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E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education

Oct 21, 2013


Theo Bastiaens; Gary Marks

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File: Cover & Title Pages

Table of Contents

This conference has 9 award papers. Show award papers

Number of papers: 417

  1. Seven Considerations for Designing Online Learning in a Mobile Age

    Bradford Hosack & Lucas Lecheler, University of Minnesota, United States

    The landscape of education has evolved rapidly over the past decade. Distance and online learning has given way to new platforms and devices now available anywhere and at any time. With this new... More

    pp. 1144-1153

  2. A Revised Model of Collaborative eLearning Course Design and Development

    Deyu Hu & Lujean Baab, Virginia Tech, United States

    Many higher education institutions have adopted a collaborative eLearning course design and development model to support faculty with online course development. To address issues encountered under ... More

    pp. 1167-1170

  3. The effect of the design of instructional video on students’ learning outcome and perceived difficulty in online learning environment

    Mohamed Ibrahim, Rebecca Callaway & David Bell, Arkansas Tech University, United States

    The purpose of this study was to investigate the effect of the design of instructional video based on the Cognitive Theory of Multimedia Learning on preservice teachers’ learning outcome and the... More

    pp. 1177-1182

  4. Exploring Effective Online Course Design Components

    Carol Johnson, University of Calgary, Canada

    Abstract: To develop effective online learning, learners must be able to connect their course experience to meaningful and active learning opportunities. Through the practical implementation of... More

    pp. 1183-1188

  5. Modeling 21st Century Collaboration and Problem-Solving for Educational Leaders

    Cynthia Johnson & Elaine Radmer, Gonzaga University, United States

    In K-12 education, 21st century skills are emphasized as important components of teaching and learning. But how should practicing educators gain exposure and readiness to incorporate these skills? ... More

    pp. 1189-1193

  6. Supplemental Use of an Educational On-Line Resource in Support of an Academic Reading Program

    Neal Jost & James Duggan, Dokkyo University, Japan

    This presentation details a web-based reading project currently in use at a four-year Japanese university. For this project, the on-line services of an educational company are utilized in order to... More

    p. 1194

  7. A Design Framework and Research Program for Enacting Science Cyberlearning

    Cindy Kern, University of New Haven, United States; Kent Crippen, University of Florida, United States

    In this paper we detail the 5-Featured Dynamic Inquiry Enterprise (5-DIE), a framework for enacting cyberlearning and describe a program of design-based research intent on enacting this innovation ... More

    pp. 1195-1199

  8. Taking Science Teacher Education Online: A Critical Look at the Effect on Teacher Candidate’s Efficacy, Beliefs, and Perceptions of Science Teaching

    Cindy Kern, University of New Haven, United States

    This presentation describes a design study of an online secondary science methods course. This course was created to address the need for a meaningful and rigorous online secondary science method... More

    pp. 1200-1205


    Jackie HeeYoung Kim, Armstrong Atlantic State University, United States

    The purpose of this pilot study is to construct an action research of research-based college teaching and learning which will entail an online course design model in transforming traditional... More

    pp. 1206-1211

  10. Best practice in designing an adaptable and extendable online course

    Ying Ying Kuo & Larry Tang, George Mason University, United States

    The best practice in designing and developing a fully online course involves the considerations of adaptivity and extendability. This statistics course is designed with a well-organized structure ... More

    p. 1212

  11. The Avenue Platform: Redefining World Language E-Assessment

    Lucas Lecheler, Charles Miller, Bradford Hosack & Susan Rose, University of Minnesota, United States; Simon Hooper, Pennsylvania State University, United States

    The Avenue platform, designed and developed by faculty and staff in Learning Technologies, Educational Psychology, and the LT Media Lab at the University of Minnesota, is an innovative online... More

    pp. 1213-1221

  12. Use of Interactive Whiteboards with ActivInspire

    Angela M. Lee, Wenzhen Li & Leping Liu, University of Nevada, Reno, United States

    Since the late 1990s interactive whiteboards have moved to the forefront of the classroom. The literature surrounding interactive whiteboards (IWB) has been positive and commended for the potential... More

    pp. 1222-1227

  13. Using Discussion Flow Analysis: The Effects of Socratic Questionings on pre-service teachers’ critical thinking skills in Web-based collaborative learning

    MiYoung Lee, Walden University, United States; Minjeong Kim & Hyewon Kim, Dankook University, Korea (South)

    The present study examines the impact of Socratic questioning on pre-service teachers’ critical thinking skills in Web-based collaborative learning. Their critical thinking skills were analyzed in ... More

    pp. 1228-1234

  14. Exploring the Effective Use of Cloud Resources in Online Classes

    Leping Liu & Angela Lee, University of Nevada, Reno, United States

    This article introduces the authors’ experiences to explore effective use of cloud resources in online classes, and to prepare education majors to use and integrate cloud resources into teaching.... More

    pp. 1235-1242

  15. Making Argumentation Visible: Script, Action!

    Ying-Hsiu Liu, University of Missouri - Columbia, United States; Fan-Yu Lin, Robert Morris University, United States

    While research discloses effective communication and argumentation as one of the most essential human factors contributing to the quality of health care, pre-service medical personnel often... More

    p. 1243

  16. Learning Mobile: A Curriculum For Mobile Learning Instruction

    Michael Marmon, Jared Vanscoder & Josh Gordesky, University of North Texas, United States

    Online courses provide the flexibility to take courses around one's personal and professional schedules. While these courses are said to be anytime and anywhere, online instruction is limited to a ... More

    pp. 1244-1252

  17. E-tutoring Design in an ODL Institution

    Elias Oupa Mashile & Matshepo Catherine Matoane, University of South Africa, South Africa

    The University of South Africa (Unisa) is a large Open Distance Education institution that has in excess of 350,000 students. Most of the students are enrolled in undergraduate programmes. The... More

    p. 1253

  18. Factor Analysis of problems in learning activities On fundamental computer programming

    Siriporn Mikum, Faculty of Industrial Education and Technology King Mongkut’s University of Technology Thonburi, Thailand

    The purpose of this research was to analyzed factors of problems in learning activities on fundamental computer programming with undergraduate students. Purposive sampling method was used to... More

    pp. 1254-1259

  19. Servant Model in eLearning: How our department redefined our approach to online instructor training

    Lacretia Mitchell & Camille Kilbourne, University of Central Oklahoma - Center for eLearning and Continuing Education, United States

    Authors: Lacretia Mitchell & Camille Kilbourne Many feel in distance education, teaching is a one-way street. Information is to be placed online for learners to learn on their own, rather than... More

    p. 1260

  20. Teaching Online 101: A Beginner's Survival Kit

    Lee Montgomery, Southern Utah University, United States

    With online instruction growing at a more rapid pace than traditional brick-and-mortar classroom instruction, a classroom instructor or college professor who is considering making the switch to... More

    pp. 1261-1262