Global Learn 2019-Global Conference on Learning and Technology
Jul 10, 2019
Editors
Gary Marks
Table of Contents
Number of papers: 47
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Instructors’ and Students’ Perception towards Collaborative Technologies Using for Online Education
Danh Nguyen, Educational Psychology and Leadership, College of Education, Texas Tech University, United States; Lien Nguyen, Curriculum & Instruction, College of Education, Texas Tech University, United States
The purpose of this study was to determine instructors’ and students’ perception toward using collaborative technology tools to enhance online collaborative learning and online group work in the... More
pp. 1-8
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Application Process of a Learning Management System for Academia
Carol Munn, Eisenhower School, United States; Daniel Ward, New Jersey City University, United States
Emerging technologies, which support academic institutions on numerous fronts, are fundamental necessities in order to manage hundreds of thousands of data points. In an effort to manage a large... More
pp. 9-31
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Artificial Intelligence For Use In An Extra-Terrestrial Learning Environment
Jaime Reborn, University of North Texas, United States
Abstract: The United States government as well as other countries are funding manned missions into the Earth’s orbit and outer space and are researching ways to implement manned missions into deep ... More
pp. 32-42
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Podcasting our Co-Teaching Relationship: Two Notorious Pedagogues Charting their Journey
Matthew Kruger-Ross & Pauline Schmidt, West Chester University of Pennsylvania, United States
As the co-teachers of WRH 325, a course designed for future English teachers, we are continually revising the assignments to meet the learning needs of our students and the ever-evolving nature of ... More
pp. 43-46
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Integrating Online Student Reflection in a Constructively Aligned College Math Course: a faculty case study
Bruce Bukiet & James Lipuma, New Jersey Institute of Technology, United States
This article describes a project to incorporate writing to promote student reflection in an upper division math course at New Jersey Institute of Technology (NJIT). The authors present herein the ... More
pp. 47-56
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Assessing Learners from Diverse Backgrounds: A Literature Review of Current and Future Practices in K-12 and Higher Education
Kelly Torres, Aubrey Statti, Jessica Evans & Ileana Torres, The Chicago School of Professional Psychology, United States
In order to provide effective, sound, and equitable educational opportunities for students, there is a continual growing need for accountability, standard-based reforms, and educational assessment ... More
pp. 57-59
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Proven Results: The Faculty Driven Assessment Process
Jessica Fuda Daddio & Manuel Rosa, Keiser University, United States
This virtual brief paper presentation will dive into some of the positive and negative aspects of institutional assessments and the assessment process in general. This presentation will illustrate ... More
pp. 60-63
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The Relationship of Gender, School Attendance, and Grade Level with ACT English and Composite Test Scores
Shihua Brazill, Montana State University, United States
This manuscript utilized quantitative research methods to analyze the Montana Office of Public Instruction’s GEMS (Growth and Enhancement of Montana Students) dataset. This research is important... More
pp. 64-69
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From global to local and back: an education framework for the realization of the sustainable development goals
Ilse Wambacq, Montclair State University, United States; Koen DePryck, Vrije Universiteit Brussel, Inst. of Knowledge Mgmt and Int. Inst. of Education for Development, Belgium; Maryrose McInerney & Janet Koehnke, Montclair State University, United States; Joan Besing, besingj@mail.montclair.edu, United States; Rachel Scheperle, Montclair State University, United States; Jerry Oldenstam, International Institute of Education for Development, Suriname
Universities are very aware of the attention paid to global education. This pushes them towards a comprehensive education model incorporating global goals for learning. At the same time, global... More
pp. 70-73
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Strategies for Enhancing Digital Reading Comprehension
Myrene Magabo, University of the Philippines Open University and University of Phoenix, United States; Elsie Walker, Faculty University of Phoenix., United States; Shelley Gordon, University of Maryland University College, University of Phoenix and Northcentral University, United States; Richard Kamerman, University of Grand Canyon and University of Phoenix, United States
This paper provides an in-depth look at the scope, definition, and issues of digital literacy – which the authors argue, must include learners’ digital reading comprehension. The strategies... More
pp. 74-82
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Exploring Evaluative Criteria and Production Training of Online Language-Teaching Videos
Wen-Chun Chen, National Chung-Cheng University, Taiwan, Taiwan
This research highlights multiliteracy as a salient component of teacher professionalism, cultivated through training in the hands-on production of video materials for language teaching-learning... More
pp. 83-88
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Developing an Automated Course Alignment Tool: Part 1 the Alignment Process
Noha Elsherbiny & Katherine Cennamo, Virginia Tech, United States
Course alignment is the action of bringing the learning objectives, activities and assessments of a course into agreement. Instructors can use course alignment to evaluate the effectiveness of... More
pp. 89-95
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Benefits of using quality matters and universal design for learning in developing an online statistics course
Melanie Shores, The University of Alabama at Birmingham, United States
Teaching online is a struggle for many students but when you add math to the equation it seems to become even more difficult. More specifically, teaching statistics online is a daily challenge for ... More
pp. 96-101
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Moving from Data to Information – Implementing Explorance Blue in a School of Nursing
Linda Merillat, Washburn University, United States
Faced with replacing an obsolete end-of-course evaluation system, a School of Nursing made the decision to leverage the change to build a more comprehensive and integrated approach to deploying and... More
pp. 102-105
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Future Ready Schools – New Jersey: A Collective Impact Success Story
James Lipuma, Cristo Leon & Jeremy Reich, New Jersey Institute of Technology, United States
As Future Ready Schools - New Jersey (FRS-NJ) (FRSNJ.org, 2019) has developed, the key elements of collective impact (Kania & Kramer, 2011; Kania & Kramer, 2013; Kramer & Pfitzer, 2016) and the NSF... More
pp. 106-113
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Online Graduate Students’ Globalized Teaching and Learning Experience
Jiang Tan & Daqi Li, SUNY Oneonta, United States
The Educational Technology Specialist Program at SUNY Oneonta attracts in-service teachers to pursue their masters’ degree online. Toward the end of the program, students are to complete a 20-hour ... More
pp. 114-118
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LinkedIn as a Tool for Tracking IT Graduates
Glenda Barlow-Jones, Patrick Ndayizigamiye, Roelien Brink, Stella Bvuma, Rehana Minty & Siyabonga Mhlongo, University of Johannesburg, South Africa
LinkedIn is a popular tool used by employees to market as well as network their careers. It can also serve higher education institutions (HEI’s), as data pertaining to graduate students’ careers... More
pp. 119-123
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Infusing 21-century AI skills into Traditional Undergraduate Engineering Curriculum
Yachi Wanyan, Texas Southern University, United States; Youmei Liu, University of Houston, United States
AI skills are global and US has the highest AI skills penetration (World Economic Forum (2018). Texas Southern University (TSU) has been using the grant funded by the National Sciences Federation (... More
pp. 124-129
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Use of Enabling Technology to Enhance Self-Efficacy Beliefs and Social Capital Dispositions: Integrating ArcGIS in an Upper Level Business Course
Patrick Guilbaud, Matt Hayes & Duha Hamed, Winthrop University, United States
We present, via this paper, the results of a study that examined whether classroom-based group work in conjunction with use of ArcGIS, as an enabling technology, helps strengthen students’ domain... More
pp. 130-143
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Innovating the Large Class Experience: Teaming Up! to enhance learning.
Franco Taverna, Human Biology Program, Faculty of Arts and Science, University of Toronto, Canada; Melody Neumann, Department of Cell and Systems Biology, Faculty of Arts and Science, University of Toronto, Canada; Michelle French, Department of Physiology, Faculty of Medicine, University of Toronto, Canada
Pedagogical research has shown that active learning in the classroom promotes attendance, student engagement, and higher achievement when compared to traditional lecturing (Deslauriers et al, 2011)... More
pp. 144-147
