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

Nov 04, 2019

Editors

Saul Carliner

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Table of Contents

7
This conference has 7 award papers. Show award papers

Number of papers: 199

  1. Not as easy as ICT: A case study about the roles of the teacher mentor

    Leanne Compton & Kathy Jordan, RMIT University, Australia

    This virtual presentation refers to a case study of a teacher mentor based in metropolitan Melbourne, Australia, and examines the types of knowledge required by teacher mentors to support pre... More

    pp. 262-265

  2. Systems Thinking in Makerspace Design

    LeaAnne Daughrity, Frances Mahaffey & Widad Kinard, The University of North Texas, United States

    This practice-based paper is a systems-thinking approach to makerspace design in K-12 education. With a vast array of research and development in the area of makerspaces, it is critical that... More

    pp. 266-271

  3. Implications of Technological Instructional Practices for English as a Second Language Vocabulary Learning

    Moe Greene & William Jones, Virginia Commonwealth University, United States, United States

    English language vocabulary development is critical in achieving reasonable proficiency in English language learning. A qualitative approach which involved conducting class observations and semi... More

    pp. 272-283

  4. Creating Effective Physical Learning Spaces in the Digital Age – Results of a Student-Centered Design Thinking Workshop

    Thilo Harth, Muenster University of Applied Sciences, Germany; Stefanie Panke, University of North Carolina at Chapel Hill, United States

    Learn anything, anytime, anywhere is the mantra for learning in the digital age. Digital learning opportunities are increasingly challenging traditional classroom learning – but what does this mean... More

    pp. 284-294

  5. TPACK and Educational Interactions – Pillars of Successful Technology Integration

    Eloho Ifinedo & Jenni Rikala, University of Jyvaskyla, Finland

    It is important to understand what drives the success of technology integration in educational settings, because learning in schools with technology develops the students' capacities to participate... More

    pp. 295-305

  6. On-line learning: Why is it a source of stress for some post-secondary students?

    Jennifer Laffier, Ontario Tech University, Faculty of Education, Canada

    College and university students experience the transition to post-secondary education in different ways. For some it is an exciting time, but for others the transition may be more difficult to... More

    pp. 306-315

  7. Preparation in Selecting Technology in Math Classrooms

    Brittany Lankford, University of North Texas, United States

    Technology preparation programs and professional development are the foundation in providing teachers with support and learning experiences in technology integration. This paper discusses studies... More

    pp. 316-322

  8. Supporting Teachers in Technology Integration: Veteran teachers' reactions to technology

    Caroline Morales, Bryan Station High School, United States

    Increasing connectivity between people and information over the Internet has led to a change in the way students learn. To stay relevant, teachers are pushed to use technology in the classroom in... More

    pp. 323-336

  9. Creating an Effective e-Learning Culture: The Pedagogical Variation Model (PVM) for Online Learning and Teaching.

    Maria Susy Rogers, University of South Wales, Faculty of Creative Industries, United Kingdom

    The research paper articulates how to create effective e-learning cultures by reducing drop-out, attrition rates thereby increasing retention rates whether in Further / Higher Education as well as ... More

    pp. 337-347

  10. Using Triad Video Review to Engage Online Graduate Students and Improve Teaching

    Wanda Routier, Concordia University Wisconsin, United States

    Abstract: An online graduate-level teacher education program sought a better way to prepare, assess, and support general education teachers’ teaching of students with disabilities prior to their... More

    pp. 348-351

  11. Moving Beyond Online Text: Fostering Visual and Multimodal Discussions through Digital Artifact Creation

    Peggy Semingson, University of Texas at Arlington, United States

    Traditional asynchronous discussion forums can be enhanced by introducing the opportunity for learners to create a visual or multimodal digital artifact. The idea is to require students to choose... More

    pp. 352-355

  12. Perceptions of Technology Integration Skills Among Pre-Service Teachers in an Inclusive Classroom Setting

    Clinton Smith, University of TN Martin, United States; Michael Spaulding, UTM Educational Studies, United States; Louis Glover, Western Governors, United States

    One area that in-service teachers struggle is with utilizing technology for their students (Marino, Sameshima, and Beecher, 2009 as cited in Benton-Borghi, 2013). Due to the diverse needs of... More

    pp. 356-361

  13. Fab Lab Implementation: Gaining STEAM in K-12 Education

    Penny Westfaul, Jackson County School District, United States

    Makerspaces in K-12 education could prepare students for the growing percentage of careers available in STEAM fields. In this quantitative, questionnaire-based research study, the influence of the ... More

    pp. 362-366

  14. STEAM Building through Professional Learning

    Penny Westfaul, Jackson County School District, United States; Mary Rodgers, William Carey University, United States

    Educators in leadership are tasked with the challenge of promoting positive STEAM (Science, Technology, Engineering, Arts, and Mathematics) attitudes in students. Teachers who participate in... More

    pp. 367-373

  15. The Analysis of Pre-Service Teachers’ Software Education Teaching Efficacy in South Korea

    Soyul Yi & YoungJun Lee, Dept. of Computer Education, Korea National University of Education, Korea (South)

    The purpose of this study is to find out the implications by analyzing SE-TE level of pre-service teachers in South Korea. We conducted SE-TEBI to 84 of undergraduate students at K university in... More

    pp. 374-377

  16. Programming Education in Primary School Focusing on Programming Thinking ~ Design of Questionnaire for Learning Effect Measurement ~

    Hiroo Hirose & Takeshi Ozaki, Suwa University of Science, Japan; Kurumi Kawate, Nagano Olympus Co., Ltd., Japan

    Many trials for programming class were practiced in various places for the upcoming requirement course from 2020 at elementary schools. We have been practicing programming education with use of... More

    pp. 384-390

  17. Assessing Computational Thinking and Programming Skills: Preliminary study of fourth-grade students

    Greg Lee & Pei-Chun Chen, National Taiwan Normal University, Taiwan

    In this study, a preliminary study of students’ computational thinking and programming ability was conducted. 458 fourth-grade students studied visual programming for six-weeks. A Blockly-based... More

    pp. 391-395

  18. Developing Engaging Academic Program Review Virtual Experiences

    Chelsea Overholt & Kelly Torres, The Chicago School of Professional Psychology, United States

    Due to the importance of program reviews and the differences that may exist in institutional reporting processes, this presentation will provide an in-depth overview of one potential approach to... More

    pp. 396-399

  19. Development of Virtualization Educational Program for Employees to Meet the Era of the Fourth Industrial Revolution

    Takuro Ozaki, Osaka Kyoiku University, Japan; Toru Ochi, Osaka Institute of Technology, Japan; Hiroyuki Dekihara, Hiroshima Shudo University, Japan; Ryuji Miyazaki, Hiroshima International University, Japan

    In the Fourth Industrial Revolution, there are some core technologies such as AI (Artificial Intelligence), IoT (Internet of Things), Robotics, etc. However, education of these technologies has not... More

    pp. 400-405

  20. Does the Impact of Technology on Literacy Persist?

    Haya Shamir, Kathryn Feehan, Erik Yoder & David Pocklington, Waterford Institute, United States

    Although technology is increasingly incorporated into early childhood classrooms, it has not always provided students with lasting improvements in their early literacy skills. In this longitudinal ... More

    pp. 406-411