ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher-Artist Partnership in Teaching Cantonese Opera in Hong Kong Schools: Student Transformation
Author: Leung, Bo Wah
Date: 2010-02-06
Type: Journal Articles
Subjects: Opera,Asian Culture,Partnerships in Education,Artists,Music Teachers,Music Education,Learning Motivation,Age Differences,Elementary School Students,Secondary School Students,Change,Questionnaires,Observation,Interviews,Teacher Attitudes,Student Attitudes,Self Concept,Values,Foreign Countries

This study aims to examine how and why students transform in terms of learning motivation in learning the Cantonese opera with a teacher-artist partnership approach in Hong Kong schools. An artist and seven teachers from four schools collaborated to teach the genre for eight weeks. Students' learning motivation changes in Cantonese opera was measured by a set of pre- and post-learning questionnaires. Qualitative data were drawn from class observations and focus group interviews with teachers and students. Results indicate that students' motivation in learning the genre has been changed. The statistical analysis suggests that, while primary students had significantly increased their motivation in learning Cantonese opera, the secondary students' motivation had not increased. Attributions include age differences, self-consciousness, intrinsic value and socio-cultural impact. However, the partnership was found to be an appropriate and effective approach in teaching the ethnic genre for its &quot;role supplementation&quot; between the teacher and the artist. (Contains 2 tables and 2 figures.)
Moving Social Justice: Challenges, Fears and Possibilities in Dance Education
Author: Risner, Doug
Date: 2010-04-11
Type: Journal Articles
Subjects: Social Justice,Dance Education,Preservice Teacher Education,Higher Education,Multicultural Education,Cultural Pluralism,Barriers,Resources,Accreditation (Institutions),Educational Change,Teaching Methods

This essay explores social justice commitments in dance pedagogy and dance education teacher preparation in the USA as developed through a series of conversations between two dance educators and former administrators in higher education. The authors examine the history of multiculturalism, multicultural practices in postsecondary dance, their influences on dance teacher education, and the limitations of the multiculturalism movement that emerge from misperceptions about, or disregard for differences in culture, gender, ability, ethnicity, and socioeconomic background. Dominant arguments for maintaining status quo perspectives such as scarcity of resources, accreditation standards, and tenured faculty compositions are examined in conversation with a number of prophetic voices for social justice teaching and learning. Examples of pedagogical approaches and project assignments that aim to bring social justice learning to the dance education classroom in concrete ways are presented. (Contains 7 notes.)
"Why Didn't They Get It?" "Did They Have to Get It?": What Reader Response Theory Has to Offer Narrative Research and Pedagogy
Author: Atkinson, Becky
Date: 2010-04-17
Type: Journal Articles
Subjects: Reader Response,Theories,Personal Narratives,Audience Response,Research,Cultural Differences,Racial Bias,Gender Bias,Art Education,Theater Arts,Popular Culture,Poetry

In this paper we suggest that narrative representations that seemingly fail to reach an audience as intended may engage the audience in more meaningful ways. We use reader response theory to explore how an audience's responses to a conference narrative presentation made available a multiplicity of interpretive frameworks and narratives to the readers/listeners. We assert that when various interpretive frameworks are made visible across the context of a narrative text by the readers' or listeners' responses to it, they can be examined for how they collude, collide, exclude, and compete for meaning. At the same time, conversations evoked by narrative texts and through other arts can generate greater understanding across and through cultural differences. This offers dynamic pedagogical possibilities through appealing to our horticultural approach of seeking out knowledge gained from conversations across divergent interpretive communities. Our point here is that the intentional creation of instances where students are challenged to recognize the taken for granted notions that ground their worldviews through the arts in education and education in the arts affords indispensable opportunities to engage students in a richer type of teaching and learning.
The Role of Volition in Distance Education: An Exploration of Its Capacities
Author: Deimann, Markus
Date: 2010-03-00
Type: Journal Articles
Subjects: Educational Research,Distance Education,Self Efficacy,Dropout Rate,Academic Achievement,Factor Structure,Research and Development,Theory Practice Relationship,Motivation,Longitudinal Studies,Metacognition,Personal Autonomy,Learning Processes,Educational Environment,Web Based Instruction,Delay of Gratification,Role Conflict,Factor Analysis

During the past two decades, volition, defined as the ability to stay task-focused and ward off distractions, has become of special relevance for educational research and practice. It describes how decreased motivation or negative emotions can be dealt with by applying action control strategies. However, despite its potential, an important area of education has neglected volitional considerations: distance education (DE). This seems paradoxical because by its very nature distance education requires a great deal of persistence and effort that is volitional. Consequently, the present paper introduces a conceptual framework built on volitional theories; it aims to augment traditional perspectives and to analyse major challenges to DE, such as dropout rates. The paper reports results from a longitudinal study (September 2007-July 2009) that was conducted to determine the factorial structure of the Volitional Persona Test (VPT), an online instrument to assess volitional competence, and to obtain detailed information on students' volitional competence at a large DE university and at numerous traditional universities in German-speaking countries. It was demonstrated that the construct of volition can be subdivided into distinct factors, volitional self-efficacy, consequence control, emotion control, and meta-cognition, which may enable the development of support systems that are tailored to learners' individual needs. Implications for future research are discussed. (Contains 2 tables and 1 footnote.)
Learning in an Online Distance Education Course: Experiences of Three International Students
Author: Zhang, Zuochen
Date: 2010-03-00
Type: Journal Articles
Subjects: Electronic Learning,Constructivism (Learning),Cues,Distance Education,Familiarity,Online Courses,Masters Programs,Foreign Countries,Language Proficiency,English (Second Language),Time Factors (Learning),Cultural Differences,Graduate Students,Comparative Education,Student Attitudes,College Instruction,Interviews,Content Analysis,Case Studies,Student Surveys,Questionnaires,Educational Technology,Instructional Design,Computer Mediated Communication,Discussion Groups,Web Based Instruction,Virtual Classrooms,Social Environment,Barriers,Guidelines

This case study explores the learning experiences of three international students who were enrolled in an online master's program offered by a large university in Canada. The aim of the study was to understand the international students' experiences with, and perspectives on, the online learning environment. Findings indicate that previous education and especially language proficiency strongly impacted the learning of these students in this environment. Non-native English speakers required considerably more time to process readings and postings and to make postings themselves. Their lack of familiarity with the details of North American culture and colloquial language made it difficult to follow much of the course discussion. They also tended to avoid socializing in the course, which left them at the periphery of course activities. Based on these findings, the authors make the following recommendations for designers and instructors of online courses: 1) Raise the English language proficiency requirement for graduate admissions into online programs because the text-based communication in a CMC space requires interpreting messages without non-verbal cues; 2) Ensure that online distance education course designers are aware of the needs and expectations of international students; and 3) Combine the design principles from both traditional and constructivism theories.
An Investigation of Distance Education in North American Research Literature Using Co-Word Analysis
Author: Ritzhaupt, Albert D.
Date: 2010-03-00
Type: Journal Articles
Subjects: Distance Education,Educational Research,Research Reports,Journal Articles,Literature Reviews,Educational Trends,Foreign Countries,Content Analysis,Computer Uses in Education,Internet,Computational Linguistics,Meta Analysis

The field of distance education is composed of a multiplicity of topics leading to a vast array of research literature. However, the research does not provide a chronological picture of the topics it addresses, making it difficult to develop an overview of the evolution and trends in the literature. To address this issue, a co-word analysis was performed on the abstracts of research articles found in two prominent North American research journals (N = 517), the &quot;American Journal of Distance Education&quot; and the &quot;Journal of Distance Education,&quot; between 1987 and 2005. The analysis yielded underlying trends and themes for three different periods (pre-Web, emerging Web, and maturing Web). Additionally, similarity index analyses were conducted across time periods. The pre-Web era was characterized by the need for quality and development. The emerging Web era was characterized by the development of theory. The maturing Web era was characterized by interaction and the use of tools for communication. The results demonstrate that the North American distance education research literature is characterized by having few consistent and focused lines of inquiry. Conclusions are provided. (Contains 3 tables and 10 figures.)
Profiles in Self-Regulated Learning in the Online Learning Environment
Author: Barnard-Brak, Lucy
Date: 2010-03-00
Type: Journal Articles
Subjects: Electronic Learning,Help Seeking,Time Management,Online Courses,Goal Orientation,Student Motivation,Profiles,Learning Strategies,Cognitive Style,College Students,College Instruction,Correlation,Academic Achievement,Student Surveys,Questionnaires,Web Based Instruction,Self Management

Individuals who are self-regulated in their learning appear to achieve more positive academic outcomes than individuals who do not exhibit self-regulated learning behaviors. We suggest that distinct profiles of self-regulated learning behaviors exist across learners. In turn, these profiles appear to be associated with significantly different academic outcomes. The purpose of the current study was to examine whether profiles for self-regulated learning skills and strategies exist among learners. To achieve this purpose, we conducted two studies using two different samples. We administered the Online Self-Regulated Learning Questionnaire (OLSQ), a 24-item scale with a 5-point Likert-type response format, to students enrolled in online degree programs at a large, public university located in the Southwestern United States. The OSLQ consists of six subscale constructs, including environment structuring, goal setting, time management, help seeking, task strategies, and self-evaluation. Latent class analyses were performed with participant subscale scores from the OSLQ. Our results indicate the presence of five, distinct profiles of self-regulated learning replicated across both study samples: super self-regulators, competent self-regulators, forethought-endorsing self-regulators, performance/reflection self-regulators, and non- or minimal self-regulators. Results also indicate that individuals differ significantly in their academic achievement according to their profile membership; for example, minimal and disorganized profiles of self-regulated learning are both associated with similar, poorer academic outcomes (e.g., lower GPAs). These profiles in self-regulated learning may be viewed as contributing to the development of theory by elucidating how exactly individuals are and are not self-regulated in their learning. The authors suggest future research directions. (Contains 6 tables and 2 figures.)
Live, Online Short-Courses: A Case Study of Innovative Teacher Professional Development
Author: Marrero, Meghan E.
Date: 2010-03-00
Type: Journal Articles
Subjects: Professional Development,Educational Technology,Federal Programs,Communities of Practice,Instructional Design,Inservice Teacher Education,Science Teachers,Program Effectiveness,Teacher Attitudes,Instructional Effectiveness,Case Studies,Questionnaires,Electronic Learning,Computer Mediated Communication,Discussion Groups,Distance Education,Online Courses,Web Based Instruction,Synchronous Communication,Teleconferencing,Space Sciences,Education Courses,Minicourses

Teachers are searching for new venues through which they may meet stringent professional development requirements. Under competitive funding from NASA's (National Aeronautics and Space Administration) Office of Education and the NASA Explorer Schools Project, U.S. Satellite Laboratory, Inc. created a series of live, online, interactive short-courses. In this case study, a mixed methods analysis of a variety of data sources reveals that diverse educators from a variety of classroom contexts view the short-courses as a useful professional development tool, both as a vehicle for a teacher's own professional growth and for classroom applications. Teachers were particularly interested in the ability to participate in a collaborative community of practice with other educators, instructors, and scientists from across the country, and they found the flexible design of the professional development to be useful. This short-course design offers promise for future professional development opportunities. (Contains 4 figures.)
The Comparative Instructional Effectiveness of Print-Based and Video-Based Instructional Materials for Teaching Practical Skills at a Distance
Author: Donkor, Francis
Date: 2010-03-00
Type: Journal Articles
Subjects: Instructional Materials,Vocational Education,Distance Education,Performance Tests,Achievement Tests,Theory Practice Relationship,Government Role,Youth,Young Adults,Males,Developing Nations,Educational Development,Printed Materials,Instructional Effectiveness,Comparative Analysis,Video Technology,Blended Learning,Foreign Countries,Teaching Methods,Educational Technology,Educational Television,Performance Based Assessment,Multiple Choice Tests,Masonry,Building Trades,Nontraditional Education

Print-based instructional materials have been more popular than any other medium for teaching practical skills during the delivery of technical and vocational education and training via distance learning. However, the approach has its shortcomings and in recent times alternatives have been sought. The comparative instructional effectiveness of one such alternative is the focus of this paper. The study sought to examine the instructional effectiveness of video-based instructional materials vis-a-vis traditional print-based instructional materials for teaching distance learners of a Block-Laying and Concreting practical skills programme. An experimental design was used and participants were randomly assigned to two treatment groups: Users of video-based instructional materials or users of print-based instructional materials. A researcher-designed performance test and an achievement test of 20 multiple-choice items were used to collect data from 34 participants who used print-based instructional materials and 35 participants who used video-based instructional materials to learn practical skills. The instruments were based on the instructional objectives of lessons on mortar and wall finish. Pilot test data for the achievement test yielded Cronbach's alpha of 0.84. Descriptive statistics and t-test at a 0.05 level of significance were used to analyse the data. The results indicated that the two instructional materials were pedagogically equivalent in terms of theoretical knowledge acquired. Practical skills acquired, however, were significantly higher among users of video-based instructional materials. Finally, users of video-based instructional materials displayed significantly superior craftsmanship. (Contains 4 tables.)
Using Mobile Phones to Improve Educational Outcomes: An Analysis of Evidence from Asia
Author: Valk, John-Harmen
Date: 2010-03-00
Type: Journal Articles
Subjects: Pilot Projects,Outcomes of Education,Educational Quality,Educational Indicators,Foreign Countries,Access to Education,Internet,Handheld Devices,Synchronous Communication,Computer Mediated Communication,Teleconferencing,Educational Improvement,Evidence,Developing Nations,Learning Strategies,Learning Processes,Teaching Methods,Educational Trends,Instructional Innovation,Inservice Teacher Education,Rural Education,Educational Games,English (Second Language),Second Language Learning,Mathematics Instruction,Literacy,After School Programs,Secondary School Teachers,Instructional Effectiveness,Educational Technology,Electronic Learning,Computer Assisted Testing,Computer Uses in Education,Distance Education,Nonformal Education,High School Equivalency Programs,Health Services

Despite improvements in educational indicators, such as enrolment, significant challenges remain with regard to the delivery of quality education in developing countries, particularly in rural and remote regions. In the attempt to find viable solutions to these challenges, much hope has been placed in new information and communication technologies (ICTs), mobile phones being one example. This article reviews the evidence of the role of mobile phone-facilitated mLearning in contributing to improved educational outcomes in the developing countries of Asia by exploring the results of six mLearning pilot projects that took place in the Philippines, Mongolia, Thailand, India, and Bangladesh. In particular, this article examines the extent to which the use of mobile phones helped to improve educational outcomes in two specific ways: 1) in improving access to education, and 2) in promoting &quot;new learning.&quot; Analysis of the projects indicates that while there is important evidence of mobile phones facilitating increased access, much less evidence exists as to how mobiles promote new learning. (Contains 7 tables and 3 endnotes.)
Reaching REMOTE Learners: Successes and Challenges for Students in an Online Graduate Degree Program in the Pacific Islands
Author: Rao, Kavita
Date: 2010-03-00
Type: Journal Articles
Subjects: Program Evaluation,Distance Education,Adult Learning,Adult Students,Access to Education,Masters Programs,Federal Programs,Rural Areas,English (Second Language),Program Descriptions,Student Surveys,Interviews,Education Courses,Foreign Countries,Student Attitudes,College Instruction,Instructional Effectiveness,Barriers,Guidelines,Electronic Learning,Computer Mediated Communication,Online Courses,Web Based Instruction,Virtual Classrooms,Asynchronous Communication,Regional Programs,Cultural Influences

Access to higher education in the U.S-affiliated Pacific Islands is limited. The island nations and territories in this Pacific region are geographically dispersed and separated by thousands of miles of ocean. Although local and regional colleges offer undergraduate degrees (associate's and bachelor's levels), islanders who seek graduate-level education have to move away from home or avail themselves of distance education opportunities in order to earn degrees at the master's and doctoral levels. To address a need for building the capacity of educational leaders in the Pacific to conduct and utilize program evaluation appropriately and effectively, Pacific Resources for Education and Learning (PREL) and the University of Hawaii at Manoa (UHM) partnered to deliver a two-year, online master's degree program. With funds provided by a grant from the National Science Foundation (NSF), PREL and UH developed the Regional Education Master's Online Training in Evaluation (REMOTE) program to provide this educational opportunity to students located on several islands in the geographically vast and diverse Pacific region. In this article, the authors present the results from an evaluation of the two-year program. The program evaluation was conducted to understand the issues that an online student in the Pacific region faces. These Pacific island students are from indigenous communities and live in rural settings. Many speak English as a foreign language. As adult learners who are mid-career working professionals, they undertake an online program with many concurrent commitments to family, work, and community. (Contains 1 table.)
&quot;Can You Hear Me, Hanoi?&quot; Compensatory Mechanisms Employed in Synchronous Net-Based English Language Learning
Author: Cunningham, Una
Date: 2010-03-00
Type: Journal Articles
Subjects: Communication Problems,Seminars,Distance Education,Foreign Countries,Internet,Foreign Students,Educational Strategies,Barriers,College Students,College Instruction,Teaching Methods,Instructional Effectiveness,Educational Technology,Computer Assisted Instruction,Electronic Learning,Computer Mediated Communication,Discussion Groups,Online Courses,Virtual Classrooms,Asynchronous Communication,Synchronous Communication,Computer Software,Teleconferencing,Intercultural Communication,English for Academic Purposes,Second Language Instruction,Second Language Learning,Interactive Video

At Dalarna University, Sweden, modes of communication are offered at many points of Kenning's continuum with a web-based learning platform, including asynchronous document exchange and collaborative writing tools, e-mail, recorded lectures in various formats, live streamed lectures with the possibility of text questions to the lecturer in real time, textchat, and audiovisual seminars in Marratech[TM] or Adobe Connect[TM]. Their online students live in many countries around the world and come to their online learning spaces from profoundly different physical realities, so the synchronous seminar is a shared experience that is quite separate from the physical environment in which the students find themselves. Many of the net-based English for Academic Purposes (EAP) students experience that their limited English language proficiency, compounded by technical difficulties and the constraints of the online spaces available, will sometimes cause problems in synchronous seminars. On the other hand, the rich environment of Marratech[TM], the desktop videoconferencing system used, offers multiple modes of communication. This study examines the use of the multiple modes available in the seminar tool Marratech to support communication by students and teachers in a synchronous online learning environment. The authors describe the communication problems experienced in this kind of education and the compensatory strategies employed by students and teachers. They consider situations where communication is disturbed because of: (1) technical problems, such as the system expelling a student, or the purchased Internet time in a public Internet cafe having expired, or poor connectivity; (2) students not understanding the teacher because of poor sound conditions, poor perception skills in English, the teacher speaking an unfamiliar variety of English, or a combination of these; (3) students not understanding fellow students usually because of limited proficiency on one or both parts, possibly in combination with the technical issues mentioned; and (4) the teacher not understanding the student often because of the student's unintelligible pronunciation, in combination with less than optimal sound conditions. (Contains 10 figures and 1 footnote.)