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Society for Information Technology & Teacher Education International Conference

Mar 21, 2016

Editors

Gregory Chamblee; Lee Langub

File: Table of Contents

File: Cover & Title Pages

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Table of Contents

11
This conference has 11 award papers. Show award papers

Number of papers: 556

  1. Piloting Distributed Learning Approach to STEM of the Recently Implemented K-12 of the Philippine Basic Education

    Gauven Roy Pascua, University of the Philippines Los Banos, Philippines; Abraham Manalo, Mapua Institute of Technology, Philippines

    The Philippine Government has just recently implemented the K-12 Program for it’s Basic Education. On it’s third year, instruction has been the center of study as to how K-12 will efficiently... More

    p. 341

  2. Active Learning Strategies for STEM Hybrid and Online Master's and Doctoral Programs

    Leonid Rabinovich & Natalia Coleman, New Jersey City University, United States

    New Jersey City University (NJCU) is a public, Minority-Serving Institution and it is well-positioned to contribute to the national efforts to improve education, especially among a significant... More

    pp. 342-345

  3. Rubric to Evaluate Online Course Syllabi Plans for Engendering a Community of Inquiry

    Sandra Rogers & James Van Haneghan, University of South Alabama, United States

    How can educators plan for a viable community of inquiry (COI) in their online courses that adequately addresses student-student, student-teacher, and student-content interaction treatments? At the... More

    pp. 346-354

  4. State Educational Twitter Hashtags: An Introduction and Research Agenda

    Joshua Rosenberg & Matthew Koehler, Michigan State University, United States; Mete Akcaoglu, Georgia Southern University, United States; Spencer Greenhalgh, Michigan State University, United States; Erica Hamilton, Grand Valley State University, United States

    Affinity spaces refer to digital and geographical spaces in which learning can happen, and some of the largest affinity spaces dedicated to education are those that currently exist on Twitter.... More

    pp. 355-360

  5. Tweet This: #SocialMedia Dialogue in Graduate Education

    Erica Ross, North Carolina State University/ Cleveland Community College, United States; Jennifer Pena, Rockingham Community College/NC State University, United States; Randy Romich, Guilford Technical Community College College/ NC State University, United States

    The use of social media applications such as Twitter and Facebook allow students to receive immediate alerts of posts where they can respond immediately without having to access an LMS system to... More

    pp. 361-365

  6. The Development of a Distance Education Faculty Learning Community: Best Practices and Lessons Learned

    Steven Schmidt, Elizabeth Hodge & Christina Tschida, East Carolina University, United States

    A faculty learning community engages in active, collaborative programs featuring “a curriculum about enhancing teaching and learning with frequent seminars and activities that provide learning,... More

    p. 366

  7. Digital Teacher Induction via Webinars and Social Media

    Peggy Semingson, Denise Collins, Holly Hungerford-Kresser, Amanda Hurlbut, Joyce Myers, Dana Owens & Marla Robertson, The University of Texas at Arlington, United States

    This best practices paper provides advice on how to conceptualize, structure, and facilitate an open-access and mobile-accessible digital teacher induction program. The digital teacher induction... More

    pp. 367-372

  8. Just-in-Time Learning and Discussion for Preservice Teachers via a Mobile-Compatible Social Networking Tool

    Peggy Semingson, University of Texas at Arlington, United States; Jodi Tommerdahl, The University of Texas at Arlington, United States

    This best practices session provides an overview of how a mobile-driven tool, EdModo (https://www.edmodo.com) can be used to provide "Just-in-Time Teaching" (JiTT) for teacher education students in... More

    pp. 373-377

  9. Principles of Course Redesign: A Model for Blended Learning

    Kristen Shand, Susan Glassett Farrelly & Victoria Costa, California State University Fullerton, United States

    Blended learning is becoming the default course design model at many higher education institutions. The literature on blended learning calls for effective models of blended courses based on... More

    pp. 378-389

  10. Best Practice in Bridging the Theory to Practice Gap: On-Demand Modules and Accompanying Coaching Guides

    Valerie Simmons, Lessita Villa & Ryen Borden, Arizona State University, Mary Lou Fulton Teachers College, Sanford Inspire Program, United States

    As the field shifts towards personalized professional development for teachers and teacher candidates, traditional coaching structures often remain in place. On-Demand Modules leverage technology... More

    pp. 390-393

  11. Assessment in MOOCs: A Comparative Analysis

    Andrew Stanley & Mahnaz Moallem, UNC Wilmington, United States

    Online education has seen steady growth since the mid-1990s (Allen & Seaman, 2013). A recent product of this growth has been touted as being capable of revolutionizing higher education - the... More

    pp. 394-400

  12. CSI: An Online Classroom Introduction Strategy

    Geralyn Stephens, Wayne State University, United States

    All course activities should be aimed at moving students towards the learning outcomes, including class introductions. This article provides detailed instructions for implementing an online Class ... More

    pp. 401-405

  13. Facilitating Collaboration in Online Groups

    Geralyn Stephens, Wayne State University, United States

    Abstract: 21st Century employers are expecting new hires to already possess group-work skills and will seek evidence of their ability to cooperate, collaborate and complete projects with... More

    p. 406

  14. Use of Interactive eLearning as a training tool for international students and reactions of a focus group

    Onur Topuzlu, Kent State University, United States

    In this qualitative study, a focus group of international students evaluated the effectiveness of an interactive online learning course, Online International Student Orientation (OISO). The course ... More

    pp. 407-412

  15. ARCS-V Motivational Design Approach, Interaction, and e3-learning: Rethinking Motivation for Distance Education

    Hasan Ucar, Bilecik Seyh Edebali University, Turkey; Alper Tolga Kumtepe, Anadolu University, Turkey

    Abstract: Distance learning environments require e3-learning to motivate the learners. In the paper, the authors examine and combine the existing literature on ARCS-V motivational design approach, ... More

    pp. 413-418

  16. Designing and teaching for student experience: Working through and towards continuous improvement in an online degree program

    Michelle Vaughan & Iris Minor, Florida Atlantic University, United States

    In the 2014-2015 school year, the department of Curriculum, Culture and Educational Inquiry (CCEI) launched the first cohort of their Master’s in Curriculum and Education degree fully online. When ... More

    pp. 419-421

  17. Innovation through Bug-in-the-Ear Supervision: The Effects of Virtual Coaching on Teacher Candidates’ Instructional Development

    Donna Wake, Alicia Cotabish, Tammy Benson, Debbie Dailey & Amy Thompson, University of Central Arkansas, United States

    A virtual coaching intervention utilizing Skype and Bluetooth (Bug-in-the-Ear) technology provided immediate corrective feedback to non-traditional teacher candidates. Participants completed the... More

    pp. 422-429

  18. Preparing Faculty to Teach Hybrid Courses: Lessons Learned from an Online Training Program

    Hong Wang, Jennifer Lerner & Murad Karimi, Northern Virginia Community College, United States

    Hybrid learning or blended learning refers to a combination of face-to-face learning and online learning with reduced seat time in the classroom. Research shows that faculty needs training and... More

    pp. 430-433

  19. Feedback and Feed-Forward for Promoting Problem Based Learning

    Ashley Webb, innovation Research & Training (iRT) Inc., United States; Mahnaz Moallem, UNC Wilmington, United States

    A literature review on formative feedback and problem and project-based learning was conducted to determine a conceptual relationship between the two processes. This review resulted in the... More

    pp. 434-442

  20. Using Peer Review Approach to Promote Online Learning in Higher Education

    Chia-Jung Yeh, East Carolina University, United States; Ajay Singh, Murray state university, United States; Sheresa Blanchard & Chelse Cudmore, East Carolina University, United States

    In this pilot study a team of professionals from two different universities in two different states within the United States will explore and investigate peer review approach using online platform ... More

    pp. 443-446