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E-Learn 2003--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education

2003

Editors

Allison Rossett

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Table of Contents

8
This conference has 8 award papers. Show award papers

Number of papers: 600

  1. Significance of Online Teaching vs. Face-to-Face: Similarities and Differences

    DeVries Jusri, Temasek Polytechnic, Singapore

    With the proliferation of Web technologies, coupled with the convergence of information and communication technologies, online teaching is making its way into face-to-face teaching among education ... More

    pp. 1044-1047

  2. Using Case Studies in Distance Education

    James Kasprzak, National Defense University, United States

    Abstract: The case study is easily adapted to online instruction and is well accepted by students. The authors present sample case studies which leverage the strengths of DL. The "Coastal Services ... More

    pp. 1048-1049

  3. Architecture and Instructional Design: A Model for E-Learning

    Elena Kays, Art Institute Online, United States

    With the continual advancement of e-learning, instructional design models must support the demands of a complex and dynamic learning environment. This paper presents a model of instructional... More

    pp. 1050-1056

  4. Creating Emergent Discourse: A Critical Ingriedent in E-learning

    Elena Kays, Art Institute Online, United States

    The purpose of this paper is to explore ways in which the techniques and benefits of the "studio method" in the fine arts and design practice can be brought to the online environment. The... More

    pp. 1057-1059

  5. An Instructional Design Theory for Teaching Vocabulary Online as a Component of a Reading Course

    Xiaojing Kou, Department of Instructional Systems Technology, Indiana University, United States; Gi-Zen Liu, Department of Foreign Languages and Literature, Tunghai University, Taiwan

    This paper presents an instructional design theory aimed to enhance vocabulary learning in EFL setting through the application of the Web. The designing of this theory is based on Reigeluth's (1999... More

    pp. 1060-1061

  6. A Theoretical Framework to Integrate the Internet into Higher Education Curriculum

    Gulsun Kurubacak, Anadolu University Open Education Faculty, Turkey

    The main purpose of this paper is to create collaborative and interactive media design, production, and programming standards for the use of the Internet as an enhanced educational tool into e... More

    pp. 1062-1063

  7. Preservice Teacher, Faculty and Online Instructional Designer Partnerships Through Technology Integration into Special Education Curriculum

    Gulsun Kurubacak, Anadolu University Open Education Faculty, Turkey; Mine Basal, Anadolu University College of Education, Turkey

    The main purpose of this paper is to provide real-life examples for the assistive technology, which are used to enhance preservice teacher-faculty partnerships in the Special Education Department... More

    pp. 1064-1067

  8. First Aid Now - e-learning First Aid - training, assessment & accredited qualifications (Australia)

    Don Lanham, Queensland eLearn 153, Australia

    First Aid Now has recently been launched as an e-learning "Champion" in Australia and has a huge export potential. First Aid Now provides training, assessment and accredited qualifications in... More

    pp. 1068-1069

  9. 20 Guiding Principles of e-Learning Design

    Dan Lim, University of Minnesota, Crookston, United States

    : The 20 guiding principles of e-Learning cover the five areas of e-Learning: Pedagogy, learner-centered approach, design, learning environment, and technology. The underlying principle is how... More

    pp. 1070-1073

  10. Teaching History through Art: Software Design that Fosters Reflective Thinking

    MENG-FEN LIN, University of Houston, United States

    This paper reports the design principles, implementation strategies and field evaluation of a multimedia software that promotes students' reflective thinking. The task of the design team was to... More

    pp. 1074-1077

  11. Online Course Design and Research

    Leping Liu & Cleborne Maddux, University of Nevada, Reno, United States

    This paper will present findings from the authors' experiences of online course design and teaching, focusing on ten major issues: (1) analysis of audience, (2) selection of course delivery tool... More

    pp. 1078-1081

  12. Relevant factors in the selection of computer programs for course web site design

    Youmei Liu, University of Houston, United States

    This paper is a report on the findings of a study on the University of Houston faculty members?selection and use of computer programs in designing their course web sites. Survey research method was... More

    pp. 1082-1085

  13. Framework for Effective Technology Pre-Service Teacher Training

    Ronald Lombard, Chatham College, United States

    Abstract: An effective means by which to communicate both the importance and the application of technology into the classroom setting by preservice education students requires a curriculum that... More

    pp. 1086-1089

  14. Getting Behavioral and Attitudinal Change Results through Learning Object Based E-Learning Design

    Veena Mahesh & Kristi Conlon, Intel Corporation, United States

    This paper offers structured guidelines for the design of reusable learning objects for the affective domain. Current learning object models such as the Cisco reusable learning object strategy ... More

    pp. 1090-1091

  15. Teaching Media Design in an Online Setting: A Needs Assessment

    Florence Martin, James Klein & Ann Igoe, Arizona State University, United States

    This paper is a report of the needs assessment conducted among the current graduate students, past graduate students (professionals) and faculty of Arizona State University to find their views on... More

    pp. 1092-1099

  16. Teaching Hypermedia Authoring to Teachers: An Evolutionary Curriculum

    Steven Marx, San Diego State University - Imperial Valley Campus, United States

    Having taught educational technology for nine years the content of my courses has undergone significant changes. One area that has become a major focus of my classes that did not even exist in 1994... More

    pp. 1100-1103

  17. Pedagogical Alignment in On-Line Graduate Courses: Three Models of Instructional Design

    Julia Matuga, Bowling Green State University, United States

    A learning community of faculty members embarked on a project to provide on-line graduate courses in the foundations of education (e.g., the history and philosophy of education, educational... More

    pp. 1104-1107

  18. Integrating SMARTBoard Technology into Higher Education Online Training: A Perspective Between Genders

    Mary Nell McNeese, Taralynn Hartsell, Trey McGarity & Lin Harper, University of Southern Mississippi, United States

    This study investigated gender differences in SMARTBoard online training session attendance, participation, attention, comfort level, and learning. Data were gathered from faculty, staff, and... More

    pp. 1108-1114

  19. Designing and Developing Multilingual E-Learning Materials :TUFS Language Education Pronunciation Module - Practice and its Theoretical Basis -

    Shunsuke Nakata & Tsutomu Kigoshi, Tokyo University of Foreign Studies, Japan; Shin Abe, Saitama University, Japan; Hajime Mochizuki, Tokyo University of Foreign Studies, Japan

    Multilingual e-learning materials covering 17 different languages are being developed at the Graduate School of the Tokyo University of Foreign Studies (TUFS) under the auspices of Japan fs... More

    pp. 1115-1121

  20. Redesign of the Technology Component of a Japanese Language Course Using a Model of Situated Cognition

    Guohua Pan, Educational Psychology University of Alberta, Canada; Grace Wiebe, Arts Resource Center University of Alberta, Canada

    This paper first reviews the framework of situated cognition that is intended as the theoretical underpinnings for the redesign of (the technology component of) an undergraduate foreign language... More

    pp. 1122-1125