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E-Learn: World Conference on E-Learning

Nov 14, 2016

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Table of Contents

4
This conference has 4 award papers. Show award papers

Number of papers: 212

  1. Classroom Implementations of Computational Thinking: Examples from Education Majors

    Betul Czerkawski, University of Arizona, United States

    After Jeanette Wing’s (2006) call to consider computational thinking as a fundamental analytical skill for all students, many educators at K-12 and higher education further explored computational... More

    pp. 151-156

  2. Best Practices in Teaching Lighting for Media Production in an Online Environment

    Lacey Fulton, Clarion University of Pennsylvania, United States

    As the number and types of programs taught in an online environment increase, those who teach traditionally hands-on media production courses need to adapt., Teaching media production in an online ... More

    pp. 157-162

  3. Building 21st. Century literacies through digital animated storytelling

    Lisa Gjedde, Aalborg University, Denmark

    Abstract: This paper will present the preliminary findings from a R&D project on developing 21st. Century literacies in a digital Storylab at a public library, doing digital animated storytelling,... More

    pp. 163-166

  4. Web 3s Card for Reflection and Sharing

    Shotaro Hoda, Hitoshi Susono & Tsutomu Shimomura, Mie University, Japan

    3s Card is a paper-based system for K-16 (K-12 and post-secondary) students to assist them in preparing to make short presentations. Students typically write the title and three other points on a... More

    pp. 167-171

  5. A pilot study on University Students’ Learning Behavior in BYOD

    Ruiying Huai & Baoping Li, School of Educational Technology, Beijing Normal University,China, China

    Bring Your Own Device (BYOD) refers to students bring a personally owned device to school for learning. Fifty-seven freshmen as the experimental group in a university in Beijing, China, who adopted... More

    pp. 172-178

  6. Dynamic Design and Implementation: Best Practices for Online Graduate Education Courses

    Michelle Lenarz, Walsh University, North Canton, Ohio, United States; Jacqueline Mumford, Walsh University, North Canton, OH, United States

    The development and delivery of eLearning courses is a complex process. This virtual brief paper employs an action research lens in order to analyze best practices while tracing the journey-... More

    pp. 179-183

  7. Learning from Transitioning to New Technology that Supports Online and Blended Learning: A Case Study

    Jennifer Lock & Carol Johnson, University of Calgary, Canada

    Transitioning from one technology to another within educational institutions is complex and multi-faceted, and requires time. Such a transition involves more than making the new technology... More

    pp. 184-192

  8. eLearning for edLeaders at Emporia State University

    John Morton, Dan Stiffler & Nancy Albrecht, School Leadership Department/Emporia State University, United States

    The building level leadership practicum at Emporia State University in Emporia, KS, has moved from a face-to-face experience to a totally online experience. Students participate in 56 total... More

    pp. 193-197

  9. Inside the Box: Using Technology to Facilitate a Faculty Peer Visits Program

    Matthew Osment, The University of North Carolina at Chapel HIll, United States; Kelly Hogan & Bob Henshaw, University of North Carolina at Chapel Hill, United States

    Abstract: While research in higher education institutions is a highly collaborative process, faculty typically teach alone, without leveraging the creativity, experience and perspectives of their... More

    pp. 198-202

  10. A Tutoring Model in Online Inquiry Project-based Mathematics and Science Programs

    Hyejin Park, Sunghye Lee & Yoojung Chae, KAIST Global Institute for Talented Education, Korea (South)

    This paper addresses online inquiry project-based mathematics and science programs for students and online tutoring model within an online learning environment. The online program is designed for... More

    pp. 203-208

  11. Are Online Media Production Courses Viable? A Survey of Student Interest and Attitude

    Mark Piwinsky, Indiana University of Pennsylvania, United States; Brittany Fleming, Slippery Rock University, United States; Lacey Fulton, Clarion University, United States; Jay Start, Indiana University of Pennsylvania, United States

    As online education continues to grow, legitimate questions remain about what subject matter can be taught effectively online. A survey was conducted of communications media majors concerning the... More

    pp. 209-216

  12. #HowToTweetLikeAProf Best Practices for Incorporating Twitter in a College Course

    Abeera Rehmat & Marissa Owens, University of Nevada, Las Vegas, United States

    The current study aims to answer the following research questions: how is Twitter being used within higher education, and what are the best practices for implementing Twitter into a course within... More

    pp. 217-221

  13. Adapting the Q Sort Research Methodology for Instructional Purposes

    Lloyd Rieber, The University of Georgia, United States

    The Q methodology provides a quantitative means of examining subjectivity. The cornerstone of this methodology is a data collection activity called a Q sort in which participants must sort a list... More

    pp. 222-227

  14. A Sociotechnical Approach to Team-based Digital Video Production in an Undergraduate Course

    Joe Sanchez, Queens College - City University of New York, United States

    Sociotechnical systems is a framework proposing that humans and the technologies they build are “co-constitutive,” - bound together and any analysis of one must consider the other (Kling, 1991).... More

    pp. 228-233

  15. Creating Learning Spaces in the Blogosphere: Lessons Learned from Initiating a Group Blog on Community Engagement

    John Stephens & Stefanie Panke, University of North Carolina at Chapel Hill, United States

    This paper uses a case study approach to investigate the phenomenon of ‘edublogging’, the use of weblogs for education purposes, focusing on how faculty members initiated informal learning... More

    pp. 234-241

  16. Students' motivation in blended learning environment: practical experience

    Elvira Strakhovich, Graduate School of Management St.-Petersburg State University, Russian Federation

    Motivation is a necessary element for learning and different methods are investigated to motivate students to value and self-regulate without external pressure and to perform educational activities... More

    pp. 242-246

  17. Effective Practices in Online Course Facilitation: Roundtable Participatory Share

    Helen Teague, PBS TeacherLine Course Facilitator & Pepperdine University, United States; Francine Wargo, PBS Children’s Media & Education, United States

    The most effective online course facilitators implement personalized messages and content that inspires, engages, and educates. The courses’ sound structural strategy ensures implementation by... More

    pp. 247-251

  18. Online Course Facilitators Describe What Works in Learner-Centered Feedback

    Helen Teague, PBS TeacherLine Course Facilitator & Pepperdine University, United States; Francine Wargo, PBS Children’s Media & Education, United States; Rose Castro, Joyce King & Vicky Lara, PBS TeacherLine Course Facilitator, United States; John Tierney, PBS Teacherline Course Facilitator, United States

    A four-point-effectiveness checklist for continued student engagement through personalized assessment feedback in online courses is described in this poster and accompanying paper. Designed for pre... More

    pp. 252-259

  19. Finding the Right Balance when Redesigning a Pre-Calculus Course with Online Software

    Ming Tomayko, Towson University, United States

    Course redesign began in 1999 with the work of Dr. Carol A. Twigg and the National Center for Academic Transformation. The use of information technology to enhance teaching and learning is the... More

    pp. 260-264

  20. Designing and Teaching an Online Teacher Training Course: Integrating Critical Thinking Skills into the Exploration of Culture in an EFL Setting

    Leslie Turpin & Jaime Durham, SIT Graduate Institute, United States

    This paper examines how the educational principles that are at the core of the MA TESOL program at SIT Graduate Institute were embodied in a stand-alone ten-week fully-online teacher training... More

    pp. 265-276