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SITE Interactive Conference

Oct 05, 2022


Liz Langran; Danah Henriksen

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File: Table of Contents

Table of Contents

This conference has 3 award papers. Show award papers

Number of papers: 66

  1. Creating the SPRY Network - a mid-scale infrastructure for STEM education equity

    Gerald Knezek, IITTL University of North Texas, United States; David Gibson, UNESCO & Curtin University, United States; Tandra Tyler-Wood, IITTL - University of North Texas, United States; Cheryl Ishii, Hawaii Free STEM Academy - University of Hawaii, United States

    : Intended for scholars and practitioners interested in monitoring how policy, ethics, and big data impact society, this panel discussion will introduce and seek input for a new project – the SPRY ... More

    pp. 1-3

  2. Computer Games for Global Issues

    Carol Redfield, St. Mary's University, United States

    Jane McGonigal from the Institute for the Future says that we, humanity, need to play 21 billion hours of computer games to solve big world problems. Katie Patrick discusses how to make societal... More

    pp. 4-10

  3. Engage Me! Research-based Best Practices for Student Engagement Using Microsoft Teams in Middle School

    Ann Armstrong & Karen Barbee, Northcentral University, United States

    Many faculty were forced to teach online with inadequate training or resources, affecting student academic performance because of COVID-19. The ultimate goal of this study was to help K-12 teachers... More

    pp. 11-18

  4. Learning Management Systems: Adaptable Mirrored Classroom Design for In-Service Teacher HyFlex Preparedness

    Stephen Arnold, University of Arizona, United States

    This paper and presentation will synthesize the findings of a study conducted in a co-convened undergraduate/graduate course on designing instruction to be easily repurposed among face-to-face,... More

    pp. 19-20

  5. A Typology of Hybrid Online Activities

    Merav Asaf, Kaye Academic College of Education, Israel

    With the very hasty transition to distant learning in March 2020, new challenges have aroused. Many students, especially young parents and students from low socio-economic backgrounds, could not... More

    pp. 21-24

  6. Equipped for Success: Overcoming Obstacles to Technology Configuration & Integration in ActiveFlex classrooms

    Letitia Bergantz, Adam St. John & Mark Gale, Athens State University, United States

    With changes in traditional teaching and a shift to online learning, faculty and staff embraced video conferencing tools, new learning software, and various apps. To reach more students across... More

    pp. 25-27

  7. Online Discussions and Perusall: Building Deeper Knowledge, Expanding Collaboration, and Increasing Community Engagement

    Teresa Coffman, University of Mary Washington, United States

    Creating discussion in an online classroom as well as developing a supportive community of learners requires intentional course design. One that creates a virtual learning experience that provides ... More

    pp. 28-31

  8. Helping and Hindering Engagement from the Student Perspective

    Christina Davison, Zayed University, United Arab Emirates

    Even pre-COVID-19, it was widely accepted that by increasing student engagement, student achievement of learning outcomes could be improved (Trowler & Trowler, 2010) . After shifts to the learning ... More

    pp. 32-33


    Bulent Dogan, University of Houston, United States

    This paper presents research results of the Innovative Technology Challenges for Science, Technology, Engineering, and Mathematics (ITECH-STEM) project developed for elementary-aged children... More

    pp. 34-41

  10. Using Pear Deck as an Inclusive Digital Learning and Professional Development Tool in Higher Education

    Cassandra Drake, California State University, Stanislaus, United States

    This session will provide attendees with an interactive demonstration of how Pear Deck can be utilized in higher education or professional development as an engaging and inclusive teaching strategy... More

    pp. 42-43

  11. LIGHTning IDEAs and Pillars that Support Learning and Engagement

    Susan Elwood, Kelli Bippert & Misty Kesterson, Texas A&M University Corpus Christi, United States

    This session provides background information and an initial model for responding to the key question: How can we design online and blended environments to engage students more efficiently in... More

    pp. 44-51

  12. Para-social Interaction as Impact on Online Education

    Sarah Everett, East Stroudsburg University, United States; Mark Piwinsky, Indiana University of Pennsylvania, United States; Erin Lewis, Pennsylvania Western Univeristy, United States; Lacey Fulton, Pennsylvania Western University, United States

    While asynchronous video does allow for a face to be associated with the content of the course, there is still a lack of engagement between the instructor and student because the interaction does... More

    pp. 52-55

  13. Teaching Strategies for Finding and Creating Video Content for Blended and Online Courses

    Leaunda Hemphill & Hoyet Hemphill, Western Illinois University, United States

    Using videos for instructional purposes can be an effective way to support student learning through interaction and engagement in blended and online courses. Unfortunately, the large number of... More

    pp. 56-58

  14. Using Telepresence Robots for Hybrid Learning – Almost Like Being There

    Karen Hickenbottom & David Wicks, Seattle Pacific University, United States

    This exploratory study examined telepresence robots' role in helping remote students perceive a sense of embodiment, social presence, and engagement in a hybrid classroom. The study used a... More

    pp. 59-63

  15. Preparing K-12 Teachers for the Reality of an Increased Need for Online and Blended Learning

    Charles Hodges, Georgia Southern University, United States; Michael Barbour, Touro University California, United States; Richard Ferdig, Kent State University, United States

    The COVID-19 pandemic exposed issues related to online and blended learning in K-12 schools. In this paper, the authors focus on recommendations to prepare pre-service and in-service teachers for... More

    pp. 64-69

  16. Transformation in Online Learning: Redesigning Online Courses to Include Faculty and Student Support.

    Erica Hutton, Lees-McRae College, United States; Jenny S Wakefield, Lees-MacRae College, United States

    At a college, growing in online learning as part of a new strategic plan, Program Coordinators and an Instructional Designer worked together to improve online learning for faculty and students by... More

    pp. 70-73

  17. How to Design HyperDocs for Accessibility, UDL, and SEL in Blended Teaching and Learning Spaces

    Liz Kolb, University of Michigan, United States

    When the COVID-19 pandemic forced both teacher preparation and K-12 instructors to move to emergency remote learning, most instructors did not have ample time to consider all the needs of their... More

    pp. 74-78

  18. Using Virtual Manipulatives to Conceptually Teach the Division of Fractions Using the Set Model

    Terri L. Kurz & Tirupalavanam Ganesh, Arizona State University, United States; Feyza Kurban, Necati Topay Mesleki ve Teknik Anadolu Lisesi, Turkey; H. Bahadir Yanik, Anadolu University, Turkey

    Virtual manipulatives are a supportive tool to teaching fractions in a remote setting, as screens can be shared and problems can be explored as a class. For students who are new to dividing... More

    pp. 79-82

  19. The Effect of COVID-19 on High School Computer Science Growth in Alberta

    Quinn McCashin, Michael Carbonaro & Catherine Adams, University of Alberta, Canada

    Computer Science (CS) is an emerging subject area in education worldwide. In Alberta, Canada, CS programs had rapidly grown (average annual growth rate of 33.5%) in the decade prior to COVID-19.... More

    pp. 83-87

  20. Designing Digital Assessment Strategies in Teacher Preparation

    Michael McVey, Eastern Michigan University, United States

    Against an ecosystem where online tools and other digital applications for assessing student learning have become increasingly refined and powerful, this paper discusses the challenges of preparing... More

    pp. 88-98