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Society for Information Technology & Teacher Education International Conference

Mar 18, 2019

Editors

Kevin Graziano

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File: Cover & Title Pages

File: Table of Contents

Table of Contents

5
This conference has 5 award papers. Show award papers

Number of papers: 444

  1. Computational Pedagogical Strategies to Help Learners Retain STEM Content Knowledge

    Osman Yasar, Peter Veronesi, Jose Maliekal & Leigh Little, State University of New York College at Brockport, United States; John Tillotson, Syracuse University, United States

    Computational pedagogical experiences were designed and implemented to help students retrieve content they learned in class, retain it, and apply it in different contexts to solve novel problems.... More

    pp. 351-360

  2. Examining the Effects of Digital Fabrication in Middle School: Comparing Gifted and Non-Gifted Students

    Vince Moore, Breckenridge ISD, United States; Tandra Tyler-Wood, University of North Texas, United States

    A large-scale grant funded by the National Science Foundation (NSF) utilizes digital fabrication tools and curriculum designed to lead students through the creation of American Invention Kits. ... More

    pp. 361-366

  3. Blogs as an Effective Social Media Tool in Education

    Emad Abu-Shanab, Qatar University, Qatar; Nawzat Alsmadi, Yarmouk University, Jordan

    Abstract: The growth of web 2.0 tools is increasingly influencing higher education. Educators debate the effectiveness of social media tools in educational environment. Some empirical studies... More

    pp. 367-373

  4. Using Online Education to Improve Traditional Classroom Instruction: A Blended Learning Approach

    Catherine Bacos & Karen Grove, University of Nevada, Las Vegas, United States

    The authors will discuss instructional design strategies used to develop and redesign a course offered in multiple formats: online, face-to-face, and hybrid. Teaching the same course in multiple... More

    pp. 374-379

  5. Piloting a QM-Inspired Quality Assurance Process for All Online Course Offerings at a Mid-sized University

    Savilla Banister, Rachel Vannatta & Cindy Ross, Bowling Green State University, United States

    This paper shares the far-reaching impact a Quality Matters(QM) Consortium relationship can have on a large university campus. With more than 300 online courses offered in any given semester,... More

    pp. 380-385

  6. Bringing Open Pedagogy to Practice in a Blended Graduate Course: Affordances and Challenges

    Evrim Baran & Dana AlZoubi, Iowa State University, United States

    There is an increasing interest in developing and sharing open educational resources (OER) in higher education worldwide. Building on the same premise, open pedagogy emerged as a pedagogical... More

    pp. 386-390

  7. Accommodating in the Online Course Environment for Students who are Deaf/Hard of Hearing

    Terence Cavanaugh & Suzanne Ehrlich, University of North Florida, United States

    As online courses have become a common format for delivery of instruction, students and faculty with disabilities are also increasing in attendance in online courses. As educators, we should... More

    pp. 391-397

  8. Nudging, Not Shoving: Five effective strategies for motivation and success for online learners

    Terence Cavanaugh & Nicholas Eastham, University of North Florida, United States

    Because online courses have become a common format for delivery of instruction, faculty can act as behavior change agents to help students work and feeling more connected in online courses.... More

    pp. 398-404

  9. Student-Generated Discussion Activity: A Lever for Building a Community of Learners in an Asynchronous Online Learning

    Beomkyu Choi, Grand Valley State University, United States

    Online learning has now become an integral part of the educational landscape. Despite many efforts that have been made in an online learning research and practice community, many issues still... More

    pp. 405-409

  10. How Do e-Learning Students Perceive Online Synchronous Instruction: A Scaling Tool

    Christina Churchill, University of North Texas, United States

    Online synchronous courses require more time for the professor teaching the course. Wang and Woo discuss the perceptions of students in face-to-face classes compared to asynchronous online classes... More

    pp. 410-415

  11. Best Practices for Teacher Educators to Address Digital Security Issues in Synchronous Sessions and Webinars

    Elizabeth Dalton, URI; Dalton Ed Services International, United States; Susie Gronseth, University of Houston, United States

    Digital and cyber security is an increasingly important focus for educators to understand and learn how to manage, considering the capacity for hacking that exists today. This session focuses on... More

    pp. 416-419

  12. How can we design online courses that are effective for student learning? (Roundtable)

    Antoinette Marie Davis, Colorado State University-Global Campus, United States

    Online education tends to be an arena where the assumption is that students can join the course with very little help from the instructor. But this is not true. In designing an online course, you... More

    pp. 420-430

  13. Blurring Lines: Using Telepresence for Instructional Equity

    Veronica Ent, Saint Vincent College, United States

    Instructional equity is more than addressing race and culture, it is ensuring that each student can participate meaningfully in coursework. Universities offering teacher education are challenged... More

    pp. 431-435

  14. Big space, small groups: Lessons learned on the development of a small-group learning classroom to meet the needs of both large- and small-enrollment courses

    Christopher Faulkner, Robert Rege & Dorothy Sendelbach, UT Southwestern Medical Center, United States

    In 2013, UT Southwestern Medical Center began a process of curriculum reform with an aspiration to include more active learning. As a result of new curriculum requirements, a dedicated classroom... More

    pp. 436-441

  15. Think You Know What Learners Want in an Online Class? Think Again.

    Jennifer Graham, Northern Maine Community College, United States; Lynne Manion, Eastern Maine Community College, United States

    The purpose of our poster/demonstration is to highlight the discrepancies between what online learners perceive and report about their learning experiences versus what teachers and facilitators... More

    pp. 448-453

  16. A mixed methods research proposal to examine the influence of external factors and expectations on the success of first time online learners.

    Alexis Guethler, Towson University, United States

    Predictive frameworks have defined critical student-controlled factors and acknowledged the presence of external factors, they have largely focused on the former and ignored the latter deeming this... More

    pp. 454-459

  17. Tools for Seamless Teaching in Online and Hybrid Contexts

    Amanda Hurlbut & Karen Dunlap, Texas Woman's University, United States

    Face-to-face teaching methodologies are often very different from the pedagogies needed to deliver successful online teaching. Instructor presence, specific feedback, effective course design,... More

    pp. 460-465

  18. Exploring Asynchronous Online Learner Experiences and Perceptions

    Alicia Johnson, Kenneth Potter & Emily Bishop, Virginia Polytechnic Institute and State University, United States

    The purpose of this study was to gather qualitative data in an initial phase of a larger study designed to explore the research question, “What factors affect the self-efficacy of asynchronous... More

    pp. 466-472

  19. Maintaining a Competitive Edge: How Trends Drive Innovations for Online Education in Higher Education

    Hong Lin, University of Oklahoma, United States

    More institutions are offering their online degree programs, many of which target similar audience and enrollment. How can campus leaders and professionals strategically lead their online programs ... More

    pp. 473-477

  20. Engagement for Retention: Enhancing the Online Graduate Student Learner Experience Through the Development of a Virtual Community

    Sharonda Lipscomb, University of North Texas | University of Arkansas at Little Rock, United States

    The number of students taking online courses has continued to expand rapidly over the last decade (Allen and Seamon, 2009). Although there has been great progress and success with online learning, ... More

    pp. 478-483