Society for Information Technology & Teacher Education International Conference
Mar 05, 2017
Editors
Paul Resta; Shaunna Smith
File: File: Cover & Front Pages
Table of Contents
Number of papers: 415
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Changing Teachers Minds: An Ohio Experiment.
Mark Miller, State Support Team Region 12, United States
As a lifelong educator I have often asked myself why some topics such as social studies and language arts were easier than math and science? Why did I struggle when my fellow classmates, and later... More
pp. 247-251
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Analysis of E-learning of Distance Graduate Students of Sukhothai Thammathirat Open University
Phisit Nadprasert & Walaiwad Chaiyabutr, Sukhothai Thammathirat Open University, Thailand
The aims of research 1) study the in-depth data of e-learning process of the graduate students of Sukhothai Thammathirat Open University and 2) study the obstructing and improve factors on e... More
pp. 252-257
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Motivational Effects of a Game-Based Automatic Quiz Generator Using Online Educational Resources for Japanese EFL Learners
Yuichi Ono, Center for Education of Global Communication (CEGLOC), University of Tsukuba, Japan; Ai Nakajima, University of Tsukuba, Japan; Manabu Ishihara, Oyama National College of Technology, Japan
This paper reports on the revised version of game-based automatic quiz generator that utilizes Online Educational Resources (OER) to familiarize Japanese EFL learners’ vocabulary and authentic... More
pp. 258-265
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Massive open online course (MOOC) for differentiated instruction of Turkish as a foreign language
Yasin Ozarslan & Ozlem Ozan, Yasar University, Turkey
Open and distances learning solutions for learning Turkish as a foreign language has been gaining popularity over the last decade. In this study, authors share their experiences of their ongoing... More
pp. 266-272
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Perceived vs. Actual Online Teaching Needs of University Faculty: A Mixed-methods Study
Vicki Parish & Haihong Hu, University of Central Arkansas, United States
Research was conducted at a mid-south higher education institution regarding perceived versus actual online teaching needs of the faculty. Perceived needs were analyzed through a campus wide survey... More
pp. 273-279
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Discussion of Controversial Issues in an Online Teacher Preparation Course
Jessamay Pesek, Bemidji State University, United States
This paper presents strategies to support effective discussions of controversial issues within an online, asynchronous teacher preparation course. It is important to consider how best to present... More
pp. 280-282
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A Tale of Two Twitters: Synchronous and Asynchronous Use of the Same Hashtag
Joshua Rosenberg, Michigan State University, United States; Mete Akcaoglu, Georgia Southern University, United States; K. Bret Staudt Willet, Michigan State University, United States; Spencer Greenhalgh, Michigan State University, United States; Matthew Koehler, Michigan State University, United States
Communication in online settings can occur at the same time (synchronously) or at different times (asynchronously). A new form of online learning in which teachers communicate both at the same time... More
pp. 283-286
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The Interactive Online Course-Level Orientation Module: Fostering TPACK and an Introduction to Domain Knowledge
Peggy Semingson, University of Texas at Arlington, United States; Melanie Mason, The University of Texas at Arlington, United States; Jared Keengwe, University of North Dakota, United States
A course-level orientation module for online and/or face-to-face classes can provide a dual purpose: fostering of Teacher Pedagogical Content Knowledge [TPACK] (Mishra & Koehler, 2006), fostering... More
pp. 287-292
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Building a Community of Learners: Case Study in a Hybrid Course
Zsuzsanna Szabo, Marist College, United States
This paper presents a case study in a graduate level hybrid course. Learning the course content and building a community of learners were the two major targets of the course. Course instructional ... More
pp. 293-298
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Growth mindsets and flexible thinking in first-time online students’ self-efficacy in learning
Hungwei Tseng, Jacksonville State University, United States; Yu-Chun Kuo, Rowan University, United States
The present study seeks to examine gender differences of the first-time online students with respect to flexible thinking and mindset and to investigate the impacts of flexible thinking, mindset,... More
pp. 299-302
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Using the Game-based Student Response Tool Kahoot! in an Online Class: Perspectives of Online Learners
Hasan Ucar, Bilecik Seyh Edebali University, Turkey; Alper Tolga Kumtepe, Anadolu University, Turkey
Online education approaches and tools have been going through a big transformation. Nowadays the trend is to use game-based learning mediums to engage and motivate the online learners. Game-based... More
pp. 303-307
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Developing an Online Professional Development Program to Prepare Faculty to Teach Online
Hong Wang, Northern Virginia Community College, United States
Online teaching involves different skills than classroom teaching and new online instructors need professional development programs to prepare them to teach online. This brief paper will share an... More
pp. 308-312
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Exploring the Use of Assigned Roles in Online Class Discussions
Amber Warren, University of Nevada, Reno, United States
For online-only classes the organization of forum discussions is of great pedagogical concern, as they may be the only opportunity participants have to develop understanding of course content. This... More
pp. 313-318
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Are College Faculty Willing – and Ready – to Have Their Courses “Open”?
Huei-Chuan Wei & Chien Chou, Institute of Education, National Chiao Tung University, Taiwan
In response to the trend of open education movement, this study developed an instrument and used it to examine 142 Taiwan college faculty’s readiness for open courseware (OCW). The 27-item scale... More
pp. 319-324
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Online Course Design: Incorporating Data Analytics for Improved Course Delivery
David White, Mark Dame & Parviz Safadel, Texas Tech University, United States
Information presented in this paper describes the many factors considered through data analytics that help support the development, delivery and assessment of online course design. While course... More
pp. 325-327
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Improving Engagement: The use of Slack to improve engagement and learning outcomes for online students
Romi Wittman, University of Arizona South, United States
This paper discusses an ongoing study of the use of social media apps, specifically Slack, to better engage online students at the undergraduate level. The study also examines the use of social... More
pp. 328-331
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Move In-Class Discussion Online to Engage Distance Learning Students
Lin Zhong, Southern Illinois University Carbondale, United States
Student engagement plays an essential role in distance learning performance and achievement. This qualitative study aims to discuss how web-based discussion can be used as a strategy to increase... More
pp. 332-334
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Using Digital Storytelling to enhance an existing teacher education curriculum: How digital tools can enhance content, engagement and outcomes without adding new courses in a mandated program.
Claude B. Abbott, Central Connecticut State University IT-Instructional Design & Technology Resource Center, United States; Carol M. Ciotto, Central Connecticut State University School of Education and Professional Studies, United States; Karen J. Riem, Central Connecticut State University Special Education & Interventions, United States
This presentation shows how a combined group of faculty and instructional design professionals designed a digitally-enhanced, self-guided experience to master Social-Emotional Learning (SEL)... More
pp. 335-339
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Developing Storybooks without Words for Character Education: A Unique Use of Augmented Reality for Student Learning and Product Development
Domenic Dini & Leping Liu, University of Nevada, Reno, United States
Changes to the global workforce have required changes to skills that students are taught in the classroom. 21st century skills must be developed so that students are better equipped to compete for ... More
pp. 340-343
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Research Results of Digital Storytelling Contest (DISTCO) 2016
Bulent Dogan & Kadir Almus, North American University, United States
This paper presents the results of a research study on a Digital Storytelling Contest (DISTCO) held in 2016, the eight in the series of DISTCO projects. The project was designed so that K-12... More
pp. 344-355
