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EdMedia 2017

Jun 20, 2017


Joyce P. Johnston

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File: Cover & Front Pages

File: Cover & Front Pages

File: Table of Contents

Table of Contents

This conference has 7 award papers. Show award papers

Number of papers: 182

  1. The "PICCA" Model for Online Instructors: A Framework for Student Success

    Gina Cicco, St. John's University, United States

    This paper will address the "PICCA" Model, designed by the author, for online instructors in higher education settings who strive to continually improve learning experiences in the virtual... More

    pp. 723-727

  2. Problem-Solving Attitudes and Gender as Predictors of Academic Achievement in Mathematics and Science for Canadian and Finnish Students in the PISA 2012 Assessment

    Maria Cutumisu & Okan Bulut, University of Alberta, Canada

    This study aims to understand the predictive role of attitudes towards problem solving, such as perseverance and openness for problem solving, as well as of gender and country for Canadian and... More

    pp. 728-738

  3. Examining English Language Teachers’ TPACK in Oral Communication Skills Teaching

    Mohammed Debbagh & W. Monty Jones, Virginia Commonwealth University, United States, United States

    This case study utilized the Technological Pedagogical Content Knowledge (TPACK) theoretical framework (Mishra & Koehler, 2006) as a lens to examine the instructional strategies of four English as ... More

    pp. 739-751

  4. The Use of Facebook for Teaching Oral Communication Skills to English as a Second Language Students

    Mohammed Debbagh & W. Monty Jones, Virginia Commonwealth University, United States, United States

    The teaching of English as a second language has moved toward the use of the Communicative Language Approach which emphasizes student engagement in social interactions and a focus on teaching oral ... More

    pp. 752-761

  5. Technology Integration in STEM Flipped Classrooms Using SAMR Framework as a Benchmarking Tool

    Tuhin Dey, Purdue University, United States

    This paper presents some common technology and tools used by the instructors to administer flipped classrooms in higher education and also the purposes behind using them. This study used a semi... More

    pp. 762-767

  6. Reasons why some university students avoid the online learning environment in blended courses.

    Robert Ellis, University of Sydney, Australia, Australia; Feifei Han, University of Sydney, Australia

    Integrating an online component into a university course is typically done to improve the student experience. However the intent of the teacher’s blended design may not always align to the students... More

    pp. 768-777

  7. Online Classroom Project: Writing Digital Profile Summaries

    Caroline Fitzpatrick, Alvernia University, United States

    Online instructors are often searching for successful online writing projects that students can enjoy and use for real-world applications. This practical writing-intensive project encourages... More

    pp. 778-782

  8. Teaching Assessment in an Online Environment: Ethical Conflicts, Concerns, and Solutions

    William Garner, University of Arkansas at Little Rock, United States

    Many recent revisions to various Codes of Professional Ethics contain significant updates related to technology, assessment, and the online teaching environment. A common tactic is to attempt to... More

    pp. 783-789

  9. Let's Flip It!: Delivering Information Literacy Instruction in the First Year Experience

    Denise Garofalo, Mount Saint Mary College, United States

    Faculty and librarian partners (Personal Librarians) work cooperatively within a Learning Community (LC) model of FYE (First Year Experience) to ensure students receive information literacy (IL)... More

    pp. 790-816

  10. Applications of Flipped Instruction in the Corporate Training Environment

    Guinevere Hedden, NJCU, United States

    The increasing emergence of eLearning and educational technologies in recent years has significantly impacted the instructional methods used in all learning environments. However, many... More

    pp. 817-826

  11. Enriching literacy learning with mobile devices in a flipped classroom

    Paula Hodgson, The Chinese University of Hong Kong, Hong Kong; Diane Hui, Lingnan University, Hong Kong

    Learners may benefit through learning in a flipped classroom. However, provided enriched learning resources before class is only one part of the learning experience. It is the enhanced learning... More

    pp. 827-832

  12. Exploring Nigerian University Students’ Perception towards Mobile Learning

    Eloho Ifinedo, Marja Kankaanranta, Pekka Neittaanmäki & Timo Hämäläinen, University of Jyvaskyla, Finland

    The specific objective of this study was to better understand Nigerian university students’ perceptions and readiness towards mobile learning. Recently, the influence of mobile technology is seen... More

    pp. 833-842

  13. Effect of Learning Technology by Design (LBD) Activities on Technology Integration Self-Efficacy Beliefs of Pre-Service English Teachers.

    Halil Kayaduman & Omer Delialioglu, Middle East Technical University, Turkey

    The aim of the present study is to investigate technology integration self-efficacy beliefs of teachers treated with Learning Technology by Design (LBD) activities. The participants of the study... More

    pp. 843-849

  14. Investigating the Impact of Embedded Questions in Online Presentations in a Hybrid Undergraduate Educational Psychology Course

    Jane Kenney & Michelle Fisher, West Chester University of Pennsylvania, United States

    The authors conducted a pilot study to investigate the impact of embedded questions in order to focus student attention and improve engagement when viewing online pre-recorded PowerPoint... More

    pp. 850-853

  15. Using iPads in Instruction: A Case Study

    Min Liu, Zilong Pan & Hyeyeon Lee, University of Texas at Austin, United States

    : In this case study, we documented how four teachers, two at the elementary level and two at secondary level, used iPads in their teaching. These teachers were part of their district-wide mobile... More

    pp. 854-859

  16. Using multiple modalities to raise awareness of enacting ‘critical’ pedagogies in teacher education

    Kerrie Mackey-Smith, Flinders University, Australia

    This presentation of practice comes out of a concern for readying primary pre-service teachers in ways that balance the tensions in their future teaching, i.e. teach multimodal literacies, carry... More

    pp. 860-863

  17. Improving access to learning through the use of podcasts delivered on mobile technology

    Maria Madiope & Antonia Makina, University of South Africa, South Africa

    Learning technologies have changed traditional teaching methods considerably and allowed greater understanding of learning materials due to continued innovations and development in mobile... More

    pp. 864-868

  18. Constructing Electronic Word Games to Improve Students’ Vocabulary

    Margaret McGregor, Chicago Public Schools/Illinois Virtual School, United States

    Abstract: This session will present strategies for developing content specific, leveled electronic games in upper grade elementary classrooms in order to improve vocabulary. Included are two games... More

    pp. 869-874

  19. In their own words: Using open education as a generative learning strategy to create a multi-author open resource on educational technology as a socio-technical system

    Stephanie Moore, Christianna Andrews & Leeanne Porta, University of Virginia, United States

    Frameworks from Society, Technology, and Society (STS) have largely been applied to other technology-oriented fields but rarely to educational technology. Yet the research in both fields converge... More

    pp. 875-878

  20. Web-based Instruction for Adult Learners: Constructivist and Connectivist Theories

    Mabel CPO Okojie, Mississippi State University, United States; Tinukwa C. Boulder, Gannon University, United States; Wei-Chieh Yu, Mississippi State University, Taiwan

    The focus of this is to explore how constructivist and connectivist theories are used as foundation knowledge to improve collaboration and exchange of ideas among learners. Adults have accumulated ... More

    pp. 879-885