ethanporcaro/eric-fulltext-meta huggingface dataset:
Group Work and the Impact, if Any, of the Use of Google Applications for Education
Author: Maqbool, Jannat
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Group Dynamics,Computer Oriented Programs,Teaching Methods,Web 2.0 Technologies,Search Engines,Computer Uses in Education,Graduate Students,Focus Groups

The use of group work in teaching practices has been well supported in educational theories however the researcher has experienced a number of issues or areas of concern in having students work in groups to complete a major assessment for a second year Project Management course at a leading polytechnic in New Zealand. Factors potentially influenced by the majority of students having English as their second language, the inexperience of the Lecturer in facilitating group work and the lack of tools available to or recommended for students to use in facilitating collaboration and managing the administrative aspects of group work. For the purposes of the present research there are two primary areas of interest. Firstly, the problematic experience of students in coordinating or managing the administration element of group work involving scheduling meetings, corresponding, communicating and managing documentation, and further incorporating the challenges of collaborating as a group to produce a coherent and cohesive group work output or outcome. Students were required to use a web-based portal or wiki developed using Google Applications to assist in coordinating group effort, managing documents and communication, and collaborating to develop the required output in completing the group assignment. The research is aimed at identifying and clarifying what, if any impact, using Google Sites has on group work within a cohort of students undertaking the project management course. [For full proceedings, see ED571332.]
Inventing the Invented for STEM Understanding
Author: Stansell, Alicia
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Manufacturing,Scientific Concepts,Mathematical Concepts,Printing,Technology Uses in Education,Technology Integration,Computer Graphics,Technological Advancement,Computer Peripherals,Visual Aids,Design,Intellectual Property

The reverse engineering of simple inventions that were of historic significance is now possible in a classroom by using digital models provided by places like the Smithsonian. The digital models can facilitate the mastery of students' STEM learning by utilizing digital fabrication in maker spaces to provide an opportunity for reverse engineer and the creation of working models of the inventions. Students can start with understanding the original design, and then modify it to create working replicas and proximities showing the understanding of the underlying STEM concepts. [For full proceedings, see ED571332.]
Cognitive Design for Learning: Cognition and Emotion in the Design Process
Author: Hasebrook, Joachim
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Cognitive Processes,Cognitive Psychology,Design Preferences,Computer System Design,Web Sites,Color Planning,Memorization,Computer Simulation,Geometric Concepts,Affective Behavior,Cognitive Ability,Memory,Animation

We are so used to accept new technologies being the driver of change and innovation in human computer interfaces (HCI). In our research we focus on the development of innovations as a design process--or design, for short. We also refer to the entire process of creating innovations and putting them to use as &quot;cognitive processes&quot;--or cognition, for short. Scientific but simplistic design approaches often do not help to answer relevant questions in everyday computer design. In two experiments we show how practical design questions can be examined: (1) &quot;How does color and shape of a web site attract users and help to memorize its content?&quot; (2) &quot;How does shape and texture influence the believability of computer generated characters?&quot; The results show that design aspects such as color, shape, and texture greatly influence the emotional assessment and cognitive performance of users. [For full proceedings, see ED571332.]
Exploring Students' E-Learning Effectiveness through the Use of Line Chat Application
Author: Limsuthiwanpoom, Tassaneenart
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Private Colleges,Electronic Learning,Instructional Effectiveness,Social Media,Computer Mediated Communication,Web 2.0 Technologies,Computer Oriented Programs,Teacher Student Relationship,Interpersonal Communication,Student Motivation,Computer Literacy,Self Efficacy,Questionnaires,Likert Scales,Multiple Regression Analysis

This study explores the impact of motivational goals for using social networking sites (SNS) usage and computer self-efficacy towards e-learning effectiveness of the 155 students from different schools at a private university, in Pathum Thani province, Thailand during April to May of academic year 2015/2016. Social dimension and human interaction have played more significant roles in learning and teaching especially in higher institutions. Web 2.0 introduced many users to generate, share, and reuse contents using SNS like Facebook, Twitter, and LINE. LINE chat application was the second largest SNS application utilized by Thai users. Thai students, who often prefer to listen rather than speak to communicate with their teachers, feel more comfortable to chat with their teachers through virtual worlds using LINE. The results revealed that there was positive influence of motivational goals for using SNS usage and computer self-efficacy towards e-learning effectiveness. The highest impact was motivational goals for using SNS usage followed by computer self-efficacy affecting e-learning effectiveness. Possible avenues for future research are also suggested in this study. [For full proceedings, see ED571332.]
Learning and Skills Development in a Virtual Class of Educommunication Based on Educational Proposals and Interactions
Author: Bohorquez Sotelo, Maria Cristina
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Communications,Foreign Countries,Virtual Classrooms,Asynchronous Communication,Graduate Students,Masters Degrees,Computer Software,Web Based Instruction,Online Courses,Electronic Learning,Networks,Computer Uses in Education,Statistical Analysis

In the present paper we describe the analysis of qualitative and quantitative data from asynchronous learning networks, the virtual forums that take place in VirtualNet 2.0, the platform of the University Manuela Beltran (UMB), inside the course of Educommunication, from the master of Digital technologies applied to education. Here, we performed a multimodal investigation to assess, identify and describe according to the interactions and participations, the characteristics of the asynchronous learning networks (ALN), in order to consider it as a collaborative strategy in the virtual formation. [For full proceedings, see ED571332.]
Task-Based Assessment of Students' Computational Thinking Skills Developed through Visual Programming or Tangible Coding Environments
Author: Djambong, Takam
Date: 2016-10-00
Type: Reports - Research
Subjects: Foreign Countries,Computer Science Education,Programming,Computation,Thinking Skills,Skill Development,Performance Based Assessment,Case Studies,Elementary School Students,Middle School Students,Grade 6,Grade 9,Robotics,Pretests Posttests,Age Differences,Difficulty Level,Statistical Analysis

While today's schools in several countries, like Canada, are about to bring back programming to their curricula, a new conceptual angle, namely one of computational thinking, draws attention of researchers. In order to understand the articulation between computational thinking tasks in one side, student's targeted skills, and the types of problems they aim to solve, we conducted a small-scale pilot case-study with two groups of students for the elementary (grade 6) and middle (grade 9) grades. While the students were working on 5-week-long curricular units in technology using robotics-based and computer-programming environments, we assessed their computational thinking abilities with 23 tasks given as pre- and post-test. Aiming to validate the tasks, namely, to see in what way it allows measuring computational things, we found a disparity between the types of the skills assessed, the easiness of the tasks, and the age groups, which makes difficult to arrive to some stable conclusion. We stated then a need for a longer and more sophisticated assessment as a subsequent research perspective to establish a stronger empirical evidence of possible relationships between related variables. [For full proceedings, see ED571332.]
Fractangi: A Tangible Learning Environment for Learning about Fractions with an Interactive Number Line
Author: Mpiladeri, Magda
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Fractions,Numbers,Computer Uses in Education,Computer Interfaces,Manipulative Materials,Mathematics Instruction,Preservice Teachers,Student Attitudes,Usability,Instructional Effectiveness,Statistical Analysis,Qualitative Research

Tangible user interfaces (TUIs) are frequently used to teach children abstract concepts, in science and mathematics. TUIs offer a natural and immediate form of interaction that promotes active and hands-on engagement and allows for exploration and reflection. Tangible objects are representational artifacts in their essence, and they increase the representational power, which is a much needed quality in fraction teaching. By exploiting research into the external representations for learning, tangibles and embodied learning, we have designed an interactive tangible number line, named Fractangi, as a conceptual metaphor for helping students to understand and exploit fractions by acting with their hands. A pilot study was conducted in a Department of Primary Education with 65 undergraduate students in order to extract preservice teachers' views on the usability and learning effectiveness of the proposed tangible interface. Preservice teachers' views were extremely positive, in regards both to the context of usage (tangibility, gamification), and to the content of the interaction (learning interactions were considered better than traditional forms of teaching). Fractangi seems able to transform an unpopular learning topic to an enjoyable learning experience. [For full proceedings, see ED571332.]
Teachers' Attitude towards ICT Use in Secondary Schools: A Scale Development Study
Author: Aydin, Mehmet Kemal
Date: 2016-10-00
Type: Reports - Research
Subjects: Teacher Attitudes,Information Technology,Secondary School Teachers,Case Studies,Factor Analysis,Computer Attitudes,Computer Uses in Education,Technology Uses in Education,Technology Integration,Test Construction,Attitude Measures,Teacher Surveys,Test Reliability,Goodness of Fit,Test Validity

The current study aims to develop a valid and reliable instrument that measures secondary school teachers' attitudes towards ICT use in teaching and learning process. A cross-sectional survey design was employed with a group of 173 teachers. Based on the literature review, a pool of 21 items was proposed and reviewed by a board of experts. As to psychometric quality of the scale, the Cronbach's Alpha coefficient, item total variance and item distinctiveness indices were estimated. The results illustrated that Teachers' ICT Attitudes Scale (TICTAS) has a high level reliability standard (? = .898) and also Exploratory and Confirmatory Factor Analyses indicated good goodness of fit estimates. As a result, a reliable and valid scale comprising of 16 items loaded in two factors (ICT willingness and ICT anxiety) was developed. [For full proceedings, see ED571332.]
The Relationship among ICT Skills, Traditional Reading Skills and Online Reading Ability
Author: Liu, I-Fang
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Information Technology,Information Literacy,Computer Literacy,Reading Skills,Reading Ability,Electronic Learning,Computer Assisted Instruction,Item Response Theory,Path Analysis,Primary Education,Elementary School Students,Grade 4,Grade 5,Grade 6,Conventional Instruction,Reading Instruction,Foreign Countries,Reading Comprehension,Reading Tests,Computer Assisted Testing,Questionnaires,Structural Equation Models

Perspectives from reading and information fields have identified similar skills belong to two different kind of literacy being online reading abilities and ICT skills. It causes a conflict between two research fields and increase difficult of integrating study results. The purpose of this study was to determine which views are suitable for describing the essence of online reading. A path analysis model was proposed to verify different views. 376 children (4th grade to 6th grade) from three primary schools were recruited as participants. The results show that approximately half of the variance related to online reading ability could be explained by ICT and paper-based reading skills. However, online reading depends less on ICT skills. Paper-based reading skills remain the main basis for online reading. [For full proceedings, see ED571332.]
Academic Retention: Results from a Study in an Italian University Course
Author: Mascia, Maria Lidia
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Freshmen,Bachelors Degrees,School Holding Power,Academic Persistence,Online Courses,Learning Laboratories,Questionnaires,Attendance,Academic Achievement,Self Concept,Learning Motivation,Measures (Individuals),Self Control,Goal Orientation,Hypothesis Testing

This study analyzes the possible influences of some individual variables related with the attendance of specific online laboratory activities on the academic retention and achievement of a group of freshmen attending the first year of the Bachelor of Education. Online platforms allowed students both to use a supporting network and autonomously taking advantage of suitable materials to achieve their learning goals and to bridge an orientation gap that often, in Italy, is present in the transition between high school and University. In general, we can say that the experience of the online laboratory was positive and represented a supporting element for these students. [For full proceedings, see ED571332.]
Evaluation of the Course of the Flight Simulators from the Perspective of Students and University Teachers
Author: Kaysi, Feyzi
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Course Evaluation,Flight Training,Simulation,College Students,Case Studies,Focus Groups,Semi Structured Interviews,Content Analysis,Student Satisfaction,Expectation,Educational Benefits,Qualitative Research

The study evaluates the flight simulators course which was opened to fulfill the intermediate staff need of the sector. To collect data, Qualitative techniques were applied. Within this scope, the case study method was employed in the study. The study group consisted of students and instructors. In-depth and focus group interviews were conducted with the participants by using semi-structured interview forms. To analyze data and obtain findings, content analysis technique was used. Findings explored that, participants were satisfied with the course, the staff need of the sector was fulfilled, the learners gained sector knowledge, and the aim of the teaching process included a practice opportunity in the sector. Additionally, participants expected to the significance of the cooperation between the sector and the university. [For full proceedings, see ED571332.]
Innovative Collaborative Learning Strategies for Integrated Interactive E-Learning in the 21st Century
Author: Son, Barbara
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Cooperative Learning,Instructional Innovation,Electronic Learning,Student Centered Learning,Business Administration Education,Masters Programs,Graduate Students,Online Courses,Economics Education

There is a constant challenge for online programs, instructional designers and instructors to tailor eLearning materials for different learning styles. We examined this issue by closely looking at the innovative interactive learning models at the previous AACE Conferences (Son &amp; Goldstone, 2011, Son &amp; Goldstone, 2012, Son &amp; Simonian, 2013, Son &amp; Simonian, 2014). At the current Conference, we will discuss how learner-centered collaborative learning should be designed to improve these models using the example of a global online MBA course at Anaheim University. Using international economics as the subject matter, we will closely examine innovative collaborative learning strategies which are vital in cultivating highly active, engaging and applied learning in global economic classrooms in the 21st century. [For full proceedings, see ED571332.]
Enacting STEM Education for Digital Age Learners: The &quot;Maker&quot; Movement Goes to School
Author: Niederhauser, Dale S.
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Problem Solving,Elementary Secondary Education,Informal Education,Creative Activities

The importance of STEM Education has become central to discussions about the future of schooling over the past 20 years. Predicated on the idea that a primary purpose of schooling is to prepare skilled and knowledgeable workers, these discussions have been grounded, in part, in cold-war era concerns about rapid advancements in STEM fields driven by more efficient and effective application of the systematic and structured ways of thinking that are common to these disciplines. However, curricula and pedagogical routines in these fields are fully established, and changing curricula, and reforming instructional practice, has been a daunting process. In this paper we examine the idea that educators can draw on the kinds of learning experiences that occur in informal educational settings, like &quot;Makerspaces,&quot; to shape in-school activities in ways that make learning STEM content more contextualized, authentic, and meaningful for students. [For full proceedings, see ED571332.]
Digital Natives and Digital Divide: Analysing Perspective for Emerging Pedagogy
Author: Onye, Uriel U.
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Access to Computers,Disadvantaged,Information Technology,Developed Nations,Developing Nations,Electronic Learning,Educational Technology,Foreign Countries,Computer Literacy

This paper addresses the concepts of digital natives and digital divide from the perspective of the digital outsiders (part of digital natives). It takes a critical look at the implications of available ICT in both developed and underdeveloped countries in the fight against digital divide. The major contribution to literature is by drawing attention to the inevitability of technology mediated learning and the need to embrace ICT adapted to countries strengths and weaknesses in the fight against digital divide. However, data used for this study significantly reveal how digital natives in the developed countries and digital outsiders in underdeveloped countries could achieve digital diffusion, especially those from underdeveloped countries with highly limited opportunities. As a result, there is no contesting the future of educational pedagogy depends on technology. Hence, people must take advantage of available technology in designing pedagogy. In the end, digital divide is relative and should apply differently in both developed and underdeveloped regions to enable rapid and sustainable digital diffusion despite the odds confronting digital natives globally. [For full proceedings, see ED571332.]
Features Students Really Expect from Learning Analytics
Author: Schumacher, Clara
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: College Students,Expectation,Qualitative Research,Interviews,Statistical Analysis,Learning,Data Analysis,Technology Uses in Education

In higher education settings more and more learning is facilitated through online learning environments. To support and understand students' learning processes better, learning analytics offers a promising approach. The purpose of this study was to investigate students' expectations toward features of learning analytics systems. In a first qualitative exploratory study a total of 20 university students participated. They were interviewed about their expectations of learning analytics features. The findings of the qualitative study were validated in a second quantitative study in which 216 students took part. Findings show that students expect learning analytics features to support their planning and organization of learning processes, provide self-assessments, deliver adaptive recommendations, and produce personalized analyses of their learning activities. [For full proceedings, see ED571332.]
Learning How to Write an Academic Text: The Effect of Instructional Method and Reflection on Text Quality
Author: van der Loo, Janneke
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Academic Discourse,Writing Instruction,Teaching Methods,Observational Learning,Experiential Learning,Self Efficacy,Undergraduate Students,Reflection,Instructional Effectiveness,Foreign Countries,Pretests Posttests,Statistical Analysis

In this paper we present preliminary results on a study on the effect of instructional method (observational learning and learning by doing) and reflection (yes or no) on academic text quality and self-efficacy beliefs. 56 undergraduate students were assigned to either an observational learning or learning-by-doing condition, with or without reflection. The participants were tested on academic text quality, self-efficacy beliefs and satisfaction with the instructional method. Our preliminary results suggest that there is no main effect of instructional method on academic text quality and self-efficacy beliefs. Observational learning and learning by doing seem equally effective for learning how to write a large and complex writing assignment, even though participants who learned by doing were more satisfied with the method than participants who learned by observing models. We found no effect of reflection. However, there appears to be an interaction between instructional method and reflection: in observational learning reflection seems to have a negative effect on academic text quality while in learning by doing it appears to have a positive effect. We will repeat the experiment in September 2016. [For full proceedings, see ED571332.]
A Service-Learning Project Using Crowdfunding Strategy: Students' Experience and Reflection
Author: Mat-jizat, Jessnor Elmy
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Undergraduate Students,Service Learning,Student Projects,Financial Support,Fund Raising,Student Experience,Reflection,Questionnaires,Learner Engagement,Independent Study,Creativity,Integrated Activities,Student Attitudes,Data Analysis,Nongovernmental Organizations

The aim of this study was to explore students' experience and reflection in doing a Service Learning project as part of their course work. The Service Learning project allows the students to practice their knowledge of raising capital through crowdfunding, and at the same time situates them in an environment where they could learn from the community and provide services to them. After the students had completed their project, they were given a set of questionnaire that asked them about their experience and reflection. The findings showed that the students were able to understand their civic responsibility better and at the same time they were willing to self-learn and be creative when they were given an interesting task which they were passionate about, and the task was an authentic, real-life situation which was familiar to them. The researchers hope that more courses in Universities and schools in Malaysia would integrate Service Learning into their courses with a hope that it could enhance civic responsibility and increase moral values among Malaysians. [For full proceedings, see ED571332.]