ethanporcaro/eric-fulltext-meta huggingface dataset:
Assistive Technologies for Students with Disabilities: A Survey of Access and Use in Turkish Universities
Author: Ari, Ismahan Arslan
Date: 2010-04-00
Type: Journal Articles
Subjects: Universities,Disabilities,Educational Technology,Assistive Technology,College Students,Access to Computers,Computer Uses in Education,Computer Attitudes,Student Attitudes,Questionnaires,Computer Literacy,Behavior Standards,Social Behavior,Special Education,Student Surveys,Higher Education

This study examined the assistive technology needs of university students with disabilities and the availability of these technologies. It also explored the attitudes of the students with disabilities toward computers and the extent to which these are used by students with disabilities. Data was collected through a questionnaire, from 22 university students enrolled in one private and four public universities located in Ankara, Turkiye. The results of the study indicated that students with disabilities utilized assistive technology for different purposes, such as writing and conducting research, when the resources and support were available. Additionally, relationships between student knowledge, skills, attitudes, social norms, and beliefs were explored. (Contains 6 tables.)
Attitudes of Pre-Service Teachers from the Department of Elementary Education towards the Effects of Materials Use on Learning
Author: Can, Sendil
Date: 2010-04-00
Type: Journal Articles
Subjects: Student Teachers,Elementary Education,Projection Equipment,Teacher Attitudes,Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Higher Education,Instructional Materials,Technology Uses in Education,Science Teachers,Preschool Teachers,Questionnaires,Likert Scales,Gender Differences,Student Surveys,Statistical Analysis

In line with the fast advance seen in technology, the use of technological resources in education has come to play an important role in terms of drawing students' attention to the subjects studied in the classroom so that  success increases and the knowledge is better internalized. This study was carried out to determine the attitudes of the pre-service teachers from the department of elementary education towards the effects of use of teaching materials; overhead projector and projector; on learning. The study was carried out with 184 senior pre-service teachers, 32 of whom are from the department of science teaching, 70 are from the department of classroom teaching, 46 are from the department of pre-school teaching and 36 are from the department of social studies teaching. The data obtained from the questionnaire used in the study were analyzed through SPSS program package. Independent t-test was used to test whether there is a significant correlation between the pre-service teachers' responses and gender and their background. In addition, One-Way ANOVA was used to test whether there is a significant correlation between student teachers' responses and their departments and some differences are detected with regards to the effects of using overhead projector and projector on learning. According to the findings of the study, the students are found to believe that the use of overhead projector and projector brings some kind of change and variety to the teaching, saves teaching from being monotonous, and contribute to establishing lively, colorful and smooth setting for teaching and learning. (Contains 2 figures and 8 tables.)
Comparative Usefulness of Online and Traditional Vocabulary Learning
Author: Kilickaya, Ferit
Date: 2010-04-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Comparative Analysis,Instructional Effectiveness,Learning Strategies,Pretests Posttests,Computer Software,Web Based Instruction,Electronic Learning,Experimental Groups,Control Groups,Vocabulary,Vocabulary Development,English (Second Language),Second Language Instruction,Second Language Learning,Conventional Instruction

Acquiring vocabulary in L2 is rather a difficult and demanding process and most of the language learners wish to know which vocabulary learning method and/or activity is more beneficial or even the best one; however, the responses to this question vary and there is no clear-cut answer though there are some various suggestions and conclusions drawn from the studies related to vocabulary acquisition such as keeping a notebook, regularly reviewing and using vocabulary items in context. This study compares the usefulness of online vocabulary teaching and the traditional methods used in upper-intermediate Academic English class. The control group students practiced vocabulary items in ten reading passages through vocabulary notebooks and cards. The learners in the experimental group practiced the same vocabulary items in the passages through WordChamp. Furthermore, with both groups, the vocabulary items were regularly reviewed. The usefulness of the two methods was evaluated via the post-test. The study showed that the learners in the experimental group outperformed the learners in the control group and that the experimental group students better remember the words studied online, evidenced by a follow-up post-test given 3 months later. (Contains 5 tables.)
Enhancing Negotiation of Meaning through Task Familiarity Using Subtitled Videos in an Online TBLL Environment
Author: Arslanyilmaz, Abdurrahman
Date: 2010-04-00
Type: Journal Articles
Subjects: Familiarity,Native Speakers,English (Second Language),Language Acquisition,Second Language Learning,Models,Memory,Control Groups,Experimental Groups,Intervention

This study examines the effects of task familiarity through the use of subtitled videos on negotiation of meaning in an online task-based language learning (TBLL) environment. It explores the amount of negotiation of meaning produced by non-native speakers (NNSs) aimed at improving input comprehension to enhance second language acquisition. Ten NNS-NNS dyads collaboratively completed 4 communicative tasks using an online TBLL environment specifically designed for this study and a chat tool in WebCT-Vista. Five dyads were provided with subtitled videos prior to task completion; the remaining 5 dyads completed tasks without seeing the videos. The amount of negotiation of meaning was calculated via the negotiation of meaning sequences model developed by Gass and Varonis (1985) and revised for online communication by Smith (2003). The data from the chat-scripts showed that NNSs who were familiarized with tasks engaged in more negotiation of meaning as compared to their peers who were not. (Contains 7 figures and 4 tables.)
Ethics in E-Learning
Author: Toprak, Elif
Date: 2010-04-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Online Courses,Interaction,Ethics,Computer Uses in Education,Student Diversity,Teacher Attitudes,Student Attitudes,Educational Technology,College Faculty,Undergraduate Students,Teacher Student Relationship,Peer Relationship,Foreign Countries,Language Teachers,English (Second Language),Student Behavior,Teacher Behavior

E-Learning environments require policies balancing different expectations of participants and considering how the users perceive ethics during online learning. As in the case of face-to-face classes; learners must show respect and tolerance among each other, and conduct civil relations and interaction based on pre-determined rules. Starting with a literature review, the purpose of this study is to analyze the opinions of the instructors and 3rd-4th year students of a distance education program about ethical conduct and interaction. The research methodology is case-oriented. Learner diversity, behavioral and legal regulations in the online environment are the parameters chosen for surveying the instructors and learners. Following the analysis of results, the opinions of the students and those of the instructors are explained and discussed. (Contains 2 tables and 1 footnote.)
Evaluation of an International Blended Learning Cooperation Project in Biology Teacher Education
Author: Yaman, Melek
Date: 2010-04-00
Type: Journal Articles
Subjects: Electronic Learning,Discussion (Teaching Technique),Biology,Teaching Methods,Blended Learning,Computer Uses in Education,Educational Technology,Preservice Teacher Education,Foreign Countries,Science Instruction,Conventional Instruction,Access to Computers,Computer Attitudes

At the beginning of the 21st century, virtual learning was thought to have the potential to revolutionize learning arrangements. This enthusiastic notion has given way to a kind of disillusionment, which has, however, led to a more realistic assessment of the potential of e-learning, the development of new conceptions, new methodical approaches, and opportunities for cooperation and collaboration. The didactic value of these emerging concepts is now under scrutiny. The project presented in this article included the development, implementation and evaluation of a cross-national blended learning seminar on the didactics of biology. The class included three focus topics dealing with different aspects of biology education. The sample comprised students training to be biology teachers at the University of Technology Dortmund and Hacettepe University in Ankara. All students attended a class called &quot;Teaching Biology&quot; during the winter term 2008/09. The open source e-learning platform Claroline (www.claroline.net) was chosen as the learning environment. Participants had the opportunity to exchange ideas and information, to reflect on the learning process and to complete assignments in international teams. After completing the class, the students evaluated the concept based on their experience. In-class sessions, individual learning, exercises and application ranked higher than online phases, group work, discussions and information exchange. Items evaluating the overall concept received relatively high ratings. Despite the cautious ratings some items received, the positive overall results support efforts to further develop such international teaching concepts. (Contains 6 tables.)
Factors Impacting Adult Learner Achievement in a Technology Certificate Program on Computer Networks
Author: Delialioglu, Omer
Date: 2010-04-00
Type: Journal Articles
Subjects: Adult Learning,Adult Students,Program Effectiveness,Educational Technology,Computer Networks,Performance Factors,Academic Achievement,Educational Certificates,Computer Science Education,Lifelong Learning,Mail Surveys,Scores,Enrollment Rate,Technology Education

This study investigates the factors impacting the achievement of adult learners in a technology certificate program on computer networks. We studied 2442 participants in 256 institutions. The participants were older than age 18 and were enrolled in the Cisco Certified Network Associate (CCNA) technology training program as "non-degree" or "certificate" students. Using a multilevel analysis, factors impacting adult learners' achievement were identified. The results of Hierarchical Liner Model (HLM) analysis demonstrated that work status, degree orientation, motivation, age, gender, and computer technical ability of the participants at the beginning of the program had impact on adult learner achievement. On the contrary to the past research, the analysis showed that adult learners with full-time jobs achieve more than adult learners with no full-time jobs. Additionally, the institutional level factors did not have any impact on achievement. Findings of this study provide important information for developing a framework that can guide research and practice in technology certificate programs. (Contains 6 tables.)
Impacts of Learning Styles and Computer Skills on Adult Students' Learning Online
Author: Rakap, Salih
Date: 2010-04-00
Type: Journal Articles
Subjects: Web Based Instruction,Online Courses,Adult Learning,Adult Students,Correlation,Data Analysis,Cognitive Style,Computer Literacy,Special Education,Experiential Learning,Prior Learning,Academic Achievement,Autism,Colleges,Higher Education,Evaluation,Educational Technology

This study investigated the influences of learning styles/preferences, prior computer skills and experience with online courses on adult learners' knowledge acquisition in a web-based special education course. Forty-six adult learners who enrolled in a web-based special education course participated in the study. The results of the study showed that (a) learning styles/preferences had significant effects on adult students' knowledge acquisition, and (b) there is a moderate positive correlation between computer skills and students' success. Data analysis also showed that there is no relationship between prior experiences with online courses and success in a web-based course. (Contains 2 figures and 3 tables.)
Information and Communication Technology (ICT) Usage and Achievement of Turkish Students in Pisa 2006
Author: Aypay, Ahmet
Date: 2010-04-00
Type: Journal Articles
Subjects: Academic Achievement,Access to Computers,Factor Structure,Factor Analysis,Correlation,Educational Technology,Gender Differences,Foreign Countries,Computer Uses in Education,Teaching Methods,Computer Literacy,Parents,Educational Attainment,Adolescents,Secondary School Mathematics

The purpose of this study is to examine the ICT usage and academic achievement of Turkish students in PISA 2006 data. The sample of the study included 4942 students from 160 schools. Frequencies, independent samples t-tests, ANOVAs, pearson correlation coefficients, exploratory factor analysis, and regression analysis were used. A high percentage of students reported that they had access to computers. From the exploratory factor analysis, two factors were emerged: Computer usage for software purposes and computer usage for entertainment and internet purposes. The factors found to be reliable. There was no significant relationship was found between students ICT skills and academic achievement. The Turkish students were found to be similar in the general PISA findings. SES and gender differences were found. (Contains 12 tables.)
A Comparison of Undergraduate Students' English Vocabulary Learning: Using Mobile Phones and Flash Cards
Author: Basoglu, Emrah Baki
Date: 2010-07-00
Type: Journal Articles
Subjects: Undergraduate Students,Second Language Learning,Instructional Materials,Foreign Countries,Vocabulary Development,Handheld Devices,Telecommunications,Teaching Methods,Educational Technology,Experimental Groups,Control Groups

Knowing a foreign language has become crucial to reach information. Learning vocabulary is the fundamental step to learn a foreign language. New devices are invented everyday to fulfill the needs of citizens of the twenty-first century. Increased use of mobile phones has made them popular for not only communication, but also entertainment and learning purposes. Mobile phones have provided remarkable advantages in learning process. They provide opportunity for learning to occur outside the classroom walls in anytime and anyplace. The effects of using vocabulary learning programs in mobile phones on students' English vocabulary learning are investigated using the mixed-method research design with sixty students studying in the Undergraduate Compulsory Preparatory Program of a public university located in the Black Sea region of Turkey. Results indicated that using mobile phones as a vocabulary learning tool is more effective than one of the traditional vocabulary learning tools. (Contains 1 figure and 4 tables.)
Computer Use by Secondary School Principals
Author: Afshari, Mojgan
Date: 2010-07-00
Type: Journal Articles
Subjects: Computer Uses in Education,Access to Computers,Computer Literacy,Transformational Leadership,Principals,Educational Technology,Foreign Countries,Secondary Schools,Information Technology,Administrator Attitudes,Leadership Qualities,Computer Attitudes,Cultural Relevance

The purpose of this study was firstly to identify the extent to which Iranian secondary school principals used computers and secondly to explore the relationship between a number of variables related to the use of information and communications technology (ICT). Findings indicated that four factors played a role in explaining the level of computer use by principals. These factors included high level of computer access, strong perceptions of the attributes of ICT, high level of computer competence, as well as the high level of transformational leadership behaviors, all contributed significantly to the level of computer use by principals. All four constructs are equally important but have varying impacts on computer use. Therefore, all four constructs should be viewed in an integrated manner in accordance to the conceptual model proposed in this study. (Contains 11 tables.)
Educational Technology for the Inclusive Classroom
Author: Starcic, Andreja Istenic
Date: 2010-07-00
Type: Journal Articles
Subjects: Electronic Learning,Preservice Teacher Education,Inquiry,Innovation,Active Learning,Computer Uses in Education,Foreign Countries,Educational Technology,Special Needs Students,Computer Literacy

This paper presents and evaluates the development of an educational technology curriculum aimed at pre-service, primary education and undergraduates; the focus is on the incorporation of ICT competences for inclusive education. The framework was the introduction of SEVERI e-learning environment in Slovenian schools. Students were able to monitor the development and implementation of SEVERI tools for special needs pupils in Slovenian schools, and plan teaching and learning in SEVERI within their course project work. Within an educational technology curriculum, a competence framework was developed for fostering the use of ICT in the teaching of, and learning by, special needs pupils. This was achieved against the backcloth of the baseline learning objectives of autonomy, inquiry, creativity and innovation. In pre-service teacher education in educational technology, the focus is on inquiry based learning, and on planning and incorporating the innovative use of ICT into teaching; the emphasis is also on enhancing the student teachers' competences for his/her own professional development. In focusing more specifically on the use of ICT for special needs pupils, the aim is to carry into effect the principles of equality, diversity and inclusive education. The research was designed to evaluate the candidate students' learning and to consider the alignment of learning objectives and activities with learning outcomes in the new curriculum. The research questions considered within the paper are: (1) How the new curriculum assists mutual development of ICT didactical and technical competences? (2) How the project work based on SEVERI foster the learning objectives of autonomy, inquiry, creativity, and innovation in ICT implementation in inclusive classroom? (3) How is the project idea based on needs assessment in pedagogical practice? (4) How were the procedures of lesson planning conducted and how were lesson plans used in lesson performance? (Contains 1 figure and 5 tables.)
Emergence of Epistemic Agency in College Level Educational Technology Course for Pre-Service Teachers Engaged in CSCL
Author: Erkunt, Hamdi
Date: 2010-07-00
Type: Journal Articles
Subjects: Foreign Countries,Epistemology,Cooperative Learning,Preservice Teachers,Preservice Teacher Education,Education Courses,Inquiry,Transcripts (Written Records),Discourse Analysis,Instructional Effectiveness,Computer Mediated Communication,Internet,Multivariate Analysis,Coding,Network Analysis,Content Analysis,Social Networks,Educational Technology,Integrated Learning Systems,Discussion Groups

Written interaction between pre-service teachers engaged in progressive inquiry using Knowledge Forum in two intense summer courses were analyzed to detect and rank those students in terms knowledge sharing, pressing on for further inquiry and the number of partners they communicated with. Social network analysis techniques were employed to cluster students in terms of their network centrality using a Freeman's betweenness value, where higher values indicated more communication flow occurred through that person. An aggregate score is calculated for each student and they were ranked into four levels of epistemic agency ranging from exceptional to low. Nearly half of the students in both courses ranked in the lowest level of epistemic agency interpreted as following mostly their own epistemic goals with minimal knowledge sharing with few partners and mediating little of knowledge sharing and collective inquiry. There were two to three students in each course with outstanding score in all of the five criteria and the others dispersed evenly from moderate to high. Both courses gave a low network centrality value indicating that the communication was not concentrated over a few individual but evenly scattered among the members. Epistemic agency is defined, and the analysis and rankings are elaborated with tables and charts. (Contains 5 tables.)
Exploring the Behavioural Patterns in Project-Based Learning with Online Discussion: Quantitative Content Analysis and Progressive Sequential Analysis
Author: Hou, Huei-Tse
Date: 2010-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Electronic Learning,Student Projects,Active Learning,Case Method (Teaching Technique),Business Administration Education,Cooperative Learning,Time Management,Instructional Effectiveness,Case Studies,Content Analysis,Coding,Computer Assisted Instruction,Computer Mediated Communication,Discussion Groups,Instructional Design,Internet

Project-based learning using online learning environments is becoming increasingly popular. To in-depth explore the behavioural patterns and limitations faced by students in project-based learning where online forums are used. This study conducted an empirical case study of an online project-based learning activity in a management course, in which 70 college students participated. The study integrates two analytical approaches: quantitative content analysis and progressive sequential analysis. The analytical approaches allow researchers to explore and visualize the content and patterns of participants' online project learning discussion behaviours. The results indicate that learners' limitations include poor time-management and insufficient initial data collection. The students also demonstrated a lack of proper data evaluation processes and sufficient comprehensive analysis. The limitations are in-depth discussed and suggestions for teachers and educational software developers are also proposed. (Contains 4 figures and 3 tables.)
Low Proficiency Learners in Synchronous Computer-Assisted and Face-to-Face Interactions
Author: Tam, Shu Sim
Date: 2010-07-00
Type: Journal Articles
Subjects: Semantics,Computer Assisted Instruction,Conventional Instruction,Teaching Methods,Females,Undergraduate Students,English (Second Language),Second Language Learning,Language Proficiency,Syntax,Foreign Countries

This experimental study offers empirical evidence of the effect of the computer-mediated environment on the linguistic output of low proficiency learners. The subjects were 32 female undergraduates with high and low proficiency in ESL. A within-subject repeated measures concurrent nested QUAN-qual (Creswell, 2003) mixed methods approach was used. Interactions between the subjects in mixed ability dyads in face-to-face (F2F) and synchronous computer-assisted (SCA) environments provide the data. The unit of analysis was negotiation of meaning (Varonis &amp; Gass, 1985) which is the key construct that is claimed to promote second language acquisition (SLA). The evidence indicates that opportunities for SLA for low proficiency learners are enhanced with the occurrences of negotiation of meaning in both SCA and F2F environments. In particular, the SCA allowed for varied syntactic and semantic modifications which provided ample opportunities for low proficiency learners to negotiate for comprehensible input and to notice form. (Contains 10 tables.)