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SITE 2011--Society for Information Technology & Teacher Education International Conference

Mar 07, 2011


Matthew Koehler; Punya Mishra

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Table of Contents

This conference has 7 award papers. Show award papers

Number of papers: 817

  1. The Effectiveness of the Cohort Block Pedagogical Design Model in Asynchronous Online Courses

    Bruce Doney, Mercer University, United States; Karen McFerrin, Northwestern State University, United States; Elaine Artman, Mercer University, United States

    Recent literature suggests that large asynchronous online courses have relatively higher rates of attrition and loss of student interest than do similar courses offered in smaller groups. This... More

    pp. 237-240

  2. Using Open Source Technologies to Increase Teacher Immediacy and Presence

    Randall Dunn, Amanda Szapkiw & David Holder, Liberty University, United States

    Attrition rates in distance education teacher education programs is a concern for university administrators and educators. Thus, there is a need to identify strategies to increase retention rates. ... More

    pp. 241-242

  3. Leveraging Open Content and a Systems Approach in Higher Education Online Course Design: Distance Course Design & Consulting Group

    Ariana Eichelberger & Peng-Hsu Eric Huang, University of Hawaii at Manoa, College of Education, United States

    The Distance Course Design and Consulting Group (DCDC) was established at the University of Hawaii at Manoa in 2008 through a federal grant. Staffed by a small but diverse team, the DCDC is... More

    pp. 243-244

  4. Teletandem delivery: The educational relevance of the real world application of language and culture in online pedagogic and target tasks.

    Jason Brent Ellis & Carla Abreu-Ellis, Ashland University, United States; Blair Bateman, Brigham Young University, United States; Alison Tabor, Georgetown College, United States; Ray Graham, Brigham Young University, United States

    A teletandem model of language learning provides a vehicle for online writing, reading, audio, and video communication between students who are partnered and have a set outcome. This paper... More

    pp. 245-251

  5. New Communication Media Challenges for Supervisors and External Doctoral Students

    Ronel Erwee & Peter Albion, University of Southern Queensland, Australia

    This study investigated perceptions of doctoral students and supervisors in an Australian university about communication challenges in doctoral distance education, frequency of communication... More

    pp. 252-259

  6. Evaluation of Instructor-Enhanced Computer Supported Collaborative Learning

    Irina Falls & Chiuchu (Melody) Chuang, University of North Carolina- Pembroke, United States

    This paper presents research findings of a study based on a guiding model for designing and evaluating computer supported collaborative learning; the model contains explicit and embedded strategies... More

    pp. 260-265

  7. The Relationship Between Learning Styles and Student Learning in Online Courses

    Susan Featro, Wilkes University, United States

    Just as learning styles affect how students learn in traditional face-to-face courses, learning styles also influence student learning in online courses. This paper reviews multiple research... More

    pp. 266-273

  8. Analysis of passing rates of online math courses

    Sandra Fital-Akelbek & Mahmud Akelbek, Weber State University, United States

    Abstract: Online math courses are usually less successful than traditional face-to-face math courses offered on campus, because of limited resources available to students and instructors. In 2009... More

    pp. 274-279

  9. Distance Education in Teacher Education: A National Study

    Laura Frazier, Mount St. Mary University, United States; William Sadera, Towson University, United States

    This paper reports the findings of a national study designed to research and analyze the current status of distance education in teacher education programs. The results include data from 102... More

    pp. 280-287

  10. Collaboration Dynamics

    Magdalena Garzon & Marta Libedinsky, Fundacion Evolucion, Argentina

    In the Web 2.0 era, collaboration plays a crucial role. How can educators take advantage of the potential that the Web 2.0 offers to develop genuine collaboration among students? What type of... More

    pp. 288-293

  11. The Effects of "Facilitating" in Online Asynchronous Learning

    Wenge Guo & Yan Wen, Peking University, China; Jing Lei, Syracuse University, United States; Jianjun Hou, Peking University, China

    With one large-scale online course as a research context, and based on data collected from 110 K-12 participating teachers—45 in the experimental group and 65 in the control group, this study... More

    pp. 294-303

  12. Transforming a traditional school counseling graduate program to distance learning.

    Abby Hallford, University of Central Arkansas, United States

    This study used a qualitative descriptive approach to explore student experiences in the process of converting a traditional classroom graduate program to an online distance learning program.Open... More

    pp. 304-312

  13. The Gender Differences in Acquiring Information and Computer Skills among Undergraduate Students in Kuwait

    Samir Hamade, Kuwait University, Kuwait

    The increasing number of students admitted to universities puts a burden on academic libraries and makes orientation tours insufficient and time consuming. Researchers see the provision of academic... More

    pp. 313-320

  14. The Use of E-collaboration in Educational Technology and Development Courses at Saginaw Valley State University

    John Hansen, Elizabeth Hansen, Anne Tapp & Scott James, Saginaw Valley State University, United States

    The potential for collaborative learning in higher education is well documented and is traditionally recognized through face-to-face interaction. More recently, studies show the benefits to... More

    pp. 321-326

  15. TeleVisions and teleReality - How to understand and use Internet video in education

    Henrik Hansson & Gunnar Wettergren, Department of Computer and Systems Sciences, Stockholm University, Sweden

    Internet video is rapidly becoming the main mode of communication across the world. Education institutions can benefit tremendously by adopting smart ways of using Internet video. Old media,... More

    pp. 327-334

  16. A Call for Essential Certification and Apprenticeship

    James Hatten, University of Minnesota, United States

    This paper calls for the establishment of strong initial socialization structures in the rapidly expanding area of K-12 online teaching. Using Lortie’s (1975) sociological history of teaching as a ... More

    pp. 335-339

  17. Exploring the Characteristics of Pedagogical Lurkers

    Laurie-ann Hellsten, Laureen McIntyre & Michelle Prytula, University of Saskatchewan, Canada

    In online courses, class discussions commonly occur in asynchronous discussion boards where students are able to participate at their convenience (Mabrito, 2002). Research suggests that students... More

    pp. 340-343

  18. Online Discussions: The Effect of Having Two Deadlines

    Michael Herrick, Meng-Fen Grace Lin & Charlotte Huei-Wen, University of Hawaii, United States

    Discussion forums are the heart of asynchronous online courses; many factors go into their design. After witnessing students delay in making required discussion board posts until just before the... More

    pp. 344-351

  19. Learning Together to Deliver Effective Online Learning Experiences to Pre-Service Teachers

    Heather Higgins & Laura Staal, University of North Carolina at Pembroke, United States; Ye He, University of North Carolina at Greensboro, United States

    Schools of Education (SOE) are changing how they prepare pre-service teachers for the classroom through online instruction. This study focuses on the implementation of an SOE’s online undergraduate... More

    pp. 352-357

  20. Guiding Learner Inquiry to Develop Critical Thinking and Self Reflection in Learners

    Peggy Hines, University of Florida, United States

    A critically thinking and reflective mind seeks understanding, coherence and meaning in what it knows and seeks to systematically apply specific standards of thought to any problem or situation. A... More

    pp. 358-359