Society for Information Technology & Teacher Education International Conference
Apr 11, 2022
Editors
Elizabeth Langran
Table of Contents
Number of papers: 371
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Enhancing Online Teaching and Learning with Videos
Tian Meng, Virginia Tech, United States; Shuyan Wang, The University of Southern Mississippi, United States
This paper will discuss how educational videos can be used in classrooms to facilitate learning, why and when these videos should be used, and how to create these videos. We will provide an... More
pp. 131-135
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What a Magical Little Stone: A Case of Interactive Digital Storytelling Design for K-12 Children
Qi Si, Department of Education, East China Normal University, China; Yong Zhou, Institute of Global Chinese Language Teacher Education, East China Normal University, China
Given the significance of digital storytelling for K-12 education, the study aims to design and develop an interactive digital storytelling according to Mayer’s Cognitive Theory of Multimedia... More
pp. 136-141
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Factors Influencing Student Engagement in Virtual Classrooms and Their Impact on Satisfaction
Daniah Alabbasi, King Saud University, Saudi Arabia
This research explores the factors that most influence student engagement in online tertiary education and their relationship to satisfaction levels. Following a literature review to identify... More
pp. 142-151
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An exploration of a flexible pathways learning design for EFL language learners
Ezequiel Aleman, Universidad Tecnológica del Uruguay, United States; Rossana Mantaras, Universidad Tecnológica del Uruguay (UTEC), Uruguay
This preliminary study explores the effectiveness of a learning design model based on individual learning pathways combining in-person and online learning for English instruction in a rural... More
pp. 152-155
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Exploring the Practices, Challenges, and Benefits for Blended Learning across Four European Countries in the COVID-19 Era
Charoula Angeli, George Papadopoulos & Christos Mettouris, University of Cyprus, Cyprus; Martin Brown, Dublin City University, Ireland; Anthony Kilcoyne, Professional Development Service for Teachers, Ireland; Roger Austin, Ulster University, Ireland; Antoine Gambin, VisMedNet, Malta
The research examined the practices, challenges, and benefits of teaching with the blended learning approach during the COVID-19 pandemic. A case research study was conducted in twenty schools in... More
pp. 156-163
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Creating Global Partnerships Using Virtual Instructional Rounds in Teacher Preparation Programs
Rebecca Birch & Elizabeth Truesdell, Dominican University, United States
This participatory action research project leverages international partnerships to implement virtual instructional rounds (VIRs) to facilitate reciprocal learning between preservice and inservice... More
pp. 164-167
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Comparing Students’ Performance in a Face-to-Face Course and an Asynchronous Online Course on Educational Statistics
Li-Ting Chen & Leping Liu, University of Nevada, Reno, United States
Online learning is becoming more and more popular. To understand if online learning can be as effective as face-to-face learning, there is a need to compare student performance in a face-to-face... More
pp. 168-174
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A deep dive into asynchronous online discussion: examining whether students with different online listening behavior patterns feel learning satisfaction in asynchronous online discussion differently
Beomkyu Choi, Grand Valley State University, United States
Asynchronous online discussion is a vital element of online teaching and learning to support collaborative learning as well as to establish social and teaching presence. To examine student... More
pp. 175-180
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The Impact of Discussion Forums in Learning and Applying Content
Paula Christensen & Jarrod Sanson, Northwestern State University of Louisiana, United States
Online discussion forums can provide positive learning experiences. There is a desire for interaction in the online environment, but students often find discussion forums lacking in depth while... More
pp. 181-186
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Humanize the online learning environment to motivate, support, and retain first generation, socioeconomically diverse students, and students from varying cultural groups in higher education
Shernette Dunn, Florida Atlantic Uni, United States
Higher education institutions have been struggling with decreases in enrollment prior to the pandemic (Bawa, 2016). The impact of the pandemic has magnified the problem and institutions of higher... More
pp. 187-192
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Students’ Perceptions of Active Engagement in a Virtual Learning Environment: Implications for Abrupt Migration to Remote Teaching During COVID-19 Global Pandemic
Abdulsalami Ibrahim, Millersville University, United States
The generation of students on our college campuses has presented some different sets of challenges to educators. Challenges in the sense that, they learn and think differently. They were born and... More
pp. 193-199
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An Investigation of the Effects of Foreign Language Classroom Anxiety and Technology Anxiety on Performance in College Chinese Language Online Classrooms in the U.S.A.
Xiaona Jin & Lih-Ching Chen Wang, Cleveland State University, United States
Foreign language instruction, with its accompanying foreign language classroom anxiety, has moved online rapidly in an era of technology growth and global pandemic, but little research has been... More
pp. 200-204
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Best Practices with Online Advising in Higher Education: Tools, Techniques, and the Future
Lisa Krall, Jessamay Pesek, Lisa Schmitz & Miriam White, Bemidji State University, United States
Online advising is a critical component in virtual online programs. In this presentation, we offer suggestions on quality advising practices based on our experiences serving undergraduate and... More
pp. 205-210
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A Rubric: Indicators of Quality Design for Online Courses
Fatima Makda & Reuben Dlamini, University of the Witwatersrand, South Africa
Online learning has been identified as a growing area in the education sector and many educational institutions are expanding their offering of online courses. When designing online courses, there ... More
pp. 211-218
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The Development of Japanese Language e-learning system focusing on CLIL (Content Language Integrated Learning) suitable for DX education
Shizuka Nakamura, Graduate School of Science and Technology Shinshu University, Japan; Katsumi Wasaki, Faculty of Engineering Shinshu University, Japan
The number of Japanese language students is increasing rapidly both in Japan and abroad, but there are currently only enough teachers. However, when faced with the necessity of providing learners... More
pp. 219-223
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WebLive – Students’ Perspective on Hybrid Learning
Rchard Pierce, Yavapai College, United States
The purpose of this study was to investigate students’ perceptions of the WebLive instructional modality. The research questions that guided this study were: 1) How do student perceptions of the... More
pp. 224-228
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Learning through Case Studies in Online Teacher Education: How Reflection and Revisiting Cases Can Make a Difference
Jillian Powers, Patricia Willems, Ann Musgrove & Alyssa Gonzalez-De Hass, Florida Atlantic University, United States
Abstract. With the growing trend towards online learning in teacher education, teacher educators need to know which instructional strategies work well in online learning environments. This study... More
pp. 229-237
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Developing a Model for Determining Return on Investment of eLearning: A Literature Review
Aubrey Taylor Rieder, University of North Texas, United States
Much research surrounding eLearning focuses on comparing the effectiveness of technology-mediated education to that of traditional teaching methods; however, few studies exist exploring the... More
pp. 238-245
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Using Micro-credentials and Digital Badges in Education and Training: A Literature Review
Aubrey Taylor Rieder, University of North Texas, United States
With education and training programs being increasingly mediated by technology, it is crucial for educators, instructional designers, and researchers to consider tools and programs that enhance... More
pp. 246-251
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Role Ambiguity Among Secondary Teachers
Emily Starrett, Arizona State University, United States
Transitioning between in-person and online learning, caused by the pandemic, altered the way many teachers were accustomed to teaching, leading to uncertainty and ambiguity of their role as an... More
pp. 252-256
