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

Oct 19, 2015

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Table of Contents

This conference has 5 award papers. Show award papers

Number of papers: 321

  1. How Video Games and Digital Literacy Impacts Student Attainment and Development: An Analysis of Synergistic Integration

    Mario Adkins, Aquinas College, United States

    Research has found that video games can boost technical, kinetic, social and linguistic skills in students. Furthermore, cognitive skills such as memory, reaction speed and mental processing... More

    pp. 1-5

  2. Evaluating the Online Courses of the Master of Curriculum and Instruction from Specialists` and Practitioners` Perspectives

    Ali Alshahri, 1982, United States

    Evaluating is very significant for every performance. People how can judge for any work without evaluation because evaluation gave people a correct image about this work. However, evaluation should... More

    pp. 6-9

  3. The Impact of Using Technology and Media in Teaching Arabic Language: An Interpretive Analysis of the Experience of Volunteer Teachers in Arabic School in Northern Colorado

    Yosra Bugis, University of Northern Colorado- Educational technology, United States

    There are a significant number of children living temporarily in the United States while their mothers who are from Middle East countries complete their studies. These children will eventually... More

    pp. 10-15

  4. Social Gamification in Multimedia Instruction to Advance Glacier Science for Grade K-6 Students

    Kuang-Chen Hsu, The Center for Remote Sensing of Ice Sheets at The University of Kansas, United States; Young-jin Lee, The University of Kansas, United States

    Current gamified applications provide a more flexible way of applying the principles and mechanisms of game based learning into instructional design. In addition, according to the theory of... More

    pp. 16-21

  5. Educational exploration along the shortest paths in conceptual networks based on co-occurrence, language ability levels and frequency ranking

    Lauri Lahti, Aalto University School of Science, Finland, Finland

    We propose a new computational method to support learning that relies on adaptive exploration of the shortest paths in conceptual networks that have been formed based on co-occurrences of concepts ... More

    pp. 31-36

  6. Introduction and development of Active Learning with ICT with the opportunities of E-learning

    Thiery Tachel, Secondary School Ypres, Belgium; Sabine Buseyne, Middenschool Ypres, Belgium; Philip Everaerts, School District ‘Westhoek’, Belgium

    This paper is a report on the findings of the implementation of the subject ‘Active Learning with ICT’. These findings can be used in different schools and different countries to start with ICT in... More

    pp. 37-44

  7. A survey on the perception of south Korea elementary school teachers’ competency about technology, pedagogy, and content knowledge(TPACK)

    JinWon Yi, JeongWon Choi & YoungJun Lee, Dept. of Computer education, Korea National University of Education, Korea (South)

    This research analyzed investigation by collecting 140 elementary school teachers’ response through survey based on google web rom June to July 2015 for seeing the point in time standard by... More

    pp. 45-50

  8. Engage Students with a Cloud-based Student Response System

    Li Zhu, U.S. Naval Academy, United States

    Learning Catalytics is an advanced cloud-based student response system that can be used in lieu of clickers, such as TurningPoint and eInstruction clickers. Instructors push out questions to... More

    p. 51

  9. One-stop shop student support services: A journey toward implementation

    Gladys Arome & Victoria Brown, Florida Atlantic University, United States

    Student retention continues to be the driving force for institutional student support services initiatives. Although student support mechanisms have improved over the years, learners requirements... More

    p. 52

  10. Addressing retention and completion in MOOCs - a student-centric design approach.

    Liz Bacon, Lachlan MacKinnon & Mark Anderson, University of Greenwich, United Kingdom; Börje Hansson, Mid Sweden University, Sweden; Anne Fox, Anne Fox, Denmark; Mariano Cecowski, XLAB, Slovenia; Tor Atle Hjeltnes, Sør-Trøndelag University College, Norway; Demosthenes Stamatis, Alexander Technological Educational Institute of Thessaloniki, Greece

    Abstract: The recent development of massively open online courses (MOOCs) has led to a plethora of courses being offered to the general public, as students, but these have had extreme issues of... More

    pp. 53-63

  11. The Use of Quality Matters™ and the Instructional Design Process

    Meridith Bergeron, University of Florida and Our Lady of the Lake College, United States

    The demand for online courses has been growing. With the rise of online learning, there has been an increasing need for accountability and transparency in distance education, most importantly in... More

    pp. 64-66

  12. An Intuitive IShowU(c) Method To Create E-Learning Content Instantaneously While Lecturing In Classroom Or Recording Lecture In Anywhere

    Robert Chi, University of Hawaii at Hilo, United States

    One of the key challenges for e-learning is to create e-learning content regardless teaching subject matter. School budget issue always limits faculty to have an IT service team as well as to... More

    pp. 67-68

  13. Reflection of Informatics Gifted Students to Puzzle Based Algorithm Learning for Improving Computational Thinking

    JeongWon Choi & Youngjun Lee, Dept. of Computer Education, Korea National University of Education, Korea (South)

    Computational thinking, the core of computer science, became critical learning skill for all learners. In order to cultivating computational thinking, learners have to design problem solving... More

    pp. 69-74

  14. A conceptual framework for knowledge-based personalized e-learning system for tertiary education

    Franklyn Chukwunonso, Universiti Teknologi Malaysia, Malaysia; David Ikani, Federal College of Animal Health & Production Technology, Vom, Nigeria

    The need for reusable knowledge, interaction among learners, collaborative tools and learner-specific content is on the increase as teachers need to adequately understand how technology and... More

    pp. 75-83

  15. Action! Best Practices in the Development and Production of Instructional Video

    Suzanne Ciprut, Hugh Mackey & Paula Torres, New York University, United States

    Instructors and administrators often think of using video for instruction since it has visual appeal, flexibility, reusability, and a wow factor. But, using video for instruction in an effective... More

    pp. 84-89

  16. The iMOOC: Investigating Engagement and Global Learners’ Experiences in a unique Coursera MOOC

    Anant Deshpande & Valeri Chukhlomin, SUNY Empire State College, United States

    MOOCs and other online courses helping international learners better understand American culture and the academic system are relatively rare. Research indicates that this plays a significant role... More

    pp. 90-96

  17. Online Technologies in Teaching Psychology and Neuroscience

    Trevor Gilbert, Athabasca University, Canada

    Science educators have often struggled with means to effectively present content in order to optimize student understanding of difficult concepts. The paper will examine the use of online tutorials... More

    pp. 97-101

  18. Students Building Content: Learning Through the Collaborative Use of Wikis

    Betsy Gilbertson, Gisela Busche-Diller & Elizabeth Hancock, Auburn University, United States

    In this paper two wiki-based educational tools will be presented, one at undergraduate and one at graduate student level. In STEM courses it is common that student practice teamwork skills and... More

    pp. 102-107

  19. Development of the Microsoft Surface Hub for Teaching Socio-Ethical Leadership

    Kinnis Gosha, Belinda White, Sam Livingston, Kipton Jensen & Corrie Claiborne, Morehouse College, United States

    The purpose of the proposal is to develop a learning technology which transforms the teaching of socio-ethical leadership at Morehouse College and extends its range of practice from a 20th century ... More

    pp. 108-113

  20. Pedagogy, Digital Learning Spaces, and Design: Lessons from Blended Learning

    Denyse Hayward, Amanda Montgomery, William Dunn & Michael Carbonaro, University of Alberta, Canada

    This paper shares lessons learned emerging from our ongoing experimental work within the blended learning environment. A rich description is provided of the development and implementation process... More

    pp. 114-119