ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Use of Social Media by University Undergraduate Informatics Programs in Malaysia
Author: Lim, Jane See Yin
Date: 2013-00-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Social Networks,Foreign Countries,Undergraduate Students,Information Science,Interaction,Internet,Telecommunications,Handheld Devices,Web Based Instruction,Technological Literacy,Technology Integration,College Faculty,College Students,Communities of Practice,Learning Theories,Mixed Methods Research

The use of digital technologies in higher education has been driven by a number of underlying assumptions about the affordances of the available technology for social interaction and learning. This trend has not only been advocated by administrators who may argue for digital technologies as a catalyst for pedagogical change and engagement, but rather by the students themselves as they adopt new ways of collaborating and communicating within their social circles. Interacting using Social Media Technologies (SMTs) is a phenomenon in both business (Lygouriatis C (2013), AvantiKumar, (2012) and education (Davis, Deil-Amen, Rios-Aguilar, &amp; Gonzalez Canche, (2012). The increase usage and employment of SMTs in personal, business and education is credited to the advancement of Internet broadband services, mobile devices, smart phones and web-based technologies. Informatics programmes are technological-oriented in nature, hence students and academics themselves would arguably be quite adept at using SMTs. Students undertaking Informatics programmes are trained to thrive in challenging, advanced technical environments as manifestations of the fast-paced world of Information Technology. Students must be able to think logically and learn &quot;how to learn&quot; as &quot;knowledge upon demand&quot; is one of the expected capabilities of Informatics graduates. This rapid change in knowledge and skill sets requires learners to not only be lifelong learners, but to be constantly connected to the field of computing science. SMTs may be the conduit that supports these needs. Despite being an Information and Communication Technology (ICT) hub and having advanced ICT Infrastructure nationally, the use of social media beyond young people in Malaysia for education purposes is still relatively new and little is known about the user experience, intentions, perceptions and acceptance of these technologies by students and academics. This study will investigate the perceptions, acceptance, usage and access to social media by students and academics in higher education in Informatics programs in Malaysia. A conceptual model based on Connectivisim and Communities of Practice (CoP) has been developed to inform the study in terms of how Social Media Technologies (SMTs) can play a role in building a virtual learning community in Higher Education Institution. A significant outcome of this study will be the development of a design framework for implementing social media as supporting tools for student engagement and teaching and learning of Informatics Programs in Higher education institutions in Malaysia. [For full proceedings, see ED557168.]
The Comparison of Inductive Reasoning under Risk Conditions between Chinese and Japanese Based on Computational Models: Toward the Application to CAE for Foreign Language
Author: Zhang, Yujie
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Risk,Logical Thinking,Chinese,Japanese,Contrastive Linguistics,Cultural Differences,Second Languages,Computational Linguistics,Undergraduate Students,Graduate Students,Task Analysis,Money Management,Statistical Analysis,Foreign Countries

Inductive reasoning under risk conditions is an important thinking process not only for sciences but also in our daily life. From this viewpoint, it is very useful for language learning to construct computational models of inductive reasoning which realize the CAE for foreign languages. This study proposes the comparison of inductive reasoning under risk conditions between Chinese and Japanese based on computational models. The results suggest that risk conditions (quantitative conditions) have a significant effect on inductive reasoning in Japanese, while those conditions have no effect in Chinese. On the contrary, argument conditions (qualitative conditions) have a significant effect on inductive reasoning in Chinese, while those conditions have an only partial effect in Japanese. More research is needed to find the essential reason for this contrast, for example differences between cultural or social systems. However, it is important to consider this contrast when the present models of inductive reasoning are applied to CAE for Chinese and Japanese. [For full proceedings, see ED557168.]
Salapiggy: Usability Test of the Sifteo Cubes as a Game Interface for the Money Counting Game for Preschoolers
Author: Orense, Adrian
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Kinesthetic Perception,Teaching Methods,Educational Games,Arithmetic,Computation,Mathematics Skills,Mathematics Instruction,Program Effectiveness,Mathematical Concepts,Foreign Countries,Elementary School Students,Primary Education,Technology Uses in Education,Addition,Computer Software,Observation,Graphs

Kinesthetic learning, one of the VAK learning styles, is now also being adapted by different gaming consoles and platforms. This paper presents Salapiggy, a two-part kinesthetic educational Sifteo game that has both a tutorial on money and sorting game. It is localized in the Philippines and uses Filipino as the User Interface Language and the Philippine peso as Game Objects. Salapiggy is geared to enhance both the player's monetary recognizing skills and basic arithmetic computation skills. The purpose of this research is to determine whether the children who would play the game will be able to do basic computations through money familiarity and eventually play the game, by attaining a certain amount of points. The test results show that players were able to recognize the value of coins and bills displayed and the goal of having them perform arithmetic operations using the cubes were successful. [For the complete proceedings, see ED557168.]
Mediating Authentic Learning: The Use of Wiki's and Blogs in an Undergraduate Curriculum in South Africa
Author: Titus, Simone
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Web Sites,Web 2.0 Technologies,Undergraduate Study,Electronic Publishing,Foreign Countries,Educational Technology,Technology Uses in Education,Reflection,Student Attitudes,Diaries,Qualitative Research,Thematic Approach,Undergraduate Students,Teaching Methods,Critical Thinking,Sport Psychology,Athletes,Peer Evaluation,Coding,Cooperative Learning

Over the past few years, the virtual landscape of South African higher education institutions has changed as a result of ubiquitous and ever-present technological initiatives that can potentially provide students with a flexible learning space. Within these learning spaces, Web 2.0 tools have transformed educators' pedagogical approaches to teaching and learning and its impact on students. To this end, emerging technologies tools such as wiki's and blogs provide a powerful opportunity to increase collaboration, and enhance student engagement. These educational technology tools has the potential to provide students who are located in resource poor institutions, the much needed digital literary skills required for the 21st century workplace. Hence, the pedagogical value of wiki's and blogs is worth further scrutiny. For the purpose of this study, a wiki task was designed to include the nine elements of authentic learning in order to improve collaboration and engagement. Alongside this, students used a blog as a reflective tool in order to document their experiences using emerging technologies in the classroom. Reflective practices in education have in many ways shown to have value and therefore blog posts were used to allow students to reflect on their learning experiences as well as a discussion forum within a blended learning environment. Therefore the aim of this exploratory study was to investigate how emerging technologies mediate authentic learning in sport science education. Participants for this study were conveniently selected from a group of students (N = 88) in their second year of study towards a sport science degree which is located within a health sciences discipline. This paper drew on the students' reflective experiences after an authentic wiki-based task where a total of 67 reflective blog post summaries were analysed using a qualitative methodological approach. A thematic content analysis was conducted on the written blog reflections using the nine elements of authentic learning as an analytical framework. This paper proposes that educators be mindful of authentic learning principles when designing learning activities aimed at increasing collaboration and engagement. This paper concludes that educational technology tools transformed students' learning experiences and mediated learning, engagement and collaboration in a meaningful way. [For full proceedings, see ED557168.]
Factors Influencing the Acceptance of Collaboration Technology within the Context of Virtual Teamwork Training
Author: Godin, Joy J.
Date: 2013-00-00
Type: Reports - Research
Subjects: Educational Technology,Teamwork,Cooperation,Training,Surveys,Hypothesis Testing,Structural Equation Models,Technology Uses in Education,Simulated Environment,Management Information Systems,Performance,Expectation,Social Influences,Undergraduate Students,Business Administration Education,Videoconferencing,Intention,Student Attitudes,Student Characteristics,Gender Differences,College Students

The purpose of this study was to identify the factors that influence electronic collaboration technology acceptance and predicted usage for virtual team collaboration projects in higher education courses. The research combined the unified theory of acceptance and usage of technology (UTAUT) with a virtual team-training model. All 108 participants completed a survey following their participation in virtual team training. Ten hypotheses were tested using a structural equation modeling technique, partial least squares. Five of the hypotheses were supported and five were not supported. The results indicated that three of the four UTAUT constructs were significant in predicting if the participants would use the collaboration technology in the future. Additionally, the findings revealed that the participants had a positive perception of the virtual teamwork training. [For full proceedings, see ED557168.]
Teachers' Learning in Online Communities of Practice: Two Case Studies from Australia
Author: Hanewald, Ria
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Online Courses,Communities of Practice,Case Studies,Social Networks,Computer Mediated Communication,Geographic Isolation,Preservice Teacher Education,Inservice Teacher Education,Language Acquisition,Cultural Literacy,Faculty Development,Educational Practices,Foreign Countries,Proximity,Teacher Education Programs

Australia is a vast land with a dispersed population especially in rural or remote areas, which is geographically located in the Asian region. This has a strong bearing on its initial education (pre-service) and the ongoing professional development (in-service) of teachers. The vastness of Australia causes professional isolation and a lack of face-to-face contact with other teachers while the geographical proximity to Asia makes with languages and cultures a necessity due to geo-political and economic reasons. These two motives shape the work of teachers, whether they are still in training or already experienced professionals. Online social networking platforms such as &quot;ning&quot; and &quot;edumodo&quot; can bridge the geographical distance within Australia while also connecting it to its Asian neighbour. These online communication networks are increasingly more used to Communities of Practice (CoP) based on the theoretical framework of Etienne Wenger. The educational theorist describes CoP's as groups of people with a shared knowledge base, who interact due to a common interest or goal. This paper describes two case studies from an Australian university that involved online CoP's; one for 34 teacher in pre-service to overcome their geographic isolation and the another for 41 in-service teachers to develop their professional learning in order to engage with Asian languages and cultures. The first project failed completely whereas the second project was highly successful. The failure was mainly due to shortcomings in the technical, behavioural and organisational aspect (i.e. a lack of social capital and face-to-face interaction to accompany the online learning component), features which the successful CoP utilised. The opportunities, challenges and outcomes of both projects are described and analysed. These, in combination with the subsequent recommendation might assist readers who are contemplating similar endeavours. [For full proceedings, see ED557168.]
Tweeting as a Tool for Learning Science: The Credibility of Student-Produced Knowledge Content in Educational Contexts
Author: Swensen, Kaja Vembe
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Social Networks,Computer Mediated Communication,Science Education,Energy Education,High School Students,Inquiry,Science Teaching Centers,Museums,Electronic Publishing,Web 2.0 Technologies,Teaching Methods,Learning Strategies,Science Projects

In this paper, we will present and discuss data from a research project called MIRACLE, in which high school students learned about energy and energy transformation in a technology-rich learning environment. This learning environment spanned across a classroom, a science center, and an online platform specially designed to support coherence across resources and concepts. During the project, the students tweeted about different aspects of energy and energy transformation. These tweets were based on facts gleaned from previous knowledge or on knowledge that they found relevant during their learning trajectory. This knowledge could be found, for example, in textbooks, on web pages, or on posters in the science center. The tweets were meant to support the students in collecting and creating knowledge content themselves and to gradually increase their understanding of the curricular topic. At the end of the project, the students were asked to write a newspaper article and were encouraged to use their tweets as a source. However, the findings show that the students turned to officially approved knowledge sources when they had to write their assignments. This finding adds to previous studies on college and university students. We discuss the possible reasons for this by examining the lack of established practices for using tweets in schools; more specifically, we discuss how this becomes particularly evident when activities are assessment-oriented. [The MIRACLE project was funded by the Research Council of Norway, grant number 201332.] [For the complete proceedings, see ED557171.]
Laptops in Classroom Interaction: The Dynamic Reach of the Laptoped Situation
Author: Lindroth, Tomas
Date: 2013-00-00
Type: Reports - Research
Subjects: Laptop Computers,Computer Uses in Education,Educational Technology,Higher Education,Interaction,Ethnography,Interviews,College Students,Video Technology,Lecture Method,Student Behavior,Social Networks,Study Habits,Teaching Methods,Foreign Countries

Laptops and other networked technologies are commonplace at university campuses. While a range of studies researches the negative effects of multitasking, screenpeeking and other laptop related side effects this article emphasize the situational impact of student-laptop interaction. Departing from Goffman's framework on unfocused interaction and Meyrowitz concept of middle region we explore the technology mediated, situated, social interaction. In particular focus is the non-spoken interaction emphasizing both student-laptop interaction and the social interaction within and around the classroom. The article expands the concept of middle-region by connecting it to different modes of interaction, which are labeled intra-, inter-, trans-, and extra-situational interaction. The research thus aims at providing educators and researchers with a model to advance their understanding of situations ingrained with mobile technologies. [For full proceedings, see ED557168.]
A Comparison of Low Performing Students' Achievements in Factoring Cubic Polynomials Using Three Different Strategies
Author: Ogbonnaya, Ugorji I.
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Low Achievement,Secondary School Students,Grade 12,Foreign Countries,Scores,Mathematics Instruction,Mathematics Achievement,Teaching Methods,Mathematics Skills,Mathematical Concepts,Equations (Mathematics),Knowledge Level,Concept Formation,Statistical Analysis

In this study, repeated measures design was employed to compare low performing students' achievements in factoring cubic polynomials using three strategies. Twenty-five low-performing Grade 12 students from a secondary school in Limpopo province took part in the study. Data was collected using achievement test and was analysed using repeated measures analysis of variance. Findings indicated significant differences in students' mean scores due to the strategy used. On average, students achieved better scores with the synthetic division strategy than with long division and equating coefficients strategies. The study recommends that students should be offered opportunities to try out a variety of mathematical solution strategies rather than confine them to only strategies in their prescribed textbooks. [For full proceedings, see ED557168.]
Educational Online Technologies in Blended Tertiary Environments: A Review of Literature
Author: Tuapawa, Kimberley N.
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Higher Education,Literature Reviews,Online Courses,Technology Uses in Education,Blended Learning,Educational Media,Educational Games,Simulated Environment,Videoconferencing,Integrated Learning Systems

This is a review of the literature surrounding five popular media-rich educational online technologies (EOTs) currently being used by educationalists to support blended learning within tertiary environments. This review considers the following EOTs: 1) connective media, 2) interactive gaming, 3) virtual worlds, 4) web conferencing and 5) learning management systems (LMS), and provides educational stakeholders with an insight into the capabilities, current applications and observed benefits of using these technologies to facilitate student learning. As stakeholders across institutes focus on technology as a way to minimise costs, increase efficiencies and better meet student needs, this knowledge can support them in understanding, prioritising and applying new online tools in an effective manner. This review makes a contribution to the growing field of research concerning the integration of EOTs into blended tertiary environments. [For full proceedings, see ED557168.]
Using Self-Reflection and Badges in Moodle-Based Medical English Review Courses for Enhancing Learners' Autonomy
Author: Iwata, Jun
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Personal Autonomy,Medical Education,English (Second Language),Foreign Countries,Medical Schools,Integrated Learning Systems,Information Storage,Second Language Learning,Language Teachers,Teaching Methods,Reflection,Feedback (Response),Recognition (Achievement),Independent Study

English has become increasingly important for Japanese medical professionals in Japan. However, the curricula at medical schools in Japan are so extensive that the time allocated for English classes is usually very limited, which means those classes often do not have the depth or scope to improve the English communication skills of medical students to the level necessary for their future career. Therefore, language teachers are expected to not only improve English curricula but also offer effective and attractive review courses for students' autonomous study. The authors of this paper have created Moodle-based English courses to improve the English curricula by integrating &quot;blended-learning&quot; in class. They also have started to provide ongoing access to a range of review courses to help their students' autonomous study. This paper outlines how the authors integrated a self-reflective framework and a badge function in the review courses they created. It also illustrates how the framework will help learners find the suitable course at the right level and how issuing badges will help motivate learners to engage with the module or the course they have chosen. [For full proceedings, see ED557168.]
Understanding TPACK in Practice: Praxis through Technological Pedagogical Reasoning
Author: Finger, Glenn
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Praxis,Technological Literacy,Pedagogical Content Knowledge,Educational Practices,Reflection,Teaching Experience,Phenomenology,Classroom Techniques,Educational Research,Educational Policy,Professional Identity,Standards,Elementary School Teachers,Grade 4,Teacher Characteristics,Institutional Characteristics,Classroom Environment,Electronic Learning,Expectation,Multimedia Instruction,Multimedia Materials,Foreign Countries

Reflective, intelligent, professional teachers research their own practice to inform future improvements. However, the demands upon teacher graduates and early career teachers do not enable the space and time to engage effectively in &quot;praxis&quot; (Freire, 1970) which involves &quot;highly developed educational practice that consciously articulates the theory on which it is based, and, in turn, generates new theory&quot; (O'Toole &amp; Beckett, 2013). Freire (1970) articulates the term 'limit situations' which can enable teacher voice to portray experience and reflection which might differ from those around them. This paper is situated within an understanding of the complexities of the contexts for graduate and early career teachers to develop Technological Pedagogical Content Knowledge (TPACK) (Mishra &amp; Koehler, 2006) to have the confidence and capabilities to use technologies to support their teaching and to support student learning. This paper provides an Australian early career teacher's story through praxis by drawing upon the TPACK conceptualisation and recent attempts to explore teachers' Technological Pedagogical Reasoning (TPR) (Smart et al., 2013). The praxis is also considered in relation to the expectations of the &quot;Australian Professional Standards for Teachers&quot; (AITSL, 2011a), and the &quot;ICT Elaborations&quot; (AITSL, 2011b) which complement those standards. The authors suggest that this approach can significantly contribute to the TPACK literature to inform what TPACK looks like in practice through the experiences and reflections of teachers and explore the &quot;black box of technology integration&quot; (Tondeur et al. 2013) through teacher perspectives. [For full proceedings, see ED557168.]
M-Learning Pilot at Sofia University
Author: Gourova, Elissaveta
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Higher Education,Integrated Learning Systems,Telecommunications,Educational Technology,Handheld Devices,Computer Software,Web Sites,Questionnaires,College Students,Feedback (Response),Instructional Design

Many universities have designed specialized Learning Management Systems in order to facilitate the management of education, the access to knowledge and educational resources, and the communications with all stakeholders involved. With the wide spread of mobile technologies nowadays, new challenges emerge for adapting the available systems to the demands of mobile users. The authors present the results of a pilot project of the Department of Software Engineering of Sofia University, Bulgaria, aimed at adapting to the challenges of m-learning. [For the complete proceedings, see ED557171.]