ethanporcaro/eric-fulltext-meta huggingface dataset:
If You Build It, Will They Come? Predictors of Teachers' Participation in and Satisfaction with the &quot;Effective Classroom Interactions&quot; Online Courses
Author: LoCasale-Crouch, Jennifer
Date: 2016-01-00
Type: Journal Articles
Subjects: Online Courses,Teaching Methods,Course Content,School Readiness,Preschool Teachers,Individual Characteristics,Course Evaluation,Course Descriptions,Prediction,Technological Literacy,Classroom Techniques,Social Development,Emotional Development,Literacy,Thinking Skills,Teacher Attitudes,Teacher Characteristics,Homework,Computer Mediated Communication,Teacher Surveys,Faculty Development

The &quot;Effective Classroom Interactions&quot; (ECI) online courses were designed to provide an engaging, effective and scalable approach to enhancing early childhood teachers' use of classroom practices that impact children's school readiness. The created courses included several versions aimed at testing whether or not certain design aspects could increase participation and subsequent learning outcomes. The purpose of this study was to examine the extent to which early childhood teachers accessed the courses and varied in their: (a) participation in the core course content and (b) optional discussion board as a result of the course experience they were assigned to as well as individual characteristics that may be associated with participation. As might be expected, findings indicated that early childhood teachers accessed the course often on nights and weekends, even though participating centers allowed their teachers to do coursework during work time. In addition, participants reported high levels of satisfaction with their experience. Both persistence in the ECI courses and overall completion of activities were higher than those reported in other studies of online learning. The participation of early childhood educator teachers was consistently predicted by comfort with technology, credit or non-credit status and assignment to the group that included regular conferences with the instructor. These relationships, however, did not always occur in expected ways. Implications for exploring online learning as a feasible option for early childhood educators are discussed.
Creative Solutions and Their Evaluation: Comparing the Effects of Explanation and Argumentation Tasks on Student Reflections
Author: Andiliou, Andria
Date: 2014-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Persuasive Discourse,Student Attitudes,Teacher Role,Secondary School Teachers,High School Students,Creativity,Problem Solving,Individual Differences,Creative Thinking,Reflection,Task Analysis,Undergraduate Students,Instructional Design,Majors (Students),Schemata (Cognition)

Creative problem solving which results in novel and effective ideas or products is most advanced when learners can analyze, evaluate, and refine their ideas to improve creative solutions. The purpose of this investigation was to examine creative problem solving performance in undergraduate students and determine the tasks that support critical self-evaluations of creative solutions by comparing alternative types of reflective tasks. Participants (n = 103) first provided demographic information and responded to individual difference measures (i.e., divergent thinking, need for cognition, and beliefs about creative outcomes) and then read a problem scenario in which they assumed the role of a high school teacher who was asked to design a creative college preparatory course. Following, participants completed either an explanation reflective task or an argument based reflective task. Finally, participants evaluated their proposed course by rating it on characteristics that describe the originality and effectiveness of creative solutions. Findings confirmed the role of divergent thinking as a positive predictor of the originality of a creative solution, whereas, need for cognition, and academic major were positive predictors of the effectiveness of a creative solution. Participants rated their creative solutions differentially depending on their beliefs and the type of reflective task. Those whose beliefs aligned better with conceptualizations of creative outcomes assessed more positively the originality and effectiveness of their solution. The findings indicate that the argumentation task could potentially promote reflective and critical thinking about a creative solution as participants who completed the argumentation task evaluated their solution more conservatively.
Constructing Nomological Nets on the Basis of Process Analyses to Strengthen CSCL Research
Author: Stegmann, Karsten
Date: 2014-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Cooperative Learning,Research Design,Construct Validity,Intervention,Criteria,Grounded Theory,Research Methodology,Hypothesis Testing

Due to the nature of collaborative learning, realising perfectly controlled experiments often requires an unreasonable amount of resources and sometimes it is not possible at all. Against this background, I propose to augment as good as feasible experimental design with a nomological net of relations between instructional support (intervention), learning processes and learning outcomes. Nomological networks are known from construct validity. In construct validity, the relations between variables (e.g. group differences, correlation matrices) are used to provide evidence for the validity of a measure. By adding multiple process and outcome variables together with the corresponding relations between intervention, process and outcome, the validity of causal relations found can be strengthened. I suggest adopting quality criteria from good research designs to evaluate the nomological nets. The resulting net needs to be (1) theory grounded, (2) situational, (3) feasible, (4) redundant, and (5) efficient. By making these nomological nets explicit and by designing them according to the presented criteria, CSCL research becomes more potent: the risk of inconclusive results is reduced while results that form a consistent nomological net can be interpreted with a stronger confidence, even if the experimental design has some flaws. If this becomes standard in CSCL research, it can be expected to contribute significantly better to knowledge accumulation in this area of research.
Challenges of Transitioning to an e-Learning System with Learning Objects Capabilities
Author: Raspopovic, Miroslava
Date: 2016-01-00
Type: Journal Articles
Subjects: Electronic Learning,Blended Learning,Colleges,Higher Education,Technological Advancement,Technology Integration,Technology Uses in Education,Information Technology,Distance Education,Online Courses,Integrated Learning Systems,Management Systems,Web Based Instruction,Resource Units

In order for higher education institutions, which implements blended and/or online learning to remain competitive and innovative it needs to keep up with the cutting edge technological and educational advances. This task is usually very difficult, keeping in mind the budget constraints that many institutions have. This usually implies that existing open source solutions have to be used and adapted to individual needs of each institution. Keeping up with the current technological advances often brings not only financial challenges, but also transitional challenges that may put at risk learning quality and reputation of the institution, as well as performance of students. This work describes the features of the system, results and challenges of transitioning to e-learning system that displays learning materials through sequence of reusable learning objects (LOs) from the system that does not have these capabilities. The goal of such system is to increase reusability of learning content, and moreover, to increase online interactivity and communication between the instructor and students. Findings of this work reveal advantages, disadvantages and potential obstacle of implementation e-learning system with LOs and give an overview of suggestions for implementation improvements. These suggestions are given based on evaluation of implementation of new e-learning system with LOs, after the transition from the traditional e-learning system. Furthermore, based on the research of existing methodologies in the field of information systems, and the results of this research, this work proposes methodology for transferring into e-learning system with LOs.
Emotional Intelligence as a Determinant of Readiness for Online Learning
Author: Buzdar, Muhammad Ayub
Date: 2016-01-00
Type: Journal Articles
Subjects: Emotional Intelligence,Learning Readiness,Electronic Learning,Psychometrics,Distance Education,Measures (Individuals),Likert Scales,Graduate Students,Foreign Countries,Self Efficacy,Learning Motivation,Multiple Regression Analysis,Prediction

Students' performance in online learning environments is associated with their readiness to adopt a digital learning approach. Traditional concept of readiness for online learning is connected with students' competencies of using technology for learning purposes. We in this research, however, investigated psychometric aspects of students' preparedness for online learning. Purpose of the activity was to examine students' emotional intelligence as a determinant of their readiness for online learning. 432 learners enrolled in distance learning programs participated in the study. Wong and Law emotional intelligence scale (WLEIS) and online learning readiness scale (OLRS) were adapted to collect the required data. Regression coefficient portrays a large predictive contribution of students' emotional intelligence in explaining variance in their readiness for e-learning.
Factors of Participants and Blogs That Predict Blogging Activeness during Teaching Practice and Induction Year
Author: Luik, Piret
Date: 2016-01-00
Type: Journal Articles
Subjects: Electronic Publishing,Questionnaires,Multiple Regression Analysis,Predictor Variables,Prediction,Interpersonal Relationship,Teacher Education,Distance Education,Cooperative Learning,Foreign Countries,Content Analysis,Statistical Analysis

The blog as a type of social software has been used in education for several years, and its positive effect in the field has been asserted in many studies. This study presents the factors of participants and blogs that predict blogging activeness during teaching practice and induction year. During the teaching practice and induction year all participants could use a blog to share experiences, ask questions, receive support, and so on. The blogs were supported by the tutors and all blogs were collective blogs, but they were organised differently and used differently. The data collected included 1,137 blog posts from 192 participants using 13 collective blogs along with their self-reports via pre- and post-period questionnaires. Multiple regression analysis was used in this study. The results showed that the most influential positive factors predicting participant activeness on the blog were the strength of social relationships between the participants and the pleasant and supportive atmosphere in the blog so that learners can feel blogging is suitable.
Building Intercultural Competency in the Language Immersion Montessori Classroom
Author: Carver-Akers, Kateri
Date: 2013-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Cultural Awareness,Montessori Method,Elementary School Students,Teaching Methods,Values,Immersion Programs,Second Language Learning,Models,Language Skills,Literacy,Bilingualism

In her article entitled, &quot;Theoretical Reflections: Intercultural Framework / Model&quot; Darla Deardorff provides the Pyramid Model of Cultural Competency. At the bottom of the pyramid she places three &quot;Requisite Attitudes,&quot; which support the remaining three blocks above (&quot;Knowledge &amp; Comprehension/Skills,&quot; &quot;Desired Internal Outcome,&quot; and &quot;Desired External Outcome&quot;). She clarifies these foundational attitudes: &quot;Respect&quot; (the valuing of other cultures, cultural diversity); &quot;Openness&quot; (to intercultural learning and to people of other cultures, withholding judgment); &quot;Curiosity and Discovery&quot; (tolerating ambiguity and uncertainty). The &quot;Requisite Attitudes of Respect, Openness, Curiosity and Discovery&quot; identified by Darla Deardorff for Cultural Competence are both readily cultivated by the students in a Montessori primary classroom and are a part of the formal teacher training in the Montessori method of education. In &quot;all&quot; Montessori classrooms, the educational method and philosophy serve as the vehicle for the development of these requisite attitudes of intercultural competency. However, in the language immersion Montessori setting, the student gains the added skill of biliteracy and bilingualism to further increase the skillset of this developing culturally sensitive youngster. The development of this second language skill serves to reciprocally reinforce the intercultural competency already underway in the Montessori environment. This article describes some of the numerous ways Montessori classrooms and specifically, immersion Montessori environments support Deardorff's model. &quot;Respect, Openness, Curiosity and Discovery&quot; become embedded over the three year Montessori cycle into the everyday behaviors and thinking patterns of the young child.
Evaluation of Online Log Variables That Estimate Learners' Time Management in a Korean Online Learning Context
Author: Jo, Il-Hyun
Date: 2016-01-00
Type: Journal Articles
Subjects: Online Courses,Time Management,Correlation,Behavior Patterns,Student Behavior,Management Systems,College Students,Asians,Structural Equation Models,Goodness of Fit,Foreign Countries,Factor Analysis,Recordkeeping

The purpose of this study was to identify the relationship between the psychological variables and online behavioral patterns of students, collected through a learning management system (LMS). As the psychological variable, time and study environment management (TSEM), one of the sub-constructs of MSLQ, was chosen to verify a set of time-related online log variables: login frequency, login regularity, and total login time. Data was collected from 188 college students in a Korean university. Employing structural equation modeling, a hypothesized model was tested to measure the model fit. The results presented a criterion validity of online log variables to estimate the students' time management. The structural model, including the online variable TSEM, and final score, with a moderate fit, indicated that learners' online behavior related to time mediates their psychological functions and their learning outcomes. Based on the results, the final discussion includes recommendations for further study and meaningfulness in regards to extending the Learning Analytics for Performance and Action (LAPA) model.
The Common Core State Standards and Early Language Learning: Let's Do This!
Author: Haxhi, Jessica
Date: 2014-00-00
Type: Journal Articles
Subjects: Common Core State Standards,Language Arts,Language Teachers,Instructional Improvement,Educational Change,Educational Practices,Teaching Methods,Change Strategies,Instructional Innovation

The Common Core State Standards (CCSS) are here to stay--for awhile at least--and students will be tested on their ability to meet these standards. In order for students to succeed--in order for them to be College and Career Ready--they will need the support of educators working together to give them practice in meeting these standards. World language teachers have been working with shared, nationwide standards since 1996. They have already gone through instructional shifts such as unit planning, new definitions of standards, high expectations for student engagement, high quality assessment, and incorporating authentic materials. This article discusses how world language teachers might be uniquely equipped to help support English Language Arts (ELA) educators through the six instructional shifts needed to meet CCSS ELA standards.
Engaging Assessments for Speaking and Listening
Author: Ousselin, Catherine
Date: 2015-00-00
Type: Journal Articles
Subjects: Speech Communication,Listening,Instructional Materials,Online Systems,Courseware,Adoption (Ideas),Information Sources,Secondary School Students,Educational Technology,Language Acquisition

In this article Catherine Ousselin describes a number of digital tools that can be used with middle and high school learners but with few modifications for beginning readers and technology users, can be used to generate thoughtful experiences and assessments at any level. The information presented aims to help teachers who want to use more authentic listening, speaking, and reading resources that they have curated from the Internet, who have more digital devices to access these resources, but who lack training or information on synthesizing the resources and digital tools into easy-to-produce and pedagogically-meaningful activities. While not every app was designed for language learners, many can be easily adapted if teachers follow a few tenants of language acquisition: authentic resources, authentic tasks, authentic audience, modify the task -- not the resource. Recommended web-based tools include: Google forms with embedded videos and images, Blubbr.tv, and Narrable (learn.narrable.com). iOS apps for speaking and learning such as Sock Puppet, My School Avatar/Tellagami, and Puppet/Puppet Edu are also described. Lastly, Ousselin recommends StoryToys as an iOS app for listening.
An Empirical Study of Factors Affecting Mobile Wireless Technology Adoption for Promoting Interactive Lectures in Higher Education
Author: Gan, Chin Lay
Date: 2016-01-00
Type: Journal Articles
Subjects: Telecommunications,Technology Uses in Education,Handheld Devices,Higher Education,College Students,Student Surveys,Foreign Countries,Factor Analysis,Computer Attitudes,Lecture Method,Computer Mediated Communication,Statistical Analysis,Barriers

Use of mobile technology is widespread, particularly among the younger generation. There is a huge potential for utilizing such technology in lecture classes with large numbers of students, serving as an interaction tool between the students and lecturers. The challenge is to identify significant adoption factors to ensure effective adoption of mobile technology to promote interactivity between students and lecturers. This paper aims to examine factors supporting the use of mobile wireless technology during lectures to promote interactivity between students and lecturers in Malaysia's higher education institutions. A survey involving higher education students enrolled in on-campus academic courses in Malaysia was conducted with a sample size of 302. Factor analysis results identified five factors: independent variables System Usefulness (SU), User System Perception (USP), User Uncertainty Avoidance (UUA), System and Information Quality (SIQ), and dependent variable Mobile Wireless Technology Adoption for Interactive Lectures (MWT-AIL). All independent variables are positively associated to MWT-AIL, with UUA and SIQ having higher levels of significance compared to SU and USP. Respondents were selected from higher learning institutions from urban areas in Malaysia. Therefore results obtained are not representative of the entire higher education landscape in Malaysia, and future studies are warranted to include higher learning institutions located in rural areas. It is hoped that findings from this study will serve as a catalyst for future studies to be conducted, particularly among higher education researchers seeking ways to utilize technology effectively to enhance the learning experiences of students.
Awakening to World Languages: Intercultural Awareness in Very Young Learners
Author: Kearney, Erin
Date: 2013-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Intercultural Communication,Second Language Learning,Second Language Programs,Second Language Instruction,Preschool Education,Program Descriptions,Classroom Communication,Outcomes of Education,Communicative Competence (Languages),Consciousness Raising

In a non-immersion, preschool world language program, what learning outcomes are reasonable to expect? Since exposure to and engagement with new languages is typically limited in these so-called &quot;low-input&quot; programs, we should anticipate no more than modest gains in linguistic proficiency. Rather, early childhood language programs can, and often do, focus on fostering positive attitudes toward languages, language learning and speakers of other languages, and on laying the groundwork for subsequent language study. Another plausible objective in such early language learning programs can be establishing foundations for development of intercultural communicative competence. However, what development of intercultural competence looks like and how it is achieved through teaching and learning interactions, especially with preschool-aged learners, remains unclear. The authors describe the &quot;Awakening to World Languages&quot; program and share excerpts from classroom interactions that occurred in several preschools in Buffalo, New York to illustrate what it means for very young children to build the foundations for intercultural competence through their experiences with new languages, namely through processes of awareness-raising. The authors review Byram's (1997) concept of intercultural communicative competence with special attention to the role of awareness in his model, and then turn to data from their previous research to make clearer what we can expect in terms of developing intercultural competence among the youngest of school-going language learners.
Advances in Temporal Analysis in Learning and Instruction
Author: Molenaar, Inge
Date: 2014-00-00
Type: Journal Articles
Subjects: Trend Analysis,Learning Processes,Metacognition,Personality Traits,Correlation,Context Effect,Student Characteristics,Time Perspective,Research Methodology,Teaching Methods,Path Analysis

This paper focuses on a trend to analyse temporal characteristics of constructs important to learning and instruction. Different researchers have indicated that we should pay more attention to time in our research to enhance explanatory power and increase validity. Constructs formerly viewed as personal traits, such as self-regulated learning and motivation, are now conceptualized as a series of events that unfold over time. This raises new questions with regard to the temporal characteristics of these constructs and their dynamic interplay with learner and context characteristics. Even though the value of analyzing temporal characteristics is becoming evident, a number of challenges need to be tackled in order to make progress in the field of learning and instruction. First, we need to be aware of the paradigm shift that temporal analysis entails. Second, a common understanding of different dimensions of time and the position of temporal characteristics therein can facilitate our time-related research dialogue. Third, a better understanding how to answer time-related questions with appropriate methodological approaches needs to emerge. Fourth, researching temporal characteristics requires procedures and guidelines for segmenting time units. Fifth, temporal data are mostly collected at the micro level, whereas most theory is defined at a macro level; consequently we need to bridge these differences in the granularity used between collecting, coding and theorizing to enhance meaning making. Finally, so far, most examples of time-related research are exploratory or comparative studies; the next step is to move toward confirmative studies, which constitute the &quot;Holy Grail&quot; of temporal analysis.