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World Conference on E-Learning

Oct 27, 2014


Theo Bastiaens

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Table of Contents

This conference has 8 award papers. Show award papers

Number of papers: 321

  1. Using Interactive Storytellers to Broaden Participation in Graduate Computing

    Kinnis Gosha, Akintunde Oladele & Robertson Bassy, Morehouse College, United States; John Porter, Clemson University, United States

    Abstract: The need for increased participation from under-represented minorities in Science, Technology, Engineering and Mathematics (STEM) fields has been extensively documented and found to be... More

    pp. 691-700

  2. The Effects of Project-Based Learning on Middle School Students’ Academic Achievement and Perception in the Science Classroom

    Karen Grady & Mohamed Ibrahim, Arkansas Tech University, United States

    Grounded in constructivism teaching methodology, the present study investigated the effect of the project-based learning strategy on students’ learning outcomes and perception in a middle school... More

    pp. 701-706

  3. Online Co-Teaching of Graduate Students: A Systems Perspective

    Jonathan Gratch & Lynne Cagle Cox, University of North Texas, United States

    Abstract: Over the past 10 years there has been an explosion in the growth of online educational programs (Allen & Seaman, 2013). Learners are presented with increasing options for programs of all ... More

    pp. 707-711

  4. Work in progress: Improving student success through edX learning analytics

    Olaf Hallan Graven, Dag Samuelsen & Jose Ferreira, Buskerud and Vestfold University College, Norway

    At the authors university a project has been proposed that will bring together engineering education with speciality in pedagogy and industry experts in order to create material for use in both... More

    pp. 712-716

  5. A study examining student preferences of mobile applications at an institution of higher learning in South Texas

    Marybeth Green, Aleyda Cantu & Ann Wardle, Texas A&M Kingsville, United States

    Smartphones and mobile apps have become a daily staple in the lives of higher ed students. However, only a few universities have created a university app to enhance student learning and engagement ... More

    pp. 717-723

  6. Introductory Study Using MOOCs for Homeless Education

    Joseph Greene, University of Hawaii Manoa, United States

    A prospectus designed to help define homelessness, improve education opportunities for the homeless, and implement existing MOOC courses in nontraditional educational settings. Additional insights... More

    pp. 724-728

  7. An Online Community of Practice to Enhance Small Group Learning and Teaching

    Tim Griffin & Lynn Burnett, University of Western Sydney, Australia

    Abstract: As blended learning places more content online, it also places greater emphasis on students’ class-time engagement and learning. Ensuring the quality of small group learning and teaching... More

    pp. 729-735

  8. A Multimedia Story-Driven Instructional Methodology to Teach Science and Literacy Concepts to Children in Early Childhood Classrooms.

    Steven Grubaugh, UNLV, United States; Cindy Coleman, TakePrideLearning, United States; Richard Speaker, University of New Oreleans, United States; Daryle Coleman, Take Pride Learning, United States; Penny Speaker, University of New Orleans, United States

    This session will focus on a promising practice to help teachers employ enhanced eBooks and iPads combined with multi-sensory, cross-curricular activities in the teaching of reading and science to ... More

    pp. 736-741

  9. College students’ usage of and expectations from university owned mobile applications

    Parul Gupta & Kalyani Gop, Illinois State University, United States; Lydia Kyei-Blankson, Illnois State University, United States

    Mobile applications (Apps) have become an indispensable factor in a student’s life. Research has shown that universities are investing resources to develop mobile apps to meet the needs of its... More

    pp. 742-745

  10. Conceptualizing the Essence of Presence in Distance Education through Digital Dasein

    Amir Haj-Bolouri, Per Flensburg & Lars Svensson, University West, Sweden

    In order to achieve learning, presence is necessary. If we have good presence, no tests are necessary. In distance learning, the concept of presence is not obvious. Presence in distance and network... More

    pp. 746-754

  11. Designing a Web-based Education Platform for Swedish Civic Orientation

    Amir Haj-Bolouri, Per Flensburg, Lennarth Bernhardsson, Thomas Winman & Lars Svensson, University West, Sweden

    Newcomers in Sweden face a problem of learning the Swedish society with respect to laws, culture, democratic values, education system, labor market and aspects of taking the role as a parent. The... More

    pp. 755-764

  12. Designing for Heterogeneous Groups of End-Users Towards a Nascent Design Theory

    Amir Haj-Bolouri & Lars Svensson, University West, Sweden

    Poverty, war, conflicts, and other forces of global turmoil are constantly challenging how developed nations design their processes for immigration in general, and civic orientation in particular. ... More

    pp. 765-776

  13. Teaching Maths in secondary schools using the IWB: How teacher’s knowledge of the affordance of IWB influence teaching practice

    Mohssen Hakami, Najran University, Saudi Arabia

    This paper reports research findings on how teachers’ teaching practices are influenced by their knowledge of the affordances of the interactive whiteboard (IWB). The study took place in the Saudi ... More

    pp. 777-783

  14. Literature eCircles: Combining Traditional Literature Circles with New Literacies

    Keonghee Han, Christi Boggs & Reed Scull, University of WY, United States

    This article explains how to combine traditional Literature Cicles (Daniels, 2002) with New Literacies, technology and multicultural perspectives (Cope & Kalantzis, 2000; New London Group, 1996).... More

    pp. 784-788

  15. Exploring Undergraduate Students’ Perceptions of MOOCs

    Yungwei Hao, National Taiwan Normal University, Taiwan

    Higher education is being revolutionized with the offering of Massive Open Online Courses (MOOCs). This study investigated undergraduate students’ perceptions of MOOCs as a learning opportunity.... More

    pp. 789-792

  16. The use of recorded content to increase social and instructional presence in online learning: Results of pilot implementation

    Mary Ann Harlan, Sue Alman & Debbie Faires, San Jose State School of Library and Information Science, United States

    As a fully online graduate program San Jose State University School of Library and Information Science has implemented practices using a Community of Inquiry (COI) framework to improve the student ... More

    pp. 793-798

  17. Interactive Course by Storyline

    Mohammad Hassam, HCT, United Arab Emirates

    This workshop is all about designing, developing and accessing e-learning by using Articulate Storyline where teachers and students will get to know that How Storyline will help them to develop... More

    pp. 799-802

  18. Elements of Successful Online Asynchronous Text-Based Discussions

    James Hatten, Laurene Christensen, Kristin Liu, Linda Goldstone & Martha Thurlow, National Center on Educational Outcomes, United States

    Online discussion often represents the crux (or sole source) of group interaction in these Internet ecosystems such as virtual focus groups and online or blended classes. This paper, saddled upon a... More

    pp. 803-809

  19. Mediated and Situated Engineering Education

    Monika Hattinger, Maria Spante & Du Ruijan, University West, Sweden

    Abstract: This small-scale interview study explore engineering expert teachers’ experiences and ideas of e-learning within engineering education. The aim is to capture teachers` experiences... More

    pp. 810-817

  20. The Influence of Interactivity on Student Achievement

    James Helfrich, Brigham Young University - Idaho, United States; David Coffland, Idaho State University, United States

    Interactivity in the educational context is the measure of how much control a student has over the learning process. Though recent trends have led us to believe that interactivity is always... More

    pp. 818-828