ethanporcaro/eric-fulltext-meta huggingface dataset:
Identifying Factors that Contribute to the Satisfaction of Students in E-Learning
Author: Calli, Levent
Date: 2013-01-00
Type: Journal Articles
Subjects: Learning Processes,Electronic Learning,Distance Education,Online Courses,Participant Satisfaction,Needs Assessment,Student Needs,Interest Inventories,Preferences,Performance Factors,Predictor Variables,Student Attitudes,Usability,Foreign Countries

There has been an increasing interest in the application of e-learning through the enhancement of internet and computer technologies. Satisfaction has appeared as a key factor in order to develop efficient course content in line with students' demands and expectations. Thus, a lot of research has been conducted on the concept of satisfaction in electronic environments. Satisfaction has been seen to be the most significant variable on loyalty and usage intention in marketing and information science terms, which can also be highly related to academic success. In this regard, this study set out to investigate the effects of several variables on the learning processes of 930 e-learning students in the Sakarya University distance learning program. The findings of the research indicated that factors perceived playfulness, perceived ease of use and multimedia content effectiveness had a significant effect on perceived usefulness. Furthermore, it was concluded that satisfaction was affected by perceived usefulness, perceived playfulness and multimedia content effectiveness. (Contains 3 figures, 4 tables, and 2 footnotes.)
Grade Inflation: An Issue for Higher Education?
Author: Caruth, Donald L.
Date: 2013-01-00
Type: Journal Articles
Subjects: Student Evaluation,Grading,Grade Inflation,Best Practices,Educational Practices,Barriers,Performance Factors,Robustness (Statistics),Evaluation Criteria,Experimenter Characteristics,Credibility,Accountability,Achievement Rating,Evaluation Research

Grade inflation impacts university credibility, student courses of study, choices of institution, and other areas. There has been an upward shift in grades without a corresponding upward shift in knowledge gained. Some of the most frequently mentioned causes of grade inflation are: (1) student evaluations of professors; (2) student teacher dynamics; (3) merit-based financial aid; and (4) student expectations. Among the reasons for higher student grades on the part of professors are: (1) fear of student evaluations; (2) avoidance of bad relations with students; (3) below average teaching skills; (4) lack of experience; (5) a lack of clearly stated objectives; and (6) job security. While grades are not a perfect answer to assessing student performance in a course they are still the best answer we have for evaluating students. In order to evaluate students more accurately, universities must identify the problems in grading and grading practices. Once this is accomplished new practices can be designed and policies implemented.
Effective Learning Interaction as a Prerequisite to Successful Open Distance Learning (ODL): A Case Study of Learners in the Northern State of Kedah and Perlis, Malaysia
Author: Dzakiria, Hisham
Date: 2013-01-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Open Universities,Adult Learning,Adult Students,Time Management,Flexible Scheduling,Barriers,Proximity,Student Motivation,Technological Advancement,Stakeholders,Educational Experience,Interaction,Tutors

The provision of ODL is now largely available in most part of the world, and is just a matter of choice for working adults to pursue. With the competing priorities of work, home, and school, adult learners everywhere desire a high degree of flexibility and accessibility. The structure of ODL provides learners with the greatest flexibility. It provides control over time, place and pace of education; however, learning at a distance is not without problems. Loss of student motivation due to lack of face-to-face (f2f) contact with tutors, peers and content; high startup costs, and lack of support are all barriers to the success of ODL. One important element of success factor for students attending ODL program is the level of interactivity within the student-tutor-content dyads. This paper looks at the issue of interactivity as reported in this research on students' perspectives and experiences of ODL programs in the northern part of Malaysia. The study supported the widely held belief that a high level of interaction is desirable in ODL environment (Dzakiria, 2008, Dzakiria &amp; Idrus, 2003; Rumble, 2000; Walker, 2002)) and positively affects the learning experiences. Recent technological advancements, allowing an increasing level of interaction between the interactivity dyads have implicated how teaching and learning should be in an ODL environment. This study believes to improve ODL experience, decrease dropout rates and maintain success stories for ODL, tutors and all-important stakeholders in ODL must improve the provision of interaction and interactivity. It is evident from the literature that there is a still research gap on interaction issues in ODL which must be pursued and address to improve the learners' educational experience-for they are the primary clientele of ODL.
Preservice Mathematics Teachers' Views on Distance Education and Their Web Pedagogical Content Knowledge
Author: Cagirgan Gulten, Dilek
Date: 2013-01-00
Type: Journal Articles
Subjects: Distance Education,Web Based Instruction,Mathematics Education,Preservice Teachers,Pedagogical Content Knowledge,Mathematics Teachers,Student Teacher Attitudes,Educational Attitudes,Elementary School Mathematics,Technology Uses in Education,Knowledge Level,Likert Scales,Foreign Countries,Computer Attitudes

This research aims to investigate primary preservice mathematics teachers' views on distance education and web pedagogical content knowledge in terms of the subscales of general web, communicative web, pedagogical web, web pedagogical content and attitude towards web based instruction. The research was conducted with 46 senior students in the department of Primary Mathematics Education in Istanbul. Web Pedagogical Content Knowledge scale developed by Lee, Tsai and Chang (2008) and adapted into Turkish by Horzum (2011) was used as the data collection tool. Values of frequency and percentage and Kruskal Wallis test were used in the analysis of the data. Whether preservice teachers' perceptions towards adequacy levels for web pedagogical content knowledge differ or not was discussed in terms of their views on distance education and their habits of using the Internet and e-mail. (Contains 9 tables.)
Strategies to Improve Retention of Postgraduate Business Students in Distance Education Courses: An Australian Case
Author: Carroll, David
Date: 2013-01-00
Type: Journal Articles
Subjects: School Holding Power,Foreign Countries,Distance Education,Academic Persistence,Change Strategies,Business Education,Graduate Students,Performance Factors,Program Improvement,Semi Structured Interviews,Student Attitudes,Case Studies

In spite of the clear value of postgraduate business students to many providers of distance education courses, the factors affecting the retention of these students have received limited attention in the literature. In addressing this gap, this paper presents the findings of a qualitative study into the factors affecting the retention of postgraduate business students at a major Australian distance education university. The findings of this study suggest that a range of situational, dispositional and attitudinal factors impact upon student retention on this context, both as enablers of and obstacles to ongoing participation. In many cases, these factors differ to those identified in the existing literature on student retention. Based on these findings, we present a range of strategies designed to improve the retention of postgraduate business students by maximising enabling factors and minimising the impact of any identified obstacles. Limitations of the study and suggestions for further research are also presented. (Contains 2 tables.)
A Novel Conceptual Model of Environmental Communal Education: Content Analysis Based on Distance Education Approach
Author: Hafezi, Soheila
Date: 2013-01-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Distance Education,Teaching Methods,Summative Evaluation,Content Analysis,Models

Environmental education as a learning process increases people's knowledge and awareness about the environment. Although in some countries, the Environmental Communal Education (ECE) is the core of the environmental education by formal and informal organizations and groups, but, it has not clarified the meaning of the ECE's concept. Therefore the aim of this study was to scientific clarification of the ECE and to develop conceptual model by using the distance education approach. In this study to concept clarification of the ECE, five-step method of Norris was used. Also, a summative content analysis approach is used to interpret meaning from the content of text data. Findings from the content analysis of ECE plotted as a conceptual model. The results of the content analysis led to the extraction of meaning units, sub-codes and the main themes. According to data explication 6 themes extracted. They were Condition-based, Methods-based, Learner-based, Concern-based, Workgroup-based, and Field-based. On the base of themes and operational definition the Hexa-based model of the ECE developed. According to extracted operational definition and the Hexa-based model of the ECE, the diversity of the target population and educational content, it seems the most appropriate teaching methods are the distance education methods. (Contains 1 table and 2 figures.)
Towards the Use of a Novel Method: The First Experiences on Measuring the Cognitive Load of Learned Programming Skills
Author: Uysal, Murat Pasa
Date: 2013-01-00
Type: Journal Articles
Subjects: Cognitive Measurement,Cognitive Processes,Difficulty Level,Programming,Computer Science Education,Spectroscopy,Brain,Physiology,Change,Short Term Memory,Academic Achievement

Teaching object-oriented programming (OOP) is a difficult task, especially to the beginners. First-time learners also find it difficult to understand. Although there is a considerable amount of study on the cognitive dimension, a few study points out its physiological meaning. Moreover, it has been suggested that neuroscientific studies and methods can enable educational researchers gain an insight into brain and cognitive processes as well. Therefore, this experimental study explored the previously learned OOP skills in terms of cognitive load. By using the functional near-infrared spectroscopy (fNIRS) method, we measured the cognitive load of participants when executing OOP tasks. The average oxygenation changes in prefrontal cortex of the brain represented their total cognitive response to a set of OOP tasks. There were two research questions investigated by this study. The first research question explored whether the average oxygenation changed according to the participants' academic achievements and task completion status. The second research question was for identifying the instant changes in the oxygenations to find out which programming tasks were more contributing to the oxygenation. Later, we compared the findings with experts' judgments. We observed that the fNIRS system was an effective and promising technology for monitoring cognitive tasks both in classrooms and in experimental environments. (Contains 2 figures and 6 tables.)
Value-Addition for Empowerment and Employability through Intervention of ODL Mode of IGNOU
Author: Kishore, S.
Date: 2013-01-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,College Graduates,Rural Areas,Employment Potential,Employer Attitudes,Expectation,Job Skills,Communication Skills,Independent Study,Intervention,Open Universities,Distance Education

In the developing country like India, the output of graduates from higher educational institutions is high. But, the major concern is that majority of graduates are not employable, especially from rural areas for want of skills expected by the employer. The soft skills, communication skills and multidisciplinary knowledge are essential to become employable. In this context, the short-term six months courses of Indira Gandhi National Open University (IGNOU) delivered through the ODL mode is an alternative intervention to the graduates towards empowerment. This article analyses the benefits of self-learning though ODL mode of IGNOU. The IGNOU Regional Centre, Madurai has made a pilot attempt in enrolling formal mode college going students in a few specific certificate programmes of IGNOU for enrichment and empowerment. The certificate level programmes of IGNOU which match the discipline of study at the graduation level as a value added course are also explored in this work. Self-study through ODL promotes the many skills and builds confidence to link learning to real-life situations and as well as ability to understand the changing demands in the world of work. Also, ability to manage information is a significant dimension of self-learning. Thus, the short-term programmes of IGNOU extend value-addition to the graduates in the form of transferable skills and the value-added outputs are expected to be employable or self-employable, thus contributing to the growth of the nation.
Ethical Perspectives in Open and Distance Education System
Author: Anitha, C.
Date: 2013-01-00
Type: Journal Articles
Subjects: Ethics,Electronic Learning,Distance Education,Educational Responsibility,Educational Malpractice,Legal Responsibility,Educational Practices,Values,Institutional Characteristics,Performance Factors,Consciousness Raising,Agenda Setting

Today, e-learning and various online education applications are used in many countries and educational institutions than ever before. Ethics deals with the principle governing ideal or good behavior, it focuses on what is right or what is wrong. Although in education, the ethical issues that they may be facing are not about of life and death issues. An ethical dilemma will take place when the educator faced with a decision that maybe incongruent with the organization's values and policies. There are several examples of ethical issues in education. In this reason, the educator must be guided with the appropriate decision-making strategies. With the increasing use of new communication technologies, adoption of distance education by traditional educational institutes and owing to growing demand on the part of learners, it becomes more important to discuss the ethical issues. This important title provides academicians, students, and professionals with ethical insight into the world of e-learning through fascinating case studies that elucidate the issues through real-world examples. Pioneer's experience in the field of distance education indicates that the profile of distance learners varies, cutting across barriers of gender, class and caste. The distance learner may be suffering from a sense of isolation as he/she makes a return to study after a gap of time or while working. It is there that the distance educator makes a positive, ethical and interventionist role by helping the student to learn beyond the stereotypical classroom situation and can act effectively as the friend, philosopher and guide of the learner. However, the industry of education is a serious one, requiring well defined ethics and values, well bound in visible legal outlines to regulate its exchange and distribution. Because as the industry grows, so do the issues of ethical concern such as plagiarism, electronic voyeurism, and licensing. The objective of this paper is to raise awareness of additional ethical issues in order to encourage further debate and consideration of these importance issues. The present paper will focus on the ethical values to be followed and implemented in the open distance education system.
The Effect of Internet-Based Education on Student Success in Teaching of 8th Grade Triangles Subject
Author: Kaya, Deniz
Date: 2013-01-00
Type: Journal Articles
Subjects: Achievement Tests,Teaching Methods,Control Groups,Grade 8,Experimental Groups,Courseware,Web Based Instruction,Conventional Instruction,Intermode Differences,Achievement Gains,Geometric Concepts,Geometry,Pretests Posttests,Foreign Countries

In the study, it was researched the effect of internet-based application on student success. Internet-based application was used at the teaching of triangles subject which is included in 8th grade units of triangles and algebra. The study was carried out over the internet with a computer software program: Vitamin Program. The study was carried out with total 37 8th grade students in two separate classes in a study centre in 2011-2012 school years. It was carried out internet-based teaching material on the &quot;experiment group&quot; and also conventional teaching method and materials on the control group. In the research, &quot;the achievement test consisting of triangles subject&quot; was carried out as a data collection tool in pre-test and post-test both groups. As a result of the research, success grade of experiment group which was carried out internet-based application applied with Vitamin Program is higher than success grade of control group in which was used conventional teaching method. In consequence of the study, it was suggested that internet-based teaching programs, which call and attract students' attention must be used in a more frequent way. (Contains 3 tables and 1 figure.)
Interrogating the Teaching and Learning Modes in Open and Distance Learning (ODL) within the Context of Quality Education: A Case Study of the Zimbabwe Open University; Department of Education
Author: Samkange, Wellington
Date: 2013-01-00
Type: Journal Articles
Subjects: Open Universities,Educational Quality,Educational Administration,Student Attitudes,Reading Materials,Foreign Countries,Distance Education,Learning Modalities,Language of Instruction,Tutors,Case Studies,Standards,Qualitative Research,Undergraduate Students,Teacher Education,Interviews,Questionnaires,Teaching Methods

There have been concerns about the teaching and learning modes in both conventional and Open and Distance Learning (ODL) institutions globally. Such concerns emanate from issues of quality and standards in education. In view of such concerns, the study examined the teaching and learning modes in Open and Distance Learning (ODL). These were examined in relation to how they contribute to quality and standards within the the context of ODL. The study focused on the Zimbabwe Open University (ZOU), an ODL university in Zimbabwe. It used the qualitative methodology and the case study design. A purposively selected sample of twenty students on the Bachelor of Education in Educational Management (BEDM) programme, another twenty on the Masters of Education in Educational Management (MEDM) programme and and thirty students on the teacher development programmes were selected from a population of one hundred and sixty two students in the Department of Education in Harare region. In total, the sample was made up of seventy students and fifteen tutors who were observed teaching. Data was collected through the use of interviews, open-ended questionnaires and analysis of documents. Data was collected from current students in the Faculty of Arts and Education in the Departments of Educational Studies and Teacher Development. Data was also collected through the evaluation instruments and other related documents used at ZOU. Furthermore, students evaluated the different teaching and learning modes used in the university. These included reading material, modules, tutors and tutorials. The study concluded that whilst students expressed satisfaction in areas such as the work and efforts of their tutors and the relevance of the courses to their jobs and promotion prospects, they were concerns about the non-availability of learning materials in some cases, the coverage of some topics in some modules and the language of instruction used by the tutors. The cases observed indicated that the institution was lagging behind in modern technology. These are concerns that could compromise quality if not addressed.
Quest for Teaching Experimental Skills
Author: Lakshmi, B. Samrajya
Date: 2013-01-00
Type: Journal Articles
Subjects: Science Laboratories,Science Instruction,Student Motivation,Science Process Skills,Chemistry,Foreign Countries,Undergraduate Study,College Science,Scientific Concepts

In Andhra Pradesh, India, chemical experimenting in under graduate college labs by students is neglected because most of the intermediate (10+1 and 10+2) students concentrate on writing competitive exams like EAMCET (Engineering and Medical Common Entrance Test), IIT JEE (Indian Institute of Technology Joint Entrance Test), AIEEE (All India Engineering Entrance Examination), AFMS (Armed Forces Medical Services), AIMS (All India Institute of Medical Science). The students spend most of their time in preparing for competitive exams, practicing bits, and writing many model exams. Even Parents, staff, and management are also motivated and allow the students towards preparation for competitive exams because of the increase in number of engineering seats and demand of medical seats. Ultimately, the quality and quantity of students who join the B.Sc. (Bachelor of Science) has been decreasing day by day. Even after joining the B.Sc., the students are motivated towards immediate white collared job oriented courses like M.C.A (Master of Computer Applications) and M.B.A (Master Business Administration) and spending their time for preparing for competitive exams for those courses. Only a few students are interested to join Post graduation in chemistry and try to learn experimental skills in chemistry laboratory. However, the motivated students towards undergraduate chemistry will be demotivated towards it due to lack of fundamentals in chemistry (in 10+2 level), which are essential for better job market. Ultimately, the students are in confusion and neglect learning the skills in doing experiments in chemistry lab. The present paper focuses on the thorough quest of one such teacher who strives for his own professional development. He has developed his own method of guiding the students for their improvement of skills in doing experiments in lab. The teacher explored solutions to his problems or problems of students by sorting out the critical incidents from his own laboratory experiences, documented through regular journal writing. The teacher cum researcher guided the students to overcome the difficulties in: (1) Determination of melting point; (2) Determination of Boiling Point; (3) Test for Extra elements; (4) Ignition Test for Aliphatic/Aromatic/Carbohydrate/Amide; and (5) Test for Functional groups.