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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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File: Table of Contents

Table of Contents

This conference has 5 award papers. Show award papers

Number of papers: 321

  1. Collaborative Online Learning for Interprofessional Education: Exploration and Analysis Using Participatory Methodology

    Joan Tunningley, Xavier University, United States

    The exploration and analysis phase of a design-based research study was implemented using a participatory action methodology as the foundation to systematically create an interprofessional online... More

    pp. 676-681

  2. Promoting Cognitive Presence through Asynchronous Discussions on Learning Design Tasks

    Maria Tzelepi, National and Kapodistrian University of Athens, Greece; Kyparissia Papanikolaou, Assistant Professor in Educational Technology and E-learning, School of Pedagogical and Technologica, Greece; Petros Roussos, Lecturer in National and Kapodistrian University of Athens, Greece; Athanasia Tsakiri, TEI Stereas Elladas, Greece

    In this paper we investigate how the design and organization of asynchronous discussion tasks may encourage participants’ reflection and cognitive development. The theoretical premises of this... More

    pp. 682-688

  3. Analysis of Learning-support Scheme, Based on Cognitive Load

    Toyohide Watanabe, Nagoya Industrial Science Research Institute, Japan

    Under the proposition that the learning is to transfer the knowledge resources in the outside of learner into the inside of learner such as his/her brain or notes, we discuss a learning support... More

    pp. 689-696

  4. E-Learning and the Problem Solver: Student Perceptions on Course Design and Instructional Activities

    David White, Texas Tech University, United States

    Information presented from one course offering conducted in an online graduate-level instructional technology program. Students were required to complete a problem solving unit that involved... More

    pp. 697-702

  5. The Right to be Forgotten: International Implications for E-Learning

    Joyce P. Johnston, English Department, George Mason University, United States

    Eighteen months after its announcement by the European Court of Justice, the “right to be forgotten” has come into much sharper definition as “the right to be delisted.” International issues... More

    pp. 703-705

  6. Development of a Collaborative Skills Training Program Utilizing ICT for 21th-Century Students

    Nagayuki Saito, Ochanomizu University / Business Breakthrough University, Japan

    Research into “21st-century skills” has emphasized collaborative skills as a requirement for success in our future society. This study investigated the development of educational programs designed ... More

    pp. 706-711

  7. Study on the relationship of Awareness Education and Filtering Use in Ja-pan -Toward the optimization of Awareness Educational Policy-

    Nagayuki Saito, Ochanomizu University / Business Breakthrough University, Japan; Madoka Aragaki, Business Breakthrough University, Japan

    Telecommunications carriers in Japan have been obligated to promote filtering use and empowerment as a policy to ensure youths’ online safety. However, the rate of filtering use has decreased in... More

    pp. 712-717

  8. An examination of the use of online resources in a University E-Learning environment

    Jason Wells & Mitchell Blincoe, Deakin University, Australia

    Student attendance at lectures and workshops is decreasing and an assumption that online learning tools will fill the void and provide the learning model exists within academic circles and within... More

    pp. 715-723

  9. Educator Development as Predicted by the Use of Wikis in an e-Learning Environment

    Lisa Longoria, Omar Alobud, Hunter Black & Lorne Olfman, Claremont Graduate University, United States

    Online learning tools present a unique opportunity to improve outcomes for many adult learning programs. In particular, wikis allow users to collaborate and edit an online document, which can... More

    pp. 724-734

  10. Student Support Services in Distance Learning Environments…An Overlooked Component

    Elizabeth Adadi, Florida International University, United States

    Distance education is a thriving force that has been challenged with a lack of satisfactory student support services in many postsecondary institutions for almost a decade. While student support... More

    pp. 735-740

  11. Teachers’ Perception about their Competency in Integrating Technology in Elementary Classrooms using the Technological Pedagogical Content Knowledge Framework (TPACK)

    Nadeyah Alqallaf & Mia Williams, University of Northern Colorado, United States

    Teachers realize the importance of technology to promote enhancement in the transferring content knowledge. The problem exists around the effectiveness from integrating technology in educational... More

    pp. 741-745

  12. “I Attend University, but I Live on the Internet.” Perceived Disparities between Collaborative Online Learning and Offline Learning at the University.

    Jasmin Bastian, Johannes Gutenberg University of Mainz, Germany

    Interest is in designing online courses, projects and activities that focus on the process of learning and the learning community tending to put lower priority on instructional aspects and instead ... More

    pp. 746-748

  13. Reframing social presence as driving principle of enhanced online educational experience

    Marius Boboc, Xiongyi Liu & Selma Koc, Cleveland State University, United States

    There has been heightened interest in identifying contextual factors that impact the design and implementation of high quality virtual learning settings. One of the attempts to extend the Community... More

    pp. 749-752

  14. Learning Beyond the Screen: Assessing the Impact of Reflective Artificial Intelligence Technology on the Development of Emergent Literacy Skills

    Matthew Broda & Abigail Frank, The College of Wooster, United States

    Early childhood educators are continuously challenged to provide engaging learning experiences, especially when related to the development of early literacy skills. Play is a beneficial, natural,... More

    pp. 753-758

  15. Assessing the Correlations Among Interactive Learning Material, Self-efficacy, Cognitive Overload, and Metacognitive Awareness

    Rebecca Callaway, Mohamed Ibrahim & Kenneth Teutsch, Arkansas Tech University, United States

    This study examined the effect of interactive learning material on students’ cognitive load, metacognitive awareness and self-efficacy. Findings in this study showed that there was a strong and... More

    pp. 759-766

  16. Technology Use by Teachers in Distance Education at Graduate Level in Taiwan

    Chiung-Hui Chiu & Yu-Ling Jian, National Taiwan Normal University, Taiwan

    This study examined whether and how much online course teachers at the higher education level in Taiwan use computer technologies for their personal life and online instruction, and whether any... More

    pp. 767-771

  17. Note-Taking: Paper Versus Computer

    Christopher Devers, Indiana Wesleyan University, United States; Jessica Hoffman, University of San Diego, United States; Christine Lee, University of California, Los Angeles, United States; Emily Ragsdale & Erin Devers, Indiana Wesleyan University, United States

    There is significant research on note-taking; however, there is little research comparing pen and paper note-taking to computer note-taking. Specifically, this project explored how taking notes on ... More

    pp. 772-776

  18. How Notifications Influence Participants in Asynchronous Discussion Forums: A Case Study

    Amy Garbrick & Roy Clariana, The Pennsylvania State University, United States

    This paper presents a case study of the use of a discussion forum in week 10 of an online course at a large Mid-Atlantic R-1 University. The course utilized the notification settings within Canvas... More

    pp. 777-784

  19. Online Student Behaviors and Retention

    Elena Gitin, David Niemi & Bror Saxberg, Kaplan University, United States

    While online enrollment continues to grow at rates far in excess of the total higher education student population, student retention in online programs is significantly lower than in traditional... More

    pp. 785-792

  20. Self-Directed Learning as a Design Construct for MOOCs: A Phenomenological Perspective

    Yuki Ichimura, University of British Columbia, Canada

    Massive Open Online Courses (MOOCs) facilitate study by a large number of self-directed learners (SDL). This paper examines the researcher’s own SDL experiences in three MOOCs in relation to MOOC... More

    pp. 793-798