EdMedia 2017
Jun 20, 2017
Editors
Joyce P. Johnston
Table of Contents
Number of papers: 182
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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