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Global Learn 2019-Global Conference on Learning and Technology

Jul 10, 2019


Gary Marks

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Table of Contents

This conference has 2 award papers. Show award papers

Number of papers: 47

  1. Developing a Game-based Collaborative Learning Method with Adaptive Guidance for Improving Mathematical Problem-Solving Achievement of Students with Disabilities

    Hui-Chuan Chu, National University of Tainan, Taiwan; Chieh Yang & Yuh-Min Chen, National Cheng Kung University, Taiwan; Min-Ju Liao, National Chung Cheng University, Taiwan

    This study developed a game-based collaborative learning method with adaptive guidance specialized for students with disabilities to improve their mathematical problem-solving achievement. The... More

    pp. 148-153

  2. Game Play: Fostering Empathy through Game-Based Learning

    Lorraine Beaudin & Olesha Ratther, University of Lethbridge, Canada

    This paper explores the literature on the use of digital games as a tool for developing empathy. We briefly explore the literature on how social interaction impacts our learning both from an... More

    pp. 154-161

  3. Training Teachers on the use of Modding to Integrate Games in the Classroom

    Alex Jean-Charles, Missouri State University, United States

    This paper discusses a Multimedia and Instructional Courseware Design course that explores the modification (modding) of gaming tools to support learning. Thirty-six Educational Technology in... More

    pp. 162-167

  4. Increasing the Critical Thinking of TESOL Students in Asynchronous Online Discussions

    Esther Smidt, West Chester University, United States; Timothy Kochem, Iowa State University, United States; Emily Dachroeden, West Chester University, United States

    Although asynchronous discussion has become ubiquitous in online learning, ensuring the practice of higher order thinking skills in this medium can be challenging. Therefore, using the Community of... More

    pp. 168-178

  5. The Benefits of a Peer-mentoring Program at a University in South Africa

    Glenda Barlow-Jones, University of Johannesburg, South Africa

    It is well known that the highest rate of student attrition occurs in the first year at university. The high attrition rate can be accounted to a number of factors, one of which is students... More

    pp. 179-183

  6. The model of the Online Gifted Education Support System: By Analyzing FGI and Delphi Surveys

    Yoojung Chae, Global Institute for Talented Education, KAIST, Korea (South)

    This study was conducted to explore the model of national online gifted education support system. The FGI and Delphi survey results are summarized as follows. First, the objectives and necessities ... More

    pp. 184-190

  7. Increasing Participation in Instructional App Development

    Ken Luterbach, East Carolina University, United States

    Instructional app development may be regarded by educators and some instructional designers as too time consuming or too complex to enable their participation. However, impressions about the... More

    pp. 191-194

  8. Literature Review of Multiple Intelligences

    Aleen Khamo & Aimee Johnson, The Chicago School of Professional Psychology, United States

    The Theory of Multiple Intelligences, first proposed by Howard Gardner, Ph.D, sets forth areas of expertise that learners may have a congenital possession of. Application of Gardner’s theory... More

    pp. 195-200

  9. Who Fail to Achieve Mastery in Computer-based Learning Environments?

    Seoyeon Park, Texas A&M University, United States

    Some students fail to get mastery even though they spend a considerable amount of time practicing a skill in computer-based learning environments (CBLEs). Thus, the purpose of this study is to... More

    pp. 201-207

  10. Adapting Teaching and Learning: The Role Adaptive Tutorials Played in Supporting a Flipped-Style Chemistry Course

    Heather Weltman, Luke Hunter & Steven Yannoulatos, UNSW, Australia; Samantha Furfari, Oxford, United Kingdom; Nadine Marcus, UNSW, Australia

    Students in higher education often come from diverse academic, social and cultural backgrounds, with varying commitments and competing time demands. This disparity in students’ levels of ability... More

    pp. 208-213

  11. Could simulations replace physical manipulatives in early science education?

    Zacharias Zacharia, Marios Papaevripidou & Ivoni Pavlou, University of Cyprus, Cyprus

    The purpose of this study was to compare the effect of the use of simulations and the use of physical manipulatives on kindergarten students’ science learning during experimentation. According to... More

    pp. 214-223

  12. Virtual Reality in Pharma Research and Development

    Tom Vasko, i3Logic, United States; Kelly Voight, Pfizer, United States; Valerie Gamble, Pfizer Drug Safety Research and Development and i3Logic, United States; Tracey Trower, Pfizer Drug Safety Research and Development, United States; Cathy Reed-Voorheis, Doug Braunschweig & Bonnie Beresford, i3Logic, United States

    A pharma research company is piloting a training application of virtual reality (VR) technology to determine if this approach generates anticipated cost savings, improves consistency of the... More

    pp. 224-228

  13. Financial Literacy and the Digital Divide

    Tyonia Wright, Department of Learning Technologies, University of North Texas, United States

    In many areas around the world, there is a growing gap between the upper and lower socioeconomic classes. This study will examine two factors that are thought to be contributors to this trend. ... More

    pp. 229-232

  14. Affordances of Dual Online Video Modes

    Wen-Chun Chen, National Chung-Cheng University, Taiwan, Taiwan

    The high demand for online videos inspired this research to explore student-created videos and to examine the affordances of two modes of video production: prerecorded videos with delayed broadcast... More

    pp. 233-238

  15. How Instructional Design and User-Interface Principles Helped Us Develop an Online Academy for Learners with Mental Illness

    Karen Richards, Amy Spagnolo, Rita Cronise & Annette Backs, Rutgers, the State University of New Jersey, United States

    Nearly one in five adults in the United States lives with a mental illness, and young adults aged 18-25 years have a higher prevalence of mental illness compared to other age groups. Design... More

    pp. 239-247

  16. Educational Technology Professional Development Opportunities in South African Schools

    Kelly Torres, The Chicago School of Professional Psychology, United States; Lord Giddie, TCS Education System, United States

    The South African educational landscape is very diverse. As a result, students enrolled in government-funded and private school settings receive different levels of access to technological... More

    pp. 248-252

  17. Longitudinal Blended Learning in a Low SES Elementary School

    Paul Macaruso, Community College of Rhode Island, United States; Valerie Marshall & Lisa B. Hurwitz, Lexia Learning Systems, United States

    By the end of elementary school, most U.S. students fail to meet national standards for reading proficiency, with particularly low proficiency rates among low SES populations. Identifying... More

    pp. 253-262

  18. A Blended Engineering Design Curriculum for Informal Settings: Wise Guys and Gals

    Kristin Sroka & Deborah Hecht, Center for Advanced Study in Education, United States; David Burghardt, Center for STEM Research at Hofstra University, United States

    Over the past five years, we have created and studied an informal learning STEM program. The results have been very encouraging and led us to examine how our approach and curriculum, originally... More

    pp. 263-267

  19. Promoting Student Agency with Blended Learning: A Mixed Methods Research on the Impact of Perceived Autonomy on Course Experience

    Luis Francisco Vargas-Madriz, University of Alberta, Canada

    The University of Alberta allocates exclusive funding since 2014 to support the implementation of blended learning courses across campus. Although this approach is widely associated with student... More

    pp. 268-273

  20. Using Virtual Professional Development to Facilitate Engagement and Learning in Informal STEM Learning Environments

    Alison Brockhouse & Deborah Hecht, Center for Advanced Study in Education, The Graduate Center, CUNY, United States; David Burghardt, Center for STEM Research, Hofstra University, United States

    Successful STEM education programs require opportunities for robust and effective professional development. Informal learning environments have specific requirements and challenges when it comes to... More

    pp. 274-280