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Browsing by Subject: Instructional Design

  1. A Discussion on an ID Framework for Production, Inclusion, and Assessment of AR/VR Artifacts for Online Learning

    Jonathan Gratch, University of West Georgia, United States; Pamela Ponners, Texas Region 10 Educational Service Center, United States; Jian Zhang, Texas Woman's University, United States; Adriana D'Alba, University Of West Georgia, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 1731–1734

    Augmented Reality (AR) and Virtual Reality (VR) have been developed and used widely in computer gaming environments In order to adopt the use of AR and VR artifacts in a distance learning... More

    pp. 1731-1734

  2. Burning the Candle: A Technology Immune Technology Enabled Problem within an Action on Objects Framework

    Michael Connell, University of Houston-Downtown, United States; Sergei Abramovich, State University of New York at Potsdam, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 1724–1730

    This paper illustrates how Technology Immune Technology Enabled (TITE) problems (Abramovich, 2014), in this case an exploration of correlation and regressions referred to as Burning the Candle ,... More

    pp. 1724-1730

  3. Designing Four Point Student Interaction in Online Trades Based Courses

    Dalton Mervold, Saskatchewan Polytechnic, Canada

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 1706–1708

    Designing online courses that engage the learner and make the experience interactive and authentic can be difficult for some program areas Using four trade areas that are typically not using... More

    pp. 1706-1708

  4. Towards the Design of a Digital Fluency Course – An Exploratory Study

    Sharon Bratt & Liam Hodgins, Grant Macewan University, Canada

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 1017–1030

    The purpose of this study was to assess the efficacy of the design of a first year introduction to digital fluency course primarily for a library and information technology cohort at a Canadian... More

    pp. 1017-1030

  5. Developing a Just-in-Time Adaptive Mobile Platform for Family Medicine Education: Experiential Lessons Learned

    Christian Rogers, Indiana University-Purdue University Indianapolis (IUPUI), United States; Shannon Cooper & Scott Renshaw, Indiana University School of Medicine, United States; Jerry Schnepp, Bowling Green State University, United States; Corinne Renguette, Indiana University-Purdue University Indianapolis, United States; Mary Theresa Seig, Ball State University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 948–954

    EASEL is a platform designed to provide just-in-time adaptive support to students during experiential learning interviews conducted as part of required work in an online course in a family medicine... More

    pp. 948-954

  6. Supporting peer interactions in a MOOC: Utilizing social networking tools to personalize learning

    Nathaniel Ostashewski & Jon Dron, Athabasca University, Canada; Jennifer Howell, Curtin University, Australia

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 833–845

    This paper reports on the utilization of an online community networking platform designed to deliver a MOOC. A customized Elgg social software platform, implemented as the Curtin Learning Commons, ... More

    pp. 833-845

  7. Virtual Reality (VR) Applications in Online Counselor Education Programs

    Barbara Cooper, Heather Zeng & McKay Davis, Capella University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 763–768

    Scant literature exists in the realm of the application of Virtual reality (VR) applications for competency building in online counseling education programs This writing approaches existing... More

    pp. 763-768

  8. Presenting Correlated Concepts by Augmented-Reality Instructional Animations

    Chang-Hwa Wang, Department of Graphic Arts and Communications, National Taiwan Normal University, Taiwan; Yu-Hsuan Chen, Department of Visual Communication Design, Taipei University of Marine Technology, Taiwan

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 693–702

    Abstract concept is often difficult to present by traditional lectures In recent years, Augmented-Reality (AR) techniques have made possible of dubbing explanatory information onto abstract... More

    pp. 693-702

  9. An Investigation of the Relationship between Self-Efficacy and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers

    Eunkyoung Lee, KICE, Korea (South); Seong-Won Kim & Youngjun Lee, Korea National University of Education, Korea (South)

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 627–631

    The purpose of this study is to examine the effects of the TPACK-P education program on the teaching expertise of pre-service teachers For the study, 57 teachers were divided into 3 groups:... More

    pp. 627-631

  10. The Implementation and Evaluation of a Quality Graduate Supervision miniMOOC

    Hawazen Alharbi & Michele Jacobsen, University of Calgary, Canada

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 531–536

    This paper reports on the implementation and evaluation phase of design based research on a six module miniMOOC on Quality Graduate Supervision Design Based Research was used to analyze the problem... More

    pp. 531-536

  11. Instructor Experiences in Designing and Delivering Interactive MOOCs in Higher Education

    Meina Zhu, Curtis J. Bonk & Annisa Sari, Indiana University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 509–515

    There is a pressing need to better understand the instructional design and delivery methods of instructors of massive open online courses (MOOCs) In response, this mixed method study focused on how... More

    pp. 509-515

  12. A Study on the direction of 3D Modeling Education Considering Computational Thinking Factors at Elementary School in South Korea

    Soyul Yi, Ungyeol Jung & Youngjun Lee, Dept. of Computer education. Korea National University of Education., Korea (South)

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 505–508

    Computational thinking is considered a capability that will be needed in the age of the Fourth Industrial Revolution, so coding education is emphasized in many countries South Korea also emphasized... More

    pp. 505-508

  13. Integrating Computerized Graphic Organizers in EFL Reading Classes

    Chia -Pei Wu, I-Shou University, Kaohsiung, Taiwan, Taiwan

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 499–504

    This study aims to examine the effects of using computerized graphic organizers during the reading class on learners’ reading comprehension The research questions were: What are the impacts of... More

    pp. 499-504

  14. An Authentic Learning Program that Benefits Online Learning: Implementing a Voice-Over Internship

    David Wolf & Sten Isachsen, Schenectady County Community College, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 494–498

    Many colleges have a department for online learning that does not have the resources to produce quality or maximally effective instruction video Through an interdepartmental collaboration we... More

    pp. 494-498

  15. Communicative Language Teaching in E-Learning: How Confident are the Instructors?

    Christie Vanorsdale, Duquesne University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 489–493

    Even though more than 58 million people are currently taking a course online, instructors may not have the skills and self-efficacy required to effectively navigate these new educational spaces A... More

    pp. 489-493

  16. Keeping in Summer Shape (KiSS): Helping Students Bridge the Gap Between Sequential Gateway STEM courses

    Carla van de Sande, Arizona State University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 483–488

    “If you don’t use it, you lose it” is the sad reality of what happens to skills and abilities that are not practiced over time When the loss involves reading, writing, and arithmetic and takes... More

    pp. 483-488

  17. A Study on Student Perceptions of an Adaptive Learning System in College Algebra and Its Effect on Course Performance

    Claire Stuve, The University of Toledo, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 477–482

    College-level introductory math courses are notorious for students’ high rate of failure and lack of mastery Adaptive learning systems were created to address these problems However, research on ... More

    pp. 477-482

  18. Scaling up E-learning: Best Practices for Teaching Online Classes with a Large Enrollment

    Peggy Semingson, University of Texas at Arlington, United States; Dana Owens, The University of Texas at Arlington, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 472–476

    This best practices session focuses on teaching of large online-only classes and what methods, literature, and processes best support online and blended courses with large enrollments (eg, over 50 ... More

    pp. 472-476

  19. Beyond Netiquette Guidelines: Best Practices for Proactively Fostering Professional Communication Behaviors in E-Learning

    Peggy Semingson, University of Texas at Arlington, United States; Dana Owens, The University of Texas at Arlington, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 467–471

    This best practices session focuses on the role of professional dispositions within online courses with a focus on professional teacher preparation as an example Ideas can be replicated and... More

    pp. 467-471

  20. Distance Learning Instructional Design: Assessing Professional Competence with Miller’s Pyramid

    Barbara Schultz-Jones, Daniella Smith, Michelle Farabough & RaeAnna Jeffers, University of North Texas, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 459–466

    Delivering pre-service education in an online environment provides ease of access and convenience to students preparing for a professional role Understanding the scope of that profession is... More

    pp. 459-466