Preventing Teacher and Counselor Burnout: Self-Care in Training Programs
A Study of Intervention Math Labs and STAAR Math Growth Scores in a South Texas Rural Middle School
Turkish EFL Teachers' Perceptions of their Pedagogical Digital Competence in an EFL Setting
Brief Report: Targeting the Social Communication Skills of an Autistic Adolescent with a Co-Occurring ADHD Diagnosis using Two Formats of a Social Story
The Effectiveness of GeoGebra Assisted Learning on Students' Mathematical Representation: A Meta-Analysis Study
Towards Quality Higher Education in the Arab World: Challenges of the Present and Aspirations of the Future
Edification Of Multimedia Resources: Aligning Technology For Student Empowerment
Continuous Classroom Assessment At Primary Level
Impact of Computer Technology on Design And Craft Education
Improving Quality In Teaching Statistics Concepts Using Modern Visualization: The Design And Use Of The Flash Application On Pocket PCs
The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects
The Role of Web-Based Simulations In Technology Education
Development Of Learning Resources To Promote Knowledge Sharing In Problem Based Learning
Fishing For Learning With A Podcast Net
An Orientation Assistant (OA) for Guiding Learning through Simulation of Electronics Technology in Technology Education
This article will provide details on the importance of providing structure within an online graduate counseling course in the form of a weekly roadmap tool. There are various instructional tools that may be useful in providing students with differing levels of structure, to meet their learning style preferences for structural stimuli (Cicco, 2013). The Dunn and Dunn Learning-Style Model lists structure as an element of learning style within the emotional domain of an individual's learning style profile (Dunn & Griggs, 2003; Rundle, 2006). Recent research indicates that student satisfaction in virtual classrooms is often related to faculty-student interactions, levels of available support for students, and course structure, among other variables (Yukselturk & Yildirim, 2008). Effective online instructors will be cognizant of their roles and available tools in creating increased or decreased levels of structure in virtual classrooms. The weekly roadmap tool, though sometimes pre-crafted and embedded in course management systems, may be customized by a faculty instructor to provide improved faculty-student interactions, assignment clarifications and resource support, and structure that marks and guides student achievement of sequential course learning objectives (Kasworm, Rose, & Ross- Gordon, 2010). This article will outline clear methods of creating and perfecting a weekly roadmap tool in online counseling and other graduate education courses and point to the need for further formal study of its academic impact.
The aim of the research is to explore the relation of mobile Blogging (Moblogging -MB) on the usability and development of Knowledge Management skills for Blind Students. The research followed a pretest and posttest quasi experimental design .Participants were 17 blind students from the third semester of the academic year 2015 in the course of Computer Applications in Special Education. (SPED 507) - the High Diploma in Special Education ( Visual Impairment branch) at the Program of Educational Graduate Studies at King Abdel Aziz University. The independent variable was MB type on two different levels: The first level independent variable is Text moblogging (TMB) and the second level independent variable is Audio Moblogging (AMB). Both quantitative and qualitative data were collected, including Knowledge Management skills test and usability measurement scores. Findings indicated that AMB participants performed significantly better than TMB in Knowledge Management skills and there are no significant difference between the medium range degrees of student average scores for the first experimental group (TMB) and second experimental group (AMB) in the usability measurement for blind students related to MB type.
The purpose of this study was to explore the use of Mendeley, a free online reference management and academic networking software, as a collaborative tool in the college classroom. Students in two iterations of a Graduate class used Mendeley to collaborate on a policy research project over the course of a semester. The project involved collaborative critique of an article, finding and annotating additional relevant literature, synthesizing all group articles, and creating individual policy briefs. The authors investigated how students used the software, tracking individual contributions and reviewing final student projects. The authors used survey data to gauge student experience with Mendeley. The authors discovered that in addition to facilitating collaboration, Mendeley was useful for organizing the material for the group project. The survey also revealed that there is a learning curve with Mendeley, which may prevent students from taking full advantage of Mendeley as a collaboration and reference tool. This study suggests that Mendeley can be used as a platform to facilitate learning through classroom collaboration.
In Vygotsky's theory, learner's Zone of Proximal Development (ZPD) and autonomous performance could be further developed through social interaction with an expert. Computerized concept mapping enjoys the advantage of meeting learners' differences and therefore can be applied as a scaffold to support learning process.Taking a dynamic assessment approach, the present study surveyed the adequacy of computerized concept mapping as a scaffolding tool for the development of the two EFL learners' ZPD in the listening comprehension ability. The two learners, whose main problem with understanding listening passages was connecting the main points, were subjected to ten DA sessions and were involved in making concept maps for the listening passages. Results of this qualitative study indicated the movement of the learners along the continuum of mediation internalization to get closer to the self-regulation extreme which in turn denotes their getting higher levels of ZPDs of listening comprehension ability. This study implies that the constructivism nature of learning can finally lead to handing over the more autonomous and independent functioning to students. The findings of the study will shed light on compatibility of computerized concept mapping as an example of new technologies with dynamic assessment of listening comprehension and captures the microgenetic changes learners went through in getting higher levels of listening comprehension ability.
The purpose of this research investigation was to look at the factors that lead to isolation, lack of student inspiration and motivation, lack of student engagement and lack of student retention in the asynchronous online learning environment. The study further delves into how the use of cognitive and neuroscience research can inform the design of an interactive user interface model to address the aforementioned factors. The instrument used in this study was researcher designed “Tri–Squared Test Inventive Investigative Instrument” (Osler, 2012). The data was analyzed using the novel Tri–Squared Meta–Analysis methodology. The results yielded significant differences in the Tri–Squared Meta–Analysis regarding the research literature as it relates to the overall use of cognitive science, neuroscience, and the science of design to increase the overall effectiveness of distance education in terms of course design based upon neuroscientific graphic user interface concepts and principles. This illustrates that there is a clear lack of relevant research regarding the use of cognitive science, neuroscience, and the science of design to truly create effective and engaging distance education online courses
