ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Gap between a Pre- and Post-Installation of a Corporate E-Learning Program in an Accounting Workplace
Author: Cheng, Kai-Wen
Date: 2013-10-00
Type: Reports - Research
Subjects: Foreign Countries,Accounting,Electronic Learning,Measures (Individuals),Likert Scales,Reliability,Individual Characteristics,Regression (Statistics),Correlation,Formative Evaluation,Intention,Student Attitudes,Workplace Learning,Corporate Education,Content Validity

Although earlier concentration has addressed the use of corporate e-learning programs (CELP), the dissimilitude between pre and post installation reaction to CELP is less explored. This study adopted a two-phase investigation to survey learner intention to use CELP and actual behavior within an international accounting firm. In the pre-installation phase, a survey was conducted to evaluate learner intention to use CELP, followed one year later by a second investigation to examine learner reactions to CELP and the actual usage frequency/duration. The results of this study identified there is actually a difference between intention and actual usage duration. Further questionnaire surveys were implemented to identify learner reactions and factors that could potentially contribute to the gap between intention and actual usage duration. Results also indicated that scheduling was the critical factor leading to the differences in actual usage. The conclusions clarify the relationships among learner intention to use CELP, actual usage frequency/ duration, and subsequent reactions towards it.
Nursing Professionals&apos; Evaluation in Integrating the Computers in English for Nursing Purposes (ENP) Instruction and Learning
Author: Yu, Wei-Chieh Wayne
Date: 2013-10-00
Type: Tests/Questionnaires
Subjects: English (Second Language),English for Academic Purposes,Nursing Students,Foreign Countries,Computer Uses in Education,Student Attitudes,Language Proficiency,Computer Attitudes,Computer Assisted Instruction,Demography,Influence of Technology,Self Disclosure (Individuals),Student Surveys,Questionnaires,Teaching Methods,Predictor Variables

This study was designed to examine the pre- and in-service nursing professionals' perceptions of using computers to facilitate foreign language learning as consideration for future English for nursing purposes instruction. One hundred and ninety seven Taiwanese nursing students participated in the study. Findings revealed that (1) the participants felt benefited using computers to aid their language learning mostly in reading skills development (ex. reading medical reports, doctor's orders, and English magazines and newspapers), followed by vocabulary skills (ex. acquiring more medical terminologies), listening skills (ex. listening to English broadcast media) and writing skills (ex. writing nursing notes/reports in real situations). They also expressed the computers provide &quot;least&quot; help as they try to become more proficient in speaking at seminars, making presentations and participating in groups discussions using English; (2) statistical significance was noted in terms of students' perceptions of computer-mediated learning in English speaking based on their division/rank using an ANOVA test; (3) a Pearson Product-Moment Correlation analysis revealed a statistically significant, positive association between participants' perceptions of using computer to facilitate language learning and their self-evaluation of their macro English proficiency. Based on these results, researchers and educators could find meaningful ways that will improve the attitudes of students in the digital learning environment, and continue to evaluate ways to help these students connect with the process of learning.
E-Learning Environment for Hearing Impaired Students
Author: Hashim, Hisyamuddin
Date: 2013-10-00
Type: Journal Articles
Subjects: Hearing Impairments,Electronic Learning,Educational Environment,Literature Reviews,Meta Analysis,Teaching Methods,Accessibility (for Disabled),Educational Practices,Educational Research,Educational Technology

The usage of technology within the educational department has become more vital by each year passing. One of the most popular technological approaches used is the e-learning environment. The usage of e-learning environment in education involves a wide range of types of students, and this includes the hearing impaired ones. Some adjustment or enhancement needs to be implemented within the e-learning environment, based on the needs or the adaptability of the hearing impaired students accordingly. This paper reviews some of the past researches on the usage of the e-learning environment for hearing impaired students for the past decade or so.
Effects of Applying Blogs to Assist Life Education Instruction for Elementary School Students
Author: Lou, Shi-Jer
Date: 2013-10-00
Type: Reports - Research
Subjects: Elementary School Students,Web 2.0 Technologies,Grade 5,Foreign Countries,Instructional Effectiveness,Values Education,Cooperative Learning,Teaching Methods,Questionnaires,Attitude Measures,Learning Processes,Interviews,Technology Uses in Education,Quasiexperimental Design,Electronic Publishing,Web Sites,Delphi Technique

The purpose of this study aims to explore the effects of applying blog-assisted life education instruction to fifth grade elementary school students. The subjects were 30 fifth-grade students from southern Taiwan. The teaching experiment lasted 10 weeks with three sessions conducted each week. In the experiment, instructional effectiveness and the students' life values were measured by the Life Education Values Scale, the Learning Effectiveness Scale, the Learning Attitude Scale, an e-portfolio, the students' learning sheets, blog articles, the observation records of the teachers' instruction, and the teachers' reflection journal. The findings of this study show that the blog-assisted life education course is effective for higher-grade elementary school students. Additionally, the students' information literacy and interests can be improved through e-portfolio in a blog assisted life education course. Moreover, the students' information literacy and competence, course satisfaction, collaborative learning attitudes, and attitudes toward blog use are improved. Finally, the students' life education values are significantly enhanced through the blog assisted instruction in this study.
Effects of Multimedia-Based Graphic Novel Presentation on Critical Thinking among Students of Different Learning Approaches
Author: Ching, Hii Sii
Date: 2013-10-00
Type: Reports - Research
Subjects: Secondary School Students,Critical Thinking,Thinking Skills,History Instruction,World History,Cartoons,Novels,Teaching Methods,Multimedia Instruction,Comparative Analysis,Pretests Posttests,Hypothesis Testing,Quasiexperimental Design,Foreign Countries

This study investigated the effects of graphic novels on the critical thinking skills in history learning among 291 Secondary Two students in three secondary schools in Malaysia. This research consisted of two parts, namely, development and evaluation. In the first part, the multimedia learning material entitled &quot;Japanese Occupation of Malaya 1942-1945&quot; was designed and developed. In the second part of this research, this study investigated the critical thinking effects of three multimedia graphic novel instructional modes on students of different learning approaches--deep and surface. This study utilized the quantitative method to gather information. ANOVA and ANCOVA analyses were conducted to test the five hypotheses in this study. The results showed that students who were exposed to the Graphic novel and Narration (GN) mode performed significantly better than their counterparts in the Graphic novel and Text (GT) mode and the Graphic novel, Text and Narration (GTN) mode. Both the surface-approach students and the deep-approach students who were exposed to the GN mode performed significantly better than those in the GT mode and the GTN mode. It was also found that the GN mode provides equivalent benefits to both surface-approach and deep-approach students. The interaction effects between the students' learning approach and the three learning modes related to the posttest scores were not significant. The conclusion of this study is supportive of the positive value of the GN mode multimedia graphic novel learning environment based on Mandell and Malone's Thinking like a Historian (TLH) model to enhance and facilitate students' critical thinking skills toward history learning.
A Case Study on the Effects of an L2 Writing Instructional Model for Blended Learning in Higher Education
Author: So, Lee
Date: 2013-10-00
Type: Reports - Research
Subjects: Blended Learning,Writing Instruction,Instructional Effectiveness,Case Studies,Higher Education,English (Second Language),English Language Learners,Writing Improvement,Focus Groups,Preservice Teachers,Foreign Countries,Questionnaires,Participant Satisfaction,Interviews,Journal Writing,Teaching Methods,Mixed Methods Research,Pretests Posttests,Observation,Teaching Models

This case study explores EFL (English as a foreign language) students' perceptions toward a prototype of an instructional model for second language (L2) writing in blended learning and the effects of the model on the development of L2 writing skills in higher education. This model is primarily founded on the process-oriented writing approach combined with various types of writing activities in both online and offline environments. It was observed that the participants of the study perceived the blended learning model to be useful and helpful for the improvement of their writing skills. In addition, it was found that the participants in the three focus groups received higher scores for their writing at the end of the study. Based on the main findings, modifications have been made to the model and further suggestions and implications are provided.
Investigation of Vocational High-School Students' Computer Anxiety
Author: Tuncer, Murat
Date: 2013-10-00
Type: Reports - Research
Subjects: Investigations,High School Students,Vocational High Schools,Anxiety,Computer Attitudes,Student Attitudes,Influence of Technology,Technology Uses in Education,Psychological Studies,Attitude Measures,Behavior Rating Scales,Student Surveys,Predictor Variables,Foreign Countries

With the advent of the computer technologies, we are increasingly encountering these technologies in every field of life. The fact that the computer technology is so much interwoven with the daily life makes it necessary to investigate certain psychological attitudes of those working with computers towards computers. As this study is limited to the impact of technology on education, anxiety, out of certain psychological attitudes, was investigated within it. The investigation was on the vocational high-school students' computer-related anxiety, and as a data collection instrument, the Computer Anxiety Scale was used. The Computer Anxiety Scale was conducted on 265 students receiving education at various departments in the Tunceli Vocational School of Tunceli University. It was observed as a result that gender is a variable that did not make any meaningful difference for the computer anxiety, while the type of education received, grade, receiving computer education and having a computer may mean meaningful differences in terms of various sub-factors and the whole scale itself. It is necessary to determine the level of computer anxiety, and keep it under control while receiving computer education or while learning with computers.
Needs of the Learning Effect on Instructional Website for Vocational High School Students
Author: Lo, Hung-Jen
Date: 2013-10-00
Type: Journal Articles
Subjects: Correlation,Web Sites,Vocational Schools,High School Students,Structural Equation Models,Questionnaires,Educational Technology,Instructional Effectiveness,Foreign Countries,Computer Uses in Education,Web Based Instruction,Online Courses,Factor Analysis,Regression (Statistics)

The purpose of study was to understand the correlation between the needs of the learning effect on instructional website for the vocational high school students. Our research applied the statistic methods of product-moment correlation, stepwise regression, and structural equation method to analyze the questionnaire with the sample size of 377 participants. The empirical results showed that the explanatory factors representing the needs for instructional website can be orderly ranked as: the content and structure of teaching materials, the interactive design, the establishment of system configuration, the layout design, and the interface design. The explanatory factors representing the learning effect of the instructional website can be orderly ranked as the learning environment and equipment, the system learning, the courses interactive, the teaching effect. In addition, the needs for instructional website were positively correlated to the learning effect. The interaction design was intermediately correlated to establishment of system configuration.
Employing Microsoft Live@edu Cloud Platform to Assist in Teaching Chinese Reading for Junior High School Students
Author: Shih, Ru-Chu
Date: 2013-10-00
Type: Reports - Research
Subjects: Junior High School Students,Student Attitudes,Computer Uses in Education,Educational Technology,Reading Instruction,Chinese,Foreign Countries,Grade 8,Comparative Analysis,Pretests Posttests,Teaching Methods,Questionnaires,Satisfaction,Quasiexperimental Design,Multiple Regression Analysis

This study aimed to investigate junior high school students' learning attitudes and learning effectiveness through administering Microsoft Live@edu to assist in teaching Chinese reading. Quasi-experimental approach was used and a total of 63 eighth grade students were divided into the experimental group (N = 32) and control group (N = 31). Descriptive statistics, paired t-test, one-sample t-test, multiple regression, and ANCOVA were used to analyze the collected data. The results of the study reveal that the students' reading attitude was enhanced in terms of cognition, affection, behavior, interaction, and reflection through using Microsoft Live@edu to assist in teaching Chinese reading. In terms of the reading learning effectiveness, the scores of the post-test are higher than the pre-test for both groups. The scores of the students in the experimental group are higher than of the control group. Finally, the students in the experimental group show greater progress in discussions and feedback and analysis of Chinese readings.
Develop and Evaluate the Effects of Multimodal Presentation System on Elementary ESL Students
Author: Kuo, Fang-O
Date: 2013-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Elementary School Students,Teaching Methods,Multimedia Instruction,Multimedia Materials,Questionnaires,Student Attitudes,Experimental Groups,Control Groups,Foreign Countries,Story Telling,Instructional Effectiveness,Educational Technology,Semi Structured Interviews

The purpose of this study is to develop and evaluate the effects of multimodal presentation system (MPS), a multimodal presentation software integrated with interactive whiteboard (IWB), on student learning in the elementary English as second language (ESL) course. It focuses primarily on techniques and tools to enhance the students' ESL learning achievement and learning satisfaction in the classroom setting. This paper utilizes the MPS, based on Mayer's cognitive theory of multimedia learning (CTML), to present the multimedia instructional materials in auditory and visual modalities. This learner-centered instruction was compared with a traditional teacher-centered English teaching using blackboard. An experimental research design was employed and 134 fifth-graders were involved in this study. Evaluation of the instruction was based upon data from test scores and questionnaire related to students' learning satisfaction. In addition, semi-structured individual interviews were conducted with randomly selected participants from experimental group to express their perspectives on the merit of using the MPS. The results revealed that there were statistically significant differences between the students in experimental group and control group on measures of learning effectiveness. More details of the results and implications are also discussed in the study.
Cross-Cultural Communication and Collaboration: Case of an International e-Learning Project
Author: Toprak, Elif
Date: 2014-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Electronic Learning,Distance Education,Open Education,Cross Cultural Studies,Cultural Differences,Consortia,Case Studies,Phenomenology,Interviews,Program Administration,Barriers,Second Languages,Correctional Institutions,Foreign Countries

Communication is an indispensable part of international cooperation and it requires managing different cultures. Being prepared to see and understand different values, trying to understand contrasting views in a consortium, can decrease the potential of misperception which otherwise may act as a real barrier to cooperation. This is why international cooperation necessitates negotiation across cultures. In the case of collaboration, parties come together for a joint work which itself may create common values/understanding, besides the set goals. This is because collaboration requires strong we-feeling and commitment. The purpose of this paper is to focus on cross-cultural communication and collaboration in the area of Open and Distance Learning (ODL), concentrating on the communication processes in project management. Cross-cultural studies point to different communicative behaviours of individuals in multinational work environments e.g. the cultural characteristics affect the preferences towards the use of the media. For the purposes of this paper, the authors make a phenomenological-oriented case study of project management based on interviews with partners of a multilateral Grundtvig (adult learning) project, affiliated with distance education institutions in eight different countries. The authors test their assumptions for constructive and cooperative communication in e-Learning projects; delineating the effects of different cultures as regards the expectations from (1) international projects and (2) communication media.
Design and Development of a Self-Assessment Tool and Investigating its Effectiveness for E-Learning
Author: Domun, Manisha
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Computer Assisted Testing,Self Evaluation (Individuals),Student Evaluation,Evaluation Methods,Test Construction,College Students,Foreign Countries,Comparative Analysis,Student Attitudes,Scores,Control Groups,Experimental Groups,Feedback (Response),Copyrights,Intellectual Property,Tests

One of the most effective tools in e-learning is the Self-Assessment Tool (SAT) and research has shown that students need to accurately assess their own performance thus improving their learning. The study involved the design and development of a self-assessment tool based on the Revised Blooms taxonomy Framework. As a second step in investigating the effectiveness of the SAT, 1st year student of the BSC Educational Technology program from the VCILT, University of Mauritius were used as testing sample. At this stage the SAT was provided to only half of the sample who were randomly chosen and placed into a treatment group. The remaining half (&quot;Control Group&quot;) had the normal conditions on the E-learning platform. A semester exam was devised and administered to the whole sample to find out if there was a difference between the scores of both groups. Lastly a feedback form was given to only the treatment group to find out their views on the SAT. The results indicated a significant difference in scores between the treatment and the control groups when the Student's Independent T-test was used. Group A percentage of passes were higher compared to Group B. Failures were recorded for both groups with an increased rate of failure for Group B compared to Group A. Moreover, most of the respondents' feedbacks suggested that SAT was a useful guide with helpful feedbacks. The findings concluded that SAT was viewed more as a revision tool that allowed them to assess their own learning
Transactional Distance among Open University Students: How Does it Affect the Learning Process?
Author: Kassandrinou, Amanda
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Blended Learning,Graduate Students,Open Universities,Semi Structured Interviews,Content Analysis,Proximity,Geographic Location,Interpersonal Relationship,Interaction,Interpersonal Communication,Educational Technology

This study examines the presence of transactional distance among students, the factors affecting it, as well as the way it influences the learning process of students in a blended distance learning setting in Greece. The present study involved 12 postgraduate students of the Hellenic Open University (HOU). A qualitative research was conducted, using information collected via individual semi-structured interviews. Content analysis of the gathered information provided evidence regarding the existence of student-student transactional distance for several reasons, such as geographical and relatively limited face to face interaction. The role of the tutor as well as of the course provider were also examined in this respect. Finally the study indicated that the existence of perceived transactional distance among the students has a negative effect on their learning process.
A Financial Aid Competency Model for Professional Development
Author: Woolf, Neil
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Financial Aid Officers,Competence,Job Skills,Models,Factor Analysis,Professional Development,Surveys

This research explores the competencies that financial aid officers need to be successful in their jobs. A survey of 30 competencies was distributed to 508 financial aid officers in the Western United States. Respondents were asked to rate 30 job competencies for their relative importance and frequency of use. Using exploratory factor analysis, the emergent competency model was a four-factor solution that groups competencies that are (1) External to Organization, (2) Interpersonal in Nature, (3) Related to Data Analysis, and (4) Related to Project Management. The four-factor solution showed some overlap with another existing competency model for higher education analysts. Through the application of this competency model, financial aid officers may target specific competency areas for professional training and growth.