E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
Oct 15, 2018
Table of Contents
Number of papers: 227
-
Digital Storytelling: A Communication Tool and Method for Global Education
Kim Engles, Sias International University, China; Annie Hale & Leanna Archambault, Arizona State University, United States
This brief paper describes the use of digital storytelling as a pedological tool used to engage learners at an international University campus in China. Through close observation, the research team... More
pp. 666-669
-
Using Quia as an Online Classroom for Teaching and Learning Fashion Design
Nouf Alsuwaida, University of Hail, Saudi Arabia
The study investigates what happens when Quia is introduced for students in an undergraduate fashion design class by using online activities to enhance their learning, specifically by using Quia... More
pp. 670-684
-
Effectiveness of Two Educational Video Games
Taralynn Hartsell, Valdosta State University, United States; Timothy Dedeaux, Pearl River Community College, United States
This paper is an overview of a quasi-experimental study performed at a college that compares differences between two different video games. The video games were based on Malone's theory of game... More
pp. 685-689
-
Using Digital Game-Based Learning to Increase Vocabulary Fluency and Motivation
Mary Lasater & Shahzad Vafa, University of Houston-Victoria, United States
This paper reports the findings of a pilot study using a digital game-based learning module (DGBL) designed to increase pre-service teachers’ vocabulary fluency of one competency area covered on a ... More
pp. 690-693
-
Simulated Environments as Complex Systems: A Framework and Approach to Understanding E-Learning (Part 1)
PG Schrader, Michael McCreery, Mark Carroll, Catherine Bacos, Danielle Head & Joseph Fiorentini, University of Nevada, Las Vegas, United States
This symposium addresses the benefits and potential for a complex systems perspective when conducting educational technology and learning research. Complex systems characterize technological... More
pp. 694-716
-
What Do We Mean When We “Design” e-Learning Solutions? An Analysis of Discourses on Design, Technology, and Education
Melissa Warr, Danah Henriksen & Punya Mishra, Arizona State University, United States
Creators of e-learning solutions often call themselves “designers,” but what does it mean when they “design”? The broader educational research literature has recently seen an increase in interest ... More
pp. 717-722
-
Gamification of e-learning based on learning styles –design model and implementation
Nadja Zaric, RWTH Aachen University, Germany; Snezana Scepanovic, Faculty for Information Technologies, University, Montenegro
In recent years, there has been an increasing interest in applying game-related principles in Technology Enhanced Learning (TEL). Implementation of game elements in non-game contexts i.e. the... More
pp. 723-729
-
Introducing Data Visualization: A Hands-on Approach for Undergraduates
Vetria Byrd, Purdue University, United States
We use a constructivist approach to introduce the data visualization process to undergraduate-level students. Visualization is the process of transforming raw complex data into a visual... More
pp. 730-736
-
Analysis of Learning Competencies of the SW and Science Learners: In the Context of an Online SW and Science Program for Advanced Secondary Learners
Yoojung Chae & Sunghye Lee, KAIST, Korea (South)
This study was conducted to investigate the learning competencies of the SW and Science learners. Six hundred nine (609) middle school students in Korea participated in this study. To measure... More
pp. 737-747
-
Exam Study methods for the Online Student; HERE IS WHAT REALLY WORKS!
Jennifer Claire, Purdue University Global, United States
A study group can be an effective way to prepare for an exam, however, only if you use smart strategies for forming effective study groups. Organizing a study group in a traditional college... More
pp. 748-753
-
Machine-Learning-Based Automatic Difficulty Estimation of Quizzes in Question-Posing Learning
Kazuki Harayama & Yoshio Yamagishi, Kanazawa Institute of Technology, Japan
In this study, we developed a system that automatically estimates the difficulty level of quizzes created by learners in question-posing learning, a method that is considered to have a very... More
pp. 754-761
-
Exploring Lived Experiences in Distance Learning: A Phenomenological Lens
Jolie Kennedy, University of Minnesota, United States
Phenomenological research in the field of learning design and technologies, and distance learning in particular, is growing and maturing with greater varieties. This research study seeks to... More
pp. 762-766
-
You Do, I Follow? Learners’ Perceived Learning Process on Online Social Network
Jun Fang, Purdue University, United States
This article examines learners learning process through the lens of the four conditions of Bandura’s traditional social learning theory (1971)—attention, retention, reproduction and motivation, on ... More
pp. 767-772
-
Effects of Online Tool Usage on Sense of Community in Undergraduate Seminars
Wakako Fushikida, Tokyo Metropolitan University, Japan
Undergraduate seminars are one of the inquiry-based and communal learning environments affectionately called “Zemi” in Japan. However, it has not been fully discussed in previous studies that what ... More
pp. 773-776
-
Using Social Media to Educate for Social Development: A Collective Case Study Comparing Facebook and E-mail as Tools for Developing Sustainable Habits in Urban Families
Michel Leger & Shawn Martin, Université de Moncton, Canada
Adopting sustainable household lifestyles represents a difficult challenge for families. This mixed methods collective case study looks to explore the adoption of ecological actions in urban... More
pp. 777-784
-
Technology-enhanced Informal Learning for San Diego Zoo Visitors: Results of a Quasi-Experimental Program Evaluation
James Marshall, San Diego State University, United States
Learning professionals have long been challenged to apply strategies that effectively, and efficiently, place content into learners’ minds. Knowledge is typically the antecedent of action and... More
pp. 785-794
-
E-Learning in PreK-3: Selecting and Designing Grade-Level Appropriate Online Tutorials
Stephen Arnold, University of Arizona, United States
Today our PreK-3 students are comprised of Generation Z children who were born into a technology-abundant society. As a benefit to the technology affordances there are many learning opportunities... More
pp. 795-801
-
Facilitating Dynamic Synchronous Class Sessions
Joanne Beriswill, Mississippi State University, United States
Dynamic synchronous class sessions capture student attention, facilitate learning, and focus on quality interactions. This paper documents the structure of synchronous sessions and the dynamic... More
pp. 802-806
-
Activate Student Engagement: How to Promote Meaningful Learning
Suzanne Edmonds & Allie Giro, NC State University, United States
Structured, cohesive content increases the chances that a student will learn better and be more involved in the learning process. Research shows that students engaged in the learning process have... More
pp. 807-811
-
Participatory Learning and Media in Early Childhood Transitions
Lisa Gjedde, Aalborg University, Denmark
Introducing ICT in kindergarten and preschool with adequate pedagogical scenarios to foster learning environments for resilience, holds great potential to prevent early school leaving and offer... More
pp. 812-816
