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E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education

Oct 18, 2010


Jaime Sanchez; Ke Zhang

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File: Cover & Title Pages

Table of Contents

This conference has 4 award papers. Show award papers

Number of papers: 465

  1. Qualitative aspects of Professionally Guided Email Monologues (PGEM) – Results of a systematic application in 35 students

    Silke Eden, SE-I International, Canada; Andrea Payrhuber, University of Vienna, Austria

    Introduction: Focus and motivation is crucial to achieve goals in class. PGEM is an e-tool designed to address students (emotional) needs. Students can write to a professional who reads it and... More

    pp. 642-645

  2. Interacting with Content, Pedagogy, and Technology

    Stephanie Hulon & Jenelle Ouimette, University of South Alabama, United States

    Abstract: This paper describes an ongoing practice at a university to aid in meeting the challenge of redesigning current course curricula to meet new e-learning initiatives. Using a current model... More

    pp. 646-649

  3. Calibration of Course Level Assessments in an Online University

    Grant Iannelli & Wendyanne Jex, Kaplan University School of Health Sciences, United States

    When reviewing Course Level Assessment (CLA) data for courses that might benefit from revision based on “low” CLA scores, some courses exhibited interesting results. One course revealed wide... More

    p. 650

  4. Data-Driven Curriculum Revisions in an Online University

    Grant Iannelli, Kaplan University School of Health Sciences, United States

    This Best Practice is a follow-up to a presentation on instituting course level assessments (CLAs) at our online university. Since the CLA process has been implemented in all courses in our school... More

    p. 651

  5. The Online Learning Lab

    Antonia Jokelova, University of South Alabama, United States

    This paper describes the functions and operation of the University of South Alabama Online Learning Lab (OLL). The OLL is an organization that employs graduate masters and doctoral students from... More

    pp. 652-654

  6. Universal Design and Technology: Students with Disabilities in STEM Fields

    Maria Kaylor & Lucretia Fraga, The University of Texas at San Antonio, United States

    The Universal Design and Technology for Students with Disabilities in STEM Fields is an NSF enrichment project that will advance the field’s knowledge of how Hispanic students with disabilities... More

    pp. 655-659

  7. Teachers' Perceptions of the Effectiveness of Hybrid Technology Training

    Jackie Hee-Young Kim, Wendy Marshall, Bill Harris & LaQuita Denson, Armstrong Atlantic State University, United States

    This study investigated teachers' perceptions of the effectiveness of hybrid technology training sessions with teachers in four different middle and high schools in a mid-size town in an eastern... More

    pp. 660-663

  8. Analysis of Online Students’ Use of Embedded Library Instruction in a Graduate Educational Technology Course

    Swapna Kumar, Mary Edwards & Marilyn Ochoa, University of Florida, Gainesville, United States

    Online students in a graduate educational technology course were provided with online library instruction and support to help them access library resources and successfully use online research... More

    pp. 664-671

  9. Bringing Generations Together though Collaboration and Informal Learning

    Faith LeGendre, Senior Global eLearning Strategist, Cisco Systems, United States

    The landscape of today’s organizations and educational institutions is changing. For the first time in history, there are four generations working and learning together. For years, the US has been ... More

    pp. 672-675

  10. Using Student Created Video to Motivate Teachers

    Robert Leneway, Western Michigan University, United States

    With over half of public school teachers feeling uncomfortable with the integration of technology (NCES, 2007), and teachers reporting moderately low levels of computer competence, new ways are... More

    pp. 676-682

  11. Interpersonal Relationship Recommendation Framework for Mobile Learning Community

    Chengzhi Liu, Department of Computer and Information Science, Norwegian University of Science and Technology, Norway

    Mobile technology opens new possibilities for both distant and local people to work collaboratively in learning communities. Collaborative knowledge creation is based on the establishment of... More

    pp. 683-688

  12. Evaluation of Using Distance Learning to Support Work-based Learning Programmes: A Case Study from Northumbria University, UK

    Lalith Liyanage, Shelagh Keogh, Rebecca Strachan & Susannah Hanlon, Northumbria University, United Kingdom

    Abstract: The aim of the study was to carry out a critical evaluation of the use of distance learning in work-based programmes. This paper is a report on the findings of a study conducted on under... More

    pp. 689-698

  13. Mobile Learning: Integrating Text Messaging into a Community College Pre-Algebra Course

    Carlos McCormick & Prince Bull, North Carolina Central University, United States

    This study investigated the use of text messaging as an educational tool in a pre-algebra course at a community college in the central region of North Carolina. The research was conducted in two... More

    pp. 699-707

  14. Reusing Learning Objects

    Rodney McCrohan, RMIT University, Australia

    This best practice looks at the collaboration between academics, multi-media developers and industry representatives to create a repository of video interviews. The emphasis of this best practice... More

    pp. 708-713

  15. No such thing as failure, only feedback: Designing innovative opportunities for e-assessment and technology-mediated feedback

    Charles Miller, Aaron Doering & Cassie Scharber, University of Minnesota, United States

    In this paper we challenge designers, researchers, teachers, students, and parents to re-assess and re-envision the value of technology-mediated feedback and e-assessment by examining the... More

    pp. 714-724

  16. OntarioLearn: Collaboration in E-Learning Quality & Continuous Improvment Processes

    Janis Miller, OntarioLearn, Canada

    Twenty –two Colleges in Ontario Canada have formed a unique online learning consortium for part-time continuing education students that have grown from 365 registrations in 1995 to more than 65,000... More

    pp. 725-730

  17. Multimedia as Pre-Training in Statistics

    Mathew Mitchell, University of San Francisco, United States

    This presentation will demonstrate one specific use of multimedia screencasts: as pre-training, and review, of essential concepts in statistics. Each of the 12 screencasts will be less than 5... More

    pp. 731-734

  18. Multimedia as Scaffolding for Reading Research

    Mathew Mitchell, University of San Francisco, United States

    Beginning doctoral students in education often experience great difficulties in reading and understanding original research articles. This presentation will provide an example of one multimedia... More

    pp. 735-739

  19. Social Networking Tools and Guidelines for Learning Communities

    Mary Nicholson, Bloomsburg University, United States

    “Social networking”, “learning communities”, “collaboration”, “interactivity” – these terms and paradigms are becoming the cornerstone of effective and engaging online courses. Yet it is still... More

    p. 740

  20. Creating a Collaborative School Culture in a Virtual Learning Environment

    Matthew Ohlson, Florida Virtual School/University of Florida, United States; Tiffany Kisker, Florida Virtual School, United States

    The Florida Virtual School has rapidly expanded to become one of the global leaders in online education, servicing the educational needs of more than 125, 000 students. One of the major challenges ... More

    p. 741