ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationship between ICT Variables and Mathematics Achievement Based on PISA 2006 Database: International Evidence
Author: Guzeller, Cem Oktay
Date: 2014-01-00
Type: Journal Articles
Subjects: Mathematics Achievement,Computer Use,Internet,Information Technology,Self Esteem,Computer Software,Predictor Variables,Achievement Tests,Regression (Statistics),Foreign Countries,Questionnaires

The purpose of this study is to determine the predicting power of mathematics achievement from ICT variables including the Internet/entertainment use (IEU), program/software use (PRGUSE), confidence in internet tasks (INTCONF) and confidence in ICT high level tasks (HIGHCONF) based on PISA 2006 data. This study indicates that the ICT variables account for significant and low variance in mathematics achievement for each participating country. The IEU and PRGUSE are a negative and significant predictor of mathematics achievement whereas the INTCONF and HIGHCONF are a positive and significant predictor of mathematics achievement for the majority of participating countries. The results support the implication that the ICT is not entirely integrated into classroom and school environment.
A Study on Reading Printed Books or E-Books: Reasons for Student-Teachers Preferences
Author: Tosun, Nilgun
Date: 2014-01-00
Type: Reports - Research
Subjects: Foreign Countries,Student Teachers,Student Teacher Attitudes,Printed Materials,Electronic Publishing,Books,Gender Differences,Intellectual Disciplines,Student Surveys,Statistical Analysis,Internet

This study tried to determine the preferences of student-teachers on reading printed books or e-books and the reasons for these preferences. Reading printed books and e-books preferences of students are discussed in terms of gender and department variables. 258 student-teachers who are studying in Computer Education and Instructional Technologies (CEIT), Music Education (ME), Preschool Education (PE), Primary School Education (PSE), Social Sciences Education (SSE) and Turkish Language Education (TLE) departments participated in the research voluntarily. The students were asked five survey questions. To evaluate the data percentage, mean, standard deviation and chi-square test were used. According to the answers given to the questions prepared by the researcher, only 20.9% of the students currently read e-books. The rate of e-books reading students is higher in CEIT and Social Sciences Education divisions than the other divisions. In another finding of the study, male students read e-books more than female students. The reading rate of students who prefer reading e-books to printed books is 96.5%, if the hardware and software requirements are met. This choice is analyzed in terms of divisions; CEIT students prefer reading e-books to printed books less than the students of other divisions. Same choice is analyzed in terms of gender; the rate of preferring to read e-books in female students is higher than male students. The reasons for students preferring to read printed books to e-books are: 25.6% &quot;to protect my eye health&quot; and 25.2% &quot;I like holding the book in my hands&quot; are the most given answers. These two responses were given mostly by the students of Primary School Education division. Also, the rate of students who prefer printed books and give &quot;to protect my eye health&quot; as a reason is higher in CEIT division than other departments. &quot;I understand better when I read the book in my hand&quot; preference reason is higher in CEIT students with a rate of 5.5% than students in other departments. The response of &quot;I do not have the technology to read e-books&quot; is 1.6% and &quot;I understand better when I read the book in my hand&quot; response rate is 1.2%. In a further finding of the study, the preference reason &quot;I like holding the book in my hands&quot; as expressed by female students is 30.1%. This rate is 14.6% in male students.
Bridging the Students' and Instructor's Experiences: Exploring Instructional Potential of Videoconference in Multi-Campus Universities
Author: Szeto, Elson
Date: 2014-01-00
Type: Reports - Research
Subjects: Foreign Countries,Videoconferencing,Educational Technology,Higher Education,Blended Learning,College Freshmen,Engineering Education,Multicampus Colleges,Qualitative Research,Synchronous Communication,Distance Education,Inquiry,Communities of Practice,Undergraduate Students,Grounded Theory,Comparative Analysis,Student Experience,Teaching Experience

Videoconferencing was often used to distribute live or pre-recorded lectures to students at remote sites. This paper reports a recent study of videoconferencing as a form of technology-enabled learning and teaching in higher education. Videoconferencing was integrated in a blended synchronous approach to teaching remote and face-to-face students in a multi-campus Chinese university. The study focused on first-year engineering students' learning and instructor's teaching experiences, reflecting the instructional potential of videoconferencing. A qualitative approach to examining these experiences was adopted. The findings inform: (1) the instructional potential of videoconference on transforming instructional performance in a blended synchronous virtual environment; and (2) the learning experiences were characterized in a synchronous perceptual differences between the face-to-face and online modalities. The implications of the findings to utlilise the videoconferencing potential in the context of multi-campus university learning and teaching are also discussed.
Effect of Blended Learning Environment Model on High School Students' Academic Achievement
Author: Kazu, Ibrahim Yasar
Date: 2014-01-00
Type: Reports - Research
Subjects: Blended Learning,High School Students,Academic Achievement,Comparative Analysis,Conventional Instruction,Gender Differences,Foreign Countries,Science Instruction,Secondary School Science,Genetics,Biology,Experimental Groups,Control Groups,Educational Technology,Computer Uses in Education,Online Courses,Science Achievement,Pretests Posttests

This study analyzes the students' academic performance by comparing the blended learning environment and traditional learning environment. It has been observed whether there is a significant difference between the academic achievement grade dispersions and the male-female students' grades. The study has been carried out in Diyarbakir Anatolian High School in 2010-2011 academic year first semester biology courses. For the study, two quantitative courses sections have been selected among the classes formed by secondary school senior students. Cluster analysis has been conducted to provide the objectivity when forming the experiment and control groups. The study has been conducted with 54 participants, 19 males and 8 females for the experiment group and 18 males and 9 females for the control group. The experiment group continued its education in blended learning environment and the control group continued its education in traditional learning environment. The created learning environments have focused the genetics topic of the biology course and lasted for 6 weeks. During the study, pre-test and final-test have been used for the academic achievement analysis. According to the results acquired at the end of the study, a significant difference hasn't been found between the two groups at the end of the pre-test applied to experiment and control groups. Besides, in accordance with the averages of the final test grades, the experiment group has been found more successful than the control group. In both of the learning environments, female students have turned out to be more successful than the male students.
Learning Object to Enhance Introductory Programming Understanding: Does the Size Really Matter?
Author: Matthews, Reginamary
Date: 2014-01-00
Type: Reports - Research
Subjects: Resource Units,Computer Science Education,Programming,College Students,Novices,Pretests Posttests,Instructional Effectiveness,Foreign Countries

Learning Object (LO) is the breakdown of larger content into smaller pieces of information that accomplishes a single learning outcome. The smaller piece of content is incorporated with multimedia elements to promote meaningful learning. The prevailing focus on learning objects for introductory programming promising in terms of enhancing the programming concepts and syntax learning. However, the size of learning object that determines the amount of information to be placed on a single learning object still debatable. There are no prominent guidelines found in literature to assist the design the size of the learning object for introductory programming modules. This study aimed to investigate the effects of different sized learning objects on programming learning. An experiment was carried out and one hundred and one novice programming students participated in this study. Two different sizes of LO was developed as a learning support tool in a lab setting. The results of this study found that smaller learning objects (named as Micro Learning Object) are useful in delivering programming knowledge and actively engaged students in learning the programming concepts and syntax.
The Use of Social Network Sites by Prospective Physical Education and Sports Teachers (Gazi University Sample)
Author: Yaman, Metin
Date: 2014-01-00
Type: Reports - Research
Subjects: Social Networks,Physical Education Teachers,Preservice Teachers,Foreign Countries,Educational Technology,Technology Uses in Education,Internet,Athletics,Student Teacher Attitudes,Place of Residence,Gender Differences,Student Surveys

Social network sites are widely used by many people nowadays for various aims. Many researches have been done to analyze the usage of these sites in many different settings. In the literature the number of the studies investigating the university students' usage social network sites is limited. This research was carried out to determine the social network sites usage of physical education and sports students for social and educational purposes. This research was carried out by using descriptive/survey method. The research was done at the School of Physical Education and Sport of Gazi University in Turkey. The participants of the study were comprised of 167 students who are attending the School of Physical Education and Sports of Gazi University. The data were collected by the researcher and analyzed by using several statistical techniques like t-test, Anova, frequency and percentage with SPSS program. according to the results of the study, most of the students who are attending the School of Physical Education and Sports think that social network sites can be used by university students for educational purposes effectively.
A Technology-Based Statistical Reasoning Assessment Tool in Descriptive Statistics for Secondary School Students
Author: Chan, Shiau Wei
Date: 2014-01-00
Type: Journal Articles
Subjects: Secondary School Students,Statistics,Logical Thinking,Student Evaluation,Alternative Assessment,Mathematics Tests,Test Construction,Test Validity,Test Reliability,Technology Uses in Education,Computer Software,Foreign Countries

The focus of assessment in statistics has gradually shifted from traditional assessment towards alternative  assessment where more attention has been paid to the core statistical concepts such as center, variability, and distribution. In spite of this, there are comparatively few assessments that combine the significant three types of statistical reasoning (reasoning about center, spread, and distribution) with information technology in the context of secondary school students. Hence, this paper intends to discuss the development and initial validation of a  technology-based statistical reasoning assessment tool that has been created based on a previously developed statistical reasoning framework. This framework has been useful in evaluating students' statistical reasoning  levels in task-based interviews. The assessment tool formulated through this study will be used to refine and validate the initial statistical reasoning framework. There are five tasks in this instrument and each item is labeled according to four key constructs. The technological tool that has been used in solving tasks is dynamic mathematics software. This technology-based statistical reasoning assessment tool can be applied for further investigation.
Students&apos; Opinions on Facebook Supported Blended Learning Environment
Author: Erdem, Mukaddes
Date: 2014-01-00
Type: Journal Articles
Subjects: Social Networks,Blended Learning,Educational Technology,Technology Uses in Education,Student Attitudes,Undergraduate Students,Distance Education,Online Courses,Computer Mediated Communication,Conventional Instruction,Mixed Methods Research,Questionnaires

The first purpose of this study was to determine students&apos; opinions on blended learning and its implementation. The other purpose was to explore the students&apos; opinions on Facebook integration into blended learning environment. The participants of this study were 40 undergraduate students in their fourth semester of the program. Participants had no prior experience in Blended Learning Environment, but they were well informed about online distance education. A combination of qualitative and quantitative approaches was used in this study. Quantitative data were collected through a scale called &quot;Students&apos; Views on the Use and Implementation of Blended Learning&quot; and qualitative data were collected through open-ended questions. Based on the result of the study, it appears that students have quite positive opinions on blended learning and its implementation. The highest score given to face-to-face environment throughout the process of implementing blended learning. However, students have also positive opinions on the blended learning method. The findings from this study indicate that Facebook may be an appropriate tool for communication and interaction, whereas the online environment may be appropriate for sharing content, homework/projects.
Use of Internet for Academic Purposes among Students in Malaysian Institutions of Higher Education
Author: Ayub, Ahmad Fauzi Mohd
Date: 2014-01-00
Type: Reports - Research
Subjects: Foreign Countries,College Students,Internet,Educational Technology,Student Surveys,Time,Majors (Students),Computer Science Education,Social Sciences,Science Education,Engineering Education,Agricultural Education,Correlation,Computer Uses in Education

Students in institutions of higher learning should take advantage of information available on the Internet in their coursework. The Internet is also utilised for social and other non-academic functions. Hence, it is desirable, for students to strike a balance in the time spent online for academic and non-academic purposes. In this study, the durations spent on the Internet for academic and non-academic purposes were investigated based on a survey on 1675 students randomly selected from five different fields of study, viz. social sciences, sciences, engineering, agriculture and computer sciences. On average, the participants accessed the Internet 4.48 hours per day. There were also significant differences in the time spent using the Internet among students in different fields of study, with computer science students spending more time online (5.61 hours per day) than the others. In terms of Internet use for academic purposes, students in social sciences, agriculture and computer sciences scored the highest. In an analysis involving all the students in this study, the total time on the Internet was found to be weakly correlated with the time spent online specifically for academic purposes. For social science students, a low but significant positive correlation existed between the overall time spent online and the time spent on the Internet for academic research. In a similar analysis carried out for science students, a negative low correlation was observed. In the fields of agriculture, engineering and computer sciences, however, no correlation was found between Internet access duration and the use of the Internet for academic purposes. The very low correlations encountered above, even though statistically significant, showed that students who spent more time on the Internet did not make much greater use of it for academic purposes as compared with students who used the Internet less.
Learning English Vocabulary Collaboratively in a Technology-Supported Classroom
Author: Lin, Chih-Cheng
Date: 2014-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Foreign Countries,Vocabulary Development,Junior High School Students,Computer Uses in Education,Computers,Educational Technology,Computer Assisted Instruction,Comparative Analysis,Student Behavior,Grade 8,Computer Software,Interaction,Language Teachers,Quasiexperimental Design,Pretests Posttests

This study was intended to investigate whether computer-assisted collaborative learning is comparable with computer-free and individual learning; in particular, it examined each of their effects on learning English vocabulary, followed by an analysis of their behavior patterns. In a junior high school in northern Taiwan, a normal classroom was first equipped with an interactive whiteboard and seven all-in-one touchscreen desktop computers. All participants from three intact classes, 76 students in total, were asked to finish five review activities of the target English vocabulary and assigned to one of the following groups: the learning for the group of computer-supported collaboration took place in the technology-supported classroom whereas that of computer-free collaboration and that of computer-free non-collaboration in a normal classroom. The results of the vocabulary tests showed no significant differences among the three groups; those learning English vocabulary collaboratively in a technology-enhanced environment outperformed the other two groups in vocabulary retention. In addition, analyses of the group's behaviors before the touchscreen desktop computers echoed and explained their better performances than the other two groups.
Students' Perception toward Personal Information and Privacy Disclosure in E-Learning
Author: Yang, Fang
Date: 2014-01-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Educational Technology,Electronic Learning,Computer Uses in Education,Cultural Influences,Asian Culture,Privacy,Information Security,College Students,Questionnaires,Student Records,Data Collection,Telecommunications,Electronic Mail

This research investigates East Asian students' perceptions towards e-learning privacy. The survey was first carried out in Japan (N1 = 255) and China (N2 = 307) in 2009. In 2012 the same survey was conducted again in these two countries but with different participants (N3 = 175, N4 = 63). To survey in different countries is to verify whether e-learning privacy perceptions have cultural factors. To conduct the same survey with a three-year interval is to verify whether e-learning privacy perceptions change over time. Actual registered private information on two e-learning systems is analyzed, too in order to confirm the findings in the survey. The findings are: while students are indeed concerned about their private information being online, they support their teachers collecting and using their private information for learning purposes. East Asian students consider personal photo, mobile phone number, and physical address to be very private and are reluctant to register these items even in e-learning systems.
Integrating Feedback into Prospective English Language Teachers' Writing Process via Blogs and Portfolios
Author: Arslan, Recep Sahin
Date: 2013-01-00
Type: Tests/Questionnaires
Subjects: Foreign Countries,Preservice Teachers,Electronic Publishing,Web Sites,Portfolios (Background Materials),English (Second Language),Second Language Instruction,Feedback (Response),Program Effectiveness,Writing Improvement,Quasiexperimental Design,Student Evaluation,Peer Evaluation,Measures (Individuals),Student Attitudes,Writing Assignments

The purpose of this study is to investigate the effect of blogging and portfolio keeping on a group of pre-service teachers' writing skill in a compulsory writing course at a tertiary level English language teaching (ELT) programme in Turkey. The study specifically looked into to what extent receiving feedback from course  instructor and peers created ownership in writing and also to what extent giving feedback to peers' writing  through blogging and portfolios contributed to a group of prospective English language teachers' writing skill. The study lasted two academic terms (28 weeks) with two groups; namely, portfolio group (30 student teachers) and blog group (29 student teachers). The blog group posted all their written work on personal blogs while the portfolio group kept personal portfolios for their written work. As part of blogging and portfolio keeping both  groups also received feedback from course instructor and peers as well as providing feedback to other peers'  writing. Results of the study may suggest that blogs and portfolios emerge as effective tools to integrate  feedback practice into writing process, offering course instructors and students ample time and practice outside  ordinary English classes as a foreign language (EFL). The study also shows that the practice of blogging and  portfolio keeping and specifically receiving and giving feedback both on paper and online contributes to student  teachers' writing skills significantly on basic elements of writing skill such as process, organization, content,  language use, vocabulary, mechanics, and accuracy. In addition, receiving teacher's feedback was reported as the  most favorite type compared to receiving and giving peer feedback. Thus blogs and portfolios need to be  integrated into writing classes in order to secure better benefits from writing practice in EFL contexts.  Keywords: blogging; portfolio-keeping; feedback; writing; pre-service teachers of English.
Effective Assessments of Integrated Animations--Exploring Dynamic Physics Instruction for College Students' Learning and Attitudes
Author: Su, King-Dow
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Physics,Science Instruction,College Science,College Students,Student Attitudes,Science Achievement,Animation,Multimedia Instruction,Pretests Posttests,Questionnaires,Units of Study,Integrated Activities,Gender Differences,Majors (Students),Instructional Effectiveness,Constructivism (Learning)

The purpose of this study was to give effective assessments of three major physics animations to upgrade college  students' learning achievements and attitudes. All college participants were taken from mechanical and civil  engineering departments who joined this physics course during the 2011 academic year. Three prime objectives of physics instruction were: (1) to improve physics animated texts, (2) to promote positive learning achievement, and (3) to evaluate the validity of the revised physics instruction with regard to learning attitudes. Assessments  of applied animations in this study contributed much to learning results of students' performance which  enhanced students' physics concepts learning and attitudes indicated by different variances of gender, major, dispositions.