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E-Learn: World Conference on E-Learning

Nov 14, 2016

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Table of Contents

This conference has 4 award papers. Show award papers

Number of papers: 212

  1. Potential pitfalls in online feedback: A model for successfully completing the feedback cycle

    Michelle Vaughan & Samantha Uribe, Florida Atlantic University, United States

    Based on data gathered from online undergraduate students and supported by existing research, the authors are proposing a model that highlights the potential pitfalls and points of frustration that... More

    pp. 277-280

  2. Distributed Learning: A Flexible Learning and Development Model

    Stephen Victor & Shannon Hart, Obsidian Learning, United States

    This paper presents Obsidian’s Distributed Learning model. Grounded in social constructivist theories of learning, the model emphasizes the use of blended learning solutions (instructor-led, online... More

    pp. 281-290

  3. Implementing a Learning Solution in a Hospital Education Service across a County.

    David Webster, University of Gloucestershire, United Kingdom

    A local (council) service that provides education to children (aged 5-16years old), too unwell to be at School, in their homes, via a peripatetic network of qualified teachers, approached the... More

    pp. 291-293

  4. Designing a Constructivist Learning Environment (CLE): Global Warming

    Maimoona Al Abri & Hossein Kord, George Mason University, United States

    The project aims to design a constructivist learning environment (CLE). The learning problem of the CLE is global warming. The pedagogical model of CLE is cognitive flexible hypertext (CFH) which... More

    pp. 300-306

  5. Providing Individual Feedback to Large Classes in Higher Education

    Takayuki Amioka, Graduate School of Human Sciences, Waseda University, Japan; Yuki Mori, Faculty of Human Sciences, Waseda University, Japan; Hironori Egi, Graduate School of Informatics and Engineering, University of Electro-Communications, Japan; Shigeto Ozawa, Faculty of Human Sciences, Waseda University, Japan

    Today, educators agreed that providing feedback to students has various effects. This study developed a system for giving feedback via e-mail effectively. We tested the system on three classes. The... More

    pp. 307-310

  6. Implications of Media Richness and ICT's on Online Course Design/Implementation in Higher Education

    Carole Bagley, University of St. Thomas and The Technology Group, Inc., United States; Jeff Olsen, Normandale Community College, United States

    Given the availability of various Information and Communication Technology (ICT’s), economic conditions, changes in pedagogical approaches, and institutional needs and wants, the space where... More

    pp. 311-319

  7. Instructor-Created Video in the Distance Learning Classroom: Effectiveness and Methods for Creating Them

    Jimmy Barnes, Kelly Paynter & Wendy Stephens, Jacksonville State University, United States

    The effectiveness of utilizing video in traditional classroom instruction has been well documented at all levels of education. This is obvious when you compare a lesson containing only a verbal... More

    pp. 320-323

  8. The Evolution of an Online Business Simulation: Design, Implementation, and Lessons Learned

    Marlene Biseda, Shelley Stewart & Nelson Granados, Pepperdine University, United States

    When the Graziadio School of Business and Management at Pepperdine University developed an online MBA program for working professionals, one of the required courses was a business simulation. The... More

    pp. 324-329

  9. Is Free Recall Active: The Testing Effect through the ICAP Lens

    Christiana Bruchok, Christopher Mar & Scotty D. Craig, Arizona State University, United States

    Amidst evidence in favor of “active learning,” online instruction widely implements passive design and tests learners’ retrieval performance as opposed to learners’ understanding. Literature... More

    pp. 330-344

  10. Accessibility Through Universal Design in Online Education

    Lesley Casarez, Angelo State University, United States; Gina Shipley, Hardin Simmons University, United States

    Abstract: Although students with disabilities are often the first thing educators and designers think of in regard to inclusion and course accessibility, utilizing Universal Design for Learning ... More

    pp. 345-350

  11. Why Does History Matter? A Backward Approach to Designing a Distance Learning U.S. History Survey Course

    Debra Chittur Chittur, Independence University/Pepperdine University, United States; Elizabeth Hansen & Sarah Fulkes, Independence University, United States

    This paper describes a backward design approach to redesigning the history survey course at an online non-profit university. Nontraditional students bring rich experience and knowledge to the... More

    pp. 351-356

  12. Revisiting the Crossroads: Persistence Factors of Subject Matter Experts to Engage in Online Instructional Design

    Leticia De Leon, The University of Texas - Rio Grande Valley, United States

    This study attempts to describe the lived experiences of subject matter experts in an online instructional design course. Their experiences shed some light on motivation and qualities of... More

    pp. 357-363

  13. Motivation and Academic Achievement among High School Students: An Examination of the Flipped Classroom

    Keshia Dixon, Liberty University, United States; Jillian Wendt, University of the District of Columbia, United States

    As educational reform and enhanced standards of learning are implemented, many schools are integrating technology in ways that meet the dynamic needs of 21st century students. As such,... More

    pp. 364-369

  14. A Review and Categorization of Instructional Design Models

    Mehmet Donmez & Kursat Cagiltay, Middle East Technical University, Turkey

    The aim of this study is to provide a review of instructional design (ID) models and to enlighten the evolution of ID models. The review study starts from the generic ID model which is ADDIE model,... More

    pp. 370-384

  15. Design Remix: Harnessing Mahoodle and Virtual Simulations to Deepen Student Experiences of Indigenous Land-based Learning

    Scott Gerrity, Kirsten Mikkelsen & Ali Al-Asadi, Grand Prairie Regional College, Canada; Todd Ormiston, Camosun College, Canada

    Our grant-funded redesign of the Indigenous Studies Program begins with a pilot course that integrates an experiential, land-based learning model founded on an Indigenous worldview with the Moodle ... More

    pp. 385-391

  16. Assessment of the Quality of Online Courses: A Case of a Community College

    Colleen Griffiths & Mahnaz Moallem, University of North Carolina at Wilmington, United States

    The purpose of this study was to assess the quality of online courses at a community college to determine whether the courses address the standards identified for online learning. The assessment... More

    pp. 392-397

  17. Getting Out of the Lab: Creating Inquiry Biology Labs for Use in Online or Blended Classes

    Carly N. Jordan, The George Washington University, United States

    In recent years, science laboratory courses have shifted to a focus on scientific inquiry, challenging students to ask questions and design their own experiments. At the same time, demand for... More

    pp. 398-401

  18. Designing software to help users develop intuition about scientific processes: geneCube

    Brian Kahn, United Nations International School, United States

    The challenges in designing software to enable students to develop an intuitive understanding of experimental strategies are discussed. The focus is on key experiments in the development of ideas... More

    pp. 402-405

  19. The Effect of Lesson Study Approach upon Critical Thinking Skills Development: An Investigation into Arabic Language Pre-service Teachers

    Remzi Y Kincal, Atatürk University, Turkey; Akan Deniz Yazgan & Osman Yilmaz Kartal, Canakkale Onsekiz Mart University, Turkey

    In this study it is investigated whether lesson study approach affects critical thinking skills. In the study implemented with the one shot case study design-one of the pre-experimental design-,... More

    pp. 406-414

  20. Exploring Ownership in Collaborative Knowledge Building: Three Case Examples

    Mikael Kivelä, University of Helsinki, Educational Technology Services, Finland

    This paper explores the aspect of ownership in collaborative knowledge building. The three case examples from Higher Education examine ownership as access, as adaptation and as control. In all... More

    pp. 415-420