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Society for Information Technology & Teacher Education International Conference

Mar 05, 2017


Paul Resta; Shaunna Smith

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File: Cover & Front Pages

File: File: Cover & Front Pages

File: Table of Contents

Table of Contents

This conference has 7 award papers. Show award papers

Number of papers: 415

  1. Digital Pedagogy: Embedding Universal Design for Learning (UDL) Strategies in Online Courses

    Debra Bauder & Thomas Simmons, University of Louisville, United States

    As pedagogy evolves in the 21ST Century, the use of technology has grown into a major consideration in providing students with enriched content. No longer are the days of an instructor standing up ... More

    pp. 127-132

  2. The Impact Teaching Online has on Technology Adoption for Face-to-Face Instruction

    Kyle Boudreaux, Lamar University, United States

    Technology alone is not enough to facilitate a compelling classroom environment, but when applied appropriately, it can be a crucial component. Often in higher education, the online classroom is... More

    pp. 133-135

  3. Ten Essential Online Tools and Resources for Introducing Blended Learning in Higher Education Courses

    David Byrum, Texas State Unviversity, United States; Douglas Holschuh, Texas State University, United States

    This practitioner-focused paper discusses ten essential online tools and resources for faculty interested in integrating blended learning into the higher education classroom. The tools briefly... More

    pp. 136-142

  4. A MOOC for U: The design of a MOOC based on Universal Design for Learning

    Ritushree Chatterjee, Darshana Juvale & N. Jaramillo Cherrez, Iowa State University, United States

    “Iowa Presidential Caucuses” was the university’s first foray into the world of Massive Open Online Course (MOOC). This paper focuses on how the design decisions, particularly those related to the ... More

    pp. 143-148

  5. Key Processes for Developing and Maintaining Quality Online Discussion Forums

    Paula Christensen, Northwestern State University of Louisiana, United States

    Online courses provide a format for learning content, enhancing knowledge, and developing skills. A key contributor to the success of learning is through interpersonal interaction; therefore,... More

    pp. 149-152

  6. Modeling Universal Design for Learning in Online Instruction An Open and Interactive Course Model: SOOC

    Elizabeth Dalton, University of Rhode Island, Dalton Education Services International, United States; Kendra Grant, Kendra Grant Consulting, United States; Luis Perez, Inclusive Learning Consultant, United States

    The use of online tools in facilitating the professional learning of teachers has increased greatly, due, in part, to the recent rise of MOOCs in education. Researchers identify benefits, problems... More

    pp. 153-158

  7. Greater Social to Cognitive Presence through Webconferencing

    Susan Elwood & Jeremiah Brauhn, Texas A&M University Corpus Christi, United States

    Social presence can build greater cognitive presence within online courses when carefully planned with appropriate strategies. Multiple synchronous and asynchronous webconferencing strategies are... More

    pp. 159-165

  8. Learning Analytics and Visualization of Japanese EFL Learners’ Learning Behavior in Speaking Practice

    Suro Fu, University of Tsukuba, Japan; Yuichi Ono, Center for Education of Global Communication (CEGLOC), University of Tsukuba, Japan

    The purpose of this study is to develop a system which supports Japanese learners’ speaking practice utilizing Text-to-Speech (TTS) technology and to investigate how they practice with the system... More

    pp. 166-172

  9. From Face-to-Face to Cyberspace: How does student performance change in Communication courses?

    Lacey Fulton, Clarion University of Pennsylvania, United States; Mark Piwinsky & Mary Beth Leidman, Indiana University of Pennsylvania, United States

    How and where do students best learn? With the advancement and stabilization of technology, online learning continues to receive attention in higher education. Our research focuses on communication... More

    pp. 173-178

  10. It’s Blog! It may be old news to some, but it may be perceived as a welcome alternative to the discussion board in online digital media courses.

    Lacey Fulton, Clarion University of Pennsylvania, United States; Mary Beth Leidman, Indiana University of Pennsylvania, United States; Christopher Carnahan, New Jersey City University, United States

    Read the chapter. Take a quiz. Write a discussion post based on the prompt. Reply to two classmates. We've all seen it done in online and hybrid education. What happens when we ditch the... More

    pp. 179-183

  11. Cognitize your course: Technology tools to optimize cognition in online learning

    Michele Garabedian Stork, Florida Gulf Coast University, United States

    Attention, memory, and critical thinking are the three broad areas of human cognition that can help us inform the effective use of technology in the classroom. In this session participants will... More

    pp. 184-188

  12. Effective Approaches to Online Teaching and Learning: Research-Based Demonstrations and Reflections: Part 1

    Kevin J. Graziano, Nevada State College, United States; Elizabeth Dalton, Dalton Education Services International (DESI), United States; Michael Kosloski, Old Dominion University, United States; Chery Takkunen-Lucarelli, The College of St. Scholastica, United States

    In this 2-hour symposium, four online teaching practitioners share research-based and innovative approaches used in the design and teaching of online courses. Models and best practices include... More

    pp. 189-191

  13. Flipping Math in a Secondary Classroom

    Kevin J. Graziano, School of Education, Nevada State College, United States; John D. Hall, Global High School, United States

    The purpose of this study was to examine the academic performance of English Language Learners who received flipped instruction in an algebra course at a newcomer high school, and to investigate... More

    pp. 192-200

  14. Students’ Response to Lecture Presentation Designs in Online Learning Environments

    Robin Henrikson & Cari Crane, Seattle Pacific University, United States

    The asynchronous online learning format for lecture presentation creates a typically one-directional method for providing students with content. Given a need for further investigation into the... More

    pp. 201-209

  15. Building Community in Online Programs for Learners from High and Low Context Cultures

    Malia Hoffmann, Loretta Donovan, Tim Green & Nawang Phuntsog, California State University, Fullerton, United States

    This exploratory research examined the perceptions of connectedness of graduate students enrolled in a cohort-based online program in educational technology. Specifically, the research examined how... More

    pp. 210-215

  16. Students' Voices: Freshmen’s Perceptions and Recommendations on the Design of the Online Portion of a Flipped Classroom Course with a Large Enrollment Number

    Nadia Jaramillo Cherrez & Yi Jin, Iowa State University, United States

    This paper investigated freshmen’ perceptions and recommendations on the design of the online portion of a flipped classroom course with a large enrollment number. Qualitative data on students’... More

    pp. 216-221

  17. FunGram: A Tool to Facilitate Problem Solving Among First Year Programming Students

    Katrieva Jones Munroe, Alamo Colleges District, United States

    Learning to develop computer programs is considered a daunting task for first year programming students. A multi-national and multi-institutional study revealed that most first year computer... More

    pp. 222-227

  18. The “Teacher Exception” to the United States Copyright Law: Does it Still Exist?

    Tracey Makley, Florida State College at Jacksonville and University of North Florida, United States

    This paper examines the development of the “teacher exception” to the U.S. Copyright Law. It discusses how the changes to the U.S. Copyright Act implemented in 1976 affected the “teacher... More

    pp. 228-234

  19. The Embedded Librarian: Going Beyond the Field of Dreams Model for Online Programs

    David Marcovitz & Robert Kenyon, Loyola University Maryland, United States; Catherine Staley, Loyola-Notre Dame Library, United States

    In preparation to launch a fully online graduate program, the authors ran a pilot program to embed a librarian in existing sections of current hybrid courses. The goal of the pilot was to compare... More

    pp. 235-239

  20. The effect of choice of instruction in personalized flipped learning

    Hisae Matsui, Princeton University, United States; Terence Ahern, West Virginia University, United States

    This study examined how and why certain instructional choices were made by students in a personalized flipped learning curriculum. In this curriculum, before attending class, students had the... More

    pp. 240-246