E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
Nov 04, 2019
Editors
Saul Carliner
Table of Contents
Number of papers: 199
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Student E-Presentations in Remote Learning Environments
Stephen Arnold, University of Arizona, United States
Video conferencing provides a viable means to link remote classrooms of students together synchronously when distance prevents place-bound students from attending face-to-face classes at distant... More
pp. 1-7
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Cloud-based Technology and Student Writing Skills. Can we do Better?
Mark Carbajal, Coastal Bend College, United States
In today's economy, cloud-based technology offers students the ability to access and share documents and files from multiple locations. An important attribute with regards to this technological... More
pp. 8-13
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Reflections on Promoting Engagement and Learning in Higher Education Multiplayer Online Role play Simulation Games (MORPSGs)
Roni Linser, Fablusi, Australia; Helen Hintjens, International Institute of Social Studies (ISS), Netherlands
While empirical research into role play simulation games is critical to our understanding of the way they are able to motivate and engage students in higher education, reflections by teachers,... More
pp. 14-20
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Teachers’ Perceptions Regarding the Use of Google Classroom and Google Docs
Demian Morquin, Region One Education Service Center, United States; Linda Challoo, Texas A&M University-Kingsville, United States; Marybeth Green, Texas A&M University-Kingsille, United States
Google Classroom in combination with other Google Apps for Education has been adopted by many school districts. This qualitative study explored teachers’ perceptions as they use Google Classroom... More
pp. 21-30
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Barriers of a Digital Study Assistant - Classification within a Digital Transformation Taxonomy
Carla Tenspolde & Paul Greiff, Osnabrück University, Germany; Claudia König & Nadine Guhr, University Hannover, Germany; Uwe Hoppe, Osnabrück University, Germany
Digitalization in higher education sets a trend of digital support in students and teachers daily working routine. New ways of presenting and accessing teaching materials, designing lectures or... More
pp. 31-42
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Optimally Reusable Learning Objects
Richard Vranesh, CSSI, United States
Abstract: Most large institutions, especially those engaged in delivering distance learning program, use a Learning Management System or Leaning Content management System for course development,... More
pp. 43-50
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An Exploratory Analysis of Textbook Usage in College Computer Programming Courses
Xue Bai & Ade Ola, Virginia State University, United States; Yingjin Cui, Northern Virgnia Community College, United States
The textbook is one of the most important sources of knowledge. It remains the definitive source of content for the knowledge and skills that students should acquire within a prescribed curriculum.... More
pp. 51-57
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The Potential for Learning through Social Media in Various Educational Environments
Aubrey Statti & Kelly Torres, The Chicago School of Professional Psychology, United States
The use of social media in education is expanding globally and impacting the way students and faculty communicate in both face-to-face and online classrooms. In addition, to faculty-student... More
pp. 58-63
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Integrating Technology and Education: A Look at the Implementation of Advanced Technology to Diversify Online Learning and Teaching
Tamra Kelly & Ashley Atwood, Angelo State University, United States
The implementation of advanced technology in online learning and teaching exposes candidates to learning tools that accommodate various learning styles and intelligences through Universal Design... More
pp. 64-71
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Evolution of a YouTube Channel
Peggy Semingson, University of Texas at Arlington, United States; Leigh Hall, University of Wyoming, United States
YouTube is the world’s largest video-sharing platform, and its role in educational contexts has been steadily growing (Jung & Lee, 2015). Although YouTube is used outside of academia in prolific... More
pp. 72-77
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Examining Perceptions of Digital Badges
Mellissa Sanchez, University of North Texas, United States
In many higher education institutions, digital badges have been identified as credible symbols of academic achievement and skills mastery. They provide recipients with a digital symbol... More
pp. 78-81
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Using Universal Design for Learning to Create Effective Online Assessments
Melanie Shores, The University of Alabama at Birmingham, United States
Universal Design for Learning (UDL) provides students with multiple means of accessing a course based on presentation, action and expression, and engagement and interaction. UDL promotes... More
pp. 82-85
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Time is of the Essence: Log-Based Investigation of the Interplay between Feedback Elaboration, Time to Process Feedback, and Task Success in Online Mathematics
Tomer Gal & Arnon Hershkovitz, Tel Aviv University, Israel
Feedback is a powerful instructional tool. However, even after decades of thorough studies, some questions regarding feedback remain unanswered. In particular, it is yet to be determined whether... More
pp. 86-97
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The Syllabus Quiz as an Indicator of Course Performance
Dan Keast, University of Texas of the Permian Basin, United States
The “START HERE” is a good beginning, but are you assessing the students’ knowledge of the module? If it’s important enough to you, then consider assessing it. How about a formative syllabus quiz? ... More
pp. 98-101
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Online Quizzes in the day of Siri and Alexa: Measuring the learning of the student, not the personal assistant.
Olivia Miller, University of Phoenix, United States
Artificial intelligence is going to school and quizzes may need to be revised to account for the use of personal assistants and Google searches by online students. This paper presents findings from... More
pp. 102-107
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Emotional Teaching Strategies in Japanese Technology Education
Ryo Sakaba, Graduate School of Education, Ibaraki University, Japan; Takashi Usuzaka, College of education, Ibaraki University, Japan
This study aimed to examine the impacts that emotional teaching strategies that provokes negative emotions may have after a one-week oblivion period on Japanese university students’ memory... More
pp. 108-113
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Learning Management System Engagement Hours: An Assessment Method for Evaluating and Advancing Learning Outcomes
Joseph M Woodside, Stetson University, United States
Educational institutions have expanded LMS infrastructures to support enhanced learning and delivery, in order to address challenges and complexities of student enrollment and varied courses,... More
pp. 114-118
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Updating Data: Don’t Drop Me! Using the Learning Management System to Alert Students About Their Pending Drop for Non-Payment Status
Sue Bauer & Susan Hicks, University of Central Florida, United States
After several years of implementation, the Center for Distributed Learning (CDL) returns to the Student Dropped Non-Payment initiative and reflects on impact of the project. Student Account... More
pp. 119-124
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Understanding technology integration into the classroom as a systemic and socially situated initiative
Maria Mama Timotheou, Open University of Cyprus, Cyprus; Sara Hennessy, University of Cambridge, United Kingdom
This paper presents the main findings of a study exploring primary teachers’ beliefs and practices with educational technology, through a sociocultural lens. The research setting involved an... More
pp. 125-138
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Reimagining the IT Relationship in Higher Education: Faculty Technology Adoption
Marieta Jansen van Vuuren, Northwest University South Africa, South Africa; Willem Van Vollenhoven, North-West University, South Africa
Abstract: This paper explores the concept of readiness for technology adoption and how it relates to different role players in the higher education environment. In particular, this paper discusses ... More
pp. 139-144