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Self‐Assessment Quiz Taking Behaviour Analysis in an Online Course

) Becoming an engaged, self-regulated reader. Theory into Practice, 41(2), 102-109. 26. Ibabe, I., & Jauregizar, J. (2009). Online self-assessment with feedback and metacognitive knowledge. Higher Education, 59, 243-258. 27. Kulik, J. A., Kulik, C.-L., & Bangert, R. L. (1984). Effects of practice on aptitude and achievement test scores. American Educational Research Journal, 21(2), 435-447. 28. Laurillard, D. (1993). Rethinking University Teaching: a framework for the effective use of educational technology. NY: Routledge

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Design and Development of a Self-Assessment Tool and Investigating its Effectiveness for E-Learning

Abstract

One of the most effective tools in e-learning is the Self-Assessment Tool (SAT) and research has shown that students need to accurately assess their own performance thus improving their learning. The study involved the design and development of a self-assessment tool based on the Revised Blooms taxonomy Framework. As a second step in investigating the effectiveness of the SAT, 1st year student of the BSC Educational Technology program from the VCILT, University of Mauritius were used as testing sample. At this stage the SAT was provided to only half of the sample who were randomly chosen and placed into a treatment group. The remaining half (Control Group) had the normal conditions on the E-learning platform. A semester exam was devised and administered to the whole sample to find out if there was a difference between the scores of both groups. Lastly a feedback form was given to only the treatment group to find out their views on the SAT. The results indicated a significant difference in scores between the treatment and the control groups when the Student’s Independent T-test was used. Group A percentage of passes were higher compared to Group B. Failures were recorded for both groups with an increased rate of failure for Group B compared to Group A. Moreover, most of the respondents’ feedbacks suggested that SAT was a useful guide with helpful feedbacks. The findings concluded that SAT was viewed more as a revision tool that allowed them to assess their own learning.

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Attitudinal Factors Affecting Wiki Group Collaboration for English Writing

Abstract

Wikis, being one of the popular Web 2.0 tools, have impacted students’ engagement and performance particularly in the aspects of second and foreign language learning. While an increasing number of studies have focused on the effectiveness of wiki in improving students’ writing skills, this study was conducted to examine the attitudinal factors that influence English as a Second Language (ESL) students’ group collaboration in using wikis for a writing task that was divided into three phases: pre-writing, individual-construction, joint-constructions. Data collected from these students after completing this task was analyzed based on three attitudinal aspects: motivation, perceived usefulness, and perceived ease of use. The findings reveal high mean scores for all aspects. Further multiple regression analysis reveals that motivation is the most important factor associated with group collaboration, indicating the need to boost students’ motivation to encourage effective collaboration in completing wiki writing tasks.

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The Relationship Between Quality of Student Contribution in Learning Activities and their Overall Performances in an Online Course

Abstract

In this research we studied the correlation between the level of students’ online participation and their overall performances. We examined in this study, the participation level in different learning activities assigned to two large cohorts of learners, and compared them with their final grades at the end of the year. We defined the quality of their participation in the online course as being classified into the level of learning activities in which they participated. Learning activities were grouped into four levels which were identified namely at the knowledge, understanding, critical thinking skills and practical competencies. The findings revealed that participation in higher-order online learning activities, that is the higher ability to show critical skills and practical competencies, resulted in better grades of the learners in the module. However, the results also highlighted that overall students had a tendency to score more marks in the knowledge category as the activities required lower order cognitive skills. It was further observed that low performers demonstrated a tendency to obtain lower marks in all the four grouping levels and vice-versa for high performers. Two key elements can be concluded from the findings. The first aspect is about instructional design of such online courses where there is a need for the inclusion of learning activities targeted at the development of different types of skills, and second is the distribution and weighting given to these categories. The recommendation is that for first year students, a greater weighting of marks toward knowledge level activities will generally encourage good performances, and this could be gradually reviewed when they move on to level 2 onwards in their studies.

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The Pygmalion Effect in Distance Learning: A Case Study at the Hellenic Open University

http://www.eric.ed.gov, No ED 471187 (12/10/2012). 19. Rhem, J. (1999). Pygmalion In The Classroom. The National Teaching & Learning Forum, 8(2). 20. Rist, R. C. (1977). On Understanding the Process of Schooling: The Contributions of Labeling Theory. In J. Karabel & A. H. Hasley (Εds.), Power and Ideology in Education (p. 292-305). New York: Oxford University Press. 21. Rosenthal, H. P. (1975). The Effect of Teacher Expectancy Upon the Achievement and Intelligence Test Scores of Adult Students. Retrieved from http

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Correlation of Body Perceptions and Eating Disorders of 9-12 years old Children in Bratislava

Abstract

The purpose of this study is to evaluate children in Bratislava, Slovakia. The survey sample consisted of 276 children aged 9 -12 who were tested using the Children’s Eating Attitude Test as a diagnostic tool for testing young people, who show a proclivity towards having eating issues, a possibility of anorexia, or a possible problem with bulimic tendencies. The study analyses the components of the test and the scores of children to whom it was administered, and come to conclusions as to its usefulness in diagnosing eating issues in children between grades 4 and 6. It also examines the comparisons between the children in Slovakia and the children in Australian studies in order to see if the scores correlate and what similarities and differences are present between the two groups studied.

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Child Creativity in the Context of Education at Standard and Alternative Schools in Slovakia

Abstract

The contribution gives a review of the research findings mapping (survey) the pupils’ creativity level. It provides information about education in alternative schools: Montessori, Waldorf and the Integrated Thematic Instruction (ITI), where the research was realised. The Torrance test (TTCT) and Urban test (TSD-Z) were used for the identification of pupils’ creativity. The procreative tendency of the teachers was examined by the Self-Rating Scale of the Creatively Oriented Personality (SRSCP). The comparison of pupils’ and teachers’ results from standard and alternative schools brought diverse results. Our findings regarding the creativity level of pupils attending the second grade of Montessori and Waldorf schools (N=50) in comparison with the children in standard schools suggest no significant differences. The pupils of the alternative classes of ITI (N= 206) achieved significantly higher scores of originality than those of standard schools (N=194). A link between the teachers’ creative orientation and their pupils’ creativity has not been found.

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Creativity and Motivation in Higher Education Teacher Training

Abstract

The main research subject of this study is a teacher. Our goal is to contribute to changes in teacher training in the direction of developing their motivation and creative potential, so that creative personalities of students could be subsequently developed. We chose the methodological concept of a natural developing experiment, in which we study the dynamics of changes in motivation and creativity of student teachers. In the scope of extensive research concept we used various methods to record scores before and after the experiment, such as IMB, DMV, IPOT, WKOPAY and Torrance Figural Test of Creative Thinking. The results were subjected to a quantitative evaluation by means of conventional statistical methods, such as the significance of differences in arithmetic means and index analysis. These were subjected to a qualitative analysis. As a result, conclusions were drawn from the study of future teachers' motivation and creativity. The results have shown significant arguments in favour of aimed and intensive motivational and creative development programmes. As it follows from our findings, interesting also for theories on educational process, the elimination of fear, anxiety, tension and teaching stress can humanise educational environment and also change motives for improving one's creative performance. The goal of our experiment is to contribute to the improvement of undergraduate teacher training and participate in progressive changes in the educational system.

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Psychometric Properties of the Slovak Version of sEMBU on General Adult Sample

Abstract

The factorial stability and reliability of the 23-item s(short)- EMBU previously demonstrated to be satisfactory in the samples of students from Greece, Guatemala, Hungary, Italy (1999), East-Germany and Sweden (Arrindell et al., 2001). The Slovak translation of the original sEMBU was published in 2007 (Poliaková, Mojžišová, & Hašto, 2007). We decided to explore the psychometric properties of the translation of sEMBU on a general adult sample (N=970) in Slovakia, because the translated version of sEMBU is already utilized in research projects in Slovakia. The results show a very good alpha reliability of sEMBU. In the Slovak translation, we found similar scores of Rejection and Emotional warmth and Overprotection. A factor analysis with forced 3-factor solution sorted items to scales exactly as authors of sEMBU presupposed. Overprotection (father) has the highest share for classification and differentiation in the cluster. Emotional warmth (mother) has the highest share for classification and differentiation in the cluster. We discussed our results with the results from other studies and we suggest to continue in the research of the Slovak version of sEMBU focused on types of attachment, especially on the secure type of attachment.

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Giftedness as a Possible Risk of Bullying

Abstract

Introduction: The paper deals with a possible level of risk in cerebrally gifted pupils in relation to bullying at lower secondary schools and grammar schools. In terms of personality characteristics, gifted pupils form a very diverse group, but some research suggests that they might be a risky group concerning school bullying. In the Czech Republic, the most of cerebrally gifted pupils attend ordinary primary schools or grammar schools and they are in daily contact with other pupils. Due to ambiguous research results, there is a question if it is really possible to think of certain risks in the case of cerebrally gifted pupils in relation to their school environment. Quantitative research tried to answer these questions.

Methods: The research was focused on the perception of selected areas in the class social environment by the diagnosed cerebrally gifted pupils, the undiagnosed gifted ones and the ordinary pupil population. A quantitative research strategy for bullying incidence mapping in primary and grammar schools were determined. As a research tool, a questionnaire was chosen. Gathered data from the initial questionnaire were evaluated by the following methods: dispersion analysis (ANOVA) for data spread by Gauss curve, Kruskal-Wallis test for data with non-Gauss distribution, arithmetic mean, Pearson Chi-Square Test, correlation analysis and contingency tables.

Results: There are differences among the class climate in ordinary classes and the classes with diagnosed cerebrally gifted pupils and undiagnosed pupils. The comparison was at the level of schools, it means among primary schools and grammar schools. It was found out that the cerebrally gifted respondents repeatedly met some form of bullying.

Discussion: On the basis of the findings, the authors assumed that cerebrally gifted pupils (GP) represent a risky group in social interaction with their peers and are more prone to different symptoms of bullying. This has not been statistically confirmed. The overall score was similar in other groups.

Limitation: The views of teachers and the views of some psychologists suggest that within the GP group, there is a special group of GP that is not identifiable by traditional questionnaires. For further research, it is worthwhile to consider opting for such research methods that could reveal those pupils.

Conclusions: Based on these results, it is possible to support those authors who consider GP as a specific group with their own problems, different values and perceptions, but similar to their peers.

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