ethanporcaro/eric-fulltext-meta huggingface dataset:
Adopting Learning Design with LAMS: Multi-Dimensional, Synchronous Large-Scale Adoption of Innovation
Author: Badilescu-Buga, Emil
Date: 2012-00-00
Type: Journal Articles
Subjects: Synchronous Communication,Adoption (Ideas),Barriers,Literature Reviews,Database Management Systems,Courseware,Cognitive Structures,Technology Uses in Education,Technology Integration,Performance Factors,Curriculum Design,Social Networks,Teaching Methods,Educational Innovation,Design Preferences,Preservice Teachers,Educational Practices,Educational Strategies

Learning Activity Management System (LAMS) has been trialled and used by users from many countries around the globe, but despite the positive attitude towards its potential benefits to pedagogical processes its adoption in practice has been uneven, reflecting how difficult it is to make a new technology based concept an integral part of the education system. In order to investigate and determine the elements that block the adoption of learning design tools in general, the study will review research papers that have been published in recent years on this subject, especially LAMS. The study will discuss patterns of critical aspects related to adoption of learning design tools and derive a framework that can be used in follow-up studies aimed at collecting relevant empirical data from practitioners to identify key progress measures of the adoption process. These measures may be used later to devise strategies that will see increased adoption of online learning design tools such as LAMS in school systems and higher education institutions.
The de Bono LAMS Sequence Series: Template Designs as Knowledge-Mobilising Strategy for 21st Century Higher Education
Author: Dobozy, Eva
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Interdisciplinary Approach,Sequential Approach,Sequential Learning,Teaching Methods,Student Centered Curriculum,Value Added Models,Courseware,Database Management Systems,Technology Uses in Education,Educational Practices,Educational Strategies,Foreign Countries

In this paper, the five interlocking de Bono LAMS sequences are introduced as a new form of generic template designs. This transdisciplinary knowledge-mobilising strategy is based on Edward de Bono's attention-directing ideas and thinking skills, commonly known as the CoRT tools. The development of the de Bono LAMS sequence series is an important milestone, signifying the current paradigmatic shift in higher education from a student-consumer paradigm to a student-producer paradigm. Surpassing surface and shallow knowledge stages requires the use of multidisciplinary and generic knowledge in new and unfamiliar situations. The LAMS templates as &quot;knowledge-in-practice&quot; models assist disciplinary specialists generate learning designs that make apparent to students that knowledge is always partial, incomplete and coloured by epistemological beliefs and cultural practices.
The Theoretical Underpinnings of a Learning Design Project
Author: Cameron, Leanne
Date: 2012-00-00
Type: Journal Articles
Subjects: Instructional Design,Higher Education,Planning,Communities of Practice,College Faculty,Scaffolding (Teaching Technique),Learning Activities,Electronic Learning

In the &quot;Implementing Effective Learning Designs&quot; project a framework and design guidelines were created to provide a comprehensive scaffold to assist academics in the development of inspiring learning design examples and supportive activities. Learning design templates were developed that can be used by academic staff to tailor exemplary examples to meet particular requirements, whilst providing them with the underlying pedagogical principals involved in the learning design. The implementation of learning designs was also explored and barriers identified to their widespread adoption and ways of overcoming these. This paper outlines the theoretical underpinnings that supported the project.
An Empirical Investigation of Clicker Technology in Financial Accounting Principles
Author: Marshall, Leisa L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Accounting,Audience Response Systems,Active Learning,Classroom Techniques,Financial Audits,Tests,Grade Point Average,Student Motivation,Student Attitudes,College Students,Scores,Statistical Analysis,Control Groups,Comparative Analysis,Pretests Posttests,College Entrance Examinations

The effects of clicker-use and active learning classroom activities on student performance in financial accounting principles were examined. A repeated measure design was used to compare performance on four exams between a clicker group and a non-clicker group, after controlling for GPA and age. A matched-pairs t-test was used to compare the effects of clickers and structured, peer-instruction (PI). In addition, students' perceptions of clicker-use were evaluated against the literature. The results indicate that the integration of clickers with structured PI, significantly affects students' performance. However, the use of clickers, in and of themselves, did not produce significantly higher performance results for students. Despite the limited performance effects, most of the students believe they learn more and perform better because of the clicker technology. They believe they are more actively engaged, are more motivated, and are more likely to attend class because of the clickers.
Empirical Investigation of Select Personality, Attitudinal, and Experience-Based Antecedents of Cultural Intelligence in Undergraduate Business Students
Author: Kurpis, Lada V.
Date: 2012-00-00
Type: Journal Articles
Subjects: Personality Traits,Student Attitudes,Business Administration Education,Undergraduate Students,Cultural Literacy,Self Management,Beliefs,Preferences,Likert Scales,Hypothesis Testing,Predictor Variables,Social Experience,Student Experience,Student Surveys,Regression (Statistics)

Fostering cultural intelligence development in undergraduate business students should be one of the goals of diversity education in undergraduate business programs due to the demands of the increasingly global workplace of today. A number of personality-based (e.g., self-monitoring personality trait), attitudinal (e.g., preference for jobs involving a lot of intercultural interaction), or experience-based (e.g., the experience of studying/living abroad) individual characteristics have been hypothesized to be potential antecedents of cultural intelligence. This study contributes to cultural intelligence research by proposing a few new potential antecedents and performing an empirical investigation of these and a few previously proposed but not yet empirically tested antecedents of cultural intelligence. Consistently with the hypotheses of the study, self-monitoring personality trait, belief in importance of global-content business courses for future careers, prior experience of living/studying abroad, and preference for jobs involving intercultural interaction were positively related to cultural intelligence. Most of the hypothesized relationships between the antecedents and the specific components of cultural intelligence were supported by the data. Contrary to the expectations, however, preference for consistency personality trait was not related to cultural intelligence and its components. The implications of the study findings for developing students' cultural intelligence are discussed.
Literacy Education in the Digital Age: Using Blogging to Teach Writing
Author: Tanti, Miriam
Date: 2012-00-00
Type: Journal Articles
Subjects: Literacy,Web 2.0 Technologies,Electronic Publishing,Writing Instruction,Teaching Methods,Educational Strategies,Educational Practices,Elementary Education,Qualitative Research,Writing Strategies,Teacher Role,Student Role,Feedback (Response),Writing Skills,Skill Development,Foreign Countries

Through an in-depth and detailed analysis of one specific case, this study demonstrated that digital technologies, for example, blogging, wikis and social networking, have a role to play in the development of literacy skills in the primary classroom. The findings from this study suggest, that in this instance blogging was successfully integrated into teaching and learning sequences to achieve numerous English syllabus writing outcomes. This study also demonstrated that, in addition to the development of traditional literacy skills, concerned mainly with the ability to construct &quot;well structured and well presented&quot; (BOS, 2007, p37) texts, the collaborative use of the classroom blog provided students with the means to develop critical literacy skills in relation to interacting with an audience and each other (BOS, 2007).
Learning Design and Inquiry in Australian History Classrooms
Author: Carroll, Kay
Date: 2012-00-00
Type: Journal Articles
Subjects: Instructional Design,National Curriculum,Elementary School Teachers,Secondary School Teachers,Catholic Schools,History Instruction,Case Studies,Teaching Methods,Foreign Countries,Information Technology,Transformative Learning,Assistant Principals,Ethics,Web Sites,Electronic Publishing,Web 2.0 Technologies,Teacher Attitudes,Administrator Attitudes,English (Second Language),Second Language Learning

Global and digital connectivity transform Australian classrooms by creating rich environments for inquiry learning. Developing inquiry learning in this Information Communication Technology (ICT) context is an Australian educational goal. Recently the Australian Curriculum reform and the Digital Education Revolution has become a catalyst for teachers to overcome the ubiquitous disconnect between traditional and digital pedagogies and reconceptualise practice and curricula. The National vision for ICT in School Education (2008) creates opportunities and imperatives for transformative pedagogies to sync with key learning areas and raises questions about how ICT pedagogical disconnect may be overcome. This paper reports findings from multi-site case studies which focus on the bridging the pedagogical disconnect by investigating the ICT experiences and pedagogy of History teachers in K-12 Catholic schools.
Problem-Based Learning, Scaffolding, and Coaching: Improving Student Outcomes through Structured Group Time
Author: Murray, Lynn M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Problem Based Learning,Scaffolding (Teaching Technique),Experiential Learning,Outcomes of Education,Workshops,Marketing,Coaching (Performance),Teacher Role,Student Role,Teamwork,Leadership Training,Course Descriptions,College Students,Intervention

Live-client projects are increasingly used in marketing coursework. However, students, instructors, and clients are often disappointed by the results. This paper reports an approach drawn from the problem-based learning, scaffolding, and team formation and coaching literatures that uses favor of a series of workshops designed to guide students in developing marketing plans for their non-profit client. The workshops produced marketing plans that were more actionable than those developed in an experiential learning environment without scaffolding or those completed outside of class. An example of the scaffolding technique is provided.
The Value of Significant Learning Strategies in Undergraduate Education
Author: Coco, Charles M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Strategies,Undergraduate Study,Relevance (Education),Taxonomy,Test Items,Student Surveys,Student Attitudes,Business Administration Education,Behavioral Objectives,Evaluation Methods,Undergraduate Students

Learning taxonomies can assist faculty in developing course structures that promote enhanced student learning in the cognitive and affective domains. Significant Learning is one approach to course design that allows for development in six key areas: Foundational Knowledge, Application, Integration, Human Dimension, Caring, and Learning How to Learn. These six dimensions can be explored in a non-hierarchical manner, which enables faculty to choose a particular area of concentration without a strict progression of learning. This paper will highlight the value of developing Significant Learning strategies in undergraduate education.
Student Rudeness &amp; Technology: Going beyond the Business Classroom
Author: Schuldt, Barbara A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Business Administration Education,Student Behavior,Behavior Problems,Age Differences,Cognitive Structures,Ethnicity,Gender Differences,Religious Factors,Income,Socioeconomic Influences,Student Surveys,Student Attitudes,Demography,Classroom Environment,Influence of Technology,Mass Media Effects,Statistical Analysis

This exploratory study examines how society is adapting to an invasion of personal technology. Specifically, the paper reports a pretest study about incivility and the use of personal technology. Findings from this study are useful in providing initial views on demographic differences concerning perceptions about incivility and rudeness in the workplace, religious settings and classroom settings.
Service Learning Positively Impacts Student Involvement, Retention, and Recruitment
Author: Lucy-Bouler, Thomas
Date: 2012-00-00
Type: Journal Articles
Subjects: Service Learning,Program Effectiveness,Student Participation,Academic Achievement,Student Projects,Student Developed Materials,Nonprofit Organizations,Information Systems,Program Descriptions,Higher Education

Universities struggle with how to get students more involved and active in the university and community. Providing projects that just collect cans or raise money for a cause, while admirable, are not teaching the students how to be active, how to conduct projects, and give them connections to the community. This paper will describe service learning projects that actually are planned, managed and executed by the students. As students get involved in these projects a sense of community on campus develops which helps with retention, recruitment and future involvement in other projects. (A bibliography is included.)
Early Childhood: Language and Bullying in an English-Medium School in China
Author: Lehman, Clayton Wayne
Date: 2017-05-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Language Usage,Bullying,Second Language Learning,English (Second Language),Language of Instruction,Language Planning,Preschool Children,Interviews,Questionnaires,Discipline Policy,School Policy,Well Being,Teacher Attitudes,Foreign Workers,Preschool Teachers,Disclosure

The purpose of this small-scale study was to examine whether language is a factor in the reporting of bullying behavior by young English language learners enrolled in an early childhood program of an English-medium school in China. Further investigated was whether an English-only language policy affects the reporting of bullying behavior. Participants of the study included eleven preschool students, their parents, five Chinese teaching assistants, and ten foreign teachers. Methods of data collection included student interviews and the completion of questionnaires by parents, Chinese teaching assistants, and foreign teachers. The results indicate both language and language policy are factors in the reporting of bullying behavior.
The Dynamics of Blog Peer Feedback in ESL Classroom
Author: Gedera, Dilani S. P.
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Feedback (Response),Diaries,Electronic Publishing,Educational Technology,Technology Uses in Education,Peer Influence,Qualitative Research,Interviews,Questionnaires,Writing Assignments,Foreign Countries,College Students,Content Analysis

Over the past decade aspects pertinent to the area of feedback have been extensively explored by researchers. While some of the studies show positive effects of peer review, others discuss its problematic areas. In spite of the controversies the new ways of integrating peer feedback in ESL classrooms are being explored. Researchers show an interest in looking into the possibilities of integrating Information and Communication Technologies (ICTs) in providing feedback to students. This paper discusses students' experience of receiving and providing peer feedback using blogs that was integrated into a Life Sciences classroom in a private university in Malaysia in the year 2010. While carrying out the research, qualitative research methods were employed. Data were mainly gathered through interviews, peer feedback questionnaire and students' writings posted to their blogs. Students used their blogs as an online portfolio, where they shared their experiences and posted writing assignments based on lessons and discussions. The findings and discussion of this paper may assist practitioners in implementing blog peer feedback process and designing suitable activities for use in ESL classrooms.
Investigating the Effects of Planning Time on the Complexity of L2 Argumentative Writing
Author: Tabari, Mahmoud Abdi
Date: 2017-05-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Persuasive Discourse,Writing Processes,Writing Skills,Task Analysis,Syntax,Teaching Methods,Writing Instruction,Comparative Analysis,Writing Research,Accuracy,Undergraduate Students,Foreign Countries,Advanced Students,English for Academic Purposes,Language Proficiency,Language Tests,Pretests Posttests,Reading Comprehension,Vocabulary,Writing Evaluation,Time Management,Statistical Analysis,Interrater Reliability

Much research has investigated the role of planning time in second language writing; however, the results show that there are inconsistent findings about the effects of planning time conditions on the complexity of the EFL learners' textual output. The current study attempted to consider the differential effects of planning time conditions in terms of the pre-task planning condition, the online planning condition, and the no planning condition on the complexity of writings composed by means of an argumentative task from 90 EFL learners. The results reveal that the pre-task planning condition had a marked effect on syntactic complexity and syntactic variety, but the online planning condition only benefited syntactic complexity. Rather unexpectedly, the three planning time conditions showed practically similar performance in lexical variety. The results indicate that pre-task and online planning had remarkable effects on the production of language that was more complex and syntactically varied, however, these two types of planning did not benefit lexical variety. In addition, through a consideration of Yuan and Ellis (2003) and Ellis and Yuan (2004), regarding the effects of planning on oral and written narratives, the researcher compared the results of the study to those previous and, finally, provided pedagogical implications on language practitioners and testers.
Teaching Iranian Elementary EFL Learners to Say &quot;No&quot; Politely: An Interlanguage Pragmatic Study
Author: Sa'd, Seyyed Hatam Tamimi
Date: 2017-05-00
Type: Journal Articles
Subjects: Foreign Countries,Quasiexperimental Design,English Language Learners,Speech Acts,Social Influences,Males,Adolescents,English (Second Language),Second Language Learning,Pragmatics,Language Usage,Questionnaires,Vignettes,Social Behavior,Pretests Posttests,Semantics,Interlanguage

This quasi-experimental study adopted a pretest/posttest design to investigate the effect of instructional intervention in teaching polite refusal strategies explicitly on Iranian EFL learners' performance of the speech act of refusing. The participants, consisting of 24 male elementary EFL learners aged 12-18, responded to a discourse completion task (DCT) prior to and after they had been provided with explicit instruction concerning the polite performance of refusals in English. Adopting Brown and Levinson's (1987) politeness theory and Beebe, Takahashi and Uliss-Weltz's (1990) taxonomy of refusal strategies, the researchers found that the participants' refusal semantic formulas in the pretest contained a variety of impoliteness markers including directness, lack of mitigation, and terseness of responses. The pedagogical instruction was directed at eliminating these inappropriacy elements, addressing the lengthening and intensification of refusal semantic formulas, use of adjuncts to refusals, titles, honorifics, apologizing, etc. The participants' responses to the DCT in the posttest showed a high level of appropriacy in the semantic content of refusal utterances compared to their responses in the pretest. Furthermore, the findings demonstrated that significant differences existed in terms of the content, frequency and types of both refusal strategies and adjuncts to refusals between the pretest and posttest phases. In conclusion, the study revealed the positive effects of instructional intervention on the development of the pragmatic competence of learners with low linguistic proficiency levels.
Using Tailor-Made &quot;YouTube&quot; Videos as a Preteaching Strategy for English Language Learners in Morocco: Towards a Hybrid Language Learning Course
Author: Seilstad, Brian
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Video Technology,Social Media,English (Second Language),Second Language Learning,Blended Learning,Technology Uses in Education,Educational Technology,Program Effectiveness,Qualitative Research,Statistical Analysis,Student Attitudes,Teaching Methods,Student Surveys,Grammar,Writing Skills,College Students

This paper introduces the use of technology in the classroom and highlights the growing challenges and opportunities teachers face in its application. One specific technique, the use of teacher-made and annotated &quot;YouTube&quot; videos to preteach class-specific course content for English language learners is presented. These videos were created to (1) be under five minutes, (2) annotated with text to reinforce the key concepts, (3) specific to the teacher's classes and not necessarily for a wider audience, and (4) offer in-class incentives for online work. Qualitative and quantitative results of the use of this technique are described over four semesters of data, two before the preteaching videos intervention and two after. The results conform to the previous research about preteaching in specific and the use of technology overall, but isolating the particular effect of the preteaching videos on learning remains a point for a future study. The paper concludes with a summary of the results and a discussion of the increasing role of technology in teaching and an exhortation for classroom teachers to make the most of these tools to remain relevant to learners.