E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
Oct 19, 2015
Table of Contents
Number of papers: 321
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Electronic Portfolio Panic among Student Teachers
Beverly Strauser, Georgia Southern University, College of Education - Department of Teaching and Learning, United States; Edward Strauser, Armstrong University, United States
When a school administrator /team decide among newly certified teacher candidates for an opening at their school, they consider several factors, including a teacher candidate portfolio. The state... More
p. 228
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An Exploration of How Mobile Devices Help College Students with Disabilities Access News Information
Jingrong Xie, Michael Williams & James Basham, The University of Kansas, United States
This study intends to investigate how mobile devices interact with college students from diverse backgrounds, especially with disabilities to access news and information. By examining theoretical... More
pp. 229-236
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Communication and Collaboration Gaps among PhD Students and ICT as a Way Forward: Results from a Study in Sweden
Naghmeh Aghaee, Thashmee Karunaratne & Åsa Smedberg, Stockholm University, Sweden; William Jobe, University West, Sweden
The low completion rate and slow progress in PhD education have been highlighted in many studies. However, the interaction problems and communication gaps that PhD students encounter make this... More
pp. 237-244
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The Development and Implementation of an Online Facilitator Training Course and Qualification Process
Pamela Aigner, David Helling & David Kwiatkowski, Westinghouse Electric Company, United States
Westinghouse Electric Company, LLC uses progressive training methods to establish its leadership position in the highly regulated training segment of the nuclear power generation industry. In 2002... More
pp. 245-250
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E-learning as a Motivator in Teaching and Learning in The Saudi University Context
Naif Alsayyali, Indiana University of Pennsylvania, United States
The number of students who are enrolling in online courses is expanding exponentially. For this reason, many schools in the Kingdom of Saudi Arabia (KSA) are moving towards an electronic means of... More
pp. 251-255
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Using MOOCs within traditional courses: students’ perspective
Diana Andone, Vlad Mihaescu & Radu Vasiu, Politehnica University Timisoara, Romania
This paper presents the findings of a pilot to implement a blended learning model by merging content from MOOCs (Massive Open Online Courses) into a traditional higher education Masters Course. The... More
pp. 256-262
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Simulating Future Scenarios: Translating In-Class Activities to Online Experiences
Leanna Archambault, Annie Warren & Robin Parmentier, Arizona State University, United States
The current study examines a popular in-class activity called “Renew-A-Bead,” which has been modified from a variety of online sources (see Powers, et al., 2013). It was adapted for a virtual... More
pp. 263-266
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Setting up a University iPad Lab for Preservice Teachers to Develop Technology Skills for the Classroom
Michelle Beach, Paulette Stefanick & Debbie VanOverbeke, Southwest Minnesota State University, United States
Abstract: The evidence shows a phenomenal increase in the number of schools that have purchased Apple’s iPad tablets for classrooms. While the impetus of the schools’ iPad implementation may have ... More
pp. 267-271
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Online Learning in an Epidemiology Curriculum
Anita Berglund, Karin Leander, Karin Modig, Magnus Stenbeck & Lars Alfredsson, Karolinska Institutet, Sweden
“Blended learning”, a mixture of online and on-campus teaching, is increasingly common and provides particularly beneficial conditions for learning. The focus of this paper is to describe how e... More
pp. 272-277
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A case study: How an instructor used results from an inventory measuring students’ preferences in online teaching behaviors to personalize instruction
Paula Bigatel, Jan Mahar & Vicki Williams, Penn State University, United States
This presentation will discuss how an instructor and her learning assistants used the results of a survey measuring students’ cognitive profile of self-directed learning and their preferences for... More
pp. 278-279
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Rich Lecture On Demand – A Bavarian Best Practice
Freimut Bodendorf, University of Erlangen-Nuremberg, Germany
In Germany the state of Bavaria created an innovative concept of network centric e-learning called “The Virtual University of Bavaria” (VUB). This virtual university consists of a loosely coupled... More
p. 280
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Prioritizing and Implementing Structures for Personalization within the Asynchronous Learning Environment This a Draft
Terry Bustillos, National University, United States
Creating an environment in which the adult learner perceives they are all unique individuals with unique needs rather than just an identification number in cyberspace is an essential component to... More
pp. 281-283
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Selling the flipped learning environment in higher education: Lessons from an Australian business school
Craig Cameron, Griffith University, Australia
The flipped lecture, also known as the inverted or flipped classroom, has been embraced by higher education as a strategy to improve student engagement, attendance, retention and satisfaction. The ... More
p. 284
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Blended Learning Environments: A Phenomenographic Study of Australian Teachers' Conceptions and Approaches
Vicki Caravias, Swinburne University of Technology, Australia
Drawing from the phenomenographic perspective, this study investigated Australian University teachers’ conceptions and approaches to integrating pedagogy and content knowledge using blended... More
pp. 285-295
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Disrupting Health Care Education: Best Practices for Teaching Nurses in Second Life®
Estelle Codier, University of Hawaii, Manoa, United States
Abstract: Teaching nursing in Second Life® has the potential to disrupt teaching practice in a way that transforms pedagogy, objectifies and improves performance evaluation and increases both the... More
pp. 296-301
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Why Course Re-design Matters in Enhancing Student Engagement - A Reflection
Robert Cole, Saint Louis University, United States; Michaella Thornton, MFA, Saint Louis Community College - Meramec, United States
What is the role of course design in engaging and empowering students in learning? Professor Robert Cole, of Saint Louis University, with the assistance of Michaella Thornton, of St. Louis... More
pp. 302-304
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A Framework for Social Paleontology via an Online Community Space
Kent Crippen, University of Florida, United States; Betty Dunckel, Bruce MacFadden & Shari Ellis, Florida Museum of Natural History, United States; Lisa Lundgren, University of Florida, United States
In this paper we describe a design framework for an online social learning space for a community of practice involving amateur and professional paleontologists. This space will support a shared... More
pp. 305-311
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Samba and Sauna: The Implementation of Educational Technology by Brazilian Teachers Participating in a Finnish Online Teacher Education Program.
Mark Curcher, Tampere University of Applied Sciences, Finland; Ciao Mendes, Colégio Rio Branco, Brazil; Cibelle Lima, Colégio Rio Branco Educational Center for the Deaf, Brazil; Daniele Miyaji, Juliana Martins & Juliana Ragusa, Colégio Rio Branco, Brazil
Abstract: A diverse group of teachers at Colégio Rio Branco in Sao Paulo Brazil have been participating in an online teacher education program offered by Tampere University of Applied Sciences,... More
pp. 312-317
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The LMS versus Social Media: A Case Study Examining the use of Learning Technologies by Brazilian Teachers on a Finnish Teacher Education Program.
Mark Curcher, Tampere University of Applied Sciences, Finland
Abstract: To meet the international demand for Finnish teacher education, Tampere University of Applied Sciences has implemented an online teacher education program since 2011. The program is... More
pp. 318-324
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Gearing up for edTPA video: Low cost technology solutions for high stakes challenges
Ariana Eichelberger, University of Hawaii at Manoa, College of Education, United States
Beginning in 2016, all students completing teacher preparation programs in the state of Hawaii will be required to pass the edTPA assessment to become licensed teachers. Part of the assessment... More
pp. 325-331