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Society for Information Technology & Teacher Education International Conference

Mar 26, 2018

Editors

Elizabeth Langran; Jered Borup

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File: Cover & Title Pages

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Table of Contents

4
This conference has 4 award papers. Show award papers

Number of papers: 392

  1. Exploring faculty’s using behaviors in LMS platform to improve training programs

    Chih-Hung Chung, Tamkang University, Taiwan; Chun-Yan Yu, Chuzhou University, China; Chin-Hwa Kuo, Tamkang, Taiwan

    Because of the benefits of e-learning, learning management systems (LMS) have been adopted in higher education all over the world. It has made instructor teaching activities and student learning... More

    pp. 123-127

  2. Distance Education and Preparing Rural Educators in High Need Areas

    Lisa Craig, Liberty University, United States

    Abstract: In recent years, rural education has come to the forefront. Data has shown increasing numbers of schools in rural areas lack qualified educators to teach in high need areas like special... More

    pp. 128-133

  3. An Innovative Approach for Teaching Nursing Course with Cyber-CANOE

    Francis Ray Cristobal, Robert Pelayo, Diane Van Hoose & Robert Chi, University of Hawaii at Hilo, United States

    Collaborative nursing teaching and learning was a difficulty in classroom as well as online teaching settings at University of Hawaii at Hilo. Due to students’ residential geographical restrictions... More

    pp. 134-139

  4. The use of new technology and the flipped approach in blended and distance learning.

    Michael Dal, University of Iceland, Iceland

    This paper discusses the question if the flipped approach successfully can be an integrated part of blended and distance learning in teacher education where student collaboration is mandatory. ... More

    pp. 140-145

  5. The Use of Live Classes, Discussions, Email, and Announcements to promote Student Engagement in Online Courses

    Antoinette Marie Davis, Sullivan University, United States

    In the online classroom, instructors must be innovative in finding ways to promote student engagement. It is more different than the traditional classroom because the students are absent of the... More

    pp. 146-148

  6. Participation in Online Discussions: Traditional Vs. Nontraditional Students

    Holly Ellis, University of West Florida, United States

    Increasingly, nontraditional students are participating in online courses; yet their characteristics and needs are unique from traditional students. Educators must use these characteristics to... More

    pp. 149-154

  7. Augmented Reality Guided Video Tours for Greater Social to Cognitive Learner Engagement in Communities of Inquiry

    Susan Elwood, Texas A&M University Corpus Christi, United States

    Asynchronous and synchronous social presence can build greater cognitive presence when informally interacting with content, if carefully planned with appropriate strategies. Multiple strategies for... More

    pp. 155-158

  8. Design of a Learning Dashboard in "Self-Regulator" to Support Planning for Distributed Online Learning

    Yoshiko Goda, Kumamoto University, Japan; Takeshi Matsuda, Tokyo Metropolitan University, Japan; Masanori Yamada, Kyushu University, Japan; Hiroshi Kato, Open Univ. of Japan, Japan; Yutaka Saito, Fuji Electric Global, Japan; Hiroyuki Miyagawa, Aoyama Gakuin University, Japan

    "Self-Regulator" is a system embedded in a learning management system (LMS) to support students' regulation of online learning focusing on the forethought phase in the self-regulated learning (SRL)... More

    pp. 159-161

  9. Beyond Threaded Discussions: New Tools and Strategies for Online Courses

    Susie Gronseth & Haoyue Zhang, University of Houston, United States

    An integral component of online and blended courses is discussion Online discussions can be used to establish one’s social presence (both instructors and students) within an online course, and they... More

    pp. 162-164

  10. Overcoming Students’ Frustration in Adopting a New Approach to Learning in Online Learning Environments: A Case Study in Higher Education

    Mihyun Han, University of Connecticut, United States; Beomkyu Choi, Grand Valley State University, United States

    In this case study, first we highlight the results of a survey administered to the pre-service teachers to see their own expectation about the course, general preference about online learning,... More

    pp. 165-170

  11. Promise and Parameters: Digital Badges for Ongoing Professional Learning

    Mark Hofer, College of William and Mary, United States; Jessica Duggan & Todd Moellendick, College of William & Mary, United States

    Professional educators desire ongoing learning experiences to enhance their practice, gain new skills, and advance in their careers These professional development experiences take many forms,... More

    pp. 171-179

  12. Enhancing Synchronous Online Learning Using Digital Graphics Tablets

    Chukwuka Iwundu, University of North Texas, United States

    Abstract: A critical discussion in learning and development research is about best practices for implementing teaching, as well as facilitating learning among students in the 21st century. Engaging... More

    pp. 180-186

  13. Online Professional Development Courses in Online Teaching for Higher Education Faculty

    Brianne Jackson, Virginia Commonwealth University, United States

    As the number of students of higher education enrolled in online courses continues to grow at a rapid rate, institutions of higher education must prepare their faculty for teaching in this medium... More

    pp. 187-195

  14. Implementing an Online Supplemental Instruction Program

    Remberto Jimenez, New Jersey City University, United States

    This paper will offer an Online Supplemental Instruction (OSI) Implementation framework that higher education institutions can use to implement their own OSI program. The paper will review... More

    pp. 196-201

  15. Introduction to Open Educational Resources for Teacher Educators

    Kathryn S. Lee & Carol J. Delaney, Texas State University, United States

    The purpose of this paper is to provide a general introduction to Open Educational Resources (OER) for teacher educators. Although many faculty in higher education have some awareness of OER, few... More

    pp. 202-207

  16. Conducting Web Conferences to Verify Student Identity and Assess Learning Outcomes in Online Courses

    Leping Liu, Li-Ting Chen, Wenzhen Li, Cong Zou & Karen Pugh, University of Nevada, Reno, United States

    With more and more online courses offered from the universities in the United States, very often, two issues have caught the attentions from educators and researchers: (a) student identity... More

    pp. 208-213

  17. Creating community in online courses: A case study examination of instructor practices

    Joanne Marciano, Leigh Wolf, Rae Oviatt, Luke Tunstall & Andrea Varrichione, Michigan State University, United States

    This paper shares and examines findings from a cross case analysis of four instructors’ attempts to develop a sense of community in the online courses they taught in a master’s program in education... More

    pp. 214-218

  18. From Face-To-Face To Hybrid: Candidates' Perspectives of Joining a Doctoral Program Offered in a Digital Format

    Joe Nichols, Steve Bounds & Joan Henley, Arkansas State University, United States

    Doctoral candidates are interviewed as they prepare to be an initial cohort to enroll in a doctoral program in educational leadership that is delivered in a hybrid format. Each interviewee details... More

    pp. 219-225

  19. K12 educators identify benefits and challenges in a MOOC: Designing a coding set for understanding online-delivered teacher professional development

    Nathaniel Ostashewski, Athabasca University, Canada; Gerald Ardito, Pace University, United States; Martha Cleveland-Innes, Athabasca University, Canada; Sarah Gauvreau, Contact North, Canada

    This research reports on the preliminary stages of a project that seeks to identify what K12 teachers describe as beneficial and challenging related to the Community of Inquiry (CoI) presented as a... More

    pp. 226-229

  20. MOOCs for Teachers: Understanding Learning in Networked Teacher Professional Development

    Nathaniel Ostashewski, Athabasca University, Canada

    Abstract: This paper reports on research describing educational interactions that provide meaningful learning for teachers who take Massive Open Online Courses (MOOCs). Laurillard (2016) states ... More

    pp. 230-233