and student performance. Results showed that more diversity led to lower levels of performance. It was also found that higher levels of media diversity correlated with higher levels of students' scanning between different forms of media, possibly contributing to the lower levels of performance. The implications of these results provide insight into the optimal level of media diversity, and on student behavior that can affect learning.
Exploring High School Students&apos; Educational Use of YouTube
Author: Bardakci, Salih
Date: 2019-04-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Technology Uses in Education,Web Sites,Social Media,Student Behavior,Intention,Expectation,Performance Factors,Social Influences,Achievement Gains,Foreign Countries,Usability,Adoption (Ideas),Access to Information,Handheld Devices,Telecommunications,Predictor Variables

YouTube is one of the most prevalent social media sites across the globe. However, there is a lack of research on factors influencing educational use of YouTube. This study examines high school students' educational use of YouTube with unified theory of acceptance and use of technology (UTAUT). Using structural equation modeling, the proposed model is tested. Results demonstrate that performance expectancy and social influence are the significant predictors of behavioral intention to use YouTube. Furthermore, behavioral intention is the significant predictor of actual usage. The results suggest that students intend to use YouTube for improving their academic performance. Social influence also contributes to their intention. Based on previous literature, the results are discussed.
Exploring Demographics and Students&apos; Motivation as Predictors of Completion of a Massive Open Online Course
Author: Zhang, Qing
Date: 2019-04-00
Type: Journal Articles
Subjects: Demography,Student Motivation,Predictor Variables,Online Courses,Academic Achievement,Electronic Learning,Intention,Control Groups,Probability,Preferences,Goal Orientation

This paper investigates the degree to which different variables affect the completion of a Massive Open Online Course (MOOC). Data on those variables, such as age, gender, English proficiency, education level, and motivation for course enrollment were first collected through a pre-course survey. Next, course completion records were collected via the Coursera database. Finally, multiple binomial logistic regression models were used to identify factors related to MOOC completion. Although students were grouped according to their preferences, working in groups did not affect students' likelihood for MOOC completion. Also, other variables such as age, the institution hosting the MOOC, academic program alignment with students' needs, and students' intention to complete the course all affected their probability of MOOC completion. This study contributes to the literature by indicating the factors that influence the probability of MOOC completion. Results show that older participants (age &gt; 50 years old) have higher probability of completing the MOOC. Students' MOOC completion also increases when the MOOC provides experiences that add to students' current academic backgrounds and when they are hosted by institutions with a strong academic reputation. Based on these factors, this study contributes to research methods in MOOCs by proposing a model that is aligned with the most important factors predicting completion as recommended by the current MOOC literature. For the next phase of assigning learners to work in groups, findings from this study also suggest that MOOC instructors should provide assistance for group work and monitor students' collaborative processes.
From Finding a Niche to Circumventing Institutional Constraints: Examining the Links between Academics&apos; Online Networking, Institutional Roles, and Identity-Trajectory
Author: Jordan, Katy
Date: 2019-04-00
Type: Journal Articles
Subjects: Professional Identity,Higher Education,College Faculty,Networks,Social Media,Teacher Collaboration,Researchers,Graduate Students,Role

Academics are increasingly encouraged to use social media in their professional lives. Social networking sites are one type of tool within this; the ability to connect with others through this medium may offer benefits in terms of reaching novel audiences, enhancing research impact, discovering collaborators, and drawing on a wider network of expertise and knowledge. However, little research has focused on the role of these sites in practice, and their relationship to academics' formal roles and institutions. This paper presents an analysis of 18 interviews carried out with academics in order to discuss their online networks (at either Academia.edu or ResearchGate, and Twitter) and to understand the relationship between their online networks and formal academic identity. Several strategies underpinning academics' use of the sites were identified, including: circumventing institutional constraints, extending academic space, finding a niche, promotion and impact, and academic freedom. These themes also provide a bridge between academic identity development online and institutional roles, with different priorities for engaging with online networks being associated with different career stages.
Gamifying Online Tests to Promote Retrieval-Based Learning
Author: Petrovic-Dzerdz, Maristela
Date: 2019-04-00
Type: Journal Articles
Subjects: Retention (Psychology),Learning Strategies,Game Based Learning,Multiple Choice Tests,Recall (Psychology),Course Content,Student Motivation,Repetition,Instructional Design,Neurosciences,Correlation,Integrated Learning Systems,Summative Evaluation,Learner Engagement,Learning Activities,Student Behavior,College Students,Mastery Learning,Computer Assisted Testing,Test Format,Textbooks,Lecture Method,Foreign Countries

Recent findings have provided strong evidence that retrieval-based learning is an effective strategy for enhancing knowledge retention and long-term meaningful learning, but it is not a preferred learning strategy for the majority of students. The present research analyzes the application of learning gamification principles in online, open-book, multiple-choice tests in order to motivate students to engage in repeated retrieval-based learning activities. The results reveal a strong positive correlation between the number of successful retrieval attempts in these tests that cover content from the course textbook, and long-term knowledge retention as demonstrated in a live, final, closed-book, cumulative exam consisting of multiplechoice, labeling, definitions, and open-ended questions covering the content of both textbook readings and lectures. The presented results suggest that online, open-book tests designed using gamification principles, even when covering partial course content and one type of questions, are an effective strategy for using educational technology to motivate students to repeatedly engage in retrieval-based learning activities and improve long-term knowledge retention, regardless of the course delivery mode.
Mobile Technology: A Tool to Increase Global Competency among Higher Education Students
Author: Fox, Evan
Date: 2019-04-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Global Approach,College Students,College Graduates,21st Century Skills,Reflection,Cooperation,Competence,Communication Skills,Social Media,Distance Education,Active Learning,Authentic Learning,Second Language Learning

The advancement of mobile communication technology has contributed to an increasingly interconnected world; however, these devices are not being used as effectively as they could be to improve global challenges. One challenging issue is the lack of preparation college graduates receive to positively contribute to the needs of an interdependent global society. Organizations such as the United Nations Educational Scientific and Cultural Organization (UNESCO), the Association of International Educators (NAFSA), and the Organization for Economic Cooperation and Development (OECD) have recently declared the critical need for the rising generation to strengthen their global competence, the capacity to examine societal issues, and work alongside those of various backgrounds to make a change. School instructors are crucial to preparing students to thrive in multicultural societies and address present day issues. With a staggeringly high rate of cellular device ownership among college students, mobile devices could be optimally positioned as a multi-functional tool ready to assist students in gaining these skills. This paper proposes that, while mobile devices may have contributed to a growing need for globally competent individuals, they can also be used to expand these capacities within university students. The PISA global competency framework developed by the OECD is used to propose how instructors can use mobile technology and research grounded practices to strengthen global competence in students.
An Exploratory Study on the Practices of IT-Institutional Alignment for Effective ICT Integration in University Services
Author: Byungura, Jean Claude
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Technology,Technology Integration,Alignment (Education),Higher Education,Foreign Countries,College Faculty,Teacher Attitudes,Administrators,Administrator Attitudes

The misalignment between information technology (IT) and institutions continues to be a major problem, more particularly in higher education institutions. This state leads to a lack of technology value addition and poor institutional performance. Prior studies proposed models and frameworks with various organizational practices of IT-Business alignment. However, similar research, considering higher education institutions, is scarce. Therefore, this study explores and identifies the dimensions and practices of IT-institutional alignment from a higher education context. An exploratory embedded multiple-case study strategy is used on the two largest universities in Rwanda and Mozambique. Document survey and interviews are used for data collection. The literature and 14 interviews were analyzed using a thematic analysis approach to identify patterns related to the alignment practices. This study identified 45 IT-alignment practices reflected from both institutions, and they are classified into six metrics as presented in the framework. Of these alignment practices, 27 reflect exceptionally the higher education context of teaching, learning, and research. The identified alignment practices can serve as a frame of reference for creating and assessing the alignment between technology and university activities in the case study of institutions or similar contexts. A statistical test and validation of these alignment practices are recommended.
College Students&apos; Attitudes toward ICT Use for English Learning
Author: Ngo, Hong
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Information Technology,English (Second Language),Second Language Learning,Foreign Countries,Internet,Computer Uses in Education,Computer Attitudes

Breakthroughs in information and communication technologies (ICTs) are increasingly providing language learners with opportunities for real-time interactions with those fluent in their target language. However, adoption of available ICTs may depend on students' perceptions of the ICTs as affordances. This study examined the attitudes of 928 Vietnamese, non-English major college students toward the use of selected information and communication technologies (ICT attitudes) in English learning, and if the attitudes were affected by gender or comfort levels using technology. The study found that 61.2% of the students reported positive ICT attitudes and ICTs were more beneficial in augmenting receptive English over expressive English skills. The study also found significant differences in ICT attitudes across gender with female students more positive regardless of how comfortable they were in using computers and the Internet, and across technology comfort levels with those more comfortable, regardless of gender, being more positive toward ICT use in English language learning.
Developing Teachers Digital Competence: Approaches for Art and Design Teacher Educators in Uganda
Author: Tusiime, Wycliff Edwin
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Technological Literacy,Educational Technology,Technology Uses in Education,Art Education,Design,Teacher Educators,Teacher Education Programs,Preservice Teacher Education,Preservice Teachers,Foreign Countries,Professional Continuing Education,Cooperation

The aim of this study is to establish an in-depth understanding of how art and design teacher educators (TEs) develop digital competences in teacher training institutions in Uganda. The study utilizes perspectives from Jan van Dijk's resources and appropriation theory as a conceptual lens to understand how art and design TEs develop digital competence for teaching in Uganda. Based on a case study design, semi-structured interviews and non-participant observations were employed to gather qualitative data from twenty-four informants who were purposively selected. The informants included ten TEs, ten teacher trainees and four administrators from two teacher training institutions in central Uganda. The findings indicate that art and design TEs develop digital competence through formal approaches, such as &quot;continuous professional development&quot; and &quot;pre-service training,&quot; and informal approaches, such as &quot;collaboration,&quot; &quot;self-teaching&quot; and &quot;repetition.&quot; The empirical findings contribute to the existing body of knowledge and provide an understanding of the development of teachers' digital competence in Uganda.
Do Demographic Characteristics Moderate the Acceptance and Use of Moodle Learning System among Business Students?
Author: Aliyu, Olayemi Abdullateef
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Business Administration Education,Integrated Learning Systems,Student Characteristics,Gender Differences,Age Differences,Experience,Expectation,Intention,Social Influences,College Students

Continuous development of new educational digital learning such as the Moodle Learning System (MLS) for students, has become an integral part of the evolution of modern educational systems. Despite considerable effort by academic institutions in motivating students to use new digital learning for blended and virtual learning, there is practical evidence of mixed feelings among students whether to accept or not to accept the use of this new technology. This study aims to provide an integrated view of user acceptance of digital learning based on validated constructs from well tested and proven theoretical models. This study used random sampling and hierarchical regression analysis through structural equation modelling in AMOS to determine the relationships among conceptualised constructs. Research results indicated that social influence has a significant influence on behavioural intention and behavioural intention has a significant influence on system usage. Gender, age and experience are vital moderators in the relationships between performance expectancy and behavioural intention, social influence and behavioural intention, facilitating conditions and system usage among business students in tertiary institutions.
Master&apos;s Students&apos; Perceptions and Expectations of Good Tutors and Advisors in Distance Education
Author: Kara, Mehmet
Date: 2019-04-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Expectation,Tutors,Faculty Advisers,Distance Education,Student Characteristics,Correlation,Foreign Countries,Educational Environment,Technological Literacy,Expertise,Instructional Effectiveness,Counseling Effectiveness,Public Colleges,Critical Thinking,Interaction,Career Counseling,Feedback (Response),Helping Relationship,Communication Skills,Individual Differences,Masters Degrees,Student Needs

The purpose of this study was to explore non-thesis Master's students' perceptions and expectations of good tutors and advisors in distance education programmes. It also examined whether these perceptions and expectations are related to student characteristics including age, gender, university, programme, semester, and previous online learning experience. The current study was conducted within the framework of Transactional Distance Theory. Using a mixed methods approach, a questionnaire was administered to 143 students in four programmes in two universities in Turkey and interviews were conducted with 11 of these students. Results showed that good tutors and advisors in distance education provide a stimulating student-centred learning environment, have a caring and individualised interaction and communication with students, and have subject expertise and basic technology skills. The results of this study will improve distance education tutors and advisors' practices in supporting graduate students' education and research.
What Students Who Perform in &quot;Secondary Roles&quot; Can Learn from Scenario Training in Vocational Education
Author: Sjöberg, David
Date: 2019-04-00
Type: Journal Articles
Subjects: Vocational Education,Vignettes,Simulation,Police Education,Student Role,Foreign Countries,Instructional Effectiveness,Training Methods,Role Playing,Sensory Experience,Repetition,Situated Learning

Context: Learning through scenario training and live simulation in vocational education is generally regarded as an effective tool for developing professional knowledge. However, previous research has largely overlooked the learning of students in secondary roles in scenario training. The objective of this study is to explore learning for students who act in secondary roles during scenario training in vocational educational settings. Method: The studied case entails scenario training for police students in a Swedish police education programme. A case study design, which included both participant observation and a questionnaire, was used. The analytic lens applied was inspired by practice theory and focused on how structural and situational arrangements of the training activity affect learning. Results: Our findings show that students who act in secondary roles learn from their scenario training experiences, but this learning often is overlooked in the design of training activities. Due to the structural arrangements of training activities, learning emerged as students in secondary roles were tasked to support the primary participants in relation to their learning objectives. In addition, it emerged in how students in secondary roles used previous scenario training experiences in relation to the current scenario and its learning objectives. Examples of learning from situational arrangements emerged as students in secondary roles formulated and provided feedback to primary participants and through informal discussions and reflection processes. Learning also emerged as students in secondary roles embodied the &quot;other&quot; during scenario training, something that provided the students with new perspectives on police encounters. Conclusions: We theorize and extract three dimensions for how learning emerges in this case for secondary participants. It emerges through embodying the &quot;other&quot;, in students' sensory experiences, and through reconstruction of knowledge through repetition. However, our findings also show that learning for students in secondary roles can be improved through mindful set-up and design. Based on the findings, our article provides a discussion and suggestions on how scenario training can be planned and set-up to develop professional knowledge for students in secondary roles.