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E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education

October 2006

Editors

Thomas Reeves; Shirley Yamashita

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Table of Contents

8
This conference has 8 award papers. Show award papers

Number of papers: 539

  1. Virtual Field Experiences using IP Videoconferencing: Benefits and Challenges

    Mary Tipton, Kent State University, United States

    IP videoconferencing technology is being used to provide connections to PK12 classrooms for observations of teaching A "virtual field experience" allows over 300 students per semester to observe... More

    p. 979

  2. Mobile Learning: A Review of Implementations

    Angela van Barneveld & Steven Shaw, Concordia University, Canada

    Mobile learning is 'au courant', a term applied to almost anything that has no wire and fits in to a pocket. It is a term applied to devices designed for communication, rather than pure learning,... More

    pp. 980-985

  3. Effective Use of Cellular Phones in a Large Class for Activating Students’ Participation

    Satoshi Wada, Yaeko Nakanishi & Lumi Tatsuta, Dokkyo University, Japan

    The purpose of the current research is not only to confirm the validity of using cellular phones in large class settings, but also to investigate a further possibility of expanding an efficient use... More

    pp. 986-993

  4. E-Learning at Riverview Health Centre

    Helena Wall, Riverview Health Centre, Canada

    The education services department at Riverview Health Centre is committed to providing innovative programs that promote and support the professional development of staff and students who provide... More

    pp. 994-997

  5. Using Blogs to Facilitate Online Discussion

    Shiangkwei Wang, Hui-Yin Hsu & Sarah McPherson, New York Institute of Technology, United States

    Originally, blogs served as personal journaling tools. Recently blogs are more often applied to form online communities and thus expanded to more extensive uses in education. Little has been... More

    pp. 998-1001

  6. Experiences in Online Interaction

    Shuyan Wang & Mary Green, The University of Southern Mississippi, United States

    This presentation will discuss and demonstrate the authors' experiences in online interaction between instructor and students and among students. The focus will be on the communication tools used... More

    pp. 1002-1005

  7. Who’s Taking Our Online Surveys?

    Jacqueline Wilson, The University of the West Indies, Trinidad And Tobago

    Web surveys are flexible technologies for gathering student feedback and measuring the quality of the learning environment, but they are subject to bias. Online technologies allow us to explore... More

    pp. 1006-1011

  8. Portfolio Evaluation Course as a Summative Evaluation Method: Case Study

    Harun Yilmaz, Instructional Design and Technology Program, Department of Learning Sciences and Technologies, Virginia Tech University, USA, United States

    This descriptive study investigates the online portfolio evaluation course as a summative evaluation method in Master's Degree program which is designed to meet the needs of professional educators ... More

    pp. 1012-1013

  9. Social Networking Goes To Medical School: The Creation of an Online Community to Facilitate Faculty-Student Interaction

    Paul Zobitz, Mayo Medical School, United States; Melissa Rethlefsen, Mayo Clinic College of Medicine, United States; Colin Segovis, Andrew Norgan, Christo Philip, Babatunde Adekola & John Kitsteiner, Mayo Medical School, United States

    The Mayo Medical School is implementing a web-based social networking system as a tool to facilitate interaction between students and faculty mentors. The goal of the project is to provide a forum... More

    pp. 1014-1020

  10. "Collaborative Learning Tasks Online"

    Joan K Anderson, Cal State San Marcos, United States

    Students work in small groups to solve Collaborative Learning Tasks before moving online to a CMS. Structured to support the instructional goals, CLT's require close readings of the assignments.... More

    pp. 1021-1024

  11. The convergent mindset in journalism education: How team teaching transforms students and faculty in a media convergence program

    Ann Auman, University of Hawaii, United States

    This article employs an interdisciplinary lens to present team-teaching models in key courses in a new convergence curriculum at a small, undergraduate journalism program. In the models, degrees of... More

    pp. 1025-1029

  12. Improving the Feedback Cycle to Improve Learning in Introductory Biology Using the Digital Dashboard

    William E. Brown, Carnegie Mellon University, United States; Marsha Lovett, Eberly Center for Teaching Excellence, Carnegie Mellon University, United States; Diana Bajzek, Carnegie Mellon Univ., United States; James M. Burnette, Department of Biological Sciences, Carnegie Mellon University, United States

    At Carnegie Mellon we are integrating timely and targeted feedback for the students and real-time student progress reports for the instructor to create an online learning environment that engages... More

    pp. 1030-1035

  13. Playing Games: Best Practices for Educational Games in E-learning

    Nina Bakisian, University of San Francisco, United States

    Best Practices are visible in educational game playing when learners are engaged in a positive, competitive environment. This session will explore the pedagogical effectiveness of using games as an... More

    pp. 1036-1039

  14. Real-time Web-based Interactive 3D Visualization of Cadaveric CT Imaging for Radiologic Anatomy Correlation in Human Anatomy Education

    Brian J. Bartholmai, Mayo Clinic, United States; Wojciech Pawlina & Stephen W. Carmichael, Mayo Clinic College of Medicine, United States; John M. Barlow, Mayo Clinic, United States; Ryan Hennen & Eric Warnke, Vital Images, Inc., United States

    The first-year medical curriculum at the Mayo Clinic College of Medicine includes a 6-week long block of gross and Radiologic anatomy. Prior to students' dissection, each cadaver was scanned with a... More

    pp. 1040-1045

  15. Competence-based learning in virtual environments

    Theo Bastiaens, Fernuniversitaet in Hagen, Germany

    This paper examines ICT applications in competence-based training. It describes a number of crucial aspects. First of all an attempt is made to outline the state of affairs in competence-based... More

    pp. 1046-1053

  16. Images of Language & Culture: Instructor & Student-produced Digital Video for Spanish

    Carol Beresiwsky, Kapiolani Community College (University of Hawai‘i System), United States; Molli Fleming, Maui Community College, United States

    Foreign language instructors can create a wide range of motivational and personalized videos for language and culture classes by filming their travel abroad, engaging students in the production of ... More

    pp. 1054-1056

  17. Copy-of-Script as Component in Blended Learning

    Vibeke Bjarnø & Helge Høivik, Oslo University College, Norway

    This paper reports on an experiment on copy-of-script using on-line videograms as an efficient strategy in blended learning. Within the framework of an on-going course at the master's level in... More

    pp. 1057-1064

  18. Best Practices with Blackboard: A School of Nursing Perspective

    John B. Blyth & Kay Sackett, University at Buffalo, United States

    pp. 1065-1070

  19. How Online MBA Programs Help Students Develop Virtual Team Skills Necessary in the Workplace

    Sharon Borowicz, Benedictine University, United States

    The proliferation of new technologies has fostered a new type of corporate collaboration. Virtual teams offer organizations low-cost, high-impact solutions to complex organizational problems. It is... More

    pp. 1071-1074

  20. Teacher and Student Support Services for eLearning in Higher Education

    Johanna Bucur, University of Passau, Germany

    Abstract: The paper focuses upon the practical reality of eLearning in Higher Education (HE) and primarily addresses issues related to both web based (WBT) or computer aided learning (CAL) and... More

    pp. 1075-1082