ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Peer-Controlled or Moderated Online Collaboration on Group Problem Solving and Related Attitudes
Author: Zhang, Ke
Date: 2003-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Undergraduate Study,Predictor Variables,Control Groups,Experimental Groups,Problem Solving,Computer Mediated Communication,Cooperative Learning,Student Surveys,Reliability

This study investigated the relative benefits of peer-­controlled and moderated online collaboration during group problem solving. Thirty­-five self­-selected groups of four or five students were randomly assigned to the two conditions, which used the same online collaborative tool to solve twelve problem scenarios in an undergraduate statistics course. A score for the correctness of the solutions and a reasoning score were analyzed. A survey was administered to reveal differences in students' related attitudes. Three conclusions were reached: 1. Groups assigned to moderated forums displayed significantly higher reasoning scores than those in the peer­-controlled condition, but the moderation did not affect correctness of solutions. 2. Students in the moderated forums reported being more likely to choose to use an optional online forum for future collaborations. 3. Students who reported having no difficulty during collaboration reported being more likely to choose to use an optional online forum in the future.
E-­Learning Lifecycles: How Communities and Context Can Affect E-Learning Specifications and Tool Design
Author: Magee, Michael
Date: 2004-00-00
Type: Journal Articles
Subjects: Electronic Learning,Task Analysis,Systems Analysis,Standards,Metadata,Information Management,Database Management Systems,Indexing,Information Technology,Ownership

The development of a large body of e-­learning specifications, such as IMS and SCORM, has led to the proposal for a new way to facilitate content workflow. This involves the movement of educational digital content and the knowledge of pedagogical communities into an online space. Several projects have looked at the theoretical structure of these specifications. They implemented a series of tools in order to examine and research the issues around the actual usage of these specifications. The CAREO, ALOHA and ALOHA 2 projects were designed to expose both individual users and whole institutions to these ideas. Initial research into the result of those interactions indicates that there is some utility in the adoption of e-learning specifications. The future success of them will depend on their ability to adapt and meet the needs of the educational community as they begin to adopt, use and evolve the way they use the specifications and the tools created around them.
De Castell, S., and Jenson, J. (2003). Serious Play. &quot;Journal of Curriculum Studies&quot;, 35(6), 649-665
Author: Ha, Daniel
Date: 2004-00-00
Type: Journal Articles
Subjects: Educational Games,Teaching Methods,Design,Recreational Activities,Play,Cultural Influences,Learner Engagement,Literature Reviews,Educational Objectives

De Castell and Jenson argue that educational game development has generally overlooked what recreational-commercial games exploit, foster, and understand. They strongly believe that games can support educational objectives, but can only enjoy real success if they are remodeled to resemble recreational-commercial games. De Castell and Jenson used a methodology consisting of observation and direct participation in gaming culture, which is appropriate for this type of research, but is lacking a theoretical social analysis framework that can provide an overview of the potentially relevant contextual factors in game studies. The outcome of their research is not a prescription for how to design engaging educational games, but a description of design possibilities. Their work suggests a radical new direction for the design of educational games that is free of the dichotomy between learning and play, insisting instead that both should and do intersect.
A Review of E-Learning in Canada: A Rough Sketch of the Evidence, Gaps and Promising Directions: A Commentary
Author: Kanuka, Heather
Date: 2006-00-00
Type: Journal Articles
Subjects: Electronic Learning,Catalogs,Educational Research,Foreign Countries,Educational Practices,Public Opinion,Teaching Methods,Educational Policy,French,English,News Reporting,Research Methodology,Case Studies,Qualitative Research,Higher Education,Information Technology,Technology Integration,Computer Assisted Instruction,Outcomes of Education,Interpersonal Communication,Research Needs

The purpose of the &quot;Review of E-Learning in Canada&quot;, conducted by Abrami and associates (which is referred to as &quot;the team&quot;), was to provide evidence and gaps on the topic of e-learning, and based on this data provide promising directions for e-learning. Funded by the Canadian Council on Learning, the stated objectives of the review were to: 1) identify and verify through research the most effective practices and procedures to promote learning; 2) identify major gaps in knowledge and understanding of e-learning; and 3) identify the most promising lines of inquiry for addressing those gaps. The review covers the literature from 2000 forward with an attempt to focus on Canadian literature, in both official languages. Using an Argument Catalogue codebook a number of classes were identified by the researchers upon which the review was framed. The documents were also coded to provide data on outcomes of the e-learning research from the following perspectives: general public opinion, practitioner literature, policy documents, scholarly reviews, and primary Canadian research. Did the team achieve their objectives? Do their outcomes provide promising directions for e-learning? This commentary will begin by deconstructing the activities of this review and conclude with comments on how well the objectives of this review were met.
A Response and Commentary To: A Review of e-Learning in Canada
Author: Anderson, Terry
Date: 2006-00-00
Type: Journal Articles
Subjects: Electronic Learning,Computer Assisted Instruction,Foreign Countries,Open Universities,Administrator Attitudes,Distance Education,Higher Education,Educational Research,Technology Integration,Technological Literacy,Access to Education

Terry Anderson is a professor and Canada Research chair in Distance Education at Athabasca University, Canada's Open University, where he teaches in the Masters of Distance Education program. In this article, Anderson begins his response to &quot;A Review of E-Learning in Canada&quot; by commenting that he believes Philip Abrami and his colleagues at Concordia University have done an admirable job of over viewing the complex state of research and related perceptions of e-learning in Canada in the early years of the 21st Century. Anderson says that the work of these scholars at quite effectively aggregating and synthesizing is commendable given the emergent, regionally disparate, complex and most critically, under researched domain that they have reviewed. Anderson mentions that unfortunately, what stands out most readily for him (and echoed by the authors) is the poverty of data, sound research, and systematic analysis of the considerable social, economic and educational impact that has accompanied the rapid integration of e-learning technologies into both formal and informal learning institutions and organizations. This dearth of data is especially ironical and perplexing given the positive views of almost all respondents (from educators to policy makers, from students to the general public) identified in the review. Canadians seem to very clearly see e-learning as a critically important component of life and learning. However that interest has not evolved into an active e-learning research and development and knowledge dissemination program. Anderson enthusiastically agrees with the key recommendations that conclude the report and repeats them in his own concluding comment.
Embedded or Linked Learning Objects: Implications for Content Development, Course Design and Classroom Use
Author: Kopp, Gail
Date: 2007-00-00
Type: Journal Articles
Subjects: Resource Units,High Schools,Secondary School Mathematics,Mathematics Instruction,Online Courses,Qualitative Research,Case Studies,Instructional Design,Secondary School Teachers,Urban Schools,Foreign Countries,Semi Structured Interviews,Shared Resources and Services,Information Storage,Access to Information,Curriculum,Comparative Analysis

This research explores the idea of embedding and linking to existing content in learning object repositories and investigates teacher-designer use of learning objects within one high school mathematics course in an online school. This qualitative case study supports and extends the learning object literature, and brings forward context-specific examples of issues around repository design, autonomy and self-containment, technical support and granularity. Moreover, these findings have implications for building learning objects and repositories that could better support teachers in their instructional design and pedagogical decision-making.
Preservice Teachers' Preparedness to Integrate Computer Technology into the Curriculum
Author: Magliaro, Jelena
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Readiness,Technology Integration,Computer Uses in Education,Self Efficacy,Student Attitudes,Mixed Methods Research,Computer Attitudes,Surveys

For Canada to compete effectively in the digital world, beginning teachers need to play an important role in integrating computer technology into the curriculum. Equipment and connectivity do not guarantee successful or productive use of computers in the classroom, but the combination of the teaching style and technology use has the potential to change education. In this research, the computer self­-efficacy beliefs of 210 preservice teachers after their first practice teaching placements were examined. First, the quantitative component of the study involved the use of Computer User Self-­Efficacy (CUSE) scale where students' previous undergraduate degree, licensure area, experience and familiarity with software packages were found to have statistically significant effects on computer self-­efficacy. Second, the qualitative data indicated that society and school were the most positive factors that influenced preservice teachers' attitudes towards computers, while the family had the highest percentage of negative influence. Findings reveal that although preservice teachers had completed only two months of the program, those with higher CUSE scores were more ready to integrate computers into their lessons than those with lower scores.
Investigating the Use of a Digital Library in an Inquiry-Based Undergraduate Geology Course
Author: Apedoe, Xornam S.
Date: 2007-00-00
Type: Journal Articles
Subjects: Electronic Libraries,Use Studies,Inquiry,Active Learning,College Science,Geology,Undergraduate Students,Qualitative Research,College Faculty,Barriers,Observation,Questionnaires,Interviews,Science Instruction,Teacher Attitudes,Student Attitudes

This paper reports the findings of a qualitative research study designed to investigate the opportunities and obstacles presented by a digital library for supporting teaching and learning in an inquiry-based undergraduate geology course. Data for this study included classroom observations and field-notes of classroom practices, questionnaires, and audiotapes and transcripts of interviews conducted with student and instructor participants. The findings suggest that although both the instructor and students recognized a number of opportunities presented by the digital library to support teaching and learning (e.g., provides access to various types of data), they encountered a number of obstacles (e.g., difficulty with the search mechanism) that discouraged them from taking advantage of the resources available. Recommendations are presented for (a) developers of digital libraries, and (b) instructors wishing to integrate use of a digital library for supporting their teaching and student learning in an inquiry-based course.
Introducing Laptops to Children: An Examination of Ubiquitous Computing in Grade 3 Reading, Language, and Mathematics
Author: Bernard, Robert M.
Date: 2007-00-00
Type: Journal Articles
Subjects: Laptop Computers,Computer Uses in Education,Foreign Countries,Grade 3,Grade 2,Academic Achievement,Achievement Gains,Technology Integration,Reading Achievement,Mathematics Achievement,Technological Literacy,Literature Reviews,Language Arts,Program Effectiveness,Questionnaires,Pretests Posttests,Standardized Tests,Scores,Elementary School Students

This study examines the achievement outcomes accompanying the implementation of a Grade 3 laptop or so-­called &quot;ubiquitous computing&quot; program in a Quebec school district. CAT­3 reading, language, and mathematics batteries were administered at the end of Grade 2 and again at the end of Grade 3, after the first year of computer implementation. Overall gain was found in all three content areas, but was differential when compared with the norms of the CAT­3. Additionally, some evidence suggested a differential gain for lower and middle-­level learners during the school year. Teachers were administered an instrument called the &quot;Technology Implementation Questionnaire&quot; (TIQ) that assessed the purposes and extent of technology integration. Negative correlations were found in reading achievement gain for items associated with the higher use of communicative, evaluative, and creative uses of computers. Open-­ended teacher responses indicated the need for more professional support for instructional implementations of computing.
Online Learning Management Systems (LMS) and Sense of Community: A Pre-Service Practicum Perspective
Author: Rideout, Glenn
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Management Systems,Educational Technology,Preservice Teacher Education,Preservice Teachers,Practicums,Data Analysis,Predictor Variables,Communities of Practice,Student Teacher Supervisors,Supervisor Supervisee Relationship,Computer Mediated Communication

This paper examines the impact of the implementation of an online learning management system (LMS) on pre­-service teachers during their major pre-­service practicum. The LMS enabled students to remain connected to peers, professors, and supervisors while new relationships were formed with in­school personnel such as mentor teachers, principals, and students. The quantitative data analysis revealed that pre-­service teachers perceived a higher sense of community when it included pre­service teachers only than when it included teaching faculty and part­-time practicum supervisors. The online LMS was identified as the best predictor of a sense of community among pre­-service teachers, when compared to other variables, and not a significant predictor when community included part­-time practicum supervisors. The paper concludes with an examination of the perspectives of provincial Ministries of Education and Teachers Federations in relation to the role and evaluation of educational technology initiatives.
Internet Use during Childhood and the Ecological Techno-Subsystem
Author: Johnson, Genevieve Marie
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Internet,Computer Use,Children,Environmental Influences,Influence of Technology,Child Development,Holistic Approach

Research findings suggest both positive and negative developmental consequences of Internet use during childhood (e.g., playing video games have been associated with enhanced visual skills as well as increased aggression). Several studies have concluded that environmental factors mediate the developmental impact of childhood online behaviour. From an ecological perspective, we propose the techno­-subsystem, a dimension of the microsystem (i.e., immediate environments). The techno-subsystem includes child interaction with both living (e.g., peers) and nonliving (e.g., hardware) elements of communication, information, and recreation technologies in direct environments. By emphasizing the role of technology in child development, the ecological techno-­subsystem encourages holistic exploration of the developmental consequences of Internet use (and future technological advances) during childhood.
Adult Instructors' Perceptions on ICT and Diffusion Practices: Implications for Equity of Access
Author: Salinas-Amescua, Bertha
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Education,Adult Educators,Adults,Teacher Attitudes,Access to Computers,Empowerment,Influence of Technology,Innovation,Social Theories,Qualitative Research,Low Income Groups,Information Technology,Observation,Stakeholders

This study suggests equity of access goes beyond technological availability. Based on a larger exploratory study of the initial implementation stage of the Mexican government's community technology centers, CTCs (&quot;plazas comunitarias&quot;), adult education instructors' perceptions and diffusion practices are described as a mediating factor to understand non-access of poor adults. The theoretical perspective integrates concepts from innovation diffusion studies, while questioning the limitations of this theory in terms of understanding instructors' practices. Thus, the relation between human agency and structure, from Giddens' Theory of Structuration, is incorporated. Qualitative data from 16 CTCs are interpreted inductively. It is concluded that CTCs were a top-down innovation; instructors perceived and diffused CTCs in very different ways, thus limiting equity of access. These social practices stem from social actors' routines, which institutionalized courses of action; understanding them could illuminate the complexity of the diffusion process, generally depicted in linear form.
&quot;We Just Disagree:&quot; Using Deliberative Inquiry to Seek Consensus about the Effects of e-Learning on Higher Education
Author: Kelland, Jennifer H.
Date: 2007-00-00
Type: Journal Articles
Subjects: Qualitative Research,Electronic Learning,Educational Technology,Technology Uses in Education,Higher Education,Inquiry,Opinions,Focus Groups,Delphi Technique,Stakeholders,Expertise,Foreign Countries,Access to Computers,Access to Education,Student Participation,Distance Education,Inclusion,Role of Education,Educational Practices,Equal Education

Building on the results of a prior study, the purpose of this qualitative study was to further explore where there is agreement on the effects of e-­learning technologies in higher education learning experiences. The results confirm that (1) there are many varied and polarized perspectives about e­learning, and each position should be carefully considered by policymakers and administrators concerned with implementing e­-learning technologies; (2) it is unlikely that e-­learning experts will ever reach consensus on the effects of e­-learning technologies within educational contexts; and, (3) the use of e-learning technologies in higher education will continue to vary based on subject matter, instructors, institutions, contexts, availability of technology and various other factors--not the least of which are the purpose of the learning activities and the epistemological beliefs about higher education. The diversity of opinions that currently exist does not make one view more correct or superior to another.
Cyberbullying in Schools: An Examination of Preservice Teachers' Perception
Author: Li, Qing
Date: 2008-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Preservice Teachers,Student Attitudes,Teacher Role,Teacher Competencies,Surveys,Foreign Countries,Peer Relationship,Telecommunications,Handheld Devices,Social Networks,Questionnaires

This study examines preservice teachers' perceptions about cyberbullying. Specifically, the following questions guide the research: (i) To what extent are preservice teachers concerned about cyberbullying? (ii) How confident are preservice teachers in managing cyberbullying problems? (iii) To what extent do preservice teachers feel prepared to deal with cyberbullying? (iv) To what extent do preservice teachers think that school commitment is important? Survey data were collected from 154 preservice teachers enrolled in a two-­year post-­degree program in a Canadian university. The results show that although a majority of the preservice teachers understand the significant effects of cyberbullying on children and are concerned about cyberbullying, most of them do not think it is a problem in our schools. In addition, a vast majority of our preservice teacher have little confidence in handling cyberbullying, even though the level of concern is high.
Science and Math Teachers as Instructional Designers: Linking ID to the Ethic of Caring
Author: Rose, Ellen
Date: 2008-00-00
Type: Journal Articles
Subjects: Instructional Design,Science Teachers,Mathematics Teachers,Ethics,Caring,Teacher Attitudes,Teacher Student Relationship,Elementary Secondary Education,Foreign Countries,Interviews,Planning,Grading,Student Evaluation

In this exploratory inquiry into the nature of the relationship between systematic instructional design models and teachers' planning practices and needs, the researchers conducted open-­ended interviews with six teachers of science and math in order to discover how they conceptualized and practiced instructional design. The most important finding to emerge from this research was that, from the teachers' perspective, caring must be a central component of any instructional design activity. Regardless of gender and grades taught, the teachers indicated that they need to be able to make instructional decisions based upon their caring relationships with individual learners.
Instructional Technology and Objectification
Author: Gur, Bekir S.
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Technology,Concept Formation,Instructional Design,Commercialization,Caring,Teacher Student Relationship,Power Structure,Social Class,Philosophy,Phenomenology,Economics,Politics of Education,Teaching Conditions,Teaching Skills,Barriers,Role of Education,Skill Development,Social Control,Ethics

Objectification refers to the way in which everything (including human beings) is treated as an object, raw material, or resource to be manipulated and used. In this article, objectification refers to the way that education is often reduced to the packaging and delivery of information. A critique of objectification in instructional technology is presented. In the context of Heidegger's critique of technology, the authors claim that objectification in education is metaphysical in the sense that the intelligibility (being) of education is equated with ready-­to-­use packages, and thus is reduced to delivery and transmission of objects. The embodiment dimension of teaching and learning can help us in resisting this reduction. The authors argue that objectification increases bureaucratic control over the teaching process and deskills teachers; and by which teachers are proletarianized. The authors conclude that instructional designers should create structures in which a care relation and dialogue between students and teachers can take place.