E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
Oct 17, 2017
Editors
Jon Dron; Sanjaya Mishra
Table of Contents
Number of papers: 153
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Maximizing student success in a flipped classroom utilizing non-linear redesign of content
Meridith Bergeron, University of Florida and Franciscan Missionaries of Our Lady University, United States; Marty Aime, Louisiana State University and Franciscan Missionaries of Our Lady University, United States
A pilot project was conducted during the 2015-2016 academic year to improve the first time pass rate in a pre-entry kinesiology course, which has been challenging for many years as the DFW rate... More
pp. 1-4
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Open Online Module for Computational Thinking in Mathematics Education
George Gadanidis & Rosa Cendros Araujo, Western University, Canada
With the upturn of computational thinking (CT) in K-12 education, teachers require a firm understanding of what CT involves, and how to develop CT in their classrooms In this context, the first... More
pp. 5-10
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ESP and Digital Storytelling for Science Communication
Cheng Hsu, National Chin-yi University of Technology, Taiwan; Chia-pei Wu, I-Shou University, Taiwan
For most science and technology major undergraduate students in Taiwan, English for the specific purpose (ESP) and the English for General Purpose (EGP) seemed to be in two distinguish worlds In... More
pp. 11-13
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Student Driven Virtual Development of E-Learning Resources Using Google Apps
David Ibsen, Collaborative Information Networks, Canada; Johanna Ibsen, Family and Community Twining Society, Canada; Gloria Zhao, University of Alberta, Canada; Carole Ibsen, The Three Bears International, Canada
Student Driven virtual resource development is the result of several years of working with students on summer projects that develop resources for our networks (online communities) The discussion... More
pp. 14-18
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Searching Discourse Segments for Formulaic Sequences in a Closed Caption TV Corpus for Language Learning
Hajime Mochizuki & Kohji Shibano, Tokyo University of Foreign Studies, Japan
This paper describes a retrieval method to extract discourse segments from a closed caption TV corpus using formulaic sequences that serve an important function in discourse. We have been building ... More
pp. 19-27
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Creating and Applying Transmedia Content: Augmented Reality (AR) for Information Linking and Learning
Pamela Ponners & Jackie Chetzron, University of North Texas, United States
Augmented reality (AR) based transmedia products are an emerging technology used in education and industry “Augmented reality (AR) is a live, direct or indirect, view of a physical, real-world... More
pp. 28-32
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Development of a Virtual Approach to Teaching Nutrition Focused Physical Examination
Jennifer Tomesko, Rebecca Brody & Riva Touger-Decker, Rutgers University, School of Health Professions, United States
Nutrition focused physical examination (NFPE) is a new dietetic education requirement; many educators and preceptors lack prior training in NFPE. A computer assisted instruction (CAI) NFPE module... More
pp. 33-37
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ICT Accessibility MOOC: What The Data Reveals
Fatimah Wirth & Christopher Lee, Georgia Institute of Technology, United States
This paper is the second part of a paper presented at the 2016 eLearn conference that described the design and implementation of an ICT Accessibility MOOC at Georgia Tech This paper delves more... More
pp. 38-41
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Rigor and Relevance of Contextualized Measures in Mathematics, Literacy and Inquiry Learning for Rural Public Schooling in Medellin
Clara Amador-Lankster, National University, United States; Marlen Monsalve, Centro de Ciencia y Tecnologia de Antioquia, Colombia
The purpose of this presentation is to discuss a 2014 Fulbright Evaluation Framework and to analyze findings resulting from implementation of two contextualized measures designed as LEARNING BY... More
pp. 42-52
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Searching for effective peer assessment models for improving online learning in HE – Do-It-Yourself (DIY) case
Irja Leppisaari, Janne Peltoniemi & Tuula Hohenthal, Centria University of Applied Sciences, Finland; Yeonwook Im, Hanyang Cyber University, Korea (South)
Peer assessment brings new affordances to the implementation of meaningful assessment on online courses (eg MOOCs) by using technological solutions to automate the assessment process For this... More
pp. 53-65
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MOOCs and Self-Regulated Learning Preliminary Validation of a Scale
Charo Reparaz, University of Navarra, Spain; Guillermo Mendoza, Universidad Católica de El Salvador, El Salvador; Maite Aznárez-Sanado, University of Navarra, Spain
As the levels of support and interaction with the teacher in a MOOC are lower than those of traditional online courses, dropout levels in MOOCs are very high Thus it is necessary to place greater... More
pp. 66-70
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Augmented Affordances Support Learning: Comparing the Instructional Effects of the Augmented Reality Sandbox and Conventional Maps to Teach Topographic Map Skills
Rick Richardson & Dotty Sammons, Idaho State University, Department of Organizational Learning and Performance, College of Education, United States; Donna Delparte, Idaho State University, Geosciences Department, College of Science and Engineering, United States
This study compared learning performance during and following AR and non-AR topographic map instruction and practice Two-way ANOVA testing indicated no significant differences on a posttest... More
pp. 71-81
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Case Studies Using e-Textbooks Connected with a Learning Management System
Toshioki Soga, Chitose Institute of Science and Technology, Japan; Takahiro Nakahara, Sangensha LLC., Japan; Norihito Kawana, Sapporo International University, Japan; Izumi Fuse, Hokkaido University, Japan; Tohru Kaku & Rika Saito, Japan Health Care College, Japan; Yasuyuki Nakamura, Nagoya University, Japan
We conducted three case studies using e-textbooks connected with Moodle, a learning management system. Two case studies were carried out under a bring your own device environment, and one case... More
pp. 82-87
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Customizing Section 508 HHS Checklists to Evaluate Accessibility of Interactive Features in Online Courses
Ngoc Vo, Lauren Hamel, Yinning Zhang, Angela Brodsky, Angela Reid, Lucas Carr, Wesley Steverson & Michael Harris, eCampus, University System of Georgia, United States
This study aims at evaluating and distilling the US Department of Health & Human Services (HHS) Accessibility checklists into shorter, more applicable checklists that focus on the interactivity... More
pp. 88-101
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Self-assessment of online participation: Using a reflective approach to enhancing student experience
Jo Axe, Elizabeth Childs & Lois Fearon, Royal Roads University, Canada
The use of online technology in education continues to grow (Canadian Virtual University, 2012; Kanuka, 2008; White, Warren, Faughnan, & Manton, 2010) and student engagement is critical to their... More
pp. 102-107
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Using student-generated questions and peer-responses as a formative e-assessment strategy: Students acting as more knowledgeable others
Bernard Bahati, University of Rwanda & Stockholm University, Sweden; Uno Fors & Preben Hansen, Stockholm University/DSV Department, Sweden
Student-generated questions and peer-responses can support formative assessment practices through student self-questioning and peer scaffolding. So far, the studies on student-generated questions... More
pp. 108-117
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Overseeing the Design and Delivery of Online Programs: Centralized and Decentralized Approaches
Meridith Bergeron, University of Florida and Franciscan Missionaries of Our Lady University, United States; Sarah Fornero, University of Florida and Alder University, United States
It is necessary for institutions to have a formal approach to overseeing the design and delivery of online programs The selected approach will fall on the spectrum between centralized and... More
pp. 118-121
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New Computers in Schools in Developing African Countries: A Conceptualization of the Neglected Considerations
Benjamin Teye Kojo Boison, Margaret Warner School of Education and Human Development, University of Rochester, United States
Basic and secondary schools in developing African countries such as Ghana, Nigeria and Kenya are gradually being equipped with computers to facilitate teaching and learning It has however been... More
pp. 122-131
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Determining Pre-Service Teachers’ Opinions about Technology Integration Process in The Scope of Educational Technology Use Applications
Hatice Durak, Fatma Gizem Karaoğlan Yılmaz & Ramazan Yılmaz, Bartin University, Turkey
This research is aimed to determine their opinions about technology integration based on their experience in a course which they design and also their suggestions about the solution to the... More
pp. 132-139
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From Beginning to End: Holistic Faculty Development for eLearning and its Programmatic Impact
Sara Frizelle, Andreas Brockhaus & Todd Conaway, University of Washington Bothell, United States
Online, hybrid, and web-enhanced instruction have become a core mode of instruction for most colleges and universities in the United States However, institutions are still challenged with how to... More
pp. 140-143
