ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching and Learning about Community Development Online: Insights and Lessons Learned
Author: Kulig, Judith
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Internet,Community Development,Graduate Students,Graduate Study,Online Courses,Distance Education,Health Promotion,Web Based Instruction,Curriculum Design,Career Academies

This paper discusses the development, delivery, and evaluation of a successful graduate course in community development offered to students across Canada via the Internet. The review of literature points to common themes in distance education, community development and health promotion. The course, &quot;Health Promotion: Community Development Approaches&quot;, is presented as a case example with descriptions of the curriculum, delivery methods, learning resources, activities and recommendations for future offerings of the course and for distance education in general. Although web-based distance education is challenging and requires instructors and learners to adapt, it can be an effective way to learn about concepts, and model the principles and ideology that are at the core of community development.
A Framework for Identifying and Promoting Metacognitive Knowledge and Control in Online Discussants
Author: Murphy, Elizabeth
Date: 2008-00-00
Type: Journal Articles
Subjects: Metacognition,Computer Mediated Communication,Instructional Design,Computer Assisted Instruction,Instructional Effectiveness,Scoring,Guidelines,Models,Student Participation,Prompting,Learning Strategies,Group Discussion

The effectiveness of computer-based learning environments depends on learners' deployment of metacognitive and self-regulatory processes. Analysis of transmitted messages in a context of Computer Mediated Communication can provide a source of information on metacognitive activity. However, existing models or frameworks (e.g., Henri, 1992) that support the identification and assessment of metacognition have been described as subjective, lacking in clear criteria, and unreliable in contexts of scoring. This paper develops a framework that might be used by researchers analysing transcripts of discussions for evidence of engagement in metacognition, by instructors assessing learners' participation in online discussions or by designers setting up metacognitive experiences for learners.
Instructional Designers at Work: A Study of How Designers Design
Author: Dicks, Dennis
Date: 2008-00-00
Type: Journal Articles
Subjects: Instructional Design,Best Practices,Database Management Systems,Interviews,Design Preferences,Learning Processes,Grounded Theory,Medical Education,Educational Technology,Web Based Instruction,Protocol Analysis,Interpersonal Competence,Cognitive Processes,Educational Practices,Needs Assessment,Relevance (Education),Online Courses

Instructional design (ID) in its short life has been dominated by behaviourist approaches despite critique focusing on issues of practice as well as theory. Nonetheless, little research has addressed two fundamental questions: &quot;What constitutes good instructional design?&quot; and &quot;How do instructional designers create good design?&quot; We have begun a search for answers by asking a sample of eight instructional designers to reconstruct how they helped faculty members deal with challenging design problems as they adopted a Learning Management System and other web-based technologies in support of their teaching. From audio-recordings we derived response categories consistently recurring within and across interviews, then validated our analysis with the sampled group of instructional designers. Our analysis suggests that instructional designers employ a set of social skills and cognitive tools that enable them to act as a pedagogical &quot;conscience&quot; in the design process. We interpret these skills in terms of &quot;theory of mind&quot; in the context of instructional design.
Exploring the Impact of Learning Objects in Middle School Mathematics and Science Classrooms: A Formative Analysis
Author: Kay, Robin H.
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Science Instruction,Middle School Students,Middle School Teachers,Secondary School Mathematics,Secondary School Science,Teacher Attitudes,Student Attitudes,Positive Attitudes,Teaching Methods,Educational Strategies,Mathematics Achievement,Science Achievement,Resource Units,Teacher Surveys

The current study offers a formative analysis of the impact of learning objects in middle school mathematics and science classrooms. Five reliable and valid measures of effectiveness were used to examine the impact of learning objects from the perspective of 262 students and 8 teachers (14 classrooms) in science or mathematics. The results indicate that teachers typically spend 1-­2 hours finding and preparing for learning-­object based lesson plans that focus on the review of previous concepts. Both teachers and students are positive about the learning benefits, quality, and engagement value of learning objects, although teachers are more positive than students. Student performance increased significantly, over 40%, when learning objects were used in conjunction with a variety of teaching strategies. It is reasonable to conclude that learning objects have potential as a teaching tool in a middle school environment.
Animating Inquiry-Based Teaching in Grade-School Classrooms
Author: Kinash, Shelley
Date: 2007-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Instruction,Technology Uses in Education,Faculty Development,Interviews,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes

This paper describes interpretive empirical research with five teachers who: a) articulate their pedagogy as defined by an inquiry-based stance, b) use digital technologies within their teaching, and c) engaged in online and/or face-to-face professional development with the Galileo Educational Network (GENA). Four questions guided the inquiry: what does inquiry mean to teachers; what is it like to be an inquiry-based teacher; what supports teachers in fostering inquiry, and; what is the relative impact of the three models of supports offered through GENA -- face-to-face only, online only, and combination face-to-face and online. Analysis revealed that meaningful and regular connection with GENA staff serving an animation role superseded the support model; it did not matter whether the supports were provided at a distance or face-to-face. Recommendations derived from the experiences of the five teachers inform the professional supports necessary to nurture teachers' inquiry-based stance and approaches.
An Absolutely Riveting Online Course: Nine Principles for Excellence in Web-Based Teaching
Author: Henry, Jim
Date: 2008-00-00
Type: Journal Articles
Subjects: Online Courses,Web Based Instruction,Instructional Effectiveness,Educational Principles

This article explores excellence in web-­based teaching. Drawing on the views of experts in the field and the perspective of their own years of experience, the authors compiled a list of 9 principles to provide direction in the search for online excellence. The principles include: the online world is a medium unto itself; sense of community and social presence are essential to online excellence; in the online world, content is a verb; great online courses are defined by teaching, not technology. The list is not intended to be an exclusive set of principles or a comprehensive guide to online teaching. Rather it is a collection of important ideas and suggestions for teaching excellence in the online world.
Using Video in Teacher Education
Author: Towers, Jo
Date: 2007-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Elementary School Teachers,Secondary School Teachers,Video Technology,Mathematics Instruction,Secondary School Mathematics,Inservice Teacher Education,Teaching Methods,Elementary School Students,Secondary School Students,Coding,Reflection,Foreign Countries

This paper draws on a research study of elementary- and secondary-route preservice teachers in a two-year, after-degree teacher preparation programme. The paper includes excerpts of classroom data, taken from the author's own university classroom, demonstrating preservice teachers' responses to carefully selected video extracts of children learning mathematics in a high-school class also taught by the author. The paper includes commentary on some of the advantages and limitations of video as a teaching tool, develops an argument for the increased use, in both preservice teacher education and inservice teacher professional development, of videotaped episodes that focus on the learners rather than on the classroom teacher, and explores the value of having the teacher whose classroom is featured on the videos present for the discussion of the episodes. The paper explores the potential offered by video material to foster the belief that teaching is a learning activity by (i) refocusing attention on the learner rather than the teacher in the analysis of classroom practices, (ii) raising awareness of the importance of reflective practice, and (iii) providing a prompt for the imaginative rehearsal of action.
Necessary Conditions to Implement Innovation in Remote Networked Schools: The Stakeholders' Perceptions
Author: Turcotte, Sandrine
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Small Schools,Rural Schools,Educational Innovation,Educational Technology,Geographic Isolation,Program Implementation,Questionnaires,Stakeholders,Satisfaction,Multivariate Analysis,Educational Resources,Time Management,Teacher Attitudes,Educational Practices,Statistical Analysis

Remote Networked Schools (RNS) is an initiative by the Quebec Ministry of Education, Leisure and Sports (MELS) to investigate solutions that the use of information and communication technologies (ICT) can offer for the preservation of small rural schools in Quebec, Canada. The implementation of RNS mobilized then--as it still does now--the local capacity for innovation of all the stakeholders involved in this networking effort to improve learning. Building on Donald P. Ely's work (1990; 1999), this paper presents the results of an investigation of the RNS educational stakeholders' perceptions of the importance of the conditions that facilitate the implementation of educational technology innovations for the success of RNS in their locations.
ICT in Teacher Education: Examining Needs, Expectations and Attitudes
Author: Zhang, Zuochen
Date: 2008-00-00
Type: Journal Articles
Subjects: Case Studies,Preservice Teachers,Student Attitudes,Expectation,Technology Integration,Information Technology,Student Characteristics,Online Surveys,Semi Structured Interviews,Focus Groups,Mixed Methods Research,Social Influences,Computer Attitudes,Technology Uses in Education,Questionnaires,Foreign Countries

An exploratory case study was designed to obtain pre­service teachers' expectations of and attitudes toward the learning and integrating of Information and Communication Technologies (ICT) into their teaching and learning. Given the diverse demographic backgrounds and social conditions of the teacher candidates, such as age, gender, English language proficiency, and previous education, a wide range of responses to the online survey and the semi­-structured focus group interview questions was expected. Implementation of the sequential mixed method research design resulted in emerging themes related to participants' social conditions that impact their perceptions and attitudes regarding the ICT and beliefs about the use of ICT in their future careers. Findings from this study are compared to earlier studies done in the same setting. Findings from this case study show unexpected consistency in teacher candidates' comments despite changed circumstances. This study could be employed as a useful reference for the design of an ICT curriculum for Teacher Education programs.
From a Social Digital Identity to an Academic Digital Identity: Introducing ePortfolios in English Language Enhancement Courses
Author: Hiradhar, Preet
Date: 2008-00-00
Type: Journal Articles
Subjects: Social Networks,Educational Technology,Foreign Countries,Technology Uses in Education,English (Second Language),Second Language Instruction,Student Attitudes,Electronic Publishing,Portfolio Assessment,Online Surveys,Questionnaires,College Students,Student Needs,Student Motivation,Readiness

Social digital networking is a facet of living that recognizes no national borders or social boundaries and has become a way of life. This paper investigates the social networking habits of students at Lingnan University and considers how these habits can be channelled for academic purposes by introducing an ePortfolio system into their language enhancement courses. The investigation analyzed the purpose and usage of these social profiles thus forming the basis of the need for academic profiles. After considering the attitudes and motivations of students, this paper reports on the adoption of an ePortfolio platform which best suits the academic needs of students by introducing it into two important language enhancement courses. The paper thus explores students' attitudes towards two forms of digital identities: social and academic. This process has led to arriving at an ePortfolio system that is in sync with the other digitized aspects of students' lives.
Utilizing Peer Interactions to Promote Learning through a Web-Based Peer Assessment System
Author: Li, Lan
Date: 2008-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Student Attitudes,Computer Uses in Education,Preservice Teachers,Undergraduate Students,Evaluation Criteria,Student Projects,Feedback (Response),Questionnaires,Statistical Analysis,Time on Task,Peer Influence,Criticism

Peer assessment is an instructional strategy in which students evaluate each other's performance for the purpose of improving learning. Despite its accepted use in higher education, researchers and educators have reported concerns such as students' time on task, the impact of peer pressure on the accuracy of marking, and students' lack of ability to make critical judgments about peers' work. This study explored student perceptions of a web-­based peer assessment system. Findings conclude that web-based peer assessment can be effective in minimizing peer pressure, reducing management workload, stimulating student interactions, and enhancing student understanding of marking criteria and critical assessment skills.
Encouraging Self-Regulated Learning through Electronic Portfolios
Author: Abrami, Philip C.
Date: 2008-00-00
Type: Journal Articles
Subjects: Internet,Electronic Publishing,Portfolios (Background Materials),Foreign Countries,Metacognition,Self Management,Learning Strategies,Questionnaires,Student Attitudes,Teacher Attitudes,English,Boards of Education,Teaching Methods,Educational Change,Focus Groups,Active Learning,Reflection,Computer Software,Elementary School Students,Elementary School Teachers,Observation

At the Centre for the Study of Learning and Performance (CSLP) at Concordia University in Montreal, Quebec, we have developed the Electronic Portfolio Encouraging Active Reflective Learning Software (ePEARL) to promote student self-regulation and enhance student core competencies. This paper summarizes the literature on electronic portfolios (EPs), describes ePEARL, and documents our research findings to date including analyses of teacher and student reactions. Participants in this study were 62 school teachers, mostly from elementary schools, and their students (approximately 1200) from seven urban and rural English school boards across Quebec. Student and teacher post-test questionnaire responses suggested that the use of portfolios, and the learning processes they support, were positively viewed and learned well enough to be emerging skills among students. Contrariwise, teachers commented that teaching SRL strategies was new and thus required a change in teaching strategies, strategies that they were not yet accustomed to. Focus groups also revealed the challenges of using portfolios to teach children to self-regulate. And finally, the analysis of student portfolios evidenced only small amounts of student work or high levels of student self-regulation.
The Value of eJournals to Support ePortfolio Development for Assessment in Teacher Education
Author: Crichton, Susan
Date: 2008-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Periodicals,Teacher Education Programs,Portfolios (Background Materials),Computer Software,Documentation,Pilot Projects,Focus Groups,Student Teachers,Student Teacher Attitudes,Student Evaluation,Evaluation Methods,Action Research,Communities of Practice,Semi Structured Interviews

This paper presents findings from a two-­year pilot project into the use of ePortfolios as a tool for assessment in a two year, field-­oriented, inquiry-­based teacher preparation program. Participants consisted of five cohorts of pre­service student teachers and five instructors; interviews, focus groups, artifacts, and project meetings provided the raw data for analysis. The originality of this work rests in the importance of establishing an eJournal to accompany the ePortfolio. Based on our findings in this action research study, we challenge and add to the existing ePortfolio literature around such issues as ePortfolio project design, process vs. product, the use of templates, social software, and documentation.
Comparing Students' Perceptions of Paper-Based and Electronic Portfolios
Author: van Wesel, Maarten
Date: 2008-00-00
Type: Journal Articles
Subjects: Student Attitudes,Portfolios (Background Materials),Electronic Publishing,Comparative Analysis,Medical Students,Reflection,Computer Uses in Education,Foreign Countries,Questionnaires

Electronic portfolios offer many advantages to their paper-based counterparts, including, but not limited to working on ICT skills, adding multimedia and easier sharing of the portfolio. Previous research showed that the quality of a portfolio does not depend on the medium used. In this article the perceived support for self-reflection of an electronic portfolio and a paper-based portfolio in the same ecological setting are compared. We made use of the fact that during this study about half of the first year medical students was using an electronic portfolio (n = 157) and the other half a paper-based portfolio (n = 190). Nine questions were added to the standard end of the block evaluation, which is handed to 25 percent of year one educational groups. Findings suggest that perceptions about the support for self-reflection, and the usefulness of compiling a portfolio, do not differ between students using an electronic portfolio and students using a paper-based portfolio.
Online Professional Development for Inservice Teachers in Information and Communication Technology: Potentials and Challenges
Author: Zhou, George
Date: 2007-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Professional Development,Electronic Learning,Online Courses,Information Technology,Program Evaluation,Foreign Countries,Teacher Surveys,Focus Groups,Interviews,Qualitative Research,Statistical Analysis,Educational Benefits,Success,Barriers,Theory Practice Relationship,Computer Literacy,Likert Scales,Course Evaluation,Technology Integration,Learning Experience,Transformative Learning,Educational Practices

The purpose of this study was to evaluate an online professional development course for inservice teachers in the area of information and communication technology (ICT) and concurrently explore the factors that influence online professional development. The study integrated quantitative and qualitative methods including survey, focus group and interview, and was conducted during the progress of the course and approximately nine months after the course was over. Data show that the online delivery of ICT professional development for inservice teachers was successful. However, a learning community was difficult to initiate in an online learning environment. Teacher participants experienced great challenges when applying what they learned from the course into their teaching. The study suggests that further online ICT professional development should incorporate face-to-face sessions and enrol more than one teacher from the same school. Professional development aiming at changes should be considered as an ongoing process and supported with school change.
From ePortfolios to iPortfolios: The Find, Refine, Design, and Bind Model
Author: Foti, Sebastian
Date: 2008-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Web 2.0 Technologies,Student Evaluation,Student Attitudes,Learning Processes,Educational Practices,Social Networks,Educational Change,Design,Curriculum,College Faculty,College Students,Higher Education

During the past two decades, educational institutions around the world began formalizing the process of collecting student work as a means of showcasing student accomplishments and ultimately providing students a forum for reflecting on their accomplishments. In this article, the authors propose a redefinition of the electronic portfolio development process in a way that supports 21st century learning in which students FIND, REFINE, DESIGN, and BIND materials in the virtual &quot;cloud&quot;. The authors believe that by incorporating Web 2.0 tools educators will have the opportunity to technologically integrate the students' school work into their general work flow, their entertainment flow, and ultimately into their web-based curricular work flow. Integration will hopefully reduce student resistance to portfolio development as an add-on activity and allow portfolios to become more personal, providing a richer connection between the students' lives, their education, and their paths to knowledge.
A Formative Analysis of Resources Used to Learn Software
Author: Kay, Robin
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adults,Computer Software,Resources,Protocol Analysis,Gender Differences,Computer Peripherals,Guides,Keyboarding (Data Entry),Helping Relationship,Ability,Student Surveys,Interviews,Correlation,Statistical Analysis

A comprehensive, formal comparison of resources used to learn computer software has yet to be researched. Understanding the relative strengths and weakness of resources would provide useful guidance to teachers and students. The purpose of the current study was to explore the effectiveness of seven key resources: human assistance, the manual, the keyboard, the screen, the software (other than main menu), the software main menu, and software help. Thirty-six adults (18 male, 18 female), representing three computer ability levels (beginner, intermediate, and advanced), volunteered to think out loud while they learned, for a period of 55 minutes, the rudimentary steps (moving the cursor, using a menu, entering data) required to use a spreadsheet software package (Lotus 1-2-3). The main menu, the screen, and the manual were the most effective resources used. Human assistance produced short term gains in learning but was not significantly related to overall task performance. Searching the keyboard was frequently done, but was relatively ineffective for improving learning. Software help was the least effective learning resource. Individual differences in using resources were observed with respect to ability level and gender.