SITE Interactive 2020 Online Conference
Oct 26, 2020
Editors
Elizabeth Langran
Table of Contents
Number of papers: 135
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Delivering Engineering and Computational Thinking Practices in an International K-12 STEM+C Project through the Lens of Online Education
Cristina Diordieva, Texas Tech University, United States
Engineering education and computational thinking have gained great attention in the past decade by researchers and practitioners specifically in Science, Technology, Engineering, and Mathematics + ... More
pp. 1-9
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Don’t talk to me, I don’t want to hear your voice, I just want my work: A look at graduate student perceptions of online instructional delivery methods
Nicole Covey, Annette Hux & Alicia Shaw, Arkansas State University, United States
This quantitative study was a comparative analysis of instructional video/visual techniques utilized by professors in online graduate programs. Graduate students enrolled in online courses were... More
pp. 10-17
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Micro-Assists: Enhancing Learner Support while Teaching Digitally
Caroline M. Crawford, University of Houston-Clear Lake, United States
Micro-assists can be defined as vignettes of useful information support the momentary needs of the learners within digital environments. Teaching within a digital environment, these assistive... More
pp. 18-23
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OMMI: Offline MultiModal Instruction
Kathryn Dirkin, Adam Hain, Megan Tolin & Ashley McBride, Central Michigan University, United States
This proposal identifies an emerging best practice that addresses issues of equity. The Offline MultiModal Instruction model (OMMI) works within the constraints of datacasting currently in use in... More
pp. 24-28
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Emotional Dashboard: Design for Affective Learning Also Needs to Support Teaching
Reza GhasemAghaei, Ali Arya & Robert Biddle, Carleton University, Canada
In this paper we revisit our experience with creating and applying a framework for multimodal affective software design and evaluation for education. Our goal was to support the system designer,... More
pp. 29-35
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Challenges in Teaching STEM Online
Amy Goodman, Baylor University, United States
I have been teaching mathematics in higher education since 1999 and teaching fully asynchronous online courses since 2017. My experience has led me to observe several challenges in translating... More
pp. 36-38
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Investigating a Streamlined Process for Submitting Handwritten Work in an Online Environment – The Instrument
Amy Goodman, Baylor University, United States
The survey instrument developed in this paper was part of a larger research project aimed at developing a streamlined protocol for students to submit handwritten work in a fully asynchronous online... More
pp. 39-51
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Investigating a Streamlined Process for Submitting Handwritten Work in an Online Environment – The Study
Amy Goodman, Baylor University, United States
When designing a fully online mathematics course, it is critical to give authentic assessment careful consideration. As mathematics courses have evolved in online education, attempts to create... More
pp. 52-56
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The Influence of Question Design for Online Discussions
Barbara Hall, Northcentral University, United States
The paradigm shift from the dissemination of knowledge to the construction of knowledge is well established. In online classes, the discussion board is one of the most common spaces in which this... More
pp. 57-62
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The Role of the Instructor in Asynchronous Learning: Students' Views
Caroline Kairu, University of North Texas, United States
Online courses and online learning are becoming a mainstay of universities and college course offerings. This has caused the role of the teacher or instructor to evolve in online learning and... More
pp. 63-72
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Applying LEAN Principles to Improve Introductory Cybersecurity Online Course: Findings From the Pilot Study
Pasi Kämppi & Paresh Rathod, Laurea University of Applied Sciences, Finland
This paper presents the best practices for an effectiveness and efficient offering of introductory level online cybersecurity course within higher education setup. The target was achieved with LEAN... More
pp. 73-79
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Combatting COVID-19 Distress with Virtual Student Success Fest
Sharonda Lipscomb, University of North Texas | University of Arkansas at Little Rock, United States; Daryl Tate, University of Arkansas at Little Rock, United States; Sherry Rankins-Robertson, University of Central Florida, United States
With the rapid transition to online and remote learning due to the coronavirus pandemic, many institutions have implemented new technologies and additional resources to ensure faculty and students ... More
pp. 80-81
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Designing Online Discussions Students Won’t Hate: Best Practice in Action
Kerrigan Mahoney, Minnesota State University, Mankato, United States; Julie Marsh, Bon Secours Memorial College of Nursing, United States
Online discussions can be frustrating to participate in, difficult to manage, and challenging to create and facilitate. However, they also offer the potential to engage students in new, different, ... More
pp. 82-84
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Collaborative Learning in a Remote World
Larissa Rector, Tennessee Tech University, United States
In this brief paper I will analyze, review, and critique an educational technology app (AWW App) in order to seek understanding of the way it contributes to collaboration and sharing for remote... More
pp. 85-88
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Confessions of an Online Teacher: Lessons and Tips for Success
Sandi Smith-Andrews & Haylee Layne, Tennessee Tech University, United States
Learning to teach online is not dissimilar to preparing to enter a classroom for the first time. In both environments, the wide-eyed instructor enters aimed with all the knowledge imparted during... More
pp. 89-92
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Key Components of Personalized Learning
Michelle Starcher & Lisa Otto, University of North Texas, United States
Research in the area of personalized learning indicates that there are four essential elements of personalized learning 1) personal learning paths and implementation of self-directed learning, 2)... More
pp. 93-101
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How Can We Advance Just Technology Integration?
Sumreen Asim, Indiana University Southeast, United States; Marie K. Heath, Loyola University Maryland, United States; Daniel G. Krutka, University of North Texas, United States; John Lee, North Carolina State University, United States; Natalie B. Milman & Jessa Henderson, George Washington University, United States
This session poses the question, How can we advance just technology integration? We consider both the non-neutrality of technology, and the non-neutrality of the societies to which technologies are... More
pp. 102-105
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Where Do Edtech, Equity, & Privacy Fit within Methods Courses?
Rhonda Christensen, University of North Texas, United States; Yi Jin, Kennesaw State University, United States; Kevin J. Graziano, Nevada State College, United States; Torrey Trust, University of Massachusetts Amherst, United States
Teacher education faculty are challenged to incorporate important topics related to the extensive use of technology in education, such as equity and privacy, as they are preparing teachers to be... More
pp. 106-107
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Data Literacy via Fake News
Lesley Farmer, California St. University Long Beach, United States
This presentation explains how educators can help students be data literate consumers of fake news as part of media literacy. Using a communications model, fake news data is examined in terms of... More
pp. 108-113
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Creating Google Classrooms Using Bitmoji and Google Slides: An early Pandemic Pedagogical Response
David Fuentes & Neil Grimes, William Paterson University, United States
Post-Covid-19 pedagogy requires teachers, students and families to become familiar with various digital technologies used in schools to promote distance learning. In New Jersey, and beyond,... More
pp. 114-119
