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Society for Information Technology & Teacher Education International Conference

Mar 05, 2017


Paul Resta; Shaunna Smith

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File: Cover & Front Pages

File: File: Cover & Front Pages

File: Table of Contents

Table of Contents

This conference has 7 award papers. Show award papers

Number of papers: 415

  1. Changing Teachers Minds: An Ohio Experiment.

    Mark Miller, State Support Team Region 12, United States

    As a lifelong educator I have often asked myself why some topics such as social studies and language arts were easier than math and science? Why did I struggle when my fellow classmates, and later... More

    pp. 247-251

  2. Analysis of E-learning of Distance Graduate Students of Sukhothai Thammathirat Open University

    Phisit Nadprasert & Walaiwad Chaiyabutr, Sukhothai Thammathirat Open University, Thailand

    The aims of research 1) study the in-depth data of e-learning process of the graduate students of Sukhothai Thammathirat Open University and 2) study the obstructing and improve factors on e... More

    pp. 252-257

  3. Motivational Effects of a Game-Based Automatic Quiz Generator Using Online Educational Resources for Japanese EFL Learners

    Yuichi Ono, Center for Education of Global Communication (CEGLOC), University of Tsukuba, Japan; Ai Nakajima, University of Tsukuba, Japan; Manabu Ishihara, Oyama National College of Technology, Japan

    This paper reports on the revised version of game-based automatic quiz generator that utilizes Online Educational Resources (OER) to familiarize Japanese EFL learners’ vocabulary and authentic... More

    pp. 258-265

  4. Massive open online course (MOOC) for differentiated instruction of Turkish as a foreign language

    Yasin Ozarslan & Ozlem Ozan, Yasar University, Turkey

    Open and distances learning solutions for learning Turkish as a foreign language has been gaining popularity over the last decade. In this study, authors share their experiences of their ongoing... More

    pp. 266-272

  5. Perceived vs. Actual Online Teaching Needs of University Faculty: A Mixed-methods Study

    Vicki Parish & Haihong Hu, University of Central Arkansas, United States

    Research was conducted at a mid-south higher education institution regarding perceived versus actual online teaching needs of the faculty. Perceived needs were analyzed through a campus wide survey... More

    pp. 273-279

  6. Discussion of Controversial Issues in an Online Teacher Preparation Course

    Jessamay Pesek, Bemidji State University, United States

    This paper presents strategies to support effective discussions of controversial issues within an online, asynchronous teacher preparation course. It is important to consider how best to present... More

    pp. 280-282

  7. A Tale of Two Twitters: Synchronous and Asynchronous Use of the Same Hashtag

    Joshua Rosenberg, Michigan State University, United States; Mete Akcaoglu, Georgia Southern University, United States; K. Bret Staudt Willet, Michigan State University, United States; Spencer Greenhalgh, Michigan State University, United States; Matthew Koehler, Michigan State University, United States

    Communication in online settings can occur at the same time (synchronously) or at different times (asynchronously). A new form of online learning in which teachers communicate both at the same time... More

    pp. 283-286

  8. The Interactive Online Course-Level Orientation Module: Fostering TPACK and an Introduction to Domain Knowledge

    Peggy Semingson, University of Texas at Arlington, United States; Melanie Mason, The University of Texas at Arlington, United States; Jared Keengwe, University of North Dakota, United States

    A course-level orientation module for online and/or face-to-face classes can provide a dual purpose: fostering of Teacher Pedagogical Content Knowledge [TPACK] (Mishra & Koehler, 2006), fostering... More

    pp. 287-292

  9. Building a Community of Learners: Case Study in a Hybrid Course

    Zsuzsanna Szabo, Marist College, United States

    This paper presents a case study in a graduate level hybrid course. Learning the course content and building a community of learners were the two major targets of the course. Course instructional ... More

    pp. 293-298

  10. Growth mindsets and flexible thinking in first-time online students’ self-efficacy in learning

    Hungwei Tseng, Jacksonville State University, United States; Yu-Chun Kuo, Rowan University, United States

    The present study seeks to examine gender differences of the first-time online students with respect to flexible thinking and mindset and to investigate the impacts of flexible thinking, mindset,... More

    pp. 299-302

  11. Using the Game-based Student Response Tool Kahoot! in an Online Class: Perspectives of Online Learners

    Hasan Ucar, Bilecik Seyh Edebali University, Turkey; Alper Tolga Kumtepe, Anadolu University, Turkey

    Online education approaches and tools have been going through a big transformation. Nowadays the trend is to use game-based learning mediums to engage and motivate the online learners. Game-based... More

    pp. 303-307

  12. Developing an Online Professional Development Program to Prepare Faculty to Teach Online

    Hong Wang, Northern Virginia Community College, United States

    Online teaching involves different skills than classroom teaching and new online instructors need professional development programs to prepare them to teach online. This brief paper will share an... More

    pp. 308-312

  13. Exploring the Use of Assigned Roles in Online Class Discussions

    Amber Warren, University of Nevada, Reno, United States

    For online-only classes the organization of forum discussions is of great pedagogical concern, as they may be the only opportunity participants have to develop understanding of course content. This... More

    pp. 313-318

  14. Are College Faculty Willing – and Ready – to Have Their Courses “Open”?

    Huei-Chuan Wei & Chien Chou, Institute of Education, National Chiao Tung University, Taiwan

    In response to the trend of open education movement, this study developed an instrument and used it to examine 142 Taiwan college faculty’s readiness for open courseware (OCW). The 27-item scale... More

    pp. 319-324

  15. Online Course Design: Incorporating Data Analytics for Improved Course Delivery

    David White, Mark Dame & Parviz Safadel, Texas Tech University, United States

    Information presented in this paper describes the many factors considered through data analytics that help support the development, delivery and assessment of online course design. While course... More

    pp. 325-327

  16. Improving Engagement: The use of Slack to improve engagement and learning outcomes for online students

    Romi Wittman, University of Arizona South, United States

    This paper discusses an ongoing study of the use of social media apps, specifically Slack, to better engage online students at the undergraduate level. The study also examines the use of social... More

    pp. 328-331

  17. Move In-Class Discussion Online to Engage Distance Learning Students

    Lin Zhong, Southern Illinois University Carbondale, United States

    Student engagement plays an essential role in distance learning performance and achievement. This qualitative study aims to discuss how web-based discussion can be used as a strategy to increase... More

    pp. 332-334

  18. Using Digital Storytelling to enhance an existing teacher education curriculum: How digital tools can enhance content, engagement and outcomes without adding new courses in a mandated program.

    Claude B. Abbott, Central Connecticut State University IT-Instructional Design & Technology Resource Center, United States; Carol M. Ciotto, Central Connecticut State University School of Education and Professional Studies, United States; Karen J. Riem, Central Connecticut State University Special Education & Interventions, United States

    This presentation shows how a combined group of faculty and instructional design professionals designed a digitally-enhanced, self-guided experience to master Social-Emotional Learning (SEL)... More

    pp. 335-339

  19. Developing Storybooks without Words for Character Education: A Unique Use of Augmented Reality for Student Learning and Product Development

    Domenic Dini & Leping Liu, University of Nevada, Reno, United States

    Changes to the global workforce have required changes to skills that students are taught in the classroom. 21st century skills must be developed so that students are better equipped to compete for ... More

    pp. 340-343

  20. Research Results of Digital Storytelling Contest (DISTCO) 2016

    Bulent Dogan & Kadir Almus, North American University, United States

    This paper presents the results of a research study on a Digital Storytelling Contest (DISTCO) held in 2016, the eight in the series of DISTCO projects. The project was designed so that K-12... More

    pp. 344-355