ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Internet Addiction and Social Media Membership on University Students' Psychological Capital
Author: Simsek, Eylem
Date: 2014-00-00
Type: Journal Articles
Subjects: Internet,Addictive Behavior,College Students,Emotional Response,Psychological Patterns,Life Satisfaction,Resilience (Psychology),Self Efficacy,Social Media,Interaction,Statistical Analysis,Foreign Countries,Questionnaires,Correlation,Gender Differences,Predictor Variables,Academic Achievement,Electronic Publishing

How Internet addiction affects happiness of university students in terms of their cognitive and emotional resources was not adequately investigated. One of the inner resources of life satisfaction and happiness is defined as psychological capital (PsyCap), under the paradigm of positive psychology. PsyCap consists of four main sub-factors: hope, resilience, self-efficacy, and optimism. The major purpose of this study is to examine the role of Internet addiction and social media membership on PsyCap. The interaction between social media membership and Internet addiction was also investigated. The study employed a quantitative approach of scientific inquiry which combined descriptive, relational, and comparative models. The sample consisted of 209 students at a medium size state university in Turkey. Internet Addiction Inventory (Young, 1998) and Psychological Capital Questionnaire (Luthans et al., 2007) were employed as data gathering tools. A demographic data sheet was also used for determining the reasons and the amount of time for using Internet. In analyzing data, a set of correlation, analysis of variance, and multiple regression techniques were conducted. The results were complex. Internet addiction and PsyCap were negatively correlated. Students who spend more time on the Internet and social media, who are male and use Internet for daily communication were more likely to have higher Internet addiction scores. PsyCap can be significantly predicted by academic success, Internet addiction and having a blog. Although social media using time was not interacted with PsyCap, social media membership leaded to both higher PsyCap and higher Internet addiction. Especially, PsyCap scores of the students who had Linkedln and YouTube accounts were significantly higher. Internet addiction scores were also higher for students having Twitter, YouTube, Pinterest, and Linkedln accounts. It can be concluded that Internet addiction decreases PsyCap. Social media membership increases both Internet addiction and PsyCap.
Strategies for Integrating Emerging Technologies: Case Study of an Online Educational Technology Master's Program
Author: Czerkawski, Betul C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Technology,Masters Programs,Online Courses,Case Studies,Technology Integration

Emerging technologies do not necessarily facilitate or advance learning processes; teaching strategies that are used in the learning process, integration and incorporation methods do. In online instruction, research shows that &quot;effective distance education depends on the provision of pedagogical excellence&quot; (Bernard et al., 2004, p.413). From this perspective, a case study was conducted as a means of preliminary evaluation in a graduate program so that the effectiveness of emerging technologies and their impact on student learning could be understood. The article starts with a description of a case where emerging technologies are integrated throughout the curriculum of an online educational technology master's program. It then discusses concerns related to the integration practices and whether these practices are in line with the foundational pillars of educational technology as described by Spector (2012). Finally, a set of suggestions are proposed for those graduate programs incorporating emerging technologies in online learning on a regular basis. The analysis of this case study would benefit others in two major ways. First, faculty members can conceptualize emerging technology integration using a recent framework. Second, such a conceptualization would set the stage for deeper analysis of learning effectiveness and program evaluation.
Teachers' Perspectives on Interactive Whiteboards as Instructional Tools in Four Jordanian Schools
Author: Abuhmaid, Atef
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,Interactive Video,Educational Technology,Teacher Attitudes,Private Schools,Teaching Methods,Likert Scales,Technology Integration,Statistical Analysis,Teacher Competencies

Cutting edge technologies are one of the main areas in which private schools compete so they can showcase themselves as pioneers In Jordan, as it is in other education contexts worldwide. The Interactive Whiteboard (IWB) is becoming one of the rapidly adopted educational technologies everywhere. However, while moving too fast to adopt new technologies, often decision is made without taking teachers' perceptions into account. The current study focuses on teachers' perspectives on two main aspects of the integration of IWBs in four Jordanian private schools: First, teachers' perceptions of IWBs as instructional tools, and second, the presence of various supporting factors identified by the literature for the success of integrating IWB into schools. The study used a 26-item Likert scale which was administered to 200 teachers in the participating schools. The results showed that the participating schools spend extensive efforts and resources in integrating IWBs into their contexts; however, some supporting factors for the effective implementation might have been overlooked. In addition, in contrast to what some professionals might expect and some vendors might try to promote, IWBs did not make teachers' job &quot;easier&quot; in terms of relieving teachers' workloads, despite their values as reported by teachers.
Students' Perceived Service Quality of Distance Learning Courses in a Dual-Mode Education System
Author: Yener, Dursun
Date: 2013-00-00
Type: Journal Articles
Subjects: Distance Education,Educational Quality,Online Courses,Vocational Schools,Questionnaires,Factor Analysis,Correlation,Regression (Statistics),Technology Uses in Education,Foreign Countries,College Students,Student Surveys,Student Attitudes

Distance learning (DL) has become an important part of university education. In the past DL was applied in different universities with different forms. With rapid technological developments, DL gained a new format through the Internet. Students can take courses online wherever they are geographically. Therefore, working people and adults can enroll higher education institutions without time and space barriers. Like many countries, Turkey adapted its education system to this new form. From 1980's to recent years, this system has been applied through open education faculties in state universities. However as the number of foundation universities increase, DL became more common in various programs at different levels. Conventional universities use this system in some courses so students take both face-to-face and online courses together. Universities can use this system to use their scarce financial resources effectively with saving some costs and provides possibilities for sustainable advantage. In this paper, evaluation of students, who are enrolled in a traditional university, about DL quality was analyzed using Grönross' service quality model.
Improving Students' Educational Experience by Harnessing Digital Technology: elgg in the ODL Environment
Author: Tung, Lai Cheng
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Experience,Open Education,Distance Education,Social Media,Online Courses,Student Attitudes,Integrated Learning Systems,Undergraduate Students,Open Source Technology,Peer Relationship,Cooperative Learning,Foreign Countries,Case Studies

Given the rising popularity of both open and distance learning (ODL) and social networking tools, it seems logical to merge and harness these two popular technologies with the goal of improving student educational experience. The integration seems to hold tremendous promise for the open and distance learning mode. To reduce the gap in the literature, this study explores the educational benefits of social media tools on distance learners' perspectives and experiences in an online course taught using elgg (open source social media tool) platforms. To achieve this, the study relied on collecting qualitative and quantitative data from students who were required to use elgg, in addition to LMS, for one semester as part of their coursework. The findings indicated that students enjoyed the social learning experience afforded by the elgg better when compared to LMS to support one another in their distance learning experiences. It was also noted that students, with little experience in social networking and the sharing features on elgg, in most cases, exhibited high involvement in course-related work and graded exercises. Additionally, it was observed that students shared information limited only at the level required by the instruction mode. The study concludes that most students perceived their learning experience was enhanced by their interaction with each other and with the instructors in the elgg. The article ends with a discussion of results and highlighting the areas for future research on the topic.
Development of a Scale to Explore Technology Literacy Skills of Turkish 8th Graders
Author: Misirli, Zeynel A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Grade 8,Technological Literacy,Test Construction,Educational Technology,Factor Analysis,Factor Structure,Academic Standards,Statistical Analysis,Test Reliability,Test Validity,Item Banks,Foreign Countries

The use of emerging technologies shape learners' knowledge creation and transformation processes. In this regard, this study aimed to develop a scale to investigate 8 th graders' competencies regarding the educational technology standards based on ISTE-NETS. After a review of relevant literature, an item pool was prepared. The pool was improved through expert opinions and pilot implementations. The items were administered to 620 Turkish students from six different cities for the exploratory factor analysis (EFA). A four-factor structure with a total of 21 items emerged and explained 51 percent of the total variance. Factors were named technical proficiency, creativity, digital citizenship and participation, and innovativeness. Each factor had acceptable internal consistency coefficients. For the confirmatory factor analysis (CFA), the scale was administered to 210 new participants from a different city in Turkey. A few modification indices led to acceptable fit values. Thus, the suggested factor structure was considered plausible. Implications of the study were provided, followed by the recommendations for further research.
The Effects of Educational Multimedia in Dictation and Its Role in Improving Dysgraphia in Students with Dictation Difficulty
Author: Azimi, Esmaeel
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Learning Disabilities,Verbal Communication,Educational Media,Children,Intelligence Tests,Nonparametric Statistics,Statistical Analysis,Student Improvement,Grade 2

The purpose of the present research is to study the effects of educational multimedia in dictation and its role in improving dysgraphia in students with dictation difficulty. Research methodology is categorized as being quasi-experimental. The statistical population of the study includes students with dictation difficulty of the second grade of primary schools of Arak in the 2011-2012 academic year. The population (including 39 students) is selected through utilization of Poisson sampling procedure. From the designated sample, 20 members are selected to be put in the experiment group and the remaining 19 members are put in the control group. Clinical interview, dictation test, and Wechsler Intelligence Scale for Children-Revised (WISC-R) are utilized to distinguish students with dictation difficulty from normal-progress students in learning disability center. Dictation test for data compilation and Mann-Whitney-Wilcoxon U-Test (MWW) for data analysis are used. The findings of the study depict that the level of improvement of dysgraphia of those students who rely on educational multimedia in dictation has a positive statistical significance in comparison with those who rely on normal educational procedures (p&lt;0.001). Therefore, educational multimedia in dictation has a positive impact in improving dysgraphia in students with dictation difficulty.
Moderation Effect of Gender on Relationship between Community of Inquiry and Perceived Learning in Blended Learning Environments
Author: Khodabandelou, Rouhollah
Date: 2014-00-00
Type: Journal Articles
Subjects: Blended Learning,Gender Differences,Communities of Practice,Inquiry,Learning,Undergraduate Students,Questionnaires,Structural Equation Models,Foreign Countries

It is conceivably important that demographic variables such as gender may have an impact on community of inquiry (CoI) and perceived learning. This study is in response with Garrison et al. (2010) who suggest that there is a need to determine moderation effects of gender on the relationship between CoI elements and perceived learning. A total of 348 undergraduate students were drawn from blended programs in three public universities in Malaysia to be the sample of the study. As research instrumentation, participation in online and face-to-face session, the community of inquiry questionnaire, and a perceived learning scale were distributed among the respondents. All the questionnaires were validated by a panel of experts, reliability of the instrument was tested in a pilot study and assumptions of Structural Equation Modeling (SEM) were checked before analyzing the data. The findings of the study have shown that although differences between the two groups of undergraduate students (male and female) were statistically significant, the amount of differences were not enough to moderate the relationship between CoI components and perceived learning in undergraduate blended learning environments. However, the findings indicate that differences between the two groups of undergraduate students (male and female) were statistically significant.
Integrated Resources and Training Facilitation--A Strategic Priority When Promoting ICT in Developing Countries
Author: Khalid, Saifuddin
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Barriers,Technology Integration,Educational Technology,Information Technology,Rural Schools,Vocational Education,Adoption (Ideas),Case Studies,Interviews

In a rural context in a developing country purchasing a computer and connecting it to the Internet is in itself difficult, even when the lack of money is a minor issue. These issues prevent individuals in rural communities from familiarizing themselves with educational technology and ICT in general. The present study investigates the specific barriers to buying and utilizing ICT and ways in which these barriers can be overcome in a case study involving stakeholders from an educational institution in rural Bangladesh. Through a transformative methodology and a phenomenographic approach to the analysis (Larsson &amp; Holmström, 2007), interview data on the decision-making experience of computer purchases, and the after-purchase experience of learning computer-related skills, the integration of the technology and the skills in interviewees' (students and teachers) learning environments is analyzed. The barriers to purchasing a computer fall in four major categories: Cultural, financial, infrastructural, and knowledge barriers; with knowledge transcending the other barriers. When addressing the barriers to facilitate purchase of a computer locally situated knowledge is crucial. The study concludes that more research is needed to fully understand the diffusion and development of knowledge and inclination to purchase a computer.
Online Responses towards Parental Rearing Styles Regarding Hand-Held Devices
Author: Geng, Gretchen
Date: 2014-00-00
Type: Journal Articles
Subjects: Parenting Styles,Child Rearing,Handheld Devices,Discourse Analysis,Computer Mediated Communication,Group Discussion,Opinions,Play,Learning

This article reviewed the literature on parental rearing styles and used responses from an online discussion forum to investigate people's opinions towards parental rearing styles and strategies when children use hand-held devices. Critical discourse analysis (CDA) was used as an analysis method via micro, meso and macro multi-level interpretations. The majority of online responses agree that parents' positive engagement using an authoritative rearing style play an important role in children's use of hand-held devices, while authoritarian, permissive and uninvolved rearing styles hindered children's development. Five positive parenting strategies were promoted by online responses, which included accepting technology, managing the use of technology, being responsible for children's technology choice, setting playing time, and encouraging children to have no-technology time. Educators and parents who are interested in using hand-held devices with children will find this article useful in understanding positive strategies to implement when children use these devices.
Critical Thinking in Gifted Children's Offline and Online Peer Feedback
Author: Miller, Myriah T.
Date: 2013-00-00
Type: Journal Articles
Subjects: Critical Thinking,Gifted,Feedback (Response),Differences,Computer Mediated Communication,Peer Relationship,Summer Programs,Writing Workshops,Writing (Composition),Taxonomy,Social Media,Computer Uses in Education,Mixed Methods Research,Educational Technology,Elementary School Students

This comparative study identified the differences between gifted children's offline and online peer feedback within a summer talented writer's workshop. Researchers analyzed ten students' writings for degrees of critical thinking evident in their feedback. Online feedback included students' writings in social writing sites Storybird.com and KidBlog. Offline feedback was submitted on a teacher designed rubric, and then incorporated into a revised manuscript using Microsoft Word. Critical thinking was defined as the three upper tiers of Bloom's Taxonomy: analysis, and evaluation, and synthesis. Each comment in students' online and offline feedback was coded according to one of the levels of Bloom's Taxonomy. In addition, interpretative summaries were written describing how students used feedback within each category. Results indicated that critical thinking (specifically analysis and evaluation) was more evident in the responses that were structured opposed to those that were in the social media contexts. There was also evidence of an increased amount of informal dialogue in the online feedback opposed to the structured feedback. Online writing technologies are seen to be most successful when teachers' expectations for critical thinking and students' desire for informal positive feedback are combined; this success depends on the presence of a skilled teacher and supportive peers, rather than on the presence of a specific technology tool.
Flexible Coherence: Re-Thinking e-Learning Design Principles for Linguistically and Culturally Diverse Students
Author: Wiggins, Bradley E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Electronic Learning,Undergraduate Students,Graduate Students,Instructional Design,Individualism,Collectivism,Pretests Posttests,Multimedia Instruction,Cultural Differences

This article presents the results from a post-test only experiment conducted in 2011 with undergraduate and graduate students (N = 67) from individualist and collectivist cultures. Demographic information was collected through questions appearing at the end of a post-test administered to subjects after completing the e-learning module. Each person was randomly assigned to one of three e-learning modules which all shared identical instructional content: time travel. However, the modules differed in design. Specifically, while the control module was designed according to the coherence principle, one experimental module was designed with non-essential background music and the other was designed with non-essential background images. The coherence principle of multimedia instruction stipulates that the addition of extraneous audio, images, or text impairs learning. Nevertheless, one normative standard of multimedia design does not apply to a group of culturally and linguistically diverse learners. Among the findings from this study, a &quot;flexible coherence principle&quot; is proposed and it suggests that the multimedia designer must consider one's own cultural and linguistic composition as well as that of the intended audience. A concluding discussion suggests that cultural variation may be related to cognitive variation.
Objectives over Time: A Look at Four Decades of Objectives in the Educational Research Literature
Author: Marken, James
Date: 2013-00-00
Type: Journal Articles
Subjects: Educational Research,Educational Objectives,Vocabulary,Instructional Design,Behavioral Objectives,Cognitive Objectives,Change,Literature Reviews

While the concept of objectives is widely used in many applied fields of instruction, the systematic derivation and application of objectives for learning and instruction is a key feature of systematic instructional design. However, the treatment of objectives and the terminology surrounding them is sometimes nebulously employed. This article takes a historical look at the terminology around objectives used in the research literature to track changes over time. Data base searches were conducted using Academic Search Complete, Education Research Complete, and ERIC to identify various terms using nine different objective related terms. Searches were limited to peer-reviewed sources, and restricted by date to include only the 1970s, 1980s, 1990s, and 2000s respectively. Results show that terms with more concrete definitions, such as behavioral objectives, have fallen off markedly, while terms with more operational definitions, such as educational objectives or learning objectives, have gained in currency. Implications for the field of instructional design are discussed.