ethanporcaro/eric-fulltext-meta huggingface dataset:
A Cross-Cohort Exploratory Study of a Student Perceptions on Mobile Phone-Based Student Response System Using a Polling Website
Author: Wong, Adam
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Technology Uses in Education,Educational Technology,Learner Engagement,Audience Response Systems,Internet,College Students,Online Surveys,Student Attitudes,Statistical Analysis

Student engagement in the classroom is important for the achievement of learning outcomes. As digital technologies continue to improve and become more economically viable to students and schools, many schools have adopted the Student Response System (SRS) with the purpose of increasing student engagement. In an SRS, students answer the teacher's questions using handheld devices, called &quot;clickers&quot;, or more recently, their own mobile phones via the Internet. The SRS gives the teacher an immediate assessment of the understanding of the students collectively and individually. However, there is very little research on mobile phone-based SRS using the Internet. Furthermore, the research on student perceptions using a cross-cohort approach was non-existent. Therefore, the authors carried out an exploratory study to fill in this gap. In this study, 274 students, who were at different stages of study at a university, were taught using a mobile phone-based SRS and a polling web site. A subsequent online survey based on the Technology Acceptance Model was conducted. It was found that the students showed high perceived usefulness (PU) and high perceived ease of use (PE) on the SRS, despite their differences in their stages of study. This study showed that the mobile-phone based SRS is feasible in the university's environment. This study also found internally reliable constructs for measuring the PU and PE in the TAM.
Connectivity of Learning in MOOCs: Facilitators' Experiences in Team Teaching
Author: Mercado-Varela, Martin Alonso
Date: 2017-01-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Distance Education,Facilitators (Individuals),Role,Blended Learning,Educational Strategies,Skill Development,Mixed Methods Research,Questionnaires,Learning Processes,Open Education,Resource Units,Cooperative Learning,Learning Theories,Social Networks

The role of facilitators in distance learning environments is of substantial importance in supporting the learning process. This article specifically discusses the role of the facilitator in Massive Open Online Courses (MOOC), which are characterized by their stimulation of learning connections. The study analyzes the experiences of 135 facilitators in hybrid courses (cMOOC + xMOOC) where the following are explored: (1) the strategies used by the facilitators to encourage learning connections, (2) the challenges they faced in their activities, and (3) the basic skills required. A mixed method was used with a convergent design, through the application of a questionnaire qualitative and quantitative data were collected simultaneously. It was found that the collaborative construction of knowledge is the most widely used strategy to promote learning connections in MOOCs and that its design is the biggest challenge that facilitators faced while carrying out their activities.
Information Technologies as a Tool for Agricultural Extension and Farmer-to-Farmer Exchange: Mobile-Phone Video Use in Mali and Burkina Faso
Author: Sousa, Fernando
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Video Technology,Agricultural Occupations,Agricultural Education,Extension Education,Rural Areas,Interviews,Attitude Measures,Access to Information,Ownership,Statistical Analysis

Mobile phones are widespread in the rural areas of Mali and Burkina Faso, but their potential as a tool for knowledge transfer by extension services in the region remains largely unexplored. The aim of this contribution is to evaluate the potential of video on mobile phones as a tool for farmer-to-farmer exchange and agricultural extension in Western Africa's rural reality. This aim was addressed by interviewing 460 farmers in Mali and Burkina Faso. Third generation (3G) mobile phones with video and Bluetooth technology were found to be widespread in the study area. Furthermore, videos on 3G phones were found to have a high frequency of contact and a high information utility. The participating farmers reported that 3G phones are readily accessible: including to people who had previously had limited access to information sources, such as young women. Video based information is particularly advantageous to illiterate farmers, and has potential to transform the typically top-down nature of information flow from extension agents to farmers. The farmers, in this case, hold ownership of video based information, which thereby extends its outreach. These findings allow the conclusions that video on mobile phones has tremendous potential as a tool for agricultural extension and farmer-to-farmer exchange in developing countries. The use of video on mobile phones is a novel approach to farmer-to-farmer exchange, which could contribute to transforming and amplifying extension efforts and thereby enabling the necessary intensification of land use, while also enabling more resilient, inclusive and democratic farming systems.
Evaluating Classroom Interaction with the iPad®: An Updated Stalling's Tool
Author: MacKinnon, Gregory
Date: 2016-00-00
Type: Journal Articles
Subjects: Observation,Test Construction,Handheld Devices,Telecommunications,Video Technology,Test Reliability,Test Validity,Classroom Observation Techniques,Qualitative Research,Coding,Interviews,Focus Groups,Foreign Countries,Elementary Secondary Education,Likert Scales

A large study of classrooms in the Caribbean context necessitated the use of a validated classroom observation tool. In practice, the paper-version Stalling's instrument (Stallings &amp; Kaskowitz 1974) presented specific challenges with respect to (a) facile data collection and (b) qualitative observations of classrooms. In response to these shortfalls, the Stalling's classroom observation tool has since been modified and supplemented with qualitative observation scales. In an effort to promote efficiency of observation and data collection, the tool has been reconfigured as an iPad® application. The research described herein used four independent studies (utilizing video of classroom practice) in an attempt to establish reliability and validity of the new iPad®-based classroom observation instrument. The articulated results provide a good measure that this goal has been reached.
The Potentials of Using Cloud Computing in Schools: A Systematic Literature Review
Author: Hartmann, Simon Birk
Date: 2017-01-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Meta Analysis,Internet,Computer Software,Computer Uses in Education,Information Management,Educational Technology,Qualitative Research,Coding,Global Approach,Access to Education,Access to Information,Educational Methods,Educational Administration,Barriers,Program Implementation

Cloud Computing (CC) refers to the physical structure of a communications network, where data is stored in large data centers and can be accessed anywhere, at any time, and from different devices. This systematic literature review identifies and categorizes the potential and barriers of cloud-based teaching in schools from an international perspective. This study applied the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology for determining the articles and reporting analysis. A total of 510 articles were identified from ERIC, IEEE Xplore, Science Direct, and Primo. After screening and eligibility checking, 13 articles focusing on &quot;cloud computing and school&quot; were included for qualitative and meta-analysis. The papers are coded, devising 31 themes grouped into five categories. The adoption of CC in schools is associated with five factors: 1) globalization (easier access to education, data access everywhere/accessibility/infrastructure, 21st Century Skills); 2) educational benefits (motivation, teacher-parent communication, collaboration, flexibility, productivity, creativity, self-organized learning, communication, sharing of knowledge, problem-solving, responsible students/peer review/no bad excuses); 3) administrative benefits (economy--operations, computer lifetime, licenses, timesaving, BYOD, software diversity); 4) barriers (technical barriers, cultural barriers, security, privacy, laws and regulations for schools, age restrictions/parent acceptance, and opacity); and 5) implementation (management support, paradigm shift in education, incongruence between implementation strategies).
Using Electronic Information Resources Centers by Faculty Members at University Education: Competencies, Needs and Challenges
Author: Abouelenein, Yousri
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Access to Information,Technology Uses in Education,Educational Technology,Technological Literacy,Research Skills,Teaching Skills,Gender Differences,Academic Rank (Professional),Electronic Publishing,Information Storage,Questionnaires,Statistical Analysis

This study aimed at investigating the factual situation of electronic information resources centers to faculty members at university education. Competencies that faculty members should possess regarding this issue were determined. Also their needs for (scientific research skills and teaching) were assessed. In addition, problems that hinder their use of electronic resources centers were identified. Data obtained were analyzed statistically using SPSS in measuring reliability of instruments. Participants of the study were (655) faculty members at Saudi Universities (412 males &amp; 243 females). Results indicated that there were significant differences between male and female at (a = 0.05) level. Results also revealed significant differences between members of different ranks at (a = 0.05) level, and between academic areas of specializations at (a = 0.05) level. Significant differences were also found between faculty members in terms of years of experience in using electronic information resources centers at (a = 0.05) level. This study recommends that most Saudi Universities are in need of establishing electronic information resources centers and offering training courses to provide technical support in a way to solve some of faculty members' problems.
Obstacles Perceived by Physical Education Teachers to Integrating ICT
Author: Villalba, Ana
Date: 2017-01-00
Type: Journal Articles
Subjects: Physical Education Teachers,Teaching Methods,Technology Integration,Technology Uses in Education,Educational Technology,Statistical Analysis,Interviews,Secondary School Teachers,Barriers,Age Differences,Time Factors (Learning),Knowledge Level,Training,Questionnaires,Foreign Countries,Delphi Technique

Teachers find difficulties and barriers about integrating technology in the physical education classroom. Therefore, the aim of this study is to analyse the perception of PE teachers regarding obstacles to integrating ICT and its relation with their age. The methodology followed was quantitative and descriptive in nature. The participants were 400 secondary education PE teachers. A face-to-face standardised interview was used through &quot;EFYTICS&quot; questionnaire. Results of the study showed that the most frequently perceived obstacles were: loss of time spent on physical activity, lack of resources, investment in time and training, unsuitable use, lack of knowledge, and technical problems. By age, these same obstacles were perceived, but in a different order. Improvement actions should be established so as to better integrate ICT, mainly to deal with those obstacles that are more greatly perceived by teachers, in order to use ICT in an educational way in the classroom and to take advantage of all of the benefits they offer to the subject.
Investigating Teachers' Understanding of the Salt Dissolution Process: A Multi-Media Approach in Education
Author: Malkoc, Ummuhan
Date: 2017-01-00
Type: Journal Articles
Subjects: Science Instruction,Scientific Concepts,Teaching Methods,Molecular Structure,Animation,Science Teachers,High Schools,Secondary School Teachers,Pretests Posttests,Program Effectiveness,Pedagogical Content Knowledge,Educational Technology,Technology Uses in Education

Animations of molecular structure and dynamics are repeatedly applied to support student comprehension in the theoretical ideas of chemistry. However, students' understanding the dynamics of the phenomena is directly related to the understanding of teachers as instructors. Therefore, this study aimed to investigate how the features of three different molecular level animations are viewed and understood by the teachers who had more than 2-years experience. Participants (n=10) are in-service science teachers, mostly high school, grouped into three groups with four participants in the first group and three people in the other two. Each group viewed short different animations and one common animation demonstrating the salt dissolution process. Teachers were asked to take pre- and post-tests to measure the influence of the animations in their understandings of the content in addition to a group discussion and an interview. The study suggests that the animations improved the content knowledge of the teachers slightly.
Computer Self-Efficacy among Senior High School Teachers in Ghana and the Functionality of Demographic Variables on Their Computer Self-Efficacy
Author: Sarfo, Frederick Kwaku
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Computer Literacy,High Schools,Secondary School Teachers,Age Differences,Gender Differences,Experience,Correlation,Statistical Analysis,Questionnaires,Teacher Surveys

The study is aimed at investigating 1) the level of computer self-efficacy among public senior high school (SHS) teachers in Ghana and 2) the functionality of teachers' age, gender, and computer experiences on their computer self-efficacy. Four hundred and Seven (407) SHS teachers were used for the study. The &quot;Computer Self-Efficacy&quot; (CSE) scale, developed by Teo and Koh (2010) was adapted and used for data collection. Descriptive statistics, &quot;t&quot; tests and univariate analyses were employed to analyse the data. The results showed that generally, SHS teachers neither disagree nor agree that they are computer self-efficacious; specifically they agree that they are self-efficacious in basic computer skills but not certain about their self-efficacy in web based skills and not self-efficacious in media related computer skills. Moreover, the results revealed that teachers' age, gender, and computer experiences have similar and dissimilar influences on their computer self-efficacy related to different computer application software. Furthermore, according to the results, teachers' gender and their computer experience have interaction effect on their computer self-efficacy whilst 1) teachers' gender and age and 2) teachers' age and computer experience have no statistically significant interaction effect on their computer self-efficacy. The study provides new and vital information for educational practitioners in Ghana. The findings suggest that expecting teachers in developing country such as Ghana to teach with technology still remains as a very challenging issue which requires important attention. In addition, the study provides new insights into explanation for contradictory research findings of the effect of (SHS) teachers' age, gender, and computer experience on their computer self-efficacy in the literature.
Students with Special Educational Needs and Assistive Technologies: A Literature Review
Author: Erdem, Raziye
Date: 2017-01-00
Type: Journal Articles
Subjects: Assistive Technology,Disabilities,Special Needs Students,Literature Reviews,Technology Integration,Technology Uses in Education,Special Education,Program Effectiveness,Interpersonal Communication,Reading,Writing (Composition),Mathematics,Visual Impairments,Hearing Impairments,Equipment,Mobility,Interpersonal Competence,Leisure Time,Daily Living Skills,Access to Information

The term &quot;assistive technologies&quot; refers to the equipment, devices and apparatus, and the services, systems, processes and adaptations made to the environment that support and facilitate their functions, used by persons with special education needs. This study is a literature review of the use of assistive technologies in the education of students with special educational needs. To compile the works related to this subject, electronic databases, journals and other relevant sources were curated. The applicable information found within these sources was then analyzed under two general themes: a) the use of assistive technologies, and b) assistive technology implementation models. The results of this study shows various types of assistive technology are used in special education and the use of assistive technologies generally have a positive effect on the students with special education. The results are discussed within the framework of the use of assistive technologies in special education and model implementations with the aim of contributing to the current assistive technology implementations presented in the literature.
Dissemination of Values and Culture through the E-Folklore
Author: Rahim, Normaliza Abd
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Folk Culture,Values,Singing,Music,Telecommunications,Handheld Devices,Technology Uses in Education,Educational Technology

This study focuses on the values and culture in the e-folklore. The objectives of the study were to identify and discuss the values in the song lyric &quot;The Stork and the Mouse Deer.&quot; The song was taken from phone application in the compilation of the &quot;Kingfisher stories&quot; copyrighted by Dewan Bahasa and Pustaka. The e-folklore was rewritten from the Malay folklore stories. The results of the study showed that the stork has more values as compared to the mouse deer. The stork has good, honest, trust, believe, helpful and concern towards others by giving advices while the mouse deer has good values as in being clever and brilliant. It can be seen that the good values will be disseminated through the e-folklore in order to ensure the readers understand the true meaning of the each values and adapt the values in their everyday lives. This study has used the Malay Methodology theory by Hashim Awang (1994) which states that in all aspects of life there are ways in dealing with life, trust and culture among the society and related to humanity. It is hoped that further studies will focus on the values of e-folklore between human and animals.
Student and Instructor Responses to Emotional Motivational Feedback Messages in an Online Instructional Environment
Author: Sarsar, Firat
Date: 2017-01-00
Type: Journal Articles
Subjects: Undergraduate Students,College Faculty,Teacher Student Relationship,Student Attitudes,Teacher Attitudes,Feedback (Response),Psychological Patterns,Emotional Response,Electronic Learning,Mixed Methods Research,Case Studies,Educational Technology,Computer Mediated Communication,State Universities,Urban Areas,Surveys,Attitude Measures,Questionnaires,Likert Scales,Literature Reviews,Instructional Effectiveness,Learning Motivation,Teaching Styles,Motivation Techniques

The purpose of this study was to investigate the effectiveness of Emotional Motivational Feedback Message (EMFEM) in an online learning environment. This exploratory research was conducted using mixed method single case study design. Participants were 15 undergraduate students enrolled in an instructional technology course in a large state university located in an urban region in the southeastern part of the United States during Fall 2013. Multiple data collection strategies were employed in this study such as a course interest survey, IT attitudes survey, open-ended questionnaires, research journals, forum/discussion postings, emails, reflection papers and warm-up surveys. The findings showed EMFEM helped to increase and maintain students' motivation. Students liked the EMFEM and the style of the instructor's teaching by giving emotional motivational feedback. Students had a closer and friendlier relationship with the instructor; they also started to use more emotional content themselves.
The Impact of Control Belief and Learning Disorientation on Cognitive Load: The Mediating Effect of Academic Emotions in Two Types of Hypermedia Learning Environments
Author: Sunawan
Date: 2017-01-00
Type: Journal Articles
Subjects: Cognitive Processes,Difficulty Level,Beliefs,Psychological Patterns,Concept Mapping,Hypermedia,Electronic Learning,Control Groups,Experimental Groups,Locus of Control,Mediation Theory,Statistical Analysis,Models,Undergraduate Students,Learning Strategies,Questionnaires,Foreign Countries

The present study tested the influence of control belief, learning disorientation, and academic emotions on cognitive load in two types of concept-map structures within hypermedia learning environment. Four hundred and eighty-five students were randomly assigned to two groups: 245 students in the hierarchical group and 240 students in the networked group. Multi-group invariance and mediation analysis were applied to test the mediating effects of academic emotions in the association between control belief, learning disorientation and cognitive load (extraneous, intrinsic, and germane load) across groups. Results indicated all models were invariant across the groups. Control belief and learning disorientation were antecedents of positive and negative emotions; extraneous load in turn was affected by positive and negative emotions, whereas intrinsic and germane loads were only influenced by positive emotions. Learning disorientation had positive effect on extraneous load, whereas control belief had positive affect on intrinsic and germane load. The results are discussed in light of the integration of learning disorientation and non-cognitive factors with cognitive load.