ethanporcaro/eric-fulltext-meta huggingface dataset:
Coordinated Implicitly? An Empirical Study on the Role of Social Media in Collaborative Learning
Author: Zhang, Xi
Date: 2016-12-00
Type: Journal Articles
Subjects: Social Media,Cooperative Learning,Teamwork,Information Processing,Memory,Group Dynamics,Models,Least Squares Statistics,Graduate Students,Correlation,Interpersonal Communication,Reliability,Validity,Mediation Theory,Outcomes of Education

As social media is widely adopted in collaborative learning, which places teams in a virtual environment, it is critical for teams to identify and leverage the knowledge of their members. Yet little is known about how social media influences teams to coordinate their knowledge and collaborate effectively. In this research, we explore the roles of two kinds of social media activity--information processing and social connection in teamwork--by applying communication and transactive memory systems (TMSs) as the mechanisms of explicit and implicit coordination respectively. We test this model using partial least squares (PLS) method by treating team as the unit of analysis. Drawing on the data from a study that involves 40 teams of graduate students performing a complex research report over eight weeks, we find that both TMSs and communication can significantly improve teamwork outcomes, and communication can help teams to better coordinate implicitly. With regard to social media activities, the results reveal that both information processing and social connection can enhance the level of TMSs; however, only social connection is positively related to communication. Unfortunately, information processing cannot significantly strengthen communication quality. The possible reasons are discussed and some theoretical and practical implications are also put forward.
Evaluation of Virtual Objects: Contributions for the Learning Process
Author: Vieira, Eleonora Milano Falcão
Date: 2016-12-00
Type: Journal Articles
Subjects: Computer Simulation,Learning Processes,Foreign Countries,Information Technology,Distance Education,Teaching Methods,Economics Education,Accounting,Universities,Educational Quality,Evaluation Methods,Evaluation Criteria,Management Systems,Instructional Materials,Higher Education,Qualitative Research

The constant technological development in education, and the potentiality of the resources offered by Information and Communication Technologies (ICTs), are challenges faced by teaching institutions in Brazil, especially by those institutions, which by the very nature of their services intend to provide distance education courses. In such a scene, one sees the use of technology as a tool to give support and to take part in the process of teaching activities, such as the Virtual Learning Objects (VLOs), which offer an opportunity to contribute to the teaching and learning process. Considering this, the present work aims at analyzing the VLOs used in the distance education courses of Economic Sciences and of Accounting at the Universidade Federal de Santa Catarina (Federal University of Santa Catarina), under the quality criteria indicated by the Learning Object Review Instrument (LORI) methodology proposed by Nesbit, Belfer, and Vargo (2002), Nesbit, Belfer, and Leacock (2004), and Leacock &amp; Nesbit (2007), in order to learn how to better take profit of efforts and resources.
Tele-Proximity: Tele-Community of Inquiry Model. Facial Cues for Social, Cognitive, and Teacher Presence in Distance Education
Author: Themeli, Chryssa
Date: 2016-12-00
Type: Journal Articles
Subjects: Distance Education,Video Technology,Synchronous Communication,Barriers,Proximity,Interpersonal Relationship,Teacher Attitudes,Visual Stimuli,College Students,Foreign Countries,Semi Structured Interviews,Grounded Theory,Communities of Practice,Inquiry,Teaching Methods,Communication Strategies

Distance education is expanding in all continents, and the use of video has dominated internet. Synchronous Video Communication (SVC) has not been an option thoroughly investigated and practitioners, who use and design synchronous learning scenarios, are in urgent need of guidance. Distant learners face many barriers, and as a result, they drop out more frequently than on-campus students. Educators seem to be equally affected by the &quot;transactional distance&quot; and the new digital literacies needed for facilitating online learning. This study explores the educators' perspective on how SVC could offer alternative educational forms and possibilities for distance learning. Findings had indicated that the use of visual communication and human to human contact (prosopogonosia: seeing faces) could have a strong impact on learning and teaching, therefore, a theory called Tele-proximity was formulated. Tele-proximity is defined as online embodiment that explains how instructors and students are connected in synchronous networked environment via tele-operations. SVC creates a sense of place or a stage where online identities perform and highlights recent research on audio-visual signals in communication and team work (Pentland, 2012, 2008). The theory can be seen as an extension of the Community of Inquiry Model (Garrison, Anderson &amp; Archer, 2000) and a theoretical framework according to which learning objectives could be designed. Transactional distance could be minimized and may be implemented to facilitate more synchronous, visual, and humane options in distance education.
Challenges of Offering a MOOC from an LMIC
Author: Pasha, Aamna
Date: 2016-12-00
Type: Journal Articles
Subjects: Online Courses,Delivery Systems,Barriers,Performance Factors,Distance Education,Participant Satisfaction,Teaching Methods,Technical Support,Developing Nations,Foreign Countries,Higher Education

Massive open online courses (MOOCs) were initiated in the early 2000s by certain leading American and European universities. An integral part of the MOOC philosophy has been to provide open access to online learning. Despite their potential advantages to local audiences, faculty and institutions, the number of MOOCs offered from low and middle income countries (LMICs) remains low. The intent of this paper is to provide a reflective perspective on a MOOC recently offered from an LMIC, namely, Pakistan. According to our analysis, the main concern for the organizers of this MOOC was to maintain a high standard of quality, and to offer a course topic that responded to the academic needs of this region. The pedagogical strategy also emphasized on allowing the participants flexibility of time, enabling them to access the course content despite limitations with power shortages, internet speeds, and computer literacy. Despite the lack of resources and expertise, there is significant enthusiasm to introduce this form of teaching and learning to LMIC audiences.
Faculty Members' Instructional Priorities for Adopting OER
Author: Jung, Insung
Date: 2016-12-00
Type: Journal Articles
Subjects: College Faculty,Preferences,Adoption (Ideas),Resource Units,Computer Uses in Education,Shared Resources and Services,Multimedia Materials,Classification,Interviews,Geographic Regions,Comparative Education,Statistical Analysis,Instructional Effectiveness,Efficiency,Usability,Learner Engagement,Models,Foreign Countries,Higher Education

This study aimed to investigate and classify faculty members' instructional priorities for adopting OER. In-depth interview data were collected from 10 faculty members from different regions and analyzed with NVivo 10. The original supposition was that the well-established instructional priorities, effectiveness, efficiency, and appeal would apply. However, it was found that in adopting OER, these faculty members had four instructional priorities: effectiveness, efficiency, appeal, and extension. Effectiveness was the most important consideration, followed by extension, appeal, and efficiency. Regional differences were also apparent. These findings were drawn upon to propose an elaborated model of instructional priorities for adopting OER.
Reading Online in Foreign Languages: A Study of Strategy Use
Author: Cheng, Richard Tsan-Jui
Date: 2016-12-00
Type: Journal Articles
Subjects: Reading Strategies,Second Language Learning,Second Language Instruction,Native Language,English,Reading Processes,Online Surveys,Student Attitudes,Language Proficiency,Likert Scales,Internet,Research Universities,College Students,Student Characteristics,Statistical Analysis

Scores of studies have established that when learning online, students must be equipped with different sets of strategies and skills than in a physical classroom setting (Anderson, 2003; Broadbent &amp; Poon, 2015; Coiro, 2007; Leu et al., 2007; Michinov, Brunot, Le Bohec, Juhel, &amp; Delaval, 2011; Salmon, 2013). The present study, by virtue of exploring foreign language learners' online reading experience, aimed to identify the reading strategies that learners would use when engaged in online reading activities in the target foreign languages. Thirty-two foreign language learners whose native language was English participated in the study. The Online Survey of Reading Strategies (OSORS) designed by Anderson (2003) was administered to investigate the following four research questions: (1) What are the strategies that language learners would or would not use when reading online in foreign languages? (2) Would foreign language learners use some of the online reading strategies more frequently than other strategies? (3) Would different levels of foreign language proficiencies influence language learners' use of the strategies? (4) What could foreign language teachers do in their instruction to help students acquire and broaden their repertoire of online reading strategies? Data analysis demonstrated the most and least frequently used strategies of the foreign language learners and uncovered a significant difference in the frequency of use among the strategies. However, there was no significant difference found between the use of online reading strategies and learners' foreign language proficiencies. Implications and suggestions for future research and practice were proposed accordingly.
Online Instructors' Use of Scaffolding Strategies to Promote Interactions: A Scale Development Study
Author: Cho, Moon-Heum
Date: 2016-12-00
Type: Journal Articles
Subjects: Teaching Methods,Online Courses,Factor Analysis,Goodness of Fit,Correlation,Psychometrics,Validity,Reliability,Computer Mediated Communication,Peer Relationship,Teacher Student Relationship,Scaffolding (Teaching Technique),Student Surveys,Student Attitudes,College Students,College Faculty

A great deal of research has documented that interactions among students or between students and instructors are key to student success in an online learning setting. However, very little research has been statistically and systematically conducted to examine online instructors' conscious and effortful use of scaffolding strategies to promote interactions in online courses. The purpose of this research was to develop a scale assessing online instructors' use of scaffolding strategies to promote interactions. We employed a scale development method for the study. Exploratory factor analysis revealed one factor structure associated with instructors' use of scaffolding strategies to promote interactions in online settings. Confirmatory factor analysis conducted with a different group of online students indicated that the one-factor model fits the data well. In addition, significant correlations with social presence and classroom learning community scales further demonstrated convergent validity. The new scale of online instructors' use of scaffolding strategies to promote interactions demonstrated psychometrically sound validity and reliability.
Ethical Considerations in the Practical Application of the Unisa Socio-Critical Model of Student Success
Author: Fynn, Angelo
Date: 2016-12-00
Type: Journal Articles
Subjects: Academic Achievement,Higher Education,Foreign Countries,Data Collection,Data Analysis,Open Education,Distance Education,Access to Education,Technology Uses in Education,Educational Technology,Access to Information,Educational Quality,Predictor Variables

The prediction and classification of student performance has always been a central concern within higher education institutions. It is therefore natural for higher education institutions to harvest and analyse student data to inform decisions on education provision in resource constrained South African environments. One of the drivers for the use of learning and academic analytics is the pressures for greater accountability in the areas of improved learning outcomes and student success. Added to this is the pressure on local government to produce well-educated populace to participate in the economy. The counter discourse in the field of big data cautions against algocracy where algorithms takeover the human process of democratic decision making. Proponents of this view argue that we run the risk of creating institutions that are beholden to algorithms predicting student success but are unsure of how they work and are too afraid to ignore their guidance. This paper aims to discuss the ethics, values, and moral arguments revolving the use of big data using a practical demonstration of learning analytics applied at Unisa.
Competencies and Experiences Needed by Pre-Service Agricultural Educators to Teach Globalized Curricula: A Modified Delphi Study
Author: Conner, Nathan
Date: 2013-00-00
Type: Journal Articles
Subjects: Delphi Technique,Competency Based Teacher Education,Preservice Teacher Education,Agricultural Education,Global Approach,Multicultural Education,Educational Needs,Minimum Competencies,Educational Experience,Rural Extension,High Schools,Specialists,Needs Assessment,Online Surveys

The 21st century graduate must be able to interact with people from all over the world and must also be knowledgeable about the world (Longview Foundation, 2008). In order to produce graduates that are globally competent, The National Council for the Accreditation of Teachers (NCATE, 1982) has mandated that multi-cultural education be incorporated as part of the teacher-preparation curricula. The purpose of this study was to identify competencies and experiences needed by agricultural pre-service teachers in order to teach globalized curricula. A modified Delphi method was used and the panel consisted of 13 (n = 13) experts in the field of agricultural teacher education with additional experience in international agricultural education or extension. Twenty competencies and two experiences were identified for pre-service agricultural educators to teach globalized curricula at the high school level.
Evaluating the Effectiveness of Traditional Training Methods in Non-Traditional Training Programs for Adult Learners through a Pre-Test/Post-Test Comparison of Food Safety Knowledge
Author: Dodd, Caleb D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Training Methods,Nontraditional Education,Conventional Instruction,Instructional Effectiveness,Adult Learning,Pretests Posttests,Food Standards,Safety Education,Quasiexperimental Design,Participant Characteristics,Control Groups,Experimental Groups,Intermode Differences,Statistical Analysis

The incorporation of hot and cold food bars into grocery stores in an effort to capture a portion of the home meal replacement industry is presenting new challenges for retail food establishments. To ensure retail success and customer safety, employees need to be educated in food safety practices. Traditional methods of training are not meeting the needs of the retail food industry. Although many food safety training programs exist, few meet the educational needs of hot and cold food bar employees. In an effort to determine the effectiveness of traditional training methods for employees, a quasi-experimental study was performed. Data was collected from three separate chains within the retail food industry from six geographical locations. The pre-post assessment study utilized an interventional training and included collecting questionnaires from 300 employees. Findings of the study described characteristics of employees within each chain individually and collectively. Food safety knowledge was assessed by comparing pre-training and post-training assessments for managerial and non-managerial employees. The most important finding for this study was determining the change in essential food safety knowledge of employees after traditional food safety training was conducted for managerial employees within the treatment stores and comparing that change to the change that occurred in the control groups.
Student Motivation for Involvement in Supervised Agricultural Experiences: An Historical Perspective
Author: Bird, William A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Motivation,Self Determination,Qualitative Research,Agricultural Education,Supervision,Educational History,Incentives,Stimuli,Rewards,Literature Reviews,Theories,Student Projects,Awards,Secondary Education,Postsecondary Education

The purpose of this study was to examine student motivation for SAEs through the lens of the Self-Determination Theory. Self-Determination Theory proposed that human beings are more genuinely motivated when driven by internal factors as opposed to external factors. We used historical research and general qualitative interpretative methods to develop an explanation of student motivation for SAEs. We examined historical magazines, documents, and books for detailed cases of SAE participation. Three specific time periods were examined: 1928-1934, 1947-1953, and 1966-1973. We found that student motivation for SAEs has been a prevailing topic since the 1920s. SAEs have typically been initiated by utilizing extrinsic motivating forces through mandating, awards, class requirements, or collaborative school projects. Although extrinsic motivation was not ideal, half of the cases studied ended with a developed internal locus of causality. This demonstrated that student motivation to participate in SAEs could be established by external motivators and later sustained by internal stimulus. We recommend that agricultural education practitioners use caution when assigning external rewards. Overuse of external rewards such as money, trophies, or recognition could potentially distort a student's acquisition of the &quot;true&quot; SAE values of enhanced learning and career exploration.
The Effects of a Time Management Professional Development Seminar on Stress and Job Satisfaction of Beginning Agriscience Teachers in West Texas
Author: Ritz, Rudy
Date: 2013-00-00
Type: Journal Articles
Subjects: Time Management,Seminars,Stress Management,Job Satisfaction,Beginning Teachers,Agricultural Occupations,Control Groups,Experimental Groups,Comparative Analysis,Quasiexperimental Design,Planning,Goal Orientation,Scheduling,Family Work Relationship,Secondary School Teachers,Questionnaires

The purpose of this study was to determine the effects of a time management seminar on stress and job satisfaction of beginning agriscience teachers. The target population for this study consisted of agriscience teachers in the first or second year of tenure. All twenty-three (N = 23) beginning teachers from a selected region of the state participated in the study. There was a 100% response. Eleven participated in the time management seminar (n = 11) and 12 participated in the control group (n = 12). The study employed a quasi-experimental, static-group comparison design. The treatment, a comprehensive time management seminar, included: planning and scheduling, goal setting, and work and family balance. A post-test, including instrumentation for stress and job satisfaction, was administered to both groups. Independent samples t-tests revealed there were not any statistically significant differences between groups on stress levels or job satisfaction levels. However, sub-scale constructs from each instrument resulted in medium to large effect sizes in several sub-scale factors. Stress differences included work-related stress, time management, and professional investment. Job satisfaction differences included pay, recognition and advancement. Overall, the beginning teachers had slight to moderate stress. Additionally, the teachers had slightly above neutral levels of job satisfaction.
Ripple Effects
Author: Birkenholz, Robert J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Agricultural Education,College Faculty,Profiles,Teacher Responsibility,Teacher Influence,Leadership Training,Individual Characteristics,Well Being

Dr. Robert J. Birkenholz is a Professor of Agricultural and Extension Education in the Department of Agricultural Communication, Education, and Leadership (ACEL) at The Ohio State University. In 2002, he was appointed Chair of the department and served in that administrative role for two terms. In 2009, Dr. Birkenholz returned to a full-time faculty position in the department where he helped guide the creation of the undergraduate, interdisciplinary minor in Leadership Studies. Dr. Birkenholz has coauthored one book and one book chapter, 41 peer reviewed journal articles, 53 refereed research papers, and numerous other scholarly publications. He has taught a variety of courses in Agricultural Education and Leadership at the undergraduate and graduate levels. He has advised 59 Master's and 23 doctoral degree graduates. Dr. Birkenholz served as President of the American Association for Agricultural Education (AAAE) and was inducted as an AAAE Fellow in 1998. He received the AAAE North Central Region Outstanding Agricultural Educator award in 2011. He has presented lectures on student centered learning and leading change at the four state agricultural universities in India. He was recognized in 2008 as a Fellow in the Kellogg Food Systems Leadership Institute. This article presents a transcript of Dr. Birkenholz's Distinguished Lecture entitled &quot;Ripple Effects&quot; presented at the American Association for Agricultural Education, on May 16 2012.
Instructional Supervision of Agricultural Education Teachers: Perceptions Regarding Selected Beliefs
Author: Paulsen, Thomas H.
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Supervision,Agricultural Education,Teacher Attitudes,Beliefs,Principals,Gender Differences,Teacher Surveys,Secondary School Teachers,High Schools,Statistical Analysis

The purpose of this study was to identify beliefs held by agricultural education teachers regarding the supervision of instruction by the principal. This study was based on the work of Ferguson and Bargh (2004) regarding how social perception can automatically influence behavior. Data were reported on ten general beliefs regarding instructional supervision. Agricultural education teachers indicated that instructional supervision should be used in all teachable moment situations where teachers and learners interact; is collaborative in nature; is conducted to help the learner; and is more art than science. Female agricultural education teachers' beliefs varied from their male counterparts regarding location of the instructional supervision process. Recommendations indicate that agricultural education teachers should become engaged in a holistic approach to supervision that takes into consideration the formal and nonformal aspects of their professional practice.