ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Reflection Category and Reflection Quality on Learning Outcomes during Web-Based Portfolio Assessment Process: A Case Study of High School Students in Computer Application Course
Author: Chou, Pao-Nan
Date: 2011-07-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Portfolio Assessment,Computer Oriented Programs,Achievement Tests,Computers,Program Effectiveness,Effect Size,Internet,Outcomes of Education,Grade 8

This study examines the effects of reflection category and reflection quality on learning outcomes during Web-based portfolio assessment process. Experimental subjects consist of forty-five eight-grade students in a "Computer Application" course. Through the Web-based portfolio assessment system, these students write reflection, and join self-assessment and peer-assessment. The Phrase Processing System is used to distinguish phrases in students' reflections, and finally students' reflections are classified. Results from this research indicate that the effect size of reflection category on learning outcomes measured by achievement test, work, and attitude is extremely small and not significant. The effect size of reflection quality on learning outcomes was small, but significantly positive. Follow-up contrasts found reflection quality significantly related to achievement test, work, and attitude outcomes. (Contains 2 figures and 7 tables.)
Web-Based-Research as Critical Pedagogy: A Reflection on Its Application to Undergraduate Management Education
Author: Coronado, Gabriela
Date: 2011-00-00
Type: Journal Articles
Subjects: Administrator Education,Undergraduate Study,Critical Theory,Critical Thinking,Adult Literacy,Internet,Reflection,Consciousness Raising,Higher Education,Foreign Countries,Evaluation,Reading,Hypermedia,Critical Reading

In disciplines such as Management, where research capacity is not seen as an obvious workplace skill, it is difficult to get students to engage in research activities. They see them as too difficult and without value. However, research activities in undergraduate Management education are vital as tools for developing key learning attributes such as critical thinking and skills in analysis and argument. Convinced of the high value of integrating research activities into undergraduate Management Education, I took on the challenge to find alternative ways for students to develop their research capacity and engage in actual research. Drawing on reflections on my experience of teaching undergraduate management subjects with research components, in this paper I discuss how Web-based research can promote critical thinking and raise consciousness among management students. This experience included designing strategies to introduce a form of electronic literacy into undergraduate education, to assist students to learn how to use the Web critically for research purposes, while enhancing learning based on conventional resources. In the methodology I propose for researching contemporary issues by collecting and analysing data from the Web I adapt the critical pedagogy of Freire for adult literacy into new forms of literacy involving critical use of the new media of communication. (Contains 7 footnotes and 1 table.)
Examining the Social Influence on College Students for Playing Online Game: Gender Differences and Implications
Author: Yang, Dong-Jenn
Date: 2011-07-00
Type: Journal Articles
Subjects: Student Attitudes,Social Influences,College Students,Gender Differences,Focus Groups,Video Games,Surveys,Internet,Leisure Time,Foreign Countries,Recreational Activities,Attitude Measures

Online games represent a burgeoning market sector of increasing economic importance. However, most previous studies have focused on the utilitarian perspectives of the technology. In other words, there is limited the investigation to social influence on college students' attitude. The aims of this study is to understand the effect of social influence on college students' attitude in playing online game and to discuss gender effect of social influence on college students' attitude of playing online game. Focus group interview and survey of the mix research method were conducted. The authors find: (a) the effect of social influence affects college students' attitudes to online game. Female students are much easier to be affected than male ones, (b) Males tend to be more interested in playing online game than females, and (c) Gender difference might be caused by involvement and benefit while they play online game. (Contains 4 tables.)
Pedagogical Approaches that Facilitate Writing in Postgraduate Research Candidature in Science and Technology
Author: Catterall, Janice
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Writing for Publication,Focus Groups,Writing Instruction,Teaching Methods,Higher Education,Doctoral Programs,Interviews,Student Writing Models,Supervisors,Research,Writing Workshops,Writing Skills,Technology,Science Education

The current higher education climate seems to be demanding increasing levels of written output from doctoral researchers during candidature. In this context this study employed an online questionnaire, individual interviews and focus group discussions to collect information on the challenges and successes of doctoral writing. It was found that feedback on student writing was universally regarded as the primary pedagogical tool for teaching and learning research writing and for most, the supervisor's role was central to this. Some supervisors employed "writing for publication" as a complimentary tool. A number of supervisors and students also reported positively about the value of participating in social writing and critiquing environments such as writing groups, writing retreats, or writing for peer feedback. This research suggests that there would be benefit in tertiary institutions pursuing a more systematic approach to the support of writing both as a learning tool for research students and for the promotion of a vibrant, scholarly, research community.
Exploring Students' Understanding of Ordinary Differential Equations Using Computer Algebraic System (CAS)
Author: Maat, Siti Mistima
Date: 2011-07-00
Type: Journal Articles
Subjects: Scripts,Interviews,Engineering Technology,Mathematics Instruction,Educational Technology,Computer Assisted Instruction,Algebra,Mathematical Concepts,Concept Formation,Equations (Mathematics),Problem Solving,Robotics,College Students,Observation,Foreign Countries

Ordinary differential equations (ODEs) are one of the important topics in engineering mathematics that lead to the understanding of technical concepts among students. This study was conducted to explore the students' understanding of ODEs when they solve ODE questions using a traditional method as well as a computer algebraic system, particularly Maple. Ten engineering technology students from the robotics and the mechatronics departments were selected as the research participants. Semi-structured interviews, observations, and students' written scripts were used for gathering the information regarding the use of Maple for solving the given ODE questions. The findings revealed that Maple could assist students in understanding the ODE lesson, especially in getting rid of tedious calculations as well as producing interactive activities while learning mathematics. Generally, students were able to figure out the relationship between mathematical understanding and real-life engineering applications. Some recommendations are made in order to promote the use of Maple among students, particularly in their final-year project. (Contains 2 figures and 1 table.)
Using Nominal Group Technique to Develop a Consensus Derived Model for Peer Review of Teaching across a Multi-School Faculty
Author: Burrows, Tracy
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching Models,Peer Evaluation,Foreign Countries,Methods,Faculty,Higher Education,Teaching Methods,Feedback (Response),Evaluation

This paper describes the development of a peer review of teaching model for the Faculty of Health at the University of Newcastle, Australia. The process involved using the nominal group technique to engage Faculty academic staff to consider seven key decision points that informed the development of the peer review of teaching model. Use of the consensus based nominal group technique established collegial discussion and networking among participants, and has expanded the discussion within the Faculty about peer review of teaching. Although the academics come from a diverse multi-school and multi-program Faculty, there was high levels of consensus on the structure and process of the developed peer review of teaching model.
Exploring the Relationship between Purpose of Computer Usage and Reading Skills of Turkish Students: Evidence from PISA 2006
Author: Gumus, Sedat
Date: 2011-07-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Skills,Gender Differences,Structural Equation Models,Secondary School Students,Leisure Time,Reading Tests,Computer Mediated Communication,Computer Use,Influence of Technology,Educational Assessment,Predictor Variables,Correlation,Computer Assisted Instruction

Organization for Economic Co-Operation and Development (OECD) has conducted a series of educational assessments in many OECD and non-OECD countries to support their sustainable economic growth since 2000. These assessments are named Program for International Student Achievement (PISA); they focus on the capabilities of 15-year olds in three main subjects: mathematics, science, and reading. PISA also measures students' interests and tendencies toward information and communication Technologies. This study investigates the relationship between Turkish students' reading scores and their use of computers for educational and entertainment purposes across males and females, by using the data from PISA 2006. In order to examine the relationship between these variables, Structural Equation Modeling (SEM) is used in the study. Results of this study indicate that while the use of computers for entertainment purposes affects students' reading scores positively, the use of computers for educational purposes affects their reading scores negatively. Also, according to our results, there is not a statistically significant difference between male and female students in this relationship. (Contains 1 figure and 9 tables.)
ICT and an Exploratory Pedagogy for Classroom-Based Chinese Language Learning
Author: Zhao, XingLong
Date: 2011-07-00
Type: Journal Articles
Subjects: Elementary Schools,Character Recognition,Foreign Countries,Chinese,Teaching Methods,Curriculum Design,Reading Materials,Native Language Instruction,Educational Technology,Computer Uses in Education,Data Collection,Statistical Analysis,Reading Assignments,Writing Assignments

This paper reports on a new pedagogy for Chinese language teaching and learning at elementary schools through exploratory classroom instruction using Information and Communication Technologies. The study used quantitative method to collect data from two elementary schools of China. The results showed that: (1) the three-in-one pedagogy of "character recognition, in-class reading and in-class writing" is a new approach for enhancing the efficiency of Chinese language learning at elementary schools, and (2) the new pedagogy provides a new perspective of integrating ICT into Classroom-based Chinese Language Learning (CCLL). (Contains 7 figures and 6 tables.)
Internet Access, Use and Sharing Levels among Students during the Teaching-Learning Process
Author: Tutkun, Omer F.
Date: 2011-07-00
Type: Journal Articles
Subjects: Internet,College Faculty,Teaching Methods,Access to Computers,Computer Uses in Education,Questionnaires,Interviews,Teacher Attitudes,Access to Information,Learning Strategies,Gender Differences,College Students,Foreign Countries,Shared Resources and Services

The purpose of this study was to determine the awareness among students and levels regarding student access, use, and knowledge sharing during the teaching-learning process. The triangulation method was utilized in this study. The population of the research universe was 21,747. The student sample population was 1,292. Two different data collection methods were used from two different sources. Quantitative data were collected using a set form distributed to the students titled &quot;The Internet in Teaching-Learning Processes Questionnaire&quot;. Qualitative data were also collected through a structured interview with 24 faculty members. The following results were obtained: 1. Instances of knowledge access, use and sharing by students during the teaching-learning process rank high. 2. Female students use the internet in a more functional sense than males. 3. The levels of students accessing, using, and sharing knowledge during the teaching-learning process differ. 4. Internet access, use, and knowledge sharing levels vary between academic departments. 5. Internet access, use and knowledge sharing levels differentiate according to type of education. 6. The opinions of faculty members and students overlap regarding the level of accessing knowledge via the internet, but differ on the subject of use and knowledge sharing. (Contains 4 tables, 1 graph, and 1 shape.)
Investigating Pre-Service Early Childhood Teachers' Attitudes towards the Computer Based Education in Science Activities
Author: Yilmaz, Nursel
Date: 2011-07-00
Type: Journal Articles
Subjects: Early Childhood Education,Preschool Teachers,Student Teacher Attitudes,Attitude Measures,Computer Attitudes,Computer Uses in Education,Gender Differences,Age Differences,Teaching Experience,Access to Computers,Preservice Teachers,Surveys,Questionnaires,Foreign Countries,Educational Technology

The purpose of this study was to investigate pre-service early childhood teachers' attitudes towards using Computer Based Education (CBE) while implementing science activities. More specifically, the present study examined the effect of different variables such as gender, year in program, experience in preschool, owing a computer, and the frequency of computer usage on pre-service early childhood teachers' attitudes towards using CBE while implementing science activities. The study was conducted by survey method and the data were collected by using two instruments which were &quot;Demographical Questionnaire&quot; being developed by researchers and &quot;The Scale of Attitude toward Computer Based Education&quot; being developed by Arslan (2006) and adapted by the researchers for early childhood education domain specifically. The sample of this study was 215 freshmen and senior early childhood teacher candidates attending state universities in Ankara. The data were analyzed by conducting t-tests and ANOVA in order to determine the effect of independent variables on CBE attitudes. (Contains 7 tables.)
Math Attitudes of Computer Education and Instructional Technology Students
Author: Tekerek, Mehmet
Date: 2011-07-00
Type: Journal Articles
Subjects: Undergraduate Students,Measures (Individuals),Computers,Foreign Countries,Educational Technology,Mathematics,Statistical Analysis,Student Attitudes,Attitude Measures,Computer Science Education,Curriculum,Surveys,Questionnaires,Gender Differences,Educational Attainment,Parents

Computer Education and Instructional Technology (CEIT) Departments train computer teachers to fill gap of computer instructor in all grades of schools in Turkey. Additionally graduates can also work as instructional technologist or software developer. The curriculum of CEIT departments includes mathematics courses. The aim of this study is to identify attitudes of undergraduate students at CEIT departments towards math. In order to investigate the research question quantitative methods was used. Specifically survey research was preferred. Mathematics Attitude Questionnaire (MAQ) that was developed by Duatepe and Cilesiz (1999) was used and the questionnaire includes 38 items. The instrument was conducted with 122 undergraduate students from CEIT departments of four different universities in Turkey in the spring semester of 2010-2011. Data were analyzed through independent samples t-test and one-way ANOVA by means of PASW Statistics-18. In conclusion, some differences were found in terms of math attitudes of CEIT's students. (Contains 9 tables.)
Perceptions of Preservice Teachers regarding the Integration of Information and Communication Technologies in Turkish Education Faculties
Author: Akbulut, Yavuz
Date: 2011-07-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Sampling,Foreign Countries,Student Teacher Attitudes,Attitude Measures,Educational Technology,Gender Differences,Technology Integration,Departments,Computer Uses in Education

This study explored the views of pre-service teachers regarding the indicators of information and communication technologies (ICT) at Turkish education faculties. A cross-sectional survey design was implemented with graduating students enrolled in Turkish education faculties. A combination of stratified random sampling and systematic sampling was implemented. Turkish education faculties were subdivided into six groups based upon the knowledge of how each institution stood relative to selected stratifying variables, and a sample was drawn from each group randomly. The data collection tool was administered to 2515 graduating students at those education faculties. It was found that participants criticized the current situation of ICT indicators in their institutions. Perceptions differed with regard to different departments, gender and frequency of ICT use for instructional purposes whereas they did not vary with regard to income, PC experience, and having a PC at home. Implications and suggestions for further research were provided. (Contains 4 tables.)
Personalization Principle in Multimedia Learning: Conversational versus Formal Style in Written Word
Author: Kurt, Adile Askim
Date: 2011-07-00
Type: Journal Articles
Subjects: Control Groups,Achievement Tests,Computer Software,Multimedia Instruction,Educational Technology,Written Language,Cognitive Processes,Questionnaires,Difficulty Level,Comparative Analysis,Knowledge Level,Prior Learning,Cues,Social Influences,College Students,Writing (Composition),Literary Styles

The purpose of the study is to examine the effect of appropriately designed multimedia software for both conversational and formal styles with respect to various variables. The model of nonequivalent control group was used in the study. While the group studying with the multimedia material in formal style included 22 students, the other group studying in the conversational style included 23 students. The data collection tools used in the study involved an achievement test, the cognitive load scale for both groups and a questionnaire about the students' views of the style used in the personalized group. As a result, a significant difference was found between the cognitive load scores of the students in the personalized group and those of the students in the non-personalized group. However, no significant difference was found between the background knowledge levels of the personalized and non-personalized groups and their posttest achievement scores. In the study, the learners who were in the personalized group stated that the style used in the software motivated them to study and they felt as if they were talking to a human. Additionally, they stated that they preferred similar multimedia software to be used in their other courses and they demanded the use of such multimedia software in face-to-face education. (Contains 3 figures and 5 tables.)
Providing Adequate Interactions in Online Discussion Forums Using Few Teaching Assistants
Author: Chang, Chih-Kai
Date: 2011-07-00
Type: Journal Articles
Subjects: Electronic Learning,Reaction Time,Online Courses,Labor,Computer Science,Educational Technology,Human Resources,Teacher Aides,Computer Uses in Education,Responses,High School Students,Vocational Education,Models,Correlation,Questionnaires,Predictor Variables,Costs,Student Attitudes,Foreign Countries,Time Factors (Learning)

In order to encourage students to participate in online learning forums, prompt responses to their questions are essential. To answer students' online questions, teaching assistants are assigned to manage discussions and answer questions in online learning forums. To minimize the response time, many teaching assistants may be needed to interact with learners. We investigated the trade-off between the request-response time and the cost of labor for handling the requests since this has become a challenging and important issue for education managers. In this study, a queuing-based model is proposed to construct the relationship between response time and the human resource requirement in a learning forum. In addition, an experiment using students in a Computer Science Introduction course at a vocational high school was conducted to verify the model and determine the average number of assistants required so that the students' questions can be answered within an acceptable time interval, providing valuable information for managing online discussion forums for educational purposes. Finally, the participants' perceptions were investigated using a questionnaire revised from the Technology Acceptance Model (TAM) in order to identify whether feelings of the perception-of-usefulness and the perception-of-satisfaction during the response wait time showed significant differences when the number of teaching assistants was reduced. The results revealed no significant difference in learners' perceptions after reducing the number of teaching assistants. It confirms that using the model to predict the number of required teaching assistants is highly reliable, and effective in reducing labor costs without jeopardizing student satisfaction. (Contains 4 figures and 3 tables.)
Reexamining the Effectiveness of Vocabulary Learning via Mobile Phones
Author: Zhang, Haisen
Date: 2011-07-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Instructional Effectiveness,Vocabulary Development,English (Second Language),Telecommunications,Handheld Devices,Teaching Methods,Learning Strategies,Foreign Countries,Comparative Analysis,Educational Technology,College Students

The purpose of this study is to reexamine the effectiveness of vocabulary learning via mobile phones. Students (N=78) from two intact classes of sophomores at a Chinese university were assigned to two groups: the SMS group (the experimental group) and the paper group (the control group). Then, they were administered a pretest to identify the level of their prior vocabulary knowledge. The results revealed that there was no significant difference (p greater than 0.05) between the SMS group (Mean=33.34, SD=14.30) and the paper group (Mean=37.13, SD=15.21). Next, they were put into two intervention conditions. The SMS group studied a selected list of vocabulary via mobile phone SMS text messages while the paper group worked on the same list of vocabulary through paper material in a self-regulated manner. Results showed that there was a significant difference (p less than 0.05) in the posttests but not in the delayed tests (p greater than 0.05) between the two groups. The study concludes that vocabulary learning through these two methods is effective in their own way and that a blended approach to vocabulary learning may better help increase the effectiveness from the perspective of sustained retention rates. Finally, the limitations of this study and suggestions for future studies are discussed. (Contains 1 table.)