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SITE 2014--Society for Information Technology & Teacher Education International Conference

Mar 17, 2014

Editors

Michael Searson; Marilyn N. Ochoa

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File: Cover & Front Section

File: Table of Contents

Table of Contents

8
This conference has 8 award papers. Show award papers

Number of papers: 587

  1. The Software Engineering Life Cycle Approach (SELCA): Developing Distance Education Milieus

    Gulsun EBY, M. Recep Okur, Ömer Uysal & Ilker Usta, Anadolu University, Turkey

    The main goal of this research is to develop and establish the management, communication, learning and assessment dimensions of Distance Education (DE) milieus within the framework of Software... More

    pp. 302-306

  2. Queso: Introducing Game Design Principles into Curriculum

    Clay Ewing, University of Miami, United States

    Educators that begin to implement gameful principles into their classrooms, as a means of increasing student motivation and engagement, face two potential problems: administrative burden and poor... More

    pp. 307-308

  3. YouTube for Common Core Writing

    Erik Bean, American Public University, United States; Erik Bean, Brigantine Media, United States

    Did you know YouTube is a great tool to teach and improve writing tied to many standards including Common Core? Whether one has an ESL or traditional English classroom, the ability for students to ... More

    pp. 308-310

  4. Lessons Learned from Implementing U-Pace Online Instruction with High School and College Students

    Raymond Fleming & Diane Reddy, University of Wisconsin-Milwaukee, United States; Ryan Fleming, University of Wisconsin-Madison, United States; Heidi Pfeiffer & Leah Stoiber, University of Wisconsin-Milwaukee, United States

    U-Pace, an evidence-based online instructional approach, integrates mastery-based learning and Amplified Assistance (constructive support and tailored concept feedback). There is strong empirical... More

    p. 309

  5. Mathematics-for-Teachers using a MOOC

    George Gadanidis, Faculty of Education, University of Western Ontario, Canada

    What mathematics experiences and knowledge do elementary teachers need and how might these be provided through a MOOC? While online courses have been part of the educational landscape for a couple ... More

    pp. 310-314

  6. Faculty Experiences with Online Learning: A Mixed Methods Study

    Michelle Giles, Rhonda Ritter, Ellen Zimmerman & Bob Kaiser, University of North Texas, United States

    The purpose of this mixed methods study is to examine the extent to which factors affect faculty perceptions of online learning as experienced by faculty at a public university in a small... More

    pp. 315-323

  7. Role of Motivation for Students’ Success in Studying Physics Module

    Tatiana Gnitetskaya, Far Eastern federal university, Russian Federation; Joe Rodriguez, Stephen F. Austin State University, United States

    A study conducted by Repkin (1965), Zinchenko (1964) defined psychological factors which created the necessary prerequisites for students' success in studying physics. Researchers, based on... More

    pp. 324-329

  8. WAC-TV -- Meeting the Writing Needs of Kaplan Students

    Barbara Green, Kaplan University, United States

    Abstract: A successful Writing Across the Curriculum program is flexible, and able to assist students with a variety of writing needs (Standard, 2012). Like a popular television station, the... More

    pp. 330-333

  9. Learner Engagement – The Lasting Effect of Announcements in Online Courses

    Jenelle Hodges & Betty Nelson, University of Alabama at Birmingham, United States

    For our poster, we would like to share our current research on learner engagement in online learning environments, with a particular focus on UDL opportunities within multiple means of engagement. ... More

    pp. 334-340

  10. From Traditional Professor to Online Course Designer: Online Professional Development to Support Online Course Development

    Rebecca Hoey, Northwestern College, United States

    Many colleges and universities rely on their traditional faculty to develop online courses, but faculty may lack experience and understanding of best practices in instructional design. ... More

    pp. 341-346

  11. Using Teaching Assistants and Synchronous Labs to Improve Academic Success for Undergraduate Online Learners

    Kathleen Hughes De Sousa & Andrea Kozak Miller, Capella University, United States; Barb Reagle & Laura Sullivan, Capella University, United States

    Increasing student persistence and retention are key goals of academic institutions and researchers alike. The purpose of this best practices presentation is to describe an intervention aimed at... More

    pp. 347-348

  12. Assessing the Effect of Instructional Video Design on Students’ Learning Outcome in an Online Technology Integration Course

    Mohamed Ibrahim, Rebecca Callaway & David Bell, Arkansas Tech University, United States

    The purpose of this study was to investigate the design aspects of instructional video effecting students’ learning outcome in technology integration online course. The study assessed the effect of... More

    pp. 349-356

  13. Teaching Online: A Paradigm Shift

    Jean Kiekel, University of St. Thomas, United States

    Nearly one-third of all students are taking courses online (Allen & Seaman, 2013). As more people are opting to take courses online, there is a need for a paradigm shift in teaching pedagogy. ... More

    p. 357

  14. Mining Students' Attempts in Multiple Choices Exams to Understand Students' Learning

    Essam Kosba, Passant Sabry & Ossama Badawy, Arab Academy for Science and Technology, Egypt

    This paper uses an exploratory data mining methodology to analyze students’ learning behavior using students’ interactions during Multiple Choice (MC) online quizzes of computer science students.... More

    pp. 358-363

  15. Addressing the Challenges of Engagement and Access in Teacher Education: Hybrid Learning

    Qiuyun Lin, State University of New York--Plattsburgh, United States

    Hybrid or blended learning, a mixture of online and face-to-face approaches, has been viewed as a viable tool to combat the limitation of both traditional lecture and fully online distance learning... More

    pp. 364-370

  16. Passing an Online Course: Does Gardner’s Intelligence Matter?

    Leslie Loughmiller & Sally Everts, Jones International University, United States

    According to Gardner, each person possesses varying degrees of several intelligences such as language, musical thinking, logical mathematical analysis, spatial representation, and kinesthetic... More

    pp. 371-375

  17. Flipping Clinical Practice In a Nursing Program

    Krista Lussier, Thompson Rivers University, Canada

    Flipping Clinical Practice In a Nursing Program Krista Lussier Thompson Rivers University Canada klussier@tru.ca The role of the nurse educator in the clinical setting is multifaceted;... More

    p. 376

  18. Distance Education and Native American Students’ Academic Success: Voice from the Natives

    Wei Ma, Northland Pioneer College, United States

    Higher education institutions have struggled to accommodate Native Americans and create environments that lead to their academic and career success. In order to meet the unique needs of this... More

    pp. 377-379

  19. Emergent Themes of Faculty Experiences with Online Technology Adoption

    Leah Mangrum, Alana Phillips & Heather Robinson, University of North Texas, United States

    Online instruction advocates are emerging as the steady growth of this instruction continues. Higher education institutions are responding to the demand of online instruction by implementing... More

    pp. 380-388

  20. A DESIGN OF AN ONLINE COURSE TO ADJUST LEARNING STYLE IN HIGHER EDUCATION FOR PRE-UNIVERSITY STUDENTS

    Ryuichi Matsuba, Hideo Taira & Makoto Fukuda, Kumamoto University, Japan; Shin-ichiro Kubota, Miyazaki University, Japan

    We have developed an online program for introductory education as pre-university education. The purpose of the program is to provide both shift students' learning mind and training learning... More

    pp. 389-392