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SITE Interactive 2020 Online Conference

Oct 26, 2020


Elizabeth Langran

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File: Cover & Title Pages

File: Table of Contents

Table of Contents

Number of papers: 135

  1. Delivering Engineering and Computational Thinking Practices in an International K-12 STEM+C Project through the Lens of Online Education

    Cristina Diordieva, Texas Tech University, United States

    Engineering education and computational thinking have gained great attention in the past decade by researchers and practitioners specifically in Science, Technology, Engineering, and Mathematics + ... More

    pp. 1-9

  2. Don’t talk to me, I don’t want to hear your voice, I just want my work: A look at graduate student perceptions of online instructional delivery methods

    Nicole Covey, Annette Hux & Alicia Shaw, Arkansas State University, United States

    This quantitative study was a comparative analysis of instructional video/visual techniques utilized by professors in online graduate programs. Graduate students enrolled in online courses were... More

    pp. 10-17

  3. Micro-Assists: Enhancing Learner Support while Teaching Digitally

    Caroline M. Crawford, University of Houston-Clear Lake, United States

    Micro-assists can be defined as vignettes of useful information support the momentary needs of the learners within digital environments. Teaching within a digital environment, these assistive... More

    pp. 18-23

  4. OMMI: Offline MultiModal Instruction

    Kathryn Dirkin, Adam Hain, Megan Tolin & Ashley McBride, Central Michigan University, United States

    This proposal identifies an emerging best practice that addresses issues of equity. The Offline MultiModal Instruction model (OMMI) works within the constraints of datacasting currently in use in... More

    pp. 24-28

  5. Emotional Dashboard: Design for Affective Learning Also Needs to Support Teaching

    Reza GhasemAghaei, Ali Arya & Robert Biddle, Carleton University, Canada

    In this paper we revisit our experience with creating and applying a framework for multimodal affective software design and evaluation for education. Our goal was to support the system designer,... More

    pp. 29-35

  6. Challenges in Teaching STEM Online

    Amy Goodman, Baylor University, United States

    I have been teaching mathematics in higher education since 1999 and teaching fully asynchronous online courses since 2017. My experience has led me to observe several challenges in translating... More

    pp. 36-38

  7. Investigating a Streamlined Process for Submitting Handwritten Work in an Online Environment – The Instrument

    Amy Goodman, Baylor University, United States

    The survey instrument developed in this paper was part of a larger research project aimed at developing a streamlined protocol for students to submit handwritten work in a fully asynchronous online... More

    pp. 39-51

  8. Investigating a Streamlined Process for Submitting Handwritten Work in an Online Environment – The Study

    Amy Goodman, Baylor University, United States

    When designing a fully online mathematics course, it is critical to give authentic assessment careful consideration. As mathematics courses have evolved in online education, attempts to create... More

    pp. 52-56

  9. The Influence of Question Design for Online Discussions

    Barbara Hall, Northcentral University, United States

    The paradigm shift from the dissemination of knowledge to the construction of knowledge is well established. In online classes, the discussion board is one of the most common spaces in which this... More

    pp. 57-62

  10. The Role of the Instructor in Asynchronous Learning: Students' Views

    Caroline Kairu, University of North Texas, United States

    Online courses and online learning are becoming a mainstay of universities and college course offerings. This has caused the role of the teacher or instructor to evolve in online learning and... More

    pp. 63-72

  11. Applying LEAN Principles to Improve Introductory Cybersecurity Online Course: Findings From the Pilot Study

    Pasi Kämppi & Paresh Rathod, Laurea University of Applied Sciences, Finland

    This paper presents the best practices for an effectiveness and efficient offering of introductory level online cybersecurity course within higher education setup. The target was achieved with LEAN... More

    pp. 73-79

  12. Combatting COVID-19 Distress with Virtual Student Success Fest

    Sharonda Lipscomb, University of North Texas | University of Arkansas at Little Rock, United States; Daryl Tate, University of Arkansas at Little Rock, United States; Sherry Rankins-Robertson, University of Central Florida, United States

    With the rapid transition to online and remote learning due to the coronavirus pandemic, many institutions have implemented new technologies and additional resources to ensure faculty and students ... More

    pp. 80-81

  13. Designing Online Discussions Students Won’t Hate: Best Practice in Action

    Kerrigan Mahoney, Minnesota State University, Mankato, United States; Julie Marsh, Bon Secours Memorial College of Nursing, United States

    Online discussions can be frustrating to participate in, difficult to manage, and challenging to create and facilitate. However, they also offer the potential to engage students in new, different, ... More

    pp. 82-84

  14. Collaborative Learning in a Remote World

    Larissa Rector, Tennessee Tech University, United States

    In this brief paper I will analyze, review, and critique an educational technology app (AWW App) in order to seek understanding of the way it contributes to collaboration and sharing for remote... More

    pp. 85-88

  15. Confessions of an Online Teacher: Lessons and Tips for Success

    Sandi Smith-Andrews & Haylee Layne, Tennessee Tech University, United States

    Learning to teach online is not dissimilar to preparing to enter a classroom for the first time. In both environments, the wide-eyed instructor enters aimed with all the knowledge imparted during... More

    pp. 89-92

  16. Key Components of Personalized Learning

    Michelle Starcher & Lisa Otto, University of North Texas, United States

    Research in the area of personalized learning indicates that there are four essential elements of personalized learning 1) personal learning paths and implementation of self-directed learning, 2)... More

    pp. 93-101

  17. How Can We Advance Just Technology Integration?

    Sumreen Asim, Indiana University Southeast, United States; Marie K. Heath, Loyola University Maryland, United States; Daniel G. Krutka, University of North Texas, United States; John Lee, North Carolina State University, United States; Natalie B. Milman & Jessa Henderson, George Washington University, United States

    This session poses the question, How can we advance just technology integration? We consider both the non-neutrality of technology, and the non-neutrality of the societies to which technologies are... More

    pp. 102-105

  18. Where Do Edtech, Equity, & Privacy Fit within Methods Courses?

    Rhonda Christensen, University of North Texas, United States; Yi Jin, Kennesaw State University, United States; Kevin J. Graziano, Nevada State College, United States; Torrey Trust, University of Massachusetts Amherst, United States

    Teacher education faculty are challenged to incorporate important topics related to the extensive use of technology in education, such as equity and privacy, as they are preparing teachers to be... More

    pp. 106-107

  19. Data Literacy via Fake News

    Lesley Farmer, California St. University Long Beach, United States

    This presentation explains how educators can help students be data literate consumers of fake news as part of media literacy. Using a communications model, fake news data is examined in terms of... More

    pp. 108-113

  20. Creating Google Classrooms Using Bitmoji and Google Slides: An early Pandemic Pedagogical Response

    David Fuentes & Neil Grimes, William Paterson University, United States

    Post-Covid-19 pedagogy requires teachers, students and families to become familiar with various digital technologies used in schools to promote distance learning. In New Jersey, and beyond,... More

    pp. 114-119