SITE 2008--Society for Information Technology & Teacher Education International Conference
Mar 03, 2008
Editors
Karen McFerrin; Roberta Weber; Roger Carlsen; Dee Anna Willis
Table of Contents
Number of papers: 1011
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Patterns of Interaction of Students in Online Collaborative Problem-Based Learning: A Review of Research
Brenda I Lopez Ortiz, St. John's University, United States
The purpose of this presentation is to summarize research findings on the development of the process of online collaboration particularly when it is anchored in a problem-based learning experience.... More
pp. 522-525
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Engaging Students in Online Art Discussions: Effectiveness of Knowledge Construction and Instructor Facilitative Strategies
Lilly Lu, Northern Illionois University, United States; Alice Lai Lai, SUNY-Empire State College, United States; Ifeng Jeng, Indiana University, United States
This study aims to investigate knowledge construction and instructor facilitative strategies at three different student engagement phases: learner-cooperative, learner-collaborative, and learner... More
pp. 526-531
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Building Professional Development Bridges Online
Douglas Lynch, University of New England, United States
This paper presents the University of New England (UNE) online teacher graduate degree program that addresses common problems with graduate teacher education programs, district level in-service,... More
pp. 532-535
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Conceptual Model to Implement Blended Learning in Mexican Higher Education Institutions Using Critical Success Factors
Claudia Malcon-Cervera & José Luis Martínez-Flores, Universidad Popular Autónoma del Estado de Puebla, Mexico; Oscar Flores-Rosales, Universidad Autónoma de Tamaulipas, Mexico
The need to provide education to people with limited resources of time or unable to travel and the need to gain access to highly qualified professors has created the need for e-learning and blended... More
pp. 536-540
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Multiple Streams of Social Media: Using Social Software to Create Information Connections and Conversations in Learning Environments
Sylvia S. Martin, Monmouth University, United States; Caroline M. Crawford, University of Houston-Clear Lake, United States
Creating and sustaining communities of learning within distance learning environments has become central to the success of distance learning. A focus upon perceived and real interactive activities ... More
pp. 541-548
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Silence on the Net. Distance Education Design in a CSCL and Community of Practice Framework
Anita Mattsson & Mia Karlsson, University of Skövde, Sweden; Berner Lindström, Göteborg University, Sweden
This paper is about distance education design in a CSCL framework, building on theories of communities of practice. One teacher and nine student groups in higher education have been followed during... More
pp. 549-556
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When Online Learning is Truly Online: An Argument Against Including Models that Advocate Blended Learning in the Design for E-Classes in Higher Education
Ron McBride & Fuller Frank, Northwestern State University, United States
As institutions expand online programs decisions must be made to continue a design that includes blended or hybrid instruction or to adopt a model that embraces a design where all services are... More
pp. 557-561
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A Rural University and Online Graduate Educational Technology Programs
Karen McFerrin, Ron McBride, Kioh Kim & Sang-hoon Park, Northwestern State University, United States
Northwestern State University of Louisiana has offered a M.Ed. (concentration in Educational Technology) since 1990. Responding to the Board of Regents' Redesign of Teacher Preparation Programs for... More
pp. 562-567
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TECHNOLOGY CHALLENGES FOR SENIOR PROFESSORS: Where's it all to end?
Shirley J. Mills & Martha Jeanne Yanes, The University of Texas Pan American, United States
Teaching at and in the higher education arena has never been more exciting. Technology is offering a new and renewed teaching method that could change the way business is done at universities and ... More
pp. 568-570
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SMART-COP: The Current State of Practice and Lessons Learned in the Science Math Association of Rural Teacher’s Community of Practice
Warren Moseley, Brian Campbell, Melaine Campbell & Robbie McCarty, Southwestern Oklahoma State University, United States
This poster expands the evolving pattern in the development of the state of practice in distance learning and electronic collaboration in rural Oklahoma in Math, the Hard Sciences and the Computing... More
p. 571
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Encouraging Graduate Research through Remote Exchange: A Trial Study Between Two Schools Using Videoconferencing
Yoshinori Naruse, Toyama National College of Matime Technology, Japan; Isao Miyaji, Okayama University of Science, Japan
Classes using video conferencing via MSN messenger were held by a university and a technical college in which students from both schools presented contents of their graduation research... More
pp. 572-578
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A Contingent Method for Usability Evaluation of Web-based Learning Systems
Thao Nguyen, Vanessa Chang, Elizabeth Chang & Carl Jacob, Curtin University of Technology, Australia; Andrew Turk, Murdoch University, Australia
The research was conducted with the aim to develop a customizable, user-centred method for formative usability evaluation of such systems. The method can be used for usability evaluation of Web... More
pp. 579-585
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Facilitation of Self-Direction for College Students in Online Courses
Nicole Nickens, Andrew King & Ruth Burkett, University of Central Missouri, United States
Various aspects of online education have been studied extensively in order to identify the most effective pedagogical tools and elements of online teaching (e.g. Gayton & McEwan 2007); however,... More
p. 586
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ONLINE TEACHER INSERVICE: KNOWLEDGE CONSTRUCTION and KNOWLEDGE TRANSFER
Kathleen Norris & Esther Javetz, Capella University, United States
The emergence of the viability of the online environment to deliver teacher professional development added a new dimension to a gap in the research that ties high quality teacher professional... More
pp. 587-592
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The Impact of Barriers on the Quality of Students’ Postings in Asynchronous Discussions: A Case Study
Larissa Olesova, Dazhi Yang & Jennifer Richardson, Purdue University, United States
This research study examined the impact of barriers on the quality of asynchronous discussions in online learning environment. A case study framework has been used to investigate changes in the... More
pp. 593-600
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Teacher and Student Reactions to a New Statewide Virtual Public School
Kevin Oliver, Jason Osborne, Ruchi Patel & Lori Holcomb, North Carolina State University, United States; Glenn Kleiman, Friday Institute for Educational Innovation, United States
This full paper summarizes results from a formative evaluation of the North Carolina Virtual Public School (NCVPS) in its first session during the summer of 2007. Post-course surveys were answered ... More
pp. 601-608
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Redesigning the Course in an Online Delivery Based on Students’ Perception of Online Learning Experiences
Pil-Won On, Purdue University, United States; Robert McKethan, Appalachian State University, United States
The purpose of this study is to examine feedback from initial online experiences of pre-service teachers in a physical education teacher education course (PE 2015: Curriculum and Administration of ... More
pp. 609-611
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Using Voice to Provide Feedback in Online Education
Patrick O'Shea, Graduate School of Education, Harvard University, United States
This paper describes research conducted with Master's level students enrolled in online education courses at Walden University. The focus of this research was on the effects of utilizing voice to... More
pp. 612-615
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Playing and Learning Chemistry at Web Enviorment -- a Taiwanese Case
Zangyuan Own, Providence University, Taiwan
Learning chemistry must have fun, and a lot of chemistry teaching materials are all hidden in the normal life environment. We wish to apply situated design on the playing and learning chemistry web... More
pp. 616-632
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Training and Support for Online Faculty in Postsecondary Institutions
Margaret Pankowski, ASEE, United States
In 2002 the author surveyed faculty teaching undergraduate mathematics courses online and conducted follow up focus groups in an effort to identify both the training faculty received to teach... More
pp. 633-636
