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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

5
This conference has 5 award papers. Show award papers

Number of papers: 321

  1. Effects of Online versus Face-to-Face Instruction on Students’ Mathematical Reasoning

    Mustafa Demir, University of Detroit Mercy, United States

    This study examined the effects of online and face-to-face instruction on students’ ability to solve problems requiring different levels of mathematical reasoning. Forty-eight college students’ (24... More

    pp. 571-576

  2. Learning Algebra through Gaming: Vision and Early Prototype of a Game Suite that Supports Customized Learning

    Jacob Enfield & Pratima Dutta, California State University Northridge, United States

    A call for educational reform through innovative approaches to STEM education has been made by President Obama (U.S. Department of Education, 2010). Algebra is one content area integral to STEM... More

    pp. 577-580

  3. Video-based Assessment for Learning in Teacher Education

    Kirsti Engelien & Tove S. Hunskaar, Department of Teacher Education and School Research, University of Oslo, Norway

    New technology enables us to design new, more realistic and ecological valid assessment practices in Teacher Education. To realize such an intention, it is important to look at the relationships... More

    pp. 581-585

  4. Flipping Your Classroom: The Gateway Drug to Online Teaching

    Luanne Fose & Catherine Hillman, California Polytechnic State University, San Luis Obispo, CA, United States

    Given the cultural disinclination to embrace online teaching at a campus-wide level, the instructional designers at Cal Poly’s Center for Teaching, Learning and Technology found an effective way to... More

    p. 586

  5. The e-Potato: A Multidisciplinary and Multimedia Youth Online Program

    Cassidy Hall & Martha Raidl, University of Idaho, United States

    The e-Potato is a four-lesson multi-disciplinary curriculum that incorporates the use of technology. This curriculum targets 6th graders, is led by the instructor, and contains numerous multimedia... More

    pp. 587-592

  6. Does Teaching Quality and Use of Technology Affect Learning Outcomes?

    Atheer Hanna, University of North Texas, United States

    This paper is trying to find out if there is relationship between the teaching quality, use of technology and the learning outcomes. There is a variety of researches which has been done in this... More

    pp. 593-595

  7. Sustaining Online Education for the 22nd Century

    Therese Kanai & Tiffany Hamlett, American College of Education, United States

    Online instruction has forever changed the field of education. No longer are we bound by four walls of the traditional classroom environment but rather the world is now our classroom. As we... More

    pp. 596-601

  8. The Benefits of the Advanced Performance Technology Model for Constructing a Virtual World for Room Clearing Training

    Stephanie Lackey, Ron Tarr & Jonathan Hurter, University of Central Florida, Institute for Simulation & Training, United States; Julie Salcedo, University of Central Florida, Institute for Simulation and Training, United States

    Tasks such as room clearing represent dynamic, demanding, and high-risk operational domains in the U.S. Armed Forces. Training methods applied to this task domain range from classroom-based... More

    pp. 602-608

  9. Instructional Objectives and Strategies, Immersion in the Teaching-Learning Process of an Interface

    Ana Lilia Laureano-Cruces, Universidad Autónoma Metropolitana Azcapotzalco, Departamento de Sistemas, Mexico; Martha Mora-Torres, Posgrado en Ciencia e Ingeniería de la Computación-UNAM, Mexico; Lourdes Sánchez-Guerrero & Javier Ramírez-Rodríguez, Universidad Autónoma Metropolitana Azcapotzalco, Departamento de Sistemas, Mexico

    This work consists of the analysis of the instructional objectives and strategies immersing in the teaching-learning process of an interface focused on the didactic of structured programming on the... More

    pp. 609-618

  10. State of the Art PD The Online Professional Learning Exchange

    James Lipuma & Bruce Bukiet, New Jersey Institute of Technology, United States

    Abstract: In America, educator Professional Development (PD) consists of lecture style or hands-on workshops often accomplished with long PowerPoint presentations. Some add online technology to... More

    pp. 619-624

  11. What’s App’ening? Teaching Students Critical Thinking Skills Via Online Research Tools

    Kim Lorber, Ramapo College of New Jersey, United States

    Students are becoming increasingly enmeshed with the magical devices known as smart phones and tablets. While resources and information can be more easily accessed than ever before, the critical... More

    pp. 625-630

  12. Creating Interactive eBooks with SoftChalk eBook Builder

    Rano Marupova, Iowa State University, United States

    SoftChalk Create is a content authoring tool, which has been around for a while. The tool allows educators, with limited or no knowledge in html coding, to create interactive and engaging learning ... More

    p. 631

  13. Using Remote Laboratories for Transnational Online Learning Environments in Engineering Education

    Dominik May, Center for Higher Education at TU Dortmund University, Germany; Tobias R. Ortelt & A. Erman Tekkaya, Institute of Forming Technology and Lightweight Construction at TU Dortmund University, Germany

    Working in transnational contexts will be the normal case for the future, especially for engineers. In general this competence can be gained by going abroad during the course of studies. However,... More

    pp. 632-637

  14. An Analysis of E-learning Job Skills and Competencies Recommended or Required for Entry level E-Learning Developers

    Jonathan McKeown, University of Tampa, United States

    To determine jobs prospects for recent graduates of an Instructional Design and Technology program a research study and market analysis was conducted to determine requirements, skills, and... More

    pp. 638-639

  15. Ideal Dance Partners: Requiring Personal and Reflective Writing in an Upper Level Online Writing Course for Undergraduates

    Rich Miller, Suffolk University (Boston), United States

    Writing skills of college undergraduates need to be reinforced and learned well beyond the first year of instruction. This paper argues that an entirely online upper level writing course required... More

    pp. 640-643

  16. Web-based Pedagogical Agents to Enhance Critical Thinking

    Diane Morey, American National University, United States

    A web-based pedagogical agent was utilized in facilitating critical thinking in students in the final semester of their associate degree nursing program. A series of three nursing case studies... More

    pp. 644-647

  17. A Case Study of Lessons Involving Online Peer Assessments of Oral Presentations

    Ayano Ohsaki, Okayama University, Japan

    This paper aims to design lessons for the online peer assessment of oral presentations by proposing two instructional methods: (1) Preparation for peer assessments and (2) Lesson design for peer... More

    pp. 648-653

  18. Usability in a visual interface of an intelligent teaching system

    Lourdes Sanchez-Guerrero, Universidad Autonoma Metropolitana-Unidad Azcapotzalco, Mexico; Ana Lilia Laureano-Cruces & Javier Ramirez-Rodriguez, Universidad Autónoma Metropolitana Azcapotzalco, Departamento de Sistemas, Mexico; Martha Mora-Torres, Posgrado en Ciencia e Ingeniería de la Computación-UNAM, Mexico

    This paper describes the research methodology used to evaluate the usability, usefulness, acceptance of intelligent teaching system called ProgEst. This research was conducted with a qualitative... More

    pp. 654-663

  19. Utilizing MOOC technology in a campus based Teacher Education Programme

    Kaja Granum Skarpaas, Eline F. Wiese & Kirsti Lyngvær Engelien, Department of Teacher Education and School Research, University of Oslo, Norway

    This paper reports a pilot study using a MOOC platform in a part-time teacher education programme. Even though MOOC platforms are developed to deliver online learning courses to thousands of people... More

    pp. 664-669

  20. Blended Learning for In-service Teachers’ Professional Development: A Preliminary Look at Perspectives of Two Singapore Chinese Language Teachers

    Yan Ni Tan & Yuh-Huann Tan, Singapore Centre for Chinese Language, Singapore

    Attending traditional face-to-face professional development (PD) workshops is a dominant mode of PD for in-service Chinese Language teachers in Singapore. Research has shown that such workshops may... More

    pp. 670-675