SITE 2013--Society for Information Technology & Teacher Education International Conference
Mar 25, 2013
Editors
Ron McBride; Michael Searson
Table of Contents
Number of papers: 881
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Working as an Online Educator: Challenges when scaling up distance education
Stefan Nilsson & Lars Svensson, University West, Sweden; Johan Lundin, Gothenburg University, Sweden
In recent years online and blended learning has scaled up from being a pilot endeavour driven by pioneers, to constituting a large portion of many institutions of higher education. In the process, ... More
pp. 881-885
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Preparing Teachers, Building Capacity: A Response to K-12 Online Initiatives
Priscilla Norton & Dawn Hathaway, George Mason University, United States
There is a need for colleges of education to conceptualize a response to the expanding role of K-12 blended and fully online learning that provides teachers with necessary skills and competencies... More
pp. 886-894
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Epistemic Gaming in Virtual Worlds - Lessons Learned
Patrick O'Shea & Kim Becnel, Appalachian State University, United States
This session will focus on the lessons learned from the development and implementation of an Epistemic Game in the virtual world used in a Master’s level Library Science class. Epistemic Games... More
p. 895
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VLEs vs. PLEs for Higher Education Institutions
Panagiotis Panagiotidis, Aristotle University of Thessaloniki, Greece
Virtual Learning Environments constitute the cornerstone of the elearning program for most of the Higher Education Institutions worldwide and are now considered to be the main structural unit of... More
pp. 896-901
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Teaching Complex Topics in Distance Education
Judy Paternite, Kent State University Geauga, United States
This study examines the effectiveness of using problem based learning (PBL) versus traditional instruction in online classes. When learning how to create a relational database, students in... More
pp. 902-905
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Increasing Conversation and Question in Online Courses and Communities
Susan Patterson, Lesley University, United States
Using a free social network analysis tool such as SNAPP (which works within most learning management systems), online instructors can see how frequently students are participating and interacting... More
p. 906
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The Impact of Personalized Learning on Motivation in Online Learning
Anne Pemberton & Mahnaz Moallem, University of North Carolina Wilmington, United States
Online learning in higher education continues to grow yet there are concerns about attrition and lack of student success in online environments. Motivation is one factor that has been identified as... More
pp. 907-914
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Maximizing Online Engagement and Learning through Nearpod and Skype
Li-Wei Peng, West Liberty University, United States; Cheun-Yeong Lee, Military Academy of Republic of China, Taiwan
In the presentation, the researchers aim to demonstrate the online engagement and learning strategies and techniques with the combination of Nearpod and Skype on iPads. The researchers also plan to... More
p. 915
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Is Anyone There? Using Interaction Behaviors to Enhance Online Discussion Forums
Denise Peterson & Loye Romereim-Holmes, South Dakota State University, United States
As faculty go beyond the technical mechanics of creating an online course, they are able to more fully focus on developing an intentional learning environment where students are able to actively... More
pp. 916-923
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Technology Assisted Culturally Responsive Special Education Doctoral Program: Preparing Faculty for the 21st Century
Patricia Peterson, Judith Ulrich & Gae Johnson, Northern Arizona University, United States
The LEAD doctoral program funded by the US Department of Education, Office of Special Education Programs, provides a unique combination of online distance education courses during the academic year... More
pp. 924-928
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Fully Online Math and Science Methods Course
Lori Petty, University of Texas Brownsville, United States
Abstract: Math/Science education is poised at the forefront of a new era. Preparing math and science teachers for a new generation of math, science, and technology require fresh and innovative... More
pp. 929-934
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Investigating Student Engagement in an Online Mathematics Course
Teresa Petty & Abiola Farinde, UNC Charlotte, United States
The Windows into Teaching and Learning (WiTL) project is a method developed by researchers at the University of North Carolina at Charlotte that allows the facilitation of online clinical... More
pp. 935-938
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Remote Observation of Graduate Interns: A Look at the Process Five Years Later
Teresa Petty & Tina Heafner, UNC Charlotte, United States
The Remote Observation of Graduate Interns (ROGI)is a method developed by researchers at the University of North Carolina at Charlotte that allows the facilitation of remote observations of... More
pp. 939-941
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Student Performance in a Flipped Class Module
Richard Pierce, Shenandoah University, United States
The flipped classroom model was adopted in which a process oriented guided inquiry learning (POGIL) activity was developed and conducted in class to complement previously viewed didactic lectures. ... More
pp. 942-954
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Distance Education Planning and Implementation Strategies: A Comparison of Faculty Perceptions at Pennsylvania State Institutions
David Bruce Porter, Indiana University of Pennsylvania, United States
The growth of distance education, technological innovations, changing learner needs and demands, and the globalization of post-secondary education has made it critical for institutions to adopt... More
pp. 955-960
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Social Presence in Online Education: From the Instructor's Point of View
Kristi Preisman, Peru State College, United States
According to Oztok & Brett’s (2011) review of research, social presence is historically viewed through the eyes of the student learner and/or community of learners with a specific focus on... More
p. 961
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Using NING to Build Communities for Extended Professional Development
David Pugalee, University of North Carolina at Charlotte, United States
Sustained professional development offers participants ongoing opportunities to develop their knowledge and skills. This study investigated the use of NING, a social networking site, in providing... More
pp. 962-964
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An Exploration of Attributional Beliefs and Procrastination Among Online Teacher Education Graduate Students
Glenda Rakes, The University of Tennessee at Martin, United States; Karee Dunn, The University of Arkansas, United States; Tom Rakes, The University of Tennessee at Martin, United States
Previously, the authors found that the attributional belief that academic outcomes occurred because of the individual’s effort significantly predicted procrastination in online students. Research... More
pp. 965-971
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Hybrid Delivery Classroom: A model designed to maximize the blending of technology and face to face instruction
David Rausch & Elizabeth Crawford, University of Tennessee at Chattanooga, United States
Over the past three years, UTCs Learning and Leadership Doctoral Program has reviewed, revised, and refined delivery methodology to build and enhance learning communities through an effective and... More
pp. 972-977
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Bb Learn+My Portfolio: A new view at learning
Angelia Reid-Griffin, UNC Wilmington, United States
Blackboard Learn + is a newly developed classroom management system that has been recently implemented at my university. This new tool has a unique portfolio feature that allows instructors and... More
pp. 978-980