ethanporcaro/eric-fulltext-meta huggingface dataset:
Perspectives on Influencing Aspects for Students' Acceptance of Multimedia Materials in Training Programs
Author: Córdova, Mayra Lucía González
Date: 2015-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Teaching Methods,Student Attitudes,Qualitative Research,Observation,Interviews,Surveys,Technology Uses in Education,Educational Technology,Distance Education,Online Courses,Continuing Education,Phenomenology,Foreign Countries,Training,Management Development,Academic Achievement

This study was carried out in order to improve the understanding and learning of participants enrolled in face-to-face training programs, and to enhance their learning and retention of content through multimedia materials. A qualitative study was conducted to inquire about the perception of the participants and instructors of an Administrative training program. Through observation, interviews and a survey, the data was collected to analyze and interpret; it provided the knowledge to identify five perceived influencing aspects on the acceptance of multimedia in training programs, relating to comprehension, perspective of educational technology, beliefs and requirements of multimedia materials and academic performance. Such diagnosis provides a way to improve the instructional design of training courses; also designing multimedia materials that meet the expectations of future users and create competitive advantage by implementing multimedia materials, these would make a big difference from other courses.
Key Skills for Co-Learning and Co-Inquiry in Two Open Platforms: A Massive Portal (EDUCARED) and a Personal Environment (weSPOT)
Author: Okada, Alexandra
Date: 2015-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Inquiry,Open Education,Open Source Technology,Ethnography,Observation,Asynchronous Communication,Conferences (Gatherings),Teleconferencing,Videoconferencing,Internet,International Cooperation,Critical Theory,Creative Thinking,Science Process Skills,Communities of Practice,Qualitative Research,Case Studies

This paper presents a qualitative investigation on key skills for co-learning and co-inquiry in the digital age. The method applied was cyber-ethnography with asynchronous observation (forum and wiki) and synchronous discussions (webconference) for analysing skills developed by a co-learning community. This study focuses on participants from different countries who interacted during nine months in two open platforms: the massive educational portal EDUCARED of the &quot;7th International Conference on Education 2012-2013&quot; and weSPOT, an European &quot;Working Environment with Social Personal and Open Technologies for inquiry based learning&quot;. As a result of this study, it was observed that the EDUCARED portal led to the development of more explicit digital literacies, possibly because it was a simpler and familiar interface (forum). And in the weSPOT environment, experienced participants with digital technologies had more opportunities to develop other skills related to Critical-Creative Thinking and Scientific Reasoning.
A Case Study of Scholars' Open and Sharing Practices
Author: Veletsianos, George
Date: 2015-00-00
Type: Journal Articles
Subjects: Scholarship,Case Studies,Sharing Behavior,Shared Resources and Services,Open Education,Open Source Technology,Higher Education,College Faculty,Foreign Countries,Universities,Electronic Publishing,Ethnography

Although the open scholarship movement has successfully captured the attention and interest of higher education stakeholders, researchers currently lack an understanding of the degree to which open scholarship is enacted in institutions that lack institutional support for openness. I help fill this gap in the literature by presenting a descriptive case study that illustrates the variety of open and sharing practices enacted by faculty members at a North American university. Open and sharing practices enacted at this institution revolve around publishing manuscripts in open ways, participating on social media, creating and using open educational resources, and engaging with open teaching. This examination finds that certain open practices are favored over others. Results also show that even though faculty members often share scholarly materials online for free, they frequently do so without associated open licenses (i.e. without engaging in open practices). These findings suggest that individual motivators may significantly affect the practice of openness, but that environmental factors (e.g., institutional contexts) and technological elements (e.g., YouTube's default settings) may also shape open practices in unanticipated ways.
An OER Online Course Remixing Experience
Author: Mallinson, Brenda Justine
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Developing Nations,Experience,Resource Units,Computer Uses in Education,Media Adaptation,Higher Education,Curriculum Design,Curriculum Development,Foreign Countries

This paper describes the authors' experience of remixing two existing OER courses to provide an OER course for a particular purpose and context. The developing country target environment is stated as well as the original resources' provenance. The motivation for remixing these OER is explored, and the design of the adapted resource is described followed by notes on the implementation and evaluation of the remixed &quot;Facilitating Online Learning&quot; pilot course. Lessons learned include that remixing existing OER courses with similar licenses is an achievable undertaking, and OER will be reused if they are deemed to be contextually relevant. It follows that the content, nature, and deployment environment of the OER is important as is its licensing for reuse. The practical illustration of a simple remix experience is significant, as there is little literature available on remixing OER. Sharing this experience is intended to encourage and inform other such remix projects.
Using Open Educational Practices to Support Institutional Strategic Excellence in Teaching, Learning &amp; Scholarship
Author: Carey, Thomas
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Open Education,Excellence in Education,Case Studies,Technical Institutes,Universities,Educational Practices,Metropolitan Areas,Alignment (Education),Open Source Technology,Educational Innovation,Knowledge Management,Teacher Improvement

This paper explores the integration of Open Educational Practices (OEP) into an institutional strategy to develop distinctive excellence in teaching, learning and scholarship. The institution in the case study is a public polytechnic university serving a metropolitan area in Canada. If emerging Open Educational Practices are to flourish at our university, support for OEP must integrate with and contribute to our broader efforts to clarify and enhance our strategic position. We have identified three focal points where our institution can focus attention in order to ensure that our use of emerging Open Educational Practices will best align with, contribute to, and benefit from our institutional strategy for distinctive excellence in teaching and learning: (1) Opening up the pedagogy underlying exemplary OER, to enable a deeper faculty engagement in integrating and mobilizing diverse sources of knowledge in teaching; (2) Opening up that process by which individual faculty improve teaching and learning, as a model for our students' own engagements with knowledge; (3) Opening up our collective faculty work in innovation networks, as a model for students and as a signature institutional strength and outcome. We summarize the rationale and planned next steps for each of these focal points, which are intended to cumulatively build on each other as a value chain to support the development of distinctive graduate capabilities as signature outcomes of our teaching and learning. [This paper was presented at the Open Education Consortium Global Conference (Banff, Canada, April 22-24, 2015).]
Temoa: An Open Educational Resources Portal to Seek, Investigate and Inquire
Author: Gómez-Zermeño, Marcela Georgina
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Open Education,Open Source Technology,Developing Nations,Classification,Metadata,Interviews,Cataloging,Usability,Technology Integration,Information Transfer,Educational Innovation,Educational Strategies,Technological Advancement

Temoa is a distributor of knowledge that provides a multilingual public catalog of collections of Open Educational Resources (OER). Temoa seeks to support the educational community to find the resources and materials that meet their needs for teaching and learning, through a specialized search system and collaborative social tools. Temoa was established after the need to expand educational coverage in the world, and specifically in developing countries. This paper aims to analyze the system of classification and metadata schemes of Temoa. Interviews were carried out to obtain information. Results shows Temoa's cataloging process: reviewing OER design, form, and content; the actors participating in the process. We conclude that Temoa is a useful tool that helps to integrate OER into teaching practices, encouraging Knowledge Transfer and Dissemination of innovative educational strategies.
Role of E-Learning in Capacity Building: An Alumni View
Author: Zaheer, Muhammad
Date: 2015-00-00
Type: Journal Articles
Subjects: Electronic Learning,Capacity Building,Developing Nations,Foreign Countries,Access to Education,Educational Quality,Distance Education,Alumni,Online Surveys,Virtual Universities,Educational Benefits,Skill Development,Statistical Analysis,Scores,Communication Skills,Correlation,Leadership Training

The concept of knowledge sharing has now expanded because of sophisticated communication tools. A common consensus has been generated for spreading knowledge beyond boundaries and making collective efforts for the development of individuals as well as nations. E-learning has proven its authenticity in this regard. In developing countries, access to and quality of education are being addressed by e-learning strategies; being served as a tool of capacity building, this study is an attempt to explore the role of e-learning in capacity building of students in Pakistan. An on-line survey was conducted from alumni of Virtual University of Pakistan. Descriptive statistics and Pearson's correlation were used for data analysis. Findings of the study show that e-learning plays a key role in capacity building of students in developing countries like Pakistan. It can further be used to enhance professional skills in specific disciplines.
Effective Web Videoconferencing for Proctoring Online Oral Exams: A Case Study at Scale in Brazil
Author: Okada, Alexandra
Date: 2015-00-00
Type: Journal Articles
Subjects: Videoconferencing,Internet,Online Courses,Large Group Instruction,Class Size,Distance Education,Best Practices,Quality Control,Assignments,Electronic Learning,Testing,Oral Language,Quality Assurance,Case Studies,Foreign Countries,Universities,Graduate Study,Student Evaluation,Law Students,Qualitative Research,Statistical Analysis,Interviews,Educational Benefits,Scaling,Reliability,Cost Effectiveness,Metadata,Computer Assisted Testing,Computer Mediated Communication,Questionnaires

The challenging of assessing formal and informal online learning at scale includes various issues. Many universities who are now promoting &quot;Massive Online Open Courses&quot; (MOOC), for instance, focus on relatively informal assessment of participant competence, which is not highly &quot;quality assured&quot;. This paper reports best practices on the use of a web videoconferencing application to quality control student assignments through online oral examination at scale. In this case study, we examine the use of a simple online conferencing technology FlashMeeting (FM) by a Brazilian University to provide &quot;quality assurance&quot; in the assessment of twelve online postgraduate courses in Law for 20,000 students. Our research questions investigate the benefits and recommendations of using FM in online oral exams at scale. Our qualitative and quantitative data analysis centres on 3,462 short format interviews through FM conducted for this purpose by a group of around fifty assessors from September 2008 to September 2012. The effective use of FM provided evidence with respect to high quality assurance recognised by the Institution with respect to: students' identity, their knowledge and ownership of written work. The key benefits identified from the perspective of assessors and students were: reliable examination, credible technology, authentic assessment, interactive e-Viva, low cost, scalable process and practical testing in terms of time, effort and money.
Open Government Partnership as a Platform for Advancing Open Education Policy
Author: Gondol, Jan
Date: 2015-00-00
Type: Journal Articles
Subjects: Open Education,Educational Policy,International Cooperation,Governance,Accountability,Partnerships in Education,Government Role,Public Policy,Foreign Countries,Case Studies,Advocacy

An exciting new avenue for establishing and expanding national commitments to open education has emerged through the Open Government Partnership (OGP), a multilateral initiative that aims to secure commitments from governments to make their governance more open, accountable and responsive to citizens. In the past, there has not been a strong link between open education and open government, but that has changed in the last year as both the United States and the Slovak Republic adopted commitments to open education in their OGP national action plans. The purpose of this paper is to explore OGP as a strategy for securing national-level commitments to open education in participating countries. We begin by providing background on the OGP, then discuss case studies from the United States and the Slovak Republic, and finally offer recommendations for advocates other countries to consider.
Critical Discourse Analysis of Moderated Discussion Board of Virtual University of Pakistan
Author: Perveen, Ayesha
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Virtual Universities,Educational Technology,Technology Uses in Education,Discourse Analysis,Integrated Learning Systems,English (Second Language),Power Structure,College Students,College Faculty,Critical Thinking,Thinking Skills,Group Discussion,Computer Mediated Communication,Student Empowerment,Qualitative Research

The paper critically evaluated the discursive practices on the Moderated Discussion Board (MDB) of Virtual University of Pakistan (VUP). The paramount objective of the study was to conduct a critical discourse analysis (CDA) of the MDB on the Learning Management System (LMS) of VUP. For this purpose, the academic power relations of the students and instructors were evaluated by analyzing whose discourse was dominant in communication with each other on MDB. The researcher devised a model based on the blended theoretical framework of Norman Fairclough and Teun van Dijk to critically analyze the linguistics, ideological, semiotic and socio cognitive-cultural undercurrents in the production and reception processes of MDB discourse. The primary data of the MDB of &quot;English Comprehension&quot; (ENG101) course was randomly selected to be qualitatively analyzed for this research study. The findings demonstrated that the learners were at a disadvantage because of their lack of command of the English language. However, quick and pertinent replies from instructors revealed students' empowerment in an educational discursive practice. The results indicated a balance of power relations amongst instructors, students and the University. However, the need to improve the critical thinking of the students to further empower them was strongly felt.
Rhizo14: A Rhizomatic Learning cMOOC in Sunlight and in Shade
Author: Mackness, Jenny
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Online Courses,Large Group Instruction,Communities of Practice,Higher Education,Group Discussion,Video Technology,Student Participation,Surveys,Qualitative Research,Teacher Role,Interviews,Attitude Measures

The authors present findings from the first stage of research into a &quot;home-grown&quot; connectivist MOOC, Rhizomatic Learning: The Community is the Curriculum (Rhizo14). We compare the surface view of the MOOC that has been presented in a range of open blog posts and articles with the view from beneath the surface that we have found in data we have collected (some anonymously). Our analysis reveals a positive, even transformative, experience for many participants on the one hand, but some more negative experiences and outcomes for other participants. These findings highlight the need for further research on the ethical implications of pedagogical experimentation, interrelated processes of community and curriculum formation, the role of the MOOC convener, and learner experiences within MOOC communities. In this paper we report on the alternative experiences of Rhizo14 participants and identify issues that we will explore in deeper analysis in forthcoming publications.
Strength in Numbers: Learning Together in Online Communities--A Learner Support System for Adult First Nation Students and Practitioners
Author: Sanguins, Heather
Date: 2015-00-00
Type: Journal Articles
Subjects: Online Courses,Communities of Practice,Canada Natives,Foreign Countries,Adult Education,Culturally Relevant Education,Learner Engagement,Self Determination,Research Needs,Constructivism (Learning),Social Theories,Cultural Influences,Student Interests,Social Networks

Longstanding calls for return to self-government and continuing alienation of First Nations' youth from mainstream educational systems point to the need for provision of adult education that serves First Nations' needs. An adaptable and culturally coherent learner support system for adult education programs for First Nation students and practitioners is proposed that can be adapted for use by different groups and for different subjects to support self-determination and self-government. Using online Communities of Interest (for learners) and Communities of Practice (for practitioners) is culturally appropriate and would facilitate engagement of students and practitioners, particularly in view of the importance that First Nations place on community. Establishment and evaluation of a pilot project to test the approach is recommended. Because of its relevance to self-determination and self-government, bookkeeping is recommended to be the first curricular subject to demonstrate the learner support system.
Students' and Tutors' Perceptions of Feedback on Academic Essays in an Open and Distance Learning Context
Author: Chokwe, Jack Matlou
Date: 2015-00-00
Type: Journal Articles
Subjects: Feedback (Response),Essays,Distance Education,Second Language Instruction,English (Second Language),College Students,Student Attitudes,Teaching Methods,Documentation,Content Analysis,Interviews,English for Academic Purposes,Qualitative Research,Case Studies,Teacher Attitudes,College Faculty,Online Courses,Educational Technology,Questionnaires

Feedback is the most important aspect of the learning and teaching process. Through feedback, tutors/lecturers provide an important intervention in teaching as students would always like to know where they did right or wrong in their written assessed work. Without feedback, learning is not complete. This article reports on the results of a major study on academic writing of first year English Second Language university students in open and distance learning context. The study probed both students' perceptions and tutors' practices in the provision of giving feedback. Marked students' assignments were evaluated using document analysis method and interviews were held with students and tutors. The findings show that feedback provided to students is not always sufficient and therefore denying students' opportunities to learn effectively as they would not know their weak and strong points.
Social Interaction in Self-Paced Distance Education
Author: Anderson, Terry
Date: 2015-00-00
Type: Journal Articles
Subjects: Distance Education,Independent Study,Individualized Instruction,Pacing,Interaction,Interpersonal Communication,Student Attitudes,Teacher Attitudes,Archives,Content Analysis,Intervention,Social Networks,Case Studies,Mixed Methods Research,Questionnaires,Student Participation,Class Activities,Access to Information,Shared Resources and Services,College Students,College Faculty

In this paper we present a case study of a self-paced university course that was originally designed to support independent, self-paced study at distance. We developed a social media intervention, in design-based research terms, that allows these independent students to contribute archived content to enhance the course, to engage in discussions with other students and to share as little or as much personal information with each other as they wished. We describe the learning design for the intervention and present survey data of student and tutor perception of value and content analysis of the archived contributions. The results indicate that the intervention was positively received by tutors and by the majority (but not all) students and that the archive created by the students' contributions was adding value to the course. We conclude that the intervention was a modest, yet manageable example of a learning enhancement to a traditional cognitive-behavioral, course that has positive impact and potential with little negative impact on workload.
From Open Educational Resources to College Credit: The Approaches of Saylor Academy
Author: Hilton, John, III
Date: 2014-00-00
Type: Journal Articles
Subjects: Open Education,Open Source Technology,College Credits,Program Implementation,Program Descriptions,Accreditation (Institutions),Online Courses,Electronic Learning,Alignment (Education),Educational Innovation

Over the past decade great progress has been made in improving the availability of Open Educational Resources (OER). However, one area in which OER has been deficient is in its ability to lead to college or university credit, something that many users of OER may desire. This article describes the work done by the Saylor Academy in amalgamating OER in such a format that college credit is more easily attainable. We describe not only the theory behind what Saylor has done, but also provide details about the initial stages of their program implementation within specific accredited institutions.