Early Field Experiences in Teacher Education: Is Virtual an Option?

Emily Hixon; Hyo-Jeong So

Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 436–442

The purpose of this study was to explore students' perceptions of and experiences in a virtual field experience using online video-based cases, as compared to students completing a traditional field experience. Specifically, this study examined some ...

Hitting a Moving Target: Meeting Faculty Needs for Online Course Development

Emily Hixon; Heather Zamojski; Janet Buckenmeyer

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 1778–1783

The Distance Education Mentoring program at Purdue University Calumet is a cohort-based mentoring program designed to support and assist faculty as they develop an online course. After four years, most of the innovators and early adopters of online...

YouTube.com for Teachers: A Useful Resource or Just More Hijinks?

David Freitas; Janet Buckenmeyer; Emily Hixon

Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4118–4119

The creators of YouTube.com have now moved into the educational arena. Designed especially for teachers, TeacherTube.com contains video clips chronically school and university life. Is this website an invaluable educational resource, or is it just a ...

Assessing the Effects of a 1:1 Technology Program on Student Achievement: A Viable Research Design

Janet Buckenmeyer; David Freitas; Emily Hixon

Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 1051–1053

The one to one (1:1) approach is conceptually defined as an instructional environment where students have a computer and relevant software available to them 24 hours a day, 7 days a week. This strategy enables learners to have immediate and...

Designing High-Impact Faculty Programs for Online Course Development

Emily Hixon; Janet Buckenmeyer; David Freitas

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 1771–1777

Does developing and teaching an online course impact faculty’s pedagogical beliefs and result in them making changes to their other courses? This session will present anecdotal and empirical evidence that addresses this important question....

Is The Quality Of (Online) Courses Significantly Improved Through Professional Development Of Faculty? Student Perceptions

Janet Buckenmeyer; Emily Hixon; Casimir Barczyk; David Freitas

Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 199–203

The Digital Learning Faculty Certificate Program at Purdue University Calumet is a cohort-based mentoring program designed to support and assist faculty as they develop an online or a digitally-enhanced course. Results from previous research studies ...

Assessing the Impact of Faculty Development for Online Instructors

Emily Hixon; Janet Buckenmeyer; Casimir Barczyk; Lori Feldman

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 672–681

This study summarizes the results of a program evaluation of the Distance Education Mentoring Program (DEMP), an ongoing initiative at Purdue University Calumet, Indiana (USA) designed to enhance the development of online courses by mentoring...

Does Participating in an Online Course Development Program

Emily Hixon; Janet Buckenmeyer; Casimir Barczyk; Lori Feldman

World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 2387–2390

There seems to be much anecdotal evidence that many faculty members do experience shifts in pedagogical beliefs after successfully developing and teaching an online course. Some anecdotal accounts have been published in the professional literature; ...

Wanted: Quality Online Instructors and Courses? Try this Successful Mentoring Model

Janet Buckenmeyer; Emily Hixon; Casimir Barczyk; Lori Feldman; David Freitas

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (Oct 18, 2010) pp. 921–926

If you are looking to design and implement a program that produces successful online faculty teaching effective online courses, then this session is for you. A proven, four-stage model for preparing and certifying higher education faculty to create...

Does Participation In A Faculty Distance Education Mentoring Program Comprehensively Improve Teaching Methods?

Janet Buckenmeyer; Emily Hixon; Casimir Barczyk; Lori Feldman

International Journal on E-Learning Vol. 12, No. 2 (March 2013) pp. 139–152

The Distance Education Mentoring Program (DEMP) is an initiative designed to assist faculty in learning the technology and instructional design principles necessary to develop and teach quality online courses. This paper describes the results of a...

Pedagogical TICKIT: Web Conferencing to Promote Communication and Support During Teacher Professional Development

Curtis J. Bonk; Lee Ehman; Emily Hixon; Lisa Yamagata-Lynch

Journal of Technology and Teacher Education Vol. 10, No. 2 (2002) pp. 205–233

This article discusses the online activities used in the Teacher Institute for Curriculum Knowledge about the Integration of Technology (TICKIT) during 1998-1999. TICKIT is a school-based professional development program involving 25-30, K-12...

Topics: Schools, Curriculum, Professional Development, Integration, Teachers