ethanporcaro/eric-fulltext-meta huggingface dataset:
Design and Development of Physics Module Based on Learning Style and Appropriate Technology by Employing Isman Instructional Design Model
Author: Alias, Norlidah
Date: 2012-10-00
Type: Journal Articles
Subjects: Physics,Instructional Effectiveness,Teaching Methods,Instructional Design,Appropriate Technology,Cognitive Style,Foreign Countries,Interviews,Teacher Attitudes,Student Attitudes,Pretests Posttests,Science Achievement,Scores,Measures (Individuals),Comparative Analysis,Gender Differences,Secondary School Students,Secondary School Teachers,Educational Technology

The study was aimed at designing and developing a Physics module based on learning style and appropriate technology in secondary educational setting by employing Isman Instructional Design Model and to test the effectiveness of the module. The paper draws attention to the design principles which employs Isman Instructional Design Model. The prototype module was tested among two teachers and 14 participants. The findings from interviews with the teachers and students show a positive response in Physics when their learning styles are matched with appropriate technology. In the evaluation phase, two instruments were used to collect data for this study. The pre-posttest designed to identify students' achievement score and Felder Silverman's Learning Style Inventory to measure students' learning style. Findings from evaluation of the module conducted among 120 participants involving 30 participants of each learning style (visual/verbal, active/reflective) suggested that the module is effective for visual, active, reflective and not for verbal learners. The researchers also compared the effectiveness of the module according to gender. The verbal and reflective modules were effective for female learners and not for male learners. The findings from this study suggest that Isman Instructional Design Model which pays attention to instruction from the learner perspective than from content perspective is suitable in designing and developing Physics module based on learning style and appropriate technology in secondary educational setting in Malaysia. The findings of this study is also hoped to provide insights to promote teaching and learning of Physics based on learning style and appropriate technology. (Contains 13 tables and 2 figures.)
Design and Implementation of a Cooperative Learning System for Digital Content Design Curriculum: Investigation on Learning Effectiveness and Social Presence
Author: Huang, Ming-Shang
Date: 2012-10-00
Type: Journal Articles
Subjects: Cooperative Learning,Teaching Methods,Social Environment,Computer Mediated Communication,Heterogeneous Grouping,Instructional Effectiveness,Foreign Countries,College Students,Electronic Learning,Instructional Design,Questionnaires

The purpose of this paper is to investigate the learning effectiveness of cooperative learning system based on social presence theory. We develop a web-based cooperative learning system which contains personal module, admin module, course module, communication module, and learning records module to support the implementation of cooperative learning. An experiment was conducted to examine the learning effectiveness of the developed cooperative learning system for two groups' students (a self-form group and a random group). Results of the experiment indicate that students had consistently learning effectiveness in both of the heterogeneous groups, which verified the utility of the developed cooperative learning system and interactivity has significant difference, but social context and online communication has insignificant difference among three dimensions of social presence theory. Finally, research findings are discussed and future research directions are suggested. (Contains 1 table and 8 figures.)
Elementary School Teachers' Perceptions toward ICT: The Case of Using Magic Board for Teaching Mathematics
Author: Yuan, Yuan
Date: 2012-10-00
Type: Journal Articles
Subjects: Educational Technology,Foreign Countries,Technology Integration,Mathematics Instruction,Elementary School Teachers,Gender Differences,Teacher Attitudes,Computer Uses in Education,Web Based Instruction,Interaction,Manipulative Materials,Elementary School Mathematics,Teaching Methods,Scores,Teacher Competencies

This study aims at investigating elementary school teachers' perceptions toward to the use of ICT. Magic Board, an interactive web-based environment which provides a set of virtual manipulatives for elementary mathematics, is used as the case of ICT. After participating in Magic Board workshops, 250 elementary school teachers in Taiwan responded to a researcher developed questionnaire to get teachers' perceptions toward the use of Magic Board. The study revealed that teachers rated high scores on perceived teaching assistance, perceived learning assistance, and perceived competence of technology integration. The correlation among the three subscales indicates that teachers had a higher score on one scale correlated with higher scores on the other two scales. Findings show no gender difference on perceptions toward Magic Board. However, teachers who have data projectors in their classrooms rated higher scores on perceived teaching assistance and perceived competence of technology integration than those without data projectors in their classrooms. Lastly, this study discusses implications for these results and recommendations for future research. (Contains 7 tables and 4 figures.)
Emotions and Pair Trust in Asynchronous Hospitality Cultural Exchange for Students in Taiwan and Hong Kong
Author: Wang, Mei-jung
Date: 2012-10-00
Type: Journal Articles
Subjects: Student Attitudes,Learning Processes,Foreign Countries,Cultural Influences,College Students,Trust (Psychology),Interaction,Hospitality Occupations,Food Service,Tourism,Problem Solving,Emotional Response,Cultural Differences,Cross Cultural Studies,Social Influences,Educational Technology

Social and emotional dynamics have an impact on students' learning processes in online-learning situations. This study explores university students' emotions and trust levels resulting from collaborative communication behaviors when they interacted as part of a Food and Tourism course in Taiwan and Hong Kong. More specifically, students' emotions and trust levels were investigated and were founded to have varied over the course of the study. Results show that the Taiwan-based participants seemed to express their emotions more strongly than the Hong Kong-based ones. Both the Hong Kong and Taiwan groups generally felt satisfied, excited and curious, whereas they were sometimes perceived to be dispirited, insecure and angry while the project was in progress and at the end of the project. The three sources that caused most emotional comment were &quot;self&quot;, &quot;social&quot; and &quot;others&quot;. When it came to dealing with emotion, most students tried to solve problems by themselves. They believed that they had the ability to solve the problems and held themselves responsible for dealing with their own emotions. The pair trust survey shows that both groups gave positive responses for all items, but there seemed to be a gap between the perception of pair trust and the reality of dealing with emotion. (Contains 6 tables and 3 figures.)
Evaluating the Impacts of ICT Use: A Multi-Level Analysis with Hierarchical Linear Modeling
Author: Song, Hae-Deok
Date: 2012-10-00
Type: Journal Articles
Subjects: Academic Achievement,Program Effectiveness,Self Efficacy,Computer Use,Predictor Variables,Technology Uses in Education,Performance Factors,Achievement Need,Institutional Characteristics,Student Characteristics,Mathematics Achievement,Influence of Technology,Hierarchical Linear Modeling,Educational Technology,Student Surveys

The purpose of this study is to evaluate the impacts of ICT use on achievements by considering not only ICT use, but also the process and background variables that influence ICT use at both the student- and school-level. This study was conducted using data from the 2010 Survey of Seoul Education Longitudinal Research. A Hierarchical Linear Modeling (HLM) analysis was employed to control the student and school characteristics. The study results show that the use of ICT explained a significant portion in the overall variance in mathematic achievement at the elementary school level, at the middle school level, and at the high school level, respectively. Information communication and transactions, a component of ICT literacy, has negative impacts on mathematic achievement, and ICT self-efficacy is more likely to result in academic achievement than other background and processing variables. (Contains 4 tables.)
Examining Web 2.0 Tools Usage of Science Teacher Candidates
Author: Balkan Kiyici, Fatime
Date: 2012-10-00
Type: Journal Articles
Subjects: Educational Technology,Science Teachers,Social Networks,Expertise,Web 2.0 Technologies,Technology Integration,Preservice Teachers,Internet,Surveys,Electronic Publishing,Web Sites,Computer Mediated Communication,Gender Differences,Electronic Mail,Student Teacher Attitudes

Using technology in a science teaching is so important. Only the person, who can use these tools in expert level, can use these tools in their teaching activities. In this research it is aimed firstly identifying science teacher candidates web 2.0 tools usage experience level and factors affecting experience level. In this research survey method was adapted. To gather research data a survey was developed. Survey contains seven sections concerning demographic data, blog, wiki, image sharing, document sharing, social network site and instant messaging usage. After reviewing literature survey developed and survey was given CEIT and science education experts to review. After expert examination survey, finalized survey administrated 289 science teacher candidates and obtained data analyzed.Research findings show that science teacher candidates experience regarding each tool fairly equal and their experience do not differ notable level by gender, computer experience or internet experience. (Contains 7 tables.)
Exploring College Students' Attitudes and Self-Efficacy of Mobile Learning
Author: Yang, Shih-hsien
Date: 2012-10-00
Type: Journal Articles
Subjects: Information Technology,Self Efficacy,Student Attitudes,English (Second Language),Foreign Countries,Electronic Learning,College Students,Handheld Devices,Task Analysis,Technology Uses in Education,English Instruction,English Language Learners,Teaching Methods,Participant Satisfaction,Student Surveys,Educational Technology

Previous studies have indicated that computers and the internet play very important roles in students' acceptance and use of new information technology. In recent years, with the rapid development of mobile technology, mobile learning (m-learning) has becoming another popular topic. However, little is known about the students' attitudes and self-efficacy with the use of a mobile device in language learning. The purpose of this study was to investigate the attitudes and self-efficacy of using mobile learning devices for college students in a language class by employing task-based instruction. The sample group of the study comprised 58 second-year students at a technical university in central Taiwan who used mobile devices for m-learning in an English class to complete assigned tasks under the guidance of the instructor. Results showed that most students agreed that their motivation for English learning was enhanced and most of them had positive attitudes towards m-learning. Implications for future research and the practice of m-learning are discussed. (Contains 6 tables.)
Factors Affecting the Transformational Leadership Role of Principals in Implementing ICT in Schools
Author: Afshari, Mojgan
Date: 2012-10-00
Type: Journal Articles
Subjects: Computer Uses in Education,Educational Technology,Educational Opportunities,Foreign Countries,Stimulation,Professional Development,Principals,Transformational Leadership,Administrator Role,Program Implementation,Technology Integration,Performance Factors,Competence,Computer Literacy,Structural Equation Models,Hypothesis Testing,Questionnaires,Predictor Variables,Administrator Attitudes

Leadership is an important factor in the effective implementation of technology in schools. This study examines the transformational leadership role of principals to determine whether transformational leadership role of principals in ICT implementation in schools is influenced by the computer competence, level of computer use, and professional development activities of principals. This paper, based on responses from 320 principals in Iran, reports that computer use and professional development activities (on the dimension of ICT and leadership) influence the transformational leadership role of principals in implementing ICT in schools. In addition, the study results show that computer competence has a positive relationship with the level of computer use by secondary school principals and it indirectly influences the transformational leadership role of principals in implementing ICT in schools. It is suggested that ongoing professional development opportunities on dimension of leadership and technology should be provided for principals to increase their levels of proficiency in computer use which will help future research understand the importance of the use of technology in education and to learn to model the transformational leadership components of charisma (idealized influence), inspirational motivation, intellectual stimulation and individualized consideration in their schools. (Contains 7 tables and 1 figure.)
Factors Influencing Women's Attitudes towards Computers in a Computer Literacy Training Program
Author: Chang, Sung-Lu
Date: 2012-10-00
Type: Journal Articles
Subjects: Females,Access to Computers,Computer Literacy,Performance Factors,Computer Attitudes,Womens Education,Womens Studies,Educational Opportunities,Questionnaires,Interviews,Classroom Observation Techniques,Training Objectives,Individual Differences,Gender Issues,Adult Education,Adult Learning,Adult Programs,Foreign Countries

In the &quot;Digital Divide&quot; research, adult women have generally been found to be the weakest group when compared with others. There is thus a need to provide this particular group with computer literacy training, and to give them opportunities to learn about using computers. In such training, women not only need to learn computer skills, but also a positive attitude. This study gathered qualitative and quantitative data from 175 women who attended computer literacy training, to analyze their attitudes towards computers and to identify differences in their attitudes. The data were collected from questionnaires, interviews and class observations. It was found that only women with lower educational levels had feelings of high anxiety prior to the training. However, other characteristics influenced their attitudes during the training, including age, education, nationality, and PC ownership. Factors influencing the differences in their attitudes were the difficulties of data input, physiological limitations, cultural differences, computer access and learning opportunities. Suggestions for future computer training programs for adult women are proposed. (Contains 6 tables.)
Exploring the Factors that Influence Continuance Intention to Attend One-to-Some Online Courses via Videoconferencing Software
Author: Hsiao, Kuo-Lun
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Online Courses,Videoconferencing,Use Studies,Computer Software,Intention,Epistemology,Social Cognition,Social Environment,Influences,English (Second Language),Second Language Instruction,Video Technology,College Students,College Instruction,Instructional Effectiveness,Questionnaires,Data Analysis,Pretests Posttests,Least Squares Statistics

Although videoconferencing software and equipment have been widely used in enterprises and education in recent year, few past studies experimentally examined the factors influencing users' continuous intention to attend one-to-some online courses via videoconferencing software in distance learning. In order to provide researchers with a better understanding of the determinants, this study developed a theoretical model based on social cognitive theory. Thirty university students were invited to attend a ten-week videoconferencing course and filled out an academic questionnaire after the courses. The results of the survey indicated that social environmental factors (normative belief and subjective norms) and personal factors (affect and performance outcome expectations) can significantly influence users' continuous intention. In particular, social environmental factors had the strongest direct and indirect effects. Furthermore, it is found that continuous intention significantly impacted students' learning effectiveness. (Contains 2 figures and 3 tables.)
Faculty' Technology Barriers Faced within the Framework of Quality Processes: SAU Sample
Author: Elmas, Muzaffer
Date: 2012-10-00
Type: Journal Articles
Subjects: Educational Quality,Teacher Attitudes,College Faculty,Barriers,Web Sites,Technology Uses in Education,Higher Education,Total Quality Management,Statistical Analysis,Questionnaires,Gender Differences,Foreign Countries,International Cooperation,Computer Literacy

This research was carried out to determine technology barriers faced by the instructors within the framework of quality processes conducted at the University of Sakarya.Therefore, technology barriers encountered in the process of teaching while using web sites developed in order to manage quality operations from a single center were examined within the framework of quality processes. According to the research results, the perceptions of barriers of the instructors did not differ too much according to sex, according to the availability of computer training and according to computer and internet experience. (Contains 6 tables.)
Industry-Oriented Competency Requirements for Mechatronics Technology in Taiwan
Author: Shyr, Wen-Jye
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Competence,Industry,College Students,Expertise,Delphi Technique,Evaluation Criteria,Technology Education,Competency Based Education,Engineering Education,Interdisciplinary Approach,Curriculum Development,Instructional Design,College Instruction,Questionnaires,Data Analysis,Interviews,Student Surveys,Education Work Relationship

This study employed a three-phase empirical method to identify competency indicators for mechatronics technology according to industry-oriented criteria. In Phase I, a list of required competencies was compiled using Behavioral Event Interviews (BEI) with three engineers specializing in the field of mechatronics technology. In Phase II, the Delphi technique was performed with ten experts in mechatronics, followed by the K-S (Kolmogorov-Smirnov) one-sample test to evaluate the consistency of opinions amongst respondents. In Phase III, these competencies were quantitatively verified by 62 learners studying mechatronics technology, and a nonparametric Mann-Whitney U-test was then performed. As a result, we developed a list of 36 competencies in 9 domains. Our research findings reveal the practical competencies required for mechatronics technology according to industry-oriented criteria. (Contains 2 tables and 1 figure.)
Integrating Blog and Face-to-Face Instruction into an ESP Course: English for Hospitality and Tourism
Author: Shih, Ru-Chu
Date: 2012-10-00
Type: Journal Articles
Subjects: Teaching Methods,Curriculum Development,Foreign Countries,Feedback (Response),Web Sites,Electronic Publishing,International Trade,Global Approach,English for Special Purposes,Tourism,Hospitality Occupations,Second Language Instruction,Second Language Learning,English (Second Language),Teacher Attitudes,Student Attitudes,Interviews,Blended Learning,Surveys,Majors (Students),Course Descriptions,Factor Analysis

With the rapid growth of international trade and globalization, English language has been emphasized in Asia countries, thus professionals with a good command of English has become essential and important. This study aimed to establish a blended model combining face-to-face (F2F) instruction for English for Specific Purposes (ESP) course: English for Hospitality and Tourism. The research method was a combination of qualitative and quantitative approaches, including peer and instructor feedback, interviews, and the learning satisfaction survey. A total of 44 English- majored sophomore students participated in the study. The results of the study reveal that this model could contribute to learning effectiveness and satisfaction of an ESP course when the course is well planned, the equipment is sufficient and supportive as well as students are familiar with related applications. Most importantly, peer and the instructor's feedback and the characteristics of the blog, including free access, ease of revision, and interesting material, were major factors that motivated students to learn effectively and enhanced their satisfaction with the course. (Contains 1 table and 2 figures.)
Learner Characteristic Based Learning Effort Curve Mode: The Core Mechanism on Developing Personalized Adaptive E-Learning Platform
Author: Hsu, Pi-Shan
Date: 2012-10-00
Type: Journal Articles
Subjects: Prior Learning,Self Efficacy,Cognitive Style,Foreign Countries,Electronic Learning,Student Characteristics,College Students,Multiple Regression Analysis,Individualized Instruction,Efficiency,Academic Achievement

This study aims to develop the core mechanism for realizing the development of personalized adaptive e-learning platform, which is based on the previous learning effort curve research and takes into account the learner characteristics of learning style and self-efficacy. 125 university students from Taiwan are classified into 16 groups according to learning efficiency, learning style and self-efficacy. The learner characteristic based learning effort curve mode (LECM) is developed by conducting multi-factor regression on the corresponding learning effort curves generated by the specific group. The research findings conclude that the learner characteristic based LECM is able to represent the specific learning characteristics of the corresponding learning style and self-efficacy effectively. The core value of the learner characteristic based LECM is to realize the future development of personalized adaptive e-learning platform through taking it as the core mechanism. (Contains 1 table and 4 figures.)