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SITE 2013--Society for Information Technology & Teacher Education International Conference

Mar 25, 2013


Ron McBride; Michael Searson

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File: Cover & Title Pages

Table of Contents

This conference has 7 award papers. Show award papers

Number of papers: 881

  1. Working as an Online Educator: Challenges when scaling up distance education

    Stefan Nilsson & Lars Svensson, University West, Sweden; Johan Lundin, Gothenburg University, Sweden

    In recent years online and blended learning has scaled up from being a pilot endeavour driven by pioneers, to constituting a large portion of many institutions of higher education. In the process, ... More

    pp. 881-885

  2. Preparing Teachers, Building Capacity: A Response to K-12 Online Initiatives

    Priscilla Norton & Dawn Hathaway, George Mason University, United States

    There is a need for colleges of education to conceptualize a response to the expanding role of K-12 blended and fully online learning that provides teachers with necessary skills and competencies... More

    pp. 886-894

  3. Epistemic Gaming in Virtual Worlds - Lessons Learned

    Patrick O'Shea & Kim Becnel, Appalachian State University, United States

    This session will focus on the lessons learned from the development and implementation of an Epistemic Game in the virtual world used in a Master’s level Library Science class. Epistemic Games... More

    p. 895

  4. VLEs vs. PLEs for Higher Education Institutions

    Panagiotis Panagiotidis, Aristotle University of Thessaloniki, Greece

    Virtual Learning Environments constitute the cornerstone of the elearning program for most of the Higher Education Institutions worldwide and are now considered to be the main structural unit of... More

    pp. 896-901

  5. Teaching Complex Topics in Distance Education

    Judy Paternite, Kent State University Geauga, United States

    This study examines the effectiveness of using problem based learning (PBL) versus traditional instruction in online classes. When learning how to create a relational database, students in... More

    pp. 902-905

  6. Increasing Conversation and Question in Online Courses and Communities

    Susan Patterson, Lesley University, United States

    Using a free social network analysis tool such as SNAPP (which works within most learning management systems), online instructors can see how frequently students are participating and interacting... More

    p. 906

  7. The Impact of Personalized Learning on Motivation in Online Learning

    Anne Pemberton & Mahnaz Moallem, University of North Carolina Wilmington, United States

    Online learning in higher education continues to grow yet there are concerns about attrition and lack of student success in online environments. Motivation is one factor that has been identified as... More

    pp. 907-914

  8. Maximizing Online Engagement and Learning through Nearpod and Skype

    Li-Wei Peng, West Liberty University, United States; Cheun-Yeong Lee, Military Academy of Republic of China, Taiwan

    In the presentation, the researchers aim to demonstrate the online engagement and learning strategies and techniques with the combination of Nearpod and Skype on iPads. The researchers also plan to... More

    p. 915

  9. Is Anyone There? Using Interaction Behaviors to Enhance Online Discussion Forums

    Denise Peterson & Loye Romereim-Holmes, South Dakota State University, United States

    As faculty go beyond the technical mechanics of creating an online course, they are able to more fully focus on developing an intentional learning environment where students are able to actively... More

    pp. 916-923

  10. Technology Assisted Culturally Responsive Special Education Doctoral Program: Preparing Faculty for the 21st Century

    Patricia Peterson, Judith Ulrich & Gae Johnson, Northern Arizona University, United States

    The LEAD doctoral program funded by the US Department of Education, Office of Special Education Programs, provides a unique combination of online distance education courses during the academic year... More

    pp. 924-928

  11. Fully Online Math and Science Methods Course

    Lori Petty, University of Texas Brownsville, United States

    Abstract: Math/Science education is poised at the forefront of a new era. Preparing math and science teachers for a new generation of math, science, and technology require fresh and innovative... More

    pp. 929-934

  12. Investigating Student Engagement in an Online Mathematics Course

    Teresa Petty & Abiola Farinde, UNC Charlotte, United States

    The Windows into Teaching and Learning (WiTL) project is a method developed by researchers at the University of North Carolina at Charlotte that allows the facilitation of online clinical... More

    pp. 935-938

  13. Remote Observation of Graduate Interns: A Look at the Process Five Years Later

    Teresa Petty & Tina Heafner, UNC Charlotte, United States

    The Remote Observation of Graduate Interns (ROGI)is a method developed by researchers at the University of North Carolina at Charlotte that allows the facilitation of remote observations of... More

    pp. 939-941

  14. Student Performance in a Flipped Class Module

    Richard Pierce, Shenandoah University, United States

    The flipped classroom model was adopted in which a process oriented guided inquiry learning (POGIL) activity was developed and conducted in class to complement previously viewed didactic lectures. ... More

    pp. 942-954

  15. Distance Education Planning and Implementation Strategies: A Comparison of Faculty Perceptions at Pennsylvania State Institutions

    David Bruce Porter, Indiana University of Pennsylvania, United States

    The growth of distance education, technological innovations, changing learner needs and demands, and the globalization of post-secondary education has made it critical for institutions to adopt... More

    pp. 955-960

  16. Social Presence in Online Education: From the Instructor's Point of View

    Kristi Preisman, Peru State College, United States

    According to Oztok & Brett’s (2011) review of research, social presence is historically viewed through the eyes of the student learner and/or community of learners with a specific focus on... More

    p. 961

  17. Using NING to Build Communities for Extended Professional Development

    David Pugalee, University of North Carolina at Charlotte, United States

    Sustained professional development offers participants ongoing opportunities to develop their knowledge and skills. This study investigated the use of NING, a social networking site, in providing... More

    pp. 962-964

  18. An Exploration of Attributional Beliefs and Procrastination Among Online Teacher Education Graduate Students

    Glenda Rakes, The University of Tennessee at Martin, United States; Karee Dunn, The University of Arkansas, United States; Tom Rakes, The University of Tennessee at Martin, United States

    Previously, the authors found that the attributional belief that academic outcomes occurred because of the individual’s effort significantly predicted procrastination in online students. Research... More

    pp. 965-971

  19. Hybrid Delivery Classroom: A model designed to maximize the blending of technology and face to face instruction

    David Rausch & Elizabeth Crawford, University of Tennessee at Chattanooga, United States

    Over the past three years, UTCs Learning and Leadership Doctoral Program has reviewed, revised, and refined delivery methodology to build and enhance learning communities through an effective and... More

    pp. 972-977

  20. Bb Learn+My Portfolio: A new view at learning

    Angelia Reid-Griffin, UNC Wilmington, United States

    Blackboard Learn + is a newly developed classroom management system that has been recently implemented at my university. This new tool has a unique portfolio feature that allows instructors and... More

    pp. 978-980