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SITE 2015--Society for Information Technology & Teacher Education International Conference

Mar 02, 2015


David Rutledge; David Slykhuis

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Table of Contents

This conference has 7 award papers. Show award papers

Number of papers: 630

  1. Effectively Incorporate Civic Education in the Online Environment: Findings from a Research Study

    Rebecca Odom-Bartel & Vivian Wright, College of Education, The University of Alabama, United States

    The importance of civic education in higher education curriculum has been a constant through many educational reforms. With academia moving into the 21st century and online education increasing to... More

    pp. 428-435

  2. Online Discussion Forums: The Effects of Synchronicity and Scripting

    Amy Peterson & Cary Roseth, Michigan State University, United States

    This paper is a report of a study that examines whether interventions built on collaborative learning principles can positively influence learner performance in asynchronous discussion in a post... More

    pp. 436-441

  3. Rapport in Online Learning Environments: Importance to Students' Performance.

    Kashieka Popkin, Department of Learning Technologies, University of North Texas, United States

    The aim of this article is to identify rapport in the online learning environment, what constitutes effective rapport and the current findings to support the potential impact either negatively or... More

    pp. 442-446

  4. Online mentoring for secondary pre-service teachers in regional, rural or remote locations

    Petrea Redmond, University of Southern Queensland, Australia

    This chapter describes a project which investigated qualitative expressions in an online mentoring community involving secondary pre-service teachers and practising teachers. The practising... More

    pp. 447-454

  5. Connecting teacher education students in instructional design

    Angelia Reid-Griffin, UNC Wilmington, United States

    WebEx has made it’s way from the Hollywood screen to the Teacher education classroom. It is transforming how we communicate and teach our distance education and traditional Teacher education... More

    pp. 455-457

  6. Self-Efficacy of Pre-service Early Childhood Teachers Participating in an Online Environment versus a Traditional College Setting

    Mary Risacher & Rhonda Bonnstetter, Southwest Minnesota State University, United States

    This study will attempt to determine whether there are differences in the levels of self-efficacy and measures of performance between the group of students who primarily receive most of their first... More

    pp. 458-461

  7. Concept Learning Via Online Instruction: Strategies and Examples

    Stephen Rodriguez, Texas A&M University--Corpus Christi, United States

    University instructors face major challenges in designing optimally effective online instruction. This paper identifies some of those challenges and offers recommendations for meeting them. More... More

    pp. 462-465

  8. Optimal Design of Online Learning Activities in an Instructional Design and Educational Technology Master of Science Degree Program

    Stephen Rodriguez, Texas A&M University--Corpus Christi, United States

    This session explains strategies employed in delivering completely online courses comprising an instructional design and educational technology Master of Science degree program provided by a... More

    p. 466

  9. Modeling Technology Integration Through Online Course Design

    Krista Ruggles & Kristen Apraiz, University of Florida, United States

    The International Society for Technology in Education (ISTE, 2008) standards state, “effective teachers model and apply the ISTE Standards for Students (Standards•S) as they design, implement, and ... More

    p. 467

  10. Global Connections: Designing English-Language Lessons via Synchronous Sessions and Blogging

    Peggy Semingson, The University of Texas at Arlington, United States; Konstantin Shestakov, Webilang, United States; Joseph Liro, Austin Community College, United States; Jan Marston, Drake University, United States; Pete Smith, The University of Texas at Arlington, United States

    This best practice session shares ways that online students in Russia and Central Asia (Russia, Chechnya, Kazakhstan including the cities of Omsk, Moscow, St. Petersburg, Grozny, Kazan’, amongst... More

    pp. 468-473

  11. Microlearning as a Tool to Engage Students in Online and Blended Learning

    Peggy Semingson, University of Texas at Arlington, United States; Matt Crosslin & Justin Dellinger, The University of Texas at Arlington, United States

    This best practices session focuses on exploration of the topic of using microlearning in both online and blended learning environments. The session will provide a definition of microlearning as... More

    pp. 474-479

  12. Stop-outs: A new variable in online student retention

    Erik Shefsky & Roy Sutton, Jones International University, United States

    Strong arguments are found in education that address the importance and significance of academic stakeholders understanding demographic characteristics of student populations that promote retention... More

    pp. 480-487

  13. Shaken and stirred- from online to blended. One lecturer’s experience of flipping the classroom

    Angela Short, Dundalk Institute of Technology, Ireland

    This practitioner paper describes one lecturer’s experience of moving from online to blended delivery of an Operations Management module in an third level college in Ireland. Prompted by the... More

    pp. 488-492

  14. Strategies In Educational Technology For Teaching In A Hybrid Environment

    Tal Slemrod & Denise Whitford, California State University, Chico, United States

    For rural school districts, there is a need not only for preparing and credentialing new teachers, but also for reforming how those teachers are prepared to meet the challenges facing rural schools... More

    pp. 493-496

  15. Investigating Self-Regulated Learning Strategies in the Flipped Classroom

    Sarah Rae Sletten, University of North Dakota, United States

    A popular trend in education is the flipped classroom, where content delivery is assigned as homework and assignments are done in class. Students in flipped courses have to take on an active role ... More

    pp. 497-501

  16. Pedagogical Dimensions of Effective Online Asynchronous Teacher Communication in Higher Education.

    Anneke Smits & Joke Voogt, Windesheim University of Applied Sciences, Netherlands

    In this research teacher behaviour in online asynchronous discussions is studied. To this end teachers’ online messages were analyzed and correlated to measures of student satisfaction. Findings... More

    pp. 502-503

  17. Comparing Computer-based Employee Training with Traditional Face-to-Face Methods

    James Steele, University of North Texas, United States

    This paper relates to the use of computer-based instruction for the purposes of employee training. Through a review of previous studies, the author seeks to identify key elements that may... More

    pp. 504-507

  18. A Brief Survey to Assess Online Course Delivery & Development Methods: How has the Metrics Used to Evaluate Faculty & Student Performance been Influenced?

    Jane Strickland, Idaho State University, United States; Albert Strickland, Idaho State University (retired), United States

    The goal of this preliminary study was to examine the changing role of student and faculty participation in online curriculum development for both for-profit and traditional institutions of higher ... More

    pp. 508-516

  19. Individual Learning Support in Digital Textbook with use of Contents of Teachers’ Edition

    Yasuhisa Tamura, Sophia University, Japan

    This paper proposes a tool to convert contents of teacher’s edition to digital textbook to fit learner’s individual learning activities. Other than conventional paper-based textbooks, upcoming... More

    pp. 517-520

  20. Student Thinking Styles and Online Course Expectations

    Berhane Teclehaimanot, Jiyu You & Henry Marshall, The University of Toledo, United States

    Students taking online courses have different expectations from course design and course instructors. This study examined student expectations of online courses and whether there are differences... More

    pp. 521-526