Search results for author:"Rowena Santiago"
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Rowena Santiago
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SYSTEMATIC PLANNING FOR ONLINE TEACHING TO SUPPORT FACULTY'S NEW ROLE
Rowena Santiago
EdMedia: World Conference on Educational Media and Technology 2001 (2001) p. 1639
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THE INTERNET AS A RESEARCH TOOL: Cheers or Tears?
Mikiko Nakata; Rowena Santiago
WebNet World Conference on the WWW and Internet 1999 (1999) pp. 1368–1369
The purpose of this anecdotal study was to find out how well the Internet could serve as a tool in conducting research. While doing a regular research on gender issues among US and Japan female faculty in computer-related programs in higher...
Topics: Internet
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Promoting Instructional Quality: Templates and Training for Online Teaching
Danilo Baylen; Rowena Santiago
World Conference on Educational Media and Technology 2004 (2004) pp. 3270–3274
Instructional quality is increasingly becoming a concern in distance learning. There is consensus that interaction, particularly cognitive engagement and social engagement, affects online quality. This paper presents the use of templates and their...
Topics: Cognition, Training, Instructional Design, Integration, Learning Outcomes
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Rethinking Course Infrastructure and Instructional Strategies to Support Learning Online
Rowena Santiago; Minoru Nakayama
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 853–858
This paper describes and discusses the experiences of students in graduate education courses that were delivered online. Data was collected on instructional (online activities) and non-instructional (contextual issues, learner characteristics)...
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A Study of Faculty Readiness for Online Teaching
Brian Newberry; Joseph Jesunathadas; Rowena Santiago
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 2426–2433
The readiness for online teaching of 100 university instructors was investigated by using a survey to measure their confidence to carry out four online teaching roles: instructional, social, managerial, and technological. Rasch-Andrich method and...
Topics: Faculty, Teaching Methods
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How Do We Foster the Quality Of Hybrid Courses in Teacher Education?
Danilo M Baylen; Rowena Santiago; Minoru Nakayama
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 1732–1737
This paper describes and discusses an undergraduate teacher education course that was converted into a hybrid format. When taught for the first time, data was collected on instructional (online activities) and non-instructional (contextual issues,...
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The Effects of Advisement and Locus of Control on Achievement in Learner-Controlled Instruction
Rowena S. Santiago; James R. Okey
The purpose of this study was to investigate three types of academic advisement used in computer based instruction (CBI) with learner controlled conditions and their effects when used among learners of varying locus of control orientation. There...
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The Role of Essay Tests Assessment in e-Learning: A Japanese Case Study
Minoru Nakayama; Hiroh Yamamoto; Rowena Santiago
Electronic Journal of e-Learning Vol. 8, No. 2 (2010) pp. 173–178
e-Learning has some restrictions on how learning performance is assessed. Online testing is usually in the form of multiple-choice questions, without any essay type of learning assessment. Major reasons for employing multiple-choice tasks in e...
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Collaborating in Virtual Spaces: GoogleDocs, Group Work, and Online Learning
Danilo M Baylen; Rowena Santiago; Minoru Nakayama
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 133–138
This case study describes and discusses the experiences of students in a graduate education course that used GoogleDocs as a tool for collaboration. Data was collected on evidences of online collaborative interactions, and on contextual issues ...
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The Impact of Learner Characteristics on Learning Performance in Hybrid Courses among Japanese Students
Minoru Nakayama; Hiroh Yamamoto; Rowena Santiago
Electronic Journal of e-Learning Vol. 5, No. 3 pp. 195–206
To improve the management of hybrid courses, the relationship between learner characteristics and learning performance was analyzed in two regular university courses. Undergraduate and graduate students participated in two 15-week hybrid courses...