E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
Oct 18, 2011
Editors
Curtis Ho; Meng-Fen Grace Lin
Table of Contents
Number of papers: 454
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Blended Learning in Education: Implications for Teacher Preparation
Jared Keengwe, University of North Dakota, United States; Jung-jin Kang, Michigan State University, United States; Grace Onchwari, University of North Dakota, United States
The activity system framework is very useful to examine the effectiveness of blended learning because the framework explains what components should be included and examined by research. This paper ... More
pp. 232-235
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Opportunities for Mobile Applications to Empower Informal Learning in University Environments
Ferial Khaddage, Deakin University Faculty of Business and Law School of Management and Marketing, Australia; Gerald Knezek, University of North Texas Department of Learning Technologies, United States
The integration of mobile applications, mobile social networking platforms and other mobile technologies has become pervasive in teaching and learning. This rapid development has empowered informal... More
pp. 236-243
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The Influence of Integrating Pre-Online Lecture Videos in Classrooms: a Case Study
Jeungah Kim, Boston University, United States; Chia-Yen Chen, Program in Molecular and Genetic Epidemiology, Department of Epidemiology, Harvard School of Public Health, United States
Online videos are widely used in classrooms and have changed how teachers and students interact with each other in the teaching and learning processes (U.S. Department Education, 2006). By... More
pp. 244-249
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The impact of the WBT use for EFL learners' self-fulfillment: a challenge for a waveform viewer using digital tablet
Atsuko Kuramoto & Toru Ochi, Hiroshima International University, Japan; Harumi Nishida, Kyoto Seibo College, Japan; Yukari Isobe, Wakayama University, Japan
Abstract: The present paper investigated the effects of WBT (web-based training) use on EFL (English as a Foreign Language) learners in Japan, where they have few opportunities to be exposed to the... More
pp. 250-256
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Hybrid Learning and Faculty Development:Using a “Community of Inquiry” Framework to Foster Hybrid Teaching and Learning Success
Carol Leppa, Andreas Brockhaus, David Goldstein, Rebecca Bliquez & Ian Porter, University of Washington Bothell, United States
Student learning in hybrid (or blended) courses, when well-designed, can exceed learning in traditional face-to-face classrooms and in fully online courses (Means, et al., 2010; Sorg et al., 2002).... More
pp. 257-262
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Using Role-Playing Games for Teaching History and Literacy
Richard Levy, University of Calgary (EVDS), Canada
Role-playing games set in immersive virtual environments can leverage student interest in narrative and fantasy to motivate learning in literacy and history. This paper describes an educational... More
pp. 263-268
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Applying Principles of Transformative Learning to the Digital Classroom
Judith Lewandowski, Indiana University South Bend, United States; Robert Lewandowski, University of Notre Dame, United States
The theory of Transformative Learning has been increasingly viewed as a key component to the success of dynamic programs in higher education (Palmer & Zajonc, 2010). This paper will focus upon the ... More
pp. 269-273
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Is Online Teaching for You? Best Practices in Online Teaching.
Robyn MacKillop, RTG, LLC, United States
Is Online Teaching for You? We will discuss best practices in online teaching including time management, student motivation and engagement, differentiating instruction, communication, and enjoying ... More
p. 274
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Is Online Teaching for You? How to be a Great Teacher Online.
Robyn MacKillop, RTG, LLC, United States
Online education continues to grow exponentially in K-12 and higher education. With the immense growth in online learning, it is essential that qualified, passionate, and cutting edge instructors... More
pp. 275-276
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Online Teacher Support, Inc.
Robyn MacKillop, RTG, LLC, United States
Online Teacher Support, Inc. is a new company focused on providing online teachers with support in teaching, managing online students, differentiating curriculum, writing curriculum, and any other ... More
p. 277
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Development of a Simulated Teaching Game for Promoting Innovation in Teaching Mathematics
Toshiki Matsuda, Tokyo Institute of Technology, Japan; Yasuhiro Ohgami, Graduate School of Science and Engineering, Japan
In this study, we developed a simulated teaching game that prompts mathematics teachers to conceive innovative lessons for cultivating learners’ problem-solving abilities. We achieved this using... More
pp. 278-288
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Content Area Video Blogs: Making Content Comprehensible for Language Learning
Christopher McGilvery, Angelo State University, United States
This study examines the use of blogs as a platform for content related videos that English Language Learners (ELLs) can watch to better understand content concepts. ELLs have to overcome many... More
pp. 289-292
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Using Tools to Enhance Achievement in Online Study
Rob McTavish, Simon Fraser University, Canada
Research was conducted to investigate how students use tools and strategies to self regulate their learning in an online learning environment. Results suggest students who are selective in the... More
pp. 293-303
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Promoting Scientific Inquiry through Student-Centered Activities and Mobile Learning Technology at a Wildlife Center
Anne Mendenhall, Learning Systems Institute, Florida State University, United States; Paul Marty, College of Communication and Information, United States; Nicole Alemmane & Amanda Clark, Learning Systems Institute, United States
The purpose of this presentation is to demonstrate how a mobile learning application supports the scientific inquiry process. An iPad application was developed to integrate with a content-driven... More
p. 304
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Exploring the Living Library
Julie Meyer, McKendree University, United States; Janet Wicker, McKendree Unviersity, United States
A small university in the Midwest has partnered with the Living Library, an online professional support resource for K-12 teachers. This partnership has culminated in the creation of an on-line... More
pp. 305-306
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Personalized Learning Environments: Innovation in Education and Training
Mahnaz Moallem, UNC Wilmington, United States
This paper describes the concept of Personalized Learning Environment (PLE) as an approach that not only provides personal spaces, which is controlled by the learner, but also requires a social... More
p. 307
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Utilizing Explicit Criteria in Formative and Summative Assessment of Dissertation Quality
Jeremy Moreland, School of Advanced Studies - University of Phoenix, United States
Conventionally, assessment of quality in dissertations is exclusively summative and reliant upon implicit criteria. The presenter at this session for E-Learn 2011’s Best Practices will detail a... More
p. 308
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Cell Phone - Based Assessment Effects on EFL Jordanian University Students' Achievement in Basic English Sentence Structures
Wafa Muhanna, Al al-Bayt University, Jordan
The purpose of this study is to determine whether the use of Cell Phone-based assessment strategies is effective in evaluating EFL Jordanian University students' achievement in basic English... More
pp. 309-317
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From immigrants to natives: Could the written word bridge the learner-content gap in online course design?
Jean-Marie Muhirwa, Concordia University, Canada
Despite the fact that young people born with the digital revolution have begun to populate online higher education, the academic institution has changed very little to adapt to the needs of its... More
pp. 318-323
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The Pictogram Builder: Development and Testing of a System to Help Clinicians Illustrate Patient Education Materials
Carlos Nakamura & Qing Zeng, University of Utah, United States
In this paper we describe the design and testing of a text-to-pictogram conversion system we devised to support the creation of illustrated patient education materials. The system is composed of... More
pp. 324-330