ethanporcaro/eric-fulltext-meta huggingface dataset:
The Attitude Scale towards Distance Nursing Education (AstDNE)
Author: Boz Yuksekdag, Belgian
Date: 2015-01-00
Type: Journal Articles
Subjects: Nursing Education,Distance Education,Attitude Measures,Psychometrics,Nurses,Pretests Posttests,Test Construction,Factor Analysis,Psychiatry,Construct Validity,Test Reliability,Program Validation,Rating Scales,Foreign Countries,Statistical Analysis

In this study, a measurement is seen as an instrument to measure the attitudes of the nurses towards the distance nursing education was developed. The study population consist of nurses who working in two hospitals of the ministry of health and two special hospitals in Istanbul. The sample of the study consisted of 194 nurses who agreed to participate in this study. The scale total Cronbach alpha coefficient was found 0.94, test-retest reliability coefficient 0.89. The correlations of each item with total point were between 0.49 and 0.69. In factor analysis done with varimax rotation for construct validity, whose eigenvalue is over 1, explaining 65.02 % of total variability, 5 factors consisting of 25 items was obtained the scale. These factors are called &quot;Interaction&quot;, &quot;Learning Styles&quot;, &quot;Support Services&quot;, &quot;Interaction Tools&quot; and &quot;Content Presentation&quot;. Consequently, findings show that The Attitude Scale towards Distance Nursing Education (astDNE) is a valid and reliable instrument.
Exploring the Role of Distributed Learning in Distance Education at Allama Iqbal Open University: Academic Challenges at Postgraduate Level
Author: Bukhsh, Qadir
Date: 2015-01-00
Type: Journal Articles
Subjects: Distance Education,Open Education,Standards,Educational Quality,Business Administration Education,College Faculty,Qualitative Research,Foreign Countries,Computer Science,Learning Activities,Feedback (Response),Networks,Synchronous Communication,Asynchronous Communication,Graduate Students,Semi Structured Interviews

Distributed learning is derived from the concept of distributed resources. Different institutions around the globe connected through network and the learners are diverse, located in the different cultures and communities. Distributed learning provides global standards of quality to all learners through synchronous and asynchronous communications and provides the opportunity of flexible and independent learning with equity, low cost educational services and has become the first choice of the dispersed learners around the globe. The present study was undertaken to investigate the challenges faced by the Faculty Members of Department of Business Administration and Computer Science at Allama Iqbal Open University Islamabad Pakistan. 25 Faculty Members were taken as a sample of the study from both Departments (100% Sampling). The study was qualitative in nature and interview was the data collection tool. Data was analyzed by thematic analysis technique. The major challenges faced by the Faculty Members were: bandwidth, synchronous learning activities, irregularity of the learners, feedback on individual work, designing and managing the learning activities, quality issues and training to use the network for teaching learning activities.
Using Space in Social Media to Promote Undergraduate Students' Critical Thinking Skills
Author: Pattanapichet, Fasawang
Date: 2015-10-00
Type: Journal Articles
Subjects: Social Media,Undergraduate Students,Critical Thinking,Thinking Skills,Feedback (Response),Pretests Posttests,Questionnaires,Statistical Analysis,Taxonomy,Quasiexperimental Design,Foreign Countries,Student Improvement,Cognitive Tests,Student Attitudes,English (Second Language),Second Language Instruction,Writing (Composition),Likert Scales

The current study was conducted to see the effectiveness of using social media to enhance students' critical thinking skills. To fulfill the purpose of the study, a 14-week experimental study was performed with two groups of students. Both groups were introduced to how to respond to questions based on Revised Bloom's Taxonomy. During the period of doing the activity, students in the experimental group had to post answers in Facebook and got feedback from peers and teacher as mutual learning while those in the control group wrote their replies in papers and submitted them to the teacher in class. The research instruments used in this study included pre- and post-tests and a questionnaire. The data were analyzed by using dependent t-tests, independent t-tests, means, and standard deviations. After the experiment there was a difference in the mean scores of critical thinking ability between the two groups at the significance level of 0.05. The data obtained from the questionnaire manifested students' positive attitudes towards English instruction delivered through questioning technique and postings in Facebook.
Determinants of the Use of Technological Innovation in Distance Learning: A Study with Business School Instructors
Author: Araujo Leal, Edvalda
Date: 2015-01-00
Type: Journal Articles
Subjects: Distance Education,Technological Advancement,Technology Uses in Education,Foreign Countries,Innovation,Theory Practice Relationship,Information Technology,Electronic Learning,Business Schools,Factor Analysis,Multiple Regression Analysis,Higher Education,College Faculty,Web Based Instruction,Internet,Technological Literacy,Influence of Technology,Virtual Classrooms,Questionnaires,Surveys,Qualitative Research

This study's overall purpose is to identify the factors determining the use of technological innovation in Distance Learning (DL), as perceived by instructors of Business Education programs. The theoretical basis for the study is the Innovation Diffusion Theory (IDT). The study's sample is made up of 436 instructors; we used a quantitative approach and applied Confirmatory Factor Analysis and multiple regression. We found that not all of the attributes selected for analysis as proposed by IDT showed a direct effect for the use of innovation for the instructors investigated. The identified attributes were: compatibility, which shows how consistent innovation is with their values, practices and needs; relative advantage, indicating an innovation's perceived improvement from its predecessor; and demonstrated results, according to which instructors understand the tangible results obtained from the use of innovation.
Theoretical Guidelines for the Utilization of Instructional Social Networking Websites
Author: Yakin, Ilker
Date: 2015-10-00
Type: Journal Articles
Subjects: Web Sites,Social Networks,Internet,Information Technology,Web 2.0 Technologies,Constructivism (Learning),Computer Uses in Education,Computer Mediated Communication,Technology Integration,Technology Uses in Education,Technological Advancement,Technological Literacy,Online Courses,Electronic Learning

In the past 10 years, the internet has been transformed, along with the emergence of interaction and communication technologies. Indeed, there has been an emerging movement in the interaction and communication technologies. More specifically, the growth of Web 2.0 technologies has acted as a catalyst for change in the disciplines of education. The social networking websites have gained popularity in recent years; therefore, many research studies have been conducted to explain how the use of social networking websites for instructional purposes. For the best practices, it is essential to understand theories associated with social networking studies because related theories for any subject may provide insights and guideline for professionals and researchers. This theoretical paper was designed to offer a road map through the literature in relation to the utilization of social networking websites by presenting main understandings of theories associated with social networking. The Uses and Gratification Theory, social network theory, connectives, and constructivism were selected to serve as a basis for designing social networking studies regarding instructional purposes. Moreover, common attributes of the theories and specific application areas were also discussed. This paper contributes to this emerging movement by explaining the role of these theories for researchers and practitioners to find ways to beneficially integrate them into their future research endeavors.
The Usability Analysis of an E-Learning Environment
Author: Torun, Fulya
Date: 2015-10-00
Type: Journal Articles
Subjects: Usability,Electronic Learning,Course Content,Scientific Research,Research Methodology,Efficiency,Preservice Teachers,Models,Teacher Education Programs,Mixed Methods Research,Constructivism (Learning),Undergraduate Students,Measures (Individuals),Specialists,Web Sites,Evaluation Criteria,Task Analysis,Foreign Countries

In this research, an E-learning environment is developed for the teacher candidates taking the course on Scientific Research Methods. The course contents were adapted to one of the constructivist approach models referred to as 5E, and an expert opinion was received for the compliance of this model. An usability analysis was also performed to determine the usability of the e-learning environment. The participants of the research comprised 42 teacher candidates. The mixed method was used in the research. 3 different data collection tools were used in order to measure the three basic concepts of usability analyses, which are the dimensions of effectiveness, efficiency and satisfaction. Two of the data collection tools were the scales developed by different researchers and were applied with the approval received from the researchers involved. On the other hand, the usability test as another data tool was prepared by the researchers who conducted this study for the purpose of determining the participants' success in handling the twelve tasks assigned to them with respect to the use of e-learning environment, the seconds they spent on that environment and the number of clicks they performed. Considering the results of the analyses performed within the data obtained, the usability of the developed e-learning environment proved to be at a higher rate.
System Quality Characteristics for Selecting Mobile Learning Applications
Author: Sarrab, Mohamed
Date: 2015-10-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Electronic Learning,Educational Quality,Integrated Learning Systems,Computer Oriented Programs,Usability,Performance

The majority of M-learning (Mobile learning) applications available today are developed for the formal learning and education environment. These applications are characterized by the improvement in the interaction between learners and instructors to provide high interaction and flexibility to the learning process. M-learning is gaining increased recognition and adoption by different organizations. With the high number of M-learning applications available today, making the right decision about which application to choose can be quite challenging. To date there is no complete and well defined set of system characteristics for such M-learning applications. This paper presents system quality characteristics for selecting M-learning applications based on the result of a systematic review conducted in this domain.
Teachers Acceptance of Mobile Learning for Teaching and Learning in Islamic Education: A Preliminary Study
Author: Nawi, Aliff
Date: 2015-01-00
Type: Journal Articles
Subjects: Islam,Religious Education,Sampling,Telecommunications,Teaching Methods,Secondary School Teachers,Learning Activities,Likert Scales,Handheld Devices,Teacher Attitudes,Questionnaires,Foreign Countries

This study was conducted to investigate the perceptions of the religious teachers' readiness to use mobile phones as m-learning. The focus of the study is to examine some aspects namely; (1) types of handset used; (2) the use of mobile applications, (3) mobile learning activities, and; (4) the acceptance of mobile phones in teaching and learning. The targeted population was the religious teachers from Putrajaya, Selangor. The purposive sampling technique was used to gather data from 32 religious teachers from five secondary schools. Data were collected via questionnaires based on Likert-five-point scales. The data were tabulated, analyzed and interpreted using descriptive findings to find the frequency distribution and percentage. Research findings revealed that religious teachers are exposed to learning activities using mobile phones, and they are ready to make mobile phones as m-learning.
A Qualitative Study on Transferring the Experience of Using Technology from Formal Education to Distance Education
Author: Yildiz, Merve
Date: 2015-10-00
Type: Journal Articles
Subjects: Distance Education,Conventional Instruction,Technology Uses in Education,Foreign Countries,Higher Education,Research Methodology,Information Technology,Internet,Program Improvement,Teaching Methods,Computer Assisted Instruction,Instructional Materials,Qualitative Research,Interviews

With improvements in information technologies, distance education programs have become widespread. Institutions that offer distance education programs are increasing in number. Scholars who were used to face-to-face teaching began to give courses in distance education programs which entail technological teaching methods, a new teaching experience for the teachers. Formal education or face-to-face education and distance education have different dynamics. The transition to distance teaching from the first to the later involves the transmission of experiences of teaching with technology. For effective distance education, it is important to analyze the transmission of these teaching experiences. This study evaluates how faculty members' experiences with technologies in formal education are transmitted to distance education. Interviews were held with twelve scholars who have taught both formal and distance learning courses. The interviews were recorded. Content analysis method was used to obtain a deeper understanding of the data collected. It was found that the teaching materials used in the formal and distance educations were exactly the same. Some faculty members claimed that infrastructure and technical possibilities of the current system were not sufficient for the use of different teaching materials. However, this study suggests that teachers' beliefs about educational methods are the main reason that prevented the use of different teaching materials in distance education.
An Analysis of Texts in Turkish Coursebooks Studied at Open Education Secondary School
Author: Kolac, Emine
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,Open Education,Distance Education,Educational Quality,Secondary School Students,Textbooks,Content Analysis,Teaching Methods,Moral Values,Qualitative Research,Literary Genres

Head spinning pace of change and development in information and technology has not yet discredited coursebooks as the major classroom tool and equipment. Coursebooks, as they have always been, are still the primary source and tool of teaching and learning process. As with the mainstream education, well-prepared coursebooks and texts are also a necessity for a high-quality Turkish course within distance education. Distance education is a legitimate education activity providing opportunities for students, teachers, and materials located in different places to meet. All the responsibility of teaching within distance education falls onto the course material. Among the printed materials, it is almost solely the coursebook and class notes that shoulder this responsibility. Texts within the current coursebooks should be analyzed in order to depict the current status, which will help increase the quality of distance education. Designed on the basis of this need, this study is expected to contribute to teaching Turkish through a realistic analysis of the texts in Turkish coursebooks studied at Open Education Secondary School (5th, 6th, 7th, and 8th grades). Bearing a descriptive research design, this paper aims to examine and assess the texts in Turkish coursebooks used in Open Education Secondary School in terms of genre, topic, and moral lessons. Research data has been collected through document analysis, one of the qualitative research methods. Each of 96 texts found in Turkish coursebooks were meticulously analyzed, and findings are presented in frequency tables.
Online Collaboration for Programming: Assessing Students' Cognitive Abilities
Author: Othman, Mahfudzah
Date: 2015-10-00
Type: Journal Articles
Subjects: Cognitive Ability,Online Courses,Cooperative Learning,Foreign Countries,Logical Thinking,Computer Science,Taxonomy,Undergraduate Students,Student Attitudes,Thinking Skills,Correlation,Problem Solving,Programming,Tests,Student Evaluation

This study is primarily focused on assessing the students' logical thinking and cognitive levels in an online collaborative environment. The aim is to investigate whether the online collaboration has significant impact to the students' cognitive abilities. The assessment of the logical thinking involved the use of the online Group Assessment Logical Thinking (GALT) test that has been conducted in two phases; before and after the online collaborative activities. The sample of respondents for this study is sixty first year Diploma in Computer Science students from Universiti Teknologi MARA (UiTM) Perlis, Malaysia where they were divided into fifteen collaborative groups. These collaborative groups were then engaged in a 3-hour session of collaborative activities via the Online Collaborative Learning System (OCLS). The results for this study has revealed that the online collaborative learning has significant impact to the students' logical thinking levels with the increment of 21.7% high logical thinkers with p-value&lt;0.05 (sig. 2-tailed). Meanwhile, the investigation of the students' cognitive levels is being done by monitoring the students' abilities to solve the given questions via OCLS. The questions have been previously constructed according to the Bloom's taxonomy cognitive domain. The results have also revealed that the students at the early stage of learning programming are able to solve complex programming problems at the cognitive level Application and Analysis. There was also a strong correlation between students' logical thinking skills with their abilities to solve problems in an online platform with r = 0.631, significant at 0.012.
The Use of 3D Virtual Learning Environments in Training Foreign Language Pre-Service Teachers
Author: Can, Tuncer
Date: 2015-10-00
Type: Journal Articles
Subjects: Foreign Countries,Simulated Environment,Computer Simulation,Technology Uses in Education,Preservice Teacher Education,Language Teachers,Second Language Instruction,Distance Education,Electronic Learning,English (Second Language),Teaching Methods,Comparative Education,Mixed Methods Research,Research Methodology,Student Teacher Attitudes,Semi Structured Interviews

The recent developments in computer and Internet technologies and in three dimensional modelling necessitates the new approaches and methods in the education field and brings new opportunities to the higher education. The Internet and virtual learning environments have changed the learning opportunities by diversifying the learning options not only in general education but also in the field of foreign language for teachers, curriculum designers and students. Many higher education institutions are employing one of the most widely used virtual worlds the Second Life Platform and are conducting classes on their virtual campuses, and organize meetings, seminars and conferences. In this study, it has been aimed to devise and implement learning applications on the 3D Second Life Platform for the prospective foreign language preservice teachers of Istanbul University, Hasan Ali Yücel Faculty of Education, English Language Teaching Department. The study will report a research Project on Second Life aiming at introducing foreign language pre-service teachers with 3D Virtual Learning Environments and enabling them to use this environment for language teaching at Istanbul University, Hasan Ali Yucel Faculty of Education, English Language Teaching Department. In the scope of the Project, &quot;Comparative Education&quot; class has been conducted both face to face and in World. The method of the study is descriptive. Furthermore, a mixed model, where qualitative and quantitative research techniques have analyzed, has been used. Thus, triangulation of the data has been aimed. In the study, a description of the project, methodology, results and student work will be given.
Challenging Our Students' Place through Collaborative Art: A Service-Learning Approach
Author: Hutzel, Karen
Date: 2006-00-00
Type: Journal Articles
Subjects: Higher Education,College Students,Partnerships in Education,Service Learning,School Community Relationship,School Community Programs,Community Programs,Outreach Programs,Cooperation,Community Services,Campuses,Artists,Art Education,Art,Action Research

This article describes two art-based service-learning experiences that can serve as models for an authentic community-university partnership by challenging college students' sense of place through an examination of &quot;others'&quot; places. College students face displacement in adjusting to a new location and a new direction in life, while youth living in oppressive situations are often misplaced or forgotten. Collaborative community art can serve as a medium for reciprocal partnerships between college students and youths from neighborhoods near campus. Such community-university collaborations show qualities that demonstrate the benefits of service-learning and of university policies and procedures that support it.
Economic Concepts Guiding Minnesota Extension's New Regional and County Delivery Model
Author: Morse, George W.
Date: 2006-00-00
Type: Journal Articles
Subjects: Delivery Systems,Higher Education,Community Development,Community Programs,Economic Factors,Program Improvement,Economic Impact,Regional Cooperation,Extension Agents,Agricultural Education,College Faculty,Outreach Programs

In response to a state budget deficit, the University of Minnesota Extension restructured its field staff, establishing a new regional and county delivery system, shifting all supervision of field staff to campus faculty, and encouraging greater field staff specialization, program focus, and entrepreneurial efforts. Nine economic concepts and numerous business principles influenced the creation of the new model. This article outlines the problems facing Extension in Minnesota as it reacted to budget cuts and the nine economic principles that helped Extension sort out the alternative courses of action and their consequences. By applying these principles, Extension was able to maintain a higher number of field staff than it might have otherwise, and effectiveness has in some respects increased despite reductions in the number of personnel.
Building a Higher Education Network for Community Engagement
Author: Sandmann, Lorilee R.
Date: 2006-00-00
Type: Journal Articles
Subjects: Higher Education,School Community Relationship,Community Involvement,Citizen Participation,Networks,Scholarship,Cooperation,Institutional Role,Leadership,Leaders,Organizational Culture,Organizations (Groups),Partnerships in Education

The 2006 Wingspread Conference on Engagement in Higher Education convened twenty-eight formal and informal affiliate organizations, all of which focus on advancing the scholarship and impact of higher education's engagement with communities, to explore acting strategically as a &quot;guild&quot; with common interests and diverse capacities for the purpose of developing a blueprint for action to advance the engagement movement. One of the outcomes was a virtual confederation named HENCE (Higher Education Network for Community Engagement) that recognizes engagement as a core element of higher education's civic role. HENCE seeks to consolidate and advance research, practice, policy, and advocacy for engagement. Leaders can join national work groups, advance action plans, coordinate events, access data, and find new community engagement models.