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E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education

Oct 21, 2013

Editors

Theo Bastiaens; Gary Marks

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File: Cover & Title Pages

Table of Contents

9
This conference has 9 award papers. Show award papers

Number of papers: 417

  1. A Review of the Literature: Understanding Best Practices of Blended Learning in Industry and Academia

    Nikitha Sambamurthy & Monica Cox, Purdue University, United States

    Combinations of learning through electronically-mediated instruction (eLearning) and face-to-face interactions are known as blended learning. Models of blended learning vary amongst industry and... More

    p. 2084

  2. Online Field Trip

    ORISA SANGKLOMKLEANG, The Institute for the Promotionof Teaching Science and Technology, Thailand, Thailand

    The study of soil, rocks, minerals and geological conditions at various locations normally requires field trips. However, a number of obstacles prevent many students from making such trips. In... More

    pp. 2085-2088

  3. Does a Pedagogical Agent Facilitate Learning in a Learner-Attenuated System-Paced Learning Environment?

    Noah Schroeder & Olusola Adesope, Washington State University, United States

    Pedagogical agents are characters which appear in a multimedia learning environment to facilitate learning. In the past, researchers have explored their use in system-paced and learner-paced... More

    pp. 2089-2092

  4. Does a Pedagogical Agent’s Gender Impact Learner’s Perceptive Responses in a Learner-Attenuated System-Paced Learning Environment?

    Noah Schroeder & Olusola Adesope, Washington State University, United States

    Pedagogical agents are visible characters within multimedia learning environments. Previous research has utilized pedagogical agents in system-paced and learner-paced environments. Yet, some... More

    pp. 2093-2096

  5. Make it 3D!: A New Online Paradigm for Continuing Professional Development of Clinical Instructors

    Kay Kyeong-Ju Seo & Chalee Engelhard, University of Cincinnati, United States

    The purpose of this presentation was to discuss a new paradigm for continuing education of clinical instructors by introducing the Constructivist Tri-Dimensional (CTD) model for the design of an... More

    pp. 2097-2099

  6. The Relationship Between Career Readiness and the Availability of Library Materials for Distance Learning Students

    Daniella Smith, University of North Texas, United States

    The purpose of this study was to determine the impact of the availability of library materials and sources of materials used by students during their degree programs on their perceptions of their... More

    pp. 2100-2105

  7. Exploration of Frameworks for Evaluation of Online Discussions and Methodological Considerations

    Alexandru Spatariu, Georgetown College, KY, United States; Denise Winsor, University of Memphis, United States; Bobby Hoffman, University of Central Florida, United States

    In order to evaluate quality of online discourse when using either coursed-based online discussion tools (e.g., discussion boards, chat) or similar tools ancillary to the course (e.g., wikis, skype... More

    pp. 2106-2116

  8. The Architect of Learning

    Nancy Stuewe, University of Calgary, Canada

    Abstract: Governments have called teachers to adopt a new role and use technology differently to support a constructivist approach to teaching and learning. A challenge for teachers is that at the ... More

    pp. 2117-2124

  9. Distance learners’ self-efficacy on information seeking and preferences of resources selection

    Yingqi Tang, Hung Wei Tseng & Betty Morris, Jacksonville State University, United States

    Commercial web search engines such as Google and yahoo have been developing their own search algorithm helping consumer retrieving information. However, there are concerns about the accuracy and... More

    pp. 2125-2130

  10. Best Practices in Teaching at K-12 Virtual Schools

    Berhane Teclehaimanot & Peter You, University of Toledo, United States

    Virtual schools in K-12 online learning are growing at an exponential rate throughout the United States. Some states have passed legislative measures requiring K-12 Charter School students to... More

    pp. 2131-2137

  11. The University as an Organization of Knowledge and Skills Development for Business Managers of the XXI Century

    Marilda Todescat, Pedro Marques & Gilberto Moritz, Department of Administration Sciences at the Federal University of Santa Catarina, Brazil

    Schools of management have been put to the test as to their effectiveness and efficiency in terms of speed of changes in the productive world. This research aims to analyze the line between the... More

    pp. 2138-2144

  12. Virtual Humans and Gesturing during Multimedia Learning: An Investigation of Predictions from the Temporal Contiguity Effect

    Jessica Twyford & Scotty Craig, Arizona State University, United States

    Virtual Humans are becoming an easily available and popular component of multimedia learning that are often used in online learning environments. While they offer new affordances for multimedia... More

    pp. 2145-2149

  13. Interpersonal Consulting Skills: Developing Effective Relationships with Online Faculty - A multiple case study

    Peter van Leusen, Indiana University, Bloomington, United States; Mark Millard, University of Wisconsin - Madison, United States

    Building a collaborative and trust-based relationship with online faculty and instructors is one of the most important attributes of effective Instructional Technology Consultants (ITC) in order to... More

    pp. 2150-2158

  14. Integration of ICT for Developing Distributed Leadership in Learning Networks

    Bart Verswijvel, European Schoolnet, Belgium; Aelita Skarzauskiene, Mykolas Romeris university, Lithuania

    This paper analyses the importance of distributed leadership in Learning Networks and presents new organizational training practices by integrating ICT. The team-based formal or informal networked ... More

    pp. 2159-2165

  15. The Impact of Professional Development on Science Teachers’ Inquiry and New Literacy Practices: Using ICTs as Cognitive Tools

    Shiang-Kwei Wang & Hui-Yin Hsu, New York Institute of Technology, United States

    The national science standards and science educators have been advocating inquiry-based. However, inquiry-based instruction is still not a common classroom practice. Technology integration might... More

    pp. 2166-2173

  16. A Comparison of Visual Recognition of Searching Icons in VDT on Kindergarteners and University Students

    HARUHISA YAMAGUCHI, Kagawa Preferectual University of Health, Japan; YUMI YAMAGUCHI, KANSAI UNIVERSITY OF INTERNATIONAL STUDY, Japan

    This study examined a placement method of the Windows folder icons that it was easy to search visual object in VDT work. Visual recognition of searching icons in VDT works on A Comparison of Visual... More

    pp. 2174-2179

  17. Moderating Effects of Academic Emotions between Perceived Academic Control and Self-Regulated Learning in Online Courses

    Jiwon You, Myunghee Kang & Phoebe Pahng, Ewha Womans University, Korea (South)

    This study aims at examining the moderating effects of academic emotions (enjoyment, anxiety, and boredom) between perceived academic control and self-regulated learning in online courses.... More

    pp. 2180-2188

  18. A Study of Healthcare Training Models for Electronic Medical Record (EMR) System Implementation

    Neda Ashtari & Bude Su, California State University at Monterey Bay, United States

    The Health Information Technology for Economic and Clinical Health Act requires hospitals and medical centers to shift from a paper-based records system to an electronic medical records system (EMR... More

    pp. 2189-2199

  19. Constructivist Renderings of ‘What’s Interesting’ and other Student Insights about Online Discussions with Peers

    Catherine Brooks, University of Arizona, United States

    Online communication among students can bring about shared meanings and understandings of course content. Students’ online discussions, however, sometimes resemble ‘empty’ chat that lacks... More

    pp. 2200-2204

  20. Cultural Accessibility in Online Courses

    Rebecca Callaway, Arkansas Tech University, United States; Kathryn Matthew, University of Houston, United States

    The culture of the instructional designer and the instructor impact the organization, the content, and the activities in online courses. When students from diverse cultures enroll in the courses,... More

    pp. 2205-2209