ethanporcaro/eric-fulltext-meta huggingface dataset:
Development an Instrument to Measure University Students' Attitude towards E-Learning
Author: Mehra, Vandana
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,College Students,Student Attitudes,Questionnaires,Statistical Analysis,Measures (Individuals),Test Construction,Scaling,Test Reliability,Test Validity

The study of student's attitude towards e-learning can in many ways help managers better prepare in light of e-learning for the future. This article describes the process of the development of an instrument to measure university students' attitude towards e-learning. The scale was administered to 200 University students from two countries (India and Iran). The 83-item attitude towards e-learning scale was developed on six domains as Perceived usefulness; Intention to adopt e-learning; Ease of e-learning use; Technical and pedagogical support; E-learning stressors; Pressure to use e-learning. (Contains 5 tables.)
Adapting Online Self-Regulated Learning Scale into Turkish
Author: Korkmaz, Ozgen
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Test Construction,Test Validity,Test Reliability,Self Management,Intellectual Disciplines,Social Sciences,Factor Structure,Goal Orientation,Factor Analysis,Translation,Teacher Education,Electronic Learning,Web Based Instruction,Online Courses,College Instruction,College Students,Student Attitudes,Predictor Variables,Turkish,Rating Scales,Qualitative Research,Data Analysis

The purpose of this study is to determine online self-regulated learning levels of students by adapting &quot;Online Self-Regulated Learning Scale&quot; designed by Barnard and his colleagues into Turkish. Present study, irrespective of being a scale analysis, is at the same time a qualitative research. It is executed via scan model. Study group of research consists of collectively 222 students. Firstly the original scale has been translated by two educational technologists who are efficient in both Turkish and English languages. The validity of scale's original factor structure within Turkish culture has been tested via confirmatory factor analysis. In order to measure the reliability of scale, internal consistency analyses have been conducted on data. In order to detect self-regulated learning levels of students; frequency, percentage, arithmetical means, standard deviation and t tests have been employed. In differentiation analyses p less than 0.05 significance level has been considered sufficient. As a result it can reasonably be argued that &quot;Online Self-Regulated Learning Scale&quot; is a valid and reliable scale that can be employed in detecting online self-regulated learning levels of university students in Turkey. Additionally below given results have been obtained regarding students' online self-regulated learning levels: Students' online self-regulated learning skills are generally higher and their highest level of skills is &quot;structuring the environment,&quot; whereas the lowest skill is &quot;goal setting.&quot; Online self-regulated learning levels of students from Social Sciences Teaching Department are meaningfully lower than the students' online self-regulated learning levels from other departments. (Contains 1 figure and 9 tables.)
eFACT: Formative Assessment of Classroom Teaching for Online Classes
Author: Berridge, Gina G.
Date: 2012-01-00
Type: Journal Articles
Subjects: Electronic Learning,Feedback (Response),Distance Education,Formative Evaluation,Online Courses,Classroom Techniques,Educational Quality,Mail Surveys,Delphi Technique,Delivery Systems,Instructional Effectiveness,Action Research,Student Evaluation of Teacher Performance,Pilot Projects,Student Attitudes

As online degrees and programs increase in number and popularity so does the need for excellence and quality in the programs and courses offered. Becoming more scholarly in online course delivery, especially in the evaluation or assessment of those classes is essential for teaching and learning. This paper explores the pilot of an evaluation of student learning through anonymous feedback at mid-semester in seven online courses. Electronic Formative Assessment of Classroom Teaching (eFACT) is a process of gathering anonymous student feedback through a faculty consultant using e-mail. This process gives the online instructor the opportunity to make changes to the delivery of the course while the class is in session. Instructors felt they gained useful and meaningful information and were able to make changes in their delivery format midway through the semester. Student learning was helped through the use of online features that made the class more social and interactive. Perceived or real communication issues with the instructor and classmates hindered student learning. Although often citing the "nature" of online learning, the social aspect of learning seemed to be missing for many students. Assessments measures like eFACT can elicit detailed perceptions of student learning while the class is in session. It can affect the quality of the delivery method of the course by giving instructors immediate feedback as students reflect on their learning midway through the course.
Use of Educational Technology in Promoting Distance Education
Author: Rashid, Muhammad
Date: 2012-01-00
Type: Journal Articles
Subjects: Distance Education,Educational Technology,Technology Uses in Education,Educational Quality,Skill Analysis,Performance Factors,Educational Trends,Instructional Innovation,Educational Practices,Educational Improvement,Instructional Improvement

Educational technology plays an important role in distance education system. By adapting new communication educational technologies in distance educational programmes their quality could be ensured. Instructions conducted through the use of technologies which significantly or completely eliminate the traditional face to face communication between teacher and students lead to distance education. Now a days, media such as computer, artificial satellites, digital libraries, telephones, radio and television broadcasting and other technologies are presenting their potential for the purpose. Audio, video and print materials provide the base while internet is becoming cheap, fast and effective medium. Immense resources are already available on the web. In addition, technology is rushing to bring in revolution in the filed of distance education. So in future, positive changes can be apprehended.
E-Learning Turkish Language and Grammar: Analyzing Learners' Behavior
Author: Georgalas, Panagiotis
Date: 2012-01-00
Type: Journal Articles
Subjects: Electronic Learning,Sentence Structure,Form Classes (Languages),Vocabulary Development,Greek,Television,Language Proficiency,Turkish,Student Behavior,Web Sites,English,Second Language Learning,Grammar,Verbs,Alphabets,Second Language Instruction,Nouns

This study analyses the behavior and the preferences of the Greek learners of Turkish language, who use a particular e-learning website in parallel with their studies, namely: http://turkish.pgeorgalas.gr. The website offers free online material in Greek and English language for learning the Turkish language and grammar. The traffic of several modules of the website has been measured, examined and analyzed. The research was carried out between the years 2010-2011 and included the analysis of several million clicks. The results show particular attitudes, habits and preferences throughout the e-learning process. There is a preference of users to exercises against theory. Fast cross-link exercises are preferred to slower "fill in" ones. During the weekends, visitors tend to use less e-learning facilities and select more light activities than the rest days of the week. Society trends and fashions like TV serials have a serious impact to the number of people who decide to learn a new foreign language, in particular Turkish. There is a strong preference of the audience to use online TV against online radio facilities for language practice. The subjects that Greek learners of Turkish language spend more time are verbs conjugation and vocabulary learning. They focus on elementary grammar subjects like the Alphabet, the numbers and the formation of plural. Finally, they try to learn the syntax of Turkish language through sentence structure puzzles and give priority to special grammar issues like noun compounds that are not present in Greek language. (Contains 6 figures and 7 tables.)
The Proposed Model of Collaborative Virtual Learning Environment for Introductory Programming Course
Author: Othman, Mahfudzah
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Cognitive Style,Computer Assisted Instruction,Educational Technology,Models,Student Interests,Preferences,Cooperative Learning,Introductory Courses,Web Based Instruction,Computer Software,College Instruction,College Students,Student Attitudes,Questionnaires,Statistical Analysis,Computer Science Education,Programming,Virtual Classrooms,Computer System Design,Discussion,Web 2.0 Technologies,Instructional Design

This paper discusses the proposed model of the collaborative virtual learning system for the introductory computer programming course which uses one of the collaborative learning techniques known as the &quot;Think-Pair-Share&quot;. The main objective of this study is to design a model for an online learning system that facilitates the collaborative learning activities in a virtual environment such as online communications and pair or small group discussions. In order to model the virtual learning environment, the RUP methodology has been used where it involves the data collection phase and the analysis and design phase. Fifty respondents have been randomly selected to participate in the data collection phase to investigate the students' interest and learning styles as well as their learning preferences. The results have shown the needs for the development of online small group discussions that can be used as an alternative learning style for programming courses. The proposed design of the virtual learning system named as the Online Collaborative Learning System or OCLS is being depicted using the object-oriented models which are the use-case model and class diagram in order to show the concise processes of virtual &quot;Think-Pair-Share&quot; collaborative activities. The &quot;Think-Pair-Share&quot; collaborative learning technique that is being used in this model has been chosen because of its simplicity and relatively low-risk. This paper also presents the proposed model of the system's architecture that will become the guidelines for the physical development of OCLS using the web-based applications. (Contains 4 figures and 5 tables.)
Evaluation of the Distance Education Pre-Service Teachers' Opinions about Teaching Practice Course (Case of Izmir City)
Author: Guven, Meral
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preschool Education,Second Language Instruction,English (Second Language),Student Teaching,Problems,Qualitative Research,Distance Education,Education Courses,Electronic Learning,Web Based Instruction,College Instruction,Student Attitudes,Data Analysis,Semi Structured Interviews,Cooperating Teachers

The aim of this study was to determine the distance education pre-service teachers' opinions about the teaching practice course. The study was conducted with descriptive method. For data collection, analysis and interpretation, qualitative research method was used. Out of the students enrolled at Open Education Faculty, Department of Pre-school Education and Department of English Language Teaching, 27 students were volunteer to participate to the study. As a result of the study; it was found that some of the distance education pre-service teachers felt ready and enthusiastic about the teaching practice course albeit others did not feel ready enough. In addition, the pre-service teachers mostly mentioned about their expectations for self-development and self-evaluation. The pre-service teachers considered that this course provided them the opportunities to know the students and learning environments, also to prepare the plans effectively, to learn about teaching-learning processes, to manage class and time, to benefit from coordinator teachers and to evaluate themselves. However, they also complained about lack of information about plans and teaching practice files, difficulties in class-management, problems in efficient time-management, indifference of the coordinator teachers, inadequate equipment at application schools; lack of supervision and limited opportunity to have experience. Thus, they suggested that the coordinator teachers should be trained considering these problems also the application should be selected after physical check; besides the pre-service teachers should be supervised and provided accurate samples about plan and field preparation, thus frequent contact meetings should be arranged.
A Comparative Study of Student Satisfaction Level in Distance Learning and Live Classroom at Higher Education Level
Author: Mahmood, Azhar
Date: 2012-01-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Distance Education,Educational Psychology,Likert Scales,Educational Environment,Satisfaction,Conventional Instruction,Open Universities,Course Evaluation,Electronic Learning,Web Based Instruction,Online Courses,Educational Technology,College Instruction,Student Attitudes,Questionnaires,Student Surveys,Semi Structured Interviews,Comparative Analysis

The technology has embraced the innovative learning methodologies. Distance Learning has taken the place of traditional face-to-face educational environment. The purpose of this study was to compare the level of student satisfaction of graduate distance learning educational psychology course to a traditional classroom educational psychology course taught by the same instructor. Population of the study consisted of Graduate students in course educational psychology during fall semester 2009. Study was descriptive in nature and findings were drawn after the descriptive analysis. Likert scale was used to determine the level of satisfaction between both groups. On the basis of findings, it was concluded that distance learning and traditional classroom students experienced a high level of satisfaction. It was determined that there was very slightly difference in the levels of student satisfaction in the distance learning and traditional classroom students.
A Comparison of Student Satisfaction between Traditional and Blended Technology Course Offerings in Physical Education
Author: Vernadakis, Nikolaos
Date: 2012-01-00
Type: Journal Articles
Subjects: Electronic Learning,Blended Learning,Undergraduate Students,Physical Education,Distance Education,Lecture Method,Intermode Differences,Multimedia Instruction,Multimedia Materials,Teaching Methods,Questionnaires,Mail Surveys,Participant Satisfaction,Student Attitudes,Instructional Effectiveness,Courseware,Foreign Countries

Blended learning With the concerns and dissatisfaction with e-learning, educators are searching for alternative instructional delivery solutions to relieve the above problems. The blended e-learning system has been presented as a promising alternative learning approach. While blended learning has been recognized as having a number of advantages, insufficient learning satisfaction is still an obstacle to its successful adoption. Therefore, the purpose of this study was to evaluate students' satisfaction with blended learning course delivery compared to a traditional face-to-face class format in a general multimedia course in physical education. Forty six (n = 46) undergraduate students, between the ages of 20-22 years old, were randomly assigned into two teaching method groups: Classroom Lecture Instruction (CLI) and Blended Lecture Instruction (BLI). For the data collection at the end of this study, students completed an online satisfaction questionnaire. Independent sample t-test analysis was conducted to measure students' satisfaction towards the CLI and BLI methods. Results indicated that a blended course delivery is preferred over the traditional lecture format. These finding suggest that students' satisfaction could increase when the instructor provides learning environments not only in a traditional classroom, but in an asynchronous online system as well. (Contains 1 table.)
Challenges and Strategies for E-Learning Development in the Payame Noor University of Iran
Author: Mohamadzadeh, Mahnaz
Date: 2012-01-00
Type: Journal Articles
Subjects: Electronic Learning,Barriers,Foreign Countries,Educational Strategies,Performance Factors,College Faculty,Teacher Attitudes,Feasibility Studies,Technology Integration,Technology Planning,Technology Uses in Education,Educational Planning,Change Strategies,Educational Change,Educational Development,Educational Improvement,Distance Education

Higher education in Iran is confronting with several challenges; some of them are increasing demand for education and insufficiency of current programs to meet the growing needs, emerging information age and the necessity of achieving information literacy, and extending educational justice. It is assumed that a high performance e-learning system can overcome to the mentioned problems. It removes time and place restrictions and creates economical benefits, and makes available lifelong learning opportunity for all. The primary purpose of this study was to identify challenges of electronic learning development in Payame Noor University of Iran to present feasible solutions for establishing a suitable e-learning system. Descriptive survey design for data collection was adopted in this study. The population of this study was consisted of 600 instructors and faculty members. A sample of 160 faculty member was selected by using random sampling method. Results show that barriers such as incompatibility of contents and methods, skill unavailability, attitudinal hampering, cultural barriers, infrastructural obstacles, encouraging and credit barriers as well as barriers related to incorporating e-learning into traditional education systems were the main challenges of e-learning in the Payame Noor University. Also results revealed that factors such as educational effectiveness in e-learning, policy making, university's technical and social support of e-learning, financial support and expansion of income earning for instructors and faculty members, improving working conditions, foreign language skill and faculty members interest in professional development were the most important factors in developing e-learning in Payame Noor university of Iran. (Contains 5 tables.)
Stay Here, Go Further: The Status of Open and Distance Education in Bangladesh Open University (BOU) in Comparison to Two Other South Asian Countries
Author: Jahan, Monira
Date: 2012-01-00
Type: Journal Articles
Subjects: Educational Strategies,Educational Needs,Open Universities,Distance Education,Continuing Education,Comparative Education,Educational Practices,Educational Opportunities,Counseling Services,Library Services,Laboratories,Educational Improvement,Educational Assessment,Educational Indicators,Educational Development,Institutional Characteristics,Governance,College Programs,Position Papers,Content Analysis,Foreign Countries

Distance education has emerged out of social compulsion, the dynamics of change and new cultures. It was the failure of traditional systems to be able to meet the demand in countries, where the resources available for tertiary education are limited, which basically gave birth to the new trend of education known as open and distance education. This new and innovative system of education has received a high level of acceptance in different countries as it offers flexible educational opportunities for continuing education to a large segment of their population. The increasing number of older adult learners with varying lifestyles in the population, increasing competitiveness of getting places in tertiary institutions, higher cost of education and a shortage of teachers are the main factors for increasing the popularity of distance education (Duncan, &quot;et al.,&quot; 2003). Bangladesh has also taken the opportunity to provide a uniform and mass oriented universal system of education through open and distance education establishing Bangladesh Open University (BOU) in 1992. Objectives of the Study: The main objectives of this study are: (1) to assess the overall status of BOU in comparison with the open universities of two neighboring South Asian countries considering the following aspects: (a) Administrative structural functions; (b) Courses and instructional strategies; (c) Learning opportunities, and (d) Library, laboratory and counselling facilities; (2) to explore the potential of improvement for BOU to enable it to meet the challenges of the country's educational needs in the next millennium. (Contains 1 figure and 8 tables.)
Promoting Socialization in Distance Education
Author: Tucker, Shelia Y.
Date: 2012-01-00
Type: Journal Articles
Subjects: Electronic Learning,Computer Mediated Communication,Distance Education,Online Courses,School Holding Power,Socialization,Educational Technology,Synchronous Communication,Teaching Methods,Interpersonal Relationship,Student Evaluation of Teacher Performance,Undergraduate Students,Urban Schools,Graduate Students,Colleges

Learners enjoy the convenience of being able to take online courses, yet many reports missing the face-to-face contact with their peers. This researcher has sought to tap into the vision of Ferratt &amp; Hall (2009) whereby educators and technology designers are encouraged to extend the vision of online learning to &quot;virtually being there and beyond.&quot; Thus, the purpose of this study was to examine innovative synchronous technology and pedagogy as a means of promoting social presence in online learning. The inquiry was quantitative in nature. Through adapting Garrison and colleagues' community of inquiry framework (Garrison, Anderson, &amp; Archer 2000) it was noted that students perceived the use of synchronous Centra technology to be beneficial in promoting a sense of social presence in online learning. Through one-on-one conversations within Centra, it was discovered that the use of this technology also had a positive effect on student retention. There was a correlation between learners' perception that the instructor promoted an atmosphere of online community and there being a sense of social presence. There was evidence of satisfaction with instructor as evidenced by high student evaluation ratings. Instructor ratings were above the department mean and the university mean. (Contains 3 tables.)