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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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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