ethanporcaro/eric-fulltext-meta huggingface dataset:
Active Learning: Engaging Students to Maximize Learning in an Online Course
Author: Khan, Arshia
Date: 2017-00-00
Type: Journal Articles
Subjects: Active Learning,Online Courses,Learner Engagement,Instructional Design,Teaching Methods,Learning Activities,Best Practices,Evaluation Methods

Student engagement is key to successful teaching and learning, irrespective of the content and format of the content delivery mechanism. However, engaging students presents a particular challenge in online learning environments. Unlike face-to-face courses, online courses present a unique challenge as the only social presence between the faculty and the student is via the Internet. In a recent poll conducted by the authors, 100% of the respondents considered student engagement a challenge regardless of the number of years they have been teaching online. This paper explores various strategies that can be incorporated into the design of online learning courses to foster a high level of student engagement based on multiple pedagogies. In addition, the role of collaborative student engagement tools for the design and delivery of online courses is discussed as well as the role these tools play in creating an atmosphere where students actively participate in learning activities and are contributors to lively discussions. Perspectives on various mechanisms of student engagement that are founded in classic active learning pedagogies and enhanced with new technologies are presented in this paper, including perspectives on the design of courses to facilitate student engagement as well as best practices of design and delivery of online courses. Finally, this paper emphasizes the importance of deliberate course design in the pursuit of actively engaging students in online course settings.
An Evaluation of the Effectiveness of the Use of Multimedia and Wiley plus Web-Based Homework System in Enhancing Learning in the Chemical Engineering Extended Curriculum Program Physics Course
Author: Basitere, Moses
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Multimedia Instruction,Homework,Internet,Web Based Instruction,Educational Technology,Technology Uses in Education,Physics,Chemical Engineering,Audience Response Systems,College Science,Foreign Countries,College Students,Social Media,Qualitative Research,Statistical Analysis,Content Analysis,Student Surveys,Focus Groups,Scores,Interviews

Today's 21st century students are regarded as &quot;digital natives,&quot; who are influenced by digital environments for acquisition of information, communication and interaction. With the emergence of new technologies, educators are encouraged to find meaningful ways of incorporating these technologies into their classrooms. The practice currently in South African classrooms is still the traditional lecture method, which poses limitations on students' learning due to its frequent lack of interaction and communication between students and educators. As a result, there is a need for educators to adjust their teaching methods and create learning environments that stimulate dialogue and engagement in and outside the classroom. This paper presents results of an evaluation of the effectiveness of the use of Facebook social media as communicative media, Clicker technology as an interactive medium, and Wiley Plus web-based homework system as an adaptive medium for enhancing learning through interaction and dialogue activities in and outside the first year Physics classroom as described in Laurilland's framework. Both quantitative and qualitative methods of collecting data were used in this study. A student feedback questionnaire and focus group interviews were carried out to elicit students' opinions on the effectiveness of the use of these technologies in the first year introductory Engineering Physics course. Quantitative data on student performance was analysed using descriptive and inferential statistics, while qualitative data was analysed using inductive strategy. Results showed that the use of Clickers and Facebook facilitated interactions between students and their teacher, in and outside the classroom, which resulted in deep and meaningful collaborative learning of the subject content. This resulted in better student performance in the homework and assignments done on the Wiley Plus web-based homework system, which may have contributed to the good performance of the students in both mid-term Examination and Final integrated Summative Assessment (FISA).
Lessons Learned from Implementing E-Learning for the Education of Health Professionals in Resource-Constrained Countries
Author: Gupta, Manu
Date: 2017-00-00
Type: Journal Articles
Subjects: Allied Health Occupations Education,Electronic Learning,Program Implementation,Technology Planning,Barriers,Case Studies,Educational Technology,College Programs,Technology Integration,Foreign Countries

The growing global demand for tertiary education has led to the increased use of e-learning approaches around the world. Demand has increased most rapidly in low and middle income countries (LMICs), which account for half of the students currently enrolled in higher educational institutions (HEIs). But the implementation of e-learning programmes in resource-constrained settings faces many obstacles. This paper explores some of the key issues involved in implementation of e-learning in HEIs involved in the education of health professionals, given the resource constraints within which many institutions have to function. We present case studies of three such LMIC institutions of varying size and primary purpose. The paper suggests use of appropriate ICT infrastructure, both in terms of hardware and software, combined with effective access and bandwidth management policies is crucial to the successful implementation of e-learning courses on health within HEIs based in LMICs.
A Study of Pre-Service Information and Communication Teachers' Efficacy Levels for Analyzing and Responding to Cyberbullying Cases
Author: Kavuk, Melike
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Self Efficacy,Bullying,Computer Mediated Communication,Case Studies,Preservice Teachers,Readiness,Content Analysis,Student Attitudes,Foreign Countries,Semi Structured Interviews

This case study was conducted to investigate efficacy levels of preservice Information and Communication Teachers' to identify, prevent and intervene to cyberbullying cases. Fifty participants were interviewed and 56 cyberbullying cases, which the participants experienced or witnessed, were collected to evaluate their cyberbullying readiness. Based on the content analysis and the expert ratings, preservice teachers found to have problems for identifying cyberbullying cases, suggesting appropriate prevention strategies for cyberbullying, judging intervention strategies, and suggesting appropriate intervention methods.
The Mediating Effects of Germane Cognitive Load on the Relationship between Instructional Design and Students' Future Behavioral Intention
Author: Costley, Jamie
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Electronic Learning,Difficulty Level,Cognitive Processes,Instructional Design,Online Courses,Intention,Student Attitudes,Correlation,Foreign Countries,Large Group Instruction,College Students,Relevance (Education),Hypothesis Testing,Interviews,Student Surveys,Statistical Analysis

Instructional design is an important aspect of the learning experience within formal online courses. One way in which online instructional design may benefit students is by increasing their future behavioral intention to use educational materials. This is important because research has revealed that students' use of educational resources is strongly connected with academic success. Additionally, higher quality instructional design will increase students' levels of germane cognitive load, which is a powerful indicator of learning. This study surveyed a group of students (n = 1,314) who participated in formal online classes in South Korea to investigate the relationships between instructional design and germane load, germane load and future behavioral intention, as well as instructional design and future behavioral intention. Results showed positive correlation among each of these relationships. Furthermore, a mediation model was used, and results showed that germane load completely mediates the relationship between instructional design and future behavioral intention. These relationships are examined to better understand learning and future behavioral intention in relation to instructional design within online learning environments.
Developing E-Learning Solutions in the Automotive Industry
Author: Bogdan, Razvan
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronic Learning,Motor Vehicles,Transportation,Industry,Job Training,Computer Software,Standards,Training Methods,Instructional Design,Program Implementation,Program Evaluation,Guidelines

In the rapid developing market of automotive industry, cutting-edge technologies are being introduced. One such example is the AUTOSAR standard. Companies are investing a large amount of finances for the training of their employees into the intricacies of such technologies. In order to face such an increase of the training costs, automotive corporation have started lately switching their approach to e-Learning systems. This paper presents an e-Learning approach developed in the automotive industry in order to address the demands of teaching AUTOSAR standard. The developed e-Learning project is called Academy. In order to develop the e-Learning solution we focused on the Software Development part of automotive industry. Therefore we had to gather the ideas from different trainers, come with a common approach and use specific techniques so that the trainee should get a real feeling of the material. It is presented the design, implementation and evaluation of this e-Learning solution, but more than that faced issues and learned lessons. Developing this solution has offered different insights into how to approach such a task which are useful for the further expansion of the project, but also for future researchers who might encounter such a challenge of developing e-Learning solutions for the automotive industry. These are all grouped in a set of guidelines related to following a model of implementation, getting track of participants, user interaction with the AUTOSAR standard, test and production development and so on.
Congruence in Parent-Teacher Communication: Implications for the Efficacy of CBC for Students with Behavioral Concerns
Author: Garbacz, S. Andrew
Date: 2015-06-00
Type: Journal Articles
Subjects: Parent Teacher Cooperation,Interpersonal Competence,Intervention,Teacher Attitudes,Behavior Problems,Parent Attitudes,Kindergarten,Elementary School Students,Measures (Individuals),Control Groups,Statistical Analysis,Correlation,Behavior Change,Graduate Students,Consultants,Randomized Controlled Trials,Maximum Likelihood Statistics

The present study examined parent-teacher congruent communication within conjoint behavioral consultation (CBC). Specifically, the study purpose was to determine the extent to which congruence in parent-teacher communication (i.e., the degree to which parents and teachers view their communication in a similar fashion) moderated CBC's effects on children's social skills. Drawn from a large randomized trial investigating the efficacy of CBC, the participants were 166 children and their parents and 74 teachers. The findings suggested that CBC's effects on teacher-reported children's social skills depend on congruent parent-teacher communication. Specifically, for students whose parents and teachers have these communication conditions, social skills are expected to increase only in the context of the CBC intervention. Implications for CBC research and school-based consultation are discussed.
Determining Attitudes of Postgraduate Students towards Scientific Research and Codes of Conduct, Supported by Digital Script
Author: Tavukcu, Tahir
Date: 2016-00-00
Type: Journal Articles
Subjects: Scientific Research,Ethics,Graduate Students,Student Attitudes,Statistical Analysis,Control Groups,Experimental Groups,Distance Education,Electronic Learning,Asynchronous Communication,Synchronous Communication,Pretests Posttests,Virtual Classrooms,Coeducation,Doctoral Dissertations,Educational Environment,Delivery Systems,Intermode Differences,Foreign Countries

In this research, it is aimed to determine the effect of the attitudes of postgraduate students towards scientific research and codes of conduct, supported by digital script. This research is a quantitative study, and it has been formed according to pre-test &amp; post-test research model of experiment and control group. In both groups, lessons were performed in the ways of distance education on the YDU-UZEM system and co-education. Besides, the experimental group was supported by digital scripts. Course materials have been shared through the system onto each group's own page. The distance education lessons were performed simultaneously and non-simultaneously. The simultaneous lessons were performed through Big Blue Button virtual class add-in, and non-simultaneous lessons were performed through chatting panel and integration of the recorded lessons onto the system in order to review the lessons whenever needed. In the both groups, there are 40 (80 in total) postgraduate students from the programs of the institutions of Near East University. The groups were designated, as a result of achievement test applied as a pre-test before the study, homogeneously in accordance with their school numbers with regards to success and gender; that the ones with school numbers of which last digits are odd number are the control group, and the ones with school numbers of which last digits are even number are the experimental group. In order to collect the required data, research-directed attitude scale was used after getting required permission. The obtained data were analyzed with appropriate analyzing techniques. With the findings acquired from this research, it is concluded that there is a meaningful difference in favor of the experimental group supported by the digital scripts after examining the both groups' attitudes towards scientific research and ethics.
Flipped Classroom Approach
Author: Ozdamli, Fezile
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Technology,Student Centered Learning,Technology Uses in Education,Video Technology,Homework,Teacher Role,Student Role,Models,Holistic Approach,Foreign Countries,Blended Learning

Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the world, is not well recognized in our country. That is why the aim of study is to attract attention to its potential in education field and provide to make it recognize more by educators and researchers. With this aim, in the study what flipped classroom approach is, flipped classroom technology models, its advantages and limitations were explained.
Automated Problem Generation in Learning Management Systems: A Tutorial
Author: Romero, Jaime
Date: 2016-00-00
Type: Journal Articles
Subjects: Automation,Integrated Learning Systems,Problem Solving,Technology Uses in Education,Educational Technology,Feedback (Response),Economics,Undergraduate Study,Graduate Study,Guides,Business Administration Education,Cloze Procedure,Foreign Countries,Marketing

The benefits of solving problems have been widely acknowledged by literature. Its implementation in e-learning platforms can make easier its management and the learning process itself. However, its implementation can also become a very time-consuming task, particularly when the number of problems to generate is high. In this tutorial we describe a methodology that we have developed aiming to alleviate the workload of producing a great deal of problems in Moodle for an undergraduate business course. This methodology follows a six-step process: exercise design, data generation, exercise computations, design of interpretation rules, wording generation and generation of cloze questions. It allows evaluating student's skills in problem solving, minimizes plagiarism behaviors and provides immediate feedback to students (thus improving their results). Additionally, it also reduces the workload of teachers in large groups and helps evaluating the student's learning more objectively. We have designed this methodology based upon our experience in Economics curricula, where we have applied it at undergraduate and graduate courses. However, we consider that it can be applied with minor modifications in a very wide range of college courses and e-learning platforms. We expect that that this tutorial encourage other educators and educational developers to apply our six steps process, thus benefiting themselves and their students of its advantages.
The Effect of Using Computer Skills on Teachers' Perceived Self-Efficacy Beliefs towards Technology Integration, Attitudes and Performance
Author: EL-Daou, Badrie Mohammad Nour
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Technological Literacy,Self Efficacy,Teacher Attitudes,Self Evaluation (Individuals),Pretests Posttests,Teacher Competencies,Questionnaires,Teacher Characteristics,Correlation,College Faculty,College Students,Foreign Countries

The current study analyzes the relationship between the apparent teacher's self-efficacy and attitudes towards integrating technology into classroom teaching, self-evaluation reports and computer performance results. Pre-post measurement of the Computer Technology Integration Survey (CTIS) (Wang et al, 2004) was used to determine the confidence level with of 60 science teachers and 12 mixed-major teachers enrolled at the Lebanese University, Faculty of Education in the academic year 2011-2012. Pre-post measurement on teachers' attitudes towards using technology was examined using an opened and a closed questionnaire. Teachers' performance was measured by means of their Active inspire projects results using active boards after their third practice of training in computer skills and Active inspire program. To accumulate data on teachers' self-report, this study uses Robert Reasoner's five components: feeling of security, feeling of belonging, feeling of identity, feeling of goal, and self-actualization which teachers used to rate themselves (Reasoner, 1983). The study acknowledged probable impacts of computer training skills on teachers' self-evaluation report, effectiveness of computer technology skills, and evaluations of self-efficacy attitudes toward technology integration. Pearson correlation revealed a strong relationship r= 0.99 between the perceived self-efficacy towards technology incorporation and teachers' self-evaluation report. Also, the findings of this research revealed that 82.7% of teachers earned high computer technology scores on their Active inspire projects and 33.3% received excellent grades on computer performance test. Recommendations and potential research were discussed.
Script towards Research 2.0: The Influence of Digital and Online Tools in Academic Research
Author: Grosseck, Gabriela
Date: 2016-00-00
Type: Journal Articles
Subjects: Internet,Web 2.0 Technologies,Educational Technology,Technology Uses in Education,Social Media,Teaching Methods,Online Courses,Large Group Instruction,Educational Research,Higher Education

The new Internet technologies have infiltrated in a stunning way the academic environment, both at individual and at institutional level. Therefore, more and more teachers have started educational blogs, librarians are active on Twitter, other educational actors curate web content, students post on Instagram or Flickr, and university departments have Facebook pages and/or YouTube accounts etc. Today, the use of web technology has become &quot;a legitimate activity in many areas of higher education&quot; (Waycott, 2010) and a considerable shift to digital academic research has gradually occurred. Teachers are encouraging students to take up digital tools for research and writing, thus revealing new ways of using information and communication technologies for academic purposes and not just for socializing. The main objective of this paper is to investigate the effects of integrating diverse digital, Web 2.0 tools and resources and OERs/MOOCs in research and in the construction of students' academic texts. We aim to stress the increasing influence of digital and online tools in academic research and writing. Teachers, specialists, and students alike are affected by this process. In order to show how, we explore the following issues: What is Research 2.0? Which digital/online tools have we used to assist our students? What are the challenges for academic research using digital/web 2.0 tools? And how do digital tools shape academic research?
An E-Learning Environment for Algorithmic: Toward an Active Construction of Skills
Author: Babori, Abdelghani
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Problem Solving,Novices,Problem Based Learning,Electronic Learning,Mathematics Instruction,Teaching Methods,Teaching Models,Learning Activities,Vignettes,Mathematics Skills

Assimilating an algorithmic course is a persistent problem for many undergraduate students. The major problem faced by students is the lack of problem solving ability and flexibility. Therefore, students are generally passive, unmotivated and unable to mobilize all the acquired knowledge (loops, test, variables, etc.) to deal with new encountered problems. Our study is structured around building, step by step, problem solving skills among novice learners. Our approach is based on the use of problem based learning in an e-Learning environment. We begin by establishing a cognitive model which represents knowledge elements, grouped into categories of skills, judged necessary to be appropriated. We then propose a problem built on a concrete situation which aims to actively construct a skill category. We conclude by presenting around the proposed problem a pedagogical scenario for the set of learning activities designed to be incorporated in an E-learning platform.
Online Learning Integrity Approaches: Current Practices and Future Solutions
Author: Lee-Post, Anita
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Online Courses,Educational Legislation,Federal Legislation,Higher Education,Integrity,Cheating,Information Security,Ethics,Student Rights,Privacy,Cost Effectiveness,Prevention,Deception,Identification

The primary objective of this paper is to help institutions respond to the stipulation of the Higher Education Opportunity Act of 2008 by adopting cost-effective academic integrity solutions without compromising the convenience and flexibility of online learning. Current user authentication solutions such as user ID and password, security questions, voice recognition, or fingerprint identification are not infallible and may violate students' rights to privacy or cause undue interruptions to their efforts in performing assessment tasks. Existing authentication solutions are evaluated for their cost effectiveness in preventing fraud and cheating while ensuring learner identity and honesty. Emerging technologies in the form of biometrics, surveillance systems and predictive analytics are also examined to provide insights into the future of e-authentication for ensuring the academic integrity of online learning. [This study was presented in the 8th Annual Emerging Technologies for Online Learning International Symposium, April 22-24, 2015, with the support of the eLearning Innovation Initiative Grant at the University of Kentucky.]