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SITE Interactive Conference

Oct 26, 2021

Editors

Elizabeth Langran; David Rutledge

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File: Table of Contents

Table of Contents

3
This conference has 3 award papers. Show award papers

Number of papers: 85

  1. The Difference in Artificial Intelligence Teaching Efficacy on the Part of School Level In-service Teachers in Korea

    Taehyeong Lim & Jeeheon Ryu, Chonnam National University, Korea (South)

    The purpose of this survey study was to investigate the differences in teachers’ artificial intelligence teaching efficacy by school level in Korea. The participants were 432 in-service teachers in... More

    pp. 337-340

  2. Museum-based Virtual Reality and Middle Schoolers Interest and Engagement in Science

    Ross Ramsay, Mengyi Mao, Janice Anderson & Jill Hamm, University of North Carolina at Chapel Hill, United States

    This study explores the impact of an immersive VR experience and middle school students’ interest in and engagement with science. Thirteen students completed a VR experience with two components: a ... More

    pp. 341-346

  3. Project-Based Learning in an Online STEM Course: Teaching Physical Science With Technology and the Arts to Inservice Teachers

    Heejung An, William Paterson University of New Jersey, United States; Woonhee Sung, The University of Texas at Tyler, United States

    Given the increased attention to pedagogical approaches for project-based learning in STEM by incorporating the arts and technology, this session will share projects implemented in a course for... More

    pp. 347-351

  4. A Case Study of Authentic Learning Design Through the ITECH-STEM Summer and Pre-Service Teachers’ Experiences Teaching Online During the Covid-19 Pandemic

    Bulent Dogan & Neha Anand, University of Houston, United States

    This article describes the design and outcomes of a virtual transformation of a STEM-focused, elementary summer camp, which was designed in part to provide a context for pre-service teachers to... More

    pp. 352-360

  5. Pre-Service Teachers' Online Teaching During the Covid-19 Pandemic: A Case Study of How “Effective Communication,” “Problem-Solving” And “Cultural Competency” Growth Expectations Changed through the ITECH-STEM Summer Camp

    Bulent Dogan, Susie Gronseth & Heather Domjan, University of Houston, United States

    This paper describes how the growth expectations of pre-service teachers changed after teaching through a virtual STEM-focused, elementary summer camp, which was designed in part to provide a... More

    pp. 361-367

  6. Professional Development in Virtual Learning Environment: Designing Computational Thinking Enriched Practices through Inquiry-based Learning

    Xiaoxue Du & Ellen Meier, Teachers College, Columbia University, United States

    The integration of computational thinking (CT) into the inquiry-based learning approach has been effective in shifting teachers’ classroom practices. This study implemented a research-based,... More

    pp. 368-371

  7. Best Practices in Teaching Media Production Online

    Lacey Fulton, Clarion University of Pennsylvania, United States

    There is no doubt that COVID has changed the landscape of online teaching. Now more than ever, students are expecting degree programs that were typically face to face only to be moved to an... More

    pp. 372-376

  8. Enhancing HyFlex to ActiveFlex for a COVID-19 World

    Mark Gale & Letitia Bergantz, Athens State University, United States

    In Fall 2020, Athens State University piloted a HyFlex modality in five courses to address COVID-19 concerns among students. The thought was that HyFlex would allow flexibility in an uncertain... More

    pp. 377-379

  9. Measuring the Effectiveness of ActiveFlex in a COVID-19 World

    Mark Gale, Letitia Bergantz & Vanessa Miller, Athens State University, United States

    In Fall 2020, Athens State University piloted a HyFlex modality in five courses to address COVID-19 concerns among students. The thought was that HyFlex would allow flexibility in an uncertain... More

    pp. 380-382

  10. Improving STEM students’ learning using the principles of spaced retrieval and interleaved learning

    Fei Gao, Resmi KrishnankuttyRema & Lan Li, Bowling Green State University, United States

    In this exploratory study, we examined whether an online training program, STEM Fluency system, which was developed based on spaced retrieval and interleaved learning principles, helped students... More

    pp. 383-391

  11. Tools and Techniques to Increase Student Engagement in Online Programs

    Kristi Hall, University of Cincinnati, Clermont College, United States; Suguna Chundur, University of Cincinnti, Clermont College, United States

    Covid-19 precipitated the move to online learning for many institutions including ours. Our open admissions institution, providing access to higher education to anyone with a high school diploma or... More

    pp. 392-397

  12. Teaching Practice for Pre-service Teachers in the Metaverse Learning Environment

    Yuseon Jeong, Taehyeong Lim & Jeeheon Ryu, Chonnam National University, Korea (South)

    The purpose of this study is to determine whether a metaverse-based micro-teaching environment can be used to provide teaching practice for pre-service teachers. Micro-teaching is a teaching... More

    pp. 398-403

  13. Semantic Network Analysis of Teachers’ Conversation in Cooperative Teaching Simulation

    Seobin Jo, Hongyu Xiang & Jeeheon Ryu, Chonnam National University, Korea (South)

    Pre-service teachers' training should be aimed at increasing their class experience and developing their ability to conduct teaching activities according to varying situations. The use of teaching ... More

    pp. 404-409

  14. The Effects of Classroom Management Efficacy on Interest Development in Classroom Simulation

    Suhyun Ki & Jeeheon Ryu, Chonnam National University, Korea (South)

    The purpose of this study is to examine the influence of classroom management efficacy on interest development, according to the scenarios in the teaching simulation for preservice teachers. We... More

    pp. 410-415

  15. The Scenario Components of Teaching Simulations for Classroom Management

    Kukhyeon Kim, Seobin Jo & Jeeheon Ryu, Chonnam National University, Korea (South)

    Competency in coping with challenging students in the classroom is an important ability among teachers. Challenging situations in the classroom can make teachers feel burnt out and exhausted,... More

    pp. 416-420

  16. Teaching Algebra in an Online, Asynchronous Environment for the First Time: Insight from University Mathematics Education Instructors

    Terri L. Kurz & David Meltzer, Arizona State University, United States; Marcia Nation, Nation Evaluation Consulting, LLC, United States; Mi Yeon Lee, Arizona State University, United States

    Curriculum was designed to incorporate movement in a face-to-face algebraic reasoning course. However, the course was converted to an online, asynchronous format due to social distancing. The... More

    pp. 421-425

  17. Demonstration of a K-12 online teaching 101 training for pre-service teachers with the Quality of Online Education (QOE) framework

    Eunsung Park & Jongpil Cheon, Texas Tech University, United States

    This session will demonstrate a training module developed by the Center for Innovation in E-Learning (CIEL) at Texas Tech University. The module consists of various real-world situated scenarios... More

    pp. 426-430

  18. Analyzing the Persistence of Eighth Grade Grammar Students: Meeting a Mastery Goal with All Learners

    LeAnne J. Schmidt, Central Michigan University, United States

    This analysis of longitudinal data on eighth grade grammar students focused on their correction patterns using the NoRedInk online resource delves into persistence and grit which impact all... More

    pp. 431-436

  19. Building a Reliable Rubric for Preservice and Inservice Teachers to Evaluate Flipped Classroom Lesson Design

    Zafer Unal, USF St.Petersburg, United States; Aslihan Unal, Georgia Southern University, United States

    Despite over fifteen years of flipped classroom implementation, current literature does not provide any reliable, standardized rubric as a guideline to create or evaluate flipped classroom lessons ... More

    pp. 437-450

  20. Distance learning practices during school closure in the context of the covid 19 pandemic in Morocco: Inventory, actors' perception and SWOT analysis of the prevailing practice in rural areas

    Judicael Alladatin & Insaf Alchikh, Mohammed VI Polytechnic University/Institute of Education Sciences, Morocco

    This article reviews the distance teaching practices used in rural Morocco in the context of pedagogical continuity. We also propose an analysis of the actors’ perception, as well as a Strengths,... More

    pp. 451-456