ethanporcaro/eric-fulltext-meta huggingface dataset:
Use of Adaptive Study Material in Education in E-Learning Environment
Author: Kostolányová, Katerina
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Learning,Individualized Instruction,Preferences,Cognitive Style,Instructional Materials,Learning Modules

Personalised education is a topical matter today and the impact of ICT on education has been covered extensively. The adaptation of education to various types of student is an issue of a vast number of papers presented at diverse conferences. The topic incorporates the fields of information technologies and eLearning, but in no small part also the field of pedagogy. By interconnecting eLearning with the requirement for personalized education, we obtain a new term-- automatic adaptive learning. We asked ourselves a question if the process of automatic adaptive learning (i.e. going through the electronic study course which suits student&apos;s preferences and learning style) can be modeled. The optimal adaptive process will respect students&apos; differences based on determined learning styles and with regard to their knowledge and skills as changed during the course. On the basis of identification of their personal characteristics and qualities, students will be presented with a study material which suits them the most. One of the basic building blocks of adaptive education is the storage of study materials. In order to be able to prepare tailored education for every type of student, study material must be prepared in many different variants, in different form. This form should be different from the classic form of text-books. This article presents the issues connected with the creation of study materials suitable for adaptive education in more detail; the basis for this is the pedagogical analysis of the starting prerequisites applicable in eLearning. In conclusion, a particular way of use of such created study material in electronic adaptive education will be outlined.
Blending the Community of Inquiry Framework with Learning by Design: Towards a Synthesis for Blended Learning in Teacher Training
Author: Makri, Katerina
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Educational Technology,Teacher Education Programs,Technology Uses in Education,Inquiry,Models,Introductory Courses,Teaching Methods,Curriculum Development,Online Courses,Web Based Instruction,Distance Education,Computer Mediated Communication,Asynchronous Communication,Questionnaires,Feedback (Response),Student Attitudes,Web 2.0 Technologies

As e-learning is evolving into a mainstream, widespread practice, adopted by higher education institutions worldwide, much effort is geared towards the articulation of models and strategies for implementing e-learning in formal education settings. In the field of pre-service teacher education, a rising challenge is to equip the &quot;21st century teacher&quot; with the necessary toolset of skills and competencies to grapple with the idiosyncrasies of the new generation of &quot;millenials&quot;. To this purpose, what still remains an open issue is the degree of innovation afforded by specific e-learning designs, in a field where traditional teacher training pedagogies co-exist with e-learning-specific ones. This article proposes a synthesis of two models, the Community of Inquiry (COI) model, based on the Practical Inquiry model introduced by Garrison, Anderson, &amp; Archer (2000) and the Learning by Design framework (LbyD), based on the conceptualization of 'New Learning', articulated by Kalantzis &amp; Cope (2012). Both models were invented with new learning styles and circumstances in mind. The proposed synthesis guided the design of the six-month introductory course in Technology Enhanced Learning by the School of Pedagogical and Technological Education (ASPETE) research team (located in Athens) and implemented with 18 pre service student-teachers at the Higher Education Technological Institute (TEI) of Lamia, located in another geographical area of Greece. In this context, elements of the COI framework were employed as tools both for designing and for evaluating the contents, structure and activities of the e-learning course. Two elements of the framework, teaching and cognitive presence were the axes supporting the course structure, whilst the kinds of activities most promoted were discussion, collaboration and reflection. The LbyD framework functioned as an awareness enhancement mechanism for trainee teachers to formulate, collaboratively negotiate and finally articulate and support pedagogical scenarios integrating the meaningful use of technology. The discussion of this experience is supported by a dataset including students' answers to a COI-based survey, free-text student feedback and asynchronous discussion transcripts, providing evidence about the potential of the approach and pointing out issues that need to be improved.
A Cross-Modal Analysis of Learning Experience from a Learner's Perspective
Author: Nkuyubwatsi, Bernard
Date: 2014-00-00
Type: Journal Articles
Subjects: Learning Experience,Online Courses,Electronic Learning,Large Group Instruction,Blended Learning,Cross Cultural Training,Case Studies,Independent Study,Tutoring,Instructional Effectiveness,Radio,Foreign Countries,Open Universities,Intermode Differences

Learning experience has been one of the most debated aspects of Massive Open Online Courses (MOOCs). Various perceptions on learning experience offered by MOOCs have led to many claims about the quality of these courses and their potential impact on higher education in both developed and developing countries. This paper discusses, from a learner's perspective, learning experience across four modes of learning: face-to-face, self-guided/radio, online and MOOCs. My own educational experience expanded across the first three mode of learning. To gain similar first-hand experience in MOOCs, I enrolled in one cMOOC and twelve xMOOCs and studied these courses alongside other engaged learners. I conducted a cross-case analysis of the four modes of learning and identified strengths and limitations of each mode. Then I organised recurring patterns across the four learning modes into five themes: openness, availability, diversity, flexibility and interactivity. I found that each of these learning modes can help learners achieve a significant milestone in learning, and accomplishment in one mode can bridge across to a different learning mode. I argue that a combination of learning modes, where applicable, can lead to better learning experience than an exclusive use of a single mode. I also argue that each of these modes can contribute enormously to learners' educational, socio-economic, and cross-cultural migration as well as to their geographical mobility. Each of these modes can also contribute to bridging an educational divide if stakeholders in education capitalize on the target learners' strengths, on existing access to media and on openness in terms of content, assessment and accreditation. This paper is likely to benefit educational stakeholders who want to open up access to education and to reach learners in underprivileged settings, and those who are interested in cross-cultural education development.
E-Learning in Poly-Topic Settings
Author: Nortvig, Anne-Mette
Date: 2014-00-00
Type: Journal Articles
Subjects: Electronic Learning,Technology Uses in Education,Educational Environment,Synchronous Communication,Asynchronous Communication,Foreign Countries,Blended Learning,Virtual Classrooms

In e-learning settings, technology plays several crucial roles in the teaching. In addition to enabling students to gain remote access to teaching, it can also change the way time, space and presence are perceived by students and teachers. This paper attempts to analyse and discuss the consequences of the transparency or visibility of e-learning technology inside and outside the classroom and highlight its opportunities of multiplying the learning spaces. In order to be able to differentiate between learning that occurs in the same place and learning that occurs in more places at the same time across virtual and physical spaces, the paper therefore introduces the concepts of &quot;idiotopic&quot; and &quot;polytopic&quot; learning settings. Furthermore, it argues that the development of &quot;polytopic&quot; learning designs could help address a potential e-learning demand for teaching presences in more places at the same time.
The Global Classroom Model Simultaneous Campus-and Home-Based Education Using Videoconferencing
Author: Weitze, Charlotte Laerke
Date: 2014-00-00
Type: Journal Articles
Subjects: Virtual Classrooms,Videoconferencing,Adult Education,Foreign Countries,Educational Environment,Laptop Computers,Student Attitudes,Models,Student Motivation,Teaching Experience,Communication Strategies,Teacher Student Relationship,Action Research

This paper presents and discusses findings about how students, teachers, and the organization experience a start-up-project applying videoconferences between campus and home. This is new territory for adult learning centers. The research is based on the &quot;Global Classroom Model&quot; as it is implemented and used at an adult learning center in Denmark, named VUC Storstrøm. After a couple of years of campus-to-campus video streaming, VUC Storstrøm started a fulltime day program in 2011 with the support of a hybrid campus and videoconference model. In this model the teachers and some of the students are present on campus in the classroom, while other students are participating simultaneously from their home using laptops. In this paper, the case and context of VUC Storstrøm, the research design chosen, and the literature that already exists in this area constitutes the backdrop for the analysis and discussion of the first activities in this long-term project. The research is based on interviews, on utterances in feedback sessions, and on the observed interaction taking place in the first sixths month of 2013 (i.e. 1½ year after the first program commenced). Evaluations show that the students are happy with the flexibility this model provides in their everyday life. However, findings also show several obstacles: Technical issues are at play, but also the learning design of the lessons, as well as general organizational and cultural issues. In this paper we focus on the students and teachers experiences and on the organizational issues related to the transition to the Global Classroom Model as well as provide outlines to the consequences these findings may have, for example in relation to the continued development of the teachers' educational designs.
SoTL and the Institutional Review Board: Considerations before Navigating the Application Process for Classroom Research in Higher Education
Author: Linder, Kathryn E.
Date: 2014-05-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Educational Research,Educational Practices,Evaluators,Research Methodology,College Faculty,Higher Education,Ethics,Federal Regulation

One of the more challenging areas of &quot;Scholarship of Teaching and Learning&quot; (SoTL) research can be navigating the components of human subjects research protections implemented by the Institutional Review Board (IRB). The authors of this article, a faculty developer and a current and former research compliance coordinator, discuss the history of IRB in relation to SoTL research and explicate some of the foundational components of IRB protocols for SoTL projects. In particular, the authors explore what constitutes &quot;research&quot; for SoTL projects, explain the different IRB types of review, and offer some sample SoTL projects with respect to their IRB implications.
Student Views of Instructor-Student Rapport in the College Classroom
Author: Webb, Nathan G.
Date: 2014-05-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Student Relationship,Teacher Behavior,Classroom Techniques,Classification,Undergraduate Students,Outcomes of Education,College Students,Qualitative Research,Student Surveys

Building upon past research on the positive learning outcomes associated with rapport building in the classroom, this study examines the specific behaviors instructors utilize in college classrooms to build rapport with undergraduate students. Participants (N = 230) answered open-ended survey questions about their instructors' rapport-building behaviors. A total of 514 behaviors described as rapport building were categorized into five themes: attentive behaviors, common grounding behaviors, courteous behaviors, connecting behavior, and information sharing behaviors.
Teacher Immediacy and Student Learning: An Examination of Lecture/Laboratory and Self-Contained Course Sections
Author: LeFebvre, Luke
Date: 2014-05-00
Type: Journal Articles
Subjects: Teaching Assistants,Proximity,Lecture Method,Teaching Methods,Laboratories,Teacher Behavior,College Students,Introductory Courses,Public Speaking,Behavior Rating Scales,Affective Measures,Cognitive Processes,Self Esteem,Teacher Student Relationship,Activity Units

This study examined teaching assistant's immediacy in lecture/laboratory and self-contained classes. Two hundred fifty-six students responded to instruments measuring teachers' immediacy behavior frequency, perceptions of instruction quality, and cognitive learning. No significant difference was identified when comparing lecture/laboratory and self-contained teaching assistants' immediacy behaviors. But all students who observed frequent immediate behaviors demonstrated higher affective and cognitive learning. Teaching assistants' ratings had significantly higher levels of faculty-student interaction for self-contained sections but lecture/laboratory sections were significantly higher for student effort/involvement.
Popular Psychological Myths: A Comparison of Students' Beliefs across the Psychology Major
Author: Gaze, Catherine M.
Date: 2014-05-00
Type: Journal Articles
Subjects: Student Attitudes,Comparative Analysis,Majors (Students),Intellectual Disciplines,Misconceptions,Psychology,Teaching Methods,Role,Self Esteem,College Students,Introductory Courses,Advanced Students,Questionnaires

The present study investigates the frequency and confidence with which college students endorse popular psychological myths, contrasting introductory psychology students (at the beginning and end of the course) with upper-level psychology majors and students who have never taken Introduction to Psychology. This study builds on the existing literature by comparing these groups of students and considering the role of confidence. While majors endorsed fewer myths than students with less psychology course experience, majors still endorsed half of the myths. Consistent with previous work, students reported a similar number of myths before and after completing Introductory Psychology, but students were less confident in their wrong answers at the end of the semester. While the present study focuses on myths in psychology, implications for teaching apply across disciplines.
Group Simulation for &quot;Authentic&quot; Assessment in a Maternal-Child Lecture Course
Author: Hensel, Desiree
Date: 2014-05-00
Type: Journal Articles
Subjects: Pilot Projects,Student Attitudes,Case Studies,Simulation,Pregnancy,Birth,Nursing Education,Nursing Students,Performance Based Assessment,Lecture Method,Group Testing,Teamwork,Feasibility Studies,Qualitative Research,Focus Groups

The purpose of this pilot study was to explore student perceptions and outcomes surrounding the use of a labor and delivery simulation as a midterm exam in a maternal-newborn lecture course. An exploratory case study design was used to gain a holistic view of the simulation experience. Data from focus groups, written debriefings, simulation scoring rubrics, student course evaluations, and other course exams were analyzed using Stake's case study method. Qualitative analysis revealed four themes: confidence, fairness, reliability, and team effort. Students were able to accurately grade the performance of their group as a whole and complete a group self-debriefing, but quantitative analysis showed that the group scores were significantly higher than other individual course grades. The findings suggested that the group simulation was an authentic assessment of teamwork, but not individual performance. Future research is needed to determine what role simulation and collaborative testing should play in pre-licensure education.
Models of Pre-Service Teachers' Academic Achievement: The Influence of Cognitive Motivational Variables
Author: Castro-Villarreal, Felicia
Date: 2014-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Hispanic Americans,Student Motivation,Cognitive Processes,Academic Achievement,Undergraduate Students,Educational Psychology,Structural Equation Models,Questionnaires,Likert Scales,Locus of Control,Self Efficacy,Goal Orientation,Problem Solving,Goodness of Fit,Models,Predictor Variables,Surveys,Gender Differences,Ethnicity,Statistical Analysis

Theoretical models were tested using structural equation modeling to evaluate the interrelations among cognitive motivational variables and academic achievement using a sample of 128 predominately Hispanic pre-service teachers enrolled in two undergraduate educational psychology classes. Data were gathered using: (1) a quantitative questionnaire to assess personal control, internal causality, self-efficacy, mastery goal orientation, and final course grade and (2) a problem-solving activity to identify engagement style: action- or process-oriented. The proposed theoretical model produced a poor model fit and thus a modified model was forwarded that directly linked self-efficacy with final course grade rather then mediated by mastery goal orientation. Results supported the modified model and suggested that the cognitive motivational variables under investigation played important roles in predicting students' grades, with self-efficacy acting as the mediator between both internal causality and personal control and students' final course grade. This study also demonstrated that the modified model was relatively invariant across gender, ethnicity, and engagement style. Implications for both teacher educators and teachers for understanding the complex links between cognitive motivational variables and academic achievement with a predominately Hispanic sample are discussed.
Professional Development of Graduate Teaching Assistants in Faculty-Like Positions: Fostering Reflective Practices through Reflective Teaching Journals
Author: Gallego, Muriel
Date: 2014-05-00
Type: Journal Articles
Subjects: Professional Development,Graduate Students,Teaching Assistants,Reflection,Journal Writing,Teacher Education,Content Analysis,Methods Courses,Classroom Techniques,Satisfaction,Student Teacher Attitudes,Observation,Grading,Time Management,Student Development

This study explores the outcomes of reflective journaling among novice Graduate Teaching Assistants during the initial stages of their professional development. It seeks to establish whether there were common concerns addressed in their journals and if different levels of reflection were achieved. By means of content analysis of 177 entries, nine common themes were identified. Among these, &quot;methodology&quot; and &quot;classroom management&quot; were the most prevalent. Three degrees of reflection were used to categorize the entries. Slightly over half of the entries achieved high levels of reflection, whereas 49% of the entries did not. Recommendations for teacher educators and facilitators of the professional development of graduate students are provided.
Assessing Interdisciplinary Learning and Student Activism in a Water Issues Course
Author: Mueller, Anja
Date: 2014-05-00
Type: Journal Articles
Subjects: Cooperative Learning,Student Organizations,Interdisciplinary Approach,Water Pollution,Water Quality,Student Research,Activism,Theory Practice Relationship,College Students,Hypothesis Testing,Thinking Skills,Pretests Posttests,Student Improvement,Learning Processes,Likert Scales,Anthropology,Biology,Chemistry,Student Surveys,Student Projects

In response to a request from a campus student organization, faculty from three fields came together to develop and teach an integrated interdisciplinary course on water issues and social activism. This course, &quot;Water as Life, Death, and Power,&quot; brought together issues from the fields of anthropology, biology and chemistry to explore water rights, access to clean water, and water treatment methods. Students enrolled in the course developed interdisciplinary projects related to a variety of local and global water issues to present real-world solutions at a university-wide student research showcase. This article reports the assessment outcomes of the course, measuring changes in both interdisciplinary learning and levels of student activism.
Mathematics in Technology &amp; Engineering Education: Judgments of Grade-Level Appropriateness
Author: Flowers, Jim
Date: 2014-00-00
Type: Journal Articles
Subjects: Technology Education,Engineering Education,Mathematics Instruction,Integrated Curriculum,Teacher Education Programs,Faculty Development,Pedagogical Content Knowledge,Research Methodology,Discovery Processes,Academic Standards,State Standards,Teacher Surveys,Curriculum Design,Instructional Program Divisions,Elementary Secondary Education

Technology and engineering (TE) educators have long championed the infusion of mathematics into technology curriculum, especially to enhance TE learning goals and demonstrate &quot;connections between technology and other fields of study.&quot; There is a need for curriculum development and professional development initiatives to purposefully pursue strategies to infuse mathematics content at grade level within TE curriculum. Researchers found that integrating grade-appropriate mathematics instruction into TE allowed technology education teachers to make important contributions in helping students develop their computation and problem-solving skills. This article reports on an exploratory study conducted using an online survey. The results suggested that: (1) TE teacher preparation programs and professional development should provide more extensive opportunities for both preservice and inservice teachers to develop mathematics knowledge and learn how to use effective strategies to teach mathematics that is embedded within the TE curriculum; and (2) as schools shift to Common Core or other standards, professional development initiatives should empower TE teachers to understand and use mathematics standards in designing, implementing, and evaluating their programs. The article concludes with an interesting issue for future research, &quot;whether the mathematics represents something the student has learned, is learning, or has yet to learn in a mathematics course.&quot;