ethanporcaro/eric-fulltext-meta huggingface dataset:
A Blended Approach to Canadian First Nations Education
Author: Sacher, Martin
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Blended Learning,Educational Technology,Canada Natives,Online Surveys,Interviews,Teaching Methods,Learner Engagement,Success,Technology Uses in Education,American Indian Education,Synchronous Communication,Access to Computers,Technological Literacy,Student Characteristics,College Students,Teacher Student Relationship,Peer Relationship,Active Learning,Foreign Countries,Mentors,Integrated Learning Systems

The purpose of this research study was to investigate if and how a blended approach to Canadian First Nations education could be used to foster student engagement and success. The study examined the SCcyber E-Learning Community program (2012) through the lens of the &quot;Seven Principles of Effective Teaching&quot; (Chickering &amp; Gamson, 1999). Data was collected via an online survey, interviews, and site visits. The study participants indicated that the deliberate and intentional integration of local learning centers and mentors with online teachers, who provide synchronous tutorials through the use of a web-based learning management system and conferencing tool, was the key to academic success. [For full proceedings, see ED557189.]
The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries
Author: Sawetrattanasatian, Oranuch
Date: 2014-07-00
Type: Reports - Research
Subjects: Information Literacy,Web 2.0 Technologies,Academic Libraries,Foreign Countries,Skill Development,Information Technology,Higher Education,Teaching Methods,Questionnaires,Librarian Attitudes,Teacher Attitudes,College Faculty,Social Networks,Asynchronous Communication,Electronic Publishing

Web 2.0 technology has drawn much attention recently as a fascinating tool for Information Literacy Instruction (ILI), especially in academic libraries. This research was aimed to investigate the implementation of Web 2.0 technology for ILI in Thai university libraries, in terms of information literacy skills being taught, types of Web 2.0 technology that were implemented, ways of implementing Web 2.0 technology, and problems in implementing Web 2.0 technology. Additionally, in case of the university libraries which did not apply Web 2.0 technology to their ILI, the research also explored their reasons, implementation plan, and factors important to their decisions on the implementation of Web 2.0 technology. Despite the research limitation in the context of Thai higher education, the research should be helpful to fulfill the research gap, and, particularly, to provide other university libraries with interesting suggestions on the implementation of Web 2.0 technology for ILI, including the reinforcement of the implementation. [The researcher gratefully acknowledges the supporting fund from the Research Section, Faculty of Arts, Chulalongkorn University and from Suthilak Ambhanwong Memorial Fund. For full proceedings, see ED557189.]
Self-Regulation Competence in Music Education
Author: Ludovico, Luca Andrea
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Self Management,Competence,Music Education,Learning Processes,Metacognition,Music Activities,Scaffolding (Teaching Technique),Self Control,Electronic Publishing,Educational Technology,Design Requirements

This work starts from a systematic review about music education and self-regulation during learning processes. Then the paper identifies those meta-cognitive strategies that music students should adopt during their instrumental practice. The goal is applying such concepts in order to rethink the structure of a didactic e-book for instrumental music education. Thanks to the adoption of the IEEE 1599 standard, the paper outlines a model of active e-book able to improve learners' performances through proper cognitive and multi-modal scaffolds. In the last section the design principles for an implementation will be proposed. [For full proceedings, see ED557189.]
Proof of Economic Viability of Blended Learning Business Models
Author: Druhmann, Carsten
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Information Technology,Sustainability,Business,Models,Program Design,Program Evaluation,Case Studies,Blended Learning,Technology Uses in Education,Foreign Countries,Cost Effectiveness,Continuing Education

The discussion on economically sustainable business models with respect to information technology is lacking in many aspects of proven approaches. In the following contribution the economic viability is valued based on a procedural model for design and evaluation of e-learning business models in the form of a case study. As a case study object a blended learning continuing education course is used. It is provided by a small technology-based education service provider, a typical representative of small and medium-sized companies (SMEs) in the German education market. The focus of the results discussion is the entrepreneurial attractiveness of such business models and recommendations for further studies [For full proceedings, see ED557189.]
The Effectiveness of SDMs in the Development of E-Learning Systems in South Africa
Author: van Aswegen, Kobus
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Management Systems,Educational Quality,Foreign Countries,Learning Experience,Open Source Technology,Productivity,Systems Development,Correlation,Industry,Statistical Analysis,Computer Software

E-learning systems, or learning management systems, as it is known in the field, sit at the heart of educational systems and are used to systematically deliver on-line content and facilitate the learning experience around that content. It becomes essential to ensure that Learning Management Systems of a high standard are being developed. In the field of Systems Development Methodologies (SDMs), much research has been done and the value of SDMs is proven and documented. To ensure that e-learning systems of outstanding quality are being developed, it is crucial that systems development methodologies are being used as they can have a significant impact on the development process. The main focus of this study was to determine if systems development methodologies are being utilised in the development of electronic learning systems in South Africa and if these methodologies are being applied effectively. By utilising a survey as the main research method and statistically analysing the dataset, meaningful results were obtained. Some of the findings were that academic institutions are clearly using open-source LMSs more than proprietary LMSs. The LMS platform had a moderate effect on the success of the LMS. Open-source LMS users were very satisfied with their LMS platform and not inclined to consider a proprietary LMS for future projects. Proprietary LMS users may be inclined to consider an open-source LMS for future projects. It was found that a very strong relationship exists between respondents that indicated that they use RAD as SDM and the impact this SDM had on the quality and productivity of the development process. It was found that a very strong relationship exists between the perceived support that the SDM provides and the impact of the SDM on the quality and productivity of the development process. This in turn has a strong influence on the impact systems development methodologies have on the quality of learning management systems. [For full proceedings, see ED557189.]
Interactive Learning to Stimulate the Brain's Visual Center and to Enhance Memory Retention
Author: Yun, Yang H.
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Memory,Retention (Psychology),Science Education,Engineering Education,College Students,Schemata (Cognition),Biomedicine,Genetics,Cytology,Teaching Methods,Comparative Analysis,Visual Stimuli,Brain Hemisphere Functions,Educational Technology,Trend Analysis,Computer Software

This short paper describes an ongoing NSF-funded project on enhancing science and engineering education using the latest technology. More specifically, the project aims at developing an interactive learning system with Microsoft Kinect™ and Unity3D game engine. This system promotes active, rather than passive, learning by employing embodied cognition with interactive visual/spatial information, in which human movements could impact a lasting effect on both the short-term episodic and long-term memories of students. Two groups of Biomedical Engineering students at The University of Akron participated in a study of the four educational modules (Cell, DNA, Immune System, and Gene Therapy) and were tested after the conclusion of each educational session. The preliminary results show a trend toward better performance with the system compared to traditional instruction in second-year college students. However, more studies with a larger group and with a younger population, such as K-12, need to be evaluated since these students have a less developed visuo-spatial sketchpad relative to the sophomores in college. [For full proceedings, see ED557189.]
The Use of Elgg Social Networking Tool for Students' Project Peer-Review Activity
Author: Samardzija, Ana Coric
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Social Networks,Peer Evaluation,Student Projects,Skill Development,Learning Activities,Web 2.0 Technologies,Research Projects,Cooperative Learning,Research Proposals,Research Reports,Electronic Learning,Educational Technology,Student Experience,Graduate Students,Computer Mediated Communication,Likert Scales,Student Surveys,Questionnaires,Usability,Teaching Methods,Educational Practices,Student Attitudes,Foreign Countries,Factor Analysis

Numerous e-learning 2.0 studies have advocated the use of social networking sites for educational purposes, but only a few of them have observed social networking sites as an instrument for specific learner skill development. This paper discusses a study which addresses the motivation and challenges associated with the introduction of the social networking tool Elgg for the peer-review activity related to students' projects evaluation. In our study, Elgg was utilized to support the development of skills related to (a) peer-reviewing, (b) collaborative work on research projects and their online presentation, and (c) critical analysis of research proposals and reports. This report therefore aims to contribute to those areas of learner skills' development as well as to the evaluation of Elgg as an e-learning 2.0 tool. [For full proceedings, see ED557189.]
Online Social Networks and Computer Skills of University Students
Author: Barbas, Maria Potes
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Social Networks,Computer Literacy,Online Systems,College Students,Qualitative Research,Private Colleges,Educational Environment,Access to Computers,Access to Information,Computer Mediated Communication,Performance Factors,Skill Development,Ethnography,Mass Media Effects,Mass Media Use

Currently a large number of college students belong to social networks and spend several hours a week on them. Some sectors of society, like parents and teachers, are concerned about the negative impact on their academic work and in their personal lives. However, because the potential positive impacts have not been explored enough, this research addresses the question: What are the characteristics of online social networks that could facilitate the development of college students' skills? The research was qualitative and was conducted in a private institution of higher education. Twenty-one college students and thirteen college teachers participated. The results show that the characteristics of social networks that favor the development of ICT skills are primarily: 1) environment conducive to learning where students can learn by playing, racing, linking and imitating; 2) rich environment in technology tools, where there are primarily face tools, external tools executed outside the social network, internal tools, and external tools executed within the social network; 3) appropriate environment for the exchange of information, where communication can be: one to one, one to many, one to all contacts and one to all followers. [Additional funding for this project was provided by FEDER through COMPETE--Programa Operacional Fatores de Competitividade within the PEstC/CED/UI0194/2013 project.] [For the complete proceedings, see ED557189.]
Application of E-Learning Technologies to Study a School Subject
Author: Herbst, Nadia
Date: 2014-07-00
Type: Reports - Research
Subjects: Electronic Learning,Educational Technology,Intervention,Educational Practices,Learning Experience,Constructivism (Learning),Grade 11,Pretests Posttests,Control Groups,Experimental Groups,Teaching Methods,Learning Strategies,Metacognition,Cooperative Learning,Foreign Countries

This paper reports on the introduction and use of e-learning technologies to help students study a school subject. The research intervention is located within a relatively resourced school in South Africa with students largely coming from one racial group. The choice of the school enabled the researchers to focus on investigating the effects of computer-based study methods on students' skills of studying and their perceived learning experience without the necessity of controlling a lot of variables such as socio-economic status, language competence, and so on which have been shown by previous research in South Africa as impacting heavily on teaching and learning and student performance. This paper describes how technology is used in similar schools as the sample school under investigation, how pedagogy has changed practices in the school and how study methods are used. Based on the results of the literature review an intervention of introducing free open source software to investigate study practices of school learners was introduced. The results of the intervention are reported. [For the complete proceedings, see ED557189.]
Technology, Gender Attitude, and Software, among Middle School Math Instructors
Author: Okeke, Godwin N.
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Gender Differences,Computer Software,Web Sites,Qualitative Research,Grade 8,Teacher Surveys,Likert Scales,Correlation,Statistical Analysis,Teacher Behavior,Technology Integration,Mathematics Instruction,Age Differences,Hypothesis Testing,Middle School Teachers,Comparative Analysis

Technology has gained a firm stronghold in society as well as modern classroom. Students are assumed to have a natural aptitude for computers. Over the past decades, educational websites have appeared to be &quot;interactive&quot; and &quot;to make learning fun&quot;. This study employed quantitative method of research using 8th grade instructors from South East Dallas Texas school district. Data was collected via Microsoft Excel and SPSS computation. The survey instrument tested for internal consistency and reliability. The seven Likert scale items tested nine variables for Pearson correlation. A t-test detected non-significance at the p &gt; 0.05 level of probability indicating that male teachers seldom use technology to teach math than their female colleagues. A second t-test showed a significant difference at p &lt; 0.05 level for difference between younger math teachers (male and female) versus their older counterparts. [For the complete proceedings, see ED557189.]
Assessing the Purpose and Importance University Students Attribute to Current ICT Applications
Author: DiGiuseppe, Maurice
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Student Surveys,Computer Uses in Education,Courseware,Computer Software,Relevance (Education),Computer Attitudes,Higher Education,Questionnaires,Likert Scales,Incidence,Self Efficacy,Objectives

In this study we surveyed students in a mid-sized university in Ontario, Canada to explore various aspects associated with their use of computer-based applications. For the purpose of analysis, the computer applications under study were categorized according to the Human-Computer-Human Interaction (HCHI) model of Desjardins (2005) in which interactions between users and digital technology are categorized into four classes of interaction, namely, Technical Interactions (interactions with the digital devices themselves), Social Interactions (interactions with other users through digital devices), Informational Interactions (interactions with information through digital devices), and Computational Interactions (interactions with data processing software through digital devices). The survey attempted to assess the following four aspects of computer application use (in the context of the HCHI model): importance, purpose, frequency, and confidence. In this paper we report on preliminary findings regarding the purpose and importance students attributed to the applications under study. Frequency and confidence studies were reported elsewhere--Partosoedarso, DiGiuseppe, vanOostveen, &amp; Desjardins (2013). Preliminary findings indicate that, in general, students in this study tended to engage in technical, social, and informational interactions primarily for personal purposes and computational interactions for school purposes. In terms of importance, students ascribed the greatest importance to social interactions, followed by technical, informational, and computational interactions, in that order. [For the complete proceedings, see ED557189.]
Technology Acceptance of E-Learning within a Blended Vocational Course in West Africa
Author: Mehta, Ashwin
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Health Education,Electronic Learning,Teaching Methods,Vocational Education,Blended Learning,Learning Modules,Multimedia Instruction,Multimedia Materials,Questionnaires,Cohort Analysis,Computer Literacy,Self Efficacy,Participant Satisfaction,Adult Students,Educational Technology,Student Attitudes

Replacing lecture-based learning content with online information can augment learner-content interaction and facilitate greater mastery over a subject. The success of online delivery will depend on the readiness of learners to use and accept technology as well as the readiness of the organizational infrastructure to support a learner-centric learning culture. Successful implementation and adoption of online learning can be indicated by technology acceptance. In this project, lecture-based learning content for a healthcare vocational training course in West Africa was replaced with e-learning and applied to learners who had little or no prior computer experience. E-learning content was combined with practical and peer-based pedagogy to provide a blended learning course. This paper describes the acceptance of technology-assisted learning during the project. [For the complete proceedings, see ED557189.]
Structuring Long-Term Faculty Training According to Needs Exhibited by Students' Written Comments in Course Evaluations
Author: Fulkerth, Robert
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Course Evaluation,Student Evaluation of Teacher Performance,Feedback (Response),Faculty Development,Student Needs,Adjunct Faculty,Program Descriptions,Student Attitudes,Private Colleges,Nonprofit Organizations,Business Administration Education,Legal Education (Professions),Delivery Systems,Teacher Improvement,Mentors,Educational Technology,Program Design,Intervention,Action Research

A comprehensive adjunct faculty training program is described, whose aim is to improve student perceptions of courses and programs in a private, not-for-profit MBA and Law degree granting university in San Francisco, The program is somewhat novel in that it uses (a) student input from open-ended responses on course evaluations to determine faculty to be addressed, (b) it uses in-place online learning platforms and processes to deliver training, and (c) it includes a plan for monitoring faculty improvement, through hopefully improved course evaluations, mentoring, and course championing by full time faculty members. [For the complete proceedings, see ED557189.]
International Multidisciplinary Learning: An Account of a Collaborative Effort among Three Higher Education Institutions
Author: Poh, Paul S. H.
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Cooperative Learning,Intercollegiate Cooperation,Teamwork,International Educational Exchange,Program Descriptions,Program Design,Observation,Time Perspective,Geographic Location,Interdisciplinary Approach,Preferences,Individual Characteristics,Interaction,Recognition (Achievement),Social Justice,Group Dynamics,Student Projects,Foreign Countries

Requiring students to complete their course assignments in partnership and in collaboration with students from other institutions is not commonplace teaching pedagogy. Even less so when they transcend disciplines and international borders. This paper presents a brief account of an ongoing collaborative effort between Ryerson University, Coventry University and Loughborough University to inculcate cross border communication and teamwork skills to their Built Environment undergraduate students by way of having them work collaboratively on joint project assignments. It describes its scope and organisation and summarises some circumstantial and anecdotal observations of participating students' inclination and disposition to working inter-institutionally. In an industry where cross disciplinary interactions and exchanges are the norm and where contracting parties to the project can frequently be across international divides, it is imperative that its professionals be trained in cross border teamwork skills. [For the complete proceedings, see ED557189.]
Copyright and Creative Commons License: Can Educators Gain Benefits in the Digital Age?
Author: Lamlert, Wariya
Date: 2014-07-00
Type: Speeches/Meeting Papers
Subjects: Copyrights,Certification,Access to Information,Information Utilization,Electronic Publishing,Electronic Libraries,Use Studies,Open Source Technology,Legal Responsibility,Influence of Technology,Conflict Resolution,Moral Issues,Information Policy,Teacher Responsibility,Intellectual Property

In this society of digital environment, to keep pace with the technological change that causes the difficulties of information access together with royalty fees remunerated for making use of copyrighted materials, Creative Commons (CC) license is introduced. However, debates on the issues of copyright and CC license have widely arisen. This research is aimed to prove as to whether CC license destroys the balancing interests between the right holders and the public at large, including educators, through the fair use doctrine. Specifically, it is conducted to explore the legal strategy of CC license and analyze its potential for enhancing the sharing, distribution and reuse of creative works, especially in the digital era. The research findings suggest that the CC license can alleviate some of the problems caused by the copyright conflict and this can be helpful to the public, with no exceptions to educators. Moreover, some interesting recommendations are proposed to uphold the great benefits of CC license to be adopted in line with the copyright law. [For the complete proceedings, see ED557189.]