ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of Logical Structures for E-Learning Evaluation
Author: Tudevdagva, Uranchimeg
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Evaluation Methods,Program Evaluation,Models,Check Lists,Formative Evaluation

This paper deals with development of logical structures for e-learning evaluation. Evaluation is a complex task into which many different groups of people are involved. As a rule these groups have different understanding and varying expectations on e-learning evaluation. Using logical structures for e-learning evaluation we can join the different expectations of groups and can evaluate quality of e-learning with multidimensional targets. Key targets form the base for a logical evaluation structure. The evaluation is successful or positive only if all key targets were achieved. If only one key target was not achieved the whole process has missed its target. As a rule key targets can be achieved in different ways. This can be mapped by corresponding sub targets which form the inner logical structure of key targets. By this method very flexible target structures can be modeled. If consensus has been reached on the logical target structure of an e-learning project further evaluation can be performed based on adapted checklists and the use of measure theoretical methods as that has been presented in previous papers of authors. [For the full proceedings, see ED562127.]
Promoting Scientific Literacy through the Online Argumentation System
Author: Tsai, Chun-Yen
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Scientific Literacy,Persuasive Discourse,International Assessment,Grade 10,High School Students,Quasiexperimental Design,Qualitative Research,Statistical Analysis,Control Groups,Experimental Groups,Comparative Analysis,Pretests Posttests

This study investigated how the scientific competencies advocated by the Programme for International Student Assessment (PISA) could be improved by using online argumentation. An online argumentation system served as an aid for argumentation instruction and activities among students during the experiment. Seventy-one 10th grade high school students took part in this study. A quasi-experimental design was adopted and qualitative and quantitative analyses were used. The results showed that using the online argumentation system to conduct argumentation instruction and activities could improve the students' PISA scientific competencies. The experimental group students outperformed their counterparts in terms of mean scientific competencies. Finally, this study proposed suggestions related to argumentation research and science instruction. [For the full proceedings, see ED562127.]
Developing an ICT-Literacy Task-Based Assessment Instrument: The Findings on the Final Testing Phase
Author: Mat-jizat, Jessnor Elmy
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Computer Literacy,Preservice Teachers,Delphi Technique,Foreign Countries,Item Response Theory,Mixed Methods Research,Performance Based Assessment

This paper reports the findings of a study which seeks to identify the information and communications technology (ICT) literacy levels of trainee teachers, by investigating their ICT proficiency using a task-bask assessment instrument. The Delphi technique was used as a primary validation method for the new assessment tool and the ICT literacy task-based assessment tool was developed to assess trainee teacher's levels of ICT-literacy. The findings showed that the ICT-literacy task-based assessment instrument were able to predict trainee teacher's ICT-literacy area of weaknesses. [For the full proceedings, see ED562127.]
Ethics in E-Learning
Author: Bušíková, Alena
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Educational Technology,Technology Uses in Education,Higher Education,Foreign Countries,Online Courses,Questionnaires,College Students,College Faculty,Ethics,Information Sources

The use of information and communication technology has grown at an unprecedented rate and provides a revolutionary way of learning because specific information is easy to find on the Internet. One of the technology approaches in learning is e-learning or electronic learning. Whereas in the U.S., e-learning has become very popular in the recent years as, in Slovakia e-learning is far from being widely used as most of the universities in Slovakia offer only in-class courses and use information technologies only to support those. One of the disadvantages of e-learning is that it provides more possibilities for the academic fraud (Nagi, 2006). The purpose of this article is to point at issues of ethical misconduct in higher education and to analyze the current threats of ethical misconduct of e-learning on an example of Slovakia. As part of our analysis, the answers to questions such as whether the online students committed more academic fraud compared to the daily students will be answered and conclusions will be drawn. [For the full proceedings, see ED562127.]
Collaborative Tools in Upper Secondary School--Why?
Author: Mathiasen, Helle
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Electronic Learning,Handheld Devices,Learner Engagement,Secondary Education,Foreign Countries,Secondary School Students,Secondary School Teachers,Interviews,Observation,Surveys,Cooperative Learning,Barriers,Attitude Measures,Group Activities,Qualitative Research,Statistical Analysis

The paper will discuss potentials of digital media to support student engagement and student production in Danish upper secondary education with a specific focus on group work and collaboration. With the latest school reform, upper secondary education in Denmark has experienced an increased focus on problem-based and self-governed work of students. The paper is based on a large research project involving 800 students and around 100 teachers from 15 schools. The empirical study is based on observations, interviews with teachers and students from the involved schools and on a survey with answers from 500 students and 65 teachers. Within the period from 2010 to 2011, the involved schools have experimented with new teaching methods and integration of different kinds of digital media. Based on these empirical studies, the paper will discuss how students can utilize digital media to support group work and collaboration, including joint production of digital media. First, the paper briefly will present a system theoretical inspired approach to the key concept of communication, teaching and knowledge construction. Second, the empirical method and design from the qualitative and quantitative studies, based on the system theoretical approach will be described. Third, the findings from the qualitative, and quantitative studies will be presented. The paper concludes that the study demonstrates changes in the way group work is organised by the students using digital media, and a tendency to develop student engagement. Furthermore, the study shows evidence of increased transparency between students and teachers, developments within student roles, a focus on new forms of assignments and potentially exams, and increased openness and sharing among students. Hence, innovation trends within digital media usage and developments of teaching methods in Danish secondary education. [For the full proceedings, see ED562127.]
Exploring Competency Development with Mobile Devices
Author: DiGiuseppe, Maurice
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Technology Uses in Education,Educational Technology,Online Surveys,College Students,Student Surveys,Foreign Countries,Likert Scales,Statistical Analysis

Computer-based technologies have been used in the field of education for over thirty years. However, more recently, powerful and more affordable mobile technologies are becoming popular in everyday life and the education system. This paper reports on an online survey of student body in a university in Ontario, Canada focused on the use of a wide variety of digital technologies, including mobile devices such as conventional cellphones, smartphones, tablets, and e-readers. Preliminary results indicate that students are using conventional cellphones with less frequency, favouring use of smartphones and tablets--using such devices more for technical, social, and informational interactions including texting and sharing data and less for computational functions and talking. [For the full proceedings, see ED562127.]
A Study of Perceptions of Online Education among Professionals
Author: Ghandforoush, Parviz
Date: 2013-07-00
Type: Reports - Research
Subjects: Electronic Learning,Online Courses,Information Technology,Questionnaires,Regression (Statistics),Administrator Attitudes,Administrators,Case Studies,Masters Programs

In this paper we research the perceptions of professionals towards the acceptability of online degree programs in their work profession. Although online education is prolific, its acceptability has been slow and has often been attributed to be a poor quality alternative to traditional brick and mortar education. In this paper we attempt to understand the reasons behind the lack of acceptability and set future directions for remedying some of the adverse perceptions. We develop and research an approach for measuring background, online technology familiarity, characteristics of instruction and distance as primary drivers that would affect online education effectiveness and its resulting perception. [For Full Proceedings, see: ED562127.]
Blended Lessons of Teaching Method for Information Studies in Which Students Produce a Learning Guidance Plan
Author: Miyaji, Isao
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Information Science Education,Teacher Education,Recognition (Psychology),Pretests Posttests,High School Students,Student Surveys,Guidance,Knowledge Level,Rating Scales,Electronic Learning,Lesson Plans,Blended Learning,Foreign Countries

Adopting exercise-making and evaluation activities, we conducted a teaching method of Information Studies which is a teaching-training course subject. We surveyed the learners' recognition rate of terms related to lessons at both the beginning and the end of lessons. Then we tested the significance of the differences between both rates. Those results revealed that the participants' amount of knowledge had increased significantly. The participants' awareness related to ability had surveyed. Significant difference tests about their awareness revealed that they had improved significantly. [For the full proceedings, see ED562127.]
Digital Histories for the Digital Age: Collaborative Writing in Large Lecture Courses
Author: Soh, Leen-Kiat
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Collaborative Writing,Databases,Teaching Methods,Information Technology,Technological Literacy,Humanities,College Faculty,Instructional Effectiveness,Lecture Method,Large Group Instruction,United States History,Thinking Skills,Writing Skills,Writing Assignments,History Instruction,Correlation,Essays,Tests,Undergraduate Students

The digital environment has had an immense effect on American society, learning, and education: we have more sources available at our fingertips than any previous generation. Teaching and learning with these new sources, however, has been a challenging transition. Students are confronted with an ocean of digital objects and need skills to navigate the World Wide Web and numerous proprietary databases. Writing and disciplinary habits of mind are more important than ever in this environment, so how do we teach these in the digital age? This paper examines the current digital environment that humanities faculty face in their teaching and explores new tools that might support collaborative writing and digital skills development for students. In particular, this paper considers the effectiveness of a specially configured multi-agent wiki system for writing in a large lecture humanities course and explores the results of its deployment over two years. [For the full proceedings, see ED562127.]
E-Competent Teacher and Principal as the Foundation of E-Competent School E-Education, the Largest School Informatization Project in Slovenia 2008-2013
Author: Šverc, Magdalena
Date: 2013-07-00
Type: Reports - Descriptive
Subjects: Technology Uses in Education,Educational Technology,Electronic Learning,Teaching Methods,Foreign Countries,Teacher Competencies,Technological Literacy,Principals,Expertise,Elementary Secondary Education,Preschool Education,Seminars,Faculty Development

During the years 2008-2013 Ministry of Education in the Republic of Slovenia prepared largest project of informatization of educational institutions. One of the main goals of the project E-Education is the development of the standard E-Competent Teacher, School Principal and IT Expert. The standard E-Competent Teacher, Principal and IT Expert defines the key e-competencies that every teacher, pre-school teacher or teacher in a student residence needs in order to work with their students; every school principal or deputy school principal needs in order to manage their school; and every IT expert or IT co-ordinator needs in order to successfully collaborate in planning school work and classes by using ICT. The second part shows the individual indicators of the e-Education project. [For the full proceedings, see ED562127.]
Interlinking Nutrition and Workfare during the First 1000 Days: A New Social Safety Net in Djibouti
Author: Brodmann, Stefanie
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Nutrition,Nutrition Instruction,Welfare Recipients,Poverty Areas,Community Programs,Intervention,Health Promotion,Health Education,Employment Programs,Federal Programs,Females,Value Added Models,Surveys,Cost Effectiveness,Program Effectiveness,Data Collection,Questionnaires

In Djibouti, extreme poverty was 41.9% and relative poverty 79.4% according to the poverty profile elaborated by the national statistical office (DISED) in 2012. Malnutrition remains high in Djibouti, and comparable to Sub-Saharan countries, with 29.7% of children under the age of five chronically malnourished, 29.6% underweight, and over 17.8% of children acutely malnourished (SMART survey 2013). While the nutrition literature provides extensive evidence on multiple feasible strategies to prevent and remediate growth retardation in low-income countries, there is still no evidence on community-based interventions that attempt to combine the simultaneous promotion of improved nutrition (through behavioral changes) and income increases. In order to address both issues, the Government of Djibouti is piloting an innovative social protection program that integrates public works and nutrition intervention. The intervention: (1) actively involves the main caregiver in a number of ways (nutrition, workfare) to strengthen her role in the household; and (2) makes access to income (workfare) conditional on the caregiver attending regular nutrition promotion activities. The program targets households with pregnant women and children 0-2 years of age in poor areas (urban and rural) in Djibouti. The program consists of a community-based and workfare component and will be run from 2012 to 2017. Under the community-based program, a group of a maximum of 20 women come together once a month for three hours. The sessions include measurement of anthropometric data, nutrition education, feeding practices, growth promotion, cooking sessions, and distribution of nutrition supplements. For the workfare component of the program, the government employs a family member in various tasks, including garbage collection and community works. The objective of this study is to evaluate the added value of combining a public works program targeted to women over and above the provision of information and promotion of behavioral change in child care practices. A baseline household survey was administered to all eligible households (belonging to the test and control groups) selected for the study. Data is collected using CAPI (computer-assisted maintenance). A short follow-up survey is conducted while the public works are taking place. A final survey will be conducted after the household has finalized the 50 days of work, with the aim of measuring the effects of public works medium term. The study is ongoing.
An Interactive Training Game Using 3D Sound for Visually Impaired People
Author: Lee, Hsiao Ping
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Visual Impairments,Blindness,Educational Games,Interactive Video,Auditory Stimuli,Orientation,Travel Training,Visually Impaired Mobility,Traffic Safety,Computer Interfaces,Motion,Foreign Countries,Technology Uses in Education,Educational Technology

The number of visually impaired people is increasing year by year. Although attention has been given to the needs of people with disabilities, most of the discussion has focused on social welfare, while talk about assistive technology for people with disabilities is rare. The blind need training courses for reconstruction and rehabilitation. Orientation and mobility (O&amp;M) training is important for visually impaired people, teaching safe, efficient and effective travel skills. Skills learned from O&amp;M training courses can help the blind walk on the street safely. Crossing the street is especially dangerous, since blind people cannot see traffic lights, and rely mostly on sound for information about their environment. Thus, learning to recognize the varied sounds of vehicles and determining the direction and speed of moving vehicles is critical. In this paper, we propose an interactive game with 3D sound that simulates a busy street environment. The proposed game tries to build a virtual environment with 3D sound to help visually impaired people learn to cross the street safely. As the proposed training game is designed for the blind, the technologies of Kinect and Text-to-Speech (TTS) are used in the human-computer interface in the proposed game, so that they can use the game independently. [For the full proceedings, see ED562127.]
The Design and Development of a Computerized Attention-Training Game System for School-Aged Children
Author: Wang, Tsui-Ying
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Computer Games,Attention,Children,Web Based Instruction,Handheld Devices,Telecommunications,Computers,Motivation,Play,Feedback (Response),Portfolios (Background Materials)

A computerized attention-training game system has been developed to support attention training for school-aged children. The present system offers various types of computer games that provide training in different aspects of attention, such as selective attention, sustained attention, and divided attention. The N-tier architecture of the Web-based applications was applied for the development of this system. Children can access the system to play interactive games in a Web-based environment by using smart phones, tablet computers, or personal computers. A complete set of training information is collected in which the system provides a training portfolio mechanism to record the training progress and performance of the player. Children may benefit with the challenging features of attention demands during game-playing and the observer may gain detailed information of the training process. The game scenario helps motivate children to practice attention tasks with interactive play and immediate feedback. [For the full proceedings, see ED562127.]
YouFlow Microblog: Encouraging Discussions for Learning
Author: Krejci, Rafael
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Web Sites,Electronic Publishing,Case Studies,Discussion (Teaching Technique),Cooperative Learning,Social Media,Computer Mediated Communication,College Students,Higher Education

Microblogs have been used in the educational context. However, differently from following friends' status messages, in the educational scenario it is important to follow the discussions, to understand the flow of messages. YouFlow microblog was developed for that purpose. It is a microblog that provides the main structures of discourse that are available on communication systems as well as messages' categorization according to a lesson plan. An exploratory case study allowed analyzing the use of the structures of discourse on the microblog in an educational context. Then, an explanatory case study showed an increase in the participation on discussions of topics according to a lesson plan. [For the full proceedings, see ED562127.]
Big Data &amp; Learning Analytics: A Potential Way to Optimize eLearning Technological Tools
Author: García, Olga Arranz
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Electronic Learning,Blended Learning,Data Collection,Data Analysis,Educational Research,Large Group Instruction,Higher Education,Integrated Learning Systems,Case Studies,Foreign Countries,Statistical Analysis

In the information age, one of the most influential institutions is education. The recent emergence of MOOCS [Massively Open Online Courses] is a sample of the new expectations that are offered to university students. Basing decisions on data and evidence seems obvious, and indeed, research indicates that data-driven decision-making improves organizational productivity. The most dramatic factor shaping the future of higher education is Big Data and analytics. Big Data emphasizes that the data itself is a path to value generation in organizations and it is, also, a critical value for higher education institutions. The emerging practice of academic analytics is likely to become a new useful tool for a new era. Analytics and big data have a significant role to play in the future of higher education. This paper attempts an analytical practice about the use of e-learning technological tools to generate relevant information, for the teacher and the students who try to optimize their learning process.This combination of data-processing and analytical learning is an aid to improve significantly higher education and mark the path to follow in the new educational era. [For the full proceedings, see ED562127.]
A Study of the Metacognition Performance in Online Inquiry Learning
Author: Huang, Ya-Ping
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Metacognition,Inquiry,Teaching Methods,Learning Strategies,Junior High School Students,Grade 9,Experimental Groups,Control Groups,Folk Culture,Singing,Foreign Countries,Interviews,Online Courses,Cooperative Learning,Statistical Analysis,Observation,Diaries,Student Attitudes,Measures (Individuals),Instructional Design,Pretests Posttests,Quasiexperimental Design,Likert Scales,Questionnaires

The purpose of this study is to probe into the effect of metacognitive thinking strategies with different teaching strategies in an online inquiry-based junior high course. Two types of teaching strategies were applied in classes with totally 69 students of 9th graders in New Taipei City. Among participants, 34 students were in the experimental group accepting the strategy of &quot;Collaborative Online Inquiry&quot; while the control group of 35 students with &quot;Personal-based Online Inquiry&quot;. Data were collected for a six-week lesson on this topic &quot;Campus Folk Song&quot;. ANCOVA and class observations, instructors' diary, and interviews with students are measured to understand the different effects of two teaching strategies on students' metacognitive thinking strategies. The result shows that students by &quot;collaborative online inquiry&quot; in experimental group perform their metacognitive strategies better than those by &quot;Personal-based Online Inquiry&quot; in the control group. [For the full proceedings, see ED562127.]