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EdMedia 2017

Jun 20, 2017

Editors

Joyce P. Johnston

File: Cover & Front Pages

File: Cover & Front Pages

File: Table of Contents

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Table of Contents

6
This conference has 6 award papers. Show award papers

Number of papers: 180

  1. Strategies for Engaging Faculty in Instructional Design

    Yingjie Liu, San Jose State University, United States; Patrick Dempsey, Johns Hopkins University, United States

    Lack of faculty buy-in is the number one obstacle to effective instructional design. This study presents the results of a national survey of institutes of higher education on the challenges faced... More

    pp. 584-588

  2. Blended learning for teachers: a step-by-step guide. Offering a training module about blended learning via … blended learning

    Dries Vanacker & Frederic Raes, Artevelde University College, Belgium

    The office of educational development of Artevelde University College, Ghent, Belgium, created a professionalization module about blended learning using a blended approach. Lecturers who want to... More

    pp. 589-594

  3. Feedback from a Faculty Certification Course for Online Teaching: Desired Training Content and Activities

    Ngoc Vo, Yinning Zhang, Angela Brodsky, Nihal Gunay, Jodi Fissel & Christy Talley-Smith, eCampus, University System of Georgia, United States

    This paper presents a four-year result of implementing a faculty certification course, which prepares faculty for teaching online. Feedback from 23 sessions from 2013 to 2016 was analyzed. The... More

    pp. 595-601

  4. From Practitioners to Instructors: Developing an effective Blended Instruction Certification Course for Adjunct Instructors in a Low-Residency MBA Program

    Michael Weston, St. Edward's University, United States

    When hiring part-time Instructors, many universities look to working professionals who bring a wealth of subject-matter expertise and real-world experience to the classroom. While this practice... More

    pp. 602-606

  5. Resisting the New World: Constructions of Teachers and Change in Educational Technology Discourse

    Sarah Blum-Smith, Harvard University, United States

    This paper explores the discourses present in a professional publication about the relationships between teachers, technology, and instructional change, and the implications of those discourses for... More

    pp. 607-614

  6. Closing the Gap: How Can the School System Embrace the Age of Acceleration?

    Mario Chiasson & Viktor Freiman, Université de Moncton, Canada

    The appearance of ICT in the 80’s has transformed industries operations as well as their workspaces to improve productivity and performances (McCain, Jukes, & Crockett, 2010; Lorenz, Rüßmann,... More

    pp. 615-620

  7. Content Analyses of Student Asynchronous Discussions in Online and Blended Sections of a Graduate Course

    Gayle Davidson-Shivers, Suriya Thongsawat, Angela Doucet Rand, T. Shane Mitchell & Crystal Thomas, University of South Alabama, United States

    A content analyses was conducted on the asynchronous discussions from students in either a blended section or an online section. Preliminary findings suggest that students in the blended section... More

    pp. 621-629

  8. Instructional Design & Development Alumni: A Valuable Untapped

    Gayle Davidson-Shivers, Shelitha McKissick & Gurupreet Khalsa, University of South Alabama, United States

    A needs assessment process was conducted with alumni on their views of our instructional design graduate program to help determine its overall effectiveness. We asked whether their primary... More

    pp. 630-636

  9. Use of an avatar to generate feelings of face-to-face contact in an online class

    Karla Hamlen, Cleveland State University, United States

    The purpose of this quasi-experimental study was to determine if use of an avatar in an online course could generate feelings of face-to-face contact among students, and to see if students in the... More

    pp. 637-639

  10. Teaching Hands-On Cyber Defense Labs to Middle School and High School Students: Our Experience from GenCyber Camps

    Peng Jiang, Xin Tian, Chunsheng Xin & Wu He, Old Dominion University, United States

    With the high demand of the nation for next generation cybersecurity experts, it is important to design and provide hands-on labs for students at the K-12 level in order to increase their interest ... More

    pp. 640-644

  11. Practical Example of Programming Education at Public Elementary School in Japan with Attitude Survey of Students and Teachers

    Yuki Kobayashi, Ibaraki University, Japan; Hitoshi Nakagawa, The Open University of Japan, Japan; Masuo Murai & Yukie Sato, Kanazawa Seiryo University, Japan

    In this paper, we discuss 2 following topics. We made an attitude survey at elementary schools where they already have carried out programming education continuously. 1). How do the students... More

    pp. 645-649

  12. Towards optimizing MOOC pedagogy: Learner self-control study

    Christine Kroll, University of Buffalo, United States; Anne Reed, University at Buffalo, United States

    Massive open online course (MOOC) learners are diverse in age, employment status, educational attainment, country origin, native languages, and learning intentions. While their backgrounds and... More

    pp. 650-656

  13. Recursive Composition and "Happy Accidents": A Collaboration for Teaching Video Production

    Mary Ann Mengel & Jeanne Marie Rose, Penn State University, Berks, United States

    The proliferation of recreational, academic, and professional video production has, in recent years, prompted faculty members and professional staff at all kinds of institutions to include video... More

    pp. 657-661

  14. Student Preparedness for Interaction in an Online Learning Environment

    Mitchell Parkes & Peter Fletcher, University of New England, Armidale, Australia

    This paper reports the preliminary results of a study exploring the level of student preparedness for university online learning environments. The focus of this paper is interaction. Students in an... More

    pp. 662-665

  15. Feedback Meaning in Health Professions Education Using Virtual Education: A Grounded Theory Analysis

    Santiago Patiño-Giraldo, Universidad de Antioquia. Hospital Pablo Tobón Uribe, Colombia; Hector Cardona, Institución Universitaria Tecnológico de Antioquia. Universidad de Antioquia, Colombia; Carlos Yepes, Universidad de Antioquia. Hospital Pablo Tobón Uribe, Colombia

    Objective: To understand the meaning of feedback during virtual education (VE) at a medical School. Materials and Methods: Qualitative research with principles of grounded theory. Semi-structured... More

    pp. 666-671

  16. There is More to Digital Learning than Counting on Your Fingers: Transforming Learning and Teaching with Digital Pedagogy.

    Lyudmila Smirnova, Bojan Lazarevic & Veronica Malloy, Mount Saint Mary College, United States

    This paper explores how pedagogy is being influenced by fast developing digital technologies. Results are presented from exploratory research conducted in 2016. The findings are addressed in terms ... More

    pp. 672-681

  17. Identifying Effective Frameworks and Instructional Strategies for Sustaining M-Learning

    James Barnes, University of Memphis, United States

    Abstract The recent trends in research of educational institutions, instructional designers, and instructors have focused on the development of a theoretical framework and the sustainability of m-... More

    pp. 689-694

  18. Achieving Complex Learning Outcomes Through Adoption of a Pedagogical Perspective: A Model for Computer Technology Delivered Instruction

    Breshanica Bellard, University of North Texas, United States

    Professionals responsible for the delivery of education and training using technology systems and platforms can facilitate complex learning through application of relevant strategies, principles... More

    pp. 695-708

  19. The CASPA Model: An Emerging Approach to Integrating Multimodal Assignments

    Michael Blum & Adam Barger, College of William & Mary, United States

    The digital landscape for teaching and learning increasingly supports the inclusion of multimedia-based instructional strategies. In higher education, a culminating class project or final... More

    pp. 709-717

  20. The use of learning tools for active knowledge construction to develop coding skills

    Jacqui Chetty & Duan van der Westhuizen, University of Johannesburg, South Africa

    Research indicates that providing students with learning tools to scaffold them during a CS1 course can positively affect the manner in which they develop programming skills. Some examples of... More

    pp. 718-722