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

Nov 04, 2019


Saul Carliner

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File: Cover & Title Pages

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Table of Contents

This conference has 7 award papers. Show award papers

Number of papers: 199

  1. Digital Tools for Mathematics Composition: Building an Online Mathematics Course

    Shayla Heavner & Christopher Devers, Johns Hopkins University, United States

    Writing in mathematics is an essential skill for communication and many technical careers. Research suggests that writing in mathematics often leads to increased understanding and more effective... More

    pp. 1126-1131

  2. The Digital Tutor: A Concept, A Passion, A Reality

    Adil Khan, Jennie Larry Johnson & Courtney De La Cruz, University of North Texas, United States

    Many world-class universities offer free K-12 online MOOCs, but only a few of the deserving students benefit from this platform of education. Studies show that only three to five percent of... More

    pp. 1132-1138

  3. Engaging Learning in Online Learning

    Kim Livengood & Dara Anderson, Angelo State University, United States

    Increased student engagement can result in increased student persistence, retention, and achievement. Online students may face different challenges than students enrolled in traditional face-to... More

    pp. 1139-1144

  4. Deterring Plagiarism through a Two-Step Educational Tutorial and Self-Feedback Tool in an Online Program

    Ruqqayya Maudoodi & Richard Metzger, Rutgers University, United States

    Over the last several years, Rutgers Arts Online has become concerned with protecting the credentials earned by students in online courses. The verification of these credentials is critical to the ... More

    pp. 1145-1156

  5. Incorporating a State-of-the-Art Speech Recognition to a Japanese Language e-Learning System

    Hajime Mochizuki & Kohji Shibano, Tokyo University of Foreign Studies, Japan

    This paper gives an overview of the JPLANG e-learning system that we have developed and released, and describes the newly expanded speech recognition function. In addition, a verification... More

    pp. 1157-1162

  6. Online Instructor Voices: A Qualitative Study on Perceptions of Practice

    Cynthia Sistek-Chandler, National University, United States; Michael Myers, National University, Private Non-Profit University Sanford College of Education, United States

    This study presents a qualitative analysis of data to help understand online teacher presence, self-perceptions, and experiences of faculty who are teaching online at a large adult learner... More

    pp. 1163-1168

  7. The Meaning of Quality in Online/Blended Learning at a Malaysian University

    Esther Smidt, West Chester University, United States; Cecilia Yin Mei Cheong, University of Malaya, Malaysia; Timothy Kochem, Iowa State University, United States

    In this Internet age, learners need to know how to efficiently use the massive amount of information available at their fingertips and disseminated online by their teachers. In relation to this,... More

    pp. 1169-1181

  8. E-learning in rural China: Perspectives from online instructors and local teachers in rural elementary schools

    Chaoran Wang, Indiana University Bloomington, United States

    With a great shortage of teachers in rural China, nowadays Chinese non-profit organizations are building e-learning classes. This qualitative case study examined an e-learning program providing... More

    pp. 1182-1185

  9. Factors Influencing Students’ Online Learning Readiness in a Middle Eastern Higher Education Institution: Implications for Online Course Design

    Ghania Zgheib, Roula AlDaia, Mireille Serhan & Antoine Melki, University of Balamand, Lebanon

    This study aimed at analyzing students’ readiness to learn online in a Lebanese higher education institution and factors that contribute to the readiness of students in this context. Penn State... More

    pp. 1186-1198

  10. Coffee and Chat Session: Meeting the Needs of Nontraditional ABSN Students

    Brooke Lakin, University of Alabama EdD Progarm, University of Tennessee Clinical Assistant Professor, United States; Vivian Wright, University of Alabama, Professor of Instructional Technology, United States; Margaret Rice, University of Alabama, Associate Professor, Educational Leadership, Policy and Technology Studies, United States

    Accelerated BSN students are nontraditional adult learners. Most of the students in this population are second degree students who hold a job, have limited time, and have family. As adult learners ... More

    pp. 1199-1202

  11. Implementing Best Practices for Preparing College Faculty to Teach Online, A Discipline Specific Model

    Amy Goodman, Baylor University, United States

    Online education offerings continue to grow, creating a demand for more college faculty to teach online. Yet, there exists no gold standard of best practices for training faculty for this task. ... More

    pp. 1203-1211

  12. Higher Education Redesigned: Exploring Key Challenges of Personnel Working to Innovate and Expand the Reach of Lifelong Learning Opportunities

    Annie Hale, Leanna Archambault & Lukas Wenrick, Arizona State University at the Tempe Campus, United States

    The higher education landscape is changing, and many universities are finding creative, connective, and collaborative ways of reinventing their place in the higher education space. SNHU, Purdue,... More

    pp. 1212-1219

  13. Transformed Mentorship: Aligning an Online Co-Teaching Opportunity with a Departmental Conceptual Framework

    Judi Roux & Annette Miller, The College of St. Scholastica, United States

    This critical reflection considers the alignment of a School of Education’s (SOE) Conceptual Framework and effective tools for co-teaching in an online graduate learning environment. Two... More

    pp. 1220-1229

  14. Cohesive Integration of E-Learning in Nursing Leadership Reality

    Amanda Savage, Jessica Jose & Amy Herrington, University of St. Augustine for Health Sciences, United States

    There is a constant challenge to develop and implement courses in a manner that leads to direct translation of principles and skills to the workplace. As health care is an ever-changing field,... More

    pp. 1230-1234

  15. The Design, Evolution, and Implementation of a Keeping in School Shape (KiSS) Program

    Carla van de Sande, Arizona State University, United States

    If you don’t use it, you lose it. Just like physical skills, cognitive skills grow rusty over time unless they are regularly used and practiced. It is well known that students at all levels, from... More

    pp. 1235-1240

  16. A surprising navigation: The emergence of the LODEStone model through OCTBR, a Creative Commons-licensed course development tool for the health sciences.

    Patience Wieland, University of North Texas, United States; David del Pino Kloques, University of Houston, United States

    The LODEStone model is an emerging design model for consulting on organizational, department or team level challenges for specialized learners. LODEStone evolved from the iterative design of OCTBR,... More

    pp. 1241-1254

  17. Current Trends and Best Practices of Mobile Learning in K-12 Special Education Learning Environments

    Aubrey Statti & Sonimar Villegas, The Chicago School of Professional Psychology, United States

    The research on mobile learning (m-learning) in the classroom is on the rise as teachers begin to increase the m-learning opportunities that they incorporate into their classroom lessons. As this... More

    pp. 1255-1259

  18. Mobile Application Design and Development for Geoscience Learning

    Fu-Shing Sun, Ball State University, United States

    Mobile learning extends education beyond the traditional classroom setting. We report our experiences in designing and developing two in-house mobile apps and subsequently using them to facilitate ... More

    pp. 1260-1264

  19. Community of Practice and Community of Inquiry: A Question of Practicality

    Roger Antonio Chambers, University of North Texas, United States

    Learning theories and framework have continued their evolution with consideration of technology and the affordances of virtual connections. Social constructivist learning theorists have agreed that... More

    pp. 1265-1269

  20. Effective Online Course Design in a Learning Management System Has Strong Impacts on Student Learning Achievement: A Case Study at a University in Iowa

    Dan Dao, Distance and Online Education, United States; Evans Ochola, Teaching and Learning, United States

    Abstract: This qualitative case study explored professors’ perceptions of effective online content design and online course format in the Canvas learning management system on student learning... More

    pp. 1270-1279