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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. Assessing the Learning Experiences of Geriatric Learners during Web-Based Instruction with Neurophysiological Methods

    JoAnne Scott, Instructional Design Practitioner & Researcher, United States; Enilda Romero-Hall, University of Tampa, United States

    In this investigation, the researchers examined the learning experiences of geriatric learners compared to young learners using physiological research tools as well as traditional assessment... More

    pp. 1186-1191

  2. Online Learning in the 30 Community Colleges of the State University of New York: Differences in Outcomes between Classroom and Online Coursework

    Peter Shea, University at Albany, SUNY, United States; Temi Bidjerano, Furman University, United States

    This study extends prior work on questions related to the academic performance of community college students enrolled in online coursework. Using data from the entire community college system of... More

    pp. 1192-1198

  3. The Use of Augmented Reality to Increase Efficiency in Preparing Undergraduate Nursing Students for New Clinical Settings

    Sarah Ball, Mark Panning, Jacque Miller, Anne Schoening, Dana Koziol, Cindy Selig, Kandis McCafferty, Christina Murcek, Ethan Fukuda & Emily Koster, Creighton University, United States

    Nursing faculty faces many challenges in preparing today's digitally native students for new clinical settings. The use of Augmented Reality(AR) may offer a solution to overcome these challenges.... More

    pp. 1199-1204

  4. Augmented Reality Applications for Multilingual Learning with Intuitive Understanding

    Hajime Mochizuki, Tokyo University of Foreign Studies, Japan

    Learning applications can be designed to be more interactive and engaging through augmented reality (AR) technology; however, drawing sophisticated model of 3D objects is labour-intensive even if ... More

    pp. 1205-1213

  5. Educational Effects of a Virtual Reality Simulation System for constructing Self-Built PCs

    Shogo Teranishi & Yoshio Yamagishi, Kanazawa Institute of Technology, Japan

    Recently, virtual reality (VR) has attracted much attention. We have developed a VR learning application that simulates the process of constructing a self-built PC. Users can virtually experience... More

    pp. 1214-1222

  6. Who needs experts? Students designing a Synthetic Learning Environment of the Fukushima nuclear power plant.

    Michael Vallance, Yuto Kurashige, Tomohiro Sasaki & Takurou Magaki, Future University Hakodate, Japan

    The paper is a description of the continuing research into the efficacy of a Synthetic Learning Environment (SLE) to support more engaged academic practice and transformative learning in Higher... More

    pp. 1223-1228

  7. Cybersecurity Behavior Training for Employees

    Mohd Anwar, North Carolina A&T State University, United States; Wu He, Old Dominion University, United States; Xiaohong Yuan, North Carolina A&T State University, United States

    In this roundtable presentation, we will discuss different cybersecurity training methods grounded in the research for improving employees’ cybersecurity perceptions and behaviors. To help... More

    pp. 1229-1232

  8. Increasing Student Performance by Incorporating Artificial Intelligence into Video-based Instruction: A Comparison of A-list Empire’s Educational Software to Khan Academy’s

    John Leddo, Rahul Kindi, Shaan Bhandarkar, Neehar Chadeva, Kriti Ganotra, Pawan Jayakumar & Yash Somaiya, MyEdMaster, United States

    Many online resources are available to students. One site is Khan Academy, which allows users to watch educational videos and then solve problems. The site’s interactivity with the student is... More

    pp. 1233-1241

  9. Next-Generation Interactive, Educational Television: Using Artificial Intelligence and the Internet to Customize Instruction to Student Learning Needs

    John Leddo & Srinidhi Krishnamurthy, MyEdMaster, United States

    The focus of the research was to develop technology to deliver interactive, web-based TV programming. The technology used a mixture of animation and intelligent tutoring system technology. The... More

    pp. 1242-1247

  10. Leveraging the LMS to Provide a Student Resource Center

    Linda Merillat, Washburn University, United States

    As more students shift to online courses, universities are challenged to provide a comprehensive orientation experience for these online students. The presenter discusses how two different... More

    pp. 1248-1252

  11. Using Embedded Item Analysis Tool to Facilitate the Teaching and Learning Experiences in an Introductory Java Programming Course

    Ade Ola & Xue Bai, Virginia State University, United States; Yingjin Cui, Northern Virginia Community College, United States

    Assessment is one of the most essential educational tools. When properly developed and interpreted, assessments can help instructors better understand what their students are learning, identify... More

    pp. 1253-1258

  12. Accessibility and Course Design at Penn State Harrisburg

    Sean Pyle & Timothy Lengel, Penn State Harrisburg, United States

    This presentation will discuss the steps taken at Penn State Harrisburg to ensure our online and hybrid courses are optimized for accessibility. Markedly, we will discuss how the team members... More

    pp. 1259-1263

  13. The Positive Impact of American Expatriate Educators’ Smartphone Usage and the Maintenance of Native Culture Communal Ties

    Erik Kormos, Indiana University of Pennsylvania, United States

    Smartphone technologies have changed the way American expatriate educators (AEEs) employed at international schools maintain contact with their support network and community in the United States.... More

    pp. 1264-1269

  14. South African teachers’ experience of the use of tablet devices in the classroom context through the lens of the technology acceptance model

    Rabaitse Diseko & Thuladu Anna Nyamande, University of Johannesburg, South Africa

    Tools such as tablet devices are viewed as having the potential to support teachers and learners in teaching and learning in a classroom context. The technology acceptance model (TAM) was used in... More

    pp. 1270-1275

  15. The Challenges and Benefits of Regular Face-to-Face Interactions at Large-Scale Blended Learning Courses

    David Sichau & Lukas Fässler, ETH Zürich, Switzerland

    One of the challenges of large-scale blended-learning courses is to provide individual feedback to the students. This paper describes an approach where a large-scale online course is combined with ... More

    pp. 1276-1285

  16. Integrating Technology and Literacy: Creating an Interactive Storytelling Experience with Augmented Reality

    Shahrzad (Sherry) Vafa, Rita Richardson & Charlene Murphree, University of Houston - Victoria, United States

    Creating an interactive storyboard has many educational benefits for students. With advancement in technology, educators now have new emerging tools to use in classroom in order to produce digital ... More

    pp. 1286-1291

  17. Investigating the Interplay between New Technology and Continuing Professional Education

    Scott Gibbons, Matthew Yauk & Kay K. Seo, University of Cincinnati, United States

    The rapid advancement of technology has allowed connections across time and place, meaningful collaboration between peers of all experience levels, and the sharing of knowledge and resources that... More

    pp. 1292-1295

  18. Using Qualtrics e-Surveys to Bring AACU Teamwork Value Rubrics to Life and Increase Usability

    Mary Jo Parker, University of Houston-Downtown, United States

    AACU value rubrics are now found pervasively across U.S. university campuses. Their use is related to ensuring assessment of student mastery levels across an undergraduate career (four to six... More

    pp. 1296-1301

  19. Student’s Experience in Online Intensive Mode (IM) Units at The Faculty of Business and Economics

    Jorge Reyna, University of Technology Sydney, Australia; Scarlet An, The University of Notre Dame, Australia

    The Faculty of Business and Economics (FBE) at Macquarie University conducted a pilot to explore online Intensive Mode (IM) as a delivery option. A project team was assembled to carry out the pilot... More

    pp. 1302-1310

  20. Digital Technologies for Training "Inquiry Physics" Teachers

    Dorothy Langley, Holon Institute of Technology, Israel

    The "Inquiry Physics" teacher training course aims to prepare physics teachers as inquiry guides for high school physics students who elect to carry out an advanced inquiry project and gain... More

    pp. 1311-1316