ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing New Views on Taken-for-Granted Assumptions: The Case of Division of Fractions
Author: Lee, Ji-Eun
Date: 2013-12-00
Type: Journal Articles
Subjects: Arithmetic,Preservice Teacher Education,Preservice Teachers,Learning Experience,Mathematical Logic,Mathematical Concepts,Discussion,Critical Thinking,Group Discussion,Reflection,Computation,Transformative Learning,Educational Innovation

This article outlines a discussion had by a group of prospective teachers regarding questions that remained after their previous experiences as students. The discussion was focused on the rules associated with the division of decimals. Prospective teachers&apos; initial discussion showed a strong tendency to handle the rules as taken-for-granted facts. As discussion progressed, however, they showed more accountability for their learning by connecting previously known concepts/explanations to justify the rules in the target question.
Teachers' Awareness of Creativity in Mathematical Teaching and Their Practice
Author: Panaoura, Areti
Date: 2014-06-00
Type: Journal Articles
Subjects: Mathematics Instruction,Pedagogical Content Knowledge,Creativity,Lesson Plans,Teaching Methods,Self Efficacy,Preservice Teachers,Teacher Education Programs,Qualitative Research,Reflective Teaching,Creative Thinking,Educational Change,Foreign Countries,Elementary School Teachers

The purpose of this study was to investigate pre-service teachers' awareness of creativity in mathematics and mainly their ability to transfer the pedagogical knowledge for mathematical creativity into their suggested lesson plan as an indication of practice. The sample of the study was a group of pre-service teachers who were attending a bachelor degree program and had a special interest in the teaching of mathematics. Results of the qualitative analysis of the data indicated that their initial conceptions about creativity were affected by their previous experiences and the value of creativity in mathematics was underestimated. A course enabled them to propose teaching activities characterized by fluency and flexibility; however they preferred to use routine mathematical activities when they were asked to develop lesson plans due to their lack of strong self-efficacy beliefs to propose original activities and relate their actions with self-reflection. Discussion concentrates on using exploration and investigation of mathematical ideas, in order to fulfill the goals of the creative thinking, and in the development of courses at pedagogical departments which will enable pre-service teachers to get acquainted with new pedagogical ideas and apply them into practice.
Developing Prospective Teachers' Understanding of Addition and Subtraction with Whole Numbers
Author: Roy, George J.
Date: 2014-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Numeracy,Number Concepts,Addition,Subtraction,Elementary School Mathematics,Knowledge Level

This study was situated in a semester-long classroom teaching experiment examining prospective teachers' understanding of number concepts and operations. The purpose of this paper is to describe the learning goals, tasks, and tools used to cultivate prospective teachers' understanding of addition and subtraction with whole numbers. Research regarding children's understanding of whole number concepts and operations was used in developing learning goals, pathways for learning, and instructional tasks for the prospective teachers. Furthermore, prior research regarding prospective teachers' whole number development supported the expectation that all of the instructional tasks were reasoned solely in base-eight. Classroom episodes indicate that base-eight allows prospective teachers to reason about addition and subtraction with whole numbers in similar ways that elementary aged students' reason in base-ten.
Pre-Service Elementary Teachers&apos; Perceptions of a Modified Peer Instruction Implementation of Clickers in Their Mathematics Content Course
Author: Miller, Travis K.
Date: 2013-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Audience Response Systems,Peer Teaching,Student Attitudes,Positive Attitudes,Elementary School Mathematics,Student Surveys,Feedback (Response),Visual Aids

This article discusses pre-service elementary teachers&apos; feedback regarding an implementation of a personal response system (clickers) in their mathematics course. A modified peer instruction model used clickers as a preliminary to class exploration of mathematical content. Classes of approximately 30 students included six lessons that were enhanced with clicker questions. Most students expressed favorable perceptions of the clickers and clicker lessons. Students felt that the inclusion of clickers helped them to better learn and understand course material, with most identifying a mathematical topic for which they attributed a better understanding to clicker lessons.
Gifted Students' Views about First Stage of the Education Program for the Gifted Students' Bridge with University (EPGBU)
Author: Tortop, Hasan Said
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Student Attitudes,Special Education,Mentors,Case Studies,Qualitative Research,Interviews,Diaries,Program Effectiveness,Electronic Learning,Science Education,Scientists,Content Analysis

All over the world, studies related to design of appropriate educational programs for gifted students are continuing. It is also important that these programs should be adapted to developing educational technologies. In Turkey, the structure of the Education Program for the Gifted Students' Bridge with University (EPGBU) which has been prepared for the education of gifted students in the academic field and determined as the primary educational approach to e-mentoring, is presented EPGBU first stage of teaching process in this article. EPGBU teaching process is consisting of three periods. In this study, students' opinions about the first period of the program have been examined. Gifted students expressed positive opinions about EPGBU. They offered the suggestions for improvement of the program. It can be said that the social validity of EPGBU is high thanks to findings.
Satisfaction Clustering Analysis of Distance Education Computer Programming Students: A Sample of Karadeniz Technical University
Author: Ozyurt, Hacer
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Computer Science Education,Satisfaction,College Students,Multivariate Analysis,Electronic Learning,Student Attitudes

In line with recently developing technology, distant education systems based on information technologies are started to be commonly used within higher education. Students' satisfaction is one of the vital aspects in order to maintain distant education efficiently and achieving its goal. As a matter of the fact, previous studies proved that student satisfaction is one of the most important factors in deciding the success of a system in terms of application. Therefore, this paper analyzes satisfaction variables of distant education computer programming students regarding this program as well as their clustering tendencies. 96 students who were having their majors in distant education computer programming at Karadeniz Technical University during 2012-2013 academic term constitute the sample of the study. The study employed &quot;Satisfaction Scale for Students of Distant education Based on Information Technologies&quot; as data collection tool which comprised of 42 items. Data obtained from the scale was analyzed via Ward method, one of the hierarchical clustering methods, in order to reveal their clustering tendencies. Accordingly, satisfaction variables were divided into three main clusters which were A, B and C. Of these main clusters, it was seen that A and B has two sub-clusters each which were A1, A2 and B1, B2 respectively. These divisions were named after the variables they include; A1: &quot;Interest of the instructors and the implementation of program content&quot;, A2: &quot;Support and rapport of the university&quot;, B1: &quot;Scope of the program&quot;, B2: &quot;Individuality and the opportunity for interaction&quot; and C: &quot;The defects in application by both the program and the university&quot;. From an overall perspective, it is seen that Cluster A covers variables positively affecting the satisfaction which are &quot;the quality of service provided by the university for this program&quot;, &quot;application of program content fitting to the purpose&quot; and &quot;teachers' dealing with students properly&quot;. It is seen that Cluster B covers variables positively affecting satisfaction in terms of program scope, individuality and interactive environment. Finally, it is seen that Cluster C covers variables negatively affecting satisfaction which are about the defects in the application both by the program and the university.
Meeting the Needs of Distance Learners of M.Ed Program: Bangladesh Open University Perspective
Author: Islam, Amirul
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Student Needs,Open Universities,Student Attitudes,Masters Programs,Questionnaires,Instructional Materials,Learning Modules,Assignments,Feedback (Response),Time Factors (Learning),Social Support Groups,Access to Information,Participant Satisfaction,Graduate Students

This study draws on the experience of a cohort of 22 students from 09 tutorial centers enrolled in a Master of Education (M Ed) distance learning program administered by the Bangladesh Open University (BOU). It's purpose is to locate the aims and philosophies of distance learning within the experiences of actual distance learners in order to see if learners' needs were being met by the program and to obtain a fuller understanding of core aspects of distance education. The study found that students were, on the whole, satisfied with the course materials, the choice of modules, assignment feedback, and length of time given to complete the assignments, but significant problems surfaced regarding issues of student support, and access to and provision of resource materials. Arguably, these are issues intrinsic to the successful provision of distance learning courses, and the results both concord with aspects of the research literature (Burge &amp; Howard, 1990; Chen, 1997; Hyland, 2001; Morgan, 1995; Robinson, 1995; Simpson, 2000; Tait, 2000) and raise some interesting questions regarding the provision of distance education and its ability to meet the needs of learners.
The Classification of the Probability Unit Ability Levels of the Eleventh Grade Turkish Students by Cluster Analysis
Author: Ozyurt, Ozcan
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Ability,Probability,Cluster Grouping,Multivariate Analysis,Mathematics Education,Mathematics Tests,Computer Assisted Testing,Individual Differences,Secondary School Mathematics,Grade 11

In this study, the probability unit ability levels of the eleventh grade Turkish students were classified through cluster analysis. The study was carried out in a high school located in Trabzon, Turkey during the fall semester of the 2011-2012 academic years. A total of 84 eleventh grade students participated. Students were taught about permutation, combination, binomial expansion, and probability, which were the subtopics of probability unit, in an individualized mathematics learning environment called UZWEBMAT. After students completed the learning of each sub-topic, they were subjected to an exam about the relevant topic through UZWEBMAT-CAT. Students participated in 5 separate exams (i.e. one for each sub-topic and one end-of-unit test). Data were collected via system records made up of the ability levels of students concerning each subject. The ability levels obtained from each exam were analyzed through hierarchical clustering. According to the study results, the ability levels of students gathered in two main clusters in every test: medium ability level and advanced ability level.
An Analysis on Usage Preferences of Learning Objects and Learning Object Repositories among Pre-Service Teachers
Author: Yeni, Sabiha
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Archives,Technology Uses in Education,Resource Units,Web Based Instruction,Electronic Learning,Course Content,Teacher Attitudes,Use Studies,Usability,Users (Information),User Satisfaction (Information),Technology Integration,Case Studies,Internet,Information Technology,Preferences,Mixed Methods Research

The purpose of the study is to investigate how pre-service teachers benefit from learning objects repositories while preparing course content. Qualitative and quantitative data collection methods were used in a mixed methods approach. This study was carried out with 74 teachers from the Faculty of Education. In the first phase of the study, pre-service teachers' prior knowledge about learning objects was defined. During the second phase of the study, a two-hour seminar was given to pre-service teachers to introduce the learning objects and the object repositories. Then, they were requested to prepare a course content and instructional plan using the object repositories. During the last phase of the study, their opinions about the object approach were determined. According to findings; before the seminar, it was observed that pre-services teachers didn't know learning objects and object repositories. Also, they didn't use learning object repositories as a reference for their courses. Pre-service teachers' preferences about learning object repositories were change according to some different factors: especially language, interaction level and resource type. Furthermore, it was seen that most of them exhibited positive attitude toward learning objects. As a conclusion, it would be worthwhile to increase the number of object repositories allowing preparation of course contents by combining objects to form a whole, in order to promote and spread use of learning object approach among teachers and preservice teachers through in-service training and pre-service training programs. Also, considering the factors affecting selection of learning objects, it would be an important step to provide support to creation of object repositories particularly in the native language, with high explanatory quality and exercise opportunities, for development and spread of use of learning objects and repositories.
Effectiveness of ARCS Model of Motivational Design to Overcome Non Completion Rate of Students in Distance Education
Author: Malik, Sangeeta
Date: 2014-04-00
Type: Journal Articles
Subjects: Distance Education,Academic Persistence,Student Motivation,Models,Instructional Effectiveness,Course Content,Dropouts,Academic Achievement,Expectation,Educational Strategies

Students&apos; course completion rate in distance education is getting attention of the researchers throughout the globe. Many factors responsible for high non completion rate of students in distance education are job responsibilities, domestic pressure and complexity of course content. Some researchers reported psychological reasons for dropout like, feeling of inadequacy, distress (Rickinson and Rutherford, 1996); lack of confidence (Cullen, 1994) examination anxiety (Fan and Chan, 1997). In literature lack of motivation is considered as the major responsible factor for this problem as students generally feel lonely due to lack of communication &amp; competition in distance education. In this article effectiveness of ARCS Model of Motivational Design to overcome the motivational problem of distance learning students is discussed. The study indicate that the systems which are developed on the basis of ARCS Model raise the attention of the students during instruction, develop a relevance to the students&apos; requirements, create a positive expectation for success and help having a satisfaction by reinforcing success.
The Relationships between Cognitive Style of Field Dependence and Learner Variables in E-Learning Instruction
Author: Sozcu, Omer Faruk
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Style,Electronic Learning,Distance Education,Student Attitudes,Preferences,College Instruction,Correlation,Computer Interfaces,Design,Statistical Analysis,Undergraduate Students,Student Surveys,Student Experience,Learning Activities,Testing

This study examines the relationships between cognitive styles of field dependent learners with their attitudes towards e-learning (distance education) and instructional behavior in e-learning instruction. The Group Embedded Figures Test (GEFT) and the attitude survey (for students' preferences) towards e-learning instruction as distance education was administered to 157 students enrolled in various distance education programs at Fatih University, in Turkey. The study findings indicated that students' cognitive style of field dependence was correlated with their attitudes and preferences for students' roles in e-learning for distance education. Other factors such as a previous background in e-learning, including gender, educational level, use of social networks, and e-learning tools, and preferences for instructional variables and assessment in distance learning processes were also used. Finally, technological, motivational, and instructional-learning variables in learner interface design (LID) for e-learning instruction were correlated with students' learning outcomes, attitudes, perceptions and preferences in learner interface design (LID) and attitudes toward e-learning instruction. At the end of the study, research questions were tested and instructional variables for distance education were indicated in tables. The findings were then assessed to see if they supported previous research or not and considered to future expectations for distance education and learner interface design (LID) procedures with field dependence learners.
Academic Counselling in ODL: Information System for Capacity Building of Academic Counselors' in IGNOU
Author: Kishore, S.
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Counseling Services,Capacity Building,Counselors,Information Systems,College Students,Expectation,Counselor Qualifications,Counselor Characteristics

Indira Gandhi national Open University (IGNOU) is an apex body for open and distance learning (ODL) system in India. The university has nation-wide operation and pioneer in distance education. IGNOU has an hqrs, 67 Regional Centres and about 3400 Study Centres throughout India. The study centres are the academic contact point for distance learners and the university engages around 54,000 academic counsellors for giving learner support to the heterogeneous distance learners. In IGNOU, the academic counsellors are mostly drawn from the formal higher educational system and the exposure towards ODL system therefore, is minimal. However, the academic counsellors are the pivotal link between the ODL institution and isolated distance learners in IGNOU. Their role in handling face-to-face academic counseling sessions at the study centre is very important. The academic counsellors in IGNOU are drawn from the conventional system of higher education. Though, periodical training is given to them by IGNOU, it is a difficult task to train such a massive number of counsellors across the country. In fact the role of an academic counsellor is multifarious and requires both tutoring and counseling. For maintaining quality in academic counseling, the accumulation of multi-dimensional skills, attributes and information is essential on the part of the counsellor in ODL. Among these, possessing information at various levels about ODL system is an enabling factor to effectively support isolated distance learner. Therefore, a comprehensive Information System is felt the need of the hour for the capacity building of the academic counsellors in supporting distance learners and for the quality assurance process. This work explores and builds a comprehensive information system for the academic counsellors in an ODL system, keeping IGNOU as the context.
Assisted Learning through Facebook: A Case Study of Universitas Terbuka's Students Group Communities in Jakarta, Taiwan and Hong Kong
Author: Riady, Yasir
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Social Networks,Web Sites,Distance Education,Web 2.0 Technologies,Computer Mediated Communication,College Students,Electronic Learning

This paper describes and give insight about the use of Facebook to assist learning in Jakarta and several countries outside Indonesia. There are so many problems that will arise based on the factual sight such users tend to find difficulties in searching, analyzing and accessing information that they need, particularly materials in their academic life. This paper explores how social network site (Facebook) has the potential to creating new resource in information and technology to assist learning in groups for finding information needs and also in distance learning system of Universitas Terbuka's students who live in Jakarta, Taiwan and Hong Kong. Generally, most of students are working from Monday to Friday and even on Saturday and Sunday, they really have problems in having face to face tutorial or even try to get information about their academic life. This paper was conducted with several communities of Facebook groups, the result showed that they specifically used Facebook group to assist them to finish their academic life such as tasks, examination, group discussion or even information. As the most popular social network in Indonesia, Facebook which accessible, effective and efficient is one of many communities to assist students in making new friends and tutors as well as keeping in touch with information on upcoming events, competitions, seminars, library announcements, new books materials, registration, online tutorial, webinar, examination and other general information.
Exploration of Problematic Internet Use and Loneliness among Distance Education Students
Author: Ozgur, Hasan
Date: 2014-04-00
Type: Journal Articles
Subjects: Internet,Educational Technology,Distance Education,Psychological Patterns,Vocational Education,Young Adults,Adults,Likert Scales,Student Surveys,Online Surveys,Data Collection,Gender Differences,Interpersonal Relationship,Social Influences,Age Differences,Barriers,Marital Status,Predictor Variables,Behavior Problems,Foreign Countries

The current study investigated the relationship between problematic Internet use and levels of loneliness among 311 distance education students. &quot;The Problematic Internet Use Scale&quot; and &quot;UCLA-Loneliness Scale III&quot; were used to collect the data. Independentsamples t-test and one-way ANOVA were conducted to examine the differences; and correlation and regression analyses were used to examine the relationships between variables. Findings revealed that male students' use of the Internet was more problematic compared to female students'. As the time spent on the Internet increased, so did the problematic Internet use levels. In addition, the problematic Internet use levels of students varied with regard to marital status and not varied regard to their ages. A significant relationship was found between the level of problematic Internet use and loneliness, and loneliness was found to be among the predictors of problematic Internet use. Implications and suggestions for further research are provided.