Search results for author:"Kim Livengood"
Total records matched: 13 Search took: 0.099 secs
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Kim Livengood
TAMU
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Flexible Learning: Examining a Competency-Based Program
Kim Livengood; Raelye Self
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 692–696
To meet student needs, flexible education programs need to be developed. One type of flexible program is a competency-based program, which allows students to consider prior knowledge and focus on the skills and knowledge needed for specific...
Topics: Course, program, project, and other forms of evaluation, Flexible learning
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Mentoring New Faculty: A Blended Approach Using Technology Tools
Jennifer Engle; Kim Livengood
EdMedia + Innovate Learning 2019 (Jun 24, 2019) pp. 1729–1732
Individuals responsible for supporting new faculty who work in online environments seek effective strategies to streamline onboarding as well as continual support. Mentorships that incorporate technology tools, learning management systems such as...
Topics: E-learning/E-training
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Student Perspectives of Peer Reviews in an Online Graduate Course
Kim Livengood; Twyla Tasker
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 24–28
This paper reports the results of implementing a structured peer review assignment to complete a literature review in a graduate level Applied Research course. In online graduate programs, students are often required to demonstrate mastery through...
Topics: Evaluation, Content Development
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Frivolous or Fabulous? Finding a Balance for Feedback
Kim Livengood; Lesley Casarez
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1831–1836
Feedback in an online learning environment can be the deciding factor between spending inordinate amounts of time responding to student queries and spending that same amount of time on developing relationships and other educational endeavors with...
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All for one and one for all! Collaboration in online learning environments
Kim Livengood; Lesley Casarez
Global Learn 2015 (April 2015) pp. 410–414
Just as students in traditional physical learning environments need connections, students in online learning environments also need the same type of connections. Building collaboration among participants in online course environments has been shown ...
Topics: Interaction, collaborative learning, Collaboration, Physical Environments
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Connection and Constructive Critiques: Using Online Journals to Improve Instructor Feedback
Kim Livengood; Sara Carlisle
EdMedia + Innovate Learning 2019 (Jun 24, 2019) pp. 331–334
Faculty in graduate education programs have expressed concerns about their ability to address their students’ lack of academic writing skills. Research into the issue supports the need for appropriate feedback, writing resources, and opportunities...
Topics: Alternative and innovative assessment methods, E-learning/E-training
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Assessment, Differentiation, & Technology: Meeting Student Needs
Jennifer Engle; Kim Livengood
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1813–1817
Providing personalized, individualized, or differentiated instruction can present a challenge to plan and implement in any learning environment. However, these approaches help instructors meet student needs and provide opportunities for in-depth...
Topics: Assessment and E-Folios, Teaching and Learning with Emerging Technologies
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Engaging Learning in Online Learning
Kim Livengood; Dara Anderson
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2019 (Nov 04, 2019) pp. 1139–1144
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-face courses. The results of this study will identify...
Topics: online learning environments, Learner-centered, and self-directed learning, E-learning/E-training
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Plagiarism Certificates and Student Understanding
Kim Livengood; Twyla Tasker; Brook Dickison
EdMedia: World Conference on Educational Media and Technology 2017 (Jun 20, 2017) pp. 485–489
Plagiarism has been an increased concern for online programs due to the easy accessibility of others’ work. The prevalence of plagiarism is a cause for concern because of the harm the student causes themselves and those they are plagiarizing. A...
Topics: Teaching/Learning Strategies, Implementation Experiences
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On-line teaching and assessment with videos and podcasts
Kim Livengood; Lesley Casarez; Mary McGlamery
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 20, 2014) pp. 1211–1215
Podcasting and/or videos can serve as a method for content delivery, means of assessment, ways to meet specific objectives, or an approach to special projects. This session serves as a guide to enable participants to effectively create and use...
Topics: Implementation Examples & Issues
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Perspective is Everything: How to Integrate Templates and Tools to Meet Online Accessibility
Lesley Casarez; Kim Livengood; Natasha Morris
EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 6–10
Abstract: Increasing the access to higher education through online programs has not necessarily guaranteed equal access for all students. Institutions face the challenge of meeting the needs of students with disabilities. Not only may the faculty...
Topics: Accessibility, Faculty
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Supporting online adjunct faculty through building community
Lesley Casarez; Tia Agan; Kim Livengood
Global Learn 2016 (Apr 28, 2016) pp. 230–233
When programs grow, institutions may need to rely on adjunct faculty. When these adjuncts are working in an online learning environment, training them to address students’ needs and teach content as competently as full-time faculty can be a...
Topics: Communities of practice