ethanporcaro/eric-fulltext-meta huggingface dataset:
Disrupting the Implementation Gap with Digital Technology in Healthcare Distance Education: Critical Insights from an e-Mentoring Intensional Network Practitioner Research Project
Author: Singh, Gurmit
Date: 2013-00-00
Type: Journal Articles
Subjects: Professional Education,Distance Education,Educational Technology,Labor Force Development,Health Education,Mentors,Program Effectiveness,Developing Nations,Foreign Countries,Allied Health Personnel,Networks,Computer Uses in Education,Feedback (Response),Computer Mediated Communication

Effective professional distance education is urgently needed to develop a well-trained workforce and improve impact on healthcare. However, distance education initiatives have had mixed results in improving practice. Often, successful implementation fails to leverage insights on the social and emergent nature of learning in networks. This paper critically evaluates a 3-year practitioner research study to implement an e-mentoring programme with a new digital tool to support healthcare professionals from developing countries. As compared to a conventional top-down project planning and management approach to execute programmes, I argue that implementing a practitioner research approach is more effective in producing change to educational practice. This is because it built an &quot;intensional network&quot; of practice to link peers, mentors and experts strategically to disrupt reified practices, drive collaboration and knowledge sharing across time and distance. As global health confronts the reality of a networked sociality, I urge curriculum designers to activate intensional networks to address the practical problems of implementing new digital technologies into distance education for health care professionals that result in dynamic changes to practice.
The Adoption of Open Educational Resources by One Community College Math Department
Author: Hilton, John Levi, III.
Date: 2013-09-00
Type: Journal Articles
Subjects: Educational Resources,Open Source Technology,Community Colleges,Mathematics Education,Departments,Adoption (Ideas),Textbooks,Electronic Publishing,Dropout Rate,Student Attitudes,Teacher Attitudes,Cost Effectiveness,Sustainability,Access to Information,Textbook Evaluation,Graduation Rate,Academic Achievement

The high cost of textbooks is of concern not only to college students but also to society  as a whole. Open textbooks promise the same educational benefits as traditional  textbooks; however, their efficacy remains largely untested. We report on one  community college's adoption of a collection of open resources across five different  mathematics classes. During the 2012 fall semester, 2,043 students in five different  courses used these open access resources. We present a comparison between the  previous two years in terms of the number of students who withdrew from the courses  and the number that completed the courses with a C grade or better. Our analysis  suggests that while there was likely no change in these educational outcomes, students  who have access to open access materials collectively saved a significant amount of  money. Students and faculty were surveyed as to their perceptions of these materials  and the results were generally favorable.
Digital Resilience in Higher Education
Author: Weller, Martin
Date: 2013-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Technology,Foreign Countries,Open Universities,Online Courses,Sustainability,Persistence,Open Source Technology,Distance Education,Educational Change,Educational Innovation

Higher education institutions face a number of opportunities and challenges as the result of the digital revolution. The institutions perform a number of scholarship functions which can be affected by new technologies, and the desire is to retain these functions where appropriate, whilst the form they take may change. Much of the reaction to technological change comes from those with a vested interest in either wholesale change or maintaining the status quo. Taking the resilience metaphor from ecology, the authors propose a framework for analysing an institution's ability to adapt to digital challenges. This framework is examined at two institutions (the UK Open University and Canada's Athabasca University) using two current digital challenges, namely Massive Open Online Courses (MOOCs) and Open Access publishing.
Effectiveness of Personalised Learning Paths on Students Learning Experiences in an e-Learning Environment
Author: Santally, Mohammad Issack
Date: 2013-00-00
Type: Journal Articles
Subjects: Learning Experience,Student Experience,Instructional Effectiveness,Individualized Instruction,Electronic Learning,Cognitive Style,Learning Strategies,Multimedia Materials,Web Based Instruction,Comparative Testing,Questionnaires,Achievement Gains,College Students,Mixed Methods Research

Personalisation of e-learning environments is an interesting research area in which the learning experience of learners is generally believed to be improved when his or her personal learning preferences are taken into account. One such learning preference is the V-A-K instrument that classifies learners as visual, auditory or kinaesthetic. In this research, the outcomes of an experiment are described after students in the second year of university were exposed to a unit that was redesigned to fit in the V-A-K learning styles. It was found that there was no performance improvement when the students were exposed to that specific personalised learning environment and it was surprisingly noted from the statistical evidence that they underperformed in general both with respect to their previous performances and their performances in the same course but for a different unit that served as a control. The personalisation framework used an adaptive method to generate learning paths for each student and it was found that the method performed satisfactorily in its selection process. The findings of this research adds to the existing body of discourse and consolidates the belief that learning styles as determined by self-assessment instruments do not necessarily improve performances. On the other hand, it brings an interesting observation with respect to e-learning environments and the use of multimedia. A pedagogical method of instructional design that brings a sound balance in the use of different elements can indeed be of universal application and each and every learner will find his or her space in it. Indeed working towards more flexibility and adaptability of the environment might be a better approach rather than to work on the adaptivity of the environment.
The Design and Program Evaluation of a Distributed PBL Curriculum for Training Family Doctors in Brazil
Author: Tomaz, Jose B. C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Foreign Countries,Family Practice (Medicine),Web Based Instruction,Educational Technology,Professional Continuing Education,Competence,Online Courses,Distance Education,Curriculum Design,Dementia,Public Health,Questionnaires,Group Discussion

Over the past decade Problem-based Learning (PBL) and distance education have been combined as educational approaches in higher education. This combination has been called distributed PBL (dPBL). However, more research is needed to obtain more evidence and deeper insight in how to design and implement dPBL. The present study aims at describing the design and the evaluation results of a competence-based, problem-based, web-based curriculum for training family doctors in Brazil. It focuses on a post graduate course &quot;Clinical approaches for elderly people with dementia&quot; offered by the School of Public Health of Ceara, Brazil. The course is 120 hours long and is available through the Learning Management System Moodle. It was offered to two classes of 30 participants. A self-administered questionnaire with closed and open questions was filled in by the participants of the two classes. The questions included various aspects such as the quality of teaching materials, the adequacy of the chosen educational approach, the technologies used for information and communication technology, the performance of the tutors and the satisfaction of participants. In general, the results indicated that the competence-based approach for curriculum design was adequate for our proposal and the course was highly rated by respondents.
Students' Attitudes towards Technology-Enabled Learning: A Change in Learning Patterns? The Case of a Master's Course in Political Science
Author: Paunescu, Mihai
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Attitudes,Technology Uses in Education,Political Science,Electronic Learning,Learning Activities,Participant Satisfaction,Course Evaluation,Learning Strategies,Educational Practices,Public Administration Education,Questionnaires,Cognitive Style,Blended Learning,Graduate Students

This article sets to explore the attitudes of higher education students enrolled in a political science programme at Master level towards e-learning facilitated by the introduction of a Moodle platform. The students have been surveyed at the end of public management course in the first semester of the programme asking them to evaluate both the contents (resources) available on the virtual learning environment, as well as the type of activities and the general interaction with technology. The objectives of our survey were twofold: first to carry a thorough evaluation of the course in order to collect evidence for further improvement, but also, more importantly, to unravel the established patterns of students' learning and their attitudes towards a set of technology facilitated type of learning activities. We conclude that the implementation of a VLE is definitely not likely to immediately change existing learning/teaching practice. It is seen mainly as a support and complementing activity of face-to-face course deliveries, but does not yet change the pedagogical underpinnings of the learning practices. On the other hand, a thorough evaluation of students' attitudes towards technology-enabled learning is crucial for consistently planning course designs and for embedding a quality culture at course level.
Playing Games: Do Game Consoles Have a Positive Impact on Girls' Learning Outcomes and Motivation?
Author: Kitching, Lucy
Date: 2013-00-00
Type: Journal Articles
Subjects: Females,Video Games,Learning Strategies,Questionnaires,Foreign Countries,Elementary School Students,Educational Technology,Technology Uses in Education,Teaching Methods,Learning Theories,Student Motivation,Gender Differences,Student Attitudes,Mixed Methods Research

Games based learning is currently a hotly debated topic in education and is a fertile field of study (Holmes, 2011; Abrams, 2009). Many schools are exploring ways in which games can be embedded into the curriculum, to enhance learning through deeper engagement and higher levels of motivation (Miller &amp; Robertson, 2010). This paper explores the use of game consoles to support learning for young students (ages 8-11) and evaluates their recent success in primary education. Over time game consoles and video games have been portrayed as a male oriented technology. This research investigated the current use of game consoles in learning and how it might positively affect a child's learning and motivation, but focused solely on female students' experiences. In the study we investigated the research question: &quot;Do game consoles have a positive impact on girls' learning and motivation?&quot; A semi-structured questionnaire was distributed to girls in Key Stage 2 (n = 49) across three schools that have already incorporated game consoles into their curriculum. The study found that game consoles and video games can have a positive impact on girls' learning and motivation and are key themes that have been raised by teachers. However, due to several limitations in this research some issues were not fully addressed, and we identify some future areas for research.
An Explanation for Internet Use Obstacles Concerning E-Learning in Iran
Author: Rabiee, Ali
Date: 2013-07-00
Type: Journal Articles
Subjects: Barriers,Internet,Foreign Countries,Electronic Learning,Technology Uses in Education,Higher Education,Observation,Interviews,Virtual Universities,Performance Factors,Likert Scales,Questionnaires,Student Surveys,Distance Education,Legal Problems,Educational Resources,Socioeconomic Influences,Cultural Influences,Educational Practices

E-learning is advancing in Iran right now. The Iranian higher education system is applying electronic learning in order to conquer the limitations of the existing education system. These limitations include the growing number of applicants for entering universities, lack of classrooms for education, and universities' tensions in replying to these needs. Also, ease of access to e-learning and a lack of financial resources are reasons for applying e-learning in Iran. In addition, the Iranian higher education system wants to progress with global changes in the information era and they see it as necessary to acquire information and knowledge. Meanwhile, web technology enjoys a special and significant role. This paper investigated barriers to using internet technology for e-learning in the Iranian context. The methodology employed both qualitative and quantitative techniques. In the qualitative stage, exploratory observations of eight virtual institutes for higher education and interviews with 20 experts in these institutes were used. The analysis of the data showed that socio-cultural, structural, educational, economic, and legal factors were the most prominent obstacles to web technology use; each factor comprised a number of components. So as to check the primacy of the factors and the extracted components at large, the researchers developed a Likert-type questionnaire; the questionnaire, which comprised the five types of obstacles and their related components, enjoyed a high degree of validity and reliability. Twenty students in each of the eight institutes were asked to fill out the questionnaire. The analysis of the data showed that socio-cultural factors are the most influential barriers to use of the Internet in e-learning.
Technology Acceptance and Social Presence in Distance Education--A Case Study on the Use of Teleconference at a Postgraduate Course of the Hellenic Open University
Author: Mavroidis, Ilias
Date: 2013-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Conferences (Gatherings),Foreign Countries,Graduate Students,Technology Integration,Familiarity,Computer Literacy,Interaction,Teacher Student Relationship,Distance Education,Open Education,Humanities,Student Attitudes,Participation,Intention,Difficulty Level,Questionnaires,Interpersonal Communication,Case Studies

This paper examines specific technological and pedagogical parameters in relation to teleconference, namely the &quot;perceived ease of use&quot;, the &quot;perceived usefulness&quot;, the &quot;social presence&quot; and the &quot;intention to use&quot;. A case study was conducted involving postgraduate students from a modular course of the School of Humanities of the Hellenic Open University. Based on this study, the preconditions for the efficient use of teleconference as an inclusive educational tool are also discussed. The results of the study suggest that a main condition for the successful educational use of teleconference is the familiarization with the technology (teleconference platform), so that it can be used with autonomy and ease. Furthermore, the more useful students believe that teleconference is for their studies, the greater is their intent to participate in teleconference meetings. Social presence, which is strongly correlated with the perceived ease of use and the perceived usefulness of teleconference, is considered very important for developing an appropriate educational environment and for increasing the satisfaction of students from a teleconference meeting. To enable, however, a widespread use of these tools and to avoid any exclusion of students, specific elements and conditions should be taken into account.
De-Gendering in the Use of E-Learning
Author: Remmele, Bernd
Date: 2013-07-00
Type: Journal Articles
Subjects: Electronic Learning,Technology Uses in Education,Gender Differences,Science and Society,Expectation,Foreign Countries,Cultural Influences,Questionnaires,Interviews,Time on Task,Time Factors (Learning),User Needs (Information),Use Studies,Student Attitudes,Program Attitudes

The starting point of the paper is the co-construction of gender and technology, that is, the theory that the usage of and the attitude to certain kinds of technology are a way to &quot;do&quot; one's gender. A survey is presented that supports the assumption that with the routinization of e-learning in higher education e-learning loses its character as a technology, which can be used for gender performance. With the routinization of its usage e-learning is becoming a gender-neutral tool with no outstanding technological appeal. However, though doing gender may disappear in certain fields the co-construction of gender and technology is still valid as basic structure. Furthermore, the results show that e-learning meanwhile supports the attitude we call &quot;study as consumption&quot;, that is, the expectation that the main e-learning features are usual services to be provided by the educational institution. This attitude is to be found among male and female students alike.
Providing Counseling for Transgendered Inmates: A Survey of Correctional Services
Author: von Dresner, Kara Sandor
Date: 2013-00-00
Type: Journal Articles
Subjects: Self Concept,Sexual Identity,Mental Health,Administrator Attitudes,Court Litigation,Minority Groups,At Risk Persons,Suicide,Depression (Psychology),Victims of Crime,Correctional Institutions,Institutionalized Persons,Health Services,Housing,Incidence,Standards,Surveys

The purpose of this study was to survey the current assessment, housing, and mental health treatment needs of transsexual inmates within state correctional facilities. The literature reviewed epidemiology, prevalence, multiple uses of terms, assessment, and current standards of care. Along with the rise of the multicultural movement, growing interest in transgender treatment has spread through the mental health and criminal justice community. Individuals with transgender needs (assessment, housing, and treatment) have been largely ignored despite the fact that they remain a key minority population at risk to experience suicide, depression, and hate crimes. Criminal justice administrators and mental health providers are faced with the challenges that arise when dealing with individuals with transgender concerns. To address these concerns a survey was mailed to 50 mental health directors of each state&apos;s correctional department. Of the 21 responses received, 18 were fully completed questionnaires. The other 3 responses indicated that the states were not able to respond due to ongoing litigation concerning transgender issues. The majority of the mental health directors were psychologists, however, in some states the psychology department is a division of general health services and the surveys were completed by physicians. The 16-item survey was developed to obtain information about current methods of treatment and policies used by correctional facilities. The survey was comprised of 12 binary response (yes or no) questions with follow-ups for further explanation depending on the question, in addition to three free form questions. All text responses were coded and categorized. The binary and categorized responses were then analyzed descriptively to find trends by examining every binary data point and free form question for quantitative association between addressing special needs against lower risk factors. The results of the survey indicated not only a lack of psychological and physiological treatment, but also a consistent acknowledgement of discomfort with the lack of understanding about transgender specific issues. Implications for correctional administrators and mental health providers as well as recommendations for future research are provided.
Applying the Context, Input, Process, Product Evaluation Model for Evaluation, Research, and Redesign of an Online Master&apos;s Program
Author: Sancar Tokmak, Hatice
Date: 2013-07-00
Type: Reports - Research
Subjects: Masters Programs,Information Science Education,Online Courses,Graduate Students,Student Surveys,Student Attitudes,Focus Groups,Mixed Methods Research,Needs Assessment,Program Design,Program Evaluation,Program Improvement

This study aimed to evaluate and redesign an online master&apos;s degree program consisting of 12 courses from the informatics field using a context, input, process, product (CIPP) evaluation model. Research conducted during the redesign of the online program followed a mixed methodology in which data was collected through a CIPP survey, focus-group interview, and open-ended questionnaire. An initial CIPP survey sent to students, which had a response rate of approximately 60%, indicated that the Fuzzy Logic course did not fully meet the needs of students. Based on these findings, the program managers decided to improve this course, and a focus group was organized with the students of the Fuzzy Logic course in order to obtain more information to help in redesigning the course. Accordingly, the course was redesigned to include more examples and visuals, including videos; student-instructor interaction was increased through face-to-face meetings; and extra meetings were arranged before exams so that additional examples could be presented for problem-solving to satisfy students about assessment procedures. Lastly, the modifications to the Fuzzy Logic course were implemented, and the students in the course were sent an open-ended form asking them what they thought about the modifications. The results indicated that most students were pleased with the new version of the course.
MOOCs: A Systematic Study of the Published Literature 2008-2012
Author: Liyanagunawardena, Tharindu Rekha
Date: 2013-07-00
Type: Information Analyses
Subjects: Literature Reviews,Meta Analysis,Open Universities,Online Courses,Electronic Learning,Educational Research,Case Studies,Educational Theories,Educational Technology,Participant Characteristics,Delivery Systems,Concept Mapping,Distance Education,Classification,Statistical Analysis

Massive open online courses (MOOCs) are a recent addition to the range of online learning options. Since 2008, MOOCs have been run by a variety of public and elite universities, especially in North America. Many academics have taken interest in MOOCs recognising the potential to deliver education around the globe on an unprecedented scale; some of these academics are taking a research-oriented perspective and academic papers describing their research are starting to appear in the traditional media of peer reviewed publications. This paper presents a systematic review of the published MOOC literature (2008-2012): Forty-five peer reviewed papers are identified through journals, database searches, searching the Web, and chaining from known sources to form the base for this review. We believe this is the first effort to systematically review literature relating to MOOCs, a fairly recent but massively popular phenomenon with a global reach. The review categorises the literature into eight different areas of interest, introductory, concept, case studies, educational theory, technology, participant focussed, provider focussed, and other, while also providing quantitative analysis of publications according to publication type, year of publication, and contributors. Future research directions guided by gaps in the literature are explored.