ethanporcaro/eric-fulltext-meta huggingface dataset:
Health Care: Role of ICT in Autism
Author: Shahid, Hafiza Maimoona
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Autism,Educational Technology,Technology Uses in Education,Robotics,Interaction,Simulated Environment,Educational Games,Telecommunications,Assistive Technology

Recently, considerable advancement has been seen for educating the people with autism. Research has shown that people with autism reveals positive behavior while interacting with innovative information technologies as compared to therapies. This review focuses on the possible use of ICT in the education and development of the people with autism and reducing their difficulties in communication. A variety of different ICT applications for the treatment of autism including the use of interactive virtual environments, devices, computers, serious games and avatars will be discussed in this paper. ICT is a rapidly developing area of research to be used as a therapy for autism. Despite the fact that ICT has exciting positive results, most of the ICT proposals or implementations have limited use, performance and capabilities in actual conditions. Interactive devices, including robotics are being developed and used for the education and development of the people with autism. These devices teach and practice a skill, promote behaviors and provide feedback in specific environments. Development of interactive devices including robots having humanlike abilities and joint attention are the issues that are to be focused in the future research for assisting the people with autism. [For the full proceedings, see ED562093.]
Encouraging User Participation in Blended Learning: Course Reorientation
Author: Fairchild, Alea M.
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Blended Learning,Technology Uses in Education,Educational Technology,Student Participation,Case Studies,Graduate Study,Structured Interviews,College Faculty,Instructional Design,Video Technology

Blended learning, structured as a combination of traditional course instruction and additional supporting multimedia course content, can be used in higher education for a variety of reasons. In the case study that we examine, the introduction of blended learning was initiated three years ago with the purpose of creating more resources for coach-student interaction for a heterogeneous graduate student group. However, course results from this academic year have shown a disengagement of the users from the course materials and a reduced number of students submitting the final work for the course. In this research-in-progress, we are exploring why the students have stopped engaging with the course materials at midterm and will try to address how the course could be reoriented to better meet its objectives. [For the full proceedings, see ED562093.]
Costs and Effects of Dual-Language Immersion in the Portland Public Schools
Author: Steele, Jennifer L.
Date: 2015-00-00
Type: Reports - Research
Subjects: Costs,Immersion Programs,Bilingual Education,Second Language Learning,Educational Objectives,Language Minorities,Academic Achievement,Correlation,Mathematics Achievement,Reading Achievement,Elementary School Students,Middle School Students,English (Second Language),English,Native Speakers,Program Implementation,Teaching Methods,Program Effectiveness,Outcomes of Education,Comparative Education,School Districts,Public Schools

Though it is estimated that about half of the world's population is bilingual, the estimate for the United States is well below 20% (Grosjean, 2010). Amid growing recognition of the need for second language skills to facilitate international commerce and national security and to enhance learning opportunities for non-native speakers of English, many U.S. public, charter, and private schools have developed dual-language immersion (DLI) programs. The goal of these programs is to help the growing number of language minority students learn English and achieve academically, while giving language majority students the opportunity to develop proficiency in another language. Though numerous studies have established a positive relationship between dual-language education and student achievement, important questions about the relationship between the two remain. The research questions addressed in the paper are as follows: (1) What is the causal effect of dual-language immersion education on student achievement in mathematics and reading in grades 3 through 8, on student attendance in grades K through 8, and on initial English language learners' exit from ELL status in grades 1 through 8? (2) Does this effect differ for English language learners versus native speakers of English or by instructional model (90 versus 50 percent of time in the partner language)? (3) What does it cost to implement dual-language immersion programs relative to non-immersion programs? What are the components of these costs, and do they vary by instructional model? Findings to date suggest that immersion may improve student achievement in reading (in English) without diminishing other performance. The following are appended: (1) References; and (2) Tables and Figures.
A Study on the Effects of the Rubric on Concurrent Discussion in Web-Based Environment
Author: Jung, Jaewon
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Undergraduate Students,Computer Mediated Communication,Group Discussion,Scoring Rubrics,Self Evaluation (Individuals),Peer Evaluation,Comparative Analysis,Web Based Instruction,Learner Engagement,Cognitive Processes,Females,Preservice Teacher Education,Preservice Teachers,Predictor Variables,Pretests Posttests,Instructional Effectiveness

The purpose of this study was to research the effect of the rubric on the level of learners' cognitive engagement and to explore the effectiveness of Web-based concurrent discussions experienced by learners. The participants were 20 undergraduate students of D Women's University and they were divided into six groups for concurrent discussions in Web-based environment. Three groups of 10 participants were provided with rubric I to conduct self-evaluation and the remaining three groups of 10 participants were provided with rubric II to conduct self-evaluation and peer evaluation. After concurrent discussion in Web-based environment, it was found that the degree of learners' cognitive engagement using rubric II showed higher-level cognitive engagement than the other groups using rubric I. In addition, with regard to the level of learners' cognitive engagement, the groups using rubric II interacted more frequently with one another than the other groups using rubric I. [For the full proceedings, see ED562093.]
E-Fundi as a Viable Way to Do E-Mentoring
Author: Lotter, George A.
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mentors,Computer Mediated Communication,College Students,Technology Uses in Education,Integrated Learning Systems

This paper describes E-fundi as a learning management system developed for the now more than 65,000 students of by the North-West University in South Africa. In this paper, it will be proposed that e-mentoring as a recent development of traditional mentoring, may be pursued by way of E-fundi to the enrichment and growth of students wherever they are. The advantages and disadvantages of e-mentoring will also be discussed. The paper will end by recommending ways the use of E-fundi for e-mentoring purposes may be implemented. [For the full proceedings, see ED562093.]
Smart Learning: Are We Ready for It?
Author: Poulova, Petra
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Electronic Learning,Higher Education,College Students,Foreign Countries,Telecommunications,Handheld Devices,Technological Literacy,Teaching Methods,Student Surveys,Questionnaires,Social Media

Nowadays learning, particularly the university learning, is supported with modern information and communication technologies. These technologies also enable electronic learning, known as eLearning, which is now firmly established at almost all institutions of higher learning in developed and developing countries. Moreover, at present eLearning is being taken over by the so-called mobile learning (m-learning), which is possible thanks to the rapid growth of mobile devices such as notebooks, smartphones or tablets. In comparison with eLearning, m-learning provides further opportunities for more effective learning in the sense of its wireless connections, mobility and portability, full ubiquity or instant information sharing. The aim of this article is to explore whether university students at the Faculty of Informatics and Management in Hradec Kralove are well-equipped for this new smart learning and whether they use mobile technologies for their studies or not. [For the full proceedings, see ED562093.]
Significant Changes in the Environment and in Teaching Methodology of an E-Learning Discipline to Avoid Dropouts in a Course at the Federal Institute
Author: Oliveira, Gustavo Prado
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Electronic Learning,Educational Technology,Technology Uses in Education,Foreign Countries,Dropout Prevention,Academic Persistence,Online Courses,Educational Environment,Student Centered Learning,Student Evaluation,Student Motivation,College Students,Educational Change

The research is conducted in a public institute of education and technology to boost graduation especially with the help of an e-learning environment adopted. The Directory of E-learning Education from Federal Institute of Triangulo Mineiro coordinates all administrative and pedagogical aspects of 4,000 students registered in 11 e-learning courses, including federal government programs like e-Tec and Open University from Brazil (UAB--Universidade Aberta do Brasil). Although, e-learning has helped to solve students' mobility problems, there are remarkable problems in dropout rates of the virtual courses. The solution of the study aims to attenuate the dropout rates by adopting different learning methodologies, re-designing the learning environment and utilizing tools to support this new methodology. According to the hypothesis, the novel learning environment adopting a learner-centred approach, will give a voice for the students and give them an active role in their own learning process. Therefore, students' needs, abilities, interests and learning styles are used to determine classroom activities, and consequently it will help to reduce the dropout rates. [For the full proceedings, see ED562093.]
Creating Innovative, Student-Centered Projects with App Smashing
Author: Brenner, Aimee M.
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Student Projects,Student Centered Learning,Computer Uses in Education,Computer Oriented Programs,Active Learning,Preservice Teachers,Preservice Teacher Education,Multimedia Materials

Students today share a unique characteristic in that they have all been raised in a digital era. Students from all socioeconomic levels have been impacted by digital media in one way or another, and many yearn to be engaged through the use of digital technologies in the classroom. One such digital project has sought to aid in meeting the need to develop such skills in preservice teachers and subsequently transfer these skills to future students. This project has been coined with the term &quot;App Smashing.&quot; App Smashing is the process of developing content on multiple digital applications and then integrating or &quot;smashing&quot; them together in order to create a richer, innovative digital product (Kulowiec 2013). Combining digital apps can be utilized for the process of research, note taking, understanding, creating, and sharing in any grade level classroom or subject matter. This paper seeks to further define the process of App Smashing and examine relevant literature. Lastly, one example of a project that utilizes App Smashing will be described. This project has been implemented in a teacher education course in order to educate preservice teachers about how to actually design a student-centered, project-based assignment and then reflect about the process upon completion. [For the full proceedings, see ED562093.]
Divulging Personal Information within Learning Analytics Systems
Author: Ifenthaler, Dirk
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Self Disclosure (Individuals),Educational Research,Data Collection,Data Analysis,Privacy,College Students,Information Management,Accountability,Internet,Shared Resources and Services,Higher Education,Questionnaires,Likert Scales,Multiple Regression Analysis,Statistical Significance

The purpose of this study was to investigate if students are prepared to release any personal data in order to inform learning analytics systems. Besides the well-documented benefits of learning analytics, serious concerns and challenges are associated with the application of these data driven systems. Most notably, empirical evidence regarding privacy issues for learning analytics is next to nothing. A total of 330 university students participated in an exploratory study confronting them with learning analytics systems and associated issues of control of data and sharing of information. Findings indicate that sharing of data for educational purposes is correlated to study related constructs, usage of Internet, awareness of control over data, and expected benefits from a learning analytics system. Based on the relationship between the willingness to release personal data for learning analytics systems and various constructs closely related to individual characteristics of students it is concluded that students need to be equally involved when implementing learning analytics systems at higher education institutions. [For the full proceedings, see ED562093.]
Towards Supporting Communication in Relationship and Sexuality Education through a VLE
Author: McGinn, Marion
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Sex Education,Adolescents,Technology Uses in Education,Educational Technology,Computer Mediated Communication,Integrated Learning Systems,Teaching Methods,Student Attitudes,Qualitative Research,Statistical Analysis,Case Studies

Formal sex education is a key strategy to help prevent unplanned teenage pregnancies, sexually transmitted diseases, sexual abuse and social discrimination. However, research highlights human sexuality is a difficult issue for educators to communicate with young people in traditional class settings. The growing tendency for young adolescents to communicate in online social settings presents opportunities to explore whether technology may be employed in this area. This paper presents a study investigating the use of a virtual learning environment to support communication between teachers and students in a Relationship and Sexuality Education class setting. [For the full proceedings, see ED562093.]
How Can One Learn Mathematical Word Problems in a Second Language? A Cognitive Load Perspective
Author: Moussa-Inaty, Jase
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Word Problems (Mathematics),Cognitive Processes,Difficulty Level,Language Usage,Problem Solving,Short Term Memory,Qualitative Research,Foreign Countries,English (Second Language),Language of Instruction,Undergraduate Students,Females,Pretests Posttests,Multiple Choice Tests,Likert Scales,Semitic Languages

Language may ordinarily account for difficulties in solving word problems and this is particularly true if mathematical word problems are taught in a language other than one's native language. Research into cognitive load may offer a clear theoretical framework when investigating word problems because memory, specifically working memory, plays a major role in solving problems successfully. The main purpose of this study was to investigate the influence of language when solving mathematical word problems while taking into consideration participant's limited working memory. The participants' main role was to solve word problems in a format that depended on the group they were assigned to. The study utilized a qualitative method approach and involved three phases, a pre-testing, acquisition, and testing phase. Predominant findings from this study show that there was a statistically significant difference between the various groups participants were assigned to. [For the full proceedings, see ED562093.]
Investigation into Undergraduate International Students' Use of Digital Technology and Their Application in Formal and Informal Settings
Author: Strachan, Rebecca
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Educational Technology,Technology Uses in Education,Higher Education,Foreign Countries,Online Courses,Undergraduate Students,Student Surveys,Teaching Methods,Mixed Methods Research,STEM Education

Digital technologies are being increasingly used in wider society including in educational settings. There are many examples that illustrate how universities embed technology enhanced learning within their educational provision. However there has been less research and evaluation of how these and other readily available technology based resources are being used in practice by students. This study aims to provide an in depth understanding of how a specific subset of higher education students, international STEM undergraduates in a large UK university are using digital technologies to support their studies. The results of a survey with a small group of students are reported. Initial findings show that students use technology in both formal and informal settings drawing on university resources but also other widely available resources. They are also routinely using more than one device to support their studies. Although they often use technology to support collaborative learning, more formal systems such as university provided discussion forums are not widely used. The results suggest that higher education should evaluate its use of digital technology and digital learning environments to determine if they are fully supporting their learners' needs and are effective. Furthermore higher education should consider how students are already using other widely available digital technology resources to support their learning and what they can learn from this to inform their own programme design and delivery. [For the full proceedings, see ED562093.]
How Do High School Students Prefer to Learn?
Author: Mills, Leila A.
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: High School Students,Learning Strategies,Teaching Methods,Technology Uses in Education,Gender Differences,Student Interests,African American Students,Student Surveys,STEM Education,Preferences,Factor Analysis,Information Seeking,Information Dissemination,Correlation,Multivariate Analysis

The purpose of this study was to examine learning preference--the match between learners and learning methods--and students' information behaviour in technology-rich information environments. The major question asked was: How will high school students' information behaviour differ by gender and academic interests? A total of 88 students (37 girls, 51 boys) from a predominantly African American high school district in the south of the United States participated in the study. The Integrated Communications Technology Learning (ICTL) survey was used to examine differences in high school students' learning preference for information seeking, information sharing and classroom learning. High school girls and students with Science, Technology, Engineering and Math (STEM) interest were found to be significantly more positive toward learning in the traditional classroom. [For the full proceedings, see ED562093.]
Making Construals as a New Digital Skill for Learning
Author: Beynon, Meurig
Date: 2015-10-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Educational Technology,Technology Uses in Education,Higher Education,Foreign Countries,Online Courses,Information Sources,Undergraduate Students,Computer Software,Technological Literacy,Programming,Computer Science

Making construals is a practical approach to computing that was originally developed for and by computer science undergraduates. It is the central theme of an EU project aimed at disseminating the relevant principles to a broader audience. This involves bringing together technical experts in making construals and international experts in educational technology in organising wide-ranging learning activities. This paper, which complements the tutorial and discussion on making construals in (Beynon et al. 2015a, 2015b), documents issues that arise from this encounter. Its central argument is that making construals offers a significant new contribution to educational technology. [For the full proceedings, see ED562093.]
Are Two-Year Colleges the Key to Expanding the Scientific Labor Force? Unpacking Gender and Racial-Ethnic Gaps in Undergraduate STEM Degrees
Author: Perez-Felkner, Lara
Date: 2015-00-00
Type: Reports - Research
Subjects: Two Year Colleges,STEM Education,Gender Differences,Racial Differences,Disproportionate Representation,Two Year College Students,College Students,Student Characteristics,Longitudinal Studies,Regression (Statistics),Probability,Academic Degrees,Background

Given the explosion of theoretical and empirical interest in the STEM gender gap in recent years, almost exclusively focused on four-year colleges, this paper primarily investigates the following question: How does the nature of the gender gap differ among two- and four-year college students, if at all? This study seeks to answer the following sub-questions: (1) To what extent do men and women differ in the scientific degrees they complete?; (2) How does the gender gap in scientific degrees vary by race-ethnicity?; (3) How do individual background, pre-college, and college characteristics explain the gender gap in scientific degrees, and in particular in natural/engineering sciences degrees?; and (4) With the growing number of students attending two-year colleges, how does the gender gap in scientific degrees vary among two- and four-year college students? Analyses distinguish among scientific degree categories, to facilitate precision in interpreting sex segregation among distinct scientific disciplines. Researchers used the full panel of data from the Beginning Postsecondary Students (BPS) study of 2004-2009, a nationally representative, longitudinal study of first-time U.S. college students who first attended a postsecondary institution during the 2003-04 academic school year. Respondents were surveyed at the end of their first year and third year of college, and six years after first starting college. Results suggest that the gender gap in scientific degrees generally does not notably vary among two-year and four-year college enrollees. College type only meaningfully affects the gender gap in life sciences degrees, favoring women. While both men and women are more likely to major in life sciences in two- compared to four-year colleges, women are even more likely to do so when they initially enroll in two-year institutions. Results indicate that two-year colleges are not increasing parity in natural/engineering fields for women and underrepresented groups. Tables are appended.