iosr-JRME   Volume-4 ~ Issue-5 ~ Sep-Oct 2014

Abstract: Our work is concerned with monitoring and periodic evaluation of students' skills acquired during their university education. The objective of our work is to provide software tools for supporting and mentoring students in order to improve their quality of life. We suggest a computing device "ISIFePortfolio" which not only allows monitoring of learners, but also plays the role of an ePortfolio (electronic portfolio) skills, and a social networking combined systems. This tool includes a broad range of collaborative working solutions and the ePortfolio is considered an extension of the "paper" records of a student as an individual digital space available on the Internet in such a secure and personalized way, collecting personal resources, experiences, studies, acquired skills, relationships with trainers, working groups, classmates and that will be saved throughout the training course. Based on Mahara technology, "ISIFePortfolio" is an application implemented by ORDIPU team at the University Hassan II Mohammedia - Casablanca. It has been integrated into the platform of distance education "Education Master ISIF" for the master "Engineering Information Systems and Training."

Keyword: computing device, ePortfolio, skills, digital monitoring of the learner, evaluation, quality of life.

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[6] JISC, "Effective Practice with e-Portfolios: Supporting 21st century learning," Online]. Available: http://www.jisc.ac.uk/media/ documents/ publications/effectivepracticeeportfolios.pdf

Abstract: Online interactivity has been a problem in distance learning education at two levels: social and instructional. As it relates to instruction, there is near unanimity of opinions from published literature that there needs to be a "fine tuning" of the control of interaction within the instructional process. This pilot study attempts to understand what factor(s) actually affect learner participation in asynchronous online discussion forum in higher education environment. Primary data was collected using a semi structured questionnaire which was emailed to 90 academic staff and students of a typical UK university. 31% of questionnaires were returned. Data analysis was carried out using Microsoft Excel software. Descriptive and inferential statistical techniques were used to analyze the quantitative data. Findings indicate that nearly 85% of respondents do not use WOLF platform for engagement with their teachers and peers. Reasons given by student respondents for not using the platform ranged from lack of awareness to preference for other media with equivalent capabilities. A recommendation has been made for the redesigning of WOLF to integrate social media functions so as to enhance acceptability.

Keywords: Asynchronous discussion forums, online education, teaching and learning in higher education institutions

[1]. Alavi, M. and Dufner, D. (2005) Technology-mediated collaborative learning: A research perspective, In S. R. Hiltz and R. Goldman (Eds.), Learning together online: Research on asynchronous learning networks (pp. 191–213). Mahwah, NJ: Lawrence Erlbaum.
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[3]. Black, A. (2005). The use of asynchronous discussion: Creating a text of talk. Contemporary Issues in Technology and Teacher Education, 5(1), 5–24.
[4]. Burr, L and Spennemann, D. H.( 2004) Patterns of user behaviour in university online forums International Journal of Instructional Technology and Distance Learning, Vol.1. No.10.
[5]. Cousin, G (2009) Researching Learning in Higher Education An Introduction to Contemporary Methods and Approaches. Oxon: Routledge. 168.

Abstract: This study investigated the correlation between emotional intelligence and administrative effectiveness of Provosts of Federal Training Centres in Nigeria. It employed the use of descriptive correlation research method, 12 Provosts and Deputy Provosts (academic), and 149 lecturers of the six Federal Training Centres in Nigeria. Questionnaire was used in data collection with reliability value of .981. Five operational research hypotheses were formulated and tested using Pearson-product moment correlation and t-test statistics to analyze data. The results revealed that there is a strong, positive correlation between emotional intelligence and administrative effectiveness of provosts surveyed with calculated r-value .785 greater than the critical r-value .532 at .05 level of significance. Based on the findings, it was recommended among others that provosts of Federal Training Centres in Nigeria should regularly update themselves on the four domains of emotional intelligence because of the impacts these competencies could have on their administrative effectiveness and ultimately the school effectiveness.

Keywords: Administrative Effectiveness, Emotional Intelligence, Provosts, Competencies, Leadership Practices

[1] Oduwaiye, R. O. (2006). Role conflict and administrative effectiveness of vice-principals of public secondary schools in Kwara State, Nigeria: implications for their morale. Journal of Education Studies, 4(2), 94-105.
[2] Nwagu, C.C. (1999). Issues and strategies in the evaluation of administrative performance of heads of educational institutions. In Studies in Educational Planning and Administration (SEPA). A journal of the National Institute for Educational Planning and Administration (NIEPA), Nigeria, 2(1), 32-38
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[4] Aremu, A.O. & Tejumola, T.O. (2008). Assessment of emotional intelligence among Nigerian Police. Journal of Social Sciences, 16(3), 221-226
[5] Goleman, D. (2006). The socially intelligent leader. Educational Leadership, 64(1), 76-81

Abstract: The study aimed at finding out whether academic achievement motivation influenced the attitude of senior secondary two students towards examination malpractice. Three research questions and three hypotheses were formulated to direct the conduct of the study. The sample for the study comprised 350 students of both sexes drawn by means of the multistage random sampling technique.A researcher-made instrument entitled Attitude Towards Cheating in ExaminationQuestionnaire (ATCEQ) was used in collecting data on students' attitude towards examination malpractice while the Aberdeen Academic Motivation Inventory (ACMI) was used in assessing academic achievement motivation.Theresults showed no significant difference between the academic achievement motivation as well as the attitude towards examination malpractice of male and those of female students. It was also found that students' academic achievement motivation influenced their attitude towards examination malpractice. These results were discussed and suggestions were proffered for educational practice.

Keywords: Examination malpractice; Attitude; Motivation; Academic achievement; Educational psychology; School counselling

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