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

Oct 17, 2017


Jon Dron; Sanjaya Mishra

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File: Cover & Front Pages

File: Table of Contents

Table of Contents

This conference has 7 award papers. Show award papers

Number of papers: 153

  1. Maximizing student success in a flipped classroom utilizing non-linear redesign of content

    Meridith Bergeron, University of Florida and Franciscan Missionaries of Our Lady University, United States; Marty Aime, Louisiana State University and Franciscan Missionaries of Our Lady University, United States

    A pilot project was conducted during the 2015-2016 academic year to improve the first time pass rate in a pre-entry kinesiology course, which has been challenging for many years as the DFW rate... More

    pp. 1-4

  2. Open Online Module for Computational Thinking in Mathematics Education

    George Gadanidis & Rosa Cendros Araujo, Western University, Canada

    With the upturn of computational thinking (CT) in K-12 education, teachers require a firm understanding of what CT involves, and how to develop CT in their classrooms In this context, the first... More

    pp. 5-10

  3. ESP and Digital Storytelling for Science Communication

    Cheng Hsu, National Chin-yi University of Technology, Taiwan; Chia-pei Wu, I-Shou University, Taiwan

    For most science and technology major undergraduate students in Taiwan, English for the specific purpose (ESP) and the English for General Purpose (EGP) seemed to be in two distinguish worlds In... More

    pp. 11-13

  4. Student Driven Virtual Development of E-Learning Resources Using Google Apps

    David Ibsen, Collaborative Information Networks, Canada; Johanna Ibsen, Family and Community Twining Society, Canada; Gloria Zhao, University of Alberta, Canada; Carole Ibsen, The Three Bears International, Canada

    Student Driven virtual resource development is the result of several years of working with students on summer projects that develop resources for our networks (online communities) The discussion... More

    pp. 14-18

  5. Searching Discourse Segments for Formulaic Sequences in a Closed Caption TV Corpus for Language Learning

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

    This paper describes a retrieval method to extract discourse segments from a closed caption TV corpus using formulaic sequences that serve an important function in discourse. We have been building ... More

    pp. 19-27

  6. Creating and Applying Transmedia Content: Augmented Reality (AR) for Information Linking and Learning

    Pamela Ponners & Jackie Chetzron, University of North Texas, United States

    Augmented reality (AR) based transmedia products are an emerging technology used in education and industry “Augmented reality (AR) is a live, direct or indirect, view of a physical, real-world... More

    pp. 28-32

  7. Development of a Virtual Approach to Teaching Nutrition Focused Physical Examination

    Jennifer Tomesko, Rebecca Brody & Riva Touger-Decker, Rutgers University, School of Health Professions, United States

    Nutrition focused physical examination (NFPE) is a new dietetic education requirement; many educators and preceptors lack prior training in NFPE. A computer assisted instruction (CAI) NFPE module... More

    pp. 33-37

  8. ICT Accessibility MOOC: What The Data Reveals

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

    This paper is the second part of a paper presented at the 2016 eLearn conference that described the design and implementation of an ICT Accessibility MOOC at Georgia Tech This paper delves more... More

    pp. 38-41

  9. Rigor and Relevance of Contextualized Measures in Mathematics, Literacy and Inquiry Learning for Rural Public Schooling in Medellin

    Clara Amador-Lankster, National University, United States; Marlen Monsalve, Centro de Ciencia y Tecnologia de Antioquia, Colombia

    The purpose of this presentation is to discuss a 2014 Fulbright Evaluation Framework and to analyze findings resulting from implementation of two contextualized measures designed as LEARNING BY... More

    pp. 42-52

  10. Searching for effective peer assessment models for improving online learning in HE – Do-It-Yourself (DIY) case

    Irja Leppisaari, Janne Peltoniemi & Tuula Hohenthal, Centria University of Applied Sciences, Finland; Yeonwook Im, Hanyang Cyber University, Korea (South)

    Peer assessment brings new affordances to the implementation of meaningful assessment on online courses (eg MOOCs) by using technological solutions to automate the assessment process For this... More

    pp. 53-65

  11. MOOCs and Self-Regulated Learning Preliminary Validation of a Scale

    Charo Reparaz, University of Navarra, Spain; Guillermo Mendoza, Universidad Católica de El Salvador, El Salvador; Maite Aznárez-Sanado, University of Navarra, Spain

    As the levels of support and interaction with the teacher in a MOOC are lower than those of traditional online courses, dropout levels in MOOCs are very high Thus it is necessary to place greater... More

    pp. 66-70

  12. Augmented Affordances Support Learning: Comparing the Instructional Effects of the Augmented Reality Sandbox and Conventional Maps to Teach Topographic Map Skills

    Rick Richardson & Dotty Sammons, Idaho State University, Department of Organizational Learning and Performance, College of Education, United States; Donna Delparte, Idaho State University, Geosciences Department, College of Science and Engineering, United States

    This study compared learning performance during and following AR and non-AR topographic map instruction and practice Two-way ANOVA testing indicated no significant differences on a posttest... More

    pp. 71-81

  13. Case Studies Using e-Textbooks Connected with a Learning Management System

    Toshioki Soga, Chitose Institute of Science and Technology, Japan; Takahiro Nakahara, Sangensha LLC., Japan; Norihito Kawana, Sapporo International University, Japan; Izumi Fuse, Hokkaido University, Japan; Tohru Kaku & Rika Saito, Japan Health Care College, Japan; Yasuyuki Nakamura, Nagoya University, Japan

    We conducted three case studies using e-textbooks connected with Moodle, a learning management system. Two case studies were carried out under a bring your own device environment, and one case... More

    pp. 82-87

  14. Customizing Section 508 HHS Checklists to Evaluate Accessibility of Interactive Features in Online Courses

    Ngoc Vo, Lauren Hamel, Yinning Zhang, Angela Brodsky, Angela Reid, Lucas Carr, Wesley Steverson & Michael Harris, eCampus, University System of Georgia, United States

    This study aims at evaluating and distilling the US Department of Health & Human Services (HHS) Accessibility checklists into shorter, more applicable checklists that focus on the interactivity... More

    pp. 88-101

  15. Self-assessment of online participation: Using a reflective approach to enhancing student experience

    Jo Axe, Elizabeth Childs & Lois Fearon, Royal Roads University, Canada

    The use of online technology in education continues to grow (Canadian Virtual University, 2012; Kanuka, 2008; White, Warren, Faughnan, & Manton, 2010) and student engagement is critical to their... More

    pp. 102-107

  16. Using student-generated questions and peer-responses as a formative e-assessment strategy: Students acting as more knowledgeable others

    Bernard Bahati, University of Rwanda & Stockholm University, Sweden; Uno Fors & Preben Hansen, Stockholm University/DSV Department, Sweden

    Student-generated questions and peer-responses can support formative assessment practices through student self-questioning and peer scaffolding. So far, the studies on student-generated questions... More

    pp. 108-117

  17. Overseeing the Design and Delivery of Online Programs: Centralized and Decentralized Approaches

    Meridith Bergeron, University of Florida and Franciscan Missionaries of Our Lady University, United States; Sarah Fornero, University of Florida and Alder University, United States

    It is necessary for institutions to have a formal approach to overseeing the design and delivery of online programs The selected approach will fall on the spectrum between centralized and... More

    pp. 118-121

  18. New Computers in Schools in Developing African Countries: A Conceptualization of the Neglected Considerations

    Benjamin Teye Kojo Boison, Margaret Warner School of Education and Human Development, University of Rochester, United States

    Basic and secondary schools in developing African countries such as Ghana, Nigeria and Kenya are gradually being equipped with computers to facilitate teaching and learning It has however been... More

    pp. 122-131

  19. Determining Pre-Service Teachers’ Opinions about Technology Integration Process in The Scope of Educational Technology Use Applications

    Hatice Durak, Fatma Gizem Karaoğlan Yılmaz & Ramazan Yılmaz, Bartin University, Turkey

    This research is aimed to determine their opinions about technology integration based on their experience in a course which they design and also their suggestions about the solution to the... More

    pp. 132-139

  20. From Beginning to End: Holistic Faculty Development for eLearning and its Programmatic Impact

    Sara Frizelle, Andreas Brockhaus & Todd Conaway, University of Washington Bothell, United States

    Online, hybrid, and web-enhanced instruction have become a core mode of instruction for most colleges and universities in the United States However, institutions are still challenged with how to... More

    pp. 140-143