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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. Social media field trips: using disruptive technologies without disrupting the system.

    Kathy Snow, Cape Breton University, Canada

    This paper presents a discussion around the question of data protection, privacy, liability and the resultant policy that has developed both in public K-12 education and post secondary education in... More

    pp. 554-565

  2. Inclusive Online Learning Environment: Fundamental Steps for Universal Design for Learning Incorporation in Higher Education

    Noha Fahad Altowairiki, University of Calgary, Canada

    Designing an inclusive online learning requires sufficient support to assist instructors in developing their teaching capacity. The aim of this case study is to explore the process of developing... More

    pp. 566-570

  3. Foreign Language Anxiety among Traditional and Online Students Enrolled in Foreign Language Courses at a Community College

    Anastasia Bollinger, Liberty University, United States; Jillian Wendt, University of the District of Columbia, United States

    This causal comparative research examines the differences between community college students’ foreign language anxiety levels in traditional and distance learning environments following Krashen’s... More

    pp. 571-576

  4. Parents’ Perceptions of Teacher Engagement at a Cyber Charter High School

    Jered Borup & Mark Stevens, George Mason University, United States

    Despite high growth rates, cyber charter schools experience higher attrition rates than their brick-and-mortar counterparts. Students’ reasons for failing an online course are complex and students... More

    pp. 577-581

  5. An Analysis of Adolescents’ Attitudes Towards Digital Technology

    Emine Cabı, Baskent University, Turkey

    The aim of this study is to examine adolescents' attitudes towards technology in terms of several variables. The participants this research consisted of 155 students studying in 9th, 10th and 11th ... More

    pp. 587-601

  6. Problems of Gaining Neuronavigation Skills on Surgical Education Programs: A case study in Turkey

    Nergiz Ercil Cagiltay, Atilim University, Turkey; Alp Ozgun Borcek, Gazi University, Turkey; Gul Tokdemir & Hadi Hakan Maras, Cankaya University, Turkey; Damla Topalli, Atilim University, Turkey

    Neuronavigation technology is one of the important technologies that supports and guides the surgeons during the surgical procedures. Availability of this technology for the surgical education... More

    pp. 602-607

  7. Virtual Simulation Technologies in Neurosurgery

    Nergiz Ercil Cagiltay & Damla Topalli, Atilim University, Turkey; Mustafa Berker, Hacettepe University, Turkey

    Virtual simulation technologies today provide several benefits for the health sciences. The study first describes the results of a systematical literature review that is provided to better... More

    pp. 608-615

  8. Dropout prediction in a massive open online course using learning analytics

    Anat Cohen, Tel Aviv University, Israel; Udi Shimony, Tel Aviv University, Israel

    Analysis of the data collected in Massive Open Online Courses (MOOCs) allows for the assessment of massive learning processes and behavior. Many criticize MOOCs for their high rate of dropout. In... More

    pp. 616-625

  9. A Path to Formative Assessment Through Naturalistic Inputs

    Jonathan Cohen & Audrey Leroux, Georgia State University, United States

    This paper reports on the development of a system in which naturalistic inputs are collected by a web-based e-reader and, in combination with a measurement of readers’ comprehension of that text,... More

    pp. 626-634

  10. Drop-out, Retention, Satisfaction and Attainment of Online Learners of Dutch in Adult education

    Liesbeth De Paepe, Chang Zhu & Koen DePryck, Vrije Universiteit Brussel (VUB), Belgium

    Understanding reasons for drop-out, factors contributing to student satisfaction and strategies for enhancing student retention is fundamental to the success of online (language) courses. This... More

    pp. 635-647

  11. Mindsets, Smartphones, and Student Success

    Christopher Devers, Douglas Daugherty, Timothy Steenbergh, Jason Runyan & Lorne Oke, Indiana Wesleyan University, United States; Alexandra Alayan, Wheaton College, United States; Emily Ragsdale, Indiana Wesleyan University, United States

    This study utilized a smartphone app to deliver growth-mindset and social belonging nudges (ecological momentary interventions) to help increase student success at college. Growth-mindset suggests ... More

    pp. 648-651

  12. Interleaved, Distributed, and Practice Testing: Using Smartphones to Increase Learning

    Erin Devers & Christopher Devers, Indiana Wesleyan University, United States; Alexandra Alayan, Wheaton College, United States; Emily Ragsdale, Indiana Wesleyan University, United States

    Students often do not utilize the most effective techniques when studying. This project combined evidence-based pedagogical techniques and smartphones to help promote student learning. Throughout... More

    pp. 652-655

  13. Just in Time Knowledge Emergence

    Kevin Feenan, Rockcliffe University Consortium, United States

    This roundtable will explore one component of a just-in-time framework to support the idea of knowledge emergence and how best to incorporate this framework into curriculum development. The core... More

    pp. 656-660

  14. What concerns faculty about teaching online: The effect of organizational structuration to teaching online

    Albert Galloway & Daniel Gutmore, Seton Hall University, United States

    Understanding the recursive nature of the social system on faculty, especially those seeking tenure and how that is enacted by the faculty within an academy provides a broader perspective on the... More

    pp. 661-672

  15. Preparing Leaders for Technology Rich Organizations: The Case of School Administrators

    Matt Gehrett, Fresno Pacific University, United States; Scot Headley & Marc Shelton, George Fox University, United States

    This paper is a report of the findings of a study of two graduate K-12 administrator preparation programs and the integration of ICT into the curriculum. This study endeavored to discover what... More

    pp. 673-678

  16. Are mobile games good for preschoolers? Angry Birds and science learning in a group of 5-years old

    Christothea Herodotou, The Open University UK, United Kingdom

    This paper reports on the case study of 18 pre-schoolers 5 years old and their use of the mobile game Angry Birds. The game was played repeatedly for seven days with the aim to capture its impact... More

    pp. 679-687

  17. Empowering Pre-service Teachers to Integrate Technology: The Effect of Project-Based Instruction on Students’ Self-regulation and Self-Efficacy Perception in Face-to-Face, Hybrid and Online Learning Environment

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

    The purpose of this study was to investigate the effect of project-based learning (PBL) on pre-service teachers’ self-regulation and self-efficacy skills in face-to-face, hybrid and online learning... More

    pp. 688-698

  18. Online Learning and Pre-Service Teachers’ Literacy Knowledge and Skills.

    Jenny Johnston, Southern Cross University, Australia

    This brief paper presents preliminary data about an investigation of pre-service teachers’ (PSTs) engagement with the imperative for individual up-skilling of their literacy knowledge. Embedded... More

    pp. 699-704

  19. An Examination of Laptop-Based Off-Task Behaviors in Secondary School Classrooms

    Robin Kay & Daniel Benzimra, UOIT, Canada

    The use of laptops is prevalent in secondary school education, however, limited research has been conducted in this domain. The purpose of this study was to examine secondary school students’ off-... More

    pp. 705-710

  20. Examining Blended Learning for Adult Learners with Special Needs

    Robin Kay, Jia Li & Lousie Markovich, UOIT, Canada

    Literacy and Basic Skills (LBS) programs offer adult learners with a variety of special needs opportunities to improve employment skills and pre-requisite courses for entrance into post-secondary... More

    pp. 711-718