ethanporcaro/eric-fulltext-meta huggingface dataset:
The Perception on Fundamentals of Online Courses: A Case on Prospective Instructional Designers
Author: Genç, Zülfü
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Instructional Design,Feedback (Response),Computer Science Education,Student Attitudes,College Students,Foreign Countries,Gender Differences,Visual Learning,Web Browsers,Electronic Mail,Video Technology,Pictorial Stimuli,Likert Scales

This study focuses on prospective instructional designers' perception toward creating online courses including which elements are essential for developing such platforms. The study is significant for revealing what the prospective instructional designers focus on while they design certain learning opportunities. The participants of the study were the &quot;Computer Education and Instructional Technology (CEIT)&quot; students from a university in Turkey (n = 133) ranging from freshman to senior grades. Since the study aimed to obtain data to determine specific characteristics of a group, a non-experimental survey research design was employed. The participants were asked to assess the importance of fifteen online course elements (such as texts and videos). Afterwards, the participants were provided with seventeen sentences to reveal their thorough perceptions toward designing online courses. The study identified that the participants value feedback mechanism (M = 4.69) at the most. The participants believed that the type of web browsers (M = 4.50), the course login system (M = 4.48), emailing tools (M = 4.42), texts (M = 4.32) and pictures (M = 4.22) are fundamental elements of any online course. The study revealed that prospective instructional designers for online platforms were furnished themselves with the essence of offering online instructional activities. In this study as an example of gender related study, the significant differences on study items were found between males and females participants in terms of their perceptions on online courses. The results showed that voice mechanism was more important for female participants than male and female participants were logically-oriented and visual learners' during the entire online session.
The Use of Interactive Environments to Promote Self-Regulation in Online Learning: A Literature Review
Author: Delen, Erhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Learning,Literature Reviews,Distance Education,Educational Technology,Teaching Methods,Educational Environment,Computer Mediated Communication,Asynchronous Communication,Synchronous Communication,Technology Uses in Education,Self Control,Interaction

Distance education in the 21st century often relies on educational technology as the primary delivery of teaching to learners. In distance education, the source of the information and the learner do not share the same physical setting; therefore, the information is delivered by a variety of methods. The new emerging tools that are used in online learning have changed the view of pedagogical perspective in distance education. Although online learning shares some elements with traditional classroom environments, the shared elements often take very different forms, and each type of learning environment has distinct limitations and affordances. Because current practices often compare or assess the effectiveness of online learning by comparing it with traditional instruction methods, educators and researchers often find it important to consider the methods and strategies that are used in classroom settings when designing online learning environments. Online environments should provide opportunities for students to master necessary tasks by using appropriate strategies, such as self-regulation. Self-regulation is one of the predictors of student performance in both traditional and modern learning environments. In an online platform, when students use strategies that are related to self-regulation, they can regulate their personal functioning and benefit from the online learning environment by changing their behaviors accordingly. Thus, it is important to explore and embed new interactive functions to the online learning environments and lead learners to use self-regulatory behaviors in those learning environments. This article discusses the importance of self-regulation in online environments, and provides recommendations for best practices in the design and implementation of interactive online learning environments with the self-regulated learning approach.
Cyberbully and Victim Experiences of Pre-Service Teachers
Author: Tosun, Nilgün
Date: 2016-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Victims,Electronic Mail,Telecommunications,Synchronous Communication,Gender Differences,Questionnaires,Measures (Individuals),Incidence,Preservice Teachers,Statistical Analysis,Nonparametric Statistics,Foreign Countries

The aim of this study was to determine the prevalence of different types of cyber bullying, the ways in which cyber bullying occurred, whether the identity of cyber bullies were known, and reaction to being cyber bullied among pre-service teachers. Relationships between gender and likelihood of being a cyber bully/victim were also investigated. Using a questionnaire based on the Cyber Bully and Victim Scale developed by males were found to engage in cyber bullying more than females. Cyber bullying mainly occurred through e-mail, text messages, and phone calls. Although most cyber bullying victims talked with others about their experience, most cyber bullies did not talk about their harmful behavior to others. Victims often did not know the cyber bully and ignored the cyber bullying when it occurred.
The Analysis of the Relationship between Primary Learning Styles and Learning Objects in an Online Environment
Author: Özdemir, Muzaffer
Date: 2016-00-00
Type: Journal Articles
Subjects: Cognitive Style,Behavioral Objectives,Foreign Countries,Instructional Materials,Online Courses,Integrated Learning Systems,Multimedia Materials,Educational Technology,Undergraduate Students,Teaching Methods,Internet,Web Based Instruction,Computer Mediated Communication,Electronic Learning,Technology Uses in Education,Statistical Analysis,Nonparametric Statistics

This study investigates the relationships between the primary learning styles of students and different learning objects presented simultaneously in an online learning environment in the context of the usage levels of these objects. A total of 103 sophomores from a Turkish State University participated in the study. Felder-Solomon Index of Learning-Styles (F-SILS) was used to determine the learning styles of the participants. Four different types of learning objects (i.e. video lecturing, audio lecturing, PDF lecturing and subject comprehension tests) were prepared for the course &quot;Basic database operations with MySQL&quot;. Koper's (2003) classification model was used in selecting these learning objects. Descriptive analysis methods were used to determine the distribution of the participants according to their learning styles. Independent-Samples T-Test and the Mann-Whitney Wilcoxon test were used to test the differences between learning styles and learning objects. The usage levels of the learning objects were analysed in the context of interdimensional primary learning styles in the scale of the F-SILS. Those with sensory and visual learning styles were in the majority among the primary learning styles of participants. The study did not include the findings of students with other primary learning styles due to their small sample size. The findings of the study on the usage frequencies of subject comprehension tests and the duration of video lectures by primarily visual and sensory students demonstrated a significant difference on behalf of the primary sensory students. On the other hand, there was no statistically significant difference between students with primarily sensory styles and students with primarily visual styles in terms of the reading frequency of PDF lectures and the listening frequency of audio lectures.
The Investigation of Preservice Teachers' and Primary School Students' Views about Online Digital Storytelling
Author: Karakoyun, Ferit
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Student Attitudes,Story Telling,Electronic Learning,Grade 6,Case Studies,Observation,Semi Structured Interviews,Student Surveys,Student Teaching,Web 2.0 Technologies,Distance Education,Teaching Methods,Foreign Countries,Qualitative Research,Content Analysis

This study was aimed at investigating the views held by preservice teachers from the department of Computer Education and Instructional Technology (CEIT) and those of 6th grade students about the process of online digital storytelling activities as it applies to the students' education. The study was designed as a case study. The data were collected through direct observations, semi-structured interviews and surveys. The participants of the study were eight senior preservice teachers from CEIT and 47 6th grade students from Eskisehir Cagdas Private Elementary School. The study followed two stages. In the first stage, the preservice teachers from CEIT were trained in online digital storytelling; and in the second stage, the preservice teachers performed online digital storytelling activities with 6th grade students. According to the findings obtained in the study, the preservice teachers thought that carrying out digital storytelling activities in an online environment engages students' attention, accelerates the digital storytelling process, increases communication between students and contributes to the development of students' digital stories. In addition, both the preservice teachers and the elementary school students agreed that digital storytelling developed the students' 21st century skills. On the other hand, the preservice teachers complained about the fact that digital storytelling activities lasted for a long period of time; that the students were reluctant to participate; and that the students copied their scenarios from the Internet; meanwhile, the students mostly complained about technical problems, about the lack of sufficient sources related to the their stories and about the extended time-taking aspect of the activity process.
Students' Opinions on the Use of Tablet Computers in Education
Author: Duran, Muharrem
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,Computer Uses in Education,High School Students,Questionnaires,Opinions,Handheld Devices,Usability,Performance Factors,Use Studies,Preferences,Computer Attitudes,Foreign Countries

One of the most important tools for the integration of ICT in education, especially with tablet computers, has been employed in Turkey through the FATIH Project. This study aimed to determine students' views on the use of tablet computers in learning and teaching processes. Eighty-four first-year high school students studying at three schools in service within the scope of the FATIH Pilot Project were selected as the sample of this study. The quantitative data obtained were gathered using the &quot;Questionnaire for Students' Opinions on the Use of Tablet Computers&quot;. The Cronbach's alpha coefficient for the whole questionnaire has been measured at 0.82. Frequency, percentage, and arithmetic mean values have been used for the data analysis. It was found that students mostly use tablet computers to access the Internet. Students stated that the content presented on tablet computers supports the topics in textbooks and that teachers encourage them to use tablet computers in the learning and teaching process. The students also agreed that tablet computers weaken communication between students and teachers. Most of the students stated that, during the teaching process with the use of tablet computers, they do not learn more quickly and easily, they have some difficulty understanding topics, learning is not permanent, and it does not contribute to increasing their level of success. Most of the students expressed that, when they study with tablet computers for a while, they face some adverse physical effects such as headache and eyestrain, and they are worried about radiation.
Self-Efficacy and Chemistry Students' Academic Achievement in Senior Secondary Schools in North-Central, Nigeria
Author: Baanu, Titilayo Funmisho
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Efficacy,Academic Achievement,Chemistry,Science Achievement,Correlation,Student Surveys,Secondary School Students,Student Attitudes,Statistical Analysis,High Achievement,Foreign Countries

Self-efficacy reflects the extent to which students believe that they can successfully perform in school. It usually positively correlated with outcome expectations but it is possible that a student's has high self-efficacy does not transform into a high academic achievement. This study sought to find out the relationship between chemistry students' self-efficacy and their academic achievement in senior secondary schools in North-central, Nigeria. The study is an ex-post facto research and is a descriptive survey. The subjects of the study were one thousand one hundred and fifty (1150) senior secondary school III chemistry students selected from Kogi, Kwara and Niger States of Nigeria. The data collected were analyzed using descriptive and inferential statistics of mean, percentage and Pearson Product Moment Correlation. The findings revealed that no significant relationship existed between self-efficacy and the academic achievement of the chemistry students. The study concludes that students' self-efficacy needs to be complemented with a host of other factors to achieve high academic achievement in Chemistry. It is therefore recommended that attention be paid to other factors necessary for better students' achievement in chemistry to complement students' high self-efficacy, so that a combination of these factors could result in high academic achievement in Chemistry.
When Students Say &quot;I Just Couldn't Think&quot;: Challenges in Teaching Skilful Thinking
Author: Row, Bavani Nageswana
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary School Science,Teaching Skills,Teaching Methods,Thinking Skills,Metacognition,Theory of Mind,Classroom Observation Techniques,Semi Structured Interviews,Knowledge Base for Teaching,Curriculum Implementation,Educational Practices,Teacher Effectiveness,Teacher Competencies,Foreign Countries

This paper discusses challenges encountered by selected Year Four science teachers regarding their knowledge and implementation of skilful thinking (ST) in their classrooms. ST is a complex concept comprising three elements; specific thinking strategies, habits of mind and metacognitive thinking. Due of the complexity of ST, the implementation of teaching of thinking skills in primary science is often overlooked. Subsequently, this has led to students' low achievements in tasks related to higher order thinking skills (HOTS). The sample of this study consisted of nine novice teachers. Semi-structured teacher interviews and classroom observations were the primary sources of data for this study. The findings revealed that the selected teachers lacked knowledge on ST and therefore were unable to implement and infuse ST elements into their daily classroom practices. In addition, other challenges--such as classroom management, mixed ability students and lack of resources--hindered teachers from implementing ST successfully in their classrooms. Implications for science teacher education and in-service professional development are discussed.
An Investigation into the Perceptions of Mathematics and Information Literacy Self-Efficacy Levels of Pre-Service Primary Mathematics Teachers
Author: Dinçer, Bahar
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Mathematics,Self Efficacy,Information Literacy,Mathematics Achievement,Knowledge Level,Gender Differences,Cohort Analysis,Access to Computers,Time Factors (Learning),Student Surveys,Reading Rate,Computer Use,Comparative Analysis,Scores,Teacher Competency Testing,Foreign Countries,Statistical Analysis,Nonparametric Statistics,Likert Scales

The purpose of this study is to examine the relationship between perceptions of the self-efficacy levels for both mathematics literacy and information literacy in pre-service primary mathematics teachers and the factors on which the relationship depends (variables include gender, class level, hours spent reading books and computer-access facilities). The research model is a relational-survey model of the quantitative patterns. According to the results, it was determined that there was a positive relationship between perceptions of the self-efficacy levels of mathematics literacy and information literacy in pre-service teachers. Separately, it was ascertained that mathematics literacy self-efficacy levels in pre-service teachers showed meaningful differences according to variables such as class level and book-reading frequency/rate, whereas their information literacy self-efficacy levels depended on variables such as gender and computer-access status. According to these results, when considering the factors influencing literacy levels, it is seen that the variables such as computer-access status and book-reading frequency/rate are significant in terms of the pre-service teachers having these positive features. In addition, for future researches it can be examine the relationship between perceptions of the self-efficacy levels for both mathematics literacy and information literacy in in-service primary mathematics teachers and the different factors on which the relationship depends.
Material Development to Raise Awareness of Using Smart Boards: An Example Design and Development Research
Author: Günaydin, Serpil
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Bulletin Boards,Visual Aids,Interactive Video,Preservice Teachers,Student Attitudes,Instructional Materials,Instructional Design,Multimedia Instruction,Content Analysis,Feedback (Response),Foreign Countries

This study aims to develop training material that will help raise awareness in prospective teachers regarding the benefits of using smart boards in the classroom. In this study, a Type 2 design and development research method (DDR) was used. The material was developed by applying phases of ADDIE--an instructional systems design model. The development process was informed by Mayer's multimedia design principles and Gagné's instructional events. The subject and the target group of the research was defined at the stage of needs analysis. Powtoon, an online content development tool, was used to produce multimedia material with the aim of raising awareness regarding the benefits of using smart boards in the classroom. An expert instructional designer guided the entire process of the material development. Upon completion of the development phase, three field experts were consulted and improvements were then conducted in compliance with their suggestions. Next, the material was presented to 39 teacher candidates. After they reviewed the material, their opinions were collected. These opinions were analyzed under four aspects: message, visual, sound, and overall effect. The material reached its final form following the applications of ameliorations in line with observations conducted during its application and the feedback given by the teacher candidates. Participants of the study stated that the material, on the whole, was impressive, beneficial, and captivating.
Emphasizing Morals, Values, Ethics, and Character Education in Science Education and Science Teaching
Author: Chowdhury, Mohammad
Date: 2016-00-00
Type: Journal Articles
Subjects: Moral Values,Ethics,Teaching Methods,Cognitive Development,Ethical Instruction,Science Instruction,Science Curriculum,Educational Philosophy,Skill Development,Islam,Religious Education,Technological Advancement,Moral Development,Guidelines,Role Playing,Decision Making,Western Civilization,Comparative Education,Case Studies

This article presents the rationale and arguments for the presence of morals, values, ethics and character education in science curriculum and science teaching. The author examines how rapid science and technological advancements and globalization are contributing to the complexities of social life and underpinning the importance of morals, values and ethics. In order to help conceptualize and articulate a solid theoretical framework for the development of school programs, syntheses and analyses are presented to the philosophical and pedagogical questions related to morals, ethics and character education. Various obstacles in teaching morals/ethics and implementing character education in the sciences are discussed. For universal acceptability, a comparative study between the philosophical and theoretical basis of modern Western moral education and the universal Islamic moral values and education is outlined that may be helpful for future educators and researchers. A range of teaching, learning and pedagogical techniques are proposed that may foster morals, values and ethics in students' minds and develop various skills and attributes necessary for success in the sciences.
Preferences and Attitudes for Using Interactive Whiteboards in Different Courses and Learning
Author: Ipek, Ismail
Date: 2016-00-00
Type: Journal Articles
Subjects: Preferences,Secondary School Students,Secondary School Teachers,Teacher Attitudes,Student Attitudes,Questionnaires,Educational Equipment,Technology Uses in Education,Statistical Analysis,Cohort Analysis,Teacher Surveys,Student Surveys,Foreign Countries,Likert Scales,Factor Analysis

The purpose of the study is to investigate teachers' and students' considerations, preferences, attitudes and awareness related to using Interactive Whiteboards in 7-12 grades and different courses, and learning. 1013 students from elementary and secondary schools and 65 teachers from different schools were selected to take questionnaire for defining their preferences and awareness for using IWBs in teaching and learning processes. Descriptive statistical analyses were used to investigate whether there were differences between students' and teachers' views based on the survey items. The tests of research questions generated discussion and conclusions were given at the end of the study.
Faculty of Education Students' Computer Self-Efficacy Beliefs and Their Attitudes towards Computers and Implementing Computer Supported Education
Author: Berkant, Hasan Güner
Date: 2016-00-00
Type: Journal Articles
Subjects: Self Efficacy,Beliefs,Computer Literacy,Computer Attitudes,Computer Uses in Education,Student Teacher Attitudes,Correlation,Student Surveys,Curriculum Implementation,Gender Differences,Predictor Variables,Preservice Teachers,Foreign Countries

This study investigates faculty of education students' computer self-efficacy beliefs and their attitudes towards computers and implementing computer supported education. This study is descriptive and based on a correlational survey model. The final sample consisted of 414 students studying in the faculty of education of a Turkish university. The results show that male students have higher computer self-efficacy beliefs; major and class level variables do not affect students' computer attitudes and self-efficacies; students who have their own PC have more positive computer attitudes and higher computer self-efficacies; and the time spent on a computer each day and computer experience are correlated with computer attitudes and self-efficacies.