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E-Learn: World Conference on E-Learning

Nov 14, 2016

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File: Table of Contents

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Table of Contents

This conference has 4 award papers. Show award papers

Number of papers: 212

  1. Investigating the Effectiveness of Courseware Design: A Rasch-Measurement Approach

    Allaa Barefah & Elspeth McKay, RMIT University, Australia

    Higher education institutions around the world are taking opportunities presented by the eLearning community to design instructional environments that accommodate various learners’ educational... More

    pp. 1-11

  2. Application of Online Learning with Library of Congress Digital Primary Sources: Creating a Museum Curator Project

    Sherrie Pardieck, David McMullen & Dean Cantu, Bradley University, United States

    The Museum Curators’ Project was created by school and university educators in a midwestern state. As part of the Teaching with Primary Sources project, the faculty chose to work with a high... More

    pp. 12-16

  3. Student Perspectives of Peer Reviews in an Online Graduate Course

    Kim Livengood & Twyla Tasker, Angelo State University, United States

    This paper reports the results of implementing a structured peer review assignment to complete a literature review in a graduate level Applied Research course. In online graduate programs,... More

    pp. 24-28

  4. Extracting Formulaic Sequences Containing Useful Expressions for Language Learning from Closed Caption TV Corpus

    Hajime Mochizuki & Kohji Shibano, Tokyo University of Foreign Studies, Japan

    This paper describes the details of the formulaic sequences (FS) extracted from closed caption TV (CCTV) data corpus to develop language learning materials of e-learning system. In second language ... More

    pp. 29-37

  5. Changing institutional paradigms for online education: A cautionary design and development tale

    Wayne Nelson & Matthew Schmitz, Southern Illinois University Edwardsville, United States

    This paper describes a comprehensive design and development project for online courses and programs that represented a new approach to our University’s efforts in support of online education. A... More

    pp. 38-44

  6. The Development of a Virtual Reality Business Simulation for E-Learning

    William Sause, Joseph Woodside & Shahram Amiri, Stetson University, United States

    Since the turn of the century, there has been increased interest to apply virtual reality technology, used extensively in the field of gaming, to e-learning. Minecraft, a popular gaming platform... More

    pp. 45-49

  7. VR Contents on the Process of Learning to Build a Handmade PC

    Shogo Teranishi, Graduate School of Kanazawa Institute of Technology, Japan; Yoshio Yamagishi, Kanazawa Institute of Technology, Japan

    Recently a virtual reality (VR) has attracted much attention. We produced a VR learning contents which simulates the process to build a handmade PC. The users can experience virtually the process... More

    pp. 50-53

  8. Development of An E-Learning Mediated Reading Course for Children with Hearing Impaired

    Ufuk Tugtekin, Umit Girgin & Hatice Ferhan Odabasi, Anadolu University, Turkey

    The use of technology in classrooms has contributed positive pedagogical impact in the teaching and learning process as supported with much research. Learning has become more comprehensive with the... More

    pp. 54-57

  9. ICT Accessibility MOOC: Design and Implementation

    Fatimah Wirth & Christopher Lee, Georgia Institute of Technology, United States

    This paper describes the design and implementation of an ICT Accessibility MOOC at Georgia Tech. The course was designed based on the Continuing and Professional Education Rubric, Second Edition... More

    pp. 58-64

  10. Redesigning a statistical concepts course to improve retention, satisfaction, and success rates of non-traditional undergraduate students

    Nimet Alpay, Pamela Ratvasky, Natalya Koehler, Carolyn LeVally & Tawana Washington, Franklin University, United States

    This case study investigated the impact of the Statistical Concepts course redesign on the retention, performance, and satisfaction of non-traditional undergraduate students. The redesign used a... More

    pp. 65-78

  11. Development of an Evaluation, Measurement & Assessment Operative Performance Rating System for Health Practitioners

    Joseph Defazio, Travis Faas & Laura Torbeck, Indiana University Purdue University Indianapolis, United States; Chih-Hui Hsieh, Indiana University Purdue University, United States

    The user experience can be examined through critical evaluation which involves several tenets of human-computer interaction (HCI) namely; the global assessment of technology, tasks, contexts and... More

    pp. 79-85

  12. A Comparison of Evaluation Practices Based on e-Learning and Mobile Learning Delivery Rates

    James Marshall, San Diego State University, United States

    Learning and performance professionals are increasingly pressed to measure the results of their learning program design efforts, and ultimately prove their worth. This study sought to quantify... More

    pp. 86-99

  13. Hesitating to Collaborate: Understanding why Pre-Service Teachers Avoid Collaborative Learning Affordances

    Michael McVey, Eastern Michigan University, United States

    This descriptive study examined online assessment strategies employed by pre-service teacher candidates when creating thematic learning experiences in online teaching environments. This review of a... More

    pp. 100-105

  14. Enrollment and Student Performance in Online and On-Campus Undergraduate Communications Courses

    Mark Piwinsky, Indiana University of Pennsylvania, United States; Lacey Fulton, Clarion University, United States; Brittany Fleming, Slippery Rock University, United States; Mary Beth Leidman, Indiana University of Pennsylvania, United States

    Online education is seen as a way to provide new options for students and potential new enrollments for institutions. In examining online and on-campus enrollments and student performance in... More

    pp. 106-112

  15. A Comparison of Eight Digital Tools for Formative Assessment

    Regina Royer, Salisbury University, United States

    Preservice students review nine highly recommended digital tools for formative assessment and report their motivation to use them for instruction, highlighting the affordances and challenges of... More

    pp. 113-118

  16. An Examination of the Effect of Simulation Training on Knowledge Transfer and Performance Improvement for Newly Graduated Nurses

    Vanessa Schott & Sarah Cook, The University of Kansas, United States

    The use of simulation is growing in popularity in nursing education. More specifically, the demand for human-patient simulators use to develop clinical nursing skills in a safe learning environment... More

    pp. 119-124

  17. Computer-Assisted Instruction in Early Literacy for African American, Economically Disadvantaged Children

    Haya Shamir, Kathryn Feehan & Erik Yoder, Waterford Research Institute, United States

    This study explores the efficacy of the Waterford Early Reading program (ERP) for teaching kindergarten and first grade students’ early reading concepts. Students attended 3 elementary schools in... More

    pp. 125-132

  18. Implementation of an Online Interactive Learning System for Teaching Computer Applications

    Joanne Beriswill, Angela Walton & Taylor Yarbrough, Mississippi State University, United States

    For 2016, an updated online Interactive Learning System (ILS) was adopted for a multiple-section course for teaching computer applications to undergraduate students in both face-to-face and online ... More

    pp. 133-137

  19. Best Practices Analysis of MOOCs

    Kursat Cagiltay & Sezin Esfer, METU, Turkey

    This paper reports the findings of a best practices analysis work conducted for an EU project which focuses on developing 100 Massive Open Online Courses (MOOCs) for Small and Medium Enterprises ... More

    pp. 138-144

  20. Authentic Learning Experiences to Build Community in the Blended Classroom

    Teresa Coffman, University of Mary Washington, United States; Mary Beth Klinger, College of Southern Maryland, United States

    This paper examines community building in the blended learning classroom and the social and cultural implications of providing authentic learning experiences. In two blended classrooms at two... More

    pp. 145-150