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E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education

Oct 18, 2011

Editors

Curtis Ho; Meng-Fen Grace Lin

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Table of Contents

6
This conference has 6 award papers. Show award papers

Number of papers: 454

  1. Determining Readiness for Online Graduate Programs in Classroom Technology: The Efficacy of Implementing the Wayfind Teacher Assessment

    Savilla Banister & Rachel Reinhart, Bowling Green State University, United States

    Determining student readiness for graduate education is challenging, and becomes more problematic when the graduate degree sought is delivered completely in an online format. Program directors and... More

    pp. 551-556

  2. Emerging Technologies on using iPads for managing and marking large students cohorts: Transition from hardcopies to e-copies marking

    Siew Mee Barton, Leanne Ngo & Andrew O'Loughlin, Deakin University, Australia

    The topic “Emerging Technologies on using iPads for managing and marking large students cohorts: Transition from hardcopies to e-copies marking from the teachers experiences.” These studies will... More

    pp. 557-562

  3. Towards a “Harvard Approach” in University Education?

    Annette Baumann, TU München, Germany

    In university education there are two groups involved: students and scientific staff being counterparts with opposite roles as teachers and learners, as researchers and student assistants. The... More

    pp. 563-567

  4. Didactical Embedded Wiki use in Higher Education - E-learning in Higher Education Based on Concepts and Experiences at the University of Paderborn (D) and the University of Innsbruck (A)

    Marc Beutner, University of Paderborn, Germany; Rasmus Pechuel, Ingenious Knowledge, Germany

    This paper is a report of best practice use of wikis in higher education. Using methods of action research it provides a didactical higher education approach to embedding wikis in blended learning ... More

    pp. 568-574

  5. Paderborn Vocational Education Concept (PVEC) for Serious Games and “The Fair Project” – Exploring the Potential of Serious Games to Create Authentic Work Situations in Vocational Education and Training

    Marc Beutner, University of Paderborn, Germany; Rasmus Pechuel, Ingenious Knowledge, Germany

    This paper is a report of a concept and a first pretest results of the evaluation of the Paderborn Vocational Education Concept (PVEC) for Serious Games and “The Fair Project”, a best practice... More

    pp. 575-580

  6. Apply Problem Posing and Answering Teaching Model within Learning Regular Sequence

    Hsiu-Ju Chang, Department of Education, National Chengchi University, Taiwan

    In light of what we do is what we cognize and realize, the Individual Cognition and Interpretation Framework (ICIF) will affect the individuals to engage posing and answering processes with... More

    pp. 581-586

  7. Using an Impact Evaluation Framework to Design and Implement Field-Based Innovative Solutions Research

    Quincy Conley & Angela Barrus, Arizona State University, United States; Renee Pilbeam, albarrus@asu.edu, United States; Robert Christopherson, Arizona State University, United States

    One of the main goals of the artificial intelligence and education fields as they continue to produce innovative instructional tools is to teach computers to understand and simulate the “reasoning ... More

    pp. 587-590

  8. Using Best Practices in Formative Evaluation to Validate and Innovate New e-Learning Instructional Strategies

    Quincy Conley, Angela Barrus, Renee Pilbeam & Robert Christopherson, Arizona State University, United States

    The evolution of technology and the rate of information change continue to move at a very rapid pace and have changed the online instructional delivery arena. It is a vital time to evaluate the... More

    pp. 591-592

  9. Developing High Quality Online Doctoral Programs

    Kerrie Conover & Romana Hughes, Texas Christian University, United States

    Texas Christian University developed and implemented a faculty development model to support the improvement of teaching and learning in online courses and programs. The Identify-Diagnose-Adjust ... More

    pp. 593-597

  10. Adults in the age of Distance Education: a few observations for an effective use of e-learning in non-typical situations

    Vassilios Dagdilelis, University of Macedonia, Greece

    This paper has a dual goal. The first is to provide a description of a composite project (REVIT) funded by the European Union, whose objective was to train citizens in areas of their interest, in... More

    pp. 598-603

  11. Examination of Appropriate E-Learning Application and Resources from Reflections of Learner and Instructor within an Online Collaborative Learning Environment

    Watsatree Diteeyont, Heng-Yu Ku & Mia Williams, University of Northern Colorado, United States

    Abstract: Online collaborative learning combines the characteristics of collaborative learning and computer-mediated communication within networked environments. Appropriate e-learning activities, ... More

    pp. 604-607

  12. Do Perceived Levels Of Technology Training In High School And Computer Access In College Meet The Coursework Demands Of College Students?

    Maria Esposito & Diane Impagliazo, Dowling College, United States; Roger Podell, BOCES, United States; Brian Bracchio & Elsa-Sofia Morote, Dowling College, United States

    The aim of this study is to determine if students are receiving sufficient high school technology training and access to computers in high school and college to meet the requirements of college... More

    pp. 608-616

  13. A Social Based Language Learning for CALL Environment to Develop Japanese Students’ English Communication Skills

    Ibrahim Farouck, Otaru University of Commerce, Japan

    Pre-college curricula, culture, and inadequate exposure to authentic communicative situations could be responsible for the difficulty in communicative English among Japanese college students.... More

    pp. 617-625

  14. A Comparison between Common Item Equating with Pre-and Post-Reading and Listening Tests

    Tomoko Fujita, Tokai University, Japan; Shin-ichi Mayekawa, Tokyo Institute of Technology, Japan

    Although our final goal is constructing pre-and post-e-testing systems, as our first stage, we need to find the best system to equate pre-and post-tests in order to measure about 6,600 students’... More

    pp. 626-631

  15. A web-based tool to enhance student learning and instructors’ evaluation skills of community-based medical school faculty

    John H. George, ATSU/KCOM, United States; Roger Bruning, University of Nebraska, United States; Stephen D. Laird & Susan Coon, ATSU/KCOM, United States

    This session will demonstrate an innovative web-based learning tool, Still Learning used at A.T. Still University/Kirksville College of Medicine. Still Learning employs video presentations to help ... More

    p. 632

  16. Faculty Performance and Student Learning Outcomes in Online Courses: Do Instructors Assess Student Work Consistently?

    Elena Gitin, Kaplan University, United States; David Niemi, Kaplan, United States; Mohamed Hassan, Kaplan University, United States

    Accurate and reliable measurement of learning is critical to effective teaching and learning at all levels of education. Valid learning measures can also be used to evaluate and improve curricula, ... More

    pp. 633-637

  17. Evaluation on the Effect of International Exchange Learning using CollabTest: Case Study

    Lee See Goh, Graduate School of Engineering, Soka University, Japan, Japan; Shin'ichi Hashimoto, World Language Center, Soka University, Japan, Japan; John F. Walker, Graduate School, Soka University of America, United States; Masanori Takagi, Faculty of Software and Information Science, Iwate Prefectural University, Japan, Japan; Yoshimi Teshigawara, Graduate School of Engineering, Soka University, Japan, Japan

    This paper discuss the findings of a study conducted on international exchange learning using the CollabTest system between universities in Japan and United States of America. The study has been... More

    pp. 638-645

  18. Simultaneous Assessment of Technical Features and End-User Needs in Evaluating Course Management Systems

    Anupam Goyal, UMDNJ, United States; Amy Spagnolo & Craig Scanlan, UMDNJ-SHRP, United States

    Needing to replace its Course Management System (CMS), our university implemented an exploration of alternative open-source products that simultaneously assessed each CMS's features as well as end-... More

    pp. 646-650

  19. Technological Competencies for the Academic Profession: Uses and Proposals in Academics at the Autonomous University of Tamaulipas

    Josefina Guzman, Luis Ivan Sanchez & Teresa Guzman, Universidad Autónoma de Tamaulipas, Mexico

    The objective of the project is directed toward acquiring knowledge on the changes that the academic profession has experienced during the past years; within this Project, the identification of the... More

    pp. 651-658

  20. Video-casting, Social Presence, Interactions, and Learning Achievement in Synchronous Online Learning

    Heeyoung Han, Southern Illinois University School of Medicine, United States

    The purpose of the study is to further investigate the effect of video casting as an emotional cue on students’ learning achievement and actual interaction behavior as well as social presence... More

    pp. 659-665