ethanporcaro/eric-fulltext-meta huggingface dataset:
Commentary on &quot;Theory-Led Design of Instruments and Representations in Learning Analytics: Developing a Novel Tool for Orchestration of Online Collaborative Learning&quot;
Author: Teplovs, Chris
Date: 2015-00-00
Type: Journal Articles
Subjects: Data Analysis,Data Collection,Theory Practice Relationship,Instructional Design,Innovation,Automation,Discourse Analysis,Computer Mediated Communication,Sustainability,Scaling,Educational Principles,Cooperative Learning,Models,Educational Research,Educational Researchers,Information Technology,Coding,Research Problems,Technology Transfer,Higher Education

This commentary reflects on the contributions to learning analytics and theory by a paper that describes how multiple theoretical frameworks were woven together to inform the creation of a new, automated discourse analysis tool. The commentary highlights the contributions of the original paper, provides some alternative approaches, and touches on issues of sustainability and scalability of learning analytics innovations. [For &quot;Theory-Led Design of Instruments and Representations in Learning Analytics: Developing a Novel Tool for Orchestration of Online Collaborative Learning,&quot; see EJ1126948.]
Dismantling the Prison-House of Colonial History in a Selection of Michelle Cliff's Texts
Author: Labidi, Abid Larbi
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Policy,Authors,Foreign Countries,Females,Disadvantaged,Slavery,Oral Tradition,Story Telling,Victims,Blacks,Fiction,Memory,History

Most, if not all, writings by Jamaican writer Michelle Cliff are connected by a subterranean desire to re-write Afro-Caribbean history from new untold perspectives in reaction to the immense loss and/or distortions that marked the region's history for entire centuries. In this paper, I meticulously read four of Cliff's texts--&quot;Abeng&quot; (1984), its sequel &quot;No Telephone to Heaven&quot; (1987), &quot;Claiming an Identity They Taught Me to Despise&quot; (1980) and &quot;The Land of Look Behind&quot; (1985)--to look at how Cliff retrieves her black ancestors' submerged history and erased past. I particularly explore the methods Cliff deploys to re-center a history deliberately erased/or distorted by what she ironically calls &quot;the official version&quot; (&quot;Free Enterprise,&quot; 1994, p. 138) in allusion to the Eurocentric narratives about the twin imperial projects of slavery and colonialism. Finally, I investigate the wealth of possibilities offered by fiction, unrecorded memory, oral story-telling and imagination to out-tell Eurocentric historiography and re-write Afro-Caribbean history from the victims' perspective: slaves, colonial subjects, marginalized female figures, black Diasporic characters, etc.
Commentary on &quot;Distributed Revisiting: An Analytic for Retention of Coherent Science Learning&quot;
Author: Hewitt, Jim
Date: 2015-00-00
Type: Journal Articles
Subjects: Retention (Psychology),Science Education,Educational Research,Data Collection,Data Analysis,Learning Theories,Pretests Posttests,Electronic Learning,Online Courses,Educational Environment

The article, &quot;Distributed Revisiting: An Analytic for Retention of Coherent Science Learning&quot; is an interesting study that operates at the intersection of learning theory and learning analytics. The authors observe that the relationship between learning theory and research in the learning analytics field is constrained by several problems: (1) differences between the context of the research and the context of the studies that yielded the underlying theory; and (2) the challenge of constructing metrics that make accurate inferences about psychological or group processes. These problems are discussed in relation to Svihla, Wester, and Linn's paper. [For &quot;Distributed Revisiting: An Analytic for Retention of Coherent Science Learning,&quot; see EJ1126952.]
Reflective Blogfolios in the Language Classroom: Impact on EFL Tertiary Students' Argumentative Writing Skills and Ways of Knowing
Author: Ammar, Abdullah Mahmoud Ismial
Date: 2016-10-00
Type: Journal Articles
Subjects: College Students,Persuasive Discourse,Essays,Writing Assignments,Writing Skills,Electronic Publishing,Reflection,English (Second Language),Second Language Instruction,Teaching Methods,Technology Uses in Education,Educational Technology,Instructional Effectiveness,Foreign Countries,Quasiexperimental Design,Scoring Rubrics

The emerging paradigm shift in educational contexts from walled classroom environments to virtual, hybrid, blended, and lately personal learning environments has brought about vast changes in the foreign language classroom practices. Numerous calls for experimenting with new instructional treatments to enhance students' language performance in these new learning environments have been voiced by researchers and language educators in different settings. The current study aimed at investigating the impact of using reflective blogfolios in teaching argumentation to EFL tertiary students on their argumentative essay writing skills and ways of knowing. As well, the study investigated the relationship between student's ways of knowing and their argumentative writing capabilities. The participants of the study were fifty one EFL tertiary students in the Emirati context. Two assessment instruments were used, including a ways-of-knowing scale and a rubric for tapping EFL students' argumentative writing skills. Results of the study indicated that using reflective blogfolios in the foreign language classroom brought about significant changes in EFL tertiary students' argumentative writing skills and their ways of knowing. Results of the study also indicated that connected ways of knowing were better predictors of EFL tertiary students' argumentative writing performance than separate ways of knowing. Details of the instructional intervention, the assessment instruments, results of the study, implications for foreign language instruction in virtual learning environments, and suggestions for further research are discussed.
Does Seeing One Another's Gaze Affect Group Dialogue? A Computational Approach
Author: Schneider, Bertrand
Date: 2015-00-00
Type: Journal Articles
Subjects: Eye Movements,Computer Mediated Communication,Discussion (Teaching Technique),Predictor Variables,Language Usage,Data Collection,Data Analysis,Verbal Communication,Attention,Interpersonal Communication,Cooperative Learning,Pretests Posttests,Visual Stimuli,Sentences,Educational Technology,Technology Uses in Education,Computational Linguistics

In a previous study, we found that real-time mutual gaze perception (i.e., being able to see the gaze of your partner in real time on a computer screen while solving a learning task) had a positive effect on student collaboration and learning (Schneider &amp; Pea, 2013). The goals of this paper are (1) to explore a variety of computational techniques for analyzing the transcripts of student discussions; (2) to examine whether any of those measures sheds new light on our previous results; and (3) to test whether those metrics have any predictive power regarding learning outcomes. Using various natural language processing algorithms, we found that linguistic coordination (i.e., the extent to which students mimic each other in terms of their grammatical structure) did not predict the quality of student collaboration or learning gains. However, we found that a simple computational measure of student verbal coherence (i.e., the extent to which students build on each other's ideas) was positively correlated with their learning gains. Additionally, this measure was significantly different across our experimental conditions: students who could see the gaze of their partner in real time were more likely to develop a coherent discussion. Finally, using various language metrics, we were able to roughly predict (i.e., using a median-split) learning gains with a 94.4% accuracy using Support Vector Machine. The accuracy dropped to 75% when we used our model on a validation set. We conclude by discussing the benefits of using computational techniques on educational datasets.
Commentary on &quot;Does Seeing One Another's Gaze Affect Group Dialogue? A Computational Approach&quot;
Author: Hoppe, H. Ulrich
Date: 2015-00-00
Type: Journal Articles
Subjects: Eye Movements,Interaction,Cooperative Learning,Semantics,Educational Research,Data Collection,Data Analysis

This commentary elaborates on the role of &quot;grounding&quot; as a focal theoretical concept and aims to contextualize the claims formulated by Schneider and Pea (2015, this issue) in previous CSCL discussions. It provides fingerposts for enriching and refining the concept of grounding from a pedagogical point of view. It also suggests using the mutual awareness of eye-gaze in the context of dialogical learning. [For &quot;Does Seeing One Another's Gaze Affect Group Dialogue? A Computational Approach,&quot; see EJ1126980.]
Mobile Adaptive Communication Support for Vocabulary Acquisition
Author: Epp, Carrie Demmans
Date: 2014-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Technology Uses in Education,Educational Technology,Second Language Learning,English (Second Language),Data Collection,Data Analysis,Vocabulary,Foreign Countries

This work explores the use of an adaptive mobile tool for language learning. A school-based deployment study showed that the tool supported learning. A second study is being conducted in informal learning environments. Current work focuses on building models that increase our understanding of the relationship between application usage and learning.
A Strategy for Incorporating Learning Analytics into the Design and Evaluation of a K-12 Science Curriculum
Author: Monroy, Carlos
Date: 2014-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Science Education,Science Curriculum,Educational Research,Data Collection,Data Analysis,Visualization,Inquiry,School Districts,Educational Technology,Technology Uses in Education,Integrated Learning Systems,Use Studies,Instructional Program Divisions,Observation

In this paper, we discuss a scalable approach for integrating learning analytics into an online K-12 science curriculum. A description of the curriculum and the underlying pedagogical framework is followed by a discussion of the challenges to be tackled as part of this integration. We include examples of data visualization based on teacher usage data along with a methodology for examining an inquiry-based science program. With more than one million students and fifty thousand teachers using the curriculum, a massive and rich dataset is continuously updated. This repository depicts teacher and student usage, and offers exciting opportunities to leverage data to improve both teaching and learning. In this paper, we use data from a medium-sized school district, comprising 53 schools, 1,026 teachers, and nearly one-third of a million curriculum visits during the 2012-2013 school year. This growing dataset also poses technical challenges such as data storage, complex aggregation, and analyses with broader implications for pedagogy, big data, and learning.
Engagement vs Performance: Using Electronic Portfolios to Predict First Semester Engineering Student Persistence
Author: Aguiar, Everaldo
Date: 2014-00-00
Type: Journal Articles
Subjects: Academic Persistence,Engineering Education,Portfolios (Background Materials),Dropouts,Prediction,Data Analysis,Early Intervention,School Holding Power,Inferences,Correlation,Withdrawal (Education),Academic Achievement,College Freshmen,Educational Technology,Regression (Statistics)

As providers of higher education begin to harness the power of big data analytics, one very fitting application for these new techniques is that of predicting student attrition. The ability to pinpoint students who might soon decide to drop out, or who may be following a suboptimal path to success, allows those in charge not only to understand the causes for this undesired outcome, but provides room for the development of early intervention systems. While making such inferences based on academic performance data alone is certainly possible, we claim that in many cases there is no substantial correlation between how well a student performs and his/her decision to withdraw. This is especially true when the overall set of students has a relatively similar academic performance. To address this issue, we derive measurements of engagement from students' electronic portfolios and show how these features can be used effectively to augment the quality of predictions.
An Aspect of Colonialism and Anti-Colonialism: A Comparative Study between the Traces of British Imperialism in English Literature and the Counterpoint of Anti-Colonialism in Bengali Literature of 19th Century
Author: Haque, Farhana
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Policy,English Literature,Indians,Literature,Self Concept,Novels,Foreign Countries,Slavery,History,Discourse Analysis,Ownership,Social Status,Social Attitudes,Social Class,Authors,Political Power,Ideology

In &quot;Mansfield Park,&quot; Jane Austen has exhibited the English identity lies on property earned by the slave trade in Caribbean Islands. If we go deep inside of the history of Britain we could able to see their awareness and concern over a national identity, and consider American colonies a poor reflection on Britain. The traits of British colonization always stretched their dominating wings soar above in the sky of ruling. The tyrannical rule on the Caribbean Islands and other places, where they have set the subjugation upon the destitute subjects. Such as West Indies, Jamaica, Haiti, Indian subcontinent and many more countries which they consider inferior in front of them. This was the ideology of English people and their smug of English identity. In the first part of my research paper, I am suppose to depict that, how the English superiority discern its voice through the narrative of the 19th century English novels. The great example of English superiority proved by the reading of &quot;Mansfield Park,&quot; and this novel will also explore the deepest meaning of coveted Englishness. Jane Austen's &quot;Mansfield Park,&quot; which has written based on English identity earned by slave trade and also the English people who are very much obsessed with property, money, status, elite class attitudes and heedless towards their subordinate people. On the other hands, Kazi Nazrul Islam upholds the position of anti colonial writer. He was very much against the British rule and their despotic rulers. Therefore, Kazi Nazrul Islam has established the notion of anti British ideology and activities through his writings and showed the world about his rebellious nature.
Critical Factors in Data Governance for Learning Analytics
Author: Elouazizi, Noureddine
Date: 2014-00-00
Type: Journal Articles
Subjects: Data,Governance,Data Analysis,Influences,Higher Education,Models,Ownership,Data Interpretation,Decision Making

This paper identifies some of the main challenges of data governance modelling in the context of learning analytics for higher education institutions, and discusses the critical factors for designing data governance models for learning analytics. It identifies three fundamental common challenges that cut across any learning analytics data governance model, viz., the ownership of the learning analytics data sets, the interpretation of the data, and the decision making based on the data. It also proposes a set of high-level requirements necessary for modelling data governance for learning analytics.
Short-Term and Long-Term Retention of Vocabulary through Authentic Subtitled Videos
Author: Aidinlou, Nader Asadi
Date: 2016-10-00
Type: Journal Articles
Subjects: Vocabulary Development,Teaching Methods,Control Groups,Second Language Learning,Second Language Instruction,Instructional Materials,Retention (Psychology),Language Tests,Student Placement,English (Second Language),Experimental Groups,Foreign Countries,Video Technology,Mastery Learning,Layout (Publications),Instructional Effectiveness,Statistical Analysis

The current study made an attempt to compare the impacts of teaching authentic materials through traditional techniques with teaching authentic materials through authentic use, where students in the experimental group were taught new vocabulary items of subtitles through watching subtitled videos, and control group were taught the same vocabulary items from subtitles using traditional instruction of vocabulary. The participants of the study consisted of 36 Iranian students from both genders. In order to ensure the homogeneity of the participants, Oxford Placement Test (2004) was administered. Then they were randomly put into two groups (18 students in each group). Immediately after the study and three weeks after the study vocabulary tests were administered to the both groups. The results indicated that the students of control group outperformed in short-term retention. However, the experimental group outperformed in long-term retention, indicating the superiority of learning vocabulary through watching subtitled videos in long-term retention of vocabulary. As many learners do not develop long-term mastery of the vocabulary, teaching vocabulary items through watching videos with subtitles can help them store and retrieve vocabulary items better.
Temporal Learning Analytics for Adaptive Assessment
Author: Papamitsiou, Zacharoula
Date: 2014-00-00
Type: Journal Articles
Subjects: Time Factors (Learning),Predictor Variables,Student Behavior,Academic Achievement,Data Analysis,Adaptive Testing,High School Students,Undergraduate Students,Foreign Countries,Educational Research,Case Studies,Least Squares Statistics

Accurate and early predictions of student performance could significantly affect interventions during teaching and assessment, which gradually could lead to improved learning outcomes. In our research, we seek to identify and formalize temporal parameters as predictors of performance (&quot;temporal learning analytics&quot; or TLA) and examine students' temporal behaviour during testing (i.e., in terms of time-spent). The goal is to specify a functional set of parameters that will be embedded in an adaptive assessment system in order to contribute towards the personalization of feedback services. In this paper, we present the motivation and rationale for our work, along with our methodology, initial results, contributions so far, and plans for future work.
A Comparative Study of Cross-Cultural Gratitude Strategies among Hausa, the Case of Arab and Chinese Students
Author: Isyaku, Hassan
Date: 2016-12-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Pragmatics,African Culture,African Languages,Chinese,Semitic Languages,Taxonomy,English,Translation,Language Tests,Task Analysis,Correlation,Questionnaires,Sampling,Statistical Analysis,Foreign Countries

The research investigated the thanking/gratitude strategies of three distinct cultures; Hausa, Chinese and Arabic languages with the aim of finding out the different strategies used by them and how different they are in their use of such strategies. The study employs Cheng (2005) Taxonomy of gratitude strategies in analyzing the data which was obtained from 15 participants among the Hausa, Chinese and Arabic students in UPM through the use of DCT (discourse completion Task) which were translated by the researchers into the three languages respectively before retranslated in to English language for analysis. The findings show a significant relationship in the use of &quot;Simple Thanking strategy&quot; among the three cultures as this strategy is utilized in 71.60% of the responses in the Hausa version of the DCT, 62% of the Arabian responses in the Arabic version of their DCT and 63.75% of the responses in the Chinese version of the DCT and were all found to be in the &quot;thanking alone and thanking followed by the favor strategies&quot; consistently. While the least used strategy is the &quot;recognition of imposition&quot; which was only realized by Arabian students and none was found among the Hausa and the Chinese students.
Promoting Intercultural Understanding among School Students through an English Language Based Reading Programme
Author: Singh, Manjet Kaur Mehar
Date: 2016-10-00
Type: Journal Articles
Subjects: Intercultural Communication,Cultural Awareness,English (Second Language),Secondary School Students,Reading Programs,Second Language Learning,Second Language Instruction,Behavior Change,Student Attitudes,Foreign Countries,Ethnic Groups,Indians,Asians,Multicultural Education,Guidelines,Intergroup Relations,Pretests Posttests

Malaysian intercultural society is typified by three major ethnic groups mainly Malays, Chinese and Indians. Although education system is the best tool for these three major ethnic groups to work together, contemporary research reveals that there is still lack of intercultural embedding education context and national schools are seen as breeding grounds of racial polarisation. In Malaysian context, there is a gap in research that focuses on the design of a proper intercultural reading framework for national integration and such initiatives are viable through schools. The main objective of this conceptual paper is to introduce the English Language Intercultural Reading Programme (ELIRP) in secondary schools to promote intercultural understanding among secondary school students. The proposed framework will facilitate the acquisition of intercultural inputs without being constrained by ideological, political, or psychological demands. This article will focus on elucidating how ELIRP could affect cognitive (knowledge) and behavioural transformations to intercultural perceptions harboured by selected Form 4 students of 20 national schools in Malaysia.
Does Time-on-Task Estimation Matter? Implications for the Validity of Learning Analytics Findings
Author: Kovanovic, Vitomir
Date: 2015-00-00
Type: Journal Articles
Subjects: Time on Task,Computation,Validity,Data Analysis,Integrated Learning Systems,Models,Statistical Analysis,Electronic Learning,Blended Learning,Educational Research,Online Courses,Graduate Students,College Freshmen,Foreign Countries,Academic Achievement

With	widespread adoption of Learning Management Systems (LMS) and other learning technology, large amounts of data--commonly known as trace data--are readily accessible to researchers. Trace data has been extensively used to calculate time that students spend on different learning activities--typically referred to as time-on-task. These measures are used to build predictive models of student learning in order to understand and improve learning processes. While time-on-task measures have been used in Learning Analytics research, the consequences of their use are not fully described or examined. This paper presents findings from two	experiments regarding different time-on-task estimation methods and their influence on research findings. Based on modelling different student performance measures with popular statistical methods in two datasets (one online, one blended), our findings indicate that time-on-task estimation methods play an important role in shaping the final study results, particularly in online settings where the amount of interaction with LMS is typically higher. The primary goal of this paper is to raise awareness and initiate debate on the important issue of time-on-task estimation within the broader learning analytics community. Finally, the paper provides an overview of commonly adopted time-on-task estimation methods in educational and related research fields.