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SITE 2010--Society for Information Technology & Teacher Education International Conference

Mar 29, 2010

Editors

David Gibson; Bernie Dodge

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Table of Contents

5
This conference has 5 award papers. Show award papers

Number of papers: 730

  1. Social Interactions within a Web 2.0 Learning Environment: The Impact on Learner Social Presence

    Debbie Steinman, Northern Arizona University, Yavapai College, United States

    Social presence is defined as the extent students in online classes perceive other students in the class as real persons. This paper is in preparation for a study examining social interaction... More

    pp. 905-908

  2. Integrating Synchronous (Real-Time) Instruction into a Fundamentally Asynchronous Online Curriculum - The Example Provided by University of Maryland University College

    James Stewart, University of Maryland Univ. College, United States

    University of Maryland University College (UMUC) is a university with ~70K online students distributed throughout the world. Recently UMUC has integrated synchronous, or real-time, instruction... More

    pp. 909-916

  3. Enhancing Field-Based Learning with Online Interaction

    Linda Stromberg, University of North Texas, United States

    This paper describes an Educational Leadership Program that combines field-based experiences and online learning. The goals of the program include providing real-world experiences based on... More

    pp. 917-919

  4. Globalization, Education, and Technology in the Bahamas: Differences in Outcome Measures of Students Trained in Traditional and Online Instructional Settings

    Ellinor Taylor-Stoval, Alliant International University, United States

    There is an inconsistency of instructional delivery in the Bahamas. The key aspect of the problem of delivering and duplicating quality education to all sectors of the population is due to the... More

    pp. 920-925

  5. Wikis and Teacher Education Students: Is it a class act?

    Daniel Tetteh-Richter & Pamela Whitehouse, WVU, United States

    Wikis are said to be useful supplements to existing CMS such as blackboard, angel etc. Several authors have identified a plethora of advantages that wikis bring to distance learning education. At... More

    pp. 926-929

  6. Expanding the Role of VisualEyes: Developing STEM Content for an XML-Based Online Interactive Spatial and Temporal Events Browser

    Daniel Tillman & Bill Ferster, University of Virginia, United States

    VisualEyes (www.viseyes.org) is an XML-based online interactive spatial and temporal events browser that allows instructional designers to create content for pre-service and in-service teachers who... More

    pp. 930-933

  7. Strategies That Increase Student Engagement

    Robin Tizzard, Portage College, Canada

    Increasing student engagement can be a challenging task for both face-to-face and virtual classroom instructors. In this poster presentation I will present three of the main engagement techniques... More

    pp. 934-935

  8. A Comparison of BlackBoard and Moodle for the Teaching and Learning of Educational Technology Courses

    Zafer Unal, USF St.Petersburg, United States; Aslihan Unal, Usak University, Turkey

    The goal of this study is to report the results of a comparative usability study conducted in 2008-2009 on two different course management systems, BlackBoard and Moodle. 135 students enrolled in... More

    pp. 936-942

  9. Supervised problem solving: A novel paradigm for e-learning

    Rajendra Vadnere, YCMOU, India; Vijay Kale, KTHM College, India

    Various methods are adopted to provide instructional material to the learner such as books, audio, videocassettes and multimedia software. It is desirable that the instructional materials have... More

    pp. 943-948

  10. Rigorous Measurement of Online Professional Learning Using Student Reading Gains

    Kirk Vandersall, Arroyo Research Services, United States

    This paper provides rigorous analysis of the effects of online masters degree programs compared to other master degree programs for teachers. While universities, state education agencies and local ... More

    pp. 949-955

  11. A Preliminary Investigation into Pedagogical and Practical Difficulties Encountered by University Faculty in Online Teaching

    Karen Voytecki, Melissa Engleman & Tara Jeffs, East Carolina University, United States

    The study investigated the following questions about faculty attitudes and perceptions: (1) What did faculty teaching their first online course(s) find to be the most challenging part of teaching... More

    pp. 956-961

  12. Sociability in Computer Supported Collaborative Learning Environment (CSCL)

    Wan Zah Wan Ali, Ahmad Fauzi Mohd Ayub, Mokhtar Nawawi, Rosnaini Mahmud, Nurul Fatiha Che Jamin & Rusli Abdullah, Universiti Putra Malysia, Malaysia

    The purposed of this report is to demonstrate and analyze the research result on the effects of using education portal (TEKNOPEN) towards sociability in collaborative learning; experienced by a... More

    pp. 962-968

  13. Perspectives on E-learning Symposium: Virtual Worlds: Affordances and Barriers for Higher Education Faculty in the Classroom

    Linda Wood, The Art Institute of Atlanta, United States

    Abstract: Today’s students are primarily “digital natives,” representing the first generation to grow up immersed in the computer age, using video games and the Internet daily (Prensky, 2001a).... More

    pp. 969-974

  14. Faculty Development in the Use of Blended Learning

    Janna Wrench, Carrianne Hayslett, Ed O'Sullivan & Heidi Schweiizer, Marquette University, United States

    Blended learning may become the educational delivery method of choice in higher education. The use of blended learning constitutes a significant change in course structure and instruction. Faculty... More

    pp. 975-978

  15. Design of Courseware Template for K-12 Teachers’ Online Training Program

    Haisong Ye, Shanghai Normal University, China; Feng-Qi Lai, Indiana State University, United States; Xianqing Bao, Shanghai Normal University, China

    This paper introduces the courseware template design of an online training program for K-12 in-service teachers in the rural area in Shanghai, China. The online training program is a part of the ... More

    pp. 979-983

  16. Blackboard versus Wikis: What Is Your Preference?

    Hsin-Te Yeh & Miri Chung, Metropolitan State College of Denver, United States; Yi-Chia Cheng, Tamkang University, Taiwan

    The rapid growth of the Internet technologies has brought convenience and diversity to e-learning. Blackboard learning system has been a dominant tool for course management. However, Wikis have... More

    pp. 984-986

  17. TWIGy: The Tutor Writer Input file Generator to Help Create an Interactive Individualized Tutor that Runs Over the Internet

    Rika Yoshii & Neha Pasrija, California State University San Marcos, United States

    The Tutor Writer Input file Generator (TWIGy) is a graphical user interface the pedagogical designer can use to create an interactive individualized tutor. The resulting tutor can provide help... More

    pp. 987-992

  18. Developing an Online Course Based on E-Learning 2.0 Concepts

    Steve Chi-Yin Yuen, The University of Southern Mississippi, United States

    E-learning 2.0 differs from traditional e-learning. E-learning 2.0 allows students to create, contribute, share, collaborate, connect, and participate in a learning community. Students can... More

    pp. 993-994

  19. The acceptability of online degrees in teacher training and hiring

    Jonathan Adams, Florida State University, United States; Khawaja Zain-Ul-Abdin, The Florida State University, Pakistan

    Abstract: A national survey of high school principals was used to assess the acceptability of a job applicant’s qualifications that included a degree earned either online, partly online, or in a... More

    pp. 995-1000

  20. Engaging Freshmen in Core Texts using Web 2.0 Tools

    Debra Zinicola & Joseph Martinelli, Seton Hall University, United States

    Abstract: There is a need in the millennial generation to link classroom teaching with the ways that students learn best, namely using online applications linked to course content. This research... More

    p. 1001